Fall 2023 Honors Courses

MW, 2:30 pm – 5:00 pm. Instructor(s): 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.

Joy Drury Cox was born in Atlanta, GA. In 2001, she graduated with a B.A. in English from Emory University. She earned her M.F.A. from the School of Art and Art History at the University of Florida in 2006. She has exhibited at various galleries and art spaces in New York City, as well as in venues internationally. In the fall of 2014, she had solo shows in New York City at Launch F18 and Workshop at Christian Berst Gallery.

TR, 2:00 pm – 3:15 pm. Instructor(s): 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. Instructor(s): 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 (frequently photographic) 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, work in the class includes both analog and digital skills. The course introduces 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). Technically, students learn how to translate imagery by hand and digitally (especially using Photoshop), make printing matrices (block, plate, or screen), and how to print these matrices.  This technical challenge is embedded in a larger consideration of artmaking, where we reflect on the whole of a creative process from idea generation and planning to execution.  Specifically, we’ll explore “print strategies”— the unique affordances of printmaking processes and how they both can inform an idea and be a way of thinking.

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 regarding 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 a 200-level BIOL course, and (2) Permission of instructors.
CO-REQUISITE: ARTS409H and BIOL 409L are co-requisites (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 is also an active artist using printmaking. He enjoys helping students learn using students’ own curiosity as a starting point.

Beth Grabowski is the Kappa Kappa Gamma Distinguished Professor of Art. Her creative work utilizes photography and print to explore unfixed, ambiguous messages that can sometimes signify chaos, but can also become the poetry of wonder and possibility. Professor Grabowski teaches a variety of classes, specializing in printmaking and book arts. She has received several awards for her excellence in undergraduate teaching at UNC. As a teacher, Beth embraces the idea that making art depends on a conversation between the intuition and intellect.  She takes great pleasure in assisting students’ own exploration of this conversation and always learns something new along the way.

M, 11:15 am – 2:00 pm. Instructor(s): 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 (frequently photographic) 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, work in the class includes both analog and digital skills. The course introduces 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). Technically, students learn how to translate imagery by hand and digitally (especially using Photoshop), make printing matrices (block, plate, or screen), and how to print these matrices.  This technical challenge is embedded in a larger consideration of artmaking, where we reflect on the whole of a creative process from idea generation and planning to execution.  Specifically, we’ll explore “print strategies”— the unique affordances of printmaking processes and how they both can inform an idea and be a way of thinking.

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 regarding 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 a 200-level BIOL course, and (2) Permission of instructors.
CO-REQUISITE: ARTS409H and BIOL 409L are co-requisites (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 is also an active artist using printmaking. He enjoys helping students learn using students’ own curiosity as a starting point.

Beth Grabowski is the Kappa Kappa Gamma Distinguished Professor of Art. Her creative work utilizes photography and print to explore unfixed, ambiguous messages that can sometimes signify chaos, but can also become the poetry of wonder and possibility. Professor Grabowski teaches a variety of classes, specializing in printmaking and book arts. She has received several awards for her excellence in undergraduate teaching at UNC. As a teacher, Beth embraces the idea that making art depends on a conversation between the intuition and intellect.  She takes great pleasure in assisting students’ own exploration of this conversation and always learns something new along the way.

TR, 12:30 pm – 1:45 pm. Instructor(s): David Pfennig. Enrollment = 24.
A quiet revolution has transformed biology––a revolution triggered by new empirical and theoretical breakthroughs that have called into question our longstanding assumptions about the mechanisms of development, inheritance, and evolution. These unexpected breakthroughs have spawned a new field that seeks to understand how environments interact with developing organisms (including humans!) to shape their features, affect their health, and impact their evolution. In this combined lecture and discussion course, you will learn how this new field is transforming biology, gain experience interpreting the scientific literature, plan scientific research, and integrate ideas from across diverse disciplines of biology, from genetics to ecology.

PREREQUISITES: BIOL 201, BIOL 202, AND BIOL 205 (or consent of the instructor).

 

David Pfennig is broadly interested in the interplay between evolution, ecology, and development. He uses a variety of model systems––from bacteriophage to snakes, and a diversity of approaches––from field experiments to molecular analyses.

TR, 2:00 pm – 3:15 pm. Instructor(s): Victoria Bautch. Enrollment = 24.
An experimental approach to understanding cardiovascular development, function, and disease. This class will cover development of the cardiovascular system (heart and blood 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, some topics will be paired with a research paper from the primary literature.
Pre-Requisite: BIOL 205 or BIOL 103, BIOL 104, BIOL 220, and BIOL 240; or instructor permission for students lacking a prerequisite.

NO FIRST YEAR STUDENTS. FOR SENIOR BIOL MAJORS AND/OR 2ND MAJORS ONLY.

MW, 12:30 pm – 1:45 pm. Instructor(s): 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, 2:00 pm – 3:15 pm. Instructor(s): 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(s): 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.

As an undergraduate at UNC, Jim learned how to create and grow companies.  After successfully selling his tour operation business that he started in college he built a successful commercial real estate investment firm and is an active consultant and investor in numerous early startup ventures. Jim has an MBA from the University of Tennessee, as well as a Masters in Management from George Washington University.

Jim is Professor at UNC’s Kenan-Flagler Business School, teaching Entrepreneurship to undergraduate students and was one of the founders of Launch Chapel Hill, and 1789 Venture Lab.

Over the past 30 years, Mr. Kitchen has wandered through the remotest villages on the planet, across every single one of the world’s 193 United Nations recognized countries, and last year went to space, and to the very bottom of the Earth, in a submarine to the bottom of the Mariana Trench.

TR, 12:30 pm – 1:45 pm. Instructor(s): Jeffrey Mittelstadt. Enrollment = 40.
Students will learn how to apply full triple bottom line sustainability in business to drive simultaneous improvement of impacts on people, the environment and our economy. They will explore how business fits into the greater sustainability landscape and the importance of cross-sector collaboration and partnership. This course concentrates on sustainability in established businesses of all sizes (multinational, regional, local, family, etc.), rather than starting new entrepreneurial ventures. Students will learn how to evaluate existing businesses and industries using ESG metrics (environment, social and governance), the triple bottom line framework (TBL = simultaneously improving impact on people, planet, and profit), lifecycle assessment, stakeholder understanding and other timely standards/frameworks. 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 and rating systems. Learning will emphasize driving profitability through addressing current global social and environmental challenges highlighted by the United Nations Sustainable Development goals; including climate change, social justice, supply chains, economic mobility, water scarcity and much more.

 

MW , 12:30 pm – 1:45 pm. Instructor(s): 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

Mike Beeler brings more than 20 years of industry experience in operations and supply chain management to UNC Kenan-Flagler. Professor Beeler’s teaching interests include operations, supply chain and project management. His teaching history began while serving as an instructor in the U.S. Navy, teaching shipboard weapons systems and warfare tactics during his nine years of active duty service. Professor Beeler has significant experience in process improvement and lean methodologies, and has earned the Six-Sigma Black Belt certification. He has worked in a variety of industries including automotive, industrial manufacturing, telecommunications and consumer packaged goods. He received his MBA from UNC Kenan-Flagler and his BS in mathematics from The Pennsylvania State University. Professor Beeler received Kenan-Flagler Business School’s Weatherspoon Award for Excellence in Undergraduate Teaching in 2022.

R, 2:00 pm – 5:00 pm. Instructor(s): Paul Friga. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*

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.

R, 6:00 pm – 9:00 pm. Instructor(s): Paul Friga. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*

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(s): 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
A. Resume
B. 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).
C. 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:
1. Prerequisites: BUSI 408 (Corporate Finance), and
2. 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/

Ranjit Thomas has served as a faculty advisor to the Applied Investment Management (AIM) class since 2019. He is a portfolio manager at Spice Capital Advisors, an investment management firm in Raleigh. Prior to this, he was a Partner at Tracer Capital, a long-short equities fund in New York. He has also worked at the private equity unit of Swiss Re and at the Boston Consulting Group in New York and Asia.

Ranjit graduated with an MBA from the Indian Institute of Management Calcutta and a bachelor’s degree in electrical engineering from the Indian Institute of Technology Madras. He is a CFA charterholder and serves on the Board of the CFA Society of North Carolina.

TR, 11:00 am – 12:15 pm. Instructor(s): 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.

 

TR, 12:30 pm – 1:45 pm. Instructor(s): 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.

 

TR, 8:00 am – 9:15 am. Instructor(s): 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.

Yasser Boualam’s research interests center around macro-finance, financial institutions, financial fragility and crises and economic theory. His recent research examines the macroeconomic implications of bank credit relationships and the effects of competition on bank lending dynamics. Dr. Boualam received the Young Economist Prize at the ECB Forum on Central Banking organized by the European Central Bank.
He teaches courses in fixed income and sustainable finance. He received his PhD in financial economics from the Wharton School of the University of Pennsylvania, his MS in computational finance from the Tepper School of Business at Carnegie Mellon University and his Diplome d’ Ingenieur in applied mathematics and computer science from Grenoble Institute of Technology in France.

TR, 9:30 am – 10:45 am. Instructor(s): 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.

Yasser Boualam’s research interests center around macro-finance, financial institutions, financial fragility and crises and economic theory. His recent research examines the macroeconomic implications of bank credit relationships and the effects of competition on bank lending dynamics. Dr. Boualam received the Young Economist Prize at the ECB Forum on Central Banking organized by the European Central Bank.
He teaches courses in fixed income and sustainable finance. He received his PhD in financial economics from the Wharton School of the University of Pennsylvania, his MS in computational finance from the Tepper School of Business at Carnegie Mellon University and his Diplome d’ Ingenieur in applied mathematics and computer science from Grenoble Institute of Technology in France.

TR, 2:00 pm – 3:15 pm. Instructor(s): 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 101,101 and 102,102L 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 ALSO 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.

TR, 11:00 am – 12:15 pm. Instructor(s): Mark Schoenfisch. 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, electrochemistry 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 a seat in 241H, please send Dr. Schoenfisch a request by email to mhs@unc.edu. Please include your overall GPA, grades in Chemistry courses at UNC, and a brief statement regarding your interest/motivation in taking the Honors version of this course.

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

 

Mark Schoenfisch is the Peter A. Ornstein Distinguished Professor jointly appointed in the Department of Chemistry and in the Division of Pharmacoengineering & Molecular Pharmaceutics (Eshelman School of Pharmacy) with research interests that span in vivo sensors, biomaterials, and drug development. In Chemistry, he regularly teaches Analytical Chemistry, Surface Analysis and Bioanalytical Chemistry. His lab is focused on developing more biocompatible (and thus useful) analytical devices for clinical use and the discovery/development of nitric oxide-releasing prodrugs for treating chronic infections and promoting wound healing.

TR, 9:30 am – 10:45 am. Instructor(s): Simon Meek / Marcey Waters. Enrollment = 24.
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.

 

Simon Meek is Associate Professor of Chemistry. Researchers in Dr. Meek’s group are involved with the discovery, design, and development of new chiral catalysts and catalytic methods for chemical synthesis. They focus on developing practical and effective catalysts that enable the use of simple and abundant starting materials for useful carbon-carbon and carbon- heteroatom bond forming reactions. Researchers are interested in understanding reaction mechanisms (efficiency and selectivity) as well as demonstrating and challenging catalytic transformations (reliablility) in efficient enantioselective total synthesis of complex biologically important molecules. Areas of interest in Dr. Meek’s research program include catalysis, stereoselective organic synthesis, and organometallic chemistry.
Professor Waters’ research interests are at the interface of organic chemistry and biochemistry. The overarching goal of her research is to design molecules to control biomolecular recognition for biomedical applications.

, . Instructor(s): Dorothy Erie. Enrollment = 32.
This course is designed for students in the Honors Program to complement their research work carried out under Chem395H. This class will meet weekly. One focus of the course will be to expand student’s exposure to specialized areas of research through guided literature readings and seminars with invited speakers. The second focus will be to aid students in preparing their research for evaluation. Students will develop professional skills including (1) devising a clear hypothesis and designing well-controlled experimental methods; (2) developing good graphical aids to present data and concepts to an audience; (3) giving a clear research presentation to a broad audience; (4) writing an effective research report and (5) evaluating ethical issues that arise in a research setting. CHEM 395H and 397H together may not be counted for more than nine hours total credit toward the B.A. or B.S. degree in chemistry.

PRE OR CO-REQUISITE: CHEM 395H.
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. EMAIL chemus@unc.edu.

 

TR, 9:30 am – 10:45 am. Instructor(s): Matthew Redinbo / Thomas Freeman. Enrollment = 35.
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.

Thomas Freeman, Ph.D.
My training is at the nexus of biochemistry, bioinformatics, and biophysics, all of which can be used to help answer fundamental questions about the mechanistic details of how proteins function and interact with each other and their environment. Using interdisciplinary strategies to answer scientific inquiries have manifested in my taking a similar evidence-based, multi-faceted approach to teaching.

My goals are to use innovative and effective strategies to help students learn to think critically, and solve problems. Additionally, because scientific and many other careers are highly collaborative, I aim to help students learn how to lead and work in teams. Overall, my goal is to craft classroom and laboratory experiences that develop each of the above mentioned skills so that students can think like scientists.

 

MWF, 2:30 pm – 3:20 pm; Recitation: W, 3:35 pm – 4:35 pm. Instructor(s): 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, 11:15 am – 12:05 pm . Instructor(s): Alexander Duncan. Enrollment = 24.
To talk about sport is to talk about society, both today and in antiquity. This course will inspect the cultures of ancient Greece and Rome, from the age of Homer to the end of the (Western) Roman Empire, through the lens of athletics. We will scrutinize the mechanics and logistics of ancient athletic events and take up larger questions of interpretation, considering sport within its religious, cultural, and political contexts. Adopting and adapting an extensive battery of theoretical approaches—economic, anthropological, poetic, political, sociological, etc.—we will address such questions as the following: How do the ideals embodied in Greek and Roman sport relate to the myths and cultural practices of these societies? How were competitors, whether amateur or professional, rewarded and regarded by their societies?  What ethical dilemmas did athletes face? Why were animals, slaves, and religious minorities subjected to blood-sport in Roman amphitheaters? Why did others volunteer to face the same fate?  What legacies and lessons have ancient athletics left for the modern world?

To anchor these and other questions, students will work with a variety of evidence—literary texts, historical inscriptions, visual art, and physical recreations of ancient events.  No knowledge of the classical Mediterranean is assumed; all necessary historical and cultural background will be provided in readings and lectures. Course requirements include short writing assignments, map quizzes, creative and practical projects, one midterm and a final exam

Al Duncan is Assistant Professor in the Department of Classics. He holds a B.A. in English and Classical Languages & Literature from the University of Michigan, and a Ph.D. in Classics and the Humanities from Stanford University. Having previously taught in Classics and Comparative Literature at the University at Utah, he joined the Carolina faculty in 2015, where he teaches a variety of courses on ancient Greek language and literature and ancient Mediterranean culture.
Professor Duncan’s research focuses on theatrical production, aesthetics, and genre. He is currently preparing a book on ugliness in Greek drama, as well as several chapters and articles on the material and cognitive aspects of ancient theater.

MWF, 12:20 pm – 1:10 pm. Instructor(s): 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

Prof. Jack Snoeyink (Ph.D. Stanford, 1990) works on computational geometry, which is a branch of the theory of computer science that designs and analyzes algorithms and data structures for problems best stated in geometry form. His main application areas are in terrain modeling in geographic information systems, molecular structure validation and improvement in biochemistry, as well as computational topology, computer graphics, and information visualization. He participated as a PI in GEO*, the first program Darpa organized with NGA (National Geospatial-Intelligence Agency, formerly NIMA, DMA.)

TR, 2:00 pm – 3:15 pm. Instructor(s): . 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.

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MW, 1:25 pm – 2:40 pm. Instructor(s): Gabby Calvocoressi. Enrollment = 15.
In this class we’ll be thinking about every aspect of the poem. What inspires us to write them, how do we start? And, most importantly, how can a deep understanding of poetic craft help us to make rigorous and muscular poems from the raw material of our lives and vision? We will look at the work of established poets to help us increase the power of our own. We will think about traditional forms as an invitation to our own urgent, necessary and deeply contemporary work. More than anything poetry is a conversation that’s been happening over millennia. We will endeavor to find where we fit in and where and how we are blazing our own path. This is an Honors class so students will be expected to be actively engaged in their own work and the work of their peers. As such, each student will be paired with another member of the class as a Primary Reader. Primary Readers will write letters to each other throughout the term as means of thinking about how we talk (even at the beginning of our poetic lives) about the arc of another writer’s poems and poetic pursuits. It will rock. We’re in it together!

 

Gabrielle Calvocoressi is the author of The Last Time I Saw Amelia Earhart, Apocalyptic Swing (a finalist for the LA Times Book Prize), and Rocket Fantastic, winner of the Audre Lorde Award for Lesbian Poetry. Calvocoressi is the recipient of numerous awards and fellowships including a Stegner Fellowship and Jones Lectureship from Stanford University; a Rona Jaffe Woman Writer’s Award; a Lannan Foundation residency in Marfa, TX; the Bernard F. Conners Prize from The Paris Review; and a residency from the Civitella di Ranieri Foundation, among others. Calvocoressi’s poems have been published or are forthcoming in numerous magazines and journals including The Baffler, The New York Times, POETRY, Boston Review, Kenyon Review, Tin House, and The New Yorker. Calvocoressi is an Editor at Large at Los Angeles Review of Books, and Poetry Editor at Southern Cultures. An Associate Professor at UNC Chapel Hill, Calvocoressi lives in Old East Durham, NC, where joy, compassion, and social justice are at the center of their personal and poetic practice. Calvocoressi is the Beatrice Shepherd Blane Fellow at the Harvard-Radcliffe Institute for 2022 – 2023 and the recipient of the 2023 Lucille Clifton Legacy Award.

TR, 2:00 pm – 3:15 pm. Instructor(s): Sergio Parreiras. Enrollment = 24.
Introduction to Economics (Economics 101H) is the Honors section of the introductory course in Economics. The Honors section covers the same material as the large enrollment version but does so in more depth thru discussion of real-life questions and the use of economic models. The course is an introduction to both micro and macroeconomics. In this one-semester course students are introduced to fundamental issues in economics including competition, scarcity, opportunity cost, resource allocation, unemployment, inflation, and the determination of prices. This course is the gateway course for the major of Economics; if you wish to major in Economics,
you must have at least a C in this course.

FIRST YEAR STUDENTS ONLY.

 

Sergio O. Parreiras research focuses on game-theoretic models of contests, tournaments, and relative performance evaluation.

TR, 8:00 am – 9:15 am; Recitation: F, 10:10-11:00am. Instructor(s): Robert McDonough. Enrollment = 24.
Introduction to Economics (Economics 101H) is the Honors section of the introductory course in Economics. The Honors section covers the same material as the large enrollment version but does so in more depth thru discussion of real-life questions and the use of economic models. The course is an introduction to both micro and macroeconomics. In this one-semester course students are introduced to fundamental issues in economics including competition, scarcity, opportunity cost, resource allocation, unemployment, inflation, and the determination of prices. This course is the gateway course for the major of Economics; if you wish to major in Economics, you must have at least a C in this course.

FIRST YEAR STUDENTS ONLY.

 

TR, 9:30 am – 10:45 am. Instructor(s): 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. We also speak to league executives and team owners about emerging opportunities and current best practices. Students will be organized into teams and deep dive into opportunity recognition reports and design sprints which are delivered in presentation and website form.

Prerequisite: ECON 325

 

Chris Mumford is a professor of practice at the Shuford Entrepreneurship program, Kenan-Flagler Business School and School of Education. He is the co-founder of Launch Chapel Hill and 1789 Venture Lab. He is the managing partner of a pro soccer team and mixed use real estate project in Wilmington, NC. Mumford also advises muncipalities on sports entertainment facilities and live-work-play projects. He is the author of Sports Entrepreneurship – Beyond the Big Leagues published by Columbia Business School Press.

During the last 25 years, Mumford founded several businesses in the US and Asia. He served in roles as chief executive officer, chief financial officer, chief operating officer, 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 pickup soccer, 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(s): Christopher Handy. Enrollment = 24.
This course is a 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.

Prerequisites, ECON 101 and one of MATH 152, 231, or STOR 112, 113.

 

Chris Handy is a Teaching Associate 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, 5:00 pm – 6:15 pm. Instructor(s): Michael Gadaleto. Enrollment = 24.
This course is an introduction to, and an overview of, British literature, from the oldest known poem in English (c. 680) to the mid-18th century. We will sample some texts from each of the periods (Old English, Middle English, Renaissance, Seventeenth Century, Eighteenth Century), and study several genres (elegy, satire, narrative verse, love songs and sonnets, drama, epic, and some prose). The first three volumes (A, B, and C) of the Norton Anthology of English Literature, 10th Edition will be the only required texts.

 

 

TR, 9:30 am – 10:45 am. Instructor(s): Taylor Cowdery. Enrollment = 24.
Modern readers sometimes assume that poetry is not political—that it is a type of literature more concerned with beauty and its own inner logic than with the political and social world that has produced it. In this course, we will challenge this idea by studying the politically and socially inflected work of four great medieval poets: Geoffrey Chaucer, William Langland, John Gower, and the anonymous Pearl-poet. These writers, who are often called the “Ricardian poets,” lived and worked during the reign of Richard II, a time when England was shot through with conflict. During this period, the plague decimated the English population; the king sought to seize new and authoritarian powers from parliament; the English church was riddled with corruption; rural peasants and urban laborers staged an uprising; and an unpopular and bloody war with France seemed to drag on without end. All these issues and more appear in the works of these four poets, and by reading them, we will learn about the complex relationship between literature and history during the fourteenth century. We’ll also learn about the formal qualities that make Ricardian poetry distinctive; about medieval views on aesthetics and beauty; about the sound of Middle English; and about the lines of influence that run from the earliest English literature up to later writers working in Britain.

 

Taylor Cowdery is Assistant Professor and Robert M. Lumiansky Fellow in the Department of English and Chapel Hill at UNC-Chapel Hill. He received his Ph.D. from Harvard University in 2016. A specialist on fourteenth-, fifteenth- and sixteenth-century poetry in Middle English and French, his research interests include the history of literary theory, the history of gender and sexuality, working class literature, and the history of medieval London. He has published on late medieval and Renaissance court poetry, on artisan and merchant literature in the Middle Ages, on the history of medieval and early modern rhetoric, and on medieval translation theory. He has also recently finished a book, Matter and Making in Early English Poetry, which is forthcoming from Cambridge Univerisity Press in July 2023.

TR, 11:00 am – 12:15 pm. Instructor(s): Jessica Wolfe. Enrollment = 24.
This introduction to the dramatic works of Shakespeare will place nine or ten of his plays in conversation with classical and Renaissance philosophy, focusing on the ethical, epistemological, and ontological questions raised by his comedies, tragedies, Roman plays, and romances. How do his plays debate when and whether it is acceptable to lie or dissimulate? How just, or unjust, is the law, and how may justice best be upheld by those tasked to do so? How do they address problems about the reliability, or the unreliability, of human knowledge, the senses, or experience? How effective, or how slippery, is language in conveying philosophical truths? By reading brief passages drawn from classical Greek, Roman, and Renaissance philosophers side by side with Shakespeare’s plays, we will also look to Shakespeare as a means of introducing ourselves to some key questions of philosophical thought, focusing on three key ancient schools of philosophy (skepticism, Stoicism, and Epicureanism) as well as on the more eclectic thought of philosophers contemporaneous with Shakespeare himself (Francis Bacon, Michel de Montaigne, Machiavelli, to name a few).

In written work (2 essays, a rare book project, and a word study project) students will be expected to engage with literary-critical and historical accounts of Shakespeare’s thought. Class will be conducted as a combination of informal lecture and fast-paced conversation, with an emphasis throughout the semester on techniques of close reading, building intellectual context for better understanding of the plays, and interpretive techniques for constructing literary arguments. Plays studied will include: Measure for Measure, Merchant of Venice, Henry IV Part I, Hamlet, King Lear, Coriolanus, Timon of Athens, and Winter’s Tale. Students may use any recent edition(s) of Shakespeare’s plays, and additional readings will be supplied digitally on Canvas.

 

Jessica Wolfe (Marcel Bataillon Professor of English and Comparative Literature, Classics, and Romance Studies) researches the literature of the English and European Renaissance and the early modern reception of classical literature (especially epic). She has published widely on sixteenth- and seventeenth-century writers including Edmund Spenser, John Milton, the Dutch humanist Desiderius Erasmus, George Chapman (the first English translator of Homer), and Thomas Browne.

Professor Wolfe grew up smack-dab in the middle of New York City and studied at Bryn Mawr, Cambridge, and Stanford Universities. She has taught at UNC for twenty-five years, and when not teaching, loves to take very long walks and to travel internationally (favorite recent trips have included Sardinia and Elba, Portugal, and Morocco). She lives south of Chapel Hill with her partner, an engineer and a gifted chef, and their Jack Russell terrier.

TR, 2:00 pm – 3:15 pm. Instructor(s): Elyse Crystall. Enrollment = 24.
This course takes as its primary objects of analysis novels, poetry, and visual and filmic texts; historical and government documents; and personal memoir, music, journalism, and interviews, in order to examine how race and ethnicity, or maybe our perceptions of race and ethnicity, shape our current world. This, in turn, should enable us to imagine other ways of seeing and being. We will consider how race and ethnicity, among many other identity signifiers, are structured by institutions and social relations and informed by cultural beliefs. Once we understand how we participate in and interact with these structures, how we are defined by them, how we create them, we are positioned to critique and change them.

The sub-title (how does it feel to be a problem?) comes from W.E.B. Du Bois’s 1903 foundational text The Souls of Black Folk where, among other important insights, critiques, and analyses, he predicted that the “color line” would be the issue of the twentieth century. Perhaps it is the question for the twenty-first century as well? If we consider what it means to be a problem, we must ask: Who decides who is and who is not a problem? What are the criteria for becoming a problem? Do we need some people to be considered problems? In order to examine these issues and formulate responses, we must also explore the changing structures of power.

 

Dr. Elyse Crystall has been teaching courses on race and ethnicity (including antisemitism and Islamophobia; migrants and refugees; gender, class, sexuality, and nationality; memory and trauma; and conquest, imperialism, colonialism, and empire) for 25 years. Her role as the coordinator of the social justice concentration for the English undergraduate major links to her commitment to social justice issues; her understanding of the critical importance of historical context; and her belief that race, ethnicity, class, gender, nationality, sexuality, among others, are both identity categories and social locations that shape how we see the world — and how the world sees us. Nothing is more gratifying to Dr. Crystall than when a group of students, an instructor, the texts assigned in the course, and the world outside the classroom work together to create meaning — new possibilities, new questions, and new ways of seeing.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Heidi Kim. Enrollment = 24.
This course focuses on events of particular import in Asian American history and how they are narrativized in a variety of primary documents and interdisciplinary texts. Events may include (for example) specific ethnic histories, refugee movements, immigration, or others, at the
instructor’s discretion.
The Japanese American incarceration and internment during World War II was a pivotal event in the history of the United States. This course will explore the legacy of the incarceration as a major piece of civil rights history through law and literature. We will study its history, including the Supreme Court landmark cases, now known by every lawyer, and the 1980s appeals and movement for redress and reparations, in conversation with other major civil rights issues and debates, such as the current detention in Guantanamo Bay and the infamous Tuskegee syphilis study. At the same time, we will uncover the human side of the story through documents, memoirs and artwork. Students will be expected to engage in original archival research utilizing oral histories, electronically available newspapers, and other media.

 

Heidi Kim is a Professor in the Department English and Comparative Literature and Director of the Asian American Center. She teaches chiefly contemporary American literature, with an emphasis on historical and cultural context. Some of her favorite authors to teach are William Faulkner and David Henry Hwang. Her students have created digital exhibits and/or held public events on their original archival research in Wilson Library and gone on to create their own honors theses and creative works. She is currently at work on a book project on the history of American reparations.

TR, 3:30 pm – 6:00 pm. Instructor(s): James Ferguson / Samantha Buckner Terhune. Enrollment = 15.
“Take a cooking class in college and get credit? Sign me up!” Thus often begins a 5 minute- to 2 hour conversation on Honors 330.001, When we first offered the class in 1997, it was a slightly naïve and timid enquiry into food and culture. Since 9/11/2001, the economic meltdown in 2008 and recovery since, and the Farm Bill, developing and sustaining a vital interest in the sourcing, preparation, consumption, sharing, and preservation of our daily bread has become an urgent concern for us. If one cannot eat sustainably there is no point in worrying about finance. Malthus will be proven correct. Then came COVID 19. The concerns it has fostered will nuance but not overshadow our course direction for fall 2023.

We will begin our trajectory by introducing scientific method and health affairs through the complex food studies prism by considering nutrition, eating disorders, epidemiology, genomics, and evolutionary biology. We examine such topics as the ethics of eating a diverse and sustainable diet, slow vs. industrial food, organic, and local food sourcing as well as the grim reapers of climate driven crop and water shortages and rampant obesity with its implication for escalating mortality from Type II diabetes and other diseases.

Although the course has always emphasized the importance of historical context and the need to analyze change over time, in recent years its geographical and spatial scope have become considerably broader, with more and more of the readings and discussions focused on global concerns. Assigned texts American Catch, American Wasteland, Eating Promiscuously, Gaining Ground, Just Food, and The American Way of Eating highlight food entitlement and its consequences.

As traditional communal meals are changing, the newfound passion for sustainability is the rage. For some, however, sustainability has always been a way of life and to understand this and to help implement it more widely is our concern. Thus, we deliberately do not favor extreme positions which do more to obscure than to elucidate our most vital contemporary issues. Instead, we attempt to engage our students in an open-ended examination and implementation of practices which take as their premise Barry Commoner’s observation that the first law of ecology is that everything is related to everything else.

We start and end with science, opening with the question of what constitutes a “healthy” diet and closing with a quantitative approach to food judgment, epistemology ever our muse. Archaeologists have pushed back the formal frontiers of articulated cuisine to 3200 BCE and agriculture to 17,000 BCE. Historical investigation has dramatically revised earlier notions and official orthodoxies about medieval and monastic life, revealing that it was anything but primitive and “dark.” Indeed, many of our contemporary high tech agricultural practices find their origins in the newly developed granges of Cistercian monasteries. We also take a hand in applied judgment/journalism through brief excursions into the restaurant reviewing process.
Weekly moves around the prism find us examining ritualistic food practices through ancient religious rubrics, a sense of place—especially as it relates to American southern cuisine and literature, artistic expression, and evolving customs and manners at (or not) table. Inexorably the urgent press of current issues points us in the direction of global economics and food policy as well as food justice.

Always a major component in the Eats 101 experience, field trips and exercises will engage students in site visits to working examples of sustainable agriculture and food production as well as their historical grounding, be it in North Carolina or elsewhere. These visits provide insight into the historically complex interaction among food, culture, economics, climate, and region.

Students are required to undertake a major research project/paper which treats food and culture from the point of view of one or more of the perspectives covered during the semester.

Spring of 2016 we added a volunteer service component, which engages all of the students in planning and executing a project for the benefit of the larger community. In 2017, Eats 101 adopted campus fundraising for the No Kid Hungry North Carolina Program (part of the Carolina Hunger Initiative), a statewide effort to ameliorate and help eradicate hunger among public school students.

We expect students to schedule their commitments to enable continuing discussion with faculty and participation in dinners following class. These occasions have become integral to the larger mission of Eats 101 as they create a community based on knowledge of the physical reality of food as well as the rituals surrounding its preparation, consumption, and sharing. The weekly meals honor our longstanding practice of promoting sustainability through local and seasonal food sourcing whenever possible and applicable.

 

Mr. Ferguson (BA in Psychology, MA in Sociology, PhD in Experimental Social Psychology; UNC) is Program Director for The Carolina Global Food Program in the Global Research Institute and an Assistant Research Professor in History at UNC. His research interests include judgment and choice processes, medieval antecedents for sustainable community-based agricultural systems, and health consequences of dietary imbalances related to contemporary food consumption patterns.

Ms. Buckner Terhune (BA in Communications, UNC; MA in Curriculum and Instruction, NCSU) is Associate Program Director for The Carolina Global Food Program in the Global Research Institute. Her focus is on education and development with special interests in early childhood education as well as dietary patterns and health.

T, 3:30 pm – 6:00 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 important trends in the process of decolonization. While focusing on intellectual and political decolonization, this course will revisit the debate on the politics of 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, alternative humanisms in Asia and Africa, as well as debates on cosmopolitanism and nationalism.

 

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)

 

TR, 2:00 pm – 3:15 pm. Instructor(s): Antwain Hunter. Enrollment = 24.
The United States’ historic relationship with slavery, particularly during the Civil War Era, is often misunderstood in the present day This loosely chronological course explores the country’s ties to the institution during this important period in the American past. Course content features the institution’s expansion into the United States’ western territories, the political debates around slavery in the decades preceding the Civil War, the rise of the abolition movement and the proslavery response, slavery’s role in the secession crisis, the wartime experiences of enslaved people on the Southern home front, the Lincoln administration’s policies towards enslavers in the Confederacy and the slaveholding Union states, wartime emancipation and formerly enslaved peoples’ military service, the struggle to pass the XIII Amendment, and freedpeople’s fight to fully realize their freedom during Reconstruction. Students in this course will read a number of important secondary texts on the subject but will also engage with a wide array of sources produced during the Civil War Era, which will allow them to draw their own conclusions about this complex period. These primary sources will include slave narratives, period newspapers, political campaign materials, letter collections, speeches, and government documents. Students will be evaluated on their critical analysis, engagement with historical texts, active participation in class activities, research, and written assignments.

 

Antwain K. Hunter is an assistant professor in the Department of History and works primarily in North American slavery. He earned his BA at Westfield State College (2007) and his MA at the University of Connecticut (2009), both in History. Prof. Hunter earned his PhD in History at the Richards Civil War Era Center at the Pennsylvania State University (2015) and taught at Butler University for eight years before joining the faculty the Carolina in 2022. Prof. Hunter’s current book project, A Precarious Balance: Firearms, Race, and Community in North Carolina, 1729-1865, examines the community and legal dynamics of free and enslaved black people’s firearm use in the colonial and antebellum eras. He has previously published on this subject and on white laborers’ politics on the Civil War home front.

 

TR, 2:00 pm – 3:15 pm. Instructor(s): 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

M, 2:30 pm – 5:00 pm. Instructor(s): Donald Reid. Enrollment = 24.
In this course, we will discuss (a) novels by Assia Djebar, Boualem Sansal, and Yasmina Khadra that deal in very different ways with the history of Algeria during and after its time as part of France; and (b) novels by Tariq Ali, Arthur Koestler, and Victor Serge that explore the unrequited love and terror Soviet communism inspired. There are no prerequisites for this course. None of the authors we’ll read set out to write books that would achieve the status of required reading in a college course. They wanted readers from all walks of life open to being engaged and enthralled and who are willing to think about what had never occurred to them before. If that could be you, take that walk on the wild side to this class.

I will present to the class the particular historical context in which each novel is situated. Students will not read any “history books,” although we will read the novels as history books of a radically different sort. Our goal is to examine how the imagined worlds authors create in these novels pose and respond to important questions about lived experience in the past, and how in turn these experiences and unrealized alternatives to them haunt historical actors. These are questions which historians do not ask or have trouble answering using the tools of analysis of their own discipline. I encourage students with questions about the course to contact me at dreid1@email.unc.edu.

Donald Reid is an historian of modern Europe with a particular interest in how individuals and societies take control of their communities and workplaces and how they deal with traumatic pasts. He has written books on coal miners who defenestrated their engineer and generations later spent weeks in a sit-in strike in the mine to protest its closing; on watchmakers who occupied their factory when it faced radical downsizing, seized the watch parts, and produced watches on their own, without engineers and managers, sold them, and paid their salaries for close to a decade, realizing the dreams and nightmares of the French in the 1970s; on Paris sewer men and French fascination with them; and on how the Resistance has been remembered and given meaning in France. His recent publications include analyses of a bingeworthy dramatic television series set in France during the German occupation; of the detective as historian in the novels of Didier Daeninckx; of Jorge Semprún’s never ending engagement in his novels with his experiences in the Resistance, in a concentration camp, and in the Communist party; and of the Cambodian film director and genocide survivor Rithy Panh’s entry into the mind of a Khmer Rouge torturer.

 

TR, 9:30 am – 10:45 am. Instructor(s): Marcus Bull. Enrollment = 24.
This course examines and assesses the multifaceted constructions of masculinity to be found in numerous sources for the history of western European society between the beginning of the Middle Ages and c.1200. Although ‘masculinity’ is a post-medieval coinage, it is an extremely useful tool for understanding fundamental aspects of medieval culture such as gender relations, male self-fashioning, homosocial bonding, family structures, and violence. The main emphasis will be on the aristocracy of medieval Europe because they dominate the surviving sources; but we will also be able to study other social groups such as monks, clerics, and the inhabitants of towns. The course will comprise a series of in-depth case-studies, mostly drawn from written sources of diverse types including chronicles, epic song, and romance. We will also consider aspects of the visual record, such as manuscript illumination and the Bayeux Tapestry. Students will be strongly encouraged to range across disciplinary boundaries and to be ambitious in the conceptual and methodological toolkit that they develop. Masculinity is an emerging important field in medieval studies; this course is therefore an opportunity to participate in and contribute towards an exciting and expanding area of study. In addition, the course is an opportunity to explore various theoretical and methodological bodies of scholarship that have the potential to enrich your study of other periods, places and themes.

Andrew W. Mellon Distinguished Professor of Medieval and Early Modern Studies. Marcus Bull’s current research interests focus on the narratology of historical texts from the central medieval period to the sixteenth century. He has recently completed a study of the role of eyewitness perception in chronicles of crusade expeditions. And he is currently working on the narrative accounts of the Great Siege of Malta in 1565, with particular reference to the ways in which memories of that event became fixed in written and visual  forms. Professor Bull is also interested in the reception of the pre-modern past in the modern era: he has, for example, co-edited, with Tania String, a volume entitled Tudorism: Historical Imagination and the Appropriation of the Sixteenth Century (2011).

T, 2:00 pm – 4:30 pm. Instructor(s): James Leloudis. Enrollment = 18.
Across the country, colleges and universities are wrestling with the legacies of slavery on their campuses. This is painful history that we must acknowledge and come to terms with, particularly if we are to fulfill the promise of a public university. I serve as a co-chair of the task force appointed by Chancellor Folt to research, document, and teach a full and inclusive account of Carolina’s past. This course is designed to contribute to that work.

This course will be somewhat unconventional, in that we will spend most of our class sessions in the University Archives, the North Carolina Collection, and the Southern Historical Collection (all located in Wilson Library) working on research. University historian Cecelia Moore, History doctoral student Brian Fennessy, and I will be on hand to coach and assist you in developing fruitful lines of inquiry, identifying sources, discerning patterns of evidentiary significance, and framing historical insights.

We’ll begin with two primary tasks: 1) an examination of the university’s financial records to identify the place of slavery in the economic life of the institution, and 2) the use of census records to paint a detailed portrait of slavery in Chapel Hill. From there, we’ll move out in other directions, following the questions and leads that arise from our discoveries.

3.0 CREDIT HOUR COURSE

FULFILLS HS-HISTORICAL ANALYSIS AND US-US DIVERSITY GENERAL EDUCATION REQUIREMENTS UNDER THE MAKING CONNECTIONS CURRICULUM.

FULFILLS ? GENERAL EDUCATION REQUIREMENT UNDER THE IDEAS IN ACTION CURRICULUM.

James Leloudis is Professor of History, Associate Dean for Honors, and Director of the James M. Johnston Center for Undergraduate Excellence at the University of North Carolina at Chapel Hill. He received his B.A. and Ph.D. at UNC, and his M.A. at Northwestern University. His chief research interest is the history of the modern South, with emphases on women, labor, education, race, and reform. He has published two books on these topics: Like a Family: The Making of a Southern Cotton Mill World (co-authored with Jacquelyn Hall, Robert Korstad, Mary Murphy, Lu Ann Jones, and Christopher Daly; University of North Carolina Press, revised edition, 2000), and Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920 (University of North Carolina Press, 1996). With support from the Spencer Foundation, he has also completed a major oral history project on school desegregation.

MWF, 11:15 am – 12:05 pm. Instructor(s): Jamilläh Rodriguez. 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 (the study of sentence structure), morphology (the study of word formation), phonetics and phonology (the study of speech sounds and sound systems), historical linguistics, sociolinguistics (the study of language in society), language acquisition, and language and the mind.

1. Prerequisite: Cumulative GPA of 3.000 or higher.
2. Registration for Honors Carolina students may be completed online according to each student’s enrollment appointment date and continues through April 20, after which students should visit the Honors Carolina office (225 Graham Memorial) in person to register or wait list. The enrollment capacity of this class will be adjusted according to the following schedule: Apr 11: 6 seats…Apr 14: 12 seats…Apr 18: 18 seats…June 1: 24 seats.
3. Registration for students who are not members of Honors Carolina begins April 26 in the Honors Carolina office (225 Graham Memorial).
4. The wait list will be purged on August 19. At that time, written instructor permission must be granted to any student wishing to enroll. Once students obtain written instructor permission, they should deliver it in person to the Honors Carolina office.

Dr. Jamilläh Rodriguez is a phonologist who specializes in grammatical tone, particularly in the Otomanguean languages of Mesoamerica. Her research interests include computational and experimental phonology, the syntax-phonology interface, language documentation, and language revitalization. She is particularly interested in interdisciplinary work, and employing computational methodologies in under-resourced and endangered languages.

MWF, 12:20 pm – 1:10 pm; Recitation: R, 3:30 pm – 4:20 pm. Instructor(s): Alexander Varchenko. 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.

Alexander Varchenko is Ernest Eliel Professor of Department of Mathematics, UNC, Chapel Hill

MWF, 1:25 pm – 2:15 pm. Instructor(s): Mark McCombs. Enrollment = 35.
Logic and proofs, Sets and Functions, Number theory, Induction, Counting, Discrete probability, and Relations (Chapters 1,2,4,5,6,7 and 9 from Rosen’s Discrete Mathematics text).
This is the honors section of math 381. The usual course topics will be treated in a deeper and more demanding manner than in the regular sections. In particular, we will go through strategies for proofs very carefully (Sections 1.7 and 1.8, plus other material from the instructor).
PREREQUISITE: MATH 232 OR 283.

Mark McCombs is a Teaching Professor of Mathematics. He earned his B.S., M.S., and M.A.T. degrees from the University of North Carolina at Chapel Hill. He teaches Precalculus, Calculus 1–3, and Discrete Math. He also teaches the First Year Seminar, “Mathematical Origami & Fractal Symmetry,” a maker-based course he designed to cultivate students’ analytical creativity. He has received the Students’ Undergraduate Teaching Award (1994, 2007), the Learning Disabilities Access Award for Teaching (1994), the Institute for Arts and Humanities Chapman Faculty Fellowship (1999), the Tanner Award for Excellence in Teaching (2007, 2020), and the Goodman Petersen Award for Excellence in Teaching Mathematics (2019). He enjoys designing and creating 3D origami sculpture and digital fractal art, some of which was exhibited at the 2018 Bridges Conference in Stockholm, Sweden. One of his sculptures is now on display in Stockholm’s National Museum of Science and Technology.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Mark Williams. Enrollment = 35.
The main topic of this course is ordinary differential equations (ODEs), and we will study a number of techniques for solving these.   However, we will for the most part avoid an ad hoc approach, where students are taught one solution technique after another.  Rather, our emphasis will be on developing systematic methods for understanding ODEs.  We will also study some (mostly physical) applications.
The honors section will place greater emphasis than other sections on understanding the underlying theory of ODEs.  For example, we will give a careful proof of the fundamental existence and uniqueness theorem for ODEs.   In order to do this we will have to develop some tools from analysis. This will consist mainly in deepening the students’ understanding of concepts like convergence of sequences that are already familiar from calculus courses.
Linear algebra is an essential tool for the systematic study of ODEs, especially linear ODEs.   The honors section will devote more time than most sections to a study of the basic concepts of linear algebra: vector spaces, linear transformations, linear independence, basis, dimension, eigenvalues, eigenvectors,  generalized eigenvectors, and so on.    Math 383H does not have linear algebra as a prerequisite, so we will develop what we need from scratch in the lectures and supplementary notes.
In line with our emphasis on theory, students will be asked regularly to do proofs in addition to problems that involve applications or solving ODEs.  There will also be regular reading assignments.

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

 

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

M, 12:00pm -2:45pm. Instructor(s): Laura Christina Brache Field. 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.

M, 9:00 am – 12:30 pm. Instructor(s): . 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.

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W, 11:00 am – 12:15 pm. Instructor(s): . Enrollment = 20.
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.

 

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MW, 12:30 pm – 1:45 pm. Instructor(s): Charles Tuggle. 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.

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.

MW, 12:30 pm – 1:45 pm. Instructor(s): Susan King. 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.

Susan King is an accomplished leader at the highest tiers of journalism, government, strategic communications, and university life. A change-agent in every arena she engages, she draws on experience, wisdom, and networks built over a distinguished career. King motivates and mentors audiences and institutions to focus on important ideas that have meaningful, measurable impact. Her deep connections with traditional and emerging platforms equip her to inspire all generations in the art of credible, compelling storytelling.

As John Thomas Kerr Distinguished Professor and Dean of the Hussman School of Journalism and Media at the University of North Carolina, Chapel Hill, for 10 years until the end of 2021, King enhanced a highly collaborative digital journalism curriculum while establishing a strong financial foundation. Hussman is a respected Ph.D. program, with more than 1,000 undergraduates in residential and online M.A. programs. For six of the last seven years under King’s leadership, the school won the Hearst National Championship, the Pulitzer Prize of student journalism.

In a time of media disruption, with the rise of social media and widespread disinformation and misinformation, King ensures all generations of scholars, journalists, and ethical communicators are equipped with skills, innovation, and motivation to strengthen credibility with audiences. She arms communicators with tools to distribute trusted news and information that underpin democracy. Against a noise of widespread fake news charges, she focuses journalism students on the durability of a free press that values diversity and commitment to truth and integrity, and not simplistic “bothsidesism.”

To equip storytellers with skills and technology to publish across ever changing digital platforms, taking news to readers and viewers, King envisioned and built UNC Hussman’s state-of-the-art Curtis Media Center, opening spring 2022. The first new building on the historic campus, it offers a first-floor windowed studio and high-tech lab-classrooms, an open environment appropriate for modern publishing.

In 2019 King was named Scripps Howard Administrator of the Year, awarded by the Scripps Howard Foundation and the Association for Education in Journalism and Mass Communication, in recognition of excellence in administration within journalism and communication programs.

Before serving as dean of Hussman, King launched and led the Carnegie Knight Initiative on the Future of Journalism Education at Carnegie Corporation of New York, where she served as vice president for external affairs and set priorities and strategies for funding. She also launched and administered the biennial Carnegie Medal of Philanthropy. The Carnegie Knight Initiative focused 11 top journalism schools, including UNC, to reimagine curriculum for the digital era.

King served in the Clinton administration, confirmed by the Senate twice as assistant secretary for public affairs in the Department of Labor, under Secretaries Bob Reich and Alexis Herman. She worked with Andrew Cuomo in his early months as secretary of Housing and Urban Development. She describes her career in government as working at the nexus of journalism and policy.

In a broadcast career spanning more than 20 years, King started as a reporter at WGR-TV in Buffalo, N.Y., then worked in the nation’s capital as a national network correspondent and local anchor. She began her Washington, D.C., career at WTOP-TV, then moved to WGR-TV and WJLA-TV. She was ABC News White House correspondent during the Reagan administration and was perhaps best known for “Cover Story,” her signature reports that won two Emmys. She also hosted NPR’s “Diane Rehm Show” and “Talk of the Nation,” and contributed to CNN.

Journalism is at the heart of King’s professional world, in which she is known as both a dogged reporter and an institution-builder. Along with women colleagues in Washington, she was a founder of the International Women’s Media Foundation in 1990, recognized as one of journalism’s key free press nonprofits. She and the other founders were honored with the foundation’s Lifetime Achievement Award in 2019.

MW, 4:40 pm – 5:30 pm; Recitation: F, 8-8:50 OR F, 9:05-9:55. Instructor(s): 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.

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

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).

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 include 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.

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(s): 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. NO FIRST YEAR STUDENTS.

FULFILLS LITERARY ARTS (LA) & EXPERIENTIAL EDUCATION (EE) REQUIREMENTS IN THE MAKING CONNECTIONS CURRICULUM.

FULFILLS THE FC-CREATE & HI-SERVICE REQUIREMENTS IN THE IDEAS IN ACTION CURRICULUM.

 

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, 10:10 am – 11:00 am. Instructor(s): 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.

TR, 2:00 pm – 3:15 pm. Instructor(s): Mark Crescenzi. Enrollment = 2.
This course introduces you to world politics from an analytical, social scientific perspective. The goal is to understand why and how political actors in the international arena make decisions that affect us all.  Why do nations fight? Why do they cooperate, both economically and politically? Why do we have such a hard time solving the puzzle of global warming, or poverty? How can we understand the mechanisms that encourage cooperation over conflict in world politics?   This course goes beyond learning how others have studied problems in world politics. Our goal is to demonstrate how theories of world politics can be constructed and applied, and, in turn, to have you engage in this process of application using cases drawn from recent and current events.

CROSSLISTED W POLI150H

Mark Crescenzi is the Nancy Hanes White Distinguished Professor and Chair of the Department of Political Science at the University of North Carolina at Chapel Hill. His research area is in International Relations and World Politics with a focus on peace and conflict. His recent work includes studies on the importance of market power politics, reputation, and conflict environments in the occurrence of violence and war.

MW, 3:35 pm – 4:50 pm. Instructor(s): James Pryor. Enrollment = 24.
This course will be an introduction to philosophy in the analytic tradition, by focusing on a few representative issues:

1. How can we tell whether animals and future computers have “minds” — that is, their own thoughts, experiences, ambitions, self-awareness, and so on — or whether they’re instead just mindless automata?

2. Relations between minds, brains, and machines: Are your mind and body made of different stuffs? If a machine duplicates the neural structure of your brain, would it have the same thoughts and other mental states that you have?

3. What does it take to have free will? Is this incompatible with one’s choices being programmed or physically determined?

The course will place a strong emphasis on learning how to read philosophical texts and how to evaluate and produce philosophically compelling arguments. The format will vary between lectures and in-class group discussion.

 

Jim Pryor joined the Philosophy department in 2020. Before that, he spent time at NYU, Harvard, and Princeton. His research and teaching spans epistemology, philosophy of language, and philosophy of mind.

TR, 11:00 am – 12:15 pm. Instructor(s): Markus Kohl. Enrollment = 24.
This course is an introduction to major themes and figures in early modern (17th and 18th century) Western philosophy. At the same time, it is an introduction to topics and debates that have proved to be be of lasting interests, which still pose central challenges for our attempts to understand who we are, what the external (corporeal) world is, and what connection there is between the human mind and the outside world.
We will study the doctrines of five or (time permitting) six philosophers whose thought has had a great lasting impact on subsequent philosophy and on subsequent intellectual developments more generally: Descartes, Locke, Berkeley, Hume, Kant, and (time permitting) Spinoza. We will focus our attention mostly on the answers that these philosophers gave to crucial questions in theoretical philosophy (metaphysics and epistemology) such as the following: Can we prove that there is a real world outside the mind, or could we always be dreaming (or be living in the Matrix) for all that we can tell? Is the mind identical to the brain, or are mind and body two different substances? Can we prove that God exists? How can we know mathematical truths about numbers or triangles? Are apples really green, or is greenness nothing but a subjective sensation in our mind? Are we rationally justified in thinking that the sun will rise tomorrow, or that a stone must fall to the ground if dropped in mid-air? Does the existence or the character of material objects like trees or rocks depend on the human mind? We will consider the answers that modern philosophers gave to these questions, both in light of early modern scientific developments and in their own right.
This course has no prerequisites; no previous courses in philosophy are required

 

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.

TR, 11:00 am – 12:15 pm. Instructor(s): Carla Merino-Rajme. Enrollment = 24.
This course covers several topics in metaphysics. These include: Can we be certain that there is an external world? How is your conscious mind related to your brain? Can we change the past? What is the nature of time? Can we travel in time? What is a person? How do persons persist? Could you be teletransported? Do people have free will? In this course, students will be introduced to the methods of contemporary philosophy.

Carla Merino-Rajme joined the Philosophy Department in the summer of 2015. She completed her PhD in Philosophy in Princeton University, where she wrote a dissertation on the experience of time. She has research interests in philosophy of mind and metaphysics.

MW, 3:35 pm – 4:50 pm. Instructor(s): Luc Bovens. Enrollment = 24.
We will explore the empirical and normative dimensions of contemporary social and economic issues from the disciplinary angles of philosophy, political science, and economics. Topics may include wages and labor markets, education, health care, charitable actions, equality of opportunity, environmental policies, sweat shops, …

 

Luc Bovens graduated from the Department of Philosophy in the University of Minnesota in 1990. He taught in CU at Boulder from 1990 until 2003 and in the London School of Economics and Political Science from 2003 until 2017. He has been a Professor in the Department of Philosophy and a core faculty member in the Philosophy, Politics and Economic program at UNC at Chapel Hill since January 2018. His areas of research are Moral Psychology, Philosophy and Literature, Philosophy and Public Policy, Philosophy of Economics, Public Choice, Formal Epistemology and Rationality.

TR, 12:30 pm – 1:45 pm. Instructor(s): Tom Dougherty. Enrollment = 24.
In this discussion-focused honors course, we will closely read influential texts by African–American political philosophers that engage with issues such as race, racism, identity, culture, prison abolitionism, Black feminism, intersectionality, Black nationalism,  and Black solidarity.

 

Tom Dougherty is a core faculty member of UNC’s Philosophy, Politics and Economics Program. They completed their B.A., in PPE, at Oxford (2004) and their PhD, in Philosophy, at MIT (2010). Before coming to UNC, they were a post-doctoral scholar at Stanford (2010-2012), a lecturer at the University of Sydney (2012-2014), a University Lecturer in the Philosophy Faculty at the University of Cambridge and a Fellow of Trinity Hall (2014-2019) and a Faculty Fellow at the Murphy Institute of the University of Tulane (2018-2019). Dougherty is writing books on the ethics of consent and on the rational (in)significance of the fact that we act from a temporal perspective. Among other topics, they have also researched the debate over consequentialism, ethical vagueness and female under-representation in philosophy.

TR, 9:30 am – 10:45 am. Instructor(s): Jason Roberts. Enrollment = 24.
This course is an introduction to American political institutions, political behavior, and the policy process. In this course we will discuss the origins of the current governmental system in America, the structure of the U.S. government, and how theories of American government apply to current events and problems the government and citizens face today.  At the end of the course students should have a greater understanding of government, political differences, and how to be an engaged citizen in our democracy.

 

Jason M. Roberts is a Professor of Political Science and a member of the Orange Co., NC Board of Elections.  His research centers on American Political Institutions with a focus of legislative voting, parliamentary procedure, and election administration

TR, 2:00 pm – 3:15 pm. Instructor(s): Mark Crescenzi. Enrollment = 28.
This course introduces you to world politics from an analytical, social scientific perspective. The goal is to understand why and how political actors in the international arena make decisions that affect us all.  Why do nations fight? Why do they cooperate, both economically and politically? Why do we have such a hard time solving the puzzle of global warming, or poverty? How can we understand the mechanisms that encourage cooperation over conflict in world politics?   This course goes beyond learning how others have studied problems in world politics. Our goal is to demonstrate how theories of world politics can be constructed and applied, and, in turn, to have you engage in this process of application using cases drawn from recent and current events.

CROSSLISTED W PWAD150H

 

Mark Crescenzi is the Nancy Hanes White Distinguished Professor and Chair of the Department of Political Science at the University of North Carolina at Chapel Hill. His research area is in International Relations and World Politics with a focus on peace and conflict. His recent work includes studies on the importance of market power politics, reputation, and conflict environments in the occurrence of violence and war.

MW, 3:35 pm – 4:50 pm. Instructor(s): 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.

 

W, 2:30 pm – 5:00 pm. Instructor(s): Niklaus Steiner. Enrollment = 21.
While the global movement of products, services, ideas, and information is increasingly free, the movement of people across borders remains tightly controlled by governments. This control over international migration is a highly contested issue, and it is complicated by the fact that never before have so many people had the ability to move from one country to another while at the same time governments have never had so much power to control this movement. This class explores the moral, economic, political, and cultural dimensions of this movement across international borders. The class is based on discussions (as opposed to lectures) and tackles thorny questions like: do we have an obligation to let poor people into our rich country? what constitutes persecution? how do foreigners affect national identity?  how should citizenship be allocated? We will pay particular attention to the distinction between migrants who move voluntarily (immigrants) and those who are forced to flee (refugees) – is this an important distinction to make, and does one group deserve admission more than the other?  No prior knowledge or experience is needed; instead, students need to be ready to dig deep into all sides of migration issues through reading, writing and discussion. This class encourages students from a wide range of backgrounds, experiences and perspectives to enroll because it benefits significantly from such diversity.

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.

 

 

TR, 11:00 am – 12:15 pm. Instructor(s): Gary Marks. Enrollment = 24.
This course engages the European Union and the political causes and consequences of Brexit, nationalism, political polarization, and Trumpism. What kind of polity is emerging at the European level? How is European integration contested? Is European integration the beginning of the end of the national state in western Europe, or will states harness the process within their current institutional structures? In this class, students will have an opportunity to analyze the character and dynamics of European integration and the current economic crisis by reading speeches of contemporaries, evaluating alternative theories of European integration, and by using additional resources.
This course has a double purpose: to think critically about one of the world’s most important experiments in governance–the European Union and to probe the future shape of politics in the West and the wider world.
The course will critically assess the emergence of the Europe Union, Brexit, the future of the EU, the rise of nationalism, political polarization, and the response to Trumpism. Is the West breaking up into regional blocks? Is the EU an consensual empire? What are the political pressures that shape it? How does the European Union compare with other international organizations such as the United Nations, NAFTA, the African Union, or the World Trade Organization?

Gary Marks is Burton Craige Distinguished Professor of Political Science at UNC-Chapel Hill. He was educated in England and received his Ph.D. from Stanford University. In 2010 he was awarded a Humboldt Research Prize for his contributions to political science. He co-founded the UNC Center for European Studies and EU Center of Excellence in 1994 and 1998, respectively, and served as Director until 2006. Marks has had fellowships and visiting professorships at Oxford University, the Free University of Amsterdam, the Free University of Berlin, the Hanse Wissenschaftskolleg, Pompeu Fabra, the Institute for Advanced Studies Vienna, Sciences Po, Konstanz University, McMaster University, the University of Twente, and was National Fellow at the Hoover Institution. His publications have received more than thirty thousand citations. His teaching and research are chiefly in comparative politics and multilevel governance. His books include Multi-Level Governance and European Integration (2001); It Didn’t Happen Here: Why Socialism Failed in the United States (2001); European Integration and Political Conflict (2004); The Rise of Regional Authority (2010); Measuring Regional Authority (2016) and Community, Scale, and Regional Governance (2016).

M, 2:00 pm – 4:30 pm. Instructor(s): 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 extra credit opportunities. The course will culminate in student-led presentations on topics of the students’ choosing.

3.0 CREDIT HOUR COURSE

FULFILLS SS-SOCIAL & BEHAVIORAL SCIENCE GENERAL EDUCATION REQUIREMENT UNDER THE MAKING CONNECTIONS CURRICULUM.

FULFILLS FC-VALUES GENERAL EDUCATION REQUIREMENT UNDER THE IDEAS IN ACTION CURRICULUM.

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.

MWF, 12:20 pm – 1:10 pm. Instructor(s): 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.

TR, 9:30 am – 10:45 am. Instructor(s): Dan Bauer. Enrollment = 24.
Goals of the course: Evaluating hypotheses through the statistical analysis of empirical data is one of the cornerstones of modern science. In this course, we examine how the General Linear Model (GLM), including the multiple regression model, is used in psychological science. Goals of the course are for you to:
-Gain an understanding of how to specify GLMs that are both appropriate for your data and that provide direct tests of theoretically motivated hypotheses.
-Become competent in fitting GLMs within the statstical program R.
-Become a thoughtful and critical consumer of psychological research using the GLM

PREREQUISITE: ECON 400 or PSYC 210 or SOCI 252 or STOR 155.

Dan Bauer is a Professor and the Director of the L.L. Thurstone Psychometric Laboratory in the Department of Psychology and Neuroscience at the University of North Carolina. He teaches undergraduate- and graduate-level courses in psychometrics and statistics for which he has won teaching awards from the University of North Carolina and the American Psychological Association.  He conducts research at the intersection of quantitative and developmental psychology and has published over 100 papers. He is the co-founder of CenterStat, an organization that provides online training and other resources related to quantitative methodology to researchers in the behavioral, health, and social sciences.

MWF, 10:10 am – 11:00 am. Instructor(s): William Goldsmith. Enrollment = 24.
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.

MW, 9:05 am – 10:20 am. Instructor(s): Fenaba Addo. Enrollment = 24.
This course will introduce students to public policy as a discipline and the policy analysis process. 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.

 

Fenaba R. Addo is an associate professor in the department of public policy. Her work examines debt and wealth inequality with a focus on family and relationships and higher education, racial stratification, and union formation and economic strain as a social determinant of health and well-being.  She received her Ph.D. in Policy Analysis and Management from Cornell University and holds a B.S. in Economics from Duke University.

MWF, 11:15 am – 12:05 pm. Instructor(s): Helene M de Fays. Enrollment = 11.
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.

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

 

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.

TR, 12:30 pm – 1:45 pm. Instructor(s): Karen Booth. Enrollment = 15.
In this survey course, we will explore some of the questions and topics at the heart of the study of and the struggle to end gender-based oppression (sexism or patriarchy). We will consider how it is that social or cultural constructions such as “masculinity,” “femininity,” “heterosexuality,” and “homosexuality” come to seem natural, biological, or innate and how and why feminists have challenged and continue to challenge these constructs.

Some of the main themes or ideas we will emphasize through lectures, readings, discussions, films, assignments, and the inevitable final exam are:

1. gender is a collective, institutionalized social construction or ideology, not a biological fact or an individual free choice;

2. hetero-patriarchy (or sometimes just patriarchy) is a gender-based hierarchy which systematically values and rewards (privileges) masculinity and heterosexuality and devalues and punishes (oppresses) femininity and nonheterosexual forms of sexuality. It is a fundamental, historically changing, and very powerful force organizing both U.S. and global political, economic, sexual, and cultural relationships. Hetero-patriarchy is supported by the systematic privileging of folks whose bodies appear to “fit” their assigned gender (cis-gender) and the oppression of folks whose bodies do not (e.g., trans-gender);

3. hetero-patriarchy intersects with other fundamental social hierarchies such as sexuality, class and race so that men experience gender-based privilege and women and most transgendered folks experience gender-based oppression to different degrees and in different ways depending on where they are located in other hierarchies.

4. women, transgendered folks, and members of other oppressed groups have never been passive victims. Agency, particularly (but not only) in the form of feminist collective action, has been and remains an important, relevant, and transformative force in the U.S. and world-wide.

Karen Booth is an associate professor of women’s and gender studies. She has a PhD in sociology and specializes in reproductive and sexual health and politics transnationally. She teaches courses on feminist theory and methodology, reproductive politics, and sexuality studies.