Spring 2024 Honors Courses

MW, 8:00 am – 10:45 am. Instructor(s): Martin Wannam. Enrollment = 15.
In ARTS 105H Basic Photography you will be introduced to the basic techniques of digital photography. Both technical and conceptual applications of image-making will be explored. This course seeks to develop an understanding of the mechanics, visual language, and history of the photographic medium. Specifically, we will work with digital photographic practices, learning the fundamentals of DSLR cameras, Adobe editing software such as Photoshop and Bridge, inkjet printing, and basic digital workflow and file management. In conjunction with your studio practice, you will also learn about the medium’s rich history.

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

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.

TR, 9:30 am – 10: 45 am. Instructor(s): Maria Servedio. Enrollment = 24.
This course teaches students how scientists use mathematics to approach questions in evolutionary biology and ecology. Students learn both biological and mathematical concepts, taught using an array of pedagogical approaches. There are two group projects over the course of the semester, one involving the development of an original mathematical model.

PREREQUISITES: BIOL 101 & MATH 231. PERMISSION OF INSTRUCTOR REQUIRED FOR STUDENTS LACKING THE PREREQUISITES.

Dr. Servedio’s research centers on determining the evolutionary mechanisms that produce and maintain biodiversity. She is currently concentrating on the evolution of species-specific mate choice in animals, on the evolutionary effects of learning, and on the evolution of male mate choice. Dr. Servedio addresses these questions through the development of mathematical models of evolution.

TR, 9:30 am – 10: 45 am. Instructor(s): Kerry Bloom. Enrollment = 24.
To provide you with the core principles of genetics and molecular biology.
The lecture/discussion sessions and the book will provide the basic content. We will take an historical approach at times to discuss seminal experiments and how they were done. We will examine the basic “rules” of genetics and molecular biology. After this class you will be prepared to do research in a lab on campus and to build upon this content with upper-level genetics courses and/or molecular biology courses.
Skills —
· Build hypotheses to answer a specific scientific question, design an experiment
using an appropriate technique/assay to answer the question, predict and analyze the results of the experiment
· Give examples of how advances in genetics and molecular biology, from the discovery of DNA’s structure to the sequencing of individual genomes, have changed the world (e.g. recombinant insulin, personalized medicine, transgenic crops)
· Prepare and deliver a short presentation based on reading and research

Concepts —
· Explain the term “allele” for a single gene at a population, organismal, cellular and molecular level; explain how dominance and recessiveness are expressed at these levels
· Explain where genetic variation comes from in a population (e.g. meiosis, mutation and epigenetic changes)
· Predict genotypic and phenotypic ratios of offspring in defined genetic crosses and work these problems in reverse (i.e. when given data about offspring determine the genotypes and phenotypes of parents)
· Deduce modes of inheritance (e.g. autosomal dominance, X-linked recessive) from genetic pedigrees and explain how incomplete penetrance and variable expressivity complicate these analyses
· Distinguish single gene traits from polygenic traits and the influence of environment on traits
· Explain how DNA is replicated normally and abnormally, and how these concepts are utilized in polymerase chain reaction (PCR)
· Understand the mechanism of recombination and its impact on genetic variability
· Compare and contrast the consequences of germline errors during meiosis (such as non-disjunction and translocations) and somatic errors during abnormal mitosis (such as non-disjunction and cancer)
· Explain the flow of genetic information based on the central dogma from DNA to proteins and how mutations are carried through this flow of information
· Describe the nature of the genetic code
· Describe the general organization of prokaryotic and eukaryotic genomes, including the identification and significance of the different parts of a gene (i.e. regulatory/nonregulatory, exons/introns, transcription start site, translation start site, UTRs)
· Explain how a gene can be regulated transcriptionally and post-transcriptionally and how this leads to limited expression under different conditions (e.g. different environments, during the course of development or under disease conditions)
· Predict the outcome of experimental manipulations in genes
· Describe the basic steps in gene cloning
· Design a transgenic animal/bacteria where a protein of interest is specifically produced
· Explain the significance of research in genetic model organisms to understand fundamental biological phenomena

Kerry Bloom is recognized for his work studying dynamic aspects of the cytoskeleton and chromosomes in live cells. He is known for work on the chromatin structure of active genes and most recently biophysical studies demonstrating the physical basis for how centromeric chromatin is built into a molecular spring that resists microtubule-based extensional forces in mitosis. Dr. Bloom was born in Washington D.C. He graduated from Tulane University (B.S. 1975) and received his Ph.D. in 1980 from Purdue University. He worked as a postdoctoral fellow with Dr. John Carbon at UC Santa Barbara and took his first and only job at the University of North Carolina at Chapel Hill in 1982. Bloom was an Instructor in the Physiology course at the MBL in Woods Hole MA for 10 years in the 80’s and 90’s, and an Instructor in the Science Writers course for 5 years in the early 2000’s. Bloom has a record of service in the American Society of Cell Biology where he is currently Secretary of the Society. He is a Lifetime Fellow of the ASCB, as well as a member of the American Academy of Arts and Sciences and the National Academy of Sciences.
Research Interests
Dr. Bloom has a long-standing interest in chromatin structure. He used nucleases to probe chromatin organization and studied the structure of active genes and centromeres. Dr. Bloom was an early developer of live cell microscopy and analysis of fluorescent protein fusions in budding yeast. He discovered a nuclear migration defect in dynein mutants that opened up the field for studying the mitotic exit checkpoint and genetic requirements for nuclear migration and spindle orientation in yeast and multicellular organisms. Turning back to the centromere, the visualization of centromere DNA dynamics challenged prevailing models of how cohesion holds sister centromeres together. Using bead-spring polymer models of chromosomes he discovered that the centromere is organized into a bottlebrush, in which the bulk of DNA is in radial loops, displaced from the primary axial core. The axial core is where tension is focused, and lies between kinetochore microtubules. They are currently using high spatiotemporal imaging of chromatin in vivo together with mathematical modeling to elucidate physical properties that underlie the formation and fluctuations of chromosomal territories, including the centromere and nucleolus. Introduction of tethers, cross-linkers and loop extrusion functionalities into the models sequester sub-domains and account for experimental observations

TR, 11:00 am – 12:15 pm. Instructor(s): Bob Goldstein / Amy Maddox. Enrollment = 24.
This course will take you to the next level of understanding how cells work. You will learn how cell components function, and how cells accomplish dynamic processes including cell division, migration, and communication. These topics are important for development, homeostasis, and avoiding a wide range of human diseases. We consider cell biology interesting because it involves active materials, signal integration, and the struggle to create and maintain order in an increasingly entropic world. The course will also help build your understanding of how scientific knowledge is amassed through creative design of scientific experiments. You will learn to think critically about how discoveries are made, and you will imagine and propose how future discoveries might be made.

PERMISSION OF INSTRUCTOR REQUIRED. CONTACT DR. GOLDSTEIN AT bobg@email.unc.edu

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

For an organism to develop from a fertilized egg, or for tissues to replenish to compensate for wear and tear, cells must divide. During the final step of animal cell division, cells assemble a transient machine that pinches it in two, creating two topologically distinct daughter cells. Proper execution of this event is essential not only for development and homeostasis but also to avoid disease states including cancer. Amy Maddox’s lab is working to understand the molecular and physical mechanisms of animal cell shape maintenance and change, such as that which occur during cell division. We combine light microscopy, genetics, biochemistry, and mathematical modeling to study cytokinesis and other cell shape changes. Prof. Maddox’s research and teaching emphasize quantitative approaches, interdisciplinarity, and public outreach including scientific communication.

MW, 10:10 am – 12:20 pm. Instructor(s): Christopher Willett. Enrollment = 24.
Of course, you know that the Venus flytrap catches and digests insects, did you also know that it is native almost entirely to North Carolina? Extraordinary adaptations can be found in numerous other organisms as well. In class, in addition to studies on the Venus flytraps, we will also look at the exceptional environmental stress tolerance of a tidepool copepod that Dr. Willett’s lab has worked on in his laboratory. This copepod can survive freezing, high salinities, low pH, and anoxic conditions and shows different patterns of adaptation to these stressors across populations.

This class will conduct publishable research in evolution and ecology by doing actual science on the Venus flytrap and tidepool copepod. We will attempt to answer unknown questions about adaptations in these systems by using techniques such as high-speed video analysis, environmental manipulation, and physiological assays. Through this course students will be totally immersed in how research is done. Students will be taught how to generate hypotheses, collect and analyze data in the R statistical programming language, discuss scientific literature, and how to produce scientific articles. This research-intensive class will enable students to ask their own independent research questions and conduct experiments to answer them. The class will include a field trip to the Green Swamp, the home of the Venus flytrap, and experimentation in the lab during the class on campus.

This is meant to be an introduction to research: students are not expected to have any prior research experience. The science will initially be focused on laboratory experiments measuring prey capture ability in the Venus flytrap and stress tolerance in the copepod systems. By focusing on both the instructor’s own system and a wonderful plant found in North Carolina, students will receive a broad perspective on how to investigate and test hypotheses about adaptation in the field and lab. Additional topics covered include adaptationism, natural selection, convergent evolution, exaptation, phylogenetic thinking, evolutionary novelty at multiple levels, applications to human health, and conservation status of our study systems.

Dr. Willett is broadly interested in the ecology and evolution of adaptations. His lab at UNC works on both the tobacco hornworm (Manduca sexta) and tidepool copepod (Tigriopus californicus) and uses them to study thermal adaptation (along with adaptation to other environmental factors) and also as a model for studying speciation. The lab’s work goes from high-throughput sequencing assays of gene expression and genome-wide population genetics to physiological experiments using both of these arthropod systems.

TR, 11:00 am – 12:15 pm. Instructor(s): Jason Reed. Enrollment = 35.
Recent advances in plant molecular biology, genetics, development, and biotechnology, and their potential relevance to agriculture. The course will include lectures, reading and discussions of papers from the primary literature, and student presentations.
Prerequisites, BIOL 202; or BIOL 271; or BIOL 103, BIOL 104, and BIOL 220; or permission of the instructor for students lacking the prerequisites.

The course will focus on several themes that will illustrate methodological approaches and intellectual questions in plant biology. These themes may differ in different years. Each theme will be covered over several class periods (2-3 weeks). We will intersperse lectures and more focused class discussions centered on papers from the primary scientific literature reporting research findings. Students will:
i) learn about current methodologies and questions of scientific interest in plant molecular biology;
ii) practice reading and evaluating papers from the scientific literature;
iii) consider how discoveries in these areas may be useful to develop new crop varieties.

In our lab we study how plants control their growth through signaling by endogenous hormones and environmental cues, transcriptional response pathways, and cell biological mechanisms.  We have an interest in translating our discoveries in these areas to potentially useful traits, such as allocating growth to desired organs, or changing the kinetics of stomatal opening to improve drought tolerance.

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

TR, 12:30 pm – 1:45 pm. Instructor(s): Julia Lawson. Enrollment = 45.
The goals of this course are to give the students a broad understanding of the field of entrepreneurship and to introduce the important tools and skills necessary to create and grow a successful new venture. The course is designed to simulate the real life activities of entrepreneurs in the start-up stage of a new venture. Students, in teams, will develop a new venture concept and determine if a demand exists for their product or service. Importantly, the course facilitates networking with entrepreneurs and other students who are considering becoming entrepreneurs.

TR, 9:30 am – 10:45 am. Instructor(s): . Enrollment = 45.
This course concentrates on sustainability in existing businesses of all sizes, rather than starting new entrepreneurial ventures. Students will learn what full triple bottom line sustainability means when applied to business and will explore how business fits into the sustainability landscape. They will learn how to evaluate existing businesses and industries using ESG metrics (environment, social and governance), the triple bottom line framework (TBL: people, planet, and profit), lifecycle assessment and stakeholder understanding. Work will compare how established businesses address sustainability incrementally versus using it to innovate, and how those companies market sustainability and are viewed within existing indices (e.g. Dow Jones Sustainability Index and others). Learning will emphasize driving profitability while addressing current global social and environmental challenges like climate change, social justice, supply chain and more.

T, 3:30 pm – 6:30 pm. Instructor(s): Ted Zoller. Enrollment = 30.
This course explores the key issues associated with the entrepreneurial career and the lessons of success and failure with a goal to reinforce a high-performance entrepreneurial mindset. The course is designed for students who are committed and currently engaged actively in pursuing an entrepreneurial career path, either during their program, immediately after graduation, or over the course of their early career. This is a required course for Adams Apprentices.

APPLICATION REQUIRED.

TR, 11:00 am – 12:15 pm. Instructor(s): Sandeep Rath. Enrollment = 40.
This course will examine both the strategic and tactical problems of managing operations within a service environment. Emphasis will be placed on the special characteristics and challenges of organizations that provide a service in contrast to manufacturing a product. The course consists of six modules which integrate both strategic, design and analytic issues within services.

Prerequisite: BUSI 403 with minimum grade of C

R, 2:00 pm – 5:00 pm. Instructor(s): Karin Cochran. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*
Co- or Prerequisite: BUSI 408
Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of teamwork, analysis and presentations.  While designed particularly for students interested in consulting, any students are welcome.

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.

To apply you will need your resume with GPA and a cover letter that explains the reasons for taking the course and any skills or attributes you bring to the class.

The CSF Application (link below) also will allow you to indicate your preferences between the two sections and to provide your email, PID and graduation date. Due to limited seating, it may not be possible to honor all preferences.

https://kenan-flagler.az1.qualtrics.com/jfe/form/SV_do6eaem2qTRnQpM?Q_CHL=qr

Deadline:
5pm on Monday, October 30.
accepted students will be automatically enrolled in the course.

R, 6:00 pm – 9:00 pm. Instructor(s): Karin Cochran. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*
Co- or Prerequisite: BUSI 408
Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of teamwork, analysis and presentations.  While designed particularly for students interested in consulting, any students are welcome.

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.

To apply you will need your resume with GPA and a cover letter that explains the reasons for taking the course and any skills or attributes you bring to the class.

The CSF Application (link below) also will allow you to indicate your preferences between the two sections and to provide your email, PID and graduation date. Due to limited seating, it may not be possible to honor all preferences.

https://kenan-flagler.az1.qualtrics.com/jfe/form/SV_do6eaem2qTRnQpM?Q_CHL=qr

Deadline:
5pm on Monday, October 30.
accepted students will be automatically enrolled in the course.

 

MW, 9:30 am – 10:45 am. Instructor(s): Riccardo Colacito. Enrollment = 40.
The main objective is to expose students to the fundamental concepts of investment theory and financial markets. This course will be highly quantitative and include topics like arbitrage, portfolio selection, the Capital Asset Pricing Model, fixed income securities, and option pricing. An overview of financial instruments, securities markets and trading is also presented. The course is theoretical, but whenever possible, discusses the implementation in practice of the theory presented.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

MW, 11:00 am – 12:15 pm. Instructor(s): Riccardo Colacito. Enrollment = 40.
The main objective is to expose students to the fundamental concepts of investment theory and financial markets. This course will be highly quantitative and include topics like arbitrage, portfolio selection, the Capital Asset Pricing Model, fixed income securities, and option pricing. An overview of financial instruments, securities markets and trading is also presented. The course is theoretical, but whenever possible, discusses the implementation in practice of the theory presented.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

TR, 12:30 pm – 1:45 pm. Instructor(s): David Ravenscraft. Enrollment = 44.
This course will add both breadth and depth to your understanding of mergers and acquisitions. We will overview the whole acquisition process from strategy to post-merger integration. Different types of M&A activity will be discussed including hostile takeovers, active investors, private equity deals, international acquisitions and joint ventures. The depth will come from a focus on valuation. Students will leave the course being able to value any company or acquisition using the three main valuation approaches, multiples, discounted cash flows and leveraged buyouts. For public companies, you will know where to get the necessary valuation data. In the process, this course will reinforce many of the core business concepts covered in your finance, accounting, strategy, statistics, microeconomics, and management courses. Traditionally, the course has also brought in a number of very senior investment bankers and executives involved in M&A.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

David Ravenscraft is the Fulton Global Business Distinguished Professor of Finance. Mergers and acquisitions, antitrust, game theory, hedge funds and corporate finance are the focus of his teaching and research.

He is the former associate dean of both the BSBA Program and OneMBA, the innovative global executive MBA program offered in partnership with top schools in Europe, Asia and Latin America.

An award-winning teacher, Dr. Ravencraft’s research has appeared in the top journals in economics, finance, management and strategy.

In his consulting and executive education activities, he has worked with GE Capital (U.S. and Asia), StoraEnso, Monsanto, National Gypsum, GlaxoSmithKline, Siemens, Reichhold Chemicals, Nortel Networks, U.S. Department of Justice, U.S. Federal Trade Commission and the National Science Foundation.

Dr. Ravenscraft spent seven years at the Federal Trade Commission before joining UNC Kenan-Flagler.

He received his PhD from Northwestern University, his MA from the University of Illinois and his BA from Northern Illinois University.
– See more at: http://www.kenan-flagler.unc.edu/en/faculty/directory/finance/david-ravenscraft#sthash.PZa4iDlo.dpuf

TR, 2:00 pm – 3:15 pm. Instructor(s): David Ravenscraft. Enrollment = 44.
This course will add both breadth and depth to your understanding of mergers and acquisitions. We will overview the whole acquisition process from strategy to post-merger integration. Different types of M&A activity will be discussed including hostile takeovers, active investors, private equity deals, international acquisitions and joint ventures. The depth will come from a focus on valuation. Students will leave the course being able to value any company or acquisition using the three main valuation approaches, multiples, discounted cash flows and leveraged buyouts. For public companies, you will know where to get the necessary valuation data. In the process, this course will reinforce many of the core business concepts covered in your finance, accounting, strategy, statistics, microeconomics, and management courses. Traditionally, the course has also brought in a number of very senior investment bankers and executives involved in M&A.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

David Ravenscraft is the Fulton Global Business Distinguished Professor of Finance. Mergers and acquisitions, antitrust, game theory, hedge funds and corporate finance are the focus of his teaching and research.

He is the former associate dean of both the BSBA Program and OneMBA, the innovative global executive MBA program offered in partnership with top schools in Europe, Asia and Latin America.

An award-winning teacher, Dr. Ravencraft’s research has appeared in the top journals in economics, finance, management and strategy.

In his consulting and executive education activities, he has worked with GE Capital (U.S. and Asia), StoraEnso, Monsanto, National Gypsum, GlaxoSmithKline, Siemens, Reichhold Chemicals, Nortel Networks, U.S. Department of Justice, U.S. Federal Trade Commission and the National Science Foundation.

Dr. Ravenscraft spent seven years at the Federal Trade Commission before joining UNC Kenan-Flagler.

He received his PhD from Northwestern University, his MA from the University of Illinois and his BA from Northern Illinois University.
– See more at: http://www.kenan-flagler.unc.edu/en/faculty/directory/finance/david-ravenscraft#sthash.PZa4iDlo.dpuf

W, 3:30 pm – 6:20 pm. Instructor(s): Mustafa Gültekin. Enrollment = 45.
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.

Mustafa N. Gültekin’s work focuses on investments, portfolio theory, asset pricing models, financial modeling, valuation, and risk management. He teaches applied investment management, financial modeling, valuation and corporate restructuring, and financial markets. Other areas of expertise include international finance, mortgage backed securities, and asset-liability management. Dr. Gültekin has served as a consultant to major corporations in the United States and abroad. He is a limited partner at the Blackethouse Group LLC, partner and senior advisor to Morning Meeting Inc., a financial modeling and consulting group, and a consultant to the Community First Investment Risk Evaluation (CFIRE) team of Community First Financial Group. He served on the boards of Belltower Advisors, LLC, a hedge fund, Clockworks Therapeutics Inc., a biotech company, and Ardic Tech, Inc., an ICT services and outsourcing company.

Dr. Gültekin is the former president of the European Financial Management Association and the former dean of the College of Administrative Sciences and Economics at Koç University in Istanbul. He also served as associate director of the Management Decision Laboratory at New York University and as a research scientist at Boğazici University in Turkey. He received his PhD in finance from New York University, his MA in operations management from Boğazici University and a BS in physics from Middle East Technical University.

TR, 12:30 pm – 1:45 pm. Instructor(s): Jacob Sagi. Enrollment = 45.
This course provides a top-down view of how real estate, as an asset class, fits into the capital markets. Topics include the risk-return profile of residential and commercial real estate investments, real estate as a component of a well-diversified investment portfolio, derivative markets for real estate investments, mortgages and their timing options, mortgage-backed securities, and the market for Real Estate Investment Trusts.

PREREQUISTIE: BUSI 408

TR, 11:00 am – 12:15 pm. Instructor(s): . Enrollment = 45.
This course provides a top-down view of how real estate, as an asset class, fits into the capital markets. Topics include the risk-return profile of residential and commercial real estate investments, real estate as a component of a well-diversified investment portfolio, derivative markets for real estate investments, mortgages and their timing options, mortgage-backed securities, and the market for Real Estate Investment Trusts.

PREREQUISTIE: BUSI 408

TR, 12:30 pm – 1:45 pm. 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): Simon Meek. Enrollment = 20.
Molecular structure of organic compounds, and the correlation between structure and reactivity including the theoretical basis for these relationships; classification of “reaction types” exhibited by organic molecules using as examples molecules of biological importance.  This course will be similar to CHEM 261 with a greater emphasis on class discussion.

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

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

MWF, 2:30 pm – 3:20 pm. Instructor(s): Brian McNulty. Enrollment = 35.
Construct a foundation of principles of biochemistry, from macromolecules through enzyme function and catalysis, and into the primary metabolic pathways that create cellular energy.  We will then use this foundation to explore current topics related to biochemistry like the opioid epidemic, RNA interference technology (like mRNA vaccines) and gene editing technology. This course will be an interactive combination of lecture-type materials along with presentations from students. 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.

I have extensive experience with both academic and industry research across a wide range of topics. Great science always happens at the intersection of disciplines and the world of biochemistry is an amazing interdisciplinary field. I like to use multiple level of analysis and approach this course to ascertain why things happen from the molecular to the evolutionary scale.

I like to engage and help students learn to think critically, solve problems and convey the results. One can have amazing research but that loses value if you can’t communicate it to everyone. I aim to help students learn how to lead and work in teams and present findings no matter the audience. Whether you are interested in graduate school, a professional degree or going right out into industry, I aim to deliver knowledge and skills essential for science-based careers.

TR, 9:30 am – 10:45 am. Instructor(s): Marcey Waters. Enrollment = 30.
Concurrent to CHEM 460 with increased emphasis on primary literature.

PREREQUISITE: CHEM 262 OR 262H.
TO REGISTER FOR CHEM 460H, YOU MUST BE REGISTERED FOR CHEM 460 FIRST. ONCE YOU ARE REGISTERED FOR CHEM 460, PLEASE EMAIL chemus@unc.edu REGARDING YOUR INTEREST IN REGISTERING FOR CHEM 460H.

Professor Waters’ research interests are at the interface of organic chemistry and biochemistry. The overarching goal of her research is to design molecules to control biomolecular recognition for biomedical applications.

TR, 2:00 pm – 3:15 pm. Instructor(s): Sharon James. Enrollment = 12.
In this class, we will learn about the life of women in ancient Rome, beginning with this question: what do we mean when we say women in ancient Rome? We will focus on the treatment, both legal and social, of Roman women, by examining the visual depictions of women and women’s lives as well as the literary evidence. We will cover about 800 years of history in this course.

CROSSLISTED WTIH WGST 241H

Professor James specializes in Roman comedy, Latin poetry, and women in ancient Greece and Rome.  She has published many articles on these subjects, as well as a book on Roman love elegy (published in 2003); she is currently preparing a large-scale book on women in Greek and Roman New Comedy (the plays of Menander, Plautus, and Terence).  She is also the co-editor of Blackwell’s Companion to Women in the Ancient World and Women in Antiquity (a 4-volume set).  Professor James regularly teaches all these subjects at both the undergraduate and graduate levels.  Her lecture courses, CLAS/WMST 240/240H (Women in Ancient Greece) and CLAS/WMST 241/241H (Women in Ancient Rome) are cross-listed between Classics and Women’s Studies. In summer 2012 she co-directed an NEH Institute on the performance of Roman comedy. She has two elderly dogs who keep her busy at home. In 2013, she won the University’s William C. Friday/Class of 1986 Award for Excellence in Teaching; in 2021, she won the Board of Governors Teaching Award for Excellence in Undergraduate Teaching.

MWF, 12:20 pm – 1:10 pm. Instructor(s): James Rives. Enrollment = 24.
This course combines a survey of the main areas of Roman law in their social and historical context with the close study of primary texts illustrating Roman law in practice, especially case studies from the writings of Roman legal experts; particular attention is given to the logic and application of ancient Roman legal thought and to its social and ethical implications.

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

MWF, 12:20 pm – 1:10 pm . Instructor(s): Jack Snoeyink. Enrollment = 24.
Underlying the many applications of computers in our daily life are discrete structures like Boolean logics, relations, finite state machines, graphs, and networks that have mathematical specifications. You can tell your parents that the primary purpose of this class is to introduce these discrete structures and the formal proof techniques that support the production, verification, and maintenance of correct software. In fact, many of these are familiar from puzzles and games: already in 1990 Super Mario World expects kids to immediately understand a finite state machine diagram…
This is a language class: you will learn vocabulary and idioms of a language that is more precise and less ambiguous than the languages that we usually speak or write. With any new language, you may at first struggle to make yourself understood, but by frequent immersion and fearless practice you can become comfortable thinking and expressing yourself creatively in the language. Students pick up languages at different rates, so work to teach each other. All can gain fluency with effort and a willingness to make mistakes. And fluency will help all your computer science endeavors – precise and unambiguous language helps you catch mistakes early, when they are cheaper to fix.
Math381, Discrete Mathematics, shares many of our goals of teaching formal reasoning and mathematical rigor, but they do so by delving deeply into number theory. We will find our examples more broadly, so that we can also provide students with a toolbox of mathematical techniques and concepts that are fundamental in most areas of computer science.
The honors section is for students who want mastery of this language. In addition to participating in the regular lectures, honors students will be asked to use this language develop proofs of more advanced material using the Moore method. For graph theory in particular, the textbook has a series of definitions and questions for which students are asked to provide answers; similar material is being developed for game theory.

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

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

TR, 2:00 pm – 3:15 pm. Instructor(s): Tessa Nicholas. Enrollment = 24.
This course examines the nature, function, and effects of the Internet and Internet use in the context of an extended study of its history, considering key technologies, concepts, ideas, innovators, and historical and sociocultural influences. Significant reading, writing, research, and beginner-friendly, code-light web development and data science components. No previous programming or technical experience is required. This course is suitable for both CS majors and nonmajors.

MW, 10:10 am – 11:25 am. Instructor(s): Daniel Wallace. Enrollment = 15.
Writing intensive. Early short assignments emphasize elements of dramatic scene with subsequent written practice in point-of-view, dialogue, characterization, and refinement of style. Assigned short stories from textbook with in-depth analysis of technique, craft, and literary merit. Students will write and revise two full stories which will be duplicated for all class members and workshopped by instructor and class. The short stories will be approximately 10-15 pages long. Revision in lieu of final exam. The course is informal but stringent; students may be asked to write each class meeting. Vigorous class participation in workshop is expected. Required texts: This course (or ENGL 130) serves as a prerequisite for other courses in the fiction sequence of the creative writing program (ENGL 206, 406, 693H). Textbook: Seagull Reader, W. W. Norton.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY

J. Ross MacDonald Distinguished Professor of English. Daniel Wallace is author of six novels, including Big Fish(1998), Ray in Reverse (2000), The Watermelon King (2003), Mr. Sebastian and the Negro Magician (2007), The Kings and Queens of Roam (2013), and most recently Extraordinary Adventures (May 2017).  His children’s book, published in 2014, and for which he did both the words and the pictures, is called The Cat’s Pajamas, and it is adorable. In 2003 Big Fish was adapted and released as a movie and then in 2013 the book and the movie were mish-mashed together and became a Broadway musical. His work has been published in over two dozen languages, and his stories, novels and essays are taught in high schools and colleges throughout this country. His illustrations have appeared in the Los Angeles Times, Italian Vanity Fair, and many other magazines and books.

TR, 11:00 pm – 12:15 pm. Instructor(s): Michael McFee. Enrollment = 15.
This course will explore the many pleasures and challenges of writing good poetry. Our focus will be the regular writing and revising of your original poems, and the in-class workshopping of some of these poems, but we will also spend much time reading and discussing exemplary poems from the past and present, learning poetic terms and forms and techniques, listening to poems read aloud, and doing whatever else might help you become a better poet. Among the course requirements: several textbooks, to be read and discussed thoroughly; a midterm exam and a final “term poem”; other written exercises; a memorization and recitation assignment; and (most important of all) your writing of up to ten original poems, and your ongoing revisions of those poems. This is a fun and informative class that will help you think and write more clearly, more vividly, and more imaginatively.

INTENDED FOR FIRST-YEAR HONORS CAROLINA STUDENTS, BUT OPEN TO OTHERS, BY PERMISSION OF THE INSTRUCTOR.

McFee—a graduate of UNC’s Creative Writing program—has written twelve books of poems (most recently A Long Time to Be Gone), published two collections of essays (including Appointed Rounds), and edited The Language They Speak Is Things to Eat: Poems by Fifteen Contemporary North Carolina Poets, published by UNC Press.

TR, 11:00 am – 12:15 pm. Instructor(s): Chris Mumford. Enrollment = 10.
The course is designed to help students turn an idea into an enterprise. We will execute a design sprint to reinforce the understanding of the ideation and validation process. Students develop high resolution ideation and marketing skills. We delve into classic strategy principles by applying them given new market and technology trends. Finally, we develop a street smart version of finance through cash flow forecasting and core fund raising techniques. By the end of class, students will be able to discover ideate, validate and accelerate ventures.
Grading will largely be determined by student effort. The class is taught mostly in a flipped classroom, group experiential learning environment. Class participation and being a solid group contributor are essential for grading success. The class will use tutorials, examples and templates extensively. Low stakes quizzes will be used as a recall tool. The primary communication tool is Slack.

Prerequisite: ECON 125.

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

During the last 25 years, Mumford founded several businesses in the US and Asia. He served in roles as chief executive officer, chief financial officer, chief operating officer, vice president of sales and vice president of design, while raising more than $30 million from angel, venture capital and private equity investors for several projects. He was an investment banker for seven years. His experience includes consumer products, technology, education and social networks. His current interests include education, technology, apparel and health care.

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

TR, 12:30 pm – 1:45 pm. Instructor(s): Christopher Roark. Enrollment = 24.
The course serves as an intermediate treatment of modern micro-founded macroeconomic models. There is particular attention on describing macroeconomic phenomenon and the impact or effects of monetary and fiscal policy. Students should also expect to analyze current trends and data in the macroeconomy using the toolsets developed in the course.
By the end of this course students should be able to:
1.) Construct and solve a model that matches several stylized facts about the macroeconomy
2.) Apply General Equilibrium analysis to a working model of the macroeconomy
3.) Evaluate data and media statements regarding shifts and changes to the working model
4.) Discuss monetary policy in the modern ample reserves environment
5.) Assess the impacts of fiscal and monetary policy decisions on the macroeconomy and its primary measures

TR, 11:00 am – 12:15 pm. Instructor(s): Sarah Boyd. Enrollment = 24.
This course traces the development of the American novel from the Early Republic – 1790s – to the novels of the modern era at mid-twentieth century. Key novelists – and novels – will be analyzed in chronological sequence, examining the formal and thematic developments of the novel from its joint inception with the founding and western expansion of the United States. Accordingly, the course will explore the relationship between writers, readers, and the conditions of publishing and the development of literary movements. In doing so, we will consider fiction’s engagement with historic events and the changing of place of fiction in American culture over more than one hundred and sixty years. We will endeavor to assess their critical reception at the time they were writing and publishing as well as their importance to the critical development of American literature as we now understand it today.

At the close of the semester, students will have a deeper understanding of the historical development of the American novel as well as the social and cultural forces that shaped and were shaped by it. Students will gain the ability to conduct a close reading of a text and use that close reading to support a thesis-driven analytical essay of an American novel of their own selection (from a list of approved texts). This analytical essay will also include research by engaging with some formal aspect of literary scholarship using critical theory or historical criticism. Additional assignments include book reviews, a critical assessment of literary scholarship, and a final written examination.

Sarah Boyd was born in Wichita, Kansas. She graduated from The University of Kansas with a BA and MA in English. She completed her doctoral studies at The University of North Carolina at Chapel Hill where she specialized in early American Literature through the early Twentieth Century and American Studies. She teachings classes on Writing in Law, Genre Fiction (Mystery Fiction and Sci-Fi/Fantasy Fiction) and the American Novel.

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

This course examines major U.S. novels and their night optics. These novels of the night perform a deep questioning of the “American Dream” and the novelistic task of giving form to chaos and refiguring the social order. This course examines the intertwining legacies of the dark side of the Enlightenment, Gothicism, Romanticism, Naturalism, noir, existentialism, Gnosticism, and socio-political and aesthetic dissent. Required reading: F. Scott Fitzgerald’s Tender is the Night (1934); Djuna Barnes’s Nightwood (1936); William Styron’s Lie Down in Darkness (1951), Ralph Ellison’s Invisible Man (1952), John Rechy’s City of Night (1963), Toni Morrison’s Jazz (1992), Paul Auster’s Oracle Night (2003), and Manuel Muñoz’s What You See in the Dark (2011) in combination with ongoing reading of sections of Dr. DeGuzmán’s Buenas Noches, American Culture: Latina/o Aesthetics of Night and Understanding John Rechy.

Dr. María DeGuzmán is Eugene H. Falk Distinguished Professor of English & Comparative Literature and the Founding Director of the UNC Latina/o Studies Program at The University of North Carolina, Chapel Hill. She has published three scholarly books: Spain’s Long Shadow: The Black Legend, Off-Whiteness, and Anglo-American Empire (Minnesota Press, 2005); Buenas Noches, American Culture: Latina/o Aesthetics of Night (Indiana University Press, 2012); and Understanding John Rechy (University of South Carolina Press, 2019) as well as articles and essays on Latina/o/x lived experiences and cultural production. She is also a conceptual photographer, creative writer, and music composer / sound designer. She has published photography in The Grief Diaries, Coffin Bell, Typehouse Literary Magazine, Map Literary, Two Hawks Quarterly, Harbor Review, The Halcyone, Gulf Stream Literary Magazine, Ponder Review, Alluvian, and streetcake: a magazine of experimental writing; two creative nonfiction photo-text pieces, one in Oyster River Pages and the other in La Piccioletta Barca; a photo-text flash fiction in Bombay Gin (forthcoming); photo prose poetry in Landlocked Magazine; poetry in Empty Mirror; and short stories in Mandorla: New Writing from the Americas, Huizache: The Magazine of Latino Literature, Sinister Wisdom, and Obelus Journal. Her SoundCloud website may be found at: https://soundcloud.com/mariadeguzman.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Michael Gadaleto. 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.

T, 2:00 pm – 5:00 pm. Instructor(s): Joseph Viscomi. Enrollment = 25.
This interdisciplinary course examines the technical and aesthetic revolutions in the fine arts of the English Romantic Period. It will discuss productions, experiments, and aesthetic theories of William Wordsworth, S. T.  Coleridge, J. M. W. Turner, and William Blake, focusing on the developments of lyrical poetry, landscape painting, and original printmaking. We will pay special attention to the period’s new ideas about nature, the sublime, picturesque travel, genius, originality, and social role of the artist. There will be a studio workshop in drawing landscapes in pen and ink according to 18th-century techniques and formulae and a workshop in printing facsimile plates from Blake’s Songs of Innocence and of Experience. Knowledge of printmaking and painting is not required.

Joseph Viscomi, the James G. Kenan Distinguished Professor of English Literature at the University of North Carolina at Chapel Hill, is a co-editor with Morris Eaves and Robert N. Essick of the William Blake Archive , with whom he also co-edited volumes 3 and 5 of The William Blake Trust’s William Blake’s Illuminated Books. His special interests are British Romantic literature, art, and printmaking. He is the author of Prints by Blake and his Followers, Blake and the Idea of the Book, William Blake’s Printed Paintings, and numerous essays on Blake’s illuminated printing, color printing, and reputation throughout the 19th century. He has received fellowships from the Guggenheim Foundation, National Endowment for the Humanities, Rockefeller Foundation, Getty Foundation, and National Humanities Center.

MWF, 10:10 am – 11:00 am; Recitation: M, 11:15 am – 12:05 pm. Instructor(s): Greg Gangi. Enrollment = 24.
This course will explore changing human-environmental relations from a variety of social, geographical, and historical settings. While some lectures do include material from the natural sciences this is a social science class. The class cuts across a large number of disciplines in a manner that is integrative rather than segregating lessons from different academic disciplines into separate lectures. The focus of this course is in the first half of the class to give students familiarity with how humans and human organizations deal with issues of sustainability. The second half of the semester will explore some critical issues like population, food security, climate change, urban planning and transitioning to a low carbon economy. This part of the course will not only give student information important background information about the problems but also highlight possible solutions.

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

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

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

FIRST AND SECOND YEAR STUDENTS ONLY

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

MWF, 11:15 am – 12:05 pm. Instructor(s): Amy Cooke. Enrollment = 24.
Water supply is a critical component of food and energy production, good health and sanitation.  Yet globally, access to clean water is still not assured, even within developed nations like the United States.  Following the leadership of the UN Declaration of Human Rights, an increasing number of countries are adopting the position that access to water is a human right.  What barriers to nations and individuals have to guaranteeing water access?  Given the critical nature of water to good health and nearly all of human economic activity, what constraints do people have to negotiate globally to maintain sufficient stocks of this crucial resource for the earth’s population?

This course examines these questions.  To do this we will use a variety of mediums: film, books, scientific research, lectures and discussions.  We will endeavor to not only outline the constraints to and conflict over this increasingly limited resource, but also suggest some paths towards sustainable water use in the future.  Each of you will also have the opportunity to investigate solutions to a particular water conflict of your choice.

Dr. Amy Cooke has been teaching and working on African and environmental issues for over 2 decades. These interests began as a Peace Corps volunteer in the 1990s and are currently focused on the ecology of food production and the health of water systems. She received her doctorate in ecology from the University of North Carolina-Chapel Hill in 2007, after completing research on land use change in Tanzanian savannas. Since 2009 she has been teaching and advising students in the Curriculum for the Environment and Ecology at UNC, and is currently the Director of Undergraduate Studies for the Curriculum.

R, 12:30 pm – 3:15 pm. Instructor(s): Michal Osterweil. Enrollment = 24.
There is no doubt that we are living through a period of unprecedented crises—economic, environmental, social, and political. Even before Covid-19, some described this moment as one of impasse in which none of the political and theoretical frameworks with which we are accustomed to thinking and acting are sufficient. As a result, traditional paradigms of change—based around movements, revolutions, resistance, etc. —are themselves no longer adequate. At the same time, around the world people, movements and projects—ranging from prison abolitionists, to indigenous communities and ecological initiatives, to less articulate change projects — are developing and experimenting with alternative visions of change. Many of these require fundamental shifts in levels we don’t often think about when it comes to social change, namely epistemology and ontology, or the forms of knowing, being and doing that inform the forms and frameworks of action and future making.

This course explores both the theories, practices and change imaginaries currently being elaborated and developed by social movements and other social actors engaged in social change work. This includes work with art, culture, science, meditation, nature and even food.

There are no official pre-requisites to take this course but having taken GLBL 210 in particular (or GLBL 401 or 487) can be helpful. If you are uncertain about whether the course is appropriate for you, don’t hesitate to reach out: osterwei@email.unc.edu

 

Michal Osterweil is a Teaching Associate Professor in the Curriculum in Global Studies at UNC Chapel Hill.  Her PhD is in Cultural Anthropology with a Certificate in Cultural Studies.  Her courses and research focus on new paradigms of social change, in particular those emerging from various social movements as well as other sources of relational or non-dualist thought and action ranging from anti-capitalist social movements like the Zapatistas, and various indigenous movements,  to complexity and systems theory in science, as well as spiritual philosophies and practices including Buddhism and various forms of religious and mystical thought. In her writing, research and teaching she has focused on what she understands as a “new political imaginary” or a new paradigm of social change being simultaneously discovered and created in a variety of spaces and movements. She is co-convenor with Arturo Escobar of UNC’s seminar, Theory and Politics of Relationality, and currently involved with community projects aimed at making visible and viable alternative ecological ways of being.

MW, 3:35 pm – 4:50 pm. Instructor(s): Michael Tsin. Enrollment = 24.

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.

TR, 12:30 pm – 1:45 pm. Instructor(s): Cyntha Radding. Enrollment = 24.
History 315H, “Nation-Building in Latin America,” focuses on the major debates that have arisen in the past and in our own time over citizenship and the nation-state in the multi-ethnic and culturally complex societies of the Americas. It explores history and memory around the issues of human rights, gender, enslavement and emancipation; Indigenous peoples; religion and secular society, territory, and the nation-state. Class time will combine short lectures with discussions that weave together past and present, including Indigenous protests of the twentieth century, relating to the tumultuous social movements that we witness today. The fraught presidential elections of recent times in the U.S., Brazil, and Ecuador, Congressional stalemate, renewed awareness of social and economic inequalities, and the deep roots of violence in the republics of both North and South America make the question of nation-making especially urgent. Readings and class discussions will center on primary sources in different media, including historical texts, literature, art, film, and music. As an honors course, students will have the opportunity to carry out their own research on topics relating to nation-building and citizenship.

Dr. Cynthia Radding is the Gussenhoven Distinguished Professor of History and Latin American Studies at The University of North Carolina, Chapel Hill. Her scholarship is rooted in the imperial borderlands of the Spanish and Portuguese American empires, emphasizing the role of indigenous peoples and other colonized groups in shaping those borderlands, transforming their landscapes, and producing colonial societies. She is an international corresponding member of the Academia Mexicana de Historia; she served as book review editor of Hispanic American Historical Review and on the Editorial Boards of American Historical Review, Hispanic American Historical Review, and The Americas. Radding is President of the Board of Directors of the Americas Research Network, and co-editor of the Borderlands of the Iberian World with Danna Levin Rojo, a Oxford University Press Handbook (2019). Her publications include Landscapes of Power and Identity. Comparative Histories in the Sonoran Desert and the Forests of Amazonia from Colony to Republic, 2005 (published in Spanish 2005, 2008); Wandering Peoples: Colonialism, Ethnic Spaces, and Ecological Frontiers (Northwestern Mexico, 1700-1850), 1997 (published in Spanish, 2016); Borderlands in World History, co-edited with Chad Bryant and Paul Readman (2014); and just released, Bountiful Deserts: Sustaining Indigenous Worlds in Northern New Spain (2022).

M, 2:30 pm – 5:00 pm. Instructor(s): Cemil Aydin. Enrollment = 24.
This seminar introduces the new field of global intellectual history. It studies the global circulation, exchange, translation, reception, and adaptation of political, social, and cultural ideas. We examine the condition under which ideas travel and ask whether diffusionist approaches account for the learning process in which intellectuals engage. After considering systems of knowledge in Asia, Africa, and the Americas, the seminar explores reactions to European empire since the fifteenth century. Themes include (de)coloniality, modernity, development, conceptions of nationality, race, and civilizations.

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

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

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

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

TR, 9:30 am – 10:45 am. Instructor(s): Brett Whalen. Enrollment = 24.
Jesus Christ, understood by Christians as the Son of God, was seemingly everywhere in the European
Middle Ages: featured on stain-glass windows, illuminated in manuscripts, carved in stone on church
facades, performed in passion plays, invoked in sermons, celebrated during the Christian Mass. As
represented in the medieval world, there were multiple and diverse iconographies of Christ: the child in
manger, the miracle-worker, the man of sorrows on the cross, and the dreadful judge at the end of time
to name a few.

This course will explore the “medieval lives” of Jesus in Christian texts and artistic traditions, focusing
mainly on the eleventh through the fifteenth centuries. This is not a class about the biblical or historical
Jesus. Rather, we will explore the figure of Jesus as mediated through medieval sources and ask
questions about the significance of Jesus for medieval politics, culture, and society. For example, how
did the idea of Christ as king inform medieval views of kinship? How did the concept of avenging Christ
contribute to the ideology of the crusades? How did feminized visions of Christ respond to forms of
women’s spiritual devotion?

The historical permutations of medieval Jesus are nearly endless. The class will also explore possible
disjunctures and connections between medieval and modern attitudes toward Jesus, above all in the
contemporary United States.

Class meetings will involve informal lecture, common readings, and active discussion, but the course will
also be project-based, requiring students to devise and carry out evidence-based research projects
related to the topic of Jesus Christ in the Middle Ages.

3.0 CREDIT HOUR COURSE

FULFILLS HS-HISTORICAL ANALYSIS & WB-WORLD BEFORE 1750 GENERAL EDUCATION REQUIREMENT UNDER THE MAKING CONNECTIONS CURRICULUM.

FULFILLS (FC-PAST OR FC-KNOWING) & RESEARCH GENERAL EDUCATION REQUIREMENT UNDER THE IDEAS IN ACTION CURRICULUM.

Brett Whalen is associate professor in the department of history. His first book, Dominion of God: Christendom and Apocalypse in the Middle Ages, explored the medieval idea that all of humankind would join together under the Christian Church before the end of time. Since then, he has published and taught widely on topics including the crusades, the history of the papacy, pilgrimage, and medieval science. In 2012, he won the UNC-CH Chapman prize for excellence in teaching. He currently serves as the Director of Undergraduate Studies in History.

TR, 9:30 am – 10:45 am. Instructor(s): Jennifer Grayson. Enrollment = 24.
Historians conventionally date the start of “globalization” to either the 1500s (when Europeans reached the Americas) or as late as the 1970s. Yet many characteristics of “global” societies were present much earlier, during the middle ages: These include long-distance trade, voluntary and forced migration, multi-ethnic empires, and the transmission of cultural forms across long distances. In fact, medieval people routinely traveled across thousands of miles and encountered people with different cultures, religions, social structures, and beliefs. Many wrote about the experience of doing so. This upper-level seminar will introduce students to the “global middle ages” and the history of travel in the medieval period. Students will learn about how and why medieval people traveled, and they will read and analyze a variety of medieval travel narratives originally composed in Latin, Hebrew, Arabic, Norse, and Chinese.

TR, 2:00 pm – 3:15 pm. Instructor(s): Andrea Dara Cooper. Enrollment = 4.
The purpose of this course is to explore the role of philosophy in modern Judaism. This course examines how contemporary thinkers have considered philosophy, ethics and theology from a Jewish perspective. Methodological points to be addressed include: the role of interpretation in Judaism, revelation and redemption, authority and tradition, pluralism and inclusion, suffering and evil, twentieth-century approaches to God, and Jewish philosophy in conversation with feminism.

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

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

CROSSLISTD WITH RELI 224H.

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

TR, 11:00 am – 12:15 pm. Instructor(s): Emily Burkhead. Enrollment = 35.
This course serves as a transition from computational to more theoretical mathematics, designed to provide you with the fundamental skills necessary for success in situations that require you to read, write, and reason precisely when working with mathematics. Special emphasis is given to improving your fluency in the use of mathematical vocabulary and notation when writing and critiquing mathematical proofs. Topics are from the foundations of mathematics: logic and proof techniques, set theory, relations and functions, counting methods, and basic number theory. In many ways, this will be the first “abstract” math course in your academic career. Although we will explore specific, concrete examples whenever possible, this course requires you to hone your ability to analyze and articulate the logical essence of the problems being studied. In other words, you will be expected to learn how to communicate coherently and persuasively using the language and the grammar of mathematics.

PREREQUISITE: MATH 232 OR 283.

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

TR, 9:30 am – 10:45 am. Instructor(s): Greg Forest. Enrollment = 35.
The main topic of this course is ordinary differential equations (ODEs) from two points of view. The first point of view is how ODEs model a wide range of applications from biology, chemistry, engineering and physics. In particular, the laws of chemistry, physics and Nature are not given as “formulas”, rather, they are typically given in terms relations between a function and its derivatives. Classic examples include “population” models where the population might be humans, bacteria, radioactive species, or many other populations. The evolution of the population size is governed by rates for growth versus decay. The second point of view is the methods to solve ODEs, studying a wide range of ODEs for which we exact solution methods are known as well as an even larger range of ODEs for which we must use approximate or numerical solution methods.
The honors section will place greater emphasis than other sections on understanding how the behavior of solutions is tied to the properties of the structure of the ODE itself. E.g., if the ODE is “linear” or “nonlinear” in the unknown function and its derivatives, how does that influence both the methods of solution and the behavior of solutions. This perspective allows one to understand the limitations or successes in how well a given model describes the application it was derived for.
The honors section will be graded on the basis of homework, in-class exams, and a semester project that the instructor and student agree upon ahead of time. Depending on one’s present major, the project may be more mathematical (e.g., methods of proof or underlying mathematical concepts for qualitative behavior or quantitative solutions), or it can involve how ODEs are used in an area of application of interest to the student (e.g., biology, chemistry, economics, finance, marine sciences, social sciences). It is possible for a pair of students to create a team project.

Prerequisites: A grade of B+ or higher in Math 233 or 233H at UNC, or permission of the instructor in special cases.

Instructor Biography: M. Gregory (Greg) Forest is the Grant Dahlstrom Distinguished Professor of Mathematics. He came to UNC in 1996 to found and build the applied mathematics program and to integrate applied mathematics across campus with diverse applications. Since coming to UNC, applied mathematics is now recognized within Mathematics as the Carolina Center for Interdisciplinary Applied Mathematics, for which instructor Greg Forest is Director. Thriving interdisciplinary collaborations in research, almost always involving graduate and undergraduate students, currently exist across campus.

TR, 6:30 pm – 7:45 pm. Instructor(s): Lightning Czabovsky. Enrollment = 18.

TR, 11:00 am – 12:15 pm. Instructor(s): Lucinda Austin. Enrollment = 18.
Today’s communication and media professionals are called upon to work with diverse markets, audiences, publics, and stakeholders from around the world. To help prepare you for a career in the dynamic international world of communication, this class will introduce you to the British media market, including a spring break trip to London. Prior to the London trip, you will learn about the history of media and communication industries in the United Kingdom, exploring both similarities and differences with those in the United States. You will consider how media industries interact with political, economic and cultural forces. You will travel to London to engage with and learn from communication and media professionals in news and strategic communication companies. You will also interact with students and faculty at City University London in an effort to expand your global perspectives about the complexities of communication messages and strategies. During the course, you will focus on your chosen area of specialization (journalism, public relations, advertising, graphic design, etc.), but you will also be fully engaged with students who are specializing in other areas. In addition to pre-­‐departure classes led by Professor Gibson, students will take part in field trips to agencies and media outlets in London, have daily debriefs while there, and complete a final project upon returning to North Carolina.

M, 12:30 pm – 1:00 pm . Instructor(s): Leyla Mangual-Santiago. Enrollment = 20.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV sports program and provide sports content for other MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

M, 9:00 am – 12:30 pm. Instructor(s): Charles Tuggle. Enrollment = 20.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV sports program and provide sports content for other Hussman School platforms. Students will fill all normal newsroom positions.

INSTRUCTOR CONSENT REQUIRED.

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

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

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

W, 11:00 am – 12:15 pm. Instructor(s): Adam Hochberg. Enrollment = 20.
Students participate in a collaborative learning environment to hone skills learned in earlier courses and help less-experienced students acclimate to the broadcast news experience within the school. By invitation only. Previously offered as MEJO 423. Permission of the instructor.

INSTRUCTOR CONSENT REQUIRED.

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

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

Hochberg is a veteran journalist and educator with over two decades of experience in national news. A former correspondent for NPR, he has won multiple national journalism awards, including an Edward R. Murrow Award for national investigative journalism in 2013.
Hochberg leads “The American Homefront Project,” a nationwide collaboration of public radio newsrooms that produce in-depth journalism on military and veterans issues.

A native of Chicago, Hochberg received his master’s degree in 1986 from the University of North Carolina at Chapel Hill. He graduated from Ohio University in 1985. He lives with his wife and daughter in Chapel Hill.

MW, 2:00 pm – 3:15 pm
. Instructor(s): Tom Linden. Enrollment = 18.
This six-week course will offer students the chance to study and document European communities that are taking strong action to reduce their carbon dioxide emissions.

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

The majority of the work in this class will be fieldwork — from chasing down leads to investigating tips, securing sources, performing print, audio or video interviews, capturing video and audio, pitching stories to news directors, promoting the students’ work regionally, etc. Each week, every student on every team will spend a majority of his or her time working outside the classroom to capture and gather the raw materials necessary to turn these packages into professional-quality work. The stories will involve local, regional and national issues, and the teams will pitch all the completed packages to professional news outlets across the state, region and country.
This is not your typical college course, so don’t treat it like one. This will mimic the professional journalist’s work environment more than any other class in the School of Media and Journalism.

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

INSTRUCTOR CONSENT REQUIRED.

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

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

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

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

MW, 3:30 pm – 4:45 pm. Instructor(s): Michelle LaRoche. Enrollment = 25.

TR, 2:00 pm – 3:15 pm. Instructor(s): . Enrollment = 24.

TR, 2:00 pm – 3:15 pm. Instructor(s): Livis Freeman. Enrollment = 24.

MW, 11:00 am – 12:15 pm. Instructor(s): . Enrollment = 18.

TR, 2:00 pm – 3:15 pm. Instructor(s): . Enrollment = 18.

MW, 2:00 pm – 3:15 pm. Instructor(s): Peter Sherman. Enrollment = 20.

MW, 2:00 pm – 3:15 pm. Instructor(s): Chad Heartwood. Enrollment = 18.

MW, 11:00 am – 12:15 pm. Instructor(s): Joe Bob Hester. Enrollment = 18.

TR, 2:00 pm – 3:15 pm. Instructor(s): Matthew Taylor. Enrollment = 24.
“How is solving a crime like diagnosing an illness? Why do descriptions of diseases follow narrative patterns? What’s behind the rhetoric of “battling” disease, and why are social problems often characterized as “ills,” “plagues,” and “cancers”? How have notions of “health” and “normality” resulted in such things as forced sterilization and genocide? What are the cultural meanings associated with “life” and “death”? What do the stories we create—about disability and disease, about who (and what) has the power to heal, about the fear of death and desire for transcendence—tell us about our culture, our history, and the experience of being human?

This course will provide an introduction to Health Humanities, a new area of study that combines methods and topics from literary studies, medicine, cultural studies, and anthropology. We’ll read novels, screen films and television episodes, learn about illnesses and treatments, and hear expert speakers as we investigate the close affinities among literary representation, medical science, and clinical practice. We’ll also play close attention to how ideas about sickness and health have changed over time and across cultures. Topics will include the doctor-patient relationship, medical detection, the rise of psychiatry, illness and social exclusion, pandemics and the “outbreak narrative,” government eugenics programs, the quest for immortality, and end-of-life care.”

About Dr. Taylor: My research focuses on the intersections among environmental humanities, critical theory (including posthumanism, biopolitics, science and technology studies, and critical race theory), and nineteenth- and twentieth-century American literature. My first book, Universes without Us: Posthuman Cosmologies in American Literature (Univ. of Minnesota Press), examines cosmologies that challenge the utopianism of both past and present attempts at fusing self and environment.

T, 6:00 pm – 7:00 pm. Instructor(s): Matthew Nielsen. 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 the following objectives:

1. Work in the health professions provides many different pathways for individuals to find meaning, purpose, and impact in the world.  We will explore a variety of perspectives through a series of invited speakers from our community.
2. Broad and overlapping currents in the organization of medical care, payment for healthcare services, performance improvement, government regulation, and innovation have been shaping the environment within which care is delivered in this country for decades.  These will continue to shape the environment for the decades to come.  The seminar will provide students with an overview of changes in the delivery of medical care across several of these areas.
3. The course will explore dimensions of person- and family-centered care, which has led to many advances in research and clinical care delivery.  This can also include understanding the social situation of your patient, including environmental, financial and familial factors.
4. The course will provide students with information about navigating the medical training system as well as an introduction to the interprofessional team-based nature of health care delivery.

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

Matthew Nielsen, MD received his medical degree from The Johns Hopkins University School of Medicine and completed his residency at the Brady Urological Institute of The Johns Hopkins Hospital. After residency, Dr. Nielsen served on the faculty at Johns Hopkins prior to joining the UNC Urology faculty in 2009. In addition to his position as Professor with Tenure with the UNC Department of Urology, Dr. Nielsen also serves as an Adjunct Associate Professor in the Departments of Epidemiology and Health Policy & Management at the UNC Gillings School of Global Public Health.

Dr. Nielsen’s clinical practice is focused in urologic oncology—in particular, the treatment of bladder, prostate and kidney cancer. He is a member of the integrated Multidisciplinary Genitourinary Oncology Group at the Lineberger Comprehensive Cancer Center, and he served as Director of the Division of Urologic Oncology from 2013-2018. Dr. Nielsen is committed to providing compassionate, individualized, patient-centered care, and has been selected by his peers to be named among the Best Doctors in America in Urology since 2013. His research in medical decision making, cancer care quality and treatment outcomes has been funded by the National Institutes of Health, the Agency for Healthcare Research and Quality and The American Cancer Society, and nationally recognized by the Rising Stars in Urology Research Award.

Alongside his clinical, research and teaching activities, Dr. Nielsen is actively engaged in quality improvement and patient safety efforts as Associate Director of the UNC Institute for Healthcare Quality Improvement and other leadership roles in the UNC Health Care System, where he received the Physician Friend of Nursing Award in 2017. He has been an active contributor to multiple national organizations, as a member of the Quality Improvement and Patient Safety Committee of the American Urological Association, serving as Chair from 2019-2022, as well as the Physician Consortium for Performance Improvement (PCPI) and the American College of Physicians’ High Value Care Task Force and Performance Measurement Committee. In 2019, he was appointed to the Centers for Medicare and Medicaid Services’ Technical Expert Panel for the CMS Quality Measure Development Plan and Quality Measure Index.

TR, 3:30 pm – 4:45 pm. Instructor(s): Stefan Litwin. Enrollment = 24.
The principle of “l’art pour l’art” (art for art’s sake) has dominated much of the way we hear and understand music. Since its emancipation from the church and courts, western music has been viewed mostly as an aesthetic island immune to the influences of political reality. This seminar will examine the interrelatedness between music and society, focusing mainly though not exclusively on composers who sought to address political issues through their music. Some of Ludwig van Beethoven’s most popular works, for example, among them the 5th symphony, were inspired by the French Revolution; Franz Liszt championed an early form of Christian socialism; and composers throughout the 20th century reacted to political turmoil, war and revolution by inventing a variety of new musical styles and compositional methods. During the course of the semester, through readings and research projects, we will trace these developments and examine how politics helped define music. No prior musical knowledge or abilities are required.

Stefan Litwin joined the faculty at the University of North Carolina at Chapel Hill in 2008. Since 1992, he has also been Professor for Contemporary Music and Interpretation at the Hochschule für Musik Saar, Germany. Prof. Litwin is an internationally renowned pianist and composer who has performed with orchestras, chamber musicians and singers all over the world, and whose compositions are being performed regularly by leading soloists and ensembles. From 2003 to 2005 he was a Fellow at the Wissenschaftskolleg zu Berlin, and during the season 2005/06 Distinguished Artist in Residence at Christ College, Cambridge University, UK.

TR, 11:00 am – 12:15 pm. Instructor(s): Robert Jenkins. Enrollment = 5.
This core course explores the background, history, and aftermath of recent conflicts in the Balkans and attempts by international organizations to secure peace and rebuild states in the region.

Robert M. Jenkins is a Teaching Professor in the Department of Political Science at the University of North Carolina at Chapel Hill. A long-time specialist in Central and Eastern Europe, his expertise also includes the European Union., South Africa, and the successor states to the Soviet Union. His current research includes projects on the social bases of populism in post-communist Europe and international intervention into the post-conflict Western Balkans. Dr. Jenkins is committed to study abroad programs, leading semester programs in Brussels/London (2022, upcoming 2023), Cape Town (2013, 2016), and a long running summer program in the Balkans and Vienna (since 2002, upcoming 2023).

MWF, 9:05 am – 9:55 am. Instructor(s): Jason Roberts. Enrollment = 24.
Mathematical logic, a.k.a. symbolic logic, is a family of formal systems that were originally developed with the goal of shedding light on the philosophical foundations of mathematics.  But it is also used to serve other purposes, including the analysis of philosophical arguments, the study of the structures of languages, and the study of the possibilities for automating different kinds of reasoning processes (and what we now call “computer science” started out as a branch of mathematical logic).  In the standard PHIL 155 course, students are introduced to two systems of logic, called “propositional logic” and “first-order predicate logic.”  In the Honors version, we will cover those two systems much more quickly, leaving time to move on to other topics.  In particular, we will look at some attempts to use symbolic logic to provide a foundation for mathematics, and we will learn the “Incompleteness Theorem” of Godel.

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

MW, 11:15 am – 12:30 pm. Instructor(s): David Reeve. Enrollment = 24.
Our focus this year will Plato’s masterpiece, The Republic, acknowledged to be on of the greatest works of Western Philosophy.
Required texts: Plato, Republic (Hackett) ISBN 0-87220-763-3

Most of my books are on Plato and Aristotle, with frequent asides on film, and on love and sex.

MWF, 9:05 am – 9:55 am. Instructor(s): Stefan Jeglinski. Enrollment = 24.
Physical Computing is an introduction to the computing archetype known as the microcontroller. Microcontrollers are ubiquitous but mostly hidden in our lives – they are the brains of almost anything electronic that you interact with – virtually all appliances, vehicles, and consumer products that require any sort of input/output display, and/or remote connection or automation, and/or some degree of computation, contain at their heart a microcontroller.

A microcontroller is an electronic interface to the outside world. Its interface facilitates measurements of an environment and then controls that environment as needed. The environment can be either local (e.g., adjusting the speed of an automobile engine in response to an accelerator pedal) or remote (e.g., sensing the presence of a person in a room on the other side of the world and turning a light on in response). Microcontroller implementations use sensors and actuators, support electronics, and programing to accomplish these tasks.
Students that finish this course will be able to prototype basic microcontroller implementations using sensors, actuators, and support electronics, and write code that ties the pieces together. Honors students will perform extra course projects that extend these prototypes.
The course is structured to work for either in-person or remote learning. Although the lectures are officially in person, they are recorded, and all labs are performed by students on their own time and in their own setting.

In addition to the lecture and lab activities, all students will learn the mechanics of writing a “feasibility proposal” suitable for research grant submissions. A special assignment will require all students to analyze and write such a proposal.

This course has prerequisites because it is an elective in the Physics dept; however, the instructor waives all such prerequisites and permission is granted to all who want to take the course. No experience is necessary – the course is designed to teach students the basics of electronics and programming needed to accomplish the course objectives.

The course prereq is either PHYS 114 or PHYS1 18 or instructor permission.

In a previous 30-year engineering career, Stefan Jeglinski designed and built instrumentation, learned to program from scratch, and performed research and development for large and small companies. For five years he was an actual rocket scientist, so when he says “this ain’t rocket science,” he knows what he’s talking about! He broke away from rockets to complete his PhD in experimental condensed matter physics at the University of Utah, and then returned to industry where he spent over 15 years in all aspects of product development for electron microscopy.

Since arriving at UNC in 2010, Dr J (as he is known to students) has helped transform the introductory sequence of physics course, developed a First Year Seminar in Mechatronics, and teaches his favorite course, Physical Computing, which does a yearly deep dive into the latest microcontroller technology. Not originally an academic, he is here to share everything he’s learned about the intersection of electronics, computer hardware, and programming.

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

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

TR , 2:00 pm – 3:15 pm. Instructor(s): Junghyun Lim. Enrollment = 24.
International migration has been one of the most contested issues in many countries. And this is complicated by the fact that never before have so many people had the ability to move from one country to another, while governments have never had so much power to control this movement. In 2020, about 3.6% of the global population lived in countries where they were not born, and this number is projected to grow further. This class explores the economic, political, and social dimensions of the movement of people across borders. The class is primarily based on discussions and tackles important questions like: What are the political, economic, and social consequences of migration? How do immigrants affect both the identity of immigrants and natives? How should citizenship be allocated? No prior knowledge or experience is needed; instead, students need to be ready to delve deep into diverse aspects 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 significantly benefits from such diversity.

Junghyun Lim is an Assistant Professor of Political Science at the University of North Carolina, Chapel Hill. Her research is on international and comparative political economy, with a special focus on the politics of migration and globalization. Junghyun’s work has been published or is forthcoming in Comparative Political Studies, Electoral Studies, Democratization, and Nature Communications. Before joining UNC, Junghyun served as a postdoctoral fellow at the Borders and Boundaries Lab at University of Pennsylvania, and at Princeton University’s Niehaus Center for Globalization & Governance. She completed her Ph.D. in Political Science at the University of Pittsburgh. In her work, Junghyun uses a diverse set of methods including causal inference with observational data, experiments, and computational tools such as text analysis and machine learning.

TR, 11:00 am – 12:15 pm. Instructor(s): Robert Jenkins. Enrollment = 19.
This course focuses on factors leading to the breakup of communist Yugoslavia, the nature of conflicts in this territory throughout the 1990s (and after), political developments since those wars, and the various efforts of the international community to end violent conflict and promote post-conflict reconstruction and development. We explore how ethno-nationalist identity and mobilization have developed and transformed up to the most recent events. We will also examine the evolution of international intervention from attempts to stop war in the 1990s to current prospects of EU membership.

This course is aimed at students interested in nationalism, state building, intervention into ethnic conflict, and post-war conflict resolution as well as Southeast Europe and the European Union. Beyond developing familiarity with major socio-political themes and gaining detailed knowledge of the Yugoslav case(s), a key goal of the course is to give students an opportunity to develop their oral and written presentation skills. No background in Yugoslav history or politics is assumed.

Robert M. Jenkins is a Teaching Professor in the Department of Political Science at the University of North Carolina at Chapel Hill. A long-time specialist in Central and Eastern Europe, his expertise also includes the European Union., South Africa, and the successor states to the Soviet Union. His current research includes projects on the social bases of populism in post-communist Europe and international intervention into the post-conflict Western Balkans. Dr. Jenkins is committed to study abroad programs, leading semester programs in Brussels/London (2022, upcoming 2023), Cape Town (2013, 2016), and a long running summer program in the Balkans and Vienna (since 2002, upcoming 2023).

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

Dr. Todd Thiele is a professor in the Behavioral & Integrative Neuroscience Program of the Department of Psychology & Neuroscience. He is funded by the National Institute on Alcohol Abuse and Alcoholism (NIAAA) to study the neurocircuity in the brain that modulates binge alcohol drinking. Dr. Thiele’s teaching interests are in the brain mechanisms that underlie learning and behavior, and how these mechanisms drive alcohol use and abuse.

TR, 9:30 am – 10:45 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.

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.)

M, 4:40 pm – 7:40 pm. Instructor(s): Alice Ammerman. Enrollment = 15.
The innovative and sustainable nature of entrepreneurial pursuit can benefit public health initiatives, especially when entrepreneurship identifies economically self-sustaining solutions to public health challenges. This three-credit course will introduce students to basic concepts and case studies of commercial and social entrepreneurship as applied to the pursuit of public health through both for-profit and non-profit entities. This course features many guest speakers with successful experience in public health entrepreneurship in diverse arenas.

At the core of this course is a real-world project where students will work in groups to design their own start-ups, refining both their idea throughout the semester and pitching it to experienced entrepreneurs for feedback.

Dr. Alice Ammerman is interested in design, testing, implementation and dissemination of innovative clinical and community-based nutrition and physical activity interventions for chronic disease risk reduction in low income and minority populations. She is Director of the UNC Center for Health Promotion and Disease Prevention (HPDP). Dr. Ammerman and colleagues have developed and are testing the “Med-South” diet which is the Mediterranean diet adapted to agricultural availability and taste preferences in the Southeastern US. Her research addresses the role of sustainable food systems in health, the environment, and economic well-being, emphasizing the social determinants of health, particularly food access and food insecurity.  Dr. Ammerman teaches courses in Nutrition Policy and Public Health Entrepreneurship. She has a developing interest in Culinary Medicine to improve medical training programs and uses social entrepreneurship as a sustainable approach to addressing public health concerns.

TR, 3:30 pm – 4:45 pm. Instructor(s): Benjamin Meier. Enrollment = 24.
To paraphrase the American political philosopher John Rawls, justice is the first virtue of public policy. No matter how efficient or well arranged, laws and institutions must be abolished if they are unjust. Accordingly, some of the most basic questions of public policy are questions of justice: what goals should the government aim to realize? What means may it adopt to realize those goals? In this course, we examine the most prominent theoretical approaches to these questions: utilitarianism, contractualism, and rights-based views. We shall aim to determine whether governments should maximize individual welfare, or whether the proper role of government is to respect and protect the rights of its citizens. We shall also employ these theoretical frameworks to think through pressing contemporary policy problems, which may include economic justice and the design of welfare policy, the ethics of climate change, justice in immigration, the moral limits of markets, the role of religion in politics, and the ethics of whistle-blowing.

Professor Meier’s interdisciplinary research—at the intersection of international law, public policy, and global health—examines the human rights norms that underlie global health policy.  In teaching UNC courses in Justice in Public Policy, Health & Human Rights, and Global Health Policy, Professor Meier has been awarded the 2011 William C. Friday Award for Excellence in Teaching, the 2013 James M. Johnston Teaching Excellence Award, the 2015 Zachary Taylor Smith Distinguished Professorship in Undergraduate Teaching, and six straight annual awards for Best Teacher in Public Policy.  He received his Ph.D. in Sociomedical Sciences from Columbia University, his J.D. and LL.M. in International and Comparative Law from Cornell Law School, and his B.A. in Biochemistry from Cornell University.

TR, 3:30 pm – 4:45 pm. Instructor(s): Carmen Gutierrez. Enrollment = 24.
All evidence is not created equal. The best evidence comes from good research. Research in the social sciences, especially public policy, informs debates that affect our day-to-day lives. However, these debates are often awash in normative or ideological shouting matches. We as policy researchers have the opportunity to inject such debates with reliable evidence based on well-crafted, carefully executed, defensible research. In this course, we will examine the attributes that separate strong from weak research in public policy. We will learn the nuts and bolts of applying the scientific method to questions of policy significance – and focus on the critical use of analytic tools to uncover causal relationships.

Policy research is broadly concerned with effectiveness (i.e., did the policy/program have the intended outcome(s)?), efficiency (i.e., was the outcome achieved at an acceptable benefit-cost ratio?), or equity (i.e., were the benefits and costs of the policy/program justly distributed across individuals?). Generally, one piece of research does not (and cannot) tackle all of these domains at once. While we will touch on all three, our focus will be on using research methods to understand the effects of policies, programs, or policy levers on outcomes of interest. The major goals of this course are to:

1. Teach you the craft of research design as applied to questions of policy significance. You will become familiar with a variety of research designs including randomized controlled trials (RCTs), quasi-experimental designs, and observational approaches.
2. Equip you with the tools necessary to be critical consumers of policy research – so that you can read and understand technical, empirical studies and judge whether they constitute a firm, evidentiary basis for policymaking. Identifying credible and shaky research, synthesizing results from various studies, and providing critical feedback on the state of knowledge about a policy question are essential skills for a policy researcher.

PREREQUISITE: PLCY 460

TR, 11:00 am – 12:15 pm. Instructor(s): Yaakov Ariel. Enrollment = 24.
The course provides historical, theological and cultural knowledge on the rise and development of Christianity from its earlier generations to the 21st century. We will look at the diverse forms and shapes that Christianity has taken in various eras, regions, communities, and political systems, and, in its turn, how Christian beliefs have influenced social, economic, intellectual, and artistic developments all over the globe. The course focuses, therefore, on a central topic in world history and offers, among other things, an introduction to the religious and cultural map of our time. Another goal is to understand the roots of the rich and diverse contemporary Christian scenes. The course should help students comprehend the nature of Christian movements and churches, their varied liturgies, hierarchies and tents of faith, as well as their different stands on political and cultural issues.

A graduate of the University of Chicago, Ariel’s major research interests include: Protestant Christianity and its relation to Judaism, Jews and Israel, as well as Christian and Jewish forms and expressions in the late modern era and the effect of the counterculture on American life. Ariel’s book on Christian missions to the Jews won the Albert C. Outler Prize of the American Society of Church History.

TR, 2:00 pm – 3:15 pm. Instructor(s): Zlatko Pleše. Enrollment = 24.
This multidisciplinary course offers a comprehensive survey of ancient Christian ‘Gnosticism’, one of the earliest and most long-lived branches of early Christianity, notorious for its promise of personal salvation through a firsthand knowledge (gnosis) of the divine. Principal readings are drawn from the famous “Nag Hammadi Library,” a manuscript hoard buried at the time of official suppression of ‘heretical’ sects around 350 CE and discovered in 1945 by two Egyptian locals. In this course, students are expected to develop expertise, in textual analysis and broad interpretation, of ancient Gnostic myth and to acquaint themselves with various denominations within Gnostic Christianity, their doctrines, and their ritual practices. We will situate the ancient Gnostics in a complex network of early Christian groups and their conflicting ideas about orthodoxy, authority, and canon, as well as identify religious, philosophical, and literary traditions that helped to inform the basic tenets of ancient Gnosis. The course concludes by focusing on modern uses and misuses of the term ‘gnosticism’—a broad category including the poetry of William Blake, the fiction of Kafka and Melville, psychoanalysis, the New Age movement, and various brands of postmodernism.

No previous knowledge of the subject is required, and there are no formal prerequisites for this course. Although there will be some informal lecturing to provide historical and religious background for the course subject, most of our time will be dedicated to an in-depth group discussion of the assigned weekly readings. Special emphasis will be placed on developing multiple skills required for the analysis of Gnostic texts, from their cultural and ideological contextualization to a variety of literary-critical and rhetorical approaches.  Each student is required to (a) give at least one short in-class presentation on any subject covered during the semester, (b) actively engage in our class discussions and team projects, (c) and undertake an individual research project (10-12 pages) determined upon consultation with the instructor.

Zlatko Pleše, Ph.D. in Classics, Yale University, is Professor of Greco-Roman Religion and Early Christianity in the Department of Religious Studies. He has published articles on ancient Greek and Roman philosophy, Gnosticism, apocryphal gospels, and Coptic literature. His monographs include Poetics of the Gnostic Universe: Narrative and Cosmology in the Apocryphon of John (2006), The Gospel of Thomas (2017), and, in collaboration with Bart D. Ehrman, The Apocryphal Gospels (2011) and The Other Gospels (2014).

TR, 2:00 pm – 3:15 pm. Instructor(s): Andrea Dara Cooper. Enrollment = 24.
The purpose of this course is to explore the role of philosophy in modern Judaism. We will examine how contemporary thinkers have considered philosophy, ethics, and theology from a Jewish perspective. Methodological points to be addressed include: the role of interpretation in Judaism, revelation and redemption, authority and tradition, pluralism and inclusion, suffering and evil, Jewish philosophy in conversation with feminism, gender, race, and colonialism, and contemporary approaches to transcendence.

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

Students in the course will gain a general overview of major topics and thinkers in modern Jewish thought while becoming acquainted with philosophical modes of writing and argumentation. In class, we will read texts critically and closely, analyzing them to outline questions and problems for discussion. We will consider the systems of power that enable the proliferation of marginalization and exclusion along racial, ethnic, gendered, and religious vectors in relation to developments in modern Judaism. We will address the Jewish Enlightenment struggle for emancipation, the categorization of various Jewish communities, and the ideological background to political inequalities. Students will gain a sense of the wide variety of discourses within the field of modern Jewish thought and the transnational dimensions of the discipline.

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

TR, 11:00 am – 12:15 pm. Instructor(s): Juliane Hammer. Enrollment = 24.
This course provides an introduction to the presence of Muslims in the United States through both historical and thematic inquiry. We start with a historical survey spanning enslaved African Muslims brought to the Americas in the antebellum period to the ongoing marginalization of US Muslims in the first two decades of the 21st century. We then explore in thematic units topics such as American Muslim communal and demographic diversity, political and civic organizations, political participation, religious practices as well as family, education, knowledge production and cultural diversity. Special attention will be paid to questions of gender, race, and citizenship, as well as to issues of religious authority and authenticity. The course engages diverse materials within the contexts of both American religious history and Islam as a global religious tradition.

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).

M, 12:00 pm – 2:50 pm. Instructor(s): Hugo Enrique Mendez. Enrollment = 24.
This course explores the problem of religious fraud-and more specifically, “pious fraud”-drawing case studies from Christian history. Although Christianity espouses a high moral code, some Christians have used deception to advance their beliefs and agendas: forging documents, inventing stories, and fabricating artifacts. Others have been suspected of these same activities. Throughout the semester, students wade through the thorny moral/ethical issues presented by the practice of pious fraud and debate possible cases.

MWF, 11:15 am – 12:05 pm. Instructor(s): Cristina Carrasco. Enrollment = 11.
This course is designed for students in the Honors Program, who have been recommended by their SPAN 261 instructor, or who have received the approval of the SPAN 301 course coordinator. The course prepares students to analyze texts in at least three different genres (theater, poetry, essay, narrative, or film), within a cultural context. In this process, students will improve their language proficiency in Spanish as they are exposed to different world views through the study of literature and culture. SPAN 301H differs from SPAN 301 in several ways; writing assignments are more challenging in terms of length and research expectations, and students use a Spanish conversation digital platform to further practice their Spanish skills speaking with native speakers. In addition, students also work on a creative, non-traditional, final project (a musical composition, an original short story, a graphic text, or any other cultural project based on their academic interests and inspired by our readings and discussions). The course also integrates cultural events outside of the classroom such as movies, guest lectures, art exhibits, or performances as part of class participation.

REGISTRATION LIMITED TO MEMBERS OF HONORS CAROLINA.
Prerequisite, SPAN 261 or SPAN 267

Dr. Cristina Carrasco is a native of Valencia, Spain, and has an M.A in Comparative Literature from the University of Iowa and a PhD. in Hispanic Literature from the University of Texas at Austin. Cristina Carrasco’s research focuses on contemporary Peninsular and Transatlantic film and literature, with a particular interest on recent immigration to Spain, exotic representations of marginalized groups, and transnational identities in the Iberian Peninsula. She is also interested in Food Studies and analyzes how Spanish culinary culture has been shaped by geography, religion, demographics, and sustainability. She was recently awarded a Curriculum Development Award to create a course on Cultural Identity in Spain and will start a teaching project that combines cultural awareness, hands-on research, technology, and Spanish food.

Dr.Carrasco is an active member of ACTFL and their mentoring program. In sync with her interests in the scholarship of teaching, she is conducting research on how to teach authentic literary texts in language courses and how to assess oral skills in Spanish through authentic conversation platforms with native speakers. She loves to create new learning tools for our students and is eager to collaborate with others as part of a team, in the pursuit of our common goals for Undergraduate Education at UNC.

At UNC, Dr. Carrasco designs and teaches courses on both Latin American and Spanish literature and culture. She also co-coordinates more than forty sections of intermediate Spanish language courses each year. She strongly believes in study abroad education and community engagement as transformative educational experiences. Dr. Carrasco addresses diversity in the classroom and believes that experiential learning is vital. For nine consecutive years, she was the recipient of a Pragda grant to curate the Latin American Film Festival with Duke University, an initiative that allows students to watch and discuss films from different Spanish-speaking countries.

Through her innovative teaching strategies, Dr. Carrasco fosters a welcoming environment, and her mentorship inside and outside the classroom positively impacts the lives of many individuals. For the past five years, she has been a faculty mentor for the Spanish Honorary Society, Sigma Delta Pi. Since 2021, she also serves as faculty advisor for the student organization, Realness and Recipes. She has organized different activities such as a such as a career night, a community speaker series, and the Spanish Tertulia.

Over the past ten years at Carolina, she has participated in many other community activities as an invited speaker of Mornings at the Movies or as a discussion leader for the Carolina Humanities Center Great Books seminar. She was also invited as a guest speaker to a K-12 Workshop about Andalusia and the History and Culture of Muslim Spain, and just this past year she gave another talk about Spanish Food and Cultural Identity for North Carolina educators. Dr. Carrasco enjoys working on these collaborative projects and would welcome the opportunity to continue sharing her passion for mentoring, new uses of technology and community engagement when teaching courses for Honors Carolina.

TR, 2:00 pm – 3:15 pm. Instructor(s): Sharon James. Enrollment = 12.
In this class, we will learn about the life of women in ancient Rome, beginning with this question: what do we mean when we say women in ancient Rome? We will focus on the treatment, both legal and social, of Roman women, by examining the visual depictions of women and women’s lives as well as the literary evidence. We will cover about 800 years of history in this course.

CROSSLISTED WITH RELI 241H.

Professor James specializes in Roman comedy, Latin poetry, and women in ancient Greece and Rome.  She has published many articles on these subjects, as well as a book on Roman love elegy (published in 2003); she is currently preparing a large-scale book on women in Greek and Roman New Comedy (the plays of Menander, Plautus, and Terence).  She is also the co-editor of Blackwell’s Companion to Women in the Ancient World and Women in Antiquity (a 4-volume set).  Professor James regularly teaches all these subjects at both the undergraduate and graduate levels.  Her lecture courses, CLAS/WMST 240/240H (Women in Ancient Greece) and CLAS/WMST 241/241H (Women in Ancient Rome) are cross-listed between Classics and Women’s Studies. In summer 2012 she co-directed an NEH Institute on the performance of Roman comedy. She has two elderly dogs who keep her busy at home. In 2013, she won the University’s William C. Friday/Class of 1986 Award for Excellence in Teaching; in 2021, she won the Board of Governors Teaching Award for Excellence in Undergraduate Teaching.