In this course, we will learn to collect, analyze, evaluate, interpret, criticize, and communicate scientific data. Course activities will include tutorials on mathematical and computational tools as well as group exercises in data analysis. Workshops will explore critical reading of primary scientific sources, effective oral presentation of data, and sound technical writing. Students will apply their learning to a research project collecting, assessing, and presenting original data. Assessment will be based on daily assignments, several quizzes, and oral and written reports on the independent project. This course is held during pre-orientation. Enrollment is limited.
In this course students will focus on the challenges facing academic knowledge workers (in management consultant Peter Druckers famous phrase). We will consider concrete methods that allow us to do our coursework, research, and writing more creatively, more productively, and more efficiently. Achieving this goal will require us to familiarize ourselves with some of the leading ideas in the field of intellection, cognition, organization, and human learning. Students should expect to be active participants in this course and be open not only to learning about the processes of learning itself, but also to developing strategies for becoming better learners. Although this course is open to all students, first-year and sophomore students are especially encouraged to enroll. No prerequisite.
This course presents an interdisciplinary inquiry into the destruction of European Jewry during the Second World War. How was it that in the twentieth century, in the midst of civilized Europe, a policy of genocide was formulated and systematically implemented? We will examine the Holocaust within the contexts of modern European history, Nazi ideology and practice, the Jewish experience in Europe, the history of antisemitism, and the psychology of human behavior. Data will be drawn from films, literature, art, memoirs, theology, and historical investigations. An ongoing concern of the course will be the significance of the Holocaust in political discourse and in our own thinking as individuals. When a faculty member from religious studies, modern languages and literatures (German) or history is teaching the course, students may count it toward majors in history, modern languages and literatures (German) or religious studies. Paired with another religious studies course, it will fulfill the diversification requirement in the humanities.