Hampshire College

Computing Concepts
(CS-0109)

This course is an introduction to computer science and programming framed by the question, "Is it possible for a computer to be creative?" The core areas of computer science will be introduced, including algorithms, complexity, computability, programming languages, data structures, systems, and artificial intelligence, with an eye toward the insights that they can provide about issues of computational creativity. Students will complete several programming projects to demonstrate developing technical skills and engagement with the themes of the course. No previous experience with computers or with programming is required. This class meets twice a week for one hour and 20 minutes. PRJ, QUA, PRS
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Philosophy of Education
(CS-0117)

This course explores central questions in the philosophy of education: What is education, and what is it for? What is the meaning and value of education to individuals and society? What should the aims and content of education be? Are there things that everyone should know or be able to do? Should education promote moral virtue? What are alternative methods of education? How should educational opportunities and resources be distributed? What roles should the individual, family, community, and state have in education? What should the role of education be in democratic societies? We will examine alternative perspectives on these and related issues of educational theory and practice. Readings will include selections from a variety of influential historical thinkers, such as Plato, Locke, Rousseau, and Dewey, as well as more recent educational theorists and critics, such as Illich, Freire, and Kozol, among others. PRJ, PRS, REA, WRI
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The Tower of Babel: Language and Evolution
(CS-0131)

The bible story about the origin of multiple human languages is that God, in order to humble Man, created a "confusion of tongues" at the Tower of Babel. By contrast, since the mid-19th century ? roughly when Darwin was advancing his theory of evolution ? linguists have realized that the diversity of language is, like biological diversity, a product of natural processes of change. But recently (and with alarming success in this country) religious advocates of "creationism" and "intelligent design" have attempted to counter scientific approaches to evolution and change. The logic ? rather, the illogic ? of these efforts applies as much to the development of language as it does to our understanding of the history of life. In this course we?ll examine the nature of both linguistic and biological evolution, and explore the adequacy of scriptural and pseudo-scientific "explanations" in these domains. REA, WRI
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Psychology of Perception: What We See Isn't What's Really
(CS-0147)

There is frequently a dramatic difference between our subjective experience of the world around us and the physical reality of our surroundings. This course will explore how we receive information from our environment and the cognitive processes we then undertake in order to transform that information into a subjective perception. Our focus will be primarily on visual, auditory, and nociceptive (pain) sensation and perception, but we will be considering all available sources of information input from the environment. Illusions and mis- perceptions will be examined alongside normal perception. We will also be devoting considerable effort to exploring the methods used to examine differences and links between physical sensation and psychological perception. REA WRI
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Child Development in the News
(CS-0152)

How is research on child development represented in our society? Educational policy should be informed by current research. Toys and videos fly off the shelves when they claim that research demonstrates that they advance children?s development. But what is the evidence for these claims? In this course, we will explore how child development is reported in the popular press and to support the developmental industry. We will critically evaluate the research that is the foundation of these reports to see if the claims are valid. We will also discuss whether the empirical findings are being applied appropriately. Students will become critical consumers of research findings and their application to development. Students will also make presentations and write papers reflecting their evaluations. PRS, QUA, REA, WRI
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Introduction to Experimental Psychology
(CS-0165)

The goal of experimental psychology is to try to understand why people think and act as they do. How do we interpret and use the information gathered by our senses? Why do we pay attention to some things and not others? How do we learn things? How do we remember things, and why are some things forgotten? What is the source of our beliefs? What is the process by which we make decisions? This course will focus on the ways in which psychologists have attempted to answer these questions over the past century and a half using scientific methods. Readings will consist of a comprehensive text and selected journal articles. Students will be expected to complete weekly assignments as well as a substantial research paper at the end of the semester. QUA, REA,WRI
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Philosophy & Science of Happiness & the Good Life
(CS-0172)

Philosophers through the ages have asked about the nature of happiness and its contribution to ?the good life.? It?s something we all want, but what is it? And why do we all want it so much? Are some people naturally happier than others? What makes us happy and why? This course will examine happiness from a number of different perspectives. We will look at what philosophers have said about the nature and importance of happiness in our lives, how conceptions of happiness/the good life have changed over time, and also examine the scientific literature on well-being, positive affect and our ability to regulate our affective states. Students will learn to read and critically analyze primary research articles in a number of different fields, including philosophy, and are expected to write a series of short papers and complete a final research project. This is a course in the Culture, Brain & Development Program. PRJ, REA, WRI
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Social Development
(CS-0205)

Social relationships and social understanding are important parts of our lives from infancy onward. In this course we will explore the developmental significance of parent-child and peer relationships from infancy into childhood and adolescence. We will also discuss children's understanding of theory of mind, gender, emotions, and self. In particular, we will focus on age-related changes in these skills and how they impact social relationships. We will also consider cross- cultural difference in patterns of social behavior. Evaluation will be based on participation, a series of short papers, and a longer final project. Students will read research articles and be responsible for class presentations. This course satisfies Division I distribution requirements. MCP, PRJ, PRS, REA, WRI
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Basic Animal Behavior Theory
(CS-0216)

This course will survey the main theoretical ideas in animal behavior. We will cover physiological, developmental, functional, and evolutionary explanations of behavior. The reading will be John Alcock?s "Animal Behavior: an Evolutionary Approach" text. This class will serve as a prerequisite for subsequent upper level animal behavior classes. This course satisfies Division I distribution requirements. REA, WRI
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Birth of Mind: Biological Foundations of Psychological Development
(CS-0218)

This course provides students with a solid background in brain/behavior relations across development. Goals of the course include developing a working knowledge of developmental systems neuroscience, as well as developing skills in finding and reading research articles and in thinking and writing critically about research. Course requirements will include reading primary research articles, library research, and writing several short integrative review papers. Topics covered by the course will include the organization and development of the brain, the structure, function, and development of motor and sensory systems, and the development of some higher cognitive functions, including memory, language, executive functions (e.g. attention), and emotion. This is a core course in the Culture, Brain and Development Program. This course satisfies Division I distribution requirements. PRJ, REA, WRI.
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Computer Science Projects
(CS-0225)

This course provides a venue for advanced computer science students to conduct individual or group programming projects. Class time will be devoted to the discussion of project ideas and the presentation of development and debugging tools, problem-solving and implementation strategies, software engineering methodologies, and student projects under development. Prerequisite: one college-level programming course (in any language). This course satisfies Division I distribution requirements. QUA,PRJ,PRS
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Theory of Language: Syntax and Phonology
(CS-0237)

Within linguistics, phonology is the study of sound patterns inside words, and syntax considers how words can be assembled into sentences. This class will examine phonological and syntactic data from a wide variety of languages in order to investigate what sort of grammatical knowledge people have when they 'know a language'. Students will frequently construct analyses of unfamiliar linguistic data, and we will consider the implications of these analyses for universal grammar and grammatical theory. Students will be introduced to, and will evaluate, theoretical proposals about formal linguistic grammars. This course satisfies Division I distribution requirements. REA, WRI.
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Teaching English to Speakers of Other Languages Practicum
(CS-0251)

*Teaching English to Speakers of Other Languages Practicum:* This practicum is a continuation of the fall semester TESOL course. Students enrolled in this class must have successfuly completed CS-151. In addition to observing classes, learners plan and teach English classes to students at the International Language Institute including weekly tutorials and 2 classroom classes. The classroom classes are observed and processed by the trainers. Monthly workshops deal with issues arising in the classroom and meet the following times: February 7th, March 6, April 10th and May 1st from 3:30-6, FPH 108. Students keep a teaching log, write a final paper on their growth as a teacher and present a final project (the presentation of a teaching point). Instructors are Karine Roesch (karine@languageschoolusa.org) and Caroline Gear (caroline@languageschoolusa.org) from the International Language Institute of Massachusetts in Northampton.
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Radical Innovation in Digital Arts
(CS-0255)

For some artists, "digital art technologies" are just electronic versions of familiar paintbrushes, cameras, musical instruments, and other traditional art media. Other artists and technologists, however, are using digital tools to develop entirely new forms of art- making --- forms that complement or even replace traditional forms of art. In this course we will explore and extend work of this latter category. Students will work in teams to imagine, design, implement, and use radically new digital art-making technologies. Class time will be devoted to presentations on emerging arts technologies (both by faculty and by students), brainstorming sessions, and organizational meetings for project teams. Students will be expected to conduct background research, develop ideas, implement technologies, and produce demonstration artworks largely outside of class. Prerequisite: significant prior experience in computer science and/or in the use of some form of digital arts technology (for example digital animation, digital imaging, or computer music). This course satisfies Division I distribution requirements. EXP, PRJ, PRS, QUA
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Political Culture
(CS-0257)

Every society offers public rituals, formal instruction and places of sacred memory whose purpose is to foster a common political identity like nationalism. Some of these devices appear natural and timeless; others are obviously invented. Some exist in peaceful periods; others are meant to galvanize people for warfare. This course will examine such expressions of political culture as history textbooks, both in the US and in Europe, where they are intended to promote harmony among former enemies; children's literature under the Nazis; American monuments and civic ceremonies; and recent attempts to create "democratic citizenship" in post-communist Central Europe. Students will write a series of short essays, carry out a group project and write a final paper. This course satisfies Division I distribution requirements. PRJ, REA, WRI
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Cultural Citizenship
(CS-0264)

People in the West increasingly experience politics at a remove from daily life. They know politics mainly as representations and simulations, and less in terms of direct action like attending meetings, organizing and, even, voting. Politics has become for many just another realm of mediatized culture. As such, politics competes for attention with a multitude of other realms that promise pleasure. This is the essence of cultural citizenship, an element of the contemporary "aesthetization of politics." In this course we will explore this newly emerging theory and its implications for democracy. Students will write short responses to readings and a couple of essays, and will carry out a final project.
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Cognitive Psychology
(CS-0265)

Cognition encompasses a range of phenomena that define our mental lives. This course covers a broad spectrum of topics in cognitive psychology, including perception, attention, learning and memory, language, decision-making, creativity, and problem-solving. While these types of mental events and processes cannot be directly observed, they can be studied scientifically. Emphasis will be placed on critical evaluation of objective evidence in the study of cognition. A primary text will be supplemented by additional readings, classroom demonstrations, and exercises. Students in this course should have some previous academic background in psychology prior to enrollment. Prerequisite: students must have at least one prior course in psychology.
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Bringing Astronomy Down to Earth: The Art of Communicating Science Through Electronic Media
(CS-0267)

A scientifically well-informed public is not only crucial for the continued support of sciences but is a necessity in a democratic society dependent on science and technology. The course will introduce students to state of the art examples of science communication methods for the public. The students will learn how to use electronic tools, such as podcasts/vodcasts, animated gifs, digital films, to communicate the science behind some recent astronomical discoveries. Students will work in small teams on projects that integrate science writing with electronic tools to communicate key astronomical concepts. This is a Five College Astronomy Dept. course. Instructor permission is required.
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Consciousness Reconsidered
(CS-0273)

This course will explore special topics in consciousness. Our examination of consciousness may include topics such as special states of consciousness (e.g., dreams, meditation, and chemically-induced altered states), the development of consciousness in children, conscious will, non-Western perspectives on consciousness, animal consciousness, and the possibility of machine consciousness. The focus will be on understanding consciousness from a multitude of perspectives and in all its variations. Students will complete a series of short papers and a longer, final paper. Students should have taken at least one course in cognitive psychology or philosophy of mind. Instructor permission is required. This is a core course in the Culture, Brain and Development Program.
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Science in the Islamic World: From Almagest to the Islamic Bomb
(CS-0275)

History of western science would be incomplete without the inclusion of Arab and Muslim contributions in the Middle-ages. In this course we will explore some of the reasons behind the outstanding growth of scientific reasoning in the Islamic world, including the motivation for translating Greek works and the role of religion in the early progress of science. While we are familiar with prominent Greek philosophers and scientific personalities of the post- Renaissance era, the lives of many Muslim scientists such as Al-Haytham (Alhazen), Ibn- Sina (Avicena), Ibn-Rushd (Averros) and their contributions remain largely unknown to many students. We will also explore the fascinating philosophical struggle between the rationalist and the traditionalist (orthodox) philosophers. The course will conclude with a look at the reasons for the later decline of scientific thinking in the Islamic world and the contemporary struggles to reconcile modern science with traditional religious systems. This course satisfies Division I distribution requirements. MCP, WRI
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Sex on the Brain: Gender, Sex, and Biology
(CS-0278)

This course is designed to examine sex, gender, and sexuality in multiple contexts. The primary aim of this course is to develop an understanding of the biology and neuropsychology of sex gender and sexuality. Additionally the course will examine how biological and environmental factors influence sex gender and sexuality across development and how these factors influence differences in brain and behavior. Course requirements will include reading primary research articles in the fields of psychology neuroscience sociology anthropology and women's studies. Students will also be asked to conduct library research write several short response and review papers and conduct a larger research project. Students are not required to have a scientific background but they are asked to be open to reading and evaluating scientific research. This is a core course in the Culture Brain and Development Program.
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Brain and Cognition II
(CS-0313)

This course is an upper-level research seminar designed for students who wish to learn electroencephalography techniques and how to apply those techniques to answer research questions in the domain of cognitive psychology and cognitive neuropsychology. The course requirements will consist of reading primary research articles and the design and execution of an original research project. In class we will cover all elements of setting up an electroencephalography laboratory and we will focus on three of the principal known EEG components in cognitive neuropsychology: the P300, the N400, and the mismatch negativity potential. Students should have a fondness for science and be willing to work very hard. Some background in cognitive psychology, cognitive science, neuropsychology, or neuroscience would be helpful. This is a core course in the Culture Brain and Development Program.
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