Fall 2022 Honors Courses

MWF, 10:10 am – 11:00 am. Instructor: Cary Levine. Enrollment = 24.
This course will explore some of the major trends in American and European art since 1960. It will spotlight select artists whose work offers particularly intriguing, challenging, or problematic examples of contemporary art practice. We will focus on close readings of artworks and texts and consider how the questions and debates raised by them relate to various historical, social, cultural and political contexts. This course will present contemporary art and discourse as diverse, contradictory, contested, and unresolved.

Cary Levine specializes in contemporary art. He received his Ph.D. from the Graduate Center, City University of New York, and was a recipient of a J. Paul Getty Postdoctoral Research Fellowship. His first book, Pay for Your Pleasures: Mike Kelley, Paul McCarthy, Raymond Pettibon (University of Chicago Press, 2013) examines the work of these artists in terms of post-60s politics, popular culture, mass media, and strategies of the grotesque. Levine’s current research focuses on the intersections of art, politics, and technology. He is currently working (with Philip Glahn) on a major study of Mobile Image, one of the most significant telecommunications art collectives of the contemporary era. He was a 2020 recipient of the Art Journal Award, given to the most distinguished contribution published in Art Journal during the previous year, and a 2014 recipient of the Phillip and Ruth Hettleman Prize for Scholarly Achievement at UNC. In addition to his research and teaching, Levine has lectured widely, both nationally and internationally, has written criticism for magazines such as Art in America, The Brooklyn Rail, and BOMB, and has published numerous catalogue essays. He also worked for three years in the Department of Painting and Sculpture at the Museum of Modern Art in New York.

MW, 11:15 am – 2:00 pm. Instructors: Bob Goldstein & Beth Grabowski. Enrollment = 14.
ARTS409H and BIOL409L together form a course that brings art majors and science majors together to learn theory and practical skills in both art and science, and to make use of this learning to make artworks using a variety of printmaking techniques. Students in this course learn some specific biological concepts and practical lab skills, and then use these and their own interests to guide, gather and generate visual information and pose questions that arise from scientific looking. These images, processes and ideas then become the point of departure for printmaking projects.

In the print studio, the course introduces specific technical approaches to several printmaking processes including relief (large-scale wood cut and/or letterpress) stencil printing (screen-printing and/or pochoir) and approaches to photo-printmaking (photogravure, cyanotype). Students will learn how to make printing matrices (block, plate, or screen), how to print these matrices and explore the affordances of these technical skills (print strategies) as unique approaches to art-making.

The title of this class, Art and Science, implies an intersection of two disciplines. Intrinsic to both is an investment in close observation, experimentation and visual analysis. While organized around meaningful connections between art and science, the course actively considers disciplinary differences, especially with regard to what constitutes creative and scientific research.

Throughout the course, students engage in artistic ideation to develop images through iteration involving trial and error, and critical and aesthetic analysis. While generating ideas and images for projects, we expect students to learn from the professors, from each other, and from reading about topics in both art and science. We expect students to enjoy challenging themselves by considering questions that arise from this merger.

PREREQUISITE: (1) Either a 200-level ARTS course OR BIOL 201 or 202, and (2) Permission of instructors.
CO-REQUISITE: BIOL 409L. (You must sign up for both ARTS 409H and BIOL 409L)
NO FIRST-YEAR STUDENTS.

Bob Goldstein runs a research lab at UNC that focuses on discovering fundamental mechanisms in cell and developmental biology. The lab asks questions about how cells work during development, questions that are relevant both to basic biology and to human health: How do cells divide in the right orientation? How do certain components of cells become localized to just one side of a cell? How do cells change shape? How do cells move from the surface of an embryo to its interior? The lab also studies tardigrades, which are microscopic animals that can somehow survive just about anything. Professor Goldstein enjoys helping students learn using students’ own curiosity as a starting point.

Beth Grabowski is the Kappa Kappa Gamma Distinguished Professor of Art. She has been recognized for her excellence in undergraduate teaching over the years including a Johnston Award, a Bowman and Gordon Gray professorship, and the Zachary Taylor Smith Distinguished Term Professorship. Professor Grabowski teaches a variety of classes in the Department of Art and Art History, including undergraduate courses in printmaking, 2-D foundations and book arts. She takes great pleasure in assisting students’ exploration of printmaking and always learns something new along the way.

MW, 2:30 pm – 5:15 pm. Instructor: Joy Drury Cox. Enrollment = 15.
In ARTS 105H Basic Photography you will be introduced to the basic techniques of digital photography. Both technical and conceptual applications of image-making will be explored. This course seeks to develop an understanding of the mechanics, visual language, and history of the photographic medium. Specifically, we will work with digital photographic practices, learning the fundamentals of DSLR cameras, Adobe editing software such as Photoshop and Bridge, inkjet printing, and basic digital workflow and file management. In conjunction with your studio practice, you will also learn about the medium’s rich history.

Assignments will be supplemented with readings, films, library, and museum visits. Over the course of the semester, you will be exposed to a variety of examples of historical and contemporary photography. In the classroom you will be exposed to technical demonstrations, lectures, discussions, critiques, video screenings, and field/museum trips. Outside class, you will work on your photo projects, reading and writing assignments, a research-based artist presentation as well as weekly class blog postings about photographic work by other practitioners. As this is an honors class you will have a bigger work load and more rigorous assignments.

TR, 2:00 pm – 3:15 pm. Instructor: Robin Visser. Enrollment = 24.
This course examines spiritual motifs in modern Sinophone literature (in English translation) by Indigenous, ethnic minority writers in China and Taiwan. We will read fiction, essays, and poetry by Indigenous Taiwanese, Tibetan, Mongol, Uyghur, Kazakh, Hui, Yi, and Wa writers. These works express spiritual principles from a wide variety of beliefs and cosmologies, including Tibetan and Mongolian Buddhism, Islam, Shamanism, Animism, and Christianity. Rapidly changing relations between humans and their environments due to climate change and green governance policies mean that communities which once flourished in coastal regions as fisher people, in grasslands as mobile nomads, in mountainous regions as foragers, are often resettled into state-owned pastures, farms, towns, and cities. As forced assimilation threatens native languages and cultural heritage, many Indigenous writers function as “priests of culture,” providing spiritual inspiration to their readers by lyrically evoking powers beyond the human.

Robin Visser (Ph.D. Chinese literature, Columbia University, 2000) teaches courses on Chinese and Sinophone literatures, cinemas, urban studies, and environmental studies. Her current research is on Sinophone eco-literatures. Publications include “Anti-Epics of the Anthropocene” (2022) on Tibetan and Mongolian eco-literature, “Ecology as Method” (2019), “Posthuman Policies for Creative, Smart, Eco-Cities?” (2018) on eco-city policies in China, “Contemporary Chinese Urban Fiction” (2016), “Anthropocosmic Resonance in Post-Mao Chinese Environmental Literature” (2013), “Coming of Age in RMB City” (2013) on Chinese virtual media, and a translated essay on Taiwanese women filmmakers (2011). Her book, Cities Surround the Countryside: Urban Aesthetics in Postsocialist China (Duke UP, 2010), analyzes urban planning, fiction, cinema, art, and cultural studies in the People’s Republic of China at the turn of the 21st century.

This course was developed with support of a Hunter Family Honors Carolina Course Development Award.

MW, 3:00 pm – 4:45 pm. Instructor: Steven Matson. Enrollment = 24.
The content of this course will be similar to that of a regular section of BIOL202.  We will discuss the structure and function of nucleic acids as well as the principles of inheritance, gene expression, genome organization, biotechnology and genetic engineering.  There will be two class meetings per week with special emphasis on class discussion and an interactive classroom.  You are expected to be actively engaged in this course through discussions, class activities and pre- as well as post-class assignments and readings. In addition to three mid-term exams and the final exam, there will be one significant writing/media assignment and at least one small group project during the semester. The required text for this course will be Essentials of Genetics (10th edition) by Klug et al.  There will be additional assigned reading from various sources  Students who have taken or are currently taking organic chemistry will be particularly well prepared for this course.

PREREQUISITE:  BIOL 101 AND CHEM 101 OR 102 WITH A GRADE OF C OR BETTER

Steve Matson received his B.A. degree from Colgate University and his PhD in biochemistry from the University of Rochester. His research interests focus on DNA repair and replication, the biological role of DNA helicases in nucleic acid metabolism and the process of bacterial conjugation. He has served as an academic advisor in General College, the Honors program and as assistant dean for academic advising. In addition, he has served as chair of the Biology Department and dean of The Graduate School.

TR, 9:30 am – 10: 45 am. Instructor: Corey Johnson. Enrollment = 24.
BIOL 252H. Fundamentals of Human Anatomy and Physiology
One biology course over 200 recommended. An introductory but comprehensive course emphasizing the relationship between form and function of the body’s organ systems.

NO FIRST YEAR STUDENTS.
Prerequisites, BIOL 101; corequisite, BIOL 252L.

Corey Johnson is a Teaching Professor in the department of Biology, and is the academic advisor for a number of pre-health student groups on campus.  He received his B.A. degree in Molecular Biology from Coe College in Cedar Rapids, IA and his PhD in Cell & Developmental Biology from the University of North Carolina at Chapel Hill.  His research focused on the teratogenic mechanisms of embryonic ethanol exposure, and his academic training was in the medical sciences, primarily anatomy, physiology, and development.  At UNC he has been teaching anatomy & physiology to undergraduates for 15 years, and has taught human embryology in UNC’s medical and dental schools.

M, 11:15 am – 2:00 pm. Instructors: Bob Goldstein & Beth Grabowski. Enrollment = 14.
ARTS409H and BIOL409L together will bring together art majors and science majors to learn theory and practical skills in both art and science, and to make use of this learning to make artworks using a variety of printmaking techniques. Units in this course are organized according to topics in biology. As students learn specific biological concepts and practical lab skills, they will gather and generate visual information and pose questions that arise from scientific looking. This will become the source material (images, processes and ideas) for printmaking projects.

In the print studio, the course will introduce specific technical approaches within three categories of printmaking: intaglio (photogravure), relief (large-scale wood cut and/or letterpress) and stencil printing (screen-printing). Students will learn how to make printing matrices (plate, block or screen), how to print these matrices and explore the affordances of these technical skills (print strategies) as unique approaches to art-making.

The title of this class, Art and Science, implies an intersection of two disciplines. Intrinsic to both is an investment in close observation, experimentation and visual analysis. While organized around meaningful connections between art and science, the course will actively consider disciplinary differences, especially with regard to what constitutes creative and scientific research.

Throughout the course, students will engage in artistic ideation to develop images through iteration involving trial and error, and critical and aesthetic analysis. While generating ideas and images for projects, we expect students to learn from the professors, from each other, and from reading, about topics in both art and science. We expect students to enjoy challenging themselves by considering questions that arise from this merger.

PREREQUISITE: (1) Either a 200-level ARTS course OR BIOL 201 or 202, and (2) Permission of instructors.
CO-REQUISITE: ARTS 409H.

NO FIRST YEAR STUDENTS.

Bob Goldstein runs a research lab at UNC that focuses on discovering fundamental mechanisms in cell and developmental biology. The lab asks questions about how cells work during development, questions that are relevant both to basic biology and to human health: How do cells divide in the right orientation? How do certain components of cells become localized to just one side of a cell? How do cells change shape? How do cells move from the surface of an embryo to its interior? The lab also studies tardigrades, which are microscopic animals that can somehow survive just about anything. Professor Goldstein enjoys helping students learn using students’ own curiosity as a starting point.

Beth Grabowski is the Kappa Kappa Gamma Distinguished Professor of Art. She has been recognized for her excellence in undergraduate teaching over the years including a Johnston Award, a Bowman and Gordon Gray professorship, and the Zachary Taylor Smith Distinguished Term Professorship. Professor Grabowski teaches a variety of classes in the Department of Art and Art History, including undergraduate courses in printmaking, 2-D foundations and book arts. She takes great pleasure in assisting students’ exploration of printmaking and always learns something new along the way.

TR, 2:00 pm – 3:15 pm. Instructor: Victoria Bautch. Enrollment = 24.
An experimental approach to understanding cardiovascular development, function, and disease. This class will cover development of the cardiovascular system (heart, blood vasculature, lymphatic vasculature), and cardiovascular function as linked to selected diseases. We will cover the molecular, genetic, cell biological, and biochemical techniques used to study the cardiovascular system, with an emphasis on the genes and signaling pathways involved in cardiovascular development and disease. It is assumed that students will have some familiarity with animal development and cell and molecular biology. This course will focus deeply on selected aspects of cardiovascular development, function and disease rather than taking a superficial approach to the subject. To facilitate a deeper understanding of the scientific method, most topics will be paired with a research paper from the primary literature.

Pre-Requisite: BIOL 205.
NO FIRST YEAR STUDENTS. FOR SENIOR BIOL MAJORS AND/OR 2ND MARJORS ONLY.

Section 001…TR, 11:00 am – 12:15 pm. Instructor: Jane Monaco. Enrollment = 24.
Section 002…TR, 12:30 pm – 1:45 pm. Instructor: Jane Monaco. Enrollment = 24.

This is an introductory course in probability and statistical inference designed for the background and needs of BSPH Biostatistics students. Topics include survey sampling, descriptive statistics, design of experiments, correlation, probability, confidence intervals, tests of hypotheses, 2-way tables, chi-square distribution, power, ANOVA, non-parametric tests, and linear regression.   A small class size will allow opportunity for more in-depth treatment of biostatistics topics.

In addition to traditional introductory statistical concepts, students explore current controversies, ethical questions, and common errors in the medical literature through a variety of readings and a project.
Upon completion, students will have an understanding of many of the most important introductory areas in inferential statistics.  Students will be able to produce straight-forward statistical graphs and conduct commonly used analyses using SAS software.  Emphasis will be placed on understanding the underlying mathematical concepts in biostatistics, developing SAS programming skills and interpreting results clearly for a non-statistical audience in writing.

PREREQUISITES: MATH 231 AND 232.  COREQUISITE: BIOS 511 RECOMMENDED. A PREVIOUS COURSE IN STATISTICS (SUCH AS AP STATISTICS OR STOR 151) IS HELPFUL, BUT NOT REQUIRED. ACCESS TO SAS SOFTWARE AND MS EXCEL REQUIRED
INSTRUCTOR PERMISSION REQUIRED. THIS COURSE IS NOT INTENDED FOR UPPER-LEVEL (JUNIORS OR SENIORS) STUDENTS OTHER THAN BIOSTATISTICS MAJORS. JUNIORS AND SENIORS MAJORING IN HPM, NUTR, OR ENVR ARE ENCOURAGED TO TAKE BIOS 600 RATHER THAN BIOS 500H.

Jane Monaco is a Clinical Associate Professor and Director of Undergraduate Studies in the Department of Biostatistics.  Her degrees include a MS in Mathematics and MS and DrPH in Biostatistics from UNC-CH.   She enjoys teaching math and statistics to students with a variety of backgrounds and has consistently received excellent evaluations for her work in online education innovation.

Section 001…MW, 12:30 pm – 1:45 pm. Instructor: Arzu Ozoguz. Enrollment = 35.
Section 002…MW, 2:00 pm – 3:15 pm. Instructor: Arzu Ozoguz. Enrollment = 35.

This course provides essential tools that anybody interested in business should know. We will analyze theory and practice of the major financial decisions made by corporations. The goal of the class is to teach you 1) how to value firms and project opportunities using methods drawn from the theory of corporate finance 2) to develop an appreciation of how financing decisions impact project and firm value and 3) how to develop effective ways to visualize and communicate spreadsheet analyses. By definition, the course is designed to be “hands-on”.

Prerequisite: BUSI 408 with minimum grade of C

MW, 9:30 am – 10: 45 am. Instructor: Jim Kitchen. Enrollment = 50.
The goals of this course are to give the students a broad understanding of the field of entrepreneurship and to introduce the important tools and skills necessary to create and grow a successful new venture. The course is designed to simulate the real life activities of entrepreneurs in the start-up stage of a new venture. Students, in teams, will develop a new venture concept and determine if a demand exists for their product or service. Importantly, the course facilitates networking with entrepreneurs and other students who are considering becoming entrepreneurs.

TR, 12:30 pm – 1:45 pm. Instructor: Jeffrey Mittelstadt. Enrollment = 40.
This course concentrates on sustainability in existing businesses of all sizes, rather than starting new entrepreneurial ventures. Students will learn what full triple bottom line sustainability means when applied to business and will explore how business fits into the sustainability landscape. They will learn how to evaluate existing businesses and industries using ESG metrics (environment, social and governance), the triple bottom line framework (TBL: people, planet, and profit), lifecycle assessment and stakeholder understanding. Work will compare how established businesses address sustainability incrementally versus using it to innovate, and how those companies market sustainability and are viewed within existing indices (e.g. Dow Jones Sustainability Index and others). Learning will emphasize driving profitability while addressing current global social and environmental challenges like climate change, social justice, supply chain and more.

TR, 11:00 am – 12:15 pm . Instructor: Michael Beeler. Enrollment = 30.
A supply chain is comprised of all the parties involved in fulfilling a customer request. The integrated management of this network is a critical determinant of success in today’s competitive environment. Companies like Amazon, Zara, and Dell are proof that excellence in supply chain management is a must for financial strength and industry leadership. With increasing competition around the globe, supply chain management is both a challenge and an opportunity for companies. Hence a strong understanding of supply-chain management concepts and the ability to recommend improvements should be in the toolbox of all managers.
This course is designed to be of interest not only to students wishing to pursue careers in operations and supply chain management but also to those interested in careers in marketing (especially brand and channel management) and consulting. The course is also useful to those students who would like to pursue careers where they will be providing external evaluations of supply chains (e.g. in investment, financial analysis) and those with entrepreneurial aspirations.

Prerequisite: BUSI 403 with minimum grade of C

Section 001…R, 2:00 pm – 5:00 pm. Instructor: Paul Friga. Enrollment = 30.
Section 002…R, 6:00 pm – 9:00 pm. Instructor: Paul Friga. Enrollment = 30.

**Application and Permission Required for This Course (See Below)*
Co- or Prerequisite: BUSI 408
Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of teamwork, analysis and presentations.  While designed particularly for students interested in consulting, any students are welcome.  Students who are interested in applying will need to submit an application to BUSI554H@kenan-flagler.unc.edu by April 3rd.  The application should include a brief email description of the reason for interest in the course and a summary of the skills the student brings to the class.  Students will be notified by April 2 and enrolled in the course by the Undergraduate Business Program if accepted.  Note that there are limited seats in the course. *Note: This course is NOT restricted to Honors students, but Honors students may use the course towards their yearly requirements.

This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.

This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.

Paul N. Friga researches strategic problem solving and project management in consulting, personalized knowledge transfer, intuition and entrepreneurship. He teaches courses in management consulting and strategy, and is director of the Consulting Concentrations for the BSBA and MBA Programs. He previously worked as a management consultant for PricewaterhouseCoopers and McKinsey & Company, and researches how top consulting firms recruit, train, evaluate and reward employees.

Dr. Friga is the author The McKinsey Mind (McGraw-Hill, 2001) and The McKinsey Engagement (McGraw-Hill, 2008), and his work has been published in top journals. He has consulted for Fortune 100, mid-size and entrepreneurial companies, universities and not-for-profit organizations. Recent clients include ABG Consulting, Bloomington Economic Development Corporation, Boeing, Boston Scientific, J.D. Power & Associates, Kimball Office Furniture, Microsoft, PricewaterhouseCoopers, Scientific Atlanta (now part of Cisco), Technomic Consulting, the Greater Indianapolis Hospitality & Lodging Association, the U.S. Navy and Walker Information.

Dr. Friga previously served on the Indiana University faculty where he received the Trustee Teaching Award and the Kelley School of Business Innovative Teaching Award. He received the PhD Teaching Award when he was a doctoral student at UNC Kenan-Flagler. In 2008, the Strategic Management Society appointed him to its task force on teaching strategy.

He received his PhD and MBA from UNC Kenan-Flagler, and graduated from Saint Francis University magna cum laude with a double degree in management and accounting. He has earned CPA and CMA designations.

W, 3:30 pm – 6:20 pm. Instructor: Ranjit Thomas. Enrollment = 15.

Application/Permission Required for this Course (see below)*
Prerequisites: 408, core-requisite: 407

The Applied Investment Management (AIM) class is a two-semester course (Fall-Spring) worth a total of 6.0 credit hours. Students that are admitted to class in the spring semester are expected to actively participate over the summer in the management of the funds. The course has regular class meetings, on Wed, from 3:30-6:20pm in the Capital Markets Lab, during which participants make all investment decisions for the student managed assets.  The course is unique in so far as students manage actual assets and have a real fiduciary responsibility to the Kenan-Flagler Business School Foundation.  Due to the unique fiduciary responsibilities of participants in this course, an application process is required.

The AIM class actively manages the $1.9 Million Global Perspectives Fund against the MSCI World Index, but has significant flexibility to invest in other asset classes, derivatives, and alternative strategies. The objective of this course is to provide students with a practical and comprehensive grounding in all quantitative and qualitative aspects of the investment management process.
We encourage accepted applicants to sit in on as many class sessions as possible during the Spring Mod IV semester, subject to space limitations. This will enhance their understanding of the current investment process and will facilitate the transition in the fall semester. All incoming AIM students are required to complete the Bloomberg Market Concepts course before the beginning of Mod I in the fall semester.

Application Process

• Resume
• Cover letter (limit to one page) must address the following:
  • Why you would like to participate in the AIM course.
  • Grades you have received in all finance and accounting courses.
  • Your career goals (including internship information if applicable).
  • Any career concentrations you have already declared.
  • Any skills or experience that would add value to the class and to your peers, including both qualitative and quantitative skills (Bloomberg, FactSet, CapIQ, programming, etc.).
  • Your choice for roles/positions in the fund (see below).
• FOR BSBA ONLY : Please provide on a separate sheet:
  • Finance and accounting electives that you are currently enrolled and planning to enroll.
  • The above should include:
    • Prerequisites: BUSI 408 (Corporate Finance), and
    • Co/PreRequisite: BUSI 407 (Financial Accounting & Analysis)

To apply visit: https://drric.web.unc.edu/teaching/im-concentration/aim-applications/aim-application-for-bsba-students/

Section 001…TR, 11:00 am – 12:15 pm. Instructor: Jennifer Conrad. Enrollment = 45.
Section 0021…TR, 12:30 pm – 1:45 pm. Instructor: Jennifer Conrad. Enrollment = 45.

Prerequisite: BUSI 408 with a grade of C.
The course provides an introduction to the primary instruments of the derivative securities market.  Topics covered include no-arbitrage based pricing; binomial option pricing; the Black-Scholes model and the pricing of futures and forwards contracts.  There will be an introduction to hedging with derivatives, and the concepts of static and dynamic arbitrage will be developed.

Section 001…TR, 8:00 am – 9:15 am. Instructor: Mohammed Boualam. Enrollment = 40.
Section 002…TR, 9:30 am – 10:45 am. Instructor: Mohammed Boualam. Enrollment = 40.

Prerequisite: BUSI 408 or 580H with a grade of C
Credit markets stood at the epicenter of the recent financial and European sovereign debt crises and at the center stage of many banking regulation and monetary policy debates over the last decade.
In an environment where the markets for fixed income products are continuously expanding both in size and variety, it is essential to get i) a solid grasp of the fundamental concepts underlying securities pricing and hedging and ii) a broad understanding of the overall functioning of these markets.

This is an introductory course in fixed income aiming at developing relevant knowledge to achieve both of these objectives. The first part of the course covers basics on traditional fixed income instruments and derivatives, bond valuation, and interest rate risk management, with a focus on concepts, quantitative tools, and real-world applications. The second part covers various topics including mortgage markets, corporate bonds, sovereign debt, and monetary policy.

While the course is rigorous and relatively quantitative in nature, it is designed to be relevant not only for students considering a career in finance (more specifically, in sales and trading, financial institution lending and credit analysis, and asset management), but also for those generally interested in deepening their knowledge in capital markets and macroeconomics.

TR, 2:00 pm – 3:15 pm. Instructor: Todd Austell. Enrollment = 40.
CHEM 102H is recommended by the Chemistry Department for STEM majors who have excelled in their pre-college chemistry classwork and who have an interest in pursuing chemistry or another STEM field as an academic major at UNC.  The topics covered have been identified by the Department of Chemistry faculty as essential for success in and a good foundation for more advanced study in chemistry and other areas of the basic and applied sciences. The textbook, lectures and course work require a willingness to accept rigorous academic challenges and a solid high school background in algebra, coordinate geometry, and trigonometry.  Differential and integral calculus will be used only where necessary in derivations and with explanation.

STUDENTS ELIGIBLE FOR ENROLLMENT IN CHEM 102H MUST HAVE PREVIOUSLY EARNED AP, IB or TR credits for Chem 101 and 101L PRIOR TO their matriculation at UNC-CH.  They also must be entering UNC with earned credit for MATH 231.  An additional screening assessment may also be used to screen interested students.
INSTRUCTOR CONSENT REQUIRED (tlaustell@unc.edu)

ONLY to FIRST SEMESTER students at UNC.

Todd Austell is a Teaching Professor and currently serves as the Associate Director of U’grad Studies for the Department of Chemistry. He serves as an academic advisor for STEM and pre-health science majors in UNC Academic Advising.  Prof. Austell received his BS in Chemistry in 1987 and his PhD in Chemistry in 1996, both at UNC. He spent one year working in the pharmaceutical industry prior to graduate school and another year as an Assistant Professor at the United States Air Force Academy prior to returning to his current position in 1998. As an undergraduate, he participated in the Department of Energy and American Chemistry Society’s Summer School in Nuclear Chemistry. Topical studies in nuclear chemistry have been a hobby of his since that time. His graduate research involved separation science, and he is currently involved in both curriculum development within the chemistry department and in a long-term study of how middle school and secondary math education/preparation affects student performances in college general chemistry. His hobbies include hiking, camping, disc golf and gardening as well as following all UNC athletics.  He has two young daughters whom he says are “his greatest accomplishment” and a wife who works as a physical therapist.

MWF, 9:05 am – 9:55 am. Instructor(s): Matthew Lockett. Enrollment = 24.
Analytical separations, chromatographic methods, spectrophotometry, acid-base equilibria and titrations, fundamentals of electrochemistry.

Gain a broad understanding and introduce students to the major fundamentals behind modern analytical methods and techniques in the areas of spectrophotometry, separation science/ chromatography, mass spectrometry and acid/base chemistry; and to learn how these methods are utilized to make chemical measurements and solve real world analysis problems across many disciplines.

If you would like to be considered for admission to 241H into Dr. Lockett’s section, please fill out this form asap: https://forms.gle/EJR5B9Yyi6MMtphF7

PREREQUITE: CHEM 102 OR 102H.
DEPARTMENT OF CHEMISTRY CONSENT REQURIED.
COREQUISITE: CHEM 245L.

My laboratory focuses on generating analytical model systems to study the complex phenomena happening (1) at the interfaces essential for solar cells and photocatalysts and (2) at the biochemical or pathway level when tissues are exposed to extreme microenvironments or drugs. Model systems provide exquisite experimental control, allowing us to tease apart the effects of individual variables (e.g., how does the distance between a catalyst and a solid surface change its activity or how does a lack of oxygen in breast tumors promote drug resistance). We utilize several quantitative chemical measurements to assess the effects of these individual variables and develop new methods and tools to make these measurements. These techniques include electrochemistry, fluorescence microscopy, spectrophotometry, surface analysis techniques, molecular biology readouts such as Western blots, qPCR, and flow cytometry.

TR, 9:30 am – 10: 45 am. Instructor: Erik Alexanian. Enrollment = 20.
Molecular structure of organic compounds, and the correlation between structure and reactivity including the theoretical basis for these relationships; classification of “reaction types” exhibited by organic molecules using as examples molecules of biological importance.  This course will be similar to CHEM 261 with a greater emphasis on class discussion.

PREREQUISITES: CHEM 102 OR CHEM 102H. GPA OF 3.600 OR HIGHER.
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. EMAIL chemus@unc.edu.

Erik Alexanian received his A.B. degree from Harvard University and his Ph.D. from Princeton University before joining the faculty at UNC Chapel Hill in 2008. His research interests are in the development of new reactions that facilitate the preparation of synthetically and medicinally important small molecules.

TR, 9:30 am – 10:45 am. Instructor: Matthew Redinbo. Enrollment = 24.
Dynamic examination of the principles of biochemistry, from macromolecules through enzyme function and catalysis, and into the primary metabolic pathways that create cellular energy.  This course will be an interactive combination of lecture-type materials along with presentations from students and deeper dives into topics of mutual interest to course participants.  The goal of the course is to provide a detailed foundation in biochemistry and to teach critical thinking skills focused on understanding and challenging primary biochemical data.  Students who enroll in this course are typically heading to graduate or professional school in this area of study, or will use the principles employed to enhance their problem-solving abilities.

Chemistry 430H is designed for chemistry majors and is not cross-listed with biol 430.  Hence, Chemistry majors in the honors program will have priority.  Seats will open as follows: Chemistry majors in honors with senior status, Chemistry majors in honors with junior status, Chemistry majors BS-Biochem, Chemistry majors BA.  Any additional seats (and there usually are very limited at this point) will be open to other majors.  For non-majors, you will be enrolled last based on open seats and affiliation with the Honors Carolina.

DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. CONTACT THE DEPARTMENT VIA EMAIL AT chemus@unc.edu. PLEASE INCLUDE YOUR NAME, EMAIL, AND REQUEST FOR CHEM 430H ENROLLMENT IN THE MESSAGE.

Matthew R. Redinbo, PhD, grew up in New York and California and earned a BS in Biochemistry from UC Davis in 1990, with a minor in English Literature. He received his PhD in Biochemistry and structural biology from UCLA in 1995. He completed a postdoctoral fellowship at the University of Washington in Seattle in 1999, where he published the crystal structures of human topoisomerase I in complexes with DNA. He was awarded the Burroughs Wellcome Fund Career Award in the Biological Sciences in 1999, the year he started his faculty position at UNC Chapel Hill. He was tenured in 2004, promoted to Professor in 2007, and started a term as Chair of UNC’s Department of Chemistry in 2009. He was a visiting fellow at Magdalen College, Oxford from 2013-2014, and was named a Fellow of the AAAS in 2015. He is currently Kenan Distinguished Professor of Chemistry, Biochemistry, Microbiology and Genomics at UNC Chapel Hill. He has been recognized with awards for his research, teaching and mentoring.   His lab focuses on drug discovery using the tools of structural and chemical biology, multi-omics, animal models and clinical studies.

MWF, 12:20 pm – 1:10 pm; Recitation: W, 3:35 pm – 4:25 pm. Instructor: James Rives. Enrollment = 24.
The purpose of this course is to introduce students to the myths of the ancient Greeks and Romans, the stories about gods, goddesses, and heroes that were told and retold over a period of centuries. The emphasis will be not simply on learning these stories, but on studying them in their historical context. How were they transmitted? What roles did they play in Greek and Roman culture? What can we learn from them about the way that the ancient Greeks and Romans understood the world around them? In our explorations we will concentrate on literary texts, especially epic and tragedy, but will also consider visual sources, especially vase painting and sculpture. As another way of exploring the significance of myth in ancient Greek and Roman society, we will also examine analogous phenomena in our own society.

I received my BA from Washington University in St. Louis in 1984 and my PhD from Stanford University in 1990. After teaching at Columbia University in New York and at York University in Toronto, I joined the faculty at Carolina in 2006 as Kenan Eminent Professor of Classics. My research focuses on religion in the Roman imperial period, particularly the interrelation of religion with socio-political power and the nature of religious change between the 1st century BCE and the 4th century CE; I also have interests in ancient historiography and Latin prose. I have published books on Religion and Authority in Roman Carthage (1995), Tacitus’ Germania (1999), and Religion in the Roman Empire (2007), and have revised the translations and provided new introductions and notes for the Penguin editions of Suetonius’ The Twelve Caesars (2007) and Tacitus’ Agricola and Germania (2009). My current major research project deals with animal sacrifice and cultural identity in the Roman empire. At Carolina, in addition to myth, I regularly teach courses in Latin prose.

MWF, 12:20 pm – 1:10 pm. Instructor: Emily Baragwanath. Enrollment = 24.
Classical Greek tragedy “ended” well over two thousand years ago but still captivates audiences today. This course will explore why that is. What are the central questions of the genre? We will read Greek tragedies – some familiar (Agamemnon, Antigone), others less so (Euripides’ Electra) – and Aristophanes’ Frogs, a no-holds-barred comedy in which a battle of wits & words is waged in the underworld between the ghosts of Aeschylus and Euripides. As well as paying close attention to the original performance context, we will examine the ways in which these tragedies tackle difficult and compelling questions about agency, responsibility, the relations between individuals and their families and societies, politics, gender, the divine, the nature of human fate, and responses to war.

Emily Baragwanath’s teaching and research interests lie in the areas of Greek literature and culture, with a focus on the ancient historians, particularly Herodotus (the subject of her book, Motivation and Narrative in Herodotus, Oxford UP). She is especially fascinated by the literary techniques these writers employ in constructing their historical narratives, and by questions relating to the frontier between historiography and mythology or fiction. A current project examines Xenophon’s portraits of women against the backdrop of Greek myth and literature and Socratic thought.

TR, 2:00 pm – 3:15 pm. Instructor: Jack Snoeyink. Enrollment = 24.
Underlying the many applications of computers in our daily life are discrete structures like Boolean logics, relations, finite state machines, graphs, and networks that have mathematical specifications. You can tell your parents that the primary purpose of this class is to introduce these discrete structures and the formal proof techniques that support the production, verification, and maintenance of correct software. In fact, many of these are familiar from puzzles and games: already in 1990 Super Mario World expects kids to immediately understand a finite state machine diagram.

This is a language class: you will learn vocabulary and idioms of a language that is more precise and less ambiguous than the languages that we usually speak or write. With any new language, you may at first struggle to make yourself understood, but by frequent immersion and fearless practice you can become comfortable thinking and expressing yourself creatively in the language. Students pick up languages at different rates, so work to teach each other. All can gain fluency with effort and a willingness to make mistakes. And fluency will help all your computer science endeavors – precise and unambiguous language helps you catch mistakes early, when they are cheaper to fix.

Math381, Discrete Mathematics, shares many of our goals of teaching formal reasoning and mathematical rigor, but they do so by delving deeply into number theory. We will find our examples more broadly, so that we can also provide students with a toolbox of mathematical techniques and concepts that are fundamental in most areas of computer science.

The honors section is for students who want mastery of this language. In addition to participating in the regular lectures, honors students will be asked to use this language develop proofs of more advanced material using the Moore method. For graph theory in particular, the textbook has a series of definitions and questions for which students are asked to provide answers; similar material is being developed for game theory.

PREREQUISITES: MATH 231 or MATH 241; a grade of C or better is required

TR, 11:00 am – 12:15 pm. Instructor: Bland Simpson. Enrollment = 15.
This course is a collective, collaborative exploration of the techniques of fiction, through close reading and discussion of classic short stories to the writing of short exercises dealing with the elements of fiction (setting, characterization, dialogue, point of view, etc.) and, later in the term, one short story (2,000-5,000 words). There is a midterm examination.  The class is a seminar, a workshop with both written and oral critiques of student works required, and students can expect a lively and encouraging atmosphere as we investigate and practice the imaginative craft of fiction writing.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY.

Bland Simpson is Kenan Distinguished Professor of English & Creative Writing, longtime piano player for the Tony Award-winning Red Clay Ramblers, and author of nine books and collaborator on a number of musical plays. https://englishcomplit.unc.edu/faculty-directory/bland-simpson/

MW, 9:05 am – 10:20 am. Instructor: TBD. Enrollment = 15.
In Honors: Intro to Poetry Writing, we explore the syllabic prosody of All the Flowers Kneeling by Paul Tran to explore the poem’s three parts, according to Stephen Dobyns, the meaning-making of poetry, metaphor, and the interior “I” tone, and voice. We will examine the structure of each poem in the collection by drawing the “line end and breaks” through a plotting system I designed for poetry. Students will submit daily “plotting” assignments and imitations according to standards set in class. Students are expected to have a notebook for our course materials only. Students’ overall course grades will be reflected in submitting work through the course notebook.

Tyree Daye is a poet from Youngsville, North Carolina, and a Teaching Assistant Professor at UNC-Chapel Hill. He is the author of two poetry collections River Hymns 2017 APR/Honickman First Book Prize winner and Cardinal from Copper Canyon Press 2020. Daye is a Cave Canem fellow. Daye won the 2019 Palm Beach Poetry Festival Langston Hughes Fellowship, 2019 Diana and Simon Raab Writer-In-Residence at UC Santa Barbara, and is a 2019 Kate Tufts Finalist. Daye most recently was awarded a 2019 Whiting Writers Award.

TR, 9:30 am – 10:45 am. Instructor: Chris Mumford. Enrollment = 24.
The newly-emerging field presents many opportunities. General sports are dominated by oligarchs -NFL, NBA, MLB, NCAA, NHL, MLS – where the cost of entry is hundreds of millions of dollars.
In this course, we will explore Sports Verticals with high growth and lower barriers to entry. These include eSports, analytics, fantasy/betting, youth sports, fitness and health technology and enhanced fan experience. Students will be organized into teams and deep dive into these areas and present findings and a written report and summary presentation. Afterwards, we will develop a sports startup with a presentation & website.

Prerequisite: ECON 325 or PLCY 327.

Chris Mumford is a mentor at Launch Chapel Hill and at 1789 Venture Lab. He teaches innovation, design thinking and entrepreneurship as an adjunct professor of practice at the UNC Kenan-Flagler Business School. He is the founder of Joe Start Up, a StreetSmart entrepreneurial education website, which includes whiteboard animation, an easy-to-use startup plan builder and a social network. During the last 15 years, Mumford founded several businesses in the US and Asia. He served in roles as chief executive office, chief financial officer, chief operating offer, vice president of sales and vice president of design, while raising more than $30 million from angel, venture capital and private equity investors for several projects. He was an investment banker for seven years. His experience includes consumer products, technology, education and social networks. His current interests include education, technology, apparel and health care.

Mumford grew up in Chapel Hill, NC where he graduated from UNC-Chapel Hill with a bachelor’s degree in philosophy with honors. He has two children with his wife Joelle Permutt. He enjoys competing in triathlons, cycling, fly fishing and coaching. One day, he hopes to finish editing his novel about his experiences wandering around the world.

TR, 2:00 pm – 3:15 pm; Recitation: M, 9:05 am – 9:55 am. Instructor: Christopher Handy. Enrollment = 24.
Course description: Comprehensive introduction to statistics, including descriptive statistics and statistical graphics, probability theory, distributions, parameter estimation, hypothesis testing, simple and multiple regression, and use of powerful statistical estimation software. This course includes a substantial introduction to basic econometrics.

PREREQUISITE: ECON 101, STOR 155, and one of MATH 152, 231, STOR 112 or 113.

Chris Handy is a Teaching Assistant Professor in the Department of Economics at UNC–Chapel Hill, where he has been a faculty member since 2021. He earned his Ph.D. at Cornell University in 2013, and taught at Washington and Lee University for eight years before arriving at UNC. He is a labor economist with research interests in intergenerational mobility and educational attainment.

TR, 3:30 pm – 4:45 pm. Instructor: Jaden Chen. Enrollment = 24.
The course is divided into two parts. First, game theory is covered. Second, we investigate the role of information in economic settings. A term paper is required.

NO FIRST YEAR STUDENTS.

TR, 11:00 am – 12:15 pm. Instructor: H. M. Cushman. Enrollment = 24.
Chaucer’s The Canterbury Tales is an extraordinarily wide-ranging poem. It is characterized by variety, surprise, and quick movements from one narrative world to a completely different one. With the turn of a page, the reader finds herself on a medieval pilgrimage, then in the aftermath of an ancient Mediterranean war, then in the court of Genghis Khan, and then in a barnyard squabble between a rooster and a fox. One moment a serial-monogamous seamstress is explaining her theories about marriage, and the next a friar is puzzling over how to divide a fart. We will read each of these tales in the original Middle English–with a little help along the way–and find out how all of these adventures and characters live together in one poem. There are no prerequisites for this course. All are welcome!

H. M. Cushman is an Assistant Professor of English and Comparative Literature. She specializes in late medieval British literature.

TR, 12:30 pm – 1:45 pm. Instructor(s): Kim Stern. Enrollment = 24.
The nineteenth century was a moment of transition both for the novel and for British culture more broadly. In an effort to track the relationship between the written word and the rise of modernity, this course introduces students to some the most innovative novelists of the period (Jane Austen, George Eliot, Charles Dickens, Wilkie Collins, and more). To what extent did the nineteenth-century novel adapt the new media forms emerging at this time? How did the Victorian reading experience differ from our own? Above all, how did the novel itself both absorb and shape the culture of which it was a part? In our pursuit of these questions, we will read the British novel alongside historical documents, visual iconography, print artifacts, and more — in effect, we will learn to read like the Victorians. As we refine our skills of historical interpretation, however, we will also consider how this literature anticipates some of the social concerns we continue to pursue today, including gender identity, racial inequity, the rise of information, globalization, and the political function of literature itself. Hence, we will conduct primary historical research through the examination of archival materials at Wilson Special Collections, but we will also devise a public-facing capstone project — a digital resource designed to creatively convey our findings about the novel to contemporary audiences.

Kimberly J. Stern holds a Ph.D in English Literature from Princeton University and is Assistant Professor of English at the University of North Carolina at Chapel Hill. In 2015 she published a Broadview edition of Oscar Wilde’s controversial play Salome, and her monograph The Social Life of Criticism: Gender, Critical Writing, and the Politics of Belonging is forthcoming with the University of Michigan Press in 2016. She is now working on a second book, Lessons of the Aesthete: Liberal Education and the Pedagogical Styles of Oscar Wilde, and serves as co-editor of Nineteenth Century Studies. Her teaching and research interests include gender studies, aesthetic theory, drama, the British novel, and the history of ideas.

MW, 4:40 pm – 5:55 pm. Instructor: Larry Goldberg. Enrollment = 24.
A contemporary thinker has said that all education is being introduced to greatness. That is the primary aim of this course, which will examine the fundamental political questions through a reading of several ancient Greek thinkers. Our fundamental goal will be to observe great thinkers sifting the claims of religion and the polity, the individual and the community, tradition and philosophy, philosophy and politics. We will read poems by Solon, Homer’s Iliad or Odyssey, Sophocles’ Antigone, selections from Herodotus’s Persian Wars as well as from Thucydides’ History of the Peloponnesian War and six dialogues of Plato: Apology, Crito, Meno, Republic, Gorgias, and Phaedrus.  There will be several short papers and a final essay of six to ten pages. Daily class preparation is expected since the course will be conducted as a seminar.  This class is open to students at all levels, Freshman through Senior year.  The sole requirement is a willingness to work hard and not fall behind.  In order that they may be aware of the demands of the course, all students must obtain my approval for enrollment. This course was developed with the aid of a Paul and Melba Brandes Course Development Award.

INSTRUCTOR CONSENT REQUIRED. EMAIL DR. GOLDBERG AT LAGOLDBE@EMAIL.UNC.EDU).
3.0 CREDIT HOUR COURSE; FULFILLS PH-PHILOSOPHICAL & MORAL REASONING GENERAL EDUCATION REQUIREMENT; FULFILLS POLITICS REQUIREMENT FOR THE PPE MINOR.

My first loves are Shakespeare and Plato (my advanced degrees are in Classical Greek, Literary Criticism and English Literature).  For the last twenty-five years or so, however, I have primarily taught a sequence entitled “Elements of Politics” in which we discuss classics of political thought from all genres—philosophy, literature, history, essay, economics and science–, ranging from the ancients through the twentieth century. This has been the main focus of my care and attention. In their proper place, Plato and Shakespeare come in for a considerable amount of attention.

MWF, 10:10 am – 11:00 am; Recitation: M, 3:35 pm – 4:25 pm OR M, 3:35 pm – 4:25 pm. Instructor: Greg Gangi. Enrollment = 24.
This course will explore changing human-environmental relations from a variety of social, geographical, and historical settings. While some lectures do include material from the natural sciences this is a social science class. The class cuts across a large number of disciplines in a manner that is integrative rather than segregating lessons from different academic disciplines into separate lectures. The focus of this course is in the first half of the class to give students familiarity with how humans and human organizations deal with issues of sustainability. The second half of the semester will explore some critical issues like population, food security, climate change, urban planning and transitioning to a low carbon economy. This part of the course will not only give student information important background information about the problems but also highlight possible solutions.

In addition, to weekly class lectures, students will attend a one-hour recitation session to enjoy small-group discussion and to explore related topics of personal interest. Your class involvement will be enhanced by a class listserv, that is set up to facilitate the exchange of references and other course related information. Major Objectives: 1) To introduce the social context of environmental issues. 2) To provide an exposure to diverse aspects of human-environmental relationships so that students who are pursuing a major or minor in environmental studies can better design their future plan of studies. 3) To allow all students to better understand the link between environmental problems, cultural behaviors, public policies, corporate decision-making, and citizen and consumer behavior.

Course requirements: Students are required to attend class, to compete reading assignment, to participate in class discussion and recitation exercises, to complete a group project, and to perform successfully on written on written examinations. There will be a midterm (25% of the grade) and a final examination (35% of the grade). Another 20 percent of the grade will be based upon a group project and written paper assignment on one environmental issue in North Carolina. The recitation grade will account for the remaining 20 percent of the grade.

The class will be connected through recitation to the UNC Clean Tech Summit. Student can see a link and read about the Summit here: https://ie.unc.edu/cleantech/

FIRST AND SECOND YEAR STUDENTS ONLY

Greg Gangi has broad interests in sustainable development. He is interested in nurturing experiential learning opportunities for students and has developed a number of innovative field based program in different parts of the world.

TR, 11:00 am – 12:15 pm. Instructor: Gabriela Valdivia. Enrollment = 28.
Global demand for primary commodities and energy resources (hydrocarbons, hydropower, minerals, agriculture) drives the expansion of extractive frontiers across Latin America. Meanwhile, more environmental defenders were killed in the region last year than anywhere else in the world, and thousands of forcibly displaced peoples are in search of asylum. How is the current expansion of resource frontiers entangled with rural wellbeing and human rights in Latin America? And how are the inequities generated by capitalist expansion expressed and experienced, physically, emotionally, and epistemologically? This seminar-style, research-intensive course examines these questions, with a focus on environmental justice and wellbeing and their relation to current resource extraction trends. The course offers students the space for developing an in-depth look at extractive histories, political ecology and economy, and decolonial thought in Latin America, and builds on select cases to craft students’ own inquiry of contemporary environmental injustices in the region.

M, 2:30 pm – 5:00 pm. Instructor(s): Cemil Aydin. Enrollment = 24.
This course will focus on imperial experience and decolonization of Asia and Africa from the 1870 to the 1970s. Course readings will explore the content of the anti-colonial critique of the international order and visions for a post-imperial new world in Asian and African intellectual history. Students will examine Pan-Africanism, Pan-Asianism and Pan-Islamism, as an important trends in the process of decolonization. What are the legacies of Pan-African, Pan-Asian and Pan-Islamic thought and ideas in contemporary politics of the world? While focusing on Pan-Nationalism, this course will revisit the debate on Orientalism and racial thinking from the perspective of international history.  How did ideas and ideologies about difference and hierarchies among races, religious groups and continents shape the evolution of the modern world order?  Topics will include the history of international law,  multiple internationalisms, as well as debates on cosmopolitanism and universalisms.

Cemil Aydin is Professor of History at the University of North Carolina-Chapel Hill.  He studied at Boğaziçi University, İstanbul University, and the University of Tokyo before receiving his PhD from Harvard University in 2002 in the fields of history and Middle Eastern studies. He was an Academy Scholar at the Harvard Academy for International and Area Studies, and a post-doctoral fellow at Princeton University’s Department of Near Eastern Studies.  His recent publications include his book on the Politics of Anti-Westernism in Asia (Columbia University Press, 2007),  “Region and Empire in the Political History of the Long 19th Century” in A History of the World, 1750-1870 (Harvard University Press 2019) and The Idea of the Muslim World: A Global Intellectual History (Harvard University Press, Spring 2017)

TBD. Instructor: Klaus Larres. Enrollment = 24.
This course deals with the establishment of the rules-based global order toward the end of the Second World War and analyzes the development of that order throughout the Cold War years and the post-Cold War era up to the present. The course has three main parts:

1. Analysis of the establishment and nature of the Bretton Woods system;
2. outline and analysis of the most important international institutions and intergovernmental organizations which have remained relevant in today’s global order;
3. analysis of the challenges to the rules-based global order that have emerged in the 21st century.

This course covers the years from the 1930/40s to the present. Geographically the course focuses above all on the U.S., Europe, and Asia (with a particular focus on China).

Dr Klaus Larres is the Richard M. Krasno Distinguished Professor in History and International Affairs at the University of North Carolina in Chapel Hill, NC. He is a former Counselor and Senior Policy Adviser at the German Embassy in Beijing, China, Fellow at the Institute for Advanced Study in Princeton, NJ, and holder of the Henry Kissinger Chair at the Library of Congress in Washington, DC. Previously Larres taught at Yale, Johns Hopkins University/SAIS, the University of London, Queen’s University Belfast and the Univ of Ulster. He has published widely on international affairs during the Cold War and the post-Cold War years. Website: www.klauslarres.org

TR, 9:30 am – 10:45 am. Instructor: Susan Pennybacker. Enrollment = 24.
We explore the history, culture and politics of London as a world city, tracing her past from the decade before the First World War, through the ‘Swinging’ 1960s, to the present-day. We see London’s history reflected in the built environment, cultural institutions, and, in the arts, set against the background of the city’s changing racial, ethnic, religious and socio- economic composition. London was the seat of a vast and contested empire, and remains one of the world’s most important cosmopolitan centers of culture, politics and commerce, signified by Parliament and the financial district of ‘the City’ but even more so by the world’s peoples who are her residents. At present, this multi-racial and international environment is deeply challenged by the events of Brexit, the pandemic, the 2022 war in Europe and its legacies, and by the global Black Lives Matter movement. The course explores the transformation of the metropolis over the long twentieth century that witnessed two global wars and the break-up of Britain’s former empire. London’s streets, markets, parks and towers; her splendid squares and distinct neighborhoods; her food culture, cinema, museums and her theatre—all offer evidence of historical transition and the ever- present pulse of a great urban culture in conflict and in motion. Students engage the resources of institutions that include several key Davis Library digital archival collections. They explore on-line exhibitions, drawing upon printed and visual resources to craft an urban history research essay that completes the course work. Presentations in the visual arts are encouraged in partial fulfillment of the courses essay requirement.

Susan D. Pennybacker, Chalmers W. Poston Distinguished Professor of European History, is a modern British specialist. She is the author of two previous works: A Vision for London, 1889-1914 (routledge, 1995 and 2013), and, From Scottsboro to Munich: race and political culture in 1930s Britain (Princeton, 2009). Her work on the 1930s focused on anti-colonial and anti-fascist dissent, European responses to Jim Crow in the US South, and the complex racial politics of the domestic, imperial and British-European interwar era. She is completing a 3rd London study of groups of political dissenters and exiles from several parts of the former empire, Fire By Night, Cloud By Day: refuge and exile in postwar London (Cambridge). Her research involves archival and oral history work in the UK, South Africa, India, and the Caribbean. Pennybacker also has strong interdisciplinary interests, and has worked on collaborative projects in urban history, documentary film, and photography. She has visited the Caribbean intermittently, and lived for extended periods of time in New England, Britain, India, and South Africa. She directed Honors London in 2013, and Honors Cape Town, in 2017.

MW, 4:00 pm – 5:15 pm. Instructor: Michael Morgan. Enrollment = 24.
Today, the language of human rights is almost universal. It is fundamental to the way that we understand justice both at home and, especially, abroad. But this was not always the case. Ideas of human rights changed over time, gaining power as a result of political, intellectual, and social developments worldwide. This course looks at the international history of human rights from the Enlightenment to the present and considers how human rights ideas first emerged, how they evolved, and how they became so influential.

NO FIRST YEAR STUDENTS. IT IS RECOMMENDED FOR STUDENTS TO HAVE TAKEN AT LEAST ONE PRIOR HISTORY COURSE.

Michael Morgan specializes in modern international and global history. His first book, The Final Act: The Helsinki Accords and the Transformation of the Cold War (Princeton University Press, 2018), examines the origins and consequences of the 1975 Helsinki Final Act, the most ambitious diplomatic undertaking of the Cold War and a watershed in the development of human rights. At UNC, he teaches courses on the history of diplomacy and international politics, the Cold War, and the history of human rights. Before coming to UNC, he taught at the US Naval War College and the University of Toronto, where he was the inaugural holder of the Raymond Pryke Chair.

TR, 11:00 am – 12:15 pm. Instructor: Andrea Dara Cooper. Enrollment = 5.
The purpose of this course is to explore the role of philosophy in modern Judaism. This course examines how contemporary thinkers have considered philosophy, ethics and theology from a Jewish perspective. Methodological points to be addressed include: the role of interpretation in Judaism, revelation and redemption, authority and tradition, pluralism and inclusion, suffering and evil, twentieth-century approaches to God, and Jewish philosophy in conversation with feminism.

Students in the course will gain a general overview of major topics and thinkers in modern Jewish thought while becoming acquainted with philosophical modes of writing and argumentation. In class, we will read texts critically and closely, analyzing them to outline questions and problems for discussion. Students will gain a sense of the wide variety of discourses within the field of modern Jewish thought and the transnational dimensions of the discipline.

Questions to be addressed include: Are faith and reason compatible? In what ways have contemporary thinkers understood theology, the study of God, from a Jewish perspective? Should a Jewish thinker be read within an exclusively Judaic framework? This course will consider these methodological questions as starting points for inquiry.

CROSSLISTD WITH RELI 224H.

Dr. Andrea Dara Cooper is an Associate Professor in the Department of Religious Studies and the Leonard and Tobee Kaplan Scholar in Modern Jewish Thought and Culture at UNC. Dr. Cooper works at the intersection of Jewish thought, contemporary philosophy, cultural theory, and gender studies. At UNC she teaches classes on Introduction to Jewish Studies, Human Animals in Ethics and Religion, Modern Jewish Thought, and Post-Holocaust Ethics and Theology.

MWF, 11:15 am – 12:05 pm. Instructor: J. Michael Terry. Enrollment = 24.
This course provides an introduction to the field of linguistics, which can be defined as the scientific study of language. Throughout the semester, we will examine a number of subfields which make up the core of contemporary linguistic research. These include syntax (sentence structure), semantics (meaning), pragmatics (interrelationship between syntax, semantics, and conversational interaction), morphology (word formation), phonetics and phonology (speech sounds and sound systems), historical linguistics (language change), sociolinguistics (language variation and the social factors that promote or inhibit such variation), language acquisition (the development of language in children), and language and the mind (the relationship between our linguistic abilities and knowledge and the rest of our cognition).

Dr. J. Michael Terry’s research focuses on the semantics of tense and aspect in dialects of American English, with a particular emphasis on African American English. Though difficult to define tense and aspect are, roughly speaking, natural language’s primary mechanisms for expressing temporal relations – i.e. notions such as past and present, progressive and completed. Among the current research projects he is involved in are studies of the formal semantic properties of African American English perfect constructions, and of the possible effects of dialectal differences on the results of tests of mathematical reasoning in early education. In addition to this and other courses, he regularly teaches Formal Perspectives on African-American English (Ling 310), Semantic Theory I (Ling 537), Language Deficits and Cognition (Ling 547) and The Language of Time (Ling 539).

MWF, 12:20 pm – 1:10 pm; Recitation: R, 3:30 pm – 4:20 pm. Instructor: Mark Williams. Enrollment = 35.
Level:  This is the Honors section of MATH 233.  It offers a more demanding and deeper treatment than the regular sections.   For example, there will be more emphasis on understanding theory than in other sections.  Topics:  Vectors in three dimensional space.  Dot products and cross products and their applications.  Functions of two and three variables.  Polar and spherical coordinates.  Graphs and contours.  Multivariable calculus:  partial derivatives, gradient.  Curves in space.  Surfaces: normal vector, tangent plane.  Maxima and minima.  Lagrange multipliers.  Double and triple definite integrals, line integrals, Green’s theorem.

PREREQUISITE: AT LEAST A B+ IN MATH 232 AT UNC OR A 5 ON THE BC CALCULUS EXAM.

Mark Williams does research in partial differential equations with an emphasis on wave phenomena such as shock waves, detonation fronts, and other structures arising  in fluid dynamics. 

MWF, 1:25 pm – 2:15 pm. Instructor: Emily Burkhead. Enrollment = 35.
This course serves as a transition from computational to more theoretical mathematics, designed to provide you with the fundamental skills necessary for success in situations that require you to read, write, and reason precisely when working with mathematics. Special emphasis is given to improving your fluency in the use of mathematical vocabulary and notation when writing and critiquing mathematical proofs. Topics are from the foundations of mathematics: logic and proof techniques, set theory, relations and functions, counting methods, and basic number theory. In many ways, this will be the first “abstract” math course in your academic career. Although we will explore specific, concrete examples whenever possible, this course requires you to hone your ability to analyze and articulate the logical essence of the problems being studied. In other words, you will be expected to learn how to communicate coherently and persuasively using the language and the grammar of mathematics.  PREREQUISITE: MATH 232 OR 283.

Emily Burkhead holds an M.S. and a Ph.D. in Mathematics from the University of North Carolina at Chapel Hill.  She has been teaching collegiate mathematics since 2002 and won the Goodman-Petersen Award for Excellence in Teaching, presented by the UNC Mathematics Department, for the 2020 – 2021 academic year. Her professional focus is on mathematics education and best practices in teaching, with research interests in discrete dynamical systems.

MWF, 1:25 pm – 2:15 pm. Instructor: Jian Wang. Enrollment = 35.
The scientific method is arguably the single most important achievement of the modern era. Together with its technological implications, in the last four centuries it has shaped the world both physically and culturally, and continues to do so, like no other element in the history of mankind. The overall aim of the course is to learn the basic elements of the method through a combination of rigorous mathematical training, simple physical experiments, and elementary mathematical modeling. The focus will be on ordinary differential equations, which can arguably be considered the “birthplace” of the method.  In class laboratory experiments will be presented about once per week.  Students will be expected to collect data from the experiments, and apply differential equation models to attempt to predict the observed phenomena.  Results will be reported in the Final Lab Report.  Course material (including videos from experiments will either be posted at our {\bf sakai site, MATH383H.001.SP20}, or on a dropbox site if the files are too large for the sakai site.

You should be ready to work with a non-standard class format, where concepts are developed through class discussions in which everybody is expected to join and share observations, insights as well as critiques. No question offered in earnest is too naive or irrelevant, and students will be expected to share their doubts as well as their knowledge to achieve the outcome of understanding a certain issue. In-depth class discussion, open ended homework assignments with problems, hands-on in-class, in-lab and in-silico (computational) experiments will be the basis for evaluation and final grade assignment.  Some readings of original scientific articles will be assigned and will provide examples for the proper style of reporting the results of your lab investigations.  A written final lab report (prepared by teams of 3-4 class members each) with at least one iteration with feedback provided by the Professors, will be graded at the end of the course.  This report will be in the style of a submission to a scientific journal, and should follow examples from your reading assignments.

Lastly, we plan to utilize the Fluid Laboratory to do several in person experiments to demonstrate wave and fluid phenomena using our 120 foot long wavetank.

PREREQUISITE: AT LEAST A B+ IN MATH 233 OR 233H AT UNC.

TR, 9:30 am – 10:45 am. Instructor: Shannon McGregor. Enrollment = 30.

The course provides insight into the needed background and tools for future agency account executives, planners and brand-side marketing communications managers who will be the ultimate users of the data, and who will determine the scope and direction of research conducted. Possessing the skills to gather and use market intelligence is valuable for students planning careers in branding, marketing, or in consulting, and is a fundamental function in industries like consumer-packaged goods, entertainment, and financial services and sports management. In order to lend realism to the material, the course will introduce research techniques and data used in large companies like Coca-Cola, AT&T, Starbucks, American Express and Hyatt Hotels. The course has three major themes:

1. Taking general brand & advertising problems and structuring them in terms of specific questions that can be analyzed or researched.
2. Understanding primary and secondary sources of market insights information, including issues in data collection.
3. Becoming familiar with specific marketing research techniques for analyzing data once it has been collected and using those analyses to make better management decisions.

Dr. Shannon C McGregor (PhD, University of Texas) is an assistant professor in the Hussman School of Journalism and Media at the University of North Carolina, and a senior researcher with UNC’s Center for Information, Technology, and Public Life. Her research addresses the role of social media in political processes, with a focus on political communication, journalism, public opinion, and gender. Her work has been published in the Journal of Communication, New Media & Society, Political Communication, and Information, Communication & Society, and she is co-editor of a book (with Dr. Talia Stroud), Digital Discussions: How Big Data Informs Political Communication.

M, 1:00 pm – 1:45 pm. Instructor: Lynn Owens. Enrollment = 10.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV sports program and provide sports content for other MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

Dr. Lynn C. Owens is lecturer of broadcast and electronic journalism. She has been teaching journalism and advising college news media since 2006. Owens’ research focuses primarily on newsroom best practices, and diversity issues in broadcast news. Her work has been published and presented at numerous national and international mass communication conferences. Before returning to academe, Owens was a reporter at WNCT-TV in Greenville, NC, where her work won a regional Edward R. Murrow Award and two Emmy nominations. She also worked at Reuters Television in London as a technical producer.

M, 9:00 am – 12:30 pm. Instructor(s): Charles Tuggle. Enrollment = 10.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV sports program and provide sports content for other Hussman School platforms. Students will fill all normal newsroom positions.

INSTRUCTOR CONSENT REQUIRED.

C.A. Tuggle — Dr. T to his students — enjoyed a 16-year career in local television news and media relations before returning to academia to educate and train a new wave of broadcast journalists. He spent 11 years at WFLA-TV, the NBC affiliate in Tampa/St. Petersburg, the nation’s 13th largest media market. He has held many newsroom titles, but he spent most of his career as a sports reporter/producer.

His forte as a teacher is developing storytellers — journalists who can use the language and all the tools available to them to turn out memorable broadcast reports. Broadcast and electronic journalism students broadcast one live installment of the TV news program Carolina Week, one live episode of the radio newscast Carolina Connection and one live installment of the sports highlights, analysis and commentary show SportsXtra per week.

Tuggle is the recipient of an Edward Kidder Graham superlative faculty award, the David Brinkley Teaching Excellence Award and the Ed Bliss Award, which is a national honor for broadcast journalism educators who have made significant and lasting contributions to the field throughout their careers.

W, 11:00 am – 12:15 pm. Instructor: Adam Hochberg. Enrollment = 10.
Students participate in a collaborative learning environment to hone skills learned in earlier courses and help less-experienced students acclimate to the broadcast news experience within the school. By invitation only. Previously offered as MEJO 423. Permission of the instructor.

INSTRUCTOR CONSENT REQUIRED.

The course is limited to advanced broadcast journalism students Prerequisites MEJO 252 and MEJO 426.

Adam Hochberg teaches journalism at the University of North Carolina School of Media and Journalism. Students in his practicum class produce a weekly radio newsmagazine and podcast. In 2017, 2018, 2020, and 2021, the program received the prestigious Edward R. Murrow Award from the Radio-Television Digital News Association, which named it the nation’s top student newscast. Five times, the program has received the top national collegiate award from the Society of Professional Journalists.

Hochberg has also taught accountability journalism and journalism ethics. He is often interviewed in the media on issues of ethics and journalistic standards.

Hochberg is a veteran journalist and educator with over two decades of experience in national news. A former correspondent for NPR, he has won multiple national journalism awards, including an Edward R. Murrow Award for national investigative journalism in 2013.

Hochberg leads “The American Homefront Project,” a nationwide collaboration of public radio newsrooms that produce in-depth journalism on military and veterans issues. 
A native of Chicago, Hochberg received his master’s degree in 1986 from the University of North Carolina at Chapel Hill. He graduated from Ohio University in 1985. He lives with his wife and daughter in Chapel Hill.

MW, 12:30 pm – 1:45 pm. Instructor: John Robinson. Enrollment = 20.
This is a serious course for serious students. This course is entirely hands-on. Under the direction of the instructor, students from the School’s various specialty areas will work together to find, produce and market stories that would attract the attention of professional media partners throughout the state and region, and at times, the nation. We will produce multiple versions of each story and expect each to be at a level of quality to warrant publication. We expect you to be an expert on your particular platform, and conversant enough with the other platforms to earn the title of APJ. (all-platform journalist) We will look for stories with broad appeal. We will concentrate on trends and developments that many news organizations don’t have the manpower to cover. The course will involve and require substantial field work from all students enrolled.

The majority of the work in this class will be fieldwork — from chasing down leads to investigating tips, securing sources, performing print, audio or video interviews, capturing video and audio, pitching stories to news directors, promoting the students’ work regionally, etc. Each week, every student on every team will spend a majority of his or her time working outside the classroom to capture and gather the raw materials necessary to turn these packages into professional-quality work. The stories will involve local, regional and national issues, and the teams will pitch all the completed packages to professional news outlets across the state, region and country.

This is not your typical college course, so don’t treat it like one. This will mimic the professional journalist’s work environment more than any other class in the School of Media and Journalism.

The marketing team is charged with coordinating with the content teams so that we might keep our professional partners apprised as we move through the newsgathering, production, and delivery phases of the work. As a team, the marketing group will produce contact lists for media outlets across the state, building on the strong relationships established in earlier semesters. The marketing team will also continue to brand the Media Hub initiative, chart pickups by professional outlets, develop best practices, and contribute to the degree possible to content creation.

INSTRUCTOR CONSENT REQUIRED.

John Robinson is Stembler Professional in Residence. A graduate of St. Andrews University, he was a working journalist for 37 years, most recently editor of the News & Record in Greensboro, N.C. from 199-2011. He began teaching at the Hussman School of Journalism and Media in 2012.

TBD. Instructor: TBD. Enrollment = 40.
We are living through a period of immense economic disruption in media, and local journalism in particular. The creation of the Internet and all that it has wrought – interconnectivity and immediacy – set in motion the realignment of the advertising business models that played an important role not just in the structure of journalism but American democracy. This course examines the economic drivers of digital start-ups, as well as traditional media. We’ll begin by understanding how strategies pursued by media companies flow through their financial statements and how consumer behavior has changed. We will examine the development of business models of digital media during the first 20 years of this century, put them in historical context and examine in-depth case studies of media platforms like Facebook and Google as well as content creators like The New York Times and Disney.

This course is designed for future journalists (regardless of your preferred medium), as well as students pursuing a career in advertising, marketing, public relations, media management and entrepreneurship. With a foundational understanding of the media landscape and the broad economic issues affecting it, students should emerge with a framework for better assessing future opportunities and risks of business enterprises they will work for, compete against or create themselves.

MW, 11:00 am – 12:15 pm. Instructor: Xinyan Zhao. Enrollment = 20.
Contemporary digital information environment has created new opportunities for marketers and advertisers to communicate with and engage consumers. This course provides the practical knowledge and insights on current and emerging digital technologies and social media platforms. Students will gain knowledge about various opportunities for strategically implementing social media into content marketing and social advertising. Students will be required to establish digital marketing objectives and strategies, properly select social media platforms, and monitor and measure the results of those efforts. While the course provides a framework of how to evaluate and construct digital communication strategies and plans, its focus is on applying critical reasoning skills through hand-on assignments and a progressive social media campaign project for future advertising and communications managers who will be the ultimate directors of digital advertising and marketing strategies and plans. Possessing the skills to evaluate and create digital marketing and advertising is valuable for students planning careers in communications, branding, marketing, or consulting, and is a fundamental function across all industries and organizations.

Dr. Zhao is an expert on strategic communication, social media, and large-scale data analytics. Her research focuses on the roles of social media and social networks in crisis, risk, and health communication using computational and quantitative methods.

MW, 8:00 am – 8:50 am; Recitation: F, 8:00 am – 8:50 am OR F, 9:05 am – 9:55 am. Instructor: Jane Thrailkill. Enrollment = 40.
This course provides an introduction to Health Humanities, an interdisciplinary field that combines methods and topics from literary studies, healthcare, and the human sciences.  We’ll read novels, screen films, learn about illnesses and treatments, and hear expert speakers as we investigate the importance of narrative in the time of high-tech medicine.  We’ll play close attention to how ideas about sickness have changed over time and across cultures. Topics will include the clinician-patient relationship, medical detection, the rise of psychiatry, racism and social determinants of health, epidemics and the “outbreak narrative,” and the quest for immortality.

Prerequisites: This course welcomes students from all fields—especially humanities majors and those interested in careers in healthcare and health affairs.

Class format:  There will be two informal, interactive lectures and one discussion section per week. We will have frequent visiting speakers (including clinicians, journalists, researchers, novelists, and scholars).

Texts:  Literary works may include Kazuo Ishiguro’s Never Let Me Go, a science fictional exploration of the lives of medical clones; first-person narratives of illness; and movies such as How to Survive a Plague. Nonfiction works will include articles drawn from journalism, medicine, anthropology, and history. We’ll conclude with selections from Atul Gawande’s Being Mortal, a powerful reflection on longevity and humane care for those at the end of life.

Assignments: Two analytical papers, reading quizzes, short creative assignments, a midterm exam, an illness narrative, and a take-home final. Students enrolled in ENGL 268H will also complete a research project on a particular illness, investigating the cultural, literary, and biological aspects of their selected topic.

REGISTRATION IN RECITATION SECTION 601 OR 602 REQUIRED for honors credit.

Jane F. Thrailkill swerved away from a career in health care and instead earned her Ph.D. in English and American Literature. Her interest in clinical practice has persisted, however: her first book studied the influence of medical ideas on American authors such as Mark Twain, Henry James, and Kate Chopin. She is Co-Director of HHIVE (Health & Humanities: Interdisciplinary Venue for Exploration) and teaches part-time in UNC’s School of Medicine. Her talk for TEDxUNC looks at the serious issue of hospital-based delirium and describes how literary study can give insight into medical problems. Dr. Thrailkill has been recognized for her commitment to undergraduate teaching by a number of university-wide teaching awards.

M, 2:00 pm – 4:30 pm. Instructor: Terry Holt. Enrollment = 20.
This seminar explores the role of narrative in medicine from two sides: the patient’s experience of illness, and the experience of caring for the sick.  As a writing workshop, this course offers students a supportive environment in which to explore their own experiences and refine their writing skills.  Pandemic conditions permitting, it provides an opportunity for service work in a variety of clinical settings, in which students will have a chance to participate in medical care.  Taught by a clinician-writer with years of experience in medical care, professional publication, and workshop instruction, this course offers a rare opportunity to learn from a highly skilled professional engaged in the central concerns of his work.

3.0 CREDIT HOUR COURSE.
MAKING CONNECTIONS CURRICULUM: FULFILLS LITERARY ARTS (LA) & EXPERIENTIAL EDUCATION (EE) REQUIREMENTS.
IDEAS IN ACTION CURRICULUM: PENDING REVIEW

Terrence Holt taught literature and writing at Rutgers University and Swarthmore College for a decade before attending medical school. Hailed as “a work of genius” by the New York Times, his 2009 In the Valley of the Kings was one of Amazon’s Best Books of the Year. Internal Medicine, his New York Times bestselling memoir of medical training, was named best book of 2014 by three industry journals. Holt teaches medicine at the University of North Carolina in Chapel Hill.

MWF, 2:30 pm – 3:20 pm. Instructor: William Goldsmith. Enrollment = 2.
This course provides a general overview of the role of history in public policy, the policymaking process, and the substance of major domestic and global public policy challenges.  It exposes students to the conceptual and analytical perspectives necessary for understanding and playing a direct role in policy making.  This course will illuminate policy and political challenges in areas such as tax policy, social policy, education policy, health policy, foreign policy, and homeland security. We will explore the inherent tensions that emerge between good “politics” and good “policy” in a number of these substantive policy areas. Honors students will pay particular attention to the role of politicians (elected officials) and experts (policy researchers) in the making of public policy. Students will work to develop their skills in effective oral and written communication, including making oral arguments, presenting research findings, and writing for policy audiences.

FIRST AND SECOND YEAR STUDENTS ONLY.
CROSSLISTED WITH PLCY 101H.

William Goldsmith is a Teaching Assistant Professor who has lived all over this state. He hails from western North Carolina, where he grew up in the shadow of Hickory Nut Mountain. After college at Yale University, he taught English and Theater Arts at Northwest Halifax High in the northeast. His Ph.D. in history comes from the university just north on Tobacco Road. Goldsmith’s research looks at how the civil rights movement reshaped education and economic development policy in the South. Broadly, he is interested in how institutions exacerbate and ameliorate historical inequalities.

MW, 3:35 pm – 4:50 pm. Instructor: Sarah Stroud. Enrollment = 24.
Deductive logic, our subject, is the study of one type or species of good argument. We will use formal tools to more precisely characterize and investigate that species, in which the conclusion of an argument follows from certain premises simply in virtue of the form of the various statements involved. We will progressively uncover and study several distinct aspects of form that are relevant to such patterns, starting with what is called truth-functional logic and moving on to quantificational logic. One concern throughout the course will be whether and how we can rigorously prove that a conclusion follows (or doesn’t follow) from a group of premises.

Assessment will be via frequent problem sets, which we will prepare for by using significant class time to work together on sample problems. The required textbook is Deductive Logic by Warren Goldfarb (Hackett Publishing).

Sarah Stroud joined Carolina in 2018 as Professor of Philosophy and Director of the Parr Center for Ethics. She holds degrees from Harvard (A.B.) and Princeton (Ph.D.) and taught previously at McGill University in Montreal, Canada.

MW, 3:35 pm – 4:50 pm. Instructor: Alan Nelson. Enrollment = 24.
Western philosophy from roughly 1600-1800 is dominated by attempts to integrate traditional systems of politics and of theology with the rapidly developing, revolutionary, scientific understanding of the natural world. In this course we’ll focus first on René Descartes, the philosopher, scientist, and mathematician who did the most to set the philosophical agenda for this period (and for a good deal of 21st century philosophy). This will provide a basis for considering developments in Thomas Hobbes and Margaret Cavendish. We will also more briefly consider the philosophies of Spinoza, Locke, Berkeley, Leibniz, and Hume. Topics include Mind, Matter, Space and Time, the foundations of morality, God, and the extent of human knowledge of these things.

Alan Nelson’s research and teaching are concentrated on the history of philosophy. He arrived at UNC in 2006 after many years at the University of California. Nelson has won various awards for teaching and mentoring and has supervised more than twenty doctoral dissertations.

TR, 9:30 am – 10:45 am. Instructor: Markus Kohl. Enrollment = 24.
A survey of European philosophers in the existentialist tradition. Topic to be discussed include: the question of whether our life has or lacks meaning; the relation between faith and reason; the significance of our finitude; the importance of human freedom; nihilism and absurdity; the connection between a meaningful life and a moral life; the possibility of combining existentialist and feminist commitments. Philosophers to be studied include chiefly Kierkegaard, Nietzsche, Dostoievski, Sartre, De Beauvoir, Camus.

Markus Kohl grew up in Germany before moving to England and then to the US. He studied philosophy and literature in Oxford, and obtained his PhD in philosophy from UC Berkeley in 2012. His philosophical interests focus on great thinkers such as Aristotle, Hume, Nietzsche and especially Kant. He also has a strong side interest in the philosophical implications of literature, especially with regard to Kafka.

W, 2:30 pm – 5:00 pm. Instructor: Niklaus Steiner. Enrollment = 4.
This course focuses on key political features that are widely and varyingly used in European democracies, such as multi-party systems, parliaments, and proportional representation. It also focuses on key issues that are causing much debate in Europe today, including migration, nationalism, citizenship and populism. An important element of the class is to explore the interaction between these features and issues, how they developed historically especially since 1945, and what might lie ahead for them and for Europe. This class encourages students from a wide range of backgrounds, experiences and perspectives to enroll because it benefits significantly from such diversity. No prior knowledge or experience is needed; instead, students need to be ready to dig deeply into the complicated issues raised in the materials and in our discussions of them.

CROSSLISTED W/ POLI 239H.

Niklaus Steiner is a Professor of the Practice in Political Science. A native of Switzerland who moved to the U.S. in his youth, Steiner has had the good fortune of moving between cultures all his life, and this experience shapes his academic focus. Steiner earned a B.A. with Highest Honors in International Studies at the University of North Carolina – Chapel Hill and a Ph.D. in Political Science at Northwestern University. His research and teaching interests include migration, refugees, nationalism, and citizenship.

M, 2:00 pm – 4:30 pm. Instructor: John Rubin. Enrollment = 20.
We will consider current challenges facing, and sometimes created, by the criminal justice system. We will look at criminal justice policies and practices in North Carolina and the U.S. generally and explore their effectiveness and impact, including their impact on people accused of a crime. Each class or sequence of classes will examine a different set of issues. Do poor people have equal access to justice? Is policing nondiscriminatory? How should we treat people who have mental health problems and commit crimes? How well can people resume their lives after their involvement with the criminal justice system? We will explore these topics through a combination of readings, class discussions, guest lectures and, logistics permitting, site visits. The course will culminate in student-led presentations on topics of the students¿ choosing.

3.0 CREDIT HOUR COURSE
MAKING CONNECTIONS CURRICULUM: FULFILLS SS-SOCIAL & BEHAVIORAL SCIENCE GENERAL EDUCATION REQUIREMENT
IDEAS IN ACTION CURRICULUM: PENDING REVIEW

John Rubin joined the School of Government in 1991, where he specializes in criminal law and indigent defense education. He has written several books, articles, and other resources on criminal law, including a book on The Law of Self-Defense in North Carolina and a guide to Relief from a Criminal Conviction, among other publications. He is also the editor of a seven-volume practice manual series on indigent defense. He regularly teaches and consults with judges, magistrates, prosecutors, public defenders, and other criminal justice officials. In 2004, John created the Indigent Defense Education program at the School of Government, supported by contract revenue, grants, registration fees and sales, and fundraising. As director of the program, he oversees the work of several lawyers and professional employees who develop and deliver a curriculum of annual training programs, a library of reference materials, online educational offerings, and consultation services. He helped establish and continues as a consultant to the North Carolina Office of Indigent Defense Services, the statewide agency responsible for overseeing and enhancing legal representation for indigent defendants and others entitled to counsel under North Carolina law. In 2008, John was awarded a two-year distinguished professorship for faculty excellence. In 2012, he was named Albert Coates Distinguished Professor of Public Law and Government. In Fall 2018, he served as the faculty director for UNC’s honors study abroad program in London, and he teaches an honors undergraduate seminar on criminal law and justice at UNC. Before joining the School, John practiced law for nine years in Washington, D.C., and Los Angeles, California. He earned a J.D. from UNC–Chapel Hill in 1982 and a B.A. from the University of California at Berkeley in 1978.

MW, 3:35 pm – 4:40 pm. Instructor: Ashley Anderson. Enrollment = 24.
This course is designed as an introduction to contemporary Middle Eastern politics for advanced undergraduates. The goal is to provide students with the historical background and theoretical tools to address key questions about the region: 1) How has Western colonialism shaped contemporary state development? 2) How do patterns of authoritarian rule differ in the region and why do they persist? 3) Why do some Middle Eastern countries suffer from sectarian and political violence while others do not? 4) What accounts for the region’s current economic underdevelopment? 5) Why have Islamist parties emerged as prominent opposition forces within some countries? And finally, 6) Why have citizens across the region risen up to try to overthrow dictators and authoritarian regimes?

To explore these questions, the course combines systematic analytical approaches to big questions with concrete knowledge of events and developments in specific countries. In so doing, it aims to give students a critical understanding of politics while simultaneously building empirical knowledge about the Middle East/North Africa region. POLI 130 is strongly recommended; however, the course is suitable for students with all levels of knowledge on the region.

Ashley Anderson is an assistant professor in the Political Science department at UNC. She specializes in Middle Eastern politics, authoritarian governments, and social movements, and received her Ph.D. in Government at Harvard in 2016. 

TR, 2:00 pm – 3:15 pm. Instructor: Evelyne Huber. Enrollment = 24.
This course provides an overview of major topics in the study of Latin American politics. It is aimed at students with a desire to understand how Latin American societies and governments are organized, what the major problems are that these societies are facing, and what accounts for different outcomes from the point of view of the welfare of citizens. We shall examine both common traits in the region’s history, culture, and economic, political, and social structures, and important differences between countries in these dimensions. We shall gain an understanding of the diversity of national experiences and a somewhat deeper knowledge of a few select cases: Argentina, Brazil, Chile, Uruguay, and Costa Rica.

Evelyne Huber, Morehead Alumni Distinguished Professor in Political Science, works on problems of development, democratization, and welfare states in Latin America and Europe. Her most recent books, co-authored with John D. Stephens and published by the University of Chicago Press, are entitled Development and Crisis of the Welfare State: Parties and Policies in Global Markets (2001) and Democracy and the Left: Social Policy and Inequality in Latin America (2012).

W, 2:30 pm – 5:00 pm. Instructor: Niklaus Steiner. Enrollment = 20.
This course focuses on key political features that are widely and varyingly used in European democracies, such as multi-party systems, parliaments, and proportional representation. It also focuses on key issues that are causing much debate in Europe today, including migration, nationalism, citizenship and populism. An important element of the class is to explore the interaction between these features and issues, how they developed historically especially since 1945, and what might lie ahead for them and for Europe. This class encourages students from a wide range of backgrounds, experiences and perspectives to enroll because it benefits significantly from such diversity. No prior knowledge or experience is needed; instead, students need to be ready to dig deeply into the complicated issues raised in the materials and in our discussions of them.

NO FIRST YEAR STUDENTS.

Niklaus Steiner is a Professor of the Practice in Political Science. A native of Switzerland who moved to the U.S. in his youth, Steiner has had the good fortune of moving between cultures all his life, and this experience shapes his academic focus. Steiner earned a B.A. with Highest Honors in International Studies at the University of North Carolina – Chapel Hill and a Ph.D. in Political Science at Northwestern University. His research and teaching interests include migration, refugees, nationalism, and citizenship.

MWF, 12:20 pm – 1:10 pm. Instructor: Charlie Wiss. Enrollment = 24.
: This course will focus on providing an overview of many of the major psychological disorders, with a focus on adult disorders. The major objectives of this course will be for the students to:

• Gain mastery of the diagnostic criteria and identifying features that are associated with each disorder
• Identify and distinguish the disorders
• Have a thorough understanding of the etiologic theories associated with each disorder.
• Understand the major treatment approaches associated with each disorder.

The course will utilize a variety of formats including lectures, discussions, videos, and group presentations. We will attempt to move beyond the definitions of the disorders toward a more nuanced understanding of how they manifest in real life and how modern social, cultural, and biological forces may impact them.

My background is in Clinical Psychology and my early career was spent providing psychotherapy for children, adolescents, and adults; with a focus on adolescents with moderate to severe mental illnesses. This background informs my teaching and I tend to focus more on clinical presentation than statistical trends.  

MWF, 2:30 pm – 3:20 pm. Instructor: William Goldsmith. Enrollment = 22.
This course provides a general overview of the role of history in public policy, the policymaking process, and the substance of major domestic and global public policy challenges.  It exposes students to the conceptual and analytical perspectives necessary for understanding and playing a direct role in policy making.  This course will illuminate policy and political challenges in areas such as tax policy, social policy, education policy, health policy, foreign policy, and homeland security. We will explore the inherent tensions that emerge between good “politics” and good “policy” in a number of these substantive policy areas. Honors students will pay particular attention to the role of politicians (elected officials) and experts (policy researchers) in the making of public policy. Students will work to develop their skills in effective oral and written communication, including making oral arguments, presenting research findings, and writing for policy audiences.

FIRST AND SECOND YEAR STUDENTS ONLY.
CROSSLISTED WITH PWAD 101H.

William Goldsmith is a Teaching Assistant Professor who has lived all over this state. He hails from western North Carolina, where he grew up in the shadow of Hickory Nut Mountain. After college at Yale University, he taught English and Theater Arts at Northwest Halifax High in the northeast. His Ph.D. in history comes from the university just north on Tobacco Road. Goldsmith’s research looks at how the civil rights movement reshaped education and economic development policy in the South. Broadly, he is interested in how institutions exacerbate and ameliorate historical inequalities.

TR, 12:30 pm – 1:45 pm. Instructor: Brigitte Seim. Enrollment = 24.
Global issues have sources, impacts, and solutions that extend beyond the borders of any one country. This course serves as an introduction to several of the most pressing issues facing populations around the world and the challenges of designing and implementing policies to address these issues. Emphasis will be placed on students’ ability to critically evaluate the causes, consequences, and most promising policy responses to each challenge. Students will learn about global policy issues through the analysis of the scholarly literature and through a semester-long research project. They will be encouraged to build the analytical and communication skills necessary to pursue research in the most salient policy arenas facing our world today, either in further study or in career paths.

Seim is a scholar of comparative politics, focusing on the political economy of development. Her research agenda examines the relationship between citizens and political officials, with a particular emphasis on accountability in developing democracies. She is interested in two related but distinct threads of research: one considers how accountability mechanisms can be perverted or disrupted when states are developing politically or economically; and the other considers the methods and data used to study accountability relationships around the world. To conduct this research, she partners with government institutions, international organizations, and policy makers, as well as other academics. Seim obtained her PhD in Political Science from the University of California, San Diego and was subsequently a Post-Doctoral Research Fellow with the Varieties of Democracy (V-Dem) Project. She is currently an Assistant Professor of Public Policy at the University of North Carolina, Chapel Hill.

TR, 12:30 pm – 1:45 pm. Instructor: Jeff Summerlin-Long. Enrollment = 24.
This course will introduce students to public policy as a discipline and the policy analysis process. We will review the core steps, theories, and tools of the policy process, provide practice applying these tools, and encourage the evaluation of effectiveness of different policy alternatives. The process involves defining a public problem and understanding stakeholders and their perspectives; describing public problems with quantitative data; understanding market failures and other rationales for government involvement; selecting criteria relevant for decision-making; constructing policy alternatives; evaluating the different alternatives against the stated policy criteria; and making and communicating a recommendation. This is a research-based and communication-intensive course, which requires the completion of a policy brief in several, iterative steps. The course incorporates current events and relevant case studies to motivate and explain the policy analysis process.

TR, 2:00 pm – 3:15 pm. Instructor: Jessica Boon. Enrollment = 24.
This course engages with a wide range of religious traditions historically and in the current era to examine crucial issues of health care, medical ethics, disability, and the body. The main objective of the course will be to provide students with a forum to explore the countless cases in the past and present in which medical practices and notions have met/meet religious practices and notions. Studying these topics might help students better understand both religion and medicine, and for some of them, especially those who choose careers in health care and research, it might also enhance their work.

Beginning with a re-evaluation of the medical body in light of Western and Eastern medical definitions over two millennia ago, the course then provides background to the history of medicine in Western Christianity, indigenous healing traditions, and Eastern medical/spiritual practices. We then turn to significant ethical cases in relation to race, gender, and disability, both in historical and contemporary Christianity and in religious traditions around the world. Finally, the course features three themes from a global perspective: pandemics, pain, and death.

In the honors version, the students will conduct three in-class debates on medicine and ethical issues, do group work leading class discussion on an assigned reading, and develop posters based on their research beyond the class into religious responses to pandemics.

Boon received her undergraduate degree in humanities from Yale and her PhD in Religious Studies from UPenn. She studies medieval and Renaissance Catholicism, particularly spirituality and mysticism in Inquisition Spain. Her theoretical interests include gender and sexuality studies, history of medicine, and disability studies. She offers courses on comparative mysticism, religion in the medieval and early modern Ibero-Atlantic world, and theories of embodiment and religion.

This course was developed with support of a Hunter Family Honors Carolina Course Development Award.

TR, 11:00 am – 12:15 pm. Instructor: Andrea Dara Cooper. Enrollment = 19.
The purpose of this course is to explore the role of philosophy in modern Judaism. This course examines how contemporary thinkers have considered philosophy, ethics and theology from a Jewish perspective. Methodological points to be addressed include: the role of interpretation in Judaism, revelation and redemption, authority and tradition, pluralism and inclusion, suffering and evil, twentieth-century approaches to God, and Jewish philosophy in conversation with feminism.

Students in the course will gain a general overview of major topics and thinkers in modern Jewish thought while becoming acquainted with philosophical modes of writing and argumentation. In class, we will read texts critically and closely, analyzing them to outline questions and problems for discussion. Students will gain a sense of the wide variety of discourses within the field of modern Jewish thought and the transnational dimensions of the discipline.

Questions to be addressed include: Are faith and reason compatible? In what ways have contemporary thinkers understood theology, the study of God, from a Jewish perspective? Should a Jewish thinker be read within an exclusively Judaic framework? This course will consider these methodological questions as starting points for inquiry.

CROSSLISTD WITH JWST 224H.

Dr. Andrea Dara Cooper is an Associate Professor in the Department of Religious Studies and the Leonard and Tobee Kaplan Scholar in Modern Jewish Thought and Culture at UNC. Dr. Cooper works at the intersection of Jewish thought, contemporary philosophy, cultural theory, and gender studies. At UNC she teaches classes on Introduction to Jewish Studies, Human Animals in Ethics and Religion, Modern Jewish Thought, and Post-Holocaust Ethics and Theology.

Section 001..MWF, 11:15 am – 12:05 pm. Instructor(s): Helene M de Fays. Enrollment = 11.
Section 002..MWF, 11:15 am – 12:05 pm. Instructor(s): Helene M de Fays. Enrollment = 8.
Spanish 261H is a fifth semester course that uses a variety of texts (literature, movies, newspaper articles, speeches, and essays) as a basis for reviewing grammatical concepts, developing writing competency, refining analytical skills, and improving overall communication abilities in Spanish. Through work on authentic and original texts, this course continues to focus on refining the students’ language skills, as well as further their developing critical analytical capacities. With the readings and films, students will explore their socio-historical context and analyze the application of different linguistic structures as tools employed to create meaning and convey a message. Students will be expected to do a significant amount of reading and writing in Spanish 261H.

Note: This course is the prerequisite for all the Spanish minors and majors at UNC. Students may not receive credit for both SPAN 261 and SPAN 267. This course may also be taken as an elective.

SECTION 001: REGISTRATION LIMITED TO MEMBERS OF HONORS CAROLINA; OUTSTANDING PERFORMANCE IN SPAN 204 OR EQUIVALENT IS REQUIRED.

SECTION 002: OUTSTANDING PERFORMANCE IN SPAN 204 OR EQUIVALENT. STUDENTS MUST OBTAIN RECOMMENDATION FORM FROM THEIR CURRENT FOREIGN LANGUAGE INSTRUCTOR AND DELIVER IT IN PERSON TO THE DEPARTMENT OF ROMANCE LANGUAGES.

Throughout her career, Dr. Hélène de Fays has been in the vanguard of educational innovation. She has developed and taught courses at all levels – from First Year Seminars, to intermediate language courses, to upper level topic-focused culture courses – and formats – traditional face to face, online and hybrid courses. Her work has been inspired by some important socio-cultural phenomena — from the creation of complex societies in pre-Colombian America and the development of Spanish identity at the end of the Middle Ages, to the consequences of the digital revolution, the world-wide ecological movement and the growth of multiculturalism in the present.