Hampshire College
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Natural Science Course Web Sites
Spring Term 2010 Courses
Chemicals in Your Food: The Good, the Bad, and the Indifferent
(NS-0114)
There is a lot written about chemicals in our food and drink, and the word has developed a bad reputation. But chemicals in what we buy to cook and eat fit a broad spectrum - from the aromas and flavors of herbs and spices, to natural pesticides plants produce so that they might escape being eaten, to polyphenols and other antioxidants present in surprising foods, to a myriad of synthetic additives. We would all be very surprised at the listing of the hundreds of compounds present in, say, a peach, not all of which would fit into the "good" or even "indifferent" categories. This 100-level course will explore the chemicals that are present in our food and drink, critically examine how our attitudes and choices are shaped by the way media present scientific research, and allow students to conduct their own literature research on some of their favorite food and drink choices. The text will be "On Food and Cooking, the Science and Lore of the Kitchen" by Harold McGee. Each student will be responsible for three oral presentations, and three short and one long paper. PRJ, PRS, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0114)
There is a lot written about chemicals in our food and drink, and the word has developed a bad reputation. But chemicals in what we buy to cook and eat fit a broad spectrum - from the aromas and flavors of herbs and spices, to natural pesticides plants produce so that they might escape being eaten, to polyphenols and other antioxidants present in surprising foods, to a myriad of synthetic additives. We would all be very surprised at the listing of the hundreds of compounds present in, say, a peach, not all of which would fit into the "good" or even "indifferent" categories. This 100-level course will explore the chemicals that are present in our food and drink, critically examine how our attitudes and choices are shaped by the way media present scientific research, and allow students to conduct their own literature research on some of their favorite food and drink choices. The text will be "On Food and Cooking, the Science and Lore of the Kitchen" by Harold McGee. Each student will be responsible for three oral presentations, and three short and one long paper. PRJ, PRS, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Understanding Cultural and Linguistic Competence as a Central Strategy to Address Health Disparities
(NS-0128)
Cultural and linguistic competence in public health doesn't mean being an authority on the values and beliefs of every culture. It does mean holding deep respect for cultural and language diversity, developing awareness of the ways in which culture and language shape our views of health and healing, and learning how every encounter in public health and health care is cross-cultural in nature. We explore how personal, organizational, and systemic bias contributes to health disparities, and how such understanding provides opportunities for humanizing health policy and creating health equity. The course examines cultural and linguistic conflicts that arise in efforts to improve the health of people and communities and assesses the extent to which specific programs and policies make a lasting impact on health equity. MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0128)
Cultural and linguistic competence in public health doesn't mean being an authority on the values and beliefs of every culture. It does mean holding deep respect for cultural and language diversity, developing awareness of the ways in which culture and language shape our views of health and healing, and learning how every encounter in public health and health care is cross-cultural in nature. We explore how personal, organizational, and systemic bias contributes to health disparities, and how such understanding provides opportunities for humanizing health policy and creating health equity. The course examines cultural and linguistic conflicts that arise in efforts to improve the health of people and communities and assesses the extent to which specific programs and policies make a lasting impact on health equity. MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Bodies, Guts and Bones: A Biocultural Approach to Diet and Nutrition
(NS-0134)
We are inundated with questions regarding diet, wellness and longevity. Often used words and phrases such as low fat, high fiber, no carbs, sugar free, calcium rich, anorexia, obesity, bone density, and supersize me, offer complex messages to the public. The interface between nutrition and popular culture fuels the core of this course. Students will work on independent projects that test popular notions about diet and nutrition using a broad range of methodologies and will design and carry out an original project on some aspect of food, nutrition and culture. Topics in human diet and nutrition will be examined from a biocultural perspective and will include current information on growth and development, nutrition and disease processes, diet and culture, anthropology, and genetics. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0134)
We are inundated with questions regarding diet, wellness and longevity. Often used words and phrases such as low fat, high fiber, no carbs, sugar free, calcium rich, anorexia, obesity, bone density, and supersize me, offer complex messages to the public. The interface between nutrition and popular culture fuels the core of this course. Students will work on independent projects that test popular notions about diet and nutrition using a broad range of methodologies and will design and carry out an original project on some aspect of food, nutrition and culture. Topics in human diet and nutrition will be examined from a biocultural perspective and will include current information on growth and development, nutrition and disease processes, diet and culture, anthropology, and genetics. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Health in America pre- and post-contact
(NS-0138)
This course explores the scientific, archeological and anthropological information, as well as traditional knowledge and oral tradition, on conditions of health for indigenous people in North America prior to colonization and the changing landscape of health and identity through colonization for all post-contact. Topics will include methods used to reconstruct and understand health and diet for past peoples. In addition, a wide range of life cycle events are explored using information from ethnographic, archaeological and historic documentation to assess health and wellbeing. For example, what was it like to give birth in AD 1000 or 1700? What was it like growing up? How long did people live and what was it like to grow old? What changed in health after colonization? MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0138)
This course explores the scientific, archeological and anthropological information, as well as traditional knowledge and oral tradition, on conditions of health for indigenous people in North America prior to colonization and the changing landscape of health and identity through colonization for all post-contact. Topics will include methods used to reconstruct and understand health and diet for past peoples. In addition, a wide range of life cycle events are explored using information from ethnographic, archaeological and historic documentation to assess health and wellbeing. For example, what was it like to give birth in AD 1000 or 1700? What was it like growing up? How long did people live and what was it like to grow old? What changed in health after colonization? MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Tree Rings and Climate Change
(NS-0151)
Standing as silent sentinels, trees in temperate regions record temperature, rainfall, amount of sunlight and response to disturbance in the width of their annual growth rings. We can use the patterns of these rings as surrogate climate records for years before people recorded weather data. In this project-based course, we will first learn the techniques of dendochronology, the science of reading tree rings, including collection and preparation of samples, data collections and analysis, and the biology of tree growth. We will travel to various sites around New England and collect tree cores in stands where the climate signal is likely to be strong and where we can also find evidence of significant ecological events such as fire, logging, hurricanes and farm abandonment. 300-level students will act as team leaders for the main coure projects. PRJ, PRS, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0151)
Standing as silent sentinels, trees in temperate regions record temperature, rainfall, amount of sunlight and response to disturbance in the width of their annual growth rings. We can use the patterns of these rings as surrogate climate records for years before people recorded weather data. In this project-based course, we will first learn the techniques of dendochronology, the science of reading tree rings, including collection and preparation of samples, data collections and analysis, and the biology of tree growth. We will travel to various sites around New England and collect tree cores in stands where the climate signal is likely to be strong and where we can also find evidence of significant ecological events such as fire, logging, hurricanes and farm abandonment. 300-level students will act as team leaders for the main coure projects. PRJ, PRS, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
Sustainable Water Resources
(NS-0157)
All life requires water to survive. Where do we get our water? Where does it go? Will there always be enough? How can we manage our water resources to ensure there is enough? What policies affect these decisions? This course explores these topics using a systems approach to gain an understanding of how our water resources are intimately tied with the surrounding ecosystem. Topics include the water cycle, hydrologic budgets, urban stormwater management and low impact development. Students will read and discuss primary literature, delineate watershed boundaries, compute water budgets (at the watershed level and for their own water use), and complete a group design project. Each group will develop a design for a stormwater best management practice to be located somewhere on the Hampshire campus. Designs will include: assessment of need for improved stormwater management, building layout/plan, and stormwater calculations. Groups will be required to present their final designs to the class. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0157)
All life requires water to survive. Where do we get our water? Where does it go? Will there always be enough? How can we manage our water resources to ensure there is enough? What policies affect these decisions? This course explores these topics using a systems approach to gain an understanding of how our water resources are intimately tied with the surrounding ecosystem. Topics include the water cycle, hydrologic budgets, urban stormwater management and low impact development. Students will read and discuss primary literature, delineate watershed boundaries, compute water budgets (at the watershed level and for their own water use), and complete a group design project. Each group will develop a design for a stormwater best management practice to be located somewhere on the Hampshire campus. Designs will include: assessment of need for improved stormwater management, building layout/plan, and stormwater calculations. Groups will be required to present their final designs to the class. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Structure of Randomness
(NS-0167)
Many events, like developing cancer or winning the lottery, are apparently random when considered individually, but often possess a great deal of predictability when studied collectively. The elaboration of this insight is one of the most far-reaching developments of the last century, an understanding of which is arguably essential for anyone trying to make sense of the data and choices thrown at us daily. A variety of random processes has also been increasingly used to analyze and create music, art, and poetry. In this course we will develop the idea of stochastic (i.e., random) models for thinking about a wide range of phenomena in the sciences, arts, and everyday life. Topics will include elementary probability theory; risk analysis; mortality tables and their uses; stochastic music; computer-generated art; elementary statistics; and Markov processes. It is designed for all students, regardless of field of interest or prior love of mathematics. Computers will be used throughout the course, but no prior experience is assumed. EXP, PRJ, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0167)
Many events, like developing cancer or winning the lottery, are apparently random when considered individually, but often possess a great deal of predictability when studied collectively. The elaboration of this insight is one of the most far-reaching developments of the last century, an understanding of which is arguably essential for anyone trying to make sense of the data and choices thrown at us daily. A variety of random processes has also been increasingly used to analyze and create music, art, and poetry. In this course we will develop the idea of stochastic (i.e., random) models for thinking about a wide range of phenomena in the sciences, arts, and everyday life. Topics will include elementary probability theory; risk analysis; mortality tables and their uses; stochastic music; computer-generated art; elementary statistics; and Markov processes. It is designed for all students, regardless of field of interest or prior love of mathematics. Computers will be used throughout the course, but no prior experience is assumed. EXP, PRJ, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
Aliens: Close Encounter of the Multidisciplinary Kind
(NS-0177)
This course can be summed up as: everything you wanted to know about aliens but were afraid to ask (a scientist). The course will explore the topic of extraterrestrial intelligence from the perspective of several different fields. We will look at the history of UFO sighting claims and analyze the reliability of eye-witness testimonies, explore psychological & sociological reasons behind claims of alien abductions, and analyze the current state of the search for extraterrestrial intelligence (SETI) from the perspective of astronomy and planetary research. We will also examine how film and television have shaped our view of aliens in popular culture. We will conclude the course by looking at religions that have been inspired by UFOs and extraterrestrials. REA, WRI, PRJ
Go to the course website.
(NS-0177)
This course can be summed up as: everything you wanted to know about aliens but were afraid to ask (a scientist). The course will explore the topic of extraterrestrial intelligence from the perspective of several different fields. We will look at the history of UFO sighting claims and analyze the reliability of eye-witness testimonies, explore psychological & sociological reasons behind claims of alien abductions, and analyze the current state of the search for extraterrestrial intelligence (SETI) from the perspective of astronomy and planetary research. We will also examine how film and television have shaped our view of aliens in popular culture. We will conclude the course by looking at religions that have been inspired by UFOs and extraterrestrials. REA, WRI, PRJ
Go to the course website.
Ever Since Darwin
(NS-0198)
Humans vary: some short, some tall; some fat, some thin; some prolific, some nearly or completely sterile; some clever, others dull; some successful and others failures. How much of this variation is due to variation in the genes, how much due to different environments, and how much due to developmental variation - not coded for or predetermined? Although this question has been studied ever since Darwin, many molecular biologists, geneticists, and "evolutionary psychologists" (as they term themselves), have concluded that it's all in the genes. However, no genes have been found that affect most of the variations listed above. Why have so many become so hereditarian in outlook? In this seminar we will read a tiny fraction of the recent literature on the attempts of some to "geneticize" everything from children's alleged dislike of spinach to various addictions to "brain modules" evolved on the African savannah. The principal texts are Lewontin's The Triple Helix and Moore's The Dependent Gene. All students are expected to pick a single topic of interest to them and to write a series of essays on that topic from the original literature. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0198)
Humans vary: some short, some tall; some fat, some thin; some prolific, some nearly or completely sterile; some clever, others dull; some successful and others failures. How much of this variation is due to variation in the genes, how much due to different environments, and how much due to developmental variation - not coded for or predetermined? Although this question has been studied ever since Darwin, many molecular biologists, geneticists, and "evolutionary psychologists" (as they term themselves), have concluded that it's all in the genes. However, no genes have been found that affect most of the variations listed above. Why have so many become so hereditarian in outlook? In this seminar we will read a tiny fraction of the recent literature on the attempts of some to "geneticize" everything from children's alleged dislike of spinach to various addictions to "brain modules" evolved on the African savannah. The principal texts are Lewontin's The Triple Helix and Moore's The Dependent Gene. All students are expected to pick a single topic of interest to them and to write a series of essays on that topic from the original literature. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ, PRS, QUA, REA, WRI
Go to the course website.
Chemistry II
(NS-0203)
This is a continuation of Chemistry I: the principles and concepts examined during the previous term will be expanded and applied to more sophisticated systems. Topics will include chemical thermodynamics, nuclear chemistry, chemical equilibrium, acid-base equilibria and their applications, complex ion equilibria, and solubility, oxidation-reduction reactions, electrochemistry, and reaction rates. We will also put emphasis on application of those chemical principles to environmental, biological, industrial and day-to-day real-life situations. Problem sets will be assigned throughout the semester. The laboratory will consist of two project-based labs and some laboratory exercises. Basic laboratory skills, chemical instrumentation techniques, and the use of computers in the chemistry laboratory will be emphasized. Prerequisite: successful completion of Chemistry I and its laboratory or permission of the instructor.
Go to the course website.
(NS-0203)
This is a continuation of Chemistry I: the principles and concepts examined during the previous term will be expanded and applied to more sophisticated systems. Topics will include chemical thermodynamics, nuclear chemistry, chemical equilibrium, acid-base equilibria and their applications, complex ion equilibria, and solubility, oxidation-reduction reactions, electrochemistry, and reaction rates. We will also put emphasis on application of those chemical principles to environmental, biological, industrial and day-to-day real-life situations. Problem sets will be assigned throughout the semester. The laboratory will consist of two project-based labs and some laboratory exercises. Basic laboratory skills, chemical instrumentation techniques, and the use of computers in the chemistry laboratory will be emphasized. Prerequisite: successful completion of Chemistry I and its laboratory or permission of the instructor.
Go to the course website.
Ecology
(NS-0207)
This course is an introduction to the field of ecology, including population, community and ecosystems ecology. We will apply these aspects of the discipline to pressing environmental issues such as climate change and introduced species. Students will read and present numerous research articles and conduct field research in local habitats such as the Holyoke Range, a fire community, and Hampshire's Farm Center. This class is designed for a range of students interested in ecology, environmental studies, agriculture, and conservation.
Go to the course website.
(NS-0207)
This course is an introduction to the field of ecology, including population, community and ecosystems ecology. We will apply these aspects of the discipline to pressing environmental issues such as climate change and introduced species. Students will read and present numerous research articles and conduct field research in local habitats such as the Holyoke Range, a fire community, and Hampshire's Farm Center. This class is designed for a range of students interested in ecology, environmental studies, agriculture, and conservation.
Go to the course website.
Climate Change: Exploring the Science and Solutions
(NS-0211)
An increasing body of observations gives a collective picture of a warming world and widespread changes in the different components of the climate system. Students in this course will examine the causes and impacts of past, present, and future climate change. Climate change is clearly an issue of increasing concern because of its potentially escalating and far-reaching impacts. This has brought the topic of "global warming" very much into the public eye and to the forefront of political debate. This course focuses on the science of climate change, highlighting what is known and what remains uncertain. Possible mitigation strategies for dealing with future environmental change on local, regional, and global scales will also be explored. Students will be encouraged to debate the issues actively and critically, both verbally and in writing.
Go to the course website.
(NS-0211)
An increasing body of observations gives a collective picture of a warming world and widespread changes in the different components of the climate system. Students in this course will examine the causes and impacts of past, present, and future climate change. Climate change is clearly an issue of increasing concern because of its potentially escalating and far-reaching impacts. This has brought the topic of "global warming" very much into the public eye and to the forefront of political debate. This course focuses on the science of climate change, highlighting what is known and what remains uncertain. Possible mitigation strategies for dealing with future environmental change on local, regional, and global scales will also be explored. Students will be encouraged to debate the issues actively and critically, both verbally and in writing.
Go to the course website.
Field techniques in fisheries ecology, conservation, and management
(NS-0216)
Freshwater ecosystems and their diverse biological communities are among the most imperiled resources in the world. Among freshwater organisms, fish are perhaps the most recognizable, studied, understood, and anthropogenically important fauna. This course will combine fieldwork, site visits, hands-on lab exercises, and classroom discussions to demonstrate common practices in fisheries conservation and management. Topics will include fish identification, habitat measurement and mapping, fish tagging and tracking, fish restoration, and biological assessment of stream ecosystems using fisheries information. We will explore common themes and concepts of freshwater fisheries ecology and gain practical experience in several fisheries conservation and management field techniques. The class will take several fieldtrips to various locations throughout the Pioneer Valley, including local rivers and streams, to view and experience fisheries conservation and management first-hand.
Go to the course website.
(NS-0216)
Freshwater ecosystems and their diverse biological communities are among the most imperiled resources in the world. Among freshwater organisms, fish are perhaps the most recognizable, studied, understood, and anthropogenically important fauna. This course will combine fieldwork, site visits, hands-on lab exercises, and classroom discussions to demonstrate common practices in fisheries conservation and management. Topics will include fish identification, habitat measurement and mapping, fish tagging and tracking, fish restoration, and biological assessment of stream ecosystems using fisheries information. We will explore common themes and concepts of freshwater fisheries ecology and gain practical experience in several fisheries conservation and management field techniques. The class will take several fieldtrips to various locations throughout the Pioneer Valley, including local rivers and streams, to view and experience fisheries conservation and management first-hand.
Go to the course website.
Comparative Animal Physiology with Lab
(NS-0221)
This course will cover physiology of organ systems within animal phyla with special emphasis on physiological adaptations of organisms to their environment. Topics will include osmoregulation, temperature regulation and neural, cardiovascular, respiratory, renal, digestive and endocrine function. One focus will be on cellular and molecular mechanisms common across systems and phyla. We'll also examine unique adaptations to extreme environments. Students will engage in class problems, lectures, lab exercises, and reading of text and primary science literature.
Go to the course website.
(NS-0221)
This course will cover physiology of organ systems within animal phyla with special emphasis on physiological adaptations of organisms to their environment. Topics will include osmoregulation, temperature regulation and neural, cardiovascular, respiratory, renal, digestive and endocrine function. One focus will be on cellular and molecular mechanisms common across systems and phyla. We'll also examine unique adaptations to extreme environments. Students will engage in class problems, lectures, lab exercises, and reading of text and primary science literature.
Go to the course website.
Astrophysics I: Stars and Galaxies
(NS-0228)
This course is a calculus-based introduction to the properties, structure, formation and evolution of stars and galaxies. The laws of gravity, thermal physics, and atomic physics provide a basis for understanding observed properties of stars, interstellar gas, and dust. We apply these concepts to develop an understanding of stellar atmospheres, interiors, and evolution; the interstellar medium; and the Milky Way and other galaxies. Prerequisites: one semester each of college physics and calculus.
Go to the course website.
(NS-0228)
This course is a calculus-based introduction to the properties, structure, formation and evolution of stars and galaxies. The laws of gravity, thermal physics, and atomic physics provide a basis for understanding observed properties of stars, interstellar gas, and dust. We apply these concepts to develop an understanding of stellar atmospheres, interiors, and evolution; the interstellar medium; and the Milky Way and other galaxies. Prerequisites: one semester each of college physics and calculus.
Go to the course website.
Sex, Gender, and Evolutionary Biology
(NS-0240)
Evolutionary biology is said to explain human gender roles, sexual preferences, and sex differences in behavior and cognition, including rape, monogamy, pornography, homosexuality, physical attraction, and maternal instinct. This course examines these and other controversial claims. We will read the scientific literature and its critiques and consider the social, historical, and ideological dimensions of evolutionary concepts of human sex and gender difference.
Go to the course website.
(NS-0240)
Evolutionary biology is said to explain human gender roles, sexual preferences, and sex differences in behavior and cognition, including rape, monogamy, pornography, homosexuality, physical attraction, and maternal instinct. This course examines these and other controversial claims. We will read the scientific literature and its critiques and consider the social, historical, and ideological dimensions of evolutionary concepts of human sex and gender difference.
Go to the course website.
Epidemiology
(NS-0248)
NS 248 is an introduction to the principles and practice of epidemiology and the use of data in program planning and policy development. The course covers the major concepts usually found in a graduate-level introductory course in epidemiology: outbreak investigations, study design, measures of effect, internal and external validity, reliability, and causal inference. Assigned readings are drawn from a standard textbook and the primary literature. In addition, students read case studies and work step-by-step through major epidemiologic investigations of the past century; they also form small groups to design and conduct a small epidemiologic study on campus. The major assignments are four studies, regular response papers/worksheets on the readings, a critique of a primary paper, a poster presentation of the on-campus study, and a proposal for an epidemiologic study of their own design. Instructor permission required.
Go to the course website.
(NS-0248)
NS 248 is an introduction to the principles and practice of epidemiology and the use of data in program planning and policy development. The course covers the major concepts usually found in a graduate-level introductory course in epidemiology: outbreak investigations, study design, measures of effect, internal and external validity, reliability, and causal inference. Assigned readings are drawn from a standard textbook and the primary literature. In addition, students read case studies and work step-by-step through major epidemiologic investigations of the past century; they also form small groups to design and conduct a small epidemiologic study on campus. The major assignments are four studies, regular response papers/worksheets on the readings, a critique of a primary paper, a poster presentation of the on-campus study, and a proposal for an epidemiologic study of their own design. Instructor permission required.
Go to the course website.
Teaching Science in Urban Schools
(NS-0253)
The National Science Education Standards are premised on a conviction that all students deserve and must have the opportunity to become scientifically literate, but the opportunities for students in many urban schools to become scientifically literate are severely limited. These schools may have high teacher turnover, limited or non-existent laboratory facilities and equipment, dated textbooks, and few teachers who themselves have studied science or math. To provide students with the skills and concepts they need to become active participants in their own education, they need hands-on experiences, time to write and reflect, and chances to build conceptual understanding. Students in this class will work with innovative ways to teach subjects like biology, earth science, or physics with inexpensive or easy to obtain materials. They will work in teams to develop interesting projects designed to engage students in active learning with opportunities to teach public school children. This course is intended for those with prior coursework in education, science, or urban studies. The course has a community engaged learning component with a placement in Holyoke. You must have one full morning or afternoon free in order to enroll.
Go to the course website.
(NS-0253)
The National Science Education Standards are premised on a conviction that all students deserve and must have the opportunity to become scientifically literate, but the opportunities for students in many urban schools to become scientifically literate are severely limited. These schools may have high teacher turnover, limited or non-existent laboratory facilities and equipment, dated textbooks, and few teachers who themselves have studied science or math. To provide students with the skills and concepts they need to become active participants in their own education, they need hands-on experiences, time to write and reflect, and chances to build conceptual understanding. Students in this class will work with innovative ways to teach subjects like biology, earth science, or physics with inexpensive or easy to obtain materials. They will work in teams to develop interesting projects designed to engage students in active learning with opportunities to teach public school children. This course is intended for those with prior coursework in education, science, or urban studies. The course has a community engaged learning component with a placement in Holyoke. You must have one full morning or afternoon free in order to enroll.
Go to the course website.
Statistics
(NS-0265)
This course is an introduction to experimental design and to the descriptive and inferential statistical methods useful for the analysis of data from all fields. Brief coverage of data summary and graphical techniques will be followed by elementary probability, sampling distributions, the central limit theorem and statistical inference. Inference procedures include confidence intervals and hypothesis testing for both means and proportions using normal distributions and the t test, the chi-square test, simple linear regression, a brief introduction to analysis of variance (ANOVA), and non-parametric alternatives to standard hypothesis tests. The approach will mainly be applied and hands-on. Students will learn to read and interpret data from the literature. Excel and its variants will be used throughout for data presentation and statistical analysis. The heart of the course will be the student's written solutions to the 33 problem sets that will be assigned, one for almost every class.
Go to the course website.
(NS-0265)
This course is an introduction to experimental design and to the descriptive and inferential statistical methods useful for the analysis of data from all fields. Brief coverage of data summary and graphical techniques will be followed by elementary probability, sampling distributions, the central limit theorem and statistical inference. Inference procedures include confidence intervals and hypothesis testing for both means and proportions using normal distributions and the t test, the chi-square test, simple linear regression, a brief introduction to analysis of variance (ANOVA), and non-parametric alternatives to standard hypothesis tests. The approach will mainly be applied and hands-on. Students will learn to read and interpret data from the literature. Excel and its variants will be used throughout for data presentation and statistical analysis. The heart of the course will be the student's written solutions to the 33 problem sets that will be assigned, one for almost every class.
Go to the course website.
Bringing Astronomy Down to Earth: The art of communicating science using electronic media
(NS-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, 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.
Go to the course website.
(NS-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, 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.
Go to the course website.
Elements of Sustainability
(NS-0276)
How do we build a sustainable approach to human existence, often described as "providing for the needs of people today without reducing the ability to support people in the future?" What is our proper relationship to other species that share our planet? In other words, what are we trying to sustain, for whom, for how long, and at what cost environmentally and economically? And how will we know if a system is actually sustainable? Many analytical and organizational frameworks and models exist. We will assess these tools as we grapple with our ignorance of the interconnected web of physical, chemical and biological processes that make up our environment and modulate its responses to our activities. We will employ several case studies to examine these difficult issues. Teams of students will examine the available evidence, get practical experience, and develop evaluations or propose solutions. Emphasis will be placed on understanding underlying scientific principles, systems modeling, evaluating evidence, and developing solutions. PRJ, PRS, QUA, REA, WRI. This course satisfies Div 1 distribution requirements.
Go to the course website.
(NS-0276)
How do we build a sustainable approach to human existence, often described as "providing for the needs of people today without reducing the ability to support people in the future?" What is our proper relationship to other species that share our planet? In other words, what are we trying to sustain, for whom, for how long, and at what cost environmentally and economically? And how will we know if a system is actually sustainable? Many analytical and organizational frameworks and models exist. We will assess these tools as we grapple with our ignorance of the interconnected web of physical, chemical and biological processes that make up our environment and modulate its responses to our activities. We will employ several case studies to examine these difficult issues. Teams of students will examine the available evidence, get practical experience, and develop evaluations or propose solutions. Emphasis will be placed on understanding underlying scientific principles, systems modeling, evaluating evidence, and developing solutions. PRJ, PRS, QUA, REA, WRI. This course satisfies Div 1 distribution requirements.
Go to the course website.
Sex on the Brain: Gender, Sex and Biology
(NS-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.
Go to the course website.
(NS-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.
Go to the course website.
Food Microbiology
(NS-0290)
Microorganisms are ubiquitous components of food from farm to fork. As public concerns over food safety and quality mount, the potential effects of food microbiology on human health and wellbeing are profound. Ensuring the future of food safety and quality will require critical thinking, innovative approaches, and healthy skepticism. Students will have the opportunity to foster those skills while studying the foundations of microbial growth and physiology, the role of beneficial microorganisms in food fermentation, claims associated with probiotics for promoting human health, and discussions about spoilage and the occurrence of pathogenic microorganisms in our food system.
Go to the course website.
(NS-0290)
Microorganisms are ubiquitous components of food from farm to fork. As public concerns over food safety and quality mount, the potential effects of food microbiology on human health and wellbeing are profound. Ensuring the future of food safety and quality will require critical thinking, innovative approaches, and healthy skepticism. Students will have the opportunity to foster those skills while studying the foundations of microbial growth and physiology, the role of beneficial microorganisms in food fermentation, claims associated with probiotics for promoting human health, and discussions about spoilage and the occurrence of pathogenic microorganisms in our food system.
Go to the course website.
The Learning Activity Course, 200-level
(NS-0299)
Students compile lists of "learning activities", to be included on their transcripts, based on their independent work during the semester. Every course participant will write a title, description and self-evaluation for each learning activity to be officially recognized. The student must also secure a signed evaluation of the work, written by anyone familiar with both the subject matter and course of study. The subjects of the learning activities need not be restricted to particular disciplines, Schools of Thought, or arenas of creative work; any topic or form of learning is possible. Students are encouraged to collaborate with others in their courses of study, for example by joining EPEC courses or informal learning groups. Students are encouraged to consult with the class section's designated instructor throughout the semester.
Go to the course website.
(NS-0299)
Students compile lists of "learning activities", to be included on their transcripts, based on their independent work during the semester. Every course participant will write a title, description and self-evaluation for each learning activity to be officially recognized. The student must also secure a signed evaluation of the work, written by anyone familiar with both the subject matter and course of study. The subjects of the learning activities need not be restricted to particular disciplines, Schools of Thought, or arenas of creative work; any topic or form of learning is possible. Students are encouraged to collaborate with others in their courses of study, for example by joining EPEC courses or informal learning groups. Students are encouraged to consult with the class section's designated instructor throughout the semester.
Go to the course website.
Understanding Cultural and Linguistic Competence as a Central Strategy to Address Health Disparities
(NS-0328)
Cultural and linguistic competence in public health doesn't mean being an authority on the values and beliefs of every culture. It does mean holding deep respect for cultural and language diversity, developing awareness of the ways in which culture and language shape our views of health and healing, and learning how every encounter in public health and health care is cross-cultural in nature. We explore how personal, organizational, and systemic bias contributes to health disparities, and how such understanding provides opportunities for humanizing health policy and creating health equity. The course examines cultural and linguistic conflicts that arise in efforts to improve the health of people and communities and assesses the extent to which specific programs and policies make a lasting impact on health equity. MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0328)
Cultural and linguistic competence in public health doesn't mean being an authority on the values and beliefs of every culture. It does mean holding deep respect for cultural and language diversity, developing awareness of the ways in which culture and language shape our views of health and healing, and learning how every encounter in public health and health care is cross-cultural in nature. We explore how personal, organizational, and systemic bias contributes to health disparities, and how such understanding provides opportunities for humanizing health policy and creating health equity. The course examines cultural and linguistic conflicts that arise in efforts to improve the health of people and communities and assesses the extent to which specific programs and policies make a lasting impact on health equity. MCP, PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Bodies, Guts and Bones: A Biocultural Approach to Diet and Nutrition
(NS-0334)
We are inundated with questions regarding diet, wellness and longevity. Often used words and phrases such as low fat, high fiber, no carbs, sugar free, calcium rich, anorexia, obesity, bone density, and supersize me, offer complex messages to the public. The interface between nutrition and popular culture fuels the core of this course. Students will work on independent projects that test popular notions about diet and nutrition using a broad range of methodologies and will design and carry out an original project on some aspect of food, nutrition and culture. Topics in human diet and nutrition will be examined from a biocultural perspective and will include current information on growth and development, nutrition and disease processes, diet and culture, anthropology, and genetics. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0334)
We are inundated with questions regarding diet, wellness and longevity. Often used words and phrases such as low fat, high fiber, no carbs, sugar free, calcium rich, anorexia, obesity, bone density, and supersize me, offer complex messages to the public. The interface between nutrition and popular culture fuels the core of this course. Students will work on independent projects that test popular notions about diet and nutrition using a broad range of methodologies and will design and carry out an original project on some aspect of food, nutrition and culture. Topics in human diet and nutrition will be examined from a biocultural perspective and will include current information on growth and development, nutrition and disease processes, diet and culture, anthropology, and genetics. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Tree Rings and Climate Change
(NS-0351)
Standing as silent sentinels, trees in temperate regions record temperature, rainfall, amount of sunlight and response to disturbance in the width of their annual growth rings. We can use the patterns of these rings as surrogate climate records for years before people recorded weather data. In this project-based course, we will first learn the techniques of dendochronology, the science of reading tree rings, including collection and preparation of samples, data collections and analysis, and the biology of tree growth. We will travel to various sites around New England and collect tree cores in stands where the climate signal is likely to be strong and where we can also find evidence of significant ecological events such as fire, logging, hurricanes and farm abandonment. 300-level students will act as team leaders for the main coure projects. PRJ, PRS, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0351)
Standing as silent sentinels, trees in temperate regions record temperature, rainfall, amount of sunlight and response to disturbance in the width of their annual growth rings. We can use the patterns of these rings as surrogate climate records for years before people recorded weather data. In this project-based course, we will first learn the techniques of dendochronology, the science of reading tree rings, including collection and preparation of samples, data collections and analysis, and the biology of tree growth. We will travel to various sites around New England and collect tree cores in stands where the climate signal is likely to be strong and where we can also find evidence of significant ecological events such as fire, logging, hurricanes and farm abandonment. 300-level students will act as team leaders for the main coure projects. PRJ, PRS, QUA. This course satisfies Div I distribution requirements.
Go to the course website.
Sustainable Water Resources
(NS-0357)
All life requires water to survive. Where do we get our water? Where does it go? Will there always be enough? How can we manage our water resources to ensure there is enough? What policies affect these decisions? This course explores these topics using a systems approach to gain an understanding of how our water resources are intimately tied with the surrounding ecosystem. Topics include the water cycle, hydrologic budgets, urban stormwater management and low impact development. Students will read and discuss primary literature, delineate watershed boundaries, compute water budgets (at the watershed level and for their own water use), and complete a group design project. Each group will develop a design for a stormwater best management practice to be located somewhere on the Hampshire campus. Designs will include: assessment of need for improved stormwater management, building layout/plan, and stormwater calculations. Groups will be required to present their final designs to the class. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
(NS-0357)
All life requires water to survive. Where do we get our water? Where does it go? Will there always be enough? How can we manage our water resources to ensure there is enough? What policies affect these decisions? This course explores these topics using a systems approach to gain an understanding of how our water resources are intimately tied with the surrounding ecosystem. Topics include the water cycle, hydrologic budgets, urban stormwater management and low impact development. Students will read and discuss primary literature, delineate watershed boundaries, compute water budgets (at the watershed level and for their own water use), and complete a group design project. Each group will develop a design for a stormwater best management practice to be located somewhere on the Hampshire campus. Designs will include: assessment of need for improved stormwater management, building layout/plan, and stormwater calculations. Groups will be required to present their final designs to the class. PRJ, PRS, QUA, REA, WRI. This course satisfies Div I distribution requirements.
Go to the course website.
Environmental Resources Seminar
(NS-0365)
This seminar is specifically designed for Division III students and advanced Division II students. The seminar will meet once a week to discuss various topics in environmental resources. Students will choose topics (Division II) or lead discussions about the topic of their Division III studies. This seminar will provide a forum for Division III students to present and get feedback on their Division III projects.
Go to the course website.
(NS-0365)
This seminar is specifically designed for Division III students and advanced Division II students. The seminar will meet once a week to discuss various topics in environmental resources. Students will choose topics (Division II) or lead discussions about the topic of their Division III studies. This seminar will provide a forum for Division III students to present and get feedback on their Division III projects.
Go to the course website.
Environmental Chemistry
(NS-0366)
This course will explore several current environmental topics with strong components in chemistry. We will put special emphasis on environmental concerns in the hydrosphere, soils, and atmosphere. Topics will include chemistry of natural waters, water pollution and wastewater treatment, toxic heavy metals and their complexation properties in soils, and inorganic and organic pollutants in the atmosphere. We will also examine energy use and its environmental consequesces. Considerable time will be spent on learning environmental chemical analysis methods and instrumentation in environmental monitoring. These include inductively coupled plasma-mass spectrometry (ICP-MS) in trace metal analysis, infrared techniques in characterization of pollutants, chromatographic methods for separation and identification of contaminants. We will also look at sampling and sample preparation methods, the principles behind the operation of analytical instruments and elemental speciation techniques used in environmental sample analysis. This class is particularly recommended for advanced Division II and III students with interests in environmental issues. We will conduct a discovery project of local environmental interest. Class will run in seminar format. Participation in class, satisfactory work on problem sets, oral presentations of topics of environmental interest, successful completion of laboratory/field work, and project reports are required for evaluation.
Go to the course website.
(NS-0366)
This course will explore several current environmental topics with strong components in chemistry. We will put special emphasis on environmental concerns in the hydrosphere, soils, and atmosphere. Topics will include chemistry of natural waters, water pollution and wastewater treatment, toxic heavy metals and their complexation properties in soils, and inorganic and organic pollutants in the atmosphere. We will also examine energy use and its environmental consequesces. Considerable time will be spent on learning environmental chemical analysis methods and instrumentation in environmental monitoring. These include inductively coupled plasma-mass spectrometry (ICP-MS) in trace metal analysis, infrared techniques in characterization of pollutants, chromatographic methods for separation and identification of contaminants. We will also look at sampling and sample preparation methods, the principles behind the operation of analytical instruments and elemental speciation techniques used in environmental sample analysis. This class is particularly recommended for advanced Division II and III students with interests in environmental issues. We will conduct a discovery project of local environmental interest. Class will run in seminar format. Participation in class, satisfactory work on problem sets, oral presentations of topics of environmental interest, successful completion of laboratory/field work, and project reports are required for evaluation.
Go to the course website.
Stress Across Cultures Seminar
(NS-0384)
Stress responses are adaptive neurophysiological responses to challenging life events. The stress response and coping strategies differ among people in interesting ways, though, as a result of varying cognitive processes that influence the perception of stressors. In this course we will begin with the basic understood patterns of physiological reaction to stress and methods of measurement. We will then explore the rich primary literature on cultural and population variation in stress perception, response, and resiliency. Analyses could compare, for example, developmentally, culturally, or medically distinct populations. Students will develop topics in areas of their own interest and present primary research information to the class and as papers submitted throughout the course. This is a Culture, Brain, and Development advanced course.
Go to the course website.
(NS-0384)
Stress responses are adaptive neurophysiological responses to challenging life events. The stress response and coping strategies differ among people in interesting ways, though, as a result of varying cognitive processes that influence the perception of stressors. In this course we will begin with the basic understood patterns of physiological reaction to stress and methods of measurement. We will then explore the rich primary literature on cultural and population variation in stress perception, response, and resiliency. Analyses could compare, for example, developmentally, culturally, or medically distinct populations. Students will develop topics in areas of their own interest and present primary research information to the class and as papers submitted throughout the course. This is a Culture, Brain, and Development advanced course.
Go to the course website.
Ever Since Darwin
(NS-0398)
Humans vary: some short, some tall; some fat, some thin; some prolific, some nearly or completely sterile; some clever, others dull; some successful and others failures. How much of this variation is due to variation in the genes, how much due to different environments, and how much due to developmental variation - not coded for or predetermined? Although this question has been studied ever since Darwin, many molecular biologists, geneticists, and "evolutionary psychologists" (as they term themselves), have concluded that it's all in the genes. However, no genes have been found that affect most of the variations listed above. Why have so many become so hereditarian in outlook? In this seminar we will read a tiny fraction of the recent literature on the attempts of some to "geneticize" everything from children's alleged dislike of spinach to various addictions to "brain modules" evolved on the African savannah. The principal texts are Lewontin's The Triple Helix and Moore's The Dependent Gene. All students are expected to pick a single topic of interest to them and to write a series of essays on that topic from the original literature. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0398)
Humans vary: some short, some tall; some fat, some thin; some prolific, some nearly or completely sterile; some clever, others dull; some successful and others failures. How much of this variation is due to variation in the genes, how much due to different environments, and how much due to developmental variation - not coded for or predetermined? Although this question has been studied ever since Darwin, many molecular biologists, geneticists, and "evolutionary psychologists" (as they term themselves), have concluded that it's all in the genes. However, no genes have been found that affect most of the variations listed above. Why have so many become so hereditarian in outlook? In this seminar we will read a tiny fraction of the recent literature on the attempts of some to "geneticize" everything from children's alleged dislike of spinach to various addictions to "brain modules" evolved on the African savannah. The principal texts are Lewontin's The Triple Helix and Moore's The Dependent Gene. All students are expected to pick a single topic of interest to them and to write a series of essays on that topic from the original literature. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ, PRS, QUA, REA, WRI
Go to the course website.
New Ways of Knowing Integrative Seminar
(NS-386I)
From energy systems, to economic crises, to protection against terrorists; from supplying new food organisms, to war in South Central Asia; modern society turns to science for solutions. But the sciences also proliferate side-effects -- ranging from toxic military pollution, through unforeseen biological disruption, to global warming. Do we need "new ways of knowing" to address the personal/political problem of combining disciplinary excellence with social good? Participants study reconstructive knowledge and APPLY it to their own work. We read the instructor's two books and those of Foucault, Keller, etc., to help reconstruct what we each DO as knowledge workers -- our projects, concentrations and theses. The real-world efforts at ISIS (Institute for Science and Interdisciplinary Study) help launch creative discussion of our own work. Previous students commend this course for remarkable effects in divisional work, graduate school and their professional lives. Instructor permission is required. Prerequisite: some experience with critical analysis and a well-developed undergraduate field of excellence.
Go to the course website.
(NS-386I)
From energy systems, to economic crises, to protection against terrorists; from supplying new food organisms, to war in South Central Asia; modern society turns to science for solutions. But the sciences also proliferate side-effects -- ranging from toxic military pollution, through unforeseen biological disruption, to global warming. Do we need "new ways of knowing" to address the personal/political problem of combining disciplinary excellence with social good? Participants study reconstructive knowledge and APPLY it to their own work. We read the instructor's two books and those of Foucault, Keller, etc., to help reconstruct what we each DO as knowledge workers -- our projects, concentrations and theses. The real-world efforts at ISIS (Institute for Science and Interdisciplinary Study) help launch creative discussion of our own work. Previous students commend this course for remarkable effects in divisional work, graduate school and their professional lives. Instructor permission is required. Prerequisite: some experience with critical analysis and a well-developed undergraduate field of excellence.
Go to the course website.