Fall 2024 Honors Courses

TR, 9:30 am – 10:45 am. Instructor(s): Carol Magee. Enrollment = 24.
When and how do you encounter visual images? When and where do you look at art? Are you aware of your body when you do so? In what ways? How do you move? What sounds are you aware of? How do you sit, stand, hold your phone, look at your computer, flip through your social media accounts? How do you move through a museum to look at a work of art? How does that impact your experience of that artwork? Does the space of the museum itself impact your experience? How do you stand or sit when you arrive at what you want to see? How do, or should, you account for these things when you are interpreting the work? Conventionally, art historical interpretation is grounded in what we see in a work of art, and how what we see connects to what we know about the world. Indeed, the work of art history is the telling of stories about meaning in artworks. This work is built upon the interconnections of what is visually evident in the artwork, conversations (with artists, collectors, archivists), interpretation (of documents, records, historical accounts, etc.), analysis and synthesis of these materials, and revelation (of previously unknown or long forgotten facts, new insights, new artworks). Yet all of these activities involve more than looking; they are happening in environments through which we move, that have sounds and smells, or we are interacting with documents that feel certain ways to us. How do those things influence the way we understand the knowledge we are gaining, the stories we are compiling? In short, how does one register movement and the senses in the processes of interpreting art? We will investigate these questions in this class. To help refine the answers to these questions we will examine a variety of art forms, the content (meaning) and context (for production and consumption). To enhance this, I will incorporate Feldenkrais Lessons in Somatic Education®; these movement lessons heighten self-awareness, and like art, ask us to consider our orientation to the world.  I employ an interdisciplinary approach to art history and will ask you to read and think  broadly in this course. Therefore, although we will be examining these questions in the context of art and art history, you will be asked to move through your own specific worlds, apply what you are learning to your own disciplinary knowledge and bring your own expertise, experiences, and local contexts to bear on our conversations.

Carol Magee is a specialist in the history of African visual culture with an emphasis on photography. Dr. Magee’s teaching and research emphasizes the vital role that movement plays in our lives; to this end her current research theorizes the interpretation of lens-based and sound art as it aligns with the theories and practices of the Feldenkrais Method®. As with all her projects, she asks questions about how encounters with visual culture shape experiences of lives, about how knowledge is generated, and who is involved in the production of that knowledge.

 

TR, 11:00 am – 12:15 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.

TR, 8:00 am – 10:45 am. Instructor(s): Martin Wannam. Enrollment = 16.
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.

 

Martín Wannam (b. 1992, Guatemala) is a visual artist and educator whose work critically examines Guatemalan’s historical, social, and political climate, focusing on dissident perspectives and freedom dreaming for the cuir individual. He works from an equatorial perspective on the intersection of brownness and wildness using the foundation of iconoclasm and the aesthetic of maximalism through the tools of photography, sculpture, and performance exploring the individual and collective impact of immigration, systematic structures, utopia, and family.

He received his MFA in Photography from the University of New Mexico in the Spring of 2020, a Diploma in Contemporary photography from La Fototeca (GT) in 2016, and a BA in Graphic Design from the Universidad Rafael Landivar (GT) in 2015. Wannam has exhibited nationally and internationally, including various group and solo shows in Guatemala, The United States, Rotterdam, Netherlands, and Korea.

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 is a Distinguished Professor of Biology and Adjunct Professor of Art. He 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. 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.

MW, 3:35 pm – 4:50 pm. Instructor(s): Michael Tsin. Enrollment = 4.

In the last few years there have been many reports on how Maoism is making a comeback in China, an assertion that often draws on a rather crude comparison between the country’s founding leader, Mao Zedong, and its current president, Xi Jinping. Yet, at the same time, commentators are also often quick to emphasize that in many ways the China of today is virtually unrecognizable from the country once ruled by Mao. Indeed, it is common to portray the early years of the People’s Republic of China (PRC) – from 1949 to the late 1970s – as a period characterized by disastrous policies and China’s isolation from the rest of the world. China only became a major player on the world stage, we are often told, when it rejoined the global order from the “reform era” of the 1980s onwards. From that perspective, then, contemporary China is a clear departure from its Maoist predecessor. How are we to reconcile these two seemingly contradictory portrayals of China nowadays?
This class will examine in some detail the histories of those foundational years of the People’s Republic under Mao, assess both the regime’s achievements and setbacks, and explore how those decades of work paved the way for China’s “rise” in more recent times. It will draw our attention to the fact that, its opposition to the United States (and later the Soviet Union) notwithstanding, China under Mao Zedong was a global force in its own right, seeking, often successfully, to challenge, shape and influence the organizational structure of the “world” in many different corners of the globe. Equally important, despite the current Chinese regime’s selective representations of the country’s past, the legacy of Maoist China continues to cast its considerable shadow in myriad ways over the country.
In short, for all the breathtaking transformations of the last two generations, the relationship between Maoist and contemporary China is complicated and nuanced: It is neither a simple case of Xi emulating or returning China to Maoist politics, nor does contemporary China represent a clear rupture from its Maoist past. Understanding Maoist China is hence an indispensable tool if one wants to fully grasp the current predicament and the prospects of the People’s Republic in the twenty-first century.

CROSSLISTED W/ HIST 283H

NO INSTRUCTOR BIO ON FILE

TR, 9:30 am – 10:45 am . Instructor(s): Robin Visser. Enrollment = 12.
This course examines spiritual motifs in literatures (in English translation) by Indigenous, ethnic minority writers in China and Taiwan. We will read fiction, essays, and poetry by Tibetan, Mongol, Uyghur, Kazakh, Bunun, Tao, Hui, Yi, and Wa writers. These works express spiritual principles from a wide variety of beliefs and cosmologies, including Tibetan and Mongolian Buddhism, Islam, Shamanism, Animism, and Christianity. Rapidly changing relations between humans and their environments due to climate change and green governance policies mean that communities which once flourished in coastal regions as fisher people, in grasslands as mobile nomads, in mountainous regions as foragers, are often resettled into state-owned pastures, farms, towns, and cities. As forced assimilation threatens native languages and cultural heritage, many Indigenous writers function as “priests of culture,” providing spiritual inspiration to their readers by lyrically evoking powers beyond the human.

CROSSLISTED W/ CMPL 247H

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

TR, 3:30 pm – 4:45 pm. Instructor(s): Xiao Feng. Enrollment = 24 (limit to 12 initially).
Biogeography is a discipline that studies the geographic distribution of living organisms across the globe. In the era of big data, biogeographic research is experiencing a surge in data volume and diversity, including vast datasets from citizen science initiatives and high-resolution environmental data from satellites. Conventional tools with graphical interfaces often struggle to manage this influx of data efficiently. Consequently, there is a growing need for data literacy, particularly in programming, to effectively analyze biogeographic big data.

This course offers an introduction to fundamental computational concepts using Python, a versatile object-oriented scripting language. Students will learn to process and analyze biological and environmental data commonly utilized in biogeographic research. Emphasizing an open-source environment, the course equips students with essential tools for conducting reproducible research. By cultivating data literacy skills highly sought after in biology and various other fields, this course prepares students to thrive in data-driven disciplines.

PREREQUISITES: Introductory knowledge of Biology (BIOL 101) and GIS (GEOG 215/370) is strongly recommended. Students are required to use their own laptops. No prior programming experience is required.

 

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), intaglio (photogravure, drypoint, collagraph) and other alternative photo-printmaking (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 is a Distinguished Professor of Biology and Adjunct Professor of Art. He 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. 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.

MW, 3:35 pm – 4:50 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.

 

NO INSTRUCTOR BIO ON FILE

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, 9:30 am – 10: 45 am. 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.

 

TR, 9:30 am – 10: 45 am. 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 at https://kenan-flagler.az1.qualtrics.com/jfe/form/SV_87CMlGhYOPikJV4 by April 1st.  The application requires you to upload your resume (including current GPA) and a brief cover letter (with interest, capabilities, relevant coursework, and seciton preference for 2pm or 5pm on Thursdays, if any).
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 program 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 at https://kenan-flagler.az1.qualtrics.com/jfe/form/SV_87CMlGhYOPikJV4 by April 1st.  The application requires you to upload your resume (including current GPA) and a brief cover letter (with interest, capabilities, relevant coursework, and seciton preference for 2pm or 5pm on Thursdays, if any).
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 program 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): Pramita Saha. Enrollment = 15.
Application/Permission Required for this Course (see below)*
Prerequisites: 408, core-requisite: 407

This is a UBP/MBA cross-listed course that follows the second year MBA calendar. It is a course with minimal instruction, where students apply what they have learned to manage a real money portfolio, with feedback on their work from instructors.
Two consecutive terms, earning 6 credit hours OR one term, earning 3 credit hours.
Eligibility:
· Prereqs: BUSI 407 (financial accounting) and 408 (corporate finance)
· Recommended: BUSI 580 (investments) and 584 (financial modeling)
· Observe MOD 4 section prior to official fall enrollment, if possible.
· Preference for students entering final year, who have completed a number of finance courses.
· Familiarity with company financial results and ability to analyze income statement, balance sheet and cash flow.

To apply:
Application will only open during Spring semester.
https://drric.web.unc.edu/im-concentration/aim-applications/aim-application-for-bsba-students/

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

 

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, 2:00 pm – 3:15 pm. Instructor(s): Todd Austell. Enrollment = 24.
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. In addition to reviewing important general chemistry concepts necessary for success at the next course level, students in CHEM 102H will receive training in scientific literature queries, will give short oral presentations of class topics, will attend scientific seminars both inside and outside of class time and will carry out one or two faculty interviews..

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, 9:30 am – 10:45 am. Instructor(s): Erin Baker. Enrollment = 24.
Analytical separations, chromatographic methods, acid-base equilibria and titrations, fundamentals of electrochemistry, bioinformatics

To gain an understanding of the fundamental principles and modern techniques of chemical analyses including spectrochemical, electrochemical, volumetric and chromatographic methods. Additionally, explore modern chemical instrumentation and evaluate different methods for data interpretation.

If you would like to be considered for a seat in 241H, please send Dr. Baker a request by email to erinmsb@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.

 

Erin S. Baker is an Associate Professor at the University of North Carolina at Chapel Hill. To date, she has published over 160 peer-reviewed papers utilizing different analytical chemistry techniques to study both environmental and biological systems. Over the last 4 years, Erin also helped grow the Females in Mass Spectrometry group, where she served as the Events Committee Chair from 2019-2022. She is currently serving as the Vice President of Education for the International Lipidomics Society, a mentor for Females in Mass Spectrometry, and as an Associate Editor for the Journal of the American Society for Mass Spectrometry. She has received seven US patents, two R&D 100 Awards, and was a recipient of the 2016 ACS Rising Star Award for Top Midcareer Women Chemists, 2022 ASMS Biemann Medal, and 2022 IMSF Curt Brunnée Award. Currently, her research group utilizes advanced separations and novel software capabilities to examine how chemical exposure affects human health.

TR, 9:30 am – 10:45 am. Instructor(s): Sidney Malik Wilkerson-Hill. 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, problem-solving, and the investigation of organic chemistry research at UNC.

PREREQUISITES: CHEM 102 OR CHEM 102H. GPA OF 3.600 OR HIGHER.
PERMISSION OF INSTRUCTOR REQUIRED. EMAIL chemus@unc.edu.

 

Sidney is currently an assistant professor in the Chemistry Department at UNC Chapel Hill where his research focuses on methods to obtain orphaned cyclopropanes. Sidney Hill was born in Kinston, North Carolina and began his undergraduate studies at North Carolina State University in 2006. He obtained a B.S. in Polymer and Color Chemistry through the College of Textiles, a B.S. in Chemistry through the College of Physical and Mathematical Sciences in 2010. In 2015, Sidney received his Ph.D. under the supervision of Prof. Richmond Sarpong from the University of California, Berkeley where his researched focused on using transition metal-catalyzed cycloisomerization reactions to access natural product scaffolds. Then, he was a UNCF-Merck postdoctoral fellow with Prof. Huw Davies at Emory University in Atlanta, GA where his research focused on developing novel reactions using N-sulfonyltriazoles and rhodium tetracarboxylate catalysts for C–H functionalization reactions. During his graduate studies, Sidney was also involved in diversity initiatives such as the Berkeley Science Network, and California Alliance programs to address disparities facing minorities pursuing careers in the physical sciences. Since starting at UNC, he has received the ACS Herman Frasch Foundation grant, NSF CAREER Award, Alfred P. Sloan Award, Eli Lilly ACC Grantee Award, FMC Young Investigator Award, the ACS Organic Letters Lectureship, and the Thieme Journal Award.

TR, 9:30 am – 10:45 am. Instructor(s): Dorothy Erie. Enrollment = 30.
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.

 

NO INSTRUCTOR BIO ON FILE

TR, 9:30 am – 10:45 am. Instructor(s): Jason Roberts. Enrollment = 24.
This course serves as a gateway to the SCiLL minor. This interdisciplinary course provides a foundation for understanding the origins of and the big questions surrounding civic life and leadership. Part I of the course uses classic texts in politics, philosophy, and literature to examine the role of the state in society and the tensions that exist between individual freedom and the power of the state to keep order. Part II focuses on the founding of the United States of America, including primary documents, in order to understand the unique elements of the United States experiment in democracy. Part III applies the lessons of Parts I and II to a set of controversies and tensions in modern civic life such as reproductive rights, free speech, religious freedom, and crime and punishment.  The assignments in this course include weekly responses to the readings in advance of classroom meetings, scheduled in-class debates, and a variety of writing assignments. Participation in class discussion and debates, including the ability to provide evidence for opinions that students both agree and disagree with, are all crucial to this course, as indeed they are crucial to civic life in a democracy. Students are encouraged to visit and analyze community, campus, and city government meetings in order to see how questions that influenced the  founding still are relevant in today’s society. This course qualifies for FC-PAST and FC-VALUES in the Ideas in Action Curriculum.

 

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

MWF, 12:20 pm – 1:10 pm; Recitation: W, 11:15 am – 12:05 pm. Instructor(s): Suzanne Lye. 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.

Suzanne Lye is an Assistant Professor in the Department of Classics at the University of
North Carolina at Chapel Hill. She received her A.B. from Harvard University, where she studied organic chemistry and the history of antibiotics. After receiving her Ph.D. in
Classics from the University of California, Los Angeles, she was awarded a Postdoctoral
Fellowship at Dartmouth College. Her current research focuses on conceptions of the afterlife in ancient Greek Underworld narratives from Homer to Lucian. She has also participated in several digital humanities initiatives through Harvard’s Center for Hellenic
Studies, including the Homer Multitext Project. Additional areas of interest include ancient epic, ancient magic and religion, ancient representations of gender and ethnicity, ancient and modern pedagogy, and Classical reception.

MWF, 11:15 am – 12:05 pm; Recitation: W, 2:30 pm – 3:20 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 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 performance, aesthetics, cognition, and embodiment. His first book, Ugly Productions: An Aesthetics of Greek Drama, comes out this year, and he is working on projects concerned with spectatorship, creativity, and interactions between humans and materials in the ancient Mediterranean world.

 

TR, 12:30 pm – 1:45 pm. Instructor(s): Patricia Rosenmeyer. Enrollment = 24.
This class will introduce you to the lyric poetry of ancient Greece and Rome, with an additional unit on the Song of Songs from the Hebrew Bible. Our focus will be on love poetry. Ideas of love and desire are culturally determined, reflecting assumptions often very different from our own. We will read a variety of poems in the context of their socio-historical settings, and address a range of issues including physical vs. spiritual love, cultural ideals of beauty, literary representations of gender roles and sexual preferences, and the dynamics of reception in literature. This course will be taught as a seminar, allowing for discussion and in-depth analysis of the primary sources (in translation). Students will write a total of 20 pages during the semester, including a creative group project for oral presentation and a final research paper. There are no prerequisites, but students may find that a basic knowledge of ancient Greek and Roman civilizations will be helpful to them in the class.

Patricia A. Rosenmeyer is George L. Paddison Professor of Classics at the University of North Carolina-Chapel Hill, having taught previously at Michigan, Yale, and Wisconsin. She has published books in various research areas: The Politics of Imitation: Anacreon and the Anacreontic Tradition (Cambridge 1992), Ancient Epistolary Fictions: the Letter in Greek Literature (Cambridge 2001), Ancient Greek Literary Letters (Routledge 2006), and The Language of Ruins: Greek and Latin Inscriptions on the Memnon Colossus (Oxford 2018). Her interests also include the receptions and adaptations of Classical literature by English, French, German, and Jewish authors.

TR, 9:30 am – 10:45 am. 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, 12:30 pm – 1:45 pm. Instructor(s): Matthew O’Wain. 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.

Matt Randal O’Wain teaches both fiction and creative nonfiction in the creative writing program at Carolina where his former students have gone on to enroll at prestigious MFA programs, such as UNC Wilmington, NC STATE, UNC Greensboro, George Mason University. Others now work for various publishing houses in New York. He is the faculty advisor for the Asian American Creative Writing Collective and The Shakespeare Society.

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

FIRST YEAR HONORS CAROLINA STUDENTS ONLY.

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

TR, 2:00 pm – 3:15 pm; Recitation: F, 12:20 pm – 1:10 pm. 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, 12:30 pm – 1:45 pm. Instructor(s): Peter Norman. Enrollment = 24.
The goal of this class is to provide tools for strategic thinking. The main part of the course deals with non-cooperative strategic models and their applications to industrial organization (e.g., oligopoly), political science (e.g., agenda setting), corporate finance (e.g., takeovers), biology (e.g., evolutionary equilibrium), behavioral economics (e.g., social preferences), etc…  However, we will also study constrained optimization tools as well as many cooperative game theory applications (e.g., matching of hospitals and interns, kidney exchanges, etc…). Currently, ECON 411 (Game Theory) is not a pre-requisite. No advanced mathematics is used but some mathematical maturity (willingness to read mathematical proofs) is strongly recommended.

 

PREREQUISITES: ECON 101 AND ECON 410 AND MATH 233.
NO FIRST-YEAR STUDENTS.

NO INSTRUCTOR BIO ON FILE

TR, 9:30 am – 10:45 am . Instructor(s): Robin Visser. Enrollment = 12.
This course examines spiritual motifs in literatures (in English translation) by Indigenous, ethnic minority writers in China and Taiwan. We will read fiction, essays, and poetry by Tibetan, Mongol, Uyghur, Kazakh, Bunun, Tao, Hui, Yi, and Wa writers. These works express spiritual principles from a wide variety of beliefs and cosmologies, including Tibetan and Mongolian Buddhism, Islam, Shamanism, Animism, and Christianity. Rapidly changing relations between humans and their environments due to climate change and green governance policies mean that communities which once flourished in coastal regions as fisher people, in grasslands as mobile nomads, in mountainous regions as foragers, are often resettled into state-owned pastures, farms, towns, and cities. As forced assimilation threatens native languages and cultural heritage, many Indigenous writers function as “priests of culture,” providing spiritual inspiration to their readers by lyrically evoking powers beyond the human.

CROSSLISTED W/ CHIN 247H

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

TR, 11:00 am – 12:15 pm. Instructor(s): Mary Floyd-Wilson. Enrollment = 24.
How did genre (tragedy, comedy, romance, or history) shape the concerns of Shakespeare’s plays? This class will read a range of Shakespeare’s works to to help us investigate a series of questions about his culture and society. What, for example, do comedies reveal about controversies concerning marriage or the status of gender roles? What do tragedies say about religious and cultural perceptions of the origins of evil? What do they suggest about current theories of governance? We will situate the plays within their historical contexts by reading them alongside social histories and non-dramatic primary texts (such as handbooks, popular pamphlets, ballads, and diaries). For each play we will also review some of the current critical debates, sorting through the controversies to form interesting and relevant research questions.

Mary Floyd-Wilson is the Mann Distinguished Professor of English and Comparative Literature.  A two-time recipient of a National Humanities Center Fellowship, she is the author of English Ethnicity and Race in Early Modern Drama (2003), and Occult Knowledge, Science, and Gender on the Shakespearean Stage (2013).  She is the co-editor of Reading the Early Modern Passions: A Cultural History of Emotions (2004), Embodiment and Environment in Early Modern England (2007), Contagion and the Shakespearean Stage (2019), and Geographies of Embodiment in Early Modern England (2020).  She has published scholarship on the following Shakespeare plays: Romeo and Juliet, A Midsummer Night’s Dream, Henry V, Twelfth Night, Hamlet, Macbeth, All’s Well That Ends Well, King Lear, Othello, Cymbeline, and Antony and Cleopatra.  She is currently writing a book titled The Tempter or the Tempted: Demonic Causality on the Shakespearean Stage about the distinct influence of the Protestant devil in early modern culture.

TR, 3:30 pm – 4:45 pm. Instructor(s): Jeanne Moskal. Enrollment = 24.
For us, Jane Austen has outshone and obscured the other British novelists writing during her lifetime (1775-1817). Yet Austen saw herself among a coterie of novelists, mostly women, who were then striving to elevate the long-disparaged genre of the novel. Early in her career, Austen critiqued the Gothic excesses of her predecessor Ann Radcliffe, but with time Austen saw common ground between herself and her “sister” novelists. Together, they displayed “the greatest powers of the mind” and “the most thorough knowledge of human nature” in “the best-chosen language”—in short, they were discovering the genre’s potential to take their society’s measure and to expose its limitations. In this course, we will examine Austen’s literary conversation with her “sister” novelists of the Romantic period by reading Austen’s Northanger Abbey and Pride & Prejudice alongside Mary Wollstonecraft’s Maria; or, the Wrongs of Woman; Ann Radcliffe’s The Mysteries of Udolpho; Sydney Owenson’s The Wild Irish Girl; Mary Shelley’s Frankenstein and Valperga; and the anonymously published The Woman of Color: a Tale. Our goal is to discern both Austen’s uniqueness among her contemporaries and the concerns they share.
Requirements: One- to two-page weekly reflections on the assigned reading; ten- to fifteen-page research paper.

The granddaughter of Polish immigrants, Jeanne Moskal is a Professor in the Department of English and Comparative Literature at the University of North Carolina at Chapel Hill. She has authored Blake, Ethics, and Forgiveness; edited Mary Shelley’s travel books for the definitive edition of that author’s works; and co-edited Teaching British Women Writers, 1750-1900. She edits the Keats-Shelley Journal, the journal of record for second-generation Romantic writers. Her book-in-progress on fictional women missionaries, “Jane Eyre and Secularization, 1930-2000,” has been supported by the National Endowment for the Humanities, the Lilly Foundation, and the Mellon Foundation. She has won UNC-CH’s highest teaching award, The University Mentor Award for Lifetime Achievement.

TR, 2:00 pm – 3:15 pm. Instructor(s): Eliza Richards. Enrollment = 20.
Focusing on influential poets and poetic movements in the United States from 1900-2000, this course will explore the ways that poetry serves as a means of expressing alienation from social conditions and expectations: expressions of personal isolation, social frustration, and political dissent. Through experiments with personal expression, poets respond to these states of dissatisfaction by proposing new possibilities for positive transformation and constructive engagement that create the conditions for social belonging and recognition of alternative viewpoints. We will pay special attention to poets’ diverse declarations about what poetry is and does. Black Arts poet Audre Lorde, for example, insists that “poetry is not a luxury,” for Black poets in particular, and for all people. Modernist poet William Carlos Williams declares that ““It is difficult to get the news from poems yet men die miserably every day for lack of what is found there.” This is not a survey course: we will read about eight influential poets who represent a broad range of perspectives and movements across the 20th century. Movements include: the Harlem Renaissance, Modernism, the Black Arts, Vietnam War poetry and Confessionalism: these movements are especially important for poets writing today. Poets may include: Langston Hughes, T.S. Eliot, H.D., Gwendolyn Brooks, Audre Lorde, Sonia Sanchez, Marianne Moore, Elizabeth Bishop, Sylvia Plath, Robert Lowell, Adrienne Rich, and Frank O’Hara, and John Ashbery. No previous experience in reading or writing about poetry is required: just bring your interest and curiosity!!

The course is writing intensive and includes a research component. Assignments include short information reflections on the reading; 2-3 close analyses (approx. 3 pages) of individual poems, an oral presentation on your final assignment, and an 8-page final essay. No exams!

Most of the reading materials are available online. I’ll be in touch toward the beginning of the semester with a detailed syllabus. Feel free to contact me with questions at ecr@email.unc.edu

Eliza Richards is a Professor in the Department of English and Comparative Literature. She teaches American literature before 1900 and American poetry. She has written about Edgar Allan Poe, Walt Whitman, Emily Dickinson, the poetry of the US Civil War, and popular women’s poetry. Professor Richards has won awards for teaching on both the graduate and undergraduate level.

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.

TR, 12:30 pm – 1:45 pm. Instructor(s): Michael Gutierrez. Enrollment = 24.
In Life Writing, we will begin by studying the genres and characteristics of life writing and its sibling creative nonfiction. You will use these readings as models for your own creative work. We will then narrow our focus to the basic components of nonfiction essays and memoirs before you begin your auto-ethnography. In the last unit, we will evaluate one piece by each student. In addition, you will be submitting several exercises, along with a peer evaluation for every student in the course.
This is not a class where you will write traditional academic essays. This is a creative writing class. Here you’ll be seeking to entertain and emotionally move your reader. Whimsy, humor, and the raw truth are encouraged.

 

Michael Keenan Gutierrez is the author of The Trench Angel (Leapfrog) and earned degrees from UCLA, the University of Massachusetts, and the University of New Hampshire. His work has been published in The Guardian, The Delmarva Review, The Collagist, Scarab, The Pisgah Review, Untoward, The Boiler, Pacifica, and Crossborder. His screenplay, The Granite State, was a finalist at the Austin Film Festival and he has received fellowships from The University of Houston and the New York Public Library. He was a faculty fellow at the Institute of Arts & Humanities in 2019. Originally from Los Angeles, he has been teaching at the University of North Carolina since 2012.

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!” This used to begin a 5 minute- to 2- hour conversation on Honors 330.001, but no more. As an example, we cite a paper topic from last semester, “Can growing seaweed kelp the world? A deep dive into the underwater world of macroalgae”. The paper was lavishly illustrated by undersea images taken by the author. 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 latest 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 and the armed conflicts in Gaza and the Ukraine. The concerns they have fostered will nuance but not overshadow our course direction for fall 2024.
We 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 we have 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, Gaining Ground, 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 12th Century 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. To conclude, 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.

TR, 9:30 am – 10:45 am. Instructor(s): Chris Parks. Enrollment = 24.
This honours course explores the history of LGBTQ+ people in the 20th century United States. It follows the course of the 20th and very early 21st century from the perspective of queer people themselves as they navigated the social, institutional, and political terrain of a country that was often hostile to their presence and existence. The course also explores the myriad ways LGBTQ+ people expressed their experiences through culture, activism, and the creation and innovation of family and community. Intersecting with themes of race, class, religion, nationalism, and gender, the histories and herstories of queer people will be unpacked through a variety of locations, communities, and historical contexts.

The course is structured in roughly chronological order. Beginning at the turn-of-the-century, the first weeks situate LGBTQ+ history in the wider historiographic context of (pseudo)scientific debates about sexology, vice, and urbanization. Here, students will be equipped with the basic terminological tools of LGBTQ+ studies before proceeding with a deeper analysis of queer culture, specifically that of the Harlem Renaissance and the 1930s Pansy Craze. The guiding question for this module will be: Were queer Americans considered *real* Americans?

In its second module, the course shifts to a discussion of the state and repression, focusing on the Depression-era crackdown on queer sociality, the rise of explicitly vehement anti-queer politics, the curious anomaly of WWII-era quasi-tolerance, and a case study of the life of one particular queer person: former Undersecretary of State Sumner Welles. This module also recounts the ‘traditional’ story of gay history, with a rising crescendo of activism reaching its apex in the Stonewall Riot in June 1969. For this module, the guiding question will be: How did queer Americans come to think of themselves as ‘queer Americans’?

The third module shifts focus to the backlash and crisis decades of the 1970s and 1980s, with particular attention paid to matters of public health and the onset of the HIV/AIDS epidemic. Finally, the course concludes with a module on the remarkable but tentative ascent of LGBTQ political and cultural salience in the late 20th century, exploring the advantages, drawbacks, opportunities, and limitations that transformation afforded queer people, and the resonance it carried in American history more widely. The guiding questions for these modules will be, respectively: What sustained queer Americans through adversity, and how did adversity transform queer Americans’ communities and identities?

Through lectures and weekly readings students will become familiar with a wide variety of topics and documents relating to LGBTQ+ American history and will consider questions about LGBTQ+ Americans’ experiences interacting with a hostile society, an often-indifferent state, and the capricious nature of acceptance and toleration amid political and social progress and backlash. Classes will be primarily based around discussion, with prepared questions, informal small group work, prepared presentations, document analysis, and free-form contribution all integral to each week’s lessons. Any student with at least one previous experience studying American history or LGBTQ+ topics is welcome, including first years with relevant secondary school preparation.

 

TR, 11:00 am – 12:15 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.

 

MW, 3:35 pm – 4:50 pm. Instructor(s): Michael Tsin. Enrollment = 20.

In the last few years there have been many reports on how Maoism is making a comeback in China, an assertion that often draws on a rather crude comparison between the country’s founding leader, Mao Zedong, and its current president, Xi Jinping. Yet, at the same time, commentators are also often quick to emphasize that in many ways the China of today is virtually unrecognizable from the country once ruled by Mao. Indeed, it is common to portray the early years of the People’s Republic of China (PRC) – from 1949 to the late 1970s – as a period characterized by disastrous policies and China’s isolation from the rest of the world. China only became a major player on the world stage, we are often told, when it rejoined the global order from the “reform era” of the 1980s onwards. From that perspective, then, contemporary China is a clear departure from its Maoist predecessor. How are we to reconcile these two seemingly contradictory portrayals of China nowadays?
This class will examine in some detail the histories of those foundational years of the People’s Republic under Mao, assess both the regime’s achievements and setbacks, and explore how those decades of work paved the way for China’s “rise” in more recent times. It will draw our attention to the fact that, its opposition to the United States (and later the Soviet Union) notwithstanding, China under Mao Zedong was a global force in its own right, seeking, often successfully, to challenge, shape and influence the organizational structure of the “world” in many different corners of the globe. Equally important, despite the current Chinese regime’s selective representations of the country’s past, the legacy of Maoist China continues to cast its considerable shadow in myriad ways over the country.
In short, for all the breathtaking transformations of the last two generations, the relationship between Maoist and contemporary China is complicated and nuanced: It is neither a simple case of Xi emulating or returning China to Maoist politics, nor does contemporary China represent a clear rupture from its Maoist past. Understanding Maoist China is hence an indispensable tool if one wants to fully grasp the current predicament and the prospects of the People’s Republic in the twenty-first century.

CROSSLISTED W ASIA 283H

NO INSTRUCTOR BIO ON FILE

TR, 11:00 am – 12:15 pm. Instructor(s): Karen Auerbach. Enrollment = 20.
Jewish life in Eastern Europe is often depicted as a history of isolation and persecution. This course will seek a more nuanced view of Jewish life in Eastern Europe, focusing on the urban areas of present-day Poland, Russia, Lithuania, Ukraine and Belarus. Drawing on documents, memoirs, literature, film and photography, the course will explore the ways in which traditional notions of Jewish space in shaping community were adapted to the large urban setting in Eastern Europe; the role of Jews in the urban economy; changes in the relationship between Jews and their neighbors as a result of the growth of Jewish populations in large cities; the development of Jewish political movements in the urban context; and Jewish interactions with non-Jewish cultural, political and intellectual movements. The broader goals of the course are to understand the ways in which the shift of Jewish populations from small towns to large cities in Eastern Europe altered notions of Jewish community, cultures, identities and families; the impact of Jewish populations on the physical, cultural and economic development of East European cities; and the concepts of “ghetto” and “shtetl” in memory of the Jewish past.

CROSSLISTED WITH JWST 311H

Karen Auerbach is an associate professor in the Department of History and the Carolina Center for Jewish Studies. Her research and teaching focus on the modern history of Jews in Eastern Europe and the Holocaust.

TR, 11:00 am – 12:15 pm . Instructor(s): Camille Goldmon. Enrollment = 24.

 

TR, 12:30 pm – 1:45 pm . Instructor(s): Jay Smith. Enrollment = 24.
This course explores some, though not all, of the many ways in which historians and other students of the past, particularly in the modern western world, have conceptualized historical time. The chief objective of the course is to increase awareness of, and enhance students’ abilities to identify, the biases and hidden assumptions that underlie all historical narratives and accounts of change over time.

Most historians would agree that the underlying object of historical study is change—when changes occurred, why they occurred (or failed to occur), how they occurred, the speed with which they occurred, and the implications of those changes for individuals, communities, nations, or the globe. Anyone who has constructed a timeline understands, however, that any narrative of historical change omits some facts and highlights others. What logic(s) determine where such timelines begin and end? Why are some timelines linear while others are jagged, circular, or even motionless? What counts as an event? Does historical time move at a uniform speed? Why/Why not? These are some of the questions addressed in this course.

Students will write three short (200-300 words) “reaction papers” on a selected theme from one of the readings, a comparative review (about 3-4 pages) of two of the book-length readings assigned early in the semester, and a longer essay that applies two different “logics” of historical analysis to an event or development of the student’s choosing.

Jay M. Smith is a specialist of early-modern European history whose research focuses on old regime and revolutionary France. Author or editor of six books, his most recent book in French history is The French Revolution. A Quick Immersion (2020).

TR, 11:00 am – 12:15 pm. Instructor(s): Karen Auerbach. Enrollment = 4.
Jewish life in Eastern Europe is often depicted as a history of isolation and persecution, and modern Jewish history is often viewed as a progression from “ghetto to emancipation.” This course will seek a more nuanced view of Jewish urban life in Eastern Europe. In fact no ghettos, in the original meaning of the word as an enclosed, enforced, exclusively Jewish space, existed in Eastern Europe until the Second World War. Nor was the shtetl – Yiddish for small town – an exclusively Jewish location isolated from surrounding society, as it is often portrayed in literature. Drawing on memoirs, film, photography and fiction in addition to historical documents, this course will explore the ways in which the shift of Jewish populations from small towns to large cities in Eastern Europe altered notions of Jewish community, cultures, identities and families in the modern period; the impact of Jewish populations on the development of East European cities; and the roles of “ghetto” and “shtetl” in memory of the Jewish past.

CROSSLISTED WITH HIST 311H

Karen Auerbach is an associate professor in the Department of History and the Carolina Center for Jewish Studies. Her research and teaching focus on the modern history of Jews in Eastern Europe and the Holocaust.

MWF, 11:15 am – 12:05 pm; Recitation: T, 3:30 pm – 4:20 pm. Instructor(s): Ivan Cherednik. Enrollment = 35.
Math 231 is designed to provide a detailed introduction to the fundamental ideas of calculus. It does not assume any prior calculus knowledge, but the student is expected to be proficient working with functions and their graphs as well as manipulating variable expressions and solving equations using algebra.
This is the Honors section of Math 231. It offers a more demanding and deeper treatment than the regular sections as well as more involved applications. There will be more emphasis on understanding theory than in other sections, and students will be expected to understand and reproduce proofs of theorems and formulas. In addition, this section will cover extra topics, including the epsilon-delta definition of limit. Applications will be more involved and will sometimes involve real data. Homework will be more challenging, with more emphasis on creative problem solving and less emphasis on drill. Students will be expected to complete a final project.

PREREQUISITES: SCORE OF AT LEAST 32 ON THE ACT MATH TEST OR SCORE OF AT LEAST 700 ON THE SAT MATH 2 SUBJECT TEST OR GRADE OF A- OR HIGHER IN MATH 130 AT UNC-CH (OR HAVE THE EQUIVALENT TRANSFER CREDIT).

Professor Cherednik is Austin H. Carr Distinguished Professor of
Mathematics. Trained at the Steklov Mathematics Institute of the
Soviet Academy of Sciences and at Moscow State University, his
areas of specialization are Representation Theory, Combinatorics,
Number Theory, Harmonic Analysis, and Mathematical Physics.
Cherednik’s particular affection for Combinatorics is well known:
he proved the celebrated Constant term conjecture in Combinatorics.
His recent papers were in financial mathematics, on modeling
epidemic spread, and on some aspects of AI.

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

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

 

MWF, 11:15 am – 12:05 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, 9:05 am – 9:55 am. Instructor(s): Jeremy Marzuola. Enrollment = 24.
The real numbers, continuity and differentiability of functions of one variable, infinite series, integration. This honors section will explore the topics listed above in greater detail, and additional topics, such as Fourier series and their application, are likely to be covered. Moreover, assignments of greater depth will be given.

PREREQUISITES: MATH 233 AND 381. A GRADE OF A- OR BETTER IN STOR 215 MAY SUBSTITUTE FOR MATH 381.
FIRST YEAR STUDENTS MAY REGISTER WITH INSTRUCTOR PERMISSION ONLY.

Jeremy L. Marzuola is a Professor in the department of Mathematics. He came to UNC in 2010 and works at the interface of the Applied Mathematics and Partial Differential Equations. He was a recipient of the National Science Foundation CAREER Grant in 2014 and serves as Director of Undergraduate Studies for the Department of Mathematics. Throughout his time at UNC, Prof. Marzuola has been lucky to work with a number of excellent Carolina undergraduates on Honors research projects, several of which have resulted in high quality publications.

M, 12:20 pm – 12:50 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 MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

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M, 9:05 am – 12:35 pm. Instructor(s): Charles Tuggle. Enrollment = 10.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV sports program and provide sports content for other MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

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

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

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

W, 11:15 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 MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

?

MW, 12:20 pm – 1:35 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, 4:40 pm – 5:55 pm. Instructor(s): Xinyan Zhao. Enrollment = 20.
Contemporary digital information environment has created new opportunities for marketers and advertisers to communicate with and engage consumers. This course provides the practical knowledge and insights on current and emerging digital technologies and social media platforms. Students will gain knowledge about various opportunities for strategically implementing social media into content marketing and social advertising. Students will be required to establish digital marketing objectives and strategies, properly select social media platforms, and monitor and measure the results of those efforts. While the course provides a framework of how to evaluate and construct digital communication strategies and plans, its focus is on applying critical reasoning skills through hand-on assignments and a progressive social media campaign project for future advertising and communications managers who will be the ultimate directors of digital advertising and marketing strategies and plans. Possessing the skills to evaluate and create digital marketing and advertising is valuable for students planning careers in communications, branding, marketing, or consulting, and is a fundamental function across all industries and organizations.

 

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

MW, 8:00 am – 8:50 am; Recitation: F, 8:00 am – 8:50 am OR F, 9:05 am – 9:55 am OR F, 10:10 am – 11:00 am. Instructor(s): Jane Thrailkill. Enrollment = 60.
This course provides an introduction to Health Humanities, an interdisciplinary field that combines methods and topics from literary studies, healthcare, and the human sciences.  We’ll read novels, screen films, learn about illnesses and treatments, and hear expert speakers as we investigate the importance of narrative in the time of high-tech medicine.  We’ll play close attention to how ideas about sickness have changed over time and across cultures. Topics will include the clinician-patient relationship, medical detection, the rise of psychiatry, racism and social determinants of health, epidemics and the “outbreak narrative,” and the quest for immortality.

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

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

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

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

 

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.

 

 

 

T, 3:30 pm – 4:30 pm. Instructor(s): Rick Stouffer. Enrollment = 16.
This course is designed to supplement knowledge obtained through the traditional pre-medical curriculum in order to enhance students’ development as health care providers. It has five objectives:
1)         To introduce students to non-biological factors that affect the health of individuals and society. Understanding the social situation of your patient, including environmental, financial and familial factors, is important for the effective practice of medicine. Just to give one example of the importance of understanding these factors: studies have shown that patients do not take up to one third of medications that are prescribed and implement only a small portion of lifestyle changes (e.g. dietary changes or smoking cessation). Unfortunately, physicians tend to focus on what happens in their offices and on treating only the biological factors contributing to disease. A better understanding of a patient’s social situation is necessary if the therapies that are discussed in the physician’s office are to be implemented once the patient goes home.
2)         To provide students with an overview of changes in the delivery of medical care. The traditional fee-based model in which physicians in private practice (generally either self-employed or part of a small group) get paid for performing specific services is being supplanted by systems in which physicians work for hospitals and are paid (at least in theory) for keeping individuals healthy, as well as for treating diseases. An understanding of the currents and crosswinds that are changing the delivery of health care in the U.S. is necessary for anyone who is planning a career in this field.
3)         An introduction to the medical training system and how to pick a specialty. A healthcare provider’s satisfaction is dependent upon the specialty, type of practice, call schedule, geographic location, co-workers, work-life balance and many other factors. The class will discuss different types of practices and how to obtain the necessary training to obtain the best position.
4)         Provide practical knowledge that healthcare providers must possess including an introduction to ethics, government regulations that practicing healthcare providers need to know, the malpractice system and other issues affecting healthcare providers in the US
5)         Discuss topics related to healthcare delivery including the importance of innovation in healthcare and international healthcare

The course will combine weekly seminar meetings with visits to Dr. Stouffer’s clinics, where they will see issues discussed in class play out in the real-life treatment of patients.

HONORS CAROLINA THIRD AND FOURTH YEAR STUDENTS ONLY. 1.0 CREDIT HOUR COURSE.

George A. Stouffer III, MD. Distinguished Professor of Medicine, UNC School of Medicine. Chief of Cardiology, UNC Hospitals.

W, 2:30 pm – 5:00 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 caregiver’s experience of providing 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.  (Please note that each student will be responsible for arranging to perform volunteer work at UNC Hospitals, and that these arrangements must be completed on line over the summer, usually in June; deadline will be communicated to registered students as soon as course registration is set.) 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 collection of short fiction, 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, 3:30 pm – 4:45 pm. Instructor(s): Sarah Stroud. Enrollment = 24.
Deductive logic, our subject, is the study of one type or species of good argument. We will use formal tools to more precisely characterize and investigate that species, in which the conclusion of an argument follows from certain premises simply in virtue of the form of the various statements involved. We will progressively uncover and study several distinct aspects of form that are relevant to such patterns, starting with what is called truth-functional logic and moving on to quantificational logic. One concern throughout the course will be whether and how we can rigorously prove that a conclusion follows (or doesn’t follow) from a group of premises.

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

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

TR, 11:00 am – 12:15 pm. Instructor(s): Margaret Shea. Enrollment = 24.
This course provides a systematic overview of moral philosophy, introducing students to a curated selection of the discipline’s guiding questions, animating disagreements, and seminal texts (both historical and contemporary). Questions we will explore include: what makes an act right or wrong? Are we responsible for what we do, even if what we do is predetermined? Is there a moral difference between killing a person and letting her die? When we say that an act is wrong, are we expressing our feelings or our beliefs? Do we have moral reason to help our friends? Students will get ample practice reading, reconstructing, and raising objections to philosophical arguments, and supporting their ideas with reasons.

 

 

Margaret Shea will be joining UNC in Fall 2024 as Assistant Professor of Philosophy. She holds degrees from Brown and Princeton.

MW, 3:35 pm – 4:50 pm. Instructor(s): Luc Bovens. Enrollment = 24.
Following Michael Sandel’s lectures in the web-based course “Justice – What is the Right Thing to Do?” we will develop a basic understanding of the theoretical issues that underlie questions of justice. After each lecture, we will devote a session to a contemporary social issue that hinges on these theoretical insights. We will cover issues such as criminal justice, public health and pandemics, paternalism and nudge, taxation; child labor laws; freedom of press; poverty and Inequality; affirmative Action, and same-sex marriage.

 

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. He is the author of the open-source book Coping: A Philosophical Guide (2021). His areas of research are Moral Psychology, Philosophy and Literature, Philosophy and Public Policy, Philosophy of Economics, Public Choice, and Formal Epistemology and Rationality.

 

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

 

Timothy Ryan is a Professor in the Department of Political Science at UNC, Chapel Hill. He has a number of research interests related to public opinion and political psychology.

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

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

W, 2:30 pm – 5:00 pm. Instructor(s): Niklaus Steiner. Enrollment = 24.
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, 9:30 am – 10:45 am . Instructor(s): Jonathan Hartlyn. Enrollment = 24.
This course explores several issues central to democracy and development in Latin America. With a wave of democratization that began in 1978 and peaked in the mid-1990s, Latin America is experiencing the most prolonged and extensive period of democratic politics in its history, though along with other world areas, it is currently also experiencing both democratic erosion and outright authoritarian regression. We will engage with topics such as analyzing the implications of different types of transitions to electoral democracy, the search for justice following human rights violations during previous military regimes or due to civil conflicts, why sustained reductions in poverty in one of the world’s most unequal regions has been so difficult, and how problems with democratic representation and challenges of corruption, accountability and citizen insecurity have led to different types of populist regimes in the region. The course will combine theory and evidence from comparative studies as well as drawing on case studies of selected countries, examining their similarities and differences. It is aimed at students with some prior knowledge of the region or the study of comparative politics.

 

Jonathan Hartlyn, the Kenneth J. Reckford Professor of Political Science here at UNC-Chapel Hill, grew up in Latin America. His research and teaching interests are in comparative politics, especially of Latin America, with particular focus on questions of democratization, political behavior, political institutions, and state-society relations. His books, edited volumes, journal articles and other publications have examined such issues as democratic transitions, gender and politics, migration and political parties, public opinion and institutional trust, elections and electoral governance, constitutionalism, and comparative political party systems.  He has received a Johnston Award for Teaching Excellence from UNC and a Robson Award for Excellence in Graduate Instruction from UNC’s Department of Political Science.

TR, 11:00 am – 12:15 pm. Instructor(s): Donald Lysle. Enrollment = 24.
This course is designed to introduce the student to the topic of animal learning and behavior. We will consider Pavlovian or “Classical” learning, operant learning, and the role of learning in drug abuse and dependence. Students will acquire knowledge of the procedures used to study learning, the ways that learned behaviors are expressed, and theories that have been proposed to explain how learning is represented in memory. Because neuroscience has had such a tremendous impact on our understanding of learning, memory, and behavior, we will also consider new findings from neuroscience that have allowed an understanding of the underlying brain substrates.

PREREQUISITE: NSCI 175 or PSYC 101.

TR, 8:00 am – 9:15 am. Instructor(s): Andrea Hussong. Enrollment = 24.
In this upper-level course, students will learn about the interdisciplinary field of Positive Youth Development and create a digital tool to improve health, well-being, or developmental outcomes for youth through an intensive semester-long project. This course is designed so that by the end of the semester you will be able to: apply Positive Youth Development and Prevention Science frameworks to identifying points of intervention that promote youth thriving; understand design-based processes and universal design practices as key tools in creating technology-based interventions for youth; learn and apply technical skills in a single digital medium to support development of a program prototype; create a prototype tool that meets a clearly defined intervention goal for a given community-based collaborator; and present the science-based rationale behind the program created to community-based partners. This class is part of the IDEAs in Action curriculum and requires students to explore creative processes that underlie the creation of empirically-informed content and digital intervention platforms. Finally, this course aims to provide you will experiences and tools that are valued in the marketplace such as using design-based approaches to problem solving, creating a digital tool for promoting positive youth development; and using community-engaged practices to address a challenge or growth opportunity. No programming skills required.

 

Pre-requisite: PSYC 250

I am a Developmental Scientist and a licensed Clinical Psychologist dedicated to promoting health and well-being in children, youth, and families. I grew up in a small town in Indiana and am proud to be among the growing ranks of first-generation college graduates.  After obtaining my BA in psychology at Indiana University, I travelled to the desert where I completed my doctorate in clinical psychology under Dr. Laurie Chassin at Arizona State University and then onto Los Angeles to intern in community mental health at Pacific Clinics. I came to North Carolina in 1996 as a postdoctoral fellow in the Carolina Consortium on Human Development before joining the faculty in the Department of Psychology in 1997. Over the past twenty years, I have mentored many undergraduates, graduate students, postdoctoral trainees, and junior faculty. My research has long focused on developmental pathways to substance use and disorder, particularly for children of drug-involved parents. Through this work, I have collaborated with quantitative methodologists to apply innovative methods for longitudinal data analysis and integrative data analysis. Most recently, my research has expanded to focus on positive youth development and processes that may promote resilience, most specifically the development of gratitude in children. My work currently focuses on applying findings from developmental science to the creation of programs that support families in raising grateful children and in coping with the challenges of parental drug addiction.  (For publications, you can find me on Research Gate, PubMed Central, or ORCID) and learn about the work in which I am engaged at our website.)

MWF, 10:10 am – 11:00 am. Instructor(s): William Goldsmith. Enrollment = 22.
This course provides a general overview of the role of history in public policy, the policymaking process, and the substance of major domestic and global public policy challenges.  It exposes students to the conceptual and analytical perspectives necessary for understanding and playing a direct role in policy making.  This course will illuminate policy and political challenges in areas such as tax policy, social policy, education policy, health policy, foreign policy, and homeland security. We will explore the inherent tensions that emerge between good “politics” and good “policy” in a number of these substantive policy areas. Honors students will pay particular attention to the role of politicians (elected officials) and experts (policy researchers) in the making of public policy. Students will work to develop their skills in effective oral and written communication, including making oral arguments, presenting research findings, and writing for policy audiences.

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

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

MW, 10:10 am – 11:40. 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.

TR, 2:00 pm – 3:15 pm. Instructor(s): Juliane Hammer. Enrollment = 24.
This course explores norms, discourses and practices related to gender and sexuality in Muslim societies and communities in their historical dimensions and contemporary expressions. We focus on the link between religion and gender through exploration and analysis of foundational religious texts, legal interpretations, and religious practices in diverse Muslim contexts and consider the definitions of and challenges to gender and sexual norms. The course emphasizes the interplay of historical developments and contemporary expressions and foregrounds the agency of Muslim women in assessing, challenging, changing and/or preserving their roles in Muslim societies. It relates the study of women and gender in Islam to the larger fields of women in religion(s) and women and gender studies.

Dr. Juliane Hammer is a professor in the Department of Religious Studies at UNC. Hammer previously taught at Elon University, the University of North Carolina at Charlotte, Princeton University, and George Mason University. She specializes in the study of gender and sexuality in Muslim contexts, race and gender in US Muslim communities, as well as contemporary Muslim thought, activism, and practice, and Sufism. Her publications include Palestinians Born in Exile: Diaspora and the Search for a Homeland (University of Texas Press, 2005), American Muslim Women, Religious Authority, and Activism: More Than a Prayer (University of Texas Press, 2012), and Peaceful Families: American Muslim Efforts against Domestic Violence (Princeton University Press, 2019). She is also the co-editor (with Omid Safi) of the Cambridge Companion to American Islam (2013).

MWF, 11:15 am – 12:05 pm. Instructor(s): Helene M de Fays. Enrollment = 10.
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.

MWF, 11:15 am – 12:05 pm. Instructor(s): Helene M de Fays. Enrollment = 9.
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.

 

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

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