Age of Revolutions

56:606:521:09 Revolutionary Russia
Cross Listed with: 50:510:376:01
T/TH 3-4:20 pm
Room: FA-225
Instructor: Professor Bernstein

This course explores the major historical developments in Russia and the USSR since the Revolution of 1905. Topics include the fall of the tsarist autocracy, the Bolshevik victory, the social and cultural consequences of revolutionary change, Stalinism, de-Stalinization, the “nationality question,” the collapse of the Soviet Union, and the rise of Putin.

Studies of the 20th Century

56:606:531:09 American Art in Age of the New Deal
Cross Listed with: 50:082:368:H1
T 3-5:50 pm
Room: FA-221
Instructor: Professor Reade

Art in the Age of the New Deal examines the art of the 1920s and the 1930s and the historical context that spawned the works of the Federal Art Projects of the 1930s. The Roosevelt administration launched New Deal programs that fostered government sponsorship of the visual arts, film, theater, literature, music and dance. The art produced through this sponsorship reflected and diverged from early twentieth century European modernism that had begun to influence American art. The figurative style, known as the American Scene, also had affinities with the Mexican muralists of the 1920s and other government-sponsored social realist art of the 1930s.

Cultural Diversity

56:606:541:01 African American Childhoods in 20th Century Fiction
Cross Listed with: 56:606:531:01
TH 6-8:50 pm
Room: BSB-109
Instructor: Professor Green

The course description will be updated as it becomes available.

Studies of Idea

56:606:601:01 Theories of Childhood Studies
Cross Listed with: 56:163:695:01
TH 6-8:50 pm
Room: Soc-309
Instructor: Professor Balagopalan

This course draws on writings in poststructuralism, cultural anthropology, gender studies, literary theory, queer studies, critical sociology, film and media studies and critical history that are of significance for Childhood Studies. Students will read primary sources as well as secondary sources, all of which will help open up discussion regarding multiple approaches to the study of children, childhood and youth.

Arts & Literature

56:606:608:09 Singing for the Stage
Cross Listed with:50:700:493:01
M/W 2:50-4:10 pm
Room: FA-224
Instructor: Professor Baird

A performance class in which students will learn basic vocal technique, audition technique, and how to be expressive singing actors. A variety of musical styles will be covered. Permission of the Instructor is necessary.

56:606:609:09 Art of Modern Asia
Cross Listed with: 50:082:487:01;
W 2:50-5:40 pm
Room: FA-221
Instructor: Professor Wu

This course investigates art in modern Japan, China, Korea, and India from the late 19th century through the early 21st century, including paintings, photography, ceramics, pop art, multi-media art, video art, action art, installations, manga, animation, and films. We will investigate how westernization and globalization have affected the development of art in modern Asia and how modern artists drew inspiration from and innovated traditional art forms in these regions. Our discussion of earlier works will emphasize debates on the format, motifs, and theories of modern art. Entering the second half of the 20th century, the course will explore how individual artists responded to man made and natural disasters and their aftermaths, as well as political and social changes during the postwar era. By interrogating new paradigms for the production and reception of art as well as debates and confrontations between domestic and international artistic representations, the course will conclude with a close examination of the contested definitions of contemporary art in Asia and related curatorial, economic, and gender issues.

56:06:610:01 Introduction to Literary Theory
Cross Listed with: 56:350:573:01
M 6-8:50 pm
Room: BSB-109
Instructor: Professor Habib

Is there a correct way of interpreting a piece of literature? Should we just read the “words on the page” as suggested by some critics in the early twentieth century or should we take into account the author’s biography, social class, psychology and audience? What is the purpose of literature? Moral? Political? Simply pleasure? How should women read works written by men? What ideological assumptions do we bring to the study of literature? In what degree are philosophical strategies and literary-critical techniques operative in the exegesis of scripture, as in the interpretation of the Qur=an and the Bible? These are some of the questions posed by the greatest thinkers from Plato and Aristotle through al-Farabi, Aquinas, Ibn Rushd, al-Ghazzali, Hegel and Marx; they have been raised in somewhat different and more modern contexts by critics adopting the perspectives of Psychoanalysis, Feminism, Reception Theory, “New” Historicism, Deconstruction, Gender theory and Postcolonialism. This class will cover selectively the history of Western literary
criticism from Plato to the present day. Two papers and one examination. In preparation, students may read Book X of Plato’s Republic and Aristotle’s Poetics.

56:606:612:01 American Literary History
Cross Listed with: 56:352:540:01
W 6-8:50 pm
Room: ATG-109
Instructor: Professor Sayre

This seminar is a survey of American literature, from its origins to the present. We will cover major movements in American thought and letters, focusing our study through a number of individual texts that both contribute to and challenge the American literary canon.

56:606:613:I1 Health and Healing in South Africa
Travel Date: 3/8 – 3/21
Meeting Dates: 1/27, 2/10, 4/7 (Friday, 4-6 pm )
Faculty Leader: Dr. Angela Kelly
Program Cost: $3,425 (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

Health and Healing in South Africa is a seminar and experiential service learning course that exposes students to healthcare on a global level. By traveling to South Africa students are exposed to present day healthcare across the country. Students learn about and further examine the historic, political, cultural, and epidemiological factors that shape the current health care issues of the South African population. While abroad in South Africa students participate in clinical practice experiences and community based health service projects in collaboration with South African healthcare agencies. Students will experience and participate in projects that support and sustain health promotion initiatives. On non-clinical days students will also participate in activities that allow for further exploration and understanding of South African culture including visits to museums, historic monuments, and world renowned geographical landmarks like Table Mountain and Kruegar National Park. This course is appropriate for undergraduate and graduate nursing students as well as students majoring in other health and healthcare related disciplines (i.e. medicine, physical therapy, social work).

Urban Politics in Brazil
56:606:613:I2
Cross Listed with: 50:790:I1/50:975:380:I1
Travel Date: 5/19 – 5/27
Meeting Dates: 1/24, 2/28, 3/28, 5/2 (Tuesday, 4:30-7:20 pm)
Faculty Leader: Maureen Donaghy
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This course will examine urban politics in Brazil, emphasizing the challenges of conflicting interests within a country that has experienced periods of both political and economic stability and instability. Specifically, we will assess the role of civil society organizations, public officials and private sector interests in defining policies related to housing, violence, and the environment. Prior to the international portion of the program we will study the country’s political history, the importance of cities within this highly urbanized country, and background on specific issues in Rio de Janeiro and Sao Paulo. During our travel to Brazil we will divide our time between Rio de Janeiro and Sao Paulo, with cultural excursions and visits to relevant organizations. In Rio de Janeiro we will learn about the “Pacification Program” to reduce violence in the favelas and we will visit communities impacted by construction for the World Cup and Olympics. We will visit Vila Autodromo, a community that has resisted displacement located next to the main Olympic venue, tour a “pacified” favela with residents, visit with a youth organization, and meet with law enforcement. In Sao Paulo, we will meet with leaders of the housing movements and NGOs working to improve the urban environment. The program will bring to life the ideas discussed through readings and lectures prior to travel. Upon returning from Brazil, students will present a research paper framed as a policy brief, analyzing a specific policy problem, current efforts, and specific recommendations for policy change.

Health and Healing in the European Union
56:606:613:I3
Cross Listed with: 57:705:395:I1
Travel Date: 5/20 – 5/30
Meeting Dates: 4/24, 5/1, 5/8
Faculty Leader: Renee Cantwell
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This seminar and international service-learning course introduces students to health and healing in the European Union, using London, England and Budapest, Hungary, as members of the European Union, as exemplars. The aim of the course is to gain a deeper understanding of health and healing on a global level.

Classroom and internet mediated seminars will focus on demographic, socio-cultural, spiritual, economic, legal, and political factors influencing healthcare delivery and practice in Hungary. Integral to this course is a 10-day immersion experience in the European Union. In the context of another culture, participants will have the opportunity to experience visits to historic sites related to health care, hospitals, clinics, and other healthcare institutions. They will work on a sustainable project in Hungary, with Hungarian students, that helps to address and overcome public health problems, and attend classes taught in English.

The international component will include travel to London, England and Budapest, Hungary. The first 3 days will be spent in London to visit the Florence Nightingale Museum, The Welcome Museum, and the Foundling Museum. Students will stay in the dormitories at Semmelweis University while in Hungary. Seminar, internet mediated learning and participatory learning abroad will advance the following objectives:

  1. Examine the role of health care and its historical context in the European Union as provided at the national level in Hungary.
  2. Discuss the impact of demographic, socio-cultural, spiritual, economic, legal, and political factors influencing healthcare delivery and practice in Hungary.
  3. Identify health issues, their prevalence, safety practice, and risk factors among members of a marginalized and/or impoverished Hungarian community.
  4. Discuss the role of healthcare and health services in Hungary
  5. Understand the goals of health equity and reduction of health disparity, globally.
  6. Examine nursing roles in rural Hungary.

56:606:613:I4 History of Women in Healthcare
Course Number: TBD
Travel Date: TBD
Meeting Dates: TBD
Faculty Leader: Dr. Elizabeth Scannell
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This course will offer a broad study of the historical and human science literature regarding notable women in healthcare. We will examine the life stories and contributions to healthcare of notable selected women from the British Isles, Central Europe and the United States. This examination includes the lives and accomplishments of such notables as:Virginia Apgar, M.D., Marie Curie, Mother Catherine McAuley, Elizabeth Blackwell, M.D., Florence Nightingale, Edith Cavell, Ina May Gaskin, Margaret Sanger, Dame Cicely Saunders, Mother Teresa, the Sisters of Bon Secours, Elizabeth Garrett-Anderson, M.D., Alice Hamilton, M.D. and Rita Levi-Montalcini, M.D. We begin with a broad look at societal expectations and norms associated with women’s roles in society in the 18th, 19th, and early 20th century as these women were raised and began their education. Over the course of our time abroad we will visit the Florence Nightingale School of Nursing and Midwifery, the Florence Nightingale Museum, her grave at St. Margaret Church near Embley Park, her monument and archives at St. Paul’s Cathedral, and her statue at Waterloo Place, Westminster, London. We will also visit and tour St. Christopher’s Hospice, where Dr. Cicely Saunders, M.D., founded the Hospice Movement and the worlds’ first hospice facility. We will visit the grave and monument at Norwich Cathedral dedicated to Edith Cavell, a nursing heroine of World War I. In Ireland we will visit the Rotunda Hospital, Garden of Remembrance, grave of Mother Catherine McAuley, the International Mercy Centre and ‘Catherine’s House,’ and have a class on the History of Healthcare in Ireland with Professor Gerard Fealy, RGT, PhD, Irish Healthcare Historian, University College Dublin. Students learn from readings as well as multiple lecture/discussions and visits to historical sites.

The focus of this course is on the historical contributions of women to healthcare in the past two centuries. It examines contributions from general medicine, nursing, public health, pediatrics, radiology, palliative and hospice care, neurobiology, occupational health, toxicology, gynecology, and midwifery. Students learn of the many struggles and obstacles these women faced in securing an education and professional status because of their gender and the related politics of the times. Additionally, they learn of the many efforts by individual women and groups of religious nuns to provide for the healthcare and basic needs of the indigent.

Course Goals:To recognize the histories of notable women in the healthcare industry from the perspective of social mores of the times.
1-To introduce students to significant achievements in healthcare by notable women in Europe and the U.S.
2- To recognize the social and educational histories of selected notable women in healthcare from the U.S. and Europe.
3-To examine how the issues of difference (social class, gender, religion, race, etc.) are appreciated in a variety of diverse societies.
4-To recognize unique historical trajectories in different regions of the world with regard to healthcare innovations.
5-To describe the obstacles faced by women in healthcare professions over the last two centuries.
Outcome Criteria:After completing this course, students should be able to:
1-Describe the career histories of at least two women from Western Europe and two women from the U.S. who have made significant and notable contributions to healthcare.
2-Describe at least three obstacles these women encountered in carving out a career in healthcare.
3-Describe how differences in social class, gender, religion, etc. contributed to difficulties in women entering healthcare professions.
4-Identify and describe five healthcare innovations attributed to notable women in the healthcare industry.

Comparitive Criminal Justice in England, Scotland and Wales
56:606:613:I5
Cross Listed with: 50:202:375 :I1
Travel Date: 3/11 – 3/20
Meeting Dates: 2/3, 2/17, 3/3, 4/7, 4/21 (Fridays, 1:50-4:20 pm)
Faculty Leader: Ross Allen
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

Comparative Criminal Justice is a course that is designed to teach students about the similarities and differences between the United States and other countries with regard to the entire criminal justice system; courts, police (law enforcement), and corrections. This course, with the international aspect, will serve as a way for students to see, first hand, many of the things that helped shape and mold our criminal justice system while being able to learn about the development of criminal justice and how the criminal justice system is used throughout the world. This course is also designed to teach students about the history of the United Kingdom as foundational to understanding all components of criminal justice in America, the organization of the police, the structure of the courts, and the goals of punishment. Students will explore London, Glasgow, and Cardiff on foot and via public transportation to gain insight into the operation of the justice system, as well as the political system, whose differences from the American political system create different implications for criminal justice.

To help facilitate the learning of the students, the United Kingdom provides an ideal setting for achieving the learning objectives. The travel aspect will give students a way to apply what they have learned abroad to what they have learned in the United States and in the class. By seeing different court processes, speaking to police officers, judges, and other criminal justice officials, and by touring various jails, museums, and other related places, it will go a long way toward helping student visualize the different approaches in the United Kingdom and how the United States has used the United Kingdom Model in developing their own system.

Some of the highlights of the London part of the experience include:touring the Royal Courts of Justice and Inns of Court, eating lunch while visiting a maximum security prison, meeting with Metropolitan Police and visiting the Tower of London; tourist site visits to Buckingham Palace, the London Eye, the London Aquarium, Shakespeare’s globe theatre; tower bridge, St Paul’s Cathedral; various museums; and much more. We are also going to take a day trip to Cardiff, Wales where we will also visit with police officers, and we will sit in on a court case. In Scotland, we will tour a prison, visit the Glasgow Sheriff Court to watch a trial, speak with police officers, judges, and other members of the criminal justice workgroup. We are also going to visit with a youth offending team and plan on visiting tourist attractions such as castles and museums.

For the three seminars to be held before travel, students will learn about the criminal justice systems from England, Wales, and Scotland. Also, these classes will be foundational in helping students learn about the criminal justice system in the United States. In doing so, students will be able to see the similarities and differences in the systems and how those systems compare and contrast.

Gentrification, Social Movements and the Arts in Germany
56:606:613:I6
Cross Listed with: 50:975:351:I1
Travel Date: 3/9 – 3/19
Meeting Dates: 1/18/16 (first class, meets Wednesday, 4:20-5:40 pm )
ROOM: FA-108
Faculty Leader: Natasha Fletcher, Zachary D. Wood
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This course will teach students about gentrification and social movements in German cities as well as expose students to the rich cultural heritage of Germany.
We will explore topics such as:
• the effect of globalization and neoliberalism on German cities,
• the ramifications of growing ethnic/cultural/religious diversity on the shaping of neighborhoods and public space,
• the displacement and threat of displacement of low- to moderate income residents in gentrifying neighborhoods,
• the history, tradition, and efficacy of social movements and their evolution over time,
• current social movements such as “Right to City”, rent strikes, squatting, radical “leftist” protests, peaceful demonstrations, street art & graffiti), as well as the history and tradition of such resistance strategies
• rent ceilings imposed by state or city governments to preserve affordable housing
• the role of government, non profit sector, and other entities in shaping the urban space
• utopian organizations and methods to ameliorate the corporate, capitalist take-over of public space such as socialist collectives and the proliferation of the solidarity/sharing economy

Prior to the travel component, students will examine these topics through selected readings, multi-media presentations, discussions, assignments, and instruction.

The intellectual preparation coupled with useful information about the German culture and customs prepares students for the 10-day journey through Germany where we will explore the topics discussed in class “hands-on” through site visits, lectures, and city tours. We will spend 3 days in each city, beginning with Berlin in the Northeast, then traveling by train to Hamburg in the North, and finally K?ln in the Midwest. Students will be able to synthesize their intellectual knowledge by:
• touring (via walking and public transit) newer, older, and gentrified
neighborhoods,
• becoming “urban pioneers” through extensive excursions through these cities,
• engaging in the “classroom” in the streets where we will make regular stops to discuss our observations in relation to the intellectual material,
• visiting with protest groups, initiatives, organizations, centers, community leaders, and other local experts to hear about their objectives and take on current plans and developments and have the opportunity to ask questions,
• attending university/research lectures on topics related to our course.

In Berlin, students will connect with researchers from the TECHNISCHE UNIVERSITÄT BERLIN:URBAN RESEARCH AND DESIGN LABORATORY to hear about the latest urban developments. In addition, students will participate in an alternative tour and meet with a local, renowned artist who will share her story about having lived in Berlin for the past decade. We will explore both, the upscale and affordable housing stock, gentrified neighborhoods and neighborhoods in transition.

In Hamburg, students will connect with 2 local community initiatives – the RIGHT TO CITY group and the KOMM IN DIE GÄNGE group. In addition, students will participate in an alternative tour and meet with a recent graduate of the university and expert on Hamburg’s ethnic “burning point” neighborhoods and street art movement. Students will also take an extensive tour of this port city and meet with locals for Q&A.

In K?ln, students will meet staff from the AUTONOMES ZENTRUM KÖLN (Autonomous Centre Cologne) and an alternative, communal living/work initiative who will discuss co-op / communal housing and work co-op based on principles of solidarity and collective wellbeing. Students will also meet with a group of locals to discuss their experiences of living in the city over decades, their opinions on changes, and an opportunity for Q&A.

Finally, students will experience Germany’s rich traditions and culture through city tours, boat tours, museum visits, visits to local restaurants, cafe’s and other gastronomical establishments, sightseeing (e.g. Brandenburg Gate in Berlin, Cologne Cathedral), and local entertainment (e.g. symphony, ballet, theater, disco, soccer match).

56:606:613:I7 Health and Healing in Guatemala: A Service Learning Journey
Cross Listed with: TBD
Travel Date: TBD
Meeting Dates: TBD (Spring Semester 2017)
Faculty Leader: Nancy Pontes
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This service learning course introduces students to health and healing in Guatemala, one of many developing countries in the Americas with significant poverty and health care needs. Classroom and field experiences focus on: 1) Mayan history and marginalization as it relates to today’s setting 2) traditional and Western medical systems and their articulation within the health care system of Guatemala; and 3) current public health concerns that confronts the population. A service learning experience in the highlands of Guatemala exposes students to both Western and traditional health care settings and providers as well as opportunities to assist with ongoing health promotion projects. In addition to the focus on Guatemala, an emphasis will be place on team building, improving interpersonal relationships and communication, and integrating concepts of interprofessional education.

Pre-departure preparation focuses on the major historical, social, cultural and economic influences on the lives of the modern Maya. During our ten-day international service-learning experience, students work among the highland Maya on projects to improve community health while learning about local culture, history and the environment. Past Learning Abroad groups have participated in health promotion, stove construction, health education (diabetes, nutrition, etc.), a visit with a Mayan healer, and a health fair.

Additional trip highlights (tentative):

  • Visit majestic Lake Atitlan, ringed by volcanoes and among the most beautiful lakes in the world. Travel by boat to the surrounding villages and tour an organic coffee cooperative while sipping Guatemalan coffee.
  • Tread over swinging foot and cable bridges, visit a butterfly sanctuary, and zip line over the tree canopy past monkeys, waterfalls, cliffs, and volcanoes.
  • Visit the famous Chichicastenango Mayan market, witnessing the processions of Mayan priests and cofradias
  • Relax in a volcanic hot spring
  • Visit the colonial city of Antigua, a UNESCO world heritage site, with lovely plazas, historic sites and churches, and shopping in the marketplace.
  • Spend five days at a retreat center as you complete your service learning projects in villages surrounding the city of Xela, participate in a Maya healing ceremony, learn about traditional medicine, and work closely with an indigenous (native) community to improve their health
  • Tour the ruins of the ancient Maya capital city of Iximche.

Students from all majors and levels of study are welcome, and have participated successfully for many years.

Inside India: Exploring the Country’s History, Culture, and Mass Media
56:606:613:I8
Cross Listed with: 56:350:505:I1
Travel Date: 3/10 – 3/21
Meeting Dates: TBD (Spring Semester 2017)
Faculty Leader: Jill Capuzzo
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This course would explore a vast array of issues facing India and give Rutgers students the up-close chance to research and report on these subjects and this country in a manner typically limited to the elite group of journalists who are assigned to such highly coveted foreign bureaus. Students will gain a firm understanding of the country’s past and present and learn to make connections between India’s history and the kinds of stories that are being reported there today.
In the classes leading up to the travel component, we will discuss topics specific to India and South Asia, as well as broader topics related to operating as a foreign correspondent in an emerging, sometimes volatile nation. Classes will cover topics such as:India’s history, political, racial and religious conflicts; modern developments and how these subjects have been covered by the international news media; India’s role and influence in various segments of mass media including modern literature, film and television; methods employed by foreign reporters covering relevant subjects such as poverty, racial strife, housing, sports, healthcare and education; India’s reliance on traditional media (as home to the world’s largest circulation newspaper) and the emerging role of social media and more.

The fully-guided 11-day study tour will cover an area often referred to as “the Golden Triangle” for its beauty and significance as the primary destination most people coming to India for the first time choose to visit. The trip will start in Delhi, where we’ll explore both Old Delhi, riding rickshaws through its warrens of streets and visiting India’s largest mosque, as well as the more cosmopolitan New Delhi, home of Britain’s long rule and now the country’s government seat, learning of India’s transition to independence and visiting where Gandhi spent his last days, and was killed. We will also visit the Times of India or India Express newspaper offices, a television news outlet, such as CNN-IBN or NDTV, and a university campus, such as Jawaharlal Nehru University. From Delhi, we’ll move on to Agra, to visit one of the world’s seven wonders, the Taj Mahal, as well as other architectural sites like the Agra fort and the “baby Taj.” From Agra, the trip takes a detour from history, sites and media and goes to the Ranthambhore National Park for a two-day, two-night tiger-viewing safari. In this area, we also visit a local village. From here, we go on to Jaipur, stopping first to visit the site where “The Best Exotic Marigold Hotel” movies were filmed. Sometimes referred to as the Pink City for the magnificent color of all the buildings, Jaipur is the capital of India’s famed Rajasthan state. Here we’ll visit a fort, tour the regal city, ride elephants, attend a Hindu temple ceremony and visit a local school. We will also visit a local newspaper or magazine, and possibly take in a Bollywood movie at the city’s central theater.

56:606:613:I9 Community Service, Social Change and Knowledge of Place
Cross Listed with:50:988:490
Travel Date: 3/8 – 3/20
Meeting Dates: 1/28, 2/11, 2/25, 4/8, 4/15 (Saturday 11am-12pm)
Faculty Leader: Amanda Holloway
Program Cost: Approximately $3,425 (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

Students will visit NGO’s, schools, and key cultural sites, and meet with teachers, students, and community leaders in South Africa to participate in community service and engage in dialogue and shared experience on topics of racism and poverty, urban revitalization, global and regional development, and environmental degradation while focusing on the role that woman have played.

Understanding of complex issues—gender, poverty, racism, justice, environmentally?poor housing, climate?change, activism and desire for change—will be arrived at through reading, dialogue, hands?on activity, and reflection. Identity and pride are strong in South Africa; this creative energy shows up in all aspects of the complex culture of over 11 national languages recognized in the constitution, but also in the strength they collectively brought toward change in their country. Whether this same creative energy can be transferred to affect needed environmental change or to others such as us will be one of the topics of discussion. Connecting between the learning activities in South Africa and Camden will be formed through group interaction, the study project, and critical analysis.

Participants will meet with NGO Executives, principals of public education, and community leaders in South Africa to engage in dialogue and shared experience on topics of racism and poverty, global and regional identities, and environmental/climate change. We will build shared experience through community activities undertaken with local NGOs; connect with teachers and students in their classrooms and schools; visit key cultural places. Cultural exchanges will be facilitated through specific civic engagement such as greening and environmental education through the Amy Beihl Foundation, afterschool program activities with Ons Plek, visits to various primary schools; site visits to places like the People’s Environmental Centre (an urban gardens project), Constitutional Court (the new justice center), and Robben Island (prison where Nelson Mandela was held for 27 years); and informal dinners with local educators and leaders.

Students enrolled in the course should be prepared to meet both in person and online, to participate in field experiences on campus or in the surrounding community that involve the application of principles and methodologies.

56:606:613:I10 Tropical Field Ecology in Brazil
Cross Listed with: TBD
Travel Date: TBD
Meeting Dates: TBD
Faculty Leader: Dr. Angelica Gonzalez, Dr. Amy Savage, Dr. John Dighton
Program Cost: TBD (Program cost is approximate and subject to change. Program cost is in addition to tuition.)
More at learningabroad.camden.rutgers.edu

This course will offer biology students the unique opportunity of hands-on experience on ecological processes and natural resource management challenges in a tropical area in Brazil (i.e., Macae). This area is not only scientifically interesting, but also culturally rich and illustrative of conservation challenges faced by developing countries. This field course on tropical ecology will focus on concepts, study design and field techniques in ecological research studying both terrestrial and aquatic habitats. The course aims to provide students with hands-on experience in:(1) field methods for population, community and ecosystem ecology studies; (2) design and execution independent research; (3) hands-on experience using statistics to evaluate data from their own experiments; (4) experience the tropical rainforest; and (5) cultural experience by interacting with Brazilian researchers and students. The course will combine field ecology labs with an independent project that students will develop in the field, focusing on ecological questions at the population, community and ecosystem level. Readings, short lectures, and class discussions will provide the background for students to design their research projects, and the instructors will help students to carry out their research.

In the coursework leading up to the time spent in Brazil, the students will be exposed to ecological concepts, habitats, and the techniques they will use in the field using the NJ Pine Barrens (Rutgers Pinelands Field Station). This local skill building will not only allow students to learn techniques, but also allow students to make comparisons between temperate and tropical ecosystems. Knowing the field techniques prior to starting work in Brazil will make the students more confident and more productive. This course will be taught in collaboration with the Institute of Biology at the Federal University of Rio de Janeiro. This course will be held at the Center for Ecological Studies in Macae (http://www.peld.biologia.ufrj.br/estacao_ing.htm), field station that contains diverse facilities including laboratories, classrooms, library, and computer rooms.

Politics and Society

56:606:621:90 Politics of Terrorism
Online (For Fully Online Degree Program)
Instructor: Professor Snow – email to be updated as it becomes available.

An analysis of the use of terror as a form of political expression and strategy. The course will investigate terrorism from institutional and historical perspectives, focusing on the level of threat to the United States from domestic terrorists and Al Queda, as well as tactics, weapons, aims, and the rationality of terror. Other topics include state-sponsored terrorism, and the consequences and tactics of counter-terrorism.

56:606:622:01 Health and Health Policy in the United States
Cross Listed with: 56:834:611:01
T 6-8:50 pm
Room: 427/429 Cooper Street, 1st Fl. Conf. Room
Instructor: Professor Marsh

This course is designed for graduate students from multiple disciplines interested in health and health policy in the United States. It will be run as a seminar, with readings and discussion. It covers a range of twentieth century health and medical issues and public health topics, which we will examine from both historical and contemporary perspectives. The topics to be covered include important and sometimes controversial issues that affect our health and well-being. We will also deal with issues in bioethics, medical research, health disparities, and the relationship between researcher and patient.

One of the most important parts of the course will involve addressing the national responsibility for the health of this country’s residents, both historically and in the contemporary context.

I am a historian and a scholar who studies issues in health policy. One important goal I have in this course is to help graduate students whose primary interests lie outside of the field of history understand the ways in which so many of the health and medical issues that we deal with today have critical historical roots. History matters when it comes to contemporary problems and concerns in health and medicine, and this course
employs historical frameworks to help us focus on timely and significant contemporary questions in health, medicine, and health policy.

56:606:624:09 Voting and Opinion
Cross Listed with: 50:790:352:01
T/TH 9:30 am – 10:50 am
Room: CSC-110
Instructor: Professor Shames

The course description will be updated as it becomes available.

56:606:623:91 Studies of Politics and Society
T 6-8:50 pm
Being Taught at the Joint-Base
Instructor: Professor Rossi Email will be updated as it becomes available.

The course description will be updated as it becomes available

56:606:625:01 Victimology
Cross Listed with: 56:202:540:01
T 6-8:50 pm
Room: SOC-B05
Instructor: Professor Meloy

Study of the role and treatment of victims in the criminal justice system with a particular focus on the victimizations that disproportionately affect women and children. Emphasis on risk factors and impact of crime on victims.

Philosophy and Religion

56:606:641:90 Gods and Monsters
Online
Instructor: Professor Salyer (Email will be updated as it becomes available)

We experience power in some form everyday, yet we rarely think critically about the role it plays in our lives. Gods and monsters symbolize the extreme poles of our understandings of power and thus serve as instructive benchmarks for this interdisciplinary exploration. The course approaches the study of power from theoretical (e.g., philosophical, political, sociological, and historical), literary, and artistic perspectives and applies these understandings to issues in the public sphere. Some of the questions we will ask include:How are gods and monsters made and what cultural functions do they serve? What is power? How is it created, maintained, and distributed? How does power change? How is power gendered? Readings will include religious analyses of anthropomorphism, Freud on religion the Id, Medieval literary criticism on monsters, Nietzsche on the will to power and Thus Spoke Zarathustra, Michel de Certeau on belief, Sun Tzu’s The Art of War, the Book of Job, 1984, The Handmaid’s Tale, Ceremony, and various articles on the social construction of gender.

Studies of Psychology

56:606:651:01 Personality Psychology
Cross Listed with: 56:830:631:40
T 6-8:50 pm
Room: ATG-221
Instructor: Professor Nave

Examines contemporary research in personality psychology, focusing on historical and modern perspectives ranging from Freudian theory to the Five Factor Model of Personality. Both genetic and environmental influences on personality development will be considered as will the role of gender and culture in the development of personality. Applications of personality psychology in the study of mental and physical health will be discussed. This course counts towards the required 3 content courses.

56:606:652:91 Media Psychology
Hybrid Course
W 6-8:40 pm
Instructor: Professor Cabiria Email will be updated as it becomes available.

The course description will be updated as it becomes available.

Historical Analysis

56:606:671:01 History of Childhood
Cross Listed with: 56:163:531:01
M 6-8:50 pm
Room: BSB-108
Instructor: Professor Miller

How were children transformed from unsaved souls to “little savages” to the very embodiment of innocence? When, and why, did children lose their role as contributors to the family economy and instead become quarter-of-a-million dollar investments (according to the US Department of Agriculture)? Why do Americans seem obsessed with protecting their kids from illicit drugs, while at the same time medicating them for a host of ills—from being antsy to being short? Although this course will include material from Colonial times to the present day, it is not so much a survey of American children’s history as an historical investigation of the pivotal turning points in how Americans viewed their children. Topics will include sexuality and free speech, juvenile justice and civic responsibility, as well as kids’ relationship to families, consumer culture and medical professionals.

Capstone Research

56:606:689:01, 90, 91
Stuart Charme

Independent study of special interest to the student, under supervision of an advisor chosen by the student in consultation with the program director.

Research in Liberal Studies

56:606:690:01, 90
Stuart Charme

Matriculation Continued

56:606:800:01
Stuart Charme

Continuous registration may be accomplished by enrolling for at least three credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits