International environmental policy-making has become increasingly important as more and more nations find themselves unable to solve major environmental problems unilaterally. This course explores different approaches to the resolution of international environmental problems. We will address the special nature of environmental conflicts and will study the role of new and old players in advancing politically feasible solutions to regional, international and global environmental problems. We will focus on current debates on issues including climate change, trade and the environment, and sustainable development and will also discuss recent grassroots environmental activism in the United States.
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This course begins by canvassing contemporary Chinese political history from the Opium War up to China's economic reform, with a special emphasis on the rise of the Communist Party. Much of the course then covers relevant topics in current-day political and economic development in China. Topics covered include the formal institutions of the Chinese party-state, the role of informal politics, the political logic of economic reform, the problem of state-owned enterprise reform, and the prospect for democratization in China. Students taking this course are not required to have any background in Chinese history or politics.
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Many claim that the State, which since the Treaty of Westphalia (1648) has been the most important and most characteristic of all modern institutions, is dying. We often hear that state sovereignty is under assault and that states are increasingly losing their authority and relevance in the world. This course investigates the "fate of the state" as an actor in international politics, with a particular focus on non-economic issues. Where did the state-centric international system come from; how did states become the organizing unit of international politics throughout the world; and what factors reinforce the state-centric nature of international politics? Do contemporary global issues such as human rights, humanitarian intervention, non-state sponsored international terrorism, the information revolution, and the rise of transnational nongovernmental actors pose a challenge to the authority and sovereignty of states? Are international organizations and sub-state actors now supplanting the authority of the state in international politics? Or are some analysts counting the state out too quickly? How is the role of the state changing and what role are states likely to play in the twenty-first century? What are the implications of these developments for international politics?
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This course investigates how racial and ethnic politics shape public policies and how some policies disparately benefit or burden different racial and ethnic groups. The course will highlight many of the important social and economic problems facing the U. S. Lecture topics include immigration, education, residential segregation, criminal justice, and public assistance.
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This course provides an exciting in-depth examination of the history of the Chicago political system, which represents a microcosm of the larger national landscape and the need for reform. The class will then explore and research 3 key topics: influence of campaign finance, consistently low voter turnout and perpetuation of election-day errors and fraud. Students will work in teams as we research campaign financing, voter engagement and election-day procedures in depth.
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Power is a foundational concept in Political Science. Do we know what it is? In this course we read selections of the principal works of Friedrich Nietzsche, one of the most influential but also one of the most disturbing philosophers of modern terms. These include The Birth of Tragedy; Human, All Too Human; The Gay Science; Thus Spoke Zarathustra; Beyond Good and Evil; On the Genealogy of Morality; Twilight of Idols; and The Antichrist. The purpose of the course is to interrogate our commonsense understandings of power and our ambition to manipulate power as a tool of political action.
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This course offers an introduction to quantitative approaches to causal inference in the social sciences . It is the third course in the Ph.D. sequence on quantitative methods. In the process of discussing ideas of causal inference, we will also consider some nonlinear regression-type models and techniques for statistically testing complex hypotheses. The central aim of the course is to understand the relationship between results from various forms of regression-type analysis and causal effects as characterized through the potential-outcomes framework. We will consider the importance of research design for causal inference, and also analyze the extent to which statistical techniques can help when ideal research designs are not available.
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This pro-seminar introduces graduate students to the shape of the sources in ancient political theory and practice. It is designed to be accessible to students in all subfields of political science and to affiliates of the classical traditions graduate cluster, as well as to specialists in political theory. Thematically, the seminar focuses on the development of democratic institutions in classical Athens (structures of governance such as the assembly and popular courts and cultural practices such as oratory, ritual observance and frank speaking) and concurrent traditions of critical reflection (e.g., tragedy, comedy, history, philosophy, political science). Reading will draw mostly form exemplary prose sources (selections from Herodotus, Thucydides, Xenophon, Plato, Aristotle, orators and others) but will also include some poetry (e.g., SolonÂs writing, Sophocles and Aristophanes). We will also address the importance of material culture and visual sources (e.g., the built environment, sculpture) in the interpretation of Athenian politics and political thought. Requirements include participation in seminar discussions, an oral presentation on a primary source, a review-style assessment of a piece of scholarship and either two short papers or a single longer one.
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is a three-quarter course sequence which emphasizes spoken Brazilian Portuguese. In one academic year, this rapid study of language covers the content of a traditional first and second year language acquisition sequence. Students must register for 111 and 112 each of the three quarters, and each quarter receive two credits for six hours of in-class contact time and two hours of independent laboratory work per week. Successful completion of 111/112-3 fulfills the WCAS foreign language requirement. P/N is allowed for students not working to fulfill a requirement.
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This is an advanced review of grammar concepts and idiomatic use of spoken and written Portuguese language. It deals with a a variety of topics in the context of Brazilian culture, history, literature, and current events . May be taken more than once for credit if on a different topic.
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The purpose of this course is to present an overview of the field of psychology. Among the topics we will cover are: perception, memory, thinking and problem solving, motivation, emotion, social influences on behavior, personality, psychological disorders, and the treatment of psychopathology. Class lectures, readings, and laboratory experiences in combination will convey a sense of some of the foundational questions and methods of the science of psychology. Ultimately, the goal of this course is to impart an initial understanding of some fundamentals of human nature and behavior, as well as instill a deeper appreciation for the science of psychology. To this end, 10 hours of laboratory experience are required across the quarter to allow you to have first-hand experience of the way research is conducted in psychology. Alternatively, a paper (requiring roughly the same number of hours outside of class) reviewing primary research articles in psychology may be substituted for the laboratory experience. If you are under the age of 18, you must use the paper requirement to satisfy your laboratory credit.
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An introduction to statistics in psychological research. Part of the course will deal with descriptive statistics, i.e. how to summarize a quantity of data to allow it to be understood. The second part of the course will deal with inferential statistics, or how to infer properties of populations from those observed in samples.
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This course provides a broad overview of social psychology revolving around one general question: In what ways do our social relations affect who we are and how we act? In approaching this questions, we will examine three basic social motives, "Understanding", "Belonging", and "Controlling", and explore how these motives influence things such as how we explain our own and others' behaviors, how we form and change our attitudes and opinions, how we are influenced by the groups we belong to, and what compels us to help or hurt those with whom we interact. At the end of the course, we will then discuss some ways in which the answers to these questions are relevant for addressing a variety of social problems.
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The course will be directed at the clinical and non-clinical actions of pharmaceutical agents, where in brain they act and their pharmacology. Agents that are targeted for neurodegenerative diseases such as AlzheimerÂs and ParkinsonÂs, mood disorders such as depression, cognitive disorders such as schizophrenia, anxiety disorders such as obsession and compulsion, traumatic disorders such as PTSD will be considered. Why recreational drugs, from the legitimate like caffeine and nicotine, to the illegitimate, including methamphetamine to heroin will be discussed in the context of their sites of action.
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The focus of this course is the development of perception, cognition, language, personality and social interaction from infancy through adolescence. We will consider perspectives and methods in developmental research. We will also explore specific issues, including: How do young infants perceive the world? How do infants and toddlers develop an attachment to their parents or caretakers? Why are some children good at making friends, and why do others feel lonely or isolated? How do parents' beliefs and values influence children's development and school achievement? How do parents' discipline style influence children's social and personality development? As each new topic is introduced, students will be encouraged to think critically about the assumptions and methods that underlie research on particular issues. A central goal will be to help students develop an appreciation of different criteria for evaluating research and other forms of evidence.
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A survey of theories and research in Cognitive Psychology, covering topics such as perception, attention, memory, representation of knowledge, language, reasoning and problem solving, judgment and decision-making , and consciousness. Classes will consist of lectures, demonstrations and discussion. Students will be required to think critically about the assumptions and methods underlying research on class topics.
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This course will provide an introduction to the major categories of maladaptive behavior/psychological distress and related research findings. Goals/topics include encouraging thoughtful and critical evaluation of the DSM and other systems of classification, exploring etiological theories and how these views have changed throughout recent history, considering ethical, legal, and social issues involved in the diagnosis and treatment of psychological disorders, developing critical thinking skills through the study of several controversial issues in abnormal psychology, and emphasizing the human face of psychological distress through case studies, readings, videos, and guest lectures.
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Clinical psychology is the application of theoretical perspectives to an individual, couple or group for the purpose of psychological healing. This course will investigate, within a Âbiological-psychological-social framework, the major theoretical perspectives and their views on normal, abnormal development and their therapeutic interventions. Special focus will be given to competing and controversial perspectives both between and within paradigms. The emphasis will be on Psychodynamic, Cognitive-Behavioral, Humanistic, and Psychopharmacological approaches with some background discussion on recent developments in Neuroscience.
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This course will examine the complex issues involved in applying the science of psychology to the field of law. Among the topics to be covered are: How fallible are eyewitnesses? What factors affect memory for events? What considerations need to be taken into account with children as witnesses? What factors affect jurors perceptions and decisions? What is forensic assessment, and how/when is it used? How is competency determined? What aspects of the current legal system could be better informed by the results of psychological research?
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How are human beings affected by music and why do we engage in musical activity? This course will focus on the relation between music and the mind. We will consider such issues as how we perceive, remember, create, and perform music. In addition, special attention will be paid to questions about the development of musical competence, and the social and cultural significance of music. This course draws from literature in the fields of psychology, sociology, music education, and music theory.
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What do IQ tests really measure? Do psychologists still show people inkblots? Why does my future employer want me to take a personality test? This course will address these and many other questions related to the current science of psychological tests and measurements. The assessments we'll focus on will primarily be from the fields of clinical and personality psychology. We will also cover some tests relevant to social psychology and industrial-organizational psychology. Course topics include the theory behind psychological testing and assessment, the historical context for psychological testing and related legal and ethical considerations, the basics of test construction and evaluation, including reliability, validity, and standardization, common measures of personality, psychopathology, and ability, and their psychometric properties. During the course, you will work to develop your own measure of a psychological construct and to evaluate the psychometric soundness of test scores resulting from this measure. After successful completion of this course, you should be able to demonstrate proficiency with regard to the terminology and concepts involved in psychological testing, conduct relevant statistical analyses including factor analysis, demonstrate an understanding of the purposes and applications of commonly used psychological tests, and critically evaluate the use and misuse of psychological testing, both historically and presently. This course is highly recommended for those hoping to pursue graduate study in psychology.
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This course provides an overview of research on interpersonal attraction and close relationships, primarily in the romantic domain. It covers the major social psychological and has a strong emphasis on empirical evidence.
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This course is intended to cover a variety of topics associated with a career as a psychologist. These include ethical issues, getting a job, academic and non-academic jobs, job talks and the interview process, grantsmanship, publishing and the review process, getting tenure, combining teaching, research, and service, having a life, etc.
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TBA, contact Professor
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This graduate seminar will focus on the interaction of culture with learning in general and what has come to be called informal learning in particular. The term, informal learning, is not easy to define except by its contrast with formal learning. Sometimes the contrast is equated with voluntary versus involuntary learning but I believe that we need a broader taxonomy of forms of learning. In somewhat the same way, everyone knows what culture is but no one seems to be able to define it in a satisfactory way. This course does not consist of a body of content that the instructor wishes to convey or even a set of principles to be arrived at inductively. Instead, the goal is to have a joint exploration among a community of scholars to see what is known about how learning processes and cultural processes may be linked. There will be readings for each class and grades will be based on responses to these readings, class discussion and related research activities and reports. My expectation is that the course will be hard work for everyone, including the instructor and if that expectation is realized it will be a good course.
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