Fall 2017 List


The following is a semester-specific overview of course offerings across departments, majors, and undergraduate colleges at Notre Dame. The courses listed below vary in the time dedicated to core human and civil rights. A number of courses focus primarily on the human and civil rights fields; others engage interpretations of human and civil rights through the lenses of democracy, gender and sexuality, inequality, and similar themes.

Fall 2017 Human and Civil Rights-Related Undergraduate Courses

20th Century US Social and Cultural History


The primary goal of this capstone course is to produce a 25-page research paper in twentieth-century U.S. history. Through this "American Century," the United States became an empire, participated in two world wars, a cold war, and claimed the status of world power. These developments shaped and were shaped by transformations of the U.S. economy and the state, migration patterns, and the demands for rights and recognition by workers, women, African Americans, and a host of other groups. In the first third of the course, students will read and discuss secondary sources that explore how Americans grappled with these broad transformations. We will consider the history of social formations, including class, race, and gender, together with the history of cultural formations—American popular and political culture, intellectual life, and forms of identity. In the following two thirds of the course, students will select a topic for further study, conduct research, and write and re-write a substantial paper. All topics in 20th century U.S. history will be welcome so long as the student engages with the social and/or cultural context of the period. Through the semester, we will use class meetings to explore resources available at the Hesburgh Library and to discuss research and writing strategies.


Rebecca McKenna

HIST 43614 (CRN 17502)




Captives and Slaves


This interdisciplinary course will foreground the lives of the enslaved in colonial America and the Caribbean (inc. Haiti). We will consider indigenous Native-American and West African practices pertaining to enslavement and captivity, as well as the development of hereditary slavery in the colonies. Throughout, we will maintain a focus on understanding the lived experience of individuals who were captured/enslaved, with special emphasis on gender and material culture.


Sophie White

GSC 30595 (CRN 17769)

AFST 30075 (CRN 17338)

AMST 30126 (CRN 17052, 17345)

HIST 30605 (CRN 17811)

GSC 30595 (CRN 17769)




Global Activism


This course is about transnational networking, mobilizing, and campaigning for or against social change. Equal attention is paid to conceptual and substantive issues. Conceptual issues include framing, strategies, and actors. Among the substantive issues examined are human rights, women’s rights, gay rights and gay marriage, climate change, and global gun control. We are particularly interested in the emergence over the last two decades of a ‘global right wing’ and the globalization of the culture wars.


Luc Reydams

AFST 30694 (CRN 14929)

IIPS 30938 (CRN 15037)

IDS 30537 (CRN 14981)

POLS 30351 (CRN 14837)

GSC 30531 (CRN 20391)




Health, Medicine, and Society


This course is a comprehensive introduction to the sociology of health and of medicine.


First we will examine how sociological variables affect people’s health. Research is rapidly accumulating which shows that sociological variables have a huge impact on people’s susceptibility to various illnesses, on their access to health care, and on their compliance with medical advice. Such variables include people’s neighborhoods, occupations, and lifestyles; their social class, education, race, ethnicity, and gender – and the density of “social networks”, whose importance for health was predicted by one of sociology’s founders over 100 years ago.


Second we will examine medicine, both the practice of medicine by individual health care professionals, viewed sociologically, and the operation of the increasingly large and bureaucratic medical institutions in which health care professionals must work. In addition, we will examine sociological issues that overlap “medicine”, such as radically long shifts; the rapid increase in the proportion of female doctors; and increasing concern with work/family balance among practitioners.


Third, we will examine health and medicine in relation to other dimensions of society, such as the modern economy, the media, law, the internet, government and politics. Health and medicine are intrinsically social and they cannot be isolated from the effects of the rest of society, many of which run counter to strictly “medical” considerations.


Finally, we will examine health and medicine globally. We will compare health and medicine in a number of societies to see and explain how they are similar and how they differ—for example, how different societies pay for medical care. And we will examine global trends with implications for health and medicine that require cooperation among societies, such as the way in which global air travel both increases the danger of global pandemics and makes possible “medical tourism.”


Russell Faeges

SOC 20410 (CRN 14533, 20098)

STV 20310 (CRN 14581)




History of American Education: Race and Politics


American Education mirrors American society with myriad challenges, successes, and ideologies. This course will look at how political struggles over race, language, gender, and class have all played out in the battle over American schools, schools that ultimately hold the literal future of America. This course will explore the History of Education in American from the late 1865 to the present and will have special emphasis on segregated schools in the 19th century and today. The course will also look closely at the very best programs re-shaping American education such as The Alliance for Catholic Education and KIPP. The course will look at education from Kindergarten all the way through graduate programs as we study how our institutions have formed and how they form and transform our society.


Brain Collier

ESS 33611 (CRN 13754)

HESB 30584 (CRN 14172)

HIST 30808 (CRN 16040)

ILS 33042 (CRN 17849)

AMST 30453 (CRN 13791)

AFST 33709 (CRN 20802)




Human Trafficking: Causes, Responses, and Current Debates


The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to: • Various typologies of slave-like exploitation today, along with forces that promote them; • Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and • Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage a range of professionals involved in addressing human trafficking in the Midwest. Teams of students will carry out semester-long community-based research projects on trafficking. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations—e.g., migrants, including refugee camp residents, communities in conflict and postconflict settings, people emerging from natural disasters, those living in extreme poverty.


Christine Cervenak

CSC 33986 (CRN 16837)

  1. 33661 (CRN 17773)




International Migration and Human Rights


This course is an extension from the mini-course to a full term, with a wider coverage of international migration experiences in the world with an emphasis on human rights. It starts with a historical approach to various immigration waves to the United States, from the years of the Industrial Revolution to the present. It focuses on the current debate on the impact of the undocumented immigration from Mexico and Central America, with a discussion of the gap between public perceptions and research findings. Differences between Mexico and the United States' migration policies, and its social and economic implications, are discussed. The recent developments within the context of the United Nations' Commission of Human Rights on the relationship between migration and human rights are also covered.


Jorge Bustamante


AFST 43751 (CRN 13757)

CST 43479 (CRN 13293)

CNST 43400 (CRN 14939)

HESB 43540 (CRN 13060)

IDS 43603 (CRN 14173)

LAST 40551 (CRN 11656)

ILS 40707 (CRN 11657)

SOC 43479 (CRN 11655)




International Relations


This course provides an introduction to the study of international relations and will cover several theoretical approaches to and empirical issues in the field of IR. Readings have been selected to highlight both traditional approaches to and more recent developments in world politics. The first half of the course focuses on contending theories of IR, while the second half of the course deals with more substantive issues. Empirical topics and subjects covered include: international security (nuclear weapons, ethnic conflict, and terrorism) - international political economy (trade, international finance, and globalization) - and 20th Century History (WWI, WWII, and the Cold War). In addition, we will examine several contemporary topics in international organization and law, including the environment, nongovernmental organizations, and human rights. We conclude by discussing the future of international relations in the 21st Century.


Susan Rosato


IIPS 20501 (CRN 12427)

POLS 10200 (CRN 13441)

POLS 20200 (CRN 11665, 19763)




Intro to International Development


An introduction to the field of international development, with particular focus on the various disciplines that have contributed to and shaped the development discourse. Readings, lectures, and discussions will draw from various disciplines, including economics, political science, sociology, anthropology, environmental and technological sciences, public health, law, and gender studies, among others. We will examine debates on the meaning and measurement of development; alternative approaches to, and methods in, the study of development; and attempts to address some of the main development challenges facing the world today. There will be a central focus on understanding "what works" in development. Working together in teams, students will conceptualize and design an international development project using "real world" constraints.


IDS 20500 (CRN 17851, 20745)

POLS 30363 (CRN 20594)

POLS 30595 (CRN 20082)




Introduction to Criminology


As in introduction to the topic of criminology, this course examines crime as a social problem within American society. Particular attention is given to the nature and function of law in society, theoretical perspectives on crime, victimology, sources of crime data, the social meaning of criminological data and the various societal responses to crime. These topics are addressed through specialized readings, discussion, and analysis.


Robert Vargas

SOC 20732 (CRN 12908)

STV 20331 (CRN 14582)

CNST 20403 (CRN 20334)




Introduction to Social Problems


Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.


Dustin Stoltz

SOC 10033 (CRN 12474)

SOC 20033 (CRN 12475, 19732)

AFST 20703 (CRN 15894)




Justice Seminar


An examination of major theories of justice, both ancient and modern. Readings include representatives of liberal theorists of right, such as John Rawls, as well as perfectionist alternatives. The course also serves as the core seminar for the philosophy, politics, and economics concentration.


Paul Weithman  and Mary Keys

ECON 33250 (CRN 16432)

PHIL 43404 (CRN 11667)

POLS 43640 (CRN 11666)




Mexican Immigration: A South Bend Case Study


Mexican immigrants are the fastest growing immigrant group in South Bend. This course combines experiential learning, research and service to understand and assist the Mexican immigrant community in South Bend. The course aims to understand and share information about who these new immigrants are, why they have come to the Midwest, and Chicago and South Bend, in particular, and how they are adapting and contributing to South Bend economic and social life. Students will contribute to documentation of the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homelands. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly sent home about $23 billion in 2007. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a borderless nation. Understanding the relationship between Mexicans' immigrant integration and transnational allegiance is a key goal of the course. The course begins with a visit to the Mexican immigrant enclave of South Bend. Documentary film screenings, guest lectures and campus-wide events on immigration will complement readings about Mexican-U.S. migration and the history and sociology of the local community. Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations while learning ethical fieldwork methods in preparation for community research. Working collaboratively, students will design research plans to gather data on issues of their choosing including history of Mexican settlement in South Bend, immigrants' local and transnational households, political involvement, youth, gender, employment and business, health care, education, cultural beliefs and practices and religious life. The products of the experiential research will be published in Volume Four of the Latino Studies Student Research Series and shared with local residents, agencies and the community at large.


Karen Richman

AMST 40402 (CRN 14174)

ANTH 43305 (CRN 16414)

ESS 45652 (CRN 13466)

GSC 43103 (CRN 16461)

ILS 43103 (CRN 16490)

SOC 43490 (CRN 20108)

HESB 40108 (CRN 20406)




Mexico-U.S. Border Immersion Seminar


This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion - especially Catholic Social Teachings?and border and immigration issues. To be eligible, students must complete an application, linked here: http://socialconcerns.nd.edu/academic/fall/BorderIssues.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (also see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966/SOC 33066/ILS 30804/THEO 33966) cannot take this course.]


Kraig Beyerlein

CSC 33458 (CRN 20344)

CST 33458 (CRN 20185)

ILS 33701 (CRN 20310)

SOC 33458 (CRN 20103)




Racial and Ethnic Educational Inequality


This course examines the educational experiences and struggles of racial/ethnic minority students in US public schools. Students will study educational stratification by race/ethnicity, as well as how racial/ethnic minorities experience this stratification. We will explore legal, political, historical and social perspectives regarding educational policies and practices. Additionally, this course focuses on the potential of education as an agent for social justice and change for linguistically and culturally diverse groups.


Amy Langenkamp

AFST 43709 (CRN 17701)

ESS 43204 (CRN 16071)

HESB 43895 (CRN 16466)

SOC 43281 (15948, 20106)




Rethinking Crime and Justice


What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? Inside-Out brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives.


This course follows the Inside-Out model of prison exchange now well established across the United States (www.insideoutcenter.org). It provides an opportunity for “inside students” at the Westville Correctional Facility and “outside students” from the Notre Dame campus to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.


AMST 30812 (CRN 16109)

CSC 33997 (CRN 14619)

CST 33997 (CRN 14637)

HESB 30302 (CRN 17799)

IIPS 33905 (CRN 14651)

PSY 33691 (CRN 14640)




Rhetorics of Gender and Poverty


This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Regan’s 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be expressed as traditional research or creative works.


Connie Mick

AFST 33706 (CRN 16175)

GSC 33656 (CRN 14935)

PS 33400 (CRN 14930)




Self, Society, and Environment


This course focuses on social psychological aspects of relationships between humans and the natural environment. Issues include how humans interact with different environments, symbolic transformations of environments, and competing accounts or claims concerning human-environment relationships. The course is framed in a sociology knowledge perspective and touches on alternative ways of envisioning and valuing individual and institutional perspectives on human-environment relationships with an eye toward implications for social change.


Andrew J. Weigert

CST 43719 (CRN 14587)

SOC 43719 (CRN 14534, 20110)

STV 40319 (CRN 14584)

SUS 43719 (CRN 15980)




Slavery in the Lands of Islam


Slavery existed in most societies and its eradication from our contemporary society is our challenge and responsibility. This course is targeted at examining and understanding the institution of slavery in Islamic societies. It offers strong foundations to discuss slavery in the two main sources of law in Islam: Qur’an and Sunna. Then it offers a survey of the most important aspects of slavery, including the geographical origins of the slave population, their numbers and demographics in Islamic lands, labor conditions, as well as production and reproduction characteristics. Through a thematic examination, the course will present some of the most distinctive types of slavery that existed in different part of Islamic lands: military slavery, harem slavery, eunuchs, etc. Also this course examines debates on the abolition of the institution of slavery; the colonial context in which it emerged and was imposed; and how Muslim intellectuals adopted abolitionist ideas. By the end of the semester, the focus will be on the diaspora and the structural inequalities inherited from slavery and perpetuated to these days. It will also touch on the contemporary forms of slavery in the lands of Islam.


Yacine Daddi Addoun

AFST 30258 (CRN 17341)

HIST 30090 (CRN 16467)

MI 30293 (CRN 17865)




Social Inequality and American Education


Many have claimed that the American educational system is the "great equalizer among men." In other words, the educational system gives everyone a chance to prosper in American society regardless of their social origins. In this course, we will explore the validity of this claim. Do schools help make American society more equal by reducing the importance of class, race, and gender as sources of inequality, or do schools simply reinforce existing inequalities and reproduce pre-existing social relations? Topics covered in the course include: unequal resources among schools, sorting practices of students within schools, parents' role in determining student outcomes, the role of schooling in determining labor market outcomes for individuals, and the use of educational programs as a remedy for poverty.


Amy Langenkamp

AFST 20704 (CRN 15895)

AMST 30519 (CRN 17355)

ESS 20202 (CRN 16001)

HESB 20219 (CRN 17790)

ILS 20704 (CRN 17514)

SOC 20228 (CRN 15946)




Constitutional Law


This course introduces the basic themes of the American constitution, its historical

development, and debates in constitutional politics. The course employs a variety of

instructional methods including Socratic method lectures, class debates, and moot court

exercises in which students play the role of lawyers and justices arguing a Supreme Court

case. Students will explore the social and political struggles that have defined the allocation

of constitutional power, including debates over presidential war-powers, states' rights,

judicial supremacy, federal power to enforce civil rights, and the recent healthcare



Matthew Hall

POLS 30060 (CRN 19773)

CNST 30002 (CRN 19757)

AMST 30419 (CRN 19836)

HESB 30437 (CRN 19889)




Human Rights and Human Wrongs


This course will examine theories of human rights and their applications and implications for

international politics.


Ernesto Verdeja

POLS 30656 (CRN 19780)

IIPS 30554 (CRN 19899)

IDS 30514 (CRN 20428)

CNST 30606 (CRN 20590)




Visualizing Global Change


The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.


Tamara Kay

SOC 30603 (CRN 20100)

FTT 30603 (CRN 20294)

IDS 30603 (CRN 20430)

STV 20603 (CRN 20679)

IIPS 30304 (CRN 20728)




International Criminal Justice


This course critically examines the phenomena of international judicial intervention and ?criminalization of world politics'; the actors, ideas, and rationales behind the international criminal justice project; the operation of international criminal justice in a world of power politics; its accomplishments, failures, and financial costs; and the future of international criminal justice. The course includes Skype conferences with a war crimes investigator, a war crimes analyst, a defense counsel, a victim representative, a State Department official, and a staff member of the Coalition for the International Criminal Court.


POLS 30222 (CRN 20080)

CNST 30211 (CRN 20336)

IIPS 30561 (CRN 20729)




Labor & America since 1945


This course explores the relationships among and between workers, employers, government policymakers, unions, and social movements since the end of World War II, as well as the ways in which those relationships have shaped and been shaped by American politics and culture more broadly. The United States emerged from the Second World War as the globe's unequaled economic and political power, and its citizens parlayed that preeminence into a long postwar economic boom that created, however imperfectly, the first truly mass middle-class society in world history. At the heart of that new society was the American labor movement, whose leaders and members ensured that at least some of the heady postwar profits made it into the wallets of workers and their families - and not just the wallets of union members, as working Americans generally experienced great improvement in wages, benefits, and economic opportunity during the quarter-century ending in 1970. During those same years, civil rights activists challenged the historic workplace discrimination that kept African Americans at the bottom of the labor market, confronting the racism of employers, unions, and the government, and inspiring others, primarily Mexican-Americans and women, to broaden the push for equality at the workplace. Since that time, however, Americans have experienced a transformation in the workplace -- an erosion of manufacturing and the massive growth of service and government work; a rapid decline in number of union members and power of organized labor; and unresolved conflicts over affirmative action to redress centuries of racial and gender discrimination. Meanwhile, income inequality and wealth disparities have grown every year over the past three decades. What accounts for the decline of organized labor since 1970, and why have the people of the mythic land of milk and honey experienced declining upward mobility and widening gaps between the rich and everyone else? Are these phenomena linked? What has the decline of the labor movement meant for workers specifically, and the American economy and politics more broadly? How and why have popular perceptions of unions changed over time? What has been the relationship of organized labor to the civil rights movement, feminism, modern conservatism, and the fortunes of individual freedom more broadly? What is globalization, and what has been its impact upon American workers? Through an exploration of historical scholarship, memoirs, polemical writings, and films, this course will try to answer these questions and many others. It will also address the prospects for working people and labor unions in the twenty-first century. This course satisfies the university history requirement and is open to all students; no previous knowledge of the topic is required.


Daniel Graff

HIST 30856 (CRN 20062)

IIPS 30922 (CRN 20366)

GSC 30309 (CRN 20390)

AMST 30362 (CRN 20560)

AFST 30214 (CRN 20796)




Race Relations and Ethnic Conflict


The course examines the causes and consequences of racial and ethnic conflict. We will address questions such as the following: How do race and ethnicity become meaningful to social actors? What factors contribute to inter-group conflict? What are the origins and consequences of inter-group inequalities? How are racial and ethnic identities related to social class? How are racial and ethnic identities related to politics? How can a racial or ethnic group overcome a subordinate status? In addition to engaging relevant literature, students will devote significant time to developing original research questions which could, with further development, result in published articles. (May not take if already took SOC 43838 because of course content overlap.)


SOC 40838 (CRN 19740)

SOC 40838 (CRN 20104)

ILS 40717 (CRN 20312)

HESB 40109 (CRN 20407)

IIPS 40518 (CRN 20736)




Structural Violence: The Invisible Conflict of Everyday Life


In this course we will examine the "violence of everyday life", the inequalities and sources of suffering created by taken-for-granted structures such as bureaucracy, security, nation, color and creed (to name only a few). We will ask questions about how structures constrain and damage peoples' lives, the relationship of these structures to poverty, and the non-violent and violent reactions that result. How do physical walls perpetrate and perpetuate violence? Why does resource richness cause poverty and war? What is the lived experience of systematic inequality? When does everyday hopelessness become explosive violence? Students will examine how violence is both culturally mediated and understood, and will learn to recognize the symptoms and anticipate the consequences of oppression, neglect, and resistance around the world.


Catherine Bolton

ANTH 40084 (CRN 19851)

ANTH 60084 (CRN 19855)

IIPS 40804 (CRN 19904)

MGA 60104 (CRN 19964)




Equity, Justice, and U.S. Higher Education


Since the founding of the first college in 1636, U.S. higher education has been a force both for and against social justice and the achievement of equitable outcomes for different sociocultural groups. In this course we will investigate the following broad questions regarding the role of higher education in U.S. society, using a social justice framework informed by critical theory, Catholic Social Teaching, and other scholarly perspectives:-      Whom has U.S. higher education served in the past, and whom does it serve today? Whom does it not serve? Whom should it serve?-            Does U.S. higher education promote equity for members of marginalized groups, or does it entrench privilege among members of dominant groups? Is it a force for social mobility, or for social stratification? Does U.S. higher education have a social responsibility? What should that responsibility be? How well is it meeting that responsibility?We'll begin by examining the historical role of U.S. higher education as a force for (in)equity and (in)justice, and then move to examining (in)equities in access to higher education, students' experiences within colleges and universities, and outcomes of higher education. We will also examine the role of higher education as a social institution, including higher education as a public good and the mission and responsibility of higher education.


Tara Hudson

AFST 33303 (CRN 17698)

CSC 33987 (CRN 17734)
ESS 33361 (CRN 17822)

SOC 30082 (CRN 18085)

CSC 63987 (CRN 19913)




Migration, Race, and Ethnicity in Twenty-first Century America


Migration from Latin America and Asia over 1970-2000 brings a new heterogeneity for the United States that mirrors the global population. Now, the consequences of this migration are reflected in federal statistical policy to expand official population categories of five categories on race and two on ethnicity. This course is an introduction to these U S populations of whites, blacks or African Americans, Native Americans or Alaskan Natives, Native Hawaiians or other Pacific Islanders, and Latinos or Hispanics as to historical context, social and economic characteristics, and current research and policy issues. Migration in the post-1965 era of Asians and Latinos created new racial and ethnic communities geographically concentrated in California, Texas, Florida, New York, Illinois, and Arizona. Conceptualization and quantification involve new challenges increasingly relevant for governmental and private sectors, nationally and for communities. Scholars are more attentive to changing identities and population heterogeneity for social institutions of family, education, and government. The 2000 Census and population projections show the future population as considerably different from that of the past. These topics hold relevance in contemporary discussions of world population growth, immigration policy, social change, globalization, and environment.


Jorge Bustamante

SOC 30478 (CRN 19736)

ILS 30703 (CRN 20737)




Witnessing the Sixties


The purpose of this interdisciplinary course is twofold: to examine the social context and cultural change of the sixties and to explore the various journalistic and aesthetic representations of events, movements, and transformations. We will focus on the manner in which each writer or artist witnessed the sixties and explore fresh styles of writing and cultural expression, such as the new journalism popularized by Tom Wolfe and the music/lyrics performed by Bob Dylan. Major topics for consideration include the counterculture and the movement--a combination of civil rights and anti-war protest.


Benedict Giamo

AMST 30112 (CRN 19832)

AMST 30112 (CRN 20114)

JED 30122 (CRN 20123)

AFST 30215 (CRN 20435)