Honors Discovery Seminars Course Descriptions

MONDAY 

Paths to Optimal Human Functioning 

Monday, 9:05 AM - 9:55 AM 

You’ll explore various conceptions of “optimal human functioning,” including acting with moral integrity (when our behavior is based simultaneously on our enduring moral principles, and on our transitory emotions and motives) and with “perspectival metacognition.” We act “metacognitively” when we are conscious of or think about, direct, or monitor our own thoughts, feelings, experiences, or processes of learning. “Perspectivism” is the philosophical concept that reality is grasped only through the viewpoints of others at specific moments (e.g., taking the situation or context into account, imagining how others might think and feel, and recognizing that someone else’s ideas might be more helpful). Thus, optimally functioning people competently use metacognitive processes that guide them to make decisions alone or with others in pursuit of truth and the common good. 

You’ll also study different routes for moving toward optimal human functioning, most calling for environments where we can reasonably approach meeting our own needs (especially for competence, autonomy, and relatedness). And you ‘ll learn more about yourself, partly by reflecting upon your own developmental journey. 

You’ll also build and enhance three categories of skills that will help you work on your honors thesis. Communications skills related to speaking and writing include explaining concepts clearly, and framing and honing arguments. Research skills include generating and honing research questions, conducting information searches, detecting and reconciling similarities and differences among seemingly conflicting views, and assessing the strengths and weaknesses of evidence. Self-management skills include regulating your emotions—remaining level-headed—while recognizing and coping with uncertainty.

Instructor: Jeff Eisenman 

Class # 63657

Section: 01 

Introduction to New England Town Planning 

Monday, 11:15 AM - 12:05 PM 

The purpose of this seminar is to develop an understanding of how town planners across New England help to guide the prospects of communities, ensure an improving quality of life and protect the environment. It will begin with a discussion of the evolution of planning in New England from the time of the Puritans to the present. It will then explain how town planning functions today and why it is taking on significant importance. The course will then shift to examining the practical tools and techniques that are applied in the community. Finally, the class will reflect on the place and importance of planning in an American political and ideological context and for the future. Each student is required to maintain a journal in which the student must reflect on the reading, lecturer's presentation and comments of their peers. Each also must make a formal presentation at the end of the semester and write a ten-page scholarly paper 

Instructor: John Mullin 

Class #63658  

Section: 02  

Food as Medicine, Food as Prevention and Sustainable Diets 

Monday, 12:20 PM - 1:10 PM 

"Let Food be Thy Medicine," one of the most widely quoted phrases of Hippocrates, has taken on new meaning in our contemporary society with the increasing prevalence of obesity and chronic disease. At the same time 50% of Americans believe it is at least somewhat important for food to be produced in a sustainable way. What exactly does this mean? Can specific agricultural practices, food production/processing methods and food preparation methods impact the sustainability and health promoting capacity of our food? Why should we care about how "phytonutrients" are affected? What are the different components of a sustainable diet? Can a plant-forward sustainable diet also include foods of animal origin? These are just a few of the questions we will address in this course as we explore the role of food as medicine and food as prevention in a sustainable diet. 

Instructor: Christina DiMarco Crook 

Class #63659  

Section: 03 

Introduction to Arts-Based Research 

Monday, 12:20 PM - 1:10 PM 

This course will provide a basic introduction to arts-based research methods, which means, using the arts to understand content, communicate that understanding, and create new understandings with the community of scholars. We are going to experiment with visual, performance, movement and creative writing/drawing methods to “try out” how it feels to use these methods in whatever our “home” discipline might be. Our course objectives include: 

• Demonstrating understanding the basics of arts-based research, including mastering the skills of writing in the arts through the creation of a press-ready artist statement 

• Engaging with the arts through class activities 

• Making connections between the art explorations you make and your own work in your major/discipline 

• Making a concrete plan for how you might use an arts-based approach for a major assignment in a class in your major area of study/your discipline or your honors thesis. 

Instructor: Sally Pirie 

Class #63660  

Section: 04 

Philippine and Filipino American History through the Lens of Film 

Monday, 1:25 PM - 2:15 PM 

Featuring both documentary and feature films, this course takes the students through the history of the Philippines and the Filipino diaspora. Through the videos, students will learn about the history of Spanish, American, and Japanese colonization of the Philippines, the history of migration of Filipinos to the US, as well as contemporary social, economic, and political issues facing the Philippines and Filipinos in the diaspora (including those in the US). 

Instructor: Richard Chu 

Class #63661  

Section: 05 

Memories & Resistance: Indigenous Cultural Heritage Preservation 

Monday, 2:30 PM - 3:20 PM 

In this course, we will build a deeper understanding and connect to the historical and on-going movement to preserve Indigenous cultural heritage in libraries, archives, and museums within the context of Indigenous ways of knowing. For many Indigenous Peoples’, cultural heritage preservation involves reconciling with complex histories of dispossession, collective memory, resistance, revitalization, and the opportunity to reclaim a sense of autonomy over their own material, textual, and intangible expressions of culture. Additionally, Indigenous ways of knowing help to contextualize these expressions of culture as told by Indigenous Peoples' themselves. We will learn directly from Indigenous community members and cultural heritage practitioners based in the Northeast including tribal communities who maintain tribally owned libraries, archives, and museums in Massachusetts, Connecticut, and Rhode Island. This course will utilize an Indigenous research paradigm and center Indigenous conceptual frameworks such as relationality, which scholar Shawn Wilson defines as the idea that we are all in relation to people, the land, cosmos, our ways of knowing, and that we have a responsibility to those relationships known as relational accountability. We will ask questions such as what does it mean to center relationality in a museum, archive, or library? How does cultural heritage preservation serve as a means of relational accountability? What if we viewed cultural heritage collections as relations or even relatives? 

This course will additionally draw upon the vast networks of Indigenous resistance found within Indigenous-authored literature, archival collections, museum exhibitions, digital humanities projects, and guest speakers. Students will have the opportunity to engage and build a deeper understanding of these networks while developing and using practical research skills such as library research, case studies, in-class group discussions, and a culminating research project. 

Instructor: Brandon Castle 

Class #63662 

Section: 06 

TUESDAY 

Revisioning the New Deal 

Tuesday, 10:00 AM - 10:50 AM 

How does the legacy of the 1930s New Deal era resonate with our present and future? A range of media texts will introduce some key historical forces of the 1930‐40s, Great Depression‐WWII era: massive unemployment and the crisis of capitalism, industrial unionism, socialist and communist movements, Left cultural activism, government programs including the WPA and Federal Arts Projects, racial inequality, and the military‐industrial complex. The relevance of these issues to the present will be considered through topics including contemporary labor strategies, the New Jim Crow, calls for a Green New Deal, and contemporary activist movements. Short, weekly written assignments will be reviewed for coherence, clarity, grammar, and voice. 

Instructor: Joel Saxe 

Class #63665  

Section: 08 

Cryptology: Basic Ideas, History, Significance 

Tuesday, 11:30 AM - 12:20 PM 

Cryptology, the (art and) science of communication designed to keep sensitive information secure, has been important in society since ancient times in connection with warfare, diplomacy, domestic secrecy (as in royal court intrigues), espionage, and more recently in communication related to commerce and crime (as on the Internet). This course will cover (i) the basic technical ideas of the two main branches of cryptology, namely, cryptography (the construction of secret codes) and cryptanalysis (the breaking of codes), (ii) the history of cryptology, and (iii) ethical and other issues related to the role of secrecy in society. The technical material involves some basic mathematics (number theory), which will be developed from the ground up, and we will use the free computer package R for cryptological computations. There are no formal mathematical or computer prerequisites, but students will be expected to know basic high school algebra and the alphabet. Grades will be based on (a) homework exercises in encryption, decryption, and related mathematics, (b) an essay on a specific topic of the student’s choice in the history and/or social aspects of cryptology, and (c) a short final examination.

Instructor: Joseph Horowitz 

Class #63666  

Section: 09 

Privacy in the Age of Surveillance 

Tuesday, 1:00 PM - 1:50 PM 

As the course title suggests, we will focus on privacy rights arising from surveillance. We will see how advances in artificial intelligence, monitoring devices, and advanced technologies are pushing boundaries and making data gathering more pervasive than ever. We will study cases ranging from the use of drones by law enforcement to an employer tracking the whereabouts of an employee who called in sick. We will see how pro-life advocates are tracking pregnant women. We will conclude the semester with class visits by privacy thought leaders who will discuss their work and share their views on privacy in a world where surveillance techniques are becoming increasingly acute. At a high level, this course aims for students to think critically about a timely and important matter of public interest and debate. It also aims for students to gain a deeper understanding of privacy rights, laws, and policies that may affect their personal, family, and professional lives. 

Instructor: Charlie Johnson 

Class #636667  

Section: 10 

This is America: Race and Racism in American Popular Music 

Tuesday, 1:00 PM - 1:50 PM 

Music is a powerful lens for viewing, exploring, and analyzing society, its people, concerns, and hopes. In addition to unleashing human creativity for centuries, music has been used to uncover injustices and advocate for others. In other cases, music has perpetuated society’s shortcomings and pitfalls. The purpose of this course is to use American music as a lens for exploring race and racism in the U.S. context. From minstrel shows to rock and roll, to modern-day hip-hop, music can speak to the American racial identity and the realities of racism that have existed throughout history. By engaging with readings, recordings, and music videos, students will understand how music reflects race and racism in the U.S. and analyze how music can perpetuate and perturb racial injustices. 

Instructor: Musbah Shaheen 

Class #63668  

Section: 11

New England Wildlife and Conservation 

Tuesday, 2:30 PM - 3:20 PM 

This seminar will explore the ecology and conservation biology of New England Wildlife. We will explore the historical ecology of New England landscape from the end of the last ice age to the present. This historical perspective will focus on how the natural landscape has changed due to natural and human mechanisms. In response to changes in the landscape came changes in the wildlife populations. In addition to landscape changes, wildlife has also responded to many human-caused stressors (overexploitation, pesticides, habitat degradation, climate change). We will explore how different species responded to these stressors and what steps humans have taken to try and conserve the landscape and the species inhabiting it. In addition to exploring the science of this subject, students will also be learning and practicing several general education skills. These will include working in groups and communicating orally and in writing. The course will culminate in the development of a digital storytelling project. 

Instructor: Peter Houlihan 

Class #63669  

Section: 12

Storytelling in the Digital Age 

Tuesday, 2:30 PM - 3:20 PM 

This one-credit, seminar-style course meets once a week for 50 minutes. Open to honors students from any major, it explores the art and craft of storytelling in the digital age. From social media narratives to digital journalism and immersive virtual experiences, students will examine the evolving nature of storytelling in a cross-disciplinary context. The course is designed for students with no advanced knowledge of digital storytelling, offering an accessible introduction to essential skills in writing, research, digital presentation, and public speaking, preparing them for their senior thesis, creative projects, or professional work. 

Instructor: Jane Piselli 

Class #63621  

Section: 13

WEDNESDAY 

Exploring Children’s Picture Books 

Wednesday, 9:05 AM - 9:55 AM 

In this course we will explore the ways that children’s picture books are designed and written using a child development lens. We will explore books written for different ages and on various topics to understand how authors (and illustrators) consider their audience in the text and illustrations of their books. We will carefully examine the language(s) used in text, the illustrations, and the relationship between these two, to consider how children might experience these books and what they are learning from them about themselves and the world. This course will help students to develop skills to examine multimodal texts, understand the ways that child development (may or may not) impact the creation of products for children, and explore literature written for children. 

We will explore a variety of children's picture books from "classics" such as Good Night Mood by Margaret Wise Brown, books by Eric Carle, Ezra Jack Keats, to an exploration of texts written by authors who want to examine issues of racism, climate change, gender non-conforming, death (topics often time considered too challenging- and in some parts of the U.S. books that are currently being banned), as well as a selection of books that feature different approaches to using the text & illustrations for the purposes of telling a story. Additionally, we will read research by scholars who study children's literature to understand the field and some scholarship on the use of children's literature in classrooms of various ages (to provide some background on concepts of development) 

Instructor: Ysaaca Axelrod 

Class #63664

Section: 07 

Web3 Unlocked: Navigating Blockchain’s Impact on Society and Industry 

Wednesday, 9:05 AM - 9:55 Am 

This honors course will explore the cultural phenomenon of "Web3" along with blockchain technology, featuring the plethora of potential use cases across various industries. Students will examine the core principles of decentralization, transparency, and security that underpin blockchain. Utilizing lectures, case studies, and discussions that address ethical, regulatory, and environmental issues, encouraging students to consider its broader societal impact. National publications, along with podcasts discussing niche subject matters, will offer insights into the growing pains due to legislative action along with the current negative public perception of the ecosystem. This course wraps up with a final presentation project where students apply their newly found understandings towards blockchain and how it will inevitably provide solutions to existing and new infrastructures. At course end, students will have a better grasp of the technical and theoretical aspects of blockchain, preparing them for a future moment comparable to the moment in time when the world stopped using the term mp3 in reference to digital music. 

Instructor: Jason May 

Class #69456  

Section: 31 

Black Liberation and Labor in the Long 20th Century: Introduction 

Wednesday, 10:10 AM - 11:00 AM 

This course will look at the relationship between Black Liberation and labor struggles since the defeat of Reconstruction in 1877. It will focus on how Black workers fought employers but also had to fight other workers for higher wages, unions, and racial equality. The course will start with what the defeat of Reconstruction meant for Black workers who found themselves as sharecroppers in the South. The course will end by looking at the efforts of Black workers attempt to unionize Amazon in Bessemer, Alabama. 

By the end of class, students will have a) an introductory grasp of Black liberation and labor struggles, b) an understanding of the state of the field, c) the skills to write a literature review, and d) the skills to use academic databases. 

Instructor: Shemon Salam 

Class #63622  

Section: 14 

Student Mental Wellness in College 

Wednesday, 11:15 AM - 12:05 PM 

College students are experiencing great amounts of stress and anxiety. Mental health is a top concern for higher education leaders, administrators, and policymakers. Fostering college students' mental health can improve academic success, reduce psychological distress, and prevent mental health issues. Recent data from Inside Higher Ed's 2024 Student Voice survey found two in five students say their mental health is impacting their ability to focus, learn and perform academically “a great deal,” and one in 10 students rate their mental health as “poor.” In this course, students will examine factors that could be driving this crisis, including: the need to balance personal, economic and family duties with schoolwork, increased academic stress, prevalence of social media, increase in loneliness, current economic events, generational differences in how students cope with stress, decreased socialization skills due to the pandemic. Students will research a focus area related to mental wellness of their choice. Research will include recommendations on what specific actions colleges, educators and parents can do better to support student mental health. 

Instructor: Kerri Bohonowicz 

Class #63623  

Section: 15

How to Argue Like Socrates 

Wednesday, 11:15 AM - 12:05 PM 

This honors discovery seminar will consist in close reading of select "Socratic dialogues" by Plato. The purpose of the seminar is to help students train their close reading, analytic skills, critical thinking, and textual interpretation. Secondarily, the goal of the seminar is to provoke students to think about specific problems of the source of moral values, the nature of the good, the relationship between truth and beauty, and the distinction between knowledge and belief. The seminar will read a manageable amount of dialogue each week and consist in out-loud readings and dramatization of Socratic dialogues. 

Instructor: Andrew March 

Class #63624  

Section: 16 

Research as a Journey 

Wednesday, 1:25 PM - 2:15 PM 

This course aims to expand your understanding of research as a learning journey. The course provides a practical understanding of the purposes and processes of research. The course will expose you to the cycle of research by identifying a research problem, critically reviewing the currents of thought on a topic of interest, developing a research hypothesis or research questions/s, looking into specific approaches to make sense of the problem/issue, and developing a methodology to collect evidence to answer your question or to test the hypothesis. Together, we will briefly explore the intersection of theory and practice with an emphasis on developing a thoughtful argument and supporting it with primary or secondary data. In short, the course involves brief lectures, discussions, group activities, peer review, and individual projects to use research as a learning process to systematically examine a problem to develop skills that facilitate your abilities to make informed decisions in the research journey. 

Instructor: Javid Mussway 

Class #63676  

Section: 17 

Copyright, Contract, and Cultural Appropriation: Race and "Neutrality" in Music and the Law 

Wednesday, 2:30 PM - 3:20 PM 

This course will examine U.S. copyright and contract law and how it has been used to facilitate cultural appropriation of African American music by White musicians and by music executives, while unequally disadvantaging Black songwriters and performers. 

Students will read law review articles and blog postings; hear from legal scholars, advocates and musicians; and engage in discussion about law, policy, neutrality, race, music and cultural appropriation. 

Students will learn about U.S. copyright and contract law, how to perform legal and policy research as well as research in other social science disciplines, and how to examine "neutral" legislation through a critical lens. Students will write and present case notes, an annotated bibliography, or a policy proposal on how government or non-government organizations might investigate and address discriminatory application of the law. 

Instructor: Lisa DiValentino 

Class #63675 

Section: 18

Where can we go? 

Wednesday, 2:30 PM - 3:20 PM 

Let us assume that planet Earth has become uninhabitable to us. Where can our species survive? Beginning with ancient Greece and proceeding through the transistor, we will consider what we have learned about the universe. The obstacles are formidable. Grade is based on class participation and a final paper with emphasis on writing and research skills as would be needed for the Honors Thesis. Class readings will be provided. There will be no quizzes or exams.  

Instructor: Ernest Manes 

Class #63690 

Section: 19

History of the Book and Printing 

Wednesday, 4:00 PM - 4:50 PM 

Survey of the history of the book, the manuscript, printing, paper making, binding, typography, and the electronic book. 

Instructor: James Kelly 

Class #68959

Section: 27

THURSDAY 

Research as Performance- Strategies for Presenting your Thesis in a Public Forum 

Thursday, 10:00 AM - 10:50 AM 

Performing Artists are trained to stand in front of audition panels, audiences, and reviewers calmly and confidently; to strike a balance between expertise and expressiveness, presenting their carefully prepared work before the public with their voice or instrument. Between the practice room and the concert stage, musicians develop skills and strategies for managing the nerves and performance anxiety that inevitably appear before public performances. Vocalists in particular engage in preparation that involves breath management, posture, stage presence and deportment, voice projection, diction, improvisation, and strategies to remain focused as they perform in public. In this course, we will explore the strategies that singers use to manage performance anxiety, speak clearly, and perform confidently and fearlessly in public, and port these strategies into thesis presentations in interdisciplinary professions. Students will have the opportunity to present their research utilizing these vocal performance skills, culminating in each student presenting their thesis research abstract in front of the class, responding to questions on their thesis presentation in a live masterclass format. 

Instructor: Jamie-Rose Guarrine 

Class #63691  

Section: 20

Exploring Purpose and Passion in Writing: Strategies for Developing Effective Writing and Research Habits 

Thursday, 10:00 AM - 10:50 AM 

Students will learn how to analyze and summarize academic sources critically, offering insightful annotations that describe and evaluate each work's relevance, credibility, and contributions to their research. The course will also guide students in synthesizing multiple sources to craft cohesive and well-organized literature reviews, highlighting key themes, trends, and gaps in the existing body of knowledge. Through a combination of lectures, hands-on exercises, and peer feedback, students will refine their ability to engage deeply with academic texts, build a solid foundation for their own research projects, and improve their writing clarity and precision. By the end of the course, students will be equipped to produce scholarly annotated bibliographies and/or literature reviews that contribute meaningfully to academic discourse. 

Instructor: Katrina Calhoun 

Class #63692  

Section: 21 

Biomedicine: Disease Mechanisms and Therapeutics 

Thursday, 1:00 PM - 1:50 PM 

In this course we will read scientific literature exploring the etiology of human health and disease. We will discuss the genetics, molecular biology, and pathophysiology of these disorders and, if applicable, the treatment options available. Students present and lead each week’s paper discussion and choose the topic in accordance with their own interests. Students will be required to write a reflection on each week's paper and to interact asynchronously via the Perusall platform prior to discussing the paper in class. There will be peer-reviewed group presentations on a human disease/treatment of the presenters’ choice, as well as a scaffolded literature review-style writing assignment on a human disease/treatment of the student's choice.  

Instructor: Laura Francis 

Class #63693  

Section: 22 

Art Investigations 

Thursday, 2:30 PM - 3:20 PM 

This course will concentrate on exhibitions in the museum, galleries, and public places on campus to investigate issues in contemporary art and society. Students will engage in discussion, write short essays, and respond in other ways to the wide range of art on display.  

Instructor: Gary Orlinsky 

Class #63694  

Section: 23

Communication Design 

Thursday, 2:30 PM - 3:20 PM 

This course focuses on cultivating creative thinking and public presentation skills essential for any career path. Students will refine their ability to communicate ideas visually and verbally, mastering the art of delivering professional and polished presentations. Emphasizing the importance of effective communication design, the course explores how to analyze and craft messages that connect with target audiences and aims to elevate students' understanding of strategic communication. Students will gain practical experience by developing social media campaigns for products, brands, as well as non-profits, and learn to execute creative pitches that highlight their strategic vision and design skills. This hands-on approach prepares students to apply their knowledge in real-world scenarios, challenging them to think critically and strategically about campaign ideas that drive engagement and impact. By the course’s conclusion, students will have completed a portfolio project that demonstrates their expertise in creating cohesive, impactful communication campaigns that align with professional standards. 

Instructor: SooYoung Bae 

Class #68956  

Section: 24 

LGBTQ+ Issues in Education 

Thursday, 4:00 PM - 4:50 PM 

This class is about LGBTQ+ issues related to children, teens, and young adults in schools–from preschool to college. This is a big and broad topic, and we will narrow it down based on your interests as we move through the semester. But all these topics are covered under three big questions, which will anchor our class: 

• What are some different queer identities/labels and what do they mean? What identities/labels fit me best? How was I socialized to think about gender and sexuality? What are my internalized beliefs and assumptions about it? What internalized beliefs and assumptions have I unlearned (or wish to unlearn)? 

• What can educators do to make schools (from preschool to college) LGBTQ+ affirming and inclusive? Why is it important to do so? (Or is it?) What would a truly LGBTQ+ affirming school look like and feel like? 

• What are the major policy and curriculum debates (or conversations) happening nationally, regionally, and locally right now related to LGBTQ+ youth in schools? Who is participating in these debates/conversations, and what beliefs/perspectives are they circulating? How do systems of power and oppression (for example: homophobia, transphobia, cis-heteronormativity, racism) play into these debates/conversations? 

Instructor: Kysa Nygreen 

Class #68957  

Section: 25 

Exploring the Information Universe: Tools, Ethics, and Strategies 

Thursday, 4:00 PM - 4:50 PM 

This course provides students with a comprehensive understanding of the current information landscape, focusing on the processes of information creation, access, and use. Students will explore the lifecycle of information—from its creation and publication to its dissemination and use in academic research. Topics include the types of information available in libraries and online, scholarly sources and peer review, and the importance of information as a commodity. Students will gain practical skills in research, including navigating library catalogs, selecting resource types, search strategies, and evaluating information using established rubrics like CRAAP, SIFT, and lateral reading. They will also learn how to properly cite sources, construct annotated bibliographies, and manage their research process effectively. 

In addition to these practical skills, the course emphasizes critical thinking about the ethical and social implications of information use. Topics such as fake news, bias, copyright, and intellectual property will be explored, with particular attention to the ethical dilemmas that arise in research, including issues related to data manipulation and authorship disputes. Students will also examine the role of AI tools in academic research, exploring both the benefits and limitations of these emerging technologies. This course prepares students to engage with information responsibly, ethically, and effectively in both academic and professional settings. 

Instructor: Jennifer Friedman 

Class #68958  

Section: 26 

FRIDAY 

Ways of Knowing in the Age of Generative AI 

Friday, 9:05 AM - 9:55 AM 

This course will delve into ways we make meaning of the world around us. It will explore how meaning-making changes and is affected by technology, with an emphasis on generative AI large language models such as ChatGPT. Drawing from a variety of disciplines, this course will present students with opportunities to reflect on and develop their critical and creative thinking skills, while investigating ways that technology can enhance these skills. Central to the course method will be the synthesis of formal research with a self-reflexive inquiry of experience, influence, and perspective. Alternative ways of knowing, such as dream logic, metaphor, and story, will be opportunities to bridge the conceptual gaps that occur when the human brain encounters “godlike” technology. By the end of this course, students will have completed a writing project that seeks to create meaning of the relationship between humans and technology in our present age and the near future. 

Instructor: Luke Bloomfield 

Class #68960  

Section: 28 

Legal and Undocumented Immigration in the U.S. 

Friday, 9:05 AM - 9:55 AM 

The important questions posed by the process of immigration into the U.S. (How many immigrants should the U.S. take in? What kind of immigrants should it take in? What to do with the undocumented immigrants already in the U.S.?) have always been passionately debated (and sometimes violently fought over) by Americans. They have featured prominently in the recent elections, and they’re bound to continue being a big deal, given the Trump’s administration commitment to eliminating undocumented immigration and restricting legal immigration. 

Who are America’s documented and undocumented immigrants? Why do they come to America? Why do they leave their home countries? What’s it like being a documented or an undocumented immigrant in America? How do they interact with American institutions (e.g., police, schools, hospitals, churches, neighborhood organizations, social clubs, the labor market, etc.)? 

What are the laws constricting the life of an undocumented immigrant? What are their expectations, values, beliefs, assumptions and dreams? How do other American groups (other immigrants, natives) perceive undocumented immigrants? 

This course will cover a variety of potential answers to these questions, drawing on journalistic stories, documentaries, scholarly analyses, and personal accounts. 

Instructor: Razvan Sibii 

Class #69127  

Section: 29 

Hidden Landscapes 

Friday, 10:10 AM - 11:00 AM 

This class will explore under-studied and under-valued landscapes in American cities. Using a case study approach, the class will look at historical and contemporary examples of invisible, unsanctioned, and under-appreciated types of landscapes, and interrogate the values that underpin their relative distance from the public eye. Many of these spaces have developed apart from normative design and planning processes, and yet they serve enormously important functions for groups and individuals. Examples of such types of places include foraging landscapes, redlining maps, and the Jewish sabbath markers called eruv. These counter-hegemonic narratives have much to offer more dominant planning practice, and by unpacking hidden landscapes, students will articulate points of potential impact or influence. Each student will take on the research of a compelling typology and present their findings to the class. 

Instructor: Carey Clouse 

Class #69128  

Section: 30