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#8060 |
JEFFREY GODDIN |
MW 1:15 PM–2:30 PM |
HU 111 |
CLASS NOTES: IUB GenEd S&H credit; COLL (CASE) S&H Breadth of Inquiry credit
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
The Paranormal Realm is designed to provide an introduction to paranormal entities and ideas, past and present. This is a vast topic, so the course will concentrate on certain areas.
We’ll look at the various types of ghosts and hauntings, and explore the belief in ghosts and poltergeists in ancient times as well as in the present. The course will also investigate the organized belief of Spiritualism in America and the British Isles, which was mostly involved in trying to contact the spirits of departed individuals and had such famous supporters such as Abraham Lincoln and Mark Twain. We will also look briefly at the resurgence of New Age Spiritualism in America, and examine Spiritism in Brazil and the Caribbean.
The millennium has witnessed new members of the paranormal realm: Chupacabras, Shadow People, and the Black-Eyed Children. We’ll also look at some of the most recent phenomena, such as the Dog Men and Wolf Men of the upper Midwest, and we may briefly examine the new, ultraterrestrial or trans-dimensional theories of UFO sightings, Bigfoot, Lizard Men, and other weird phenomena.
The course will also include a brief discussion of the new digital ghost hunting (as in shows like Ghost Adventures). Methods of documenting paranormal phenomena will be discussed.
From the student perspective, an interdisciplinary approach can be used to illuminate paranormal phenomena, possibly involving history, folklore, parapsychology, psychology, sociology, and cultural anthropology. This is a ghost-friendly course. The purpose is not to ridicule any sort of belief, but rather to illustrate how such phenomena relate to the rich matrix of human experience.
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#36021 |
JENNIFER MAHER |
W 11:30 AM–12:20 PM
|
HU 111
|
CLASS NOTES: Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
This class examines the historical “making” of masculinity and femininity within (mostly American) popular culture. Through a variety of theoretical perspectives, we will explore representations of gender and sexuality in film, television, and print media. We will study the work of media scholars from various genres to see what media production and reception can tell us about cultural constructions of gender and sexuality. You will gain an understanding of pivotal theoretical approaches to popular culture across genres and engage in written analyses of them. Though much of what you read will be from the recent past (1970s- early twenty-first century) I feel sure that you will be able to make connections to more contemporary examples.
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#14009 |
DAWN KUTZA |
INTERSESSION |
ROOMCODE |
CLASS NOTES: IUB GenEd S&H credit; COLL (CASE) S&H Breadth of Inquiry credit; Intensive Freshmen Seminar
Above class open to Freshmen only
Above class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
Above class meets July 31 August 17. For further information, contact the Intensive Freshman Seminar office at (812) 855-3839.
To drop above course, contact Olivia at ifs@iu.edu.
Icelanders have consistently ranked in the top 5 of the world’s happiest people, even after being on the verge of economic collapse during the 2008 financial crisis and having 6 months of darkness. Iceland tops other world surveys of well-being, including the Global Peace Index and the Better Life Index, as well as on measures of income equality, gender equality, health, education, environmental quality, generosity, freedom, and absence of corruption. In 2019, Iceland’s female Prime Minister enacted a framework to foster sustainable development goals, driven by 39 well-being indicators. This system—and the impact of prioritizing and measuring human and environmental well-being—is forward-looking and sits in contrast to countries who rely strictly on GDP indicators (like the United States) to measure growth and success. Analyzing Icelanders’ ways of living and governance can provide insights into socio-economic factors that influence well-being at the individual and society level.
Together, we will virtually explore the beautiful country of Iceland and its people. We will compare and evaluate the governmental frameworks used to measure “development” and “success” in the US and in Iceland to explore their positive and negative impacts on humans and the environment. We will then identify specific socio-economic factors, policies, social programs, and human actions that influence the well-being, health, and life satisfaction of individuals, communities, and the environment. A large portion of the class will also be spent learning about psychological factors associated with well-being and life satisfaction and practicing a variety of cognitive, behavioral, and physical strategies proven to increase human flourishing.
A personal laptop is required.
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#33890 |
TRAVIS BROWN |
INTERSESSION |
IF 2150 |
CLASS NOTES: IUB GenEd S&H credit; COLL (CASE) S&H Breadth of Inquiry credit; Intensive Freshmen Seminar
Above class open to Freshmen only
Above class requires permission of Department
Above class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
Above class meets July 31 to August 17. For further information, contact the Intensive Freshman Seminar office at (812) 855-3839
To drop above course, contact Olivia Kalish at ifs@iu.edu.
How can we learn to be more effective innovators? What exactly makes a technology innovative? What is the process for taking a technological innovation and building a financially viable startup based on it? These are topics which are often discussed as being mysterious and, in turn, unteachable.
This course will teach students the process of innovation, specifically in respect to technological innovation. Students will be required to ideate technological concepts given a set of constraints and an opportunity space. In addition, students will be required to take a business concept from inception to implementation, at least to the degree required to define the product specifications and develop a pitch deck. Concepts covered will include abductive reasoning, problem framing, pattern recognition, trend analysis, business-hypothesis-driven experimentation, iterative product releases, and validated learning. Students will also learn the importance of systems and design thinking as they relate to building and managing a startup holistically.
The focus of the course will be for students to get their ideas off of paper and into the market. Students will generate a proposal for their technological innovation and a plan for their startup concept throughout the seminar. The seminar will culminate in a pitch competition, which will require students to pitch their startup concept plan they developed through the course to their peers who will evaluate the technological innovativeness and commercial viability of their concept. Discussions based on assigned readings and lectures will provide an incremental approach to developing a technological innovation and strategizing the commercialization of that innovation.
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#32242 |
GREG CANADA |
MW 1:15 PM–2:30 PM |
HU 217 |
CLASS NOTES: IUB GenEd S&H credit; COLL (CASE) S&H Breadth of Inquiry credit
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
What is law? Is it whatever the sovereign decides or is there a higher moral law that limits what the sovereign can legislate? And what is the role of judges? Do they merely apply the law as it is legislated or is the role of adjudication more interpretative and harder to distinguish from legislation? When appellate courts interpret the law, how ought they go about doing this? Are they constrained by the written word and the intent of legislators or can they draw on other sources in their interpretation? Is law thoroughly political? Is the notion of justice by rule of law an ideological façade, the function of which is to mask law’s oppressive nature? As citizens, what constraints do we encounter when it comes to following the law? Do we have an on-going duty to obey the law or are there some cases in which disobedience is justifiable? In this 3-unit honors course, we will explore these and other questions about the nature of law, its application, and its reach.
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#8364 |
DINA SPECHLER |
TuTh 1:15 PM–2:30 PM |
GA 1128 |
CLASS NOTES: COLL (CASE) S&H Breadth of Inquiry credit; meets with POLS-Y 363, JSTU-J 304 and INTL-I 300
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
Why did Russia invade Ukraine when that country possessed no weapons that could threaten its far more powerful neighbor? Why did the United States get involved in Vietnam, and why did it stay in the war long after U.S. leaders knew we could not win? Why did Hitler attack the Soviet Union even though no outside power since the 15th century had succeeded in subduing Russia?
History and contemporary international relations are replete with examples of the risks, costs, and difficulties of attacking and invading other states and intervening militarily in the politics and conflicts of others. This course will explore the question of why nations go to war when survival is not at stake. There will be many case studies, including some quite recent cases, but the focus will be on theories that help us understand this puzzling behavior on the part of states and those who determine or influence national policy. We will be examining the impact of individual leaders, their personal characteristics, beliefs, perceptions and misperceptions, as well as decision-making groups, government bureaucracies, national values and belief systems, and the nature and functioning of various kinds of political systems. A role-playing exercise at the end of the semester will give students an opportunity to simulate national decision-makers confronting the question of whether or not to use force.
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#10031 |
DINA SPECHLER |
TuTh 4:45 PM–6:00 PM |
GA 1122 |
CLASS NOTES: COLL (CASE) S&H Breadth of Inquiry credit; meets with POLS-Y 360
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
Contrary to once widely held expectations, the end of the Cold War did not eliminate the threat to national and planetary survival posed by nuclear weapons. Both the US and Russia retained huge arsenals, which both sides are now working hard to modernize. Russia has begun to deploy some of these in forward positions and has recently threatened to use them against American allies or the US itself. A growing number of other states, some of them hostile to the US, are acquiring significant arsenals of their own. Meanwhile, the process of nuclear proliferation has accelerated and increased the danger of nuclear war arising from regional rivalries, miscalculation, accident or detonation by terrorists. Arguably, the risk of nuclear war is higher today than it has been for more than half a century. At the same time, the United States, like the other nuclear superpower, is facing serious environmental damage and substantial risks resulting from the production and storage of nuclear warheads and fuel over many decades.
This course will examine the key decisions over the last 70 years by policy makers in the US that contributed to the creation of this dangerous situation, how the U.S. has employed diplomacy to avoid nuclear war and reduce its likelihood, the contemporary consequences of its past decisions, and the prospects for the future. We will consider the options open to American decision makers at the time, the wisdom of and rationale for their choices, and what they should do now.
The course will involve both lectures and discussions. Weekly reading will be 50-60 pages in length, including many original source documents (memoirs, letters, and speeches) and news articles from the past and present, as well as analysts’ discussions of the issues. All readings will be available on Canvas. There will be a short paper, a midterm and a final exam.
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#14590 |
CRAIG CRAVENS |
TuTh 3:00 PM–4:15 PM |
BH 219 |
CLASS NOTES: COLL (CASE) A&H Breadth of Inquiry credit; meets with SLAV-C 363
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
What is a nation and how does it come into existence? What role do literature and the arts play in creating and contesting national myths and identities? This course introduces literary study within the context and theme of Czech nationalism and identity. We will be looking at Czech literature and culture from the 19th century to World War II, emphasizing Czech national identity as reflected in literature, art, music, and film.
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#34164 |
LUKASZ SICINSKI |
M 6:30 PM–9:00 PM |
BH 138 |
CLASS NOTES: COLL (CASE) A&H Breadth of Inquiry credit; COLL (CASE) Culture Studies: Global Civ & Culture; meets with SLAV-P 365
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
People turn to fictional works for many reasons: we enjoy them because their imaginary worlds provide a temporary psychological escape from our everyday reality; we appreciate their formal qualities and aesthetic beauty; or we are simply drawn to them because of their entertainment value. But fiction can be also regarded as a way of engaging with ideas. Fictional works often raise important philosophical questions, present new perspectives and insights, and challenge the way we think about the world and ourselves. They invite, in one way or another, a genuine philosophical reflection. This course explores this cognitive potential of fiction.
In our class, we will discuss issues that are relevant to each of us: How can we be sure that what we know is true? Can we really experience anything objectively? What does it mean to be human? How do we know what is right or wrong? Rather than focusing on reading philosophy, we will explore these and other related questions through close reading and careful interpretation of fictional works. For the most part, we will analyze selected works of 20th and 21st century Polish literature and film. Focusing on their philosophical relevance, we will examine their critical significance and discuss how they contribute to our understanding of the world and our place in it.
Knowledge of Polish language and culture is not required to succeed in this course.
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#32158 |
JOHNATHON CRYSTAL |
TuTh 9:45 AM–11:00 AM |
PY 128 |
CLASS NOTES: IUB GenEd N&M credit – Natural Science; COLL (CASE) N&M Breadth of Inquiry credit
Class meets In Person. For more information visit https://covid.iu.edu/learning-modes/index.html
Fundamental aspects of human experience include remembering the past, choosing in the present, and planning for the future. Do non-human animals remember the past, choose in the present, and plan for the future? Are people unique among all other animals in their cognitive processes? What do non-human animals know about the world? How do they come to know this information? What are the similarities and differences between this knowledge in animals and people? This course will explore the field of comparative cognition, the scientific study of cognitive capacities of animals. Topics include: perception, attention, memory, spatial cognition, timing, counting, conceptualization/categorization; tool fabrication and use; problem solving; and social cognition. Case studies will focus on episodic memory, mental time travel, metacognition, and theory of mind.