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 Core 34, degree specific requirements in writing, quantitative literacy, foreign language, and laboratory science or field experience, 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 Core 34 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 Core 34, students complete 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 Undergraduate Academic 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 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 Jayhawk Global 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 for College of Liberal Arts and Sciences Baccalaureate Degrees
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 Core 34 and the College, students should complete the Written Communication requirements of both the Core 34 and their degree within the first academic year of their enrollment and to complete the Quantitative Literacy requirements of both the Core 34 and their degree by the end of their third full semester.
Written Communication
Students are expected to enroll in two courses that meet the Written Communication requirement of the Core 34 in their first academic year of enrollment. Students should pay close attention to their degree specific requirements given that certain degrees require specific written communication courses despite advanced standing in writing courses due to examination scores.
Quantitative Literacy
Students are expected to meet the requirement of the Quantitative Literacy area of the Core 34 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 given that certain degrees require specific quantitative literacy courses.
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), which must include a capstone course or equivalent. The required 120 hours are divided into the following categories: the Core 34, capstone requirement, 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: 75 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.
CAPSTONE 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 a capstone course or equivalent at the junior/senior level.
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 | 75 |
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.
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 Core 34 Curriculum. In addition to the Core 34, 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 Core 34 Quantitative Literacy requirement. A list of currently approved courses can be found below.
Course List Code Title Hours ASTR 391 Physical Astronomy, Honors 3 CHEM 130 General Chemistry I 5 CHEM 135 General Chemistry II 5 CHEM 150 Chemistry for Engineers 5 CHEM 170 Chemistry for the Chemical Sciences I 5 CHEM 175 Chemistry for the Chemical Sciences II 5 CHEM 190 Foundations of Chemistry I, Honors 3 CHEM 195 Foundations of Chemistry II, Honors 3 COMS 356 Introduction to Behavioral Research Methods in Communication 3 ECON 104 Introductory Economics 4 ECON 105 Introductory Economics, Honors 4 ECON 142 Principles of Microeconomics 3 ECON 143 Principles of Microeconomics, Honors 3 ECON 144 Principles of Macroeconomics 3 ECON 145 Principles of Macroeconomics, Honors 3 GEOL 190 Introduction to Quantitative Geoscience 3 MATH 101 College Algebra: _____ 3 MATH 104 Precalculus Mathematics 5 MATH 105 Introductory Quantitative Reasoning 3 MATH 115 Calculus I 3 MATH 116 Calculus II 3 MATH 125 Calculus I 4 MATH 126 Calculus II 4 MATH 127 Calculus III 4 MATH 145 Calculus I, Honors 4 MATH 146 Calculus II, Honors 4 MATH 147 Calculus III, Honors 4 MATH 365 Elementary Statistics 3 PHIL 210 Playing the Odds: Reasoning, Chance, and Probability 3 PHSX 114 College Physics I 1-4 PHSX 211 General Physics I 1-4 PHSX 213 General Physics I Honors 1-5 POLS 206 Political Science Methods of Inquiry 3 PSYC 210 Statistics in Psychological Research 3 PUAD 332 Quantitative Methods for Public Administration 3 SOC 380 Elementary Statistics and Data Analysis 3
- 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 (the honors equivalent of ENGL 102) and ENGL 205.
- 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 below.
Course List Code Title Hours ABSC 675 Practicum in Infant-Toddler Care and Early Intervention I 3-5 ABSC 676 Practicum in Infant-Toddler Care and Early Intervention II 3-5 ABSC 677 Practicum in Preschool Education and Intervention I 3-5 ABSC 678 Practicum in Preschool Education and Intervention II 3-5 ABSC 679 Practicum in Behavior Analysis Research in Early Childhood Education 1-6 ABSC 680 Practicum in Advanced Laboratory in the Development of Behavioral Treatments for Children with Autsm 1-6 ABSC 685 Practicum in Community-Based Services for Adults with Intellectual and Developmental Disabilities 3-6 ABSC 690 Practicum in Community Health and Development 1-6 ABSC 691 Practicum in Community Health and Development, Honors 1-6 ABSC 692 Practicum in Basic Research and Conceptual Foundations 3 ABSC 696 Special Practicum in, Honors: _____ 3-6 COMS 330 Effective Business Communication 3 COMS 342 Problem Solving in Teams and Groups 3 DANC 475 Career Preparation in the Arts 3 ENGL 362 Foundations of Technical Writing 3 ENGL 494 Research Internship 1-3 ENGL 496 Internship 1-3 ENGL 497 Service Learning Internship 1-3 EVRN 491 Capstone Internship 3 EVRN 615 Capstone Project 3 FMS 485 Capstone in Film and Media Studies 4 GEOG 500 Senior Capstone in Geography 3 HA 550 Capstone in Art History: _____ 3 HIST 475 Professional Skills in the Humanities 3 LA&S 172 Exploring Health Professions 3 LA&S 372 Preparing for Programs in the Health Professions 3 LA&S 475 Professional Career Management 3 LA&S 480 Preparing for International Careers 1-3 LA&S 485 Global Career Management 3 LA&S 490 Internship Exploration 1-5 LDST 200 Introduction to Leadership Studies and Applications 3 LDST 201
& LDST 202Introduction to Leadership
and Introduction to Leadership Applications3 LING 420 Capstone: Research in Language Science 3 LING 421 Capstone: Typology-Unity and Diversity of Human Language 3 POLS 494 Washington Semester Seminar 3 POLS 495 Seminar for Fieldwork and Internships 3 POLS 496 Washington Semester Field Work 3-6 POLS 497 Topeka Semester Field Work 3-6 PSYC 483 Undergraduate Internship in Psychology 1-3 PSYC 484 Classroom to Career 3 SPAA 691 Internship Experience 1-3 SPLH 568 Introduction to Audiological Assessment and Rehabilitation 4 SPLH 571 Introduction to Speech-Language Pathology 4 THR 307 Undergraduate Theatre Internship 1-3 THR 560 Collaborative Production 3
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 Core 34 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 Core 34.
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 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 for 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 they satisfy 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 junior/senior 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.
Core 34
The Core 34 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 Core 34 can be found here.
Bachelor of Science Degree Requirements
All 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 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 Bachelor's + Master's Dual Accelerated 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 faculty 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. 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. Grading of thesis and dissertation hours should follow the College’s grading regulations.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 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 to assist students in preparing for meetings can be found on the College's mentoring hub.
- 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.
For more information and links to external mentoring resources and templates, see the College’s mentoring and advising hub.
Mentorship Agreements
The College recognizes that effective mentoring is especially critical during the thesis and dissertation writing stage. The use of a formal mentoring agreement can be a highly effective tool to support positive mentoring relationships, the objective evaluation of progress, and completion of the degree in a timely manner.
- Recommended upon completion of coursework: A formal mentorship agreement is strongly encouraged for students who have completed the coursework requirements and/or have identified a primary thesis or dissertation advisor. The College’s Mentorship Agreement template is recommended and may also be altered to meet the needs of the department or specific student.
- Required Within 2 Years of Maximum Time to Degree: Completing the College’s Mentorship Agreement is required if a doctoral student or master’s student completing a thesis student is within two years of exhausting their degree time limits and they have not scheduled their final defense. In this case, the mentorship agreement may not be modified, and a copy of the executed agreement must be filed with the College.
See the College’s mentoring & advising hub for links to the College’s Mentorship Agreement and additional guidance for implementation.
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. Department policies must include the following:
- Allow the student to initiate the change without the expectation of prior consent from their current advisor
- Address the maximum time frame for identifying a new advisor
- Address impact on the student’s academic status if a new advisor is not identified within the required time frame, including whether a failure to identify an advisor may result in probation or dismissal
Please see your department's graduate student handbook or consult with the Director of Graduate Studies or graduate program coordinator 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 Core 34 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 Core 34 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 Core 34 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 day 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 a type of distinction (either distinction or highest distinction). The top one-third of the top 10 percent 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. All departments in the College are required to have a policy in place that governs the consequences of a student receiving LP or NP for one or more semesters. SP/LP/NP 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 and/or supports timely completion of the degree.
LP - Limited Progress. Progress is less than what was agreed upon with the advisor and/or may cause delays in timely degree completion. Consequences of receiving an LP are determined by each department. In cases where a student receives more than one LP (consecutive or otherwise), academic probation is strongly encouraged.
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.
In cases where a student’s progress results in an LP or NP, execution of the College’s Mentorship Agreement is strongly encouraged. See the College's mentoring & advising hub, or the Graduate Mentoring & Advising tab of this catalog section for more information.
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 all thesis and dissertation courses. In cases where the department has elected to use a different grading scale for thesis or dissertation hours, to ensure consistency and transparency in the evaluation of student progress, the department must have in place a rubric defining expectations for each letter grade (e.g. for progress and/or for quality of work). 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 a type of distinction (either distinction or highest distinction). The top one-third of the top 10 percent 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:
- 1. 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.
- 2. 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.
- 3. 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
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.)
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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
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.
Detailed analysis of recent Haitian history. The focus will include interactions between religion, social structure, politics, economics and international relations. Prerequisite: AAAS 301/HAIT 200, or consent of instructor.
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 and REL 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.
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. (Same as REL 322.)
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 Core 34: English (SGE) 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 Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to the general techniques of non-verbal theatrical conventions in African cultures. Practical training in movement vocabulary will be supplemented by lectures on the "text" of performance. (Same as THR 334.)
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.
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 WGSS 344.) Prerequisite: WGSS 101, AAAS 104, or prior completion of one 200-level English course.
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.)
This course will examine representations of love and romance in African American literature and culture. In addition to the romance novel genre, the course studies different kinds of cultural texts, such as art, film, and music. It explores romantic relationships among black people, including related topics such as sex, desire, marriage, and singleness, and how these interpersonal relationships build families, communities, and collective bonds. The class will consider both the content and aesthetics of diverse texts in order to think about how black people connect intimately as well as how various social and cultural politics underline the nature of those intimacies. (Same as WGSS 350.)
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. (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 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. 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 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 and REL 358.)
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 introduces students to twentieth-century works in French by sub-Saharan African, North African, and Afro-Caribbean authors. In the course, students will compare how these thinkers articulated varying notions of Africanness, especially in relation to Frenchness, and what it meant for them to be faithful to their African roots. Through discussions of novels, poetry, cinema, and non-fiction writing, students will reflect on how national, regional, and continental identities have been constructed in contexts of colonialism, nation-building, and migration to and from the African continent. Major topics of the course include Négritude, Pan-Africanism, Islam, and women’s liberation. 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 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.
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-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.
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.)
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 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 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.)
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 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. (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 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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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 Wolof.
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 permission of the instructor.
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 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.)
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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
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.
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 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 long-term and recent social changes. Not open to students with credit for SOC 132. (Same as SOC 330.) Prerequisite: A principal course in sociology.
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).
In this course, we will analyze the production, dissemination and consumption of three of the most important forms of popular music—e.g. salsa, reggaetón, banda, and Chicano rock - listened and danced to by US Latinos since the beginning of the 20th century to the present. Through a variety of material we will seek to understand the histories of these musical forms, highlighting the intricate relationship between popular music, migration and the formation of social and cultural identities.
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 AAAS 330.)
Study of selected aspects of Latinx/Chicanx society or culture or of the Latinx/Chicanx experience.
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.)
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: 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: Consent of instructor required.
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.
Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as BIOL 787, GEOL 781, HIST 723, and MUSE 703.) Prerequisite: Museum 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 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 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 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, 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 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 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.
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.
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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
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 and REL 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.
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.
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 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.
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.
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.
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 and REL 358.)
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 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.
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.)
This course provides a comparative study of religion and systems of value and belief in non-Western cultures. (Same as REL 484.)
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 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. (Same as LAC 557.) 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.
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.
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.
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.
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.
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.
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.
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: 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 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 and LING 725 or consent of instructor.
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 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.
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.
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.
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.
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 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 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 providing supervised opportunities in supporting adults with intellectual and developmental disabilities in community-based environments. Students will be trained and supervised to implement assessment and intervention procedures for socially significant behavior change in adults with intellectual and developmental disabilities, collect data and make data-based decisions, and conduct training to support staff working with adults with intellectual and developmental disabilities. Students are also required to read relevant literature and participate in weekly meetings to discuss the literature and progress on assessment and intervention procedures. Meets capstone course requirement for degree. Prerequisite: ABSC 350 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.
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.
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.
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, 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.
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.
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.
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.
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.
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.
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 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. 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.
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.
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.
This discussion-based, advanced research methods course will challenge students to further develop their interprofessionalism, scholarship, and collaboration skills. Doctoral students will learn to develop, revise, and validate interventions through a systematic and focused research agenda that involves a range of research designs (e.g., SMART, hybrid, SCED, participatory) and analytical strategies needed for sustainable implementation. Objectives include building capacity of students to conduct innovative intervention and implementation research using a variety of contemporary single case, group, and hybrid designs; building capacity of students to guide organizations’ process to identify, install, implement, and sustain innovations in practice; developing a research proposal; and promoting students’ analytical and problem-solving skills, as well as academic writing and accepting feedback. This course is taught in a seminar format where students from multiple disciplines contribute to the learning process as well as learn from their peers and the instructor. Prerequisite: Instructor permission.
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.
In this online laboratory geared for non-biology majors, students will be engaged in learning biology by completing a series of lab simulations. Students will then use easily accessible household materials to explore biology through hands-on and computer-based activities that reinforce the lab simulations. Students will learn selected fundamentals of biology and scientific inquiry at a level appropriate for a non-biology major, including various laboratory skills, collecting data, graphing and interpreting data. Prerequisite: Concurrent enrollment in BIOL 100 is recommended.
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).
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. Course is designed to meet the critical thinking learning outcome of the KU Core. Does not contribute to major requirements in biology. First-year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
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 has a strong focus on probability and 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. An introduction to genetic simulation in the R programming language is also provided. Not open to students with credit in BSCI 350. Prerequisite: Membership in the University Honors Program, 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.
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.
Honors section of BIOL 400 and BIOL 612, by application and invitation. 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, and membership in the University Honors Program, 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 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 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.
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) with emphasis on morphology and diagnostics of various life-cycle stages, including introduction to parasitological methods. 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.
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.
A laboratory course on the genetic analysis of bacteria. Includes mutagenesis, cloning, agarose and polyacrylamide gel electrophoresis, PCR, regulation of gene expression, and computational analysis of DNA sequences and protein structures. Prerequisite: BIOL 402 and concurrent or prior enrollment in BIOL 518; 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.
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 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 or BIOL 153.
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 152 or BIOL 153.
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.
An analysis of behavior including causation, development, evolution, and adaptation. The course integrates studies at all levels from genetic through organismal analysis. Students are expected to apply concepts from previous courses to understanding the expression of behavior in animals. All types of animals, from invertebrates to primates, will be used as examples. Prerequisite: BIOL 150/151, BIOL 152/153, BIOL 154, BIOL 370, and one other BIOL course level 300 or above.
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 BIOL 360 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 with 60 + Credit hours.
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 152 or BIOL 153.
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 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 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.)
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 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 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.
Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as AMS 700, GEOL 781, HIST 723, and MUSE 703.) Prerequisite: Museum 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 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 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.
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.
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. This course may be taken up to 7 times for a maximum of 7 credit hours. 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 laboratory course, which satisfies the Capstone requirement, 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.
Introduction to the principles of structure, bonding, and reactivity of inorganic and organometallic species, with particular emphasis on symmetry, bonding models, ligand classifications, spectroscopy, and chemical transformations of commonly encountered classes of metal-containing compounds. Prerequisite: CHEM 510, CHEM 520, or CHEM 530.
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 the Capstone requirement. This course may be taken up to 3 times for a maximum of 3 credit hours. Students will submit interim reports during the semesters in which the first and second credit hours are completed, and 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 the Capstone requirement. This course may be taken up to 4 times for a maximum of 4 credit hours. 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 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.
A discussion of fundamental reactions for the formation of carbon-carbon bonds, oxidation, reduction, and functional group interchange. Prerequisite: CHEM 740.
A course designed to develop a student's ability to apply fundamental concepts of mechanistic organic and organometallic chemistry, physical organic chemistry, bioorganic chemistry, synthetic organic reactions and techniques for structure elucidation. Students will propose solutions to practice problems mimicking challenges that arise in contemporary research in organic chemistry. The format includes interactive problem-solving discussions led by faculty and peers and monthly written examinations. May be repeated up to three times until the student has passed at least four of the written exams. Graded on a satisfactory/unsatisfactory basis. Prerequisite: CHEM 740 or permission of instructor.
The advanced mathematical and physical principles of quantum mechanics relevant to atomic and molecular systems. Topics may include abstract vector spaces and representations, time-dependent quantum dynamics, electronic structure theory, density matrices, second-quantization, advanced group theory, path integrals, and scattering theory. Prerequisite: CHEM 750 or its equivalent.
Thermodynamics and introduction to equilibrium statistical mechanics with emphasis on problems of chemical interest. The course consists of two roughly equal parts: 1) An advanced overview of the laws and concepts of thermodynamics with application to specific problems in phase and chemical equilibria and 2) An introduction to equilibrium statistical mechanics for both classical and quantum systems. Prerequisite: CHEM 750 or its equivalent.
A study of the rates, mechanisms, and dynamics of chemical reactions in gases and liquids. Topics include an advanced overview of classical kinetics, reaction rate theories (classical collision theory, transition-state theory and introductory scattering theory), potential energy surfaces, molecular beam reactions, photochemistry, Marcus electron transfer theory and other areas of current interest. Prerequisite: CHEM 750 or its equivalent.
Quantitative molecular spectroscopy and its chemical applications. The basic principles of the molecular energy levels, selection rules and spectral transition intensities will be discussed and applied to rotational, vibrational, electronic, and nuclear magnetic spectroscopy. Linear and nonlinear spectroscopies will be addressed. Prerequisite: CHEM 750 or its equivalent.
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 BIOL 860, MDCM 860 and PHCH 860.) Prerequisite: Permission of instructor.
Research work (either experimental or theoretical) in chemistry for students working toward the M.S. degree. Graded on a satisfactory progress/limited progress/no progress basis.
Original investigation in chemistry at the graduate level. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Advancement to doctoral candidacy.
Advanced computer applications in physical science. General discussion and illustration of problem organization and solution by numerical and other methods with examples from physics, astronomy, and other physical sciences. Students will design, write, validate, and document computer programs to solve physical problems. (Same as ASTR 815 and PHSX 815.) Prerequisite: Six hours of computer science courses numbered 300 or above, and six hours of physics and/or astronomy courses numbered 300 or above.
A survey of metalloproteins and metalloenzymes, their structures and functions, including recent advances in biomimetic modeling, small molecule activation in biological systems, and related physical methods. Prerequisite: CHEM 832.
A survey of important techniques in organic chemistry with respect to scope, limitations, mechanism, and stereochemistry. Emphasis will be placed on new synthetic methods and application of such methods to the synthesis of structurally interesting compounds, particularly natural products. Prerequisite: CHEM 842.
Advanced equilibrium statistical mechanics and introduction to nonequilibrium statistical mechanics. Topics include: the theory of liquids, critical phenomena linear response theory and time correlation functions, Langevin dynamics, and molecular hydrodynamics. (Same as PHSX 971.) Prerequisite: CHEM 909 or equivalent.
A course covering special advanced topics in chemistry not included in other graduate courses. One or more topics will be covered in a given semester and an announcement of the course content and prerequisites will be made at the end of the previous semester. This course may be taken more than once when the topic varies.
Research work (either experimental or theoretical) in chemistry for students working toward the Ph.D. degree. Graded on a satisfactory progress/limited progress/no progress basis.
Speech-Language-Hearing Courses
An introductory course in the acquisition of child language. The course will examine the fundamental claims of modern first language acquisition theories and evaluate these theories by discussing core findings in domains of children’s acquisition of speech sounds, words, syntax, semantics, and pragmatics. The course will also cover relevant issues including bilingual first language acquisition, cross-linguistic research, child language processing, language and cognition in child development, methods in child language research, and atypical language development. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students who have taken LING 425. (Same as LING 709.) Prerequisite: Graduate standing or consent of instructor.
This is a lecture course providing concepts in human genetics, fundamentals of gene pathways, Mendelian and non-Mendelian transmission of genetic diseases, gene regulation and expression, genotype/phenotype correlation, characteristics of human genome, Microarray and DNA cloning. The major goal is to introduce a breadth of genetic concepts to students and at the same time provide recent developments in human genetic research. Students are expected to actively participate in discussion of readings from text books, review articles and research papers. There will be at least 3 lab days to demonstrate methodologies like DNA purification from saliva, polymerase chain reaction and DNA electrophoresis. Prerequisite: Consent of instructor.
This course explores the fundamentals of disease gene identification methods and tools that are effective to explore the genetic components of inherited disorders. Fundamentals of pedigree based genetic analyses will be covered, along with Mendelian and non-Mendelian inheritance patterns, gene mapping methods, population allele frequencies, heterogeneity, microarray expression, DNA sequencing, recent development in disease gene identification, online human genomic databases, genetic variations, pathogenicity and bioinformatic tools. Recent topics like gene editing, personalized medicine, and pharmacogenetics will be discussed. There will be at least 3 lab days to demonstrate DNA quantification, polymorphism, Sanger sequencing and bioinformatic tools like oligo design, prediction of pathogenicity of protein coding SNPs, and browsing human genome databases. Prerequisite: Consent of instructor.
This course will include discussion of the epigenetic mechanisms involved in behavioral and developmental disorders. The topics reviewed will be DNA methylation, histone modification, genomic imprinting, neurogenesis, epigenetic control of gene expression, non-coding RNAs, prions, microbiota and epigenetics, influence of environment, life style, diet and exercise on gene regulation and cellular pathways. The topics of pharmacoepigenetics, personalized epigenetics and future perspectives of epigenetics in human health will be covered. Recent development in epigenetic research will be discussed. Prerequisite: Consent of instructor.
Master's level. Application of research methodology in a laboratory situation. Emphasis is on direct participation in designing and conducting an experimental investigation on topics related to child language acquisition and disorders, including quantitative methods. May be repeated for up to a maximum of 3 credits. Prerequisite: SPLH 660 or equivalent research methods course.
Investigation of special topics by individual master's level students. Paper required. Prerequisite: Consent of instructor.
A seminar devoted to factors affecting children's language acquisition and language impairments, with some attention to theoretical formulations, causal pathways and mechanisms of change. Topics may vary. Prerequisite: Consent of instructor.
Directed research and experimentation for M.A. students in some phase of child language acquisition/disorders. Prerequisite: Consent of instructor.
Development of Master's Thesis in the area of child language acquisition and/or disorders. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Consent of instructor.
A seminar that considers advanced research problems in investigations of child language and language impairment, diagnosis, longitudinal development, change over time, and causal factors. Paper is required. Prerequisite: Consent of instructor.
Application of research methodology in a laboratory situation. Emphasis is on direct participation in designing and conducting a study related to child language acquisition or impairments, and analyzing outcomes. Prerequisite: Consent of instructor.
Provides experiences in classroom and laboratory instruction under supervision of graduate faculty. Variable credit to reflect amount of instructional responsibility assumed. Prerequisite: Consent of instructor.
Lectures and discussion on issues in the conduct of a scientific career, with emphasis on practical topics of special importance in behavioral science. Topics will include the academic and scientific roles of behavioral scientists, establishing a research lab, communicating research findings, tenure processes, gender equity, ethical conduct, and good scientific citizenship. Discussions will highlight important case studies. (Same as PSYC 982 and SPLH 982.)
Directed research, experimentation, and/or quantitative analysis for Ph.D. students in topics related to child language acquisition, language impairment, diagnosis, causation, or treatment. Prerequisite: Consent of instructor.
Doctoral Dissertation in topics related to child language acquisition, language impairment, diagnosis, causation, or treatment. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Consent of instructor.
Classics Courses
A general survey of the political, social, and economic developments of Mesopotamia, Egypt, Asia Minor, and Greece from Paleolithic times to 323 B.C. (Same as HIST 105.)
A general survey of the political, social, and economic developments of ancient Rome from 753 B.C. to 475 A.D. (Same as HIST 106.)
A systematic examination of the traditional cycles of Greek myth and their survival and metamorphosis in Latin literature. Some attention is given to the problems of comparative mythology and the related areas of archaeology and history. Slides and other illustrated materials. No knowledge of Latin or Greek is required.
The study of Greek and Roman mythology through extensive readings in primary classical texts and secondary authors. Prerequisite: Admission to the Honors Program or consent of instructor.
An introduction to the history, methods, and excavation techniques of archaeology, with special emphasis on ancient Greece and Rome. Topics include stratigraphy, chronology, artifact analysis, the role of archaeology in our understanding of Greek and Roman society, and the treatment of archaeology in popular culture. Illustrated throughout with presentations of important archaeological sites of the ancient Mediterranean such as Athens and Pompeii, from the earliest times through late antiquity.
This course provides a survey of ancient epic poetry, focusing on literature from the Greek, Roman, and Mediterranean world. All readings will be in English; no knowledge of any ancient languages is required. The works selected will be ancient epic tales primarily from Greece, Rome and the Mediterranean world (e.g. Epic of Gilgamesh, Homer, Apollonius, Vergil, Ovid, Statius) though some ancient epics from other cultures may be used for comparative purposes (e.g. Beowulf, Popol Vuh, Mahabharata). Class discussion and assignments focus on understanding the ancient cultures and their relation to our own, evaluating the arguments of scholars, and creating well-reasoned written and oral arguments about ancient epics.
This course introduces some of the fundamental ethical questions raised by Greek and Roman philosophers and considers how their answers to these questions can help us solve the social, political, and environmental problems we face today. We will cover questions like "what makes a good friend?", "would I be happier if I had more money?", "do I have a responsibility to protect the natural world?", and "how can I make myself a better person?". We will explore a number of ancient ethical theories that emerged in response to these problems, such as the Hedonism of Epicurus, the Intellectualism of the Socrates and the Stoics, and the Primitivism of the Cynics, and we will consider how these theories can be applied in the contemporary world. All readings will be in English; no knowledge of any ancient languages is required.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Classics. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course uses focused content from Greek and Roman mythology as a vehicle for learning, applying, and practicing essential skills of writing. The content varies from term to term but is always circumscribed, such as Helen of Sparta, nature myths, the wandering hero, or children in Greek tragedy. Students complete a variety of writing exercises that build upon each other and include revision. The course will be taught in English.
An introduction to the history, methods of study, and forms of evidence for Greek and Roman art from Archaic Greece to Late Antiquity (600 B.C.E.-400 C.E.), mainly sculpture, painting, and crafted objects. Emphasized topics include: the diversity of approaches towards the study of ancient artifacts, cross-cultural exchange between the cultures of Greece and Rome, ancient vs. modern definitions of art and artists, patrons and audiences, and current debates about ancient art. Illustrated throughout with presentations of significant works and case studies. Use of the study collection in the Wilcox Classical Museum.
This course explores the theory and practice of ancient Greek rhetoric, with the aim of developing student's own rhetorical skills and habits. All readings are in translation; no knowledge of ancient Greek is required. Students study rhetoric in such authors as Homer, Demosthenes, Plato, and Lysias and discuss such topics as the role of public speaking in maintaining Greek democracy, the difference between rhetorical skill as a means and an end, the relationship between rhetorical style and civic identity, and the adaptability of rhetoric to various circumstances and audiences. Students practice delivery with ancient speeches; write and deliver speeches tailored to a variety of situations; and listen to and critique the speeches of their peers and others.
This course provides a survey of magic and witchcraft in ancient Greece and Rome and interprets these practices through anthropological theories of magic and witchcraft. Emphasized topics may include magicians, witches, ghosts, spirits, demons, divination, and spells. This course considers issues such as how magic works, how people engage with the divine, the marginalization of magical practitioners, and the difference between magic, witchcraft and religion. All readings will be in English; no knowledge of any ancient languages is required. (Same as REL 316.)
This course explores the theory and practice of ancient Roman rhetoric, with the aim of developing student's own rhetorical skills and habits. All readings are in translation; no knowledge of Latin is required. Students will study rhetoric in such authors as Cicero, Quintilian, Caesar, and Seneca and discuss such topics as the role of rhetorical theory in Roman education; oratory as a hallmark of public service during the Republic, and its transition to a pastime in the Imperial age; the ways the Romans connected oratorical style with humor, the body, and gender identity; and the leeway given to speakers in constructing an argument. Students practice delivery with ancient speeches; write and deliver speeches tailored to a variety of situations; and listen to and critique the speeches of their peers and others.
This course explores the life, times, and legacy of Alexander the Great (356-323 BCE). It covers the historical context of ancient Greece and Macedon from which Alexander emerged; his engagement with ancient Greek, Egyptian, and Persian cultures; his military campaigns; his aims in creating an empire; and the immediate aftermath of his conquests. In addition, the course considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Alexander has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the use of the memory of Alexander by later Greeks and Romans; the medieval Alexander tradition; responses to Alexander in Middle Eastern and Indian thought and literature; the legacy of Alexander’s conquests in the age of empires; his transformation in Hollywood; and his contested place in the modern political dispute between Greece and North Macedonia. (Same as HIST 387.)
This course explores the life, times, and legacy of Julius Caesar (c. 100-44 BCE). It covers Caesar’s early political career, his military campaigns, and his rise to power through civil war, with special attention paid to his aims, political reforms, and the institutions that enabled his rise to power. In addition, it considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Caesar has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the impact of Julius Caesar in Rome with the creation of an empire ruled by “Caesars”; Medieval responses to Caesar as tyrant, king, and emperor; Caesar as a paradigm of populist tyranny from the Renaissance to the present; the legacy of his literary output and the Romantic image of Caesar as a genius; his impact on the modern age of empires; and re-imaginings of Caesar in film, TV, and video games. (Same as HIST 388.)
An interdisciplinary survey of the major cultures of the prehistoric Aegean (Greek) world from the Neolithic period to the end of the Bronze Age (ca. 3000-1100 B.C.E.), with special emphasis on the cultural and artistic achievements of the Mycenaeans, Minoans, and Cycladic islanders, including their contacts with the neighboring cultures of Anatolia (Hittites and Troy), the Levant, Egypt, and South Italy. Includes lecture with slides and discussion. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 525 or HA 525. No knowledge of Greek or Latin is required. (Same as HA 325.)
An interdisciplinary survey of the material culture of the ancient Greek world from the Protogeometric period to the end of the Hellenistic age (ca. 1100 - 30 B.C.E.), with emphasis on the major sites, monuments, and changing forms of social and artistic expression (e.g., architecture, sculpture, vase painting). Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 526 or HA 526. No knowledge of Greek or Latin is required. (Same as HA 326.)
An interdisciplinary survey of the material culture of ancient Rome from its origins to the late empire (8th c.B.C.E. - 4th c.C.E.). Emphasis on major sites, monuments, and changing forms of social and artistic expression, as well as on Etruscan and Greek influence on Rome and Rome's influence on its provinces. Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 527 or HA 537. No knowledge of Greek or Latin is required. (Same as HA 327.)
This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. No knowledge of Greek is required; all readings will be in English. Formerly known as CLSX 230. Not open to students with credit in CLSX 230.
Honors version of CLSX 329. This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. No knowledge of Greek is required; all readings will be in English. Prerequisite: Membership in the University Honors Program or consent of instructor.
A comprehensive study of the Greek and Latin elements in medical terminology. Students will learn word roots and how to combine them, as well as become acquainted with their relationship to mythology and the influence of ancient ideas about health and the body on modern healthcare. This class is useful for anyone going into the health field including management, clinical areas, insurance, and technical fields. No knowledge of Greek or Latin is required.
This course introduces the world of ancient Rome, with a focus on Roman cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; politics and empire; games and gladiators; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. All readings will be in English; no knowledge of any ancient languages is required. Formerly known as CLSX 240. Not open to students with credit in CLSX 240.
Honors version of CLSX 240. This course introduces the world of ancient Rome, with a focus on Roman cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; politics and empire; games and gladiators; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. All readings will be in English; no knowledge of any ancient languages is required. Prerequisite: Membership in the University Honors Program or consent of instructor.
The study of the evolution of a cultural or literary tradition from the Graeco-Roman world into modern times. The theme of the course will normally vary from semester to semester; topics such as these may be examined: the analysis of a literary genre (e.g. drama, satire, lyric), the transformation of the ancient mythical heritage, the reception of ancient astronomy. Students should consult the Schedule of Classes for the theme of the course in a given semester. With departmental permission, may be repeated for credit as topic varies. (Same as HUM 380.)
Honors version of CLSX 151, with the focus towards critical approaches and research. Special attention is paid to recent methodological, theoretical, and ethical debates within the profession of Classical archaeology. Assignments and activities may include position papers on contentious issues of the day, research assignments, and/or field trips to museums and related institutions. Prerequisite: Admission to the Honors Program or consent of instructor.
This course explores the reception of the cultures of ancient Greece and Rome in film. Students in this course learn about the cultures of ancient Greece and Rome through primary sources, and analyze several films from the 20th and 21st centuries for which these sources are relevant. The course considers the relationship between historical accuracy and artistic license in the films selected for the course, how each film reflects the concerns of the modern cultural context in which it was made, the common visual and thematic elements that link films set in ancient Greece or Rome, and the reuse of elements from Greek and Roman mythology and history in films set in the modern world. No knowledge of Latin or Greek required.
This course examines the political thought and practice of Ancient Greece and Rome, and the enduring impact of these cultures upon contemporary political institutions. Students will consider topics such as origins of democracy in Ancient Athens; the Roman Republic as a model for the constitution of the United States; and the causes and results of Rome’s transition from Republic to monarchy. The course will also introduce students to key perspectives in the analysis of ancient and modern politics, for example constitutional theory, political psychology, and source criticism. All readings will be in English; no knowledge of any ancient languages is required. (Same as POLS 360.)
This course explores the monuments and historical topography of the city of Rome, Italy across the Ancient, Medieval, Renaissance, Baroque, and Modern periods. Focusing on a series of case studies, monuments, and urban spaces such as the Pantheon, the Colosseum, and the imperial forums, this course explores how public spaces change in their usage and meaning over time. The course emphasizes Rome’s illustrious architects and artists, such as Michelangelo and Bernini, who attempted to modernize the “eternal city” by drawing on its ancient origins with such endeavors as New St. Peter’s Basilica. Throughout the course, students are challenged to compare the city of Rome to modern urban environments, and even to Lawrence, Kansas. All readings are in English; no prerequisites required.
Archaeology and art, sites and monuments of ancient Israel from the Neolithic period to Late Roman. Special topics will include the peoples of the region, nomadism and urbanization, the kingdoms of Israel, Second Temple Period, Qumran, Roman Jerusalem, and the creation and development of the synagogue. (Same as JWSH 371.)
Selected readings in Greek and Roman antiquity and the classical tradition for students who desire special work on a flexible basis. No knowledge of Greek or Latin is required. May be repeated for credit, the maximum being twelve hours. Prerequisite: Consent of instructor.
This course examines the means of production and preparation, as well as the social role, of food and drink in Greek and Roman antiquity. The course will introduce students to different methodologies from anthropology and sociology of food for studying patterns of production and consumption, and class discussions and assignments will ask students to consider how the attitudes to and experience of food and drink in the ancient world differed from our own. All readings will be in English; no knowledge of any ancient languages is required.
This course studies ancient Greek athletics and the Olympic games. Students use historical, literary, and archaeological approaches to study how the Greeks celebrated and memorialized their athletes; how athletic prowess was connected to moral and civic virtue; the technologies by which the Greeks measured athletic performance; and the ways fans and spectators responded to competitions. Special emphasis will be given to the development of the Olympic games and their social, political, and religious function in Greek society and in their modern instantiation. All readings are in English; no knowledge of Greek is required.
This course studies ancient Roman gladiators and spectacle-the public entertainment that included staged beast hunts, mock naval battles, chariot races, and the punishment of criminals. Students use historical, literary, and archaeological approaches to study the development of gladiatorial combat and its reception in later periods. Emphasized topics may include: slavery in ancient Rome, the relationship between politics and spectacle, the architecture and engineering of the Colosseum, the representation of gladiators in modern film and video games, and the intersection of violence and entertainment in ancient Roman and modern American culture. All readings are in English; no knowledge of Latin is required.
This course provides an introductory survey of theories of morality and uses Greek tragedy as case studies for understanding ethical problems. Students will read passages from ethical theorists alongside plays by Aeschylus, Sophocles, and Euripides, giving particular attention to identifying the ethical dilemmas the characters face, the criteria by which these characters make their decisions, ethical assessment of their decisions by their own standards and by those of ethical theories, and the role of cultural context in understanding the ethical dimensions of the plays. No knowledge of Greek is required.
This course explores the military history of the ancient world, with a focus on the connections between warfare and political, social, and cultural developments. Through extensive reading, analysis, and discussion of a wide variety of ancient sources (literary, epigraphic, archaeological) and contemporary scholarship, this class will survey both the major developments in warfare in Greece and Rome, while at the same time investigating the relationship of military institutions, technologies, tactics, and strategies to the key political and economic changes, social structures, and value systems of antiquity. Beyond exploring famous and influential campaigns and battles (Persian Wars; Peloponnesian War; rise of Macedonia; Punic Wars; Roman civil wars; barbarian invasions), topics will include: hoplite warfare and the emergence of Sparta and Athens; sea-power, democracy, and imperialism; citizen militia and professionalization in Rome; trauma, triumph, and memorialization; gender roles and ethnic identity. (Same as HIST 402.)
This seminar is about the Wilcox Classical Museum, KU's first and oldest museum collection, founded in 1888. It introduces collecting and curation practices of universities during the nineteenth and early twentieth centuries, explores the culture of the reception of classical antiquity in KU's early history from the period of 1880-1910, and provides hands-on experience with objects in the Wilcox Collection. Emphasized topics include: the diversity of approaches in the study and interpretation of ancient artifacts, the controversial history of the usage of plaster casts of Greek and Roman sculptures in museum displays, and the future of the Wilcox Classical Museum. Students learn visual literacy skills, conduct original research on objects in the museum's collection, and become familiar with digital methods in the documentation, cataloguing, and display of museum objects. Prepares students for upper-level classes and graduate work in Greek and Roman Archaeology, Art History, and Museum Studies.
Individual directed research and preparation of an essay on a topic in Classical literature, culture, or language. Prerequisite: Eligibility for departmental honors and consent of essay advisor.
This course explores the Greek Bronze and Dark Ages and in particular the relationship of the Iliad and the Odyssey to early Greek history. The course is organized around current methods, problems, and debates in the fields of Greek history, archaeology, and Classics. Topics include the rise and fall of the Minoan and Mycenaean worlds, the historicity of the Trojan War, and social, religious, and political institutions of the Dark Ages. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as HIST 502.) Prerequisite: Any CLSX or HIST course.
This course explores the history of Archaic and Classical Greece, focusing on the rise and fall of the rival states of Sparta and Athens. The course is organized around current methods, problems, and debates in the fields of Greek history and Classics. Topics include the emergence of the Greek polis; Greek colonization; developments in political, religious, and social institutions, including the Spartan constitution and the rise of Athenian democracy; the changing definitions of personal, cultural, and national identities; cultural, political, and economic tensions between rival Greek city-states and neighbouring cultures, especially Persia and Macedonia. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as HIST 504.) Prerequisite: Any CLSX or HIST course.
This course investigates the origins, development, and eventual crisis of the Roman Republic, from its foundation in the eighth century BC to Civil War in the first century BC. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the contexts and causes for the rise of Rome, the growth, development, and eventual collapse of the Roman republican constitution, and the impact of empire on Roman society, culture, religion, economy, and identity. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as HIST 506.) Prerequisite: Any CLSX or HIST course.
This course investigates the establishment and development of the Roman Empire, from the rise of Augustus to the peak of Roman power and prosperity in the second century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the creation of the imperial system; developments in the role of the emperor and the Roman government; continuity and transformation in society, culture, religion, economy, and identity with the shift from republic to empire; daily life across the empire and in the army. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as HIST 507.) Prerequisite: Any CLSX or HIST course.
This course investigates the history of the later Roman Empire, from the height of its power in the second century AD to the fall of the Western Roman Empire in the fifth century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include continuity and change in Roman culture, identity, and institutions; the Christianization of the empire; contact and conflict between Romans and the "barbarians"; political decline and daily life across the empire. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as HIST 508.) Prerequisite: Any CLSX or HIST course.
This course moves beyond ancient epic and tragedy to introduce students to less familiar genres from Greek and Roman literature. Texts studied may include the romantic novels of Heliodorus and Apuleius; the erotic poetry of Sappho and Catullus; the comedies of Aristophanes and Plautus; the proto-science fiction of Lucian; or the satires of Horace and Persius. Attention will be given to theories, approaches, and questions in contemporary criticism of ancient literature, and assessment will include a final paper or creative project that integrates these perspectives. All readings will be in English; no knowledge of any ancient languages is required. Prerequisite: Any CLSX course.
This course explores various approaches to the study of gender and sexuality in Greek antiquity. Contents will vary, and the course may focus on methodology and case studies, or on particular themes, historical periods, or artistic or literary genres. No knowledge of Greek or Latin is required. (Same as WGSS 515.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, or Women, Gender and Sexuality Studies; or permission of instructor.
This course explores various approaches to the study of gender and sexuality in Roman antiquity. Contents vary, and the course may focus on methodology and case studies, or on particular themes, historical periods, or artistic or literary genres. No knowledge of Greek or Latin is required. (Same as WGSS 516.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, or Women, Gender and Sexuality Studies; or permission of instructor.
An interdisciplinary survey of the major cultures of the prehistoric Aegean (Greek) world from the Neolithic period to the end of the Bronze Age (ca. 3000-1100 B.C.E.), with special emphasis on the cultural and artistic achievements of the Mycenaeans, Minoans, and Cycladic islanders, including their contacts with the neighboring cultures of Anatolia (Hittites and Troy), the Levant, Egypt, and South Italy. Includes lecture with slides and discussion. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 325 or HA 325. No knowledge of Greek or Latin is required. (Same as HA 525.)
An interdisciplinary survey of the material culture of the ancient Greek world from the Protogeometric period to the end of the Hellenistic age (ca. 1100 - 30 B.C.E.), with emphasis on the major sites, monuments, and changing forms of social and artistic expression (e.g., architecture, sculpture, vase painting). Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 326 or HA 326. No knowledge of Greek or Latin is required. (Same as HA 526.)
An interdisciplinary survey of the material culture of ancient Rome from its origins to the late empire (8th c.B.C.E. - 4th c.C.E.). Emphasis on major sites, monuments, and changing forms of social and artistic expression, as well as on Etruscan and Greek influence on Rome and Rome's influence on its provinces. Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. For advanced undergraduates with backgrounds in the humanities; and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 327 or HA 327. No knowledge of Greek or Latin is required. (Same as HA 537.)
A cross-cultural survey of the material remains of the major civilizations of the ancient Near East, including Anatolia, Mesopotamia, the Levant, and Egypt from Neolithic period to the rise of the Roman empire (ca. 6000 B.C.E. - 30 B.C.E.). Includes lectures with slides and discussion. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). No knowledge of Greek or Latin is required. (Same as HA 529.)
An interdisciplinary treatment of the art and archaeology of the ancient Roman cities of Pompeii and Herculaneum in Italy. Emphasis on the structures and decorations of major public spaces and houses and on aspects of cultural, social, political, commercial and religious life from the period of the second century B.C.E. to 79 C.E., when Pompeii and Herculaneum were buried by the eruption of Mt. Vesuvius. Slide lectures and discussion. (Same as HA 538, HUM 538.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, History of Art, or permission of the instructor.
This capstone seminar synthesizes various aspects in the discipline of Classics by focusing on recent award-winning scholarship or creative work in the field. Specific assignments and additional readings vary from one semester to another and will be stated on the instructor's syllabus. Introductory knowledge of Greek or Latin is required. Prerequisite: 15 hours in CLSX/LAT/GRK at the 200 level or above, or status as a senior major in the department, or permission of the instructor.
This course is designed for the study of special topics in Classics at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Selected readings in Greek and Roman antiquity and the classical tradition for students who desire special work on a flexible basis. No knowledge of Greek or Latin is required. May be repeated for credit if topic varies. Only six hours may count toward the major. Prerequisite: Consent of instructor.
Lecture and discussion course focusing on a theme, medium, region, or period in the archaeology and art of the ancient Near Eastern and classical world. May be repeated for credit if topic varies. Only 6 hours may count toward the major.
Selected readings in Greek and Roman antiquity and the classical tradition for students who desire special work on a flexible basis. No knowledge of Greek or Latin is required. May be repeated for credit, the maximum being twelve hours. Prerequisite: Consent of instructor.
Required of all assistant instructors and teaching assistants in the teaching of Classics courses. May be repeated up to three semester hours credit in total.
Thesis hours. Graded on a satisfactory progress/limited progress/no progress basis.
Classics Courses
The essentials of ancient Greek grammar, with readings.
The essentials of ancient Greek grammar, with readings. Prerequisite: Membership in the University Honors Program or permission of instructor.
This course surveys the post-classical development of Greek in the Hellenistic and Roman periods, with special attention given to the languages of the Bible. The course will focus on extending linguistic knowledge and developing an understanding of the historical development of Greek through close readings of selections from the Septuagint, New Testament, and Greek authors of the Roman Empire, such as Lucian. We will examine how and why koine ("common") Greek differs from Classical Greek, and we will interpret these texts in light of the contact and conflict between different political, linguistic, ethnic, and religious communities that characterized the Hellenistic and Roman worlds. This course will be indispensable both for those interested in the history and culture of Greece and Rome beyond the fifth century B.C., and for those interested in reading the Bible and early Christian writers. Prerequisite: GRK 108 or GRK 109.
Readings in classical Greek texts. May be repeated for up to twelve hours. Prerequisite: GRK 108 or the equivalent.
Individual directed research and preparation of an essay on a topic in Greek literature or language. Prerequisite: Eligibility for departmental honors and consent of essay advisor.
A study of the doctrines of Greek philosophy before Plato. Emphasis on the Pre-Socratic philosophers with some attention paid to the Sophists and the Hippocratic Corpus. (Same as PHIL 508.) Prerequisite: PHIL 384, or GRK 301, or GRK 302, or GRK 303, or GRK 310, or GRK 312, or permission of instructor.
Close reading of texts from Homer, Hesiod, Pindar, the lyric poets.
Close reading of texts from Aeschylus, Sophocles, Euripides, Aristophanes.
Close reading of texts from Herodotus, Thucydides, Xenophon, Attic orators.
Close reading of texts from Plato, Aristotle, the Pre-Socratics.
Extensive reading in a variety of Greek authors.
Required of all assistant instructors and teaching assistants in the teaching of Greek. May be repeated up to three semester hours credit in total.
Selected readings for qualified students who desire special work on a flexible basis. May be repeated for credit, the maximum being twelve hours. Prerequisite: Undergraduate proficiency in Greek or equivalent.
Thesis credit. Graded on a satisfactory progress/limited progress/no progress basis.
Classics Courses
An introduction to the Latin language.
Integrates study of elementary Latin with study of Roman culture. Prerequisite: Admission to Honors Program or permission of department.
Latin grammar concluded with selected readings, integrated with study of Roman culture. Prerequisite: LAT 105 or permission of department.
Systematic grammar review in conjunction with selected prose authors, such as Cicero or Caesar, with additional readings in Roman poetry. Exercises in literary analysis and/or prose composition. Prerequisite: LAT 109 or permission of department.
In this course students read selections from Vergil's Aeneid through various interpretive lenses such as literary history (including its relationship to epic and tragedy), socio-cultural and political context, and reception. Attention will be paid throughout to Vergil's poetic style, syntax, and lexicon. Prerequisite: LAT 112 or LAT 113 or permission of department.
Individual directed research and preparation of an essay on a topic in Latin literature or language. Prerequisite: Eligibility for departmental honors and consent of essay advisor.
Close reading of texts from authors such as Lucretius, Vergil, Ovid, Statius. Prerequisite: Consent of instructor.
Close reading of texts from authors such as Catullus, Horace, Propertius, Tibullus, Sulpicia, Ovid, Martial. Prerequisite: Consent of instructor.
Close reading of texts from authors such as Cicero, Livy, Seneca, Tacitus, Augustine. Prerequisite: Consent of instructor.
Close reading of texts from Plautus, Terence, Horace, Petronius, Seneca, Juvenal, Apuleius.
Extensive reading in a variety of Latin authors.
Required of all assistant instructors and teaching assistants in the teaching of Latin. May be repeated up to three semester hours credit in total.
Selected readings for qualified students who desire special work on a flexible basis. May be repeated for credit, the maximum being twelve hours. Prerequisite: Undergraduate proficiency in Latin or equivalent.
Thesis credit. Graded on a satisfactory progress/limited progress/no progress basis.
Communication Studies Courses
This class introduces students to foundational theories in oral communication. Students will develop, research, and deliver public presentations tailored to diverse audiences while gaining confidence and reducing communication apprehension. Students will apply communication theories to evaluate speeches, explore ethical communication, and practice active listening.
This class introduces honors students to foundational theories in oral communication. Students will develop, research, and deliver public presentations tailored to diverse audiences while gaining confidence and reducing communication apprehension. Students will apply communication theories to evaluate speeches, explore ethical communication, and practice active listening.
A limited-enrollment, seminar course for freshmen, addressing current issues in Communication 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This class addresses the different ways in which the three main players in political communication processes (leaders, the media and citizens) affect the political behavior, attitudes or cognitions of individuals; or have outcomes that influence public policy at different levels. The contents of the course are organized into three areas: Foundations of political communication, central questions and theories in political communication, and political campaigning and advertising. Prerequisite: Concurrent or prior enrollment in COMS 130.
Introduces foundational concepts in organizational communication, focusing on topics such as superior-subordinate relationships, information- and feedback-seeking, relationships with stakeholders, and dealing with organizational change. The course emphasizes individual communication practices and responsibilities that contribute to organizational outcomes and personal success in organizations. Prerequisite: Concurrent or prior enrollment in COMS 130.
An introduction to the principles of debating, with an emphasis on debate techniques, analysis of a debate question, methods of using evidence, refutation, and brief-making.
For students selected by faculty supervisor for work on university debate squad. Students to enroll at time of their selection. Recurring enrollments permitted.
Historical survey of theories of communication and persuasion, the people who produced them, and the philosophical assumptions upon which they rest. Beginning with the Greeks, especially Plato and Aristotle, and ending with selections from Kenneth Burke and other contemporary figures, the course focuses on changing concepts of rhetoric throughout a time span of some 2000 years. Prerequisite: Concurrent or prior enrollment in COMS 130.
An exploration of basic principles that explain the effect and effectiveness of the arts of persuasion currently practiced in American society. Class discussions of incidents leading to the discovery of principles and theories that explain them. Continuing emphasis on issues concerning the ethical character of persuasion in contemporary life. Prerequisite: COMS 130 or COMS 230.
Examines basic theoretical perspectives and research on verbal and nonverbal communication elements affecting communication between individuals in a variety of contexts. Topics include communication competence, developmental aspects of interpersonal communication, and interpersonal influence. Prerequisite: Concurrent or prior enrollment in COMS 130.
This course attempts to provide an understanding of communication as it affects culture and as it is affected by culture. Special emphasis will be placed on the principle of similarity and differences as it relates to the roles of verbal and non-verbal symbols, codes, and cues, stereotypes, prejudices and value and thought patterning systems between and among cultures. Prerequisite: Concurrent or prior enrollment in COMS 130.
This course provides a foundation for the study of communication in organizational contexts. It introduces students to various organization theories including classical, human relations, systems, and cultural approaches and examines the role of communication in each. Information flow, communication climate, communication networks, work relationships and managerial communication are discussed as well as organizational symbolism, conflict resolution, rituals and ethics. The course is designed to heighten students' awareness of the role of communication in the organizing process and to develop their abilities to diagnose and prevent communication-related problems.
This course introduces students to theories and concepts that have emerged to understand online communication processes. It will include topics related with communication in different online platforms, processes of online impression formation and management, online relational development and maintenance, and beneficial and negative social outcomes of the Internet. This class will challenge common assumptions held around relational and communicative effects of communication on the Internet.
In this course, students will develop, research, and prepare presentations for diverse audiences across professional contexts. Key areas of focus include teamwork, building public speaking confidence, effective listening, and practicing ethical communication in contemporary workplaces. Students will apply communication theories to evaluate professional communication and engage in self-reflection to improve and refine their professional public speaking skills. Prerequisite: Not intended for Communication Studies Majors. Does not count toward Communication Studies Major or Minor requirements. Must have completed at least 15 credit hours at KU to enroll.
The purpose of this course is to develop the student's written, spoken and electronically mediated business communication skills to prepare to enter a career field. Focus is placed on job search preparation including the development of cover letters, resumes, online applications, and interviewing skills. Students are also engaged with business communication by expanding their current writing skills to meet the needs of a business, exposure to common business writing situations, and developing professional presentations. Prerequisite: COMS 130 or COMS 230.
Guided experiences in the preparation and presentation of discourse intended to influence outcomes of human interactions in various speaker-audience situations, including television. Special emphasis on speech styles in influencing thought, attitudes, and behavior. Prerequisite: COMS 130 or COMS 230.
The primary goal of this course is to critically examine the role of mass media in U.S. politics. Students learn how information makes it into news coverage, as well as how media content affects individuals, political campaigns, and governing decisions. The course covers media effects theories, news bias and polarization, political entertainment, and other topics. Although the primary focus of the course is politics, students interested in public relations and strategic communication also benefit from learning about U.S. journalism. By the end of the semester, students will be able to critically evaluate political and media systems in the U.S. (Same as POLS 521.) Prerequisite: COMS 130.
This course focuses on enhancing problem-solving skills within small group settings. Theory and application focus on teams and groups while emphasizing real-world applications. Students engage in a hands-on project to address community needs, developing effective communication, conflict resolution, and decision-making skills while making a positive impact on society. This course is generally offered as a service-learning course. Prerequisite: COMS 130 or COMS 230.
This course is an examination of the history and theory of propaganda and mass persuasion. In this course students will develop a more precise understanding of the term “propaganda” and of the techniques of mass persuasion. Emphasis is placed on developing the critical skills necessary to analyze and evaluate propaganda artifacts and campaigns in varied historical and contemporary contexts, including: politics, war, social movements, advertising, entertainment, commemoration, and popular culture. Prerequisite: COMS 130 or COMS 230.
In a diverse world, communication plays a central role in both creating and sustaining cultural norms, values, and beliefs. However, diversity is not universally valued, and difference leads to unequal institutions, systems, and policies, including discrimination, oppression, and ethnocentrism. In this course, students will reflect on current cultural diversity topics and critically interrogate communication's role in structuring identities and difference across socio-cultural contexts.
This course examines in detail the texts of speeches and essays on controversial issues in order to illustrate the varied forms of rhetorical action and the diverse modes of analysis and evaluation that can be applied to them. Examples are drawn from the rhetorical literature of contemporary U.S. speakers and prose writers. Formerly known as COMS 235. Not open to students with credit in COMS 235. Prerequisite: COMS 130 or COMS 230.
An introduction to the nature of theory and theory building in the study of human communication. Research methods include experimentation, survey, content analysis, and field description. An introduction to statistics and statistical tests is included as well. Prerequisite: MATH 101 and admission to the Communication Studies major or consent of instructor.
This course examines in detail the texts of speeches and essays on controversial issues in order to illustrate the varied forms of rhetorical action and the diverse modes of analysis and evaluation that can be applied to them. Examples are drawn from the rhetorical literature of contemporary U.S. speakers and prose writers. Prerequisite: COMS 130 or COMS 230. Open only to students admitted to the University Honors Program, or by consent of the instructor.
Emphasis is on actual practice in preparing speech manuscripts for oneself and others. Model speeches are examined to better understand language, evidence, and stylistic choices available to speech writers. The ethical dimensions of writing for others in corporate and political positions are stressed. Students are required to prepare a variety of speeches and analyses of others' speeches. Prerequisite: COMS 130, COMS 150, or COMS 230.
This course examines the communication involved in political campaigns. Students will be exposed to theories and ideas related to campaigns and will apply this knowledge to current political activity. Although the primary focus of the course is politics, students interested in public relations and strategic communication also benefit from learning and practicing media relations strategies. The mediated nature of modern political communication, as well as the communication strategies of campaigns and journalists, will be examined in a simulated campaign. By the end of the semester, students will become more informed users and consumers of political campaign messages. (Same as POLS 520.) Prerequisite: COMS 130.
An examination of dyadic level communication in organizations, with emphasis on contexts of superior-subordinate and peer communication. The course also addresses contexts of organizational entry and exit, perception and judgment, information seeking, feedback, and organizational attachment. This course also explores social identities (gender, race, social class, sexuality, ability, and age) and the way they are relevant to communication in contemporary workplaces. Prerequisite: COMS 310.
This course introduces students to theories of conflict management from a variety of academic perspectives and the role leadership plays in managing conflict across multiple contexts. Students will learn how to successfully assess and command situations and effectively resolve interpersonal, organizational, and systemic conflict while doing the work of leadership. (Same as LDST 420.)
Examines the social, cultural, and economic challenges and opportunities advanced communication technologies and globalization pose to processes such as democratic deliberation, urban governance, and environmental sustainability. Prerequisite: COMS 130.
Examination of the ways in which American presidents communicate with the American people and how such communication influences the public. Emphasis is on a number of approaches to better understanding presidential communication, including rhetorical, historical, and content analysis. Prerequisite: COMS 130 or COMS 230.
Focuses attention on the relationship between communication and gender, including both physical and psychological dimensions. Topics include: sex role orientations and stereotypes; perceived and actual differences in verbal and nonverbal communication behaviors; the influence of gender on communication in a variety of contexts. (Same as WGSS 440.) Prerequisite: COMS 130, or COMS 230.
This course is a survey of the many disciplines found in the field of health communication, including persuasion that targets health-related behavior, negotiation of treatment with health care providers, emotional support of patients, news media coverage of medical research, and health campaign principles. Prerequisite: COMS 130.
Application of ethical standards to the evaluation of political communication. Examination of value questions related to advocacy in modern society (propaganda, demagoguery, credibility). Analysis of First Amendment rights and other issues pertaining to censorship and freedom of speech (defamation, dissent, incitement, public morals, privacy). Prerequisite: COMS 130 or COMS 230.
Course organized any given semester to study particular subject matter or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects. (Distribution credit given for two or three hour enrollments only.)
In the capstone course students synthesize and apply knowledge and skills gained through the major. Capstone coursework requires students to integrate practices and theories learned in their areas of concentration. Topics within each concentration change as needs and resources develop. Prerequisite: Senior standing, COMS 130 or COMS 131, and completion of COMS 355 and COMS 356.
(Six hours maximum credit, which may be distributed through two semesters.) Study should include readings directed toward original research, i.e., an intensive investigation of a specific problem in this field. Prerequisite: Consent of the Department Honors Committee.
(A maximum of six hours of credit may be counted, with not more than four in a single area of study.) Investigation of a special topic or project selected by the student with advice, approval, and supervision of an instructor. Such study may take the form of directed reading, or special research, individual reports and conferences. (Distribution credit given for two-three hours only.) Prerequisite: At least seven hours of credit in the department and consent of instructor.
Students do communication-centered fieldwork in an organization related to their career goals. Criteria for the organizations and work assignments suitable for internship credit are in an information brochure available at the COMS Department office and website. The internship plan is developed with field supervisor and internship faculty adviser. Reports and meetings are required. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission of instructor, admission to COMS major.
A history of American public address from 1900 to the present. Using the tools of rhetorical criticism, students describe, analyze, and evaluate select rhetoric from the period. Graduate students are assigned extra reading and a research paper. Prerequisite: COMS 355.
The purpose of this course is to develop students’ understanding of argumentation theory and practice as well the ethics that background them. In this course, students will analyze and create arguments with a focus on finding, examining, and discussing sources in the context of policy arguments. Students will learn about distinct ethical schools and apply those hypothetical situations, arguments, and policies. The course draws from key argumentation scholars. Prerequisite: Four hours in the department.
An examination of the way in which communication about sport in America functions to influence social relations in society. Students apply the tools of rhetorical criticism to study communication about sport in public address, mass media, and social media. The intent is to develop an understanding of communication theories and apply them to the world of sports. The course examines the relationship between sport and race, gender, class, violence, and community. It explores the ways that we talk about sports and the rhetorical and sociological implications of those conversations. Graduate students are assigned extra reading and a research paper. Prerequisite: COMS 130, COMS 230, COMS 355, or by instructor permission.
Intensive exploration of contemporary theories and research in the field of interpersonal communication; emphasis on an array of theoretical models and research exemplars; comparative analysis of major theoretical and research paradigms. Prerequisite: COMS 244 or instructor consent.
An examination of the rhetoric of war throughout American history including in depth analysis of public address surrounding America’s involvement in wars from the War of 1812 through the War on Terror. We will apply the tools of Rhetorical Criticism to an analysis of public communication about war with a focus on justifications for war, war movies, the rhetoric of war protest movements, media coverage of warfare and public debates about issues of war and peace. Graduate students are assigned extra reading and a research paper. Prerequisite: COMS 130, COMS 230, COMS 355, or by instructor permission.
A study of the systematic relationship between communication and culture. Emphasis is on culture as a variable in communicative situations: cultural aspects of attitude and cognition, language interchange, cultural differences in extra-verbal behavior, interaction between oral traditions and mass media. Prerequisite: COMS 130, COMS 230, or an introduction course in anthropology.
An analysis of the themes and rhetorical strategies of the women's rights movement in America. The course will view the struggle for women's rights from a historical perspective and will conclude with contemporary issues concerning the role of women in society. (Same as WGSS 552.) Prerequisite: COMS 130, COMS 131, or COMS 230.
An examination of trends and theory related to the scientific study of the family, with a focus on issues related to family interaction, functioning, relationships, and communication. Research and theories from communication, sociological, and psychological perspectives are employed to examine topics such as family violence, mental health problems, marital satisfaction, divorce, courtship, and the impact of the family on its children (and vice versa). Prerequisite: COMS 130 or COMS 230.
Explores the major communication theories and research in the East Asian cultural contexts by focusing on the Chinese, Japanese, and Korean cultures. Examines, from a broader perspective, certain cultural values (e.g. harmony, hierarchy, conservatism, and modernism) upheld in East Asian cultures and their influences on people's communicative behaviors in an age of globalization. Students explore issues of history, identity, verbal and non-verbal symbols, stereotypes, prejudice, values and thought patterning systems in the East Asian cultural context from a communicative perspective. This course is designed as a bridge course and meets with a graduate level section of the same title. Prerequisite: COMS 130.
Course organized any given semester to study particular subject matter or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects. (May be repeated for credit if content varies).
Examination of non-linguistic behavior in human communication, including proxemics (spacing), kinesics (movement and expression), and paralinguistics (voice quality). Includes phylogenetic and developmental perspectives, methods of analysis, applications to interpersonal problems. (Same as PSYC 590.) Prerequisite: COMS 356 or PSYC 210.
This course asks students to consider the social and psychological impacts of new communication technology and how it affects the formation, maintenance, and dissolution of networked relationships via mediated platforms. The course surveys theory and research surrounding networked relationships in a variety of communication contexts: identity-construction, romantic relationships, small groups, workplace relationships, intercultural, and political domains. Prerequisite: COMS 130, COMS 244, or COMS 322.
Examination of special topics in Communication Studies. Prerequisite: Instructor consent.
This survey course delves into the core elements of organizational communication, including hierarchy, power dynamics, leadership, teamwork, socialization, and other foundational topics. It introduces students to the sub-field, offering a comprehensive exploration of the principles and theories that underpin effective communication within organizations.
This class will address current theory and research in interpersonal communication. Issues addressed may include verbal or nonverbal communication in families, close relationships, initial interactions, and the like.
An introduction to types of historical and descriptive research in human communication. Library resources and methods of research will be covered. Emphasis will be placed upon preparing a research prospectus and upon writing the research report.
An introduction to the process of research in communication studies, including consideration of basic principles in research design, methods of observation and measurement, and the application of appropriate statistical techniques.
An introduction to the design and execution of qualitative social science research. Topics may include an introduction to qualitative research methodologies (such as arts-based methodologies, case study, ethnography, grounded theory, narrative, and/or phenomenology); qualitative research design; qualitative data collection and fieldwork, analyzing qualitative data; as well as writing and ethics in qualitative scholarship.
An intermediate overview of statistical techniques commonly used in communication research. Content will include a review of univariate statistical tests such as t-test, correlation, chi-square, and other nonparametric techniques of data analysis. Additionally, factorial analysis of variance, multiple regression, and factor analysis will be covered, along with the application of appropriate statistical techniques. Prerequisite: An introductory course in statistics.
This class introduces graduate students to the history and structure of the communication discipline and to departmental areas of study and research, discusses the research and publication process, and provides graduate students with tools to effectively engage the academy. The course is designed to help students navigate the often hidden norms and practices that students face as they enter the graduate program.
(Limited to eight hours credit toward degree.) Directed research for M.A. students in communication studies. Typically, the supervised research is under the direction of a faculty member on a topic of mutual interest to the faculty member and graduate student.
Thesis Hours. Graded on a satisfactory progress/limited progress/no progress basis.
This course will focus on contemporary political communication theory and illustrate how such theories are exemplified in modern political contexts: political arguments and developing consensus, communication strategies in Congressional and bureaucratic decision-making, the rhetorical presidency, the dissemination of political information, political narrative, and political campaigns.
Students who take this course will: 1) deepen their knowledge about communicating with diverse populations, 2) enhance their understanding of gender, race, social class, sexuality, ability, and age, and 3) apply and advance their critical thinking, research, analysis, and writing skills. This course explores ideas and implications about identity, identification, and stigma within organized contexts like school, work, and nonprofit organizations. This seminar will focus on theoretical and practical issues relevant to identity and communication in contemporary organizations. Whether we realize it or not, we spend the majority of our lives in organizations like educational institutions and the workforce where we are continually interacting with diverse groups of people. Yet, many identities are stigmatized in organizational settings and those individuals often experience ostracism, stereotyping, and marginalization. The purpose of this course is to explore the power of communication to construct, reproduce, and transform social identities for ourselves and for others, within organizational contexts and acts of organizing.
This seminar prepares new graduate teaching assistants for their first teaching experience. Students will develop course materials including lectures, discussion prompts, assignments, exams based on pedagogical best practices. Students will apply theoretical concepts related to teaching, learning and assessment, and apply those theories to their own classrooms.
Special problems in speech.
A study of the development of rhetorical theory from 325 A.D. to the twentieth century. Notable departures from the classical tradition will be examined. Special concentration on the writings of Augustine and the tradition of medieval preaching. Alcuin, Ramus, Bacon, Campbell, Whately, Blair, John Quincy Adams, and the elocutionary movement.
This course is a survey of the many disciplines of the fundamental form of communication known as social or emotional support or comforting. Emphases include message-, receiver-, and interactionally-oriented approaches, as well as support contexts, dilemmas, structures, features, and positive effects on physical and mental health.
Conceptual and theoretical frameworks for exploring and understanding relations between individuals from different societal groups (e.g., cultural/ethic, gender, age). Focus on issues of identity, power relations as manifested in interpersonal, mass media, and organizational contexts. The course will include methodological and applied implications for studying different groups, both within the USA and around the world.
This course provides an overview of the major theories, themes, and foundational and revolutionary works in organizational communication. As a survey course, it covers a range of paradigmatic perspectives, grounds them in extant theory and literature, and emphasizes the development and integration of ideas. This course is for anyone interested in understanding the constitutional role of communication in organizations. Topics surveyed may include the history of organizational science/communication, significant paradigms (e.g., qualitative, critical, rhetorical, quantitative, network), and major theories of organizational communication (e.g., structuration, sense making, identification, communication constitutes organizing, feminist and postcolonial organizing, power and control, ‘nontraditional’ organizations).
This course examines the theoretical and methodological underpinnings of approaches to rhetorical analysis focusing on social movements and rhetorical genres. It will review existing theory on these topics, develop a methodological approach to both forms of critical analysis, and test each methodological approach via case studies. Prerequisite: COMS 755 or consent of instructor.
This course examines the theoretical and methodological underpinnings of approaches to rhetorical analysis focusing on narrative rhetoric, with a special emphasis on myth as a type of narrative. It will review existing theory on these topics, consider a number of alternative methodological approaches, and test each methodological approach via case studies. Prerequisite: COMS 755 or consent of instructor.
A study of contemporary and historical writings on rhetorical criticism. Emphasis is placed upon the development of critical methodology for future research and writing. Prerequisite: COMS 755.
A descriptive and comparative analysis of theories of communication applicable to speech behavior. Prerequisite: COMS 859 or equivalent.
A study of the writings on rhetorical theory in the twentieth century. Principal emphasis will be on the psychological treatment of rhetoric. I.A. Richards and Kenneth Burke, and the relationship in the twentieth century between rhetoric and dialectic, rhetoric and poetic. Prerequisite: COMS 859 or equivalent.
(Limited to eight hours credit toward degree.) Directed research for Ph.D. students in communication studies. Typically, the supervised research is under the direction of a faculty member on a topic of mutual interest to the faculty member and graduate student.
Dissertation Hours. Graded on a satisfactory progress/limited progress/no progress basis.
Computational Biology Courses
First semester of a two-semester course in bioinformatics and computational biology. Topics include basic concepts of bioinformatics and molecular modeling, bioinformatics databases, computational tools and modeling methods, protein sequence and structure alignment, conformational analysis, secondary structure determination, tertiary structure modeling (homology, threading, ab initio, protein folding and dynamics), networks, data mining and machine learning, as well as student presentations of material from current papers in the field of study and their own on-going research for discussion and critique. Students will also learn responsible scholarship, including allocation of credit, treatment of data, scientific misconduct, collaborative research, and mentor/trainee responsibilities. Prerequisite: College introductory biochemistry (no requirement for specific courses), math, and computer courses or concurrent enrollment in such courses and consent of instructor.
Second semester of a two-semester course in bioinformatics and computational biology. Topics include protein quaternary structure modeling (protein-protein/DNA/small ligand docking, binding, computer-aided drug design), protein structure-function relationships, modeling of genome-wide protein interaction networks based on structure, systems biology, mathematical and computational modeling of complex systems, synthetic biology and dynamics of chemical reaction networks as well as student presentations of material from current papers in the field of study and their own on-going research for discussion and critique. Students will also learn responsible scholarship, including allocation of credit, treatment of data, scientific misconduct, collaborative research, and mentor/trainee responsibilities. Prerequisite: BINF 701.
This is an intensive course in Computational Biology, aimed at second-year graduate students. Topics include graph theory, systems biology, mathematical and computational modeling of complex systems, synthetic biology and protein design. Students will gain a mastery of cutting-edge topics in Computational Biology through lectures, careful reading of current literature, and advanced individual research projects.
Advanced courses on special topics in Bioinformatics, given as need arises, including lectures, discussions, readings, or laboratory. Students may select sections according to their special interests.
Original research that is to be incorporated into a PhD dissertation.
East Asian Languages&Cultures Courses
Three hours of class per week plus outside use of recorded text materials. Basic spoken language instruction intended primarily for beginners planning travel or work in China and Taiwan. Introduction to basic written characters. Does not fulfill College of Liberal Arts and Sciences foreign language distribution requirements or department major and minor requirements.
Taught mainly in the summer, this course covers about 75% of the material in CHIN 104, upon which this course is modeled.
An introduction to spoken and written modern standard Chinese (Mandarin). Three hours of lecture and three hours of spoken drill each week. Not open to students with native ability in Mandarin or Chinese dialect. Students who have any previous knowledge of Chinese must take a placement exam before enrolling in Chinese classes at K.U. Consult Department of East Asian Languages and Cultures for details. For summer session intensives the course meets for 20 hours a week.
This course is designed for students who have already acquired some elementary Chinese language abilities (in high school or from family), but cannot be placed in CHIN 108, Elementary Chinese II. The course focuses on perfecting listening, speaking, reading and writing skills, and prepares students for CHIN 108. For admission to the class, students must take the EALC Chinese placement exam, be interviewed by designated instructors, and approved.
Practice in speaking, presentation of prepared talks, and guided discussions. This course is primarily used to award transfer credit and does not fulfill any portion of the College of Liberal Arts and Sciences foreign language requirement. Prerequisite: CHIN 204 or equivalent.
Designed for students, Chinese heritage speakers as well as second-language Chinese learners, who wish to learn or improve their abilities in reading and writing Chinese characters. Focuses on the 500 most commonly used Chinese characters and the major concepts essential for reading and writing Chinese characters. Chinese culture, customs and history that are reflected in Chinese characters will also be introduced.
Instruction in reading and writing Chinese for students who already possess a degree of oral/aural proficiency. This course will prepare students for enrollment in CHIN 504, Advanced Modern Chinese I. No prerequisites. Consent of instructor required.
An introduction to Classical Chinese through detailed analysis of short original passages from a variety of early Chinese texts. Students gain a foundation in the grammar and vocabulary of Classical Chinese, preparing them for CHIN 544. The course is offered at the 300 and 500 levels, with additional requirements for students taking the 500 level. Prerequisite: A basic knowledge of Chinese characters (e.g. from CHIN 108 or JPN 108) and consent of the instructor, or CHIN 208 or JPN 208. Not open to students who have completed CHIN 542.
Guided discussions designed to increase fluency and further improve pronunciation. Prerequisite: CHIN 504 or equivalent.
Readings in Chinese on a subject selected by a student with the advice and direction of the instructor. Individual meetings and reports. Prerequisite: Consent of instructor.
Five hours of class and two of drill. Readings in selected modern Chinese literary texts and discussion in Chinese of recordings of stories and dramas. Prerequisite: CHIN 208 or equivalent.
Readings in modern Chinese texts on a variety of subjects and discussion in Chinese. Prerequisite: CHIN 218 or equivalent.
An introduction to Classical Chinese through detailed analysis of short original passages from a variety of early Chinese texts. Students gain a foundation in the grammar and vocabulary of Classical Chinese, preparing them for CHIN 544. The course is offered at the 300 and 500 levels, with additional requirements for students taking CHIN 542. Prerequisite: A basic knowledge of Chinese characters (e.g. from CHIN 108 or JPN 108) and consent of instructor, or CHIN 208 or JPN 208. Not open to students who have completed CHIN 342.
Classical Chinese is the language of the most famous works of Chinese philosophy, and most Chinese literature before the twentieth century. This topics course introduces readings on a specific theme or genre, for example: Early Chinese Philosophy, Poetry, Religion, Confucian Philosophical Texts, Daoist Philosophical Texts, etc. Primary-text readings are in original Classical Chinese while secondary readings are in English. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHIN 744. Prerequisite: CHIN 342 or CHIN 542 or consent of the instructor. May be repeated for credit if content varies.
Readings and interpretation of varied modern Chinese texts. Continued study of the language in the form of oral discussion and written reports. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHIN 762. Prerequisite: CHIN 508 or equivalent.
Students will read selections from materials on a given topic or topics. May be repeated for credit. Prerequisite: CHIN 564 or permission of instructor.
Classical Chinese is the language of the most famous works of Chinese philosophy, and most Chinese literature before the twentieth century. This topics course introduces readings on a specific theme or genre, for example: Early Chinese Philosophy, Poetry, Religion, Confucian Philosophical Texts, Daoist Philosophical Texts, etc. Primary-text readings are in original Classical Chinese while secondary readings are in English. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHIN 544. May be repeated for credit if topic varies. Prerequisite: CHIN 342 or CHIN 542 or consent of the instructor.
Readings and interpretation of varied modern Chinese texts. Continued study of the language in the form of oral discussion and written reports. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHIN 562. Prerequisite: CHIN 504 or equivalent.
Advanced language training for the study of Chinese sources in the humanities or social science field of the student. Prerequisite: Consent of instructor.
East Asian Languages&Cultures Courses
A basic introduction to religion in India, China, and Japan with emphasis upon religions that affect the modern period. (Same as REL 106.)
This course explores works of contemporary Japanese media in their socio-historical, cultural, and political contexts and in conversation with each other (the Japanese “media ecology”). Throughout the course we will examine such genres in contemporary Japan as manga, anime, popular music, (video)games, television shows, and film. These popular cultural expressions will be explored against the backdrop of modern Japanese technology and media, including the intertwining of these popular culture genres (“media mix”). In addition to developing an understanding about contemporary Japan through the lens of popular culture, we will develop close reading skills of various media forms, critical and aesthetic appreciation, and theoretical approaches to popular culture, media, and technology. No prior knowledge of Japan or Japanese is required.
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 ANTH 293, REL 130.)
How can ethical codes help us lead a better life? What principles of government will ensure an ordered and harmonious society? What responsibilities do we have to others and to the natural world? Thinkers in early China asked these questions and came to a variety of different conclusions, ranging from a goal of spontaneous harmony, to a rigid law-and-order ethic. Their ideas are still relevant today and in this course we will both survey these different ethical perspectives and also apply them to contemporary social, political, and environmental issues.
Special purpose subject in East Asia and contiguous regions.
Topics are various aspects of Chinese and Japanese cultures.
Special purpose subject in East Asia and contiguous regions.
This course explores culture-specific methods that people in East Asia employ to enhance their wellbeing and happiness and the creative ways in which they weave together different perspectives and practices (old and new, native and foreign, lay and expert) to deal with emotional and psychological distress. This course draws upon a multi-disciplinary approach to happiness, utilizing primarily anthropology, sociology, and human geography. Knowledge of Korean, Japanese, or Chinese language is not required. (Same as GEOG 303 and GIST 302.)
A survey of the major works of Japan's long literary heritage. Readings from such classics as the Tale of Genji, the world's first novel, No drama, and poetry will acquaint the student with one of the world's great literary traditions.
This course surveys the major developments in and critical approaches to twentieth-century Japanese film. Focusing mostly on narrative films, the course introduces students to basic methodological issues in Japanese film history, especially questions of narrative, genre, stardom, and authorship. We examine Japanese cinema as an institution located within specific contexts focusing on the ways in which this institution shapes gender, race, class, ethnic and national identities. This course examines how patterns of distribution, exhibition, and reception have influenced film aesthetics and film style over the last century. Through secondary readings, lectures, and discussions students critically examine how Japanese cinema as an institution both responds to and intervenes in the social, cultural, and political history of twentieth century Japan. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. (Same as FMS 315.)
A survey of major works of fiction and film in modern Japan. Topics include the social and spiritual challenges of modernization, urbanization, and the issues of race and national identity. Works by Akutagawa, Kawabata, Kurosawa, Ogai, Ozu, Soseki and Tanizaki and others are covered. Lectures, discussion, readings, and films in English. Knowledge of Japanese language is not required. This course is offered at the 300 and the 700 levels, with additional assignments at the 700 level. Not open to students who have completed EALC 716.
A survey of major literary and cinematic works of Japan's post-war and contemporary eras. Topics include life during and after the war, the experience of the atomic bomb, and the postmodern landscape. Novels by Dazai Osamu, Mishima Yukio, Oe Kenzaburo, Murakami Haruki and Yoshimoto Banana and films by Imamura Shohei, Ozu Yasujiro, Teshigahara Hiroshi and others will be covered. Course format is a combination of lecture and discussion. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Not open to students who have completed EALC 717.
A general survey of important Chinese fiction and film of the 20th century. Lectures, readings, and discussions in English. Knowledge of Chinese is not required. Not open to students with credit in EALC 518. This course is taught at the 300 and 500 levels with additional assignments at the 500-level.
A general survey of important Chinese fiction and film from the late 20th century to the present. Lectures, readings, and discussions in English. A knowledge of Chinese is not required. (Not open to students with credit in EALC 519.)
This course offers a sociological and historical exploration of Japan's minorities: the Ainu, Okinawans, Burakumin, and Zainichi Koreans who are often excluded from narratives of Japanese history. Exclusion of the minority issue not only overlooks the existence of minority populations in Japan but also contributes to misconceptions of Japan as a homogeneous country. The course objective is to challenge the conventional master narrative of racial and cultural homogeneity. We shed light on Japan's minorities, their historical experiences, current struggles, and future challenges. This course is taught at the 300 and 600-levels with additional assignments required at the 600-level.
An examination of Chinese literature, history, philosophy, and religion from ancient times to the end of the last dynasty in 1911. Focus on key values, ideas, customs, and ways of living through Chinese history. Lectures, readings, and discussions in English. Knowledge of Chinese not required. This course is taught at the 300 and 500 levels with additional assignments at the 500-level. Not open to students who have taken EALC 530.
Topics in the Chinese and Japanese cultures.
An honors course that may be cross-listed with an existing EALC literature course. Students are required to do additional work. Open only to students in the University Honors Program or by permission of instructor.
Seminar on the major developments in the contemporary (1980-present) Japanese film industry examining how filmmaking practices and film criticism have been influenced by such issues as transnationalism, postcolonialism, critical race theory, postmodernism, and new media. We survey recent industrial and stylistic trends as well as key critical debates. Class discussion, reports, and individual research papers. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Formerly known as FMS 543/EALC 543. (Same as FMS 343.) Prerequisite: Junior status.
Manga (Japanese comics) have long been an extremely popular and influential medium in Japan and internationally. Manga offer engaging narratives and visual imagery revealing central concerns not only of Japanese culture, history, society and politics, but also of the global cultural industry. The medium has been studied through various disciplinary lenses ranging from art history to visual culture and media studies, literature, sociology, and anthropology. Through the examination of several manga artists and works from the late 19th century to the present as well as reading a broad range of scholarship, this course explores the major issues addressed and theoretical approaches used in the interdisciplinary study of manga. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 544. (Same as HA 344.)
This course examines the cultures of East Asian countries through the lens of language. We will discuss the interactions of language and ideology, government policies, gender and education in East Asia. The course will be relevant for students interested in East Asian anthropology, politics, religion, philosophy, linguistics and language learning. The class has no prerequisites and requires no prior knowledge of East Asian languages or cultures. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students who have earned credit in EALC 553.
This course explores the history of Japanese prints with special emphasis on ukiyo-e (pictures of the floating world) woodblock prints made during the Edo Period (early 17th to 19th century). The course is organized thematically as well as chronologically and examines woodblock prints by focusing on both design and socio-political history. The course is taught at the 300 and 500-levels with additional work required at the 500-level. (Same as HA 354.)
A comparative examination of the contemporary political institutions, processes and ideas of China, Japan, and Korea. Formerly known as EALC/POLS 656. Not open to students with credit in EALC 656 or POLS 656. (Same as POLS 356.)
Introduction to the history of Buddhist temple buildings, paintings, sculptures and illuminated hand-scrolls in Korea from the 4th through the 19th centuries, with special emphasis on their stylistic, geographical, social, devotional and literary contexts. Current theories and controversies pertinent to the history and study of Korean Buddhist art are also addressed. Not open to students who have taken HA 561 or REL 511. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as HA 361.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
This course examines the history, society, and culture of Korea from the end of Choson dynasty through the Colonial period (1910-1945) in its East Asian and global context. The course uses a multi-disciplinary approach, including history, anthropology, literature, and film. Not open to students with credit in EALC 561.
This course examines the history, society, and culture of South Korea from the time of its liberation from Japan in 1945 to the present in its East Asian and global context. The course uses a multi-disciplinary approach, including history, anthropology, literature, and film. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in EALC 562.
K-pop, or Korean popular music, has garnered widespread acclaim across the globe. It typically features catchy melodies, synchronized dance routines, and visually stunning music videos. This course provides a critical understanding of K-pop within its broader global context. Students will examine the visual and sonic elements of music videos, dance choreography, fashion, and commercials produced by famous K-pop bands such as BTS and BLACKPINK. The course will also explore how K-pop songs reflect notions of Korean nationalism and address intricate issues surrounding race, gender, and identity. This course emphasizes close analysis of K-pop products, with the ultimate goal of enhancing students' media literacy and enabling them to become more engaged and discerning media consumers. No knowledge of Korean required. (Same as HA 365.)
This course provides basic understanding of fiscal, monetarist, and trade politics; how governments in East Asia use them to pursue growth; the extent to which these governments follow or controvert economics to pursue growth; and how the performances of economies in East Asia relate to the U.S. and global economies. Formerly known as POLS/EALC 666. Not open to students with credit in POLS/EALC 666. (Same as POLS 366.)
The history of Japanese art interpreted from visual, historical, social, religious, and political perspectives. Representative topics: archaeological discoveries, Buddhist images and architecture, gender relationships expressed through art, interactions with different countries, and the roots of modernism in Japanese art. Art history goals: direct engagement with museum collections and enhanced ability to analyze, write about, and talk about art. (Same as HA 367.)
The history of Korean art interpreted from visual, historical, social, religious, and political perspectives. Representative topics: archaeological discoveries, Buddhist images and architecture, gender relationships expressed through art, interactions with different countries, and the roots of modernism in Korean art. Art history goals: direct engagement with museum collections and enhanced ability to analyze, write about, and talk about art.
A survey covering the history of Korean ceramics from prehistoric times through the early modern period, with special emphasis on their stylistic, geographical, social and political context. Topics include celadon-glazed, stamped and slip-decorated stoneware, Korean ceramics related to the Japanese tea ceremony and Mingei pottery. Not open to students who have taken HA 562. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as HA 362.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
This course is a thematic introduction to Korean art and culture with an emphasis on modern and contemporary Korea. Pre-modern works are contextualized with respect to contemporary issues. Students learn how to conduct a comprehensive analysis of an artwork by considering the political, historical and social conditions of its time within a broader East Asian cultural framework. (Same as HA 363 and HIST 463.) Prerequisite: An introductory course in art history at the college level, or consent of instructor.
The history of Chinese art interpreted from visual, historical, social, religious, and political perspectives. Representative topics: archaeological discoveries, Buddhist images and architecture, gender relationships expressed through art, interactions between different ethnic groups, and the roots of modernism in Chinese art. Art history goals: direct engagement with museum collections and enhanced ability to analyze, write about, and talk about art. (Same as HA 368.)
This course examines the contemporary popular cultures of Korea, Japan, China, and Taiwan, with particular emphasis on relations between East Asia and North America. Students study the issue of globalization and how the transnational flow of commodities and culture affects local societies and individual identities. They learn to identify, describe, and analyze the cross-cultural content of popular cultural artifacts and modes of expression relating to East Asia. To this end, they explore in detail such subjects as: fashion, foodways, cinema, manga, soap operas, and punk rock. Not open to students who have taken EALC 580.
A survey of Buddhist visual arts (architecture, sculpture, and painting) of India, China, Japan, and Korea. Through an examination of the history of Buddhist art interpreted from visual, historical, social, and political perspectives, the course enables students to analyze a wide range of Buddhist art forms within their regional contexts. Students will also consider how Buddhist-related material functions within museums and engage with local collections. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 585. (Same as HA 385.)
A survey covering the development of Japanese painting from the seventh century to the early twentieth century. Topics include Buddhist and other religious paintings, narrative handscrolls, ink painting, decorative folding screens, ukiyo-e prints, and western-style paintings from the late eighteenth through early twentieth centuries. This course is offered at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 586. (Same as HA 386.) Prerequisite: An introductory course in Asian art or consent of instructor.
This course covers Japanese visual arts from the Meiji era (1868-1912) through the present day. The course is designed thematically as well as chronologically, and examines painting, sculpture and architecture focusing on both socio-political contexts and artistic concerns that emerged at certain times in recent Japanese history. The aim of this course is to provide first-hand knowledge of Japanese modern and contemporary visual arts as well as an in-depth consideration of some of the key issues attached to Japan's modernization and modernity. The course is taught at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 588. (Same as HA 388.)
Survey of selected East Asian forms of musical theater and classical, popular, and traditional musics, with emphasis on historical, stylistic, and cultural considerations. Open to all KU students. (Same as MUSC 408.)
This course uses myth, literature, history, biography, and other documents to discuss sexual politics in China from ca 1500 B.C.E. to the end of the last dynasty in 1911. Topics include: emperors, empresses, and consorts, polygamy, prostitution, love, yin and yang cosmology, the art of the bedchamber, women's literature, and erotic literature. Recommended: A course in East Asian studies. Not open to students who have taken EALC 618. This course is taught at the 400 and 600 levels with additional assignments at the 600-level. Prerequisite: One course in EALC or WGSS.
This course examines everyday life in China from the mid-19th century to the end of the last dynasty in 1911. The focus is on living conditions, social customs, and gender relations of people of all social levels, from emperors and empresses to servants, prostitutes, and concubines. Other topics include: the culture of drugs in the form of opium smoking, including how opium served as a key point of contact between China and the Euro-west; sexual culture, especially in the form of the history of prostitution and gender roles and values in China on the verge of modernity; interactions in daily life between Chinese and Westerners in China; and the experience of China's last imperial rulers. These topics are weighed against the backdrop of the decline of China's last dynasty and the concurrent impact of modernity in the form of social, political and technological change, especially as effected by the intrusion of the Euro-west. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in EALC 720.
Topics in the Chinese and Japanese traditions.
An intensive study of the problems of ideological conflict, diplomatic relations, strategic arrangements, economic cooperation, and cultural exchange in East and Southeast Asia with special emphasis upon the roles of major world powers. Formerly known as POLS/EALC 676. Not open to students with credit in POLS/EALC 676. (Same as POLS 476.) Prerequisite: POLS 170 or consent of the instructor.
Required of all students working for a degree with honors. May be repeated for a total of nine semester hours.
Survey of religious thought and practice in Japan from the Jomon period to the present. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in REL 309. (Same as REL 509.) Prerequisite: One course on Religious Studies or East Asian Languages & Cultures.
A general survey of important Chinese fiction and film of the 20th century. Lectures, readings, and discussions in English. Knowledge of Chinese is not required. Not open to students with credit in EALC 318. This course is taught at the 300 and 500 levels with additional assignments at the 500-level. Prerequisite: An introductory East Asian studies course such as ECIV 104 or ECIV 304 or EALC 105; or consent of instructor.
A general survey of important Chinese fiction and film from the late 20th century to the present. Lectures, readings, and discussions in English. A knowledge of Chinese is not required. This course is taught at the 300 and 500 levels with additional assignments at the 500-level. Prerequisite: An introductory East Asian studies course such as ECIV 104 or ECIV 304 or EALC 105; or consent of instructor. (Not open to students with credit in EALC 319.)
An examination of Chinese literature and culture from earliest times to the modern period. This course is taught at the 300 and 500 levels with additional assignments at the 500-level. Prerequisite: An introductory East Asian studies course, such as ECIV 104 or ECIV 304 or EALC 105; or consent of the instructor. Not open to students with credit in EALC 330.
Manga (Japanese comics) have long been an extremely popular and influential medium in Japan and internationally. Manga offer engaging narratives and visual imagery revealing central concerns not only of Japanese culture, history, society and politics, but also of the global cultural industry. The medium has been studied through various disciplinary lenses ranging from art history to visual culture and media studies, literature, sociology, and anthropology. Through the examination of several manga artists and works from the late 19th century to the present as well as reading a broad range of scholarship, this course explores the major issues addressed and theoretical approaches used in the interdisciplinary study of manga. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 344. (Same as HA 544.) Prerequisite: A college level introduction to Asian art history or Asian studies, or consent of instructor.
This course examines the cultures of East Asian countries through the lens of language. We will discuss the interactions of language and ideology, government policies, gender and education in East Asia. The course will be relevant for students interested in East Asian anthropology, politics, religion, philosophy, linguistics and language learning. The class requires no prior knowledge of East Asian languages or cultures. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students who have earned credit in EALC 353. Prerequisite: Any EALC course, or any CHIN, JPN, KOR language course, or any Linguistics course.
This course examines the history, society, and culture of Korea from the end of the Choson dynasty through the colonial period (1920-1945) in its East Asian and global context. The course uses a multi-disciplinary approach, including history, anthropology, literature and film. Prerequisite: An introductory East Asian studies course, such as ECIV 104 or ECIV 304, or EALC 105; or consent of instructor. There are additional readings and more extensive writing assignments than in EALC 361. Not open to students with credit in EALC 361.
This course examines the history, society, and culture of South Korea from the time of its liberation from Japan in 1945 to the present in its East Asian and global context. The course uses a multi-disciplinary approach, including history, anthropology, literature, and film. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in EALC 362. Prerequisite: One course on Korea or East Asia.
This course examines the cultural history of Korea in periods prior to the 19th Century. Special attention is given to varying constructions of cultural value, heritage, and identity, together with the historically specific factors that engendered them.
This course will explore Japanese, discovering the phonetic, phonological, morphological, syntactic and semantic features of the language, and discussing the actual use of Japanese in social/cultural contexts. The course will also discuss the acquisition of Japanese, both in children and adult learners. This course will be primarily for students who want to learn about the linguistic aspects of Japanese, rather than to gain a practical command of it. (Same as LING 570.) Prerequisite: A previous LING, JPN, or EALC course.
A detailed study of the phonological and grammatical structure of Chinese and the interactions between language and culture. Depending on student interests, a unit on the pedagogy of teaching Chinese as a foreign language may also be included. Primarily for students who want a linguistic knowledge of the language rather than a practical command of it. (Same as LING 572.)
This course examines the contemporary popular cultures of Korea, Japan, China, and Taiwan, with particular emphasis on relations between East Asia and North America. Students study the issue of globalization and how the transnational flow of commodities and culture affects local societies and individual identities. They learn to identify, describe, and analyze the cross-cultural content of popular cultural artifacts and modes of expression relating to East Asia. To this end, they explore in detail such subjects as: fashion, foodways, cinema, manga, soap operas, and punk rock. More extensive writing requirements than 380. Not open to students who have taken EALC 380.
An intensive survey of China's history from the early 19th century to the present. Key topics include the decline of the traditional system, the rise of communism, the Maoist era, and the tensions of change and control in the 1980s and 1990s. (Same as HIST 584.)
Examines the epochal changes that have occurred in China from Deng Xiaoping's rise to power in 1978 to the present. Includes a focus on the historical background of the revolutionary period before examining the political and economic changes that spawned the 1989 "pro-democracy" movement and the events at Tiananmen Square. The course includes an analysis of the events of the 1990s focusing on U.S.-China political and economic relations and the destabilizing effects of inflation, infrastructural reform, political and economic decentralization, and leadership succession. A previous course on China is helpful, but not mandatory. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses. Not open to students with credit in POLS 468. (Same as POLS 668.)
Specific topical courses will be offered every year covering a number of disciplines. Credit, description, and prerequisites will vary. Note: May be repeated for credit up to the stated limit.
This course offers a sociological and historical exploration of Japan's minorities: the Ainu, Okinawans, Burakumin, and Zainichi Koreans who are often excluded from narratives of Japanese history. Exclusion of the minority issue not only overlooks the existence of minority populations in Japan but also contributes to misconceptions of Japan as a homogeneous country. The course objective is to challenge the conventional master narrative of racial and cultural homogeneity. We shed light on Japan's minorities, their historical experiences, current struggles, and future challenges. This course is taught at the 300 and 600-levels, with additional assignments required at the 600-level. (Same as CEAS 610.) Prerequisite: An introductory East Asian Studies course or consent of the instructor.
This course uses myth, literature, history, biography, and other documents to discuss sexual politics in China from ca 1500 B.C.E. to the end of the last dynasty in 1911. Topics include: emperors, empresses, and consorts, polygamy, prostitution, love, yin and yang cosmology, the art of the bedchamber, women's literature, and erotic literature. Not open to students who have taken EALC 418. This course is taught at the 400 and 600 level with additional assignments at the 600 level. Prerequisite: A course in East Asian studies.
An in-depth examination of China's changing policies toward other countries with special emphasis on policy-making process, negotiating behavior, military strategy, economic relations, and cultural diplomacy. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses. Not open to students with credit in POLS 378. (Same as GIST 678 and POLS 678.) Prerequisite: Sophomore level or consent of the instructor.
This course is required every semester for graduate teaching assistants in the Chinese language program in EALC. The course will cover applicable second language acquisition theories and principles of foreign language pedagogy and focus on teaching methodologies, instructional techniques, and development of pedagogical materials specific to the Chinese classroom. This class will be conducted in a seminar format. Prerequisite: Teaching appointment in the East Asian Languages and Cultures department.
This course is required every semester for graduate teaching assistants in the Japanese language program in East Asian Languages and Cultures. The course will cover applicable second language acquisition theories and principles of foreign language pedagogy and focus on teaching methodologies, instructional techniques, and development of pedagogical materials specific to the, Japanese language classroom. This class will be conducted in a seminar format. Prerequisite: Teaching appointment in the East Asian Languages and Cultures department.
This course is required every semester for graduate teaching assistants in the Korean language program in East Asian Languages and Cultures. The course will cover applicable second language acquisition theories and principles of foreign language pedagogy and focus on teaching methodologies, instructional techniques, and development of pedagogical materials specific to the Korean language classroom. This class will be conducted in a seminar format. Prerequisite: Teaching appointment in the East Asian Languages and Cultures department.
This graduate seminar explores rapidly changing societies in contemporary East Asia, particularly China, Japan, and Korea. The course provides a critical overview of East Asia and its diversity and complexity using cross-cultural perspectives and interdisciplinary social science approaches, and situates East Asian societies in the context of globalization. (Same as CEAS 704.)
This course surveys the major developments in patterns of distribution, exhibition, and reception and their influence on film aesthetics in twentieth century Japanese film. Through secondary readings, lectures, and discussions students will examine how Japanese cinema as an institution responds to and intervenes in the social, cultural, and political history of twentieth century Japan. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. (Same as FMS 715.)
A survey of major works of fiction and film in modern Japan. Topics include the social and spiritual challenges of modernization, urbanization, and the issues of race and national identity. Works by Akutagawa, Kawabata, Kurosawa, Ogai, Ozu, Soseki and Tanizaki and others will be covered. Lectures, discussion, readings, and films in English. Knowledge of Japanese language is not required. This course is offered at the 300 and the 700 levels, with additional assignments at the 700 level. Not open to students who have completed EALC 316.
A survey of major literary works of Japan's post-war and contemporary eras. Topics include life during and after the war, the experience of the atomic bomb, and the postmodern landscape. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. An individual research project in an area of the student's special interest will be required. Not open to students who have completed EALC 317.
A general survey of the important writers of the 20th century and their works. Lectures, readings, and discussions in English. A knowledge of Chinese is not required. (Not open to students with credit in EALC 318.)
This course examines everyday life in China from the mid-19th century to the end of the last dynasty in 1911. The focus is on living conditions, social customs, and gender relations of people of all social levels, from emperors and empresses to servants, prostitutes, and concubines. Other topics include: the culture of drugs in the form of opium smoking, including how opium served as a key point of contact between China and the Euro-west; sexual culture, especially in the form of the history of prostitution and gender roles and values in China on the verge of modernity; interactions in daily life between Chinese and Westerners in China; and the experience of China's last imperial rulers. These topics are weighed against the backdrop of the decline of China's last dynasty and the concurrent impact of Modernity in the form of social, political, and technological change, especially as effected by the intrusion of the Euro-west. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in EALC 420. Prerequisite: An upper-level course on China or East Asia or consent of instructor.
A survey of ancient Chinese culture to the Qin period. Major archaeological discoveries and the literary tradition will be taken as the primary evidence through which a number of topics are introduced (for example: environment, food, writing, art, thought, ritual). A knowledge of Chinese is not required.
Seminar on the major developments in the contemporary (1980-present) Japanese film industry examining how filmmaking practices and film criticism have been influenced by such issues as transnationalism, postcolonialism, critical race theory, postmodernism, and new media. We will survey recent industrial and stylistic trends as well as key critical debates. Class includes discussion, reports, and individual research papers. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Not open to students with credit in FMS 343/EALC 343. (Same as FMS 743.)
Special topical courses covering a number of disciplines. Credit descriptions and prerequisites will vary. NOTE: May be repeated for up to 12 total credits.
Designed to meet the needs of advanced students whose study in East Asian studies cannot be met with regular courses. Prerequisite: Consent of instructor.
An inquiry into the source material upon a specific subject.
East Asian Languages&Cultures Courses
This course acquaints the student with the broad outlines of the traditional cultures and literatures of East Asia, and explores the interaction between these regions and cultures as well as their continuities and disparities. Course materials include translations and discussions of original sources. The course is most appropriate for students with no background in Asian culture. Does not complete major requirement. Not open to students with credit in ECIV 304.
This course acquaints the student with the broad outlines of the traditional cultures and literatures of East Asia, and explores the interaction between these regions and cultures as well as their continuities and disparities. Course materials include translations and discussions of original sources. The course is most appropriate for students with no background in Asian culture. Not open to students with credit in ECIV 104. If majoring in EALC and have completed ECIV 104, see major advisor about completing the ECIV 304 major requirement.
An introductory course designed to acquaint the student with the broad outlines of the traditional cultures and literatures of East Asia. By reading translations of original source materials, the student is able to see the interaction among the various cultures as well as their essential continuity. The course is most appropriate for students without any background in Asian culture. Similar to ECIV 304, but reading and writing assignments reflect the fact that this is an honors course. Open only to students in the University Honors Program or by permission of instructor.
East Asian Languages&Cultures Courses
An introduction to modern standard Hindi that emphasizes acquisition of basic language skills (speaking, comprehension, reading and writing) through a combination of lecture, drill, and work with the Devanagari script.
A continuation of Beginning Hindi I that builds on basic skills of speaking and comprehension, and the writing and reading of the Devanagari script developed in Beginning Hindi I. Prerequisite: HNDI 110 or placement exam that establishes a level of proficiency in Hindi suited to Beginning Hindi II.
Enhancement of speaking, comprehension, reading and writing abilities in modern standard Hindi, with emphasis on grammar. Readings will be introduced from representative genres of Hindi literature. Prerequisite: HNDI 120 or placement exam that establishes a level of proficiency in Hindi suited to Intermediate Hindi I.
Enhancement of speaking, comprehension,reading and writing abilities in modern standard Hindi, with emphasis on grammar. Readings will be introduced from representative genres of Hindi literature. Prerequisite: HNDI 210 or placement exam that establishes a level of proficiency in Hindi suited to Intermediate Hindi II.
Investigation of special topics on Hindi culture, language and literature at the undergraduate level. May be repeated for credit when topic varies.
Enhancement of speaking, comprehension, reading and writing abilities in Hindi. Readings are introduced from representative genres of Hindi literature. Prerequisite: HNDI 220 or placement exam that establishes a level of proficiency in Hindi suited to Advanced Hindi I.
Enhancement of speaking, comprehension, reading and writing abilities in Hindi. Readings are introduced from representative genres of Hindi literature. Prerequisite: HNDI 310 or placement exam that establishes a level of proficiency in Hindi suited to Advanced Hindi II.
This course is designed for students seeking proficiency in Hindi beyond HNDI 320. Instructor will direct the student through readings and materials in Hindi that will add to the students substantive knowledge of India and culture in the Hindi language. May be taken multiple semesters for credit with varying content. Prerequisite: HNDI 320, and consent of instructor.
East Asian Languages&Cultures Courses
An introduction to Japanese. Familiarity with the basic structural patterns of the language through conversation is stressed. The hiragana and katakana syllabaries are introduced and a few characters are learned. Usually offered as part of a Summer Study Abroad Program.
Three hours of lecture, three hours of drill per week. Acquisition of basic language skills (listening, speaking, reading, writing). Not available for credit for students who have previously completed JPN 101.
Three hours of lecture, three hours of drill. Prerequisite: JPN 108 or equivalent.
Enhancement of conversational ability at the intermediate level. Used primarily to accommodate transfer credits. Prerequisite: JPN 204 or equivalent.
Instruction in special skills in Japanese, such as pronunciation, recognition of Chinese characters, comprehension of broadcast media, etc. at the freshman/sophomore level. Course work must be arranged through the office of KU Study Abroad and approved by the Department of East Asian Languages and Cultures. May be repeated for credit if content varies.
Instruction in special skills in Japanese, such as recognition and writing of Chinese characters, comprehension of broadcast media, etc. at the junior/senior level. If part of a Study Abroad program, approval by the Department of East Asian Languages and Cultures is required. May be repeated for credit if content varies.
Instruction in discussion in formal contexts and speech making. Prerequisite: JPN 504 or equivalent.
Readings in Japanese on a subject selected by a student with the advice and direction of the instructor. Individual meetings and reports. Prerequisite: Consent of instructor.
Readings in selected modern Japanese texts on various topics: history, education, society, and business. Includes oral discussion and written short essays. Meets five hours per week. Prerequisite: JPN 208 or equivalent.
Readings and interpretation of modern Japanese texts from various fields. Continued study of the language in the form of oral discussion and written reports. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in JPN 762. Prerequisite: JPN 508.
A continuation of JPN 562. Reading and analysis of modern or contemporary texts from various fields. Includes oral discussion and written essays. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in JPN 764. Prerequisite: JPN 562 or equivalent.
Students will read selections from materials on a given topic or topics. May be repeated for credit. Prerequisite: JPN 564 or permission of instructor.
Varying topics with varying prerequisites.
Readings and interpretation of modern Japanese texts from various fields. Continued study of the language in the form of oral discussion and written reports. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in JPN 562. Prerequisite: JPN 508.
A continuation of JPN 762. Reading and analysis of modern or contemporary texts from various fields. Includes oral discussion and written essays. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in JPN 564. Prerequisite: JPN 762 or equivalent.
Advanced language training for the study of Japanese sources in the humanities or social science field of the student. Prerequisite: JPN 564 or consent of instructor.
East Asian Languages&Cultures Courses
Introduction to basic communication skills in Korean and Korean culture; Korean alphabet, survival Korean expressions, cultural etiquette and norms; speaking, listening, reading, and writing in basic Korean. Does not fulfill College of Liberal Arts and Sciences foreign language requirements or department major and minor requirements.
Continuation of KOR 100. Basic communicative skills in Korean. Speaking, listening, reading, writing, and culture are equally emphasized throughout the course. Does not fulfill College of Liberal Arts and Sciences foreign language requirements or department major and minor requirements. Prerequisite: KOR 100 or equivalent.
This course provides an introduction to basic communicative skills in Korean. Speaking, listening, reading, writing, and culture are equally emphasized throughout the course. Three hours of lecture and three hours of drill are included each week. No previous background knowledge of Korean is required.
Intermediate level Korean course with the aim of strengthening skills in listening, speaking, reading, writing and intercultural competence. Three hours of lecture and three hours of drill are included each week. Prerequisite: KOR 108 or equivalent.
Continuation of KOR 204. This course provides further development of intermediate communicative skills in Korean. Speaking, listening, reading, writing, and culture are equally emphasized throughout the course. Three hours of lecture and three hours of drill are included each week. Prerequisite: KOR 204.
Readings in Korean on a subject selected by a student with the advice and direction of the instructor. Individual meetings and reports. Prerequisite: Consent of instructor.
This course is designed to equip students with proficiency in speaking, listening, reading, and writing, beyond the intermediate level. Three hours of lecture and three hours of drill are included each week. Prerequisite: KOR 208 or equivalent.
This course is the first part of fourth-year Korean. The course is designed to prepare students for oral and written work in advanced level Korean. Prerequisite: KOR 508 or equivalent.
A fifth-year Korean course in which students’ proficiency in Korean will be strengthened via in-depth discussions and writing exercises about complex cultural and social topics. May be repeated for credit. Prerequisite: KOR 564 or permission of instructor.
Continuation of KOR 562. Reading and analysis of modern or contemporary texts from various fields. Includes oral discussion and written essays. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in KOR 564. Prerequisite: KOR 562 or equivalent.
Students will read selections from materials on a given topic or topics. May be repeated for credit. Prerequisite: KOR 564 or permission of instructor.
East Asian Languages&Cultures Courses
An introduction to the Tibetan language in both its literary and colloquial forms according to the Central Tibetan dialects. Four semesters of 3-credit Tibetan language courses fulfill the College of Liberal Arts and Sciences foreign language requirement.
This course focuses on developing reading fluency in classical and modern Tibetan with continued practice in the spoken language as well. Prerequisite: Tibetan 202 or permission of the instructor.
East Asian Languages&Cultures Courses
Uyghur is an important Central Asian Turkic language spoken by nine million people in China. The first semester is designed to give the student basic communicative competency, including pronunciation and intonation, structure, and syntax. Effective oral and written communication is stressed.
Economics Courses
An introduction to modern economics designed primarily for students who do not plan to major in economics. Topics include economic history, the operation of economic institutions, and the formation and execution of economics policies to meet the current problems of the domestic and international economy. Course may be offered in lecture or online format. Prerequisite: MATH 101 or MATH 104, or LA&S 108, or eligibility for MATH 115 or MATH 116 or MATH 125.
An introduction to modern economics designed primarily for students who do not plan to major in economics. Topics include economic history, the operation of economic institutions, and the formation and execution of economic policies to meet the current problems of the domestic and international economy. Prerequisite: Consent of the Economics Department and MATH 101 or MATH 104, or eligibility for MATH 115 or MATH 116 or MATH 125. Open only to students who have been admitted to the University Honors Program, or by consent of instructor.
The course emphasizes the application of economic methods of analysis to the public policy issues that globalization creates. Topics covered may include the following: winners and losers from trade; links between trade and labor markets; links between trade and foreign investment; the international financial system and exchange rates; outsourcing and multinational corporations; international institutions and regional trade agreements.
An honors section of ECON 142. An analytical introduction to microeconomics. Topics include theory of markets, public policy, international trade, economic efficiency, and equity. Prerequisite: Consent of the Economics Department and MATH 101 or MATH 103 or MATH 104, or eligibility for MATH 115 or MATH 125 or MATH 126. Open only to students who have been admitted to the University Honors Program, or by consent of instructor.
An analytical introduction to macroeconomics. Topics include determination of aggregate income, employment, inflation, exchange rates, and the role of fiscal and monetary policy in dealing with unemployment, inflation, and economic growth. Prerequisite: MATH 101 or MATH 103 or MATH 104, or eligibility for MATH 115 or MATH 125 or MATH 126.
An honors section of ECON 144. An analytical introduction to macroeconomics. Topics include determination of aggregate income, employment, inflation, exchange rates, and the role of fiscal and monetary policy in dealing with unemployment, inflation, and economic growth. Prerequisite: Consent of the Economics Department and MATH 101 or MATH 103 or MATH 104, or eligibility for MATH 115 or MATH 125 or MATH 126. Open only to students who have been admitted to the University Honors Program, or by consent of instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Economics. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Data science is an interdisciplinary field that uses scientific methods, processes, algorithms and systems to derive knowledge and insights from data. This course teaches students the core concepts of inference and computing, working with real behavioral, economic, geographic, physical, social, and text data. Students obtain basic statistics training from a computational perspective using simulation to answer questions, explore problems, and delve into social issues surrounding data analysis such as privacy and design. (Same as POLS 199, PSYC 199 and SOC 199.)
This course is designed for the study of special topics in economics at the freshman/sophomore level. Coursework must be arranged by the office of KU Study Abroad and approved by the Economics Department. This course may be repeated for credit if content varies.
(Topic, instructor, and specific prerequisites to be announced in the Schedule of Classes.) This course will focus on an area of applied economics of current interest. This course cannot be used to fulfill the elective course requirements for the Economics major or the Economics minor.
An analysis of the distribution of income and wealth in the United States and a few other developed countries. The concepts of economic inequality, economic justice, statistical measures of inequality and their applications will be discussed. Various theories of income distribution (e.g., Ricardian, Marxian, neoclassical, and neo-Keynesian) will be covered. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
Data science empowers its users to provide data-drive solutions to problems and questions in the world. This course provides foundational skill and knowledge behind this power. This knowledge and skill includes learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. (Same as POLS 399 and PSYC 399.) Prerequisite: PSYC 199/POLS 199/ECON 199 or EECS 138; and PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380 or MATH 101 or MATH 104 or MATH 115 or MATH 121.
The application of basic economic concepts and methods to the analysis of energy markets, regulation, and policies. Topics covered include energy trends and projections, economic growth and resource exhaustion, the organization and regulation of fossil fuel industries, nuclear power and non-conventional energy technologies, the world oil market, energy conservation, environmental pollution, and national energy policies in the U.S. and other developed as well as developing countries. Prerequisite: ECON 142 or ECON 143.
Decisions link our thoughts to our actions and as a result define who we are and who people think we are. This makes decision making a fundamental life skill. But, can we make better decisions? This course will introduce you to the science of decision making that has developed as scholars including biologists, economists, mathematicians, philosophers, psychologists, and others have sought to answer this very question. Over the course of the semester we will examine what we have learned so far such as how people predict and mispredict events, how people make decisions and how their decisions can be quite irrational from one perspective but simultaneously appear quite reasonable, how people bargain and why they sometimes choose to cooperate and other times not, and why negotiating can be so difficult. (Same as PSYC 513.) Prerequisite: PSYC 104 or ECON 142; MATH 101 or MATH 103 or MATH 104, or eligibility for MATH 115 or MATH 125 or MATH 126.
The theory of national income and unemployment, the analysis of aggregate demand, the general degree of utilization of productive resources, the general level of prices, and related questions of policy. Prerequisite: ECON 144 or ECON 145; and MATH 115 or MATH 125. Open only to students who have been admitted to the University Honors Program, or by consent of instructor.
This course provides an overview of the theory and empirical practice of economic analysis as it applies to environmental issues. Topics include externalities (a type of market failure), the valuation of nonmarket goods, the practice of benefit-cost analysis, and the efficiency and cost effectiveness of pollution control policies. Most importantly, the course permits students to perform economic field research, using state-of-the-art techniques in a manner accessible to undergraduate students. (Same as EVRN 550.) Prerequisite: ECON 104 or ECON 105 or ECON 142 or ECON 143.
This course surveys the central concepts, issues and debates surrounding the philosophy of economics. The course is divided into three parts. The first is focused on the nature of economic science, whether it can be separated from value judgments, along with the foundational and methodological issues that arise in economics. The second part of the course provides a survey of several central topics in the philosophy of economics including rational choice theory, game theory, social choice theory, behavioral and neuroeconomics. The third part concerns welfare economics (broadly understood), including the aims of welfare economics, the nature of well-being, the possibility of interpersonal utility comparisons, and the aims of economic institutional design. At the end of this course, students should have knowledge and understanding of central methodological and substantive debates regarding the nature of economic theories. This course should also enhance students' ability to think critically and analytically about the nature of economic theories and the key concepts in the philosophy of economics, write clearly and cogently about philosophical issues that arise in economic, incorporate the ideas, theories and techniques that arise in both philosophy and economics to understand social and economic issues. (Same as PHIL 551.) Prerequisite: An introductory course in philosophy or economics, or permission of instructor.
This course is designed for the study of special topics in economics at the junior/senior level. Coursework must be arranged by the office of KU Study Abroad, approved by the Economics Department, and may count as an economics elective for economics majors. This course may be repeated for credit if content varies. Prerequisite: ECON 104 or ECON 105, ECON 142 or ECON 143, or ECON 144 or ECON 145.
Critical analysis of economic theories underlying such economic systems as capitalism, different types of socialism, communism, and fascism. Comparative study of economic planning, production, distribution, price formation, economic institutions, and forms of government in countries under different economic systems. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
An institutional and theoretical analysis of the issues arising from the transition from a command economy to a free market-oriented economy. With emphasis on the former Soviet Union, topics will include: assessment of the central planning experience; changes in property rights and their effect on resource allocation; market mechanisms and how they work when market institutions are at the formative stage; and public interest under privatization. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
This course explores development strategies followed in the countries of Latin America and the Caribbean, and analyzes current debates over development strategy. Topics covered include: debt, structural adjustment, and multilateral lending agencies; trade policy, and regional or hemispheric integration; state intervention in the economy; the role of elites; environmental degradation and sustainable development; land reform and agricultural policy; transnational enterprises and foreign investment; women in work and the household; migration (rural-urban, and international); and grassroots development projects. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
This course studies the Chinese economy, especially during the post-1979 reform period, and its relationship to the development of the Greater China Circle (China, Hong Kong, and Taiwan). Topics to be covered include economic development during the pre-1979 reform period, economic reform, and its impacts on China, Hong Kong, Taiwan, and lessons from the Chinese economic reforms. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
This course studies current economic issues facing African countries. It studies the general characteristics of several African economies and examines the impact of economic development policies, including those of international organizations, on the economies of Africa. Topics include poverty, income inequality, debt, foreign investment policies, trade policies, and government regimes. Prerequisite: ECON 104 or ECON 105 or [(ECON 142 or ECON 143) and (ECON 144 or ECON 145)].
Analysis of strategic choice problems. Firms, voters, bargainers, animals, sports competitors, and persons in everyday life choose alternative options with the outcomes depending on the choices of one or more other similar decision makers. Strategies of rational choices will be derived and analyzed in economic and other environments. Prerequisite: ECON 142 or ECON 143.
A directed reading and research course for economics majors. The course involves the preparation of a research paper under the supervision of a faculty member whose area of interest and specialization corresponds with the area of study selected by the student. Note that a maximum of 3 credits total of ECON 597 and ECON 697 can count for the elective requirements of any economics degree. Prerequisite: Completion of ECON 520 or ECON 522 or ECON 526, along with approval of the Director of Undergraduate Studies and selected faculty member.
This course surveys theories of exchange rate and balance of payments determination. Included are the elasticity approach, Keynesian models, and the monetary approach. The mechanics of foreign exchange trading, balance of payments accounting, and the working of the international monetary system are also discussed. Prerequisite: ECON 522 or ECON 523, and MATH 115 or MATH 125.
Selected aspects of economic theory with emphasis on those parts where the spirit of mathematical analysis, rather than dexterity, is utilized. The simplification of the subject matter is accomplished by stressing complete treatment of special cases such as a two commodity-two individual world. Prerequisite: ECON 520; MATH 116 or MATH 126.
An examination of the structure, conduct and performance of American industry applying the concepts and techniques of economic analysis. Topics covered include the theories of monopoly, competition and oligopoly, concentration, barriers to entry, price-fixing and other restrictive practices, mergers, technological change, and public regulation. The course will also focus on the historical development of American antitrust law. Prerequisite: ECON 520, and MATH 115 or MATH 125.
Analysis of labor markets and differences in wage rates and incomes. Topics include returns to education and training, labor unions, unemployment, anti-poverty programs, and other government policies influencing the labor market. Not open to students with credit in ECON 641. Prerequisite: ECON 520; MATH 115 or MATH 125.
This course covers the analysis of labor markets and differences in wage rates and incomes. The course covers various topics, such as returns to education and training, labor unions, unemployment, anti-poverty programs, and other government policies influencing the labor market. This course represents the capstone version of Labor Economics (ECON 640) by exploring a package of economic studies in the primary literature. Not open to students with credit in ECON 640. Prerequisite: ECON 520; ECON 526; MATH 115 or MATH 125; ECON 426 or MATH 526.
This course is designed for the study of special topics in economics at the junior/senior level. Coursework must be arranged by the office of KU Study Abroad, approved by the Economics Department, and may count as an economics elective for economics majors. This course may be repeated for credit if content varies. Prerequisite: ECON 520 or ECON 522.
This course focuses on a particular area of applied economics reflecting the current interests of students. Students can use this course to fulfill the elective course requirement for the Economics major. Repeatable for credit if topic varies. Prerequisite: ECON 520 or ECON 522 or ECON 523 or ECON 526.
This course introduces the fundamentals of derivatives pricing, leading to the celebrated Black-Scholes formula-a discovery that led to the Nobel Prize for Robert Merton and Myron Scholes in 1997. Students will derive explicitly the formula for themselves. To achieve this objective, the course introduces and applies a wide array of important concepts drawn from economics, finance, mathematics, and statistics, including no-arbitrage, stochastic calculus, self-financing portfolios, risk-neutral measures, hedging, and the fundamental equations for pricing. Prerequisite: MATH 126; MATH 526.
This course studies growth with an emphasis on national evidence and macroeconomic policy issues. Classic and modern growth theories are developed and evaluated on the basis of how well they fit empirical evidence. Theories are developed in which productivity growth results from endogenous changes in technology or in the efficiency with which factors are utilized. The fundamental factors that affect productivity are examined, and they may include government policies, income inequality, geography, climate, resources and other factors. Prerequisite: ECON 522 or ECON 523, and MATH 115 or MATH 125.
The course effectively considers research methods employed in microeconomic studies, macroeconomic studies, and econometric studies. As important, the course focuses strongly on research methods common to any type of economic study, such as effective literature reviews and technical writing tools. This course distinguishes across theoretical methods, empirical methods, and experimental methods. To the extent relevant, the course explores the links between theoretical methods and the other two methods. The course considers common theoretical methods (e.g., utility maximization), established empirical methods (e.g., difference-in-difference estimation), and standard experimental methods (e.g., blocked random assignment). Prerequisite: ECON 520; ECON 522 or ECON 523; and ECON 526.
A directed reading and research course for qualifying seniors. Involves preparation of a research paper under the supervision of a faculty member whose area of interest and specialization corresponds with the area of study selected by the student. Note that a maximum of 3 credits total of ECON 597 and ECON 697 can count for the elective requirements of any economics degree. Prerequisite: ECON 696 and approval of the selected faculty member and the Director of Undergraduate Studies.
A comprehensive survey of microeconomics, including the theories of consumption, production, distribution, pricing, and resource allocation. Prerequisite: ECON 520; MATH 116 or MATH 126. Students approved to begin coursework in the Accelerated Master's program are exempt from the ECON 520 prerequisite.
A comprehensive survey of the modern theory of national income determination with particular emphasis on the foundation of macroeconomic models and their empirical implementation. Prerequisite: ECON 522; MATH 116 or MATH 126. Students approved to begin coursework in the Accelerated Master's program are exempt from the ECON 522 prerequisite.
The development of economic thought from the time of the physiocrats through the modern period. Consideration is given to the works of the English Classical school, the school of Vienna, the historical school, the Lausanne school, and Cambridge school. In addition, the development of economic thought in the United States during the period is treated. Prerequisite: ECON 520 and ECON 522.
An elementary analysis of the problems of estimation, prediction, and hypothesis testing in the context of general linear, stochastic difference equation and simultaneous equations models. Applications of econometric theory to practical economic problems will be emphasized. Prerequisite: ECON 526 or junior/senior standing as a major in mathematics or masters standing in the Economics Department; MATH 116 or MATH 126.
An analysis of econometric forecasting techniques, including time-series models, single-equation regression models, and multiple-equation regression models. The course will examine forecasts of (a) macroeconomic variables, such as interest rates, investment, GNP, and the rate of inflation; and (b) market variables, such as price and quantity. Prerequisite: ECON 526 or ECON 715 or permission of instructor.
This course covers a set of econometric tools widely used by academics and practitioners in quantitative areas such as risk management, investment management, and financial engineering. Financial Econometrics is a young and rapidly evolving discipline that emphasizes the use of advanced econometric/statistical techniques for analyzing price and return data and managing financial risks as well as predicting future price trends. In particular, the course will focus on making the transition from an economic model of asset return behavior to an econometric model using financial data. Topics covered include (1) specification of a financial economic model; (2) estimation of an econometric model for financial data; (3) testing of the assumptions of the econometric model; (4) testing the implications of the econometric model; (5) forecasting from the econometric model. The modeling process requires the use of economic theory, probability models, optimization techniques, and statistical analysis. Students will develop programming skills in R, a popular statistical analysis package in the financial sector. Prerequisite: ECON 715 or ECON 716 or consent of instructor.
The digitization of the economy is one of the most critical issues of our time. Digital technologies have transformed businesses and people's lives and will continue to do so in the future. This course studies digital economics and how the digital economy influences markets and society. Students will learn how the internet, mobile communications, the sharing economy, social media, blockchains, and cryptocurrencies impact global businesses. The course has two main parts: 1) Basic theory in digital economics, including network effects, value creation models, digital business models and market modeling; 2) How the digital economy influences privacy, regulations, and strategy. Through a combination of theoretical modeling and empirical evidence, the course will analyze key features of digital markets, including network effects, two-sided markets, search and matching, reputation systems, and the use of data. Attention will also be given to individual markets, such as search engines, e-commerce platforms, and the gig economy. Prerequisite: ECON 526 and ECON 700 or consent of instructor.
Advanced study of recent research in applied microeconomics and business behavior. Topics include vertical integration, collusion, multi-plant and multi-product operations, regulated industries, tying arrangements, and the empirical links between monopoly power and profitability. Prerequisite: ECON 630.
An introduction to the economic analysis of choice under uncertainty and asset pricing theory. Topics include the general equilibrium Arrow-Debreu model of complete markets; capital asset pricing model; stochastic dominance; portfolio frontiers; mutual fund separation theorems; arbitrage pricing theory; valuation of derivative securities. Both single-period models and multi-period models will be discussed. Students should have some background in elementary linear algebra, calculus, and probability theory. Prerequisite: MATH 127; ECON 526 or MATH 526; MATH 290 recommended.
Selected topics in economics. Prerequisite: Consent of instructor.
This course covers basic game theory and applications. Topics covered include strategic games with complete information, Bayesian games (with incomplete information), extensive games with perfect information, and extensive games with imperfect information. Equilibrium concepts covered include Nash equilibrium, mixed-strategy Nash equilibrium, rationalizability, Bayesian Nash equilibrium, sub-game perfect Nash equilibrium, and sequential equilibrium. Depending on availability of time, additional topics may include strictly competitive games and repeated games. The course may include diverse applications such as in business strategy, auctions, voting, international trade, military conflicts, contracts, regulation, and industrial organization. Prerequisite: MATH 127; ECON 526 or MATH 526; MATH 290 recommended.
This course is a continuation of game theory and applications (ECON 790). Topics may include rationality and common knowledge, multi-stage games and repeated games, coalitional games and the core, and sequential rationality, including possible applications such as signaling, reputation, and information transmission. Additional topics may include, among others, strictly competitive games, auctions, and evolutionary game theory. The course may include diverse applications within and outside economics. Prerequisite: ECON 790.
Economic models involving the maximation of a scalar (vector) function subject to equality and inequality constraint where the variables are in a finite dimensional Euclidean space. Characterization of optimal points by way of first and second order derivatives and by way of saddle points. Duality theorems of mathematical programming. Prerequisite: Consent of instructor.
An advanced course in price and distribution theory. Prerequisite: ECON 800 or consent of instructor.
The study of the operation of the economic system taking into account the diversity of goods and services. Primary attention is centered upon the competitive economy. A study is made of the existence, uniqueness, stability, and comparative statics of equilibrium positions. In addition, a study is made of ways of evaluating alternative states of the economy in terms of systems of value judgments. This includes a discussion of the Arrow Impossibility Theorem; the notion of a Pareto-satisfactory process is introduced and the relationship between Pareto-optimal states and competitive equilibrium positions is studied. Prerequisite: ECON 800 and ECON 801.
Economic models involving the maximization of an integral (a vector of integrals) subject to differential equality (inequality), integral equality (inequality), and finite equality (inequality) constraints. Characterization of optimal paths by way of first and second derivatives. Existence of optimal paths. Prerequisite: Consent of instructor.
A survey of basic macroeconomic models, including Classical and Keynesian as well as more recent ones. Topics also cover monetary and fiscal stabilization policies, the role of rational expectations, and basic behavioral equations. Tradeoffs of inflation and unemployment are examined both theoretically and empirically. Prerequisite: ECON 809 or consent of instructor.
Structure of dynamic models and intertemporal optimization. Monetary and real business cycle theories and long-run economic growth. Microeconomic foundations of macroeconomics, theories of explicit and implicit contracts, and implications of overlapping generations models. Prerequisite: ECON 810.
Basic tools in probability theory, mathematical statistics, and stochastic optimization designed to provide Ph.D. students training in stochastic models useful for all fields in economics. Prerequisite: Ph.D. standing in economics or consent of instructor.
An intensive study of the general linear model and distribution theory associated with the multivariate normal; stochastic difference equation; autocorrelation, errors in variables. Prerequisite: MATH 628.
The study of estimation and hypothesis testing within the context of the stochastic simultaneous equations model. Prerequisite: ECON 817.
This course is designed to provide extra assistance for graduate students in economics.
A comprehensive introduction to game theory and the theory of industrial organization. Basic game theoretic equilibrium concepts will be discussed in the context of static games, games of incomplete information, and dynamic games. These concepts will be applied to the theory of industrial organization. Topics may include mechanism design, market failure, monopoly, imperfect competition and oligopoly, limit pricing, predatory pricing, innovation and technical change, advertising and signaling theory, collusion and coordination, regulation under incomplete information, agency and auditing problems, incentives in hierarchies, job market signaling, insurance markets, nonlinear pricing and monopoly, and bargaining and long term relations. Prerequisite: ECON 801 and 802.
This course covers advanced theoretical models used in the economic analysis of environmental issues. Students learn to apply the criteria of cost-effectiveness, efficiency, and social welfare to the evaluation of environmental policies. Topics explored in the course include market failures stemming from environmental externalities, emission standards, market-based policy instruments (e.g., taxes, subsidies, cap and trade), voluntary approaches, legal liability, and enforcement. Prerequisite: ECON 801 or consent of instructor.
This course presents an analysis of financial markets and instruments, together with the quantitative tools essential for research in the field. The material will be presented in a discrete time setting and will stress the link between financial economics and equilibrium theory. Topics will include securities pricing in the absence of arbitrage, the theory of risk and utility in the basic portfolio problem, mean variance analysis and the CAPM, the Martingale properties of security prices, restricted participation, asymmetric information, and recent research results. Prerequisite: ECON 802 or consent of instructor.
This course introduces students to the data and empirical methods used in the fields of applied economics such as labor economics, public finance, and industrial organization. The course will focus on how to adjust for self-selection and identify causal relationships in applied microeconomic fields. Topics covered include economic data and statistical programming, instrumental variables, difference-in-differences, regression discontinuity, count data, sample selection, treatment effects, and duration models. Attention will be given to the suitability of the methods to the research question under consideration. Each topic will emphasize the proper application of the methods using the standard textbook treatment as well as assigned papers that examine the basic economic issues, the econometric techniques, and the applications to data. Prerequisite: ECON 817 and ECON 818, or consent of instructor. ECON 915 is recommended.
Selected topics in economics covered at an advanced level. Prerequisite: Consent of instructor.
This seminar-workshop is designed to study advanced research topics in the areas of microeconomic and macroeconomic theory, and also provide assistance in the preparation and development of the dissertations of Ph.D. candidates in these areas of specialization.
This course studies tools for applied macroeconomic research. It uses modern analytical methods to investigate economic theories. Econometric techniques to identify structure from time series data are emphasized. The goal is for each student to be able to use this toolkit to answer important macroeconomic questions. Prerequisite: ECON 810.
This course examines how money, monetary policy, and monetary institutions influence the macroeconomy. Modern theories of money demand are presented and critiqued. The function of commercial banks, non-bank financial intermediaries, and central banks in the money supply process is addressed. Interrelationships between the tools, the instruments, the operating procedures, the intermediate targets, and the goals of policy are examined. Additional topics may include the monetary transmission mechanism, the effect of uncertainty on optimal policy decisions, the rules versus discretion debate, the monetary implications of fiscal policy, the term structure of interest rates, the causes and consequences of bank runs and financial panics, and the optimal method of constructing weighted monetary aggregates. Prerequisite: ECON 811 or consent of instructor.
This is a course in the basic tools of numerical analysis that can be used to derive theoretical results from economic models without analytical solutions, to assess the quantitative implications of economic theory and to estimate statistical models. While most examples will come from macroeconomics and some from econometrics, the generality with which the techniques will be presented in this course will make them applicable to a wide range of fields like financial economics, marketing, and microeconomics. To enable the efficient application of numerical tools, this course endeavors to explain not only when and how to use various numerical algorithms but also how and why they work; in other words, the intention of the course is to open up some "black boxes" and provide the students with a versatile toolset. The course will cover numerical algorithms for large systems of equations, complicated optimization problems, functional approximation, numerical integration and simulation. The course will then focus on solving numerically differential equations and dynamic programming problems that do not have analytical solutions through iterative methods. Subsequent advanced topics will include efficient algorithms for diverse high-dimensional heterogeneous agent DSGE models, Bayesian estimation and inference, non-parametric estimation and network studies. Prerequisite: ECON 810, ECON 811, ECON 817, and ECON 818 or consent of instructor.
The study of selected topics in applied cross-section econometrics for uses mainly in applied microeconomics, public finance, and labor economics. Topics include traditional econometrics of production and demand, latent variable models, panel data studies, probabilistic choice models, censored and truncated models, sample selection, disequilibrium models, duration studies, and semi- and non-parametric models. Prerequisite: ECON 818, or consent of instructor.
A study of selected topics in applied time-series econometrics for use mainly in applied macroeconomics, international finance, and development economics. Topics include empirical applications of ARCH models, VAR models (study of impulse response function and variance decomposition), unit-root cointegration and long memory models. Bayesian unit root analysis, estimation and inference of dynamic general equilibrium models, model calibration and simulation are also possible topics of this course. Prerequisite: ECON 818, or consent of instructor.
A study of structural and nonlinear time series approaches to econometric modeling and inference. The course emphasizes techniques needed to use economic theory in system-wide econometrics. Emphasis is placed on selection of functional form for approximation to theoretical functions and the use of duality theorems for derivation of the resulting econometric systems of equation. Inference with those models will be by nonlinear parametric, semi-parametric, and nonparametric methods. Prerequisite: ECON 818.
This course is designed to provide a variety of new econometric tools useful to investigate financial data. It discusses how to measure and forecast financial volatility using models such as Stochastic Volatility, multivariate GARCH, and Dynamic Conditional Correlation models. It also covers Dynamic Factor models and State Space models, which can be used in many financial data analyses. The course will be particularly helpful for the students preparing dissertations in the field of finance, macro-finance, monetary economics, international finance, and development economics. It will also benefit the students interested in more practical use of tools in the field such as financial risk management, insurance, and commercial banking. Prerequisite: ECON 818. ECON 916 is recommended.
An advanced course in the mathematical and graphical representations and classic and current literature in health economics. Students will be asked to read multiple academic papers per lecture. Topics may include measurement of health (height, infant mortality, life expectancy), health insurance, selection, Medicare, Medicaid, geographic variation, household finances, the Affordable Care Act, productivity of spending, international comparisons, health over the business cycle, hospitals, competition, physicians, nurses, health behaviors (alcohol, smoking, obesity, wellness), HIV/AIDS, pollution, malpractice, reproductive health, children, pharma, opioids, and machine learning. Prerequisite: ECON 802 and ECON 818. ECON 870 recommended.
This seminar-workshop is designed to study advanced research topics in the specified area of applied economics (public finance, monetary analysis, environment-energy, economic growth and development, urban economics, health care economics, natural resources, labor-manpower, international trade and finance, comparative economic systems, Soviet economics), and also provide assistance in the preparation and development of the dissertations of Ph.D. candidates with dissertations in a specific area of applied economics.
English Courses
An introduction to critical thinking skills through the study of works of literature drawn from a variety of genres and methods of critical inquiry. This course does not fulfill any KU writing requirement.
Instruction and practice in writing in a variety of rhetorical contexts, including academic ones.
Builds upon the instruction in writing of ENGL 101, emphasizing critical thinking through careful, thoughtful reading and writing. Also instructs in the evaluation and use of secondary sources. Not available for credit for students who have completed ENGL 105. Prerequisite: Completion of ENGL 101 or its equivalent, or an ACT score of 27-30, or an SAT score of 630-649, or an AP exam score of 3 on either the Literature and Composition exam or the Language and Composition exam, or an IB score of 4.
Study of significant works of world literature. The primary aims are to develop reading and writing skills and to introduce the students to works of literature drawn from a variety of genres and historical periods. Not available for credit for students who have completed ENGL 102. Prerequisite: An ACT score of 31-36, or an SAT score of 650 or higher, or an AP exam score of 3 on either the Literature and Composition exam or the Language and Composition exam, or an IB score of 4, or membership in the University Honors Program, or by consent of the instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in English. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Provides an overview of English Studies at the University of Kansas. Students learn about degree requirements and specializations; research, extracurricular, and study abroad opportunities; and career and internship options. Graded on a satisfactory/unsatisfactory basis.
This course is designed for the study of special topics in English. Coursework is completed through a KU study abroad program. Available only to KU study abroad participants. May be repeated for credit if content varies. Does NOT fulfill any part of the Freshman-Sophomore requirement.
In-depth reading and writing on a significant topic, theme, or genre. Includes a variety of textual types or a range of historical periods. Continued practice in critical reading and writing. May include but will not be limited to writing in literary genres. Prerequisite: Completion of ENGL 101 and ENGL 102, or their equivalent.
Study of a major movement, topic, or theme in literature and culture. The primary aims are to further develop reading and writing skills and to consider significant cultural and artistic issues. Prerequisite: ENGL 105 or an AP exam score of 4 on either the Literature and Composition exam or the Language and Composition exam, or an IB score of 5 or better, or membership in the University Honors Program, or permission of instructor.
In-depth reading and writing in multiple genres (e.g. poetry, fiction, creative nonfiction, playwriting). Creative assignments combine with critical analysis to help students identify, analyze, and employ forms and techniques across various genres, audiences, and contexts. Written assignments include creative works in multiple genres and critical responses to reading. Prerequisite: ENGL 101 and ENGL 102, or their equivalents.
An introduction to English Studies and its methods and areas, including literary studies, cultural studies, creative writing, rhetoric and composition, and language studies. Prerequisite: Prior completion of the KU Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of British literary works before 1800. Topics may focus on a particular genre, theme, topic, historical period, author, or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of British literary works since 1800. Topics may focus on a particular genre, theme, topic, historical period, author, or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A survey of contemporary world indigenous literatures that includes those from North America, Australia, New Zealand, the South Pacific, the Arctic, and Latin America. Texts are in English (original or translation). Genres studied include the novel, poetry, and drama, supplemented by works from the oral tradition, the visual arts, and film. (Same as GIST 305/ISP 305.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An examination of a variety of literary and other representations of human and non-human environments and environmentalism. Particular attention will be paid to how race, gender, class, sexuality, and geography produce and are produced by those representations. (Same as EVRN 306 and GIST 306.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of significant problems in literary interpretation and methodology, in which basic critical principles and approaches are systematically examined and applied. These approaches might include, but are not limited to, feminism, Marxism, deconstruction, psychoanalysis, and cultural studies. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of five or more significant novels representative of developments in the British novel of the eighteenth, nineteenth, and twentieth centuries. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Outstanding works of British literature, from the earliest times to the close of the eighteenth century, studied in chronological sequence and with some attention to the characteristics of the various periods of English literary history embraced. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Outstanding works of British literature, from 1800 to the present, studied in chronological sequence and with some attention to the characteristics of the various periods of English literary history embraced. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
For students enrolled in the annual summer Study Abroad program, an interdisciplinary program conducted with other humanities departments. British literature is studied in the context of visits to relevant sites such as London, the Lake District, and Edinburgh. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Approval for enrollment in the Summer Institute through the Study Abroad office is required. Recommended: Prior completion of one 200-level English course.
Study of American literary works before 1865. Topics may focus on a particular genre, theme, topic, historical period, author, or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of American literary works since 1865. Topics may focus on a particular genre, theme, historical period, author, or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of American literature from the beginnings to 1865, with emphasis on the major writers and movements. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of American literature from 1865 to the present, with emphasis on the major writers and movements. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
The study of British and American literature, emphasizing important figures and movements since World War I. On occasion, the study of literature will be enriched with an investigation of other arts, such as music, film, and painting. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of recent best sellers or other works of popular interest. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
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 AAAS 332.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A survey of major twentieth-century playwrights and theatre groups, to be selected by the instructor. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
The comparative study of the literary and film treatments of a particular topic or theme, with special attention to the generic qualities of literature and film. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introductory study of a selected topic focused on a literary or rhetorical form or genre (e.g., Lyric Poetry, Captivity Narratives, Genre Theory). May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of literature in English, including major forms and movements, from the Romantics to the present. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introductory study of Chaucer's major works. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of ten to fourteen of Shakespeare's plays. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Study of one or two major British and/or American authors. Different authors in different semesters. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An historical survey of literature by U.S. Latina/o writers of Mexican, Puerto Rican, Cuban, Dominican, and Central/South American descent. Various genres, including oral forms such as corridos as well as novels, poetry, essays, and autobiographical writing, will be considered. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to prominent works of African-American literature from the 18th century to the present as well as to the basic approaches to study and principles of this body of work, including its connection with African sources. Literature will include a wide variety of genres, and course materials may be supplemented by folklore, music, film, and visual arts. Prerequisite: Prior completion of the Core 34: English (SGE) 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 AAAS 333.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of literature by authors from one or more ethnic groups within the U.S., including but not limited to Asian American, African American, American Indian, Jewish American, Italian American, U.S. Latina/o. Different topics in different semesters. May be repeated for credit as topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An examination of U.S. literature that addresses situations of political and economic oppression or repression with the potential function of enlisting readers' sympathies in a project of social justice. The course focuses on U.S. literary texts dealing with social injustice and the curtailment of human and civil rights and addresses debates surrounding cultural authority and authenticity, identity politics, attempts to represent the voice of the "oppressed," revision of strategies used in slave narrative or in testimonio, and ethical and rhetorical appeals to an assumed readership. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of narrative techniques and practice in the writing of fiction. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of prosody and practice in the writing of verse. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to the practice of writing and evaluating scripts for film. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to the practice of writing and evaluating scripts for stage. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to the literary techniques of nonfiction and practice in the writing of one or more of the genre's subtypes, such as the personal essay, the familiar essay, the lyric essay, the memoir, nature writing, or travel writing. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A course in traditional English grammar for students who wish to understand and be able to analyze English sentence structure. Students might apply the course to studies of style (their own or other authors'), rhetorical analysis, literary interpretation, or teaching. This course may be offered in either lecture or online format. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A writing course that helps students continue their writing practices at an advanced level, with a focus on particular varieties, purposes, audiences, media, or other issues in rhetorical writing. Topics vary (e.g., Writing for Social Action, Writing with Confidence, Writing Online, Writing for Style). May be repeated for credit as topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Introduces students to the principles of technical communication. Students learn to organize, develop, write, and revise various technical documents (e.g., letters, manuals, presentations, proposals, reports, resumes, websites) often needed in business, engineering and scientific settings. Includes an introduction to technical-writing software. This course fulfills the prerequisite for English 562 and English 564. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Introduces students to rhetoric and composition, a field that investigates questions about the nature, processes, teaching and historical, social and cultural contexts of writing. Students survey the themes, debates, and trends that inform the work of scholars in this field. Students also become acquainted with the historical traditions of discourse instruction, and the relevance of those traditions to our current understandings of writing. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introductory study of a selected topic in rhetoric or writing studies (e.g., Multimedia Rhetoric, Rhetoric of Social Action, Teaching Writing). May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
In this course, we will explore how texts are culturally situated and will carry out our own investigations of a subculture. Through analysis of the rhetorical and social situations that motivate writing and ethnographic investigation of a culture's discursive interactions, we will explore how a group's purposes and actions are shaped by cultural contexts for writing. We will complete a range of related writing projects (an observation of a place/setting for a culture's interactions; an analysis of a culture's language or cultural artifacts; interviews with participants in a culture or oral histories), culminating in a longer field study or ethnography-a descriptive and analytical account of a culture or subculture. We will also critically read and respond to multiple interdisciplinary texts and genres, including ethnographies and overviews of ethnographic research methods. As we explore the cultural embeddedness of writing, we will focus, in particular, on the positioning of the researcher and the ethics of conducting cultural research. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
In this course, we will engage in the interdisciplinary study of cultural rhetorics, which is an approach to rhetorical study that considers the role of cultural forces in shaping the rhetorical practices of individuals, communities, and politics. Emphasizing feminist, queer, critical race, and/or disability studies work in rhetorical studies, this course will focus on the following questions: How does rhetoric enable the functioning of power, oppression, and resistance? How are cultural, political, economic, and ideological notions of identity, of the body, and even of the human rhetorically constructed? What counts as rhetoric, and who gets to decide what is worthy of rhetorical study? How do rhetorics of space, place, home, diversity/identity, and the nation influence culture, politics, and institutions? Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introduction to the history of the English language, with special attention to general structural changes throughout its history, especially changes in vocabulary and meaning, and past influences of other languages upon present usage. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
In this course, we consider the social implications of using different varieties and dialects of the English language in the US. Questions covered may include (but are not limited to): different social characteristics attributed to different varieties (dialects, ethnolects, genderlects) and their users; features of language that carry stigma and how such stigma is socially and historically constructed; and the role of media (news outlets, movies, "the internet") in conveying what is seen as acceptable or unacceptable in language. We also explore how these language attitudes and evaluations impact different groups of people in their daily lives, and what possible recourses we have to address language injustice. As we discuss these issues, you will not only gain an understanding of the social nature of the English language, but you will also acquire the skills and tools to discuss, analyze, and write about language. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A survey of the English language, its historical development, and its grammatical structure. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An introductory study of a selected topic in English language studies (e.g., World Englishes, Language and Literary Style, The Secret Life of English Words.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
In this course, we explore the complex landscape of varieties of English or Englishes around the world. We chart the history of English and its spread through colonization and through the cultural and economic influence of especially the US and the UK. We get a sense of the diversity of Englishes by focusing on a selection of countries from various continents (including Africa and Asia), looking at the linguistic characteristics of these Englishes as well as the attitudes towards the Englishes within and outside the countries. This survey of Englishes leads us to consider broader questions such as how people evaluate different Englishes, who "owns" English, and similar issues. As we discuss these topics, you will not only gain an understanding of the variable and changeable nature of the English language, but you will also acquire the skills and tools to discuss, analyze, and write about language. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A study of a specialized theme or topic in English studies. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
Students explore theories and strategies of teaching and tutoring writing across academic disciplines. They learn more about themselves as writers as they build a repertoire of writing techniques useful in their studies, in the workplace, and in their personal lives. By observing and consulting in the writing center, they understand how reflection leads to responsive, ethical, and engaged practice. (Same as LA&S 400.) Prerequisite: ENGL 102 or equivalent.
A study of the literary treatment of a particular aspect of British and/or American society. May be repeated for credit as the topic changes. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
This class meets one day a week throughout the semester and includes a nine-day visit to London over the spring break period. Students spend the early part of the semester selecting special interests, researching places to visit and study, and exchanging information. After the trip, students compile and publish a journal entitled "The London Review", which is comprised of essays, photos, art work, and other reflections about their experience in London. Prerequisite: Admission to University Honors Program or permission of instructor.
Practical research experience in English studies gained by assisting a faculty member on a faculty research, editorial, pedagogical, or outreach project. May be used as a component of the Research Experience Program (REP). Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300-level English course, declaration of English major, and permission of instructor.
Work for advanced majors in fields or on topics not covered in course work. May be repeated for a total of up to six hours. Does not satisfy specific course requirements for the English major. May be counted as part of the total junior-senior credit hours required. Prerequisite: Completion of three junior-senior courses in English and consent of instructor.
Practical experience in the use of English skills in supervised academic or professional settings. Credit hours are graded according to the written evaluation provided by the supervisor to the director. Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300-level English course, declaration of English major, and permission of Undergraduate Director.
Practical experience in the use of English skills in a non-profit or advocacy context. Credit hours are graded according to the written evaluation student provided by the on-site supervisor and on the student's written reflective component assigned and evaluated by the supervising faculty member. May be used as a component of the Service Learning certification program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300-level English course, declaration of English major, and permission of instructor.
The development of science fiction as a literary genre, and as a literature of ideas for a future-oriented society. Capstone course. Prerequisite: Prior completion of at least one 300 - or 400-level English course.
Science and technology offer many benefits to individuals and to societies, yet they also present many challenges. This course explores the past, present, and possible future effects of science and technology on society through readings and discussions of nonfiction articles in conjunction with science-fiction stories and novels. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of selected works of literary theory and of current issues in literary studies. The course is designed for advanced undergraduates who intend to continue their study of literature in graduate school and for new graduate students who require a grounding in literary theory. According to each instructor's interest, the course may survey contemporary literary theory or may focus on a particular topic (e.g., authorship, canon formation, creativity, metaphor, narrative, rhetoric) or on a theoretical position (e.g., cultural studies, deconstruction, feminism, historicism, Marxism, psychoanalysis). A student may repeat the course with the permission of the appropriate director. Prerequisite: Completion of three junior-senior courses in English (or their equivalent) or graduate standing.
Brief history of writing materials and handwritten books; history of printed books from the fifteenth century as part of cultural history; technical progress and aesthetic change.
A Study of texts written before 1800. May be organized around a particular genre, historical period, a group of writers, or a theme. May be repeated for credit as topic varies. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of texts written after 1800. May be organized around a particular genre, historical period, group of writers, or a theme. May be repeated for credit as topic varies. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Intensive study of selected works. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of topics in Irish literature and culture. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of one or two major authors. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
This course explores and defines the Gothic tradition in British and American literature from its beginnings in the late eighteenth century to more recent twentieth-century texts in literature and film. Prerequisite: Prior completion of at least one 300- or 400-level English course.
This course will explore some of the definitions, texts, and aesthetics associated with literary modernism, especially transatlantic modernism, as well as some of the writers and artists in dialogue with modernist approaches. Prerequisite: Prior completion of the freshman-sophomore English requirement or its equivalent.
Different topics in different semesters. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Different topics in different semesters. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of the literature written by African Americans from the pre-Civil War period to the present. Emphasis upon specific historical periods in the development of African American literature as well as on a critical analysis of major autobiographical, poetic, and fictional works. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of American literary works before 1865. Topics may focus on a particular genre, theme, topic, historical period, author, or group of authors. May be repeated for credit as the topic changes. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of English-language poetry from the mid-twentieth century to the present. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of selected broad topics in rhetoric and writing, including such topics as the rhetoric of law, the rhetoric of education, persuasion in literature, literacy, and rhetorical genres. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of selected topics in English language studies (e.g. World Englishes, Language and Literary Style, and The Secret Life of English Words). May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Digital culture and new media have transformed reading, writing, and research practices, revealing the multidimensionality of texts, blurring the roles of writer and audience, and creating new spaces for dialogue, collaboration, and participation in rhetorical acts. In this course, we will apply rhetorical principles across a variety of media genres-from blogs, to YouTube videos, to podcasts, to Tweets, to Instagram and Facebook posts-and will address the complex realities and challenges of composing ethical, persuasive, and effective arguments in the 21st century. The course will explore how traditional processes of writing and reading texts are challenged by communication across a range of diverse new media genres that employ multiple modes of communication (linguistic, visual, spatial, gestural, and aural ways of making meaning). We will examine the impact of multimedia/multimodal discourse on ourselves and our culture, and through our analysis and production of multimodal texts, we will explore how medium and mode shape the message, work to persuade multiple audiences, and alter the way that we understand, structure, and process knowledge. Prerequisite: Prior completion of at least one 300- or 400-level English course.
When we talk about a writer's style, or the style of a text or genre, what exactly do we mean? How do we identify, define, and analyze the elements that make up a style? What is it that makes us think that one style is "better" than another style? This is what we will explore in this course. We draw on a number of frameworks and theories from English language studies that can be used to discuss and analyze linguistic choices and strategies in texts; in other words, we will take apart the language of a text or writer (including your own!) in order to understand how it has been put together. As we approach language, text, and style from this perspective, you will not only gain an understanding of the flexible, yet structured nature of the English language, but you will also acquire the skills and tools to discuss, analyze, and write about language. Prerequisite: Prior completion of a 300- or 400-level English course.
A study of the structure, history, and varieties of the English language in the United States from the period of colonization to the present. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of a specialized theme or topic in English studies. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of the first-and second-year English requirement or its equivalent, and at least one 300- or 400-level ENGL course; or permission of instructor.
Directed reading and participation in small discussion groups, each formed to consider a specific and limited subject during the semester. Written work will be required, and will be judged on both content and form. The course is part of a departmental program leading to Honors in English. Prerequisite: Admission must be approved by the departmental director of undergraduate studies.
Independent study, culminating in a substantial essay prepared under the direction of a member of the Department of English who is a specialist in the area of the student's interest. Prerequisite: Admission must be approved by the departmental director of undergraduate studies.
A survey of the literature of medieval England (in translation). Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A broad view of literary works written between 1485 and 1660. Surveys may be offered with focus on a particular genre (poetry, drama, or prose), historical period (16th- or 17th-century literature), or group of authors (women writers). May be repeated for credit as topic varies. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A close reading of Paradise Lost, Paradise Regained, Samson Agonistes, and the minor poems, with illustrative selections of prose. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of literary works from the British Romantic period. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of literary works from the Victorian period. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
A study of a major topic of concern to English literature. May be repeated for credit as the topic changes. Capstone course. Prerequisite: Prior completion of at least one 300- or 400-level English course.
Study of a topic (such as mimesis, influence, deconstruction) that is important in critical theory. May be repeated for credit as topic varies.
Reading of selected works in Middle English (exclusive of the works of Chaucer).
Intensive study of selected plays. May be repeated for credit as the topic changes.
Intensive study of texts written between 1485 and 1800. The course may be organized around a particular genre (poetry, prose, drama), historical period (e.g. Elizabethan literature), a major author (e.g. Milton), group of authors (e.g. women writers), or theme (e.g. literature and politics 1660-1800). Students will be expected to read and apply relevant criticism and theory as well as study primary texts. May be repeated for credit as topic varies.
Intensive study of British literary works of the 1800s. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes.
Practice in the writing of fiction under the direction of a member of the department working in conjunction with one or more writers in residence. Membership is limited to students who submit, well in advance enrollment, manuscripts showing unusual ability. May be repeated for credit.
Practice in the writing of poetry under the direction of a member of the department working in conjunction with one or more writers in residence. Membership is limited to students who submit, well in advance of enrollment, manuscripts showing unusual ability. May be repeated for credit.
An intensive course in writing prose fiction and/or verse. Criticism (NEW) of manuscripts through group meetings and individual conferences with the instructor. Membership limited to students who submit manuscripts showing special ability in at least one of the creative writing forms. May be repeated for credit.
A study of literary works belonging to a particular genre or to multiple genres (fiction, nonfiction, poetry, drama etc), either in a particular form (short story, essay, sonnet, etc.), concerned with a particular topic, or illustrative of a particular element of craft (voice, point of view, character development, etc. ). Intended primarily for creative- writing students with an interest in developing their skills at reading as writers. May be repeated for credit as the topic varies.
An intensive, 2-week course in writing speculative fiction, including genres such as slipstream, magical realism, fantasy, horror, and science fiction. Students should come prepared to workshop a short story or an excerpt from a longer work. The course is part of the Center for the Study of Science Fiction Summer Institute. May be repeated for credit with instructor's permission.
Intensive study of British literary works written during the 20th century. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes.
This course focuses on or surveys individual writers in the tradition of life writing; or intensively examines topics such as "Autobiography," "Memoir and Diary," "Biography," "Slave Narrative," "Letters," "Personal Essays," or "Autobiographical Fictions." Special emphasis within a topic, such as period, gender, or ethnicity, are possible. May be repeated for credit up to a maximum of six hours.
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.
Intensive study of North American literary works before 1900. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes.
Intensive study of North American literary works after 1900. Topics may focus on a particular genre, theme, historical period or group of authors. May be repeated for credit as the topic changes.
This course surveys the field of composition studies, examining major issues and theories in the study of writing. The course may include theories from classical to contemporary rhetoric, composition theory from the twentieth century, and the most current debates in the study of writing.
Examination of a significant topic in literature or the English language. May be repeated for credit as the topic varies.
Acquaintance with resources and practice in techniques that are essential to other graduate courses. Major concerns include the writing and documentation of scholarly papers; basic reference and bibliographical aids; critical approaches to literature and literary historiography; and the place of language and rhetoric in English studies today.
A survey of major concepts and issues in the study of writing, especially as applied to teaching composition. Practices in writing pedagogy are also discussed, and students' teaching of composition is observed and explored. Required of and enrollment limited to new teachers of English 101. May not be repeated for credit toward graduate degree.
A course concerned primarily with the pedagogy and practice of teaching English 102. Includes weekly group meetings, individual conferences, and class visitations. Required of and enrollment limited to new teachers of English 102. May not be repeated for credit toward graduate degree. Course graded on a satisfactory/unsatisfactory basis.
Examination of selected topics in composition and rhetoric, such as literary studies, genre theory, dialogism, or writing across the curriculum. May be repeated for credit as the topic changes. Prerequisite: ENGL 780 or equivalent.
Practical experience under professional supervision with the Writing Center, in editing, in theatrical production, or other activities relevant to the completion of an advanced degree in English. Prerequisite: Permission of Director of Graduate Studies.
An independent reading course for students preparing to take the M.A. examination. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of the Director of Graduate Studies.
An independent reading and writing course for students preparing the M.A. portfolio. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Consent of the Director of Graduate Studies.
An independent reading and writing course for students researching and writing the M.A./M.F.A. thesis. Graded on a satisfactory progress/limited progress/no progress basis.
Intensive study of one or more theoretical aspects of composition in English (e.g., rhetoric, text grammar, stylistics). Prerequisite: ENGL 800.
Close study of the English language in a particular period. Prerequisite: ENGL 800.
Close study of one or more major critics, of a major critical school, or of a topic important in literary criticism. Prerequisite: ENGL 800.
Concentrated study of one or two major figures, or a group of significant writers, or an aspect of the literary scene. Prerequisite: ENGL 800.
Concentrated study of one or two authors or of historical periods or important movements. Prerequisite: ENGL 800.
Advanced study in a topic related to literature, language, and cultures of Africa and the African Diaspora, such as a concentrated study of one or two authors, a group of significant writers, an historical period or important movement, or an aspect of the literary or cultural scene of Black writing. May be repeated for credit as the topic varies.
Advanced study in a topic related to literature, language, theory, or a special skill such as analytical bibliography or editing. Prerequisite: ENGL 800.
An independent reading course for students preparing to take the Ph.D. comprehensive examination. May normally be taken in the semester or summer session immediately preceding the semester in which the comprehensive examination is taken. Does not count toward the residence requirement. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of the Director of Graduate Studies.
Individual work in (a) language, (b) literature, (c) composition, or (d) the teaching of English, by properly qualified graduate students under the direction of appropriate members of the Graduate Faculty as assigned by the Graduate Director. Limited to 6 hours of credit toward the M.A. or Ph.D. degree; only on three-hour enrollment may substitute for a formal course in satisfying a field distribution requirement. Normally offered for only up to three credit hours in any one enrollment. Permission of the supervising faculty member and of the Graduate Director required for enrollment.
Graded on a satisfactory progress/limited progress/no progress basis.
Environmental Studies Courses
Nature is our oldest home and newest challenge. This course surveys the environmental history of the earth from the extinction of the dinosaurs to the present with a focus on the changing ecological role of humans. It analyzes cases of ecological stability, compares cultural attitudes toward nature, and asks why this ancient relationship seems so troubled. (Same as HIST 103.)
This interdisciplinary course and laboratory sections survey the foundations of environmental understanding and the process of scientific discovery from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the history of environmental systems and life on earth, the discovery of biotic evolution, ecological change, and climate change. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to earth systems and the development of environmental understanding using historical and present-day examples. (Same as GEOG 140.)
This interdisciplinary course and its laboratory sections survey the history of humanity's relationship with the natural world over the long term from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the evolution of Homo sapiens and cultural systems; the development of hunter, gatherer, fisher, agricultural, and pastoral lifeways; the ecology of colonialism and industrial civilization, and the emergence of ideological and ethical perspectives on the relationship between nature and culture. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to the humanity's engagement with the global environment using historical and present-day examples. (Same as GEOG 142.)
This interdisciplinary course surveys the foundations of environmental understanding and the process of scientific discovery from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the history of environmental systems and life on earth, the discovery of biotic evolution, ecological change, and climate change. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to earth systems and the development of environmental understanding using historical and present-day examples. (Same as GEOG 144.) Open only to students admitted to the University Honors Program or by permission of instructor.
This interdisciplinary course and its laboratory sections survey the history of humanity's relationship with the natural world over the long term from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics will include the evolution of Homo sapiens and cultural systems; the development of hunter, gatherer, fisher, agricultural, and pastoral lifeways; the ecology of colonialism and industrial civilization, and the emergence of ideological and ethical perspectives on the relationship between nature and culture. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to the humanity's engagement with the global environment using historical and present-day examples. (Same as GEOG 145.) Open only to students admitted to the University Honors Program or by permission of instructor.
This course provides the scientific knowledge necessary to understand the changing relationships between humans and the natural environment, with an emphasis on the assessment of current environmental problems and critical evaluation of potential solutions. Major topics include fundamental scientific concepts and principles, interactions among the biological and physical components of the environment, implications of a growing human population, water resources, the atmosphere, climate, and energy sources. (Same as GEOG 148.)
These labs are designed to explore the physical, social, and cultural dimensions of environmental systems. Students will engage in hands-on activities and field experiences about a range of current and historical environmental issues affecting both the United States and other parts of the world. This course will broaden your understanding of important foundational concepts and skills including basic scientific principles and processes that govern the functioning of environmental systems, ways to apply this understanding to case studies and field experiences, and how to use these perspectives to eventually make informed, just decisions about climate change, the future flourishing of humans and non-humans. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students with credit in EVRN 360/361. (Same as GEOG 160.) Prerequisite: This course requires previous or concurrent enrollment in EVRN 140/144 (or cross-listed and transfer equivalents).
A course focused on the land and environment of Kansas. Field trips provide students with direct experience of the diverse landscapes in our area. Coursework also emphasizes the dynamic nature of the current landscape and the natural and cultural processes that have shaped it.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Environmental 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course is designed for the study of special topics in Environmental Studies. Coursework must be arranged through the Office of Study Abroad. May be repeated for credit if content varies.
This course considers how climate change is altering particular things such as coffee and chocolate production, the electricity grid and nuclear energy, wild salmon and sharks, rare earth minerals and ice shelves, and many other aspects of life on earth. This course looks at how environmental processes and human systems interact at different spatial scales. This geographic framework is applied to a range of topics to assess climate change impacts as well as approaches to longstanding and emerging problems. Students will identify human systems (cultural, political, economic, justice, technology, etc.) and physical systems (biosphere, atmosphere, lithosphere, cryosphere, ecosystems, etc.). They will assess how human and environmental systems interact and the various spatial scales of these interactions. Students will analyze how climate change is interacting with these systems, their interactions, and spatial implications. Students will demonstrate critical thinking to create possible responses to specific contexts where human- environment interactions are altered by climate change and evaluate the impact of those responses. Student learning outcomes emphasize the demonstration of geographic systems thinking and critical analysis towards solution options. (Same as GEOG 300.)
A survey of current methods of describing and modeling the function, structure, and productivity of natural and anthropogenically modified earth resource systems, along with a discussion of contemporary views of what constitutes a natural landscape. Fundamental natural science principles about the interplay among lithospheric, atmospheric, hydrospheric, and biospheric components of earth systems are emphasized. Uses of natural resources, including fossil fuels, minerals, and water, are described with attention to the earth's total energy budget. Human activities that affect preservation, conservation, and multiple uses of earth regions receive attention. Systems under stress through population and other contemporary forces serve as examples. (Same as GEOG 304.)
An examination of a variety of literary and other representations of human and non-human environments and environmentalism. Particular attention will be paid to how race, gender, class, sexuality, and geography produce and are produced by those representations. (Same as ENGL 306 and GIST 306.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An historical and analytical study of the formulation, implementation, and consequences of environmental policy in the United States. Attention will be directed at relevant interest groups, issues specific to both rural and urban populations, relationships between national policies and international organizations concerned with environmental problems. Prerequisite: EVRN 140/GEOG 140 or EVRN 142/GEOG 142; or EVRN 144/GEOG 144 or EVRN 145/GEOG 145; or EVRN 148/GEOG 148; or concurrent enrollment.
An introductory course using engaged learning to exploring the genre of ecological art practice (eco-art.) Class focuses on the waste stream particularly as it affects the Kansas River. Through remediation events, students build works of art from trash, in turn auctioned for environmental efforts. Creative attention is focused on ecological imbalance. (Same as SCUL 330.) Prerequisite: Visual Art major or minor, or instructor permission.
An introduction to how the American legal process improves, transforms, and damages the natural environment. Emphasizes and compares shifting responsibilities of legal forces and institutions: judges and litigants, legislators and statutes, agencies and administrations, and citizens and regulated entities. Prerequisite: EVRN 140/GEOG 140 or EVRN 142/GEOG 142; or EVRN 144/GEOG 144 or EVRN 145/GEOG 145; or EVRN 148/GEOG 148; or concurrent enrollment.
This course examines the ethical frameworks developed for thinking about, using, and protecting the natural world. Examples of topics include indigenous approaches to nature, the history of ecological ideas, environmental movements, the role of the state in managing resources, utilitarianism and progressivism, environmental lawmaking, wilderness advocacy, nature and theology, the rights of nature, and environmental justice. Students are introduced to the theories of duty ethics, justice ethics, utilitarianism, and rights ethics, and required to apply ethical decision making to contemporary and historical environmental issues. Multiple perspectives on the history of human interactions with nature demonstrate the importance of reflecting upon the value systems inherent in human-centered environmental ethics and nature-centered environmental ethics. (Same as HIST 336.)
Students learn how a local, sustainable design system known as permaculture design creates an ecologically sound and economically viable way of living. The course consists of lecture, field, and practicum sessions. Lecture topics include food security, permaculture ethics, ecological principles, system design, sustainable soils, food production, food forests, earth works, and construction of human habitats.
A survey of changes in the landscape and in people's perceptions of the natural world from 1500 to present. Topics include agroecology, water and energy, the impact of capitalism, industrialism, urbanization, and such technologies as the automobile and the origins of conservation. (Same as HIST 347.)
Drawing on interdisciplinary fields of study, this course surveys a wide range of situated environmental injustices and environmental justice movements associated with toxic dumping, oil extraction and mining, climate change, deforestation, agri-business, and tourism. As students gain an understanding of the connections and differences among specific situations, and between environmental justice and other forms of environmentalism, they engage with salient theoretical and practical questions. The content of the course will also be shaped by the interests of students. For example, each student will present on an environmental justice movement of her/his own choosing, on the connections between it and other movements we have been studying, and on the ways this movement can help us understand some of the key practical and theoretical questions raised by environmental justice struggle. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in EVRN 650. Prerequisite: EVRN 140 or EVRN 142 or EVRN 144 or EVRN 145 or EVRN 336; or permission of instructor.
These labs are designed to explore the physical, social, and cultural dimensions of environmental systems. Students will engage in hands-on activities and field experiences about a range of current and historical environmental issues affecting both the United States and other parts of the world. This course will broaden your understanding of important foundational concepts and skills including basic scientific principles and processes that govern the functioning of environmental systems, ways to apply this understanding to case studies and field experiences, and how to use these perspectives to eventually make informed, just decisions about climate change, the future flourishing of humans and non-humans. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students with credit in EVRN 160. Prerequisite: This course requires previous or concurrent enrollment in EVRN 140/144 (or cross-listed and transfer equivalents).
These labs are designed to explore the physical, social, and cultural dimensions of environmental systems. Students will engage in hands-on activities and field experiences about a range of current and historical environmental issues affecting both the United States and other parts of the world. This course will broaden your understanding of important foundational concepts and skills including basic scientific principles and processes that govern the functioning of environmental systems, ways to apply this understanding to case studies and field experiences, and how to use these perspectives to eventually make informed, just decisions about climate change, the future flourishing of humans and non-humans. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students with credit in EVRN 160. Prerequisite: This course requires previous or concurrent enrollment in EVRN 140/144 (or cross-listed and transfer equivalents).
An introductory course exploring the genre of ecological art practice (eco-art) through a series of engaged learning projects that focus on habitat, the waste stream and natural resources, local ecologies and interventionist creative strategies that focus attention on ecological imbalance. (Same as SCUL 362.) Prerequisite: Visual Art major or minor, or instructor permission.
Water is vital to life on earth. In this course we cover components of the water or "hydrologic" cycle, how management has altered them, and how they are predicted to change with the changing climate. We discuss the evolution of water policy, its implications for managements and the economic impact of human perturbation on water. We study the physical processes that govern the water cycle, learn how they are measured, and estimate hydrologic fluxes. (Same as GEOG 336.) Prerequisite: GEOG 104 or GEOL 101.
This course surveys the history of the tropical environment and its diverse peoples from early European encounters until the current boom in extractivism and ecotourism. It focuses on portrayals of the tropics in historical travel accounts and films. Through these sources, we will seek to understand cross-cultural interactions, and the ways in which science, technology, and tourism have reconstructed these environments over time. Case studies are drawn from Latin America, Africa, Oceania, and/or Asia. (Same as HIST 365.)
This course examines how human relationships with the biophysical world are politicized. Examines key contributions to debates surrounding environmental security, resource conflicts, and related issues, as well as geopolitical assumptions on which these debates build. (Same as GEOG 371 and GIST 371.)
This class examines the variety of ways religious and environmental attitudes intersect in US culture, and how religious traditions can be (and have been) used both to alienate people from the environment and to foster an ethic of environmental responsibility. The course will focus on appreciating the diversity within and across religious traditions when it comes to attitudes on the environment, and understanding the different contexts and assumptions that lead to such diversity. Amidst all this diversity, similarities will also be noted in how people from all different backgrounds are drawing on the resources of their religious traditions to promote more sustainable ways of being. (Same as REL 372.)
The course objective is to understand and analyze human adaptation to environmental change by focusing on disasters and climate change. Each semester, the course rotates topics ranging from oil spills, hurricanes, sea-level rise to infectious disease. It provides undergraduate students with research experience and service learning, and offers opportunities for certificates through the Center for Undergraduate Research and the Center for Civic and Service Responsibility at KU. Students learn theories relevant to the case study, work in groups to generate research themes, conduct literature search and review, learn research methods, and write and present their work.
This course will focus on the historical context of radical environmentalism in late-twentieth-century America, including an examination of organizations such as Earth First!, but it will also focus more broadly on American ideas in the 1900s that contributed to the rise of a dissident environmental consciousness. It will focus primarily, though not solely, on the period after World War II, and it will examine time periods such as the Cold War, the countercultural 1960s, and so-called "environmental decade of the 1970s," and the Reagan 80s and beyond. It will touch upon many themes, such as the relationship between science, technology, and ethics; the controversies over population growth and economic growth; the morality or immorality of economically and politically destructive environmental actions; the philosophical underpinnings of radical animal rights organizations; and the place of people of color and the poor within the radical environmentalist tradition.
Climate change presents a contemporary crisis that literature, broadly defined, increasingly grapples with, and so much so, that scholars now refer to "cli-fi," or literature that examines the impacts of human-caused climate change during the Anthropocene. These impacts will be experienced disproportionately, and the social inequalities that will continue to ensue raise questions about justice and responsibility. In this class, we will examine novels, films, short stories, and non-fiction essays that offer global perspectives on the climate crisis. The texts use narrative techniques to shape our conceptions of global warming and just or unjust futures. We will address debates surrounding ethical human-non-human interactions and will reflect on the social and geopolitical conflicts that are heightened by climate change.
This course is focused on the relationships between human beings and the planet (the environment, resources, places). We explore the major insights of sociology (primarily how to understand power and inequity) and apply them to our relationship with climate change, environmental justice, water, land, soil, food, viruses, animals, each other, and the future. Using the concept of the sociological imagination that connected one’s biography with one’s historical and class context as a starting point, this course expands C. Wright Mills’ foundational insight to incorporate both the background knowledge of environmental relationships between society and the planet. This course also builds a research skillset to understand, debate, and develop them at the same time. Skill-building assignments develop research skills related to library searching, research question formation, assessing and using valid sources, sociological observation, interviewing, and data analysis. Combined with a diverse set of readings, we explore the social, cultural, political, legal, and ethical debates that shape the contemporary and unfolding environmental issues. Topics may include environmental justice, environmental social movements, science communication, sustainability, biodiversity, environmental ethics, policy, land use change, and greenwashing. (Same as SOC 384.)
This course introduces key concepts in environmental sociology. The core goal of environmental sociology is to understand the relationship between society and the planet. Environmental sociology explores the relationships between social systems and the ecosphere, including interdisciplinary work that explores interactions within and between institutions, social groups, and natural and built environments. Environmental Sociology also includes study of the origins and impacts of technology, the social causes of environmental change, the environmental causes of social change, and the consequences of social inequalities and power relationships for socio-environmental dynamics. As human beings we live in the natural world and use its resources including the air, soil and water, yet we often separate ourselves from nature. Environmental sociology opens a dialogue between people and nature that will be explored through readings, discussion and assignments related to important environmental issues in Kansas and beyond, including climate change, energy production and consumption, material inequality, environmental justice, transportation, food and agriculture, and ethical frameworks. In particular this course uses sociological theory and sociological environmental research to illuminate the identification, evolution, and potential solution pathways to environmental social problems. (Same as SOC 385.)
The Sociology of Global Food offers a critical examination of the global food system since the Industrial Revolution. Topics include the industrialization of agriculture, sustainable agriculture, and the role of food and agriculture in organizing society. This course discusses the emergence of current debates around food and agriculture including food activism, technological developments, human/environment relationships, and labor issues. There is a lab component to this course. (Same as SOC 386.) Prerequisite: Junior standing.
This class explores representations of environmental disasters within various forms of cultural expression. Cultural beliefs and practices not only influence the ways environmental disasters are understood and responded to, but also shape the social dynamics that determine a population's vulnerability and resilience to hazards. Thus, while an earthquake may trigger a disaster, its impact largely will be influenced by social factors that pre-date the actual seismic event. The course will apply cultural materials (e.g., film, science writing, literature, policy statements, etc.) that emerge from specific case studies to analyze the social causes and effects of disaster, while drawing on an interdisciplinary set of tools and perspectives (from sociology, literary studies, science, economics, etc.) that animates inquiry.
This course is designed for the study of special topics in Environmental Studies. Coursework must be arranged through the Office of Study Abroad. May be repeated for credit if content varies.
An introduction to the use, display, and analysis of spatial data. Students will acquire a foundational skill-set in geographic information systems and remote sensing using industry-standard GIS software and will apply these skills using environmental data and case studies. Prerequisite: EVRN 148 or GEOG 148; EVRN 103 or HIST 103, GEOG 150 or EVRN 347 or HIST 347.
An introduction to the principles of ecology, with an emphasis on environmental applications. Major topics include physiological and functional ecology, population and community dynamics, biogeography, and ecosystems ecology. Intended for students seeking B.A. or B.G.S. degrees. Prerequisite: EVRN 140 or EVRN 144 or EVRN 148 or consent of the instructor.
Courses on special topics in Environmental Science and/or Policy. These courses may be lecture, discussions, or readings. Students may enroll in more than one interest group but may enroll in a given interest group only once.
This course provides students with a solid understanding of soils in the environment, particularly as it relates to environmental assessment. Topics include soil geomorphology, soil physics/ chemistry/biology, management of soils, and soil contaminants. 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 740. Prerequisite: CHEM 130 or CHEM 170 or CHEM 190 recommended or consent of the instructor.
This course is designed to provide a foundation for understanding how the natural and built environment affect human health in industrialized and developing countries by examining the impact of physical, chemical, and biological factors external to humans. Students will gain an understanding of the interaction of individuals and communities with the environment, the potential impact on health of environmental agents, and specific applications of concepts of environmental health. (Same as HSCI 445.)
This course examines origins, responses, and consequences of major epidemics and pandemics that have affected humanity over time. Spanning from antiquity to present day, this global survey investigates environmental and biological origins of disease, the role of commerce, urbanization, and transportation in the spread of disease, and responses to controlling disease and pandemics. Key diseases and epidemics covered include plague, smallpox, malaria, cholera, influenza, typhus, typhoid, leprosy, and tuberculosis. (Same as HSCI 450.)
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 BIOL 451 and GEOG 451.)
This applied research course approaches resilience from a community and regional perspective. Defined broadly and proactively, resilience integrates and mutually-strengthens natural and human systems to capitalize on nature’s regenerative potential. Resilient communities can stand against nature in times of crisis, adapt to changing conditions, and are more efficient, livable, prosperous, and sustainable. Students will identify resilience approaches through directed readings, case study research, and presentations by subject matter experts. Teams will then survey and prioritize the challenges and opportunities facing real-world communities, apply and expand a resilience framework to grade the communities, and develop a screening-level resilience plan for community use. In doing so, students will: 1) Understand and apply resilience concepts and theories; 2) Identify and prioritize natural and human-made threats and challenges facing Great Plains and Midwestern U.S. communities over short- and long-term horizons; 3) Assess community capital stocks and resilience properties; 4) Compile research on resilient communities and develop tools and strategies; 5) Engage key community stakeholders; and 6) Develop and apply a vulnerability assessment and resilience framework for real-world application. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to freshmen or sophomores, or students with credit in EVRN 753.
An introduction to research methods for environmental science. The course includes fieldwork in diverse ecosystems (lakes, streams, forests, prairies). It emphasizes the development of skills in data analysis and interpretation that are essential to a full understanding of environmental issues. Enrollment limited to environmental studies majors, or by instructor permission. Prerequisite: Junior or Senior standing (Senior preferred) with 60+ credit hours.
Supervised practical experience in a specific environmental area of interest. The instructor will schedule regular meetings to evaluate progress and provide assistance. A written summary of the internship experience and an evaluation will be prepared by the student and internship supervisor. The summary and evaluation will be based on an initial description of the scope, expectations, and educational goals of the internship, as agreed upon by the student, supervisor and instructor. At least 45 hours of internship work during the semester is required for each credit hour enrolled. Prerequisite: Sophomore standing and consent of the instructor. Restricted to declared Environmental Studies majors.
Supervised practical experience in an environmental area relevant to the student’s career goals. The internship must include opportunity to apply knowledge and skills from diverse disciplines, and require a minimum of 150 hours of work during the semester. At the start of the semester the student will work with the internship supervisor and instructor to prepare a written description of the expectations and educational goals of the internship. Course assignments will be individualized, designed to be relevant to the internship and the student’s learning goals. The instructor will schedule regular meetings to evaluate progress. At the end, the student will prepare a written reflection on their experience and the supervisor will be asked to provide an evaluation of the student’s internship performance. Prerequisite: Junior standing and consent of program director. Restricted to declared Environmental Studies majors.
Kansas Road Trip (Part 1 of the Kansas Abroad Program) will allow students to explore the state as an environmental studies “living laboratory.” This course provides an immersive and hands-on look at the state’s reliance on environmental resources, creative and entrepreneurial solutions, and space for students to develop research skills related to Kansas’ environmental future. The trip will include visit with key decision makers and innovators and explore unique environmental features. With an emphasis on urban and rural relationships and the story of how soil and water lead to wealth in Kansas, the Kansas Abroad program offers students a chance to explore and encounter differences within the state and leverage those experiences into knowledge. Students will build skills in interviewing, listening and developing research questions on the future of Kansas, and the role people in shaping it. Prerequisite: EVRN 140 and 142 or equivalents and a full academic year as an EVRN major.
Kansas Environmental Futures (Part 2 of the Kansas Abroad Program) asks: What will the future of Kansas’ environment look like? To that end, this course (following the completion of the two-week road trip) offers a research-based experience where students select a specific environmental theme to research for the semester. The project concludes with a written document and public presentation. Students will develop research and interviewing skills, expertise in an interdisciplinary environmental topic, public presentation skills, and demonstrate capstone-level integration of diverse kinds of evidence into a coherent argument related to their topic. With an emphasis on urban and rural relationships and the story of how soil and water lead to wealth in Kansas, the Kansas Abroad program offers students a chance to explore and encounter differences within the state and leverage those experiences into knowledge. Students will build skills in interviewing, listening and developing research questions on the future of Kansas, and the role of people in shaping it. Prerequisite: EVRN 498.
This course focuses on applying advanced geospatial mapping and analysis techniques to "real-world" environmental issues. Course content may include lecture/lab time on advanced geospatial topics; a major class project, small-group projects, or individual projects; or half-semester internships with state agencies or campus entities that will culminate in an individual project. The specific nature of projects will be driven largely by student interest and ability, as well as agency/center needs. Prerequisite: EVRN 410 or equivalent course; or permission of the instructor.
This course provides an overview of environmental justice, both as a social movement and as a public policy initiative. Environmental justice examines the distribution of environmental externalities across different socio-economic and racial groups. We will discuss several different public policy areas that have been impacted by the environmental justice movement: hazardous waste facility siting, urban redevelopment and Brownfields, transportation policy, and Native American sovereignty. We will also touch upon international environmental policy in an environmental justice context. Throughout the course we will evaluate empirical issues in studying environmental justice. (Same as POLS 528.) Prerequisite: POLS 206 or a statistics class or consent of 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 BIOL 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 BIOL 531.) Prerequisite: BIOL 152, 153, or equivalent, or permission of instructor. Concurrent or prior enrollment of BIOL 530 is strongly encouraged.
Covers fundamentals of remote sensing, including electromagnetic radiation principles and data collection and processing, followed by an introduction to the various remote sensing techniques and their application in understanding and managing environmental systems. Exercises are provided for students to be actively involved in evaluating, critically analyzing and interpreting images and data to determine implications for practice. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 736. Prerequisite: Junior or Senior standing.
Provides a framework for learning about our water future and ways we might define and achieve sustainability in water use and management. Concerns of ethics, culture, economics, politics, and environmental health will be discussed within the contexts of issues such as the global water crisis, water footprints, water pollution, human water systems, water security, and sustainable water technologies. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 737. Prerequisite: Junior/senior standing.
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 ANTH 582 and ISP 542.) Prerequisite: EVRN 142, EVRN 145, EVRN 148, ANTH 150/151, ANTH 160/162/360 or permission of instructor.
This course investigates the geophysical processes of the earth-atmospheric system that can create disastrous impacts on human life, society, and economics. Hazards, including earthquakes, tsunamis, floods, hurricanes, mass movements, wildfires, and many others, are examined by analyzing spatial and temporal dynamics as well as any precursory indicators that may be present. Attention is also given to management and mitigation strategies. Case studies are utilized to examine interaction between society and natural hazards. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 743. Prerequisite: Junior/senior standing.
This course will build upon principles acquired in the introductory course by presenting advanced concepts on environmental health as novel factors that may constitute a risk to humans. The course provides an advanced understanding of concepts and issues of environmental health, including environmental toxicology and risk assessment, and an in-depth study of urban and rural environmental health issues and agents of environmental health impairment. Students will develop a research project or investigation of an environmental health topic. (Same as HSCI 545.) Prerequisite: HSCI 445 or EVRN 445 or consent of instructor.
This course provides an overview of the theory and empirical practice of economic analysis as it applies to environmental issues. Topics include externalities (a type of market failure), the valuation of nonmarket goods, the practice of benefit-cost analysis, and the efficiency and cost effectiveness of pollution control policies. Most importantly, the course permits students to perform economic field research, using state-of-the-art techniques in a manner accessible to undergraduate students. (Same as ECON 550.) Prerequisite: ECON 104 or ECON 105 or ECON 142 or ECON 143.
This interdisciplinary course provides students with a broad understanding of the current energy system, including its challenges, with focus on changing global energy needs, current energy sources, developing and emerging renewable energy sources, and their economic, environmental, and societal implications. Analysis of energy fundamentals, fossil fuel exploration and use, nuclear energy, renewable energy sources, and subsequent environmental impacts. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 755. Prerequisite: Junior/senior standing.
Explores both leading and dissident ideas that Americans have had about the natural world since 1900. Broad chronological periods are explored in some depth, including the Progressive Era, New Deal, Cold War, the Sixties, and the Reagan Eighties. The course uses articles and books, as well as visual and aural forms of communication. Commercial speech, as well as scholarly and literary works, are considered. (Same as HIST 563.) Prerequisite: EVRN 148 or HIST 129, or by permission of instructor.
The Andean environment is defined by its mountains, but includes all of the earth's major biomes: from tropical rainforest to the world's oldest and driest desert. These diverse landscapes have nurtured one of the most ancient and durable, yet diverse sets of Indigenous cultural lifeways. Most of the Andes was governed by a single power during the Inca and Spanish colonial eras, but the region is now divided between seven independent states with their own regional traditions. The Andean World has long been recognized as a laboratory for understanding the relations between nature and culture, and the tensions between tradition and revolutionary change. This course will examine the history of this region from a long-term perspective, from its indigenous roots to contemporary struggles over globalization and extractivism. (Same as HIST 577, ISP 577 and LAC 577.) Prerequisite: Prior 300+ level course in related discipline (ANTH, EEB, EVRN, HIST, LAC, SPAN, etc.) or permission of instructor.
Water quality issues are integrated with land use planning and the development of watershed management strategies. Interrelationships among the hydrologic cycle, atmospheric deposition, nutrient transformations and pesticide use are examined in regards to stream, lake, and groundwater quality. Prerequisite: CHEM 110 or CHEM 130 and BIOL 414, or consent of instructor.
The capstone project provides students with a broad-based, interdisciplinary educational experience and allows them to integrate and synthesize the knowledge they have gained in their environmental studies major. It rejoins the cohort that has separately pursued the BA/BGS and BS tracks and places them in situations in which they address real world environmental issues with a team approach and produce professionally meaningful analytical reports. Prerequisite: Junior or Senior standing (Senior preferred). Restricted to declared Environmental Studies majors.
This course provides an overview of environmental laws and regulations. Additional focus is given to the process described in the National Environmental Policy Act (NEPA). Students will learn when NEPA is triggered, the difference between Environmental Impact Statements (EIS) and Environmental Assessments (EIA), and how to write an EIS/EIA. Prerequisite: An introductory course in environmental law, or consent of instructor.
A research course, in any of the fields of environmental studies, consisting of either experimental research, original policy analysis, or the preparation of an extensive paper based on library investigation. Project topic to be agreed upon in advance with supervising faculty member. Prerequisite: Consent of instructor.
A course giving eligible majors the opportunity to earn Departmental Honors by engaging in an intensive program of study leading to an original piece of research. Prerequisite: Senior standing, approval of the Environmental Studies Program, the Honors Project Director, and an overall 3.25 cumulative grade point average during the semester of enrollment. Restricted to declared Environmental Studies majors.
This course examines the social, institutional and political context of public health policy in the United States. We will examine factors that shape the nation's public health, explore the role of government in reducing risk and promoting well being, and analyze the major institutions responsible for monitoring, protecting and promoting general public health. Themes include the social determinants of health, health disparities, emerging infectious diseases, food safety, transportation, and environmental health. (Same as POLS 628.) Prerequisite: POLS 110 and POLS 206 are recommended.
An introductory course using engaged learning to exploring the genre of ecological art practice (eco-art.) Class focuses on the waste stream particularly as it affects the Kansas River. Through remediation events, students build works of art from trash, in turn auctioned for environmental efforts. Creative attention is focused on ecological imbalance. (Same as SCUL 630.) Prerequisite: Graduate standing or permission of instructor.
The purpose of this course is to provide students with a solid understanding of how crucial the management of natural resources is, with emphasis on Indigenous communities. Indigenous communities are often ignored in such courses even though these peoples have distinctive views of how resources should be managed. This course allows students to focus on case studies and philosophical principles that compare management techniques derived from European based science with those derived from the cultural traditions and beliefs of Indigenous peoples and communities. Prerequisite: EVRN 140 and EVRN 142; or EVRN 144 and EVRN 145.
This course emphasizes comparison of the attitudes and perspectives towards the natural world that have been developed by different cultural traditions. The primary example with which most of us are familiar is the contemporary Western attitude which emerges from traditions derived from Western European philosophy, i.e. the assumption that humans are autonomous from, and in control of, the natural world. A different approach is presented by Traditional Ecological Knowledge (TEK) of Indigenous peoples of the world, which are based on close observation of nature and natural phenomena; combined with a concept of community membership, which differs from that of Western political and social thought. Prerequisite: EVRN 140 and EVRN 142; or EVRN 144 and EVRN 145.
Drawing on interdisciplinary fields of study, this course surveys a wide range of situated environmental injustices and environmental justice movements associated with toxic dumping, oil extraction and mining, climate change, deforestation, agri-business, and tourism. As students gain an understanding of the connections and differences among specific situations, and between environmental justice and other forms of environmentalism, they engage with salient theoretical and practical questions. The content of the course will also be shaped by the interests of students. For example, each student will present on an environmental justice movement of her/his own choosing, on the connections between it and other movements we have been studying, and on the ways this movement can help us understand some of the key practical and theoretical questions raised by environmental justice struggle. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in EVRN 350. Prerequisite: EVRN 140 or EVRN 142 or EVRN 144 or EVRN 145 or EVRN 336; or permission 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 BIOL 660.) Prerequisite: Junior, Senior, or graduate standing with 60 + Credit hours.
An introductory course exploring the genre of ecological art practice (eco-art) through a series of engaged learning projects that focus on habitat, the waste stream and natural resources, local ecologies and interventionist creative strategies that focus attention on ecological imbalance. (Same as SCUL 630.) Prerequisite: Graduate standing or permission of instructor.
An examination of the impact of environmental justice and security in Indigenous communities throughout the world with a focus on tactics and strategies that incorporate Indigenous perspectives in responses and mitigation schemes. A survey of mining, dumping, and storage of toxic and radioactive waste activities as related to Indigenous peoples. Case study analyses of economic, military and mining interests contrasted with perspectives emerging from cultural traditions and beliefs of Indigenous peoples and communities. (Same as ISP 673.) Prerequisite: Permission of instructor.
Have human activities become so pervasive that we have initiated a unique human epoch of earth history? This introductory, interdisciplinary graduate seminar will explore this question while examining the ways that different disciplines approach the understanding of environmental change, its impact on natural and human systems, and how these understandings have changed over time.
This interdisciplinary graduate seminar examines the history of climate change from natural and physical science, social science, and humanities perspectives. The class explores the ways that different disciplines approach understanding climate change and its impact on natural and human systems and how these understandings have changed over time. The course is team-taught. Students will write a research paper on a climate change topic of their choice that reflects the historical and interdisciplinary approaches of the seminar. Prerequisite: Consent of instructor.
Courses on special topics in Environmental Studies. These courses may be lecture, seminars, or readings. Students may enroll in more than one interest group but may enroll in a given interest group only once.
This course provides a survey of the environmental regulations, environmental problems, and environmental solutions that must be dealt with by environmental scientists in agencies and industry. Considers both theoretical and practical/applied aspects of environmental practices.
Examines the effects of toxic chemicals on individuals, populations, communities and ecosystems. Topics include major classes of pollutants, movement, distribution and fate of pollutants in the environment, mechanisms of action, toxicity testing, and environmental assessment.
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 BIOL 735.)
Covers fundamentals of remote sensing, including electromagnetic radiation principles and data collection and processing, followed by an introduction to the various remote sensing techniques and their application in understanding and managing environmental systems. Exercises are provided for students to be actively involved in evaluating, critically analyzing and interpreting images and data to determine implications for practice. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 536. Prerequisite: Graduate standing.
Provides a framework for learning about our water future and ways we might define and achieve sustainability in water use and management. Concerns of ethics, culture, economics, politics, and environmental health will be discussed within the contexts of issues such as the global water crisis, water footprints, water pollution, human water systems, water security, and sustainable water technologies. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 537. Prerequisite: Graduate standing.
Provides students with a solid understanding of soils in the environment, particularly as it relates to environmental assessment. Topics include soil geomorphology, soil physics/ chemistry/biology, management of soils, and soil contaminants. 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 440. Prerequisite: CHEM 130 or CHEM 190 recommended or consent of the instructor.
This course investigates the geophysical processes of the earth-atmospheric system that can create disastrous impacts on human life, society, and economics. Hazards, including earthquakes, tsunamis, floods, hurricanes, mass movements, wildfires, and many others, are examined by analyzing spatial and temporal dynamics as well as any precursory indicators that may be present. Attention is also given to management and mitigation strategies. Case studies are utilized to examine interaction between society and natural hazards. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 543. Prerequisite: Graduate standing.
Survey of common statistical methods for analyzing environmental data. Includes techniques for environmental monitoring, impact assessment, and site reclamation, as well as methods for handling censored data, time series, and spatial analysis. Sampling design, data interpretation, and presentation of statistical results will be emphasized. Prior coursework or practical experience in statistics is expected. Prerequisite: Permission of instructor.
This course develops an understanding of the research processes as applied to river systems by means of qualitative and quantitative research methods and approaches to solve problems. Applications of fluvial principles to river management and stream restoration are examined, as well as interactions between land use and geomorphic processes. Prerequisite: Graduate standing.
This course provides training in the technical guidelines for the wetland delineation process as specified by the United States Army Corp of Engineers (USACE). This process includes a site investigation to determine field indicators of hydrophytic vegetation, wetland hydrology, and hydric soils for wetland determination and delineation, and the compilation of data and site mapping to create a wetland delineation technical report. Students must find an accessible wetland area near their location for the site visits that are required for this course. Prerequisite: Graduate standing or consent of the instructor.
Addresses scientific, regulatory, and technical aspects of air quality monitoring, including pollutant formation and dispersion, pollution control, national emissions standards, and methods for monitoring pollutants and air quality. Prerequisite: CHEM 130 or CHEM 190 recommended or consent of the 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 BIOL 759 and GEOG 759.)
This applied research course approaches resilience from a community and regional perspective. Defined broadly and proactively, resilience integrates and mutually-strengthens natural and human systems to capitalize on nature’s regenerative potential. Resilient communities can stand against nature in times of crisis, adapt to changing conditions, and are more efficient, livable, prosperous, and sustainable. Students will identify resilience approaches through directed readings, case study research, and presentations by subject matter experts. Teams will then survey and prioritize the challenges and opportunities facing real-world communities, apply and expand a resilience framework to grade the communities, and develop a screening-level resilience plan for community use. In doing so, students will: 1) Understand and apply resilience concepts and theories; 2) Identify and prioritize natural and human-made threats and challenges facing Great Plains and Midwestern U.S. communities over short- and long-term horizons; 3) Assess community capital stocks and resilience properties; 4) Compile research on resilient communities and develop tools and strategies; 5) Engage key community stakeholders; and 6) Develop and apply a vulnerability assessment and resilience framework for real-world application. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to freshmen or sophomores, or students with credit in EVRN 453.
This interdisciplinary course provides students with a broad understanding of the current energy system, including its challenges, with focus on changing global energy needs, current energy sources, developing and emerging renewable energy sources, and their economic, environmental, and societal implications. Analysis of energy fundamentals, fossil fuel exploration and use, nuclear energy, renewable energy sources, and subsequent environmental impacts. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 555.
This course reviews the scientific principles of environmental restoration, focusing on soil biological processes. It introduces concepts of soil ecosystem structure and functions, including soil biodiversity, nutrient cycling, plant-soil interactions, and soil ecosystem response to disturbance and degradation. The understanding of processes in the soil system will be used to inform our review of practices that can be used to restore naturally and anthropogenically disturbed sites in a wide range of environments. Prerequisite: Graduate standing or consent of the instructor.
A culminating experience to develop a workforce project and produce a written report to be presented orally to a committee that may include an industry member. Students will develop an applied workforce project in the student's place of employment for full-time employees, or an internship or similar individual project for full-time students or students who are not employed in the area of study. This course will initiate the process of project development and will be taken prior to a student's final semester. This project is to be continued in EVRN 815 in the last semester of the student's graduate career. Prerequisite: Minimum 20 credit hours completed in program.
A culminating experience to develop a workforce project and produce a written report to be presented orally to a committee that may include an industry member. Students will develop an applied workforce project in the student's place of employment for full-time employees, an internship or similar individual project for full-time students or students who are not employed in the area of study. The students will compile their project results in a formal written report and will give an oral presentation to the Environmental Studies faculty (2 minimum) and the student's employer or mentor. Prerequisite: EVRN 814.
The goal of this research seminar is to discuss individual students' research, culminating in the completion of a paper in Environmental Studies for presentation at a professional meeting and/or publication in a professional journal.
Film and Media Studies Courses
An introduction to analyzing and thinking critically about film and other media. Students will learn to read and interpret the basic signs, syntaxes, and structures of cinematic language. Through direct analysis of selected films, television, and new media, students will evaluate and construct evidentiary arguments about the aesthetic strategies creators use to make meaning for audiences. In addition, this course will familiarize students with the historical and industrial dimensions of film and media, as well as the influence technology has on their development into the twenty-first century.
Honors version of FMS 100; honors expectations include rigorous assessment of student textual analysis of film and media along with higher level student breadth and leadership. An introduction to analyzing and thinking critically about film and other media. Students will learn to read and interpret the basic signs, syntaxes, and structures of cinematic language. Through direct analysis of selected films, television, and new media, students will argue about the aesthetic strategies filmmakers use to make meaning for audiences. In addition, this course will familiarize students with the historical and industrial dimensions of film and media, as well as the influence technology has on their development into the twenty-first century. Prerequisite: Only open to students admitted to the University Honors Program or permission of instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Film and Media 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
An introduction to film and media aesthetics, including basic film/media theories and their practical applications. Students will be introduced to the concepts of time, space, composition, movement, editing, light, color, and sound. A key feature of the course will be a practical emphasis on learning how to see creatively by applying elements of design, camera lens and sound recording principles. Examples of these aspects of film and associated media will be examined and discussed in depth. Should be taken before or concurrently with FMS 275.
This course is designed for the study of special topics in Film at the freshman/sophomore level. Credit for coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
An introduction to the craft and principles of screenwriting, from inspiration to writing a complete first act. Emphasis on factors relevant to the creation of a treatment and a screenplay. Prerequisite: Consent of instructor.
Course organized any given semester to examine a particular studies topic or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects.
Course organized any given semester to study a particular production topic or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects.
This course is designed for the study of special topics in Film at the junior/senior level. Credit for course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Supervised study with an approved film/media company or project. May be repeated for credit. No more than six hours may be applied to the B.A. or B.G.S. degrees. Prerequisite: Consent of instructor and at least seven hours credit in the department.
A survey of the artistic, economic and sociological development of the narrative cinema with emphasis on the American studio system, German Expressionism, and Soviet Expressive Realism. Analysis of selected films.
A study of the artistic, economic, and sociological development of the American sound film with emphasis on the studio system, major directors, genres, and the impact of television. Analysis of selected films.
A survey of the artistic, economic, and sociological development of the international sound film 1929 to 1950. Emphasis on European National Cinemas.
A survey of the artistic, economic, and sociological development of the international sound film from 1950 to the present. Emphasis on Free Cinema, New Wave, and other emerging post-war cinemas.
A history and critical assessment of the diverse images of African-Americans in American cinema and the impact of those images on American society. Screenings of feature and independent films, including those by African-Americans.
This course surveys the major developments in and critical approaches to twentieth-century Japanese film. Focusing mostly on narrative films, the course introduces students to basic methodological issues in Japanese film history, especially questions of narrative, genre, stardom, and authorship. We examine Japanese cinema as an institution located within specific contexts focusing on the ways in which this institution shapes gender, race, class, ethnic and national identities. This course examines how patterns of distribution, exhibition, and reception have influenced film aesthetics and film style over the last century. Through secondary readings, lectures, and discussions students critically examine how Japanese cinema as an institution both responds to and intervenes in the social, cultural, and political history of twentieth century Japan. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. (Same as EALC 315.)
In this course we will examine the cinemas from a range of Latin American countries to explore similar themes and differences between them historically, politically, and culturally. Themes will include: representation of gender, ethnic and national identities; civil wars and political changes; local, regional and global cinema interactions; countercultures and migrations. Along with themes, we will analyze narrative cinematic styles and modes of production. Most films will be feature-length narrative, but a few documentaries will be shown. May be taken as FMS 716, but with additional requirements.
An overview and exploration of the history of anti-war film and media themes to show how attitudes regarding war and political policy can be affected by positive and negative depictions of conflict. Course includes analysis of selected films.
A comprehensive introduction to Soviet cinema and its legacies in post-Soviet Russia. The course will examine what distinguished Soviet film industry from those in other countries and the ways in which it impacted the development of cinema worldwide. Films are analyzed both as artistic works (with attention to formal qualities, cinematic styles, and influences) and as documents that provide insight into the socio-political contexts of the times when they were made. We will also discuss influential contributions by Soviet filmmakers to our understanding of what makes film unique as an art form. The course is offered at the undergraduate and graduate level, with additional assignments at the graduate level. (Same as SLAV 322.)
This course explores how the film industries of key East Asian nations have constructed, reimagined, debated, and commemoralized their experiences of the major wars fought during the 20th century (i.e. The Greater East Asian War, the Chinese Civil War, the Korean War, and the Vietnam War). We will examine the intersection of various historical, political, cultural, and economic factors with the production of mainstream commercial film to consider how individual and collective memories of wars in Asia have transformed over time in different contexts. Films are particularly useful for examining how the cultural memory of wars survives and is conveyed from one era to another with each new generation reinventing and superimposing new layers of memory on the original phenomenon from a range of multiple perspectives. A central goal of this course is to provide students with various historical perspectives, cultural contexts, and analytical methods to develop your ability to apply visual literacy and critical thinking skills to contemporary Asian films about the major wars of the last century.
A study of cinematic representations of daily life, diversity, urban landscape, and social and political issues in modern and contemporary Rome as presented in different genres. Taught in English. (Same as ITAL 330.)
This course investigates representations of the Italian mafia in Italian and American cinema since the 1960s, placing emphasis on conventions of the gangster genre and its evolution. We will examine films in relation to their socio-historical contexts and special attention will be dedicated to Italian films that deglamorize the Italian mafia and champion the anti-mafia struggle. Taught in English. (Same as ITAL 331.)
A study of significant moments in Italian film history, including analysis of themes, genres, stylistics, directors, and film culture. May be repeated for credit with departmental permission. (Same as ITAL 332.)
This course is an examination of how anime has become a globally influential art form and industry. We will explore the history of anime, its effects on Japanese culture, and its reception across other cultures. Students will learn to engage with anime in order to make inquiries of history, gender and sexuality, industry, national identity, fan cultures, and other topics.
Comprehensive examination of most significant theories and theorists of film. Organized around specific questions, e.g., what qualities make film art unique, and how is film related to other visual and literary arts? Class discussion, individual projects. Formerly known as FMS 530. Prerequisite: FMS 100 or equivalent (determined by instructor).
Seminar on the major developments in the contemporary (1980-present) Japanese film industry examining how filmmaking practices and film criticism have been influenced by such issues as transnationalism, postcolonialism, critical race theory, postmodernism, and new media. We survey recent industrial and stylistic trends as well as key critical debates. Class discussion, reports, and individual research papers. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Formerly known as FMS 543/EALC 543. (Same as EALC 343.) Prerequisite: Junior status.
Students will be introduced to major themes and debates in digital media studies and apply critical approaches for understanding new media practices, technologies, and theories. In addition to readings and lectures, students will engage in a variety of digital activities and participate in research-oriented projects. By the end of this course students will gain a foundational understanding of historical and emerging relationships between new media (internet, cell phones, digital games, etc.) and society, acquire key research skills, and experience a variety of new media texts and services. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level.
This course offers a survey of global Indigenous cultures, theory and aesthetics in cinema and digital media. It establishes an Indigenous media optics by examining media practices across a broad contemporary spectrum-including music videos and social media platforms, podcasting and video games. As the course moves geographically, students learn how media practices in diverse communities situate identity and experience in related but unique contexts. Through weekly readings, screenings and design workshops, students build the critical tools necessary for an examination of the wide range of practices that lend themselves to Indigenous media sovereignty. This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not available to students with credit in FMS 750 or ISP 755. (Same as ISP 355.)
In this course, students will utilize digital tools and platforms to create online and mobile stories based on the theories and histories of interactive storytelling discussed in class. Through a survey of digital storytelling examples and concepts, students will create interactive projects to add to their portfolio and learn how to think critically and write analytically about digital media.
Emphasis on writing a full-length screenplay. Explores genre, character, dialogue, and the development of a personal writing style. Prerequisite: FMS 273 (students will be selected based on writing samples).
A survey that combines animation history, theory, and production by examining animated works of all kinds and exploring various styles utilizing both hands-on techniques and digital animation programs. Lecture-laboratory.
Theory and practice of longer-form video production with emphasis on scripting, talent coordination and editing in preproduction, production and postproduction. Lecture-laboratory. Prerequisite: FMS 275.
Theory and practice of cinematography, with emphasis on creation of film, video, and digital imagery. Prerequisite: FMS 275.
Students become familiar with techniques and processes in film and video post-production including, but not limited to, editing, sound, post-production management, marketing, and distribution. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Prerequisite: FMS 275.
An interdisciplinary examination of popular cultural forms and their relationships with the social, political and economic dynamics of America, with emphasis on film, media, music, literature (including magazines and newspapers) and the graphic arts. The decade or other specific topic to be studied changes as needs and resources develop. May be repeated for credit for different decades or topics.
An historical and theoretical survey of that major genre of film and video typically termed "documentary." The course will trace the main historical developments from documentary's beginnings through contemporary innovations. Formerly known as FMS 592. Prerequisite: FMS 100 and FMS 310, FMS 311, or consent of instructor.
A study of cinematic representations of daily life, diversity, urban landscape, and social and political issues in modern and contemporary Rome as presented in different genres. Taught in English. (Same as ITAL 399.) Prerequisite: Membership in the University Honors Program or permission of the instructor.
This course examines the way in which diversity in the United States, including race, class, gender, and sexuality, are represented through visual culture, historically and in the present. The study of visual culture analyzes the way in which visual images communicate systems of beliefs, contribute to identity formation, and have an influence on our thinking about diversity. Course looks at United States visual objects (i.e., film, television, photography, art, advertisements, and theatre as well as visual practices, i.e., in public and private spaces.
This course examines films made by women around the world. Mainstream and independent fiction, documentary, and experimental works will be screened and discussed. The objectives of the course are: 1) to learn the variety of films made by women and the conditions of their production, distribution reception. 2) to interrogate the idea of women's cinema as `counter-cinema'. We will acquire tools for analyzing films in terms of economic, aesthetic, cultural, and political circumstance by women of different countries, classes, races, ethnicities, genders, and sexual preferences. Formerly known as FMS 620.
This course considers the ethics of telling stories with film and media. Using a framework of rhetorical criticism and postmodern ethics, the students will evaluate the ethical and social responsibility challenges of fiction and non-fiction writing, films, television and online projects from a variety of fields: anthropology, sociology, journalism, political rhetoric and documentary filmmaking. Through readings, case studies and application, students will explore the fundamentals of rhetorical ethics, and the questions raised my new and emerging forms of storytelling.
This course surveys the history and aesthetics of videogames and then provides a deep dive into the theory, design principles and techniques of game development on the Unity platform. Through assignments geared toward critical design, students gain the skills necessary for game-building in the areas of visual, narrative, game, level and sound design that comprise a typical development team. Although no prior coding experience is necessary, students may benefit from prior knowledge of C#, 3D modeling, or animation.
Special projects in video production, using both studio and remote locations. Prerequisite: FMS 375.
Students will study and produce film and video work with an emphasis on sound design theory and practice. Course projects consist of several short works in response to readings and screenings, which include a survey of sound in cinema, internet and radio. Students will also become conversant with related equipment, software and techniques. Prerequisite: FMS 275.
Students will produce experimental film and video projects, including installation art and performance art pieces, in both collaborative and a collaborative production modes. Practical production aspects of historical experimental works will be studied, with emphasis on creation of works inspired by these earlier artists and their work. Unorthodox video and film production concepts and modes will also be studied and used in the creation of original works. The incorporation of experimental elements in the creation of mainstream works, and the creation of such projects, will also be a key area of study and experimentation. By pushing their individual creative limits, students will gain an appreciation for the experimental film and video genre, as well as an expansion of their production skills. Prerequisite: FMS 275.
This course will cover elements of the history, aesthetics, and business of music video and music video production. Students will view and discuss many different types of music videos, and will learn how to classify and critique these videos in a professional manner. Students will gain familiarity with the genres, themes, forms, and iconography of music video; an understanding of the place of music video in media culture; an exploration of the ideological, cultural, and historical contexts of music video; and an ability to create or assist in the creation of professional-quality music videos. Prerequisite: FMS 275.
This course integrates the knowledge and skills acquired across the curriculum of Film & Media Studies including academic studies, but also production and other related disciplines to enable the student to demonstrate achievement through the production of a major creative research project. Formerly known as FMS 585. Prerequisite: Must be admitted to the Film and Media Studies B.A. or B.G.S. degree. Must have completed one FMS production course.
Study may be directed toward either (a) reading for integration of knowledge and insight in film and media, or (b) original research (i.e., investigation of a specific problem in film and media). Six hours maximum credit. Prerequisite: Consent of Departmental Honors Coordinator.
Investigation of a special topic or project selected by the student with advice, approval, and supervision by an instructor. Such study may take the form of directed reading or special research. Individual reports and conferences. A maximum of six hours credit may be counted toward a degree. Prerequisite: At least seven hours credit in the department and consent of instructor.
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 AAAS 555.)
As a platform for new representational mediums, the digital computer operates on procedural interaction, a quality largely responsible for the unique aesthetic elements of video games. This course will provide a deep dive into player-centric design principles and techniques as well as the iterative processes and workflows of game development. Students will work in collaborative development teams with computer science and illustration students, in order to design, build and playtest a video game. Students in this course will have the opportunity to further learn and specialize in one of several areas: narrative design, level design, art design, and sound design and music for games. No prior courses are required, but courses in screenwriting, animation, cinematography and/or sound design will be particularly helpful in preparation. Prerequisite: FMS 474 or permission of instructor.
The principles of screenwriting are developed through scene writing and analysis culminating in the writing and structure of a full-length, three-act screenplay. In addition to the class sessions taught with FMS 273 Basic Screenwriting, separate consultations and specific research assignments for graduate students in FMS 673 are also required.
Theory and practice of single-camera video production with emphasis on preproduction planning, scripting, directing, lighting, camera operation and audio. In addition to the class sessions taught with FMS 275 Basic Video Production, separate consultations and specific research assignments for graduate students in FMS 675 are also required. Lecture-laboratory.
Course organized any given semester to study particular subject matter or to take advantage of special competency by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects.
Study with an approved film or media company. Emphasis may be in one or all of the following areas: acting, directing, or promotion management. No more than six hours may be applied to an M.A. degree. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of instructor.
This course surveys the major developments in patterns of distribution, exhibition, and reception and their influence on film aesthetics in twentieth century Japanese film. Through secondary readings, lectures, and discussions students will examine how Japanese cinema, as an institution, responds to and intervenes in the social, cultural, and political history of twentieth century Japan. The course is offered at the 300 and 700 levels, with additional assignments at the 700 level. (Same as EALC 715.)
In this course we will examine the cinemas from a range of Latin American countries to explore similar themes and differences between them historically, politically, and culturally. Themes will include: representation of gender, ethnic and national identities; civil wars and political changes; local, regional and global cinema interactions; countercultures and migrations. Along with themes, we will analyze narrative cinematic styles and modes of production. Most films will be feature-length narrative, but a few documentaries will be shown. In addition to the lecture sessions taught in tandem with FMS 316, additional research component, lecture presentation, and class meeting are also required.
An overview and exploration of the history of the portrayal of anti-war film and media themes to show how anti-war attitudes and political policy can be affected by positive and negative depictions of conflict. Analysis of selected films. FMS 318 and FMS 718 will meet concurrently, though separate consultations and specific research assignments for FMS 718 are also required.
A comprehensive introduction to Soviet cinema and its legacies in post-Soviet Russia. The course will examine what distinguished Soviet film industry from those in other countries and the ways in which it impacted the development of cinema worldwide. Films are analyzed both as artistic works (with attention to formal qualities, cinematic styles, and influences) and as documents that provide insight into the socio-political contexts of the times when they were made. We will also discuss influential contributions by Soviet filmmakers to our understanding of what makes film unique as an art form. The course is offered at the undergraduate and graduate level, with additional assignments at the graduate level. Not open to students with credit in SLAV 322/FMS 322. (Same as SLAV 723.) Prerequisite: Graduate standing or instructor permission.
Seminar on the major developments in the contemporary (1980-present) Japanese film industry examining how filmmaking practices and film criticism have been influenced by such issues as transnationalism, postcolonialism, critical race theory, postmodernism, and new media. We will survey recent industrial and stylistic trends as well as key critical debates. Class includes discussion, reports, and individual research papers. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Not open to students with credit in FMS 343/EALC 343. (Same as EALC 743.)
Students will be introduced to major themes and debates in digital media studies and apply critical approaches for understanding new media practices, technologies, and theories. In addition to readings and lectures, students will engage in a variety of digital activities and participate in production-oriented projects. By the end of this course students will gain a foundational understanding of historical and emerging relationships between new media (internet, cell phones, digital games, etc.) and society, acquire key digital skills, and experience a variety of new media texts and services. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level.
This course offers a survey of global Indigenous cultures, theory and aesthetics in cinema and digital media. It establishes an Indigenous media optics by examining media practices across a broad contemporary spectrum-including music videos and social media platforms, podcasting and video games. As the course moves geographically, students learn how media practices in diverse communities situate identity and experience in related but unique contexts. Through weekly readings, screenings and design workshops, students build the critical tools necessary for an examination of the wide range of practices that lend themselves to Indigenous media sovereignty. This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not available to students with credit in FMS 350 or ISP 355. (Same as ISP 755.)
The principles of screenwriting are developed through scene writing and analysis culminating in the writing and structuring of a full-length, three act screenplay. In addition to the class sessions taught with FMS 373 Intermediate Screenwriting, separate consultations and specific research assignments for graduate students in FMS 773 are also required.
Theory and practice of multiple-camera video production with emphasis on preproduction planning, scripting, directing, lighting, camera operation, and audio. In addition to the class sessions taught with FMS 375 Intermediate Video Production, separate consultations and specific research assignments for graduate students in FMS 775 are also required. Lecture-laboratory.
Theory and practice of cinematography, with emphasis on creation of film, video, and digital imagery. FMS 776 meets concurrently with FMS 376; students enrolled in the graduate-level course will have separate consultations and specific research assignments. Lecture-laboratory. Prerequisite: Consent of instructor and FMS 675.
Students will become familiar with techniques and processes in film and video post-production including, but not limited to, editing, sound, post-production management, marketing, and distribution. This course is offered at the 300 and 700 levels, with additional assignments at the 700 level. Prerequisite: Consent of instructor.
Major emphasis is placed upon the principles of research, bibliographical data, and research methods useful in film and television. The course should be taken at the beginning of the graduate student's program.
Preparation and training for faculty careers in film and related fields, including research skills and methods, responsible scholarship, teaching, and service. Other topics vary from semester to semester. May be repeated for credit.
Intensive study of the artistic, economic, and sociological development of the American sound film with emphasis on the studio system, major directors, genres, and the impact of television.
Intensive study of the artistic, economic, and sociological development of the international sound film with emphasis on the cinemas of England, France, Italy, Germany, Sweden, and Eastern Europe.
A history and critical assessment of the development of diverse images of African-Americans in American cinema and the impact of those images of American society. Screenings of feature and independent films, including those by African-Americans. In addition to the lecture/screening sessions taught in tandem with FMS 314, a separate discussion section and specific research assignments for graduate students enrolled in FMS 814 are also required.
This seminar will be primarily international in scope and will concentrate on the following: technological and production issues relating to the transition in 1927-1931 of silent to sound film; the constructions of national identity, including those of recently emerging cultures; a comparison and contrast of the censorial agencies in America and abroad; and current revisionist perspectives on received film and media history.
This seminar is a comprehensive survey of the major classical and contemporary film and media theories and theorists, such as Munsterberg, Eisenstein, Bazin, and Adorno. The course includes film and media theory since the 1970s, moving through structuralism and into the posts: -structuralism, -modernism, -colonialism, and beyond. Within these broad paradigms some of the theories examined in depth are cinesemiotics, Marxism, cinematic apparatus, feminist film theory, reception theory, new media and virtual reality.
Special projects in video production, using both studio and remote locations. In addition to the class sessions taught with FMS 475 Advanced Video Production, separate consultations and specific research assignments for graduate students in FMS 875 are also required. Prerequisite: FMS 775 or consent of instructor.
Intensive interdisciplinary examination of popular culture forms and their relationships with the social, political, and economic dynamics of America in a specific decade, with emphasis on film, broadcasting, theatre, music literature (including magazines and newspapers), and the graphic arts. Decade to be studied changes as resources and needs develop.
The student plans and executes an intensive special project which requires the professional skills of investigation and performance appropriate to radio, television and/or film. May be repeated for credit up to a maximum of six credit hours. (This seminar is to the special project program what "thesis" is to the traditional program.)
Various approaches to the illustration of principles of production in film and/or video through the supervision of laboratory exercises and subsequent evaluation by the Theatre and Film graduate faculty.
Directed research and experimentation in film or media. Limited to eight hours credit toward the Master's degree.
A graduate seminar devoted to selected historical, theoretical, or critical issues. Prerequisite: Consent of instructor.
French, Francophone, and Italian Studies Courses
Basic language instruction in French for beginners participating in study abroad programs in France or a French-speaking country. Graded on a satisfactory/unsatisfactory basis.
Essentials of French grammar; practice in speaking, reading, and writing French. Introduction to French business culture. Three hours of class per week. This course does not satisfy the College of Liberal Arts and Sciences foreign language requirement.
Introduction to the basics of French language and Francophone cultures. A balanced approach that focuses on all skills: listening, speaking, reading, writing and intercultural competence. Conducted in French; no previous French required. Not open to native speakers of French or those scoring over 300 on the KU French language placement test.
Introduction to French for special purposes; no previous French required. Provides basic familiarity with the French language, focusing on speaking, listening, reading and the essentials of French grammar. Introduction to the culture of the French-speaking world. Three class hours per week; may be delivered by videoconference or face-to-face. Does not satisfy any KU language requirement. Prerequisite: Instructor permission required.
Continuation of FREN 111. Further development of basic familiarity with the French language, focusing on speaking, listening, reading and the essentials of French grammar. Continued exploration of the culture of the French-speaking world. Three class hours per week; may be delivered by videoconference or face-to-face. Does not satisfy any KU language requirement. Prerequisite: FREN 111 or permission of instructor.
Continuation of FREN 110. Further development of the basics of French language and Francophone cultures. A balanced approach that focuses on all skills: listening, speaking, reading, writing and intercultural competence. Conducted in French. Not open to native speakers of French or those scoring over 350 on the KU French language placement test. Prerequisite: FREN 110 or or placement by examination.
France is a society in transition. Profoundly altered by two World Wars and the aftermath of a colonial past, French culture has been propelled, in the last century, into the complexities of a modern, globalized world. While we have faced many similar challenges in United States to those confronted by our French counterparts, this course will help us think through the often drastically different outcomes of our respective approaches to such questions as immigration, national identity, education, and the perennial struggle between state and individual rights. This course is offered completely in English. It does not satisfy any requirements of the French major or minor.
A comprehensive, interdisciplinary survey of the treatment of the Other in Western culture, predominantly the USA, UK, France, and Australia, that may include vampires, zombies, fairy tales, villains and anti-heroes, the macabre, alien encounters, dystopias and utopias, and deviancy, with particular attention to literature, film and TV, and thought. Taught in English. Does not fulfill any requirement in the French major or minor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in French. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Readings and discussions of representative great masterpieces of French and/or francophone literature from the medieval Arthurian romances and chansons de geste to the present, with particular emphasis on the question of the interrelations of form and content. Includes such authors as Rabelais, Montaigne, Racine, Moliere, Voltaire, Balzac, Flaubert, Baudelaire, Proust, Gide, Camus, and Beckett. Conducted in English.
Honors version of FREN 205. Readings and discussions of representative great masterpieces of French and/or francophone literature from the medieval Arthurian romances and chansons de geste to the present, with particular emphasis on the question of the interrelations of form and content. Includes such authors as Rabelais, Montaigne, Racine, Moliere, Voltaire, Balzac, Flaubert, Baudelaire, Proust, Gide, Camus, and Beckett. Conducted in English. Prerequisite: Open only to students in the University Honors Program or by instructor permission.
First intermediate-level French language and Francophone cultures course that reviews and builds upon concepts introduced in elementary-level courses. An integrated, content-based approach, with the aim of strengthening skills in listening, speaking, reading, writing, and intercultural competence. Conducted in French. Not open to native speakers of French or those scoring over 400 on the KU French language placement test. Prerequisite: FREN 120 or placement by examination.
Honors version of FREN 230. First intermediate-level French language and Francophone cultures course that reviews and builds upon concepts introduced in elementary-level courses. An integrated, content-based approach, with the aim of strengthening skills in listening, speaking, reading, writing, and intercultural competence. Conducted in French. Not open to native speakers of French or those scoring over 400 on the KU French language placement test. Prerequisite: Grade of B or A in FREN 120 or departmental permission.
Intensive intermediate-level course meeting five times a week for six hours credit. Covers the material in FREN 230 and FREN 240 in one semester. (FREN 234, FREN 240, FREN 241--each completes the CLAS foreign language requirement.) Not open to native speakers of French or those scoring over 400 on the KU French language placement test. Prerequisite: FREN 120 or placement by examination.
Continuation of FREN 230; intermediate-level French language and Francophone cultures course that reviews and builds upon concepts introduced in elementary-level courses. An integrated, content-based approach, with the aim of strengthening skills in listening, speaking, reading, writing, and intercultural competence. Conducted in French. Not open to native speakers of French or those scoring over 500 on the KU French language placement test. Prerequisite: FREN 230 or 231 or placement by examination.
Honors version of FREN 240. Intermediate-level French language and Francophone cultures course that reviews and builds upon concepts introduced in elementary-level courses. An integrated, content-based approach, with the aim of strengthening skills in listening, speaking, reading, writing, and intercultural competence. Conducted in French. Not open to native speakers of French or those scoring over 500 on the KU French language placement test. Prerequisite: Grade of B or A in FREN 230 or FREN 231 or departmental permission
In fourteen hundred and ninety-two, Columbus sailed the ocean blue. But what happened before Columbus' great journey? And, more to the point, why did he and his contemporaries feel entitled to simply claim whatever land they found? This course proposes to explore the medieval experiences of cultural and racial Otherness in order to better understand the roots of some of the assumptions about difference (interpersonal, intercultural, and international) that continue to play out in American society today. Taught in English. (Same as HIST 285.)
Designed to further students' proficiency in oral and written expression for work in advanced-level French. Prerequisite: FREN 301, or by departmental permission.
An exploration of the French capital from its origins to present as emblem and icon of the social, literary, cultural, and political development of the French nation and of French ideals. Topics include major figures, events, works, symbols, and myths since the founding of the city to the present. Taught in English.
Analysis of selected texts from various genres; special emphasis on explication de texte. Prerequisite: FREN 301.
A study of French grammar, conversation, and composition, with selected aspects of French civilization. Available to participants in the Summer Language Institutes, and selected Study Abroad programs.
A study of French grammar, conversation, and composition, with selected aspects of French civilization. Available to participants in the Summer Language Institutes, and selected Study Abroad Programs.
This course helps students develop a set of linguistic and cultural competencies specific to business in the Francophone world. Students practice oral and written professional communication and complete a variety of specific tasks connected to professional careers in French. Students explore the primary industries in the Francophone world, with a particular focus on marketing, global health, diplomacy, and sustainability. Students prepare a complete job portfolio and participate in job interviews, all in French. Prerequisite: FREN 240 or FREN 241.
Three meetings per week. Guided discussions designed to increase fluency, improve pronunciation, and knowledge of French culture and language. Classes have centered around topics such as the French Revolution, the Arts, Renaissance Festivals, and French cinema. Sections limited to twelve students. May be designated a KULAC class at the discretion of the instructor. Prerequisite: FREN 375.
Presents authentic French and non-French medieval literary and cultural content in the context of reflection on its role in modern popular culture. Themes may include Joan of Arc, Arthurian legend, the Chronicles of Narnia, Game of Thrones, and troubadour lyric. Taught in English.
A comprehensive, interdisciplinary survey of French culture that may include topics ranging from the earliest times to the present, with particular attention to literature, the arts, thought, politics, society, food, and customs. Taught in English. Formerly known as FREN 152.
A comprehensive, interdisciplinary and critical survey of the French-speaking cultures outside France in North America, the Caribbean, Africa, the Middle East, and Southeast Asia. Will include a variety of cultural topics, with particular attention to, and critique of, French colonization, the effects of empire on indigenous cultures, and postcolonial interactions today between France and its former colonies and protectorates. Taught in English. Formerly known as FREN 153.
Cultures of the some 235 million persons in the five world areas whose everyday and/or official language is French: Canada; Caribbean (e.g., Haiti, Guadeloupe, Martinique); Europe (e.g., Belgium, Switzerland); Africa and Indian Ocean (23 former French or Belgian colonies); Pacific (e.g., Tahiti, New Caledonia). Also French-speaking settlers in the United States (Louisiana, South Carolina, New England, Kansas). French presence in Indo-China and the Near East. Prerequisite: FREN 301 and FREN 326. (May be taken concurrently with FREN 301 and/or FREN 326.)
This course introduces students to twentieth-century works in French by sub-Saharan African, North African, and Afro-Caribbean authors. In the course, students will compare how these thinkers articulated varying notions of Africanness, especially in relation to Frenchness, and what it meant for them to be faithful to their African roots. Through discussions of novels, poetry, cinema, and non-fiction writing, students will reflect on how national, regional, and continental identities have been constructed in contexts of colonialism, nation-building, and migration to and from the African continent. Major topics of the course include Négritude, Pan-Africanism, Islam, and women’s liberation. Classes will be conducted in English. Students may read the texts in French or in translation. (Same as AAAS 432.) Prerequisite: ENGL 102 and a 200-level English course.
This course delves deeply into the theory and practice of French-to-English and English-to- French translation from both analytical and applied perspectives. Students will work to perfect both English and French stylistics while also gaining a theoretical grounding in the growing field of translation studies. Each week, students will work alternately on an English > French translation or a French > English translation while contextualizing practical work within a broad theoretical context of critical, literary, and philosophical readings. This class is bilingual; as we alternate between working languages, our dialogue will alternate from French to English. Prerequisite: FREN 326 or departmental permission.
Representative topics are: History of Paris, Role of Women in French Literature and Culture, Interrelationships of the Arts, French-speaking African Culture, Culture of French Canada. May be repeated for credit with departmental permission; may also be repeated as part of major in French language and culture. Prerequisite: FREN 301 and FREN 326.
This course provides an overview of the historical development of the French language and an introduction to different varieties of French, as well as some current language-related issues in the French-speaking world. The history of the French language is considered both from an external perspective, by examining important historical events in the language's history, and from an internal perspective, by looking at specific ways the language has changed over time. Variation is examined: how French differs geographically (i.e. dialects and regional varieties in France and in the French-speaking world), socially (i.e. how social groups such as socioeconomic class or sex are reflected in language use), and situationally (i.e. language modification depending on formality, context, etc.). Will include comparisons of spoken versus written French, slang, and le français populaire, as well as current issues, e.g., les néologismes (word creation), les anglicismes (English influence) and feminization of language. Taught in French. Prerequisite: FREN 301.
This course provides an introduction to the structure of modern French and the various subfields of French linguistics. Topics will include major aspects of phonetics/phonology (the sounds/sound system), morphology (word formation), syntax (sentence structure), semantics, pragmatics (language use) and sociolinguistic variation (social, stylistic, geographical), as well as language attitudes and policies in France and other Francophone regions. Students will be introduced to different theoretical approaches to the study of French linguistics and will work on linguistic analyses of first- and second-language data. Taught in French and no prior study of linguistics is necessary to take this course. Prerequisite: FREN 301.
Study of the principal authors, movements, and themes of the period. Prerequisite: FREN 301 and 326.
Study of the principal authors, movements, and themes of the period. Prerequisite: FREN 301 and 326.
Study the themes of borders, migrations, and search for individual and collective identity and voice which define modern French and French-speaking cultures in continental France and around the globe. Authors, cultural movements and themes of the period, with an emphasis on twentieth- and twenty-first centuries. Introduce the student to the principal elements of the cultural, intellectual and artistic climate of the time, including literature, film, and other cultural documents and artefacts, print and electronic, visual and aural. May be taught in French or English. Prerequisite: FREN 301 and FREN 326.
Study of the key works in different media in French dealing with the theme and traces the development of science-fiction and fantasy from its beginnings to the present day. Prerequisite: FREN 326.
Practical research experience in French and Francophone studies gained by assisting a faculty member on a faculty research, editorial, pedagogical, or outreach project. May be used as a component of the Research Experience Program (REP). Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300-level French course and permission of instructor.
May be taken more than once, total credit not to exceed fifteen hours. Fields not covered by course work, and/or field of student's special interest. Conferences. Counts as humanities when taken for two or three hours. Prerequisite: Twenty-five hours of French and consent of instructor.
Practical experience in the use of French skills in supervised academic, professional, or study-abroad setting. Credit hours are graded according to the written evaluation provided by the supervisor to the director. Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300-level French course and permission of instructor.
Various topics in French or Francophone literature, language, culture, or film. May be repeated for credit, total credit not to exceed six hours. Six hours of FREN 499 required for B.A. with Honors in French. Before enrolling, the student must obtain the approval of the faculty member who will direct the Honors project.
Studies in an aspect of film, a director or group of directors. Emphasis on French film. Given in French or English.
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 presentation. A final comprehensive project required. All discussion and coursework will be in French. Prerequisite: Senior majors; special department permission for other students.
Special course for candidates for advanced degrees in other departments. Fundamentals of grammar and reading of material of medium difficulty. Intended primarily for graduate students, but open also to seniors planning graduate study. Does not satisfy any part of the undergraduate language requirement. Presupposes no previous study of French. Conducted in English. Prerequisite: Graduate status or instructor permission.
Exercises in English-French and French-English translation, designed to enable the student to write with greater clarity and precision in both languages.
Introduction to grammar and structure through the reading of representative works.
Linguistic analysis of the phonological, morphological, and syntactic structure of modern French. Description in terms of current theories and models. Application of linguistic analyses to the teaching of French.
This course provides an overview of current and historical approaches to foreign language teaching. Past and current trends and methodologies of language instruction are examined in order to acquaint students with various classroom approaches. Research findings in second language acquisition are explored and their implications discussed so as to show how these findings lead to more effective classroom practices.
Discussion of theoretical teaching concepts and their application in the development of pedagogical materials and assessments for the French language classroom. Does not count toward completion of the 30-hour minimum for the M.A. or Ph.D. Prerequisite: FREN 704 and department permission.
This course is an introduction to the skills required of students doing graduate degrees in French; areas covered include 1) introduction to literary theory and criticism, 2) bibliography and research methods, including database management software, 3) preparation and presentations of a research/conference paper, 4) technology training, including web design, on-line portfolio, and digital humanities, and 5) professional ethics and awareness of the academic market and alternative careers.
Selected movements , themes, genres, topics in the cultures and/or literatures of the French-speaking world outside France. May be repeated for credit.
Major Romantic writers viewed in context of intellectual, esthetic, and social milieu of period 1800-1850.
Readings and research projects in French language, literature, and culture for students at the MA level. Directed work to fulfill needs not met by available courses. One-three hours credit in any semester. Maximum credit for M.A.: Three hours. By special departmental permission only.
To meet Masters degree requirement for continual enrollment. Graded on a satisfactory/unsatisfactory basis.
Study of topics not limited to one century. May be repeated for credit.
Various movements, themes, or genres. May be repeated for credit. Prerequisite: FREN 700.
Various movements, themes, or genres. May be repeated for credit.
Various movements, themes, or genres. May be repeated for credit.
Various movements, themes, or genres. May be repeated for credit.
Topics in literary, linguistic, and cultural research. May be repeated for credit.
Readings and research projects in French language, literature, and culture for PhD students. Directed work to fulfill needs not met by available courses. One-three hours credit in any semester. Prerequisite: By Special Departmental Permission only.
French, Francophone, and Italian Studies Courses
Online one-credit course which aims to prepare students for the study abroad experience in Italy. The course is taught in English and has no prerequisites. Students will improve their knowledge of Italy and gain a better understanding of the environment that they will find abroad. The course includes an overview of Italian habits and practices, a cross-cultural analysis of differences between Italy and the U.S., and an introduction to essential Italian vocabulary for daily usage while studying abroad. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Instructor permission.
A systematic review of the fundamentals of Italian grammar through practice in conversation and writing, with an introduction to Italian culture. Available only to participants in study abroad programs. This course does not satisfy the College of Liberal Arts and Sciences foreign language requirement. No prerequisite.
First part of a two-course sequence (with 108) for students with no previous study of a foreign language and minimal linguistic background as well as for students in professional schools who plan to participate in study abroad programs in Italy. Offers knowledge of essential grammar and basic oral communication skills through practice in grammar, listening comprehension, and conversation. Active participation required. Completion of both ITAL 107 and ITAL 108 is equivalent to ITAL 110 and allows students to enroll in ITAL 120.
A continuation of ITAL 107, second part of a two-course sequence for students with no previous study of a foreign language and minimal linguistic background as well as for students in professional schools who plan to participate in study abroad programs in Italy. Offers knowledge of essential grammar and basic oral communication skills through practice in grammar, listening comprehension, and conversation. Active participation required. Completion of both ITAL 107 and ITAL 108 is equivalent to ITAL 110 and allows students to enroll in ITAL 120. Prerequisite: ITAL 107 or Italian Coordinator's approval.
Introduction to Italian language and culture. Essentials of grammar and practice in speaking, understanding, reading, and writing. Active participation required. Five hours of class per week.
This accelerated course covers the same content as ITAL 110 in three hours rather than five and prepares students to move on to ITAL 120 or ITAL 121. Students engage in activities and assignments that help them develop listening, speaking, reading and writing skills. Designed for students who have previous experience studying another foreign language or for those who desire to work at a faster pace. Active participation required.
Five hours of class. Reading of simple texts; diction; speaking; elementary composition. Prerequisite: ITAL 110.
This accelerated course covers the same content as ITAL 120 in three hours rather than five and prepares students to move on to ITAL 230. Students engage in activities and assignments that help them develop and reinforce listening, speaking, reading and writing skills. Designed for students who completed ITAL 111 or who excelled in ITAL 110. Active participation required.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Italian. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
A systematic review of Italian grammar through practice in conversation and composition, with an introduction to Italian culture. Available only to participants in study abroad programs. This course does not satisfy the College of Liberal Arts and Sciences foreign language requirement. Prerequisite: ITAL 120.
Review and expansion of grammatical structures introduced in Elementary Italian I and II, with continued practice in speaking, understanding, reading, and writing, coordinated with the study of cultural texts. Active participation required. Prerequisite: ITAL 120 or ITAL 156.
Continuation of ITAL 230. (ITAL 240 completes foreign language requirement.) Review and expansion of grammatical structures introduced in Elementary Italian I and II, with continued practice in speaking, understanding, reading, and writing, coordinated with the study of cultural texts. Active participation required. Prerequisite: ITAL 230.
Study of advanced grammatical structures with extensive practice in writing and conversation. Guided discussions on a variety of contemporary Italian literary, journalistic, and cinematic works. Active participation required. Prerequisite: ITAL 240 or permission of instructor.
Readings, textual analysis, and writing on a broad selection of Italian texts from different genres and periods, ranging from the medieval origins to contemporary literary culture. This course develops cultural and critical literacy as well as oral and written proficiency, and is a gateway to upper-division courses in the major and minor. Emphasis on study of Italian literature in its cultural context, history, politics, and society. Prerequisite: ITAL 240 or reading knowledge of Italian.
An advanced study of Italian grammar, conversation, composition, with selected aspects of Italian civilization. Available only to participants in the KU summer language institute or semester abroad program in Florence or Rome. Prerequisite: ITAL 240.
An advanced study of Italian grammar, conversation, composition, with selected aspects of Italian civilization. Available only to participants in the KU summer language institute or semester abroad program in Florence or Rome. Prerequisite: ITAL 303.
Continuation of ITAL 300. Study of advanced grammatical structures with extensive practice in writing and conversation. Guided discussions on a variety of contemporary Italian literary, journalistic, and cinematic works. Active participation required. Prerequisite: ITAL 300 or permission of instructor.
A study of cinematic representations of daily life, diversity, urban landscape, and social and political issues in modern and contemporary Rome as presented in different genres. Taught in English. (Same as FMS 330.)
This course investigates representations of the Italian mafia in Italian and American cinema since the 1960s, placing emphasis on conventions of the gangster genre and its evolution. We will examine films in relation to their socio-historical contexts and special attention will be dedicated to Italian films that deglamorize the Italian mafia and champion the anti-mafia struggle. Taught in English. (Same as FMS 331.)
A study of significant moments in Italian film history, including analysis of themes, genres, stylistics, directors, and film culture. May be repeated for credit with departmental permission. (Same as FMS 332.)
An interdisciplinary course on Italian cultural studies with a focus on Italian cuisine, its history and its representation in literature and movies. The history of Italian cuisine, its consumption and production are investigated from multiple disciplinary perspectives with the goal of studying what Roland Barthes called the “polysemia of food” as a feature of modernity. Taught in English.
Survey of Italian culture with study of art and architecture, literary masterpieces in translation, science, culinary arts, and cinema. Taught in English.
A study of particular aspects of and/or periods in Italian culture. May be repeated for credit with departmental permission. Prerequisite: ITAL 240 or permission of instructor.
A study of cinematic representations of daily life, diversity, urban landscape, and social and political issues in modern and contemporary Rome as presented in different genres. Taught in English. (Same as FMS 399.) Prerequisite: Membership in the University Honors Program or permission of the instructor.
Major works representing various movements, themes, or genres. May be repeated with departmental permission. All work done in English.
A survey of representative short stories of the 19th and 20th Centuries, including Verga, Panzini, Pirandello, Guareschi, Moravia, Calvino, Landolfi, and Bigiaretti. Prerequisite: ITAL 240 or reading knowledge of Italian or permission of instructor.
A survey of 19th and 20th century poets and their works, including Leopardi, Pascoli, d'Annunzio, Govoni, Palazzeschi, Gozzano, Marinetti, Boccioni, Ungaretti, Montale, Quasimodo, and Pasolini. Prerequisite: ITAL 240 or reading knowledge of Italian or permission of instructor.
This course is a survey of representative 19th and 20th century novels including those of Manzoni, Pirandello, Svevo, Deledda, Vittorini, Moravia, Pavese, Pratolini, Buzzati, Ginzburg, and Calvino. Prerequisite: ITAL 240 or reading knowledge of Italian or permission of instructor.
A study of a period, theme, group of authors, or cultural movement. Subject matter will vary; may be taken more than once if subject differs. Prerequisite: ITAL 300 or demonstrated knowledge of Italian.
May be taken more than once, total credit not to exceed nine hours. Various fields of Italian literature. Prerequisite: Consent of instructor, given only to those having demonstrated ease in reading Italian.
Various topics in Italian literature or culture. Minimum of three hours of Italian 499 required for a B.A. with Honors in the Italian option of the French degree. Students must discuss Honors eligibility and their topic with a faculty member before enrolling. Honors paper must be written in Italian.
Special course for candidates for advanced degrees. Fundamentals of grammar and reading of material of medium difficulty. Open to graduate students and to seniors planning graduate study. Does not satisfy any part of the undergraduate language requirement. Presupposes no previous study of Italian. Conducted in English. Prerequisite: Graduate status or instructor permission.
May be taken more than once, total credit not to exceed nine hours. Directed readings, conferences with instructor. Prerequisite: ITAL 495 or consent of instructor.
Geography & Atmospheric Sci Courses
A lecture and laboratory course introducing students to the atmosphere, weather and climate phenomena, and their controlling physical processes. Topics covered include: the structure of the atmosphere, energy and energy budgets, climate and climate change, air pollution, clouds and precipitation, pressure and wind systems, severe weather, and weather forecasting.
Honors version of ATMO 105. A lecture and laboratory course introducing students to the atmosphere, weather and climate phenomena, and their controlling physical processes. Topics covered include: the structure of the atmosphere, energy and energy budgets, climate and climate change, air pollution, clouds and precipitation, pressure and wind systems, severe weather, and weather forecasting. Prerequisite: Membership in University Honors Program or by permission of instructor.
An introductory lecture course which surveys the general principles and techniques of atmospheric science and illustrates their application through discussions of natural but unusual weather phenomena such as blizzards, hurricanes, tornados, and chinooks, of the effects of air pollution on weather, and of intentional human alteration of the atmosphere.
This course is designed to introduce students to the nature of the Earth's physical climate. It introduces the basic scientific concepts underlying our understanding of our climate system. Particular emphasis is placed on energy and water balances and their roles in evaluating climate change. The course also evaluates the impact of climate on living organisms and the human environment. Finally, past climates are discussed and potential future climate change and its impact on humans is evaluated. (Same as GEOG 321.) Prerequisite: ATMO 105 or GEOG 104.
Open to students with nine hours of upper level credit in Atmospheric Science, an average of at least 3.5 in all Atmospheric Science courses, and an overall average of at least 3.25. Includes the preparation of an honors paper and its defense before a committee of a least two regular faculty members.
A first course in synoptic meteorology designed to introduce students to weather analysis and forecasting through the application of hydrodynamic and thermodynamic principles to operational analysis and forecasting. Topics include analysis and interpretation of surface and upper-air observations and data from satellites, radars, and wind profilers; chart and sounding analysis; and three-dimensional, conceptual models of weather systems. The course includes student-led weather briefings and analysis exercises. Prerequisite: ATMO 105 and MATH 125 or MATH 115.
A study of climatic environment near the earth-atmosphere interface. Consideration of rural climates in relation to agriculture and urban climates as influenced by air pollution and other factors. Emphasis is on physical processes in the lower atmosphere, distribution of atmospheric variables, the surface energy budget and water balance. (Same as GEOG 521.) Prerequisite: ATMO 105 and MATH 125.
A study of background levels and concentrated sources of atmospheric pollution together with considerations of pollution buildup in urban areas as related to particular weather conditions. Inadvertent weather modifications and effects of atmospheric pollution on particular weather events and general climate will be discussed. Prerequisite: ATMO 105, MATH 125, EECS 138 and CHEM 130.
An investigation of special topics in atmospheric science. May include topics in dynamic, physical or synoptic meteorology or climatology as well as related topics in earth and physical sciences. May be repeated if topic differs.
Students enhance their forecasting expertise by preparing forecasts for presentation to the public through a variety of media. Classroom activities include weekly map discussions and analysis of current weather situations. Forecasting topics such as forecast verification, aviation forecast products, severe weather, flash floods and watches and warnings are examined. Credit for ATMO 605, ATMO 606, and ATMO 607 is limited to a total of eight hours, six of which may be counted toward a degree in atmospheric science. Prerequisite: ATMO 505 and ATMO 640.
Practical experience in private industry working with current and/or archived meteorological data. Possibilities include the preparation of forecasts for TV stations and meteorological consulting firms, and working with environmental consulting firms to assess air pollution hazards. May be repeated two times for credit. Credit for ATMO 605, ATMO 606, and ATMO 607 is limited to a total of eight hours, six of which may be counted toward a degree in atmospheric science. Prerequisite: Instructor permission.
Practical experience working in a National Weather Service forecasting center in analyzing weather data and preparing weather forecasts. May be repeated two times for credit. Credit for ATMO 605, ATMO 606, and ATMO 607 is limited to a total of eight hours, six of which may be counted toward a degree in atmospheric science. Prerequisite: Instructor permission.
This course presents an undergraduate survey of tropical meteorology with an emphasis on clouds and convection ranging from fair-weather cumulus to hurricanes. Specific topics include the general circulation (climatology, air-sea interactions, Hadley and Walker circulation), convective processes in the topics (diurnal cycles, mesoscale convective systems, convectively coupled waves), and tropical variability (El Nino, Madden-Julian oscillation, monsoons, climate change). The genesis, thermodynamics, dynamics, and other topics related to tropical cyclones and hurricanes are also discussed. This course is offered at the 600 and 700 level with additional assignments at the 700 level. Not open to students with credit in ATMO 715. Prerequisite: ATMO 640 and/or instructor permission.
Atmospheric processes are described and discussed in relation to the climate of the earth's surface. Such topics as the greenhouse effect, ozone depletion, and the effect of solar irradiance on climatic change will be included. The physical processes and relationships between various climatic features will be studied. Prerequisite: ATMO 505 and DSCI 301 or MATH 526.
This course introduces the student to the fundamentals of fluid dynamics necessary for understanding large scale atmospheric motions. Fundamental physical laws of conservation of mass, momentum and energy are examined and applied to atmospheric flows. Rotation in the atmosphere is examined quantitatively in terms of both circulation and vorticity. Prerequisite: MATH 127 and PHSX 214 or PHSX 212 and PHSX 236.
This course is designed to prepare students to effectively use remotely sensed data in operational or research settings for further work in this field. Topics include radiation and radiation transfer applied to active and remote sensing; radiative properties of space, sun, earth and atmosphere; instrument design considerations and operational characteristics; inversion methods for temperature or concentration profiling; surface temperature measurement; cloud top height determination; rain rate and wind velocity measurement; severe weather detection; satellite photograph interpretation. Prerequisite: ATMO 680, MATH 581.
This course is designed to enhance the student's understanding of atmospheric processes through the study of these processes at molecular through micro scales. Topics include the properties and behavior of gases; transfer processes; phase change; solar and earth radiation; cloud drop, ice crystal and precipitation formation; atmospheric electricity; stratospheric chemistry. Prerequisite: MATH 127; PHSX 214, or PHSX 212 and PHSX 236.
Prerequisite: Nine hours in meteorology.
Current research in atmospheric science will be discussed. May be repeated for a total of two credit hours. Prerequisite: Senior level in atmospheric science.
Work on a research project under the supervision of a faculty member. Prerequisite: Nine credit hours in atmospheric science. May be taken up to three times for credit.
Presentation of contemporary approaches to the study of atmospheric dynamics. May include methodologies that provide insight into global, synoptic, mesoscale or microscale motions. Prerequisite: ATMO 660 or equivalent.
This course presents a survey of tropical meteorology at the graduate level with an emphasis on clouds and convection ranging from fair-weather cumulus to hurricanes. Specific topics include the general circulation (climatology, air-sea interactions, Hadley and Walker circulation), convective processes in the topics (diurnal cycles, mesoscale convective systems, convectively coupled waves), and tropical variability (El Nino, Madden-Julian oscillation, monsoons, climate change). The genesis, thermodynamics, dynamics, and other topics related to tropical cyclones and hurricanes are also discussed. This course is offered at the 600 and 700 level with additional assignments at the 700 level. Not open to students with credit in ATMO 615. Prerequisite: Instructor consent.
Illustration and application of contemporary approaches to mathematical and statistical description of atmospheric phenomena. Prerequisite: Consent of instructor.
This course includes seminar-style lectures and discussions bridging cloud physics, physical climatology, and climate dynamics with a central theme regarding how clouds and precipitation interact with the Earth's climate system. Specific topics include aerosol-cloud interactions, large-scale convective organization in the tropics, mid-latitudes, and polar regions, diabetic feedbacks on the general circulation, natural climate variability, and cloud effects in global climate models. How cloud systems have changed in recent decades, in addition to future model scenarios, are also discussed.
Advanced investigation of special topics in atmospheric science. May include topics in dynamic, physical or synoptic meteorology or climatology as well as related topics in earth and physical sciences. May be repeated if topic differs.
Independent readings of special problems in Atmospheric Science.
Thesis credit. Graded on a satisfactory progress/limited progress/no progress basis.
Individual investigation of special problems in Atmospheric Science.
Enrollment course for writing doctoral dissertation in Atmospheric Science. Graded on a satisfactory progress/limited progress/no progress basis.
Geography & Atmospheric Sci Courses
An introductory survey of the environmental setting, historically formative periods, and present-day issues that distinguish the major culture areas of the world.
An examination of the relationships between humans and their environments. The course introduces students to basic concepts in human geography relating to economic activities, landscapes, languages, migrations, nations, regions, and religions. Serves as the basis for further course work in cultural, economic, political, population, and urban geography.
An introduction to how human societies organize space and modify the world about them. Resultant patterns on the landscape are interpreted through principles of space perception, cultural ecology, diffusion, land use, and location theory. Comparisons are made between urban and rural areas and between subsistence and commercial societies. Open to students who have been accepted into the College Honors Program.
The components of the physical environment are discussed in order to familiarize the student with their distributions and dynamic nature. Major topics include the atmosphere, landforms, soils, and vegetation together with their interrelationships and their relevance to human activity. This course and GEOG 105 together satisfy the laboratory science requirement. Both courses are required for geography majors.
A laboratory course designed to complement GEOG 104 in satisfying the laboratory science requirement. It is required for geography majors. Laboratory exercises include a wide variety of analyses using data on the atmosphere, hydrosphere, biosphere, and lithosphere. Prerequisite: GEOG 104, which may be taken concurrently.
This course is an introduction to geospatial technologies. It focuses on the conceptual and technical aspects of mapping technologies that transform information about locations, people, objects, environments, events, and phenomena to digital representations of the world and as end-products of geospatial analysis. Topics covered include surveying, aerial photography and photogrammetry, satellite remote sensing, global positioning systems (GPS), geographic information systems (GIS), and thematic mapping. Students will learn how to acquire and develop geospatial data as the sources for mapping, the skills of analyzing and interpreting spatial information, and how geovisualization can be used in addressing real-world problems. This course includes an embedded laboratory.
This interdisciplinary course and laboratory sections survey the foundations of environmental understanding and the process of scientific discovery from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the history of environmental systems and life on earth, the discovery of biotic evolution, ecological change, and climate change. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to earth systems and the development of environmental understanding using historical and present-day examples. (Same as EVRN 140.)
This interdisciplinary course and its laboratory sections survey the history of humanity's relationship with the natural world over the long term from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the evolution of Homo sapiens and cultural systems; the development of hunter, gatherer, fisher, agricultural, and pastoral lifeways; the ecology of colonialism and industrial civilization, and the emergence of ideological and ethical perspectives on the relationship between nature and culture. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to the humanity's engagement with the global environment using historical and present-day examples. (Same as EVRN 142.)
This interdisciplinary course surveys the foundations of environmental understanding and the process of scientific discovery from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics include the history of environmental systems and life on earth, the discovery of biotic evolution, ecological change, and climate change. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to earth systems and the development of environmental understanding using historical and present-day examples. (Same as EVRN 144.) Open only to students admitted to the University Honors Program or by permission of instructor.
This interdisciplinary course and its laboratory sections survey the history of humanity's relationship with the natural world over the long term from perspectives that combine the principles and methodologies of the humanities, physical, life and social sciences. Key topics will include the evolution of Homo sapiens and cultural systems; the development of hunter, gatherer, fisher, agricultural, and pastoral lifeways; the ecology of colonialism and industrial civilization, and the emergence of ideological and ethical perspectives on the relationship between nature and culture. Laboratory sections apply the principles and methodologies of the humanities, physical, life and social sciences to the humanity's engagement with the global environment using historical and present-day examples. (Same as EVRN 145.) Open only to students admitted to the University Honors Program or by permission of instructor.
This course provides the scientific knowledge necessary to understand the changing relationships between humans and the natural environment, with an emphasis on the assessment of current environmental problems and critical evaluation of potential solutions. Major topics include fundamental scientific concepts and principles, interactions among the biological and physical components of the environment, implications of a growing human population, water resources, the atmosphere, climate, and energy sources. (Same as EVRN 148.)
An introduction to geographic approaches to the study of the environment, emphasizing societal and cultural factors that influence human interaction with the biosphere, hydrosphere, lithosphere, and atmosphere. The course involves analysis of a broad range of contemporary environmental issues from the local to global scales.
These labs are designed to explore the physical, social, and cultural dimensions of environmental systems. Students will engage in hands-on activities and field experiences about a range of current and historical environmental issues affecting both the United States and other parts of the world. This course will broaden your understanding of important foundational concepts and skills including basic scientific principles and processes that govern the functioning of environmental systems, ways to apply this understanding to case studies and field experiences, and how to use these perspectives to eventually make informed, just decisions about climate change, the future flourishing of humans and non-humans. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students with credit in EVRN 360/361. (Same as EVRN 160.) Prerequisite: This course requires previous or concurrent enrollment in EVRN 140/144 (or cross-listed and transfer equivalents).
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 AAAS 203 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 AAAS 204 and GIST 211.)
Disaster, Disease, and Mapping investigates the intricate interactions between both the physical and human causalities of infectious disease transmission by examining multiple pathogens, their reservoirs, and their transmission modes. Maps are used to critically ascertain the spatial distribution of disasters and how human and physical actions, promote or reduce, disease transmission. We will study actions affecting transmission including physical factors such as environmental degradation, natural hazards, and climate change as well as social/human factors of globalization, inequity of access to healthcare, and regional and global responses.
This course considers how climate change is altering particular things such as coffee and chocolate production, the electricity grid and nuclear energy, wild salmon and sharks, rare earth minerals and ice shelves, and many other aspects of life on earth. This course looks at how environmental processes and human systems interact at different spatial scales. This geographic framework is applied to a range of topics to assess climate change impacts as well as approaches to longstanding and emerging problems. Students will identify human systems (cultural, political, economic, justice, technology, etc.) and physical systems (biosphere, atmosphere, lithosphere, cryosphere, ecosystems, etc.). They will assess how human and environmental systems interact and the various spatial scales of these interactions. Students will analyze how climate change is interacting with these systems, their interactions, and spatial implications. Students will demonstrate critical thinking to create possible responses to specific contexts where human- environment interactions are altered by climate change and evaluate the impact of those responses. Student learning outcomes emphasize the demonstration of geographic systems thinking and critical analysis towards solution options. (Same as EVRN 300.)
This course explores culture-specific methods that people in East Asia employ to enhance their wellbeing and happiness and the creative ways in which they weave together different perspectives and practices (old and new, native and foreign, lay and expert) to deal with emotional and psychological distress. This course draws upon a multi-disciplinary approach to happiness, utilizing primarily anthropology, sociology, and human geography. Knowledge of Korean, Japanese, or Chinese language is not required. (Same as EALC 303 and GIST 302.)
A survey of current methods of describing and modeling the function, structure, and productivity of natural and anthropogenically modified earth resource systems, along with a discussion of contemporary views of what constitutes a natural landscape. Fundamental natural science principles about the interplay among lithospheric, atmospheric, hydrospheric, and biospheric components of earth systems are emphasized. Uses of natural resources, including fossil fuels, minerals, and water, are described with attention to the earth's total energy budget. Human activities that affect preservation, conservation, and multiple uses of earth regions receive attention. Systems under stress through population and other contemporary forces serve as examples. (Same as EVRN 304.)
This course is an introduction to cartography and focuses on computer-based map making skills. It begins with the history of cartography, cognitive maps, and the use of maps in the past and modern times. Topics covered in this course emphasize spatial data handling, principles of cartography and symbolization, map elements and design, and mapping techniques such as choropleth, proportional symbol and dot maps. Students will learn to adopt appropriate spatial data and mapping techniques to create accurate and creative digital maps reflecting given phenomena.
Introduces the benefits and limitations of using quantitative methods to analyze geographical problems. Covers traditional descriptive (e.g., measures of central tendency) and inferential statistics (e.g., hypothesis testing) but also inherently geographical approaches such as shape and point pattern analysis, and spatial autocorrelation. Laboratory emphasizes using the computer to explore and analyze geographical problems.
This course is designed to introduce students to the nature of the Earth's physical climate. It introduces the basic scientific concepts underlying our understanding of our climate system. Particular emphasis is placed on energy and water balances and their roles in evaluating climate change. The course also evaluates the impact of climate on living organisms and the human environment. Finally, past climates are discussed and potential future climate change and its impact on humans is evaluated. (Same as ATMO 321.) Prerequisite: ATMO 105 or GEOG 104.
Elements from glaciology, geology, and climatology are merged to examine the interactions between glaciers and their natural environments, including the processes involved in glacier formation, the relationship between glaciers and climate, the mechanisms of glacier flow, and interpretation of the Earth's glacial record. Emphasis is placed on an interdisciplinary approach to study environmental change and paleoclimate reconstruction. Prerequisite: GEOG 104 or GEOL 101, or consent of instructor.
Water is vital to life on earth. In this course we cover components of the water or "hydrologic" cycle, how management has altered them, and how they are predicted to change with the changing climate. We discuss the evolution of water policy, its implications for managements and the economic impact of human perturbation on water. We study the physical processes that govern the water cycle, learn how they are measured, and estimate hydrologic fluxes. (Same as EVRN 363.) Prerequisite: GEOG 104 or GEOL 101.
An investigation of special topics in Physical Geography. May include coursework under headings of soils, vegetation, climate, or geomorphology. May be repeated if topic differs.
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 AAAS 351.)
This course is designed to provide a broad overview of some major facets of the historical, economic, political, cultural, and geographical dimensions of contemporary globalization, the process by which individual regions and nations have become progressively linked to, and structured by, the world-system of states and markets, and the cultural contradictions associated with this process. (Same as GIST 354.)
An introduction to computer-based analysis of spatial data. Covers basic principles of collecting, storing, analyzing, and displaying spatial data. Emphasis is on problem-solving activities using common spatial analytical techniques (e.g., map overlay). The student will gain extensive hands-on experience with state-of-the-art GIS software. This course includes an embedded laboratory.
This course teaches basic computer programming concepts and skills for mapping and spatial analysis using various scripting languages. The goal is to enable students to write computer programs, develop mapping applications, and perform spatial data analysis. This course will lay the foundation for computerized problem solving skills that can be applied in later courses. This course assumes no previous programming experience.
Charts some of the major lines of research in cultural geography, including critical theory, political economy, poststructuralist thought, feminism, and global consumption. Through fieldwork, diverse research methods are applied to issues such as community development, cultural patterns on the landscape and global impacts on local economies. Prerequisite: GEOG 100, GEOG 102 or GEOG 103; or consent of instructor.
This course examines how human relationships with the biophysical world are politicized. Examines key contributions to debates surrounding environmental security, resource conflicts, and related issues, as well as geopolitical assumptions on which these debates build. (Same as EVRN 371 and GIST 371.)
An historical and analytical study of the formulation, implementation, and consequences of environmental policy in the United States. Attention is directed at relevant interest groups, issues specific to both rural and urban populations, relationships between national policies and international organizations concerned with environmental problems. Prerequisite: GEOG 148 or EVRN 148; and either EVRN 103 or HIST 103, EVRN 347 or HIST 347, or GEOG 150.
This course considers how humans wield power in the geographical form of borders and territories. At the international level this is called geopolitics, while at the national, provincial, and local levels it is political geography. Rare is a day when headlines fail to portray ongoing negotiations for influence over the places and spaces through which people live and the very lines that divide them. This course traces the historical evolution of borders and territory before exploring contemporary practices of bordering and border crossing in relation to trade, migration, maritime, outer space, air space, environment, cyberspace, governance, and human rights. Prerequisite: GEOG 100 or GEOG 102 or equivalent or consent of instructor.
The course objective is to understand and analyze human adaptation to environmental change by focusing on disasters and climate change. Each semester, the course rotates topics ranging from oil spills, hurricanes, sea-level rise to infectious disease. It provides undergraduate students with research experience and service learning, and offers opportunities for certificates through the Center for Undergraduate Research and the Center for Civic and Service Responsibility at KU. Students learn theories relevant to the case study, work in groups to generate research themes, conduct literature search and review, learn research methods, and write and present their work.
This course explores the city from the multiple perspectives of its inhabitants. The cultural viewpoints of place, gender, age, and ethnicity are stressed. Traditional topics such as urban hierarchy, functions of the city, suburbanization, and ongoing changes in core and peripheral areas also receive attention. The distinctive landscapes of individual North American cities are emphasized, but examples also are drawn from throughout the world.
This regional geography course examines contemporary environmental issues of a particular region of the world based on the expertise of the professor. Course emphasis is on the interaction of natural, socio-economic, and cultural factors of development that give rise to environmental problems. Students learn how local, national, and international government and non-governmental stakeholders address environmental problems. Course may be repeated with different professors.
This course is an introduction to the contemporary politics, economy, and culture of Korea, China, and Japan in the context of globalization. In addition to the discussion of individual countries, the course examines the cross-cutting themes such as international relations, cultural exchange, and economic development in the region of East Asia.
An investigation of special topics in Regional Studies. May include coursework related to a specific country or region. May be repeated if topic differs.
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 BIOL 451 and EVRN 451.)
Supervised practical experience. The student submits a proposal describing the internship prior to enrollment. Upon acceptance, regularly scheduled meetings with the advisor provide assistance, guidance and evaluation of progress in the professional experience. A written summary of the experience or outcomes of the research project are prepared independently by the student, a representative of the host agency, and the advisor. Total credit not to exceed six hours. Prerequisite: Fifteen hours of geography and permission of instructor.
Prerequisite: Fifteen hours of geography.
Open to students with nine hours of upper level credit in geography, an average of at least 3.5 in all geography courses, and an overall average of at least 3.25. Includes the preparation of an honors paper and its defense before a committee of at least two regular faculty members.
The capstone project provides students with a broad-based, interdisciplinary educational experience and allows them to integrate and synthesize the knowledge they have gained in their studies. The major goals of this course are to help students synthesize an integrated view of geography, advance steps toward career preparation, and develop networking and professional skills. The course will provide an overview of geography as a unified, coherent discipline with multiple perspectives, emphasize writing and analytical skills, introduce students to a major research project that integrates elements of physical and human geography, cultivate knowledge for future professional development, and introduce students to professional organizations. Students will gain experience applying and/or interviewing for professional positions and be introduced to multiple professional development and career services on campus. Graduate students may take this course by permission only. Prerequisite: Nine hours in Geography and status as a senior major in the department; or permission of instructor.
This is an advanced computer-based scientific cartography course. It covers mapping techniques such as dasymetric mapping, multivariate mapping, cartogram and flow map, map animation, geovisual analytics, web and interactive mapping, and mapping from remotely sensed imagery. This course focuses on practical and hands-on experience. Students will learn theoretical concepts, principles, and design examples, and produce a cartographic portfolio of well-designed and professional maps. Prerequisite: GEOG 311 or equivalent; or consent of instructor.
A study of climatic environment near the earth-atmosphere interface. Consideration of rural climates in relation to agriculture and urban climates as influenced by air pollution and other factors. Emphasis is on physical processes in the lower atmosphere, distribution of atmospheric variables, the surface energy budget and water balance. (Same as ATMO 521.) Prerequisite: ATMO 105 and MATH 125.
Introduction to study of the environment through air photos and satellite imagery, including principles of remote sensing, interactions of electromagnetic energy with the atmosphere and earth's surface, aerial photography, satellite systems, and sensors (electro-optical, thermal, and radar). Emphasis in the latter part of the course is on such applications as global monitoring, land cover mapping, forestry, agriculture, and oceanography. Laboratory emphasizes visual interpretation of aerial photography and satellite imagery and an introduction to digital image processing in the department's NASA Earth Science Remote Sensing Laboratory. Prerequisite: MATH 101 or equivalent. GEOG 358 recommended.
This course covers concepts in spatial databases and their relevance in geographic information systems (GIS) and spatial analysis. It introduces the fundamental theories of data management behind Geographic Information Systems and imparts hands-on experience with mainstream spatial database management systems (DBMS), standard query languages and necessary tools to query/transform geospatial data, and perform spatial and network analysis. The course provides more in-depth coverage on database-oriented approaches for GIS geospatial analysis. Prerequisite: GEOG 358; or instructor permission.
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 ANTH 517.) Prerequisite: GEOG 104, ANTH 110, or ANTH 310.
A critical study of land forms in relation to tectonics, climatic environment, and geologic processes. The use of geomorphic methods in the interpretation of Cenozoic history is emphasized. Laboratory exercises in analysis of field observations, maps, and photographs. Required field trip and fee. (Same as GEOL 541.) Prerequisite: GEOL 101 and GEOL 103, GEOG 104 and GEOG 105, or GEOL 103 and GEOL 304.
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 AAAS 553.)
A discussion and analysis of the basic facts and causes of energy problems on a national and world scale. Examines current production, consumption, efficiency, reserves, conservation, and other energy policy options, including adjustments that will affect consumer use, national politics, and strategic issues. Prerequisite: GEOG 102.
An intermediate level course in geographic information science designed for advanced undergraduate and graduate level students who already have an introductory understanding of GIS. Emphasis will be placed on the application of spatial analytical techniques to geographical problem-solving. Topics include spatial data structures, interpolation techniques, terrain analysis, cost surfaces, and database management technique. Students will apply knowledge gained in lecture and reading to natural resource, urban, and scientific applications using state-of-the-art GIS software. Prerequisite: GEOG 358 or consent of instructor.
This course teaches programming within Geographic Information Systems. Students learn how to customize GIS applications to automate data processing and spatial analysis through programming languages. GIS programming concepts and methods are introduced from the aspects of spatial data management and analysis covering both the vector and raster data models. Prerequisite: GEOG 558 and a course in programming languages.
A survey of the culture and history of selected indigenous peoples of the Americas. Emphasis is placed on the environmental setting, the settlement and subsistence patterns, and the impact of European colonization. Discussion includes present-day ethnic and resource issues.
An investigation of special topics in cultural geography. May include specific course work under the headings of cultural theory and methodology, material culture, foodways, religion, and similar topics. May be repeated, if topic differs.
This class introduces concepts such as coupled human and natural systems, social-ecological resilience, and sustainability science, examines people's responses to major climate, land, water, and coastal change, and discusses case studies. One hour of each seminar will be devoted to individual needs that address topical or methodological issues. Class requirements include presentations, biweekly papers, and a term paper. (Same as GIST 577.) Prerequisite: One of the following: GEOG 100, GEOG 104, GEOG 374, or an Environmental Studies introductory course.
Explores the inherently geographical and geopolitical nature of genocide and related mass violence and introduces an overarching concept, territorial cleansing, that foregrounds the spatial and territorial nature of these events. Detailed studies of cases at a range of scales and locales provide the major context for critical examination and comparison of territorial cleansing concepts. Students enrolling for 3 credits will prepare and present a substantial independent research paper. (Same as GIST 582.) Prerequisite: GEOG 102 or GEOG 103; or ANTH 108; or permission of instructor.
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 AAAS 583.) Prerequisite: GEOG 102 or consent of instructor.
An intensive, multidisciplinary survey of Central Asia, focusing on the former Soviet republics-Kazakhstan, Krygyzstan, Tajikistan, Turkmenistan, Uzbekistan-with additional coverage of neighboring regions (the Caucasus and the Caspian basin, Afghanistan, and western China). The course addresses the history of the region (from the Silk Road to Soviet rule), geography, religion, and the building of post-Soviet states and societies. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in REES 710. (Same as REES 510.) Prerequisite: One previous interdisciplinary area studies course or the instructor's permission.
A study of the different physical, economic, and cultural settings in Latin America which form the basis for the various forms of livelihood.
A survey of the varied responses of global Indigenous peoples as a result of the imposition of external economic and political systems. An overview of diverse, thematic issues such as land rights, economic development, resources and cultural patrimony, languages, knowledge systems, and women's rights from the perspectives of Indigenous societies around the world. Detailed studies of Indigenous peoples seeking recognition and protection under international law are used. (Same as GIST 601 and ISP 601.) Prerequisite: Permission of instructor.
An investigation of special topics in geoinformatics. May include specific coursework under the headings of methodology, basic research, thematic or regional applications, geographic information systems (GIS), Global Positioning System (GPS), and geostatistics. May be repeated if topic differs. Prerequisite: GEOG 111 or GEOG 358 or consent of instructor.
An introduction to the practical application of advanced geospatial statistical techniques. Potential topics include: spatial regression, interpolation, clustering, and advanced nonparametric statistics. Knowledge of a statistical package and GIS is assumed. Prerequisite: GEOG 358 or equivalent.
Critical analysis of the growth of geographic thought from antiquity to the present: emphasis on structure of modern geography. Prerequisite: Twenty hours of geography or consent of instructor.
An overview of techniques for computer analysis of digital data from earth orbiting satellites for environmental applications. Topics covered include: data formats, image enhancements and analysis, classification, thematic mapping, and environmental change detection. The laboratory exercises provide hands-on experience in computer digital image processing in the department's NASA Earth Science Remote Sensing Laboratory. Prerequisite: Introductory statistics and GEOG 526 or equivalent.
An investigation of special topics in physical geography. May include specific course work under the headings of geomorphology, climatology, soils, vegetation, quaternary, paleoenvironments, hydrology, etc. May be repeated.
This course provides an overview of advanced location analysis and modeling in the context of GIS. It introduces students to principles of location analysis, methods for making strategic location decisions, as well as existing classic location problems. It demonstrates analytical approaches by which location problems can be solved using mathematical programming, GIS and other optimization software. This course is a specialized course with an emphasis on the spatial analysis function of Geographic Information Systems, which covers many concrete applications of GIS geospatial analysis in urban planning, transportation, and service systems planning, ranging from firefighting stations to forestry management to transportation facilities. Prerequisite: GEOG 358; or instructor permission.
An investigation of special topics in urban/economic geography. May include specific coursework under the headings of energy, economic development, international trade, environmental perception, housing, transportation, and migration. May be repeated.
This course integrates topics in geographical information science (GISci) with spatial analytical techniques to solve spatial problems. Focuses on the most current research in GISci and its relevance to the environmental sciences, natural resource management, and spatial decision-making. Students are expected to apply the concepts and techniques learned in this class to their own research projects. Prerequisite: GEOG 316 and GEOG 558, or consent 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 BIOL 759 and EVRN 751.)
An investigation of special topics in cultural geography. May include specific course methodology, material culture, foodways, religion, and similar topics. May be repeated.
This course examines how human relationships with the biophysical world are politicized. Examines key contributions to debates surrounding environmental security, resource conflicts, and related issues, as well as geopolitical assumptions on which these debates build. This course is a more advanced and rigorous version of the undergraduate version of this course. It is not open to students who have taken or are enrolled in GEOG 371 or EVRN 371, Environmental Geopolitics.
This course provides background on the discipline of geography and how it is practiced by the faculty in the department. It provides a foundation of knowledge of geography's role within the human and physical sciences as well as the humanities. Students will gain a critical perspective into the breadth of geography, including the ways in which geographers view the world through the lenses of place, space, and scale and the debates and approaches within the changing landscape of geographic inquiry.
The course is designed to assist graduate students in developing their research project, including refining research questions, creating a literature review, and defining appropriate methods to aid in successfully answering their questions. Learning outcomes include the production of an individual draft research proposal based upon the student's research design.
This course provides background on qualitative research methods used in human geography. Students will gain a critical perspective into relevant issues of qualitative methods with specific regard to ethical concerns related to human subjects research within the social sciences and humanities and the debates and approaches within the changing landscapes of qualitative methods. Students will have the opportunity to practice these techniques and strategies in a group research project. Prerequisite: GEOG 805 or consent of instructor.
Supervised professional experience. The student submits to the program committee a proposal describing the internship prior to enrollment. Upon acceptance, regularly scheduled meetings with the advisor provide assistance, guidance and evaluation of progress in the professional experience. A written summary of the experience or outcomes of the research project are prepared independently by the student, a representative of the host agency, and the advisor. Total credit not to exceed six hours. Prerequisite: Twelve hours of graduate level geography courses and consent of program committee.
Thesis credit. Graded on a satisfactory progress/limited progress/no progress basis.
Dissertation credit. Graded on a satisfactory progress/limited progress/no progress basis.
Geology Courses
Introduction to the principles of earth science. Study of the formation, occurrence, and structure of minerals and rocks; action of streams, oceans, glaciers, and other agents in the formation and modification of the landscape; volcanism, earthquakes, and plate tectonics. Discussion of earth processes in the context of sustainable energy, environmental concerns, climate and other topical issues. This course with GEOL 103 satisfies the College laboratory science requirement. Concurrent enrollment in GEOL 103 is recommended for students taking both. Course may be offered in lecture or online format.
A course in geologic laboratory studies. This course plus GEOL 101, GEOL 105, GEOL 106, or GEOL 121 satisfies the College laboratory science requirement. Gives students practical, hands-on experience with identifying earth materials (rocks, minerals, fossils), understanding their relationships to earth processes, understanding topographic and geologic maps, interpreting results of surficial processes, and learning about deep-earth processes such as earthquakes. Includes short field trips to see geologic structures and results of local geologic processes. This lab course may be offered in on-campus lab or online format. Prerequisite: Previous or concurrent enrollment in GEOL 101, GEOL 105, GEOL 106 or GEOL 121.
An introduction to the physical and biological history of the earth, the methods used to decipher earth history, and the development of the geological sciences. This course with GEOL 103 satisfies the College laboratory science requirement. Concurrent enrollment in GEOL 103 is recommended for students taking both. Not open to students who have taken GEOL 106 or GEOL 304.
Worldwide, water security is necessary for life, and food, industry, and energy production, and is increasingly the source of conflict. This course explores water in the environment and the fundamental interactions between humans and water. Key topics and issues addressed include fundamentals of water and the water cycle; water in geologic processes; water availability, development and sustainability; climate effects including flooding and drought; economics; pollution, disease, sanitation, and health; culture, policy and law, and other challenging issues. Case studies explore examples from Kansas and around the world.
This course leads students on a journey through time to explore the interconnection between life and the geology of Earth, including our own complex relationship with the world around us. If taken with GEOL 122, this course satisfies the College laboratory science requirement. Concurrent enrollment in GEOL 122 is required for students taking both.
This online companion to GEOL 121 allows students a hands-on exploration of the principles and practices of paleontology research. Students will be guided through an individual term-length research project--from shaping a research question to collecting and analyzing data to drawing conclusions to presenting in front of an audience. This lab will not only allow students to explore the fossil record but it will bring them into the scientific conversation. Prerequisite: Corequisite: Students must be concurrently enrolled in GEOL 121.
Addresses the subject of natural disasters with concentration on earthquake effects and their mitigation. Briefly treats volcanic eruptions, tidal waves, floods, global warming, severe weather, and catastrophic meteorite impacts from the perspective of geological and human significance. Provides a basic background into earth-science processes.
This online companion to GEOL 171 allows students a hands-on exploration of the principles and practices of geologic and geophysical research. Students will be guided through an individual term-length research project--from shaping a research question to collecting and analyzing data to drawing conclusions to presenting in front of an audience. This lab will not only allow students to explore details of natural disasters, but it will bring them into the scientific conversation. Prerequisite: Corequisite: GEOL 171.
This applied, introductory-level program will explore topics in geology, hydrogeology, physics, chemistry, and biology from a mathematical perspective. The course is designed for students with a desire to expand their mathematical skills, building on practical applications in the natural sciences. The study of lab and field sciences and mathematical problem-solving through rigorous, quantitative, and interdisciplinary investigations will be emphasized. The course will take students from a review of arithmetic and algebraic manipulations, to the use of logarithms, and functions, through series, trigonometry and graphing, and finish with an introduction to the elements of calculus and statistics. The course will utilize Excel as platform for calculating and graphing numerical examples of the problems presented. We expect students in this course to emerge with confidence in the basic use of mathematics commonly applied to investigate and model the natural world. Prerequisite: MATH 002, or two years of high school algebra and a score of 22 or higher on ACT mathematics, or a qualifying score on the mathematics placement test.
The online course is an introduction to the earth and its oceans, including a discussion of the history of ocean exploration using the approach of the scientific method. The course will explore theories that describe the origin of the solar system, the earth, the atmosphere, and the oceans, in addition to a discussion of the origin of life on the earth. The course will cover the essential physics, chemistry, geology, biology, and the concepts of plate tectonics, as applied to understanding the oceans and seas. This course cannot be taken if a student has completed GEOL 302.
An introduction to the origin, nature, and dynamics of the world's oceans, including aspects of geology, chemistry, biology, physics, and meteorology that are involved in ocean processes. The relations between the oceans and humans in the past, present, and future, and instruction in scientific reasoning as it applies to oceanography. Laboratory exercises in critical thinking about oceanography. This course cannot be taken if a student has completed GEOL 301. Prerequisite: An introductory science course.
An introduction to the physical and biological history of the Earth, the methods used to decipher earth history, and the development of the geological sciences. Concepts of lithostratigraphy, chemostratigraphy and biostratigraphy, and methods of analysis of stratigraphic data focus on the interpretation of Earth history. Prerequisite: GEOL 101 and GEOL 103.
Basic identification and properties of rocks and minerals in the context of whole-earth structure and evolution. Includes basic chemical equilibria for rock and mineral systems and their bearing on processes involved with formation and evolution of Earth's crust, mantle, and core. Two lectures and one lab per week. Prerequisite: GEOL 101, CHEM 130, and eligibility for MATH 125 or MATH 115.
A laboratory to accompany GEOL 311. Presents more rigorous analysis of the structures, compositions, and chemical equilibria governing the formation and stability of common rock-forming mineral systems. Prerequisite: GEOL 311 (may be taken concurrently), CHEM 130, and eligibility for MATH 125 or MATH 115.
The properties, occurrence, description, determination, mineral affinities, and legend and lore of gems, ornamental stones, and gem materials.
The course is intended to be an introduction to all types of geochemistry. It focuses on the chemistry of the natural world and the chemical evolution of the Earth over geological time. The course is composed of three modules: (a) geochemical fundamentals; (b) natural and anthropogenically perturbed aspects of the Earth's hydrosphere and its interaction with surficial rocks, sediments, soils, the biosphere and the atmosphere and (c) the origin and evolution of Earth (crust-mantle-core) and the solar system through nuclear and high temperature chemical processes. Prerequisite: GEOL 101, CHEM 130 or 190; and eligibility for MATH 115.
Basic principles used in the study of sedimentology and stratigraphy. Physical, chemical, and biological processes in sedimentary environments applied to the recognition of the depositional environment, preservation, and alteration of sedimentary rocks. Field and laboratory study of sedimentary rocks with emphasis on interpretation of original depositional environments and preservation in the stratigraphic record. Prerequisite: GEOL 101 and GEOL 103; and GEOL 304 or taken concurrently.
This course is designed for Petroleum Engineering majors. It covers basic principles used in the study of sedimentary environments. Topics include classification of sedimentary rocks, diagenesis and the alteration of sedimentary rocks. Surface processes and recognition of depositional environments in the rock record is emphasized. Basic concepts of stratigraphy are introduced. Emphasis is placed on practical examples relating to petroleum reservoirs. Lecture, lab and field trips. Prerequisite: GEOL 101 and GEOL 103 and Petroleum Engineering Major.
An introductory course dealing with the implications of geologic processes and materials for civilization. Topics to be considered include: geologic hazards such as floods, landslides, earthquakes, and volcanism; the availability of water, mineral, and energy resources; and the environmental impact of resource utilization. The importance of recognizing geologic constraints in land use planning and engineering projects is emphasized and illustrated by examples.
Summer session. A field-geology course that provides beginning geology students with an initial understanding of the nature of geological evidence in the field, the breadth of geological phenomena, and the importance of the interplay of information from many geological disciplines in solving problems. Given at various geologically diverse locations. Fee. Prerequisite: GEOL 101.
This course examines the profound influence of the natural environment on the development of civilizations and the course of history. Geologic processes responsible for natural resources, water, landscapes, natural hazards and climate are presented in the context of their impact on ancient Greek society. The class visits sites of geologic and historic interest such as Athens, Delphi, Mycenae and the Aegean Sea islands including Santorini volcano. Examples from other eras and regions of the world are discussed along with present-day analogues. Prerequisite: An introductory geology course or permission of the instructor.
Special reports upon subjects in which students have a particular interest. Prerequisite: Fifteen hours of geology.
Normally two to five hours in any one semester with a maximum of eight hours. An undergraduate research course, in any of the fields of geology, open by permission of the department to seniors in the College who have an average grade of B or higher in geology courses. Prerequisite: Thirty hours of geology, five of which may be taken concurrently with this course.
This course covers basic error analysis as it applies to geology. The course will emphasize the description and propagation of errors in data collection and reduction. Subjects include: how to report data and associated errors, error propagation in simple and complex equations, the Normal, Gaussian, and Poisson distributions, linear and higher order regression, and X-squared test. The course includes the use of MATLAB with accompanying assignments. Prerequisite: GEOL 101.
This course covers basic linear algebra as it applies to geology and emphasizes the description and use of linear algebra to solve geologic problems. Subjects include: how to solve systems of equations, determinants, inversion, vector spaces, matrix manipulation, eigenvectors and values, least squares solutions, and orthogonality. The course includes the use of MATLAB with accompanying assignments. Prerequisite: GEOL 101.
The class will provide an introduction to writing and testing code in the numerical computing environment MATLAB, using examples from Earth Science disciplines to introduce basic concepts and develop progressively more complex code. Prerequisite: MATH 125 and prior completion or co-enrollment in GEOL 502.
This course will cover a variety of mathematical methods for fitting models of underlying physical processes to data. This course is aimed specifically at geoscientists, with examples taken from geophysical problems such as seismic tomography. The specific topics to be covered will vary a bit based on the interests of those in the class. We are sure to cover Linear Regression and Least Squares, Tikhonov Regularization, and bounded constraints. Other topics include Kalman Filters for time-dependent inversion of time series data, Markov-Chain Monte Carlo Methods from non-linear problems, and other non-linear optimization methods. Problem sets will be assigned in MATLAB, previous MATLAB experience highly recommended. Prerequisite: GEOL 501 OR MATH 526; GEOL 502 OR MATH 290 or MATH 291; MATH 220 or MATH 320 equivalent; GEOL 503 or equivalent MATLAB experience.
This course introduces students to Raman scattering in crystalline solids. This class with cover light and polarization of light, phonons and magnons, Raman scattering, Raman Tensor, wave vectors and k space, reciprocal space and Brillouin zones (and zone edge), group theory and character tables, polarized Raman scattering (symmetry of zone center phonons), Frohlick intraband electro-optical coupling and other multi-phonon Resonance Raman mechanisms in crystalline solids, and phonon confinement in nanomaterials. Prerequisite: GEOL 311 or PHSX 212.
The study of minerals, rocks and fluids within the earth's crust and mantle to elucidate their mechanisms of formation and the pressure-temperature-composition conditions within the earth. The course emphasizes equilibrium thermodynamics, phase equilibria, fractionation mechanisms, tectonic control of petrogenesis, and quantitative analysis of mineral parageneses. Prerequisite: GEOL 311 and first semester calculus, or permission of instructor.
A laboratory course to accompany GEOL 512. Material covered will include the use of the polarizing microscope in study of rocks in thin sections; identification of rock-forming minerals in thin section; study of textures as guides to the crystallization process; calculations of chemical changes during fractional crystallization and partial melting. Students will also make extensive study of igneous and metamorphic rocks in hand specimens, accompanied by thin section study, with emphasis on composition, texture, and structure. Prerequisite: GEOL 312. Corequisite: GEOL 512.
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 BIOL 622.) 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 BIOL 623.)
This course defines mudstones and shales. Deposition and constituents of fine-grained sediment; geochemistry, diagenesis and lithification of such deposits. Organic constituents of mudstone and their function as sources of crude oil and natural gas. Petrophysics and mechanical properties of mudstones and their potential as reservoirs of hydrocarbons. Not open to students with credit in GEOL 733. Prerequisite: GEOL 331.
A general study of the occurrence, properties, origin, and migration of petroleum. Studies of various oil fields and oil-bearing basins. Laboratory studies include well logs, subsurface mapping, and cross-sections. Prerequisite: GEOL 331 or GEOL 332, and either GEOL 562 or C&PE 327, or permission of instructor.
Overview of sedimentary basins, mechanisms of basin formation, and basin evolution through time. Topics include lithospheric stretching and flexure to form sedimentary basins, geohistory analysis and backstripping, and thermal history and controls on basin fill. This course consists of lectures, exercises, and a field trip. This course is available at both the 500 and 700 level with additional assignments required at the 700 level. Not open to students with credit in GEOL 738. Prerequisite: GEOL 331 and GEOL 562.
Principles and practical applications of sequence stratigraphy, the process of studying and correlating depositionally linked stratal successions in a chronostratigraphic framework. The concepts of depositional sequences, parasequences, bounding surfaces, systems tracts and incised valleys are studied through class exercises and a regional field trip. Seismic stratigraphic techniques and concepts are covered in the latter part of the course. This course is available at both the 500 and 700 level with additional assignments required at the 700 level. Not open to students with credit in GEOL 739. Prerequisite: GEOL 331 or GEOL 332.
A critical study of land forms in relation to tectonics, climatic environment, and geologic processes. The use of geomorphic methods in the interpretation of Cenozoic history is emphasized. Laboratory exercises in analysis of field observations, maps, and photographs. Required field trip and fee. (Same as GEOG 541.) Prerequisite: GEOL 101 and GEOL 103, GEOG 104 and GEOG 105, or GEOL 103 and GEOL 304.
In this course, you will gain the necessary understanding of energy technologies and policies to evaluate options for energy usage and its socioeconomic and environmental impacts. You will analyze different opportunities and impacts of energy systems that exist within and between groups defined by national, regional, household, ethnic, and gender distinctions. Analysis of the range of current and future energy choices will be stressed, as well as the role of energy in determining local environmental conditions and global climate. Prerequisite: A course in Biology, Chemistry, Physics, or Geology.
To what extent are our National Parks protected from pollution, invasive species, mining, climate change and tourism? In this course you will learn about the geologic processes that form our National Parks as well as the competing interests that stakeholders have on the land. Prerequisite: A course in Biology, Chemistry, Physics, or Geology.
Polynesia, encompassing over 1,000 islands in the southern and central Pacific Ocean, was the last region of the Earth to be settled by humans. Around 3000-1000 BCE, people from northwest Melanesia first reached one of these islands, and over the next few centuries spread to colonize all of the islands. However, despite the fact that all of the Polynesian islands were settled by colonists who stemmed from a single population with a shared culture, language, technology, and agriculture, the cultures of these islands are incredibly rich and varied. In this course we will examine some of the cultural mores and practices of the Polynesian islands, including how these were shaped by the climate, geology, soil, hydrology, and marine resources of each individual island. In this course we will examine these factors and assess their potential impact on the cultures present in the region. Prerequisite: A course in Biology, Chemistry, Physics, or Geology.
Physical description of hydrogeologic media. Elementary groundwater hydraulics: analytical and graphical solutions for steady-state application. Well hydraulics and pumping tests. Basic groundwater geology. Effects of topography and geology on regional flow systems. Field and numerical delineation and analysis of groundwater flow systems and applications. Chemical characteristics of groundwaters and their relationship to aquifer geology and hydrology. Investigations of groundwater quality and contamination. Prerequisite: Two semesters each of calculus, physics, and chemistry.
This course introduces the basics of groundwater flow, water quality, and contaminant transport from a qualitative perspective. The course also surveys common groundwater pollutants, such as heavy metals, organic compounds, radionuclides, salts, non-aqueous phase liquids, risk analysis, and forensic hydrogeology. Students are expected to work together to complete weekly reading assignments. A course field trip forms the basis for a term report that is expected to incorporate concepts and tools covered during the lectures and readings. This course requires no calculations, but mathematical and chemical terms are presented. Prerequisite: One semester of general chemistry, and at least one 100 level course or higher in Geology or physical geography (GEOG 104 or GEOG 105), or permission of the instructor.
This course explores the science of climate change. Students will learn how the climate system works; what factors cause climate to change across different time scales and how those factors interact; how scientists use models, observations and theory to make predictions about future climate; and the possible consequences of climate change for our planet. Students will learn how climate change today is different from past climate cycles and how satellites and other technologies are revealing the global signals of a changing climate. Finally, the course looks at the connection between human activity and the current warming trend and considers some of the potential social, economic and environmental consequences of climate change. Prerequisite: A course in Biology, Chemistry, Physics, Environmental Studies, Geography, or Geology.
The course offers an overview on basic field methods for characterization of hydrologic systems. Topics to be covered include physical and chemical characterization techniques, such as: how to measure water levels; perform single well and aquifer tests; unsaturated zone parameterization; inorganic, organic, isotopic, and dissolved gas characterization; groundwater-surface water characterization techniques, and geophysical techniques for hydrogeology. Additionally, the class will visit a variety of sites of hydrogeologic interest. Prerequisite: GEOL 552 or permission from instructor.
On-site investigation of contaminated soil and water requires training in site operations and responses to emergencies involving releases of hazardous substances for scientists, workers, and employers. This course will introduce contaminant toxicology, hazard identification, site operations and management, and provide an overview of related regulations. Monitoring equipment, drum and container sampling, decontamination, and confined space designations will be taught. General safety hazards, personal protective equipment and levels of protection, drill rig safety, hazard communication and medical surveillance, and development of health & safety plans, will also be addressed. The course satisfies the Occupational Safety and Health Administration (OSHA) Hazardous Waste Operations and Emergency Response (HAZWOPER) 40-Hour requirment, following General Industry (29 CFR 1910.120) and Construction Industry (29 CFR 1926.65) regulations. A required "hands on” training exercise is conducted at Edwards campus on the first Saturday in March. Prerequisite: CHEM 130 and GEOL 101, GEOG 104, BIOL 100 or an introductory engineering course.
This course focuses on how to construct simple to complex computer models of groundwater systems and systems in which water flows between groundwater and surface water bodies such as springs, streams and lakes. We consider water flow, transport of solutes, density effects (from saltwater or brines), and the use of groundwater and surface water (demand-driven, supply-limited problems), and managed aquifer recharge (MAR). We consider three aspects of model development: (1) how to compare the computer models we construct to the systems modelers intend them to represent, (2) how accurate the models are likely to be and how uncertainty can be quantified, and (3) how useful the models are in practice. Prerequisite: GEOL 101 or permission from instructor.
Summer session. The study of the principles of field geology and the application of field methods to solve geological problems. Includes use of topographic maps and aerial photographs for geological mapping, the study of stratigraphic methods by measuring sections, and working field trips to areas of regional geological interest. Given at the University of Kansas Geology Field Camp near Canon City, Colorado. Fee. Prerequisite: GEOL 331, GEOL 360, and GEOL 562, or consent of instructor.
Summer session. The application of the principles of field geology to solve complex geological problems in the field. Given at the University of Kansas Geology Field Camp near Canon City, Colorado, or at other sites as appropriate. Fee. Prerequisite: GEOL 560.
A study of primary and secondary rock-structures and their genesis. Includes techniques of structural analysis and introduces mechanics of rock deformations. Lectures, laboratory, and required field trip. Prerequisite: GEOL 311; PHSX 111, PHSX 114, or PHSX 211 and PHSX 216; and MATH 115 or MATH 126.
Topics vary with demand and include fundamental features of plate tectonics, interpretation and distribution of regional geology of mountain belts with emphasis on tectonic setting and processes, regional geology, and tectonics of selected mountain belts. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in GEOL 763. Prerequisite: GEOL 562, GEOL 512, or GEOL 331, and GEOL 572.
Introductory study of gravitational, magnetic, seismic, electrical, and thermal properties of the earth. Measurements, interpretation, and applications to exploration, earth structure, and global tectonics. Prerequisite: An introductory course in geology; MATH 116 or MATH 126; and PHSX 115 or PHSX 212 and PHSX 236. PHSX 115 or PHSX 212 may be taken concurrently.
Interpretation methods applied to seismic exploration and reservoir characterization. Topics include: rock physics, the convolutional model, synthetic seismograms, seismic response of hydrocarbon reservoirs, resolution, seismic velocity, depth conversion, seismic attributes, AVO, inversion, seismic anisotropy, 3-D & 4-D interpretation, S-wave and converted wave interpretation, laboratory use of commercial seismic interpretation software. Prerequisite: GEOL 572 or consent of the instructor.
This course is designed to introduce students to current hydrogeophysics research. Students will learn about determining, predicting, and studying the physical properties and hydrologic processes associated with groundwater flow, contaminant transport, and microbemineral interactions using geophysical measurements at different scales. This course combines lectures, literature review and discussion, and student presentations. Not open to students with credit in GEOL 779. Prerequisite: GEOL 101 or GEOL 121.
May include lectures, discussions, readings, laboratory, and field work in geology. Will be given as needed. May be taken more than once.
Graduate students develop a set of skills that promote their success in subsequent professional endeavors during their time in degree. Acquiring these skills early in their graduate training can facilitate progress through their degree as well as enrich preparation for their professional activities. The course will cover best teaching practices in the classroom and field, scientific ethics, diversity and inclusion in the workplace, and work-life balance as well as an introduction to basic KU Geology administrative structure. In the second half of the semester, students will develop, peer review, and complete a draft of the student's research proposal.
Application of chemical equilibria and kinetics to geological environments and processes, with emphasis on processes involving solution equilibria. Includes introduction to thermodynamic aspects of equilibria.
Principles and applications of natural radioactive systems for geochronology and cosmochronology, including use of radiogenic isotopes as geochemical tracers. Prerequisite: GEOL 512 or consent of instructor.
Principles and applications of equilibria among stable isotopes in the geological environment, with emphasis on the isotopic systems of hydrogen, carbon, and oxygen. Prerequisite: GEOL 715 or consent of instructor.
Paleopedology is the study of ancient soils preserved in the geologic record. The course covers concepts of paleopedology and its applications to the interpretation of paleoenvironmental, paleoecologic, and paleohydrogeologic settings and its use in sequence stratigraphy and paleoclimatology. Prerequisite: GEOL 331; or consent of the instructor.
Ichnology is the study of organism-substrate interactions. The class will cover concepts and applications of ichnology in the marine and continental realms, including the behavior of such organisms as microbes, plants, invertebrates, and vertebrates preserved in the geologic record as trace fossils. Ichnology is applied in geology and in the petroleum industry to interpret ancient environments, hydrogeology, ecology, and climate. Prerequisite: GEOL 331 or GEOL 521; or consent of the instructor.
Processes that operate in recent sedimentary environments, responses of sediment to those processes, and criteria for determining depositional environments of ancient sedimentary rocks. Lectures, practical exercises, and field trips. Prerequisite: GEOL 331.
Patterns and processes of contemporaneous carbonate deposition and diagenesis, depositional models; applications to interpretation of carbonate rocks. Lecture, discussion, laboratory and field trips.
This course defines mudstones and shales. Deposition and constituents of fine-grained sediment; geochemistry, diagenesis and lithification such of deposits. Organic constituents of mudstone and their function as sources of crude oil and natural gas. Petrophysics and mechanical properties of mudstones and their potential as reservoirs of hydrocarbons. Not open to students with credit in GEOL 533. Prerequisite: GEOL 331.
Overview of sedimentary basins, mechanisms of basin formation, and basin evolution through time. Topics include lithospheric stretching and flexure to form sedimentary basins, geohistory analysis and backstripping, and thermal history and controls on basin fill. This course consists of lectures, exercises, and a field trip. This course is available at both the 500 and 700 level with additional assignments required at the 700 level. Not open to students with credit in GEOL 538. Prerequisite: GEOL 331 and GEOL 562.
Principles and practical applications of sequence stratigraphy, the process of studying and correlating depositionally linked stratal successions in a chronostratigraphic framework. The concepts of depositional sequences, parasequences, bounding surfaces, systems tracts and incised valleys are studied through class exercises and a regional field trip. Seismic stratigraphic techniques and concepts are covered in the latter part of the course. This course is available at both the 500 and 700 level with additional assignments required at the 700 level. Not open to students with credit in GEOL 539. Prerequisite: GEOL 331 or GEOL 332.
Study of fluid flow in subsurface hydrologic systems. Investigation of the ground water environment including porosity, and hydraulic conductivity and their relationship to typical geologic materials. Examination of Darcy's law and the continuity equation leading to the general flow equations. Discussion of typical hydraulic testing methods to estimate aquifer parameters in various situations and apply these to water resource problems. Study of the basic mechanisms that determine the behavior of typical regional flow systems. (Same as CE 752.)
Lecture and discussion of chemical and microbiological controls on groundwater chemistry. Topics include thermodynamic and microbiological controls on water-rock reactions; kinetics; and microbiological, chemical and isotopic tools for interpreting water chemistry with respect to chemical weathering and shallow diagenesis. Origins of water chemistry, changes along groundwater flow paths, and an introduction to contaminant biogeochemistry will be discussed through the processes of speciation, solubility, sorption, ion exchange, oxidation-reduction, elemental and isotopic partitioning, microbial metabolic processes and microbial ecology. An overview of the basics of environmental microbiology, including cell structure and function, microbial metabolism and respiration, microbial genetics and kinetics of microbial growth will be covered. (Same as CE 753.) Prerequisite: One year of chemistry, one year of calculus, one year of biology, an introductory course in hydrogeology, or consent of the instructors.
A study of the transport of conservative and non-conservative pollutants in subsurface waters. Case studies are used to illustrate and develop a conceptual understanding of such processes as diffusion, advection, dispersion, retardation, chemical reactions, and biodegradation. Computer models are developed and used to quantify these processes. (Same as CE 754.) Prerequisite: Introductory Hydrogeology or consent of instructor.
Site Assessment encompasses both the academic and applied aspects of environmental geology. The student is presented with the historical, regulatory and risk characteristics of environmental issues as well as specific geologic principles such as GIS and remote sensing, geophysics, geomorphology and surface and groundwater practices. Site assessment concepts include surface and subsurface sampling, analyses and interpretations, conceptual site models, environmental geologic forensics, and environmental Phase I site assessments (USEPA and ASTM). Environmental geology project management principles and practices are examined in detail. These core aspects of the course form the basic structure in understanding and applying environmental remediation and state-of-the-art/state-of-the-practice processes. Case studies are researched and analyzed for the assessment phase of the program.
This course focuses on how to construct simple to complex computer models of groundwater systems and systems in which water flows between groundwater and surface water bodies such as springs, streams and lakes. We consider water flow, transport of solutes, and density effects (from saltwater or brines). We consider the conjunctive use of groundwater and surface water (demand-driven, supply-limited problems), and managed aquifer recharge (MAR). We consider three aspects of model development: (1) how to compare the computer models we construct to the systems modelers intend them to represent, (2) how accurate the models are likely to be and how uncertainty can be quantified, and (3) how useful the models are in practice. (Same as CE 731.) Prerequisite: GEOL 751 or CE 752, or approved by the professor.
A detailed field study of a carefully selected area that includes features of several phases of geology. Field trip fee. Prerequisite: GEOL 561 or equivalent and departmental approval.
Topics vary with demand and include fundamental features of plate tectonics, interpretation and distribution of regional geology of mountain belts with emphasis on tectonic setting and processes, regional geology, and tectonics of selected mountain belts. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in GEOL 563. Prerequisite: GEOL 562, GEOL 512, or GEOL 331, and GEOL 572.
Topics to vary with demand and include heat flow, wave propagation, synthetic seismograms, groundwater exploration, geothermal exploration, electrical methods in exploration, rock mechanics-tectonophysics, rock magnetism, geomagnetism, paleomagnetism, geophysical inverse theory, and others upon sufficient demand. May be repeated for different topics. (Same as PHSX 727.) Prerequisite: GEOL 572 or consent of instructor.
General theory of seismic waves, wave field extrapolation (migration) by finite difference methods, construction of travel-time curves, reflection and attenuation of coefficients, earthquake source mechanism, distribution and forecasting of earthquakes. Prerequisite: MATH 250/AE 250/ARCE 250/CE 250/C&PE 250/EECS 250/EPHX 250/ME 250 and GEOL 572.
This course is designed to introduce students to current hydrogeophysics research. Students will learn about determining, predicting, and studying the physical properties and hydrologic processes associated with groundwater flow, contaminant transport, and microbemineral interactions using geophysical measurements at different scales. This course combines lectures, literature review and discussion, and student presentations. Not open to students with credit in GEOL 579.
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, BIOL 700, HIST 722 and MUSE 706.) Prerequisite: Museum Studies student or consent of instructor.
Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as AMS 700, BIOL 787, HIST 723, and MUSE 703.) Prerequisite: Museum 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, BIOL 785, HIST 728, and MUSE 701.) Prerequisite: Museum Studies student or consent of instructor.
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, BIOL 784, HIST 721, and MUSE 705.) Prerequisite: Museum 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, BIOL 798, HIST 725, and MUSE 704.) Prerequisite: Museum Studies student or consent of instructor.
Selected offerings in geology. Intended primarily for graduate students and qualified seniors. May include lectures, discussions, reading, laboratory and field work. May be taken more than once.
A culminating experience to develop a workforce project and produce a written report to be presented orally to a committee that may include an industry member. Students will develop an applied workforce project in the student's place of employment for full-time employees, or an internship or similar individual project for full-time students or students who are not employed in the area of study. This course will initiate the process of project development and will be taken prior to a student's final semester. This project is to be continued in GEOL 815 in the last semester of the student's graduate career. Prerequisite: Minimum 20 credit hours completed in program.
A culminating experience to develop a workforce project and produce a written report to be presented orally to a committee that may include an industry member. Students will develop an applied workforce project in the student's place of employment for full-time employees, an internship or similar individual project for full-time students or students who are not employed in the area of study. The students will compile their project results in a formal written report and will give an oral presentation to the Environmental Studies faculty (2 minimum) and the student's employer or mentor. Prerequisite: GEOL 814.
Advanced geological, geophysical, and engineering characterization of a petroleum reservoir. Includes mapping; petrophysical, production, and pressure analysis; and numerical modeling. Considers economic analysis of steps to improve recovery.
Introduction to field and laboratory methods commonly used in physical hydrogeology. Practical experience with common water level measurement techniques, various well pumping techniques, well installation and geologic core sampling, and hydraulic testing. Prerequisite: Introductory course in hydrogeology and familiarity with computer use for data processing, or consent of instructor.
Practical experience in measuring unstable chemical parameters in groundwater, including pH, Eh, dissolved oxygen, temperature, alkalinity, specific conductance, and turbidity. Practical experience in collecting water samples for chemical analysis, choosing appropriate sample containers and preservation methods, and special techniques for collecting samples for determination of parameters sensitive to environmental changes such as oxygen level or temperature. Prerequisite: GEOL 753 (may be taken concurrently) or equivalent, or consent of the instructor.
Introduction to the application of geophysical methods to environmental investigations. Practical experience in designing, conducting, and interpreting information obtained using downhole and shallow surface geophysical methods will be addressed. Prerequisite: Introductory course in hydrogeology or consent of instructor.
Practical experience in a special topic in Environmental Geology. Course may be repeated if topic varies.
May be repeated.
Thesis Hours. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Graduate standing.
Dissertation Hours. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Graduate standing.
Global & International Studies Courses
An introductory interdisciplinary topics course addressing contemporary issues related to one or more East Asian countries. Format and content will vary. Does not count toward the EALC major or minor requirements unless otherwise indicated by EALC in the Schedule of Classes.
An interdisciplinary seminar addressing contemporary issues related to one or more East Asian countries. Prerequisites to be determined by instructor(s) on the basis of course content. Does not count toward the EALC major or minor requirements unless otherwise indicated by EALC in the Schedule of Classes.
This course offers a sociological and historical exploration of Japan's minorities: the Ainu, Okinawans, Burakumin, and Zainichi Koreans who are often excluded from narratives of Japanese history. Exclusion of the minority issue not only overlooks the existence of minority populations in Japan but also contributes to misconceptions of Japan as a homogeneous country. The course objective is to challenge the conventional master narrative of racial and cultural homogeneity. We shed light on Japan's minorities, their historical experiences, current struggles, and future challenges. This course is taught at the 300 and 600-levels, with additional assignments required at the 600-level. (Same as EALC 610.) Prerequisite: An introductory East Asian Studies course or consent of the instructor.
This graduate seminar's main objective is to prepare students to be professional scholars and educators in East Asian Studies and in global contexts. The course focuses on development of professional networks, co-development of ideas, and opportunities for collaboration with other professionals. Students will develop and refine a wide range of skills crucial to students' success in graduate school and their careers. Students will organize workshops to present their work and to generate materials for conferences, peer reviews, grant writing, CV preparation, job interviews, and much more. Graduate students with nonacademic as well as academic career goals are welcome in the seminar.
This graduate seminar explores rapidly changing societies in contemporary East Asia, particularly China, Japan, and Korea. The course provides a critical overview of East Asia and its diversity and complexity using cross-cultural perspectives and interdisciplinary social science approaches, and situates East Asian societies in the context of globalization. (Same as EALC 704.)
This course addresses the challenges for students engaged in graduate research projects and theses in an interdisciplinary and international context. The course will guide the students through the structures of research design processes for various epistemological approaches, and will assist students in formulating strong research questions, reviewing and situating their own work within the literature, working with the library and subject librarians, appropriating theory, and modeling writing conventions for research within their selected epistemological community. Students will also be exposed to a variety of research methods and will practice designing projects utilizing a select number of them. During the course of the semester, students will be working toward a plan for a substantial graduate research project. (Same as GIST 710 and LAC 710.) Prerequisite: Consent of instructor.
An interdisciplinary graduate seminar addressing contemporary issues related to one or more East Asian countries. Course may be taken more than once if topic varies. This course may be cross-listed or meet with a 500 level seminar. Enrollment in this course will require additional assignments beyond those required of a 500 level seminar. Prerequisite: Graduate standing or consent of instructor.
Students will work with the instructor and, when appropriate, an additional faculty advisor to design, research and write up a research paper on an East Asian topic of their choosing. Students enrolling in this course are expected to have taken a social science research methods class prior to taking this course and to apply those methods to the research process. A core course for the MA in Contemporary East Asian Studies. Prerequisite: Permission of the instructor.
This course is primarily designed to guide MA students through the writing development of their concluding graduate research, whether a final graduate research project or a thesis. Students will learn and apply the practices of effective communication and writing of research while completing the various components of their final projects. The intention of the class is to help students complete a high quality draft of their research, though deadlines and assignment may relate to practice in graduate level research writing in general. Within an interdisciplinary framework and an understanding of rhetorical distinctions across various epistemologies, students will practice relevant modeling of academic literature reviews, transparency in communicating research practices, analyzing/interpreting texts, data, or other information, and introducing and concluding their work. (Same as GIST 898.) Prerequisite: GIST 710.
Global & International Studies Courses
This course is designed for the study of special topics in European Studies at the 100-level (Freshman/Sophomore level). Coursework must be arranged through the KU Office of Study Abroad and approved by a faculty advisor in European Studies. May be repeated for credit if content varies.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in European 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
The course provides historical, cultural, and political overviews of Europe since 1945 with particular emphasis on the contribution of French and Italian culture and society. The course emphasizes Europe's contribution to Western intellectual thought, social movements, arts and literature, and global society.
Introduction in English to German writers 1750-present featuring texts about the supernatural and monstrous. Students examine how encounters with magic and construction of monsters reflect particular cultural anxieties, fears, and ideals as relating to historical developments, industrialization, and scientific advancement. Discussion of themes such as gender, sexuality, class, race, empire, war, politics, and technology in German-speaking Europe. Readings include works in translation by influential German writers. Open to first-year students and non-majors. GERM 315 is required for admission to all courses beyond GERM 402. (Same as GERM 315.)
This course is an introduction to European politics, pursuing three goals. First, the class is designed to introduce you to a variety of different aspects of European political systems, their main political actors, and basic historical traditions. Our second objective focuses on discussing contemporary dynamics and transformations in the nature of political participation and representation across European political systems. Third, you will become acquainted in some detail with the institutions and operating procedures of four political systems that we focus on: France, Germany, Great Britain, and the European Union. These systems represent the range of traditions we encounter in Western and Central Eastern Europe so they serve as an example of how European polities work. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 648. (Same as POLS 348.) Prerequisite: POLS 150.
This course is designed for the study of special topics in European Studies at the Junior/Senior level. Coursework must be arranged through the KU Office of Study Abroad and approved by a faculty advisor in European Studies. May be repeated for credit if content varies.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as GERM 396, HIST 396 and JWSH 396.) Prerequisite: Membership in University Honors or consent of instructor.
An introduction to the literature of encounters between European and non-European civilizations, drawing on both Western and non-Western sources. The course may include European interactions with areas such as the Mediterranean Basin, Sub-saharan Africa, South and East Asia, and the Americas. World areas and historical periods chosen for study will vary from semester to semester according to the interest and field of the instructor. Not open to freshmen. (Same as HUM 430.) Prerequisite: HUM 114 or HUM 204 and HUM 115 or HUM 205.
Provides an interdisciplinary approach to the study of modern European civilization. By discussing both classic and contemporary, controversial readings each week and writing several papers during the semester, students acquire an understanding of the development of modern European culture and society and Europe's contemporary problems. Topics for discussions and papers are drawn from the following subjects: the economic and political integration of European states; modernism and anti-modernism in European culture; imperialism, migration, and ethnic and racial division in European society; democracy versus dictatorship; American-European relations; mass culture, urban development, and the welfare state; and contrasts and comparisons between European Cultures--East and West, North and South. Seminar discussions are led by invited European Studies faculty as well as the instructor or instructors. Required of all European Studies majors. Prerequisite: Junior standing or consent of instructor.
Research for a European Studies honors project, on a topic chosen in conjunction with the faculty advisor. Emphasis on independent study and writing. Open to students with previous coursework that counts toward the European Studies co-major at the 400 level, an overall 3.25 GPA, and at least a B+ average in advanced work in European Studies. Prerequisite: At least one course for the EURS co-major at the 400 level and permission of the Academic Director.
An exploration of major social, political and economic developments post World War II including the rise of the European Union, the integration of Eastern and Western Europe, the growing role of Islam, attitudes towards the United States, and Europe's role in the world economy. Topics may vary based on current events. (Same as HUM 505.) Prerequisite: Junior or senior standing or consent of instructor.
This course allows students in the European Studies Co-Major and related disciplines to receive credit for research related to European Collections in one or more of the following institutions: Watson and Spencer Research Libraries, the Dole Institute, the Eisenhower and Truman Presidential Libraries, the U.S. Army Combined Arms Research and Foreign Military Studies Office at Fort Leavenworth, the Linda Hall Library in Kansas City, and the Winston Churchill Collection at the Westminster College Library in Fulton, Missouri. May be taken in place of EURS 501 by European Studies Honors Students if taken for three credit hours. Permission of instructor necessary.
A study of significant themes, movements, or problems in European history, literature, politics, society, or culture. May also relate European issues to issues in other world areas (Africa, North America, Asia, etc.) May be repeated for credit when topic varies.
Examines in literature, art, and film from about 1800 to the present, both sides of the ongoing debate surrounding the idea that all human persons possess inalienable rights because all persons possess intrinsic value as persons, value independent of race, gender, caste or class, wealth, age, sexual preference, etc. Anti- and pro-rights proponents are paired and studied with equal care. (Same as GIST 560 and PCS 565.) Prerequisite: Junior/Senior standing or consent of instructor.
Independent study and directed reading on special topics. Permission of the instructor who will supervise the student's work is required.
This course will introduce students to the politics of the European Union. The course will cover three closely connected topics. First, it will discuss the institutional make-up of the EU, such as the European commission, the European parliament, the European Council, and the European court of justice. It will assess how well these institutions deal with the growing importance of transnational issues, such as migration and economic policy issues. Second, the course will examine how national governments pursue national interests at the level of the European Union. Third, the class will study how well the EU represents the citizens of European countries. Finally, the course will assess the extent to which the EU has successfully developed into a supra-national federation. (Same as POLS 643.) Prerequisite: Sophomore standing or consent of instructor.
Global & International Studies Courses
This course provides an immersive introduction to the global Cold War and its legacies. It explores how the contest between capitalism and communism unfolded not only in the United States and the Soviet Union, but also in Asia, Africa, Europe, Latin America, and the Middle East. Through interactive lectures, discussions, and role-playing games, students will learn to "think globally," gain an understanding of imperialism, nationalism, and decolonization, and discover how the Cold War shaped culture, economics, politics, the environment, and the international system in ways that remain relevant today. (Same as HIST 139.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Global & International 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
An interdisciplinary study of international topics. Designed especially for freshmen and sophomores. May be repeated for credit if content varies.
An interdisciplinary study of topics related to the Middle East. Designed especially for freshmen and sophomores. May be repeated for credit if content varies.
The course provides a general introduction to Muslim communities and societies by surveying some of the major aspects of Muslims' lived experiences from the early Islamic period to the modern globalized world. It will challenge the essentialized notion of a "Muslim world," which is usually presented as a monolithic society. Through the course, students will develop a basic understanding of the rich diversity of Muslim communities in terms of cultural mores, religious practices, and sociopolitical conditions. Religious and sociopolitical practices will be analyzed in their ethical and moral perspectives. (Same as SLAV 205.)
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 AAAS 203 and GEOG 201.)
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 AAAS 204 and GEOG 202.)
This course provides an overview to the major approaches and themes involved in the study of world cultures, politics, and societies from a multi-disciplinary perspective. Topics of global importance, such as the construction and maintenance of cultures, comparative political systems, global and regional economies, popular culture, gender and the environment will be covered through their manifestations in particular regional and global contexts. Students will be challenged to address their own views and existing approaches to global dynamics from a critical and reflective perspective.
This course explores culture-specific methods that people in East Asia employ to enhance their wellbeing and happiness and the creative ways in which they weave together different perspectives and practices (old and new, native and foreign, lay and expert) to deal with emotional and psychological distress. This course draws upon a multi-disciplinary approach to happiness, utilizing primarily anthropology, sociology, and human geography. Knowledge of Korean, Japanese, or Chinese language is not required. (Same as EALC 303 and GEOG 303.)
During this study abroad experience, students will explore how Afro-Brazilian cultural elements, such as the music of Afro groups, the art form/martial art/dance capoeira, and the candomblé religion became realities around the world. Guest lecturers will present on topics such as Brazilian history, music, religion, dance, education, Carnival, and tourism. Planned site visits include temples of Afro-Brazilian religions such as candomblé and syncretic Catholic churches such as the Church of Our Lady of the Black Rosary. The program is based in Salvador, one of the Brazilian cities where African influence is the most visible and celebrated. This course and study abroad program is open to all majors.
A survey of contemporary world indigenous literatures that includes those from North America, Australia, New Zealand, the South Pacific, the Arctic, and Latin America. Texts are in English (original or translation). Genres studied include the novel, poetry, and drama, supplemented by works from the oral tradition, the visual arts, and film. (Same as ENGL 305 and ISP 305.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
An examination of a variety of literary and other representations of human and non-human environments and environmentalism. Particular attention will be paid to how race, gender, class, sexuality, and geography produce and are produced by those representations. (Same as ENGL 306 and EVRN 306.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A comparative historical analysis of major global developments from the late 15th century to the present. Some of the themes likely to be explored are empire-building, contact between cultures and colonial social relations; the attraction of cities, their role in a global economy and the shift to an urban world; and the impact of capitalism and industrialization on social organization including conflict between classes and changes in the nature of work. Students learn ways of interpreting primary historical documents and comparing historical investigations across time and space. (Same as HIST 308.)
As a country that is geographically in the middle of a strategic global region, a key NATO ally, a candidate for EU membership, and representing a mix of democratic traditions, military coups, and authoritarian leaders combined with periods of rapid and drastic socioeconomic transformation, for one reason or another, Turkey seems to always be a country under the spotlight. This course is designed to give an overview of Modern Turkey and familiarize the student with its history, society and culture. Topics to be covered include the early republican period, ethnic and religious minorities, religion and secularism, music, cuisine, women, gender and sexuality, religious and national holidays, cinema and TV, among others. The primary purpose of this course is to help students develop necessary analytical and interpretive skills to identify, compare, and analyze Turkish cultural practices, products and perspectives as they relate to basic social, political, and historical contexts. No background knowledge of Turkey or the Turkish language is required. (Same as SLAV 310 and TURK 310.)
Explores the rise of global capitalism in the 19th and 20th centuries, contemporary debates about 21st century globalization, and the role of globalization in our everyday lives. Questions considered include: Is globalization an incremental process that has been going on for centuries, or it is a dramatic new force reshaping the post-Cold War world? Is it a cultural and social process or an economic and political one? Or is it all of these things? Not open to students who have completed HIST 315. (Same as HIST 314.)
This course addresses diverse aspects of the philosophies and expressions of intimacy and pleasure as found in India. Using old and new literature, including from the Kamasutra, as well as media, we examine the following: how and why in ancient times sensual pleasure was another path for ultimate bliss; how perspectives and traditions of intimacy have changed over time; diverse types of marriages; the culture and practice of arranged marriages; same-sex intimacy; and universal concepts of love.
This course examines the interaction between literature and memory, in particular how authors respond to major historical events and contribute to shaping the collective memory of those events. Students will read graphic novels inspired by memories of the Holocaust and Communism. Through the visual and textual mix of the graphic novel, we will consider the impact of historical upheavals on the lives of ordinary individuals, drawing connections to contemporary national and global socio-political problems. Students will write on these topics in a variety of academic and non-academic genres, including: journal, article summary, synthetic essay, analytical essay, and reflection essay/creative writing. (Same as JWSH 348 and SLAV 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 ANTH 323.)
This course provides an introduction to the diversity of peoples in South Asia, including India, Pakistan, Nepal, Bangladesh and Bhutan. The particular cultures and language of the indigenous peoples in the region are highlighted through academic sources and the direct study of reproductions of these cultures in literature and film.
This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. (Same as HIST 482, JWSH 329, and POLS 369.)
This course examines aspects of Iranian society through literature and film. Students will analyze selected Iranian texts in their historical, social, and political contexts to examine and gain a comprehensive understanding of the complex and pressing issues facing the modern Iranian society. The course will utilize nationalist, Marxist, feminist, and Islamist paradigms to provide a theoretical framework for discussions and to better understand the crosscurrent of ideas in contemporary Iran. No knowledge of Persian language required because all the texts will be available in English translation and subtitles.
This course is designed for the study of special topics in global and international studies at the junior/senior level. Course work must be arranged through the KU Office of Study Abroad and approved by a faculty adviser in Global and International Studies. May be repeated for credit if content varies.
This course is designed to provide a broad overview of some major facets of the historical, economic, political, cultural, and geographical dimensions of contemporary globalization, the process by which individual regions and nations have become progressively linked to, and structured by, the world-system of states and markets, and the cultural contradictions associated with this process. (Same as GEOG 354.)
Women face discrimination and abuse around the world: at home, in the workplace, and in the public sphere. How are these systems of oppression connected? How are women working together for change, and what can you do to support their efforts? This course will investigate what feminist solidarity looks like around the world, with an emphasis on connections across different cultural and political contexts. (Same as WGSS 355.)
In this course we study the role of religion in various Muslim societies throughout the world. We will consider variation in religious practice, focusing on local customs within different regions and countries and examining changes to tradition over time. We will examine the influence of history, society, politics, and culture on religion in countries such as Pakistan, Indonesia, Mali, Bosnia, Egypt, Yemen, and others. (Same as REL 355.)
This course examines how human relationships with the biophysical world are politicized. Examines key contributions to debates surrounding environmental security, resource conflicts, and related issues, as well as geopolitical assumptions on which these debates build. (Same as EVRN 371 and GEOG 371.)
This course looks at people who choose to cross political borders, are forced to flee beyond them, or constitute ethnic minorities living outside a homeland. Examining these groups from a global historical perspective, this course explores how ethical debates about the rights of non-citizens and ethnic outsiders have evolved in the modern age. Students learn about important issues that have affected the lives of immigrants, refugees, and diasporas, including citizenship, mobility, cultural representation, asylum policies, and the concept of human rights. The course concludes with a look at contemporary manifestations of these issues, from debates over the place of Muslims in Europe to discussions about immigration policy in the United States. (Same as HIST 376.)
The war of 1948 shaped the history of the modern Middle East more than any other single event. Issues discussed include the participating parties, the efforts of the international community, the establishment of Israel, the division of Palestine, and the unsolved status of the Palestinian refugees. (Same as HIST 418 and JWSH 414.)
This course enhances students' ability to critically analyze the intricacies of current international issues through three core goals. First, the content of the course is unique each semester as it targets major international issues in the moment, so students gain an in-depth understanding about things happening in the world around them. Second, the course refines students' critical writing skills by combining the critical thinking skills needed for issue analysis with the writing skills required to disseminate their thoughts in a variety of forms. Finally, for GIST majors specifically, the course offers an ideal preparation for the senior capstone experience.
This course examines the contemporary political and social dynamics within these three communities residing along the northern stretch of what is commonly referred to as the Middle East. Using social and political theory as a starting point, students will comparatively study critical elements and issues facing the members of these societies. Issues and themes for comparison will include the structure and institutions of politics, nation-building and nationalism, Islam and politics, women and politics, and regional and global engagement. Formerly known as GIST/POLS 633. Not open to students with credit in GIST/POLS 633. (Same as POLS 433.) Prerequisite: GIST 220, POLS 150, or consent 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 ANTH 465.)
This course gives students a basic understanding of Islam and Islamic movements, explores the economic, social, political, and cultural context in which these movements take place, and examines the impact of Islam on politics in select countries. Issues such as the intersections of political Islam and democratic politics, state regulation of Islam, religion and Islamism's role in nation-building, formal state institutions and opposition movements in authoritarian contexts. We also look at the complex ways in which religion intersects with gender dynamics and identity politics in Muslim-majority countries. This course is offered at the 400 level and 600 level with additional assignments at the 600 level. Not open to students with credit in GIST/POLS 667 or SOC 640. (Same as POLS 467.) Prerequisite: A principal course in sociology, POLS 150, or consent of instructor.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in WGSS 714, POLS 714, or GIST 714. (Same as POLS 471 and WGSS 514.) Prerequisite: Sophomore standing or consent of instructor.
The course provides a study of the patterns of transnational terrorism. First, it introduces students to the analytical study of terrorism. The course traces the evolution of terrorism, from the French Revolution to the modern day era. It also covers how scholarship defines, conceptualizes, and measures terrorism. The second goal is to introduce students to key scholarly debates within the literature. Some of the example questions we ask are: are democracies more vulnerable to terrorism? Does globalization render states open to being attacked by transnational actors? Is torture warranted as an effective counterterrorism tactic? The readings draw on empirical scholarship on the causes and consequences of transnational terrorism. Formerly known as POLS 582/GIST 585. Not open to students with credit in POLS 582/GIST 585. (Same as POLS 482.) Prerequisite: Sophomore level or consent of instructor.
The course introduces students to historical and philosophical bases of contemporary human rights, theoretical approaches and methodological challenges to studying human rights questions, and acquaints them with the main topics, controversies, and tensions in the scholarship, practice and politics of human rights. Formerly known as GIST/POLS 686. Not open to students with credit in GIST/POLS 686. (Same as POLS 486.) Prerequisite: POLS 170 or consent of instructor is required.
Individual and supervised readings in a selected area of international studies. Course is repeatable with permission of the program director.
Semester-long internship with a business or organization located abroad or that provides a global or international working context for the interning student. The assessment component normally requires the submission of a reflective internship journal documenting work experiences within this unique context, and a final paper on a relevant theme that is determined by instructor and student based on context. This course is available to GIST majors and minors only. Prerequisite: Consent of instructor.
An interdisciplinary study of international topics. Designed especially for juniors and seniors. May be repeated for credit if content varies.
An interdisciplinary study of topics related to South Asia. May be repeated for credit if content varies. Prerequisite depends on specific topic offered.
An interdisciplinary study of topics related to the Middle East. May be repeated for credit if content e depends on specific topic offered.
Addresses sociological aspects of the growth of transnational economic, cultural, institutional, and political interconnections, the freer and faster movement of goods, images, ideas, people, and institutional forms across national borders, and the consequences and problems of these processes. The focus is on recent (later 20th century to the present) global restructuring in the context of historical shifts in capitalist development. (Same as SOC 529.) Prerequisite: SOC 104 or GIST 220.
This course offers a general introduction to the modern Middle Eastern literatures in English translation. Through analyses of selected short stories and novels from Arabic, Turkish and Persian literature, the students develop an understanding of the issues that shape everyday life in the Contemporary Middle East. The course investigates issues of nation and national identity, war, ethnicity, class, religion, and gender and sexuality. We use a variety of paradigms, namely nationalist, Marxist, feminist, and Islamist, to provide a theoretical framework for discussion of the selected works. No prior knowledge of Arabic, Turkish or Persian language is needed. Prerequisite: Junior or Senior standing or consent of instructor.
An interdisciplinary study of topics with particular emphasis on issues of global importance--i.e. transnational and trans-regional. May be repeated for credit if content varies. Prerequisite: GIST 220.
Examines in literature, art, and film from about 1800 to the present, both sides of the ongoing debate surrounding the idea that all human persons possess inalienable rights because all persons possess intrinsic value as persons, value independent of race, gender, caste or class, wealth, age, sexual preference, etc. Anti- and pro-rights proponents are paired and studied with equal care. (Same as EURS 565 and PCS 565.) Prerequisite: Junior/Senior standing or consent 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 ANTH 570.) Prerequisite: Junior standing or above or permission of instructor.
This class introduces concepts such as coupled human and natural systems, social-ecological resilience, and sustainability science, examines people's responses to major climate, land, water, and coastal change, and discusses case studies. One hour of each seminar will be devoted to individual needs that address topical or methodological issues. Class requirements include presentations, biweekly papers, and a term paper. (Same as GEGO 577.) Prerequisite: One of the following: GEOG 100, GEOG 104, GEOG 374, or an Environmental Studies introductory course.
Explores the inherently geographical and geopolitical nature of genocide and related mass violence and introduces an overarching concept, territorial cleansing, that foregrounds the spatial and territorial nature of these events. Detailed studies of cases at a range of scales and locales provide the major context for critical examination and comparison of territorial cleansing concepts. Students enrolling for 3 credits will prepare and present a substantial independent research paper. (Same as GEOG 306.) Prerequisite: GEOG 102 or GEOG 103; or ANTH 108; or permission of instructor.
A survey of the varied responses of global Indigenous peoples as a result of the imposition of external economic and political systems. An overview of diverse, thematic issues such as land rights, economic development, resources and cultural patrimony, languages, knowledge systems, and women's rights from the perspectives of Indigenous societies around the world. Detailed studies of Indigenous peoples seeking recognition and protection under international law are used. (Same as GEOG 601 and ISP 601.) Prerequisite: Permission of instructor.
An introduction to a variety of widely-employed quantitative and qualitative research methods in the social sciences and humanities, including methods such as statistical analysis, ethnography, and content analysis. Prerequisite: GIST 220 or consent of the instructor.
Using the major theories and approaches comparatively applied to social movements around the world, this course critically analyzes historical and existing cases of social movements and "nonmovements" in the Middle East. We cover examples of Islamist (and post-Islamist), women's, nationalist, democratic, youth and labor movements and their impact on the region. Contextual factors like technology and social networking, regime type, institutions, and socioeconomic structures are also considered for their role in supporting or inhibiting collective action. Prerequisite: GIST 220 or POLS 150.
This course gives students a basic understanding of Islam and Islamic movements, explores the economic, social, political, and cultural context in which these movements take place, and examines the impact of Islam on politics in select countries. Issues such as the intersections of political Islam and democratic politics, state regulation of Islam, religion and Islamism's role in nation-building, formal state institutions and opposition movements in authoritarian contexts. We also look at the complex ways in which religion intersects with gender dynamics and identity politics in Muslim-majority countries. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses and includes a presentation of the findings of the research. Not open to students with credit in GIST/POLS 467. (Same as POLS 667 and SOC 640.) Prerequisite: A principal course in sociology, POLS 150, or consent of instructor.
An in-depth examination of China's changing policies toward other countries with special emphasis on policy-making process, negotiating behavior, military strategy, economic relations, and cultural diplomacy. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses. Not open to students with credit in POLS 378. (Same as EALC 678 and POLS 678.) Prerequisite: Sophomore level or consent of the instructor.
A seminar designed to introduce students to the theory and practice of global and international studies. A research paper will be required. May not be repeated for credit. Prerequisite: GIST 610 or consent of the instructor.
A seminar designed to introduce honors students to the theory and practice of global and international studies. A research paper will be required. May not be repeated for credit. Prerequisite: 12 hours of junior/senior level and above courses that satisfy requirements for the major.
This course examines various approaches to the study of cultures, politics, and societies in their global and international contexts through the exploration of a series of exemplary works of global/international research from a variety of disciplines (eg. anthropology, sociology, political science, economics, geography, history, etc.). The course will cover the major contributions of these disciplines in their approaches to global questions and themes and will provide a multi-disciplinary framework within which students can begin exploring their own global and international research questions. The course also provides an introduction to the major regions and many of the themes that students will be able to specialize in during the course of the MA program.
A central issue in international studies is globalization, the increasing interconnectedness of societies and economies. This course examines globalization from an historical and contemporary perspective. Major topics include (but are not necessarily limited to) the historical expansion of the West since 1500, the growth of international economic institutions, conflict among global cultures, the future of state sovereignty, and the challenges of economic integration.
A study of the increasing interaction among world societies since 1500 and an investigation of the long-term developments behind current world problems. Major topics include western expansion since 1500, the spread of state sovereignty, the formation of a world economy, and spread of international institutions. The current world problems investigated will vary, but may include issues such as environmental crises, human rights, migration, free trade and the spread of consumer culture, ethnicity and nationalism, and international intervention within states. (Same as HIST 705.)
This course guides new graduate students through the process of designing and developing an original research project. The fundamentals of interdisciplinary research will be the instructional framework within which students will design their own original research project. Instruction regarding the review of literature, methodology, and how to structure and scale the project will be given. Students taking this course will be required to take the companion course, GIST 810.
This course addresses the challenges for students engaged in graduate research projects and theses in an interdisciplinary and international context. The course will guide the students through the structures of research design processes for various epistemological approaches, and will assist students in formulating strong research questions, reviewing and situating their own work within the literature, working with the library and subject librarians, appropriating theory, and modeling writing conventions for research within their selected epistemological community. Students will also be exposed to a variety of research methods and will practice designing projects utilizing a select number of them. During the course of the semester, students will be working toward a plan for a substantial graduate research project. (Same as CEAS 710 and LAC 710.) Prerequisite: Consent of instructor.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in GIST 471, POLS 471, or WGSS 514. (Same as POLS 714 and WGSS 714.) Prerequisite: Graduate standing.
A study of one or more selected topics in international studies. Course may be taken more than once.
This course explores the history, debates, and contemporary issues related to human rights and U.S. national security policy. Through lecture, practical exercises, and class-led discussions, the course will cover relevant and timely issues such as human rights and counter-terrorism, security assistance and cooperation, peacekeeping and protection of civilians, and global criminal accountability. Prerequisite: Graduate standing or consent of instructor.
This course examines three connected fields of study related to armed conflict and acute violence from the perspective of US policymakers: the nature of contemporary conflict and its causes; mediation, and peacebuilding; and the policy options for preventing or managing conflict. Throughout the short course, students will explore the major analytical frameworks and theories used to examine conflict, and the major approaches applied to address it, including contemporary approach to stabilization and reducing state fragility.
This course introduces students to major theoretical and applied research in political behavior and attitude change using examples from the U.S. and other political systems around the world. We first examine origins of people’s political behavior, focusing on classic and contemporary theories of attitude and attitude change, political socialization, and key predispositions such as party identification, ideology, political polarization, personality traits and political culture. Then we investigate long-standing debates involving basic questions about the public’s political abilities – their level of knowledge, understanding and interest in political matters. The evidence for citizen's political competence as well as the absence of public knowledge will be scrutinized. We also explore political participation, including electoral choice, voters and non-voters, and measures of system support – for example trust in government and satisfaction with democracy. Finally, we assess the extent to which political attitudes influence policy processes and the congruence between mass-elite outcomes.
This interdisciplinary course will cover significant moments in world history in which the United States played a prominent role in Latin America's politics and economy. Class materials and discussions will focus on historical events such as the Cold War, the Good Neighbor Policy, and the Military Regimes. By engaging with an array of readings from disciplines such as history, political science, economics, and cultural studies, along with the discussions films and novels that portray the human and historical moments that they are studying, students will learn about and analyze the dynamics of the United States in Latin America through a variety of representations and critical perspectives.
Armed conflicts can be caused by a myriad of factors; thus, conflict studies in international relations provide useful theories and methods through which inter- and intra-state conflict may be analyzed. The goal of this course is an analytical understanding of the conditions, processes, and events that lead to the outbreak and escalation of war. This course focuses predominantly on the causes of interstate conflict, global security, and conflict resolution but also includes a brief examination of the causes of civil war. The course highlights the complexity of the subject matter, scrutinizing war through the many lenses of peace and conflict theory, including but not limited to realism and the balance of power, levels of analysis, misperception, rivalries, grievances, bargaining, and insecurity.
Individual and supervised readings in a selected area of international studies. Course is repeatable with permission of the program director.
This course guides students through the process of effectively communicating the findings of original research through formal writing. The purpose of the course is to provide writing guidance and instruction to students conducting ongoing research, so that they are familiar with successful ways of communicating research to academic and professional audiences. Depending on the career objectives of the student, the writing project will be tailored to address the relevant audience--academic or professional. The fundamental components of the research writing process will be individualized to correspond with student's research goals. Prerequisite: GIST 709.
Examines the history, doctrine, texts, and role of Islamic law (Shari'a) throughout the world. This course complements (but is independent of) LAW 879. The course focuses on the background and birth of the Arab-Islamic Empire, the life and times of the Prophet Muhammad (PBUH), the development of Islam, the Rashidun, Umayyad, and Abbasid Caliphates, Moghul and Ottoman Empires, the Koran and Sunnah and other sacred texts, the Sunni-Shi'a split, the principal schools of Islamic law, the status of women and religious minorities, and principles of the substantive areas of law, including criminal, family, inheritance, contract, property, business, banking, and international law (including law of war). Also covered are issues of economic growth, marginalization, and terrorism. (Same as LAW 918.)
Independent study in preparation for the Comprehensive M.A. examination. May be repeated. Graded on a satisfactory/unsatisfactory basis.
This course is primarily designed to guide MA students through the writing development of their concluding graduate research, whether a final graduate research project or a thesis. Students will learn and apply the practices of effective communication and writing of research while completing the various components of their final projects. The intention of the class is to help students complete a high quality draft of their research, though deadlines and assignment may relate to practice in graduate level research writing in general. Within an interdisciplinary framework and an understanding of rhetorical distinctions across various epistemologies, students will practice relevant modeling of academic literature reviews, transparency in communicating research practices, analyzing/interpreting texts, data, or other information, and introducing and concluding their work. (Same as CEAS 898.) Prerequisite: GIST 710.
Enrollment for writing thesis for master's degree. Graded on a satisfactory progress/limited progress/no progress basis.
Global & International Studies Courses
An orientation to Kaqchikel Maya language and culture for beginning students. Includes elements of grammar, conversation, and composition. Kaqchikel is the first language of approximately 500,000 people of highland Guatemala and one of roughly 30 Mayan languages. This course is offered at the 100 and 600 level with additional assignments at the 600 level. Not open to students with credit in KQKL 600.
Advanced work in Kaqchikel language and culture. May be taken more than once. Prerequisite: KQKL 360 or equivalent.
An orientation to Kaqchikel Maya language and culture for beginning students. Includes elements of grammar, conversation, and composition. Kaqchikel is the first language of approximately 500,000 people of highland Guatemala and one of roughly 30 Mayan languages. This course is offered at the 100 and 600 level with additional assignments at the 600 level. Not open to students with credit in KQKL 110. Prerequisite: Instructor permission.
Global & International Studies Courses
An introduction to the interdisciplinary study of Latin America, as manifest in the arts and literature, history, and in environmental, political, economic, and social realities. Explores and critiques the principal themes and methodologies of Latin American Studies, with an aim towards synthesizing contributions from several different disciplines. Emphasizes the unique insights and perspectives made possible by interdisciplinary collaboration and provides students with a basic knowledge base for understanding Latin America today. (Same as HIST 124.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Latin Area and Caribbean 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course offers an in-depth examination of several key themes in Latin American Studies. Emphasis is placed on exploring the utility of interdisciplinary methods and on becoming familiar with the theoretical framework that underpins the field. Prior completion of LAC 100 recommended.
Investigation of special topics on Latin America at the undergraduate level.
A Latin American and Caribbean topics course with content related to the Anthropology disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the History disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Spanish American Literature and Culture disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Brazilian Literature and Culture disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Latino/a and Caribbean Literature disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Film, Music, Arts disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Geography and Environment disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Politics, Society, Business and Economy disciplinary group of the Latin American studies major. May be repeated for credit.
A Latin American and Caribbean topics course with content related to the Transatlantic and Transnational disciplinary group of the Latin American studies major. May be repeated for credit.
A survey of Latin America since the 1800s. Students will examine the emergence of national identities and the processes of modernization and globalization in the region. The course also examines how race, social structures, and politics evolved after independence in the region, giving particular attention to the legacies of colonialism. Course readings and lectures highlighting unique national experiences and continuities across the region. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students who have taken HIST 121. (Same as HIST 315.)
This course examines the diversity of languages and cultures that make up Latin America and the Caribbean, including the influence of colonial Spanish and Portuguese as well as the many Indigenous, Afro-Caribbean, and Creole languages and cultures that can be found in Latin America. Attention is paid to the multifaceted relations between language and ethnic group, as well as to dynamics of gender and social class within Latin American cultures. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in LAC 632.
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 ANTH 379,.)
Independent study and directed reading on special topics.
Examines the sociolinguistic issues of multilingual countries in Latin America from an interdisciplinary perspective. Topics include but are not limited to linguistic inequality, the language of politics, language and education, urban and rural linguistic interaction, and indigenous and creole languages. Prerequisite: A liberal arts course with Latin American content.
This course follows the development of U.S. Latino and Latin American cinema from its origins to the present and its relationship with literary discourse. U.S. Latino/Latin American cinema can be seen as a specific practice that cannot be reduced in all its manifestations to the institutional mode of production of the dominant Hollywood model. The course examines the creation of a national cinema that seems to be more dependent on a literary canon. Knowledge of Spanish is not required.
The capstone course in the major offers interdisciplinary approaches to a thematic topic or focus related to Latin America/ the Caribbean and contains substantial writing and independent research requirements. By the end of the class and culminating their study of the field at KU, students will be able to discuss the course topic from a variety of theoretical, methodological, and disciplinary perspectives. Prerequisite: Completion of at least 18 credits toward the LAA major, or permission of instructor.
This course explores traditional foods, ways of eating, and cultural significance of food among peoples of Latin America. The course surveys the vast array of flora in Central and South America and the Caribbean, and focuses on issues of environmental protection, bioethics, food security, and the growth of farming and ranching. The class studies the impact that foods such as maize, potatoes and cacao have had globally, and includes African, Asian, and European influences on Latin cuisine, as well as health problems associated with dietary changes. (Same as HIST 512, HUM 552, and ISP 552.) Prerequisite: Upper division course on Latin America or permission of the 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 ANTH 506 and HIST 571.) 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. (Same as ANTH 507.) 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 ANTH 508 and HIST 572.) 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 ANTH 509.) Prerequisite: ANTH 110 or ANTH 115.
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 ANTH 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 ANTH 562.) Prerequisite: ANTH 108 or ANTH 308 or ANTH 160 or ANTH 360 or LAC 100.
The Andean environment is defined by its mountains, but includes all of the earth's major biomes: from tropical rainforest to the world's oldest and driest desert. These diverse landscapes have nurtured one of the most ancient and durable, yet diverse sets of Indigenous cultural lifeways. Most of the Andes was governed by a single power during the Inca and Spanish colonial eras, but the region is now divided between seven independent states with their own regional traditions. The Andean World has long been recognized as a laboratory for understanding the relations between nature and culture, and the tensions between tradition and revolutionary change. This course will examine the history of this region from a long-term perspective, from its indigenous roots to contemporary struggles over globalization and extractivism. (Same as EVRN 577, HIST 577 and ISP 577.) Prerequisite: Prior 300+ level course in related discipline (ANTH, EEB, EVRN, HIST, LAC, SPAN, etc.) or permission of 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 ANTH 587.)
Investigation of special topics on Latin America.
This course examines the diversity of languages and cultures that make up Latin America and the Caribbean, including the influence of colonial Spanish and Portuguese as well as the many Indigenous, Afro-Caribbean, and Creole languages and cultures that can be found in Latin America. Attention is paid to the multifaceted relations between language and ethnic group, as well as to dynamics of gender and social class within Latin American cultures. Students will conduct independent research on non-dominant languages and cultures in Latin America. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in LAC 332. Prerequisite: Any previous LAC course.
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 ANTH 379 or LAC 334.
An interdisciplinary seminar incorporating significant and pertinent materials from the fields of anthropology, economics, geography, history, political science, sociology, and Spanish and Portuguese literature. Required of all graduate students enrolled in the Master of Arts program in Latin American Area Studies. Prerequisite: LAC 710 (may be taken simultaneously with LAC 701 if both courses offered during same semester.)
Investigation of special topics on Latin America. Topics are drawn from many disciplines within Latin American and Caribbean Studies. Course can be repeated for credit as the topic changes.
This course addresses the challenges for students engaged in graduate research projects and theses in an interdisciplinary and international context. The course will guide the students through the structures of research design processes for various epistemological approaches, and will assist students in formulating strong research questions, reviewing and situating their own work within the literature, working with the library and subject librarians, appropriating theory, and modeling writing conventions for research within their selected epistemological community. Students will also be exposed to a variety of research methods and will practice designing projects utilizing a select number of them. During the course of the semester, students will be working toward a plan for a substantial graduate research project. (Same as CEAS 710 and GIST 710.) Prerequisite: Consent of instructor.
Investigation and research of interdisciplinary topics in Latin American Studies.
Prerequisite: Consent of instructor.
Global & International Studies Courses
An orientation to Ecuadorian Quechua language and culture for beginning students. Includes elements of grammar, conversation, and composition. Quechua (a.k.a. Kechwa, Quichua, Kechua, Ketchua, Kichwa, Khetchua, or Runa Ximi) in its various forms is an indigenous language spoken by over six million people in Ecuador, Peru and Bolivia combined.
This course is intended for students seeking proficiency in Quechua beyond QUEC 234. Instructor will direct the student through readings and materials in Quechua that will add to the student's substantive knowledge of Quechua speakers and their cultures. May be taken multiple semesters for credit with varying content. Prerequisite: QUEC 234 or consent of instructor.
History Courses
An introduction to the study of history focusing on a topic in Western History. The course will expose the student to the major issues and methods of historical study through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. This course grants HIST Category I credit.
An introduction to the study of history. The course will expose the student to the major issues and methods of historical study. This will be done through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. Prerequisite: Membership in the College Honors Program or consent of department.
Nature is our oldest home and newest challenge. This course surveys the environmental history of the earth from the extinction of the dinosaurs to the present with a focus on the changing ecological role of humans. It analyzes cases of ecological stability, compares cultural attitudes toward nature, and asks why this ancient relationship seems so troubled. (Same as EVRN 103.)
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 AAAS 105.)
A general survey of the political, social, and economic developments of Mesopotamia, Egypt, Asia Minor, and Greece from Paleolithic times to 323 B.C. (Same as CLSX 105.)
A general survey of the political, social, and economic developments of ancient Rome from 753 B.C. to 475 A.D. (Same as CLSX 106.)
The history of Europe from the Barbarian Invasions to the beginning of the 16th century.
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 AAAS 106.)
An introduction to the study of history focusing on a topic in non-Western History. The course will expose the student to the major issues and methods of historical study through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. This course grants HIST Category II credit.
This course will introduce students to the concepts, issues, and methods of historical study, at the same time as it explores the main processes and events which shaped the history of Britain and its imperial dependencies. Students will be introduced to the nature and validity of different historical interpretations, and to the purpose and merit of historical writings.
An introduction to early modern European history, with emphasis on the cultural, political, economic, and cultural forces which have helped to shape the modern world. The renaissance, the rise of nation states, the Reformation, absolutism and constitutionalism, the Enlightenment, and the coming of the French Revolution.
An introduction to recent European history, with emphasis on the social, political, economic, and cultural forces which have helped to create the Europe of today: the French Revolution, the romantic movement, the revolutions of 1848, nationalism, imperialism, Communism, and two World Wars, the cold war, and its aftermath.
This course introduces students to the history of Russia from its beginnings to the present. It explores Russia's ethnic and religious diversity, the relationship between the state and its peoples, the geopolitics of its place between Europe and Asia, and the revolutionary movements that shook Russia and shaped the world around it.
A survey of the premodern history of China, Japan, Korea, and other cultures in East Asia. Students are introduced to the major currents of East Asian history and historical methods used to study them. Not open to students with credit in upper division East Asian history.
A survey of the modern history of China, Japan, Korea, and other cultures in East Asia. Students are introduced to the major currents of East Asian history and historical methods used to study them. Not open to students with credit in upper division East Asian history.
The principal focus is on the evolution and analysis of societies, economies, and religions of native American peoples, the impact of Spanish and Portuguese conquests and settlement, government, trade and culture upon native civilizations, the influence of African population and culture, and the creole nature of the resulting society in the colonial period. Changes in the society and economy which presaged the movements for independence are also discussed.
A survey of Latin America since the 1800s. Students will examine the emergence of national identities and the processes of modernization and globalization in the region. The course also examines how race, social structures, and politics evolved after independence in the region, giving particular attention to the legacies of colonialism. Course readings and lectures highlight unique national experiences and continuities across the region. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students who have taken HIST 315.
An introduction to the interdisciplinary study of Latin America, as manifest in the arts and literature, history, and in environmental, political, economic, and social realities. Explores and critiques the principal themes and methodologies of Latin American Studies, with an aim towards synthesizing contributions from several different disciplines. Emphasizes the unique insights and perspectives made possible by interdisciplinary collaboration and provides students with a basic knowledge base for understanding Latin America today. (Same as LAC 100.)
What is capitalism? Where did it come from? Where is it going? How has it shaped people’s lives over the last six centuries? This course explores the spread and development of global capitalism from its origins in the expansion of European seaborne empires to Africa, Asia and the Americas in the fifteenth century to the global economic crisis of 2008. We will examine the many forms of capitalism that have emerged over five centuries, including merchant capitalism, industrial capitalism, slave-based capitalism, war capitalism, financial capitalism, casino capitalism, and state-run capitalism. We will learn about the revolutionary economic and social changes, the technological inventions, and the intellectual frameworks that helped drive the expansion of this relentlessly adaptive economic system. We will pay close attention to the impact that capitalism had on the material realities of everyday life and on the lived experiences of the forced and free workers in capitalist economies. We will explore how capitalism—a constructed reality—has shaped and reshaped politics, the natural world and people’s core beliefs about human nature, human rights, and the meaning of life.
A historical survey of the United States from the peopling of the continent through the Civil War. This survey is designed to reflect the diversity of the American experience, to offer the student a chronological perspective on the history of the United States, and to explore the main themes, issues, ideas, and events which shaped that history.
A historical survey of the American people from Reconstruction to the present. This survey is designed to reflect the diversity of the American experience, to offer the student a chronological perspective on the history of the United States, and to explore the main themes, issues, ideas, and events that shaped American history.
A historical survey of fascist ideologies, parties, and movements. The first section of the course probes fascism’s roots in nineteenth-century political, intellectual, and cultural currents as well as the formative role of World War I and its aftermath in galvanizing fascist parties. The cases of Italian Fascism and German National Socialism anchor the course’s middle section on fascist regimes from 1922 to 1945, with comparisons to fascist movements elsewhere in Asia, Africa, Europe, and the Americas. The course’s final section explores the rise of neo-fascist movements after World War II, with particular emphasis on the resurgence of populist nationalisms in the 21st century and their similarities and differences to past fascist movements. Throughout the course we will consider how different forms of fascism engage with issues of race, gender, class, modernity, and the environment.
This course provides an immersive introduction to the global Cold War and its legacies. It explores how the contest between capitalism and communism unfolded not only in the United States and the Soviet Union, but also in Asia, Africa, Europe, Latin America, and the Middle East. Through interactive lectures, discussions, and role-playing games, students will learn to "think globally," gain an understanding of imperialism, nationalism, and decolonization, and discover how the Cold War shaped culture, economics, politics, the environment, and the international system in ways that remain relevant today. (Same as GIST 139.)
Foods and drinks such as chocolate, coffee, curry, and olive oil have changed the world in ways that transcend national boundaries; this course follows their stories tracing routes of imperialism and globalization while attentive to the impact of these foods on indigenous peoples. Each week offers new foods and new discoveries drawing from cases globally to ask why people choose certain foods, what that says about their culture, and how foods and drinks have changed historically. Besides learning how food can be a window to history and gaining an introduction to the interdisciplinary methodology of food studies, this course will help you understand the consequences of what you eat in terms of your own body, the environment, and communities a world away.
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 AAAS 160.)
A limited-enrollment, seminar course for first-time freshmen, organized around current issues in history. Course is designed to meet the critical thinking learning outcome of the KU Core. May not contribute to major requirements in history. First year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Many of the words that human beings have written down in one form or another have been stories of events, people, and places from the past. History is a story of countless people-some famous, many anonymous-who have made up the human past. This course will introduce students to the basic skills of analytical, descriptive, and narrative writing and reading through the lens of history. Students will learn how to develop a voice of their own as writers and build a toolkit of skills that will help them effectively communicate in writing, in their course work and careers. This course will cover topics that will fulfill the Category I/Western requirement of the History major.
Many of the words that human beings have written down in one form or another have been stories of events, people, and places from the past. History is a story of countless people-some famous, many anonymous-who have made up the human past. This course will introduce students to the basic skills of analytical, descriptive, and narrative writing and reading through the lens of history. Students will learn how to develop a voice of their own as writers and build a toolkit of skills that will help them effectively communicate in writing, in their course work and careers. This course will cover topics that will fulfill the Category II/Non-Western requirement of the History major.
This seminar offers students the opportunity to learn about a specific theme or topic in history through the development of their verbal communication skills. A variety of scaffolded assignments will introduce students to the essential elements of interpersonal and public speaking, provide opportunities to practice their performances and receive constructive feedback, and hone their organizational and critical-thinking skills. In doing so, they will achieve a deeper understanding of an important aspect of the past. Specific historical topics will be determined by individual instructors. This course will cover topics that will fulfill the Category I/Western requirement of the History major.
This seminar offers students the opportunity to learn about a specific theme or topic in history through the development of their verbal communication skills. A variety of scaffolded assignments will introduce students to the essential elements of interpersonal and public speaking, provide opportunities to practice their performances and receive constructive feedback, and hone their organizational and critical-thinking skills. In doing so, they will achieve a deeper understanding of an important aspect of the past. Specific historical topics will be determined by individual instructors. This course will cover topics that will fulfill the Category II/Non-Western requirement of the History major.
In the second half of the 20th century, Americans struggled over sex and gender-and both their behaviors and beliefs changed dramatically, though not without controversy. In this class, we use mainstream, popular American films produced during this volatile era to analyze historical understandings of gender identity and appropriate sexual behaviors in post-WWII American society. This course is also an introduction to the study of history: students will work extensively with film and other primary documents, and will analyze different scholarly interpretations of the same set of events.
This course analyzes the "cultural construction" of war in 20th century America by focusing primarily on World War II and the Vietnam War. How have Americans attempted to come to terms with the wars they have fought? How have Americans' cultural understandings shaped the wars they have waged? How have Americans used various cultural forms (film, music, photography, etc.) to support a war effort or to protest against it? We pay special attention to the place of the military in American society, to notions of patriotism and citizenship, to constructions of gender, race, and sexuality, and to the roles of government, media, technology, and public opinion.
This course is designed for the study of special topics in History at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
In fourteen hundred and ninety-two, Columbus sailed the ocean blue. But what happened before Columbus' great journey? And, more to the point, why did he and his contemporaries feel entitled to simply claim whatever land they found? This course proposes to explore the medieval experiences of cultural and racial Otherness in order to better understand the roots of some of the assumptions about difference (interpersonal, intercultural, and international) that continue to play out in American society today. Taught in English. (Same as FREN 285.)
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 AAAS 305.)
This course introduces students to the practice of history and serves as the foundation to the major. HIST 301 focuses on the development of the core concepts and skills of our discipline: the construction of compelling historical questions and the practice of gathering evidence in support of answers and convincing arguments. The course trains students to think like historians, equipping them with skills in research, critical analysis, argument construction, and written expression. Students learn the value and function of primary and secondary sources and to recognize the variety of modes of historical production in our daily lives. Students will also gain practice with "historical thinking" and examine how to apply the same techniques of critical analysis to contemporary issues and debates. This course is required of all history majors. Prerequisite: Completion of KU Core 2.1 and recommended completion of KU Core 2.2. Open only to declared History majors or by consent of instructor.
This course offers a comparative global introduction to the history of the modern city by looking at the ways in which certain metropoli developed an attractive underbelly of decadence at the same time as they sought to be centers of refined and orderly cosmopolitan life. The course examines topics such as popular culture, gambling, prostitution, crime, violence, nightlife, tourism, and corruption in the context of the increased social mobility that characterized the beginning of the industrial age and that has extended into the 21st century. Students investigate the changing relation between work and leisure, spectacle and consumerism, and urban space and the struggle for order.
This course focuses on the social, political, and technological changes that contributed to and arose out of the Industrial Revolution of the eighteenth and nineteenth centuries, the Technological Revolution of the nineteenth and twentieth centuries, and the Information Revolution of the late twentieth and twenty-first centuries. By contextualizing these historical events as global phenomena within the history of technology, we will analyze how the invention of labor saving devices arose out of and shaped growing transnational networks, how new industrial devices and processes became tools of imperial exploitation, and how post-colonial states grappled with the legacy and challenges of these various “revolutions.”
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 AAAS 307.) Prerequisite: Open only to students admitted to the University Honors Program, or by consent of the instructor.
A comparative historical analysis of major global developments from the late 15th century to the present. Some of the themes likely to be explored are empire-building, contact between cultures and colonial social relations; the attraction of cities, their role in a global economy and the shift to an urban world; and the impact of capitalism and industrialization on social organization including conflict between classes and changes in the nature of work. Students learn ways of interpreting primary historical documents and comparing historical investigations across time and space. (Same as GIST 308.)
This course will explore the intersection between empire and medicine. It will consider the role played by empire and imperialism in the development of modern biomedicine and the role played by medicine in facilitating imperialism. It will focus on the nineteenth and twentieth centuries but will also draw examples from earlier periods. It will consider such topics as disease and conquest, with an emphasis on both the spread of Eurasian disease in the new world as well as European encounters with and attempts to control diseases of the tropics; colonial appropriation of local medical knowledge and utilization of that knowledge in biomedical frameworks; the dissemination of colonial ideas of sanitation and hygiene and the ways those ideas shaped colonial views of the bodies and cultures of colonized peoples; hospitals and research institutes, the values they propagated and the ways they engaged with colonial peoples and environments; and colonial bodies as subjects or sites of experimentation and discovery. The course will use examples from the western conquest of the Americas of the sixteenth and seventeenth centuries, nineteenth century European imperialist expansion in Africa and Asia, and the Japanese empire in East and Southeast Asia.
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 AMS 312.)
Explores the rise of global capitalism in the 19th and 20th centuries, contemporary debates about 21st century globalization, and the role of globalization in our everyday lives. Questions considered include: Is globalization an incremental process that has been going on for centuries, or it is a dramatic new force reshaping the post-Cold War world? Is it a cultural and social process or an economic and political one? Or is it all of these things? Not open to students who have completed HIST 315. (Same as GIST 314.)
A survey of Latin America since the 1800s. Students will examine the emergence of national identities and the processes of modernization and globalization in the region. The course also examines how race, social structures, and politics evolved after independence in the region, giving particular attention to the legacies of colonialism. Course readings and lectures highlighting unique national experiences and continuities across the region. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students who have taken HIST 121. (Same as LAC 320.)
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 AMS 316.)
This course examines the cultural, social, economic, environmental, and political background of Indian territory in what is now the state of Oklahoma. It surveys the diverse geographical regions, tribal cultures, the impact of the Indian Removal Act, assimilation, acculturation, westward expansion, the Civil War, boarding schools, the Dawes Act, the Curtis Act, and land runs on Territory residents. The course also treats post-Civil War violence, outlaws, and the role of tribal courts along with controversies over removals, Land Run celebrations, allotment scandals, and Osage oil murders. (Same as HUM 345 and ISP 345.)
This survey course explores the history of being female in America through a focus on the ways differences in race, sexuality, ethnicity, class, and life cycle have shaped various aspects of women's lives. Themes to be explored could include, but are not limited to: social and political activism; intellectual developments; family; women's communities; work; sexuality; and culture. (Same as WGSS 319.)
This course examines the social, cultural, and political contexts of women's spirituality and their relations to gender relations in Europe from about 30,000 B.C.E. to the 16th century Protestant Reformation. Lectures move both chronologically and topically, covering such subjects as goddess-worshiping cultures, women's roles in Christian and Jewish societies, symbols of women, and male attitudes toward women. Students will be able to participate in weekly discussions of primary and secondary source readings about women. (Same as WGSS 320.)
This survey of women's history in Europe looks at changing patterns of women's economic roles and family structures in preindustrial and industrial society, the importance of women in religious life, cultural assumptions underlying gender roles, and the relationship of women to political movements, including the rise of feminism. (Same as WGSS 321.)
This course will take students on the first part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The first part of this two course sequence begins in the colonial period and ends around 1900 as modern categories of sexuality and sexual orientation came into existence. We will examine the ways in which individuals who craved intimacy with members of the same sex understood and negotiated their desires in an often hostile world. And we will consider how Early America's remarkable diversity shaped this history of same-sex love and desire. (Same as WGSS 322.)
This course will take students on the second part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The second part of this two course sequence focuses on the twentieth and twenty-first centuries. We will examine the changing understanding of non-normative sex, love, and desire; the political tactics, framings, and fights around sexual identities and rights; and the intersection of structural inequalities including, but not limited to, race, class, ability, and gender with LGBTQ histories. Please note that WGSS 322 or HIST 322 is not a prerequisite for WGSS 323 or HIST 323, though students interested in LGBTQ history should consider taking both. (Same as WGSS 323.)
This course examines different notions about women and their bodies from a historical perspective. It discusses the arguments and circumstances that have shaped women's lives in relation to their bodies, and women's responses to those arguments and circumstances. This course covers a wide geographical and chronological spectrum, from Ancient societies to the present, from Latin America and the Middle East, to North America and Western Europe. (Same as WGSS 324.)
A broad historical study of the Spanish Inquisition from 1478 to its afterlife in modern culture, including its use in political debates and its depiction in popular culture. Topics include anti-Semitism, the nature of the inquisitorial investigation, the use of torture, censorship and the relationship between the Inquisition, the Spanish monarchy and other religious and lay authorities. Taught in English. Will not count toward the Spanish major. (Same as JWSH 315 and SPAN 302.)
Since 1492, Native American societies have struggled against European conquest and colonization. This course examines the history of Native American encounters with Europeans and their empires from 1492 through 1800 in North and South America. Native American cultures varied widely as did their interactions with Europeans of diverse nations. Using a comparative framework this course will examine the continuities and differences in indigenous reactions to European imperialism in the Americas. Themes of the course include: conquest, colonialism, religion, and resistance and accommodation.
A survey of the history of the Middle East from the origins of Islam in the seventh century to the rise and consolidation of the Ottoman Empire in the eighteenth century. Lectures and discussions focus on diversity within the Middle East at the height of the Islamic empires. Topics include the life of Muhammad and early Islamic communities, expansion of Islam into Asia, Africa and Europe, intellectual strength in the medieval period, and the everyday lives of women, Christians, Jews and other minority groups.
A survey of the history of the Middle East from 1800 to the present. Lectures and discussions focus on diversity within the Middle East over two centuries of major political and cultural change. Topics include causes for the decline of the Ottoman Empire, debates over modernization, European imperialism and the formation of nation-states, twentieth century cultural revolutions and women's activism, the Arab-Israeli conflict, and the revival of Islamic social movements.
This course examines the history of empires in the Atlantic World. During this period African, European and Native American empires encountered each other vying for people and territory. These encounters vastly transformed the people and societies of this broad geographic region. Not only did these empires challenge each other, anti-imperial groups including pirates and African maroons actively undermined imperial systems. This course will examine themes of empire in the Atlantic including conquest, enslavement and slave trades, indigenous and African resistance, and independence.
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 AMS 323, HUM 332 and WGSS 311.)
This course investigates the interrelated symbols of the European metropolis during the "Age of Great Cities", from the filth of the sewers to the "filthiness" of prostitution. Students investigate gender and class in the metropolis by exploring a few stereotypes: the juvenile delinquent, the woman on the street, and the flaneur. The course format stresses discussion of common texts, including short readings of literature from the period and historical scholarship. Students also analyze contemporary photographs, art, architecture, and advertising.
A historical survey of the causes, course, and consequences of the conflict, 1878-1919, stressing its socio-economic dimensions as well as its political ramifications and military aspects. Considerable use will be made of visual aids. No prerequisites.
This course explores the history of Jewish women from antiquity to the twentieth century. It examines the historical constructions of women's gender roles and identities in Jewish law and custom as well as the social and cultural impact of those constructions in the context of the realities of women's lives in both Jewish and non-Jewish society. (Same as JWSH 335, WGSS 335.)
This course examines the ethical frameworks developed for thinking about, using, and protecting the natural world. Examples of topics include indigenous approaches to nature, the history of ecological ideas, environmental movements, the role of the state in managing resources, utilitarianism and progressivism, environmental lawmaking, wilderness advocacy, nature and theology, the rights of nature, and environmental justice. Students are introduced to the theories of duty ethics, justice ethics, utilitarianism, and rights ethics, and required to apply ethical decision making to contemporary and historical environmental issues. Multiple perspectives on the history of human interactions with nature demonstrate the importance of reflecting upon the value systems inherent in human-centered environmental ethics and nature-centered environmental ethics. (Same as EVRN 336.)
This course will examine how human dignity is preserved and violated in the modern age. Cast in a global framework, themes may include the history of human rights; the moral universe of health and wellbeing; narratives of genocide and collective resistance; the shifting status and treatment of the poor and the colonized; and the impact of changing technology on ethics in medicine, science, and the environment.
A survey of the origins, course, and consequences of the war, 1930-1945. Political, economic, military, and social aspects will be dealt with in the context of their global effects. Extensive use will be made of motion pictures and other media.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as GERM 341 and JWSH 341.)
The systematic murder of the Jews of Europe by the Nazis during World War II is one of the most important events of modern history. This course studies the Holocaust by asking about its place in history. It compares other attempted genocides with the Holocaust and examines why most historians argue that it is unique. Other topics covered include the reasons the Holocaust occurred in Europe when it did, the changing role of anti-Semitism, and the effects of the Holocaust on civilization. The course also discusses why some people have sought to deny the Holocaust. The course concludes by discussing the questions people have raised about the Holocaust and such issues as support for democracy, the belief in progress, the role of science, and the search for human values which are common to all societies. (Same as JWSH 343.)
This course explores the complex of interactions between Jews, Judaism, and modernity by examining the challenges to Jewish life and thought, community and culture, self-understanding and survival, from the early modern period to the present day. Through the lenses of religious, cultural, intellectual, and political expression, the course examines the social, economic, and demographic changes in Jewish communities in Western, Central and Eastern Europe, the United States, and Israel along with the impact of antisemitism and the Holocaust. (Same as JWSH 344.)
An analysis of the experiences of the American people during the Great Depression. Attention will also be given to the global dimensions of the crisis, socioeconomic dislocation, cultural and institutional change, and the impact of the Asian and European wars.
A survey of changes in the landscape and in people's perceptions of the natural world from 1500 to present. Topics include agroecology, water and energy, the impact of capitalism, industrialism, urbanization, and such technologies as the automobile and the origins of conservation. (Same as EVRN 347.)
A survey of culture and society in Kansas from prehistory to the present. Topics include Native American life, Euro-American resettlement, Bleeding Kansas and the Civil War, agricultural settlement, urbanization and industrialization, depression and recovery, and modern Kansas in transition. Emphasis in the course will be on social and economic conditions, the experience of ethnic and racial groups, inter-racial relations, and the role of women.
This course surveys the genesis, evolution and persistence of antipathy towards Jews and Judaism from late antiquity through the twentieth century, exploring its connections to religious and secular ideologies and its changing nature over time, place, and culture. Using primary source documents, religious and secular art and literature, the mass media and popular expression, the course examines how antisemitism was articulated and implemented, how Jews and Judaism were perceived and represented, and how Jews and Judaism responded to antisemitism. (Same as JWSH 349.)
An examination of the origins, pattern of development, and legacy of this still unsettled conflict, which in many ways set the tone for the entire post-1945 era of the Cold War. Points of emphasis will include the motives and policies of the major participants (Koreans, Americans, Chinese, and Soviets), as well as the effects of the war on their domestic politics and foreign policy positions.
This course examines American Indian/White relations from reconstruction to the present. It surveys the impact of westward expansion and cultural changes brought about by the Civil War, forced education, intermarriage, the Dawes Act, the New Deal, the World Wars, termination, relocation and stereotypical literature and movies. The class also addresses the Red Power and AIM movements, as well as indigenous efforts to decolonize and to recover and retain indigenous knowledge. After learning about the past from both Native and non-Native source materials, students will gain multiple perspectives about historical events and gain understandings of diverse world views, values, and responses to adversity. (Same as HUM 350 and ISP 350.)
This course surveys the history of the first peoples to inhabit North America from prehistory to present. Commonly and collectively referred to as American Indians, indigenous peoples include a diverse array of nations, chiefdoms, confederacies, tribes, and bands, each of which has its own unique cultures, economies, and experiences in dealing with colonial and neocolonial powers. This class seeks to demonstrate this diversity while at the same time providing an understanding of the common struggle for political and cultural sovereignty that all indigenous nations face. Indigenous nations that have developed a relationship with the United States will receive primary focus, but comparative reference will be made to First Nations of Canada.
This course discusses issues associated with the Mexican borderlands region after conquest and acquisition by the United States. Themes include race relations, immigration, labor, economics, politics, culture, and the environment. We discuss how the region was incorporated into the United States, and how this relationship is evolving. We also examine the notion of a borderlands region and whether or not this is a valid characterization for Kansas.
The motion picture was invented right here in the United States more than a century ago, and Americans have been going to the movies ever since. Movies have expressed their dreams and nightmares, aspirations and fears, hopes and dreads. Through a wide-ranging study of Hollywood films from the 1920s to the present, including the industry that created them and the people who watched them, this course explores what Americans have seen and felt at the movies.
This course examines major themes in the history of the American West from Columbus to the present. The course includes topics familiar to the American West such as the California Gold Rush and the Battle of Little Bighorn. More importantly, it also offers a way of understanding North American history that is different from that of most U.S. history courses: through the lens of imperial settlement. The course focuses on: 1) cultural encounters between settlers and indigenous peoples as well as among Anglo settlers, the Spanish-speaking populations of the Mexican borderlands, and Asian immigrants to the Pacific Coast; 2) the impact of hunting, logging, ranching, and mining on the environment and the influence of the arid Western environment on human societies; and 3) the cultural symbolism of the American West in literature and film as an enduring national icon and ideology that has shaped settlement and regional history.
This course is a survey of the Vietnam War. It covers the early days of Cold War, 1945-54, and all phases of the Vietnam War: the advisory phase (1955-64); the Americanization phase (1965 -68); the Vietnamization Phase (1969-73); and the final phase, the Vietnam Civil War, 1972-75. This course covers the causes, course, conduct, and consequences of the war and in so doing provides a political, military, and social history of the war.
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 AMS 306.)
This course is a survey of American Military History from World War II to current military operations. It covers the Cold War, the Korean War, the Vietnam War, both Persian Gulf wars, the global war on terrorism, and the war in Afghanistan. The course examines the causes, course, conduct, and consequences of the wars and covers advances in technology and doctrine, civil-military relations, foreign policy, and inter-service rivalry, providing a political, military, and cultural history of the wars.
This course places the historical creation of scientific and technological knowledge within a broader social, cultural, and political context. Students will learn that the STEM disciplines are not merely a static body of facts, theories, and techniques but involve diverse, evolving processes which are continually generated and reformulated. By examining the role of failure in knowledge creation, the religious motivations behind space exploration, the continued legacy of racist practices in medicine, the construction and ramifications of "Big Science," and other topics, students will go beyond the "genius inventor" narrative to question the presumed neutrality and progressive inevitability of scientific and technological advancements. Through a mixture of online activities, readings, videos, and synchronous online discussions, we will also examine the formulation and codification of "expertise," investigate the process of professionalization within the STEM fields, and interrogate how science and technology have supported systems of oppression throughout history.
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 AMS 365, HUM 365 and WGSS 365.)
This course surveys the history of the tropical environment and its diverse peoples from early European encounters until the current boom in extractivism and ecotourism. It focuses on portrayals of the tropics in historical travel accounts and films. Through these sources, we will seek to understand cross-cultural interactions, and the ways in which science, technology, and tourism have reconstructed these environments over time. Case studies are drawn from Latin America, Africa, Oceania, and/or Asia. (Same as EVRN 365.)
This course traces the changing role and understanding of magic in European culture, religion, politics and science from the late Middle Ages through the early 20th century. Topics may include alchemy, miracles, magical healing, witchcraft, monsters and demonic possession.
This course examines the history of Africans and their descendants in Latin America. In this region, Africans could be found serving as militia commanders, laboring as skilled tradesmen, running their own businesses, working as household servants, and toiling on plantations. Students will study the varied experiences of these men and women across colonial and national boundaries. Topics include: acculturation/ Creolization, manumission, family formation, social networks, economic roles, political mobilization, and interaction with indigenous peoples.
In this course students will gain an in-depth knowledge of modern American conservatism, primarily through the lens of political history. We will focus on the development of the conservative political movement from the 1930s through contemporary times. We will ponder several interrelated questions: how did conservatives build a movement capable of exercising political power; what do conservatives mean when they discuss equality, liberty, and freedom; how have conservatives conceptualized the role of the United States in the world; what role have ideas played in the conservative movement; how have different factions of conservatives fought for control of their movement while struggling to maintain political unity; and how have conservatives governed? Finally, we will contextualize modern American conservatism in the broader, dynamic political culture of the United States.
This course looks at people who choose to cross political borders, are forced to flee beyond them, or constitute ethnic minorities living outside a homeland. Examining these groups from a global historical perspective, this course explores how ethical debates about the rights of non-citizens and ethnic outsiders have evolved in the modern age. Students learn about important issues that have affected the lives of immigrants, refugees, and diasporas, including citizenship, mobility, cultural representation, asylum policies, and the concept of human rights. The course concludes with a look at contemporary manifestations of these issues, from debates over the place of Muslims in Europe to discussions about immigration policy in the United States. (Same as GIST 376.)
This course investigates through film, literature, memoirs, photography, architecture, and scholarship the experience of ordinary citizens under Soviet-style communism in Eastern Europe. We study the ways people supported, resisted, opposed, and merely got by under state socialism from the late 1940s to the collapse of Communism in 1989.
This course reimagines the Cold War through Soviet eyes, challenging assumptions and offering less familiar perspectives on a global conflict. Analyzing Soviet and American mass media, popular culture, declassified documents, and personal stories, students investigate the following: Who started the Cold War, and who won it? Was it a time of relative peace or paranoia? How did the two sides view each other and did espionage help them know each other better? How did people and culture sometimes cross the iron curtain? What were the Soviets doing in places like Latin America and the Middle East? And why were both sides so concerned with Olympic athletes, ballet defectors, and cosmonauts?
In the Sixties, millions of Americans rejected socially-sanctioned established wisdom, long-standing cultural precepts and conventional political policies and practices. In this gateway course we will examine how and why they did so, why so many other Americans rejected their challenges to the status quo, and what difference these rebellions made in Americans' lives. By placing their struggles in historical context, we will think about how and why people make and resist social change and how historical circumstances restrain and enable people's individual and collective ability to act and to make their own futures. Through readings, lectures, discussion, and various assignments students will have opportunities to debate the great questions of that era and ponder the relevance of historical events and understandings to their own lives and to the life of the nation, as they sharpen their analytic abilities and their capacity to communicate those analyses effectively. Formerly known as HIST 229. Not open to students with credit in HIST 229.
Transgender issues are in the news with almost daily references in mainstream and social media on medical, legal, and cultural aspects connected to transgender lives. Yet, despite increased trans visibility, we often overlook the fact that transgender people have a long history. This course addresses that shortcoming, by exploring not only the historical evidence of the existence of trans people in the past but explaining why documenting trans lives matters to us today. Trans history is as old as human history. Rigid gender categories are only characteristic of recent history and in mostly Western cultures. The history of trans individuals before the twentieth century is largely unknown, not due to a lack of sources, but because of the difficulties of translating trans experiences of the past to modern readers. Categories such as “transgender” did not exist before the twentieth century, and yet there have always been people who felt their lived gender did not conform with the gender they were assigned at birth. This course is structured thematically and chronologically as a survey of the history of transgender people while also examining how “trans” as a category has changed throughout history and in different cultures and geographies. An overarching thread of the course examines how the prevailing view of a gender binary—human beings divided as either women or men—is only one of multiple ways of understanding gender. (Same as WGSS 386.) Prerequisite: One prior course in WGSS or HIST or permission of instructor.
This course explores the life, times, and legacy of Alexander the Great (356-323 BCE). It covers the historical context of ancient Greece and Macedon from which Alexander emerged; his engagement with ancient Greek, Egyptian, and Persian cultures; his military campaigns; his aims in creating an empire; and the immediate aftermath of his conquests. In addition, the course considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Alexander has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the use of the memory of Alexander by later Greeks and Romans; the medieval Alexander tradition; responses to Alexander in Middle Eastern and Indian thought and literature; the legacy of Alexander’s conquests in the age of empires; his transformation in Hollywood; and his contested place in the modern political dispute between Greece and North Macedonia. (Same as CLSX 322.)
This course explores the life, times, and legacy of Julius Caesar (c. 100-44 BCE). It covers Caesar’s early political career, his military campaigns, and his rise to power through civil war, with special attention paid to his aims, political reforms, and the institutions that enabled his rise to power. In addition, it considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Caesar has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the impact of Julius Caesar in Rome with the creation of an empire ruled by “Caesars”; Medieval responses to Caesar as tyrant, king, and emperor; Caesar as a paradigm of populist tyranny from the Renaissance to the present; the legacy of his literary output and the Romantic image of Caesar as a genius; his impact on the modern age of empires; and re-imaginings of Caesar in film, TV, and video games. (Same as CLSX 323.)
A study of a specialized theme or topic in Western History. Students will examine major issues and methods of historical study through the study of a specific historical period or topical area. This course grants HIST Category I credit. May be repeated for credit when topic varies.
A study of a specialized theme or topic in non-Western History. Students will examine major issues and methods of historical study through the study of a specific historical period or topical area. This course grants HIST Category II credit. May be repeated for credit when topic varies.
A study of a specialized theme or topic in History. May be repeated for credit when topic varies. Open only to students admitted to the University Honors Program. Prerequisite: Permission of instructor.
This course examines the development of business culture in China since 1900. Looking particularly at how it has transformed and adapted in response to China's own changing political environment as well as China's changing engagement with the West and Japan. We examine cases of western businesses in China and Chinese businesses in both China and the West. Topics include the rise of industrialism, the role of foreign investment, China's role in the global market place, the relationship between business and the state, state-run enterprises, factory life, entrepreneurialism, advertising, consumerism, and economic nationalism.
Sushi, now served at Midwestern supermarkets and university cafeterias, reveals the transformation of an ancient Japanese dish into a global phenomenon. This course takes familiar Japanese dishes like sushi and ramen as starting points to ask how food accrues or sheds national characteristics in an age of globalization. To learn the origin of sushi and ramen, the class traces the evolution of the diet in the context of the development of Japanese civilization. Using the methodology of food history, course assignments include short research papers on Japanese foodstuffs; analyses of primary sources from statistics to comic books to movies; and short essays drawing from participant observation of Japanese foods now available locally.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as EURS 396, and GERM 396 and JWSH 396.) Prerequisite: Membership in University Honors or consent of instructor.
This course on China's Communist revolution considers the evolution of Maoism, or Chinese Communism, from its ideological origins through its implementation during and after the Chinese Communist revolution. It examines major Maoist movements such as Land Reform, the Great Leap Forward, the Cultural Revolution, and the cult of Mao. It further considers the globalization of Maoism by examining examples of other Maoist revolutions and revolutionaries in places like Cambodia, Peru, and Nepal.
Japan's warrior class, the samurai, dominated politics and society for more than half of Japan's recorded history. This course traces the history of the samurai from their origins to the dissolution of their class in 1877, examining their military role, philosophy, and cultural contributions. It also considers continued references to the "spirit of the samurai" in the twentieth century.
This course examines the emergence of horse-mounted indigenous societies in the Great Plains; the nature of the indigenous societies of the Great Plains in the nineteenth century; conflicts with the United States; the beginning of the reservation period; and indigenous people of the Great Plains in the modern era. Readings combine primary documents and novels with selections from anthropology, social history, and environmental history. (Same as ISP 400.)
Examination of a limited aspect of a general subject; other aspects of the same subject may be offered other semesters.
This course explores the military history of the ancient world, with a focus on the connections between warfare and political, social, and cultural developments. Through extensive reading, analysis, and discussion of a wide variety of ancient sources (literary, epigraphic, archaeological) and contemporary scholarship, this class will survey both the major developments in warfare in Greece and Rome, while at the same time investigating the relationship of military institutions, technologies, tactics, and strategies to the key political and economic changes, social structures, and value systems of antiquity. Beyond exploring famous and influential campaigns and battles (Persian Wars; Peloponnesian War; rise of Macedonia; Punic Wars; Roman civil wars; barbarian invasions), topics will include: hoplite warfare and the emergence of Sparta and Athens; sea-power, democracy, and imperialism; citizen militia and professionalization in Rome; trauma, triumph, and memorialization; gender roles and ethnic identity. (Same as CLSX 402.)
Humans have played games since prehistoric times. Frequently games are more than just entertainment; they often convey political, cultural, social, economic concepts. Games are more than just leisure; they are historical texts that do work to shape our understanding of the past. This class examines the relationship between history and games. How do games portray history? How do they shape our understanding of the past? How can games help us understand the way that the past has influenced the present? How do games tackle historically constructed issues such as race and gender? Can games be used to challenge power systems, stereotypes, and social inequities? Students will be asked to play and analyze a variety of board games and videogames to better understand these questions.
We live in a technological world. From the moment we wake up until the moment we fall asleep, our lives as modern human beings are defined by the existence of and our interactions with various technologies. Far from neutral, technologies embody the values, priorities, and power disparities of a society. As a result, their creation, use, and proliferation raise profound ethical questions such as their environmental impact, equitable access, and potential unintended consequences or "spillover effects". In this class, we will apply ethical codes to key case studies within the history of technology to understand how moral issues inherent within contemporary discussions of emerging technologies have developed and changed over time.
This course will provide students with an overview of how the history of women have profoundly shaped and given meaning to the development of the North American West (which includes present-day states and provinces in the U.S., Canada, and Mexico). The class will examine the lives of women who represent diverse backgrounds, lands, and time periods in this western region. In addition to women, lectures, readings, and discussion will focus on the themes of gender, masculinity, class, race, ethnicity, sexuality, labor, and environment. Broad in chronological scope that spans pre-contact into the twenty-first century, this course is not a comprehensive survey. Rather, the class will examine how women and groups of women across the region defended, survived, explored, cultivated, and imagined the West as a place that defined their homes, migrations, settlement patterns, as well as sites of captivity, displacement, war, and development. (Same as WGSS 305.)
In this course, students examine the role that technological development and proliferation have played in American history from the nation’s founding to the present. Drawing on key areas of study within the history of technology, we will analyze the historical debate over the place of technologies in American society, how cultural values and political movements have shaped the creation and adoption of new technologies, and the ways that technologies have become tools for equality and oppression. Topics may include the railroad, electrification, mass production, the automobile, radio, air conditioning, television, computers, and the internet.
This course is an overview of the history of the North American Great Plains up to 1900. Today's plains region comprises ten American states and three Canadian provinces, but it also connects dozens of Indigenous nations that (historically and presently) overlapped through seasonal migrations, trade, resources, and sacred lands. The Great Plains is a unique geographical area that is united by several environmental traits: flatness, aridity, unusual elevations, and an abundance of grasslands. It is also a region of North America characterized by significant cultural diversity, contested spaces, and national myths of empire and settlement. Lectures, readings, and discussion will cover these topics chronologically while emphasizing major themes of ethnicity, race, gender, class, environment, politics, and economic development.
This course will focus on the meaning the American Revolution had for different groups of Americans. Particular emphasis will be on the relationship between ideology and experience, and the impact of the Revolution on such groups as women, slaves, Indians, African-Americans, the poor, merchants, and loyalists.
This course analyzes the history of the American Civil War from the growing sectional tensions of the late 1820s to the collapse of Reconstruction in 1877. Students will explore the political, social, and economic issues that led to the war, including African American enslavement, the Constitutional crises, and westward expansion. This course will also examine how wartime leadership, diplomacy, strategy, and the home front affected the outcome of the war and how plans for post-war Reconstruction were frustrated by the politics of reunification, gender, and race.
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 ANTH 415.)
The war of 1948 shaped the history of the modern Middle East more than any other single event. Issues discussed include the participating parties, the efforts of the international community, the establishment of Israel, the division of Palestine, and the unsolved status of the Palestinian refugees. (Same as GIST 414 and JWSH 414.)
Using the long-term relationship between China and Latin America as a focal point, this course will examine the four topics of trade, migration, transfer of knowledge and ideas, and cultural interconnectedness. Organized chronologically, the course will cover the period from the 16th century to the present focusing primarily on the past two centuries. It will examine the early modern silver trade and its political, economic, and cultural importance in China as well as the impact of silver extraction on Latin American sites such as Mexico, Bolivia, and Peru; the movements of plants, including chili peppers and potatoes, from Latin America to China and the cultural and social impact of those new crops in China; Chinese labor migrations to Latin America and the Caribbean, including Mexico and Cuba, in the nineteenth century and more recently; twentieth century ideological connections between Maoism and Latin American liberation and revolutionary movements with a particular focus on Peru and Cuba; China’s neo-imperialist soft-power and influence peddling strategies of the late twentieth and early twenty-first centuries, with a focus on Costa Rica and Nicaragua; direct trade and economic relations between China, Brazil and Mexico in the twenty-first century; and cultural connections throughout the period including Spanish colonial treatises and imaginings of China in Mexico and cultural activities like salsa dancing in contemporary China.
This course examines the complex relationship between powered flight and American society from the invention of the airplane to the rise of drone warfare. Through a mixture of scholarly works, personal accounts, and primary sources, we will investigate how use of and access to the airplane became a focal point for the construction and deconstruction of race, gender, and class distinctions and an important site in the struggle for equality and social justice. Using the airplane as a lens, we will recognize and challenge key assumptions within American technoculture such as technological messianism, technological neutrality, and the role of government in technological development. (Same as HUM 373.)
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 AAAS 442.)
This course is designed for the study of special topics in History at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
This course is a thematic introduction to Korean art and culture with an emphasis on modern and contemporary Korea. Pre-modern works are contextualized with respect to contemporary issues. Students learn how to conduct a comprehensive analysis of an artwork by considering the political, historical and social conditions of its time within a broader East Asian cultural framework. (Same as EALC 373 and HA 363.) Prerequisite: An introductory course in art history at the college level, or consent of instructor.
This course will introduce students to the fundamentals of planning and organizing job search strategies. Students will identify their professional interests, research specific careers, and prepare applications to positions or internships based on the skills, experience, and knowledge acquired in the humanities, such as history. The final project assignment will consist of preparing a digital portfolio that will include a cover letter, c.v., or resume, lists of specific positions or internships they could apply for, and a video of a mock professional interview.
This reading-intense seminar examines the multiple visions of "the Orient" that appeared in the letters, memoirs, and novels of Western travelers to the Middle East in the nineteenth and twentieth centuries. We examine the rise of tourism and travel-writing within the Middle East and their links to European imperialism. Working closely with primary source documents, we question what these highly personal and often misinformed types of writing can tell us about the politics and culture of everyday life in the Middle East.
This reading-intensive seminar examines shifts in gender roles and expectations in the Middle East during the twentieth and twenty-first centuries. The course begins with the importance of harem within Middle Eastern society, and traces Middle Eastern women's increasingly public presence in national movements, feminist activism, and peace protests as well as the impact of Western standards of marriage, child-rearing, beauty, and sexuality on gender roles. The course uses primary and secondary sources to analyze how gender identity is informed by religion and culture and grounded in specific historical moments.
This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. (Same as GIST 329, JWSH 329, and POLS 369.)
Investigation of a subject selected by the student with the advice and direction of an instructor. Individual reports and conferences. Two (2) Readings in History courses may be applied to the major and no more than one (1) may be applied to the minor. Prerequisite: Ten hours of college history including at least two upper-class courses and a "B" average in history. Consent of instructor.
The course allows students to work with a faculty mentor and learn firsthand the tasks that historians undertake to research and present their findings. Potential student assignments include database entry and retrieval, translation, fact checking, and compiling sources. Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300- level history course; declared major in history; and permission of the instructor.
This course is designed to give students the opportunity to apply historical knowledge and ideas gained through course work to real-life situations in volunteer service agencies and community centers. Open to History majors and others with significant History backgrounds. Permission of instructor is required.
A study of a specialized theme or topic in western History. Students will examine major issues and methods of historical research through the study of a specific historical period or topical area. This course grants HIST Category I credit. May be repeated for credit when topic varies. Prerequisite: Successful completion of a history course numbered below 500, or permission of instructor.
This course explores the Greek Bronze and Dark Ages and in particular the relationship of the Iliad and the Odyssey to early Greek history. The course is organized around current methods, problems, and debates in the fields of Greek history, archaeology, and Classics. Topics include the rise and fall of the Minoan and Mycenaean worlds, the historicity of the Trojan War, and social, religious, and political institutions of the Dark Ages. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 502.) Prerequisite: Any CLSX or HIST course.
History of the rise of civilizations in the ancient Near East from the earliest time to the Muslim conquest of the early seventh century, including the areas of Mesopotamia, Egypt, Syria, Palestine and Asia Minor. An archaeological approach is used in focusing attention on the cultural phenomena and achievements of the peoples of these areas, including the Babylonians, Assyrians, Persians, ancient Israelites, Greeks and Romans.
This course explores the history of Archaic and Classical Greece, focusing on the rise and fall of the rival states of Sparta and Athens. The course is organized around current methods, problems, and debates in the fields of Greek history and Classics. Topics include the emergence of the Greek polis; Greek colonization; developments in political, religious, and social institutions, including the Spartan constitution and the rise of Athenian democracy; the changing definitions of personal, cultural, and national identities; cultural, political, and economic tensions between rival Greek city-states and neighbouring cultures, especially Persia and Macedonia. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 504.) Prerequisite: Any CLSX or HIST course.
This course investigates the origins, development, and eventual crisis of the Roman Republic, from its foundation in the eighth century BC to Civil War in the first century BC. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the contexts and causes for the rise of Rome, the growth, development, and eventual collapse of the Roman republican constitution, and the impact of empire on Roman society, culture, religion, economy, and identity. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 505.) Prerequisite: Any CLSX or HIST course.
This course investigates the establishment and development of the Roman Empire, from the rise of Augustus to the peak of Roman power and prosperity in the second century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the creation of the imperial system; developments in the role of the emperor and the Roman government; continuity and transformation in society, culture, religion, economy, and identity with the shift from republic to empire; daily life across the empire and in the army. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 507.) Prerequisite: Any CLSX or HIST course.
This course investigates the history of the later Roman Empire, from the height of its power in the second century AD to the fall of the Western Roman Empire in the fifth century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include continuity and change in Roman culture, identity, and institutions; the Christianization of the empire; contact and conflict between Romans and the "barbarians"; political decline and daily life across the empire. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 508.) Prerequisite: Any CLSX or HIST course.
A study of a specialized theme or topic in non-Western History. Students will examine major issues and methods of historical research through the study of a specific historical period or topical area. This course grants HIST Category II credit. May be repeated for credit when topic varies. Prerequisite: Successful completion of a history course numbered below 500, or permission of instructor.
This course surveys the traditional foodways of the indigenous peoples of North America. We survey hunting, gathering and fishing methods, meal preparation, medicinal plants and the cultivation of crops according to tribal seasons. Because modern indigenous peoples are suffering from unprecedented health problems, such as diabetes, obesity, high blood pressure and related maladies, the course traces through history the reasons why tribal peoples have become unhealthy and why some have lost the traditional knowledge necessary to plant, cultivate and save seeds. The course also addresses the destruction of flora and fauna from environmental degradation. (Same as HUM 551 and ISP 551.) Prerequisite: Upper division course on indigenous/ American Indian history, or permission of the instructor.
This course explores traditional foods, ways of eating, and cultural significance of food among peoples of Latin America. The course surveys the vast array of flora in Central and South America and the Caribbean, and focuses on issues of environmental protection, bioethics, food security, and the growth of farming and ranching. The class studies the impact that foods such as maize, potatoes and cacao have had globally, and includes African, Asian, and European influences on Latin cuisine, as well as health problems associated with dietary changes. (Same as HUM 552 , ISP 552, and LAC 552.) Prerequisite: Upper division course on Latin America or permission of the 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 AAAS 511.)
Americans who lived through the 1970s witnessed more than their fair share of historically significant events. The President resigned in disgrace. America ran out of gas and got run out of Vietnam. New York City went bankrupt, blacked out, and caught on fire. Women rebelled and gay Americans stormed out of the closet. Racial integration died and Black Power went mainstream. The Beatles broke up, Muhammad Ali ruled the world (again), Lucas and Spielberg birthed the blockbuster, and disco, rap and punk put the smack down on Rock ’n’ Roll. Everywhere you look in the 1970s, you can find evidence of the end of one period of American history—the postwar period—and the beginning of a new historical epoch—the Age of Reagan, the Neoliberal Age, or, perhaps, Postmodern America. Students will explore this pivotal decade in American history through weekly readings, watchings, and listenings; twice-weekly class discussions of prepared material; and an independent research project. Prerequisite: Prior course in HIST or a related field or permission of the instructor.
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 AMS 518.) Prerequisite: Any American Studies or History courses on American History.
A survey of economic, political, social, and cultural developments in Italy in the 14th and 15th centuries, with special attention to those elements in the life of the age which look forward to the modern world.
The Protestant revolt of the 16th century.
A study of modern France through the lens of its overseas empire and the relations between French colonies and the metropolitan "Hexagon." This course studies the establishment of New France in the early modern period, the relationship between the French Revolution and colonies like Haiti, the French obsession with North Africa in the nineteenth century, the "Second Empire" at home and abroad, the French role in the Scramble for Africa and the global age of imperialism, the participation of colonial troops in the world wars, the post-World War II age of colonial wars and decolonization, and the contemporary role of imperial memory and immigrants to France from its former colonies. Prerequisite: Requires a prior history course or permission of the instructor.
A study of the issues and themes that have shaped the contemporary European world, exploring European politics, economy, and society from the zenith of Europe's power and influence at the turn of the century through two world wars and into the contemporary era. This survey begins with the period of consolidation of a system of major national states in western Europe and ends with the search for alternatives to that system in the break-up of empires and movements for European unity in the post-World War II era. The course also considers the emergence of the states of central and eastern Europe and examines the impact of the Russian Revolution and the Soviet state on European affairs. Not open to those who have credit in either HIST 435 or HIST 436.
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 AAAS 561 and POLS 561.)
Explores both leading and dissident ideas that Americans have had about the natural world since 1900. Broad chronological periods are explored in some depth, including the Progressive Era, New Deal, Cold War, the Sixties, and the Reagan Eighties. The course uses articles and books, as well as visual and aural forms of communication. Commercial speech, as well as scholarly and literary works, are considered. (Same as EVRN 563.) Prerequisite: EVRN 148 or HIST 129, or by permission of instructor.
Political, economic, social, cultural, and religious developments of Russia from the beginnings of the Russian state in the 9th Century through the 17th Century.
An exploration of the Soviet Union's creation, evolution, collapse, and legacy in contemporary Russia and Eurasia. Drawing on historical scholarship, literature, music, and film, the course examines the major trends and developments in Soviet politics, ideology, society, economy, and culture. Special attention is paid to how the multiethnic Soviet state's rise and fall reflected broader changes in the world during the "Soviet century."
An intensive study of developments and changes in the Middle East since World War II. Topics and themes will vary, but may include the long-lasting effects of European imperialism, Big Oil and the energy crisis, the Arab-Israeli conflict and peace process, American intervention in the Middle East, minority communities, and the revival of Islamic and popular protest movements.
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 ANTH 506 and LAC 556.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, Indigenous Studies, History, 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 ANTH 508 and LAC 558.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, History, or Indigenous Studies, or permission of instructor.
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 AAAS 574.)
The Andean environment is defined by its mountains, but includes all of the earth's major biomes: from tropical rainforest to the world's oldest and driest desert. These diverse landscapes have nurtured one of the most ancient and durable, yet diverse sets of Indigenous cultural lifeways. Most of the Andes was governed by a single power during the Inca and Spanish colonial eras, but the region is now divided between seven independent states with their own regional traditions. The Andean World has long been recognized as a laboratory for understanding the relations between nature and culture, and the tensions between tradition and revolutionary change. This course will examine the history of this region from a long-term perspective, from its indigenous roots to contemporary struggles over globalization and extractivism. (Same as EVRN 577, ISP 577 and LAC 577.) Prerequisite: Prior 300+ level course in related discipline (ANTH, EEB, EVRN, HIST, LAC, SPAN, etc.) or permission of instructor.
In this course, students are introduced to a global comparative history of Indigenous peoples and nations, offering a unique opportunity to study how Indigenous nations have made a significant impact from ancient to contemporary times. Global Indigenous history provides invaluable insights into key historical debates about the processes/systems of colonization, international law, treaty rights, citizenship, nationalism, democratization, war, sovereignty, community & nation building, and cultural revitalization. This lecture class explores histories of the Ancient Mayan and Incan empires; Red Power to Idle No More; Māori and Aboriginal rights movements; Tibetan independence and Gandhi’s Satyagraha; Irish and Scottish devolution; and contemporary conflict(s) in the Middle East, just to name a few. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in ISP 878. (Same as ISP 578.) Prerequisite: Requires a prior history course or one in a related field or permission of the instructor.
The history of Brazil from European discovery to the present with emphasis on social and economic change. Topics discussed will include the Indian, African, and European backgrounds, slave society, the frontier in Brazilian development, cycles of economic growth and regionalism, the role of foreign capital, industrial development, labor, urban problems, the military in government, and human rights.
A study of the changing economic conditions in Latin America from Colonial times through the Twentieth Century and the effect of these conditions on Latin American society. Emphasis will be on the major theoretical issues of development economics, patterns of growth, and suggested strategies for economic development. Analysis will center on changes in agriculture, industry, labor, finance, transportation and technology, urbanization, immigration, role of women, export and commerce, and foreign involvement.
An intensive survey of China's history from the early 19th century to the present. Key topics include the decline of the traditional system, the rise of communism, the Maoist era, and the tensions of change and control in the 1980s and 1990s. (Same as EALC 584.)
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 AAAS 598 and WGSS 598.)
This course surveys the cultural and political history of Tibet from the eighth to the twentieth century. Through readings, lectures, and discussions, students gain familiarity with the dominant features of Tibetan civilization. Topics include the relationship between Tibet and the civilizations of India and China, Tibetan Buddhism, and the tensions between the struggle for Tibetan independence versus claims of Chinese sovereignty. The course also considers the Tibetan diaspora and the reception of knowledge about Tibetan civilization in the West.
This course considers contemporary China, Taiwan, and Hong Kong in comparative perspective. It begins in the early twentieth century so as to set up a comparison between Nationalist, Communist and Colonial China. It focuses on the evolution from the 1940s to the present studying the political, economic and social systems of the three regions that constitute what we now call 'Greater China' and considers, in particular, important points of difference and similarity between them.
An intensive examination of the role of the human body in the creation of personal and social identities in the Western world. Students become acquainted with contemporary theories of embodiment and senses as they are applied to a variety of historical themes, and develop research projects on a topic negotiated with the instructor. (Same as HUM 575, WGSS 575.) Prerequisite: An upper-division course in History, Humanities, or Women Gender and Sexuality Studies; or permission of instructor.
An examination of the history of United States foreign relations over the course of the twentieth century. Treats America's emergence as a world power before World War I, imperialism and interventionism, involvement in World War I and World War II, internationalism, the Cold War and America's anti-communist crusade, third world nationalism, responses to a global economy, and the obligations of a military superpower in a chaotic world.
This discussion course will cover the development of feminist theories from the late Middle Ages to the 1970s. Reading will include Pisan, Wollstonecraft, Mill, Freud, Woolf, Beauvoir, Friedan, Daly, Kristeva, and others. (Same as WGSS 549.) Prerequisite: Any previous course in WGSS or HIST or permission of instructor.
This course is the first part of a two-part course that provides a group setting for writing the Senior Honors Thesis, which is a substantial work of historical research based above all on the analysis of primary sources. During this first semester students must produce a serious working draft of the thesis. Assignments and discussions will help students to prepare this draft, which will establish a solid foundation for the Honors Thesis. In addition, this course will provide a close experience of advanced, professional, historical work. Presentations, weekly comments on the work of others, and active participation in seminar discussions with constructive observations and questions will complete that professional experience. A History faculty advisor will provide essential guidance throughout the process of writing the thesis. Prerequisite: HIST 301 and permission of instructor.
Required for students in the History major honors program, normally in the second semester of their History honors projects. Another seminar experience may be substituted, with the approval of the Honors Coordinator. Prerequisite: Approval of the Honors Coordinator of the Department of History.
This independent study is designated for students who did not, or are unable to, complete one of the department's other capstone offerings (HIST 696 or HIST 691). The course will introduce students to the theory and practice of historical inquiry and require a substantial research project. May not be repeated for credit. Prerequisite: Completion of 75 credit hours of undergraduate study, including HIST 301, and consent of the instructor.
A seminar designed to introduce students to the theory and practice of historical inquiry. A research paper will be required. May not be repeated for credit. Prerequisite: Completion of 75 credit hours of undergraduate study and completion of HIST 301, and recommended completion of one 500 level history course, or consent of the instructor.
A study of the increasing interaction among world societies since 1500 and an investigation of the long-term developments behind current world problems. Major topics include western expansion since 1500, the spread of state sovereignty, the formation of a world economy, and spread of international institutions. The current world problems investigated will vary, but may include issues such as environmental crises, human rights, migration, free trade and the spread of consumer culture, ethnicity and nationalism, and international intervention within states. (Same as GIST 705.)
The purpose of this course is to provide an overview of the kinds of museums, their various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. (Same as MUSE 801.) Prerequisite: Museum Studies student or consent of instructor.
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, BIOL 784, GEOL 784, and MUSE 705.) Prerequisite: Museum 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 AMS 714, BIOL 700, GEOL 780, and MUSE 706.) Prerequisite: Museum Studies student or consent of instructor.
Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as AMS 700, BIOL 787, GEOL 781, and MUSE 703.) Prerequisite: Museum 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, BIOL 798, GEOL 785, and MUSE 704.) Prerequisite: Museum Studies student or consent of instructor.
Study of the principles and practices applicable to the preservation, care, and administration of archives and manuscripts. Practical experience will be an integral part of this course. (Same as MUSE 707.)
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, BIOL 785, GEOL 783, and MUSE 701.) Prerequisite: Museum Studies student or consent of instructor.
The aim of the course is to provide students with the linguistic tools needed for archival research in East Asian history by assisting them in gaining experience reading primary and secondary language materials in Japanese and/or Chinese including texts in classical forms of these languages. After studying the rules of classical grammar and the particulars of historical materials as needed, students will read primary documents in conjunction with secondary readings in Japanese and/or Chinese. Fundamental aspects of paleography may also be introduced in this course depending on student need. Prerequisite: Capability of reading Japanese or Chinese and permission of the instructor.
Prerequisite: Consent of instructor.
Reading and discussion of selected topics.
Research Seminar on selected topics.
The goal of this course is to train students in the skills essential to becoming effective scholars and educators, and successful members of the profession. The material to be covered by these three iterations includes 1) the ethics and practice of feminist research (e.g., protection of human subjects, conflicts of interest, confidentiality, legal strictures); 2) the practical aspects of producing knowledge (e.g., writing research papers, proper citation methods, conference presenting, responding to peer reviews); and 3) acquiring and securing a place in the work force (e.g., CV preparation, job interviews, grant writing, getting promotion [and, in the academy, tenure]). (Same as WGSS 804.) Prerequisite: Must be Women, Gender, and Sexuality Studies graduate students.
The introductory course to graduate study, this colloquium introduces students to the practice and epistemology of history, familiarizing them with various methodological schools, theoretical touchstones, and historiographical subfields. Required of all incoming M.A. and Ph.D. students.
The core course for each thematic major field in the graduate program in History. The course, offered in a colloquium style format, will serve as an introduction to the principal standard literature in the field, and will consider the full range of methodologies or approaches appropriate to the field.
This course will help train future professional historians to teach. It will focus on a variety of pedagogical topics for future college history faculty, including: developing students' critical and analytical thinking; teaching research skills; promoting student involvement/participation; determining course goals; use of multi-media technology. In addition to attending class meetings of History 807, students will attend as observers throughout the semester one 500/600-level course in an area relevant to their future teaching and complete the readings assigned to the class. They will produce a course portfolio for an undergraduate course, including: a syllabus designed by the student; a set of assignments that will be part of that course, such as examinations and papers; sample lesson plans; an annotated bibliography of materials relevant to the subject-matter of the course.
Exploration of the major contemporary scholarly theories of nationalism and other forms of group identification, supplemented with case studies.
This colloquium explores the evolution of empires across space and time by surveying the rather contentious scholarly literature on the subject, offering a methodological introduction to comparative and transnational history in the process.
In this methods class, students will gain foundational knowledge in the archival and preservation of Indigenous source materials: oral histories, printed materials, Tribal documents, letters/journals/diaries, artwork, and a host of other sources. Students will also utilize digital history technology to create online exhibits and an original research paper. Beyond the archives this course introduces students to the important work of Tribal Historical Preservation examining the laws, ethics, cultures, policies, histories, ethics, recovery/restoration, Indigenous GIS, consultation, management, and career paths in Tribal Historical Preservation. Finally, students will gain invaluable experiences by writing grants and developing final projects that can lead to real-world applications of their research. (Same as ISP 862.)
This graduate colloquium examines the intersection between environmental history, world history, and global history as interdisciplinary fields of inquiry, as well as regional approaches to environmental history from around the globe.
Intensive survey of significant works in the field from colonial times to the present, with attention to bibliography, research methods and needs, and leading issues in interpretation.
A graduate colloquium examining the historical roots, processes, experiences, and legacies of human slavery from local, regional, comparative, and global perspectives.
A graduate colloquium that develops methodologies and examines historical case studies for the study of ethnicity, interethnic relations, and cultural hybridity from a hemispheric perspective, not only for indigenous peoples, but also for African-, Asian-, European-, or Pacific-derived groups, as well as new ethnic groupings and identities that emerged from their interaction.
Study of the leading interpretations of major issues in the history of the United States in the 19th century. The second course in the sequence of colloquia in United States history.
Study of the leading interpretations of major issues in the history of the United States in the 20th century. The third course in the sequence of colloquia in United States history.
Analysis of key historiographical conversations and major trends in US-focused Military, War, and Society scholarship, including their relation to the broader fields of military and US history.
A course for students preparing to complete their Master's degree. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of instructor.
Study of issues and interpretations in the history of the American West from prehistory to the present, including attention to new approaches and techniques in research.
This course allows students to receive credit for participating in an internship, practicum, or other non-academic context in which they take part in the preservation, dissemination, interpretation, or presentation of History. Students taking this course will meet regularly with the instructor, ideally their advisor, to discuss and reflect upon the experience and its relationship to the student’s research and professional development. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of Instructor.
In this course, students who have successfully completed their doctoral oral comprehensive exam will research, write, and workshop dissertation chapters, while engaging in other professionalization exercises and discussions. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Must pass oral comprehensive exam before enrolling.
This course will guide students through the process of preparing and submitting their written portfolio and preparing for the oral defense. In this course, students will complete field readings and prepare the cover letter, professional essay, grant application, and sample syllabus they are required to submit to their Advisory Committee in advance of the oral defense. Working closely with their Advisory Committee members, students in HIST 998 will generate these documents and workshop them with the course instructor and their fellow students. The instructor will mentor students through the process of scheduling their exams and preparing the final written document for submission. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Must be a second year Ph.D. student and obtain permission of the instructor.
An inquiry into the source material upon a specific subject. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Consent of instructor.
History of Art Courses
A chronological survey of Western art and architecture, including the ancient Near East, Europe from antiquity to the present, and North America from the colonial period to the present. The course emphasizes major historical and cultural developments, analyzes key art works and monuments, and introduces basic art historical principles and analytical methods. The course is offered at the 100 and 300 levels, with additional reading and writing assigned at the 300 level. Intended for non-majors. Does not count toward the 30 required hours in the major. Not open to students with credit in HA 150, HA 151, HA 160, HA 161, or HA 300.
This course is designed for the study of special topics in art history at the introductory level, including courses taken in the study abroad program. May deal with individual artists, special themes, or other topics not generally covered in courses offered by the department. May be repeated for credit if content varies.
A survey of the art of earlier periods in the West, from prehistoric times through the middle ages in Europe, with special emphasis on the relationship between artistic developments and cultural changes. Not open to students with credit in HA 160.
A survey of art in the West from the Renaissance to the contemporary period in Europe and America, with special emphasis on the achievements of individual artists in relation to the cultural movements of their times. Not open to students with credit in HA 161.
A survey of the art of earlier periods in the West, from prehistoric times through the middle ages in Europe, with special emphasis on the relationship between artistic developments and cultural changes. Not open to students with credit in HA 150. Prerequisite: Membership in the University Honors Program or consent of instructor.
A survey of the art in West from the Renaissance to the contemporary period in Europe and America, with special emphasis on the achievements of individual artists in relation to the cultural movements of their times. Not open to students with credit in HA 151. Prerequisite: Membership in the University Honors Program or consent of instructor.
This course examines major forms of artistic expression in China, Korea, and Japan. Discussions introduce basic art concepts, the themes and purposes of art, and different art styles in East Asia from ancient times to the present. Students develop critical skills through analyzing, writing about, and talking about art and East Asian cultures. Students also learn about important museums in North America and Asia. No prior knowledge of art history or East Asia expected.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in History of Art. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course considers the efforts of artists to explore and represent their place in the modern world. The political, industrial, and scientific revolutions of the late 18th and 19th centuries in the West overturned the certainties of traditional authority and liberated artists to raise new questions. Innovations ranged from Impressionism's light-filled landscapes to Surrealism's dream imagery, Abstract Expressionism's paint-spattered canvases, and Pop Art's celebration of consumer culture. This course addresses these and other modern art movements, emphasizing developments in Europe and the United States through the late 20th century and concluding with international contemporary art in an age of globalization. Intended for non-majors.
A chronological survey of Western art and architecture, including the ancient Near East, Europe from antiquity to the present, and North America from the colonial period to the present. The course emphasizes major historical and cultural developments, analyzes key art works and monuments, and introduces basic art historical principles and analytical methods. The course is offered at the 100 and 300 levels, with additional reading and writing assigned at the 300 level. Intended for non-majors. Does not count toward the 30 required hours in the major. Not open to students with credit in HA 100, HA 150, HA 151, HA 160, or HA 161.
This course is designed for the study of special topics in art history, including courses taken in the study abroad program. May deal with individual artists, special themes, or other topics not generally covered in courses offered by the department. May be repeated for credit if content varies.
Taught in the British Summer Institute in the Humanities Study Abroad program, this course offers an introductory survey of British art and architecture. Through classroom lectures, readings, and visits to museums, churches, and other historic sites, selected works of art and architecture are analyzed in terms of their formal qualities, iconography, and cultural context. Prerequisite: Approval for enrollment in the British Summer Institute in the Humanities Study Abroad program through the KU Office of Study Abroad.
This course surveys the architecture of Western Europe from the 4th through the 14th centuries, concentrating on 750-1300. The medieval millennium was an era of constant conflict: military, diplomatic, intellectual, ideological, theological, and stylistic. Within a chronological framework, this course will examine selected works of architecture and urban design, paying special attention to the tension between architectural innovation and traditional practices. Its mission is to explore why and how these buildings and sites were produced, to understand how they communicate their patrons and makers' ideas, and to discover their audiences' responses to them. Students will consider the reinterpretation and transformation of the classical orders, the adaptation and transformation of several ancient building types, the establishment and development of architecture to serve newly emerging nation-states and religions, the evolution of vaulting, the changing conception of the wall, and the representational qualities of medieval architecture. Prerequisite: HA 100, HA 150, or the equivalent, or consent of instructor.
An interdisciplinary survey of the major cultures of the prehistoric Aegean (Greek) world from the Neolithic period to the end of the Bronze Age (ca. 3000-1100 B.C.E.), with special emphasis on the cultural and artistic achievements of the Mycenaeans, Minoans, and Cycladic islanders, including their contacts with the neighboring cultures of Anatolia (Hittites and Troy), the Levant, Egypt, and South Italy. Includes lecture with slides and discussion. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 525 or HA 525. No knowledge of Greek or Latin is required. (Same as CLSX 325.)
An interdisciplinary survey of the material culture of the ancient Greek world from the Protogeometric period to the end of the Hellenistic age (ca. 1100 - 30 B.C.E.), with emphasis on the major sites, monuments, and changing forms of social and artistic expression (e.g., architecture, sculpture, vase painting). Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 526 or HA 526. No knowledge of Greek or Latin is required. (Same as CLSX 326.)
An interdisciplinary survey of the material culture of ancient Rome from its origins to the late empire (8th c.B.C.E. - 4th c.C.E.). Emphasis on major sites, monuments, and changing forms of social and artistic expression, as well as on Etruscan and Greek influence on Rome and Rome's influence on its provinces. Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 527 or HA 537. No knowledge of Greek or Latin is required. (Same as CLSX 327.)
A survey of the art and architecture of Italy from c. 1300 to 1550. Special emphasis is placed on regional styles and the private, political, and devotional contexts in which works of art and architecture functioned. Some of the artists whose works are considered are Giotto, Duccio, Donatello, Botticelli, Leonardo, and Michelangelo.
This course considers European painting c. 1750 to 1848 within the context of dramatic political and industrial revolutions. Exploring the power of the visual to engage with broader circumstances and to effect change, we will examine the ways in which shifting constructions of gender, empire, colonialism, race, slavery, and class were addressed by such artists as Watteau, David, Vigée-Lebrun, Delacroix, Géricault, Goya, Turner, Constable, Ingres, Daumier, Bonheur, and Courbet. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 533/WGSS 533. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course considers French painting 1848 to 1900, a period marked by unprecedented technological advancements, the restructuring of Paris, and the rise of consumer culture. As large sections of the city were leveled to make way for broad boulevards, cafés, and department stores, some artists strove to represent the ever-changing spectacle of urban life; others found their inspiration away from the city. Focusing on Manet, Degas, Caillebotte, Morisot, Cassatt, Monet, Renoir, Seurat, Gauguin, Van Gogh, and Cézanne, we will explore how artists engaged with shifting constructions of modernity, gender, fashion, public and private, empire, race, class, and consumer and leisure cultures. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 534/WGSS 534. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course examines the history of Italian Renaissance architecture from its origins in the 15th century to its transformation in the 16th, featuring (but not limited to) the work of three of its most celebrated exponents: Filippo Brunelleschi, Michelangelo Buonarroti, and Andrea Palladio. Students will explore how and why 15th and 16th-century architects and patrons appropriated and interpreted both ancient and medieval forms to create the architectural culture of the Renaissance. We will investigate the revival and transformation of the classical architectural language, the emerging notion of architectural authorship, the ability of architectural forms and materials to convey particular meanings to particular audiences, the deployment of architecture as an instrument of power, and the birth of architectural history and theory. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 535. Prerequisite: HA 100, HA 150, or the equivalent, or consent of instructor.
This course surveys the dynamic developments in art practice worldwide since the 1980s, highlighting innovations in such mediums as painting, photography, sculpture, installation, performance, video, and social practice. The course explores contemporary artists' engagement with such themes as the body, identity, politics, spirituality, ecology, technology, time, globalization, and social justice. This course is offered at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 567. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course is designed for the study of special topics in Asian art before 1900, including courses taken through study abroad. May be repeated for credit if content varies. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in European or American art of the 18th and/or 19th centuries, including courses taken through study abroad. May be repeated for credit if content varies. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in art of the 20th and/or 21st centuries, including courses taken through study abroad. May be repeated for credit if content varies. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Same topic may not be taken at both the 300 and 500-levels.
Manga (Japanese comics) have long been an extremely popular and influential medium in Japan and internationally. Manga offer engaging narratives and visual imagery revealing central concerns not only of Japanese culture, history, society and politics, but also of the global cultural industry. The medium has been studied through various disciplinary lenses ranging from art history to visual culture and media studies, literature, sociology, and anthropology. Through the examination of several manga artists and works from the late 19th century to the present as well as reading a broad range of scholarship, this course explores the major issues addressed and theoretical approaches used in the interdisciplinary study of manga. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 544. (Same as EALC 344.)
This course explores the history of East Asian ceramics from the 10th to the late 20th century. Using critical approaches from art history, anthropology, sociology, literature, and materials science, students discuss the historiography and connoisseurship as well as the production, design, and consumption of ceramics such as Yaozhou celadon, Temmoku and Raku tea bowls, stamped and slip-brushed Punch'ong ware, and Ming blue-and-white porcelain. This is a hybrid course, which means that most of the material and assignments of the course are online. However, students are required to participate in 6-7 field trips, including trips to the Spencer Museum of Art, the kilns located on campus, and a demonstration of the Japanese tea ceremony. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in HA 547.
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. (Same as AAAS 353.)
This course explores the history of Japanese prints with special emphasis on ukiyo-e (pictures of the floating world) woodblock prints made during the Edo Period (early 17th to 19th century). The course is organized thematically as well as chronologically and examines woodblock prints by focusing on both design and socio-political history. The course is taught at the 300 and 500-levels with additional work required at the 500-level. (Same as EALC 354.)
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 AAAS 380 and WGSS 380.)
Introduction to the history of Buddhist temple buildings, paintings, sculptures and illuminated hand-scrolls in Korea from the 4th through the 19th centuries, with special emphasis on their stylistic, geographical, social, devotional and literary contexts. Current theories and controversies pertinent to the history and study of Korean Buddhist art are also addressed. Not open to students who have taken HA 561 or REL 511. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as EALC 360.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
A survey covering the history of Korean ceramics from prehistoric times through the early modern period, with special emphasis on their stylistic, geographical, social and political context. Topics include celadon-glazed, stamped and slip-decorated stoneware, Korean ceramics related to the Japanese tea ceremony and Mingei pottery. Not open to students who have taken HA 562. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as EALC 372.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
This course is a thematic introduction to Korean art and culture with an emphasis on modern and contemporary Korea. Pre-modern works are contextualized with respect to contemporary issues. Students learn how to conduct a comprehensive analysis of an artwork by considering the political, historical and social conditions of its time within a broader East Asian cultural framework. (Same as EALC 373 and HIST 463.) Prerequisite: An introductory course in art history at the college level, or consent of instructor.
K-pop, or Korean popular music, has garnered widespread acclaim across the globe. It typically features catchy melodies, synchronized dance routines, and visually stunning music videos. This course provides a critical understanding of K-pop within its broader global context. Students will examine the visual and sonic elements of music videos, dance choreography, fashion, and commercials produced by famous K-pop bands such as BTS and BLACKPINK. The course will also explore how K-pop songs reflect notions of Korean nationalism and address intricate issues surrounding race, gender, and identity. This course emphasizes close analysis of K-pop products, with the ultimate goal of enhancing students' media literacy and enabling them to become more engaged and discerning media consumers. No knowledge of Korean required. (Same as EALC 365.)
The history of Japanese art interpreted from visual, historical, social, religious, and political perspectives. Representative topics: archaeological discoveries, Buddhist images and architecture, gender relationships expressed through art, interactions with different countries, and the roots of modernism in Japanese art. Art history goals: direct engagement with museum collections and enhanced ability to analyze, write about, and talk about art. (Same as EALC 367.)
The history of Chinese art interpreted from visual, historical, social, religious, and political perspectives. Representative topics: archaeological discoveries, Buddhist images and architecture, gender relationships expressed through art, interactions between different ethnic groups, and the roots of modernism in Chinese art. Art history goals: direct engagement with museum collections and enhanced ability to analyze, write about, and talk about art. (Same as EALC 378.)
This course examines the history of art in the United States from the late-colonial period of the 1700s through to the mid-twentieth century. With a focus on the central role that artistic production and consumption played in constructing American social identities and culture, this course pays particular attention to the contributions of minority and marginalized groups as active agents in the development of a national culture. Other topics include transnational perspectives on American art, the influence of European traditions, ideas of modernity and the modern artist in American culture, and relationships between art and material culture in American life. This course is offered at the 300 and 500 level with additional work required at the 500 level. Not open to students with credit in HA 570. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
Since the 1870s, modern sculptors have dramatically transformed their medium, pioneering new forms of figuration and abstraction, investigating new materials and processes, and developing installation and site-specific art. With a focus on Europe and the U.S. through the 1980s, expanding to global trends of recent decades, this course examines how this happened, considering the work of major artists from Rodin, Matisse, Picasso, and Brancusi to Donald Judd, Eva Hesse, Anish Kapoor, Jeff Koons, and David Hammons. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in HA 571. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course surveys significant 17th-century paintings, sculpture and architecture that were produced in Italy, Spain, France and the Southern and Northern Netherlands. Artists whose works are discussed include Caravaggio, Bernini, Velazquez, Rubens, Rembrandt and Vermeer. Artistic elements of individual works, major changes in patronage, and the religious, political, economic and cultural contexts in which the art was produced are examined. Assigned readings present a range of methodological perspectives.
This course surveys significant 17th-century paintings, prints and drawings produced in the Northern and Southern Netherlands (modern-day Netherlands and Belgium). Artists whose works will be discussed include Peter Paul Rubens, Rembrandt van Rijn, Johannes Vermeer, and other painters of scenes of daily life, landscapes, cityscapes, portraits and still-lifes. Artistic elements of individual works and their relationship to major changes in patronage and religious, political, economic and cultural contexts will be examined. Assigned readings will present a range of methodological perspectives. The course is taught at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 576. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
An introduction to the history of photography. We will consider strategies used over its history to make photography an art, a witness to truth, a record of fact, a purveyor of falsehoods, a mass medium, a hawker of goods and ideologies, an agent of political change, a means of remembrance, and more. Not open to students with credit in HA 580. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
A survey of Buddhist visual arts (architecture, sculpture, and painting) of India, China, Japan, and Korea. Through an examination of the history of Buddhist art interpreted from visual, historical, social, and political perspectives, the course enables students to analyze a wide range of Buddhist art forms within their regional contexts. Students will also consider how Buddhist-related material functions within museums and engage with local collections. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 585. (Same as EALC 385.)
A survey covering the development of Japanese painting from the seventh century to the early twentieth century. Topics include Buddhist and other religious paintings, narrative handscrolls, ink painting, decorative folding screens, ukiyo-e prints, and western-style paintings from the late eighteenth through early twentieth centuries. This course is offered at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 586. (Same as EALC 386.) Prerequisite: An introductory course in Asian art or consent of instructor.
This course covers Japanese visual arts from the Meiji era (1868-1912) through the present day. The course is designed thematically as well as chronologically, and examines painting, sculpture and architecture focusing on both socio-political contexts and artistic concerns that emerged at certain times in recent Japanese history. The aim of this course is to provide first-hand knowledge of Japanese modern and contemporary visual arts as well as an in-depth consideration of some of the key issues attached to Japan's modernization and modernity. The course is taught at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 588. (Same as EALC 388.)
This course is designed for the study of special topics in African art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in Asian art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in ancient art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in medieval art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in Renaissance art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in Baroque art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
This course is designed for the study of special topics in American art. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels.
An introduction to the arts of China using fundamental principles and analytical methods of art history. Emphasis is placed on cultural contexts of art production, including history and religion. Honors version of HA 368, with more classroom discussion and opportunities for original research. Prerequisite: Membership in the University Honors Program or permission of the instructor. Not open to freshmen or students with credit in HA 268 or HA 368.
This course is designed for the study of special topics in art history on a trial basis, open to both undergraduate and graduate students. Prerequisite: An introductory-level course in art history, appropriate to the specific special study topic; or consent of instructor.
This course examines the art of Europe from the Early Christian era through the Romanesque period, up to 1200. Architecture, sculpture, manuscript illumination, metalwork and painting are explored in relation to their political, religious and social contexts. Graduate students can expect to complete additional reading and writing assignments. Prerequisite: HA 100 or HA 150, or permission of the instructor.
This course examines the art of Europe during the Gothic period, from 1140-1500. Architecture, sculpture, manuscript illumination, metalwork, painting and furniture are explored in relation to their political, religious and social contexts. Graduate students can expect to complete additional reading and writing assignments. Prerequisite: HA 100 or HA 150, or permission of instructor.
Students study the history of the book from 300 to 1500 A.D., concentrating on the role of visual imagery in books and the place of books in medieval and renaissance culture. In addition to discussing the relation between text and image, and studying the stylistic contexts for ancient, medieval, and Renaissance illumination and early woodcut illustration, participants in this course consider such additional topics as methods of book production, the development of cycles of illustration for religious and secular books, and the relationship between manuscripts and early printed books. Lectures and discussion are supplemented by visits to the fine collection of manuscripts, printed books, and facsimiles in the Kenneth Spencer Research Library. Prerequisite: An introductory course in Western art history at the college level, or consent of the instructor.
This course will examine painting, manuscripts, metalwork, tapestry, ivories, prints, and ephemeral arts-such as the material culture of feasts or the entry processions of rulers into cities-in order to gain insight into the place of the arts in late medieval and Renaissance culture in the fourteenth and fifteenth centuries. In addition to discussion of noble, clerical and civic patronage and of artistic style, participants in this course will consider such additional topics as artistic production and the development of art markets in cities. Prerequisite: HA 100, HA 150, HA 151, or the equivalent, or consent of instructor.
This course explores the history of Northern European painting, manuscripts, printed books, sculpture, prints, and architecture paying particular attention to the artists and patrons that produced and consumed art, the function of artistic objects in settings ranging from church to palace, and the impact of humanism and the Reformation on the arts. Bosch, Brueghel, Cranach, Dürer, and Holbein will be considered among other artists. Prerequisite: HA 100, HA 150, HA 151, or the equivalent, or consent of instructor.
Supervised study and research into specialized areas of art history.
An interdisciplinary survey of the major cultures of the prehistoric Aegean (Greek) world from the Neolithic period to the end of the Bronze Age (ca. 3000-1100 B.C.E.), with special emphasis on the cultural and artistic achievements of the Mycenaeans, Minoans, and Cycladic islanders, including their contacts with the neighboring cultures of Anatolia (Hittites and Troy), the Levant, Egypt, and South Italy. Includes lecture with slides and discussion. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 325 or HA 325. No knowledge of Greek or Latin is required. (Same as CLSX 525.)
An interdisciplinary survey of the material culture of the ancient Greek world from the Protogeometric period to the end of the Hellenistic age (ca. 1100 - 30 B.C.E.), with emphasis on the major sites, monuments, and changing forms of social and artistic expression (e.g., architecture, sculpture, vase painting). Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 326 or HA 326. No knowledge of Greek or Latin is required. (Same as CLSX 526.)
This course examines the central role played by the arts of urbanism, architecture, and monumental sculpture in shaping the distinctive civic cultures of Italy at the threshold of the Renaissance, 1200-1550. It will pay particular attention to the republics of Florence and Venice, but also consider papal Rome and Pienza, and a changing selection of Italy's magnificent court cities (including Milan, Padua, Parma, and Verona). Prerequisite: HA 100, HA 150, or the equivalent, and an upper-level (300-level or above) course in art history or Western European culture, or consent of instructor.
A cross-cultural survey of the material remains of the major civilizations of the ancient Near East, including Anatolia, Mesopotamia, the Levant, and Egypt from Neolithic period to the rise of the Roman empire (ca. 6000 B.C.E. - 30 B.C.E.). Includes lectures with slides and discussion. For advanced undergraduates with backgrounds in the humanities and for graduate students (especially in Classics and History of Art). No knowledge of Greek or Latin is required. (Same as CLSX 529.)
This course considers European painting c. 1750 to 1848 within the context of dramatic political and industrial revolutions. Exploring the power of the visual to engage with broader circumstances and to effect change, we will examine the ways in which shifting constructions of gender, empire, colonialism, race, slavery, and class were addressed by such artists as Watteau, David, Vigée-Lebrun, Delacroix, Géricault, Goya, Turner, Constable, Ingres, Daumier, Bonheur, and Courbet. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 333. (Same as WGSS 533.) Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course considers French painting 1848 to 1900, a period marked by unprecedented technological advancements, the restructuring of Paris, and the rise of consumer culture. As large sections of the city were leveled to make way for broad boulevards, cafés, and department stores, some artists strove to represent the ever-changing spectacle of urban life; others found their inspiration away from the city. Focusing on Manet, Degas, Caillebotte, Morisot, Cassatt, Monet, Renoir, Seurat, Gauguin, Van Gogh, and Cézanne, we will explore how artists engaged with shifting constructions of modernity, gender, fashion, public and private, empire, race, class, and consumer and leisure cultures. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 334. (Same as WGSS 534.) Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course examines the history of Italian Renaissance architecture from its origins in the 15th century to its transformation in the 16th, featuring (but not limited to) the work of three of its most celebrated exponents: Filippo Brunelleschi, Michelangelo Buonarroti, and Andrea Palladio. Students will explore how and why 15th and 16th-century architects and patrons appropriated and interpreted both ancient and medieval forms to create the architectural culture of the Renaissance. We will investigate the revival and transformation of the classical architectural language, the emerging notion of architectural authorship, the ability of architectural forms and materials to convey particular meanings to particular audiences, the deployment of architecture as an instrument of power, and the birth of architectural history and theory. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 335. Prerequisite: HA 100, HA 150, or the equivalent, or consent of instructor.
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 AAAS 536.) Prerequisite: AAAS 102, AAAS 103, HA 100, or HA 150; or permission of instructor.
An interdisciplinary survey of the material culture of ancient Rome from its origins to the late empire (8th c.B.C.E. - 4th c.C.E.). Emphasis on major sites, monuments, and changing forms of social and artistic expression, as well as on Etruscan and Greek influence on Rome and Rome's influence on its provinces. Includes lectures with slides and discussion; use of the Wilcox Museum of Classical Antiquities. For advanced undergraduates with backgrounds in the humanities; and for graduate students (especially in Classics and History of Art). This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in CLSX 327 or HA 327. No knowledge of Greek or Latin is required. (Same as CLSX 527.)
An interdisciplinary treatment of the art and archaeology of the ancient Roman cities of Pompeii and Herculaneum in Italy. Emphasis on the structures and decorations of major public spaces and houses and on aspects of cultural, social, political, commercial and religious life from the period of the second century B.C.E. to 79 C.E., when Pompeii and Herculaneum were buried by the eruption of Mt. Vesuvius. Slide lectures and discussion. (Same as CLSX 538, HUM 538.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, History of Art, or permission of the instructor.
This course is designed for the study of special topics in Asian art before 1900, including courses taken through study abroad. May be repeated for credit if content varies. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in Asian art history, or consent of the instructor
This course is designed for the study of special topics in art of the 20th and/or 21st centuries, including courses taken through study abroad. May be repeated for credit if content varies. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history, or consent of the instructor.
Manga (Japanese comics) have long been an extremely popular and influential medium in Japan and internationally. Manga offer engaging narratives and visual imagery revealing central concerns not only of Japanese culture, history, society and politics, but also of the global cultural industry. The medium has been studied through various disciplinary lenses ranging from art history to visual culture and media studies, literature, sociology, and anthropology. Through the examination of several manga artists and works from the late 19th century to the present as well as reading a broad range of scholarship, this course explores the major issues addressed and theoretical approaches used in the interdisciplinary study of manga. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 344. (Same as EALC 544.) Prerequisite: A college level introduction to Asian art history or Asian studies, or consent of instructor.
A survey of Chinese art from Neolithic times through the Han Dynasty (ca. 200 C.E.). Emphasis will be placed on recent archaeological excavations and also on the development of bronze vessels of the Shang and Zhou Dynasties. Prerequisite: A college level introduction to Asian art history, or consent of instructor.
A survey of Chinese sculpture from the Shang dynasty through the Song dynasty (1600 BCE-1279 CE), focused on sculptural programs in native funerary art and Buddhist temples and cave-shrines.
This course explores the history of East Asian ceramics from the 10th to the late 20th century. Using critical approaches from art history, anthropology, sociology, literature, and materials science, students discuss the historiography and connoisseurship as well as the production, design, and consumption of ceramics such as Yaozhou celadon, Temmoku and Raku tea bowls, stamped and slip-brushed Punch'ong ware, and Ming blue-and-white porcelain. This is a hybrid course, which means that most of the material and assignments of the course are online. However, students are required to participate in 6-7 field trips, including trips to the Spencer Museum of Art, the kilns located on campus, and a demonstration of the Japanese tea ceremony. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in HA 347. Prerequisite: A college level introduction to Asian art history or Asian studies, or consent of instructor.
An introductory survey of painting in China from the 7th through the 19th centuries. Prerequisite: One course in art history, or in East Asian languages & cultures; or consent of instructor.
An advanced course dedicated to the in-depth study of special topics in art history. Students conduct research on a question within the parameters of the course topic and produce a research product that integrates knowledge from within the discipline of art history or in combination with other disciplines to generate new ideas. May be repeated for credit if content varies. Prerequisite: Junior or senior standing and twelve hours of art history, or consent of the instructor.
This course explores the history of Japanese prints with special emphasis on ukiyo-e (pictures of the floating world) woodblock prints made during the Edo Period (early 17th to 19th century). The course is organized thematically as well as chronologically and examines woodblock prints by focusing on both design and socio-political history. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Prerequisite: An introductory course in art history or consent of instructor.
Introduction to the history of Buddhist temple buildings, paintings, sculptures and illuminated hand-scrolls in Korea from the 4th through the 19th centuries, with special emphasis on their stylistic, geographical, social, devotional and literary contexts. Current theories and controversies pertinent to the history and study of Korean Buddhist art are also addressed. Not open to students who have taken HA 361. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as REL 511.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
A survey covering the history of Korean ceramics from prehistoric times through the early modern period, with special emphasis on their stylistic, geographical, social and political context. Topics include celadon-glazed, stamped and slip-decorated stoneware, Korean ceramics related to the Japanese tea ceremony and Mingei pottery. Not open to students who have taken HA 362. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. Prerequisite: A college level introduction to Asian art history, or consent of instructor.
A detailed survey of modern European art from the turn of the century through World War II. Movements to be considered may include post-impressionism, cubism, constructivism, dada, and surrealism. Graduate students may be expected to do additional reading and writing assignments. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
An international survey of modern and post-modern art from World War II to the 1980s. Topics may include abstract expressionism, pop art, minimalism, happenings and performance art, earth works, conceptual art, feminist art, photo-realism, the craft revival, and new media. Graduate students may be expected to complete additional reading and writing assignments. Prerequisite: HA 100, HA 151 or the equivalent, or consent of instructor.
This course surveys the dynamic developments in art practice worldwide since the 1980s, highlighting innovations in such mediums as painting, photography, sculpture, installation, performance, video, and social practice. The course explores contemporary artists' engagement with such themes as the body, identity, politics, spirituality, ecology, technology, time, globalization, and social justice. This course is offered at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 337. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course examines the history of art in the United States from the late-colonial period of the 1700s through to the mid-twentieth century. With a focus on the central role that artistic production and consumption played in constructing American social identities and culture, this course pays particular attention to the contributions of minority and marginalized groups as active agents in the development of a national culture. Other topics include transnational perspectives on American art, the influence of European traditions, ideas of modernity and the modern artist in American culture, and relationships between art and material culture in American life. This course is offered at the 300 and 500 level with additional work required at the 500 level. Not open to students with credit in HA 370. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
Since the 1870s, modern sculptors have dramatically transformed their medium, pioneering new forms of figuration and abstraction, investigating new materials and processes, and developing installation and site-specific art. With a focus on Europe and the U.S. through the 1980s, expanding to global trends of recent decades, this course examines how this happened, considering the work of major artists from Rodin, Matisse, Picasso, and Brancusi to Donald Judd, Eva Hesse, Anish Kapoor, Jeff Koons, and David Hammons. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in HA 371. Intended for graduate students. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course surveys significant 17th-century paintings, prints and drawings produced in the Northern and Southern Netherlands (modern-day Netherlands and Belgium). Artists whose works will be discussed include Peter Paul Rubens, Rembrandt van Rijn, Johannes Vermeer, and other painters of scenes of daily life, landscapes, cityscapes, portraits and still-lifes. Artistic elements of individual works and their relationship to major changes in patronage and religious, political, economic and cultural contexts will be examined. Assigned readings will present a range of methodological perspectives. The course is taught at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 376. Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
An introduction to the history of photography. We will consider strategies used over its history to make photography an art, a witness to truth, a record of fact, a purveyor of falsehoods, a mass medium, a hawker of goods and ideologies, an agent of political change, a means of remembrance, and more. Intended for graduate students. Not open to students with credit in HA 380. Prerequisite: HA 100, HA 151, or the equivalent, and consent of instructor.
A survey of Buddhist visual arts (architecture, sculpture, and painting) of India, China, Japan, and Korea. Through an examination of the history of Buddhist art interpreted from visual, historical, social, and political perspectives, the course enables students to analyze a wide range of Buddhist art forms within their regional contexts. Students will also consider how Buddhist-related material functions within museums and engage with local collections. The course is taught at the 300 and 500-levels with additional work required at the 500-level. Not open to students with credit in HA 385. Prerequisite: Consent of instructor.
A survey covering the development of Japanese painting from the seventh century to the early twentieth century. Topics include Buddhist and other religious paintings, narrative handscrolls, ink painting, decorative folding screens, ukiyo-e prints, and western-style paintings from the late eighteenth through early twentieth centuries. This course is offered at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in EALC/HA 386. Prerequisite: An introductory course in Asian art or consent of instructor.
A survey of Japanese sculpture from the Kofun period (300-700 C.E.) to the present day. Emphasis is placed on works of Buddhist sculpture from the 7th through the 13th centuries. Prerequisite: An introductory course in Asian art history or consent of instructor.
This course covers Japanese visual arts from the Meiji era (1868-1912) through the present day. The course is designed thematically as well as chronologically, and examines painting, sculpture and architecture focusing on both socio-political contexts and artistic concerns that emerged at certain times in recent Japanese history. The aim of this course is to provide first-hand knowledge of Japanese modern and contemporary visual arts as well as an in-depth consideration of some of the key issues attached to Japan's modernization and modernity. The course is taught at the 300 and 500 levels with additional work required at the 500 level. Not open to students with credit in HA 388/EALC 388. Prerequisite: An introductory course in art history or consent of instructor.
This course is designed for the study of special topics in African art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history or African Studies, or consent of the instructor.
This course is designed for the study of special topics in Asian art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history or Asian Studies, or consent of the instructor.
This course is designed for the study of special topics in ancient art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in Art History or Classics, or consent of the instructor.
This course is designed for the study of special topics in medieval art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history, or consent of the instructor.
This course is designed for the study of special topics in Renaissance art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history, or consent of the instructor.
This course is designed for the study of special topics in Baroque art, including courses taken through study abroad. May be repeated for credit if content varies. Same topic may not be taken at both the 300 and 500-levels. Prerequisite: An appropriate introductory-level course in art history, or consent of the instructor.
This course is designed for the study of special topics in modern art, including courses taken through study abroad. May be repeated for credit if content varies. Prerequisite: An appropriate introductory-level course in art history, or consent of the 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. (Same as AAAS 677.) Prerequisite: An Art History course 100 level or above, or consent of instructor.
Required for departmental honors. A course of directed research and the preparation of a paper on an art history topic, supervised by a professor. Prerequisite: A grade-point average of 3.5 in art history and 3.25 in all courses, and consent of a major advisor and supervising professor.
A concentrated study of a specific topic in art history. May be repeated for credit if content varies. Prerequisite: Consent of instructor.
Supervised study and research into specialized areas of art history.
This course examines the major methodologies and theories that have shaped and continue to shape the field of art history. Through critical reading of primary, secondary, and interpretive texts, the course will analyze closely the history and current state of the discipline. Prerequisite: Nine hours of History of Art or consent of instructor.
This course examines important methodologies and theories of the past and present employed in the field of Asian art history. Through critical reading of primary documents and secondary scholarship, students will gain historical perspective on and practical tools for research in the history of Asian art and visual culture. Prerequisite: Nine hours of History of Art or consent of instructor.
Intensive study of a selected topic in the visual arts of Korea; topics may focus on a particular genre, theme, historical period or group of artists, for example Buddhist painting and sculpture, Choson period landscape and genre painting, ceramics and lacquerware or modern and contemporary art in North and South Korea. May be repeated for credit up to a maximum of 12 hours. Prerequisite: 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 380/HA 360/WGSS 380. (Same as AAAS 780.) Prerequisite: Any previous AAAS course.
Critical analysis of readings on selected topics in Japanese art. May be repeated for credit up to a maximum of 12 hours. Prerequisite: Consent of instructor.
Critical analysis of readings on selected topics in Chinese art. May be repeated for credit up to a maximum of 12 credit hours. Prerequisite: Consent of instructor.
This seminar is given each spring by the Murphy Lecturer of the year and includes two weeks of intensive study with a nationally known expert in a special field of art history. The other weeks of seminar meetings for the semester are conducted by the faculty member most closely specialized in this field. Prerequisite: Consent of supervising faculty member.
A concentrated study of a specific topic in art history. May be repeated for credit if content varies. Prerequisite: Consent of instructor.
Supervised study and research into specialized areas of art history. Prerequisite: Nine hours of art history and a reading knowledge of a pertinent foreign language.
A study of selected problems dealing with the art of the later Middle Ages. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours. Prerequisite: Consent of instructor.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
A concentrated study of one or two artists, monuments or movements. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.
Concentrated study of one particular genre, theme, historical period or group of artists. Readings will include primary and secondary language material in Korean, Japanese and/or Chinese including texts in classical forms of these languages. May be repeated for credit up to maximum of twelve hours. Prerequisite: Reading knowledge of Korean, Japanese or Chinese and consent of instructor.
This course may be taken more than once, but not for more than twelve hours of credit in any one semester. Graded on a satisfactory progress/limited progress/no progress basis.
Honors Program Courses
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Honors. 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 seminar serves as an introduction to the University Honors Program, to research opportunities and other academic resources available at the University of Kansas, and to specific disciplinary perspectives on an overarching theme. While closely examining the designated topic, students develop skills in research, reading, writing, and in-depth discussion. Required of all first-year Honors students; open only to first-year students in the University Honors Program.
This seminar serves as an introduction to the Honors Program, and to the research opportunities and other academic resources available at the University of Kansas. This seminar fosters the transfer students' oral and written communication and the critical assessment of their academic and pre-professional goals. The instructor of the student's seminar also serves as the student's honors mentor. Open only to transfer students in the University Honors Program.
This interdisciplinary course explores the historical and economic roots of citizen generosity and the role of the nonprofit/philanthropic sector. This service learning course combines volunteer experiences and public service internships with research and exploration of the missions and ethical orientations of nonprofit organizations. The course is designed to explore the social and the ethical contexts of the nonprofit sector with opportunities to demonstrate social and civic responsibility.
An interdisciplinary survey to acquaint students with some of the main ideas, methods, and outstanding problems in various areas of scholarship. The organization of human knowledge inside and outside the university, as well as the implications of this organization for scholarship and society, are emphasized. Ideas and methods in various disciplines are contrasted and compared. Required of and open only to newly admitted students in the University Scholars Program.
The Global Scholars Seminar is designed to foster academically talented and motivated undergraduate students' interest in global studies. Through interdisciplinary coursework, mentorship and research experience in global studies, the seminar provides cohorts of students with opportunities to develop their intellectual capabilities and interests to the fullest and better prepares them for careers, further study, and leadership roles in today's complex international arena. Required of and open only to newly admitted students in the Global Scholars Program.
This seminar helps students develop their personal writing abilities. Students analyze language and rhetorical choices in the genre of the personal essay. Students demonstrate rhetorical flexibility within the genre, considering audience, purpose, and application of the material. This course is intended for candidates for national fellowships, regardless of University Honors Program membership. (Same as LA&S 370.) Prerequisite: Permission of the Office of Fellowships.
The focus of this class is on honing the two basic skills of critical thinking and advocacy. In this seminar, students develop a basic system for critical analysis that can be applied generally; test that critical analysis system in a series of practicums to develop the skills necessary to apply it; and develop a basic system for designing effective and ethical persuasive messages. (Same as LA&S 380.) Prerequisite: Permission of the Office of Fellowships.
This seminar serves as an introduction to the KU Edwards Campus Honors Program, and to the research opportunities and other academic resources available at the University of Kansas Edwards Campus. The seminar focuses on an overarching theme or current societal problem, and explores specific disciplinary perspectives of that theme. While closely examining the designated topic, students develop skills in research, reading, writing, and in-depth discussion. This seminar fosters the KU Edwards Campus students' oral and written communication and the critical assessment of their academic and pre-professional goals. Required of all KU Edwards Campus Honors students. Prerequisite: KU Edwards Campus Honors Student.
This course focuses on the challenges facing practitioners in a specific professional field. Students will learn about the ethics, conduct, and other responsibilities associated with that profession, and will explore career choices within the field. Prerequisite: Membership in the University Honors Program, sophomore standing or above, and prior completion of an Honors Seminar (HNRS 190 or HNRS 195.) Concurrent enrollment with HNRS 195 is possible with special permission from the Honors Program.
An interdisciplinary study of different topics. Designed especially for juniors and seniors.
Individual and supervised study of an interdisciplinary topic or topics. May be repeated for a total of up to 6 hours. Up to one 3-hour enrollment will count as one course toward completion of the University Honors Program. Prerequisite: Membership in the University Honors Program and consent of the instructor.
Students participate in an internship in an organization related to their professional/career goals. An internship plan is developed by the student in conjunction with the student's academic adviser and an authorized agent of the internship site. Prerequisite: Instructor permission required.
Open to all Honors students selected to be Honors Seminar Assistants, regardless of major field. These students assist Seminar instructors in the teaching of an Honors seminar in various ways, including but not limited to: leading group discussions, engaging students in the learning process, developing classroom material, encouraging and guiding students to solve problems themselves and helping students prepare for their advising appointments. May be repeated. Prerequisite: HNRS 190 or HNRS 195 and membership in the University Honors Program.
This seminar serves as an interdisciplinary capstone experience for students KU Edwards Campus Honors Program, and as an introduction to the research opportunities and other academic resources available at the University of Kansas Edwards Campus. The seminar focuses on an overarching theme or current societal problem that students explore from the perspectives of several disciplines, incorporating experiential learning opportunities. While closely examining the designated topic, students develop skills in research, reading, writing, and in-depth discussion. This seminar fosters the KU Edwards Campus students' oral and written communication and the critical assessment of their academic and pre-professional goals. Required of all KU Edwards Campus Honors students.
Indigenous Studies Courses
An introduction to the study of Indigenous peoples. It surveys the concepts, methods, and content relevant to Applied Indigenous Studies, using case studies drawn from diverse cultures. The course illustrates that the social, political, religious, and economic aspects of American Indian life are interconnected and that tribal histories cannot be understood without an awareness of these fields. Students are introduced to controversies over how to research, write, and interpret American Indians, and will address the foundations of Indigenous Studies, and that is Indigenous concepts of decolonization, empowerment and Nation-building. The course explores how the lives of Indigenous people have been affected by colonization, while exploring the varying definitions of "colonialism", "colonizer" and the "colonized."
This course concentrates on selected problems in the interdisciplinary field of Indigenous Studies. Courses in this field utilize methods developed in various disciplines to examine issues related to the survival, self-sufficiency, mutual support, empowerment, and decolonization of Indigenous Peoples throughout the world. May be repeated for credit when the topic differs. Some sections may be offered at Haskell Indian Nations University through the Haskell-KU Exchange, which requires permission from the Haskell-KU liaison.
This course concentrates on selected problems in the interdisciplinary field of Indigenous Studies. Courses in this field utilize methods developed in various disciplines to examine issues related to the survival, self-sufficiency, mutual support, empowerment, and decolonization of Indigenous Peoples throughout the world. May be repeated for credit when the topic differs.
A survey of contemporary world indigenous literatures that includes those from North America, Australia, New Zealand, the South Pacific, the Arctic, and Latin America. Texts are in English (original or translation). Genres studied include the novel, poetry, and drama, supplemented by works from the oral tradition, the visual arts, and film. (Same as ENGL 305/GIST 305.) Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
This course examines the cultural, social, economic, environmental, and political background of Indian territory in what is now the state of Oklahoma. It surveys the diverse geographical regions, tribal cultures, the impact of the Indian Removal Act, assimilation, acculturation, westward expansion, the Civil War, boarding schools, the Dawes Act, the Curtis Act, and land runs on Territory residents. The course also treats post-Civil War violence, outlaws, and the role of tribal courts along with controversies over removals, Land Run celebrations, allotment scandals, and Osage oil murders. (Same as HIST 318 and HUM 345.)
This course provides an intensive survey of the Indians of North America from Prehistory to 1865, and focuses on ancient indigenous cultures, early European-Indian relations and the impact of European culture upon the indigenous peoples of North America. (Same as HIST 351, HWC 348.)
This course examines American Indian/White relations from reconstruction to the present. It surveys the impact of westward expansion and cultural changes brought about by the Civil War, forced education, intermarriage, the Dawes Act, the New Deal, the World Wars, termination, relocation and stereotypical literature and movies. The class also addresses the Red Power and AIM movements, as well as indigenous efforts to decolonize and to recover and retain indigenous knowledge. After learning about the past from both Native and non-Native source materials, students will gain multiple perspectives about historical events and gain understandings of diverse world views, values, and responses to adversity. (Same as HIST 352 and HUM 350.)
This course offers a survey of global Indigenous cultures, theory and aesthetics in cinema and digital media. It establishes an Indigenous media optics by examining media practices across a broad contemporary spectrum-including music videos and social media platforms, podcasting and video games. As the course moves geographically, students learn how media practices in diverse communities situate identity and experience in related but unique contexts. Through weekly readings, screenings and design workshops, students build the critical tools necessary for an examination of the wide range of practices that lend themselves to Indigenous media sovereignty. This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not available to students with credit in FMS 750 or ISP 755. (Same as FMS 350.)
This course examines the emergence of horse-mounted indigenous societies in the Great Plains; the nature of the indigenous societies of the Great Plains in the nineteenth century; conflicts with the United States; the beginning of the reservation period; and indigenous people of the Great Plains in the modern era. Readings combine primary documents and novels with selections from anthropology, social history, and environmental history. (Same as HIST 400.)
Work for advanced majors in fields or on topics not covered in course work. May be repeated for a total of up to six hours. May be counted as part of the total junior-senior credit hours required. Prerequisite: Consent of instructor.
This course concentrates on selected problems in the interdisciplinary field of Indigenous Studies. Courses in this field utilize methods developed in various disciplines in order to examine issues related to the survival, self-sufficiency, mutual support, empowerment, and decolonization of Indigenous Peoples throughout the world. May be repeated for credit when the topic differs. Recommended for juniors or seniors, or for students who have completed ISP 101/GINS 101/INS 101.
This course investigates the historic diets of Indigenous peoples, including cultivation of crops, hunting and fishing methods, food preparation and seed preservation. The class traces through history the colonial policies and ideologies that caused the cultures to alter their ways of eating, resulting in unprecedented modern health problems and offers traditional cultural strategies for health recovery. This course is offered at the 800 and 500 levels with additional assignments at the 800 level. Not open to students with credit in ISP 830.
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 ANTH 582 and EVRN 542.) Prerequisite: EVRN 142, EVRN 145, EVRN 148, ANTH 150/151, ANTH 160/162/360 or permission of instructor.
This course surveys the traditional foodways of the indigenous peoples of North America. We survey hunting, gathering and fishing methods, meal preparation, medicinal plants and the cultivation of crops according to tribal seasons. Because modern indigenous peoples are suffering from unprecedented health problems, such as diabetes, obesity, high blood pressure and related maladies, the course traces through history the reasons why tribal peoples have become unhealthy and why some have lost the traditional knowledge necessary to plant, cultivate and save seeds. The course also addresses the destruction of flora and fauna from environmental degradation. (Same as HIST 511 and HWC 551.) Prerequisite: Upper division course on indigenous/ American Indian history, or permission of the instructor.
This course explores traditional foods, ways of eating, and cultural significance of food among peoples of Latin America. The course surveys the vast array of flora in Central and South America and the Caribbean, and focuses on issues of environmental protection, bioethics, food security, and the growth of farming and ranching. The class studies the impact that foods such as maize, potatoes and cacao have had globally, and includes African, Asian, and European influences on Latin cuisine, as well as health problems associated with dietary changes. (Same as HIST 512 , HUM 552 and LAC 552.) Prerequisite: Upper division course on Latin America or permission of the instructor.
This course examines the foundation of Native feminist scholarship and the history of Native feminist activism. The class will begin by considering whether feminist theory can support contemporary Native women Native Two-Spirit (LGBTQ+) in their struggles against settler colonialism and heteropatriarchy. While the course begins by examining the North American experience, the course will also cover a range of international indigenous contexts, with a focus on the Global South and the Indigenous Pacific. Topics explored include the history of settler-colonialism, cultural revitalization and gender roles, change and continuity under cycles of settler-colonialism, the connection between colonialism and sexual violence in Native communities, debates over citizenship and sovereignty, and contemporary Native gender roles and identities. During the conclusion of the course, students will learn to identity how Native feminism informs activism and practice. (Same as WGSS 567.) Prerequisite: Any previous course in WGSS or ISP, or by permission of instructor.
The Andean environment is defined by its mountains, but includes all of the earth's major biomes: from tropical rainforest to the world's oldest and driest desert. These diverse landscapes have nurtured one of the most ancient and durable, yet diverse sets of Indigenous cultural lifeways. Most of the Andes was governed by a single power during the Inca and Spanish colonial eras, but the region is now divided between seven independent states with their own regional traditions. The Andean World has long been recognized as a laboratory for understanding the relations between nature and culture, and the tensions between tradition and revolutionary change. This course will examine the history of this region from a long-term perspective, from its indigenous roots to contemporary struggles over globalization and extractivism. (Same as EVRN 577, HIST 577 and LAC 577.) Prerequisite: Prior 300+ level course in related discipline (ANTH, EEB, EVRN, HIST, LAC, SPAN, etc.) or permission of instructor.
In this course, students are introduced to a global comparative history of Indigenous peoples and nations, offering a unique opportunity to study how Indigenous nations have made a significant impact from ancient to contemporary times. Global Indigenous history provides invaluable insights into key historical debates about the processes/systems of colonization, international law, treaty rights, citizenship, nationalism, democratization, war, sovereignty, community & nation building, and cultural revitalization. This lecture class explores histories of the Ancient Mayan and Incan empires; Red Power to Idle No More; Māori and Aboriginal rights movements; Tibetan independence and Gandhi’s Satyagraha; Irish and Scottish devolution; and contemporary conflict(s) in the Middle East, just to name a few. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in ISP 878. (Same as HIST 578.) Prerequisite: Requires a prior history course or one in a related field or permission of the instructor.
A survey of the varied responses of global Indigenous peoples as a result of the imposition of external economic and political systems. An overview of diverse, thematic issues such as land rights, economic development, resources and cultural patrimony, languages, knowledge systems, and women's rights from the perspectives of Indigenous societies around the world. Detailed studies of Indigenous peoples seeking recognition and protection under international law are used. (Same as GEOG 601 and GIST 601.) Prerequisite: Permission of instructor.
An examination of the impact of environmental justice and security in Indigenous communities throughout the world with a focus on tactics and strategies that incorporate Indigenous perspectives in responses and mitigation schemes. A survey of mining, dumping, and storage of toxic and radioactive waste activities as related to Indigenous peoples. Case study analyses of economic, military and mining interests contrasted with perspectives emerging from cultural traditions and beliefs of Indigenous peoples and communities. (Same as EVRN 673.) Prerequisite: Permission of instructor.
This course offers a survey of global Indigenous cultures, theory and aesthetics in cinema and digital media. It establishes an Indigenous media optics by examining media practices across a broad contemporary spectrum-including music videos and social media platforms, podcasting and video games. As the course moves geographically, students learn how media practices in diverse communities situate identity and experience in related but unique contexts. Through weekly readings, screenings and design workshops, students build the critical tools necessary for an examination of the wide range of practices that lend themselves to Indigenous media sovereignty. This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not available to students with credit in FMS 350 or ISP 355. (Same as FMS 750.)
This course will focus on contemporary issues relating to Indigenous peoples and nations within the United States, with particular emphasis on such issues as sovereignty, indigeneity, colonialism and decolonization. The course will address varied disciplinary approaches to this range of issues and will consider how this discourse bears upon scholarly conversations regarding broader themes in other selected fields of study.
Designed to fulfill program needs of the Indigenous Studies master's program, this course may meet with appropriate professional or graduate courses. Can be repeated for credit when topic differs.
An individual readings course with a qualified instructor on a topic in Indigenous Studies.
Internships provide students the opportunity to obtain training and perform professional duties for academic credit at pre-approved indigenous-related agencies, organizations, and communities. Students are required to demonstrate a minimum of 60 contact hours for each one credit hour. To enroll, students must obtain the consent of their ISP faculty advisor or the Program's Director if a student is outside ISP. May be repeated for credit. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission from instructor.
Addresses the law and policy of the United States regarding Indian nations and their members. Issues include the origins and contours of federal plenary power over Indian affairs, the scope of inherent tribal sovereignty, the limits of state power in Indian country, civil and criminal jurisdiction, and gaming. (Same as LAW 914.)
Investigates the historic diets of Indigenous peoples, including cultivation of crops, hunting and fishing methods, food preparation and seed preservation. Traces through history the colonial policies and ideologies that caused the cultures to alter their ways of eating, resulting in unprecedented modern health problems. Will offer traditional cultural strategies for health recovery. This course is offered at the 800 and 500 levels with additional assignments at the 800 level. Not open to students with credit in ISP 530.
In this methods class, students will gain foundational knowledge in the archival and preservation of Indigenous source materials: oral histories, printed materials, Tribal documents, letters/journals/diaries, artwork, and a host of other sources. Students will also utilize digital history technology to create online exhibits and an original research paper. Beyond the archives this course introduces students to the important work of Tribal Historical Preservation examining the laws, ethics, cultures, policies, histories, ethics, recovery/restoration, Indigenous GIS, consultation, management, and career paths in Tribal Historical Preservation. Finally, students will gain invaluable experiences by writing grants and developing final projects that can lead to real-world applications of their research. (Same as HIST 862.)
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 ABSC 710.)
In this course, students are introduced to a global comparative history of Indigenous peoples and nations, offering a unique opportunity to study how Indigenous nations have made a significant impact from ancient to contemporary times. Global Indigenous history provides invaluable insights into key historical debates about the processes/systems of colonization, international law, treaty rights, citizenship, nationalism, democratization, war, sovereignty, community & nation building, and cultural revitalization. This lecture class explores histories of the Ancient Mayan and Incan empires; Red Power to Idle No More; Māori and Aboriginal rights movements; Tibetan independence and Gandhi’s Satyagraha; Irish and Scottish devolution; and contemporary conflict(s) in the Middle East, just to name a few. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in HIST/ISP 578. Prerequisite: Requires a prior history course or one in a related field or permission of the instructor.
Course for Indigenous Studies students completing a portfolio Master's exam. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission from instructor.
Course for Indigenous Studies Program students completing Master's thesis projects. Prerequisite: Permission from instructor.
Institute for Leadership Stds Courses
This course combines an introduction to a theoretical, research-based approach to the study of leadership with hands-on application, analysis and experimentation with the process of leadership. Students will explore core leadership competencies and apply leadership tools and processes across a variety of groups and systems, addressing issues of concern within those communities. This course satisfies the LDST 201/LDST 202 requirement for the Leadership Studies Minor. This course is not available to students with credit in LDST 201/LDST 202.
This course introduces students to the study of the leadership process. The course covers theories and research on core themes of leadership, focusing on how course materials relate to students' own leadership experiences. Concurrent enrollment in LDST 202 is recommended. Students considering the Leadership Studies Minor must complete LDST 202. This course is not available to students with credit in LDST 200.
This course focuses on the application of information learned in LDST 201. Activities and discussions emphasize application, analysis, and engagement with the process of leadership. Concurrent enrollment in LDST 201 is recommended. Students considering the Leadership Studies Minor must complete LDST 201 and LDST 202. This course is not available to students with credit in LDST 200. Prerequisite: Corequisite: LDST 201.
This course combines an introduction to a theoretical, research-based approach to the study of leadership with hands-on application, analysis, and engagement with the process of leadership. Within a small group setting, students explore core leadership competencies and experiment with the process of leadership by engaging classmates and members of the university and local communities and addressing issues of concern within those communities. This course satisfies the LDST 201/LDST 202 requirement for the Leadership Studies Minor. This course is not available to students with credit in LDST 200 or LDST 201/LDST 202. Prerequisite: Admission to the University Honors Program, Instructor Permission.
This course is designed to enhance international experience in topic areas related to Leadership Studies at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
This course will expose students to a variety of concepts, theories, and skills relevant to contemporary leadership thought. Students will be challenged to consider their personal conceptions and philosophy of leadership. Students will examine leadership within particular contexts such as creating change, ethical leadership, leadership and management, and historical leadership thought and leaders.
This class is the first in a series of four addressing Gender Based Violence Prevention. This class examines the foundational concepts of Gender Based Violence Prevention at the individual level. Topics covered include; but are not limited to, Consent, Drug and Alcohol Facilitated Rape, Gender Based Violence as Oppression, and Bystander Intervention. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course students will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Identify the four main characteristics of consent and describe what is necessary for consent to be present (3) Identify and apply strategies for safely intervening as an active bystander on the individual level (4) Identify multiple ways that power and oppression is impacted by individual identity. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S.
This class is the second in a series of four addressing Gender Based Violence Prevention. This class examines the intersection between Gender Based Violence and individual identities in relation to gender and sexual orientation on the relationship level. Topics cover include; but are not limited to, introduction or Sexual Orientations, Gender Roles and Gender Construct, Sexual Health and Sex Positivity, and Healthy Relationships. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Assess behaviors that contribute to sexual health and sex positivity (3) Identify multiple ways that power and oppression are utilized through the social construct of gender and toxic masculinity (4) Identify multiple characteristics of healthy relationships and describe what is necessary for consent to be present in intimate partner relationships (5) Identify and apply strategies for safely intervening as an active bystander on the relationship level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 301.
This class is the third in a series of four addressing Gender Based Violence Prevention. This class examines the critical role social justice plays in the prevention of Gender Based Violence on the community level. Topics cover include; but are not limited to, Introduction to Social Justice, Cultural Humility, Systems of Oppressions, and Primary Prevention as Activism. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Identify and apply strategies for safely intervening as an active bystander on the relationship and community level (3) Identify multiple ways that power and oppression is impacted by individual identity (4) Contribute to gender based violence prevention on the community level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 302.
This is the final class in a series of four addressing Gender Based Violence Prevention. This class examines Gender Based Violence prevention through a Social Justice Frame Work and the Socioecological Model on the community and societal level. Topics cover include; but are not limited to, Social Justice Frame Work, Socioecological Model, Evidence Based Primary Prevention, and Accountability. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Assess the intersection between the socioecological model and the social justice frames work (3) Identify and apply strategies for safely intervening as an active bystander on the community and societal level (4) Identify multiple ways that power and oppression is impacted by individual identity (5) Contribute to gender based violence prevention on the community or societal level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 303.
This course is designed to provide an introduction to the principles of special event planning and management. Students will gain foundational concepts and professional skills through researching, planning, coordinating, marketing, management and evaluation of special events. This course will develop student skills necessary to lead and manage in an ethically, environmentally, economically, and socially sustainable way. By utilizing the adaptive leadership model, students will analyze core objectives of event planning, while experimenting with smart risks and disciplined assessment. Essential topics will include event planning and coordination, sponsorship, negotiations, marketing, communications, customer service, vendor management, volunteer management, crisis risk management, and event evaluation.
This course introduces students to theories of conflict management from a variety of academic perspectives and the role leadership plays in managing conflict across multiple contexts. Students will learn how to successfully assess and command situations and effectively resolve interpersonal, organizational, and systemic conflict while doing the work of leadership. (Same as COMS 415.)
This course provides an overview of the role of communication in leadership in a variety of contexts, including: interpersonal, small group, intercultural, organizational, and public sphere. It will include theoretical and experiential approaches to effective leadership communication. Prerequisite: LDST 200, LDST 201, or LDST 203.
This course is designed to enhance international experience in topic areas related to Leadership studies at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
This course engages students in an investigation of a special topic or project selected by the student with advice, approval, and supervision of a Leadership Studies instructor. Such study may take the form of special research, individual reports and/or conferences. Prerequisite: Permission of Instructor.
This course is designed for the study of special topics in leadership studies. Course content addresses major topics and specialized issues in the field and topics change as needs and resources develop. May be repeated for credit if the content differs. Prerequisite: Permission of Instructor.
This course is designed for directed readings in selected areas of Leadership Studies. Individual and supervised readings address major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Permission of Instructor.
Through collaboration, discussion, case study, and course readings, this course familiarizes students with various theoretical perspectives of ethical decision making and the ethics-guided behavior essential for competent leadership. Upon completion, students will understand a variety of ethical perspectives for the prescription of action in a leadership context, apply a variety of ethical perspectives to the choice and evaluation of action in leadership work, and recognize the significance of considering multiple ethical perspectives in both leadership and broader contexts. Prerequisite: LDST 200, LDST 202, or LDST 203.
Students simultaneously complete a 1-hour seminar in equity-centered leadership and a 2-hour supervised, direct, community involvement project in which they apply leadership knowledge, tools, and skills to a real world environment. Written assignments, journal reflections, and group discussions are used to record and assess learning. Prerequisite: LDST 200, LDST 201, or LDST 203.
This seminar serves as the capstone course for the Leadership Studies minor. It includes advanced readings on leadership theory and practice, as well as major written and applied projects in which students integrate and demonstrate what they have learned in the program. Prerequisite: LDST 431 and admission to the Leadership Studies minor or instructor permission.
This course is designed for the study of special topics in Leadership Studies. Course content addresses major topics and specialized issues in the field and topics change as needs and resources develop. May be repeated for credit of the content differs. Prerequisite: Permission of instructor.
This course is designed to take advantage of special competence by an individual faculty member in Leadership Studies. Course content addresses timely topics and relevant issues in the field and topics change as needs and resources develop. May be repeated for credit of the content varies. Prerequisite: Permission of instructor.
This course is designed to prepare students accepted into the Master of Arts in Leadership in Diversity and Inclusion program for further graduate studies through a series of workshops, experiential learning opportunities, lecture, discussion, research assignments, and peer collaboration. Upon completion, students will have a better understanding of the expectations of graduate education as well as campus resources, and networking opportunities designed to support degree work. Students will develop their academic skill set by focusing on scholarly writing, oral communication/presentation, research and information literacy, critical thinking, and argumentation. Prerequisite: Permission of Instructor.
This course is designed to cultivate professional habits, perspectives, and identities for graduate students primarily in the humanities and social science fields, but is open to students from all fields. The course focuses on preparation for career paths outside of higher education and based in work around Leadership in Diversity and Inclusion in the United States. Prerequisite: Graduate standing.
Theoretical foundations in leadership, organizational decision making, and communication will enhance students' development of expertise in assessing organizational and systems issues, and facilitating unit-, organization-, and system-wide improvements. Traditional approaches to leadership, organizing and communicating are contrasted with emerging approaches that promote sensitivity to diverse organizational cultures, systems, and populations. Through examination of theoretical perspectives, the student will develop an ability to integrate the contributions of different points of view and ways of thinking crucial to effectively assess, design and lead high performing organizations in a dynamic world. Contexts discussed will include for-profit, not-for-profit, healthcare, community, and military organizations. Prerequisite: Graduate standing.
This course introduces students to the Adaptive Leadership framework as a tool for evaluating, navigating, and addressing difficult challenges at both a personal and systemic level. Using a case-based approach, students will identify and diagnose challenges, design equitable interventions, and mobilize diverse stakeholders to implement change on issues of concern. Prerequisite: Admission to a graduate program or certificate or consent of instructor.
This course establishes a theoretical groundwork with readings and discussions that will familiarize students with five perspectives on ethical decision making and behavior as well as the essential competencies of leadership. For each of those perspectives, students will engage in reflections, collaborative case studies, and debates based on a case in point approach as well as a single-authored analysis of a selected leadership case. Prerequisite: Graduate Standing.
Through webinars and case in point pedagogy, this course prepares students to manage the day to day communicative and executive functions necessary for doing the work of leadership. Topics will include crisis management, stakeholder engagement, speech writing, fundraising, image management, and professionalization. Prerequisite: Graduate standing.
Leadership and power often are confused and this misunderstanding can lead to members of oppressed groups dismissing their own leadership potential. Through reading, reflective writing, and engaged discussion, this course will help students understand power and leadership as distinct concepts that occasionally intersect. Within their various systems, people continuously perceive, encounter, and work within different power dynamics. Thus students will learn about historical and culturally diverse understandings of power, the ethical responsibilities of power, the dangers of misuse of power, and doing the work of leadership with (and without) power. Prerequisite: Graduate standing.
This course focuses on intra- and inter-personal communication, supporting students to: develop listening and empathy skills; make clear and specific requests; and express feelings and needs in a way that does not imply judgment, criticism, blame, or punishment. Learning this process involves working collaboratively through small group practice, pair shares, and teamwork to master the skills. A collaborative education approach is employed throughout the course, reinforcing learning, and providing students with confidence and competence to resolve conflict and handle challenging communication. Students critique one another's work, present feedback and suggestions, and collectively develop aptitude for successful work environments and personal relationships. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.
This course is designed for the study of graduate level skills and methods in leadership in diversity, equity, and inclusion. Course content addresses specialized leadership skills or leadership research methodologies in the field and topics change as needs and resources develop. May be repeated for credit if the content differs. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.
This course engages students in a graduate-level investigation of a special topic or project selected by the student with advice, approval, and supervision of a Leadership Studies instructor. Such study may take the form of special research, individual reports and/or conferences. Prerequisite: Permission of instructor.
This course offers students the opportunity to explore or extend existing investigation of populations, identities, contexts, movements, and issues common to the work of leadership in diversity, equity, inclusion, and belonging spaces. Topics will change as issues, needs, and resources develop. May be repeated for credit if the content differs. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.
This course is designed for graduate level directed readings in selected areas of Leadership Studies. Individual and supervised readings address major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Permission of instructor.
Students will integrate and synthesize the interdisciplinary knowledge they have gained in their graduate learning, making relevant connections across disciplines represented within the degree program while applying theory, skills, and methods to new contexts or complex problems. Prerequisite: Graduate standing and instructor consent.
Jewish Studies Courses
A beginning course in modern Hebrew. Essentials of grammar, syntax and conversational practice; elementary reading and writing. Note: Students with other previous experience in Hebrew must take a placement exam.
Further development of language skills: listening comprehension, oral efficiency, intermediate grammar and syntax, reading and writing. Note: Students with other previous experience in Hebrew must take a placement exam. Prerequisite: HEBR 120.
Examination of special topics in Jewish Studies predominantly taught in the Hebrew language. This course may be repeated for credit if topic varies. Prerequisite: HEBR 220 or permission of instructor.
Advanced study of Modern Hebrew. This course is designed to strengthen linguistic skills, enrich vocabulary, and further the study of grammar and syntax. Not open to native speakers of Hebrew. Prerequisite: HEBR 220 or permission of the instructor.
Continued advanced study of modern Hebrew. Not open to native speakers of Hebrew. Prerequisite: HEBR 340 or permission of the instructor.
This course is designed for the study abroad of special topics in Hebrew at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
An introduction to Hebrew literature from the nineteenth century to the present day. The course emphasizes the development of basic interpretive skills and the understanding of basic literary movements, genres, and concepts. Not open to native speakers of Hebrew. Prerequisite: HEBR 220 or equivalent.
This course is designed to help students achieve fluency in speaking, listening, and writing Modern Hebrew. Not open to native speakers of Hebrew. Prerequisite: HEBR 220 or equivalent.
Intensive reading or research under faculty supervision. Not open to native speakers of Hebrew. Prerequisite: HEBR 220 or equivalent.
Jewish Studies Courses
A basic introduction to the major religious traditions of the Near East, Europe, and the Americas, with an emphasis on their development through the modern period and their expressions in contemporary life. (Same as REL 107.)
This course introduces students to basic aspects of Jewish studies, including Jewish history, Judaism and theology, philosophy and science, and culture. Not open to students who have completed JWSH 400 or JWSH 610.
This course serves as an introduction to the literature of the Bible. Students will explore the relationships between various types of literature in the Bible as well as the functions this literature served in the history and religious life of the people who produced and used it. The focus of the course will be on examining the purpose and meaning of biblical texts during the time and culture in which they were originally written. Distinctive theological concerns and literary features of individual texts will be studied in light of their historical context in ancient Israel (for the Hebrew Bible) and the Greco-Roman world (for the New Testament). Not open to students who have taken REL 125 or JWSH 125. (Same as REL 124.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Jewish 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Examination of special topics in history and culture of the Jewish people. May be repeated if topic varies.
Examination of special topics in Jewish religion. This course may be repeated if topic varies.
A broad historical study of the Spanish Inquisition from 1478 to its afterlife in modern culture, including its use in political debates and its depiction in popular culture. Topics include anti-Semitism, the nature of the inquisitorial investigation, the use of torture, censorship and the relationship between the Inquisition, the Spanish monarchy and other religious and lay authorities. Taught in English. Will not count toward the Spanish major. (Same as HIST 325 and SPAN 302.)
An introduction and survey of the history and interpretation of the Jewish and Christian bibles from their first formation to the present day. Students will explore the way the text, interpretation and format of the Bible have adjusted over time to accommodate religious, political, social and technological changes. Class will occasionally meet in the university's rare book collection to study rare bibles. (Same as REL 320.)
An introduction to the figure of Jesus in his ancient Jewish context. What was Jewish life like in Jesus's time? What did the early Jesus movement share with other forms of Judaism, and how did it differ? Evidence from the New Testament, the Dead Sea Scrolls, and other textual and archaeological sources will be used to explore the first-century Jewish society of which both Jesus and the first Christians were a part. (Same as REL 323.)
Analyzes a selection of the core texts, teachings, and practices of Jewish religious traditions in terms of classical and contemporary understanding. (Same as REL 325.)
This course demystifies the Talmud, arguably the most central yet also the most mysterious text of rabbinic Judaism. Students are introduced to the scope, substance, styles, and major figures of the Talmud, and also learn how the text came into being over the course of several centuries. (Same as REL 326.) Prerequisite: REL 104, REL 107, or REL 124 or REL 125, or permission of the instructor.
By examining the modern concept of Yiddishkeit (Jewishness), this course explores Jewish secularism as a set of modern intellectual, literary, and cultural practices that redefined the relationship between the secular and religious in literature, music, theatre, art, humor, and foodways. This interdisciplinary course draws on theoretical approaches from history, cultural studies, religious studies, folklore, and linguistics to examine the different secularizing cultural practices of the Jews in Central and Eastern Europe, as well as in North America.
This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. (Same as GIST 329, HIST 482, and POLS 369.)
Mystical experiences and supernatural encounters in Jewish texts and tradition: Dybbuks and demons, angels and Elijah; from ecstatic enlightenment to succumbing to satan - Jewish texts and tradition are riddled with the arcane, the occult and the mystical. This course will mine the sources for a deep exploration of these aspects of Judaism that are most often obscured by "normative" teachings and practices, yet remain deeply embedded in the customs and beliefs of Jews around the world. (Same as REL 329.)
This course explores Jewish women's involvement and activism in their communities and immediate environment. We will explore themes in Jewish women's participation like enfranchisement, labor activism, civil rights, access to healthcare, religious practices, cultural contributions, and family units. Students will have the opportunity to consider the relationship between identity, gender, religion, community, and how these impact individuals' social behavior. Specifically, students will explore how Jewish women have to balance their religious and ethnic identities and efforts to impact their surroundings.
This course explores Jewish women's involvement and activism in their communities and immediate environment. We will explore themes in Jewish women's participation like enfranchisement, labor activism, civil rights, access to healthcare, religious practices, cultural contributions, and family units. Students will have the opportunity to consider the relationship between identity, gender, religion, community, and how these impact individuals' social behavior. Specifically, students will explore how Jewish women have to balance their religious and ethnic identities and efforts to impact their surroundings.
This course explores the history of Jewish women from antiquity to the twentieth century. It examines the historical constructions of women's gender roles and identities in Jewish law and custom as well as the social and cultural impact of those constructions in the context of the realities of women's lives in both Jewish and non-Jewish society. (Same as HIST 335, WGSS 335.)
An examination of Jewish American literature and culture from the 17th century to the present. Materials may include a broad range of literary genres as well as folklore, music, film, and visual art. Prerequisite: Prior completion of the Core 34: English (SGE) requirement. Recommended: Prior completion of one 200-level English course.
A survey of the many types of Religious Zionism, from the origins of the movement to the present, from Left to Right, and from Jewish to Christian. The class asks questions about the relationship between religion and politics in Israel using case studies as examples, and also considers the views of religious Jewish anti-Zionists. No previous knowledge of Judaism or Israeli history is required. (Same as REL 327.)
From the beginning, Jewish history and culture is closely tied to language, from Hebrew and Aramaic to the languages of diaspora such as Yiddish and Ladino. Focusing on issues of language in society, this course will survey the languages spoken by the Jews throughout their long history in diverse communities around the world. We will learn about Hebrew as a spoken and a sacred language, examine how Jewish languages are born and die, and discuss the resurrection of Modern Hebrew in the state of Israel. All readings are in English. No prior knowledge of languages or linguistics is required. (Same as LING 338.)
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as GERM 341 and HIST 341.)
The systematic murder of the Jews of Europe by the Nazis during World War II is one of the most important events of modern history. This course studies the Holocaust by asking about its place in history. It compares other attempted genocides with the Holocaust and examines why most historians argue that it is unique. Other topics covered include the reasons the Holocaust occurred in Europe when it did, the changing role of anti-Semitism, and the effects of the Holocaust on civilization. The course also discusses why some people have sought to deny the Holocaust. The course concludes by discussing the questions people have raised about the Holocaust and such issues as support for democracy, the belief in progress, the role of science, and the search for human values which are common to all societies. (Same as HIST 343.)
This course explores the complex of interactions between Jews, Judaism, and modernity by examining the challenges to Jewish life and thought, community and culture, self-understanding and survival, from the early modern period to the present day. Through the lenses of religious, cultural, intellectual, and political expression, the course examines the social, economic, and demographic changes in Jewish communities in Western, Central and Eastern Europe, the United States, and Israel along with the impact of antisemitism and the Holocaust. (Same as HIST 344.)
This seminar focuses on theatre art production under extreme situations. Do artists have a moral obligation to bear witness to genocide and war? Lectures, historical and theoretical readings, play texts, dance performance, and films provide students with a context within which to explore such issues as: the function of the performing arts under duress; the artist's role under and in response to atrocity; and how art aids us to explore the human condition. Class discussion, readings, and individual projects. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in JWSH 645 or THR 645. (Same as THR 345.) Prerequisite: THR 308 or instructor permission.
In this course we will explore the variety of ways that Judaism and Jewish people have approached ethics, both theoretically and practically. Our investigation will consider the evolution of approaches across time, and variations among different communities, as well as examining how the religious tradition has, at times, differed from actual practice among Jewish people. We will look at theological, philosophical, and sociological elements that inform Jewish ethics, as well as delving into specific issues in Jewish ethics, including autonomy vs. communal norms; business and labor practices; saving a life vs. taking a life; the treatment of animals; marriage and family matters; medical ethics; universalism vs. particularism, and more.
This course examines the interaction between literature and memory, in particular how authors respond to major historical events and contribute to shaping the collective memory of those events. Students will read graphic novels inspired by memories of the Holocaust and Communism. Through the visual and textual mix of the graphic novel, we will consider the impact of historical upheavals on the lives of ordinary individuals, drawing connections to contemporary national and global socio-political problems. Students will write on these topics in a variety of academic and non-academic genres, including: journal, article summary, synthetic essay, analytical essay, and reflection essay/creative writing. (Same as GIST 321 and SLAV 320.)
This course surveys the genesis, evolution and persistence of antipathy towards Jews and Judaism from late antiquity through the twentieth century, exploring its connections to religious and secular ideologies and its changing nature over time, place, and culture. Using primary source documents, religious and secular art and literature, the mass media and popular expression, the course examines how antisemitism was articulated and implemented, how Jews and Judaism were perceived and represented, and how Jews and Judaism responded to antisemitism. (Same as HIST 349.)
This course explores the variety of ways in which American Jews create Jewish identities as individuals and groups. It traces the emergence of the various current divisions within Judaism: Reform Judaism (which by definition, implies Orthodoxy), then Conservative Judaism, and then the later development of Reconstructionist Judaism. The course also explores other contemporary options for being Jewish: cultural Jews, secular Jews, unaffiliated Jews, religious Jews, and gay or lesbian or transgendered Jews.
An examination of the cultural history of the Jews through films that explore Jewish themes, including but not limited to: issues of tradition and modernity, religion and secularism, immigration, gender, Zionism, anti-Semitism, and the Holocaust. Films studied may be in English and in foreign languages (with English subtitles) like Yiddish, Hebrew, and Russian.
Archaeology and art, sites and monuments of ancient Israel from the Neolithic period to Late Roman. Special topics will include the peoples of the region, nomadism and urbanization, the kingdoms of Israel, Second Temple Period, Qumran, Roman Jerusalem, and the creation and development of the synagogue. (Same as CLSX 371.)
The course will examine what religious traditions have had to say about controversies in economic ethics, focusing on how religious thinkers develop arguments on the basis of methods particular to their traditions. At the same time, it presents these traditions alongside secular approaches to economic ethics. Judaism, Christianity, Islam, Hinduism, and Buddhism will be considered, as will liberalism, Marxism, feminism, and natural law theory. Topics include economic inequality, wealth accumulation, licit and illicit commerce, slavery, and profit. Attention will also be paid to the methodological challenges of the study of the topic, which necessarily brings together political economy, ethics, economic history, and hermeneutics. Students will work with a diverse array of primary sources, from ancient scriptures to modern thinkers. The ultimate goal will be to understand how it is possible for thinkers within the same religious tradition to take differing stances on economic ethics, while considering themselves wholly grounded in tradition, depending on their relationships to the modern secular approaches we discuss. (Same as REL 379.)
This course is designed for the study of special topics in Jewish Studies at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as EURS 396, GERM 396 and HIST 396.) Prerequisite: Membership in University Honors or consent of instructor.
This course introduces students to basic aspects of Jewish studies, including Jewish history, Judaism and theology, philosophy and science, ethnicities and narratives, languages, customs and the arts. Special attention will be given to various career options available to students of Jewish studies. Not open to students who have completed JWSH 120 or JWSH 610.
The course focuses on understanding Israel as a Nation-State of the Jewish people and its challenges regarding the balance between being a Jewish and a Democratic state. In the first part, the course surveys Jewish history in the 19th century, the birth of Zionism, and statehood's progress through the British Mandate. In the second part, students learn about Israel's major contemporary issues by discussing political, ethnic, national, economic, gender, and religious divides and their relation to the pre-statehood period.
A review of the thirty-year history of the British Mandate over Palestine, with a focus on the successful nation building by the Jewish people and the demise of the Palestinian project in 1948.
The war of 1948 shaped the history of the modern Middle East more than any other single event. Issues discussed include the participating parties, the efforts of the international community, the establishment of Israel, the division of Palestine, and the unsolved status of the Palestinian refugees. (Same as GIST 414 and HIST 418.)
The course focuses on the formative period of the State of Israel from sociological, economic, religious, and cultural perspectives.
The course is an introduction to the Israeli system of government and its complexities, from a comparative perspective. The course aims to deal with the processes and critical issues that characterize the Israeli political system, as well as dilemmas and conflicts that are part of it since the early days of statehood until today. (Same as POLS 480.)
This course explores the social interconnections and interactions of the various cultures, religions, and ethnic identities in Israel.
An examination of public opinion in Israel, polls, and their effect on election results, policy making, and politics -- from a comparative perspective. We will discuss the validity of public opinion polls as a measurement tool, its advantages and disadvantages, and its success and failure at predicting election results.
This course introduces students to the study of Arab-Palestinians in Israel, by exploring the construction of Palestinian identity, their social and political structures, their culture, relations with Israeli Jews and the status of integration vs segregation within Israel.
An overview of the politics and the governmental systems of Middle Eastern nations, including the historic, religious, ideological, economic and cultural forces that shape government policies and social movements.
An introduction to the fundamentals of local governments in Israel and their relationships, political, legal, and economic, to the central government.
Intensive reading or research under faculty supervision. Prerequisite: Consent of instructor.
Honors version of JWSH 490. Intensive reading or research under faculty supervision. Prerequisite: Membership in the University Honors Program or consent of instructor.
This course examines the ways Jews and Christians have interacted with and characterized one another at various points in their histories. Special emphasis is placed on the gradual separation of the two religious traditions in the 1st-4th centuries. (Same as REL 525.) Prerequisite: A previous course in Religious Studies or Jewish Studies; or consent of instructor.
This seminar will introduce students to appropriate approaches and methods, especially in the Humanities and Social Sciences, for conducting research in Jewish Studies and/or in Israel Studies. Examples will draw on many disciplines, especially in the humanities and social sciences. Students will prepare a research proposal and investigative methodology. Prerequisite: Any JWSH course 300 or above or permission of the instructor.
Examination of advanced topics in Jewish Studies. May be repeated if topic varies. Prerequisite: Consent of instructor.
Investigation of topics related to Jewish studies from an interdisciplinary perspective: Jewish culture, history, and religion. The course focuses on research methods and intensive writing. Prerequisite: Open only to Jewish studies majors. Suggested for students with senior standing.
This seminar focuses on theatre art production under extreme situations. Do artists have a moral obligation to bear witness to genocide and war? Lectures, historical and theoretical readings, play texts, dance performance, and films provide students with a context within which to explore such issues as: the function of the performing arts under duress; the artist's role under and in response to atrocity; and how art aids us to explore the human condition. Class discussion, readings, and individual projects. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to student with credit in JWSH 345 or THR 345. (Same as THR 645.) Prerequisite: THR 308 or graduate standing, or instructor permission.
This course, to be taken in the junior or senior year, is designed to give students the opportunity to apply the knowledge, concepts, and ideas gained in courses in Jewish studies to real-life situations in appropriate agencies and organizations. Open to students in the Jewish Studies program. Prerequisite: Permission of instructor.
Using governmental case-studies in North Africa and the Middle East, this course will examine basic definitions and behavoriors of liberal democracies, dictatorships, and hybrid regimes, the transitions between them, and the strategies they (and their leaders) use to stay in power. Prerequisite: JWSH 440 or permission of instructor.
Advanced study abroad topics in Jewish and Israel studies. Prerequisite: Any JWSH course 300 or above or permission of the instructor.
A study of one or more selected topics in Jewish studies. Topics can be on Jewish religion, history, culture, languages, or Israel studies. Repeatable for credit if topic varies. Prerequisite: Any JWSH course 300 and above, or equivalent by permission of instructor.
This course guides students in conducting research on any aspect of the Israeli-Palestinian conflict, such as its history from the Ottoman period to the present day, the social and political effects on Israelis and Palestinians, various narratives, and international responses. Prerequisite: JWSH 329 or JWSH 410 or JWSH 414 or JWSH 412 or JWSH 434 or permission of the instructor.
Jewish Studies Courses
Examination of special topics in Yiddish. May be repeated if topic varies.
Intensive reading or research under faculty supervision
Liberal Arts & Sciences Courses
An introduction to the humanities as a division of learning and to interdisciplinary study in the humanities. Topics include the history and role of the humanities in a liberal education, perspectives and methods in the humanities, the humanities and human diversity, and interdisciplinary approaches to understanding and interpreting texts.
An introduction to the humanities as a division of learning and to interdisciplinary study in the humanities. Topics include the history and role of the humanities in a liberal education; perspectives and methods in the humanities; the humanities and human diversity; and interdisciplinary approaches to understanding and interpreting texts. Prerequisite: Membership in the University Honors Program.
A program of study using readings and writing to explore and understand the record of Western Civilization from the ancient world through the early modern period. This is a writing intensive and writing instructive course designed to expand critical thinking and global awareness through the medium of composition practice. Prerequisite: Membership in the University Honors Program or permission of the department.
A program of study emphasizing the reading and discussion of some of the influential writings and ideas that have shaped the intellectual and cultural heritage of the Western world. Western Civilization II includes readings from the modern period. Prerequisite: Membership in the University Honors Program or permission of department.
This course focuses on the complex relationship among technological change, increasing social complexity, and the individual from the Paleolithic Era to the so-called Computer Revolution, with a particular emphasis on Europe and the United States. Through the study of foundational texts in the history of technology and dystopian fiction, students will analyze a range of technologies from stone tools to smartphones to better understand the social, cultural, and economic forces that underlie technological change and how to critically evaluate assumptions about the nature of that change.
This course provides an introduction to the field of world literature as an approach to critical reading and writing about literary works in a global context. Topics may include: what constitutes literature; challenges to reading works across time or within different cultural traditions; reading works in translation; history of writing technologies and canon formation; literature and market forces; and the literature of global encounters and exchanges. This is a writing intensive and writing instructive course designed to expand critical thinking and global awareness through the medium of composition practice.
An introduction to the inhabitants of Kansas and their experiences of the unique landscapes found within the state. Through the use of sources such as letters, autobiographies, novels, art, architecture and film, this course explores how Kansas environments have shaped and been shaped by the humans that occupy them, and why Kansas has had a powerful hold on the American imagination.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Humanities. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
A program of study using readings and writing to explore and understand the record of Western Civilization from the ancient world through the early modern period. This is a writing intensive and writing instructive course designed to expand critical thinking and global awareness through the medium of composition practice.
A program of study emphasizing the reading and discussion of some of the influential writings and ideas that have shaped the intellectual and cultural heritage of the Western world. Western Civilization II includes readings from the modern period.
A sequel to the two Western Civilization courses which offers the opportunity to examine influential works of literature, philosophy, history, and political thought written since the end of World War II. In keeping with the decline of colonialism and the growth of global and multicultural civilization since 1945, the readings of the course are selected from both Western and non-Western writers.
An interdisciplinary course, focusing on different topics and drawing on diverse media, cultures, and historical periods. Humanities-based, this course, depending on its topic, may include the arts, the social sciences, and the natural sciences. May be repeated for credit with different topics.
The study of great books in English translation from antiquity through the fifteenth century from two or more national literatures.
The study of great books in English translation from the sixteenth, seventeenth, eighteenth, and early nineteenth centuries from two or more national literatures.
The study of great books in English translation in the modern period (late nineteenth and twentieth centuries) from two or more national literatures.
A study of what it means to be human and humane in the workplace. Topics include the concepts of work, the worker, and the workplace; workers' rights; issues of discrimination; business ethics; privacy and confidentiality; bullying; whistle blowing; workplace environment.
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 AMS 323, HIST 332 and WGSS 311.)
This course offers students the opportunity to explore the social, political and ethical consequences of transnational migration in a European context. As the foundation of a winter-break study abroad experience in the Humanities Program, the course surveys the history and geography of human mobility across the EU with a focus on concepts such as "fortress Europe," and "shelter Europe," and the borderization of the Mediterranean basin. The main component of the course consists of experiential learning activities. Students engage in site visits, interact with activists and immigrants, and participate in migrant relief projects to better understand the dynamics of immigration policies as well as efforts to foster multiculturalism and integration within the area in question. (The program will take place in select European cities and location may vary by semester.) Prerequisite: Open only to students in the Humanities winter break study abroad program.
This course examines the cultural, social, economic, environmental, and political background of Indian territory in what is now the state of Oklahoma. It surveys the diverse geographical regions, tribal cultures, the impact of the Indian Removal Act, assimilation, acculturation, westward expansion, the Civil War, boarding schools, the Dawes Act, the Curtis Act, and land runs on Territory residents. The course also treats post-Civil War violence, outlaws, and the role of tribal courts along with controversies over removals, Land Run celebrations, allotment scandals, and Osage oil murders. (Same as HIST 318 and ISP 345.)
This course examines American Indian/White relations from reconstruction to the present. It surveys the impact of westward expansion and cultural changes brought about by the Civil War, forced education, intermarriage, the Dawes Act, the New Deal, the World Wars, termination, relocation and stereotypical literature and movies. The class also addresses the Red Power and AIM movements, as well as indigenous efforts to decolonize and to recover and retain indigenous knowledge. After learning about the past from both Native and non-Native source materials, students will gain multiple perspectives about historical events and gain understandings of diverse world views, values, and responses to adversity. (Same as HIST 352 and ISP 350.)
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 AMS 365, HIST 364 and WGSS 365.)
An examination of fat and food as they relate to human embodiment in a variety of world locations. Bringing into a dialogue a number of disciplinary voices, including anthropology, fat studies, feminist theory, food studies, history, medicine, and psychology, the course applies theories of culture and embodiment to select global case studies as a means of approaching the pleasures, anxieties, health implications, and symbolic functions of ingesting food and drink. Topics may include the cultural and gender politics of fatness and thinness; anorexia and feederism; food, sex, and animality; vegetarianism, food scares and food purity movements; neoliberalism and the consuming body; and the material and symbolic aspects of fats and oils. (Same as WGSS 366.)
This course examines the complex relationship between powered flight and American society from the invention of the airplane to the rise of drone warfare. Through a mixture of scholarly works, personal accounts, and primary sources, we will investigate how use of and access to the airplane became a focal point for the construction and deconstruction of race, gender, and class distinctions and an important site in the struggle for equality and social justice. Using the airplane as a lens, we will recognize and challenge key assumptions within American technoculture such as technological messianism, technological neutrality, and the role of government in technological development. (Same as HIST 441.)
This course draws on materials from multiple disciplines in the humanities including literature, history, philosophy, and cultural studies, to examine how belonging or not belonging to a state shapes the human experience. Literary texts, theoretical reflections, and historical studies on the subject of mass migration in Europe in the middle of the 20th-century will prepare for discussions of contemporary statelessness as well as responses to the refugee condition in a global context. (Same as PCS 375.)
The study of the evolution of a cultural or literary tradition from the Graeco-Roman world into modern times. The theme of the course will normally vary from semester to semester; topics such as these may be examined: the analysis of a literary genre (e.g. drama, satire, lyric), the transformation of the ancient mythical heritage, the reception of ancient astronomy. Students should consult the Schedule of Classes for the theme of the course in a given semester. With departmental permission, may be repeated for credit as topic varies. (Same as CLSX 350.)
A seminar to result in the student's integration of knowledge within the Humanities major. Students undertake a project that reflects and utilizes the interdisciplinary perspectives of the humanities. Options for the final project include a portfolio, web page, or significant writing project. Not open to freshmen and sophomores; recommended in the senior year. Prerequisite: Completion of at least 9 hours of upper division courses in the major.
An introduction to the literature of encounters between European and non-European civilizations, drawing on both Western and non-Western sources. The course may include European interactions with areas such as the Mediterranean Basin, Sub-saharan Africa, South and East Asia, and the Americas. World areas and historical periods chosen for study will vary from semester to semester according to the interest and field of the instructor. Not open to freshmen. (Same as EURS 430.) Prerequisite: HUM 114 or HUM 204 and HUM 115 or HUM 205.
Investigation of a subject in fields or on topics not covered in regularly scheduled courses. May be repeated for a total of 6 hours. Does not replace or satisfy specific course requirements for the HWC major. May be counted as part of the total junior-senior credit hours required.
A study of significant themes, topics, or problems in the humanities. May also relate an issue in the humanities to the social sciences or natural sciences. May be repeated for credit when the topic varies.
An exploration of major social, political and economic developments post World War II including the rise of the European Union, the integration of Eastern and Western Europe, the growing role of Islam, attitudes towards the United States, and Europe's role in the world economy. Topics may vary based on current events. (Same as EURS 504.) Prerequisite: Junior or senior standing or consent of instructor.
An examination of selected theoretical texts and literary works relevant to the emerging field of "world literature studies" that seeks to account for the ways that global relationships structure literary production, circulation, and reception. Topics and texts vary. May be taken more than once if content differs sufficiently.
The objective of this course is to provide members of the university community with information that enables them to judge the humanistic, moral, and ethical implications of scientific and technological developments. Formal presentations by guest lecturers, followed by question-and-answer periods, will alternate with panel discussions, symposia, etc., prepared by faculty members drawn from the various departments, schools, and organizational units of K.U.
An interdisciplinary treatment of the art and archaeology of the ancient Roman cities of Pompeii and Herculaneum in Italy. Emphasis on the structures and decorations of major public spaces and houses and on aspects of cultural, social, political, commercial and religious life from the period of the second century B.C.E. to 79 C.E., when Pompeii and Herculaneum were buried by the eruption of Mt. Vesuvius. Slide lectures and discussion. (Same as CLSX 538, HA 538) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, History of Art, or permission of the instructor.
This course addresses research possibilities and ongoing debates in the field of Digital Humanities. Students will examine how digital technologies and methodologies can enhance or suggest new modes of Humanities research. The course focuses on core topics in the field, including text analysis, data visualization, digital mapping, archiving and (digital) cultural studies. We will take a hands-on and critical approach to investigating the benefits and limitation of different digital methods. Course assignments will consist of blog posts and mini projects conducted throughout the semester. At the end of the semester, students will develop a proposal for a project that brings digital methodologies to bear on a research inquiry related to the student's discipline. No prior experience in digital work or technical skills required. Prerequisite: Instructor permission.
This course surveys the traditional foodways of the indigenous peoples of North America. We survey hunting, gathering and fishing methods, meal preparation, medicinal plants and the cultivation of crops according to tribal seasons. Because modern indigenous peoples are suffering from unprecedented health problems, such as diabetes, obesity, high blood pressure and related maladies, the course traces through history the reasons why tribal peoples have become unhealthy and why some have lost the traditional knowledge necessary to plant, cultivate and save seeds. The course also addresses the destruction of flora and fauna from environmental degradation. (Same as HIST 511 and ISP 551.) Prerequisite: Upper division course on indigenous/ American Indian history, or permission of the instructor.
This course explores traditional foods, ways of eating, and cultural significance of food among peoples of Latin America. The course surveys the vast array of flora in Central and South America and the Caribbean, and focuses on issues of environmental protection, bioethics, food security, and the growth of farming and ranching. The class studies the impact that foods such as maize, potatoes and cacao have had globally, and includes African, Asian, and European influences on Latin cuisine, as well as health problems associated with dietary changes. (Same as HIST 512, ISP 552, and LAC 552.) Prerequisite: Upper division course on Latin America or permission of the instructor.
An intensive examination of the role of the human body in the creation of personal and social identities in the Western world. Students become acquainted with contemporary theories of embodiment and senses as they are applied to a variety of historical themes, and develop research projects on a topic negotiated with the instructor. (Same as HIST 625, WGSS 575.) Prerequisite: An upper-division course in History, Humanities, or Women Gender and Sexuality Studies; or permission of instructor.
Discussion of matters relating to teaching in Humanities and Western Civilization courses. Sections may vary according to course topics. Required of all GTAs in the first year of teaching in the Program or for the first semester of a new teaching assignment. Does not count towards completion of coursework for the M.A. or Ph.D. in any field or department. Open only to GTAs employed by the Humanities Program. Graded on a satisfactory/unsatisfactory basis.
An intensive examination of the role of the human body in the creation of personal and social identities in the West since the sixteenth century. Emphasis is on understanding how contemporary theories of embodiment are applied to concrete historical or contemporary problems. May be repeated if course content varies sufficiently. (Same as WGSS 775.)
Liberal Arts & Sciences Courses
An introduction to the liberal arts & sciences and to interdisciplinary study. Topics include the history and role of a liberal education, perspectives and methods in the liberal arts & sciences and varied approaches to understanding and interpreting texts.
This course will provide the tools to help you understand and make decisions using data. You will learn the basics of human decision making and why relying on numerical data is an important component of good decisions. The class will also help you understand the basics of probability and statistics. This will include fundamental statistical concepts used in everyday decision-making as well as training to perform statistical tests. The class will conclude with applications of numeracy to make sound personal financial decisions regarding spending and borrowing and saving and investing. Throughout the course, you will learn to use Excel to perform calculations, analyze data and spending habits and develop a personal budget.
Emphasizes the vocabulary of and fundamentals of reading and writing the Cherokee language. Students will have an opportunity to learn the language, beliefs, and religious practices of the Cherokee. Taught at Haskell Indian Nations University.
Continuation of Cherokee Language I. Includes an intermediate level of vocabulary skill with increased emphasis on reading and writing. Taught at Haskell Indian Nations University. Prerequisite: LA&S 110.
Students will have the opportunity to explore health care career pathways broadly and will look more thoroughly at specific pathways of interest through experiential learning activities. Class-time will include discovering the knowledge, skills, and attributes typically seen in health care professionals and the requirements for gaining admission to the various professional degree programs. The course will also discuss important ethical issues in health care and the future direction of the field. This course is designed for KU students who are interested in pursuing a health care career. This includes but is not limited to: medicine, pharmacy, physician assistant, physical therapy, and occupational therapy.
Special topics at the undergraduate level. Taught at Haskell Indian Nations University. Special permission from the Provost's Office required.
Introductory survey of the origin, evolution, and distribution of Indians throughout North America, location of tribes in historic times, their relationships to one another, and their responses to white penetration of the continent. Emphasis on American Indian leadership and major contributions of American Indian people to American society. Taught at Haskell Indian Nations University.
An overview of current and historical issues which have resulted in policies and regulations affecting American Indians and Alaska Natives. The issues include: education, treaties, sovereignty and self-determination, religions, natural resources, legislation, jurisdiction, reservation and/or urban status, federal trust relationship, tribal economics and enterprises, American Indian policy, federal recognition, and current issues both regional and local. Taught at Haskell Indian Nations University.
An introduction and general overview of federal Indian law and processes and its relationship to tribal governments. Focus will be on sovereignty and its relationship to the internal and domestic laws of the United States government, tribal governments, and the international community. Taught at Haskell Indian Nations University.
Inventory and identify the resources currently available to tribal governments to include natural and human resources and those financial resources available to tribal governments from federal, state, and private resources. Included will be an economic analysis on how to best optimize available resources while recognizing the economic concept of constrained maximization. Taught at Haskell Indian Nations University.
The beliefs and values of Western civilization from the eighth century BC to the close of the eighteenth century are compared with the ideas central to American Indian cultural traditions. Fulfills the Western Civilization I requirement for CLAS. Taught at Haskell Indian Nations University.
An interdisciplinary study of different topics. Designed especially for freshmen and sophomores.
This seminar helps students develop their personal writing abilities. Students analyze language and rhetorical choices in the genre of the personal essay. Students demonstrate rhetorical flexibility within the genre, considering audience, purpose, and application of the material. This course is intended for candidates for national fellowships, regardless of University Honors Program membership. (Same as HNRS 370.) Prerequisite: Permission of the Office of Fellowships.
Students will participate in experiential learning activities to confirm their interest in the health care professions and prepare documents for their application. Class-time will include exploring crucial health care topics such as ethical standards, the future of medicine, and social determinants of health. Additionally, students will prepare application materials, research professional programs, create a personal statement, participate in mock interviews, and decide where to apply. This course is designed for KU students who are planning to apply in the current or subsequent academic year to a health professional program including (but not limited to) medicine, pharmacy, physician assistant, physical therapy, and occupational therapy.
The focus of this class is on honing the two basic skills of critical thinking and advocacy. In this seminar, students develop a basic system for critical analysis that can be applied generally; test that critical analysis system in a series of practicums to develop the skills necessary to apply it; and develop a basic system for designing effective and ethical persuasive messages. (Same as HNRS 380.) Prerequisite: Permission of the Office of Fellowships.
Students explore theories and strategies of teaching and tutoring writing across academic disciplines. They learn more about themselves as writers as they build a repertoire of writing techniques useful in their studies, in the workplace, and in their personal lives. By observing and consulting in the writing center, they understand how reflection leads to responsive, ethical, and engaged practice. (Same as ENGL 400.) Prerequisite: ENGL 102 or equivalent.
Integrates Native American traditional knowledge of ecology and biology with modern, western science. One purpose of the course is to preserve the unique knowledge and varied cultural traditions relating to the life sciences that are possessed by indigenous people. Taught at Haskell Indian Nations University. Prerequisite: BIOL 100 or BIOL 150.
Special topics at the junior/senior undergraduate level. Taught at Haskell Indian Nations University. Special permission from the Provost's office required.
When envisioning the future, many students consider immediate post-graduation needs but may fail to consider future professional career management, life and career transitions, and career progression. This advanced career development course studies the theories of career development, organizational and industrial psychology, and human resources. Students learn theories from these areas and understand how to apply them to their own professional career, future career transitions, and lifelong career progression. Prerequisite: Students must be sophomore standing or above.
This course, delivered through an 8-week seminar and week-long study abroad experience, teaches the fundamentals of executing an international job search. The course is open only to participants admitted to the Preparing for International Careers study abroad program. Students must complete a study abroad application and be approved before enrolling in the course.
This global career development course studies the theories of cross-cultural communication and analyzes the global economy to help students apply these concepts to their own lifelong career management. Furthermore, the course builds upon the international experiences students are having at KU and also allows any student to gain lifelong knowledge and skills to be successful in a global job search or career transition, by assisting them to articulate their skills and value through a cross-cultural perspective to potential employers. Prerequisite: Students must be sophomore standing or above.
This course provides credit for supervised practical experiences in an occupational area of interest. In addition to the work-related activity, students complete reading and writing assignments, participate in an on-line discussion and create a final portfolio of internship accomplishments. Hours of credit recorded (1-5) are based on number of hours at internship site and agreement of instructor. Credit hours will be assigned a letter grade. Repeatable for up to 5 credit hours, provided the internship experiences are different. Prerequisite: Consent of Instructor.
An interdisciplinary study of different topics. Topics include Sanskrit. Designed especially for Juniors and Seniors.
This course is a seminar to result in the student's integration of knowledge within the liberal arts and sciences. Through lecture and discussion, students explore a series of issues or themes that integrate several disciplines in the humanities, arts, social sciences, and mathematics and natural sciences. A final project (options include a portfolio, web page, paper, presentation) demonstrates the students' knowledge of the concepts, theories, and methods of several disciplines, and their ability to integrate that knowledge across disciplines. Not open to freshmen and sophomores; recommended in the senior year. Prerequisite: Completion of at least 30 junior/senior hours.
An introductory study of topics in language teaching research with the focus on higher education contexts. Intended for graduate students in any area of specialization related to foreign language teaching and learning. (Same as SLAV 720.) Prerequisite: Consent of instructor.
An interdisciplinary study of a variety of topics from the Liberal Arts and Sciences. Usually intended for graduate students, but may also be taken by qualified upper level undergraduates. May be repeated for credit when topic differs.
Linguistics Courses
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 ANTH 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 ANTH 107.)
A study of the relation between language and the human mind, focusing on language as a fundamental aspect of human cognition. Topics include what is innate and what is learned during first and second language acquisition, how we process language, how animals communicate, how language may influence our thoughts, and whether there are areas of the brain specialized for language. Through a range of activities including in-class discussions, hands-on exercises, and linguistic experiments, you will develop your ability to critically evaluate claims about the mind and language and to use evidence from a variety of languages to discover how language is acquired, used, and organized in the human brain.
A study of the relation between language and the human mind, focusing on language as a fundamental aspect of human cognition. Topics include what is innate and what is learned during first and second language acquisition, how we process language, how animals communicate, how language may influence our thoughts, and whether there are areas of the brain specialized for language. Through a range of activities including in-class discussions, hands-on exercises, and linguistic experiments, you will develop your ability to critically evaluate claims about the mind and language and to use evidence from a variety of languages to discover how language is acquired, used, and organized in the human brain. Prerequisite: Open only to students admitted to the University Honors Program, or by consent of instructor.
An introduction to the acoustic structure of speech intended for nonscience majors. Emphasis will be placed on the methods and standards by which scientists measure and evaluate the physical characteristics of speech. Topics will include: simple harmonic motion, the propagation of sound waves, aerodynamic aspects of vocal fold vibration, resonance, digital speech processing, frequency analysis, and speech synthesis. Three class hours and one laboratory per week. (Same as SPLH 220.) Prerequisite: MATH 101 or 104 or equivalent.
A limited-enrollment, seminar course for first-time freshmen, organized around current issues in linguistics. Course is designed to meet the critical thinking learning outcome of the KU Core. May not contribute to major requirements in linguistics. First year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course is designed for the study of special topics in Linguistics. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
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 AAAS 250, GERM 240, SLAV 250 and SPAN 202.) Prerequisite: Study of a foreign language, minimum two semesters of the same language.
This course provides a basic introduction to the study of human speech sounds. Topics to be covered include anatomy and physiology of the speech production apparatus, transcription and production of the world's sounds, basic acoustics, computerized methods for speech analysis, acoustic characteristics of speech sounds, stress, and intonation. A hands on laboratory project is part of the course. Prerequisite: An introductory course in Linguistics, or by 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. Prerequisite: LING 106.
This course focuses on crucial phonological concepts such as contrast, alternation, neutralization, distinctive features, and the syllable. It also provides students with basic skills for phonological analysis, including the selection of underlying representations, rule notation, rule ordering, identifying phonological universals, and how to make an informed decision when multiple analyses are viable. In addition, it discusses the external motivations for phonological grammar and relates phonology to other disciplines in linguistics such as language acquisition and psycholinguistics. Not open to students who have taken LING 712. Prerequisite: LING 305.
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 ANTH 320.)
An introduction to generative syntax with special attention to theory and method. The course covers such topics as phrase structure, the lexicon, transformations and derivation. Prerequisite: LING 106.
From the beginning, Jewish history and culture is closely tied to language, from Hebrew and Aramaic to the languages of diaspora such as Yiddish and Ladino. Focusing on issues of language in society, this course will survey the languages spoken by the Jews throughout their long history in diverse communities around the world. We will learn about Hebrew as a spoken and a sacred language, examine how Jewish languages are born and die, and discuss the resurrection of Modern Hebrew in the state of Israel. All readings are in English. No prior knowledge of languages or linguistics is required. (Same as JWSH 338.)
This course is an introduction to bilingualism in the U.S. and in the world. It explores the linguistic, sociolinguistic, and psycholinguistic aspects of bilingualism. We will consider how bilingualism impacts language itself, considering the new varieties that emerge as languages come into contact. We will also consider bilingualism at the societal level, considering how language policies and notions of 'prestige' impact language communities and whether they are able to preserve their languages. Finally, we will consider bilingualism at the individual level, considering how using two or more languages on a daily basis impacts language acquisition and language processing. We will also consider whether using more than one language affords certain cognitive advantages. We will discuss these topics to better understand research in this area and think critically about what relevance this research has in real world settings such as homes, classrooms, corporations, and clinical settings. The final project will ask you to make a proposal/argument related to bilingualism based on primary research in this area. The main goal will be to consider how research findings can be used to inform a real-world problem and how to best communicate those findings to the general public.
This course explores the relationship between language use and gender. The course will specifically focus on how gender affects the ways we use spoken language as well as how we interpret the speech of others. Topics to be discussed will include the function of language in social relationships and language variation in different social contexts.
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 AAAS 370.)
This course is designed for the study of special topics in Linguistics at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad.
Introduction to the study of second language acquisition: The application of theoretical linguistics to the description of the language that a learner acquires, and to the process of acquisition. Prerequisite: An introductory course in linguistics.
Examines the data and methodologies of the disciplines that comprise Cognitive Science, an interdisciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as PHIL 418, PSYC 418, and SPLH 418.) Prerequisite: Consent of instructor.
In this course you will get hands-on experience carrying out research in the language sciences, including designing, conducting, and presenting your own research. Topics covered in the class include formulating a research question and predictions; defining and recognizing critical thinking; using inferential statistics; and understanding common techniques, experiment paradigms, and research tools used in linguistics. Over the course of the semester you will work with classmates and with guidance from the instructor on formulating a research question and carrying out at least one part of the research to address it. This course will build your skills to critically evaluate claims about the world and identify ways to answer open questions – skills that are useful not only for linguistic research but also for career preparation for personal development. Prerequisite: LING 305, LING 312, LING 325, and either LING 415, LING 425, LING 435, or LING 438.
This course, an on-site practicum in Linguistics, explores the similarities and differences among the worlds' languages. Students apply their knowledge of phonetics, phonology, morphology, and syntax in describing and analyzing phenomena from a number of languages. The typological perspective that students develop is applied to topics such as word order, morphological typology, case, lexical categories, and valency. In addition to lecture style instruction, students get hands on practice in collecting, transcribing, and analyzing data from different languages through face to face elicitation with native speakers. Instruction builds discipline-specific knowledge and skills for career preparation. Prerequisite: LING 305, LING 312, and LING 325.
An introductory course in the acquisition of child language. The course will examine the fundamental claims of modern first language acquisition theories and evaluate these theories by discussing core findings in domains of children’s acquisition of speech sounds, words, syntax, semantics, and pragmatics. The course will also cover relevant issues including bilingual first language acquisition, cross-linguistic research, child language processing, language and cognition in child development, methods in child language research, and atypical language development. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students who have taken CLDP/LING 709. Prerequisite: An introductory course in linguistics.
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 ANTH 430.)
A detailed examination of issues in the processing of language. The course provides a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processes are examined. (Same as PSYC 435.) Prerequisite: An introductory course in linguistics or consent of instructor.
The course explores how language is represented and processed in the human brain. This includes a critical survey of the foundations and the current research in the cognitive neuroscience of language, focusing on the techniques of functional brain imaging (fMRI, PET, EEG. MEG, and related methods), and research on aphasia and other language disorders. This course also includes a component providing laboratory experience with brain imaging research on language. Prerequisite: An introductory course in Linguistics.
This course will introduce students to theories of language variation and change from a quantitative variationist sociolinguistic perspective. We will take a broad perspective, tracing the development of variationist sociolinguistic theory from its foundations to its current state. Topics include the social structure of the speech community, principles of linguistic change, theoretical developments across the "three waves” of sociolinguistic theory, social meaning and evaluation, linguistic style, sociolinguistic cognition, and quantitative variationist methods. Students will read and discuss foundational and recent literature in the field and complete scaffolded assignments culminating in a final course project that will give students the opportunity to articulate a research question and practice applying appropriate sociolinguistic methods to real-world data. The class will collectively define a speech community to study and work together to develop a mini corpus of speech data. Coursework will provide students with the tools needed to collect sociolinguistic interviews, transcribe and process speech data, and compile data into a class corpus. While we will collect and process data as a class, each student will choose a research question for the final project and will investigate this question using the analytical tools of their choice. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in LING 743. Prerequisite: LING 305.
This course introduces students to the indigenous languages of North America. Students critically examine the structures and status of these languages, which have greatly expanded our knowledge of human language and linguistic theory. Topics include the history and future of North American languages and indigenous speech communities, the history of the field of Americanist linguistics, as well as important linguistic questions raised by phenomena from American languages in phonology, morphology, syntax, semantics, and historical linguistics. Prerequisite: An introductory course in linguistics. Not open to students enrolled in 747
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 AAAS 470.) Prerequisite: AAAS 103, AAAS 305, or LING 106; or consent of instructor.
A special research project or directed readings in an area of linguistics not covered in other courses. No more than 3 hours of LING 490 may be applied toward the requirements for the major. Prerequisite: Consent of instructor.
The content, prerequisites, and credits of this course will vary. May be repeated.
Individual directed research and preparation of an essay on a linguistic topic. Prerequisite: A grade-point average of 3.5 in linguistics and consent of the major adviser.
This course is a continuation of Phonetics I (LING 305/705) and provides a more detailed survey of acoustic and auditory phonetics. Topics to be covered include vocal tract acoustics, quantal theory, speaker normalization, theories of speech perception, prosody, the phonetics of second language acquisition, and the production and perception of cues to gender, talker, region, and socio-economic status. In addition, a number of laboratory projects are required. Prerequisite: LING 305.
This course discusses the problems in rule-based phonology that led to the development of Optimality Theory. Discussions of Optimality Theory include its basis architecture, the nature of markedness constraints, the role of phonetics in the theory, correspondence between different levels of representation, and how variants of the theory can model free and lexical variation. A selection of the following topics will also be included depending on class interest: interface between phonology and morphology, syntax, and the lexicon, reduplication, loanword phonology, biases in phonological learning, stress, and tone. The course has a particular focus on theory-building, with discussions on the how to lay out the predictions of a theoretical proposal, and how phonological predictions can be tested using experimental methods. Not open to students who have taken LING 714. Prerequisite: LING 312 or consent of instructor.
This course will provide in-depth reading and discussion of several current topics in second language acquisition with a focus on psycholinguistic approaches to second language acquisition and sentence processing. Both theoretical and methodological issues will be discussed. Students will design a research proposal in the course of the semester. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in LING 716. Prerequisite: LING 325 or consent of instructor.
An advanced course covering one or more current theories of syntax. The course provides in-depth reading and discussion on the major areas of syntactic theory including universal grammar, phrase structure theory; lexicon and argument structure; binding, control, locality conditions; constraints on representation and derivation; and the relation between syntax and the semantic module. Prerequisite: LING 325.
An exploration of several topics in word structure and formation. Covers three broad areas: traditional morphology, morpho-phonology, and morpho-syntax. Traditional morphology includes a survey of several kinds of word formation processes, the internal structure of words, morpheme types, inflection, paradigms, derivation, and compounding. Morpho-phonology deals with phonological constraints on morphological processes and prosodic morphology. Morpho- syntax concentrates on the syntactic properties of morphological phenomena and interaction of syntactic processes and morphology. The course has a strong emphasis on cross-linguistic comparative morphology. Prerequisite: LING 312 and LING 325, or consent of instructor.
This course explores how meaning works in the grammar of natural languages. Students actively learn and apply formal structures to meaning in relation to truth, logic, and morphosyntax. The course emphasizes the role of context in semantic and pragmatic interpretation, including using context-based elicitation techniques to collect semantic data. Other topics include the nature of events and argument structure, tense and aspect, reference and binding, quantification and scope, and the semantic motivation behind syntactic structures. This course is offered at the 500 and 700 level, with additional assignments at the 700 level. Not open to students with credit in LING 731. Prerequisite: LING 325 or consent of instructor.
An in-depth examination of selected topics in psycholinguistics. Topics may include spoken language processing, written language processing, neurolinguistics, prosody, and syntactic processing. Prerequisite: LING 435 or consent of instructor.
A second semester course in child language that explores the acquisition of morphology, syntax, and the ways in which morphology and syntax interact in linguistic theory and language development. Topics covered in the course include agreement, case, null subjects, question formation, pronoun binding, quantification, and control. Prerequisite: LING 425 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. Prerequisite: LING 305 and LING 325 or consent of instructor.
An in-depth discussion of the representation and processing of language from a cognitive neuroscience perspective. This course involves critical discussion of selected topics of current research interest in neurolinguistics. The course also includes a significant hands-on component, in which students receive training in research on the cognitive neuroscience of language by developing and implementing a new EEG study on an aspect of language, as well by completing as a series of mini-labs introducing neuroimaging methods and analyses. Prerequisite: LING 438 or consent 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 AAAS 543)
This course will explore Japanese, discovering the phonetic, phonological, morphological, syntactic and semantic features of the language, and discussing the actual use of Japanese in social/cultural contexts. The course will also discuss the acquisition of Japanese, both in children and adult learners. This course will be primarily for students who want to learn about the linguistic aspects of Japanese, rather than to gain a practical command of it. (Same as EALC 570.) Prerequisite: A previous LING, JPN, or EALC course.
A detailed study of the phonological and grammatical structure of Chinese and the interactions between language and culture. Depending on student interests, a unit on the pedagogy of teaching Chinese as a foreign language may also be included. Primarily for students who want a linguistic knowledge of the language rather than a practical command of it. (Same as EALC 572.)
A detailed study of a language, including its phonological, morphological, syntactic and semantic characteristics. The course provides students with a linguistic knowledge of the language rather than a practical command of it. Prerequisite: A course in linguistics.
This course provides a basic introduction to the study of human speech sounds. Topics to be covered include anatomy and physiology of the speech production apparatus, transcription and production of the world's sounds, basic acoustics, computerized methods for speech analysis, acoustic characteristics of speech sounds, stress, and intonation. A 'hands on' laboratory project is part of the course. Prerequisite: Graduate standing or consent of instructor.
This course is a continuation of Phonetics I (LING 705) and provides a more detailed survey of acoustic and auditory phonetics. Topics to be covered include vocal tract acoustics, quantal theory, speaker normalization, theories of speech perception, prosody, the phonetics of second language acquisition, and the production and perception of cues to gender, talker, region, and socio-economic status. In addition, a number of laboratory projects will be required. Prerequisite: LING 705 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 type. (Same as ANTH 736.) Prerequisite: An introductory course in linguistics. Not open to students who have taken LING 308.
An introductory course in the acquisition of child language. The course will examine the fundamental claims of modern first language acquisition theories and evaluate these theories by discussing core findings in domains of children’s acquisition of speech sounds, words, syntax, semantics, and pragmatics. The course will also cover relevant issues including bilingual first language acquisition, cross-linguistic research, child language processing, language and cognition in child development, methods in child language research, and atypical language development. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students who have taken LING 425. (Same as CLDP 709.) Prerequisite: Graduate standing or consent of instructor.
This course focuses on crucial phonological concepts such as contrast, alternation, neutralization, distinctive features, and the syllable. It also provides students with basic skills for phonological analysis, including the selection of underlying representations, rule notation, rule ordering, identifying phonological universals, and how to make an informed decision when multiple analyses are viable. In addition, it discusses the external motivations for phonological grammar and relates phonology to other disciplines in linguistics such as language acquisition and psycholinguistics. Not open to students who have taken LING 312. Prerequisite: LING 705.
This course discusses the problems in rule-based phonology that led to the development of Optimality Theory. Discussions of Optimality Theory include its basic architecture, the nature of markedness constraints, the role of phonetics in the theory, correspondence between different levels of representation, and how variants of the theory can model free and lexical variation. A selection of the following topics will also be included depending on class interest: interface between phonology and other components of the grammar (e.g., morphology, syntax, and the lexicon), reduplication, loanword phonology, biases in phonological learning, stress, and tone. The course has a particular focus on theory-building, with discussions on how to lay out the predictions of a theoretical proposal and how phonological predictions can be tested using experimental methods. Not open to students who have taken LING 514. Prerequisite: LING 712.
Introduction to the study of second language acquisition: The application of theoretical linguistics to the description of the language a learner acquires, and to the process of acquisition. Prerequisite: Graduate standing or consent of instructor.
This course will provide in-depth reading and discussion of several current topics including second language acquisition with a focus on psycholinguistic approaches to second language acquisition and sentence processing. Both theoretical and methodological issues will be discussed. Students will design a research proposal in the course of the semester. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in LING 516. Prerequisite: LING 725, which may be taken concurrently, or consent of instructor.
This course provides a foundation for designing, conducting, and critically evaluating quantitative and qualitative research in the language sciences. Topics include formulating a research hypothesis, participant selection, ethical considerations, the scientific method, validity, reliability, data collection, dependent and independent variables, descriptive and inferential statistics. This course will serve students who are interested in the basics of research design and statistics for the study of language. Prerequisite: Graduate standing or consent of instructor.
The basics of theoretical syntax, examining the principles of universal grammar. Topics include phrase structure, relations among syntactic constituents, and the nature of syntactic rules and lexical categories. Prerequisite: Graduate standing or consent of instructor.
An advanced course covering one or more current theories of syntax. The course will provide in-depth reading and discussion on the major areas of syntactic theory including universal grammar, phrase structure theory, lexical projections of argument structure, binding, control, locality condition, constraints on representation, and the relation between syntax and the semantic module. Prerequisite: LING 725.
An exploration of several topics in word structure and formation. Covers three broad areas: traditional morphology, morpho-phonology, and morpho-syntax. Traditional morphology includes a survey of several kinds of word formation processes, the internal structure of words, morpheme types, inflection, paradigms, derivation, and compounding. Morpho-phonology deals with phonological constraints on morphological processes and prosodic morphology. Morpho syntax concentrates on the syntactic properties of morphological phenomena and interaction of syntactic processes and morphology. The course has a strong emphasis on cross-linguistic comparative morphology. Prerequisite: LING 712, LING 725, or consent of instructor.
This course explores how meaning works in the grammar of natural languages. Students actively learn and apply formal structures to meaning in relation to truth, logic, and morphosyntax. The course emphasizes the role of context in semantic and pragmatic interpretation, including using context-based elicitation techniques to collect semantic data. Other topics include the nature of events and argument structure, tense and aspect, reference and binding, quantification and scope, and the semantic motivation behind syntactic structures. This course is offered at the 500 and 700 level, with additional assignments at the 700 level. Not open to students with credit in LING 531. Prerequisite: LING 725 or consent of instructor.
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 ANTH 732.) Prerequisite: Consent of instructor.
A detailed examination of issues in the processing of language. The course will provide a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processes will be examined. (Same as PSYC 735.)
We will explore how language is represented and processed in the human brain. This will include a critical survey of the foundations and the newest state-of-the-art research in the cognitive neuroscience of language, focusing on the techniques of functional brain imaging (fMRI, PET, EEG, MEG, and related methods), and research on aphasia and other language disorders. This course will also include a laboratory component providing hands-on experience with brain imaging research on language. Prerequisite: Graduate standing or consent of instructor.
A second semester course in child language which explores the acquisition of morphology, syntax and the ways in which morphology and syntax interact in linguistic theory and language development. Topics covered in the course include agreement, case, null subjects, question formation, pronoun binding, quantification, and control. Prerequisite: LING 709 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 ANTH 741.) Prerequisite: LING 705 and LING 725 or consent of instructor.
An in-depth discussion of the representation and processing of language from a cognitive neuroscience perspective. This course involves critical discussion of selected topics of current research interest in neurolinguistics. The course also includes a significant hands-on component, in which students receive training in research on the cognitive neuroscience of language by developing and implementing a new EEG study on an aspect of language, as well by completing as a series of mini-labs introducing neuroimaging methods and analyses. Prerequisite: LING 738 or consent of instructor.
This course will introduce students to theories of language variation and change from a quantitative variationist sociolinguistic perspective. We will take a broad perspective, tracing the development of variationist sociolinguistic theory from its foundations to its current state. Topics include the social structure of the speech community, principles of linguistic change, theoretical developments across the "three waves” of sociolinguistic theory, social meaning and evaluation, linguistic style, sociolinguistic cognition, and quantitative variationist methods. Students will read and discuss foundational and recent literature in the field and complete scaffolded assignments culminating in a final course project that will give students the opportunity to articulate a research question and practice applying appropriate sociolinguistic methods to real-world data. The class will collectively define a speech community to study and work together to develop a mini corpus of speech data. Coursework will provide students with the tools needed to collect sociolinguistic interviews, transcribe and process speech data, and compile data into a class corpus. While we will collect and process data as a class, each student will choose a research question for the final project and will investigate this question using the analytical tools of their choice. This course is offered at the 400 and 700 level with additional assignments at the 700 level.Not open to students with credit in LING 443. Prerequisite: LING 705.
This course introduces student to the indigenous languages of North America. Students will critically examine the structures and status of these languages, which have greatly expanded our knowledge of human language and linguistic theory. Topics include the history and future of North American languages and indigenous speech communities, the history of the field of Americanist linguistics, as well as important linguistic questions raised by phenomena from American languages in phonology, morphology, syntax, semantics, and historical linguistics. Prerequisite: An introductory course in linguistics.
Introduction to the field of linguistics. Topics include research literature and research methods, thesis and grant writing, and ethics in linguistic research. Required for all first-year graduate students in linguistics. Graded on a satisfactory/unsatisfactory basis.
Critical examination of recent theoretical issues and empirical findings in the study of phonetics. Prerequisite: LING 705 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of phonology. Prerequisite: LING 712 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of first language acquisition. Prerequisite: LING 709 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of syntax. Prerequisite: LING 725 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of semantics. Prerequisite: LING 731 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of psycholinguistics. Prerequisite: LING 735 or consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of neurolinguistics. Prerequisite: LING 738 or consent of instructor.
This course is primarily for students actively engaged in experimental linguistic research. The course provides students with the opportunity to focus on their current research projects and involves critical analysis, presentation, and discussion of research design, methods, statistical analysis, and data interpretation. May be repeated. Prerequisite: Consent of instructor.
This course is primarily intended for students actively engaged in linguistic research on language acquisition, language processing, and neurolinguistics. Students in this course present and discuss study design, methods, data analysis and interpretation of results for their research projects. Professional development topics such as CV development, applications for fellowships, grants and jobs, and the dissemination of research findings are also discussed. May be repeated. Prerequisite: Consent of instructor.
This course is intended for students who are conducting field work on syntax or morphology, typically of an understudied language. The course is structured around a set of topics (variable by semester) which each student will investigate in a particular language. The focus of the course is on data collection and analysis and students will present and discuss the results of their research projects. May be repeated. Prerequisite: Consent of instructor.
Critical examination of recent theoretical issues and empirical findings in the study of second language acquisition. Prerequisite: LING 715 or consent of instructor.
A course for students working on their M.A. Research Project. Normally to be taken during the semester in which the student is submitting the M.A. Research Project. Students must enroll for at least one credit hour. Up to three credits will count toward the minimum number of credits required for the M.A. degree in linguistics.
The content and prerequisites of this course will vary. May be repeated.
Independent field work with an informant on a language not normally offered at the University of Kansas, or on a non-standard dialect of one of the more accessible languages. Student must show evidence (file slips for grammatical and phonological analysis, dictionary slips, etc.) of having done the required amount of work without necessarily being able to turn in a completed analysis. Normally for three credits; six credits would be available under certain circumstances such as intensive summer work on location away from the university. Graded on a satisfactory/unsatisfactory basis. Prerequisite: LING 712 and LING 725.
A course for students writing answers to the preliminary Ph.D. examination and/or preparing to take the Oral Comprehensive Examination. Normally to be taken during the semester in which the student is submitting answers to the written preliminary examination. May be taken for a maximum of two semesters or twelve credits, whichever comes first. Does not count toward the minimum number of credits required for a graduate degree in linguistics. Graded on a satisfactory/unsatisfactory basis.
A special research project or directed readings in an area of linguistics not covered in other courses. Prerequisite: Written consent of instructor.
Mathematics Courses
Mathematics (primarily algebra) preparatory to MATH 101. Topics include: solving linear equations, inequalities, and system; solving quadratic, radical, and rational equations; and introduction to imaginary numbers. Prerequisite: Two years of high school college preparatory mathematics, algebra and geometry, and a score of 16 or more on ACT mathematics; or a qualifying score on the mathematics placement test. MATH 002 is the lowest level mathematics course offered at the University of Kansas, and does not count towards the 120 credit hours required for graduation. Students not prepared for MATH 101 will be permitted to enroll in MATH 002. However, before enrolling in MATH 002, such students are encouraged to prepare by self-study or by completing a beginning algebra course in high school, community college, or correspondence study.
The course comes in the three following forms based on the instructional approach to support different student groups. Standard: The regular version of college algebra. With Practice Workshops: Meets 5 days per week, 4-credit (co-enrollment in the corresponding section of MATH 197 is required). Department permission required to enroll. For students who can benefit from additional review during the course. Students with slightly lower ACT scores may be admitted based on high school GPA. Also recommended for students passing Math 002 with a lower grade. Online: Intended for students who are self-motivated, studying abroad, or who have irregular schedules or alternate class needs. Features: self-driven material, in-person exams. All versions share the same material: coordinate systems, functions and their graphs; linear, quadratic, general polynomial, rational, exponential, and logarithmic functions; equations and inequalities; and linear and non-linear systems. Not open to students with credit in MATH 104. Prerequisite: MATH 002, or two years of high school algebra and a score of 22 or higher on ACT mathematics, or a qualifying score on the mathematics placement test. Students with slightly lower ACT scores may be admitted to With Practice Workshops sections based on high school GPA.
The circular functions and their applications. Not open to students with credit in MATH 104. May not be used to fulfill the College mathematics requirement. Prerequisite: MATH 101, or two years of high school algebra and a score of 26 or higher on enhanced ACT mathematics, or a qualifying score on the mathematics placement test.
An introduction to the elementary functions (polynomial, rational, exponential, logarithmic, and trigonometric) and their properties. Open for only two hours credit for students with credit in MATH 101. Not open to students with credit in MATH 103. Prerequisite: MATH 002, or two years of high school algebra and a score of 22 or higher on ACT mathematics, or a qualifying score on the mathematics placement test.
This diverse course introduces students to foundational quantitative reasoning skills that will assist them throughout their college-level work and beyond. Topics may include logic and problem solving, personal finance, elementary statistics and data analysis, voting theory and fair division problems, basic linear programming, and network theory. Students taking this class will gain an appreciation for how mathematical thinking can be used in everyday decision making. Prerequisite: MATH 101 or MATH 104, or two years of high school algebra and a score of 26 or higher on ACT mathematics, or a qualifying score on the mathematics placement test.
This course is designed to give the prospective elementary school teacher an overview of several components of the elementary school mathematics curriculum, including number systems, estimation, inequalities and order, sequences and patterns, sets, and relations and functions. The class meets each week for three one-hour instruction sessions and one two-hour laboratory session. This course may not be used to satisfy the College mathematics requirement. Prerequisite: MATH 101 or equivalent placement.
Continuation of MATH 109, including geometry (including transformations) and elementary probability and statistics. Class meets each week for three one-hour instruction sessions and one two-hour laboratory session. This course does not serve as a prerequisite for any mathematics course. It may not be used to satisfy the College mathematics requirement. Prerequisite: MATH 109.
Elementary differential and integral calculus, with applications in management and the biological sciences. Not open to students with credit in MATH 125 or MATH 145. Prerequisite: MATH 101 or MATH 104, or two years of high school algebra and a score of 26 or higher on ACT mathematics, or a qualifying score on the mathematics placement test.
Continuation of MATH 115 including exponential, logarithmic, and trigonometric functions, techniques of integration, and the calculus of functions of several variables. Not open to students with credit in MATH 127 or MATH 147. Prerequisite: MATH 115 plus a course in trigonometry, or MATH 125 or MATH 145. MATH 103 may be taken concurrently.
Limits, continuity and derivatives of algebraic, trigonometric, exponential and logarithmic functions. Curve sketching, optimization and other applications of the derivative. Antiderivatives, Riemann sums, the definite integral, and the fundamental theorem of calculus. Open for only 1 hour credit to students with credit in MATH 115. Not open for credit to students with credit in MATH 116 or MATH 145. Prerequisite: MATH 103 or MATH 104, with a grade of C- or higher; or 3 years of college preparatory mathematics including trigonometry, with a score of 28 or higher on the ACT Mathematics exam, or a qualifying score on the mathematics placement test.
Techniques of integration, including integration by parts. Applications of integration, including volume, arc length, work and average value. Infinite sequences and series and Taylor series. Polar coordinates, vectors and the geometry of space. Open for only 2 hours of credit to students with credit in MATH 116. Not open for credit to students with credit in MATH 146. Prerequisite: MATH 116, MATH 125, or MATH 145, with a grade of C- or higher.
Multivariable functions, partial derivatives and their applications, multiple integrals and their applications. Vector-valued functions, line and surface integrals, Green, Gauss and Stokes Theorems. Not open for credit to students with credit in MATH 147. Prerequisite: MATH 126 or MATH 146, with a grade of C- or higher.
Limits, continuity and derivatives of algebraic, trigonometric, exponential and logarithmic functions. Curve sketching, optimization and other applications of the derivative. Antiderivatives, Riemann sums, the definite integral, and the fundamental theorem of calculus. Open for only 1 hour credit to students with credit in MATH 115. Not open for credit to students with credit in MATH 116 or MATH 125. Prerequisite: An ACT Math score of 34 or higher, or membership in the University Honors Program and an ACT Math score of 32 or higher.
Techniques of integration, including integration by parts. Applications of integration, including volume, arc length, work and average value. Infinite sequences and series and Taylor series. Polar coordinates, vectors and the geometry of space. Open for only 2 hours credit to students with credit in MATH 116. Not open for credit to students with credit in MATH 126. Prerequisite: MATH 125, or MATH 145, with a grade of C- or higher; and invitation of the Department of Mathematics.
Multivariable functions, partial derivatives and their applications, multiple integrals and their applications. Vector-valued functions, line and surface integrals, Green, Gauss and Stokes Theorems. Not open for credit to students with credit in MATH 127. Prerequisite: MATH 126 or MATH 146, with a grade of C- or higher; and invitation of the Department of Mathematics.
Offered to provide opportunities for deeper understanding of freshman-sophomore mathematics through interactive learning. Topics will vary. May be repeated for additional credit. Prerequisite: Variable.
Study of the use of functions in mathematical modeling, with topics drawn from algebra, analytic geometry, statistics, trigonometry, and calculus. These topics include function properties and patterns, complex numbers, parametric and polar equations, vectors and various growth models. The course also includes inquiry methods, collaborative problem solving, the use of multiple representations and data analysis techniques, and the justification and presentation of results. Central to the course are investigative labs employing various technologies and software. The course is designed to help prepare students for secondary school mathematics teaching. (Same as PHSX 209.) Prerequisite: MATH 126 or MATH 146.
Linear Ordinary Differential Equations, Laplace Transforms, Systems of Equations, Enrichment Applications. Prerequisite: MATH 126 or MATH 146 with grade of C- or higher, and invitation from the Department of Mathematics; previous or concurrent enrollment in MATH 290 or MATH 291 recommended. Not open to students with credit in MATH 320.
Designed for the study of special topics in mathematics at the freshman/sophomore level. May be repeated for additional credit; does not count toward the major or minor in mathematics. Prerequisite: Variable.
This course will cover elementary descriptive statistics of a sample of measurements; probability; the binomial, Poisson, and normal distributions, populations and sampling from populations; and simple problems of statistical inference. May not be counted for junior-senior credit toward a major in mathematics. Not open to students with credit in DSCI 202, BIOL 370, MATH 465, MATH 526, or MATH 628. Prerequisite: MATH 101, MATH 104, or two years of high school algebra and a score of 26 or higher on ACT mathematics, or a qualifying score on the mathematics placement test.
Study of selected topics from Euclidean, non-Euclidean, and transformation geometry chosen to give breadth to the mathematical background of secondary and middle school teachers. May not be counted for junior-senior credit towards a major in mathematics. Prerequisite: MATH 126 or MATH 146. Students enrolled in MATH 409 must concurrently enroll in MATH 410.
Study of selected topics from mathematical history chosen to provide students with knowledge of major historical developments in mathematics including individual contributions and contributions from different cultures. These topics will include a historical development of Euclidean and non-Euclidean geometry. May not be counted for junior-senior credit towards a major in mathematics. Prerequisite: MATH 126 or MATH 146. Students enrolled in MATH 410 must concurrently enroll in MATH 409.
Basic topics in discrete mathematics including sets, logic, relations and functions, graphs and combinatorics. Advanced topics chosen from partially ordered sets and lattices, Boolean algebras, automata, game theory, coding theory, cryptography, optimization and enumeration. Prerequisite: MATH 290.
A careful formulation of convergence and limits of sequences and functions; continuity and properties of continuous functions; differentiation; the Riemann integral; mean-value theorems and the fundamental theorem of calculus. Not open to students with credit in MATH 765. Prerequisite: MATH 127 or MATH 147, and MATH 290 or MATH 291.
Finite state automata and regular expressions. Context-free grammars and pushdown automata. Turing machines. Models of computable functions and undecidable problems. The course emphasis is on the theory of computability, especially on showing limits of computation. (Same as EECS 510.) Prerequisite: EECS 210 and upper-level EECS eligibility.
A first course in statistics for students with the techniques of calculus at their disposal. The following topics are studied with illustrations and problems drawn from various fields of applications: basic notions of probability and probability distributions; classical estimation and testing procedures for one and two sample problems; chi-square test. Not open to those with credit in MATH 628. Prerequisite: MATH 127 or MATH 147 or MATH 116 (MATH 127 or MATH 147 recommended.)
An introduction to numerical methods and their application to engineering and science problems. Applied treatment of elementary algorithms selected from the subject areas: finding roots of a single nonlinear equation, numerical differentiation and integration, numerical solution of ordinary differential equations. Emphasis on implementing numerical algorithms using the computer. Not open to students with credit in MATH 781 or MATH 782. Prerequisite: MATH 220 and MATH 290, or MATH 320.
This course provides an introduction to topics in data science and machine learning with an emphasis on computation and applications. Programming for the course uses the student's choice of Matlab, Python, or R. Topics covered include dimension reduction, regression techniques, density estimation, machine learning, data assimilation, and clustering and classification techniques. Prerequisite: MATH 290 or equivalent.
An introduction to numerical linear algebra. Possible topics include: applied canonical forms, matrix factorizations, perturbation theory, systems of linear equations, linear least squares, singular value decomposition, algebraic eigenvalue problems, matrix functions, and the use of computational software. Not open to students with credit in MATH 782. Prerequisite: MATH 290 or MATH 291. EECS 138 or equivalent recommended.
Arranged as needed to present appropriate material to groups of students. May be repeated for additional credit. Prerequisite: Variable.
Topics motivated by applications in computer science, studied from a mathematical perspective, and based on methods from linear and abstract algebra. Examples of topics include error-correcting codes, cryptography, and computer algebra. May be repeated with different topics for additional credit. Prerequisite: MATH 290 or MATH 291.
This course provides an introduction to regression analysis and statistical learning with an emphasis on mathematical understanding and its software implementation. Programming uses Python, R, or Julia. Covered topics include the following. Linear regression: parameter estimation, confidence ellipsoids and prediction intervals, hypothesis tests. Classification: logistic regression, linear discriminant analysis. Basis expansion: polynomial regression, regression splines. Resampling methods: cross-validation, bootstrap. Shrinkage methods. Model selection: information criteria, forward and backward selection, lasso. Decision trees and random forests: bagging, boosting. Prerequisite: MATH 290 or MATH 291, and MATH 526 or MATH 628.
This course provides an introduction to main statistical concepts in data science with an emphasis on mathematical understanding and its software implementation. Programming uses Python or Julia. Covered statistical models include linear regression and linear classification for high-dimensional problems; support vector machines and flexible discriminants; Bayesian learning and the EM algorithm; Monte Carlo methods; probabilistic graphical models; unsupervised learning. Prerequisite: A calculus-based statistics course (MATH 628 or MATH 526) and a linear algebra course (MATH 290 or MATH 291). Recommended: EECS 138 or equivalent experience.
This course provides an introduction to time series analysis with an emphasis on mathematical understanding and its software implementation. Programming uses Python, R, or Julia. Covered topics include the following. Modeling time series, trend, seasonality and residual process. Autocovariance function, multivariate time series, moving average and autoregression. Stationary processes, linear processes, linear filtering. Confidence intervals for the mean and the autocorrelation, hypothesis tests for a time series model. ARMA models, partial autocorrelation function, parameter estimation methods, forecasting, model selection. Stationary processes in the frequency domain, spectral density, periodogram, smoothing, spectral window. Nonstationary time series, ARIMA models. State-space representation, Kalman recursions. Recurrent neural networks as time allows. Prerequisite: MATH 290 or MATH 291, and MATH 526 or MATH 628.
An introduction to sampling theory and statistical inference; special distributions; and other topics. Prerequisite: MATH 627.
This course is an introduction to some of the notions and computations in actuarial mathematics. Many computations are associated with compound interest with applications to bank accounts, mortgages, pensions, bonds, and annuities. Life contingencies are considered for annuities and insurance. Some introduction to option pricing is given, particularly the Black-Scholes formula. This course provides the background material needed for some of the initial examinations given by the societies for actuaries, including the Financial Mathematics Exam. Prerequisite: MATH 526 or MATH 627 or a comparable course in probability.
This course provides an introduction to nonlinear ordinary differential equations and dynamical systems theory with an emphasis on applications. Topics covered include the existence and uniqueness of solutions to initial value problems, as well as the qualitative behavior of solutions, including existence of equilibria, periodic and connecting orbits and their stability. Additional topics include an introduction to bifurcation theory and chaos. Prerequisite: MATH 127 or MATH 147, and MATH 220 or MATH 221 or MATH 320, and MATH 290 or MATH 291.
Arranged as needed to present appropriate material to groups of students. May be repeated for additional credit. Prerequisite: Variable.
Directed reading on a topic chosen by the student with the advice of an instructor. May be repeated for additional credit. Consent of the department required for enrollment.
An introduction to enumerative combinatorics. Topics include basic counting principles, induction and recursion, graph theory, partitions and compositions, generating functions, inclusion/exclusion, and Polya-Redfield theory. Prerequisite: MATH 290 or MATH 291 and a MATH course numbered 450 or higher.
Graphs; trees; connectivity; Menger's theorem; eulerian and hamiltonian graphs; planarity; coloring of graphs; factorization of graphs; matching theory; alternating chain methods; introduction to matroids with applications to graph theory. Prerequisite: MATH 290 and a math course numbered 450 or higher.
A mathematical introduction to premeasure-theoretic probability. Topics include probability spaces, conditional probabilities and independent events, random variables and probability distributions, special discrete and continuous distributions with emphasis on parametric families used in applications, the distribution problem for functions of random variables, sequences of independent random variables, laws of large numbers, and the central limit theorem. Prerequisite: MATH 290, or equivalent.
Theory of point estimation and hypothesis testing with applications. Confidence region methodologies and relations to estimation and testing. Prerequisite: MATH 727 or equivalent.
Stochastic adaptive control methods. Stochastic processes such as Markov chains and Brownian motion, stochastic integral, differential rule, stochastic differential equations, martingales and estimation techniques. Identification and control of discrete and continuous time linear stochastic systems. Specific applications and simulation results of stochastic adaptive control theory. Prerequisite: MATH 627 and some knowledge of control.
MATH 765 and MATH 766 are theoretical courses on the fundamental concepts of analysis and the methods of proof. These two courses include the concept of a real number; limits, continuity, and uniform convergence; derivatives and integrals of functions of one and of several real variables. Prerequisite: MATH 290, or equivalent.
Finite difference methods applied to particular initial-value problems (both parabolic and hyperbolic), to illustrate the concepts of convergence and stability and to provide a background for treating more complicated problems arising in engineering and physics. Finite difference methods for elliptic boundary-value problems, with a discussion of convergence and methods for solving the resulting algebraic system. Variational methods for elliptic problems. Prerequisite: MATH 647 or equivalent.
A theoretical course on the fundamental concepts of linear algebra. Topics to be covered include: vector spaces, bases, dimension, subspaces, dual spaces; inner product spaces; linear operators on finite dimensional inner product spaces, including self-adjoint and normal operators; spectral theorems over the real and complex numbers; various canonical forms; singular values theorem. Prerequisite: MATH 590 or its equivalent.
Topics in the theory of groups, rings and fields at the graduate level, including: normal subgroups, isomorphism theorems, examples of finite groups, symmetric groups, class equation, applications of Sylow theorems, integral domains, PIDs and UFDs, algebraic extensions of fields, rudiments of Galois theory. Prerequisite: MATH 558 or consent of the instructor. Previous experience with abstract algebra at the level of MATH 558 is recommended.
Arranged as needed to present appropriate material for groups of students. May be repeated for credit. Prerequisite: Variable.
Directed readings on a topic chosen by the student with the advice of an instructor. May be repeated for additional credit. Consent of the department required for enrollment.
Cauchy's theorem and contour integration; the argument principle; maximum modulus principle; Schwarz symmetry principle; analytic continuation; monodromy theorem; applications to the gamma function and Riemann's zeta function; entire and meromorphic functions; conformal mapping; Riemann mapping theorem; univalent functions. Prerequisite: MATH 766 or concurrently with MATH 766.
Axiomatic set theory; transfinite induction; regularity and choice; ordinal and cardinal arithmetic; miscellaneous additional topics (e.g., extra axioms such as GCH or MA; infinite combinatorics; large cardinals). Prerequisite: MATH 765 or MATH 791, or concurrent enrollment in MATH 765 or MATH 791, or equivalent evidence of mathematical maturity.
Measurable spaces and functions. Measure spaces and integration. Extensions of set functions, outer measures, Lebesgue measure. Signed and complex measures. Differentiation of set functions. Miscellaneous additional topics and applications. Prerequisite: MATH 766.
General topology. Set theory; topological spaces; connected sets; continuous functions; generalized convergence; product and quotient spaces; embedding in cubes; metric spaces and metrization; compact spaces; function spaces. Prerequisite: MATH 765.
The fundamental group and covering spaces (including classification); compact surfaces; homology theory, computations (including homotopy invariance) and applications (including Brouwer fixed point theorem); introduction to cohomology theory. Prerequisite: MATH 790 and MATH 791 and MATH 820, or permission of instructor.
An introduction to the fundamental structures and methods of modern algebraic combinatorics. Topics include partially ordered sets and lattices, matroids, simplicial complexes, polytopes, hyperplane arrangements, partitions and tableaux, and symmetric functions. Prerequisite: MATH 724 and MATH 791, or permission of the instructor.
This is an introductory course covering the basics of module theory over commutative rings. Topics include quotient modules and module homomorphisms; direct sums and free modules; tensor products of modules and exact sequences; projective, injective, and flat modules; direct and inverse limits of modules; the theory of modules over principal ideal domains, and normal forms; graded rings and modules. Prerequisite: MATH 790 and MATH 791.
This course covers foundational topics in commutative algebra not covered in MATH 830. Potential topics include integral extensions, lying over and going-up; normal rings and going-down; Noether normalization, and dimension theory for finitely generated algebras over a field; chain conditions, and Noetherian and Artinian rings and modules; local rings and Nakayama's Lemma; rings of formal power series; completion and flatness; primary decomposition and associated primes; affine algebraic varieties and Hilbert's Nullstellensatz; the prime spectrum of a ring and the Zariski topology. Prerequisite: MATH 830.
Multilinear algebra of finite dimensional vector spaces over fields; differentiable structures and tangent and tensor bundles; differentiable mappings and differentials; exterior differential forms; curves and surfaces as differentiable manifolds; affine connections and covariant differentiation; Riemannian manifolds. Prerequisite: MATH 765 and MATH 790.
Discrete and differentiable dynamical systems with an emphasis on the qualitative theory. Topics to be covered include review of linear systems, existence and uniqueness theorems, flows and discrete dynamical systems, linearization (Hartman-Grobman theorem), stable and unstable manifolds, Poincare sections, normal forms, Hamiltonian systems, and an introduction to bifurcation theory and chaos. Prerequisite: MATH 320 and MATH 766, or permission of instructor.
Topics to be covered include complex dynamical systems, perturbation theory, nonlinear analysis of time series, chaotic dynamical systems, and numerical methods as dynamical systems. Topics may vary. Course may be repeated if topic varies. Prerequisite: MATH 850 or permission of instructor.
This is a second course in stochastic processes, focused on stochastic calculus with respect to a large class of semi-martingales and its applications to topics selected from classical analysis (linear PDE), finance, engineering, and statistics. The course will start with basic properties of martingales and random walks and then develop into the core program on Ito's stochastic calculus and stochastic differential equations. These techniques provide useful and important tools and models in many pure and applied areas. Prerequisite: MATH 727 and MATH 865.
Advanced topics in numerical linear algebra including pseudo-spectra, rounding error analysis and perturbation theory, numerical methods for problems with special structure, and numerical methods for large scale problems. Topics may vary. Course may be repeated if topic varies. Prerequisite: MATH 781, MATH 782, MATH 790, or permission of the instructor.
Introduction to modern techniques in Fourier Analysis in the Euclidean setting with emphasis in the study of functions spaces and operators acting on them. Topics may vary from year to year and include, among others, distribution theory, Sobolev spaces, estimates for fractional integrals and fractional derivatives, wavelets, and some elements of Calderón-Zygmund theory. Applications in other areas of mathematics, in particular partial differential equations and signal analysis, will be presented based on the instructor's and the students' interests. Prerequisite: MATH 810 and MATH 800, or instructor's permission.
General properties of Lie groups, closed subgroups, one-parameter subgroups, homogeneous spaces, Lie bracket, Lie algebras, exponential map, structure of semi-simple Lie algebras, invariant forms, Maurer-Cartan equation, covering groups, spinor groups. Prerequisite: MATH 766 and MATH 790 and MATH 791.
Probability measures, random variables, distribution functions, characteristic functions, types of convergence, central limit theorem. Laws of large numbers and other limit theorems. Conditional probability, Markov processes, and other topics in the theory of stochastic processes. Prerequisite: MATH 810.
Introduction; equations of mathematical physics; classification of linear equations and systems. Existence and uniqueness problems for elliptic, parabolic, and hyperbolic equations. Eigenvalue problems for elliptic operators; numerical methods. Prerequisite: MATH 766.
The course uses functional analytic techniques to further develop various aspects of the modern framework of linear and nonlinear partial differential equations. Sobolev spaces, distributions and operator theory are used in the treatment of linear second-order elliptic, parabolic, and hyperbolic equations. In particular we discuss the kind of potential, diffusion and wave equations that arise in inhomogeneous media, with an emphasis on the solvability of equations with different initial/boundary conditions. Then, we will survey the theory of semigroup of operators, which is one of the main tools in the study of the long-time behavior of solutions to nonlinear PDE. The theories and applications encountered in this course will create a strong foundation for studying nonlinear equations and nonlinear science in general. Topics may vary. Course may be repeated if topic varies. Prerequisite: MATH 950 or permission of the instructor.
Topological vector spaces, Banach spaces, basic principles of functional analysis. Weak and weak-topologies, operators and adjoints. Hilbert spaces, elements of spectral theory. Locally convex spaces. Duality and related topics. Applications. Prerequisite: MATH 810 and MATH 820 or concurrent with MATH 820.
Continuation of MATH 960. Topics may vary. Course may be repeated if topic varies.
Advanced courses on special topics; given as need arises. Prerequisite: Variable.
Museum Studies Courses
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Museum Studies. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
An introduction to museums and the field of museum studies. Using short lectures, discussion, laboratory exercises, field trips, and guest speakers, students will explore the history, role, and function of museums including types, dimensions, creation and management of collections, exhibition development, administration, and visitor experiences. Includes instruction and practice in writing for a variety of museum contexts and audiences. Designed for students interested in museums and curious about museum careers.
Courses on special topics in museum studies, given as need arises. Lectures, discussions of readings, and guest speakers. Topic for semester to be announced. Instructor permission usually required. Prerequisite: Varies by section and instructor.
Courses on special topics in museum studies, given as need arises. Lectures, discussions of readings, and guest speakers. Topic for semester to be announced. Instructor permission may be required. Prerequisite: Successful completion of a History, Art History, Anthropology or Museum Studies course numbered below 500, 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 ANTH 699.) Prerequisite: ANTH 150 or ANTH 108 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, BIOL 785, GEOL 783, and HIST 728.) Prerequisite: Museum Studies student or consent of instructor.
Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as AMS 700, BIOL 787, GEOL 781, and HIST 723.) Prerequisite: Museum 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, ANTH 798, BIOL 798, GEOL 785, and HIST 725.) Prerequisite: Museum Studies student or consent of instructor.
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, BIOL 784, GEOL 784, and HIST 721.) Prerequisite: Museum 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 AMS 714, BIOL 700, GEOL 780, and HIST 722.) Prerequisite: Museum Studies student or consent of instructor.
Study of the principles and practices applicable to the preservation, care, and administration of archives and manuscripts. Practical experience will be an integral part of this course. (Same as HIST 727.)
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 BIOL 706.)
Advanced courses on special topics in museum studies, given as need arises. Lectures, discussions of readings, and guest speakers. Topic for semester to be announced. Prerequisite: Graduate standing in Museum Studies Program or permission of instructor.
Individual research in a specialized topic not ordinarily treated in a Museum Studies core course for which there is a member of the graduate faculty competent and willing to direct a research project. Prerequisite: Consent of instructor.
Directed reading in an area of Museum Studies in which there is no particular course in the Museum Studies program or in cooperating departments but in which there is a member of the graduate faculty competent and willing to direct a program study. Prerequisite: Consent of instructor.
Research, writing, and defense of the MUSE final product for certificate students. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Enrollment in the Graduate Certificate in Museum Studies and consent of Museum Studies Director.
The purpose of this course is to provide an overview of the kinds of museums, their various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. (Same as HIST 720.) Prerequisite: Museum Studies student or consent of instructor.
Culture of Museums is the second of a 2-semester course sequence, and highlights classic texts and current directions in museum studies. It is organized around the core conceptual domains of museums - Materiality, Representation, and Engagement. The course establishes the framework for understanding changes on the horizon for museums, and enables students to be familiar with classic texts in the field. Museums of art, history, natural history, are included, as well as museums large and small. Each week the class will read assigned articles or chapters and will be prepared to discuss and analyze the assignment. In addition, each week there will be several monographs assigned that elaborate and inform the topic. One student will take responsibility for each work and will lead discussion concerning the material. The student will familiarize themselves with the work, and should meet with the instructor before class to structure their presentation. In class, the student will lead discussion and emphasize key elements in the work.
This course has two core objectives - (1) to consider current issues in and around museums that will have a bearing on the field's future, and (2) to be a springboard for museum studies students to formulate their required final projects and to develop the scholarly, methodological, and theoretical skills necessary to succeed in conversation with the contemporary issues referenced in (1).
Philosophy Courses
An introductory examination, based primarily on writings of major philosophers, of such central philosophical problems as religious belief, the mind and its place in nature, freedom and determinism, morality, and the nature and kinds of human knowledge.
An introductory examination, based primarily on writings of major philosophers, of such central philosophical problems as religious belief, the mind and its place in nature, freedom and determinism, morality, and the nature and kinds of human knowledge. Prerequisite: Open only to students in the University Honors Program or by consent of department.
An introduction to the theory and practice of logical analysis. Special emphasis is placed upon the logical appraisal of everyday arguments.
This course provides an introduction to philosophy, with a focus on the traditional philosophical practice of oral communication and argument. Through exploration of perennial philosophical questions (e.g., Are there different ways of knowing? What makes for a good life? Could computers have minds? Are we obligated to obey the law? What makes you the same person over time?), students develop their ability to participate in various forms of philosophical communication. In this course, students have the opportunity to teach course material to peers, engage in class debates over philosophical issues, and craft short presentations exploring a facet of the course topic.
An introductory study of the nature of morality and of philosophical bases for the assessment of actions, agents, and institutions. Special emphasis will be placed upon the views of such important philosophers as Aristotle, Hume, Kant, and Mill. Some attention will be paid to applications of moral theory to practice.
An introductory study of the nature of morality and of philosophical bases for the assessment of actions, agents, and institutions. Special emphasis will be placed upon the views of such important philosophers as Aristotle, Hume, Kant, and Mill. Some attention will be paid to applications of moral theory to practice. Prerequisite: Open only to students in the University Honors Program or by consent of department.
This course introduces central questions about the meaning of life. The question itself may be taken in a number of ways: Why is there a universe that contains life? What is the nature or purpose of human being and persons? What is the point of our existence? Is it possible to lead a meaningful life? This course examines these and other questions relating to meaning in life, such as our place in the physical universe, the possibility and significance of God's existence, the nature of human persons (including the relation between, and nature of, body, mind, and consciousness), what death tells us about the nature of life and whether it is appropriate to fear death, the nature of 'the good life' (including the import for 'the good life' of knowledge, success, pleasure, health, friendship, love, in both our physical and mental life, etc.), the nature of value and its relation to meaning in life, and our obligations to other beings.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Philosophy. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
An introductory study, based primarily on classic philosophical texts, of such central issues as the justification of governmental authority, the social sources of power, the nature of a just distribution of social resources, competing conceptions of human nature, and the proper limits of governmental interference with individual liberty.
An introductory study, based primarily on classic philosophical texts, of such central issues as the justification of governmental authority, the social sources of power, the nature of a just distribution of social resources, competing conceptions of human nature, and the proper limits of governmental interference with individual liberty. Prerequisite: Open only to students in the University Honors Program or by consent of department.
This course is designed for the study of special topics in Philosophy. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Many of the things we need to think through involve uncertainty. There may be a chance that it will rain, that a flight will get canceled, that a car accident will occur, or that a team will win. Should you buy a $10 parking pass if you know there's a 5% chance you will get a $100 fine if you don't buy one? This course will teach you how to think through uncertainty and probability, using philosophical and mathematical techniques, logic, and critical thinking. This course presupposes knowledge of pre-algebra and basic high school algebra.
A number of puzzles and paradoxes surround the nature and (dis)value of death. These include: is death a bad thing? If so, when is it a bad thing? Is it rational to fear death? If so, is it rational to regret that we were not born earlier? What is death? Can a person's death have a valuable meaning? Readings for this course will be taken from Epicurus, Derek Parfit, Fred Feldman, and many others.
This course introduces students to rigorous philosophic debates about some gripping existential questions surrounding the value of religion with God, a religion without God (focusing on Buddhism), and atheism. We will explore arguments for opposing answers regarding topics such as: whether atheism threatens the value of life; differences in how the self is viewed in Western and Eastern religions; and differences in how morality is grounded in these different traditions. We will examine the compatibility of atheism with Buddhism, and of Buddhism with belief in God. (Same as REL 306.) Prerequisite: A 100-level Philosophy course or permission of instructor.
An introduction to the theory and practice of elementary symbolic logic. Special emphasis will be placed upon the logical analysis of mathematical proof and upon a proof of the consistency of elementary logic.
The philosophy of psychology is a relatively new field of inquiry in philosophy and so the question of what the philosophy of psychology is remains an open question. In this course, we will understand the philosophy of psychology in two ways. First, it is the study of the nature of psychology and the various capacities and mechanisms that make cognition possible. We will consider whether there is a unique psychological level of explanation or whether psychology ultimately reduces to the brain. We will also explore various philosophical puzzles raised by consideration of psychological abilities like memory, attention, and emotion. Second, philosophy of psychology is a subfield of philosophy of science, where we examine a particular science-here, experimental psychology-as a way to explore broader questions about what science is, how science explains phenomena, and how values intersect with its investigations. All of this makes it an exciting time to study the philosophy of psychology-as students in this course, student's interests will play a role in selecting topics and shaping the direction of our inquiry. (Same as PSYC 323.)
Computers are everywhere, and they seem to be getting increasingly intelligent. However, it is surprisingly difficult to say what exactly a computer is, and what it means for one to be intelligent. In this course, we will examine arguments about the nature of computation, including how computation is used in science, whether computers and robots could really have minds (or could only just simulate having a mind), and whether the brain might literally be a computer. Prerequisite: An introductory course in philosophy or permission of instructor.
This is a course in social epistemology. It explores how social phenomena within communities and between individuals bear on issues of belief, justification, and knowledge. Topics may include philosophical examinations of lies, BS (in the technical sense of Frankfurt and others), conspiracy theories, propaganda, disagreement, testimony, expertise, trust, group belief, and epistemic injustice.
This course is on social groups, which include teams and clubs as well as gender and racial groups. Topics to be covered might include whether a group exists, in addition to its members, and if so what kind of thing it is; whether group membership in various cases is a matter of members sharing a group identity rather than having certain biological features in common or occupying a common social position; and what it is for someone to have a certain group identity in the first place. Additional topics to be covered might include whether there are different kinds of groups; whether a group can do things, and be responsible for doing things, that none of its members does individually; and whether there are ways in which we should, or shouldn't, talk about a group and its members. Groups and identities to be discussed might include those relating to gender, race, sexual orientation, and disability.
This course will examine and evaluate the work of some of the women philosophers in the history of philosophy. The course will focus on a variety of philosophical issues, including social and political issues, such as women's equality and education and political rule; metaphysical issues, such as mind-body dualism, vitalism, and the existence of God; and issues concerning the relationship between philosophy, science, and religion.
This course will consider, from a philosophical perspective, some of the problems in religion which arise in the development of "Natural Theology" broadly conceived. (Same as REL 380.)
This course offers a survey of competing ethical frameworks and applies them to issues in governmental policy and political activity. Topics may include the duties and virtues of citizenship, conflict of interest, public health policy, immigration, corruption, the value of patriotism, and conflicts between private and public morality. This course leaves aside debates about what sort of political framework to adopt and focuses on moral issues that matter from most any political perspective.
After a brief survey of techniques of moral argument and analysis, particular moral issues related to business will be discussed. These will include such topics as advertising, conflict of interest, personal and corporate responsibility, codes of conduct, private property, strikes, just wage, and the tension between moral ideals and business pressures.
This course is a philosophical investigation of the nature and value of sports. Provides students with an overview of ethical theory and considers principled answers to questions about the values of sports and about how those values can be sustained or demeaned. Students debate a variety of live controversies in sports today such as drugs, cheating, sexism, racism, the role of sports in educational institutions, Title IX, commercialization, and violence.
After a brief survey of techniques of moral argument and analysis, particular moral issues related to medicine will be discussed. The justification and limits of some rules of professional conduct that deal with such matters as confidentiality, truth-telling, and protection of medical research subjects will be considered. Issues relating to death and dying in medicine such as abortion, euthanasia, and the refusal of life-saving medical therapy also will be discussed.
After surveying the nature of ethics and morality and learning some standard techniques of moral argumentation, we shall examine such topics as: property and ownership rights in computer programs and software; privacy in computer entry and records; responsibility for computer use and failure; the "big brother" syndrome made possible by extensive personal data banks; censorship and the world-wide web; computer illiteracy and social displacement; and ethical limits to computer research.
After a brief survey of techniques of moral argument and analysis, particular moral issues related to the environment will be discussed. These will include such topics (one of which may be dealt with in depth) as animal rights, rights of future generations, wilderness preservation, population control, endangered species, and economics and public policy. Prerequisite: EVRN 148 or consent of instructor.
An examination of topics of philosophical interest that are important in the feminist movement such as the nature of sexism, the concept of sexual equality, the ethics of sexual behavior, the nature of love, feminist analyses of the value of marriage and family, the ethics of abortion, and justifications for preferential treatment of women. (Same as WGSS 381.)
A survey of topics of philosophical interest as they appear in literature, film, and the writings of philosophers. We will consider what these arts can contribute to the practice of philosophy and how philosophy might guide our engagement with literature and film.
A survey of the thought of the principal philosophers of ancient Greece, with emphasis on the pre-Socratics, Plato, and Aristotle.
A survey of the writings of such principal philosophers of the modern period as Descartes, Spinoza, Leibniz, Hobbes, Locke, Berkeley, Hume, and Kant.
An introduction to the principal figures in the philosophical tradition that forms the background to contemporary investigations in analytic philosophy of language. Particular attention will be paid to Frege, Russell, Wittgenstein, and Quine. Prerequisite: PHIL 310 or equivalent, or PHIL 310 may be taken concurrently.
This course is a philosophical exploration of the moral justification of political and social violence, in the historical and cultural context of France between the end of WWII and the aftermath of the civil unrest of May 68. Mid-century French philosophical arguments on the moral justification of violence are compared with recent arguments on the same topic, in the context of similar political and social phenomena, plus the newer phenomenon of terrorism. This is a study abroad that takes place in Paris, France.
Examines the data and methodologies of the disciplines that comprise Cognitive Science, an interdisciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as LING 418, PSYC 418, and SPLH 418.) Prerequisite: Consent of instructor.
This course is required, in addition to regular major requirements, of those students wishing to work for departmental honors in Philosophy. Students wishing to enroll should first speak with the departmental adviser for majors. Prerequisite: Open to senior majors in Philosophy by consent of instructor.
(Topic, instructor, and specific prerequisite to be announced in Schedule of Classes.) A study of particular philosophical problems or thinkers not covered by other courses. The course may be offered concurrently by different instructors under different subtitles, and may, with the consent of the chair, be taken more than once if content varies.
A discussion of philosophical issues such as the relation between love, autonomy, and friendship; heterosexual and homosexual relationships; marriage and adultery; rape and sexual harassment; prostitution; and pornography.
A survey of the principal modes of Chinese thought from their origins through the imperial period. Not open to students with credit in EALC 132. (Same as EALC 642 and HUM 524.) Prerequisite: Eastern civilization course or a course in Asian history or a distribution course in philosophy.
A study of the doctrines of Greek philosophy before Plato. Emphasis on the Pre-Socratic philosophers with some attention paid to the Sophists and the Hippocratic Corpus. (Same as GRK 508.) Prerequisite: PHIL 384, or GRK 301, or GRK 302, or GRK 303, or GRK 310, or GRK 312, or permission of instructor.
This course surveys the central concepts, issues and debates surrounding the philosophy of economics. The course is divided into three parts. The first is focused on the nature of economic science, whether it can be separated from value judgments, along with the foundational and methodological issues that arise in economics. The second part of the course provides a survey of several central topics in the philosophy of economics including rational choice theory, game theory, social choice theory, behavioral and neuroeconomics. The third part concerns welfare economics (broadly understood), including the aims of welfare economics, the nature of well-being, the possibility of interpersonal utility comparisons, and the aims of economic institutional design. At the end of this course, students should have knowledge and understanding of central methodological and substantive debates regarding the nature of economic theories. This course should also enhance students' ability to think critically and analytically about the nature of economic theories and the key concepts in the philosophy of economics, write clearly and cogently about philosophical issues that arise in economic, incorporate the ideas, theories and techniques that arise in both philosophy and economics to understand social and economic issues. (Same as ECON 551.) Prerequisite: An introductory course in philosophy or economics, or permission of instructor.
A survey of the major works of Immanuel Kant, with attention to his critical method and its application to issues in theoretical philosophy, practical philosophy, aesthetics, or the philosophy of history. Prerequisite: PHIL 386.
The development of philosophy in the 17th century. Special attention will be paid to such major figures as Descartes, Malebranche, Spinoza, Leibniz, Elisabeth of Bohemia, Cavendish, Conway, Astell, Hobbes, and Locke. Prerequisite: PHIL 386 or consent of instructor.
The development of philosophy in the 18th century. Special attention will be paid to such major figures as Hutcheson, Butler, Berkeley, Mandeville, Hume, Smith, Kant, Rousseau, Bentham, Wolstonecraft and Shepherd. Prerequisite: PHIL 386 or consent of instructor.
The development of philosophy in the 19th century. Special attention will be paid to such major figures as Hegel, Kierkegaard, Marx, Nietzsche, and Mill. Prerequisite: PHIL 386 or permission of instructor.
A study of the main themes and leading philosophers of the existentialist movement. Prerequisite: Two courses in philosophy.
A study of the main themes and leading philosophers of the phenomenological movement. Prerequisite: PHIL 386.
A study of selected topics in 20th century European philosophy, such as hermeneutics, critical theory, and poststructuralism. Figures to be studied could include Heidegger, Gadamer, Adorno, Habermas, and Foucault. Prerequisite: PHIL 386.
Individual reading on topics not covered in course work. Prerequisite: Consent of instructor.
A survey of the major works of Plato, with attention both to Plato's distinctive arguments and positions in the major areas of philosophy and to the distinctive literary form in which Plato presents his thinking. Prerequisite: PHIL 384.
A survey of the major works of Aristotle, with the aim of understanding Aristotle's distinctive formulations of central philosophical questions, the arguments he presents for his answers to those questions, and the systematic interconnections between his positions in the different areas of philosophy. Prerequisite: PHIL 384.
Survey of Stoicism, Epicureanism, and Scepticism from their beginnings through the second century AD. Prerequisite: PHIL 384 and another course in philosophy.
An examination of conceptual and foundational issues in the natural sciences. Topics may include the methodology of science (the nature and status of laws, the precise way in which experiment contributes to theory) and puzzles concerning the content of science (the status of space and time, the problematic nature of quantum mechanics). Prerequisite: PHIL 310 or PHIL 610, or permission of instructor.
A critical examination of the methods, concepts, and practices of the social sciences. Topics to be considered may include: theories of explanation, methodological individualism vs. holism, objectivity, the role of rationality, myth and the unconscious in the explanation of behavior, and the value neutrality of science. Prerequisite: One previous course in philosophy, or permission of instructor.
An examination of varying conceptions of the role and status of mathematical arguments. Topics may include realism/anti-realism, the consequences of Goedel's Incompleteness Theorems, the role of mathematics in the sciences, and an examination of such historical thinkers as Plato, Frege, Russell, Wittgenstein, Goedel, and Hilbert. Prerequisite: PHIL 310 or PHIL 610, or permission of instructor.
An examination of the nature of language using the methods of analytic philosophy. Topics may include meaning, truth, reference, language and thought, and the nature of linguistic rules. Prerequisite: PHIL 388 or permission of instructor.
An examination of some of the central issues in metaphysics. Topics may include causation, the mind-body problem, free will and determinism, modality, natural kinds, the nature of properties, and personal identity. Prerequisite: PHIL 384 and PHIL 386, PHIL 388 (which may be taken concurrently), or permission of instructor.
An examination of the nature of mind using the methods of analytic philosophy. Topics may include consciousness, perception, propositional attitudes, thought and language, action and intention, mind and body, the prospects for scientific psychology, and personal identity. Prerequisite: PHIL 388 or permission of instructor.
A study of some of the central themes and problems in aesthetics, such as the beautiful and the sublime in nature and the arts. Prerequisite: Two courses in philosophy or graduate standing.
This course is an introduction to the philosophical issues surrounding individual decision theory, game theory, and social choice theory. This includes issues of scientific theory selection, the nature of preference, the uses of games to model social interaction, and the ethical and political implications of Arrow's impossibility theorem. Formal techniques of modeling and proof, akin to those used in logic and mathematics, will be used in much of the course. Prerequisite: Two courses in economics, a philosophy course numbered 500 or above, or consent of instructor.
A systematic analysis of the concepts of politics, with reference to representative political theories. Prerequisite: A course in philosophy and a course in political science.
An examination of some major moral philosophers and some important issues in ethical theory since the beginning of the twentieth century. Topics covered typically include intuitionism, emotivism, utilitarianism, virtue ethics, and the relationship between morality and rationality. Prerequisite: PHIL 160 or PHIL 161 or two courses in philosophy.
This course addresses the role (if any) that gender plays in constructing ethical theories. Topics include the impact of culture, affect, and the body on our understanding of gender differences and the importance of these differences for ethics. Prerequisite: PHIL 160 or PHIL 161, or two previous philosophy courses.
An examination of the concept of law and of legal reasoning. In addition, the course may consider such topics as natural law, legal excuses, the relations between law and morality, civil disobedience, civil liberties, the concept of property. Prerequisite: Two courses in philosophy or one course in philosophy and one course in law or consent of instructor.
After a brief survey of techniques of moral argument and analysis especially as they pertain to the moral impermissibility of murder, particular moral and conceptual issues relating to death and dying in medical contexts will be addressed. Topics such as abortion, infanticide, suicide, euthanasia, the definition of death, and the right to refuse life-saving medical therapy will be included. Prerequisite: Two courses in biology or consent of instructor.
A seminar designed to provide a capstone to the undergraduate study of philosophy. Exact topics will vary, but students will summarize and evaluate some of the key ideas, concepts, and viewpoints in or especially relevant to contemporary philosophy, and develop philosophical arguments of their own. The seminar will culminate in a research paper. Prerequisite: Completion of 21 credit hours of undergraduate philosophy study, or consent of the instructor.
Intensive supervised training in and application of the techniques of research. Required of every graduate student seeking an advanced degree in the first or second semester of enrollment. Passing this tutorial constitutes partial fulfillment of the Ph.D. RSRS requirements. Consent of instructor required for repeating the course. Prerequisite: Graduate standing.
This course may be offered by different instructors under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic, instructor, and specific prerequisites to be announced in the Schedule of Classes. Prerequisite: 500-600 level course as specified or permission of instructor.
Gottlob Frege was the founder of the analytic movement in philosophy, having done seminal work in logic, the philosophy of language, and the philosophy of mathematics. This course will focus on his primary texts as well as his influence on present-day studies. Prerequisite: PHIL 630 or PHIL 638 or permission of instructor.
This course may be offered by different instructors under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic, instructor, and specific prerequisite to be announced in Schedule of Classes. Prerequisite: 500-600 level as specified or permission of instructor.
This course may be offered under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic and instructor and specific prerequisite to be announced in the Schedule of Classes. Prerequisite: PHIL 620 or PHIL 622 or PHIL 648 or PHIL 650 or permission of instructor.
This course may be offered under different subtitles and may be taken more than once if the subject matter varies sufficiently. Prerequisite: PHIL 638 or permission of instructor.
This course may be offered under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic and instructor and specific prerequisite to be announced in the Schedule of Classes. Prerequisite: PHIL 648 or permission of instructor.
This course may be offered under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic and instructor and specific prerequisite to be announced in the Schedule of Classes. Prerequisite: PHIL 654 or permission of instructor.
This course may be offered under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topic and instructor and specific prerequisite to be announced in the Schedule of Classes. Prerequisite: PHIL 670 or permission of instructor.
Six hours of credit will be awarded upon completion of the master's thesis, but no more than six hours of credit may be obtained in this course altogether. Graded on a satisfactory progress/limited progress/no progress basis.
Intensive research in philosophy. This course may be taken through individual arrangement, or in connection with small research seminars which are offered occasionally. Students may only enroll for three hours in any given semester. May be repeated if content varies significantly. Prerequisite: Twelve hours of graduate work.
Independent research on any topic that a graduate student and a faculty member shall agree on. It shall result in a tightly focused 20-30 page paper. The student's written work will be repeatedly evaluated over the semester by the director, and the final product must be defended in an oral examination conducted by a three-member faculty committee (including the director). Prerequisite: Students must be admitted to the Ph.D. program and have successfully completed the Ph.D. core courses requirement.
This course may be taken more than once, but not for more than twelve hours of credit in any one semester. Graded on a satisfactory progress/limited progress/no progress basis.
Physics & Astronomy Courses
This course is intended for all students in physics, astronomy, and engineering physics. Course content includes topics of current interest in all fields of physics and astronomy and an introduction to professional ethics and frameworks for ethical decision making. Topics covered include but are not limited to nanotechnology, cosmology, nuclear and high energy physics, galactic evolution, condensed matter physics, space physics, biophysics, and plasma physics. Course will include hands on demonstrations, group in-class activities and general advising information. (Same as PHSX 150.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Astronomy. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
The structure and evolution of the universe, from nearby planets to distant quasars, is examined. Topics include recent discoveries concerning planets, stars, pulsars and black holes as well as their evolution, the structure of the universe today and how it will be in the future. The emphasis is descriptive rather than mathematical. (Same as PHSX 191.) Prerequisite: Eligibility for MATH 101.
Undergraduate observational or theoretical problems in astronomy. Maximum credit, six hours. Prerequisite: Permission of instructor or academic advisor.
An honors, calculus-based introduction to astronomy and astrophysics, required for astronomy majors. Components of the Universe - from planetary systems, stellar systems, large scale structure and cosmology - are examined to illuminate the physics principles which govern their evolution. Prerequisite: MATH 125, and either permission of instructor, or participation in the University Honors Program.
An introduction to the search for planets around other stars and for life in the universe beyond the earth. A discussion of the astronomical conditions under which life might form and the biological conditions of life formation and evolution. Methods of searching for extraterrestrial life will also be discussed. Prerequisite: An introductory course in astronomy, biology, or geology.
This course is for students seeking Departmental Honors in Astronomy, Engineering Physics, or Physics to fulfill the undergraduate research requirement. At the completion of the required four hours of total enrollment, a written and oral report of the research is required. (Same as EPHX 501 and PHSX 501.) Prerequisite: Junior/Senior standing in Astronomy, Engineering Physics, or Physics, or permission of instructor.
This course is for students seeking to fulfill the undergraduate research requirement. Students are expected to participate in some area of ongoing research in the department, chosen with the help of their advisor. At the end of the term, students will present their results in a seminar to other students and faculty. (Same as EPHX 503 and PHSX 503.) Prerequisite: Junior/Senior standing in Astronomy, Engineering Physics, or Physics, or permission of instructor.
A study of stellar groups, the interstellar medium, galactic structure and dynamics, galaxies, and cosmology. Prerequisite: ASTR 591 or consent of instructor.
Students will acquire practical experience with astronomical equipment and as well as with data reduction techniques used in research and educational contexts. ASTR 596, combined with an independent research experience, provides a pathway for students to demonstrate creativity and the integration of background knowledge. Prerequisite: Corequisite: ASTR 591.
The formation and evolution of stars, nucleosynthesis of the elements, and the physical processes of high energy physics. Prerequisite: ASTR 691 or consent of instructor.
Seminar designed to cover current topics in the physics of the Universe beyond the solar system. The content will vary. Graduate students engaged in or preparing for research may repeat enrollments in this course. Open to undergraduates with twelve hours of physics/astronomy courses numbered 500 or above, or consent of instructor.
This course will address one or more of the following advanced topics in astrophysics: high energy astrophysics, nuclear astrophysics, galactic and extragalactic astrophysics, space physics, cosmology, astro-bioyphysics, and the interstellar and intergalactic media (ISM/IGM.) This course may be repeated for credit if topical content differs. (Same as PHSX 792.) Prerequisite: ASTR 692 or permission of instructor.
The physics of fully ionized gases in magnetic fields and their application to interplanetary processes, planetary radiation belts, and the surface of the sun. The motion of charged particles in magnetic fields, magnetohydrodynamic waves, the solar wind and the magnetosphere. (Same as PHSX 795.) Prerequisite: PHSX 621. Corequisite: PHSX 631.
Advanced computer applications in physical science. General discussion and illustration of problem organization and solution by numerical and other methods with examples from physics, astronomy, and other physical sciences. Students will design, write, validate, and document computer programs to solve physical problems. (Same as PHSX 815 and CHEM 914.) Prerequisite: Six hours of computer science courses numbered 300 or above, and six hours of physics and/or astronomy courses numbered 300 or above.
Physics & Astronomy Courses
A one-semester survey of classical and modern physics, designed primarily for liberal arts students. Typical subjects include the laws of motion, gravity, electricity and magnetism, sound, light, quantum mechanics, atomic and subatomic physics. Subjects are treated mainly conceptually with some use of basic data. Prerequisite: Eligibility for MATH 104.
Principles and applications of mechanics, fluids, heat, thermodynamics, and sound waves. Three class hours and one laboratory per week. This course emphasizes the development of quantitative concepts and problem solving skills for students needing a broad background in physics as part of their preparation in other major programs, and for those who wish to meet the laboratory science requirement of the College. Students who enroll in this course are expected to have had 3.5 years of college-prep math, including trigonometry. In special circumstances, permission to enroll in less than four hours may be obtained from the department. Please note that enrollment in fewer than 3 credit hours will not fulfill any general education or CLAS degree-level requirements. Not open to students with credit in PHSX 211 or PHSX 216 or PHSX 212 or PHSX 236. Prerequisite: Must be eligible for MATH 115.
A continuation of PHSX 114. Principles and applications of electricity, magnetism, light, atomic physics, and nuclear physics. Three class hours and one laboratory per week. In special circumstances, permission to enroll in less than four hours may be obtained from the department. Please note that enrollment in fewer than 3 credit hours will not fulfill any general education or CLAS degree-level requirements. Not open to students with credit in PHSX 212 or PHSX 236. Prerequisite: PHSX 114.
A laboratory exploring classical and modern physics, designed primarily for liberal arts students. Experiments in motion gravity, electricity and magnetism, sound, light, atomic and subatomic physics are designed to teach physics concepts and basic laboratory techniques. One two-hour lab period per week. Counts as a laboratory science when preceded or accompanied by PHSX 111. Prerequisite: Eligibility for MATH 104. Corequisite: PHSX 111.
This course is intended for all students in physics, astronomy, and engineering physics. Course content includes topics of current interest in all fields of physics and astronomy and an introduction to professional ethics and frameworks for ethical decision making. Topics covered include but are not limited to nanotechnology, cosmology, nuclear and high energy physics, galactic evolution, condensed matter physics, space physics, biophysics, and plasma physics. Course will include hands on demonstrations, group in-class activities and general advising information. (Same as ASTR 150.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Physics. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
The structure and evolution of the universe, from nearby planets to distant quasars, is examined. Topics include recent discoveries concerning planets, stars, pulsars and black holes as well as their evolution, the structure of the universe today and how it will be in the future. The emphasis is descriptive rather than mathematical. (Same as ASTR 191.) Prerequisite: Eligibility for MATH 101.
A calculus-based course in classical mechanics and thermodynamics for students who have had an algebra-based course in classical mechanics and thermodynamics. This course, combined with PHSX 114, covers the content of PHSX 211. Prerequisite: PHSX 114 and MATH 116 or MATH 125. Corequisite: MATH 126; and permission of the department.
Study of the use of functions in mathematical modeling, with topics drawn from algebra, analytic geometry, statistics, trigonometry, and calculus. These topics include function properties and patterns, complex numbers, parametric and polar equations, vectors and various growth models. The course also includes inquiry methods, collaborative problem solving, the use of multiple representations and data analysis techniques, and the justification and presentation of results. Central to the course are investigative labs employing various technologies and software. The course is designed to help prepare students for secondary school mathematics teaching. (Same as MATH 209.) Prerequisite: MATH 126 or MATH 146.
Introduction to classical mechanics and thermodynamics. Designed for students in engineering and physical science majors. Students with credit for PHSX 114 may receive permission from the department to enroll in fewer than four hours. Please note that enrollment in fewer than 3 credit hours will not fulfill any general education or CLAS degree-level requirements. Prerequisite: MATH 116 or MATH 125 or MATH 145. Corequisite MATH 126 or MATH 146.
Study of electricity, magnetism, waves, and optics. Designed for students in engineering and physical science majors. Students with credit for PHSX 115 may receive permission from the department to enroll in fewer than three hours. Please note that enrollment in fewer than 3 credit hours will not fulfill any general education or CLAS degree-level requirements. Prerequisite: PHSX 201, PHSX 211 or PHSX 213; MATH 126 or MATH 146. Co-enrollment in MATH 127 or MATH 147 is strongly encouraged.
An honors section of PHSX 211 and PHSX 216. Credit for fewer than five hours requires permission of the department. Recommended for students with a strong math background who are either in the University Honors Program or intending to major in Astronomy, Physics, or Engineering Physics. Courses in high school physics and chemistry are strongly recommended. Prerequisite: MATH 125 or MATH 145; co-requisite MATH 126 or MATH 146; and permission of instructor.
An honors section of PHSX 212 and PHSX 236. Credit for fewer than four hours requires permission of the department. Recommended for students with a strong math background who are either in the University Honors Program or intending to major in Astronomy, Physics, or Engineering Physics. Prerequisite: PHSX 216 together with PHSX 211; or PHSX 213, and permission of instructor. Corequisite: MATH 127 or MATH 147.
Experiments in electricity and magnetism, waves and sound. Students will practice data reduction and error analysis in ways that are consistent with professional ethics. Prerequisite: Corequisite: PHSX 212.
This course is an introduction to modern physics. The topics covered in this course include special relativity, optics, and introductions to quantum mechanics and its applications. Prerequisite: PHSX 212 and PHSX 236, or PHSX 214, or PHSX 202, or EECS 220, or EECS 221. Corequisite: MATH 320 or MATH 220 or MATH 221.
This course introduces the use of computational techniques as applied to solving problems in physics and astronomy. It serves as a gateway to the use of such methods in upper level classes and research. Highlighted techniques will include the use of numerical methods for the solution of differential equations encountered in physics and astronomy, the use of random numbers for simulation and modeling, data analysis using computers, and data visualization. Problems will be drawn from a wide variety of physical applications including mechanics, electromagnetism, thermodynamics, and stellar dynamics. Students will develop their own computer programs to investigate, illustrate, and report their results. Prerequisite: EECS 138 or EECS 168 or EECS 169, or permission of the instructor. Corequisite: PHSX 212 or PHSX 214.
Experiments in optics and modern physics. Development of experimental skills, data reduction, error analysis, and technical writing. One lab meeting per week and one lecture per week on topics including error analysis and experimental design, and the development of professional ethics in regard to citation and data presentation. Prerequisite: Corequisite: PHSX 313.
This course focuses on how people teach, learn, and understand key concepts in physics, including an introduction to physics education research. Topics include student conceptions, assessments, impacts of student identity, metacognition, and nature of science. Current issues and tensions in science and math education will be discussed, especially as it relates to physics instruction. This course also provides students firsthand experience in planning and implementing a phenomena-based curriculum through teaching lessons in elementary or middle school classrooms. Prerequisite: Corequisite: PHSX 313.
A course on special topics in physics and astronomy, given as the need arises. Course may be repeated for different topics. Each section may have prerequisites to be determined by the instructor.
An introduction to the relationship between science and public policy. The mutual interactions between public policy and scientific practice are explored within an ethical framework with examples that include energy and sustainability issues. An experiential course where students will be asked to develop and implement ethical solutions and engage meaningfully on a practicum project for local, regional, national, or international partners who are working on policy decisions which have technology implications. Honors credit is available for this course. Prerequisite: Eligibility for MATH 101.
Work in some area of physics beyond the topics or material covered in other courses. For some problems, continued enrollment in consecutive semesters may be appropriate. Prerequisite: One junior-senior course in science in an area related to the problem and consent of instructor.
This course is for students seeking Departmental Honors in Astronomy, Engineering Physics, or Physics to fulfill the undergraduate research requirement. At the completion of the required four hours of total enrollment, a written and oral report of the research is required. (Same as ASTR 501 and EPHX 501.) Prerequisite: Junior/Senior standing in Astronomy, Engineering Physics, or Physics, or permission of instructor.
This course is for students seeking to fulfill the undergraduate research requirement. Students are expected to participate in some area of ongoing research in the department, chosen with the help of their advisor. At the end of the term, students will present their results in a seminar to other students and faculty. (Same as ASTR 503 and EPHX 503.) Prerequisite: Junior/Senior standing in Astronomy, Engineering Physics, or Physics, or permission of instructor.
Applications of modern mathematical methods to problems in mechanics and modern physics. Techniques include application of partial differential equations and complex variables to classical field problems in continuous mechanics, unstable and chaotic systems, electrodynamics, hydrodynamics, and heat flow. Applications of elementary transformation theory and group theory, probability and statistics, and nonlinear analysis to selected problems in modern physics as well as to graphical representation of experimental data. (Same as EPHX 518.) Prerequisite: PHSX 313; MATH 220 or MATH 221 or MATH 320; or permission of instructor.
This course will explore the properties of electric and magnetic fields, including electrostatics, Gauss' Law, boundary value methods, electric fields in matter, electromagnetic induction, magnetic fields in matter, the properties of electric and magnetic dipoles, and of dielectric and magnetic materials. (Same as EPHX 531.) Prerequisite: PHSX 214, or PHSX 212 and PHSX 236, or PHSX 202; PHSX 521 or EPHX 521 or special permission; MATH 127 or MATH 147; MATH 290 or MATH 291; and MATH 220, MATH 221, or MATH 320.
A laboratory course that explores the theory and experimental techniques of analog and digital electronic circuit design and measurement. Topics include transient response, transmission lines, transistors, operational amplifiers, and digital logic. (Same as EPHX 536.) Prerequisite: PHSX 214 or PHSX 212 and PHSX 236; MATH 127 or MATH 147; and MATH 290 or MATH 291. PHSX 313 and 316 recommended.
A survey of modern physical cosmology, its recent historical roots, and creation myths from many world cultures. An examination of the effects of these stories on their parent cultures.
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 CHEM 598.) Prerequisite: At least one course at the 100 level or above in CHEM, MATH, or PHSX.
Different topics will be covered as needed. This course will address topics in physics and astrophysics not covered in regularly offered courses. May be repeated if topic differs. (Same as EPHX 600.) Prerequisite: Permission of instructor.
A laboratory course emphasizing the application of physical principles to the design of systems for research, monitoring, or control. Topics include the use of microcomputers as controllers, interfacing microcomputers with measurement devices, and use of approximations and/or computer simulation to optimize design parameters, linear control systems, and noise. (Same as EPHX 601.) Prerequisite: Twelve hours of junior-senior credit in physics or engineering, including one laboratory course.
An introduction to quantum mechanics, emphasizing a physical overview. Topics include the formalism of nonrelativistic quantum mechanics with emphasis on linear algebra, the 3-dimensional Schrodinger equation with applications to the hydrogen atom; harmonic oscillator; and time-independent perturbation theory. (Same as EPHX 511.) Prerequisite: PHSX 313, PHSX 521 or EPHX 521, and MATH 290 or MATH 291.
An introduction to the use of numerical methods in the solution of problems in physics for which simplifications allowing closed-form solutions are not applicable. Examples are drawn from mechanics, electricity, magnetism, thermodynamics, and optics. (Same as EPHX 615.) Prerequisite: PHSX 313, MATH 320 or equivalent, and EECS 138 or equivalent.
A laboratory course emphasizing experimental techniques and data analysis, as well as scientific writing and presentation skills. Experiments will explore a range of classical and modern physics topics. Students will also practice ethical decision making using case studies appropriate for the discipline. (Same as EPHX 616.) Prerequisite: PHSX 313, PHSX 316 or EPHX 316, and PHSX 521 or EPHX 521. (PHSX 521 or EPHX 521 may be taken concurrently.)
This course covers properties and interactions of quarks, leptons, and other elementary particles; symmetry principles and conservation laws; broken symmetry; gauge bosons; the fundamental interactions, grand unified theories of strong, electromagnetic, and weak interactions; the cosmological implications of elementary particle physics. (Same as EPHX 661.) Prerequisite: PHSX 611 or EPHX 611, and MATH 220, MATH 221, or MATH 320.
This course introduces thermodynamics from statistical considerations and presents the associated techniques for calculating the thermodynamic properties of systems. Highlighted applications of these techniques include the elementary kinetic theory of transport processes and statistical descriptions of both Fermi-Dirac and Bose-Einstein systems. (Same as EPHX 671.) Prerequisite: PHSX 611 or EPHX 611.
This course is an introduction to the properties of crystals and amorphous solids, including lattice vibrations and thermal properties, with a particular emphasis on the behavior of electrons and holes in the energy bands of metals, semiconductors, superconductors, and insulators. (Same as EPHX 681.) Prerequisite: PHSX 313 and PHSX 611 or EPHX 611.
An overview of topics relevant to gravitation and modern cosmology: special relativity, tensor notation, the equivalence principle, the Schwarzschild solution, black holes, and Friedmann models. Cosmic black body radiation, dark matter, and the formation of large-scale structure. The idea of quantum gravity and an introduction to the current literature in cosmology. (Same as EPHX 693.) Prerequisite: PHSX 313 and MATH 220, MATH 221, or MATH 320.
Topics of current interest in physics, astronomy, and atmospheric science. Repeated enrollments are permitted.
Critique, discussions, and interpretation of the most important discoveries and observations in physics.
This course will address basic elements of pedagogy in specific relation to the teaching of physics and astronomy labs. It contains such elements as: peer and instructor evaluations of teaching, reading and discussion of pedagogical materials, development of online course material, and discussion of teaching methods. This course may be repeated for credit. Prerequisite: Permission of instructor.
Means and methods for preparing a successful proposal. This course will discuss how to find funding and other award opportunities. Students will learn how to develop an effective application and will complete an application. Intended for early career graduate students and advanced undergraduate students.
Linear vector spaces. Bra-ket notation for abstract vector spaces and its applications in quantum mechanics. Angular momentum and Clebsch Gordan coefficients. Product spaces; Heisenberg picture. Spin. Fermi-Dirac and Bose-Einstein statistics. Time independent perturbation theory of first and second order. Prerequisite: PHSX 611 or EPHX 611, MATH 220 or MATH 221 or MATH 320.
First year graduate students meet to survey research opportunities in the department and develop skills in giving oral presentations in physics and related areas. Students will also learn about topics in responsible scholarship that may include: the origin of ideas and the allocation of credit, the treatment of data, scientific misconduct, intellectual property and entrepreneurship, the researcher in society, collaborative research, mentor/trainee responsibilities, and safe practices.
Review of complex variable theory; introduction to the partial differential equations of physical systems; Fourier analysis; special functions of mathematical physics; and chemistry. (Same as CHEM 718.) Prerequisite: Two semesters of junior-senior mathematics.
This course teaches students skills in solving graduate level physics and astronomy problems. Graded on a satisfactory/unsatisfactory basis.
Topics covered may include the following: dynamical systems, attractors, sensitive dependence on initial conditions, chaos, one-dimensional maps, strange attractors and fractal dimensions, fat fractals, the horseshoe map, symbolic dynamics, linear stability of periodic orbits, stable and unstable manifolds, Lyapunov exponents, topological entropy, quasiperiodicity, strange nonchaotic attractors, nonattracting chaotic sets, fractal basin boundaries, renormalization group analysis, intermittency, crisis and chaotic transients. Prerequisite: Mechanics (PHSX 521, or its equivalent), ordinary differential equations (MATH 320, or its equivalent), and some computer programming knowledge.
Topics to vary with demand and include heat flow, wave propagation, synthetic seismograms, groundwater exploration, geothermal exploration, electrical methods in exploration, rock mechanics-tectonophysics, rock magnetism, geomagnetism, paleomagnetism, geophysical inverse theory, and others upon sufficient demand. May be repeated for different topics. (Same as GEOL 771.) Prerequisite: GEOL 572 or consent of instructor.
Experimental methods in nuclear physics, elementary concepts and simple considerations about nuclear forces, alpha and beta decay, gamma radiation, nuclear structure, and reaction systematics. Prerequisite: PHSX 511.
Particle accelerators and detectors; quarks and leptons; invariance principles and conservation laws; strong, electromagnetic, and weak interactions of elementary particles; unification of electroweak and other interactions. Prerequisite: Corequisite: PHSX 711.
Classification of solids, structure and symmetry of crystals; lattice vibrations and thermal properties of solids; electric and magnetic properties; electron theory of metals and semiconductors; electronic and atomic transport processes; theory of ionic crystals. Prerequisite: PHSX 511 (or CHEM 648) and PHSX 671 (or CHEM 646).
Seminar designed to cover current topics in the physics of the Universe beyond the solar system. Content will vary. Graduate students engaged in or preparing for research may repeat enrollments in this course. Open to undergraduates with twelve hours of physics/astronomy courses numbered 500 or above, or consent of instructor.
This course will address one or more of the following advanced topics in astrophysics: high energy astrophysics, nuclear astrophysics, galactic and extragalactic astrophysics, space physics, cosmology, astro-bioyphysics, and the interstellar and intergalactic media (ISM/IGM.) This course may be repeated for credit if topical content differs. (Same as ASTR 792.) Prerequisite: ASTR 692 or permission of instructor.
Discussion of how fundamental laws of physics govern the evolution of the universe as a whole along with its structure. Survey of cosmogenic clues in the observable universe, including observed structures, cosmic background radiation and evidence for dark matter. Development of the universe, including theories of initial conditions; cosmological phase transitions; generation of possible relics and dark matter; symmetry breaking; baryon asymmetry; nucleosynthesis; recombination, gravitational instability and the formation of structure; current experimental techniques. Prerequisite: PHSX 718. Recommended: PHSX 693.
The physics of fully ionized gases in magnetic fields and their application to interplanetary processes, planetary radiation belts, and the sun. The motion of charged particles in magnetic fields, magnetohydrodynamic waves, the solar wind, the ionosphere, and the magnetosphere. (Same as ASTR 795.) Prerequisite: PHSX 621. Corequisite: PHSX 631.
Advanced laboratory problems, special research problems, or library reading problems. Repeated enrollments are permitted.
Lectures on advanced material not covered by regular courses. The topics are not limited but generally address recent experimental or theoretical developments in subjects such as superconductivity, nuclear physics, elementary particle physics, quantum field theory, gauge and unified theories, nonlinear or chaotic systems, space plasma physics, and astrophysics and cosmology. Repeated enrollments are permitted.
This advanced course in quantum mechanics covers scattering theory, time dependent perturbation theory, density-matrix formalism, entanglement, and relativistic quantum mechanics, e.g. Klein-Gordon and Dirac equations. Additional advanced topics may be covered at the discretion of the instructor. Prerequisite: PHSX 711.
Advanced computer applications in physical science. General discussion and illustration of problem organization and solution by numerical and other methods with examples from physics, astronomy, and other physical sciences. Students will design, write, validate, and document computer programs to solve physical problems. (Same as ASTR 815 and CHEM 914.) Prerequisite: Six hours of computer science courses numbered 300 or above, and six hours of physics and/or astronomy courses numbered 300 or above.
Vector and tensor notation; review of Newtonian mechanics; Lagrangian mechanics; linear vector spaces and matrix theory with applications to the theory of small oscillations; rigid bodies; Hamiltonian formalism. Special relativity. Prerequisite: Twelve hours of junior-senior courses in physics.
Advanced topics in optics that may include: Laser principles and techniques, light propagation in dielectrics, absorption and luminescence, interaction of light with free electrons and phonons, nonlinear optics, photonic devices, and optical spectroscopy.
Theoretical analysis of the standard model of strong and electroweak interactions. Applications to decay and scattering processes with comparison to experiments. Selected topics in non-perturbative physics. Examples of tests to probe beyond the standard model. Prerequisite: PHSX 761. Corequisite: PHSX 911.
Review of and advanced topics in thermodynamics; the Maxwell relations; the third law; phase transitions. Kinetic theory: the Boltzmann equation; transport phenomena. Statistical mechanics: ideal Maxwell-Boltzmann, Fermi-Dirac and Bose-Einstein gases; ensemble theory; derivation of the laws of thermodynamics. Prerequisite: PHSX 711 and PHSX 821. PHSX 671 is recommended.
More advanced topics in solid state physics that may include: diamagnetism, paramagnetism, ferromagnetism, and antiferromagnetism; electron and nuclear spin magnetic resonance; dielectric properties and ferroelectricity; photoconductivity and luminescence. Prerequisite: PHSX 631 and PHSX 711 (or CHEM 750).
Magnetohydrodynamics, including discussion of shocks, waves, and stability theory; statistical mechanical foundations; kinetic theory; microstability; non-linear phenomena. Prerequisite: PHSX 795.
Research work (either experimental or theoretical) in physics for students working toward the master's degree. Repeated enrollments are permitted. Graded on a satisfactory progress/limited progress/no progress basis.
Path integral formulation of quantum mechanics. Introduction to quantum field theory using the canonical approach and using the path integral approach. Application of perturbation theory in quantum electrodynamics. Selected applications in condensed matter, nuclear, and particle physics. Prerequisite: PHSX 811.
Survey of problems in quantum field theory. Functional methods. Renormalization and renormalization group. Role of symmetries. Gauge field theories. Symmetry breaking. Prerequisite: PHSX 911.
Reviews of special relativity, manifolds, tensors, and geometry. General coordinate covariance and general relativity. Applications to classical theory of gravitation: weak field tests, isotropic, homogeneous cosmology, Schwarzschild solution. Selected advanced topics. Prerequisite: A total of 10 hours of junior/senior work in physics and mathematics, including at least concurrent enrollment in MATH 646.
Graduate students engaged in or preparing for research may repeat enrollments in this course. The content will vary.
Inhomogeneous Maxwell's equations and multipole radiation fields; special theory of relativity; radiation from accelerated charges; scattering and dispersion. Prerequisite: PHSX 831.
Graduate students engaged in or preparing for research may repeat enrollments in this course. The content will vary.
Seminar designed to cover current topics in physics education research. Content will vary. Graduate students engaged in or preparing for research may repeat enrollments in this course.
Graduate students engaged in or preparing for research may repeat enrollments in this course. The content will vary.
Advanced equilibrium statistical mechanics and introduction to nonequilibrium statistical mechanics. Topics include: the theory of liquids, critical phenomena, linear response theory and time correlation functions, Langevin dynamics, and molecular hydrodynamics. (Same as CHEM 950.) Prerequisite: PHSX 871 or CHEM 917.
Graduate students engaged in or preparing for research may repeat enrollments in this course. The content will vary.
Research work (either experimental or theoretical) in physics for students working toward the Ph.D. degree. Repeated enrollments are permitted. Graded on a satisfactory progress/limited progress/no progress basis.
Political Science Courses
Provides an overview of the discipline of political science; emphasizes developing an understanding of opportunities in political science at the University of Kansas and careers with a political science degree. Major sub-fields within the discipline are discussed as well as the benefits of particular tracks within the departmental coursework. The course helps students plan their goals for their education and match those goals to career goals. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Enrollment by permission of the instructor only.
Provides an overview of the discipline of Intelligence & National Security Studies, emphasizing the purpose and scope of the 18 US Intelligence agencies and careers available to students in the academic program. The course will provide students with an understanding of the types of experiences that can prepare them for a role in the US Intelligence community, a potential timeline for their college experiences, hiring practices and resume building. The course is meant to prepare students for their educational goals and match them to career objectives. Careers in Intelligence are attainable for students in any major, including STEM, and each path will be discussed. Graded on a satisfactory/unsatisfactory basis.
An introduction to basic American governmental institutions, political processes, and policy.
Open only to students in the College Honors Program or by consent of instructor.
The course explores the role that the U.S. Intelligence Community plays in supporting national security decision makers’ efforts to secure our nation. We will examine the concept of national security, the definition of “intelligence” and explore how the two are related. Upon completion of the course, students will understand the U.S. Intelligence Community, its process, products and activities, and its support to policy- and decision-makers.
This course provides a comprehensive look at the roles, missions, and structure of the U.S. Intelligence Community. Students will develop an understanding of the components of the intelligence process used by the U.S. Intelligence Community: (1) planning and direction, (2) collection, (3) processing, (4) analysis and production, and (5) dissemination. This course also addresses the various polices and executive orders shaping intelligence collection both domestically and abroad, such as, intelligence oversight and restrictions on sharing and dissemination of information within and between local, state, and federal government agencies and the private sector. On completion of the course, students will have an in-depth understanding of the roles of the various components of the U.S. Intelligence Community and the intelligence processes used to support national security decision makers.
An introduction to the comparative study of political systems emphasizing governmental structures, parties, electoral techniques, and recent trends in the field. The course also considers major differences between (1) representative and autocratic systems, and (2) developed and underdeveloped nations.
Open only to students in the College Honors Program or by consent of instructor.
A study of the nation-state system including the role of nationalism, sovereignty, and power. Patterns of state action including neutralism, collective security, war, and cooperation through international organizations are stressed. Specific examples of contemporary international problems are also analyzed and discussed.
Open only to students in the College Honors Program or by consent of instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Political 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Data science is an interdisciplinary field that uses scientific methods, processes, algorithms and systems to derive knowledge and insights from data. This course teaches students the core concepts of inference and computing, working with real behavioral, economic, geographic, physical, social, and text data. Students obtain basic statistics training from a computational perspective using simulation to answer questions, explore problems, and delve into social issues surrounding data analysis such as privacy and design. (Same as ECON 199, PSYC 199 and SOC 199.)
This course provides an overview of qualitative and quantitative research designs used in political science. We discuss the logic of social scientific inquiry, the range of research designs, types of data frequently used, and ethical issues associated with political science research. We discuss how political scientists develop research questions, collect and analyze data, and test hypotheses. Upon completion of this course, students should be able to better evaluate a broad range of political science research studies. Formerly known as POLS 306. Not open to students with credit in POLS 306. Prerequisite: POLS 110 or POLS 150 or POLS 170 (or their Honors equivalents), or consent of instructor.
This course is designed for the study of special topics in Political Science at the freshman/sophomore level. Course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
An examination of the perennial issues and major concepts in political philosophy. Ideas such as community, liberty, equality, justice, and democracy are examined in order to understand the various meanings given to these concepts in political discourse and to understand the role of these ideas in various political theories.
Honors Version of POLS 301. An examination of the perennial issues and major concepts in political philosophy. Ideas such as community, liberty, equality, justice, and democracy are examined in order to understand the various meanings given to these concepts in political discourse and to understand the role of these ideas in various political theories. Prerequisite: Open only to students in the University Honors Program.
An examination of the major theoretical questions concerning citizenship and government in modern society. Major ideologies and important contemporary philosophers are examined to determine how they address such issues as the meaning of the public interest, the just distribution of power and privilege, the proper role of government in society, and legitimate methods for making collective decisions. Formerly known as POLS 501. Not open to students with credit in POLS 501. Prerequisite: POLS 301 or consent of instructor.
The study of selected problems in social justice or equity. Course is repeatable for different topics.
An examination of issues and problems concerning government and politics in American society. This course is intended primarily for non-majors, and does not meet the junior/senior level course field distribution requirement.
An overview of the political position of Latinx in the United States. The focus is on the three largest Latinx groups in the U.S.: Mexican-Americans, Cuban-Americans, and Puerto Ricans; as well as an examination of other South American and Central American populations in the U.S. The main topics include identity formation, the political circumstances of Latinx individuals and communities, relationship to the electoral process, political behavior, and the policy process. Formerly known as POLS 512. Not open to students with credit in POLS 512.
This course covers a variety of topics related to U.S. state government and politics by examining the fundamental institutions of state government, the policy making process of state governments, and social science theory and tools for understanding state politics and policy. The course takes a comparative approach to studying the states; the states are laboratories in the sense that we can explore various theories of politics and policy across the states, benefiting from the fact that the states are more similar than countries, but also different enough to isolate how differences between states shape political and policy outcomes. Prerequisite: POLS 110 or consent of instructor.
This course examines the behavior of candidates, campaigns, and voters in the electoral process. Topics will include the role of media, the impact of money, the operations of political campaigns and the effect of campaign laws. Formerly known as POLS 615. Not open to students with credit in POLS 615.
This course examines the construction, administration, and interpretation of public opinion polls. The course will also examine the role of public opinion in the democratic process and the formation of public opinion. Formerly known as POLS 516. Not open to students with credit in POLS 516.
This course studies how the U.S. Congress works as a lawmaking body in the contemporary political context, but also how its functioning today differs from the past and the changes that have brought about these differences. In our examination of the U.S. Congress today and across time, we will analyze its institutional features and procedures and the changing roles of the political parties operating within it. This course is offered at the 300 level and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 617. Prerequisite: POLS 110 or consent of the instructor.
The office of the President of the United States, its place in the constitutional and political system. Emphasis is given to modern experience and current problems. Formerly known as POLS 618. Not open to students with credit in POLS 618. Prerequisite: POLS 110 or consent of the instructor.
This course provides an overview of the political development of the U.S. Supreme Court and its place in modern politics and policymaking. Using both landmark and current cases, students will examine how the court interacts with other political institutions, organized interests, media, and public opinion.
Offers an introduction to the policy-making process covering policy formulation, adoption, and implementation. Overview of major theories of the policy-making process, the actors involved in the process, and the constraints and enhancements offered by the broader political environment. The theoretical frameworks are applied to several substantive policy areas.
An introduction to the study and analysis of public policy with emphasis on the concepts and techniques of policy thinking. The methods of policy description, explanation, evaluation, and choice will be applied to a variety of policy topics, e.g. health care, defense, environmental protection, education, etc. Formerly known as POLS 621. Not open to students with credit in POLS 621. Prerequisite: Sophomore level or consent of the instructor.
An examination of the formulation and execution of key social policies in the United States, such as welfare policy, crime and drug control policy, disability rights policy, education policy, and social regulatory policy concerning controversial social issues such as abortion and gun control. Formerly known as POLS 623. Not open to students with credit in POLS 623. Prerequisite: Sophomore level or consent of the instructor.
This course develops advanced critical thinking, writing, oral communication skills by enhancing the student's ability to apply analytic tradecraft methods to intelligence products. Course emphasizes in-class, hands-on exercises to enhance the student's ability to apply structured analytic techniques, critically assess bias and logical fallacies in information sources, critiquing analytical products, and applying sound analytical tradecraft to individual and team writing exercises and oral presentations. Course also emphasizes the team-oriented environment of the intelligence profession, specifically focusing on standards of practice found in US intelligence agencies. On completion of the course, students will have an understanding of the analytic processes and guidelines the U.S. Intelligence Community uses to create intelligence products for national security decision makers. Prerequisite: POLS 125 and POLS 130.
This course is a critical study of conspiracy theories and misinformation and their role in public opinion, attitudes, and political activism, primarily (but not exclusively) in the U.S political context. Throughout the semester, we discuss how social scientists define and distinguish these terms and examine contemporary social science explanations for why people believe in conspiracy theories and misinformation and also why these beliefs are resistant to change. The course integrates research from political science, psychology, communication studies, sociology, and other disciplines. We discuss the influence of conspiracy theories and misinformation in politics, as well as how political dynamics impact conspiratorial and misinformed beliefs in the mass public. Prerequisite: Sophomore standing or consent of the instructor.
This course provides an overview and history of the counterintelligence discipline; the structure and operations of the U. S. counterintelligence community including its legal foundation; and the privacy and civil liberties implications of counterintelligence operations. Course discusses how counterintelligence has evolved from the Cold War-era, with its focus on counter espionage, to 21st Century challenges such as threats from non-state actors and to our cyber networks. Course also addresses the emerging national security issues which will shape future U.S. counterintelligence operations. On completion of the course, students will have an understanding of how the U.S. counterintelligence capabilities and programs work to detect and neutralize the impact of espionage against US interests. Prerequisite: POLS 125 and POLS 130.
This course is an introduction to European politics, pursuing three goals. First, the class is designed to introduce you to a variety of different aspects of European political systems, their main political actors, and basic historical traditions. Our second objective focuses on discussing contemporary dynamics and transformations in the nature of political participation and representation across European political systems. Third, you will become acquainted in some detail with the institutions and operating procedures of four political systems that we focus on: France, Germany, Great Britain, and the European Union. These systems represent the range of traditions we encounter in Western and Central Eastern Europe so they serve as an example of how European polities work. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 648. (Same as EURS 348.) Prerequisite: POLS 150.
This course examines the collapse of the Soviet system and the problems of transforming centrally planned authoritarian states into a free market democracies. We explore the roles of ethnic and national tensions, irredentism, foreign policy dynamics, natural resources and economic decay, along with the relevant cultural factors that intersect with politics and governance in the region. Formerly known as POLS 654. Not open to students with credit in POLS 654. Prerequisite: POLS 150 or consent of the instructor.
This course analyzes Communist political theory in its application to the countries of East-Central Europe with consideration of their traditional backgrounds and their patterns of political, social, and economic developments. It constructs a theoretical model of the communist state and discusses its variations by description and comparison of the governments and political processes of Albania, Bulgaria, Czechoslovakia, German Democratic Republic, Hungary, Poland, Rumania, and Yugoslavia. Formerly known as POLS 655. Not open to students with credit in POLS 655. Prerequisite: POLS 150 or consent of the instructor.
A comparative examination of the contemporary political institutions, processes and ideas of China, Japan, and Korea. Formerly known as EALC/POLS 656. Not open to students with credit in EALC 656 or POLS 656. (Same as EALC 356.)
This course will explore the major challenges to development and democratization in the region, from the colonial era to the present times. Throughout, we will use comparative academic literature, newspaper articles, and movies to grasp the great diversity of the political dynamics of Latin America. The course will start with colonialism, state formation, and economic development strategies (e.g., ISI and neoliberal economic policies). Then, we will move on to processes of democratic and non-democratic rule: populism, military coups, democratization, the left turn, and problems of political representation. We will end with an analysis of current political issues the region is facing today, including economic instability, inequality, clientelism, corruption, and crime. Formerly known as POLS 659. Not open to students with credit in POLS 659. Prerequisite: POLS 150 or consent of the instructor.
This course examines the political thought and practice of Ancient Greece and Rome, and the enduring impact of these cultures upon contemporary political institutions. Students will consider topics such as origins of democracy in Ancient Athens; the Roman Republic as a model for the constitution of the United States; and the causes and results of Rome’s transition from Republic to monarchy. The course will also introduce students to key perspectives in the analysis of ancient and modern politics, for example constitutional theory, political psychology, and source criticism. All readings will be in English; no knowledge of any ancient languages is required. (Same as CLSX 360.)
Survey of domestic and international political developments in the Middle East. Topics include: emergence of the modern nation-state, the role of Islam, leadership patterns, competing political ideologies, prospects for democratization, foreign policy relations, and regional conflicts. Formerly known as POLS 661. Not open to students with credit in POLS 661. Prerequisite: Sophomore level or consent of the instructor.
This course exposes students to contemporary research on women and politics by surveying the sub-fields of political science. Topics include women's representation in the U.S., women and U.S. public policy, gender and legal theory, international women's movements, women and revolution, and women as political elites. We will examine the ways in which feminist theory and women's activism have challenged the narrow focus of the discipline as well as redefined women's place in society. Prerequisite: Sophomore level or consent of the instructor.
This course will acquaint students with the various understandings and manifestations of populism and nationalism around the world, including the United States. While considering the rich array of social science theory addressing these political phenomena, we will examine their existence around the world and at home and highlight the importance of the concepts of identity, citizenship, and practices of exclusion among others. The concepts of nationalism and populism are far from synonymous, but they both underscore the challenges in the dynamic interaction between politics, society, identity and culture(s). Formerly known as POLS 663. Not open to students with credit in POLS 663.
This course explores the dynamics involved in elections for political parties in both democratic and authoritarian environments around the world. In doing so, we examine the impact of electoral systems, the opportunities and changes in media technology, and the types of regimes in shaping campaigns, voter mobilization, and political party organization and behavior. We also discuss the roles of parties, mainstream and extreme, and their influence on party systems and voters and the outcomes at the polls. Formerly known as POLS 564. Not open to students with credit in POLS 564. Prerequisite: POLS 150 or consent of the instructor.
A survey of politics in Africa, focused on the countries of sub-Saharan 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. 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 600 or POLS 665. (Same as AAAS 365.) Prerequisite: POLS 150 or AAAS 105 or AAAS 305 or consent of instructor.
This course provides basic understanding of fiscal, monetarist, and trade politics; how governments in East Asia use them to pursue growth; the extent to which these governments follow or controvert economics to pursue growth; and how the performances of economies in East Asia relate to the U.S. and global economies. Formerly known as POLS/EALC 666. Not open to students with credit in POLS/EALC 666. (Same as EALC 666.)
This course provides students with the analytical tools to understand representation and accountability in developing democracies. We analyze why parties and elections vary so dramatically across countries and across time, with particular focus on the global south. The course is organized in three parts. The first focuses on party systems as structures, and students learn what political parties and party systems are, where they come from, and how analysts classify party systems. Second, we study parties as organizations, what parties do, and how they change. In the third unit of the course, we turn our attention to voters, examining the determinants of voter participation and preferences. Prerequisite: POLS 150 or consent of the instructor.
This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. (Same as GIST 329, HIST 482, and JWSH 329.)
An evaluation of the formulation of United States foreign policy in the post-World War II period. Economic, military, and diplomatic dimensions of policy; internal and external influences on policy; theories of foreign policy decision-making. Formerly known as POLS 670. Not open to students with credit in POLS 670.
In this course, international organizations are examined with special emphasis devoted to the United Nations. A central theme of the course rests upon the question of whether strengthened international organization offers the only alternative to further world wars. Formerly known as POLS 673. Not open to students with credit in POLS 673. Prerequisite: POLS 170 or consent of instructor.
Examination of the history of Soviet and Russian foreign policy and current issues of foreign policy in the Post-Soviet era. Analysis of foreign policy making in Russia and the other Post-Soviet states. Emphasis on the changed nature of international security problems after the cold war and on the role of foreign policy in economic development. Formerly known as POLS 675. Not open to students with credit in POLS 675. Prerequisite: Sophomore level or consent of instructor.
An in-depth examination of China's changing policies toward other countries with special emphasis on policy-making process, negotiating behavior, military strategy, economic relations, and cultural diplomacy. This course is offered at the 300 level and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 678. Prerequisite: Sophomore level or consent of the instructor.
The goal of this course is to gain an analytical understanding of the conditions, processes, and events which lead to the outbreak and escalation of war. This course focuses predominantly on the causes of interstate conflict, but also includes a brief examination of the causes of civil war. The course highlights the complexity of the conflict subject matter, scrutinizing through the many lenses of International Relations (IR) theory, including but not limited to realism and the balance of power, levels of analysis, misperception, rivalries, grievances, bargaining, and insecurity. In addition, the course applies existing theoretical and empirical research to an examination of case studies which include World War I, World War II, and the Cold War. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 679. Prerequisite: Sophomore level or consent of the instructor.
Introduction to administration, public policy and policy makings is the study of government workers, the organizations in which they work, how they are financed, and how government engages citizens to help form and maintain community. In various ways, the class sessions explore the three important issues of public administration: discretion, authority, and accountability. (Same as PUAD 330.) Prerequisite: POLS 110.
Introduction to administration, public policy and policy making, for honors students, is the study of government workers, the organizations in which they work, how they are financed, and how government engages citizens to help form and maintain community. In various ways, the class sessions explore the three important issues of public administration: discretion, authority, and accountability. (Same as PUAD 331.) Prerequisite: POLS 110.
Data science empowers its users to provide data-drive solutions to problems and questions in the world. This course provides foundational skill and knowledge behind this power. This knowledge and skill includes learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. (Same as ECON 399 and PSYC 399.) Prerequisite: PSYC 199/POLS 199/ECON 199 or EECS 138; and PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380 or MATH 101 or MATH 104 or MATH 115 or MATH 121.
A detailed introduction to feminist thought post-1960. Examines feminism in relation to the categories of political theory: liberal feminism, socialist feminism, radical feminism, and postmodern feminism. Within these categories and separately, we will also consider feminism as it is influenced by women traditionally excluded from mainstream feminist thought, namely U.S. woman of color and women of post-colonial societies. This course is a service learning course that provides students with on-site practicum, mentoring, and networking skills. Prerequisite: Sophomore level or consent of the instructor.
This course provides an examination and analysis of the portrayal of politics and political problems in literature. Classical and modern texts will be considered, including dramas, poems, and novels. Formerly known as POLS 503. Not open to students with credit in POLS 503. Prerequisite: Sophomore level or consent of the instructor.
An analysis of works by various authors, with the intention of exploring the political ideas that emerge in conjunction with the appearance of modern science in the 17th century, the Enlightenment, and the revolutions they inspired. Topics will include the modern conceptions of the nature of being, truth, justice, and the relationship of the individual to the community, and inquiry about whether those revolutions fulfilled the principles of modern political philosophy. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 607. Prerequisite: POLS 301 or consent of the instructor.
A study of selected theorists in relation to a topic in political theory. Sample topics include: revolution; authority and community; elements of political power; political elites: ideology, human nature in politics, political conflict, etc. Theorists will range from ancient to contemporary. Course is repeatable for different topics. Prerequisite: POLS 301 or consent of the instructor.
The Supreme Court viewed as a political branch of our government. Special emphasis on the Court's role in determining powers of government and their relationships. Formerly known as POLS 610. Not open to students with credit in POLS 610. Prerequisite: Junior level or consent of instructor.
The constitutional limits on governmental powers are studied with special emphasis on constitutional guarantees of individuals freedom. Formerly known as POLS 611. Not open to students with credit in POLS 611. Prerequisite: Junior level or consent of instructor.
An examination of psychological perspectives on political phenomena. Topics include political personality, foreign policy decision making, international conflict and cooperation, voting behavior, and political participation and socialization. Formerly known as POLS 612. Not open to students with credit in POLS 612. Prerequisite: Sophomore level or consent of the instructor.
This course examines the social, cultural, economic, and structural differences among cities and an investigation into how these factors affect urban politics and policies. Specific topics include leadership, governmental reform, citizen participation, inter-ethnic conflict, and economic development. Formerly known as POLS 614. Not open to students with credit in POLS 614. Prerequisite: Sophomore level or consent of the instructor.
Survey of the development of the American political party system, stressing party organization, nominating systems, campaigns, elections, role of mass media, and party finances. Formerly known as POLS 515. Not open to students with credit in POLS 515. Prerequisite: POLS 110 or consent of the instructor.
A study of selected contemporary problems of policy or politics in the United States. Course is repeatable for different topics. Prerequisite: POLS 110 or consent of the instructor.
This course provides an analysis and evaluation of the structures and processes involved in the formulation of public policy at all levels of government. Formerly known as POLS 620. Not open to students with credit in POLS 620. Prerequisite: Sophomore level or consent of the instructor.
This course examines the rise and fall of political extremist and terrorist groups from the 19th to 21st century and how the U.S. government has responded to these groups. The course stakes out a position that political extremism develops from within broader political social movements and that government actions and policies foster or inhibit extremism. Special attention will be given to the public policy process regarding extremists and terrorists, including many elements of counter-extremism and counterterrorism, and whether government overreacts to extremist groups. Issues and themes will include groups such as left-wing terrorism in the 1960s and 1970s, right-wing and anticommunist groups, hate crime, environmental extremists, citizen militia groups, Jihadist groups, and anti-abortion groups, among others. Prerequisite: Sophomore level or consent of the instructor.
This course focuses on the role of polling in the political process and introduces the theory and methods used in survey research. Topics include the role of polling in campaigns and the policy process, how survey research firms produce polls, analysis of polling for campaigns and public opinion, the psychology of survey response, survey construction, and sampling. Other data collection techniques commonly used in politics and political science such as focus groups and experiments will be covered. Students will conduct original surveys. Formerly known as POLS 626. Not open to students with credit in POLS 626. Prerequisite: POLS 206 or consent of instructor.
Examination of the U.S. political system and policy formulation and administration through intensive analysis of selected current public policy problems. Sample topics include the environment, education, and economic well-being. Course is repeatable for different topics. Prerequisite: Sophomore level or consent of the instructor.
This seminar explores the nature of identity and how identity is relevant to politics and policy with a focus on political attitudes and behavior, institutions, and public policy. Topics include individual and group identity; identities such as gender, racial, sexual orientation, and partisan; and the enduring importance of identity for understanding politics as well as the policy process. The approach is multidisciplinary but political science perspectives are relied on more heavily. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS/WGSS 630. Prerequisite: An introductory course in political science or consent of the instructor.
This course examines the contemporary political and social dynamics within these three communities residing along the northern stretch of what is commonly referred to as the Middle East. Using social and political theory as a starting point, students will comparatively study critical elements and issues facing the members of these societies. Issues and themes for comparison will include the structure and institutions of politics, nation-building and nationalism, Islam and politics, women and politics, and regional and global engagement. Formerly known as GIST/POLS 633. Not open to students with credit in GIST/POLS 633. (Same as GIST 433.) Prerequisite: GIST 220, POLS 150, or consent of instructor.
This course will introduce students to the politics of the European Union. The course will cover three closely connected topics. First, it will discuss the institutional make-up of the EU, such as the European Commission, the European Parliament, the European Council, and the European Court of Justice. It will assess how well these institutions deal with the growing importance of transnational issues, such as migration and economic policy issues. Second, the course will examine how national governments pursue national interests at the level of the European Union. Thirdly, the class will study how well the EU represents the citizens of European countries and assess the extent to which the EU has successfully developed into a supra-national federation. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not open to students with credit in EURS 604/POLS 643. Prerequisite: POLS 150 or consent of instructor.
Examines the ethical and philosophical choices that inform public policy in democratic societies. The guiding idea of the course is that public policies reflect underlying decisions about the nature of state authority and the just use of that authority. The theoretical focus is on modern European and American liberal democratic thought; the empirical focus is global. Among the policy issues examined in the course are public education, immigration, gender equality, same-sex marriage, and drugs. Formerly known as POLS 644. Not open to students with credit in POLS 644. Prerequisites: An introductory course in political science or consent of the instructor.
This course investigates political events and decisions that are considered illegal or illegitimate. Cases from the U.S. and around the world are considered. Issues discussed include the misuse of governmental power and funds, electoral fraud, and bribery. Conditions under which problems arise and reforms that address them are considered. Formerly known as POLS 645. Not open to students with credit in POLS 645. Prerequisite: POLS 150 or consent of instructor.
This course is designed for the study of special topics in Political Science at the junior/senior level. Course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
The study of the politics and government of Europe. Major countries are covered in depth, while smaller democracies are grouped according to political concepts. Formerly known as POLS 652. Not open to students with credit in POLS 652. Prerequisite: POLS 150 or consent of the instructor.
This course explores ways in which militarization and warfare are gendered processes. We ask, what does war tell us about gender, and what does gender tell us about war? Though the majority of fighters are men, women are essential to war efforts. They also represent a high proportion of the casualties of war. Yet women are rarely examined in relation to war; thus we work to uncover women's experiences of war. We also look to women's contributions to the peace movement in terms of both theory and practice, asking: Is peace a feminist issue? Should feminists support women's access to combat positions or oppose the military? What if women ruled the world--would that end wars? Does militarized masculinity harm men more than benefit them? How do states mobilize citizens to war and how is the process gendered? Prerequisite: Sophomore level or consent of the instructor.
This course will explore the relationship between democracy and human rights in Latin America. How do Latin American democracies fare in protecting the human rights of their most vulnerable citizens, including the poor, women, black and indigenous people, and people that are LGBTQ+? First, we explore the processes of democratization in the region in the 1980s and 1990s. We then examine the causes of populism and competitive authoritarianism in the Andes, and the origins of processes of democratic backsliding and democratic breakdown in El Salvador, Nicaragua, and Venezuela. Finally, we study the status of human rights in the region, paying particular attention to the trends in poverty, inequality, crime, violence against women, and rising migration. Prerequisite: POLS 150 or consent of the instructor.
This course focuses on the topics and themes pertinent to the political dynamics observed in many developing countries. This includes the examination of such areas as the role of the military, styles of political leadership, development of political institutions, land tenure systems, the role of the middle sectors, the nature of bureaucracy, the activity of the students, and foreign policy attitudes. We explore these theme by studying cases and examples from Latin America, Africa, and Asia. Formerly known as POLS 660. Not open to students with credit in POLS 660. Prerequisite: POLS 150 or consent of the instructor.
This course studies fiscal, monetarist, and trade policies to assess the usefulness and problems posed by these policy instruments across countries. This includes examining exchange rates, interest rates, budget deficit, trade deficit, and debt, to understand their composition and relevance to domestic economy, employment, investment, development, and international trade, the problems they pose, and how these may be overcome. We then examine when, how, and why government enacts these instruments across countries and regions. Formerly known as POLS 563. Not open to students with credit in POLS 563. Prerequisite: POLS 150 or consent of the instructor.
This course gives students a basic understanding of Islam and Islamic movements, explores the economic, social, political, and cultural context in which these movements take place, and examines the impact of Islam on politics in select countries. Issues such as the intersections of political Islam and democratic politics, state regulation of Islam, religion and Islamism's role in nation-building, formal state institutions and opposition movements in authoritarian contexts. We also look at the complex ways in which religion intersects with gender dynamics and identity politics in Muslim-majority countries. This course is offered at the 400 level and 600 level with additional assignments at the 600 level. Not open to students with credit in GIST/POLS 667 or SOC 640. (Same as GIST 467.) Prerequisite: A principal course in sociology, POLS 150, or consent of instructor.
Examines the epochal changes that have occurred in China from Deng Xiaoping's rise to power in 1978 to the present. Includes a focus on the historical background of the revolutionary period before examining the political and economic changes that spawned the 1989 "pro-democracy" movement at Tiananmen. The course includes an analysis of the events of the 1990s focusing on U.S.-China political and economic relations and the destabilizing effects of inflation, infrastructural reform, political and economic decentralization, and leadership succession. A previous course on China is helpful, but not mandatory. This course is offered at the 400 level and 600 level with additional assignments at the 600 level. Not open to students with credit in EALC 585/POLS 668.
A study of selected contemporary problems of policy or politics affecting several countries. Course is repeatable for different topics. Prerequisite: POLS 150 or consent of the instructor.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in WGSS 714, POLS 714, or GIST 714. (Same as GIST 471 and WGSS 514.) Prerequisite: Sophomore standing or consent of instructor.
In this course, structural theories of the international political economy provide the framework for a consideration of the nature of hegemony, the management problem of multinational corporations, the role of international regimes and organizations, development, and dependency. Formerly known as POLS 672. Not open to students with credit in POLS 672. Prerequisite: POLS 170 or consent of instructor.
This course helps students understand philosophical perspectives and clarifies the role that ethics plays in foreign policy around the world. We examine key ethical debates, including those addressing human rights, issues related to economic and political justice, the just war theory (jus ad bellum), just conduct of war (jus en bello), and humanitarian intervention. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 674. Prerequisite: POLS 170 or consent of instructor.
This course provides an examination of the gains possible from international cooperation and the barriers to achieving cooperation. Theoretical perspectives on international cooperation will be explored along with cases such as trade, the environment, arms control, and the European community. Formerly known as POLS 671. Not open to students with credit in POLS 671. Prerequisite: Sophomore level or consent of the instructor.
An intensive study of the problems of ideological conflict, diplomatic relations, strategic arrangements, economic cooperation, and cultural exchange in East and Southeast Asia with special emphasis upon the roles of major world powers. Formerly known as POLS/EALC 676. Not open to students with credit in POLS/EALC 676. (Same as EALC 476.) Prerequisite: POLS 170 or consent of the instructor.
This course provides an investigation into (1) how security policy is made; (2) the evolution of changing assumptions, strategies and goals since 1945; and (3) the present policy and its alternatives. Formerly known as POLS 677. Not open to students with credit in POLS 677. Prerequisite: Sophomore level or consent of the instructor.
This course examines the major international security challenges in the vital region of the Asia-Pacific. It does so by surveying 1) the military history of East Asia, 2) contemporary security challenges in the region, and 3) relevant issues in Asian security, including the U.S.-China Rivalry. The course will introduce students to various theories from security studies and foreign policy analysis to help frame these policy debates. Students will also develop their research, analytical reasoning, critical thinking, teamwork, and public speaking skills through in-class simulations.
The course is an introduction to the Israeli system of government and its complexities, from a comparative perspective. The course aims to deal with the processes and critical issues that characterize the Israeli political system, as well as dilemmas and conflicts that are part of it since the early days of statehood until today. (Same as JWSH 420.)
The course provides a study of the patterns of transnational terrorism. First, it introduces students to the analytical study of terrorism. The course traces the evolution of terrorism, from the French Revolution to the modern day era. It also covers how scholarship defines, conceptualizes, and measures terrorism. The second goal is to introduce students to key scholarly debates within the literature. Some of the example questions we ask are: are democracies more vulnerable to terrorism? Does globalization render states open to being attacked by transnational actors? Is torture warranted as an effective counterterrorism tactic? The readings draw on empirical scholarship on the causes and consequences of transnational terrorism. Formerly known as POLS 582/GIST 585. Not open to students with credit in POLS 582/GIST 585. (Same as GIST 482.) Prerequisite: Sophomore level or consent of instructor.
International law has assumed an increasingly significant role in international life. This course will examine major law including (but not limited to): the changing status and role of the state; rights of minorities and self-determination; the environment; and human rights. The course will examine the central questions and the relevant international legal principles associated with each issue. Formerly known as POLS 684. Not open to students with credit in POLS 684. Prerequisite: Junior level or consent of instructor.
This course examines the principles, roles, and functions of international law in the conduct of war. As the course reviews the development and application of the basic rules of armed conflict, several current issues and conflicts are addressed including: the legitimate use of force; the proper definitions of combatants and civilians; actions that constitute war crimes, the legality of new weapons technology, and, if the laws of armed conflict apply to the current "war on terrorism." Formerly known as POLS 685. Not open to students with credit in POLS 685. Prerequisite: Junior level or consent of instructor.
The course introduces students to historical and philosophical bases of contemporary human rights, theoretical approaches and methodological challenges to studying human rights questions, and acquaints them with the main topics, controversies, and tensions in the scholarship, practice and politics of human rights. Formerly known as GIST/POLS 686. Not open to students with credit in GIST/POLS 686. (Same as GIST 486.) Prerequisite: POLS 170 or consent of instructor is required.
This course examines selected problems in international relations. Course is repeatable for credit if different topics. Prerequisite: POLS 170 or consent of the instructor.
This offering provides course credit for fieldwork or internships in politics and policy-making. Consent of Instructor is required prior to enrollment. Graded on a satisfactory/unsatisfactory basis.
Individual and supervised readings in selected areas of political science. Course is repeatable for different areas; however, only 3 hours of directed readings can be applied to the major. Prerequisite: Junior level and consent of department.
Intern seminar for students engaged in fieldwork or internships in the Washington, D.C. Spring Semester program. Students will reflect on their experiences and the broader policy-making environment to further their academic and professional goals. Participation is expected, and a research paper or reflective portfolio is a requirement. Prerequisite: Consent of instructor.
Intern seminar for students engaged in fieldwork or internships who are not a part of the Washington Semester Seminar (POLS 494). Students will reflect on their experiences and the broader policy-making environment to further their academic and professional goals. Participation is expected, and a research paper or reflective portfolio is a requirement. Prerequisite: Consent of instructor.
Supervised internships in public and private agency offices in the Washington, D.C. area. This course is open only to students who are participating in the department's organized, supervised, semester-long Washington internship program. In order to be eligible for the program, students must have junior or senior standing, an overall grade-point average of 2.75, must have completed POLS 110 and have a 3.0 grade point average in all political science courses. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of instructor is required prior to enrollment.
Supervised internships in public and private agency offices in the Topeka area. This course is open only to students who are participating in the department's organized, supervised, semester-long Topeka internship program. In order to be eligible for the program, students must have junior or senior standing, an overall grade point average of 2.75, must have completed POLS 110 and have a 3.0 grade-point average in all political science courses. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of instructor is required prior to enrollment.
Political science majors who in their senior year who wish to become candidates for graduation with honors in political science must enroll in and successfully complete six hours of honors thesis work. Consent of the department is required and candidate must have minimum grade point averages of 3.5 in political science courses and 3.25 in all courses, in both in-residence and combined work.
In this course, students develop a framework for an original capstone research project that applies, evaluates, and/or analyzes concepts and theories that concern the dynamics that shape politics in local, national, and/or international settings. They will utilize political science concepts and theories and/or identify materials and ideas for their own research agendas and discoveries and communicate these effectively to others. They will generate an appropriate research question that speaks to these theories and the broader literature, and they will create a plan to analyze an identified set of primary or secondary data or information. Students intending to finish with departmental honors must take this course prior to taking POLS 498. Prerequisite: Junior or Senior standing and 12 hours of upper division credit in POLS.
Women's reproductive bodies have at times been made hypervisible, subject to medical, legal, and social surveillance and intervention, while at other times invisible. Across these practices, gender and race have been socially constructed in particularly limited ways, which the state has used to justify restrictive case law rulings and policies governing reproductive outcomes. This course is designed to critically examine the history, development, and outcomes of policies and cultural practices related to reproduction that have limited people's decisional autonomy. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in WGSS 717. (Same as WGSS 517.) Prerequisite: Any previous course in WGSS.
This course examines the communication involved in political campaigns. Students will be exposed to theories and ideas related to campaigns and will apply this knowledge to current political activity. Although the primary focus of the course is politics, students interested in public relations and strategic communication also benefit from learning and practicing media relations strategies. The mediated nature of modern political communication, as well as the communication strategies of campaigns and journalists, will be examined in a simulated campaign. By the end of the semester, students will become more informed users and consumers of political campaign messages. (Same as COMS 407.) Prerequisite: COMS 130.
The primary goal of this course is to critically examine the role of mass media in U.S. politics. Students learn how information makes it into news coverage, as well as how media content affects individuals, political campaigns, and governing decisions. The course covers media effects theories, news bias and polarization, political entertainment, and other topics. Although the primary focus of the course is politics, students interested in public relations and strategic communication also benefit from learning about U.S. journalism. By the end of the semester, students will be able to critically evaluate political and media systems in the U.S. (Same as COMS 335.) Prerequisite: COMS 130.
This course provides an overview of environmental justice, both as a social movement and as a public policy initiative. Environmental justice examines the distribution of environmental externalities across different socio-economic and racial groups. We will discuss several different public policy areas that have been impacted by the environmental justice movement: hazardous waste facility siting, urban redevelopment and Brownfields, transportation policy, and Native American sovereignty. We will also touch upon international environmental policy in an environmental justice context. Throughout the course we will evaluate empirical issues in studying environmental justice. (Same as EVRN 528.) Prerequisite: POLS 206 or a statistics class or consent of 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 AAAS 561 and HIST 561.)
An analysis of works by various authors, with the intention of exploring the political ideas that emerge in conjunction with the appearance of modern science in the 17th century, the Enlightenment, and the revolutions they inspired. Topics will include the modern conceptions of the nature of being, truth, justice, and the relationship of the individual to the community, and inquiry about whether those revolutions fulfilled the principles of modern political philosophy. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses and includes a presentation of the findings of the research. Not open to students with credit in POLS 407. Prerequisite: POLS 301 or consent of the instructor.
A systematic comparative analysis of structures, functions, and policies of state political systems. Prerequisite: Junior level or consent of the instructor.
This course studies how the U.S. Congress works as a lawmaking body in the contemporary political context, but also how its functioning today differs from the past and the changes that have brought about these differences. In our examination of the U.S. Congress today and across time, we will analyze its institutional features and procedures and the changing roles of the political parties operating within it. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses and includes a presentation of the findings of the research. Not open to students with credit in POLS 317. Prerequisite: POLS 110 or consent of the instructor.
Analysis of environmental politics and the formulation and implementation of environmental policy. Examines the history and development of environmental politics as well as current trends. Themes include interest groups, business interests, political institutions, and specific environmental policy issues.
Examines left- and right-wing extremist political groups in America and how the government has developed policies and respond to these groups. Special attention will be given to the process of policy adoption and implementation and how the government might respond to extremist groups in the future. Issues and themes will include groups such as the left-wing terrorists of the 1960s and 1970s, right-wing anticommunist groups of the 1950s and 1960s, international terrorists acting in the U.S., hate crime, ecoterrorism, citizen militia groups, and pro- and anti-abortion extremist groups. Prerequisite: Sophomore level or consent of the instructor.
This course examines the social, institutional and political context of public health policy in the United States. We will examine factors that shape the nation's public health, explore the role of government in reducing risk and promoting well being, and analyze the major institutions responsible for monitoring, protecting and promoting general public health. Themes include the social determinants of health, health disparities, emerging infectious diseases, food safety, transportation, and environmental health. (Same as EVRN 628.) Prerequisite: POLS 110 and POLS 206 are recommended.
This seminar explores the nature of identity and how identity is relevant to politics and policy with a focus on political attitudes and behavior, institutions, and public policy. Topics include individual and group identity, identities such as gender, racial, sexual orientation, and partisan, and the enduring importance of identity for understanding politics as well as the policy process. The approach is multidisciplinary but political science perspectives are relied on more heavily. (Same as WGSS 630.) Prerequisite: Sophomore level or consent of the instructor.
This course will introduce students to the politics of the European Union. The course will cover three closely connected topics. First, it will discuss the institutional make-up of the EU, such as the European commission, the European parliament, the European Council, and the European court of justice. It will assess how well these institutions deal with the growing importance of transnational issues, such as migration and economic policy issues. Second, the course will examine how national governments pursue national interests at the level of the European Union. Third, the class will study how well the EU represents the citizens of European countries. Finally, the course will assess the extent to which the EU has successfully developed into a supra-national federation. (Same as EURS 604.) Prerequisite: Sophomore standing or consent of instructor.
This class is an introductory course to European politics which pursues three goals. First, the class is designed to introduce you to a variety of different aspects of European political systems, their main political actors, and basic historical traditions. A second objective consists of discussing the enormous transformation of European politics that is currently underway in Europe. Third, you will become acquainted in some detail with the institutions and operating procedures of four political systems that we focus on: France, Germany, Great Britain, and the European Union. These systems represent the range of traditions we encounter in Western and Central Eastern Europe so they serve as an example of how European polities work. Prerequisite: POLS 150.
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 AAAS 662 and WGSS 662.) Prerequisite: Sophomore level or consent of instructor.
This course gives students a basic understanding of Islam and Islamic movements, explores the economic, social, political, and cultural context in which these movements take place, and examines the impact of Islam on politics in select countries. Issues such as the intersections of political Islam and democratic politics, state regulation of Islam, religion and Islamism's role in nation-building, formal state institutions and opposition movements in authoritarian contexts. We also look at the complex ways in which religion intersects with gender dynamics and identity politics in Muslim-majority countries. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses and includes a presentation of the findings of the research. Not open to students with credit in GIST/POLS 467. (Same as GIST 667 and SOC 640.) Prerequisite: A principal course in sociology, POLS 150, or consent of instructor.
Examines the epochal changes that have occurred in China from Deng Xiaoping's rise to power in 1978 to the present. Includes a focus on the historical background of the revolutionary period before examining the political and economic changes that spawned the 1989 "pro-democracy" movement and the events at Tiananmen Square. The course includes an analysis of the events of the 1990s focusing on U.S.-China political and economic relations and the destabilizing effects of inflation, infrastructural reform, political and economic decentralization, and leadership succession. A previous course on China is helpful, but not mandatory. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses. Not open to students with credit in POLS 468. (Same as EALC 585.)
This course helps students understand philosophical perspectives and clarifies the role that ethics plays in foreign policy around the world. We examine key ethical debates, including those addressing human rights, issues related to economic and political justice, the just war theory (jus ad bellum), just conduct of war (jus in bello), and humanitarian intervention. Students will be guided throughout the course to develop a synthesizing research project that draws from other coursework. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not open to students with credit in POLS 474. Prerequisite: Junior level or consent of instructor.
An in-depth examination of China's changing policies toward other countries with special emphasis on policy-making process, negotiating behavior, military strategy, economic relations, and cultural diplomacy. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses. Not open to students with credit in POLS 378. (Same as EALC 678 and GIST 678.) Prerequisite: Sophomore level or consent of the instructor.
The goal of this course is to gain an analytical understanding of the conditions, processes, and events which lead to the outbreak and escalation of war. This course focuses predominantly on the causes of interstate conflict, but also includes a brief examination of the causes of civil war. The course highlights the complexity of the conflict subject matter, scrutinizing war through the many lenses of International Relations (IR) theory, including but not limited to realism and the balance of power, levels of analysis, misperception, rivalries, grievances, bargaining, and insecurity. In addition, the course applies existing theoretical and empirical research to an examination of case studies which include World War I, World War II, and the Cold War. Students will be guided throughout the course to develop a synthesizing research project that draws from other coursework. Not open to students with credit in POLS 379. Prerequisite: Sophomore level or consent of the instructor.
Course will provide instruction about the fundamental principles, impact and issues of cyber intelligence. Course will focus on cyber intelligence supporting operations in cyberspace (to include risk management functions, cyber defense, cyber espionage, and cyber-attack) as well as intelligence developed through cyberspace. Topics include cyber-threats, cyber defense, and cyber warfare as well as ethical and legal considerations. In addition to providing a foundation of understanding cyber intelligence within the context of the United States, this course will analyze cyber capabilities of nations and non-nation state actors. Learning outcomes for students include an understanding of the cyber intelligence cycle and structured analytic techniques in providing cyber intelligence products to national security and organizational leadership. Students will also gain an understanding of cyber threat actors and complexity of emerging threats. Prerequisite: Instructor permission.
The course will cover U.S. counterterrorism policy and practices historically and in the current era. For international (multinational) terrorism, the course will focus on how the historical actions of western powers contributed to the rise of terrorist groups, as well as the evolution of U.S. responses to these groups. Groups examined could include Hamas and Al-Qaida. For domestic terrorism, the course will focus on the evolution of counterterrorism responses within the U.S., with particular attention to far-right terrorism, including the Oklahoma City Bombing. We will examine U.S. counterterrorism policy in the law, as well as in the practices of Intelligence, Department of Defense, and law enforcement. Prerequisite: POLS 125 or POLS 130 or permission from the instructor.
This course examines the politics of migration in receiving and sending states with special attention to the policies of developed democracies, including the US and UK, and the member states of the European Union and Schengen zone. It aims to introduce students to the theories of international migration with special attention to the migration-security nexus. Toward this end, topics cover neoclassical economic models of international migration, the effects of globalization on migration policies, and how perceived economic and security interests shape migration policies. Second, the course will cover the political consequences of migration for sending and receiving states, the economics and politics of migration, including remittances, public opinion, interest group politics, and the role of institutions. Third, the course encompasses different types of migration policies including visas, asylum and refugee admissions, and citizenship and naturalization. Finally, the course examines the foreign policy consequences of international migration, giving special consideration to the migration-security nexus. Throughout the course students are exposed to two major questions: (1) what are the effects of migration on both the states that receive immigrants and the states that send emigrants and (2) how do policymakers respond to these effects? Prerequisite: POLS 170.
Data science empowers its users to provide data-driven solutions to problems and questions in the world. This course provides students an opportunity to work on real-world problems that come from local and state governments, health care, education, and small businesses across the state of Kansas. Students will gain experience working from start to finish on delivering data-driven solutions for these problems. In doing so, students will further develop knowledge and skills in learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. Students will also gain professional skills learning to work with different organizations across the state. (Same as PSYC 699) Prerequisite: PSYC/POLS/ECON/SOC 199; EECS 138; PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380; PSYC/POLS/ECON 399; MATH 101 or MATH 104; or departmental approval.
Introduction to the discipline of political science, the philosophy of science, research design, and data acquisition. Prerequisite: Graduate standing or consent of instructor.
An introduction to quantitative research methods, including probability theory, hypothesis-tests, and multiple regression. Includes regression diagnostics, the treatment of numeric and categorical predictors, interaction effects and elementary nonlinear models. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and lab sessions where computing applications are taught.
This course covers basic techniques for multivariate analysis, focusing on multiple regression. Topics include interpretation of regression statistics, diagnostics for common problems, dummy variables, instrumental variables, basic time series methods including adjustment for autocorrelated error, logistic models, and nonlinear modeling; additional techniques may be covered at the discretion of the instructor. Prerequisite: POLS 706.
An examination of qualitative research approaches frequently employed within political science. Topics may include the use of case studies, archival and documentary research, content analysis, interviewing and focus group techniques, ethnographic fieldwork, narrative and discourse analysis, and others. The course will examine the strengths and limitations of these methods in relation to major research traditions such as culturalist approaches, historical institutionalism, rational choice, and constructivism. Prerequisite: POLS 705 and either graduate standing or consent of instructor.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in GIST 471, POLS 471, or WGSS 514. (Same as GIST 714 and WGSS 714.) Prerequisite: Graduate standing.
A seminar for students interested in understanding the public opinion, voting, and other forms of political participation. This course will include a discussion of the formation, measurement of political attitudes as well as an examination of protest and other forms of extra-legal participation. Prerequisite: Graduate standing or consent of instructor.
A seminar to be offered as occasion demands, dealing with, but not limited to special topics in the presidency, congress, and judicial processes. Prerequisite: Graduate standing or consent of instructor.
Introductory graduate course in the examination of public policy making. Considers institutions, basic theoretical frameworks, and standard methods, and places policy-making within a broad political context. Emphasizes American examples, but relevant comparative material is employed. Prerequisite: Twelve hours of political science.
The collapse of the Soviet system and the problems of transforming a central planned authoritarian state into a free market democracy. The roles of ethnic and national tensions, economic decay, and cultural factors. Prerequisite: Eight hours in the social sciences and/or history, including POLS 150, or consent of instructor.
This course is a study of selected themes in comparative politics at the graduate level.
The course provides a study of the patterns of transnational terrorism. First, it introduces students to the analytical study of terrorism. The course traces the evolution of terrorism, from the French Revolution to the modern day era. It also covers how scholarship defines, conceptualizes, and measures terrorism. The second goal is to introduce students to key scholarly debates within the literature. Some of the example questions we ask are: are democracies more vulnerable to terrorism? Does globalization render states open to being attacked by transnational actors? Is torture warranted as an effective counterterrorism tactic? The readings draw on empirical scholarship on the causes and consequences of transnational terrorism.
A study of selected problems in international relations. Prerequisite: Consent of instructor.
A survey and critical examination of recent theoretical developments and research focusing on national institutions, electoral behavior, and policy-making processes. Emphasis is given to conceptualizing and analyzing the changing nature of the American political system.
A critical examination of the principal areas in current literature in political psychology, including psychological perspectives on mass political behavior, elite decision making, and international relations. Attention will be given to articulating and evaluating theories, constructing research questions and programs, and comparing methodologies.
Survey of the literature on the institutional, socioeconomic, and political forces influencing the formulation and adoption of public policy, as well as policy change, at all levels of government. Topics include problem definition, agenda setting, and the methods of decision-making. This is a research seminar so students will be required to conduct an original research project.
This course explores the development, implementation and evaluation of public policy in the local government context. It examines a variety of policy tools used to address urban problems and applies theories of the policy process, intergovernmental relations, and institutions to municipal governance. In so doing, the course examines a range of current substantive policy and administrative issues facing urban communities and governments. (Same as PUAD 825.)
This course provides a graduate level introduction to the field of Comparative Politics. Among topics it will survey are: the history and development of the field; classic works and major founding concerns of the field; methodological and epistemological debates; competing paradigms which had characterized Comparative Politics (structural-functionalism, culturalists, state-centrists, institutionalists, rational choice, and other); theory building and the role of area studies.
This course provides a survey of the subfield of political institutions within Comparative Politics. Among the topics it will cover are: identifying regime types (democracy vs. non-democracy); comparative electoral systems; party systems; presidential vs. parliamentary systems; comparative legislatures; constitutional engineering and democratic transitions, and others. Prerequisite: POLS 850.
The course introduces students to the vast literature on comparative elections and comparative political parties. It pursues a twofold goal. First, the course surveys the large comparative electoral behavior literature. The themes covered in the first half include a discussion of why voters participate in elections, how voters form preferences, how psychological processes affect mass views, and how these, in turn, influence party preferences. Second, the course introduces students to the supply-side of politics and the role of political parties. This second part of the course, therefore, examines why parties form in the first place, what motives they have, what choices they offer in short, how and why parties compete. Together, the way voters form preferences and the logic of party formation illuminate a central element of the democratic process.
Critical evaluation of the major approaches to international relations and their application to conflict and conflict resolution, foreign policy, and international political economy.
An introduction to fieldwork and surveys conducted in developing and non-democratic countries. The course covers the challenges of conducting interviews and surveys in these countries. The intent is to develop the research skills necessary for data collection and fieldwork as well as evaluating an analyzing survey data collected by other researchers in developing countries. Prerequisite: POLS 705 or equivalent or consent of the instructor.
Enrollment for writing thesis for master's degrees. Graded on a satisfactory progress/limited progress/no progress basis.
This is an interdisciplinary course for social science researchers who need to develop routines to estimate and evaluate statistical models. It introduces tools for software development, primarily with the statistical programming language R (and related languages like C). Topics include code organization and optimization, concurrent version management, LaTeX document preparation, and high-performance computing on the KU Linux cluster. Examples from various fields are considered. Prerequisite: Two courses in graduate level statistics and familiarity with R.
An intensive seminar in a method (or a variety of relevant methods) of theoretical or empirical research designed for Ph.D. students only. Emphasis is on deepening the understanding and ability to use advanced methods of analysis. Prerequisite: Admission to the Ph.D. program or consent of instructor.
This seminar employs various theoretical and methodological perspectives to explore the burgeoning post-1960 literature on Congress. Traditional subjects such as committees, parties, and elections are examined through applications of formal models, behavioral analyses, and participant observation.
Research seminar on various aspects of state and local government, such as reformed institutions, fiscal stress, citizen participation, and various policy problems.
A survey of the theories and research findings dealing with political parties in American politics, including third and minor parties. Topics to be covered include the development and evolution of the party system, the nature of party organization and the recruitment of party activists, the role of parties in the electoral process, the impact of parties upon public policy, and party reform.
A seminar to be offered as occasion demands, dealing with, but not limited to, bureaucracy, legislative policy, federalism, and special problems in U.S. politics.
A discussion of teaching methods and approaches. Students are expected to develop a personal teaching portfolio that describes their outlook on teaching political science and provides sample teaching materials. This course must be taken by all graduate teaching assistants and assistant instructors during the first year of their appointment. Grades are issued on a pass/fail basis.
In-depth study of the politics of Russia, Ukraine, and the other Post-Soviet states. Focus on the problems of transforming a centrally planned authoritarian system to a free market democracy.
Theory and research on the patterns of behavior that characterize the politics of North America, Europe, and developed regions of Asia. Topics include corporatism and alternative forms of interest intermediation, economic theories of socialization and electoral choice, and the role of the state; its finances, adaptation, and the problem of power and legitimacy. Prerequisite: POLS 850 or permission of instructor.
Designed to acquaint students with the principal theories, approaches and types of empirical analysis generally employed to explain and interpret the creation and implementation of foreign policy. Topics include rational actor models, collective and bureaucratic processes, societal influences, cognitive and psychological factors, and comparative foreign policy. Prerequisite: POLS 870. An undergraduate United States foreign policy class is recommended.
An in-depth survey of theories and research on international conflict. Topics will range from anthropological studies of conflict in primitive societies to contemporary theories of nuclear conflict. The course will also cover current empirical research methodology and results of research on international conflict, as well as models of conflict processes. Prerequisite: POLS 870.
Provides an eclectic survey of major developments in the field. Topics include the intellectual origins of IPE; the historical evolution of the international system; North-South and Western trade, investment, and monetary relations; foreign aid, debt technology transfer, development, international economic institutions (e.g., IMF, IBRD, MNCs, etc.). (Same as SOC 873.) Prerequisite: POLS 870 or consent of instructor.
This course examines how issues of International Ethics have been treated in International Relations theory. This course begins by reviewing several theoretical perspectives of International Relations and how these perspectives have historically understood the role ethics plays in international politics. By the end of the semester, students should have a firm understanding of (1) the salient issues of international ethics in world politics and (2) whether and how IR scholars have (theoretically and methodologically) placed those issues in their research paradigms. The issue areas the course will cover include, but are not limited to, human rights doctrines, issues of economic and political justice, just war theory (jus ad bellum) and just conduct of war (jus en bello), and humanitarian intervention. The course will assess the role international law has played in stemming and/or punishing human rights abuses. Students will review several historical cases of genocide, as well as several cases of truth and reconciliation commissions.
To be offered periodically when topics of special interest arise.
Considers theoretical and empirical work on international governmental and non-governmental organizations (IOs). Specifically highlights the evolving scholarly debates regarding the function, design, and delegation of authority to IOs as well as their behavior and change. Explores these questions in depth through a wide range of cases, including comprehensive coverage of the United Nations, Bretton Woods Institutions, and the European Union, and their activities in issue areas concerning international security, trade, finance, development, humanitarian aid, and the environment.
Designed to meet the needs of graduate students whose study in political science cannot be met with present course. Prerequisite: Consent of instructor.
An independent reading course for students preparing to take the Ph.D. comprehensive examination. May be taken for two semesters or six credits, whichever comes first. Graded A, B, C, D, or F depending on the results of the comprehensive examination.
Enrollment for writing doctoral dissertations. Graded on a satisfactory progress/limited progress/no progress basis.
Psychology Courses
Provides an overview of the discipline of psychology. Emphasizes developing an understanding of opportunities in psychology at the University of Kansas, exploring service-learning options related to the major, and helping students plan goals for their education through an understanding of their personal values and options within and outside the discipline. Open to KU-degree-seeking students only. Contact the Psychology Department to enroll in the course. Non-degree-seeking and non-KU students may enroll in the course by signing up with KU Continuing Education. Graded on a satisfactory/unsatisfactory basis.
A basic introduction to the science of psychology.
Open to students in College or Departmental Honors programs or by permission of instructor.
A limited-enrollment, seminar course for first-time freshmen, organized around current issues in psychology. Course is designed to meet the critical thinking learning outcome of the KU Core. May not contribute to major requirements in psychology. First year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Data science is an interdisciplinary field that uses scientific methods, processes, algorithms and systems to derive knowledge and insights from data. This course teaches students the core concepts of inference and computing, working with real behavioral, economic, geographic, physical, social, and text data. Students obtain basic statistics training from a computational perspective using simulation to answer questions, explore problems, and delve into social issues surrounding data analysis such as privacy and design. (Same as ECON 199, POLS 199 and SOC 199.)
An examination of the scientific "ways of knowing" employed by psychologists to discover the laws governing human behavior across a wide domain. The focus of the course is upon these methods and the statistical techniques that support them. Prerequisite: PSYC 104.
This course is designed for the study of special topics in Psychology equivalent to courses at the 100 and 200 level at KU. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
An introduction to statistical concepts and methods as they relate to analysis and interpretation of psychological data. Prerequisite: PSYC 104.
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 ABSC 250.) Prerequisite: PSYC 104 or PSYC 105.
An introduction to contemporary research and theory in human learning and memory, relevant perceptual processes, and higher functions such as language. Prerequisite: PSYC 104.
A survey of personality theories, development, assessment and current research. Prerequisite: PSYC 104.
The philosophy of psychology is a relatively new field of inquiry in philosophy and so the question of what the philosophy of psychology is remains an open question. In this course, we will understand the philosophy of psychology in two ways. First, it is the study of the nature of psychology and the various capacities and mechanisms that make cognition possible. We will consider whether there is a unique psychological level of explanation or whether psychology ultimately reduces to the brain. We will also explore various philosophical puzzles raised by consideration of psychological abilities like memory, attention, and emotion. Second, philosophy of psychology is a subfield of philosophy of science, where we examine a particular science-here, experimental psychology-as a way to explore broader questions about what science is, how science explains phenomena, and how values intersect with its investigations. All of this makes it an exciting time to study the philosophy of psychology-as students in this course, student's interests will play a role in selecting topics and shaping the direction of our inquiry. (Same as PHIL 323.)
A survey course on the science and application of child and adolescent development; including physical, motoric, social, emotional, and cognitive changes from conception through adolescence. The course covers methods and theory, genetics, and may incorporate content on aggression, morality, parenting, media, and peers. Prerequisite: PSYC 104.
A broad survey of psychopathology, with a focus on the primary symptoms, causes, consequences, and treatments of its major manifestations, including: anxiety disorders, mood disorders, trauma-related disorders, eating disorders, substance-use disorders, personality disorders, and psychotic-spectrum disorders. Relevant scholarship from neuroscience, cognitive science, medicine, behavioral science, and sociocultural perspectives will be integrated throughout. Prerequisite: PSYC 104.
Open to students in College or Departmental Honors programs or by permission of instructor. Prerequisite: PSYC 104.
An introduction to the psychology of social behavior. Systematic consideration of such concepts as social influence, conformity and deviation, social attitudes and prejudice, socialization and personality, communication and propaganda, morale, and leadership. Prerequisite: PSYC 104.
An introduction to the psychology of social behavior. Systematic consideration of such concepts as social influence, conformity and deviation, social attitudes and prejudice, socialization and personality, communication and propaganda, morale, and leadership. Open to students in University or Departmental Honors programs or by permission of instructor. Prerequisite: PSYC 104.
A survey of topics related to the biological processes underlying behavior in humans and in animals, including the physiology of neuronal and synaptic, transmission, neurochemistry, and neuropharmacology. Selected topics within the area of behavioral neuroscience are also covered, such as motivation, appetite, reward, homeostasis, biological rhythms, addiction, aggression, stress, emotion, and sleep. Prerequisite: An introductory course in Psychology; and PSYC 200 and PSYC 210.
A survey of topics related to the biological processes underlying cognition in humans and in animals, including the physiology of neuronal and synaptic transmission, neurochemistry, and functional neuroanatomy. Selected topics within the area of cognitive neuroscience also covered, such as sensory processing, hearing, vision, learning and memory, attention, motor control, language, hemispheric asymmetry, executive function, and neuroplasticity. Prerequisite: An introductory course in Psychology; and PSYC 200 and PSYC 210.
The organization and function of the nervous system as it relates to topics of interest to psychologists, including pain, anxiety, stress, sleep, depression, schizophrenia, akinetic and dyskinetic movement disorders, and senile dementia. Prerequisite: An introductory course in Psychology, and PSYC 200 and PSYC 210.
This course is designed to acquaint students with the Social Neuroscience approach as well as recent findings using this approach. The class will focus on particular social phenomena and (a) evaluate the utility of current social neuroscience research examining these phenomena and (b) consider future experimental designs using the Social Neuroscience approach to further inform our understanding of each phenomenon. Prerequisite: An introductory course in Psychology; an introductory course in Biology; and PSYC 200 and PSYC 210.
Social, psychological, and economic adjustments required by aging; changes in cognition, role and personality necessitated by advancing age. Prerequisite: PSYC 104.
Data science empowers its users to provide data-drive solutions to problems and questions in the world. This course provides foundational skill and knowledge behind this power. This knowledge and skill includes learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. (Same as ECON 399 and POLS 399.) Prerequisite: PSYC 199/POLS 199/ECON 199 or EECS 138; and PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380 or MATH 101 or MATH 104 or MATH 115 or MATH 121.
This course is designed for the study of special topics in Psychology equivalent to courses at the 300 to 600 level at KU. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
A social psychological perspective on adult intimate relationships, examining friendship, dating, committed relationships, and the dissolution of committed relationships. Topics include romance, jealousy, self-disclosure, power, loneliness, and social support. Discussion of heterosexual and homosexual relationships, traditional forms (e.g., marriage) of relationships as well as alternative lifestyles (e.g. cohabitation) and gender-linked differences in relationships. (Same as WGSS 410.) Prerequisite: PSYC 104.
Examines the data and methodologies of the disciplines that comprise Cognitive Science, an interdisciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as LING 418, PHIL 418, and SPLH 418.) Prerequisite: Consent of instructor.
A basic survey course in the development of thinking and understanding in normal children. The course will cover Piaget's theory and information processing theories at the advanced undergraduate level. Topics include perception, attention, learning, memory, language, problem solving, and individual differences from birth to the mid-teens. Prerequisite: PSYC 104 or ABSC 160.
A detailed examination of issues in the processing of language. The course provides a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processes are examined. (Same as LING 435.) Prerequisite: An introductory course in linguistics or consent 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 ANTH 449, BIOL 449, and SPLH 449.) Prerequisite: Either ANTH 304, ANTH 340, Human Biology major, or permission of instructor.
A seminar to guide Psychology majors through an honors thesis project with an identified faculty mentor, leading to graduation with Honors in Psychology. Enrollment for 2 credits in each of two semesters during the junior or senior year is required. Prerequisite: Instructor permission.
This course covers a variety of theoretical views concerning the origins of stereotypes and the factors that maintain them, as well as how and when the revision of such beliefs take place. Analysis of various stereotypes (including gender and race) and the experience of prejudice across a variety of cultural contexts is examined. Many difficult social issues are discussed in depth. Prerequisite: PSYC 360 or PSYC 361; or consent of instructor.
A survey of the psychological theories about women; similarities and differences in the behavior of women and men; the effects of biological and social factors on the behavior of women and men; and issues of concern to women of different races, sexual orientations, ages, and so forth. (Same as WGSS 468.) Prerequisite: Any previously completed course in PSYC or WGSS.
Discussion of current problems in psychological theory and research. Prerequisite: PSYC 104.
Review of current psychotherapies with special references to their underlying philosophies, theories of personality, techniques, and effectiveness. Issues concerning the use of drugs in the treatment of mental disorders are also reviewed. Prerequisite: PSYC 104.
This course reviews recent evidence on the roles of dreaming and dreamless sleep. Psychological, developmental, personality, and social psychological aspects are considered. Prerequisite: PSYC 104.
Investigation of a special research problem or directed reading in an area not covered in regular courses. No more than 3 hours of PSYC 480 may be counted toward the minimum hours required for the major. Prerequisite: Consent of instructor.
Guided participation in ongoing research programs to augment quantitative skills through direct practicum experience. No more than 3 hours of PSYC 481 may be counted toward the Psychology minor or the Psychology, Developmental Psychology, and Behavioral Neuroscience major requirements. Prerequisite: PSYC 200 or PSYC 210 or consent of instructor.
Introduction to human sensory and perceptual capabilities. Topics include: sensory systems, perceptual development, and perceiving color, objects, space, movement, sound, speech, touch, smell, and taste as well as various perceptual illusions. Prerequisite: PSYC 104.
Students conduct psychology focused fieldwork in an organization related to their professional/career goals. Credit hours are determined on the basis of 120 clock hours for 3 credit hours, 80 clock hours for 2 credit hours, and 40 clock hours for 1 credit hour. An internship plan (contract) is developed by the student in conjunction with the student's academic adviser and signed off by the academic adviser and an authorized agent of the internship site. At the conclusion of the internship experience, the authorized agent of the internship site writes the academic adviser indicating that the student has met the goals of the internship plan and the hours required. No more than 3 hours of PSYC 483 may be counted toward the minimum hours required for the major. Prerequisite: Admission to the Psychology major.
Students who are preparing to enter the workforce are introduced to current challenges and trends in professional development and workforce psychology. In addition to discussion of interdisciplinary research centered around career management topics such as preventing burnout, recognizing and eliminating bias in interviews, or predictors of job satisfaction and productivity, emphasis is placed on the creation of a job dossier and tools to help bridge skills from the classroom and their place in an individuals' career. Prerequisite: Junior or senior status.
A study of psychological aspects of selected social issues in contemporary American society. Race relations and the civil rights movement. Political extremism. Public opinion and social change. Social psychological approaches to a variety of social problems. Prerequisite: PSYC 360 or 361, or consent of instructor.
A second course in statistics with emphasis on applications. Analysis of variance, regression, analysis, analysis of contingency tables; possibly selected further topics. Prerequisite: Grade of B- or better in PSYC 210.
An introduction to the field of human sexuality. Topics to be covered include sexual anatomy and physiology, fertilization, pregnancy, birth and lactation, contraception, human sexual response, sexuality across the life cycle, love, marriage, alternatives to marriage, sexual orientation, sex differences in behavior, parenthood, sexually transmitted diseases, sex and the law, and sex education. (Same as WGSS 502.) Prerequisite: Any previous coursework in either WGSS or PSYC.
Decisions link our thoughts to our actions and as a result define who we are and who people think we are. This makes decision making a fundamental life skill. But, can we make better decisions? This course will introduce you to the science of decision making that has developed as scholars including biologists, economists, mathematicians, philosophers, psychologists, and others have sought to answer this very question. Over the course of the semester we will examine what we have learned so far such as how people predict and mispredict events, how people make decisions and how their decisions can be quite irrational from one perspective but simultaneously appear quite reasonable, how people bargain and why they sometimes choose to cooperate and other times not, and why negotiating can be so difficult. (Same as ECON 513.) Prerequisite: PSYC 104 or ECON 142; MATH 101 or MATH 103 or MATH 104, or eligibility for MATH 115 or MATH 125 or MATH 126.
The course will take an in-depth look at addiction processes using an interdisciplinary perspective. The course will cover processes that lead to the development of substance use disorders, as well as advanced topics in prevention and treatment. Addiction is a behavioral disorder, and the seminar will focus heavily on learning theory and conditioning processes that can yield problem substance use. Readings will be derived from a variety of sources, including both animal and human studies. This seminar is appropriate for graduate students from a variety of disciplines, as well as advanced undergraduate students who satisfy the prerequisite requirements. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in PSYC 823. Prerequisite: PSYC 104.
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 ABSC 535.) Prerequisite: ABSC 160 or PSYC 333, or instructor permission.
The course considers the relationship between culture and psyche. One theme throughout the course involves revealing the cultural grounding of psychological functioning. The second and complementary theme involves identifying the psychological processes involved in the phenomenon of culture. Prerequisite: PSYC 333, 334, 360 or 361 or consent of instructor.
An application of psychological processes and concepts to the American legal system. Among the topics covered are the socialization of legal attitudes, opinions about the purposes of the criminal justice system and especially of prisons, the concept of "dangerousness," the nature of jury decision making, and the rights of prisoners, patients, and children.
A study of the processes underlying the dynamics of the group, including the observation of group phenomena and a consideration of their relation to research findings. Prerequisite: PSYC 360 or 361, or consent of instructor.
Supervised research under the guidance of a faculty member in the Department of Psychology. Students will be part of a collaborative laboratory environment, and will be involved in research design, data collection, and data analysis, and will take part in regularly scheduled laboratory meetings. Prerequisite: Permission of instructor.
Examination of non-linguistic behavior in human communication, including proxemics (spacing), kinesics (movement and expression), and paralinguistics (voice quality). Includes phylogenetic and developmental perspectives, methods of analysis, applications to interpersonal problems. (Same as COMS 590.) Prerequisite: COMS 356 or PSYC 210.
A lecture course to help students become more aware of and responsive to the psychological needs of persons with physical illnesses or disabilities. Emphasis is upon the meanings of such conditions in individuals' lives and the effects of treatment and rehabilitation settings on psychological adaptation. Prerequisite: PSYC 104.
This course is an intensive seminar in which students will critically examine up-to-date research and theoretical models on eating and weight disorders. Content will include diagnosis and assessment, as well as psychological, social, cognitive, biological, and "addiction" model influences/perspectives. Students will gain exposure to literature on treatment and prevention of eating disorders and obesity. Class will include critical discussion, brief lecture, and active-learning strategies to facilitate learning during class. Students will also participate in group work. Prerequisite: PSYC 350 or instructor permission.
An introduction to the core assumptions and research findings associated with human strengths and positive emotions. Also an exploration of interventions and applications informed by positive psychology in counseling and psychotherapy, and its application to school, work, family and other close relationships. (Same as EPSY 580.) Prerequisite: PSYC 104 or consent of instructor.
Review of research and theory concerning the role of psychological factors in the development of physical illness and the contribution of psychologists to the treatment and prevention of physical illness. Prerequisite: PSYC 104.
Lectures and laboratory work on human sensory processes and how they result in perceptions of the environment. Experience is provided in designing and implementing research as well as in the skills necessary for statistical analysis, interpretation of data, and scientific writing. Prerequisite: PSYC 104 and PSYC 210 or consent of instructor.
Lectures and laboratory work on psychophysiology and neuropsychology research methods. Overview of psychophysiological tools to measure the central and peripheral nervous systems. Experience designing and implementing neuropsychology and psychophysiology research. Prerequisite: PSYC 104 and PSYC 210 or consent of instructor.
The historical and empirical foundations of clinical psychology. Significant trends in theory, research, and social organization which have shaped clinical practice. A review of clinical practice. Prerequisite: PSYC 104.
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 ABSC 632.) Prerequisite: ABSC 160, PSYC 333, or instructor permission, and senior or graduate status.
Elementary distribution theory; t-test; simple regression and correlation; multiple regression and multiple correlation; curvilinear regression; logistic regression; general linear model. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Students taking this course as PSYC 790 will have different course requirements. Prerequisite: A grade of B- or better in a beginning course in statistics (e.g., PSYC 210, MATH 365, POLS 206, COMS 356, SOC 380, or equivalent) is recommended, or consent of instructor.
Discussion of current problems in psychological theory and research. Prerequisite: PSYC 104 and sophomore status.
Reviews and contrasts various statistical models for the analysis of change. Course focuses on techniques to analyze longitudinal (repeated measures) data beyond the repeated-measures ANOVA framework. Applications across the behavioral and social sciences are emphasized. Students taking this course as PSYC 991 will have different course requirements. Prerequisite: Consent of instructor.
This course will provide a tutorial introduction to doing Bayesian data analysis. The course is intended to make advanced Bayesian methods accessible to all students in the behavioral and social sciences. During the course we will cover the fundamental of Bayesian methods and work from the simplest model up through hierarchical or multilevel models for all types of data from binary to continuous to count data. By the end of the course each student should be able to carry out their own Bayesian data analysis for nearly any question they might ask in the social and behavioral sciences. Open only to undergraduate students. Not open to students with credit in PSYC 797. Prerequisite: PSYC 650 or equivalent, or consent of instructor.
Data science empowers its users to provide data-driven solutions to problems and questions in the world. This course provides students an opportunity to work on real-world problems that come from local and state governments, health care, education, and small businesses across the state of Kansas. Students will gain experience working from start to finish on delivering data-driven solutions for these problems. In doing so, students will further develop knowledge and skills in learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. Students will also gain professional skills learning to work with different organizations across the state. (Same as POLS 699) Prerequisite: PSYC/POLS/ECON/SOC 199; EECS 138; PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380; PSYC/POLS/ECON 399; MATH 101 or MATH 104; or departmental approval.
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 ABSC 704.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
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 ABSC 706.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Advanced cognitive psychology reviewing theories of pattern recognition, attention, working memory, language comprehension and problem solving. Emphasis will be placed upon the application of these theories to real-life situations. Prerequisite: PSYC 104 and six additional credit hours in psychology, or permission of the instructor.
A survey of the critical issues within cognitive and behavioral neuroscience. The course will provide information about neuronal physiology, functional neuroanatomy, and psychophysiological research methods. Human cognition and the neurophysiology that subserves the primary cognitive functions will be discussed.
A detailed examination of issues in the processing of language. The course will provide a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processing will be examined. (Same as LING 735.)
First semester of a two-semester course. Designed to provide a thorough background in social psychology and to motivate a continuing exploration of theoretical problems and issues in the field. Combines examination of historical development of theories and methods in social psychology with analysis of theoretical and methodological approaches to a variety of contemporary topics.
A continuation of PSYC 774.
Supervised research under the guidance of a faculty member in the Department of Psychology. Students will be part of a collaborative laboratory environment, and will be involved in research design, data collection, and data analysis, and will take part in regularly scheduled laboratory meetings. Prerequisite: Permission 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, AMS 767 and SOC 767.)
Elementary distribution theory; t-test; simple regression and correlation; multiple regression and multiple correlation; curvilinear regression; logistic regression; general linear model. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: A beginning course in statistics and graduate standing, or consent of instructor.
Continuation of PSYC 790. One-way analysis of variance, linear trends, contrasts, post hoc tests; multi-way analysis of variance for crossed, blocked, nested, and incomplete designs; analysis of covariance; repeated measures analysis of variance; general linear model. Applications across the social, educational, and behavior sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.
Data science empowers its users to provide data-driven solutions to problems and questions in the world. This course provides foundational skills and knowledge behind this power. This knowledge and skillset include learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. Different offerings of this course may focus on different skills and use different programming languages, so check with the instructor. Prerequisite: PSYC 790 or equivalent graduate level course introductory statistics course.
An introduction to the techniques of computer modeling with applications in the study of brain-behavior mechanisms. Early and contemporary efforts to simulate the neuron, neural networks, and neural processes which regulate behavior, are reviewed. Application of modeling techniques in sample brain-behavior problem areas are used to illustrate the operation of thresholds, feedback, dynamic equilibrium, redundancy, plasticity, network structure, and similar constructs. Programming skill in a high-level language available on personal computers or mainframe is required. Prerequisite: EECS 128 or EECS 138 or PSYC 795, and PSYC 370, or equivalent courses or experience.
This course will provide a tutorial introduction to doing Bayesian data analysis. The course is intended to make advanced Bayesian methods accessible to all students in the behavioral and social sciences. During the course we will cover the fundamental of Bayesian methods and work from the simplest model up through hierarchical or multilevel models for all types of data from binary to continuous to count data. By the end of the course each student should be able to carry out their own Bayesian data analysis for nearly any question they might ask in the social and behavioral sciences. Not open to students with credit in PSYC 698. Prerequisite: PSYC 790 or equivalent, or consent of instructor.
An advanced survey of theory and research in a selected area of experimental psychology. Continual enrollment for four semesters is required of entering graduate students in experimental psychology. Open to other students with graduate standing in psychology or a closely related field. May be repeated with 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 ABSC 803.) Prerequisite: Graduate student in clinical child psychology program.
A historical survey of basic concepts and theories in psychology with emphasis on their relationship to contemporary problems in theory.
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 ABSC 809.) Prerequisite: Graduate standing in clinical child psychology.
A historical survey of basic concepts and theories in psychology with emphasis on their relationship to contemporary issues. Examination of historical and contemporary code of ethics and its application to the conduct of clinical psychologists.
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 ABSC 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 ABSC 812.) Prerequisite: Graduate standing in clinical child psychology.
Coverage of the philosophy and basic principles of group-design research, with a special emphasis on designs that are appropriate for developmental studies. Designs for both experimental and quasi-experimental research are covered, and appropriate statistical procedures are presented concomitantly with the designs. Individual-difference analyses and statistical control issues are also addressed.
Systematic discussion of the techniques of research in social psychology, with practice in the utilization of selected methods. Prerequisite: One course in social psychology in addition to introductory social psychology.
Basic principles and practices of field methods in basic and applied research in social psychology and related fields; relationships between field and laboratory studies; special emphasis on survey and evaluation research methods and study designs; client and respondent relationships; research and public policy.
An examination of research on women and violence, including rape, domestic violence, sexual harassment, stalking, and child sexual abuse. Research on the nature, prevalence, causes, and consequences of violence against women is discussed. (Same as WGSS 821.) Prerequisite: Six hours in WGSS and/or PSYC, or permission of instructor.
The course will take an in-depth look at addiction processes using an interdisciplinary perspective. The course will cover processes that lead to the development of substance use disorders, as well as advanced topics in prevention and treatment. Addiction is a behavioral disorder, and the seminar will focus heavily on learning theory and conditioning processes that can yield problem substance use. Readings will be derived from a variety of sources, including both animal and human studies. This seminar is appropriate for graduate students from a variety of disciplines, as well as advanced undergraduate students who satisfy the prerequisite requirements. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in PSYC 533. Prerequisite: PSYC 104 or equivalent.
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 ABSC 825.) Prerequisite: A course in child psychology or development.
An overview of the field of health psychology as applied to health promotion and disease prevention. Content areas include history and current research regarding behavioral and psychosocial risk factors for disease, as well as empirically supported assessment and therapeutic techniques for risk factor reduction and health promotion. Prerequisite: Graduate student in psychology or health-related fields, or permission of instructor.
An overview of the field of health psychology as applied to acute and chronic illness in adult, adolescent, and child populations. Content areas include psychological aspects of acute and chronic illness, including relevant empirically supported assessment and intervention strategies, adherence to medical regimens, pain, and enhancement of the psychologist's role in medical settings. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.
An overview of physical manifestations of health and disease. Content areas include overview of anatomy and physiology of each body system, description of how deviations form normal anatomical development and physiological function result in common disorders, methods for distinguishing psychological from organic etiologies, indications of side effects of medications for common disorders, and description of roles of key members of health care team members. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.
Supervised assessment and treatment of individuals and families within a medical setting, as well as multidisciplinary consultation. Inpatient and outpatient clinical health psychology rotations may include pediatrics, oncology, pain, rehabilitation, and other health psychology related fields. Emphasis in selection of and training in psychological intervention strategies is on the use of empirically supported treatments where possible. Grading on Satisfactory/Fail basis. Prerequisite: PSYC 970 and graduate student in clinical health psychology specialty.
Continuation of PSYC 835. Prerequisite: Graduate student in clinical health psychology specialty.
Focuses on chronic pain affecting a person's life span from childhood to older adults. Topics include traditional versus modern biopsychosocial models along with treatments/measurements of chronic pain. In addition to medical and non-medical (mainly cognitive-behavioral) treatments for chronic pain. Also discussed will be experimental designs/determining significance in pain research and ethical/policy issues related therein. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.
Based on the biopsychosocial model, this course focuses on the current practice of palliative care in community and hospital settings by health care professionals. Classes will be discussion based, centered on current issues and controversies in care of the chronically ill and dying. Recent research will be highlighted, as will cultural perspectives on death. Students will be expected to identify applicable literature for presentation and class discussion, along with assigned readings. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.
A seminar devoted to examination of psychosocial and behavioral factors in women's health. Content areas include women and the health care system, social roles and health, gender differences, and similarities in morbidity and mortality, gynecologic health, chronic diseases, and health-related behaviors. Prerequisite: Graduate student in psychology or health-related field, or by permission of instructor.
Theories and research on conceptualization, assessment, and effects of stress. Focus on coping processes and other determinants of adjustment to stressful conditions. Discussion of psychological interventions for managing stress and trauma. Prerequisite: Graduate student in psychology or related fields.
Specialized advanced practicum in clinical health psychology, with an area of emphasis mutually defined by student and instructor. Prerequisite: Consent of instructor.
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 ABSC 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 ABSC 847.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Introduction to the history, methods and theory underlying psychological assessment techniques and methods. Students learn to administer, score, and interpret mental status exams and intelligence tests for children, adolescents and adults. Structured diagnostic assessments are introduced and practiced. Psychological report writing is introduced and practiced. The psychometric theory underlying the construction and validation of personality assessment instruments is reviewed. Prerequisite: Graduate student in clinical psychology or consent of instructor.
Lecture, laboratory and field work. Students learn to administer, score and interpret various personality assessment instruments. Students apply skills acquired in previous coursework to write integrated psychological assessment reports based on anamnesis, structured interview data, intelligence tests, and both objective and projective personality assessment instruments. Prerequisite: PSYC 850 or consent of instructor.
A lecture/discussion course in cognitive development. The course will contrast the theory and research of Jean Piaget and his followers, with an information processing or cognitive psychology approach to issues. Topics include development of perception, attention and information getting; memory and metamemory; problem solving; discrimination learning and concept formation; and individual differences in cognitive styles and strategies. Prerequisite: A course in child psychology or development, a course in cognitive psychology, or consent of instructor.
This course is an open forum discussion of issues, topics, and presentations in quantitative behavioral and social sciences. The course can be repeated for credit and is open to any graduate student in any discipline across the behavioral and social sciences.
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 ABSC 888.) Prerequisite: Graduate status in clinical psychology, or instructor permission.
Statistical methods for modeling multilevel (hierarchically structured) data. Topics include a review of ordinary least squares regression analysis, random effects ANOVA, intraclass correlation, multilevel regression, testing and probing interactions, maximum likelihood estimation, model assumptions, model evaluation, and the analysis of longitudinal data. There will be a heavy emphasis on the theory underlying multilevel modeling techniques and hands-on application using software. Applications across the social, educational, and behavior sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.
Introduction to statistical methods for modeling latent variables. Topics include a review latent variables, covariance structures analysis, mean structures analysis, confirmatory factor analysis (CFA), structural equation modeling (SEM), multiple group CFA, longitudinal CFA, longitudinal SEM, Hierarchical CFA, and Multi-trait Multi-Method SEM. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.
Supervised research experience completing thesis leading to master's degree. (Same as ABSC 897.)
Discussion of current theoretical, empirical, and applied issues in clinical and clinical health psychology involving students, faculty, guest speakers. Prerequisite: Graduate student in clinical psychology.
Thesis hours. Graded on a satisfactory progress/limited progress/no progress basis.
A series of research talks on topics relevant to social and personality psychology featuring different weekly speakers from inside and outside the university. Graded on a satisfactory/unsatisfactory basis.
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 ABSC 905.) Prerequisite: Fifteen hours of graduate credit in psychology or consent of instructor.
Integrative examination of foundations and contemporary issues in the cognitive, affective, and social bases of psychological science. Review of the historical development of psychological theories and research in cognitive, affective, and social aspects of behavior, and examination of recent developments and contemporary trends in these areas. Topics include mood, emotion, and emotion regulation, memory, attention, perception, decision-making, group relations, attributions, discrimination, and attitudes. Prerequisite: Graduate standing in clinical or counseling psychology, or consent of instructor.
Advanced practicum experience for the Clinical Child Psychology Program. 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 ABSC 943.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Advanced practicum experience for the Clinical Child Psychology Program. 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 ABSC 944.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Comparative examination and analysis of major theories and approaches to psychotherapeutic interventions, core principles of therapeutic change, scientific approaches to establishing treatment efficacy, current intervention issues. Prerequisite: Nine hours in graduate clinical psychology or consent of instructor.
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 ABSC 947.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Lecture, readings, and discussion of theory and research related to the practices of clinical supervision and consultation. Developmental and competency based approaches to supervision with exposure to other approaches. Professional issues, ethics, and multicultural aspects of supervision and consultation. Prerequisite: Previous or concurrent enrollment in PSYC 969 or consent of instructor.
Review of attachment theory literature and the research it has generated in clinical developmental, personality, and social psychology. The course will allow discussion of a wide range of issues including the evolution of behavioral systems that underlie close human relationships, the developmental roots of relational styles and affect-regulation processes, the role of mental representations in interpersonal behavior, and some of the attachment and close relationship processes involved in good and poor mental health. Prerequisite: Graduate standing or consent of instructor.
Acquaint students with the Social Neuroscience approach as well as recent findings using this approach. The course will focus on particular social phenomena and (a) evaluate the utility of current social neuroscience research examining these phenomena and (b) consider future experimental designs using the Social Neuroscience approach to further inform our understanding of each phenomenon. After being acquainted with foundational concepts, students will analyze findings in a number of core content domains (including emotions, emotion regulation, self, stereotyping, attitudes and beliefs, social decision making, cooperation, close relationships), focusing on neuroscience's contribution beyond traditional methods. Prerequisite: Graduate standing or consent of instructor.
Review of current nosology of adult psychopathological syndromes emphasizing development of diagnostic skills. Critical survey of recent research and theory related to the etiology, course, prognosis, and treatment of adult psychopathological conditions. Prerequisite: Graduate student status in clinical psychology, clinical child psychology, or counseling psychology.
A review of fundamental topics in the neurosciences and their relevance to selected psychopathological disorders. The fundamental topics are taken from genetics, neuroanatomy, neurophysiology, and neurochemistry. The disorders include schizophrenia, depression, anxiety disorders, Alzheimer's disease, Parkinson's disease, and Huntington's disease. Prerequisite: Graduate student in clinical psychology or consent of instructor.
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 ABSC 963.) Prerequisite: Completion of Ph.D. comprehensive examinations, graduate standing in clinical child psychology, and permission of clinical child psychology faculty.
Lecture, laboratory and field work, and supervision appointment. Psychological evaluation and treatment of individuals, couples, families, and groups; supervised, progressive experience in psychological treatment and in the clinical evaluation of intellectual, personality, and social functioning. Emphasis in selection of and training in psychological intervention strategies is on the use of empirically supported treatments where possible. Grading on Satisfactory/Fail basis. Prerequisite: Graduate student in clinical psychology program.
Systematic consideration of research methods in clinical psychology including identification of a research problem, selection of the research design and assessment strategies, and methods of evaluating the results. The principles, pitfalls, artifacts, biases, and sources of controversy in research in this area are also covered. Prerequisite: Graduate standing in clinical or counseling psychology.
Lecture, laboratory, field work, and supervision appointment. Advanced psychological treatment of the individual, couple, family, and group client; supervised, progressive experience in the clinical application of psychotherapeutic treatment methods with emphasis on the use of empirically supported interventions where possible. Grading on Satisfactory/Fail basis. Prerequisite: PSYC 966 or consent of instructor.
This course introduces the essentials of learning and teaching to graduate students who are or plan to be teaching in a higher education setting. Students will learn evidence-based, student-focused instruction methods that are necessary for student success. This course emphasizes theoretical and practical concepts important to college teaching, including creating a supportive learning environment, facilitating active learning, motivating students, and developing inclusive teaching strategies.
Three consecutive enrollments, covering a minimum of eleven months of experience in an approved clinical psychology field setting; supervision by clinical psychology faculty and field staff clinical psychologists. Required of all clinical psychology program students. An intensive guided experience in the application of clinical psychology theory, methods, and practices. An emphasis upon the relationships between scientific and clinical functions. Integrations between research and clinical practice. Prerequisite: Completion of Ph.D. comprehensive examinations and consent of clinical psychology faculty.
Interprofessional relationships, case security, legal aspects, ethical code of practice, clinic administration, and problems in the clinical practice of psychology. Issues involving ethics in research will also be explored. Prerequisite: Consent of instructor.
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 ABSC 976.) Prerequisite: Instructor permission.
Lecture; laboratory and field work, and supervision appointment. Specialized psychological services for the evaluation and/or treatment of the individual client or the group or the institution. Investigation of and experience in a special practicum area not covered in regular courses. Prerequisite: Students must consult with members of the clinical faculty and propose an acceptable project in advance of enrollment.
This practicum is designed to provide graduate students with teaching experience within a college classroom setting. Students will deliver a minimum of eight class sessions. Students will reflect on their teaching experience, incorporate feedback from a faculty mentor, and use evidence-based practices to revise their lesson plans accordingly. Through this guided experience, students will develop their teaching skills, gain confidence in their ability to deliver effective lessons, better understand successful teaching strategies, and use reflection as a tool for continuous improvement. Employment as a GTA is required the semester of enrollment in the course; however, enrollment in this course is not a condition of employment for GTAs at KU. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Graduate standing in a KU program, employment as a GTA the semester of enrollment, and instructor permission.
Investigation of a special research problem or directed reading in an area not covered in regular courses. Prerequisite: Consent of instructor.
This course extensively explores learning and teaching in a higher education setting, and is intended for graduate students who are or plan to be teaching in a higher education setting. Students will learn advanced evidence-based, student-focused instruction methods that will enhance college student learning, development, and identity. This course considers sophisticated theoretical and practical concepts important to college teaching, including designing an engaging course, improving students' cognitive skills, cultivating student autonomy and purpose, creating meaningful assessments, and understanding the role of teaching within the professoriate. Prerequisite: PSYC 971 recommended.
Lectures and discussion on issues in the conduct of a scientific career, with emphasis on practical topics of special importance in behavioral science. Topics will include the academic and scientific roles of behavioral scientists, establishing a research lab, communicating research findings, tenure processes, gender equity, ethical conduct, and good scientific citizenship. Discussions will highlight important case studies. (Same as CLDP 982 and SPLH 982.)
Overview of current interprofessional care models in primary care. Review integrated behavioral health care approaches to common mental health disorders and approach to lifestyle issues, such as smoking, exercise and poor sleep, and how they impact health. Learn how medical and behavioral health services come together within primary care at an interprofessional level to deliver health care. Review research emerging on integrated and interprofessional care models. Prerequisite: Graduate student in psychology, health related field, or permission of instructor.
Reviews and contrasts various statistical methods for the analysis of change. Course focuses on various techniques to analyze longitudinal (repeated-measures) data beyond the repeated-measures ANOVA framework. Techniques covered included latent change scores, latent difference scores, individual-differences modeling of latent residual and change scores, intra-individual differences modeling (e.g., growth curve, mixed modeling) and growth mixture modeling. Applications across the behavioral and social sciences are emphasized. Prerequisite: PSYC 896 or equivalent, or consent of instructor.
Research experience making original contribution to literature in clinical child psychology. (Same as ABSC 998.)
Dissertation hours. Graded on a satisfactory progress/limited progress/no progress basis.
Public Affairs & Adm, School Courses
Offers an introduction to the interdisciplinary field of law and society. Surveys the role of law in social processes and the influence of these processes on law, and introduces alternative theoretical perspectives on these processes.
Surveys the various methods used in law & society research and prepares students to be sophisticated readers of basic socio-legal research, capable of evaluating the quality of the research design and methods. Prepares students to participate as research assistants in original studies.
Examines how law and legal norms, particularly rights, support social and political institutions yet also may be used to challenge these institutions and foster change. Particularly examines the role of law in supporting but also challenging hierarchies of race, ethnicity and gender. Surveys major studies of these processes both domestically and across the globe. Prerequisite: LWS 330 or permission of the instructor.
This course examines classic texts from institutional, functional, and economic theories of law that have served as the basis for Law & Society research. It then considers the continued development of those classical theories to make sense of important current social and legal problems. Students will practice using theory to make sense of puzzling empirical patterns, and developing theoretical explanations of their own.. This course is offered at the 400 and 600 level with additional assignments at the 600 level. Not available to students with credit in LWS 643. Prerequisite: LWS 330.
Study of selected topics in law and society. Course may be repeated for credit if content varies. Not open to students with credit in LWS 694 if the topic is the same. Prerequisite: LWS 330.
The capstone course focuses on the ability of the student to analyze and synthesize concepts relating to legal institutions and the link between law and policy making. Student will demonstrate their knowledge of the values of equity and procedural justice and the ability to use these values when analyzing legal institutions. The final project will be a research paper that ties together insights and methods learned in the Law and Society major on a topic chosen in consultation with the instructor. Prerequisite: LWS 330 and LWS 332.
Public Affairs & Adm, School Courses
An exploration of the technical aspects of project management and the human aspects of project leadership. The course integrates conceptual approaches with practical applications of knowledge and skill sets. The course addresses the Project Management Body of Knowledge (PMBOK--as created by the Project Management Institute) and project leadership competencies including leading, communicating, negotiating, problem solving, and influencing. Not open to students with credit in PUAD 407 and PUAD 607.
Introduction to administration, public policy and policy makings is the study of government workers, the organizations in which they work, how they are financed, and how government engages citizens to help form and maintain community. In various ways, the class sessions explore the three important issues of public administration: discretion, authority, and accountability. (Same as POLS 390.) Prerequisite: POLS 110.
Introduction to administration, public policy and policy making, for honors students, is the study of government workers, the organizations in which they work, how they are financed, and how government engages citizens to help form and maintain community. In various ways, the class sessions explore the three important issues of public administration: discretion, authority, and accountability. (Same as POLS 391.) Prerequisite: POLS 110.
Focuses on building the quantitative analysis skills of students in public administration. Students learn basic and intermediate statistics, and methods of data analysis and interpretation. Students gain exposure to the uses of data in public organizational settings.
Focuses on some of America's most vexing public policy challenges and emphasizes the political context of difficult choices. Course examines models of decision-making and the process of policy analysis. Students learn how to apply the tools of policy analysis to make policy judgments. Prerequisite: PUAD 330 or PUAD 331.
Examines the administration of justice and focuses on differential and discriminatory treatment in policing, criminal prosecutions, trials, sentencing, or imprisonment. Also considered are the basis and impact of racial profiling, harassment, arbitrary detention, and abusive treatment of members of racial and ethnic groups, immigrants, and/or other vulnerable groups by law enforcement, and disparate treatment by prosecutors and the courts. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 601 or PUAD 701.
Analyzes diversity and leadership in public and private institutions along ethnic, racial, and gender lines and the challenges of the facilitation of open dialogue on diversity. Examines the political, historical, social, and economic reasons why Americans of different ethnic, racial, and gender groups hold divergent views about major public policy areas, as well as fundamental views about democratic participation. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 602 or PUAD 702. Prerequisite: PUAD 330 or PUAD 331.
This course provides an overview of the U.S. nonprofit sector, its history, scope, diversity and its positioning among and between the private and public sectors of the U.S. economy. The course explores the legal framework under which nonprofit organizations operate and are regulated. Economic, political, social, organizational and giving theories of the sector are reviewed in order to understand the sectors existence, roles and activities with particular attention to philanthropy and voluntarism. Distinct contributions to society as well as contemporary challenges faced by the sector are examined. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 603 or PUAD 703. Prerequisite: PUAD 330, or POLS 110, or MGMT 305, or a PUAD master's core course, or consent of instructor. Junior status or above is also required.
This course provides an overview of the broad range of activities relevant to acquisition, management and utilization of resources in nonprofit organizations. The course identifies the primary strategies through which resources are generated with emphases on grantwriting, fundraising, social entrepreneurship, and public/private partnerships. Development of organizational identity and management of public relations is examined in relation to resource and relationship development. Strategies for management of resources to ensure long-term benefit and sustainability are explored. Not available to students with credit in PUAD 604. Prerequisite: PUAD 403.
This course considers the set of relationships that nonprofit leaders must balance within the organization and beyond organizational boundaries. Both internal relationships (with staff, volunteers, and board members) and external relationships (with stakeholders, other organizations, and the community at large) are critical to mission accomplishment. This course provides students with the resources necessary to understand the challenges and opportunities related to building and maintaining these relationships. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in PUAD 605 or PUAD 705.
This course examines the role of the nonprofit sector in society by posing broad questions about why nonprofit organizations are held accountable, to whom they are accountable, and detailing how organizations can satisfy accountability demands. The course investigates the public role of the nonprofit sector in society, identifies the stakeholders that are integral to an organization's mission, and describes and critiques the financial and evaluation tools that nonprofits can use to ensure their social viability. Not available to students with credit in PUAD 606. Prerequisite: PUAD 403.
Managers must work effectively across organizational and sector boundaries to solve problems and produce public value. This course considers the forces contributing to the need for collaborative governance, changing management tasks and competencies, and how to address key collaborative challenges. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 608 and PUAD 708.
Addresses the moral challenges facing leaders in the public and nonprofit sectors. Examines the values and virtues important to sustained ethical leadership, as well as strategies to build strong institutional cultures and support ethical practices in institutions. Considers moral and political theory by focusing on contemporary cases and issues. Students learn how to identify moral issues in public life and public management. There is a special focus on the integration of moral concerns into public discussion in a manner that contributes to good policy and does not polarize issues. This course considers moral and political theory by focusing on contemporary cases and issues.
An interdisciplinary study of American cities, focusing on the rapidly changing demographic, physical, political, social, and economic changes. Sunbelt cities, edge cities, the rustbelt cities, planned and unplanned suburban communities, as well as declining center cities and newly revitalized downtowns are considered. The role of immigration and migration in reshaping the urban environment, and the effects of globalization are also examined.
Effective use of public resources plays a central role in public management. This course provides the student with a basic understanding of the role of budgeting, tracking and managing fiscal resources in public sector organizations including how policy and management are shaped and influenced by budgets and tax policy.
Effective human resources management is one of the key goals of organizations in both the public and private sectors. This course focuses on human resources management in a public sector context with particular emphasis placed upon past, current, and future challenges in the field. The course covers topics such as the recruitment, selection, and compensation of public sector employees, as well as more contemporary issues such as diversity management and public sector personnel reform.
Rapid changes in technology and job design, along with the increasing importance of learning new skills and professional development make training and development an increasingly important topic for public sector organizations. This course is designed to assist students in the study of organizational training, including needs assessments, program design, training methods, and evaluating training and development programs.
Concepts of community, social capital, and civil capacity building, and their relations to effective community functioning, democratic politics, and administrative expertise. Not available to students with credit in PUAD 639.
This course is based on the premise that leadership is not confined to the top tiers of organizations and that each individual can and should develop their leadership abilities. To that end, this course examines the concept of leadership through a variety of lenses-individual, environmental, and follower perspectives-in public, nonprofit and private contexts. Special emphasis will be placed on scholarly practice and perspectives of individual leadership assessment and development. This course is offered at the 400 and 700-level, with additional assignments at the 700-level. Not available to students with credit in PUAD 641 and PUAD 741.
An introductory study of selected topics in public affairs and administration. Course may be repeated for credit if content varies. Course may be offered in lecture or online format. Not open to students with credit in PUAD 694 if the topic is the same.
The capstone course focuses on the ability of the student to analyze and synthesize concepts and skills concerning the administration and policy making in public sector organizations. Students will demonstrate the ability to define the parameters of a public sector issue, analyze it through the lens of public service values, and generate ideas for addressing the issue. The project in the class will result in a recommendation paper with public leaders as the audience on the issue. Prerequisite: PUAD 330 and PUAD 332.
Examines the administration of justice and focuses on differential and discriminatory treatment in policing, criminal prosecutions, trials, sentencing, or imprisonment. Also considered are the basis and impact of racial profiling, harassment, arbitrary detention, and abusive treatment of members of racial and ethnic groups, immigrants, and/or other vulnerable groups by law enforcement, and disparate treatment by prosecutors and the courts. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 401.
Analyzes diversity and leadership in public and private institutions along ethnic, racial, and gender lines and the challenges of the facilitation of open dialogue on diversity. Examines the political, historical, social, and economic reasons why Americans of different ethnic, racial, and gender groups hold divergent views about major public policy areas, as well as fundamental views about democratic participation. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 402.
This course provides an overview of the U.S. nonprofit sector, its history, scope, diversity and its positioning among and between the private and public sectors of the U.S. economy. The course explores the legal framework under which nonprofit organizations operate and are regulated. Economic, political, social, organizational and giving theories of the sector are reviewed in order to understand the sectors existence, roles and activities with particular attention to philanthropy and voluntarism. Distinct contributions to society as well as contemporary challenges faced by the sector are examined. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 403.
This course considers the set of relationships that nonprofit leaders must balance within the organization and beyond organizational boundaries. Both internal relationships (with staff, volunteers, and board members) and external relationships (with stakeholders, other organizations, and the community at large) are critical to mission accomplishment. This course provides students with the resources necessary to understand the challenges and opportunities related to building and maintaining these relationships. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in PUAD 405.
Managers must work effectively across organizational and sector boundaries to solve problems and produce public value. This course considers the forces contributing to the need for collaborative governance, changing management tasks and competencies, and how to address key collaborative challenges. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not available to students with credit in PUAD 408.
This course is based on the premise that leadership is not confined to the top tiers of organizations and that each individual can and should develop their leadership abilities. To that end, this course examines the concept of leadership through a variety of lenses-individual, environmental, and follower perspectives-in public, nonprofit and private contexts. Special emphasis will be placed on scholarly practice and perspectives of individual leadership assessment and development. This course is offered at the 400 and 700-level, with additional assignments at the 700-level. Not available to students with credit in PUAD 441.
This course is an introduction to policy making in the United States with the aim of providing students with the skills and knowledge necessary to make and communicate good decisions about public policy. Competing theoretical approaches will be used to understand the policy making process. The class will highlight interactions between residents, organized interest groups, governments, the economy, and the environment. It introduces basic approaches for stakeholder analysis and methods for developing evidence-based policies or programs. Students will discuss common obstacles to good policy-making and the tensions of making public policy in a political environment.
This course explores the development, implementation and evaluation of public policy in the local government context. It examines a variety of policy tools used to address urban problems and applies theories of the policy process, intergovernmental relations, and institutions to municipal governance. In so doing, the course examines a range of current substantive policy and administrative issues facing urban communities and governments. (Same as PUAD 825.)
This course focuses on the economic, social, and legal foundations of the nonprofit sector. Nonprofits are examined in the context of a three-sector economy, with emphasis on the ways in which nonprofits compensate for market failures and government failures. The course examines government-nonprofit relations in the modern welfare system and offers an in-depth examination of the health, education, and welfare functions as performed by nonprofits. This course also provides exposure to selected topics in nonprofit management such as grant writing, board relations, advocacy, fundraising and volunteer management.
This course presents the context and practice of effective human resource management, with emphasis on the political, legal, historical, and ethical dimensions of public employment. This course considers the functions of workforce management, including: 1) planning of work and the allocation of labor to that work, 2) acquisition of employees and their competencies, knowledge, skills, and abilities, 3) development of employees to channel, improve and create new knowledge, skills, and abilities, and 4) maintaining the working relationship between employee and employer. Students will apply workforce management theories and techniques to contemporary organizational challenges and investigate the tensions inherent to balancing competing values (such as: responsiveness/neutrality and efficiency/equity) and meeting conflicting demands of organizational stakeholders and society.
This course covers essential financial management practices and the budgetary processes of the United States federal, state and local governments. It provides an overview of major revenue, spending, and debt financing policies.
This course examines an array of data analysis tools that, when mastered, will increase students’ abilities to analyze, synthesize, think creatively, solve problems, and make decisions. It covers concepts of research design, probability, inferential statistics, and introduces quantitative approaches to examine public management and public policy decisions.
In this class, students examine the design and impacts of budgetary institutions and processes in-depth. Students are introduced to and apply various technical analyses for budgetary policymaking, such as forecasting, financial statement analysis, and cost analysis. Prerequisite: The successful completion of PUAD 835 with a grade of C of higher or instructor approval is needed to enroll.
Study of selected topics in public administration.
This course explores the environment in which public administrators work that both empowers and constrains what public administrators can do. Through discussion, cases, and classic readings, the course explores the accepted uses and procedures of the field. This includes the intellectual history, the political and legal context, the tensions between democracy and bureaucracy, and ethical decision making.
This course introduces constitutional and administrative law issues that face public administrators, with a particular focus on the state and local level. Using legal reasoning as a decision-making tool, the context of often-competing administrative values-efficiency, effectiveness, and equity-will be considered. While administrators do not face constitutional issues every day, this course examines how constitutional values often play out in the day-to-day decision-making of public administrators.
This class explores concepts and practices in organization behavior and management theory as they apply to public organizations. It covers dynamics associated with organizational structures, accountability, and culture and dynamics of risk in leadership, collaboration, and contracting. It emphasizes approaches to understanding the dynamics of individuals, groups, and teams within organizations.
This course provides an overview of the role of law, litigation, and courts in the public policy process, with an emphasis on bureaucratic institutions. The course covers the main theories and empirical research on the policy effects of litigation and intervention, with a particular focus on civil rights in the areas of employment, policing, welfare, prisons, and environmental policy. Prerequisite: Graduate standing or consent of instructor.
This course focuses on the fiscal and administrative relationships among the three levels of government - federal, state, and local - in the United States. A number of topics will be examined, including a history of intergovernmental relations, the political, constitutional, and legal foundations of the intergovernmental system, and intergovernmental fiscal policy. The impact of the intergovernmental system will be assessed from the perspective of specific areas and intergovernmental programs.
This course introduces students to infrastructure management from a local government perspective. Through a heavy reliance on guest speakers and site visits, it provides an overview of infrastructure development, financing, and maintenance. Throughout the course, students are taught to think in terms of systems and collaborative relationships.
This course exposes students to the conceptual foundations and applied techniques associated with identifying, describing, and seeking solutions to public policy problems. Recognizing that it often occurs in a context where competing values and perspectives are often strongly held, students will learn the designs and methodologies to conduct policy analysis systematically and with minimal bias. Prerequisite: The completion of a graduate-level statistics class or instructor approval is required to enroll.
This course will examine theories of innovation and organizational change as applied to public organizations. Particular emphasis will be placed on the concepts of innovation in bureaucratic organizations, on the process of successful change in organizations, and on leadership and employees' roles.
This course examines the practice and governance challenges of performance management and budgeting in the public sector. Topics covered in this course include: a) the governance context of performance measurement and management; b) the historical and theoretical foundation of performance measurement and management; c) the global trend of performance-oriented reforms; d) the practice and politics of performance measurement and management; and e) governance and ethical issues in managing for results.
This course examines the practice of performance audit at the national, state, and local levels. Topics covered in the course include: a) the concept of performance audit and the roles of auditors in performance management; b) performance audit systems and standards at the national, state and local levels; c) performance audit methodologies and techniques; d) the establishment of audit criteria; e) the concept and practice of risk and vulnerability analysis; f) the reporting and communication of performance audit results.
This course examines the role that communities can play in advancing environmental, economic, and social sustainability. Although sustainability has traditionally been viewed as an international or national issue, the unit of action has been shifting downward. Cities, in particular, have been characterized as a key "battleground for sustainability." This is in part because an estimated 50 percent of the global population, including 84 percent of the U.S. population, lives in urban areas, and those numbers are only projected to increase. Moreover, local governments have authority over many decisions that are directly related to sustainability, including land use, transportation, housing, local food policy, energy efficiency, and the character of local economic development. In this class we examine these and related issues from a community-level and institutions perspective in order to assesses how social and governmental structures, priorities, pressures and constraints influence the prospect for urban sustainability. A particular focus is placed on understanding how local and regional governments implement and manage sustainability.
The course is an introduction to data analytics in public administration and policy analysis. It teaches basic programming in R and SAS, covers basic applications of data analytics such as regression analysis and machine learning, and teaches basic tools of data visualization, including GIS. The course also reviews the political, legal, organizational, and ethical challenges of data analytics usage and the professional responsibilities public administrators have in using these tools. Students are expected to be familiar with basic statistical analysis and have already taken MPA-level statistics or an equivalent course. This course satisfies an elective requirement for students who are completing the Performance Management certificate. Prerequisite: PUAD 836 or equivalent academic engagement that includes quantitative analysis up to multi-variate regression.
This course covers the history, context, and practice of emergency management, blending in the theory and concepts of intergovernmental relations and collaborative leadership methods that are essential to the practice. The course will cover emergency management, as practiced in the United States, the National Incident Management System (NIMS), and the intergovernmental relationships that must be cultivated among all branches of government, non-profits, and private sector entities to plan, mitigate, respond to and recover from all disasters both natural and manmade.
In this course, students learn the designs and methods used to evaluate the performance of public programs, policies, and organizations. Evaluation is rooted in trying to understand cause and effect relationships in complex situations and correctly attributing impact to intervention. Emphasis is placed on approaches to measure social outcomes. Through a series of evaluation case studies, students will use evidence and empirical methods to assess whether public action achieves its desired outcomes. Prerequisite: The completion of a graduate-level statistics class or instructor approval is required to enroll.
This course challenges students to examine their ongoing work experiences, enabling them to build the knowledge, background, and skills needed to successfully lead and manage public-serving organizations. The course requires students to reflect, write, and discuss their current internship or work experience and study how the experience relates to public administration theory, leadership, and management competencies. Graded on a satisfactory/unsatisfactory basis.
Designed to meet the needs of advanced students whose study in public administration cannot be met with current course work.
This intensive seminar examines students' current experiences as full time interns and considers workplace and community concerns within the context of contemporary issues. The transition from an academic to a professional work setting is emphasized in discussion and reflective assignments. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Open only to MPA students who are required to complete a full-time internship in their second year of study.
In this intensive week-long seminar students will examine what high performance means, how performance happens in an organization and the various principles of public leadership that most effectively guide organizational culture. The course is intended to stimulate thoughts and learnings about high-performance organizations, organizational values, and explores strategies that can create the type of culture that inspires and enables employees to excel. The seminar format provides an opportunity for introspection in individual beliefs and characteristics, group discussion for the exchange of diverse views, and classroom instruction to explore the latest thinking in public sector leadership. Ultimately, the seminar is designed to train and empower public administrators to live the Athenian oath in their organization and community.
This course exposes students to the contemporary issues in public management and analysis of competencies for public management in four theme areas. Students will participate in discussions of issues and in three assessments of their preparation to lead public organizations. Students will complete the MPA Final Essay which focuses on integration of course and work experience in relation to the values theme of the MPA program. Graded on a satisfactory/unsatisfactory basis.
In this intensive seminar, students will examine what high performance means, how performance happens in an organization and the various principles of public leadership that most effectively guide organizational culture. The course is intended to stimulate thoughts and learnings about high-performance organizations, organizational values, and explores strategies that can create the type of culture that inspires and enables employees to excel. The seminar format provides an opportunity for introspection in individual beliefs and characteristics, group discussion for the exchange of diverse views, and classroom instruction to explore the latest thinking in public sector leadership. Ultimately, the seminar is designed to train and empower public administrators to live the Athenian oath in their organization and community.
This course is taken in the final semester of the MPA degree and serves as a culminating review and reapplication of the core competencies and learning objectives emphasized throughout the curriculum. Centered on the development of an applied final report, and emphasizing a process of targeted peer review, this course aims to develop reflective practitioners and ensure that students integrate the range of core competencies and skills essential to leading and managing in public-serving organizations and serving diverse communities. Prerequisite: Students are expected to be in the final semester of MPA study.
This course focuses on the democratic context of public administration. Topics could include how democracy shapes the practice of public administration; the functioning of public administration in a constitutional democracy; issues relating to control and discretion of public administrators; citizenship and representative bureaucracy; theories of bureaucratic values such as equity, justice and efficiency, ethics and accountability; theories of institutions.
This course, on the topic which increasingly is approached as an interdisciplinary field, focuses on the management of public and non-profit agencies. Topics could include: the nature of public agencies and the roles of public executives, managers, and professionals; distinctions between public, private, and non-profit agencies in America and internationally; creating and managing organizational networks; leadership; work motivation; and the ethics of decision-making.
This course will analyze the intellectual currents that undergird the theories and concepts in public administration. There are three primary perspectives crosscutting the topics. They are historical, cultural and analytical.
The course examines issues of research and epistemology with an emphasis on connecting theory and research and doing research in field settings.
This seminar will assist students to develop a thorough competence in both theory and application of multivariate statistical models of the types that are commonly used to study questions of organization and policy in the public sector. These will include inference for the general linear regression model under a wide variety of specifications, as well as a consideration of path models and systems of simultaneous equations. The principal goal of this course is to strengthen the ability of doctoral students in public administration to work methodologically as independent scholars using relatively advanced designs and technique in their work.
This course examines the theoretical foundations and analytical components of policy analysis and program evaluation, common tools for assessing alternative courses of public action and program effectiveness. This examination will include a review and critique of common quantitative and qualitative approaches, including cost-benefit analysis, cost-effectiveness analysis, and quasi-experimental design.
This course examines the concepts and practices of qualitative research. The focus will be on field research and the collection of "textual data" through observation, interviewing, and documents. The course will also examine the interpretation and analysis of qualitative data and how to present qualitative findings.
A study of selective topics in public administration. Course may be taken more than once.
This course provides grounding in the constitutional premises of public administration including executive, legislative, and judicial powers, and federalism, and those issues associated with the development of economic institutions and processes such as taxation, employment regulation, and commerce controls.
This course provides an in-depth analysis of the role of law, litigation, and courts in the public policy process, with an emphasis on bureaucratic institutions. The course covers the main theories and empirical research on the policy effects of litigation and intervention, with a particular focus on civil rights in the areas of employment, policing, welfare, prisons, and environmental policy. As part of the course requirements, students will conduct original empirical research.
Designed to meet the needs of graduate students whose study in public administration cannot be met with present course. Prerequisite: consent of instructor.
Enrollment for writing doctoral dissertations. Graded on a satisfactory progress/limited progress/no progress basis.
Public Affairs & Adm, School Courses
A limited-enrollment, seminar course for first-time freshmen, organized around current issues in public administration. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
The course covers leadership and management concepts in the context of law enforcement agencies. The course provides an introduction to leadership and management functions including fiscal management, human resources, and strategic planning as well as the organization of decision making and training functions. Students will learn research verified concepts of leadership and management within the context of the United States law enforcement environment. (Same as CRIM 400.)
Designed to provide students an applied learning experience in a relevant public, non-governmental, or nonprofit organization. Students are required to critically reflect on their experience through a variety of academic assignments throughout their internship experience. Prerequisite: Permission of academic unit.
Designed for advanced undergraduate students. Students enhance their research skills by working one-on-one with a faculty member on an independent scholarly project. Students are required to complete a final project or presentation, through advising and consultation with the designated faculty member. Prerequisite: Permission of academic unit.
For advanced undergraduate students who wish to study a specific topic of interest that is not covered in the curriculum. Each student must complete a proposal outlining his or her topic request and submit to the Undergraduate Coordinator. Prerequisite: Permission of the academic unit.
Public Affairs & Adm, School Courses
This course will introduce the concept of sustainability, examining its early iterations, recent applications, and possible future transformations. Critical analysis of sustainability as a concept and societal goal will be a course cornerstone. We will examine two contemporary social issues that are relevant to students at the University of Kansas. Social science perspectives will be emphasized, but, because sustainability necessitates an interdisciplinary perspective, the course will consider the contributions of a wide range of disciplines to these issues.
A broad introduction to the field of urban planning as a technical profession, a process of decision-making, and a governmental function. The multi-disciplinary nature of planning as an area for professional practice in the geographical, socio-economic and political contexts of the U.S. is stressed. We will explore the promise and limitations of planning in the context of mitigating and adapting to climate change. The course is intended for both the student who is considering planning as a major field of study and the student with primary interest in a related field who would like a working knowledge of past and current planning in the U.S.
Intended for undergraduate individual or group projects/research in an urban planning topic.
This course examines the worldwide impact of how we travel, and how that is changing with the development of new technologies in transportation. Our study starts with an overview of different modes of transportation and their use across the globe, then moves into the environmental, economic, equity, and energy factors that influence the sustainability of our ways of travel. Once we examine our present reality, we then peer into the future and examine the potential of evolving developments in transportation, including electric vehicles, autonomous cars, shared mobility, and the COVID-19 pandemic. Topic areas include worldwide differences in the use of modes of transportation, spatial relations and interactions between transportation and land use, and how sustainability principles interact with policy, market forces, and personal behavior in transportation. Upon completion of the course, students will be able to 1) evaluate the sustainability of transportation proposals and developments, 2) develop transportation improvements that contribute to enhancing equity in transportation while mitigating environmental impacts and energy use, and 3) practice enhanced critical thinking, logic, reasoning, and professional communication abilities. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 707.
This course explores contemporary U.S. housing issues and introduces the various methods used by the public sector as it intervenes in housing markets. Governments at all levels employ many different approaches to achieve housing goals. This course will examine many of these approaches to help students understand what these housing programs are supposed to accomplish and how well they work. In all cases, the objective of the course is to educate planners so that they have a firm understanding of housing programs that exist and a grasp of the methods used to select housing strategies for implementation by the public sector. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 710.
This course introduces students to the issues that planners and decision makers face as they strive to promote sustainability, especially within the context of land use planning. Emphasis will be placed on the theoretical and policy considerations that guide the work of planners. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 720.
An understanding of natural processes is an essential aspect of developing appropriate and effective environmental plans and policies, and creating context- and ecosystem-sensitive site designs. The course covers a variety of topics within environmental and sustainable land use planning. Each topic is examined with respect to the scope of the issues, the methods of analyzing and/or measuring those issues, and the ways those issues can be addressed to avoid or mitigate environmental problems. The main topics will include 1) soils, 2) water and land use, 3) urban ecology, wildlife habitats, and urban biodiversity, and 4) energy, climate change, and natural hazards. The primary purposes of this course are to: 1) Gain an overview of the range of environmental topics and challenges involved in sustainable land use planning; 2) Develop familiarity with common principles and datasets used in environmental planning analysis; and 3) Apply techniques of environmental analysis to build skills applicable in practice. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 725.
This course is designed to provide a broad overview of urban transportation. The role which transportation systems and networks play in facilitating the movement of people as motorists, cyclists, and pedestrians is explored. Methods through which transportation systems are planned for and evaluated are discussed as are major policy issues confronting decision makers within the field.Upon completion of this course, students will be able to 1) comprehend transportation plans and policy documents, 2) evaluate the broader impacts of transportation decisions, and 3) develop and evaluate transportation planning and policy interventions which address current and future issues. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 750.
This course covers planning for climate change and disasters. Floods, heat waves, droughts, extreme storms, sea level rise, and the wide range of other climate-related hazards are (or soon will) impact virtually every aspect of the social, economic, and environmental systems on which we all depend. While the challenges of making our communities more sustainable and resilient are daunting, innovative plans, policies, programs, and projects are being developed and implemented all around the world. This course will cover four main topics: 1) the basic science and concepts of climate change and disasters, 2) learning from decades of knowledge about planning for natural hazards, 3) mitigating climate change by reducing greenhouse gas emissions, and 4) adapting to the impacts of climate change. Each topic will be addressed primarily at the local (city, county or regional) scale, with a primary focus on planning in the United States. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 780.
Designed to meet the needs of students whose study in urban planning cannot be met with the present courses. Prerequisite: Consent of instructor.
This course examines the economic forces which shape and affect cities. In the first part of the course, theories of location are considered. With the help of these theories our objectives are to understand why cities exist, why they are located where they are, the distribution of city sizes, the causes of regional and metropolitan growth and decline, and the spatial distribution of alternative activities within cities. Part two of this course introduces analysis methods which aid in the comprehension of local and regional economic characteristics and in decision-making concerning the distribution of resources within cities.
This course examines the worldwide impact of how we travel, and how that is changing with the development of new technologies in transportation. Our study starts with an overview of different modes of transportation and their use across the globe, then moves into the environmental, economic, equity, and energy factors that influence the sustainability of our ways of travel. Once we examine our present reality, we then peer into the future and examine the potential of evolving developments in transportation, including electric vehicles, autonomous cars, shared mobility, and the COVID-19 pandemic. Topic areas include worldwide differences in the use of modes of transportation, spatial relations and interactions between transportation and land use, and how sustainability principles interact with policy, market forces, and personal behavior in transportation. Upon completion of the course, students will be able to 1) evaluate the sustainability of transportation proposals and developments, 2) develop transportation improvements that contribute to enhancing equity in transportation while mitigating environmental impacts and energy use, and 3) practice enhanced critical thinking, logic, reasoning, and professional communication abilities. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 407.
This course explores contemporary U.S. housing issues and introduces the various methods used by the public sector as it intervenes in housing markets. Governments at all levels employ many different approaches to achieve housing goals. This course will examine many of these approaches to help students understand what these housing programs are supposed to accomplish and how well they work. In all cases, the objective of the course is to educate planners so that they have a firm understanding of housing programs that exist and a grasp of the methods used to select housing strategies for implementation by the public sector. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 410.
The course introduces students to a range of community development concepts and approaches in the context of urban change in the United States. In this context, this course helps students understand the various theories of neighborhood change, community development strategies, and a range of principles for developing neighborhood revitalization initiatives focusing on revitalization strategies for inner-city neighborhoods. In this course, community development interventions are understood as facilitating, strengthening, and improving less-advantaged communities.
This course explores social theories of Community, how those theories have influenced concepts for neighborhood development, and how to apply the idea of Community to local neighborhood planning and community development. It also teaches how to analyze neighborhood conditions to understand and describe neighborhoods and inform neighborhood improvement strategies. It explores ways to analyze and interpret quantitative indicators-demographic, economic, physical, and social conditions-which exist at the neighborhood level. It teaches students how to investigate and analyze opportunities, assets, and challenges confronting the neighborhood. It introduces students to community asset mapping.
This course introduces students to the issues that planners and decision makers face as they strive to promote sustainability, especially within the context of land use planning. Emphasis will be placed on the theoretical and policy considerations that guide the work of planners. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 420.
An understanding of natural processes is an essential aspect of developing appropriate and effective environmental plans and policies, and creating context- and ecosystem-sensitive site designs. The course covers a variety of topics within environmental and sustainable land use planning. Each topic is examined with respect to the scope of the issues, the methods of analyzing and/or measuring those issues, and the ways those issues can be addressed to avoid or mitigate environmental problems. The main topics will include 1) soils, 2) water and land use, 3) urban ecology, wildlife habitats, and urban biodiversity, and 4) energy, climate change, and natural hazards. The primary purposes of this course are to: 1) Gain an overview of the range of environmental topics and challenges involved in sustainable land use planning; 2) Develop familiarity with common principles and datasets used in environmental planning analysis; and 3) Apply techniques of environmental analysis to build skills applicable in practice. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 425.
This course is about how to create plans and put the pieces of cities together in a sustainable manner, balancing the competing values of economy, ecology, equity, and livability. It introduces students to the planning process in the U.S., what makes great plans, the basic implementation tools for planning (zoning, capital improvement plans, engineering standards, and subdivision regulations.) We will learn about the Comprehensive Plan along with specialized plans for transportation, housing, land use, and the environment.
Site planning is the arrangement of elements (buildings, landscaping, parking, open space) on particular pieces of property. This class focuses on the site planning process and the implementation of site design standards through regulations. We will delve into the elements and principles of design and ask these big questions: What makes great public spaces? What makes great neighborhoods? What makes great streets? What can we do to steer development in the direction of greatness?
This course explores the legal principles underlying the institutions, practices, and processes of city planning. Subjects to be discussed include zoning, eminent domain, subdivision regulation, transfer of development rights, environmental regulation, growth management, and other planning mechanisms used to guide urban growth and control the use of land. Particular attention will be paid to conflict resolution and negotiation. Students should emerge from the course with a solid understanding of the logic and routine practice of planning in a procedural and institutional context.
This course engages students with research methods (research design, inferential statistics, and survey methods) within the broad suite of relationship skills on which successful planning analysis and public service careers depend. These relationship skills ironically are commonly referred to as 'soft skills,' in spite of, the hard work they often require. By embedding 'soft skills' within 'hard skills' (quantitative methods), we will examine a variety of motivations for public service and planning through a consistent lens of advancing equity. We use compassion as a framework for integrating science and practice related to a) emotions, relationships, and self-care, b) reasoning and cognitive biases, c) networks of relationships, and d) broader social, economic, and political systems. We pay particular attention to countering racism, sexism, and other forms of exclusion and oppression which can be hidden within seemingly technical/rational research methods and analyses. Through the course, we consider how planners can use research and communication to help the public and decision makers in the near term, even as there is great uncertainty about the future.
Planners work with quantitative data, much of which are spatial in nature. They use quantitative information to address questions they encounter in planning and policymaking and make decisions. Planners gather, summarize, analyze, and present data they have collected themselves or have obtained from secondary sources. Planners may also review and assess quantitative analyses prepared by others. This course is designed to prepare students to critically review analyses prepared by others and conduct basic statistical analysis of data. It introduces students to key concepts and tools in quantitative analysis and research methods relevant to urban planning and policy. It prepares students to understand, interpret, and more importantly, critically assess quantitative data analyses and results they would encounter in urban planning and allied disciplines.
This course will explore a range of Geographic Information Systems (GIS) applications for students in architecture and planning. It will be structured as a workshop, starting with a review of basic GIS concepts and procedures. Different digital data sources will be explored, along with file sharing (import and export) capabilities. The focus will be on applications at different scales using projects in architecture, site planning, environmental planning, urban analysis, and regional analysis. Three dimensional analysis will also be introduced. Each student will develop a final project as a synthesis of earlier exercises and as an application relevant to their individual professional interests.
This course is designed to provide a broad overview of urban transportation. The role which transportation systems and networks play in facilitating the movement of people as motorists, cyclists, and pedestrians is explored. Methods through which transportation systems are planned for and evaluated are discussed as are major policy issues confronting decision makers within the field.Upon completion of this course, students will be able to 1) comprehend transportation plans and policy documents, 2) evaluate the broader impacts of transportation decisions, and 3) develop and evaluate transportation planning and policy interventions which address current and future issues. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 450.
The transportation systems of the world are the product of many decisions, all of which are heavily influenced by the methods we use to study and create those systems. This course explores the research methods that can be employed in planning and analyzing transportation. Content areas include history and theory of transportation planning and modeling, traditional and recent advancements in transportation modeling, and analyzing land-use/transportation interaction, freight travel, public transportation, and non-automotive travel demand, including public transit and non-motorized modes. Upon completion of this course, students will be able to 1) practice advanced skills in descriptive, graphical, GIS, and quantitative analytical methods for transportation, 2) evaluate the impact of transportation investments using those methods and 3) apply enhanced critical thinking, logic, reasoning, and professional communication abilities.
Transit use, walking,and cycling are becoming increasingly important in efforts to promote health, sustainability, social equity, and livability in cities.This course will introduce students to current practices associated with planning for and delivering public transit service and bicycle/pedestrian infrastructure. Upon completion of this course students will be able to 1) assess the ability of the transportation network to serve transit users, pedestrians, and cyclists; 2) identify how to introduce various modes of transportation; and 3)develop ideas to promote complete, safe, and equitable transportation networks.
Planners and public administrators operate within highly technical yet political environments. Planners and administrators often try to bring consensus, efficiency, effectiveness, and action-taking to communities, but the very structure of our democracies promotes conflict and stalemate. Understanding how to manage power, structure, and agency in policy making will help planners and administrators become savvier as they balance their roles as advisors, educators, facilitators, advocates, managers, and leaders. The course includes theories of policy making and leadership. Students apply those theories to specific case studies associated with different policy areas (transportation, economic development, hazard mitigation, sustainability, historic preservation, etc.). Through research and case studies this class explores the trials, tribulations, and triumphs of planners and administrators as they seek to manage politics in their careers.
This course is designed to provide a working knowledge of the mechanics of real estate development for those in the public sector, particularly for urban planners and public administrators. Topics covered include: development analysis; project planning, design, and construction; finance and debt structuring; implementation; understanding debt and equity; and the impact of public policies, such as, policies for affordable housing and historic preservation. Projects developed within the region will be examined to illustrate and explore how public sector programs guide and direct the real estate development process.
This course explores the principles and practices of creative placemaking which builds community through a focus on public spaces and the public realm. Critical to this process is the role of community engagement in successful urban interventions and people reimagining and reinventing spaces as the heart of communities. Students will learn about different methods for engaging community members in the planning and design process and explore the ways in which these approaches can build social capital and promote more equitable, sustainable, inclusive urban environments. Through case studies, guest lectures, and hands-on projects, students will gain a deep understanding of how planners, designers, policymakers, and people from all sorts of backgrounds can use tactical urbanism (low-cost, short-term experiments within the built environment) and creative placemaking (collaborative processes to address urban challenges and enhance public value) to create long-term results more vibrant, livable cities from the neighborhood level on up.
In U.S. cities, many groups are marginalized by inequitable conditions and access to services such as quality housing, transportation, employment opportunities, education, and health care. Social inequalities of race, class, and gender shape and are shaped by social conflicts and processes of uneven urban development and resource distribution. This class is intended to be a place where students think critically about urban social relations and gain a better understanding of social justice, inequality, access, and privilege as they relate to urban space. Strategies in which to address inequality via urban planning and policy development efforts are explored and evaluated.
This course covers planning for climate change and disasters. Floods, heat waves, droughts, extreme storms, sea level rise, and the wide range of other climate-related hazards are (or soon will be) impacting virtually every aspect of the social, economic, and environmental systems on which we all depend. While the challenges of making our communities more sustainable and resilient are daunting, innovative plans, policies, programs, and projects are being developed and implemented all around the world. This course will cover four main topics: 1) the basic science and concepts of climate change and disasters, 2) learning from decades of knowledge about planning for natural hazards, 3) mitigating climate change by reducing greenhouse gas emissions, and 4) adapting to the impacts of climate change. Each topic will be addressed primarily at the local (city, county or regional) scale, with a primary focus on planning in the United States. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in UBPL 480.
The course serves as an introduction to the history of city planning and "how to plan" in general. Planners are particularly concerned with future consequences of current action. In looking to the future, knowing past history is a good place to start. Also, planning theorists have thought deeply about how best to plan and their thoughts and advice can serve planners and decision-makers well when they are facing unknowns.
Study of selected topics in urban planning.
Independent study and research related to the master's thesis. Prerequisite: Consent of instructor.
Religious Studies Courses
In this class we will learn how religious values are used to make ethical judgments, but we will also ask if and how those judgments influence practices or the behavior of people in their everyday lives. What causes a disjunction between norms and behavior? What is the tension between different values when deciding how to act? What about differences of opinion between and even within different religious traditions? What happens when societal expectations conflict with religious values or vice versa? Or when ethical reasoning leads to two different conclusions about how to act? Using specific cases, such as human rights, environmental and sexual ethics, race and violence students will learn how ethical reasoning unfolds in different religious traditions, what values support that reasoning and what happens in society when those values compete.
This course will examine the connection between violence and religion from an ethical perspective. It will focus primarily on Jewish, Christian and Muslim ethical theories, which will be compared and applied to specific cases. We will also consider the ethical justifications for inter-religious conflict and the impact violence has had on targeted religious communities. The course will begin with an interrogation of the meaning of religion, ethics and religious violence-exploring questions like: Are religions inherently violent? Are theories derived from religious ethics used to justify violence? How are acts of violence morally justified? We will then consider these questions in more depth by comparing ethical theories within Judaism, Christianity and Islam, such as just war theory and jihad theory, to see whether religions encourage or seek to curb violence. In addition, each moral theory will be studied in light of specific historical or present cases. Case studies include the Crusades, Medieval Spain, ISIS, white nationalism in America, and recent killings in places of worship. The course will end on a positive note, by examining ethical theories within religions that promote peace, and comparing theories that justify peace with theories that justify war.
This course introduces students to the academic study of religions. It acquaints students with key methods and issues in religious studies, and provides an introductory survey of selected religions.
A basic introduction to religion in India, China, and Japan with emphasis upon religions that affect the modern period. (Same as EALC 105.)
A basic introduction to the major religious traditions of the Near East, Europe, and the Americas, with an emphasis on their development through the modern period and their expressions in contemporary life. (Same as JWSH 107.)
This course serves as an introduction to the literature of the Bible. Students will explore the relationships between various types of literature in the Bible as well as the functions this literature served in the history and religious life of the people who produced and used it. The focus of the course will be on examining the purpose and meaning of biblical texts during the time and culture in which they were originally written. Distinctive theological concerns and literary features of individual texts will be studied in light of their historical context in ancient Israel (for the Hebrew Bible) and the Greco-Roman world (for the New Testament). Not open to students who have taken REL 125 or JWSH 125. (Same as JWSH 124.)
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 ANTH 293, EALC 130.)
When faced with ethical dilemmas how do we decide what is the right course of action? In what ways are our decisions affected by religious ideas about morality? In this class we examine the ethical problems we encounter every day in light of the solutions offered from various religious traditions. Cases to be examined include issues of life and death, war and peace, sexual morals, torture, the treatment of animals and the environment.
Honors version of REL 137. Introduction to religious viewpoints on individual and social ethics. This course examines the influence of religious thought on the making of moral decisions, and on value development in relation to specific moral issues. Open only to students who have been admitted to the University Honors Program or by permission of instructor.
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 AMS 171.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Religious 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Topic and instructor to be announced in Schedule of Classes. May be offered by different instructors under different subtitles, and may be taken more than once if subject matter varies sufficiently.
This course is designed for the study of special topics in Religious Studies. Credit for coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Special topics to be announced in Schedule of Classes, according to research interests of faculty and students. A particular aspect of the study of religion and culture will be emphasized. Course may be taken more than once if the subject matter varies.
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 and ANTH 303.)
This course introduces students to rigorous philosophic debates about some gripping existential questions surrounding the value of religion with God, a religion without God (focusing on Buddhism), and atheism. We will explore arguments for opposing answers regarding topics such as: whether atheism threatens the value of life; differences in how the self is viewed in Western and Eastern religions; and differences in how morality is grounded in these different traditions. We will examine the compatibility of atheism with Buddhism, and of Buddhism with belief in God. (Same as PHIL 306.) Prerequisite: A 100-level Philosophy course or permission of instructor.
Survey of religious thought and practice in India from the Vedic period to the present. Formerly known as REL 507.
This class is both a historical and thematic exploration of religious thought and practice in Japan from the Jomon period to the present. Readings come from a variety of sources including translations of primary documents and a full array of secondary scholarly descriptions and interpretations. Course material will also include lectures, class discussions, and a variety of visual sources. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in REL 509.
Survey of religious thought and practice in Korea from the Three Kingdoms period to the present. Formerly known as REL 510. Not open to students with credit in REL 510.
This course introduces students to Black feminist and Womanist religious scholarship, fields of study that focus on the experiences of Black women with interlocking systems of oppression in secular and sacred contexts. This class explores how racial, gendered, and economic inequities create unique burdens for Black women. Students will examine teachings of sin, sacrifice, and surrogacy and analyze how these church theologies may or may not reproduce carceral logic. We will also interrogate ethical practices that are harmful and condemn Black mothers' moral agency. Specifically, students will explore real life issues such as the criminalization of poverty and welfare reform and consider how social and ecclesial appraisals construct poor Black women as unworthy of moral concern. Students will construct helpful ways to apply liberatory Womanist religious values with abolitionist principles to shift narratives of deviance and create moral reappraisals that advocate for the flourishing of Black women beyond punishment and prisons. (Same as WGSS 312.)
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 AAAS 314.)
A study of ancient Christian culture and religion employing the popular categories of miracles, martyrs and heretics as entry points into the basic features of religious thought and practice. Prerequisite: An undergraduate course in the humanities.
This course provides a survey of magic and witchcraft in ancient Greece and Rome and interprets these practices through anthropological theories of magic and witchcraft. Emphasized topics may include magicians, witches, ghosts, spirits, demons, divination, and spells. This course considers issues such as how magic works, how people engage with the divine, the marginalization of magical practitioners, and the difference between magic, witchcraft and religion. All readings will be in English; no knowledge of any ancient languages is required. (Same as CLSX 316.)
An introduction and survey of the history and interpretation of the Jewish and Christian bibles from their first formation to the present day. Students will explore the way the text, interpretation and format of the Bible have adjusted over time to accommodate religious, political, social and technological changes. Class will occasionally meet in the university's rare book collection to study rare bibles. (Same as JWSH 320.)
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. (Same as AAAS 322.)
An introduction to the figure of Jesus in his ancient Jewish context. What was Jewish life like in Jesus's time? What did the early Jesus movement share with other forms of Judaism, and how did it differ? Evidence from the New Testament, the Dead Sea Scrolls, and other textual and archaeological sources will be used to explore the first-century Jewish society of which both Jesus and the first Christians were a part. (Same as JWSH 323.)
Analyzes a selection of the core texts, teachings, and practices of Jewish religious traditions in terms of classical and contemporary understanding. (Same as JWSH 325.)
This course demystifies the Talmud, arguably the most central yet also the most mysterious text of rabbinic Judaism. Students are introduced to the scope, substance, styles, and major figures of the Talmud, and also learn how the text came into being over the course of several centuries. (Same as JWSH 326.) Prerequisite: REL 104, REL 107, or REL 124 or REL 125, or permission of the instructor.
A survey of the many types of Religious Zionism, from the origins of the movement to the present, from Left to Right, and from Jewish to Christian. The class asks questions about the relationship between religion and politics in Israel using case studies as examples, and also considers the views of religious Jewish anti-Zionists. No previous knowledge of Judaism or Israeli history is required. (Same as JWSH 337.)
Mystical experiences and supernatural encounters in Jewish texts and tradition: Dybbuks and demons, angels and Elijah; from ecstatic enlightenment to succumbing to satan - Jewish texts and tradition are riddled with the arcane, the occult and the mystical. This course will mine the sources for a deep exploration of these aspects of Judaism that are most often obscured by "normative" teachings and practices, yet remain deeply embedded in the customs and beliefs of Jews around the world. (Same as JWSH 330.)
A survey of religious traditions among selected Native American peoples. Topics include religious freedom, ritual activity, cultural narrative (myth), kinship, healing practices, ecology, government relations, impact of colonization, impact of missionization, contact between cultures, and secularization.
A study of ancient Egyptian culture and religion employing the popular categories of magic, mysteries and mummies as entry points into the basic features of religious belief and practice. Prerequisite: Any course in the Humanities or Social Sciences.
A study of ritual theory and a comparative study of ritual activity among selected religious traditions. May be repeated if topic varies.
Survey of the development of religious institutions and ideas in America from colonial times to the present. Emphasis is given to the mainstream religious traditions (Protestant, Catholic, Jewish), but attention is also paid to other phenomena, including nonwestern and native American religions.
The nature of mystical experience and reflection as expressed in selected mystical literature of the world's religions.
An introductory examination of the history, doctrines, and practices of Christianity. Selected readings from the creeds, papal decrees, and major Christian theologians.
In this course we study the role of religion in various Muslim societies throughout the world. We will consider variation in religious practice, focusing on local customs within different regions and countries and examining changes to tradition over time. We will examine the influence of history, society, politics, and culture on religion in countries such as Pakistan, Indonesia, Mali, Bosnia, Egypt, Yemen, and others. (Same as GIST 356.)
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 and ANTH 372.)
A historical and geographical survey of the Buddhist tradition from its origins in India to modern day developments in the three major regional Buddhist cultures of Southeast Asia, Tibet, and East Asia (China, Korea, and Japan). Prerequisite: Prior coursework in Asian studies or permission of instructor.
This course explores the dynamic diversity of gods and goddesses in South Asian religious life through examination of their basic iconography, religious narratives and devotional poetry, temple images and architecture, ritual practices, performance traditions, and film. Formerly known as REL 541. Not open to students with credit in REL 541.
Historical and thematic investigation into Yoga and meditation, including classical formulations, esoteric practices, and contemporary developments and debates.
An introduction to the diversity and richness of Hinduism from the Vedic period to the present; explores Hindu practices, beliefs, and communities using primary texts and extensive audio-visual resources.
An exploration of the complex interactions of Judaism, Jewishness, and sexuality. The course serves as a basic introduction to traditional Jewish understandings of gender and power, love and sex, and the body and embodiment. It also introduces the changes undergone by this tradition under the impact of contemporary feminism and queer theory.
This class examines the variety of ways religious and environmental attitudes intersect in US culture, and how religious traditions can be (and have been) used both to alienate people from the environment and to foster an ethic of environmental responsibility. The course will focus on appreciating the diversity within and across religious traditions when it comes to attitudes on the environment, and understanding the different contexts and assumptions that lead to such diversity. Amidst all this diversity, similarities will also be noted in how people from all different backgrounds are drawing on the resources of their religious traditions to promote more sustainable ways of being. (Same as EVRN 372.)
The nature of the self in its individual and social dimensions. Self experienced and expressed in sexuality. Survey of viewpoints in religious literature. (Same as WGSS 374.)
The course will examine what religious traditions have had to say about controversies in economic ethics, focusing on how religious thinkers develop arguments on the basis of methods particular to their traditions. At the same time, it presents these traditions alongside secular approaches to economic ethics. Judaism, Christianity, Islam, Hinduism, and Buddhism will be considered, as will liberalism, Marxism, feminism, and natural law theory. Topics include economic inequality, wealth accumulation, licit and illicit commerce, slavery, and profit. Attention will also be paid to the methodological challenges of the study of the topic, which necessarily brings together political economy, ethics, economic history, and hermeneutics. Students will work with a diverse array of primary sources, from ancient scriptures to modern thinkers. The ultimate goal will be to understand how it is possible for thinkers within the same religious tradition to take differing stances on economic ethics, while considering themselves wholly grounded in tradition, depending on their relationships to the modern secular approaches we discuss. (Same as JWSH 379.)
This course will consider, from a philosophical perspective, some of the problems in religion which arise in the development of "Natural Theology" broadly conceived. (Same as PHIL 350.)
This course looks at the relationship between religion and medicine with a focus on epidemics and pandemics throughout Western history. The course objective is to prepare the student to summarize, discuss, illustrate, and evaluate the history of religious thought and practice in relation to the history of medicine. It surveys the ancient to the modern period with a focus on the great epidemics. Topics and case studies include priestly medicine in ancient societies, modern medicine, religious responses to disease and medicine, ancient plagues and epidemics, the Black Death, the flu pandemic of 1918-1920, and the recent Covid-19 pandemic.
This course is designed for the study of special topics in Religious Studies equivalent to courses at the 300 to 600 level at KU. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Topic, instructor, prerequisite and hours of credit to be announced in Schedule of Classes. Particular subject matter any given semester responding to student interest and taking advantage of special faculty competence. Class discussion, readings, and individual projects.
Investigation of a special topic or project selected by the student with advice, approval, and supervision of an instructor. Such study may take the form of directed reading or special research. Individual reports and conferences. May be repeated, with maximum cumulative credit of four hours. Course taken for one hour of credit may not be used to fulfill College distribution requirement. Prerequisite: One previous course in religious studies at the University of Kansas and permission of instructor.
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 AAAS 450.)
This course provides a comparative study of religion and systems of value and belief in non-Western cultures. (Same as ANTH 484.)
A capstone course for religious studies majors to survey theories and methods in religious studies and produce original research. Students will engage readings on the theories and methods in religious studies and then conduct research on a question within the parameters of the topic of the course. They will write a research paper that integrates subject knowledge with a particular theory or method to generate new ideas. May be repeated for credit if content varies. Prerequisite: Religious Studies major or permission of the instructor.
Practical research experience in Religious Studies gained by assisting a faculty member on a faculty research, editorial, pedagogical, or outreach project. Credit hours are graded by faculty on a satisfactory/unsatisfactory basis. May be used as a component of the Research Experience Program (REP). Prerequisite: Permission of the instructor.
Required for Departmental Honors. May be taken more than once; total credit not to exceed 6 hours. Prerequisite: Open only to candidates for degree with departmental honors and with consent of the student's research supervisor.
This course provides directed readings for students in either primary or secondary texts related to religious studies utilizing material in languages other than English.
Survey of religious thought and practice in Japan from the Jomon period to the present. This course is offered at the 300 and 500 level with additional assignments at the 500 level. Not open to students with credit in REL 309. (Same as EALC 509.) Prerequisite: One course on Religious Studies or East Asian Languages & Cultures.
Introduction to the history of Buddhist temple buildings, paintings, sculptures and illuminated hand-scrolls in Korea from the 4th through the 19th centuries, with special emphasis on their stylistic, geographical, social, devotional and literary contexts. Current theories and controversies pertinent to the history and study of Korean Buddhist art are also addressed. Not open to students who have taken HA 361. Work requirements will be greater for students enrolled at the 500 level than at the 300 level. (Same as HA 561.) Prerequisite: A college level introduction to Asian art history, or consent of instructor.
This course examines the ways Jews and Christians have interacted with and characterized one another at various points in their histories. Special emphasis is placed on the gradual separation of the two religious traditions in the 1st-4th centuries. (Same as JWSH 525.) Prerequisite: A previous course in Religious Studies or Jewish Studies; or consent of instructor.
A consideration of the relationship between religion and politics in Judaism, and of the relevance of Judaism to broader discussions about religion and politics. Topics will include sovereignty, secularization, pluralism, democracy, and revolution. Prerequisite: At least one course in Jewish Studies or Religious Studies, or permission of instructor.
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 AAAS 657.) Prerequisite: AAAS 349/REL 350, graduate standing, or permission of instructor.
An introduction to the various methods by which social scientists, historians, philosophers, and theologians study the meaning, influence, and significance of religion as an integral part of society and its cultural heritage. Prerequisite: Graduate student or permission of instructor.
This course examines Russian Orthodoxy as a religious system and the institution of the Russian Orthodox Church from its first appearance in Russia to the present. It focuses on beliefs and practices of the clergy and laity; institutional structures; the relationships between Church and State; interactions with non-Orthodox religious communities; responses to Soviet atheist policies; Orthodox influences on political theory, philosophy, literature, and the fine arts. (Same as REES 704.)
A study of the basic features of ancient Egyptian culture and religion, with an emphasis on magic, myth and archaeology. Prerequisite: An introductory course in Religious Studies or consent of instructor.
Study of religious thought, practice, and institutions of Christianity with an emphasis on the examination of primary documents.
A study of ritual theory and a comparative study of ritual activity among selected religious traditions. May be taken more than once if topic varies.
An analysis of the thought of selected thinkers of the Christian, Jewish, and/or Islamic traditions. May be taken more than once if subject matter varies sufficiently. Prerequisite: REL 512 or REL 539 or permission of the instructor.
This seminar explores issues surrounding the production and use of authoritative religious texts (sacred texts) in religious traditions, including such topics as scripturality and canon, scriptural hermeneutics, and material and ritual dimensions of scriptural practice. Specific case studies and content to be selected by the instructor.
This seminar explores aspects of performance and the media of performance in lived religion, which might include such topics as ritual, the body, mass media and the internet, and visual and material culture. Specific case studies and content to be selected by the instructor.
This seminar explores issues regarding the social dimensions of religiosity/lived religion, ranging from aspects of religious institutionalization, authority, and normativity to alternative religiosities and alterity. Specific case studies and content to be selected by the instructor.
Slavic, German, and Eurasian Studies Courses
Beginning language course. Development of basic communicative and cultural competencies with interactive approach. Students acquire communicative skills for elementary personal and social needs. They are introduced to the basic Bosnian/Croatian/Serbian language rules and to the cultural context in which Bosnian/Croatian/Serbian discourse occurs. Through regular engagement with authentic multimedia materials they learn to recognize differing aspects of Bosnian/Croatian/Serbian and American life, culture, and values.
Similar to BCRS 104 but with additional work aimed at accelerating the student's progress to proficiency and widening understanding of cultural context. Prerequisite: Open only to students admitted to the University Honors Program, or by permission of instructor.
Second-semester language course, continuation of BCRS 104. Further development of basic communicative and cultural competencies with interactive approach. Students continue the acquisition of communicative skills for elementary personal and social needs and their introduction to the basic Bosnian/Croatian/Serbian language rules and cultural context in which Bosnian/Croatian/Serbian discourse occurs. Through regular engagement with authentic multimedia materials they learn to recognize differing aspects of Bosnian/Croatian/Serbian and American life, culture, and values. Prerequisite: BCRS 104 or BCRS 105, or placement by examination.
Continues BCRS 105. Similar to BCRS 108 but with additional work aimed at accelerating the student's progress to proficiency and widening understanding of cultural context. Prerequisite: BCRS 104 or 105. Open only to students admitted to the University Honors Program, or by permission of instructor.
Fundamentals of B/C/S grammar, reading, speaking, and writing. Introduction to the cultural context in which B/C/S discourse occurs. Online course, designed to accommodate the needs of students regardless of age, educational background, or occupation who want to acquire some basic communicative skills in B/C/S. No previous knowledge of BCS or other foreign languages required. The course does not satisfy the College of Liberal Arts and Sciences foreign language requirement. Not open to students with credit in BCRS 104 or BCRS 105.
Second-year language course. Further development of communicative and cultural competencies with a content-based, interactive approach. Students develop the ability to understand and produce short written and spoken texts in BCS through engagement with a variety of authentic materials representative of cultural diversity of the studied area. They contrast and compare features of individual BCS-speaking countries and their cultures as well as differing aspects of B/C/S and American life, culture, and values. Prerequisite: BCRS 108 or permission of the instructor.
Similar to BCRS 204 but with additional work aimed at accelerating the student's progress to proficiency and widening understanding of cultural context. Prerequisite: Open only to students who have received an A in BCRS 108 or an A or B in BCRS 109, and who are admitted to the University Honors Program, or by permission of instructor.
This program consists of a six-week intensive language course in intermediate and advanced Croatian phonetics, conversation, and grammar, and is offered each summer in Croatia. In addition to the practical language work, there is a program of lectures on modern Croatian history, literature, and other cultural topics. Various excursions and tours bring the students into first-hand contact with the people, natural beauty and culture of Croatia. This program is a cooperative effort between the University of Kansas and faculty of the University of Zadar.
A practical Bosnian/Croatian/Serbian course involving the advanced study of the grammar, reading of texts on a variety of subjects, conversation and composition. Taught in Bosnian/Croatian/Serbian. Designed for students who have had two and one-half or or more years of Bosnian/Croatian/Serbian language. Prerequisite: BCRS 504, or equivalent.
Individually tailored readings and independent work in Bosnian/Croatian/Serbian language and culture. Prerequisite: Two years of Bosnian/Croatian/Serbian, and consent of instructor.
Slavic, German, and Eurasian Studies Courses
First semester. Essentials of grammar, practice in speaking and writing Czech. Simple readings from selected texts.
Second-year course in the language with emphasis on reading, composition, and conversation. Prerequisite: CZCH 108.
Prerequisite: Reading knowledge of Czech language, and consent of instructor.
Slavic, German, and Eurasian Studies Courses
Primarily for graduate students in other departments but also open to seniors planning to pursue graduate study. Fundamentals of grammar and reading texts of medium difficulty. Does not count toward undergraduate language requirement. Previous study of German not necessary. Not open to native speakers of German.
Introductory German; no previous German required. Development of students' balanced knowledge of the German language and culture, including the ability to understand and produce short spoken, written, and multimedia texts on everyday topics and to interpret, compare, and contrast German and American cultural phenomena. Emphasis on interaction. Not open to native speakers of German. Students who complete this course successfully should take GERM 108.
Continuation of GERM 104. Further development of students' balanced knowledge of the German language and culture, including the ability to understand and produce short spoken, written, and multimedia texts on everyday topics and to interpret, compare, and contrast German and American cultural phenomena. Emphasis on interaction. Not open to native speakers of German. Students who complete this course successfully should take GERM 201. Prerequisite: GERM 104 or placement by examination.
Introduction to German for special purposes; no previous German required. Provides basic familiarity with the German language, focusing on speaking and reading skills and the essentials of German grammar. Introduction to the culture of the German-speaking world. Three class hours per week; may be delivered by video conference or face-to-face. Does not satisfy any KU language requirement.
Continuation of GERM 111. Further development of basic familiarity with the German language, focusing on speaking and reading skills and the essentials of German grammar. Continued exploration of the culture of the German-speaking world. Three class hours per week; may be delivered by video conference or face-to-face. Does not satisfy any KU language requirement. Prerequisite: GERM 111 or permission of instructor.
Taught in English. Screening and analysis of German films from the early 20th century to the present. Readings, lectures, and discussions on the films' sources, ideologies, techniques, and artistic achievements. Does not count toward the German major or minor.
Course content similar to GERM 124. Taught in English. Screening and analysis of German films from the early 20th century to the present. Readings, lectures, and discussions on the films' sources, ideologies, techniques, and artistic achievements. Does not count toward German major or minor.
This course explores significant current global political, social, and cultural issues in Germany such as climate change, race, commemorating the past, and energy. We will also discuss Austrian & Swiss responses to such issues. Taught in English. Does not count toward the German Studies major or minor.
Once upon a time fairy tales were not the Disneyfied children's stories we know and love. For centuries folk and fairy tales have fueled the popular imagination around the world. Though they are nowadays intended for children, this has not always been the case. This course provides an introduction to folk and fairy tales with special attention to the German tradition. We investigate the evolution of tales from the Brothers Grimm to modern adaptations in film, television, theater, and art. Along the way, we will seek answers to questions such as: Why is the stepmother always evil? Why does the prince never have a name? And why do things always come in threes? At the same time, we will ask what fairy tales are, how their functions have evolved over time and across cultures, and how they teach and perpetuate cultural norms and stereotypes. Various interpretations of fairy tales will be explored, including their potential for social subversion through reinterpretation and rewriting. Taught in English. Can count toward German Studies concentration or minor with department approval.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in German. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Continuation of GERM 108. Further development of students' balanced knowledge of the German language and culture, including the ability to understand and produce short spoken, written, and multimedia texts in different genres and to interpret, compare, and contrast German and American cultural phenomena. Emphasis on interaction. Not open to native speakers of German. Students who complete this course successfully should take GERM 202. Prerequisite: GERM 108 or placement by examination.
Continuation of GERM 201. Further development of students' balanced knowledge of the German language and culture, including the ability to understand and produce short spoken, written, and multimedia texts in different genres and to interpret, compare, and contrast German and American cultural phenomena. Emphasis on interaction. Not open to native speakers of German. Students who successfully complete this course should take GERM 301. Prerequisite: GERM 201 or placement by examination.
This course is for elementary- and intermediate-level instruction in the German language while studying abroad. Transfer credits must be arranged through the KU Office of Study Abroad, with permission from the departmental undergraduate advisor. May be repeated for credit if content varies.
This course is for elementary- and intermediate-level German Studies courses taught in German taken while studying abroad. Transfer credits must be arranged through the KU Office of Study Abroad, with permission from the departmental undergraduate advisor. May be repeated for credit if content varies.
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 AAAS 250, LING 250, SLAV 250 and SPAN 202.) Prerequisite: Study of a foreign language, minimum two semesters of the same language.
This course investigates the phenomenon of human migration through the lens of New Media (documentaries, film essays, digitized political performance art, gallery installations) in Germany. Drawing also on cinematic, historical, and legal texts, we will uncover the complex layers of existence that result when migrants cross a national border. Students will better understand the nuanced aesthetics and sociopolitical context of Germany's New Media production. Ultimately, we will analyze how German productions inform the global debate on migration and our understanding of migrant experiences.
Continuation of GERM 202. Further development of students' use of German through reading and discussion of literary and non-literary texts (spoken, written, multimedia, combined with intensive grammar review. Introduction to expressive functions of German with emphasis on spoken and written communication. Not open to native speakers of German. Students who complete this course successfully should take GERM 302. Prerequisite: GERM 202 with a B- or above (or placement by examination).
Continuation of GERM 301. Refinement and expansion of students' use of German. Reading and discussion in German of literary and non-literary texts (spoken, written, multimedia), combined with continued intensive grammar review. E mphasis on better understanding German grammatical structures and acquisition of vocabulary. Not open to native speakers of German. Students who complete this course successfully should take GERM 401. Prerequisite: GERM 301 or placement by examination.
Introduction in English to German writers 1750-present featuring texts about the supernatural and monstrous. Students examine how encounters with magic and construction of monsters reflect particular cultural anxieties, fears, and ideals as relating to historical developments, industrialization, and scientific advancement. Discussion of themes such as gender, sexuality, class, race, empire, war, politics, and technology in German-speaking Europe. Readings include works in translation by influential German writers. Open to first-year students and non-majors. GERM 315 is required for admission to all courses beyond GERM 402. (Same as EURS 315.)
Taught in English. Exploration of writers, filmmakers, and artists who have emigrated from, or migrated to German-speaking Europe. Emphasis on both their transnational impact and their representations of border crossings. Topics may include exile communities before, during, and after World War II and multiculturalism in contemporary Germany, Austria, and Switzerland.
This course is for 300-level German Studies courses taught in German taken while studying abroad. Transfer credits must be arranged through the KU Office of Study Abroad, with permission from the departmental undergraduate advisor. May be repeated for credit if content varies. Prerequisite: GERM 302 or the equivalent.
Interdisciplinary study of selected aspects of the society or culture of German-speaking Europe or of the European experience. Topics vary, and course may address topics across a narrow or broad time frame. May be repeated if content varies. Taught in English.
Intensive practice in conversational German with instruction in proper pronunciation as well as an introduction to idiomatic usage. Only for students in the KU Summer Language Institute in Holzkirchen, Germany or in courses offered through the KU Language Training Center. Prerequisite: GERM 202 or equivalent fourth -semester German course.
Intensive review and practice of select topics in German grammar. Offered only for students in the KU Summer Language Institute in Holzkirchen, Germany or in courses offered through the KU Language Training Center. Prerequisite: GERM 202 or equivalent fourth-semester German course.
Introduction to the migration of German-speaking Europeans to North America, 17th century-present. Consideration of European and North American factors motivating migration, the journey to the New World, the experiences of immigrants and their descendants, and the ways in which German-speaking Europeans shaped the multicultural history of America. Taught in English.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as HIST 341 and JWSH 341.)
Students visit museums and cultural sites in Cologne, Berlin, Munich, and other locations, with a focus on the 20th century. Discussion and written assignments in German. Offered only for the KU Summer Language Institute in Holzkirchen, Germany. Prerequisite: GERM 202 or equivalent fourth-semester German course.
Further development of practical conversational skills for students with intermediate proficiency in German. Discussion of topics from everyday German life and current affairs, based on German newspapers and magazines. May be repeated but counts only once toward the major or minor. Not open to native speakers of German. Prerequisite: GERM 202.
High-intermediate content-based course with focus on the language skills needed to engage actively with the German business world, including applying for internships and jobs. Introduction to common cultural practices in the German business environment. Use of multimedia sources to explore current events and issues in Germany and their significance within a global business context. Not open to native speakers of German. Prerequisite: GERM 202 or the equivalent.
Exploration of German Studies topics such as literature, film, philosophy, social institutions, language, the arts, media. Topics vary, and course may address topics across a narrow or broad time frame. Course conducted in German. May be repeated if content varies. Prerequisite: GERM 302.
Examination of topics such as Expressionism, Turkish-German culture in contemporary German film, popular filmmaking, post-unification film, German literature as film, German film and national identity. Topics and periods vary. Prerequisite: GERM 302.
An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as EURS 396, HIST 396, and JWSH 396.) Prerequisite: Membership in University Honors or consent of instructor.
For students enrolled in the KU Summer Language Institute in Germany. Selected works of major German Language writers of the 19th and 20th centuries. Not open to native speakers of German. Prerequisite: GERM 302.
Continuation of GERM 302. Expansion and refinement of proficiency in German (speaking, listening, reading, writing), increased understanding of German grammatical structures, development of a more sophisticated vocabulary, and introduction to stylistics through discussion and analysis of literary and nonliterary texts. Students successfully completing GERM 401 may take all other GERM courses at the 400 and 500 levels. Prerequisite: GERM 302.
Continuation of GERM 401. Development of advanced proficiency in German through analysis and discussion of literary and nonliterary texts and practice in advanced composition. Emphasis in both discussions and papers on style and rhetoric and on developing skill in textual analysis. Focus on advanced German grammar and on style and idiomatic expression in spoken and written German. Prerequisite: GERM 401.
Exploration of major cultural periods and movements within the framework of historical and political change, with investigation of themes such as nation and national identity, founding myths, geography, and language. Study of forms of culture in German-speaking Europe, including visual art, music, literature, architecture, and the press. Prerequisite: GERM 315 and GERM 401.
Independent study and directed reading on special topics. Permission of the instructor who will supervise the student's work is required. Not open to native speakers of German.
Exploration of cultural forms such as literature, film, philosophy, social institutions, linguistics, the arts, and the press. Examination of how cultural meaning is produced and interpreted. Topics vary, and course may address topics across a narrow or broad time frame. May be repeated if content varies. Prerequisite: GERM 302 or consent from the Director of Undergraduate Studies.
Focus on usage-based grammar of contemporary German. Extensive reading and analysis of grammatical structures in context and integration of form, meaning, and use. Exploration of grammatical structures using contemporary electronic textual analysis tools. Prerequisite: GERM 402.
The Capstone Seminar is a requirement for all graduating majors in our department, offered every spring. General course topic will rotate according to the instructor. Students will pursue an individual research project related both to the course topic (broadly interpreted) and potentially to students’ other areas of study. Seminar meetings will include guest lecturers, information literacy sessions, peer review, and instruction on research methods, academic writing, and the proper use of scholarly literature. The final product will be an annotated research paper oriented around the student’s academic and/or professional interests. Language of instruction: English. With permission from the Director of Undergraduate Studies, advanced majors in their junior year may be allowed to enroll in the seminar if they know that their course schedule will not permit them to take the seminar during the final semester of their senior year. Prerequisite: Completion of all other requirements for the concentration.
Slavic, German, and Eurasian Studies Courses
An introduction to the content and methods of peace studies. Peace studies is a multidisciplinary and interdisciplinary approach to the study of war and peace. Building on and integrating the work of various fields of study, the course examines the causes of structural and direct violence within and among societies and the diverse ways in which humans have sought peace, from conquest and balance of power to international organizations and nonviolent strategies.
A study of the changing nature of warfare and the struggle to bring about peace. Topics include pacifism, the "military revolution" that created the first professional armies; the development of diplomatic immunity, truces, and international law; the peace settlements of Westphalia, Utrecht, Vienna, Versailles, and San Francisco; the creation of peace movements and peace prizes; the evolution of total war, civil war, and guerrilla warfare involving civilians in the twentieth century; the history of the League of Nations and United Nations; and the rise of intergovernmental and non-governmental organizations.
This course is designed for the study of special topics in Peace and Conflict Studies at the Junior/Senior level. Coursework must be arranged through the KU Office of Study Abroad and approved by a faculty advisor in Peace and Conflict Studies. May be repeated for credit if content varies.
This course draws on materials from multiple disciplines in the humanities including literature, history, philosophy, and cultural studies, to examine how belonging or not belonging to a state shapes the human experience. Literary texts, theoretical reflections, and historical studies on the subject of mass migration in Europe in the middle of the 20th-century will prepare for discussions of contemporary statelessness as well as responses to the refugee condition in a global context. (Same as HUM 375.)
This course offers specialized or interdisciplinary perspectives on historical, political, social, and religious movements, institutions, societies, agencies, or texts dealing with conflict resolution. May be repeated for credit with different topics.
Practicum or research under the supervision of a faculty member and with the approval of the Peace and Conflict Studies Minor. Individual conferences, reports, and papers, and, in the case of practicum, supervised experience with an approved organization or agency. Prerequisite: Completion of three core courses in the minor.
Examines in literature, art, and film from about 1800 to the present, both sides of the ongoing debate surrounding the idea that all human persons possess inalienable rights because all persons possess intrinsic value as persons, value independent of race, gender, caste or class, wealth, age, sexual preference, etc. Anti- and pro-rights proponents are paired and studied with equal care. (Same as EURS 565 and GIST 560.) Prerequisite: Junior/Senior standing or consent of instructor.
This capstone seminar provides a sustained and in-depth study of a particular topic in Peace and Conflict Studies, to be chosen by the instructor. Each student is required to carry out a substantive research project to produce a term paper or comparable work. Required for completion of minor. Prerequisite: Students must have completed at least nine hours in the minor before enrolling.
An interdisciplinary study of the historic literature on human conflict and peacemaking and the methods used to analyze and interpret the literature. Peace literature encompasses a range of genres that include religious teachings, philosophical essays, political proposals, treaties and conventions, fiction, poetry, and drama. Approaches to solutions to human conflict cover a spectrum including political revolution, diplomacy and treaties, international law and organizations, and world government. Students produce a substantial graduate-level research project. PCS 801 is required for the Graduate Certificate in Peace and Conflict Studies, and to be taken as early as possible in the students program of study. Open only to graduate students.
The capstone of the Graduate Certificate program, providing a sustained and in-depth study of a particular topic in Peace and Conflict Studies, to be chosen by the instructor. The members of the seminar have the option of doing a research project or supervised practicum resulting in a substantial paper that integrates their work in the program. Required for the Graduate Certificate and open only to graduate students. Prerequisite: At least six hours of course work toward the Graduate Certificate including PCS 801.
Slavic, German, and Eurasian Studies Courses
Vocabulary acquisition, pronunciation, grammar, and writing. Course includes reading of simple texts. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Five hours of class per week.
Continuation of PERS 110. Vocabulary acquisition, pronunciation, grammar, and writing. Course includes reading of simple texts. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Five hours of class per week. Prerequisite: PERS 110 or departmental permission.
A continuation of PERS 120. Course emphasizes oral and written work in Persian. Systematic review of grammar and introduction to reading in cultural texts. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Prerequisite: PERS 120 or departmental permission.
A continuation of PERS 210. Course emphasizes oral and written work in Persian. Systematic review of grammar and introduction to reading in cultural texts. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Prerequisite: PERS 210 or departmental permission.
Enhancement of speaking, comprehension, reading and writing abilities in Persian. Readings from Persian literature introduced. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Prerequisite: PERS 220 or placement exam that establishes a level of proficiency in Persian suited to Advanced Persian I.
Enhancement of speaking, comprehension, reading and writing abilities in Persian. Readings from Persian literature introduced. Main emphasis on Iranian Persian; acquaintance with basic differences between Iranian, Dari and Tajik Persian. Interested students to be provided with additional opportunities to improve their linguistic skills in the dialect of their interest. Prerequisite: PERS 310 or placement exam that establishes a level of proficiency in Persian suited to Advanced Persian II.
This course is designed for students seeking proficiency in Persian beyond PERS 320. The instructor directs the student through readings and materials in Persian that add to the student's substantive knowledge of Persian culture in Iran, Afghanistan, and Tajikistan. May be taken multiple semesters for credit with varying content. Prerequisite: PERS 320 and consent of instructor.
Slavic, German, and Eurasian Studies Courses
First Semester. Essentials of grammar, practice in reading, writing, and speaking Polish.
Honors version of PLSH 104, with additional work aimed at accelerating students progress to proficiency and expanding their cultural competence. Prerequisite: Open only to students admitted to the University Honors Program, or by permission of instructor.
A continuation of PLSH 105. Honors version of PLSH 108, with additional work aimed at accelerating students progress to proficiency and expanding their cultural competence. Prerequisite: PLSH 104 or PLSH 105. Open only to students admitted to the University Honors Program, or by permission of instructor.
Second-year course in the language with emphasis on reading, composition, and conversation. Prerequisite: PLSH 108.
A practical Polish language course involving advanced study of the grammar, reading of texts on a variety of subjects, conversation, and composition. Taught in Polish. Designed for students who have had two and one-half or more years of Polish. Prerequisite: PLSH 504 or equivalent.
Directed individual readings on various topics concerning Polish literature and/or language. Prerequisite: Two years or four semesters of Polish, and consent of instructor.
Slavic, German, and Eurasian Studies Courses
A multidisciplinary introduction to Russia and Eastern Europe. The course explores the geography, history, and politics of this complex region, as well as the diverse cultures, ethnicities, languages, and religions. A special focus of the course is the current socio-political situation in Russia and Eastern Europe in the context of the fall of communism nearly 30 years ago and the ongoing post-communist transition. Students will watch a movie every two weeks as a visual representation of issues discussed via scholarly articles and chapters, newspaper articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 310.
A multidisciplinary introduction to Russia and Eastern Europe. The course explores the geography, history, and politics of this complex region, as well as the diverse cultures, ethnicities, languages, and religions. A special focus of the course is the current socio-political situation in Russia and Eastern Europe in the context of the fall of communism nearly 30 years ago and the ongoing post-communist transition. Students in the course watch one feature film from Russia or Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 311. Prerequisite: Open only to students in the University Honors Program, or by permission of instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Russian, East European, and Eurasian 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.
The purpose of this course is to acquaint students with the societies and cultures of Eurasia (primarily Central Asia, Russia, and the Caucasus region). This interdisciplinary course reviews the geography, history, economics, social and political structures, religion, literature, music, and art of the region. The focus is mainly on the twentieth-century and topics of interest include the collapse of empires, the rise and fall of communism, the disintegration of the USSR and rise of authoritarianism, nationalism, and various forms of Islam in the region.
The purpose of this course is to acquaint students with the societies and cultures of Eurasia (primarily Central Asia, Russia, and the Caucasus region). This interdisciplinary course reviews the geography, history, economics, social and political structures, religion, literature, music, and art of the region. The focus is mainly on the twentieth-century and topics of interest include the collapse of empires, the rise and fall of communism, the disintegration of the USSR and rise of authoritarianism, nationalism, and various forms of Islam in the region. Open only to students admitted to the University Honors Program or by permission of instructor.
A multidisciplinary introduction to Russia and Eastern Europe. The course explores the geography, history, and politics of this complex region, as well as the diverse cultures, ethnicities, languages, and religions. A special focus of the course is the current socio-political situation in Russia and Eastern Europe in the context of the fall of communism nearly 30 years ago and the ongoing post-communist transition. Students in the course watch one feature film from Russia or Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 110.
A multidisciplinary introduction to Russia and Eastern Europe. The course explores the geography, history, and politics of this complex region, as well as the diverse cultures, ethnicities, languages, and religions. A special focus of the course is the current socio-political situation in Russia and Eastern Europe in the context of the fall of communism nearly 30 years ago and the ongoing post-communist transition. Students in the course watch one feature film from Russia or Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 111.
Interdisciplinary examination of topics involving two or more disciplines in Russian, East European, and Eurasian studies.
Development of interdisciplinary research skills and familiarity with resources and issues in the study of Russian, East European, and Eurasian Studies. Preparation for REES 496.
Interdisciplinary original research conducted using at least one REES language and resulting in a research paper. Prerequisite: REES 492.
Research and writing of a substantial paper, involving interdisciplinary original research and use of sources in at least one REES language, and presentation of this paper to an Honors committee of three REES faculty members. This thesis must be substantially different from any other Honors thesis. Prerequisite: REES 492.
An intensive, multidisciplinary survey of Central Asia, focusing on the former Soviet republics-Kazakhstan, Krygyzstan, Tajikistan, Turkmenistan, Uzbekistan-with additional coverage of neighboring regions (the Caucasus and the Caspian basin, Afghanistan, and western China). The course addresses the history of the region (from the Silk Road to Soviet rule), geography, religion, and the building of post-Soviet states and societies. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in REES 710. (Same as GEOG 590.) Prerequisite: One previous interdisciplinary area studies course or the instructor's permission.
This course examines Russian Orthodoxy as a religious system and the institution of the Russian Orthodox Church from its first appearance in Russia to the present. It focuses on beliefs and practices of the clergy and laity; institutional structures; the relationships between Church and State; interactions with non-Orthodox religious communities; responses to Soviet atheist policies; Orthodox influences on political theory, philosophy, literature, and the fine arts. (Same as REL 704.)
An intensive, multidisciplinary survey of Central Asia, focusing on the former Soviet republics-Kazakhstan, Krygyzstan, Tajikistan, Turkmenistan, Uzbekistan-with additional coverage of neighboring regions (the Caucasus and the Caspian basin, Afghanistan, and western China). The course addresses the history of the region (from the Silk Road to Soviet rule), geography, religion, and the building of post-Soviet states and societies. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in REES 510 or GEOG 590.
Interdisciplinary examination of topics involving two or more of the cooperating disciplines in Russian and East European studies.
Enrollment to fulfill Masters continuous enrollment rule. Prerequisite: Completion of all degree requirements except submission of seminar paper or comprehensive examination.
Mastery of interdisciplinary research skills, and knowledge of resources and scholarship on the study of Russian, east European, and Eurasian Studies.
Research, write, and present a professional-quality paper, involving interdisciplinary original research, consultation with REES faculty, and substantial use of sources in at least one REES language. Prerequisite: REES 898.
Slavic, German, and Eurasian Studies Courses
First semester. Five hours of basic language acquisition and oral practice per week. Essentials of grammar, practice in comprehending, speaking, reading, and writing Russian.
Honors version of RUSS 104, with additional work aimed at accelerating students progress to proficiency and expanding their cultural competence. Prerequisite: Open only to students admitted to the University Honors Program, or by permission of instructor.
A continuation of RUSS 105. Honors version of RUSS 108, with additional work aimed at accelerating students progress to proficiency and expanding their cultural competence. Prerequisite: RUSS 104 or RUSS 105. Open only to students admitted to the University Honors Program, or by permission of instructor.
Fundamentals of Russian grammar, reading, speaking, and writing. Course designed to accommodate the needs of students regardless of age, educational background, or occupation. No previous knowledge of Russian or other foreign languages required.
Fundamentals of Russian grammar, reading, speaking, and writing. Course designed to accommodate the needs of students regardless of age, educational background, or occupation. Does not count towards the fulfillment of the undergraduate language requirement. Does not count towards the undergraduate major in Slavic. Prerequisite: RUSS 152 or equivalent.
A practical Russian language course involving advanced study of the grammar, reading of texts on a variety of subjects, conversation, and composition. Taught in Russian. Designed for students who have had two and one-half or more years of Russian language. Prerequisite: RUSS 504.
This course focuses on the active mastery of language structures and vocabulary needed for people using Russian in professional capacities, particularly such as business and journalism. Materials will be drawn from the current Russian press and electronic media. Designed for students who have had basic language training and want to develop specialized language skills. Prerequisite: RUSS 208 or RUSS 216.
Introduction to the process of translating texts from Russian, focusing on kinds of translation, lexical and textual factors, and the revision process. Prerequisite: Two years minimum of Russian language courses.
Held in Russia. Twenty-four hours of class work weekly, plus lectures and excursions, for six weeks at St. Petersburg University. Prerequisite: RUSS 208 or the equivalent of twenty-two hours of Russian language courses.
Directed readings on Russian culture in Russian. Prerequisite: Two years of Russian, and consent of instructor.
This advanced Russian language class explores the monuments of Russian culture (1700-1980) in the context of the country's history, customs, artistic traditions and literary trends. It is designed to develop reading, writing, and speaking skills of advanced language students and includes the preparation of written and oral reports in Russian. Discussion format; conducted entirely in Russian. Prerequisite: RUSS 508 or equivalent.
This advanced Russian language class explores issues in contemporary Russian culture (literature and the arts, societal trends and issues, politics, and national life) based on Russian film, television, and print materials. It is designed to develop reading, writing, and speaking skills of advanced language students who wish to develop high levels of fluency, accuracy, and idiomatic expressiveness. Includes the preparation of both written and oral reports. Discussion format; conducted entirely in Russian. Prerequisite: RUSS 508 or equivalent.
A survey of fundamental issues in Russian phonetics, morphology, and syntax. The course will develop reading, writing, and speaking skills necessary for discussing and analyzing the major linguistic categories of Russian. Includes the preparation of both written and oral reports. Discussion format; conducted entirely in Russian. Prerequisite: RUSS 508 or equivalent.
Readings for this advanced Russian language class will be drawn from representative prose, poetry, and drama of 19th or 20th century authors. The course will develop reading, writing, and speaking skills necessary for discussing and analyzing the major texts and literary trends of the Russian tradition. Includes the preparation of both written and oral reports. Discussion format; conducted entirely in Russian. Prerequisite: RUSS 508 or equivalent.
Practical examination of the features of stylistic registers available in contemporary Russian, ranging from slang to colloquial speech to educated journalistic, scientific, and literary styles. The course will develop reading, writing, and speaking skills necessary for discussing and analyzing stylistic registers. Includes the preparation of both written and oral reports. Discussion format; conducted entirely in Russian. Prerequisite: RUSS 508 or equivalent.
Slavic, German, and Eurasian Studies Courses
Teaches skills for survival communication in Slovene and basic orientation in Slovene culture. Blended short course, designed to give a student rudimentary linguistic and cultural preparation for functioning in Slovene-speaking environment. Recommended for participants of study abroad in Slovenia. No previous knowledge of Slovene or other foreign languages required. The course does not count toward undergraduate language requirement.
First semester. Essentials of grammar, practice in speaking and writing a Slavic language. Simple readings from selected texts. Course may be used to teach the fundamentals of any Slavic language, for example, Slovenian, Macedonian, Slovak, etc.
An introduction to literature, history, political systems, spirituality, and the visual arts from a Russian perspective.
An introduction to literature, history, political systems, spirituality, and the visual arts from a Russian perspective.
A survey of the principal works of Russian literature including such authors as Pushkin, Gogol, Dostoevsky, Tolstoy, Chekhov, Pasternak, Solzhenitsyn, and others.
A survey of the principal works of Russian literature including such authors as Pushkin, Gogol, Dostoevsky, Tolstoy, Chekhov, Pasternak, Solzhenitsyn, and others.
An introduction to the various forms of folklore among the Slavic peoples, with particular emphasis on the folk literature, customs, and artifacts of Russia, Poland, and the South Slavic countries.
An introduction to the various forms of folklore among the Slavic peoples, with particular emphasis on the folk literature, customs, and artifacts of Russia, Poland, and the South Slavic countries.
This course introduces students to masterworks of literature written in response to the technological advances of the 20th century by some of the best authors in Czech, Polish, Russian, Ukrainian, and formerly Yugoslav literatures. The writers covered include Karel Capek, Yuri Olesha, Valerian Pidmohylny, Ivo Andric, Stanislav Lem, Vaclav Havel, and Oksana Zabuzhko. Literary readings are supplemented with screenings of several films from the region. The course analyzes the ideological contexts in which these texts appeared, such as Soviet communism's dependence on technology and industrialization, post-World War II disillusionment with ideas of progress, and the Space Race.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Slavic. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
The course provides a general introduction to Muslim communities and societies by surveying some of the major aspects of Muslims' lived experiences from the early Islamic period to the modern globalized world. It will challenge the essentialized notion of a "Muslim world," which is usually presented as a monolithic society. Through the course, students will develop a basic understanding of the rich diversity of Muslim communities in terms of cultural mores, religious practices, and sociopolitical conditions. Religious and sociopolitical practices will be analyzed in their ethical and moral perspectives. (Same as GIST 205.)
The vampire has been a fascinating and terrifying imagined other in human society for centuries. This course begins with the historical development of the vampire legend in Eastern Europe leading up to its contemporary Russian and English literary and cinematic variations. We will contextualize the various incarnations of the vampire and endeavor to consider the ethical significance of such a figure, through questions such as: What are the moral implications of becoming or being a vampire subject? Are there different ethical rules at play? Are vampires always unethical?
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 AAAS 250, GERM 240, LING 250 and SPAN 202.) Prerequisite: Study of a foreign language, minimum two semesters of the same language.
As a country that is geographically in the middle of a strategic global region, a key NATO ally, a candidate for EU membership, and representing a mix of democratic traditions, military coups, and authoritarian leaders combined with periods of rapid and drastic socioeconomic transformation, for one reason or another, Turkey seems to always be a country under the spotlight. This course is designed to give an overview of Modern Turkey and familiarize the student with its history, society and culture. Topics to be covered include the early republican period, ethnic and religious minorities, religion and secularism, music, cuisine, women, gender and sexuality, religious and national holidays, cinema and TV, among others. The primary purpose of this course is to help students develop necessary analytical and interpretive skills to identify, compare, and analyze Turkish cultural practices, products and perspectives as they relate to basic social, political, and historical contexts. No background knowledge of Turkey or the Turkish language is required. (Same as GIST 310 and TURK 310.)
This course presents an introduction to the study of the culture of the South Slavs and other peoples of Southeastern Europe, combining background modules in geography, linguistic culture, history, folklore and contemporary cultural criticism with critical viewings of artistic films. The course serves as an introduction to humanistic inquiry about the peoples and cultures of Southeastern Europe.
This course is similar in content to SLAV 316, but with an additional honors project. Prerequisite: Eligibility for or admission to the university Honors Program.
This course examines the interaction between literature and memory, in particular how authors respond to major historical events and contribute to shaping the collective memory of those events. Students will read graphic novels inspired by memories of the Holocaust and Communism. Through the visual and textual mix of the graphic novel, we will consider the impact of historical upheavals on the lives of ordinary individuals, drawing connections to contemporary national and global socio-political problems. Students will write on these topics in a variety of academic and non-academic genres, including: journal, article summary, synthetic essay, analytical essay, and reflection essay/creative writing. (Same as GIST 321 and JWSH 348.)
A comprehensive introduction to Soviet cinema and its legacies in post-Soviet Russia. The course will examine what distinguished Soviet film industry from those in other countries and the ways in which it impacted the development of cinema worldwide. Films are analyzed both as artistic works (with attention to formal qualities, cinematic styles, and influences) and as documents that provide insight into the socio-political contexts of the times when they were made. We will also discuss influential contributions by Soviet filmmakers to our understanding of what makes film unique as an art form. The course is offered at the undergraduate and graduate level, with additional assignments at the graduate level. (Same as FMS 322.)
The course examines how geography, history, and traditions of Russia impact its contemporary business practices. It addresses influence of Russian culture on business communication (verbal and nonverbal), relationship building, the role of manager, the functioning of teams, negotiation, and decision making. Topics also include cultural aspects of relationship between businesses and the state, entrepreneurialism, advertising, and consumerism. Students examine business practices that foreign businessmen encounter in Russia.
Topics include current events, such as the resurgence of ethnonationalism, in which language and identity projects are aided by the internet and social media as well as case studies of emergent language-based nations. Students will gain an appreciation of the key role that languages play in creating a diverse Eastern Europe. This course will help prepare students for careers in international business, diplomacy, and politics, among others. This course is offered at the 300 and 500 level with additional assignments as the 500 level. Not open to students with credit in SLAV 341 or SLAV 540.
Topics include current events, such as the resurgence of ethnonationalism, in which language and identity projects are aided by the internet and social media as well as case studies of emergent language-based nations. Students will gain an appreciation of the key role that languages play in creating a diverse Eastern Europe. This course will help prepare students for careers in international business, diplomacy, and politics, among others. This course is offered at the 300 and 500 level with additional assignments as the 500 level. Not open to students with credit in SLAV 340 or SLAV 540. Prerequisite: Membership in the College Honors Program or consent of instructor.
This course focuses on artistic representations of violence resulting from historical events such as World War II, Soviet collectivization, the Gulag, and political purges. We consider Soviet literature and film, including works by Isaac Babel, Andrei Platonov, Anna Akhmatova, and Alexander Solzhenitsyn. Readings in English. The course is offered at the 300 and 500 levels, with additional assignments at the 500 level.
Exploration of Slavic cultural forms such as literature, film, linguistics, arts, and press. Topics vary, and course may address topics across a narrow or broad time frame. May be repeated if content varies.
The Senior Capstone Seminar offers undergraduate majors an opportunity to define, design and execute a substantial research/creative project under the mentorship of a faculty member. The project integrates the knowledge and skills gained in the coursework for the major and across the undergraduate curriculum, and demonstrates the students competence in the field of Slavic studies. Prerequisite: Slavic major status, senior standing.
Independent study and preparation of honors thesis. Required of all students working for a degree with honors in Slavic languages and literatures.
The course is designed to acquaint students with the shifting manner of public discourse in Post-Soviet Russia and help them to explore in some depth cross-cultural communication between America and Russia. In addition to contemporary and historical background on Russian communicative practices, students examine discourse in business development, mass media, marketing, and advertising. All readings are in English.
An introductory survey of the literature and culture of the South Slavic peoples: the Slovenes, Croats, Bosniacs, Serbs, Montenegrins, Macedonians and Bulgarians. No language required.
A comparative study of several most representative and best works of 19th- and 20th-century Polish and Czech fiction and drama and their film adaptations. By providing a broad cultural and historical background of the works, the course offers a thorough introduction to modern culture of Poland and the Czech Republic. Readings and discussions are in English, and no knowledge of Polish or Czech is required.
This course covers the main grammatical categories of Russian, including word formation, case, animacy, voice and reflexive verbs, imperatives, aspect, and word order. It is intended not only for linguists but anyone seeking a better understanding of the grammatical systems of Russian. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 722. Prerequisite: Two years of Russian language study or the equivalent.
A study of the life and works of Fyodor Dostoevsky. In translation. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 732. Prerequisite: Any previous course in SLAV or RUSS.
A study of the life and works of Leo Tolstoy. In translation. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 734. Prerequisite: Any previous course in SLAV or RUSS.
Topics include current events, such as the resurgence of ethnonationalism, in which language and identity projects are aided by the internet and social media as well as case studies of emergent language-based nations. Students will gain an appreciation of the key role that languages play in creating a diverse Eastern Europe. This course will help prepare students for careers in international business, diplomacy, and politics, among others. This course is offered at the 300 and 500 level with additional assignments as the 500 level. Not open to students with credit in SLAV 340 or SLAV 341.
This course traces the evolution of the Russian novel from its beginnings with Pushkin and through the novels of Turgenev, Goncharov, Dostoevsky, Tolstoy, and others. In translation. Russian majors will read most works in Russian. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 760. Prerequisite: Two years of Russian language or consent of the instructor.
Individually tailored coursework in Slovene, from beginning to advanced level. Can include development of all four skills depending on the needs of the student. Prerequisite: Consent of instructor.
An exploration of the "woman question" in nineteenth-century Russia as treated in literary texts. Authors to be included are: Tolstoy, Turgenev, Dostoevsky, Chekhov, as well as women writers such as Karolina Pavlova and Evgeniia Tur, and prominent literary and social critics. Readings in English. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 764. Prerequisite: Any previous course in SLAV or RUSS.
A survey of post-Soviet literary art, from approximately 1985 to the present, dealing with a range of subjects including the emergence of literature from the strictures of socialist realism and its relationship to concepts of postmodernism and postcolonialism. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 767. Prerequisite: Any previous course in SLAV or RUSS.
This course focuses on artistic representations of violence resulting from historical events such as World War II, Soviet collectivization, the Gulag, and political purges. We consider Soviet literature and film, including works by Isaac Babel, Andrei Platonov, Anna Akhmatova, and Alexander Solzhenitsyn. Readings in English. The course is offered at the 300 and 500 levels, with additional assignments at the 500 level.
A comprehensive introduction to Russian, Soviet, and East European science fiction as it emerged in dialogue with utopian thinking, fantasy writing, and other cultural trends, and to how it responded to wider social contexts. Particular emphasis will be placed on the unique features of the Slavic science fiction tradition and its relationship the dominant Western forms of the genre. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 772. Prerequisite: Any previous course in SLAV or RUSS.
Examination in depth of the historical, social, intellectual, and artistic development of one or more major Slavic urban centers. This course is offered at the 600 and 800 levels, with additional assignments at the 800 level.
An examination of the cultural development of the South Slavs in the context of the Ottoman invasions and subsequent rule (14th-19th century), focusing on the frontier aspects of the Balkans, military culture, religion, economics and banditry, as well as other aspects of material and folk culture. No language requirement. Prerequisite: SLAV 316 or SLAV 508; or consent of instructor.
Introduction to the phenomena and problems of Slavic folklore. Prerequisite: Two years of Russian on the college level.
Readings in the period, in all genres. In translation; no prerequisite for non-Russian majors. Russian majors are required to have senior standing and read most works in Russian.
A study of the life and works of Vladimir Nabokov. In translation. No prerequisite.
Directed readings on Slavic culture in English. For non-majors. Prerequisite: Instructor permission.
Directed individual readings on various topics concerning Slavic linguistics. Prerequisite: Proficiency in at least one Slavic language, and consent of instructor.
Intensive study of a selected topic from Slavic languages, literatures, linguistics, or pedagogy.
A survey of West Slavic Literature and Civilization (Polish and Czech) from its beginnings to the present with emphasis on the most important trends: Renaissance, Romanticism, Positivism/Realism, Modernism and Avant-guard; Socialist realism, and Post-modernism. The course combines lecture, discussion and small group activities. Movie clips, recordings, and slides are used to reflect various cultural dimensions of West Slavic Civilization. No knowledge of Polish or Czech is required. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 506.
The Slavic languages and peoples, including briefly: their origin, prehistory, and early culture. Basic linguistic methodology as applied to Slavic material from the beginnings of Slavic linguistics to the present.
An introductory study of topics in language teaching research with the focus on higher education contexts. Intended for graduate students in any area of specialization related to foreign language teaching and learning. (Same as LA&S 720.) Prerequisite: Consent of instructor.
This course covers the main grammatical categories of Russian, including word formation, case, animacy, voice and reflexive verbs, imperatives, aspect, and word order. It is intended not only for linguists but anyone seeking a better understanding of the grammatical systems of Russian. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 522. Prerequisite: Two years of Russian language study or the equivalent.
A comprehensive introduction to Soviet cinema and its legacies in post-Soviet Russia. The course will examine what distinguished Soviet film industry from those in other countries and the ways in which it impacted the development of cinema worldwide. Films are analyzed both as artistic works (with attention to formal qualities, cinematic styles, and influences) and as documents that provide insight into the socio-political contexts of the times when they were made. We will also discuss influential contributions by Soviet filmmakers to our understanding of what makes film unique as an art form. The course is offered at the undergraduate and graduate level, with additional assignments at the graduate level. Not open to students with credit in SLAV 322/FMS 322. (Same as FMS 722.) Prerequisite: Graduate standing or instructor permission.
A study of the life and works of Fyodor Dostoevsky. In translation. No prerequisite. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 532.
A study of the life and works of Leo Tolstoy. In translation. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 534.
A course in the first written language of the Slavs (9-12th centuries AD), with discussion of Indo-European, Baltic and Common Slavic background. Prerequisite: Two years of Russian or the study of another ancient Indo-European language.
A detailed examination of the morphology and usage of verbal aspect in Russian and other Slavic languages, which is a particularly troublesome area for foreign learners of Russian. Prerequisite: SLAV 522.
This course traces the evolution of the Russian novel from its beginnings with Pushkin and through the novels of Turgenev, Goncharov, Dostoevsky, Tolstoy, and others. In translation. Russian majors will read most works in Russian. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 550. Prerequisite: Two years of Russian language or consent of the instructor.
A study of the development of Russian theatre and dramatic literature from 1898 to the present. Lectures and readings in English. (Same as THR 725.)
An exploration of the "woman question" in nineteenth-century Russia as treated in literary texts. Authors to be included are: Tolstoy, Turgenev, Dostoevsky, Chekhov, as well as women writers such as Karolina Pavlova and Evgeniia Tur, and prominent literary and social critics. Readings in English. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 564.
A survey of post-Soviet literary art, from approximately 1985 to the present, dealing with a range of subjects including the emergence of literature from the strictures of socialist realism and its relationship to concepts of postmodernism and postcolonialism. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 567.
A comprehensive introduction to Russian, Soviet, and East European science fiction as it emerged in dialogue with utopian thinking, fantasy writing, and other cultural trends, and to how it responded to wider social contexts. Particular emphasis will be placed on the unique features of the Slavic science fiction tradition and its relationship the dominant Western forms of the genre. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in SLAV 572.
An examination of the development of the Slavic languages from the Common Slavic period to the present, proceeding from Indo-European. Prerequisite: Graduate standing in Russian.
Required for all teaching assistants, assistant instructors engaged in the teaching of Slavic languages and persons planning for careers in teaching Slavic languages. Combines discussion of theoretical teaching concepts with practical solution of problems arising concurrently in Slavic language courses. Students enrolled for two or three hours will study advanced Slavic grammar topics and stylistics as they apply to the teaching of Slavic languages.
Topics in Slavic linguistics. Content will vary. May be repeated. Prerequisite: Ph.D. student in Slavic Languages and Literatures.
Dissertation Hours. Graded on a satisfactory progress/limited progress/no progress basis.
Slavic, German, and Eurasian Studies Courses
Basic language acquisition, including essentials of grammar, speaking, and writing standard Turkish.
Second-year course in Turkish language with emphasis on reading, composition, and conversation. Prerequisite: TURK 108.
As a country that is geographically in the middle of a strategic global region, a key NATO ally, a candidate for EU membership, and representing a mix of democratic traditions, military coups, and authoritarian leaders combined with periods of rapid and drastic socioeconomic transformation, for one reason or another, Turkey seems to always be a country under the spotlight. This course is designed to give an overview of Modern Turkey and familiarize the student with its history, society and culture. Topics to be covered include the early republican period, ethnic and religious minorities, religion and secularism, music, cuisine, women, gender and sexuality, religious and national holidays, cinema and TV, among others. The primary purpose of this course is to help students develop necessary analytical and interpretive skills to identify, compare, and analyze Turkish cultural practices, products and perspectives as they relate to basic social, political, and historical contexts. No background knowledge of Turkey or the Turkish language is required. (Same as GIST 310 and SLAV 310.)
This course introduces the student to Turkish culture, with a focus on the 20th and 21st centuries, mainly through films and literature. Among the topics are Turkey's geography, politics, history, religion, feminism, poetry, music and cuisine. This interdisciplinary course does not require any previous knowledge of Turkey or the Turkish Language; it is open to both undergraduate and graduate students. Representative works of major authors and film directors will be discussed and analyzed in their historical, political and theoretical contexts. The course is offered at the 300 and 500 levels, with additional assignments at the 500-level.
This course introduces the student to Turkish culture, with a focus on the 20th and 21st centuries, mainly through films and literature. Among the topics are Turkey's geography, politics, history, religion, feminism, poetry, music and cuisine. This interdisciplinary course does not require any previous knowledge of Turkey or the Turkish Language; it is open to both undergraduate and graduate students. Representative works of major authors and film directors will be discussed and analyzed in their historical, political and theoretical contexts. The course is offered at the 300 and 500 levels, with additional assignments at the 500-level. Prerequisite: REES 550 or permission of instructor.
Prerequisite: Two years of college-level Turkish and consent of instructor. May be repeated for credit if content varies.
Slavic, German, and Eurasian Studies Courses
First semester. Five hours per week of recitation and drill in the spoken language. Essentials of grammar, practice reading, writing and speaking Ukrainian.
Second year course in Ukrainian language with emphasis on reading, composition, and conversation. Prerequisite: UKRA 108.
This is a practical Ukrainian language course that will help students acquire advanced-level proficiency in the skills of speaking, reading, writing, and listening. Cultural understanding and pragmatic competence are given special emphasis. Taught in Ukrainian. Designed for students who have had two or more years of Ukrainian language. Prerequisite: UKRA 208 or consent of instructor.
This is a practical Ukrainian language course that will help students acquire advanced-level proficiency in the skills of speaking, reading, writing, and listening. Cultural understanding and pragmatic competence are given special emphasis. Taught in Ukrainian. Designed for students who have had two-and-a-half or more years of Ukrainian language. Prerequisite: UKRA 504 or consent of instructor.
Directed individual readings on various topics concerning the Ukrainian language. Prerequisite: Two years of Ukrainian.
Sociology Courses
The study of social life, including how human groups are organized, how they change, and how they influence individuals. Consideration is given to a variety of human organizations and social institutions and how these groups and institutions both determine, and are determined by, human beings. This course may not be taken for credit by those who have taken SOC 304.
The study of social life, including how human groups are organized, how they change, and how they influence individuals. Consideration is given to a variety of human organizations and social institutions and how these groups and institutions both determine, and are determined by, human beings. Open only to students on dean's honor roll or enrolled in Honors Program, or consent of instructor. May not be taken by those who also have credit for SOC 304.
This course examines crime in societies and the theoretical explanations for existing crime trends. The scholarly field of criminology is an interdisciplinary social science that is grounded in sociology. As such, this course considers crime and conflict through a sociological lens and, in doing so, often focuses on public perceptions, media portrayals, and the social construction of crime. We will examine types of crime defined as illegal, as well as types which are deviant but not illegal, and adopt a research emphasis. Therefore, students will learn the basic skills necessary for social scientific thinking that can translate easily to other social science courses and will be introduced to topics that are critical to the development of a comprehensive understanding of research on crime. The course is divided into two parts: 1) the measurement of crime and victimization, patterns of crime, and theoretical explanations of crime; and 2) select topics in criminology (e.g., mental illness and crime, gender and crime).
Description and analysis of the culture, structure, and development of societies that are historically unrelated to the traditions of Western civilization.
Discusses the way our identities, values, and behavior have been and continue to be shaped by social and situational factors. Attention is paid to the influence of factors like language, culture, social roles, specific social institutions, and broad structures of inequality and power on how we see ourselves and others. May not be taken by anyone who has completed SOC 305 or its equivalent.
This course is designed to explore competing explanations for the causes of, and cures for, the enduring problems of American society. The course critically analyzes dominant definitions of social problems, the political and economic roots of these problems, and the public policies aimed at reducing them. May not be taken by anyone who has already completed SOC 306 or its equivalent.
Explores competing explanations for the causes of, and cures for, the enduring problems of American society. Critically analyzes dominant definitions of social problems, the political and economic roots of these problems, and the public policies aimed at reducing them. This course may not be taken for credit by those who have taken SOC 160 or SOC 306. Open only to students admitted to the University Honors Program or by consent of instructor.
Data science is an interdisciplinary field that uses scientific methods, processes, algorithms and systems to derive knowledge and insights from data. This course teaches students the core concepts of inference and computing, working with real behavioral, economic, geographic, physical, social, and text data. Students obtain basic statistics training from a computational perspective using simulation to answer questions, explore problems, and delve into social issues surrounding data analysis such as privacy and design. (Same as ECON 199, POLS 199 and PSYC 199.)
A sociological introduction to selected topics of current interest in Sociology. Please refer to the schedule of classes for current topics offered. Check the Sociology Department website for course descriptions of current special topics course offerings. May be repeated for credit as topics vary.
Analysis of the family as a social institution primarily in the U.S. context. Topics considered are: current and historical changes in how the family is constituted, contrasting sociological theories of family relationships, sexuality in relation to family life, the coexistence of love and hate in families, family dissolution and reformation, and the care of children. A key theme is diversity: social class, gender, race/ethnicity, and age. May not be taken by anyone who has already taken SOC 308 or its equivalent.
This course provides a broad multidisciplinary overview and introduction to the study of health and society. We will explore various social contexts and factors that contribute to health and how these are examined through different disciplinary perspectives, emphasizing the contributions of social research from several disciplinary traditions such as anthropology, economics, social epidemiology, geography, political sciences, psychology, public health, and sociology. You will learn key concepts, conceptual frameworks, and analytical tools different social science disciplines use and what each brings to the study of health and society. We will examine the social distribution of health and illness in the United States and the role of social factors in creating and perpetuating social inequalities in health. Societal values and ethical issues in health and healthcare will also be addressed.
An introduction to the nature and methods of social research, including both qualitative and quantitative approaches. Topics may include: hypothesis formulation and testing; how to design a research project, collect and analyze data; elementary statistical procedures; and ethical issues. Prerequisite: SOC 104 or SOC 105 or SOC 304.
This course is designed for the study of special topics in Sociology at the freshman/sophomore level. Course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Discusses the way our identities, values, and behavior have been and continue to be shaped by social and situational factors. Attention is paid to the influence of factors like language, culture, social roles, specific social institutions, and broad structures of inequality and power on how we see ourselves and others. This course provides a more intensive coverage of the subject matter than that provided in SOC 150. May not be taken by anyone who has already taken SOC 150 or its equivalent.
This course is designed to explore competing explanations for the causes of, and cures for, the enduring problems of American society. The course critically analyzes dominant definitions of social problems, the political and economic roots of theses problems, and the public policies aimed at reducing them. This course provides a more intensive coverage of the subject matter than that provided in SOC 160. May not be taken by anyone who has already completed SOC 160 or its equivalent.
Analysis of the family as a social institution primarily in the U.S. context. Topics considered are: current and historical changes in how the family is constituted, contrasting sociological theories of family relationships, sexuality in relation to family life, the coexistence of love and hate in families, family dissolution and reformation, and the care of children. A key theme is diversity: social class, gender, race/ethnicity, and age. This course provides a more intensive coverage of the subject matter than that provided in SOC 220. May not be taken by anyone who has already taken SOC 220 or its equivalent.
This course addresses the role organizations play in the creation and reproduction of inequality. It reviews basic perspectives on how organizations shape stratification along lines of social class, gender, race and ethnicity, as well as how organizations function as vehicles of power and influence in economics, politics, technology, health, education, and popular culture. In relation to these topics, the course also addresses the nature of organizations as sources of stability and change in society.
This class focuses on economic inequality and the political and social forces that create and sustain it in the United States and internationally. The variables of race, ethnicity, status, and gender are analyzed as they relate to the differences in the distribution of wealth and power, and attention is paid to how these multiple variables shape opportunities.
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 AMS 324.)
Comparative examination of the health status of men and women in relation to key elements of contemporary societies, including not only medicine and health care services, but also systems of social inequality and stratification, cultural constructions of gender, and social policies. Emphasis will be placed on the U.S.; however, the course also will provide international comparisons and an overall global context.
The social structure and organization of American society with special reference to long-term and recent social changes. (Same as AMS 330.) Not open to students with credit for SOC 132. Prerequisite: A principal course in sociology.
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 AMS 332).
The social structure and organization of American society with special reference to long-term and recent social changes. Not open to students who have credit for AMS 330 or SOC 330. Open to students in the University Honors Program, students on the dean's honor roll, and by permission of the department.
Examination of the process of urbanization in modern societies, including the size, growth, functions, and ecology of cities and systems of cities; such urban social institutions as the economy, politics, and the family; and major contemporary urban policies and problems. Each topic will be analyzed from several sociological perspectives. Prerequisite: A principal course in sociology.
International migration reshapes politics, economics, social relations, and racial/ethnic identities. Using the United States and other countries as case studies, we explore the variations among immigrant groups and their experiences in social institutions such as the family, religion, education, labor market, and government. We consider the influence of national origin, gender, class, and culture on immigration and reception experiences, as well as issues of assimilation, transnationalism and identity. Prerequisite: SOC 104.
Race is an ever-present feature of American life. It is a polarizing topic in our politics and a prism through which we perceive social differences. In this course, we examine the major institutions and societal forces that shape the reality of race in thought and in material reality. Moving from past to present, we consider how slavery, segregation, the urban ghetto, and mass incarceration contribute to the social construction of race. By reviewing traditions of research on race in the U.S. and abroad, students will analyze how legacies of race and racism in the U.S. continue to influence our identities, culture, politics, and relations of power and inequality.
A historically-conscious, sociological exploration of political, cultural and health issues involved in transnational migration, this course invites the student to situate current transnational migration within specific historical social processes within both postcolonial Africa and the postcolonial West. The course examines parallels from the experience of migration in other parts of the world, specifically Asia and Latin America. The aim is an understanding and appreciation of both the interconnectedness of the world's peoples and, crucially, of the world's histories.
This course explores theories and concepts related to collective behavior and social movements. We will examine why people protest, what strategies and tactics activists use and why, and the conditions under which protest succeeds or fails. We will focus on contemporary social movements in the United States, examining dissent and activism of both the political left and right.
This course examines changing methods of social control in society. Social control can be formal (e.g., law and criminal justice system) or informal (e.g., families, peer groups). This course examines the ways that we, as a society, attempt to respond to matters such as deviance, illness, crime, and poverty. This course will survey the many varieties of formal and informal social control faced by individuals in society, and the ways in which individuals resist and conform to various disciplinary and control regimes. Prerequisite: a principal course in Sociology.
This class explores the role of cultural forms (music, film, fashion, food, and art) in everyday life. Throughout the semester, we will critically engage with core topics in cultural sociology, including, how culture reflects the social order, the role of culture in reproducing race, gender, and class inequality, the processes by which cultural forms are socially created and received, and the relationship between culture and historical change.
An overview of sociological theory and research on culture created and distributed through the mass media and its role in shaping our common sense interpretations of our daily lives. Topics include the social organization of the media, the relation between popular culture and the media, themes communicated in various elements of popular culture, and how various groups interpret cultural messages and incorporate them in their lives.
An introduction to social scientific data analysis, with an emphasis on descriptive and inferential statistics. Specific topics include sampling, measures of association and correlation, significance testing, the logic of causal inference, the use of computer programs for data analysis, multivariate analysis, and the critical evaluation of social science research findings. Prerequisite: MATH 101.
This course is focused on the relationships between human beings and the planet (the environment, resources, places). We explore the major insights of sociology (primarily how to understand power and inequity) and apply them to our relationship with climate change, environmental justice, water, land, soil, food, viruses, animals, each other, and the future. Using the concept of the sociological imagination that connected one’s biography with one’s historical and class context as a starting point, this course expands C. Wright Mills’ foundational insight to incorporate both the background knowledge of environmental relationships between society and the planet. This course also builds a research skillset to understand, debate, and develop them at the same time. Skill-building assignments develop research skills related to library searching, research question formation, assessing and using valid sources, sociological observation, interviewing, and data analysis. Combined with a diverse set of readings, we explore the social, cultural, political, legal, and ethical debates that shape the contemporary and unfolding environmental issues. Topics may include environmental justice, environmental social movements, science communication, sustainability, biodiversity, environmental ethics, policy, land use change, and greenwashing. (Same as EVRN 384.)
This course introduces key concepts in environmental sociology. The core goal of environmental sociology is to understand the relationship between society and the planet. Environmental sociology explores the relationships between social systems and the ecosphere, including interdisciplinary work that explores interactions within and between institutions, social groups, and natural and built environments. Environmental Sociology also includes study of the origins and impacts of technology, the social causes of environmental change, the environmental causes of social change, and the consequences of social inequalities and power relationships for socio-environmental dynamics. As human beings we live in the natural world and use its resources including the air, soil and water, yet we often separate ourselves from nature. Environmental sociology opens a dialogue between people and nature that will be explored through readings, discussion and assignments related to important environmental issues in Kansas and beyond, including climate change, energy production and consumption, material inequality, environmental justice, transportation, food and agriculture, and ethical frameworks. In particular this course uses sociological theory and sociological environmental research to illuminate the identification, evolution, and potential solution pathways to environmental social problems. (Same as EVRN 385.)
The Sociology of Global Food offers a critical examination of the global food system since the Industrial Revolution. Topics include the industrialization of agriculture, sustainable agriculture, and the role of food and agriculture in organizing society. This course discusses the emergence of current debates around food and agriculture including food activism, technological developments, human/environment relationships, and labor issues. There is a lab component to this course. (Same as EVRN 386.) Prerequisite: Junior standing.
The study of selected topics of current interest in Sociology. Check the notes section in the schedule of classes for the description of this course. May be repeated for credit as topics vary.
The study of selected topics of current interest in Sociology. Contact department for course descriptions of current offerings. May be repeated for credit as topics vary. Open only to students in the University Honors Program, or consent of the instructor. Prerequisite: Enrollment in the University Honors Program, or consent of the instructor.
A survey of theory and research in social gerontology, giving primary attention to aging and the aged as affected by social organization, including such social institutions as familial, economic, political, and health care; organizational processes such as social stratification; and living environments including community and housing. In these contexts, certain demographic, cross-cultural, social-psychological, and physiological aspects of aging will also be considered.
The primary purpose of this course is to provide an understanding of the ways in which the experiences of death and dying are shaped by social structures. This course will also acquaint the student with the social implications of death and dying and to examine death-related behaviors, both individual and collective, through which these aspects of life are experienced. This course covers theoretical, practical, cross-cultural and historical aspects of death and dying. Social, psychological, biomedical, economic and legal issues surrounding death and dying are explored. Students examine their own ideas, feelings and attitudes towards death and dying, and reflect on the origins and significance of those beliefs. Prerequisite: Junior or Senior Standing.
This introductory course in medical sociology examines how social factors influence health and the organization of medical services. Students explore the distribution and experiences of illnesses across key social categories (e.g., gender, social class, etc.) The course also addresses contemporary issues in health and medicine, such as how health care systems vary cross-nationally, the training of health care workers, patient-physician relationships, and the use of medical technologies.
The course explores social dimensions of health throughout the world. It examines how infectious and degenerative diseases have reflected and affected the demographics, social structure, economy, and culture of societies, and how societies have mobilized their political, economic, social and cultural resources to deal with health challenges. It focuses in particular on the role of socioeconomic inequality-both within and across countries-in shaping the emergence, spread, prevention, and treatment of disease. Prerequisite: A sociology course at the 100 or 200-level.
This course is designed to give an introduction to the history, conceptions, and social determinants of mental health and mental illness. We will be paying explicit attention to the sociological perspective on mental health. A unique feature of this perspective is its emphasis not in the brain or genetics, but in how social factors influence and are influenced by mental health status. This course will focus on several topics, including 1) how the definition of mental health/illness changes across time and place; 2) the social causes and consequences of mental illness; 3) the unequal distribution of mental health/illness across social groups; 4) societal responses to mental illness in the healthcare system, prisons, and the media, and 5) other select topics.
This course examines education as a social institution and the reciprocal relationship between schools and society. It focuses particularly on the relationship between education and inequality and on education in the U.S., but also includes international comparisons. Prerequisite: Junior or Senior standing or permission of instructor.
A systematic introduction to cross-cultural issues from the standpoint of sociology, designed to acquaint students with the full range of substantive and methodological issues that arise in comparative sociological inquiry, with a primary focus on non-western societies. Specific topics to be addressed may include war and peace, stratification and inequality, race and ethnicity, and political authority and power, all viewed in the light of cross-cultural research and theory.
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 AMS 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 AMS 437.)
An overview of sociological theory and research on the social practices constructing men and women as "opposites" and creating systematic inequality between them in class-, race-, and nation-specific ways. We consider arguments and evidence that gender is something we are, something we do, a part of every social institution, and a major aspect of how we are organized as a society.
An analysis of how economic organizations such as firms and markets are embedded within broader social structures with attention being given to such topics as: world economic crises and their social bases; capitalist and socialist economies; primitive and advanced economic systems; multinational corporations; the nature of housework; and the transformation of economic systems.
Advanced analysis of the social organization and cultural processes of deviance, including crime, violence, and social control. The course surveys and applies sociological, as well as criminological, theoretical perspectives in deviance. Particular attention is paid to the economic, gender, sexual, and racial inequalities and diversity of experience that shapes, and is shaped by, deviance in American society.
This class applies a sociological perspective to the various forms of violence that beset modern society. We will consider a range of behavior and practices commonly considered violent, including suicide, harassment, sexual assault, street crime, gun violence, terrorism, and genocide. We will address the extent, impact, and sociological significance of these forms of violence. We will also consider the failures and successes of various organizational, institutional, and legal solutions to violence.
An overview of social science theory and research on the practices for keeping close watch on people. Surveillance strategies are adopted in the interests of security, governance, and commerce, but also for personal care, empowerment, resistance, and even play. We consider a host of social, political, ethical, and legal questions related to long-standing notions of privacy, civil liberties, and personal autonomy.
An introduction to the principal texts in sociological theory and the ideas that made them important. Primary materials are emphasized, ranging from medieval to the current age. The goal of the course is to show continuity and change in the theoretical tradition of sociology, and to demonstrate the continued importance of classical ideas. Prerequisite: SOC 104 or SOC 105 or SOC 304 or permission of instructor.
The purpose of this course is to encourage students to think sociologically about social issues by working as volunteer interns for non-profit community or campus organizations. Enrollment must be approved by a faculty mentor and the departmental Undergraduate Studies Committee. For additional information go to the Sociology department website. Prerequisite: 21 credits in sociology with a 3.0 GPA and permission of the instructor.
This course is designed for the study of special topics in Sociology at the junior/senior level. Course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
Intensive study and research under faculty direction including the writing of a thesis. Enrollment may be split between two semesters, but no grade will be given until completion of the thesis. Admission to honors candidacy is open only to majors who have shown a marked capability for independent study and have completed either SOC 280 or SOC 480.
A consideration of problems in the conceptual and empirical definition of occupations and professions. It will involve the examination of the process of professionalization, the differentiation and integration of labor, career patterns, the work situation, the study of leisure, and the social consequences of changes in occupations and professions. Prerequisite: A principal course in sociology.
Addresses sociological aspects of the growth of transnational economic, cultural, institutional, and political interconnections, the freer and faster movement of goods, images, ideas, people, and institutional forms across national borders, and the consequences and problems of these processes. The focus is on recent (later 20th century to the present) global restructuring in the context of historical shifts in capitalist development. (Same as GIST 529.) Prerequisite: SOC 104 or GIST 220.
The sociological analysis of social, historical, and contemporary issues pertaining to the Middle East and to relations between the Middle East and other regions of the world. We use sociological theoretical perspectives to address such topics as nationalism and identity; religion, race and ethnicity; gender, socioeconomic development, and sociopolitical and economic relations with the United States. Prerequisite: One of the following: SOC 104, SOC 110, SOC 150, SOC 160, or SOC 220.
Analysis of various sociological perspectives and/or the application of various perspectives to a given social phenomenon. May be repeated as topics vary. Prerequisite: A principal course in sociology.
This course gives students a basic understanding of Islam and Islamic movements, explores the economic, social, political, and cultural context in which these movements take place, and examines the impact of Islam on politics in select countries. Issues such as the intersections of political Islam and democratic politics, state regulation of Islam, religion and Islamism's role in nation-building, formal state institutions and opposition movements in authoritarian contexts. We also look at the complex ways in which religion intersects with gender dynamics and identity politics in Muslim-majority countries. Students will be guided throughout the course to develop a synthesizing research project that draws from other courses and includes a presentation of the findings of the research. Not open to students with credit in GIST/POLS 467. (Same as GIST 667 and POLS 667.) Prerequisite: A principal course in sociology, POLS 150, or consent of instructor.
Legal systems for handling offenders and the development of the laws creating these systems. Emphasis on the various parts (police, courts, probation, penal institutions, and parole) of the system will vary. Prerequisite: A principal course in sociology.
Library or field research either as part of an ongoing project or as an independent study project. One to twelve hours. May be taken from one or more faculty during one or more semesters, the total hours not to exceed 12. No more than 3 credits may be applied to satisfy requirements for the sociology major. Prerequisite: Two courses in sociology and consent of instructor.
In this capstone course, students synthesize the knowledge gained in their substantive courses and use the skills developed in their methodology courses to design and conduct a research project on a current social issue or meeting the research needs of a local community group. The outcome will be a professional quality research report. Prerequisite: SOC 380 or permission of the instructor.
Each seminar will explore problems at the intersection of sociology and history. Topic and instructors will be announced in the Schedule of Classes. Seminars will be offered by different instructors on different topics and students may take more than one topic. No prerequisite.
This course will offer a range of sociological perspectives on the role of gender in society. The particular substantive focus will vary each semester to allow flexibility for in-depth analysis of gender relationships in such areas as politics, health and aging, and work. Prerequisite: Graduate standing or instructor permission.
A comprehensive review of the major theoretical and empirical approaches used in the study of institutionalized social inequality. Reference to the origins, forms, cultural and structural variations and their changes over time, consequences and ideologies of social inequality. Prerequisite: A distribution course in sociology.
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, AMS 767, and PSYC 787.)
Topics will vary from semester to semester and instructor to instructor to allow flexibility for in-depth analysis of particular topics.
This seminar will focus on the later 19th and early 20th century "theories of society," addressing the origins and developmental tendencies of Western modernity and their relation to premodern social orders. Primary texts of the major theorists (e.g. Marx, Durkheim, Nietzsche, Weber, Simmel, and Mead) will be studied in historical context. The tradition's analytical and critical resources and problematic features will also be explored. Finally, the connections between this tradition and contemporary sociological approaches will be explored.
The goals of this course are to understand the characteristics of sociologically interesting and rigorous research and to design a research proposal that shares those characteristics. Students will read books and articles representing a variety of research approaches (ethnographies, surveys, interviews, document analyses, historical studies, comparative research, etc.), and will analyze those approaches in order to understand their theoretical and methodological significance. Students will also distribute their proposals to the other students in the course for comment and critique. Assignments will include a research proposal such as a draft for an external grant proposal, M.A. thesis proposal for students at the M.A. level or a dissertation proposal draft for students at the Ph.D. level. Course may be repeated for credit toward graduate degree. Prerequisite: The course is open only to students enrolled in the Sociology graduate program.
The use of the scientific method to study social phenomena including: the formulation and testing of hypotheses; techniques for collecting data; measuring social variables; interpreting research findings; the relationship of theory and facts. Course may be repeated for credit toward graduate degree. Prerequisite: The course is open only to students enrolled in the Sociology graduate program.
Consideration of quantitative methods of analysis including both parametric and non-parametric techniques. Prerequisite: A course in statistics.
This course offers an overview of the different perspectives and key arguments comprising the field of political sociology, including both classical and contemporary readings. The issues studied in this field include the nature of power and the nature of the state, relations between state and society, and social movements, political organization and civic participation, political culture, voting behavior, comparative political systems, warfare, democracy and economic development, citizenship, nationalism, revolutions, and globalization.
This course provides students with an analytic understanding of the organization, professional, and interpersonal behavior that characterizes contemporary health and health care. Emphasis is placed on examination and integration of conceptual frameworks theories, and research findings bearing on basic behavioral/managerial issues such as authority relations in health care settings, models of illness behavior and health services utilization, the impact of organizational structure on employee and client attitudes and behavior, and the culture of professional medicine in relation to patient care.
Provides a broad survey of major developments in the field. Topics include the intellectual origins of international political economy; the historical evolution of the international system; North-South and Western trade, investment, and monetary relations; foreign aid, debt technology transfer, development, international economic institutions (e.g., International Monetary Funds, World Bank, Multinational Corporations, etc.). (Same as POLS 973.)
Individual study of special topics or problems by students working on a master's degree.
This course covers matters relating to the teaching of discussion sections in sociology. Topics covered will include the current week's reading assignments, material that will be covered in the lecture, upcoming exams or other assignments, and potential activities for discussion sections. This course does not count toward completion of 54 hours of graduate credit hours required for the PhD program in sociology. Graded on a satisfactory/unsatisfactory basis. Prerequisite: A current GTA appointment to lead discussion sections in sociology.
Thesis hours. Graded on a satisfactory progress/limited progress/no progress basis.
Each seminar will explore problems of theory in sociology. Topic and instructor will be announced in the Schedule of Classes. Seminars will be offered by different instructors on different topics, and a student may take more than one topic.
The focus of the course is on prominent late twentieth and early twenty-first century social theorists (e.g., Daniel Bell, Pierre Bourdieu, Michel Foucault, Anthony Giddens, Nancy Fraser, David Harvey, Alex Honneth, Jean Baudrillard), who have had substantial impact on North American social thought and sociology and often in other parts of the globe as well. The texts focus on large-scale, national and global sociocultural and socioeconomic structures, cultural formations, and social changes. The course stresses primary readings but also addresses the various approaches in historical, intellectual, and political context, their relations to earlier classical theories, and connections to more specialized sociological practices.
Each seminar will explore problems of methods in sociology. Topic and instructor will be announced in the Schedule of Classes. Seminars will be offered by different instructors on different topics, and a student may take more than one topic.
Each seminar will explore problems of social organization in sociology. Topic and instructor will be announced in the Schedule of Classes. Seminars will be offered by different instructors on different topics, and a student may take more than one topic.
Individual study of special topics or problems by students working on a doctorate.
The main objective of this course is to help students understand and deal with several "nuts and bolts" professional issues regarding the discipline of sociology and being a professional sociologist. This course is for advanced doctoral students who are close to being on the job market, whether they are pursuing academic or non-academic careers.
Dissertation hours. Graded on a satisfactory progress/limited progress/no progress basis.
Spanish & Portuguese Courses
This course introduces students to the essential vocabulary and fundamentals of grammar of Brazilian Portuguese through practice in speaking, listening comprehension, reading and writing. Active preparation and participation required. Classes conducted in Portuguese. Emphasis on conversation.
Designed for students with intermediate proficiency in Spanish (or with previous work in Portuguese) to acquire proficiency in Portuguese more rapidly. Covers the same material as PORT 104 and PORT 108 and prepares students to intermediate level study of Portuguese. Prerequisite: SPAN 111 or SPAN 108 or consent of instructor.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Portuguese. 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
Prehistoric and colonial Portuguese origins of Brazil and its independent development in the nineteenth and twentieth centuries. Key aspects of economic, political, and social factors; special attention to intellectual history. Readings in English.
Introduction to Brazilian cultural and literary studies. Critical readings and interpretation of Brazilian cultural expressions with emphasis on acquiring the skills and vocabulary for discussing and writing critical analyses. Conducted in Portuguese. Not open to students who have taken PORT 540. Prerequisite: Grade of A or B in PORT 216 or consent of instructor.
A topics course dedicated to the study of special historical moments, authors, or themes in Brazilian literary and cultural history. Topics studied always lead to an examination of Brazilian culture and society through the critical study of literature, film, and music, in contrast with aspects of U.S. culture or other Latin American societies. Although the course may cover multiple genres and periods, it always emphasizes the plurality of Brazilian people, its history of slavery and immigration, diverse ethnic composition, rich religious milieu, and complex class system. Students also discuss the differences between the geographical regions in the country, and discuss controversial topics such as racism and religion. Given the historical similarities between the two societies, students must confront the experiences they learn about in Brazil to similar ones in the United States.Course conducted in Portuguese and may be repeated for credit as the topic varies. Not open to students who have taken PORT 547. Prerequisite: PORT 216 or consent of instructor.
Cultural studies approach to contemporary Brazilian society for students interested in business. Explores how Brazilians negotiate their place in a global cultural context and how they perceive business. Readings include selections from literature, history, journalism, social analysis, and popular culture and business. Exercises help English speakers develop analytical skills, as well as vocabulary and communication skills related to business and professional life in Brazil. Not open to students who have taken PORT 548. Prerequisite: PORT 216 or consent of instructor.
A theoretical and historical approach to Brazilian film with particular attention to thematic concerns, such as cultural and national identity, and of literary discourse. Given in Portuguese or English. May be repeated for credit as topic varies. Students will be expected to attend film screenings in addition to regular class meetings. Not open to students who have taken PORT 565. Prerequisite: Consent of instructor.
Conversational reinforcement with an emphasis on oral communication skills in a cultural context. Two class meetings per week. Prerequisite: PORT 212 or consent of instructor.
Direct readings in (a) fields not covered by student's course work, and/or (b) field of student's special interest approved by the department. May be repeated for credit if content varies. Prerequisite: PORT 216 and three-hours upper-division credit in Portuguese, or consent of instructor.
A study of Brazilian culture with emphasis on one or more of the following aspects: history, politics, ethnology, anthropology, religious and secular traditions, issues of cultural identity, music, art, architecture, and popular culture. Available only to study-abroad participants. May be repeated for credit if content varies.
A study of the literature of a particular author, group of authors, period, genre, region, or theme. Available only to study-abroad participants. May be repeated for credit if content varies.
This is a composition course for students with an intermediate level of the language to develop control of written communication at an advanced level. Advanced composition, conversation, and stylistics, plus an introduction to Brazilian literature. Prerequisite: Four semesters of Portuguese, or consent of instructor.
Contrastive phonological and morphological analysis of standard Spanish and the major dialect of Brazilian Portuguese, followed by a presentation of major grammatical and phonological stumbling blocks for Spanish speakers. Drills on grammar, syntax, and pronunciation emphasize those areas in which Brazilian Portuguese differs most significantly from Spanish. Prerequisite: Graduate student status in Spanish. Undergraduates in Spanish may be admitted with consent of instructor.
The development of the novel in Brazil and analysis of representative works of the nineteenth and twentieth centuries. Prerequisite: A fourth semester course in Portuguese or consent of instructor.
A survey of Brazilian cultural expressions and literature in the Twentieth Century. Conducted in Portuguese. Prerequisite: PORT 216 or consent of instructor.
May be taken more than once; total credit not to exceed five hours. Directed private readings with conferences with instructor. Prerequisite: Consent of department.
Topics vary by semester. The course may be taken more than once, with full credit, provided there is no duplication in the material covered. Conducted in Portuguese.
Spanish & Portuguese Courses
Provides an overview of the field of Hispanic Studies. Emphasizes developing an understanding of opportunities in Spanish and Portuguese at KU and the Spanish and Portuguese program curricula, exploring service-learning and other extracurricular options available at KU and beyond, and helping students plan goals for their education through an understanding of their personal values and aspirations as they relate to the field. Graded on a satisfactory/unsatisfactory basis.
For beginning students of Spanish who do not place into SPAN 111. Active preparation and participation required. Classes conducted in Spanish. Not open to native speakers of Spanish.
Activities to improve elementary level conversation skills. Does not fulfill any portion of the College of Liberal Arts and Sciences foreign language requirement. Available only to study abroad participants.
This course prepares students for Intermediate level study of Spanish. Active preparation and participation is required. Classes conducted in Spanish. Not open to native speakers of Spanish. Prerequisite: Completion of SPAN 104 or placement. See departmental guidelines.
For students who have had some previous study of Spanish, but who do not place into the Intermediate level. This course prepares students for Intermediate level study of Spanish. Active preparation and participation required. Classes conducted in Spanish. Not open to native speakers of Spanish. Prerequisite: At least one previous high school or college course in Spanish or placement. See departmental guidelines.
For students in their first year of language study or the equivalent. An intensive orientation to the culture of Spanish-speaking countries. Includes elements of grammar, conversation, and composition. Available only to study abroad participants. Will not count toward the Spanish major nor the language requirement. May be repeated for credit if content varies.
A continuation of SPAN 170. For students in their first year of language study or the equivalent. An intensive orientation of the culture of Spanish-speaking countries. Includes elements of grammar, conversation, and composition. Available only to study abroad participants. Will not count toward the Spanish major nor the language requirement. May be repeated for credit if content varies.
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 AAAS 250, GERM 240, LING 250 and SLAV 250.) Prerequisite: Study of a foreign language, minimum two semesters of the same language.
A fully integrated content-based and form-focused approach to intermediate-level Spanish. Students process and practice a wide range of vocabulary and grammatical structures in order to complete tasks that promote critical exploration of the Spanish-speaking world and the development of listening, reading, speaking, writing, and intercultural competencies. Classes conducted in Spanish. Not open to native speakers of Spanish. Prerequisite: SPAN 108 or SPAN 111 or placement. See departmental guidelines.
A continuation of SPAN 212. A fully integrated content-based and form-focused approach to intermediate-level Spanish. Students process and practice a wide range of vocabulary and grammatical structures in order to complete tasks that promote critical exploration of the Spanish-speaking world and the development of listening, reading, speaking, writing, and intercultural competencies. Emphasis on process writing. Classes conducted in Spanish. Not open to native speakers of Spanish. Prerequisite: SPAN 212 or placement.
For students in their second year of language study or the equivalent. An intensive orientation to the culture of Spanish-speaking countries. Includes elements of grammar, conversation, and composition. Available only to study abroad participants. Will not count toward the Spanish major nor the language requirement. May be repeated for credit if content varies.
A continuation of SPAN 270. For students in their second year of language study or the equivalent. An intensive orientation to the culture of Spanish-speaking countries. Includes elements of grammar, conversation, and composition. Available only to study abroad participants. Will not count toward the Spanish major nor the language requirement. May be repeated for credit if content varies.
The development of social and cultural patterns in the Spanish-speaking world, including the intersection of those patterns with issues related to politics, economics and/or personal values. Assigned readings may be in English or in Spanish. Does not count toward the Spanish major. Prerequisite: SPAN 108, SPAN 109, or SPAN 111; or two years of high school Spanish.
A broad historical study of the Spanish Inquisition from 1478 to its afterlife in modern culture, including its use in political debates and its depiction in popular culture. Topics include anti-Semitism, the nature of the inquisitorial investigation, the use of torture, censorship and the relationship between the Inquisition, the Spanish monarchy and other religious and lay authorities. Taught in English. Will not count toward the Spanish major. (Same as HIST 325 and JWSH 315.)
Analysis of the most important morphological and syntactic phenomena with an emphasis on their form and function through a review of salient grammatical points in preparation for advanced work in Spanish. Recommended for students who have completed Spanish 216, 217, or 220 with a grade of C or higher, or placement through examination. Course does not count toward the Major. Prerequisite: Four semesters of college-level Spanish or the equivalent. Students who have taken SPAN 324 or SPAN 325 may take this course with the permission of instructor.
Systematic review of writing in Spanish, intensive study of vocabulary and stylistics for formal written communication, and development of essential writing and analytical skills for advanced courses in Spanish. Prerequisite: SPAN 216 or SPAN 220 with a grade of C or higher; or SPAN 322, or consent of instructor.
Systematic grammar review and development of essential writing skills for advanced courses in Spanish. Recommended for students with a grade of B or better in SPAN 216 or SPAN 220. Concurrent enrollment in SPAN 328 is strongly recommended, and completion of both SPAN 324 and SPAN 328 is required for enrollment in SPAN 340 and SPAN 346. Prerequisite: SPAN 216 or SPAN 220 with a grade of C or higher; or SPAN 322.
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 AMS 325.) Prerequisite: SPAN 216, 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.
This course is designed to provide students with the linguistic and cultural competencies necessary to communicate with and help treat Spanish speaking patients with limited English proficiency. Includes a general review of pertinent grammar, specific vocabulary groups relating to assessment and care of patients, vocabulary to establish rapport, and discussions leading to cultural competencies. Students who have completed SPAN 424 or above may take the course with the permission of the instructor. Prerequisite: Completion of SPAN 216 with a grade of C or better.
Conversational reinforcement of topics presented in SPAN 323 or SPAN 324 with an emphasis on oral communication skills in a cultural context. Concurrent enrollment in SPAN 324 is strongly recommended. Completion of both 324 and 328 is required for enrollment in SPAN 340 and SPAN 346. Two class meetings per week. Not available to study abroad participants. Prerequisite: SPAN 216 or SPAN 220 with a grade of C or higher; or SPAN 322.
Open to students who have completed SPAN 328 and heritage speakers. Native speakers may take the course with permission of the instructor. The course topic will focus on Spanish conversation in a particular professional setting, such as business, theater, law, film, medicine, and fine arts. Course may be repeated for credit if the topic varies. Prerequisite: SPAN 328 or consent of instructor.
An opportunity for students to utilize and improve their Spanish language skills in an internship or volunteer work in business, schools, government, hospitals, churches, and various types of service organizations. Students must have approval of instructor to register and must provide written confirmation of acceptance for volunteer work in an agency that provides service to a Spanish-speaking public before the course begins. Periodic supervisor evaluations and a reflection journal in Spanish are required, in addition to other materials requested by the instructor. Class format may be an independent internship taken for variable credit under instructor supervision. Will not count toward Spanish major. Prerequisite: Students must have completed a minimum of 12 hours of Spanish in courses at the 200-level or above, and completion of SPAN 324 with a grade of B or better.
Critical readings and interpretation of Hispanic literatures, with emphasis on acquiring the skills and vocabulary necessary for discussing and writing literary analyses. Taught in Spanish. Prerequisite: SPAN 323, or SPAN 324 and SPAN 328, or SPAN 325. A grade of B- or higher in SPAN 323 or SPAN 324 or SPAN 325 is strongly recommended for students enrolling in this course. Concurrent enrollment in SPAN 346 is strongly recommended.
This course offers an introductory overview of Hispanic cultures, focusing on the political, economic, social, linguistic, and artistic development that shaped the historical and cultural bonds between Latin America and Spain. Enhances the cultural competence acquired in previous Spanish classes and prepare students for upper-level work in the major. Taught in Spanish. Prerequisite: SPAN 323, or SPAN 324 and SPAN 328, or SPAN 325. A grade of B- or higher in SPAN 323 or SPAN 324 or SPAN 325 is strongly recommended for students enrolling in this course. Concurrent enrollment in SPAN 340 is strongly recommended.
An intensive orientation to the culture of Spanish-speaking countries. Also includes elements of grammar, conversation, and composition. Available only to study-abroad participants. Will not count toward the Spanish major. May be repeated for credit if content varies.
A continuation of SPAN 370. An intensive orientation to the culture of Spanish-speaking countries. Also includes elements of grammar, conversation, and composition. Available only to study abroad participants. Will not count toward the Spanish major. May be repeated for credit if content varies.
Extensive practice in writing, with attention to vocabulary, grammar usage, and discourse structure. Thorough review of syntax and grammar. Conducted in Spanish. Concurrent enrollment in SPAN 428 is strongly recommended. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Emphasis on developing fluid expression of opinions, ideas, and points of view through discussion of selected texts and cultural materials. Two class meetings per week. Taught in Spanish. Concurrent enrollment in SPAN 424 is recommended. Prerequisite: SPAN 340 or consent of instructor. A grade of C or higher in SPAN 340 is strongly recommended for students enrolling in this course.
A topics course dedicated to the study of special historical moments, topics, authors, or themes in literary and cultural history. Readings will include selections from both Spain and the countries of Spanish America. The course may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
A topics course dedicated to the study of special historical moments, topics, authors, or themes in Spanish literary and cultural history. The course may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. This course may be used to partially or fully fulfill 400-level peninsular Spanish literature requirement. Prerequisite: SPAN 340 or consent of instructor. A grade of C or better in SPAN 340 is strongly recommended for students enrolling in this course.
A topics course dedicated to the study of special historical moments, topics, authors, or themes in Latin American literary and cultural history. The course may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. This course may be used to partially or fully fulfill 400-level peninsular Latin American literature requirement. Prerequisite: SPAN 340 or consent of instructor. A grade of C or better in SPAN 340 is strongly recommended for students enrolling in this course.
A topics course dedicated to the study of special historical moments, topics, authors, or themes in literary and cultural history. Readings may include selections from both Spain and the countries of Spanish America but the peninsular content will be significant and the course will count toward the Peninsular literature requirement in the Spanish major. The course may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
A topics course dedicated to the study of special historical moments, topics, authors, or themes in literary and cultural history. Readings may include selections from both Spain and the countries of Spanish America, but the Spanish American content will be significant and the course will count toward the Latin American literature requirement in the Spanish major. The course may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
A study of the development of Spanish culture with particular emphasis on history, customs and traditions, and literary trends and artistic tendencies that constitute Spain's specific contribution to Western civilization. Conducted in Spanish. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
The description and interpretation of Latin American cultures, with particular attention to history, ethnology, folklore, and the arts. The course may focus on particular countries or geographical areas. Conducted in Spanish. May be repeated for credit as topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Cultural studies approach to contemporary Spanish American societies for students with an interest in business. Explores how individuals from Spanish American countries negotiate their place in a new cultural context, and how different groups in Spanish America perceive business (negocios). Readings include selections from literature, history, journalism, social analysis, and popular culture. Exercises help non-native speakers develop analytical skills as well as vocabulary and communication skills related to international business and professional life. Conducted in Spanish. Prerequisite: SPAN 323, or SPAN 324 and SPAN 328, or SPAN 325, or consent of instructor. A grade of B- or higher in SPAN 323, 324 or 325 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish literature and culture to 1500. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish literature and culture from 1500 to 1800. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of the literature and culture of Spain of the 1800s. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of the literature and culture of Spain from 1900 to the present. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish-American literature and culture from the Conquest to Independence, organized by topic. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish-American literature and culture from Independence to 1900, organized by topic. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish-American literature and culture from 1900 to the present, organized by topic. The course may cover multiple genres, authors, periods, regions, or topics. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
Reading and analysis of Spanish-American literature and cultural history from the perspective of a selected nation or nations. The course explores the role of literature and cultural expression in constructing the modern nation and local traditions. Readings may cover selections from multiple genres, authors, and periods. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 340 or consent of instructor. A grade of "C" or better in SPAN 340 is strongly recommended for students enrolling in this course.
A study of Spanish culture with emphasis on one or more of the following aspects: history, politics, ethnology, anthropology, religious and secular traditions, issues of cultural identity, music, art, architecture, and popular culture. Available only to study-abroad participants. Maybe repeated for credit if content varies.
A study of Spanish American national or regional culture with emphasis on one or more of the following aspects: history, politics, ethnology, anthropology, religious and secular traditions, issues of cultural identity, music, art, architecture, and popular culture. Available only to study-abroad participants. May be repeated for credit if content varies.
A study of the literature and cultural production of a particular author, group of authors, period, genre, region, or theme. Available only to study-abroad participants. May be repeated for credit if content varies.
A study of the literature and cultural production of a particular author, group of authors, period, genre, country, region, or theme. Available only to study-abroad participants. May be repeated for credit if content varies.
Directed reading in (a) fields not covered by student's course work, and/or (b) field of student's special interest approved by the department. Conferences. May be repeated for credit if content varies. Prerequisite: Twenty-five hours of Spanish.
Honors seminar. May be repeated for credit. Required of all students working for a degree with honors in Spanish.
A study of the literature of a particular author, period, genre, country, region, or theme. May be repeated for credit as the topic varies. May be taken for elective credit in the Spanish major. Will not count toward the Latin American literature requirement in the Spanish major. Prerequisite: SPAN 340, plus completion of one junior-senior level literature course in any language.
An advanced course dedicated to the critical study of special historical moments, topics, authors or themes in literary and cultural history. This course is designed to provide sophistication, focus, and analytical depth in literary and cultural study through exploration of secondary sources as well as theoretical material. Reading may include selections from both Spain and the countries of Spanish America and may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 424 and six hours of 400-level Spanish literature courses.
A theoretical and historical exploration of Spanish cinema. Students will be expected to attend film screenings in addition to regular class meetings. Prerequisite: SPAN 424 and six hours of 400-level Spanish literature courses.
An overview of Latin American cinema from its origins to the present with particular attention to thematic concerns, such as cultural and national identity, and of literary discourse. Students will be expected to attend film screenings in addition to regular class meetings. Prerequisite: SPAN 424 and six hours of 400-level Spanish literature courses.
The content of this course will vary, and the course may be taken more than once with full credit, provided there is no duplication in the material studied. Prerequisite: A survey course in Spanish peninsular literature taught in Spanish.
A theoretically informed study of representative works from 13th- and 14th-century Iberia. Course may be repeated for credit provided that the topic changes.
A study of the literature produced during the period of early printed books with emphasis on the diffusion of new literary forms during the late 15th- and early 16th-centuries.
Selected plays of such authors as Lope de Vega, Tirso de Molina, Calderón, and Maria de Zayas. Course may be repeated for credit provided that the topic changes.
Linguistic and literary study. Examination of traditional interpretations. The life and thought of Cervantes. Theoretical readings.
A study of the major works and movements occurring since the Spanish Civil War.
Modern poetry of Spain, beginning with Becquer and ending with the "Generation of the 1920's." Close study of the works of the major poets; readings in poetic theory. Prerequisite: A general survey course of the literature of Spain of the 18th, 19th, and 20th centuries.
What does the field of Hispanic Studies encompass? How do we understand our roles as scholars, as teachers, and as members of our communities? How does the field of Hispanic Studies reflect and act upon the dialectics between our thoughts, our actions, our words, and our worlds? With specific attention to incoming graduate students, this course sets out to show how Hispanic Studies is a venue to engage in transdisciplinary work and through a variety of methods and approaches. SPAN 780 invites students to reflect on their current career path, and on their role as beginning scholars in Hispanic Studies. The course combines theoretical texts with various forms of cultural expression -including the literary- providing incoming graduate students with a glimpse at the multiple directions and possibilities in the field. In addition, it exposes incoming students to resources available to them at KU, both in and outside the department. Prerequisite: Graduate student status in Spanish. Undergraduates in Spanish may be admitted with consent of instructor.
This course centers on the dynamics of identity of Creoles, Amerindians, Blacks and members of the castes in colonial Spanish America. It concentrates on how members of these racial and ethnic groups relate to coloniality, space, place and gender.
The content of this course will vary, and the course may be taken more than once, with full credit provided there is no duplication in the material covered. Prerequisite: A survey course in Spanish American literature.
Systematic study of the development of theories of literature. Emphasis usually placed on twentieth century although scope may vary. Prerequisite: 700-level course in Spanish or concurrent enrollment.
Required of all teaching assistants who teach beginning Spanish at the University of Kansas for the first time. Instruction in classroom procedures for first year Spanish, demonstration of teaching techniques, and survey of current methodology.
Combines discussion of theoretical teaching concepts and development of pedagogical materials with practical solutions arising concurrently in Spanish languages courses.
Individually directed work to fill the student's needs not met by available organized courses. One to three hours of credit in any semester. Maximum total credit for the M.A. degree is three hours. May be taken with full credit as often as recommended by department.
An intensive investigation of a particular topic in Spanish Literature and Culture; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once with full credit, provided there is no duplication. Prerequisite: Graduate standing.
An intensive investigation of a particular topic in Spanish and Latin American Literatures and Cultures; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once, with full credit provided there is no duplication. Prerequisite: Graduate standing.
An intensive investigation of a particular topic in Spanish American Literatures and Cultures; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once, with full credit provided there is no duplication. Prerequisite: Graduate standing.
Dissertation hours. Graded on a satisfactory progress/limited progress/no progress basis.
Speech-Language-Hearing Courses
Provides a general understanding of normal and deviant speech, language, and hearing in adults and children. This course considers the normal development of communication behavior, the nature of communication disorders, and the interaction of speech pathology and audiology with allied fields (e.g., education, medicine, psychology, special education).
An introduction to the acoustic structure of speech intended for nonscience majors. Emphasis will be placed on the methods and standards by which scientists measure and evaluate the physical characteristics of speech. Topics will include: simple harmonic motion, the propagation of sound waves, aerodynamic aspects of vocal fold vibration, resonance, digital speech processing, frequency analysis, and speech synthesis. Three class hours and one laboratory per week. (Same as LING 120.) Prerequisite: MATH 101 or 104 or equivalent.
Examines the data and methodologies of the disciplines that comprise Cognitive Science, an interdisciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as LING 418, PHIL 418, and PSYC 418.) Prerequisite: Consent of instructor.
This course will provide you with an introduction to the characteristics and communication of individuals with Autism Spectrum Disorder (ASD). This course will focus on diagnostic criteria, early identification, communication assessment and intervention considerations, and partnering with families who have family members with ASD. This course is offered at the 400 and 800 levels with additional assignments at the 800 level. Not open to students with credit in SPLH 830.
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, BIOL 449, and PSYC 449.) Prerequisite: Either ANTH 304, ANTH 340, Human Biology major, or permission of instructor.
An independent study designed to enhance international experience in topic areas related to speech-language hearing. Investigation of special topic or project selected by the student with advice, approval, and supervision by a KU SPLH instructor and an authorized agent of the study abroad site. Experience must be arranged through the Office of KU Study Abroad. Such study may take the form of directed reading and/or directed research/clinical observation. A daily journal and final report is required. A maximum of six hours of credit may be counted, with no more than three in a single area of study. Prerequisite: Consent of instructor
For students enrolled in an SPLH-sponsored Study Abroad program. Students participate in 12 hours of meetings in preparation for the Study Abroad experience. Pre-trip meetings focus generally on multi-cultural issues relevant to speech-language-hearing practice as well as specific cultural, linguistic, and service delivery issues for the target country. Students spend two weeks abroad, visiting sites to observe different types of service delivery for people with disabilities and places that are culturally and historically relevant. Periodic debriefing and small group discussions are conducted during the time abroad. A daily journal and post-visit reflection paper is required. May be repeated for credit if the content differs. Prerequisite: Instructor permission required.
Course organized any given semester to study particular subject matter or to take advantage of special competence by an individual faculty member. Topics change as needs and resources develop. Class discussion, readings, and individual projects. (Distribution credit given for two-three hours only.)
Introduction to classification of American English speech sounds based on articulatory phonetics. Practice in phonetic transcription and analysis of normal and abnormal speech. Laboratory exercises to give students hands-on experience with selected topics from lecture. Prerequisite: Corequisite: SPLH 220.
Introduction to structure/function of human languages as it relates to language development and disorders; processes involved in the expression and reception of language and the methodologies employed to study these processes.
Study may be directed toward either reading for integration of knowledge and insight in Speech-Language-Hearing, or original research in the field. Student creates a plan of activities at the beginning of each semester under the mentor's guidance. Student and mentor review this plan at the end of each semester to evaluate progress. Departmental Honors students must complete a written report or a public oral presentation detailing the purpose, methods, results, and impact of the research. This final product partially fulfills the requirements for Departmental Honors. (Eight hours maximum credit, which may be distributed through 4 semesters. No student may enroll for more than 4 hours of credit in a given semester). Prerequisite: Consent of Departmental Research Coordinator.
Investigation of special topic or project selected by the student with advice, approval, and supervision of an instructor. Such study may take the form of directed reading and/or directed research/clinical observation. Individual reports and conferences. (Distribution credit given for two-three hours only.) A maximum of six hours of credit may be counted, with not more than four in a single area of study.) Prerequisite: Consent of instructor.
Acoustic and perceptual characteristics of phonemes, words, and connected speech for normal-hearing adults and infants; how speech perception is assessed clinically and is affected by hearing loss, aging, use of amplification, talker differences, and linguistic factors. Prerequisite: SPLH 220. Corequisite: SPLH 463.
The study of the analysis of language produced by children with respect to its phonological, lexical, morphological, syntactic, and pragmatic characteristics. Prerequisite: Corequisite: SPLH 566.
Study of language acquisition in children, including phonologic, morphologic, syntactic, and semantic components. Methods of language measurement, the role of comprehension, and pragmatic aspects of language use are included. May be taught in lecture or online format.
Introduction to methods for assessing and treating hearing disorders in adults and children, as well as conditions that result in hearing loss. Course includes clinical observation and extensive hands-on experience with clinical techniques. Prerequisite: SPLH 463.
This course provides training in clinical management of communicative disorders in children and adults. Principles of evaluation, application of diagnostic information, intervention planning, intervention process, data collection and application, report writing, and interactions with parents and other professionals are examined. Participation in observation and laboratory activities is required.
This course introduces foundational concepts of culture and diversity, bilingualism, bias, and components and processes leading to cultural competency. Students explore health and educational disparities in the United States and beyond. Students will reflect on their cultural identity, and how their experiences and perspectives may differ from others, and how their experiences can influence service delivery in speech-language pathology and audiology. Prerequisite: SPLH 566 or LING 415 or consent of instructor.
This course builds on foundational concepts from SPLH 588 by exploring potential cultural and linguistic characteristics of populations that are typically underrepresented in many sectors of the Unites States, including education and health care. Case studies are implemented to examine cultural and linguistic influences on assessment and treatment processes in speech-language pathology and audiology. Prerequisite: SPLH 588.
This course introduces the study of human neuroscience with a particular focus on human communication. The course provides an overview of the relevant anatomical structures and function along with an introduction to the basic methods used to investigate central nervous system function. Students are introduced to the study of perceptual, motor, and language function in the nervous system through a series of examples drawn from normal function and clinical cases. The examples are selected to highlight how these systems develop and are influenced by experience, implantable devices developed to interface with the nervous system, and how computers and animals are used as models to learn about nervous system function. Prerequisite: A 400-level course in SPLH, or consent of instructor.
Research Methods is about the methods used to conduct, describe and evaluate science in communication disorders. Goals for learner outcomes include: 1) evaluation of research including adequacy of research to address scientific and clinical problems, 2) reading, summarizing and describing research through a literature review, 3) describing a hypothetical research study that addresses a specific question or hypothesis identified by the student, and 4) providing constructive peer reviews of research paper drafts. Prerequisite: 9 credits of SPLH course work; English 101 and ENGL 102 (or course meeting core skill in written communication); or consent of instructor.
Introduction to methods for treating hearing disorders in adults and children, as well as conditions that result in hearing loss. Course includes clinical observation and extensive hands-on experience with clinical techniques. This course should only be taken by graduate students in SPLH who have not completed this prerequisite. Not open to students with credit in SPLH 568. Prerequisite: Graduate standing.
Clinical practice with children and adults. Group and individual conferences with staff required. Repeatable once for credit. Prerequisite: SPLH 571 and overall GPA of 3.0.
Acoustic and perceptual characteristics of phonemes, words, and connected speech for normal-hearing adults and infants; how speech perception is assessed clinically and is affected by hearing loss, aging, use of amplification, talker differences, and linguistic factors. (Same as AUD 816.)
This course explores evidence-based principles and practices of providing early intervention services, including requirements of IDEA Part C, mission and key principles of early intervention and recommended practices and standards. Students will engage in guided field observations of assessment, intervention and collaborative practices, reflective practice and teaming/coaching activities. (Same as SPED 736.)
This course explores the challenges infants and toddlers with significant developmental needs face and how to best support their participation in daily activities. Challenges faced by medical, physical, communication, social-emotional, hearing, vision, and mental health issues will be discussed along with how to support these needs across disciplines and in the home and community activities. This course will provide in-depth review of the unique challenges these children and families face and how providers from various backgrounds can work together to best support children and families. Environmental adaptations and direct instructional techniques to maximize independence tailored to the infant and toddler's strengths and needs will be explored. Information is also provided on assistive technology designed to provide supports. Functional behavioral assessment procedures, proactive intervention strategies and psycho-educational approaches as well as the development of collaborative support plans will be studied. (Same as SPED 737.)
For students enrolled in an SPLH-sponsored Study Abroad program. Students may be required to participate in pre-program meetings in preparation for the Study Abroad experience. Pre-trip meetings will focus generally on multi-cultural issues relevant to speech-language-hearing practice as well as specific cultural, linguistic, and service delivery issues for the target country. Students may be required to facilitate discussions or prepare presentations for these meetings. While abroad, students will observe and/or provide different types of service delivery for people with disabilities and visit places that are culturally and historically relevant. Periodic debriefing and small group discussions will be conducted during the time abroad. Credit hours will be determined based on the specific experience in consultation with the instructor(s).
The subject matter of this seminar will be special topics from speech pathology and audiology. Special prerequisite may be established for a given topic.
Study of language acquisition in children, including the morphologic, syntactic, and semantic components. Methods of language measurement, the role of comprehension, and pragmatic aspects of language use will be included. Not open to students who have credit for SPLH 566. Laboratory by appointment.
Focuses on speech and non-speech characteristics of children with developmental phonological disorders. Emphasis placed on collection and phonetic transcription of speech samples, phonological analysis of transcribed data, and decision-making processes in assessment and intervention.
This course describes the neuroanatomic bases of motor-speech processes, the diagnosis, classification, assessment, prognosis, and treatment of neuromotor speech disorders across the lifespan including dysarthria(s) and apraxia(s) of speech.
The nature of stuttering in children and adults is discussed. Theories regarding etiology, development, and maintenance of the disorder are presented. Emphasis is placed on various clinical approaches to assessment, measurement, and treatment.
This course reviews the function of the laryngeal and respiratory mechanisms including the parameters and processes of phonation. Primary content addresses diagnosis, description, and treatment of organic and non-organic disorders of phonation.
This course will provide an introduction to the characteristics and communication of individuals with Autism Spectrum Disorder (ASD). This course will focus on diagnostic criteria, early identification, communication assessment and intervention considerations, and partnering with families who have family members with ASD. This course is offered at the 400 and 800 levels with additional assignments at the 800 level. Not open to students with credit in SPLH 430.
This course covers normal and disordered swallowing. Evaluation and treatment of swallowing disorders, the dysphagia team, and dysphagia in special populations are considered.
This course is designed to build critical thinking and analysis skills for developing and implementing appropriate treatment plans for adults with dysphagia. Foundations of non-instrumental swallow assessment, rehabilitation, and compensation will be addressed. This course will also cover issues of ethics, cultural considerations in dysphagia management, and professional communication. Learning experiences will include evidence-based curriculum, hands-on practice, and critical thinking activities. Prerequisite: SPLH 832.
This course is designed to provide resources and information to prepare students to collaborate with others in increasing the literacy opportunities and skills of individuals with complex communication needs, particularly those who use augmentative and alternative communication.
This course provides information about augmentative and alternative communication (AAC) services in school settings. Students will participate in readings and activities that will provide information concerning the roles, responsibilities, and contributions of school speech-language pathologists relative to AAC.
This course provides information on speech, language and communication in the birth - three year old population, including assessment and intervention. Topics include early intervention policy, principles and practices with a focus on family-centered practice; use of natural learning opportunities and routines; collaborative partnerships; and coaching practices.
This course examines language disorders of preschool-age children in the late preschool years. The course includes information on incidence, characteristics, assessment, and intervention. Theoretical issues and their implication for language intervention are also examined.
This course examines language development during the school years and how problems in this development interact with school performance. Emphasis is placed on the role of the speech-language pathologist in the early identification, assessment, and remediation of language-learning problems.
Neurological aspects of language processes, classification of aphasia, and assessment of language deficits are discussed. Management approaches including intervention strategies and rehabilitation are also considered.
This course focuses on communication differences in individuals with intellectual disabilities, autism, cerebral palsy, dual sensory impairments, and other conditions affecting communication competence. Communication characteristics as well as assessment and intervention strategies are studied.
This course will prepare students to work with adults with acquired cognitive-linguistic disorders, with a focus on: Alzheimer's Disease, Traumatic Brain Injury, and Right Hemisphere Disorder, including etiologies and disease processes. Theoretical and practical knowledge will be presented regarding the primary cognitive domains of attention, memory, and executive function, as well as their impact on discourse-level language. The course will cover neuroanatomy, assessment procedures, interventions, family/communication partner training, and psychosocial aspects of cognitive-linguistic disorders.
This course describes augmentative and alternative communication (AAC) assessment and intervention issues as they apply to children and adults with intellectual and developmental disabilities. Areas of study include AAC systems, assessment strategies and procedures, intervention strategies, and AAC information resources.
This course will discuss the concepts and evidence related to assessment and intervention in the area of augmentative and alternative communication for adults with acquired disorders. Content will be related specifically to adults with acquired communication disorders and focus more on high tech than low tech but information and evidence related to both will be presented. Information about AAC systems appropriate for adults, assessment protocols, approaches to intervention, and advocacy will be applied in a case-based format.
This course addresses the perceptual, linguistic, and cognitive processes utilized in written communication. Acquired and developmental disorders of written language are examined in relation to issues concerning characteristics, etiology, early identification, assessment, and remediation.
This course will address best practices for conducting appropriate, least-biased assessment and intervention with bilingual populations, specifically English learners (ELs). We will examine topics covering the assessment, diagnosis, and treatment of speech (phonology; fluency) and language (morphosyntax; semantics) skills distributed across two languages in bilingual individuals with speech and or language disorders. We will also explore issues pertinent to bilingual clinical service delivery including federal law mandates, working with interpreters, cultural sensitivity and humility with multicultural populations (children and caregivers), consideration of dialectal variation, non-standardized assessment and intervention approaches, ongoing assessment during intervention, writing measurable intervention goals for bilingual speakers, advocating for bilingual families, and problematic clinical scenarios. The course will primarily focus on bilingual speech-language assessment and intervention with Spanish-speaking ELs. However, the underlying core clinical principles and approaches apply to ELs who speak languages other than Spanish.
Provides a general framework for speech and language evaluations. Issues related to initiation and termination of treatment are discussed. Practice is provided in evaluating norm- and criterion-referenced information used in diagnostic, referral, and treatment decisions.
Orients student to clinical procedures, policies, requirements, and expectations of program. Therapy models, planning, and philosophies are discussed along with implementation and evaluation of therapy procedures. Professional issues are also considered. May be repeated for credit.
Students conduct supervised clinical work in a variety of settings. May be repeated for credit. Prerequisite: Department approval. Group and individual conferences with staff required.
The field study provides work experiences in clinical activities. The student takes this course near the end of the degree program. Assignments include supervised work in a variety of approved settings. May be repeated for credit. Prerequisite: Advisor's consent.
Forum for the presentation and discussion of scientific and professional issues by faculty and advanced graduate students. May be repeated for credit.
This course is designed to give students experience in conducting research. Students apply and extend their knowledge and skills by participating in a research project under the supervision of a mentor. Students may assist with or independently conduct research in speech, language, or hearing. Prerequisite: SPLH 660 or equivalent research methods course.
Investigation of special topics by individual master's level students. Paper required. Prerequisite: Consent of instructor.
This course introduces foundational concepts of culture and diversity, bilingualism, bias, and components and processes leading to cultural competency. Students explore health and educational disparities in the United States and beyond. Students will reflect on their cultural identity, and how their experiences and perspectives may differ from others, and how their experiences can influence service delivery in speech-language pathology and audiology. This course is offered at the 500 and 800 levels, with additional assignments at the 800 level.
This course builds on foundational concepts from SPLH 888 by exploring potential cultural and linguistic characteristics of populations that are typically underrepresented in many sectors of the Unites States, including education and health care. Case studies are implemented to examine cultural and linguistic influences on assessment and treatment processes in speech-language pathology and audiology. This course is offered at the 500 and 800 levels, with additional assignments at the 800 level. Prerequisite: SPLH 888 or consent of instructor.
Thesis Hours. Graded on a satisfactory progress/limited progress/no progress basis.
A weekly forum for students and faculty to discuss professional issues and interdisciplinary research in communicative disorders and related fields. May be repeated for credit. Limited to two hours credit counted toward an MA or AuD degree. Limited to four hours credit counted toward the PhD degree. Graded on a satisfactory/unsatisfactory basis.
The subject matter of this seminar will be special topics from speech pathology and audiology, including those related to research methodology and research or academic careers. Special prerequisites may be established for a given topic.
Investigation of special topics by individual students. Paper required.
Application of research methodology in a laboratory situation. Emphasis is on direct participation in designing and conducting an experimental investigation in speech or hearing.
Provides experiences in classroom and laboratory instruction under supervision of graduate faculty. Variable credit to reflect amount of instructional responsibility assumed. May be repeated up to a maximum of six semester hours.
Students will identify a funding agency appropriate for their research, learn the application procedures for that agency, and draft a grant application following the identified agency's format. The faculty mentor will arrange for a review of the grant application following the agency's review criteria and format. May be repeated up to a maximum of three credits.
Lectures and discussion on issues in the conduct of a scientific career, with emphasis on practical topics of special importance in behavioral science. Topics will include the academic and scientific roles of behavioral scientists, establishing a research lab, communicating research findings, tenure processes, gender equity, ethical conduct, and good scientific citizenship. Discussions will highlight important case studies. (Same as CLDP and PSYC 982.)
(Limited to eight hours credit towards the Ph.D. degree.) Readings, critical thinking, and scientific writing in preparation for the oral comprehensive exam.
Dissertation Hours. Graded on a satisfactory progress/limited progress/no progress basis.
Women,Gender,&Sexuality Std Courses
This course examines the extensive role of gender in human life and examines the ways that gender structures power relations among individuals and within economic, political, educational and other social structures, with special attention paid to women's issues and movements in the United States and globally. Through readings drawn from the fields of women's studies, gender studies, and sexuality studies, this course examines and explores alternatives to traditional and/or normative constructions of gender and sexuality, and also considers other markers of difference, such as disability, race, class, and religion, which intersect with gender identity and sexual identity.
This course examines the extensive role of gender in human life and examines the ways that gender structures power relations among individuals and within economic, political, educational and other social structures, with special attention paid to women's issues and movements in the United States and globally. Through readings drawn from the fields of women's studies, gender studies, and sexuality studies, this course examines and explores alternatives to traditional and/or normative constructions of gender and sexuality, and also considers other markers of difference, such as disability, race, class, and religion, which intersect with gender identity and sexual identity. Similar in content to WGSS 101. Open only to students in the University Honors Program or by consent of the instructor.
An interdisciplinary introduction to the study of human sexuality. We will consider some of the many ways that human sexuality has been understood and explained, drawing examples from multiple historical and contemporary sources. We will discuss how these understandings have changed over time and how they can vary depending on whose sexuality is being considered.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Women, Gender and Sexuality 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 Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).
This course is designed for the study of special topics in Women's Studies. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
This course will provide students with an overview of how the history of women have profoundly shaped and given meaning to the development of the North American West (which includes present-day states and provinces in the U.S., Canada, and Mexico). The class will examine the lives of women who represent diverse backgrounds, lands, and time periods in this western region. In addition to women, lectures, readings, and discussion will focus on the themes of gender, masculinity, class, race, ethnicity, sexuality, labor, and environment. Broad in chronological scope that spans pre-contact into the twenty-first century, this course is not a comprehensive survey. Rather, the class will examine how women and groups of women across the region defended, survived, explored, cultivated, and imagined the West as a place that defined their homes, migrations, settlement patterns, as well as sites of captivity, displacement, war, and development. (Same as HIST 405.)
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 AMS 323, HIST 332, and HUM 332.)
This course introduces students to Black feminist and Womanist religious scholarship, fields of study that focus on the experiences of Black women with interlocking systems of oppression in secular and sacred contexts. This class explores how racial, gendered, and economic inequities create unique burdens for Black women. Students will examine teachings of sin, sacrifice, and surrogacy and analyze how these church theologies may or may not reproduce carceral logic. We will also interrogate ethical practices that are harmful and condemn Black mothers' moral agency. Specifically, students will explore real life issues such as the criminalization of poverty and welfare reform and consider how social and ecclesial appraisals construct poor Black women as unworthy of moral concern. Students will construct helpful ways to apply liberatory Womanist religious values with abolitionist principles to shift narratives of deviance and create moral reappraisals that advocate for the flourishing of Black women beyond punishment and prisons. (Same as REL 312.)
This survey course explores the history of being female in America through a focus on the ways differences in race, sexuality, ethnicity, class, and life cycle have shaped various aspects of women's lives. Themes to be explored could include, but are not limited to: social and political activism; intellectual developments; family; women's communities; work; sexuality; and culture. (Same as HIST 319.)
This course examines the social, cultural, and political contexts of women's spirituality and their relations to gender relations in Europe from about 30,000 B.C.E. to the 16th century Protestant Reformation. Lectures move both chronologically and topically, covering such subjects as goddess-worshiping cultures, women's roles in Christian and Jewish societies, symbols of women, and male attitudes toward women. Students will be able to participate in weekly discussions of primary and secondary source readings about women. (Same as HIST 320.)
This survey of women's history in Europe looks at changing patterns of women's economic roles and family structures in preindustrial and industrial society, the importance of women in religious life, cultural assumptions underlying gender roles, and the relationship of women to political movements, including the rise of feminism. (Same as HIST 321.)
This course will take students on the first part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The first part of this two course sequence begins in the colonial period and ends around 1900 as modern categories of sexuality and sexual orientation came into existence. We will examine the ways in which individuals who craved intimacy with members of the same sex understood and negotiated their desires in an often hostile world. And we will consider how Early America's remarkable diversity shaped this history of same-sex love and desire. (Same as HIST 322.)
This course will take students on the second part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The second part of this two course sequence focuses on the twentieth and twenty-first centuries. We will examine the changing understanding of non-normative sex, love, and desire; the political tactics, framings, and fights around sexual identities and rights; and the intersection of structural inequalities including, but not limited to, race, class, ability, and gender with LGBTQ histories. Please note that WGSS 322 or HIST 322 is not a prerequisite for WGSS 323 or HIST 323, though students interested in LGBTQ history should consider taking both. (Same as HIST 323.)
This course examines different notions about women and their bodies from a historical perspective. It discusses the arguments and circumstances that have shaped women's lives in relation to their bodies, and women's responses to those arguments and circumstances. This course covers a wide geographical and chronological spectrum, from Ancient societies to the present, from Latin America and the Middle East, to North America and Western Europe. (Same as HIST 324.)
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 ANTH 325.)
An exploration of the experiences and histories of people who identify as lesbian, gay, bisexual, and/or transgender (LGBT); of the influences on these experiences by individuals, the state, and artistic, legal and medical discourses; and of the intersections between sexual orientation, sexuality, ethnicity, class, and religion.
In the 1970s and 1980s, LGBT activists began questioning basic knowledge about sexuality and the body, challenging rigid identity categories, and offering new ways to think about gender. We now call this approach "queer theory," and this course will introduce students to the texts and debates that have shaped this intellectual tradition. From ancient eunuchs to drag kings and queens, queer theory highlights how gender norms operate as forms of violence and oppression. We will explore how queer theory helps us understand difference, including its intersections with theories of feminism, race, and disability.
How do gender and sexuality shape digital worlds, and how do these spaces shape our understanding of ourselves? This course analyzes new media like social networking sites, gaming, and dating apps. Students will explore the identities, relationships, and communities that have emerged across these platforms, with a focus on the possibilities and challenges they offer for gender and sexual expression.
An interdisciplinary analysis of standards of physical attractiveness and cultural conceptions of women's bodies. Includes analysis of how these standards change across time and cultural groups, and of the impact of these standards on women as individuals and on social and political outcomes.
This course explores the history of Jewish women from antiquity to the twentieth century. It examines the historical constructions of women's gender roles and identities in Jewish law and custom as well as the social and cultural impact of those constructions in the context of the realities of women's lives in both Jewish and non-Jewish society. (Same as HIST 335, JWSH 335.)
How do feminists go about fighting for social change? From social media hashtags to citywide protests, what methods do they use, and how do they justify them? Where have they been effective, and what lessons can we learn from those successes? This course investigates historical and contemporary efforts to change the world, with an emphasis on movements for women's rights and queer liberation in the United States.
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 AAAS 344.) Prerequisite: WGSS 101, AAAS 104, or prior completion of one 200-level English course.
This course will examine representations of love and romance in African American literature and culture. In addition to the romance novel genre, the course studies different kinds of cultural texts, such as art, film, and music. It explores romantic relationships among black people, including related topics such as sex, desire, marriage, and singleness, and how these interpersonal relationships build families, communities, and collective bonds. The class will consider both the content and aesthetics of diverse texts in order to think about how black people connect intimately as well as how various social and cultural politics underline the nature of those intimacies. (Same as AAAS 352.)
This course examines the current and historical impact of diverse leaders in city and state politics, with an emphasis on the contributions of women, queer folks, Black and Indigenous people, and more. Students will apply an intersectional framework to analyze the role of race, gender, class, and disability in local political processes. They will meet with legislators, lobbyists and political officials to learn how to effectively organize at the grassroots, access power, and lobby for meaningful change.
Women face discrimination and abuse around the world: at home, in the workplace, and in the public sphere. How are these systems of oppression connected? How are women working together for change, and what can you do to support their efforts? This course will investigate what feminist solidarity looks like around the world, with an emphasis on connections across different cultural and political contexts. (Same as GIST 355.)
Feminist theories are influential and provocative ideas that present different ways to understand the lives of women and feminine people. This course introduces key trends in feminist theory from the last 120 years. Why are women and feminine people disadvantaged in realms as diverse as poverty, climate change, sexual exploitation, and violence? Feminist theories provide frameworks for understanding, interrogating, and debating the roots of these challenges and possible avenues for change. Students will learn to compare the strengths and weaknesses of different ideas by applying them to works of literature. Additionally, the course considers the relationship between queer theory and feminism from a perspective that affirms the identities of trans individuals. People of all genders, sexualities, and identities benefit from studying feminist theories because learning theory means learning to think about the world in new ways. Prerequisite: Sophomore standing is required. An introductory course in WGSS is helpful but not required.
An examination of pregnancy, childbirth and reproductive control as depicted in literature from various national traditions in the twentieth and twenty-first centuries. This course draws together voices from literature, history, and feminist theory to deepen students' understanding of the ways nationality, class, race, ability, and gender affect the aesthetics surrounding reproduction. Special attention is given to the relationship between society and the pregnant/postpartum individual. Other topics may include: eugenics, contraception, male pregnancy, and speculative reproduction.
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 AMS 365, HIST 364 and HUM 365.)
An examination of fat and food as they relate to human embodiment in a variety of world locations. Bringing into a dialogue a number of disciplinary voices, including anthropology, fat studies, feminist theory, food studies, history, medicine, and psychology, the course applies theories of culture and embodiment to select global case studies as a means of approaching the pleasures, anxieties, health implications, and symbolic functions of ingesting food and drink. Topics may include the cultural and gender politics of fatness and thinness; anorexia and feederism; food, sex, and animality; vegetarianism, food scares and food purity movements; neoliberalism and the consuming body; and the material and symbolic aspects of fats and oils. (Same as HUM 366.)
The nature of the self in its individual and social dimensions. Self experienced and expressed in sexuality. Survey of viewpoints in religious literature. (Same as REL 374.)
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 AAAS 380 and HA 360.)
An examination of topics of philosophical interest that are important in the feminist movement such as the nature of sexism, the concept of sexual equality, the ethics of sexual behavior, the nature of love, feminist analyses of the value of marriage and family, the ethics of abortion, and justifications for preferential treatment of women. (Same as PHIL 381.)
Transgender issues are in the news with almost daily references in mainstream and social media on medical, legal, and cultural aspects connected to transgender lives. Yet, despite increased trans visibility, we often overlook the fact that transgender people have a long history. This course addresses that shortcoming, by exploring not only the historical evidence of the existence of trans people in the past but explaining why documenting trans lives matters to us today. Trans history is as old as human history. Rigid gender categories are only characteristic of recent history and in mostly Western cultures. The history of trans individuals before the twentieth century is largely unknown, not due to a lack of sources, but because of the difficulties of translating trans experiences of the past to modern readers. Categories such as “transgender” did not exist before the twentieth century, and yet there have always been people who felt their lived gender did not conform with the gender they were assigned at birth. This course is structured thematically and chronologically as a survey of the history of transgender people while also examining how “trans” as a category has changed throughout history and in different cultures and geographies. An overarching thread of the course examines how the prevailing view of a gender binary—human beings divided as either women or men—is only one of multiple ways of understanding gender. (Same as HIST 386.) Prerequisite: One prior course in WGSS or HIST or permission of instructor.
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 ANTH 389.)
The interdisciplinary study of selected and different aspects of women's studies in different semesters.
This course is designed for the study of special topics in Women's Studies at the junior/senior level. Course work must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.
A social psychological perspective on adult intimate relationships, examining friendship, dating, committed relationships, and the dissolution of committed relationships. Topics include romance, jealousy, self-disclosure, power, loneliness, and social support. Discussion of heterosexual and homosexual relationships, traditional forms (e.g., marriage) of relationships as well as alternative lifestyles (e.g. cohabitation) and gender-linked differences in relationships. (Same as PSYC 410.) Prerequisite: PSYC 104.
Focuses attention on the relationship between communication and gender, including both physical and psychological dimensions. Topics include: sex role orientations and stereotypes; perceived and actual differences in verbal and nonverbal communication behaviors; the influence of gender on communication in a variety of contexts. (Same as COMS 440.) Prerequisite: COMS 130, or COMS 230.
A survey of the psychological theories about women; similarities and differences in the behavior of women and men; the effects of biological and social factors on the behavior of women and men; and issues of concern to women of different races, sexual orientations, ages, and so forth. (Same as PSYC 468.) Prerequisite: Any previously completed course in PSYC or WGSS.
Intensive reading or research under faculty supervision culminating in the writing of a paper or research report. Can be used in two-course sequence for departmental honors in WGSS, followed by WGSS 499. Prerequisite: Permission of instructor required.
An individual research or creative project under the direction of a specialist in the area of the student's interest. May be counted towards the total hours required for the major. Prerequisite: WGSS 498 with a grade of an A or B, or equivalent independent study/research credits with approval of the project adviser and the Women, Gender and Sexuality Studies honors coordinator. Majors only.
How is feminist research more than research that just focuses on women? What does it mean to do research in a feminist way? This course explores feminist critiques of traditional methods and asks how we can build knowledge that is more just, collaborative, and politically engaged. Students practice basic skills in qualitative research methods like interviewing and participant observation, and they learn how to design their own research project using these methods. Suggested for the junior year. Prerequisite: Any previous coursework in WGSS or by permission of instructor.
An introduction to the field of human sexuality. Topics to be covered include sexual anatomy and physiology, fertilization, pregnancy, birth and lactation, contraception, human sexual response, sexuality across the life cycle, love, marriage, alternatives to marriage, sexual orientation, sex differences in behavior, parenthood, sexually transmitted diseases, sex and the law, and sex education. (Same as PSYC 502.) Prerequisite: Any previous coursework in either WGSS or PSYC.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in WGSS 714, POLS 714, or GIST 714. (Same as GIST 471 and POLS 471.) Prerequisite: Sophomore standing or consent of instructor.
This course explores various approaches to the study of gender and sexuality in Greek antiquity. Contents will vary, and the course may focus on methodology and case studies, or on particular themes, historical periods, or artistic or literary genres. No knowledge of Greek or Latin is required. (Same as CLSX 515.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, or Women, Gender and Sexuality Studies; or permission of instructor.
This course explores various approaches to the study of gender and sexuality in Roman antiquity. Contents vary, and the course may focus on methodology and case studies, or on particular themes, historical periods, or artistic or literary genres. No knowledge of Greek or Latin is required. (Same as CLSX 516.) Prerequisite: Graduate status, or 6 credit hours in Classics, Greek, Latin, or Women, Gender and Sexuality Studies; or permission of instructor.
Women's reproductive bodies have at times been made hypervisible, subject to medical, legal, and social surveillance and intervention, while at other times invisible. Across these practices, gender and race have been socially constructed in particularly limited ways, which the state has used to justify restrictive case law rulings and policies governing reproductive outcomes. This course is designed to critically examine the history, development, and outcomes of policies and cultural practices related to reproduction that have limited people's decisional autonomy. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in WGSS 717. (Same as POLS 517.) Prerequisite: Any previous course in WGSS.
This course considers European painting c. 1750 to 1848 within the context of dramatic political and industrial revolutions. Exploring the power of the visual to engage with broader circumstances and to effect change, we will examine the ways in which shifting constructions of gender, empire, colonialism, race, slavery, and class were addressed by such artists as Watteau, David, Vigée-Lebrun, Delacroix, Géricault, Goya, Turner, Constable, Ingres, Daumier, Bonheur, and Courbet. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 333. (Same as HA 533.) Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course considers French painting 1848 to 1900, a period marked by unprecedented technological advancements, the restructuring of Paris, and the rise of consumer culture. As large sections of the city were leveled to make way for broad boulevards, cafés, and department stores, some artists strove to represent the ever-changing spectacle of urban life; others found their inspiration away from the city. Focusing on Manet, Degas, Caillebotte, Morisot, Cassatt, Monet, Renoir, Seurat, Gauguin, Van Gogh, and Cézanne, we will explore how artists engaged with shifting constructions of modernity, gender, fashion, public and private, empire, race, class, and consumer and leisure cultures. This course is offered at the 300 and 500 levels with additional assignments at the 500 level. Not open to students with credit in HA 334. (Same as HA 534.) Prerequisite: HA 100, HA 151, or the equivalent, or consent of instructor.
This course explores the complex historical relationships between gender, race, health, sickness, and oppression over time. Students examine the impact race and gender have on structuring experiences of health, sickness and health care; and examine the political activism surrounding definitions and concepts of health. Prerequisite: Any previous course in WGSS or by permission of instructor.
This discussion course will cover the development of feminist theories from the late Middle Ages to the 1970s. Reading will include Pisan, Wollstonecraft, Mill, Freud, Woolf, Beauvoir, Friedan, Daly, Kristeva, and others. (Same as HIST 649.) Prerequisite: Any previous course in WGSS or HIST or permission of instructor.
An analysis of the themes and rhetorical strategies of the women's rights movement in America. The course will view the struggle for women's rights from a historical perspective and will conclude with contemporary issues concerning the role of women in society. (Same as COMS 552.) Prerequisite: COMS 130, COMS 131, or COMS 230.
HIV/AIDS is a global pandemic fueled as much by political and historical forces as by epidemiology. This course will chart the disease's emergence, evolution of medical understanding and treatment, and spread of the pandemic through the lens of global structural inequalities, attitudes around sexuality, racism, and the lasting impact of colonialism. Through readings, assignments, films, and discussion, this course will lay bare for students the ways in which the current AIDS epidemic results as much from the disease's design itself as from the social and political world in which it operates. With HIV/AIDS as the focus, students will analyze and gain understandings of how different countries/communities/regions have experienced and responded to the disease, how those responses are informed by local cultural, historical, and political landscapes, and how larger global political forces have created the pandemic of today. Prerequisite: Any previous course in WGSS or by permission of instructor.
This course exposes students to contemporary research on gender and politics by surveying the sub-fields of political science. Topics include understanding the role of gender in politics in the U.S., gender and U.S. public policy, gender and legal theory, international gender politics and movements, gender and political economy, and gender and revolution. We will examine the ways in which feminist theory and gender activism have challenged the narrow focus of the discipline. Prerequisite: Sophomore level or consent of the instructor.
This course provides a broad introduction to Western legal systems (especially the American legal system) and then focuses on how sex, gender, and sexuality operate in and are understood by those systems and how the law is a site of social and political struggle. Topics may include intimate relations, First Amendment law, sexual harassment and employment discrimination; reproduction policies and governance; rape and sexual assault; gender identity discrimination; and the legal understandings and constructions of equal protection and due process. No prior knowledge of legal concepts is necessary. Prerequisite: Any previous course in WGSS or by permission of instructor.
This course examines the gendered experiences of transnational migration through a combination of ethnography, literature, film, and news media. How do different people experience the desire to migrate, the logistics of movement, and life in a faraway place? How does mobility shape ideas of family, community, and nation? How do class, race, sexuality, and legal status also inflect these experiences, especially in rendering certain groups vulnerable to abuse and exploitation? Attention will also be paid to gendered thinking against migration, including the ways gender and sexuality inflect xenophobia, border enforcement, refugee recognition, deportation policy, and contemporary political debates. Prerequisite: Any 100 level AAAS course, WGSS 101, AMS 100, AMS 110, or GIST 220.
This course examines the foundation of Native feminist scholarship and the history of Native feminist activism. The class will begin by considering whether feminist theory can support contemporary Native women Native Two-Spirit (LGBTQ+) in their struggles against settler colonialism and heteropatriarchy. While the course begins by examining the North American experience, the course will also cover a range of international indigenous contexts, with a focus on the Global South and the Indigenous Pacific. Topics explored include the history of settler-colonialism, cultural revitalization and gender roles, change and continuity under cycles of settler-colonialism, the connection between colonialism and sexual violence in Native communities, debates over citizenship and sovereignty, and contemporary Native gender roles and identities. During the conclusion of the course, students will learn to identity how Native feminism informs activism and practice. (Same as ISP 567.) Prerequisite: Any previous course in WGSS or ISP, or by permission of instructor.
An intensive examination of the role of the human body in the creation of personal and social identities in the Western world. Students become acquainted with contemporary theories of embodiment and senses as they are applied to a variety of historical themes, and develop research projects on a topic negotiated with the instructor. (Same as HIST 625, HUM 575.) Prerequisite: An upper-division course in History, Humanities, or Women Gender and Sexuality Studies; 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 ANTH 583.) Prerequisite: Any previous course in ANTH or WGSS.
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 AAAS 598 and HIST 598.)
A detailed introduction to feminist thought post-1960. Examines feminism in relation to the categories of political theory: liberal feminism, socialist feminism, radical feminism, and postmodern feminism. Within these categories and separately, we will also consider feminism within the frameworks and perspectives of Black feminist thought, anti-colonial feminism, transnational feminism, and BIPOC communities. Prerequisite: Sophomore level or consent of the instructor.
Investigation of a topic related to women, gender or sexuality from an interdisciplinary perspective. Open only to majors in Women, Gender & Sexuality Studies and majors in Human Sexuality. Suggested for the senior year. Prerequisite: WGSS 501 and senior standing.
This seminar explores the nature of identity and how identity is relevant to politics and policy with a focus on political attitudes and behavior, institutions, and public policy. Topics include individual and group identity, identities such as gender, racial, sexual orientation, and partisan, and the enduring importance of identity for understanding politics as well as the policy process. The approach is multidisciplinary but political science perspectives are relied on more heavily. (Same as POLS 630.) Prerequisite: Sophomore level or consent of the instructor.
This course, to be taken in the senior year, is designed to give students the opportunity to apply women's studies knowledge and ideas gained through course work to real-life situations in various agencies and women's centers. Open to Women's Studies majors and others with significant Women's Studies backgrounds. Prerequisite: Permission of instructor is required.
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 AMS 650.)
This course explores ways in which militarization, conflict, and warfare are gendered processes. We ask, what does war tell us about gender, and what does gender tell us about war? How do race and geo-political political systems affect conflict and peace-making? In what ways does gender affect the range of peace processes, including peace movements, peace negotiations, disarmament, demobilization, and reintegration? How do states mobilize citizens to war and how is the process gendered? Prerequisite: Sophomore level or consent of the 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 AAAS 662 and POLS 662.) Prerequisite: Sophomore level or consent of instructor.
Interdisciplinary study of different aspects of women's studies in different semesters.
A research seminar in women's studies. Instructor and topic will vary.
This graduate seminar examines the history and significance of sexuality in American history from colonial times to the present. It will employ gender as an analytic category to explore the lived experiences of both men and women, as well as to question the formation of economic, political, and social institutions. Of necessity the class will examine the ways in which race, class, religion, and region, affect ideas about sexuality and its practice. Subjects will include abortion, contraception, prostitution, illegitimacy, homosexuality, rape, marriage, and the "sexual revolution." Prerequisite: Graduate standing.
This seminar examines the role of law in perpetuating and remedying inequities against women. After studying the historical emergence of sexual equality law in the United States, we discuss several paradigmatic feminist legal theories, including formal equality, MacKinnon's "dominance" theory, relational/cultural feminism, intersectionality and queer theory. We then proceed to apply these analytical structures to various substantive areas of law of particular concern to women, including but not limited to pregnancy, sexual assault, domestic violence, and employment discrimination. Students will also present their own research to the class.
This course focuses on the history and contemporary politics of the institution of marriage, concentrating primarily on the US context, but with exploration of marriage in other countries as well. We will consider how the law regulates marriage as well as the lived reality of marriage for the couples who enter it. Topics include romance, engagement, gender roles in marriage, divorce, child marriage, arranged marriage, same-sex marriage, and polygamy. Prerequisite: Graduate standing.
This course examines the politics of human trafficking-both labor and sex trafficking-using an interdisciplinary approach. We begin by understanding how contemporary modern-day trafficking is operating and how it is defined by various groups. We study texts by social scientists, humanists, and journalists working in the field to get a more comprehensive picture of trafficking today. We also examine some of the key policies internationally, comparatively, and domestically that address human trafficking. Human trafficking has been one of the most non-partisan issues we have seen in the past several decades. Yet, the current movement to end trafficking also has deep chasms and ideological divisions. Using critical approaches, we will examine the limitations of many of the anti-trafficking movements and initiatives operating globally and work to understand how the framing of this issue can have a significant impact on the prevention of exploitation. This course is offered at the 400/500 and 700 level with additional assignments at the 700 level. Not open to students with credit in GIST 471, POLS 471, or WGSS 514. (Same as GIST 714 and POLS 714.) Prerequisite: Graduate standing.
Women's reproductive bodies have at times been made hypervisible, subject to medical, legal, and social surveillance and intervention, while at other times invisible. Across these practices, gender and race have been socially constructed in particularly limited ways, which the state has used to justify restrictive case law rulings and policies governing reproductive outcomes. This course is designed to critically examine the history, development, and outcomes of policies and cultural practices related to reproduction that have limited people's decisional autonomy. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in POLS/WGSS 517.
An intensive examination of the role of the human body in the creation of personal and social identities in the West since the sixteenth century. Emphasis is on understanding how contemporary theories of embodiment are applied to concrete historical or contemporary problems. May be repeated if course content varies sufficiently. (Same as HUM 775.)
Directed reading in an area of women's studies in which there is no appropriate course in the offerings of the Women's Studies Program, but in which there is a member of the cooperating graduate faculty competent and willing to direct the program of study.
An introduction to the field of women, gender, and sexuality studies, paying particular attention to its development, its reception by and influence on academic disciplines, and its institutionalization. Prerequisite: Graduate standing and consent of the instructor.
A survey of contemporary feminist theories produced within and across disciplines (including but not limited to, eco-feminism, and liberal, cultural, materialist, psychoanalytic, radical, and black feminist thought). Prerequisite: Graduate standing and consent of the instructor.
How is feminist research more than just research on feminist topics? What, if any, implications do various feminist theories have for how we execute research and for what we count as knowledge? This graduate seminar explores the joint epistemological and methodological foundations of feminist research in the humanities and social sciences. We will practice different research methods, assess their strengths and limitations, and learn how to integrate them in project design. Prerequisite: Graduate standing and consent of the instructor.
The goal of the course is to teach students to teach. By reading core texts of feminist pedagogy, understanding critical theories, and attending seminars at the Center for Teaching Excellence selected by instructor and student, students will learn how to present knowledge and stimulate learning in the classroom, as well as such practical skills as leading discussion sections, preparing and presenting class sessions, developing syllabi, devising fair grading and helpful advising, and solving pedagogical problems like maintaining civility in the classroom and coping with academic misconduct. Prerequisite: Must be Women, Gender, and Sexuality Studies graduate students.
The goal of this course is to train students in the skills essential to becoming effective scholars and educators, and successful members of the profession. The material to be covered by these three iterations includes 1) the ethics and practice of feminist research (e.g., protection of human subjects, conflicts of interest, confidentiality, legal strictures); 2) the practical aspects of producing knowledge (e.g., writing research papers, proper citation methods, conference presenting, responding to peer reviews); and 3) acquiring and securing a place in the work force (e.g., CV preparation, job interviews, grant writing, getting promotion [and, in the academy, tenure]). (Same as HIST 804.) Prerequisite: Must be Women, Gender, and Sexuality Studies graduate students.
This course surveys black feminist theory and thought across various disciplines. It examines the critical figures, texts, investments, and debates constituting this evolving discourse, which centers black women's social, political, and cultural praxis as well as considers their intersectional positionalities. Prerequisite: Graduate standing.
Since the mid-1990s affect has become central to the study of affective labor, anticipatory temporality, and neoliberal biopolitics across the social sciences and humanities. Exploring feminist epistemology of the lived experience, queer theory of nonnormative temporality, and postcolonial studies of the body politic, this course interrogates the interrelation of affect, knowledge, and power in and outside scholarly knowledge production, and rethinks pervasive binaries such as epistemology/ontology, discourse/materiality, and reason/emotion. It will also examine the possibilities and limitations of dominant affect theory and seek methodology to study affect more inclusively and critically.
An examination of research on women and violence, including rape, domestic violence, sexual harassment, stalking, and child sexual abuse. Research on the nature, prevalence, causes, and consequences of violence against women is discussed. (Same as PSYC 821.) Prerequisite: Six hours in WGSS and/or PSYC, or permission of instructor.
Original research that is to be incorporated into a PhD dissertation. Graded on a satisfactory progress/limited progress/no progress basis.