Spring 2013 Discovery Core III

Dream as Reality. Reality as Dream (5 credits)

The dream and the act of dreaming present themselves at a curious intersection between theology, poetics and science. The dialogue about the aesthetics of dreams constitutes a specific type of cultural knowledge. It is this type of cultural knowledge of the dream that we will trace in this seminar.
We will analyze the literary and cultural occurrence of the dream from an anthropological and sociological perspective in relation to questions of foreshadowing and anticipation, healing, initiation, and artistic production. These questions will help us trace the important steps that paved the road to our understanding of the dream today, which reaches beyond its medical and analytical significance.
Our discussions will focus on both theoretical and literary texts from classical authors of antiquity to German, Austrian, French and American writers of the 18th- to the 20th century. Additionally, two films from different countries and genres will be on reserve in the library.

Monday / Wednesday 8:45 - 10:45 Calian, Nicole

Citizenship and the University (5 credits)

What is a nation? Who counts as a citizen and who gets discounted? How do the forms and practice of national and communal belonging inform our understandings of identity? In this course we will take up these and other questions as we work to complete your first-year Discovery Core portfolio. A range of recent laws, films, novels and academic studies will offer us points of entry for thinking about the multiple forms citizenship takes in the contemporary United States. Given that the university has been and remains an important institution for both the production and contestation of citizenship and its norms in the U.S., we will collaboratively reflect on the extent to which your studies have positioned you as a “citizen” of the classroom, the university, the nation, and the globe, and we will use the portfolio as an opportunity to critically engage with this positioning. We will conclude this course with a “conference” in which each of you will present original research that explores a question related to citizenship, and that is oriented to your academic and personal goals in the years to come.

Monday / Wednesday 8:45 - 10:45 Sands, Travis

The Meaning of Life (5 credits)

In this course we will examine a number of different philosophical and religious perspectives. The emphasis will be on the ethical component of these various perspectives, and also on different conceptions of The Meaning of Life. We will cover some Western philosophical views, as well as Hindu, Buddhist, and Islamic ethics (possibly more depending on how fast or slow we go). The aim is to gain a greater understanding and appreciation of these traditions, and especially of the ethical theories imbedded in them. We will do this primarily by reading and discussion, and also by trying to understand how these different traditions would approach certain concrete ethical dilemmas in the contemporary world. For example: What would Aquinas think about same-sex marriage? What would Mill’s utilitarianism imply about the morality of torturing a terrorist in order to discover where a bomb has been hidden? How should we understand the Islamic concept of jihad? How would a Buddhist view American consumerism?

Monday / Wednesday 3:30 - 5:30 Nixon, David

Project Planning: Business, Community, and Life (5 credits)

"If you don't know where you're going, any road will get you there." -- The Cheshire Cat, Alice In Wonderland (paraphrased)

The American Heritage Dictionary defines a project as “An undertaking requiring concerted effort.” No matter what field of study you follow, you will be called upon to do projects. You do projects in your personal life all the time – you throw a party, you rent an apartment, you take a trip. Constructing your ePortfolio is a project.

The Cheshire Cat tells Alice that if she doesn’t care where she ends up, she can take any road, any direction. But, when we begin a project, we do care where we end up. The outcome matters. We can approach that casually or carefully. Approaching a project carefully increases the probability of success and satisfaction with the result. That’s why project planning is one of the most valuable skills you can attain as a student, a professional in your chosen field, and as an individual. This course will teach you the critical elements of project planning and provide support as you create your ePortfolio.

Tuesday / Thursday 8:45 - 10:45 Schildkraut, Laura

Journalistic Interviewing: Critical and Creative Inquiry (5 credits)

By conducting journalistic interviews, designing a first-year learning portfolio (which includes critically reflecting on three artifacts of learning), and critically reading and responding to popular and scholarly writing, students who take this course will draw connections between their own experiences and notions of civic/amateur/alternative journalism and public scholarship. Critical reflection on one’s self, one’s ideas, and one’s work, all crucial for deep learning and engaged scholarship, will serve as a foundation for the course. Students will engage with the dialogue, interpretation, reporting, and aesthetics of journalistic interviewing in order to investigate and make sense of their first year of learning at UW Bothell. Articulating a notion of public scholarship or public intellectualism vis-à-vis their own experiences and work will frame their perspective on their future undergraduate studies. Students will have the opportunity to practice communication skills including critical reading; media literacy; and written, visual, online, and oral presentation.

Tuesday / Thursday 11:00 - 1:00 Gustafson, Kristin

Discourse, Culture and Education (5 credits)

This course offers students the opportunity to reflect on how discourse and culture have influenced their learning over the past year. Questions explored will include, but are not limited to: What is the relationship between discourse and culture? How does culture influence how we view the world? How are discourse and culture expressed?

To help investigate these questions, students will spend the first half of the course developing an understanding of discourse and culture, and examine how both can be used as analytical tools. During the second half, students will apply what they've learned in the course to analyze and reflect on how the projects and papers they've completed during their first year fit into the academic culture and discourse of UW Bothell.

At the end of the course, students will compile a collection of projects they have completed over the past year. Students will then use their projects to make evidence-based arguments for how their learning has fit into the campus' culture and discourse of interdisciplinary scholarship.

Tuesday / Thursday 11:00 - 1:00 Freeman, Peter

Cultures of the Northwest (5 credits)

What is wild bewilders. This class will explore how the connection between nature and culture has been experienced through thought, and by living in the Pacific Northwest. We will compare and contrast three Northwest forms of life: Native American, Timber Worker, and Youth Culture since the 1960s. Relationships between youth and age, and the problem of social reproduction, will be engaged, as well as the fluid boundary between what is human and the cosmos.  You will learn about cultures of the region, from the appearance of whaling cultures on the Bering Sea millennia ago, through the global influences of Northwest Rock and Roll and the (unofficial…) Washington state song Louie Louie.

Tuesday / Thursday 11:00 - 1:00 Richardson, Pete

Reflection in Diary: Study and Practice of Self Reflection (5 credits)

This course will use autobiographical texts written in the form of diaries in order to examine the process of reflection. The course will provide multiple opportunities for students to examine methods and practices of reflection as they prepare to reflect upon their own writing, progress, and complete the required capstone project for the year. By examining three diaries; the diary of an artist, a naturalist, and a scientist, students will have the opportunity to examine self reflection from multiple sources and gain insight into the authors who are reflecting on their professions, social relationships, and the time in which they lived. Students will engage these texts as tools for self examination, and consider the connections between the various authors of their own lives.

Friday 8:45 - 1:00 Redwood, Loren

Chemistry and Astronomy (5 credits)

Astronomy saw a revolution during the past decade: humans put satellites in orbit around Mercury, the sun, and Saturn, robots roam the surface of Mars, and the Voyager spacecraft reached the edge of our solar system and is pushing into truly “empty space”. These successes gave us unprecedented scientific information on the way our solar system formed and evolved. They also changed how we view ourselves, our planet, and our place in the universe. The course content will focus on chemistry and its role in the universe- how stars are born and die, the fusion that keeps stars running, the evolution of galaxies, black holes, how planets form and evolve, how complex biological molecules are created even in the cold and dark of space, and the properties of light that allow us to peer into deep space. While we reflect on what we have learned and our place in the universe, we will also project ourselves into the future by looking at the role of chemistry in helping us push the boundaries of our knowledge and establishing ourselves on other planets. This idea, once solely science fiction, has come closer to reality than ever with our increasing technological sophistication and understanding of the environments in which we will find ourselves. The DC III courses emphasize reflection and projection and astronomy is an excellent as we reflect on ourselves as individuals, members of a global society, and members of a much larger universe. The science, when combined with reflective and projective thinking, can capture the imagination in a way that a traditional, mathematical astronomy course would not.

Monday / Wednesday 11:00 - 1:00 Finley, Brandon

Science and the News (5 credits)

This focuses on topics in science and technology that appear in the news.  It contains four overview seminars on technology, interpretation, and controversy surrounding provocative scientific topics. We will analyze news stories that depend on scientific interpretation, and examine the media narratives and memes that result. The overview seminars include analyses of common logical fallacies that appear in the news, and will focus on real media narratives, such as climate, energy in a modernizing world, and the technology of surveillance.

The remaining time is spent on portfolio workshop activities. This part of the course will focus on reflection and building the portfolio. We will alternate topical and portfolio workshops from the beginning of the course, and gradually work toward a finished project at the end.

Tuesday / Thursday 8:45 - 10:45 Barnes Spayde, Robin

Scientific Inquiry and the Environment (5 credits)

When debates rage in political and news circles about environmental issues, are the questions being asked in a scientific way? How are new discoveries made about how the earth works, and about what human impacts are on the environment? When new discoveries about these human impacts are challenged, are the challenges about science or are they about economics and public policy? We will examine major changes in environmental science and policy in the last century, including the recognition of the impacts of hazardous chemicals on wildlife and human health, the regulation of municipal waste water treatment, and the discovery of the southern hemisphere ozone hole. We will examine some original research, discussing what initial questions led to these discoveries and how the research evolved along the way to public acceptance and influence of public policy. Using these case studies from the past, we will also analyze current environmental issues including climate change and the development of genetically modified foods, to identify good, scientific questions and critiques and separate these from emotional or politically driven critiques. Students will also work together to design testable hypotheses about how the environment functions and changes over time, with a focus on the development and critique of sound experimental designs. The overall goal of this course is to engage in thinking critically about science, especially science related to environmental management, and to see scientific research as a multi-stage, multi-faceted process.

Tuesday / Thursday 1:15 - 3:15 Shinnemann, Avery Cook

Facing Forward: Utopian and Dystopian Science Fiction (5 credits)

In this VLPA course, students will finalize their CUSP portfolios. As they reflect on their own academic work, our readings in utopian/dystopian literature will encourage them to think imaginatively about how they inhabit and help to build the world around them. This literature raises important questions: What might a future look like that “solves” the most pressing problems we face today? What do we hope to preserve or to change, and why? How are our answers to these questions shaped by culture, history, and experience? How do we account for the fact that one person’s utopia is another’s dystopia, and with what implications for our "real" educational, political, and personal choices?

Monday / Wednesday 11:00 - 1:00 Crowley, Sharon

Picture Yourself: Photography as Personal Expression (5 credits)

This course explores photography as a means of personal expression. Students will engage in self-portraiture, experimentation with different photographic formats/processes, and discussions among classmates on personal identity, cultural perspectives, and ideological views of the world. The class will also cover photographic concepts and techniques for creative image control.The course will culminate with the creation of the DC III e-portfolio incorporating past work and new work into a cohesive theme that is an insight into the photographer’s personality, history, aspirations, and unique way of seeing the world.

Monday / Wednesday 1:15 - 3:15 Hsu, Howard

Human Rights through Art, Poetry and Music (5 credits)

Picasso's 1937 depiction of the German bombing of Guernica during the Spanish Civil War remains a poignant reminder of the brutality and inhumanity of war.  How do poetry, art, and music created in the struggle for Human Rights "transcend" the reality of an often brutal world?  Pete Seeger's "we shall overcome" rendition of an old black spiritual song becomes iconography for the civil rights movement, Tracy Chapman's songs move a generation of feminists to speak out against domestic violence, and stencil and graffiti artist Banksy's wall pieces galvanize youth in Europe and the US to use art as a form of public protest.  Artist are often the ones that make us aware of the unspeakable aspects of human rights violations by forcing us to look at issues from multiple perspectives, think of Diego Rivera and his depictions of the Mexican working class.   For this class we will look at painting, graffiti, hip hop, slam poetry, New Latin American song, documentary film, and performance art to explore how and why art is so important to the struggle for a better world.  As a large part of this course we will be taking stock of your college experience thus far.  We will explore the last academic year to develop a digital portfolio that will exhibit your past work and accomplishments.  We will also focus attention on developing learning goals for your future academic career.

Monday / Wednesday 3:30 - 5:30 Barrera, Veronica

Autobiography and Media Storytelling (5 credits)

This course explores the cultural and technological issues, ideas, and creative practices around diverse media forms of autobiography found in experimental film, video art, documentary, and, more recently, social media platforms such as YouTube and Facebook. Works by media artists are viewed and analyzed to reveal a wide range of styles and approaches to telling a person’s life story through digital images, sounds, and texts. Students will also read literary and media autobiography theorists as they learn to create written and short media forms for their portfolios. They will integrate their CUSP writings and autobiographical creations into a final class presentation and their DCIII e-portfolio.

Tuesday / Thursday 8:45 - 10:45 Oppenheimer, Robin

Reality Bytes: Introduction to Digital Humanities (5 credits)

In this Discovery Core III course we will be putting the final touches on your freshman portfolios while looking at the burgeoning methodologies of the Digital Humanities. The term “Digital Humanities” refers to the marriage of Internet and new media tools with more traditional Humanities-style scholarship subjects. In this class you’ll learn how to create simple portfolios, archives, and projects using digital tools. You will be encouraged to think about how you might creatively present your research and work in your freshman portfolio and beyond. We will also be sharing our knowledge of different Digital Humanities tools with each other. Students who enroll in this course should feel comfortable with a computer (i.e. have sent emails before and understand how to post on someone’s Facebook wall), but do not need to have delved deep into computer programming or Humanities research before the class begins.

Tuesday / Thursday 3:30 – 5:30 Gregory, Ruth

Information, Technology and Development (5 credits)

This course aims to explore the relationship between information, technology and society, particularly computer based information technologies and the ways in which it affects economic and social development in the world. We focus on the relationship between such technology and development in the Global South.

The rise of information and communication technology (ICT) in the western industrialized nations has been accompanied by a more democratic and easier access to information, allowing people to participate more fully in decisions pertaining to their own development. The apparent benefits of this new information technology also raised concerns among policy makers about the so-called ‘digital divide’; i.e. the gap between people with access to information and communication technologies and those without.

In this course we analyze the effects of a global emphasis on ICT and the effects of such a policy in terms of development. This course will undertake a historical survey of the role of information and communication technology in socio-economic development in the world. We analyze this phenomenon at the local, state, national and international level. While we focus on the macro-changes in policy during this course, we undertake an analysis of numerous case-studies in order to illustrate the network of changes effected through the introduction of ICT.

Friday 8:45 - 1:00 Ambikar, Rucha

Me and the Medium: Image. Sound. Text. Self. (5 credits)

The plural of ‘medium,’ the term ‘media’ signifies the various means, materials and milieus of human expression and action. In art and literature, artworks are formed in the media of paint, clay, photography, sound, video and text, among others. Alternatively, the Internet, television, radio and mobile phones are often called mass media or media technologies. If all these things are media, what makes media media? What are the formal and cultural characteristics of a medium? How is a mobile phone similar to and different from a painting? In this class, we will answer these questions by reflecting on and interpreting media across these domains. At its core, this class is about the critical and creative endeavor of interpretation. By interpreting artistic and cultural forms, students will develop important skills to interpret their own experiences as they produce the culminating CUSP Student Portfolio. As the keystone of the Discovery Core sequence, the CUSP Student Portfolio provides an opportunity for students to reflect on their first year experiences in order to better understand where they have been, where they are going and who they are. In addition to the portfolio assignment, students will engage a variety of media forms, such as visual and sonic art, literature, music and pop culture. Students will have the opportunity to work on media production as well.

Friday 11:00 - 3:15 Porter, Ian

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