Northwestern University

Introduction to the techniques of accounting and the accounting profession with an emphasis on organizing information for decision making and the information needs of creditors and equity holders. Topics include financial statements, transaction analysis, accrual accounting, cash management, inventories, receivables, long-term and intangible assets, liabilities, stockholders' equity, cash flow statements, and financial statement analysis. Northwestern day-school students must obtain their dean's consent to enroll in this course. No class July 4th.

A continuation of the introduction to accounting, with emphasis on providing relevant and timely accounting information and analysis to managers for use in planning, decision making, and controlling strategic operational objectives. Topics include the classifications of costs and different ways of reporting and analyzing those costs; the operating budgeting process; capital budgeting; and job-order, standard, process, and activity-based costing systems. Prerequisite: ACCOUNT 201.

This course is conducted completely online. It is available only to students who have been admitted into a post-baccalaureate certificate program or are attending the School of Continuing Studies as students-at-large. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. Current post-baccalaureate students and students-at-large can request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. New post-baccalaureate students will receive a permission number from an SCS academic adviser (via email) when their course plans are approved. All enrolled students will be invited to an online orientation before the start of the quarter that will explain expectations and processes for the course.

A continuation of the introduction to accounting, with emphasis on providing relevant and timely accounting information and analysis to managers for use in planning, decision making, and controlling strategic operational objectives. Topics include the classifications of costs and different ways of reporting and analyzing those costs; the operating budgeting process; capital budgeting; and job-order, standard, process, and activity-based costing systems. Prerequisite: ACCOUNT 201.

This course is conducted completely online. It is available only to students who have been admitted into a post-baccalaureate certificate program or are attending the School of Continuing Studies as students-at-large. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. Current post-baccalaureate students and students-at-large can request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. New post-baccalaureate students will receive a permission number from an SCS academic adviser (via email) when their course plans are approved. All enrolled students will be invited to an online orientation before the start of the quarter that will explain expectations and processes for the course.

Introduction to the field of taxation, with attention to individual income taxation. Gross income, capital gains, deductions, and alternate tax methods. IRS forms used. Prerequisite: ACCOUNT 202.

This course is conducted completely online. It is available only to students who have been admitted into a post-baccalaureate certificate program or are attending the School of Continuing Studies as students-at-large. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. Current post-baccalaureate students and students-at-large can request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. New post-baccalaureate students will receive a permission number from an SCS academic adviser (via email) when their course plans are approved. All enrolled students will be invited to an online orientation before the start of the quarter that will explain expectations and processes for the course.

Accounting theory and concepts; analysis of special problems that arise in applying these underlying concepts to financial accounting. Accounting information as a basis for decisions by management, stockholders, creditors, and other users of financial and accounting reports. Prerequisite: ACCOUNT 202.

This course covers accounting issues uniquely confronted by companies involved in international business. The primary focus of the course is to provide an overview of international accounting by drawing on real business problems, economies, and finance in order to understand what is contained in and how to develop and interpret financial reports. The course includes fundamental financial accounting concepts and methods across countries.

CPAs are required to conduct research when performing tax, accounting, and auditing services. The successful accountant will not only be able to access and utilize online databases but also concisely convey their findings to clients and third parties using proper grammar and punctuation. This course introduces the type of research the professional will encounter in their practice and covers the available research databases and steps to conduct such research. Also covered are communication techniques, grammar, and punctuation. Students who plan to take the CPA exam after July 1, 2013, will need to demonstrate that they have covered this subject in their course work.

This course is conducted completely online. It is available only to students who have been admitted into a post-baccalaureate certificate program or are attending the School of Continuing Studies as students-at-large. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. Current post-baccalaureate students and students-at-large can request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. New post-baccalaureate students will receive a permission number from an SCS academic adviser (via email) when their course plans are approved. All enrolled students will be invited to an online orientation before the start of the quarter that will explain expectations and processes for the course.

Tracing the history of the early modern Atlantic World, this course explores the development of Blackness and Black History through the frames of Europe, Africa, and the colonization of the Americas. Tracing the history of the early modern African Diaspora, the course explores how sub-Saharan Africans were enslaved, deemed black, and transferred to Europe and the Americas as enslaved black subjects of sertidude. Exploring the theme of freedom, rebellion, and marronage, the course will also explore the ways that Black slavery and Black freedom emerged simultaneously, even as they came to constittue Europeanness in the context of New World colonial regimes of power and authority. Students will learn how slavery structured colonial authority, how enslaved and free people deemed Black served as key contributors to conquest, colonization, and the development of freedom in the modern world. Tacking back and forth between sites as diverse as Lisbon, Seville, Angola, Havanna, Lima, Charleston, New York, and Saint Domingue, this course will end with a treatment of the Haitian Revolution and the age of Slave Rebellion that it served to fuel, both in fact and fear. The course is meant as a hemspheric treatment of Black History, and a transoceanic treatment of Blackness, slavery, and freedom. Assignments will include: two response papers, group debates, a midterm, and a final exam. Course texts will include: Gomez's Reversing Sail; Lasso's Myths of Harmony; and CLR James, The Black Jacobins.

The backlash from D.W. Griffith' s, “Birth of a Nation”, the Roaring Twenties, the Great Depression, and World War II marked the first significant and often overlooked period of black film production. It was during this time that filmmakers like Oscar Micheaux, Spencer Williams, and William Alexander created a large body of work, proving that films produced and directed by African Americans were indeed commercially viable. Post-Civil Rights filmmakers including Gordon Parks and Melvin Van Peebles introduced the era of Black Exploitation films, followed by the work of Spike Lee, Julie Dash, Charles Burnett, John Singleton and Kasi Lemmons. This third generation of film artists have created well-crafted race movies with limited resources that continue a tradition of celebrating black life and cultural practices. The goal of this course is to examine how race, class and history have influenced and shaped the work of African American filmmakers.

This course examines the social, political, economic, cultural, and gendered dimensions of black visions of freedom in the US and beyond. Students will engage recent scholarship that offers a broader understanding of black freedom struggles beyond the traditional civil rights narrative. Course readings will bring focus to competing models of black leadership, human rights, women activists, civil rights in the North and black radicalism.

This course will examine the evolution of the human species and explore the nature of human biological variation in the modern world. Principles of evolutionary theory and genetics will first be presented to provide a framework for the study of human evolutionary biology. The fossil evidence for human evolution will then be considered using comparative data from nonhuman primate ecology to help reconstruct prehistoric lifeways. Finally, the influence of environmental stressors (e.g., climate, nutrition, and disease) on modern human biological variation will be discussed. Particular attention will be given to how human populations have utilized biological and behavioral mechanisms to adapt to their environments throughout evolutionary history. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

This course is an introduction to three of the leading theories about the nature and meaning of myth: psychoanalytic, functionalist, and structuralist. Each of these three approaches will be considered primarily through the writings of their respective founders: Sigmund Freud, Bronislaw Malinowski, and Claude Lévi-Strauss. Lectures will be primarily concerned with explaining these three theories. Examples of how these theories can be applied to the analysis of specific myths will largely be drawn from the Old Testament Book of Genesis.

COURSE DESCRIPTION: Tiris course explores human sexuality and reproduction in
terms of biological evolution. It address such questions as: Does the human species fit predictions from Darwinian sexual selection theory? Does culture erase the effects of our evolutionary history on sexual and reproductive behavior? Why do sexual and reproductive behavior vary so widely among different cultural traditions? Some of the material is controversial.
EVALUATION METHOD: Two examinations (short answer and essay format), class
participation, and a book review.
BOOK REVIEW: In addition to the above readings and examinations, each student will be required to select a book relevant to the course and write a 1 000-word review of that book.
REQUIRED TEXTS:
1. Daly, Martin and Margo Wilson. 1983. Sex, Evolution, and Behavior, Second Edition.
2. Bobbi Low, Why Sex Matters, 2000.
3. Pinker, Susan. 2008. The Sexual Paradox. New York: Scribner.
4. Spiro, Melford. 1966. Gender and Culture: Kibbutz Women Revisited. Duke U. Press
OTHER REQUIRED READING
1. Henry F. Lyle III and Eric A. Smith, "How Conservative Are Evolutionary
Anthropologists," Human Nature, August 2012. (On Blackboard)
2. William Irons, "The Naturalistic Fallacy" Mss. (On Blackboard)

This three-course sequence (111-1, 2, 3) presents the material of the first year of the beginning Arabic curriculum in an intensive format over nine weeks, providing students with an opportunity to develop basic reading, writing, speaking, and listening skills. The class meetings include a variety of methods of grammar and structure presentation, practice activities, and group and individual tasks. Students are required to complete significant amounts of homework daily; diligent and punctual completion of homework is crucial to successful completion of the course and constitutes one element of the overall course-grading paradigm. Because of the intensive format of this course and the challenge presented by Arabic's writing system, it is recommended that students who take this course sequence take no other course during the Summer Session. Students should plan to take the entire course sequence to acquire basic functional abilities in Arabic. After only one or two courses, students' abilities will still be limited. This first course (111-1) focuses on the writing and sound systems, basic politeness, and interactional vocabulary and introduces simple sentence structure using a limited set of core vocabulary. It is strongly recommended that students purchase the introductory alphabet book "Alif Baa': An Introduction to Arabic Letters and Sounds", 2nd edition, by Kristen Brustad, Mahmoud al-Batal, and Abbas al-Tonsi (Georgetown University Press), and begin familiarizing themselves with the Arabic alphabet prior to the start of class. Students who are unable to do so should expect to devote additional time to special alphabet-focused remedial sessions conducted during the afternoon throughout the first week of the class.

This second course introduces additional fundamental sentence structures, expands vocabulary, and provides students an opportunity to further practice and expand the basic skills acquired in the first segment. Prerequisite: AAL 111-1.

This third course (111-3) helps students to build vocabulary and consolidate their skills in the different modalities and presents some of the more complex, but still fairly fundamental, sentence structures. Prerequisite: AAL 111-1, 2.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 111-1,2 and 3, or equivalent determined through a placement exam.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 121-1, or equivalent determined through a placement exam.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 121, -1 & -2 or equivalent determined through a placement exam.

Introduction to problems in oil painting and visual thinking. Includes surface preparation, color mixing, and composition. No previous experience necessary.

This course is an introduction to photographic equipment, materials, and processes that includes extensive darkroom instruction in black-and-white printing and creative darkroom control. The aesthetics of camera vision are explored through classroom discussion and lectures. This is an intensive workshop-style class consisting of two six-hour sessions each week with 30-minute lunch breaks. Attendance at the first class meeting is required, and students must come equipped with a 35mm film camera that can be operated with all automatic settings off. Bring one roll of Kodak TriX film to the first class. No previous studio experience required. Enrollment is limited to 12. Students must bring a 35mm camera that can be operated manually and a roll of Tri-x 400 b&w, 36 exp. film to first class.

This course is designed to introduce students to contemporary art from 1950 to today, and the myriad forms and concerns that have been taken up and critiqued over the last half century by art critics, curators, and artists. Beginning with the present moment and the impact of globalization on the conditions underlying art’s production, exhibition and reception, we will then look back to previous art movements such as minimalism, conceptualism, process art, and body art, as well as the collapse of the “movement” paradigm following the plurality of the 1970s in order to anchor the study of subsequent art practices. By the end of this course students will be able to identify defining elements associated with specific art movements of the last century, and be able to engage critically with the questions raised by the ethical and aesthetic risks informing these experimental projects. Although the United States will be our point of reference—making use of Chicago art collections every other class—this course will frame art objects, installations and art experiences as contact zones informed by transnational contact. By considering sites of art production and artists in India, South Africa, Latin America, and Europe in tandem with art production in the United States, we will consider the different ways that artists handle information and new media and technology in order to track shifts in art’s relationship to audience and the construction of culture. In addition to one short visual analysis essay, and a mid-term, a final writing assignment will respond to work on view at the Museum of Contemporary Art or Art Institute of Chicago. No prior knowledge of art history or contemporary art is required to take this course.

The modern Big Bang perspective on the origin, structure, evolution, and fate of the universe. Topics to be discussed include the extragalactic distance scale, the Hubble expansion, the large-scale clustering of galaxies, cosmic inflation and the early universe, Big Bang nucleosynthesis, the cosmic microwave background radiation, dark matter, dark energy, and the recent evidence for acceleration in the expansion of the universe. This course counts toward the Weinberg College Natural Sciences distribution requirement, Area I. This distribution course is designed for nonscience majors.

Building from fundamental physical principles of gravity, light and matter, this course will explore our modern ideas about the solar system, stars, galaxies, and the universe. We will explore two primary themes: the origin and destiny of the universe and the search for life within it. The course incorporates online presentation of interactive content and collaborative conversation combined with in-class demonstrations and discussion. No previous college background in math or science is required. The hybrid class will meet each week and will require participation in on-line discussion. The classroom is scheduled to match a regular 6 week summer class and students should reserve the time in their schedules. However, actual class time will be reduced and will be replaced by asynchronous discussion boards and other collaboration. PLEASE NOTE: This course will meet on Monday and Wednesday the first and last week of class and only Monday weeks two through five.

Principles of inheritance; meiosis and mitosis; transcription and translation; basics of natural selection. With laboratory. Prerequisite: CHEM 103 or 172.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Maintenance, growth, movement, and death of cells. Compartmentalization and transportation of proteins within cells. With laboratory.
Prerequisite: Chem 103 or 172.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Organization and functioning of the major organ systems in mammals. With laboratory.
Prerequisite: Chem 103 or 172.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Functions and interrelationships of organ systems of the human body. Cells, organs, and body systems; deviations from normal functions; the diseased state. May not be taken for credit while or after taking any part of BIOL SCI 210-A, B, or C. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Fundamentals of biology. Chemical composition and organization of living material, cellular organization, energy conversion by organisms, genetics and reproduction, ecology, evolution, and other topics. Student-designed project work. Northwestern day-school students must obtain their dean's consent to enroll in this course.

How are humans similar to and distinct from other organisms? This course examines human biological adaptations across a range of bodily systems from an evolutionary perspective. Areas of human biology emphasized will be the brain and special senses; skin structure and function; digestion, diet and the excretory system; respiration and circulation; reproduction, sexual dimorphism and sexual selection; cranial and postcranial musculoskeletal structure; and growth and life history adaptations. The evolutionary context involves brief consideration of processes and patterns of evolution, the origins of human biological systems, and discussion of human population genetics and history, including an understanding of biological variation. The goal of the course is to develop a broad understanding of human biology in an evolutionary context. Prerequisite: BIOL SCI 103-0 or 164-0, or equivalent basic familiarity with biology and evolution, or permission of instructor.

BIOL SCI 218-0. Biochemistry. Basic concepts in biochemistry, emphasizing the structure and function of biological macromolecules, fundamental cellular biochemical processes, and the chemical logic in metabolic transformations. Prerequisites: 116-0 or 216-0, CHEM 210-1.

Introduction to human anatomy. System approach to anatomical organization. Sections of the body; musculoskeletal and nervous systems. Embryology development. Lecture course supplemented by selected prosections of human cadavers and dry exercises using bones, models, and computer animations. Prerequisite: BIOL SCI 165, 170, or equivalent course. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course provides an introduction to bacteria with an emphasis on their impact on human health and society. Topics covered include bacterial morphology/structure, physiology, and metabolism, in addition to the principles of bacterial replication, and basic bacterial genetics. Practical applications of bacteriology and bacteriological research are explored, including genetic engineering and biotechnology. Studies are made on the impacts of microorganisms on human health include a discussion of bacterial pathogenesis, current challenges regarding antimicrobial resistance, and the human microbiome. Students have an opportunity to explore current topics in microbiology of interest. BIOL SCI 210-A, -B, -C, or equivalent basic familiarity with biology and evolution. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course offers students an introduction to basic principles and applications of marketing management. In addition to being guided through the marketing process, students will develop analytical and business skills in preparation for future employment. Market research, consumer behavior, market segmentation, target marketing, brand positioning, distribution channels and service marketing are among the topics discussed. Regular quizzes ensure that students keep up on the reading and remember the core concepts, while a group project gives students the opportunity to apply these concepts to an existing business problem.

Need department consent to enroll in this course.

This course is designed to provide students an academic framework to observe, analyze and critique their respective internship experiences. The course will provide a critical approach to organizations from the study of structure, roles, power, gender, race and ethnicity, diversity and teamwork. We will examine the intersections, alliances and points of departure within these texts regarding the lived behavior of people working with organizational environments. Students will exchange points of view and engage in online discussions about their work experiences and critical reflection on those experiences.
Notes: Class taught on Blackboard

Need department consent to enroll in this course.

This course explores a variety of theoretical and empirical approaches to the study of the modern workplace. Using both classic and contemporary readings, the seminar will investigate structures, strategies, and managerial processes in organizations. Class discussions, which are led primarily by the students, focus on reviewing the key concepts from the readings and examining them in light of students' experiences at their internships.

Need department consent to enroll in this course.

This is a companion research methods course to Organizational Behavior. For the purposes of this program, the internship serves as a site for research, and this course will give students the tools to systematically research the culture of their organizations. The study of organizations comprises diverse methodological approaches. This course will emphasize three major qualitative methods used to study organizations: ethnography/participant observation, interviews, and document analysis (the study of written materials). Students will learn the basics of each method and then use them to conduct research at and on their internship organizations.

Need department consent to enroll in this course.

This course involves theory and research. It explores a variety of theoretical and empirical approaches to the study of the modern workplace, focusing specifically on the legal profession. Using both classic and contemporary readings, the seminar will investigate structures, strategies, and managerial processes in organizations. The course also treats the internship as a research site. Students research their organizations using qualitative research methods that they are taught in class, such as participant observation, interviews, and document analysis. Class discussions, which are led primarily by the students, focus on reviewing the key concepts from the readings and examining them in light of their internship research.

Need department consent to enroll in this course.

This course analyzes different issues that agitate the legal profession and provide students with the tools to assess critically the evolution of the American legal system. The class covers topics ranging from issues of migration and asylum, to national security and counterterrorism law as well as capital punishment and inequality. The goal of this class is to provide students with the tools to investigate how laws are made and how they evolve through diverse avenues for political and legal changes. To explore these issues, the students will rely on the methodologies of research introduced in Organizational Behavior such as interview, participant observation and academic research techniques.

Need department consent to enroll in this course.

Students participate in two separate classes: Business Workplace Culture and Contemporary Issues in Business. What goes on in the workplace is about much more than just doing work. Work is a real day-to-day activity but it is also an ideal that is moral, ethical, imagined, or ignored. This course explores the organizational and cultural forms of work and the modern business workplace. Every single business has a culture—no business is without defining characteristics of organizational structures, ideas, and agendas. Here, the internship experience provides clearly defined knowledge and tangible skills—but it also provides ongoing opportunities to analyze and learn from the intangibles that are common (though in different ways) to every work experience. The diversity of internships generates a variety of comparative perspectives. This class asks you to develop an understanding of workplace culture in your own terms.

Need department consent to enroll in this course.

Students participate in two separate classes: Business Workplace Culture and Contemporary Issues in Business. What goes on in the workplace is about much more than just doing work. Work is a real day-to-day activity but it is also an ideal that is moral, ethical, imagined, or ignored. This course explores the organizational and cultural forms of work and the modern business workplace. Every single business has a culture—no business is without defining characteristics of organizational structures, ideas, and agendas. Here, the internship experience provides clearly defined knowledge and tangible skills—but it also provides ongoing opportunities to analyze and learn from the intangibles that are common (though in different ways) to every work experience. The diversity of internships generates a variety of comparative perspectives. This class asks you to develop an understanding of workplace culture in your own terms.

Students participate in one class, which emphasizes contributions to community life and directs students to conduct applied research that will directly benefit the host community. Internships serve as sites for original research. Class meets weekly for discussions and review of progress on individual research projects.

CFS 397-0 (Field Studies in Civic Engagement: Engage Chicago) is designed for participants in the Engage Chicago summer program. Participants in CFS 397-0 will learn from top Northwestern faculty as well as prominent leaders within the Chicago community. The course will offer an opportunity to study the theory and research that underlie the hands-on work students are doing in the field. Course format will combine lectures, readings, presentations by local experts, student assignments, class discussions, and field experiences. The course content will include urban studies, contemporary social issues, community development and theories and methods of social change - including an examination of both historical and current issues in Chicago. Students in CFS 397-0 will examine the complexities of major American cities; become familiar with important social change and community development strategies; gain exposure to and understanding of contemporary social issues; and examine ways to utilize their own skills and abilities to enhance their own learning while contributing to the public good.

Need department consent to enroll in this course.

While interning at humanities-based institutions, organizations, and companies across the Chicago area, students in this class will explore the significance of the humanities in American society today and the possibilities for charting a career in the humanities. This course will introduce students to a wide range of critical issues in the public humanities-a field that is rapidly growing as humanist scholars probe and promote the complex interplay between the humanities and the public. Case studies, readings, and assignments will focus students' attention on a series of Chicago spaces and programs-including their internship sites-that force us to consider what we mean when we talk about "the humanities" and "the public." Students will examine the decisions that people like curators, directors, librarians, and public officials must make in designing and supporting these institutions, and in promoting the humanities in civic life.

The first in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Descriptive chemistry, elements, and compounds; basic chemical calculations, stoichiometry, and solution concentration; gas laws.

Chemistry 101-0 students MUST also enroll in the laboratory class (CHEM 121-0.) on Tuesday/Thursday, 1-5pm. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: one year of high school chemistry and algebra or consent of instructor.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The second in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Thermochemistry; descriptive chemistry; inorganic reactions; chemical bonding; condensed phases; phase equilibria, solutions, and colligative properties. 

Chemistry 102-0 students MUST also enroll in the laboratory class (CHEM 122-0.) on Tuesday/Thursday, 1-5pm. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 101-0 or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The third in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Chemical equilibria; equilibria in aqueous solution, chemical kinetics, electrochemistry, metal complexes, and solid-state chemistry.

Chemistry 103-0 students MUST also enroll in the laboratory class (CHEM 123-0.) on Tuesday/Thursday, 1-5pm.  The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 102-0 or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

General Chemistry Lab. Students enrolled in Chem 101-0 must also register for Lab 121-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

General Inorganic Chemistry Lab. Students enrolled in Chem 102-0 must also register for Lab 122-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

General Physical Chemistry Lab. Students enrolled in Chem 103-0 must also register for Lab 123-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

The first of a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Tuition is billed on a per-course basis. Basic concepts of structure, stereochemistry, and reactivity of organic compounds. The chemistry of hydrocarbons, alkyl halides, and alcohols. Prerequisite: one year of general chemistry with laboratory or consent of instructor.

Chemistry 210-1   ONLY, the laboratory section is part of the Chemistry 210-1 course and does not bear .34 units of credit.Separate registration is not required for the lab portion of this class.

Prerequisite: Completion of Chemistry 103-0 or course deemed equivalent by department/instructor with a grade of C- or better. Alternatively, one year of general chemistry with laboratory as deemed equivalent by department/instructor.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-A. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The second of a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. The chemistry of carbonyl compounds, carboxylic acids, and their derivatives; structure proof by spectroscopy; reaction mechanisms.

Chemistry 210-2 students MUST also enroll in the laboratory class (CHEM 230-2) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 210-1/210-A or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-B. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The third in a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. The chemistry of aromatic compounds, amines, and polyfunctional compounds of biochemical and medical interest.

Chemistry 210-3 students MUST also enroll in the laboratory class (CHEM 230-3) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 210-2/210-B or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-C. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

Chemistry 210-2 students MUST also enroll in the laboratory class (CHEM 230-2) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Chemistry 210-3 students MUST also enroll in this laboratory class (CHEM 230-3) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

This three-course sequence(111-1, 2, 3) presents the material of the first year of the beginning Chinese curriculum in an intensive format over nine weeks, introducing the Pinyin system, grammar, 500-600 writing characters (both traditional and simplified Chinese characters), and 1,500-1,600 compound words of standard modern Mandarin Chinese. This course provides a practical learner-centered curriculum and aims to help true beginners develop their communicative competence in four basic skills of listening, speaking, reading, and writing, while gaining competence in Chinese culture, making connections to their daily life, and building links among communities. This first course in a three-course sequence introduces the standard (Mandarin) Chinese phonetics system (Pinyin), Chinese writing system (both traditional and simplified Chinese characters), basic grammar, and simple sentence structures. Speaking, listening, character, grammar, and communicative exercises are included throughout the course.

Students will be loaned an iPad for use during the duration of the course.

This second course in the Elementary Chinese sequence focuses on the sound and writing of Chinese characters, expands vocabulary, introduces additional fundamental grammar and sentence structures, and encourages students to practice the basic skills of the language. Speaking, listening, character, grammar, and communicative exercises are included throughout the course. Prerequisite: Chinese 111-1.

Students will be loaned an iPad for use during the duration of the course.

This third course in the Elementary Chinese sequence aims to help students obtain an adequate grasp of basic language skills in both spoken and written Chinese and lay a good foundation for further study of this language. Speaking, listening, character, grammar, and communicative exercises are included throughout the course. Prerequisite: Chinese 111-1, 2. Students who successfully complete this course (Summer Elementary Chinese 111-3) may continue with second-year Chinese at Northwestern University.

Students will be loaned an iPad for use during the duration of the course.

This course focuses on developing complex programs using an object-oriented language. Students write programs that utilize functions and methods for code modularization and arrays for solving problems. Information hiding, encapsulation, inheritance, polymorphism, exception handling, and other principles of object-oriented programming will be introduced. May not be audited or taken P/N. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course examines current issues, themes, and research related to the strategic use of information systems in organizations at a high level. It focuses on the use of information and information technology for competitive advantage in businesses, organizations, and nonprofits. The management of information as a resource and information systems planning and its relationship to strategic planning are discussed. Cases are used to illustrate the use of information systems to gain a competitive edge. Both successful and failed IT systems and projects, past and present, are studied. Topics include the use of strategic information systems for competition, business-IT alignment, global IT issues and outsourcing, knowledge management, and strategic information systems investment and evaluation. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year two cohort students only. First class attendance is mandatory.

The ancient Greeks understood their myths as traditional tales about the origins of the world, the gods, human society, and institutions as well as about the relationship between gods and mortals. Some myths, in particular, constitute an invaluable anthropological basis for investigating the Greeks' attempt to define themselves in opposition to a whole series of "others," including the divine, the feminine, and the foreign. Through a selection of mythological narratives involving gods and goddesses, legendary heroes and heroines, Centaurs, Gorgons, Amazons, exemplars of feminine virtue, and barbarian enchantresses, students examine how the Greeks used the divine/human, male/female, Greek/barbarian dichotomies to shape their notions of "self" and "otherness" and mark the boundaries between what they perceived as "us" and what they categorized as "them." This course counts toward the Weinberg College literature and fine arts distribution requirement, Area VI.

By investigating the genesis and development of the legendary traditions concerning the beginnings of Rome, this course provides a wide-ranging exploration of how the history of early Rome was shaped through centuries. What do the stories of Aeneas, Romulus and Remus, the Sabine women, the rape of Lucretia and the expulsion of the kings from Rome tell us about the way the Romans conceived of their past? How did these legends aim at providing mythic justification for the centrality of Rome to the history of the Mediterranean world? Besides engaging questions which are central to understanding the politics of Roman identity at various stages of the city's growth and expansion, students will learn about important archaeological discoveries of the last half-century which have revolutionized our thinking about the origins of Rome. This course counts toward the Weinberg College historical studies distribution requirement.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Students participate in off-campus experiential learning in companies related to their communication major. Enrollment by application in advance through EPICS office.

Survey of major theories that explain how to change another person's attitudes and behaviors. Applications to persuasion within a variety of contexts, including relationships, organizations, legal campaigns, and the mass culture. Fulfills a core requirement of the communication studies department. First class attendance is mandatory.

This course surveys major theories that explain how to change another person's attitudes and behaviors. Applications to persuasion within a variety of contexts are covered, including relationships, organizations, legal campaigns, and mass culture. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only.

This course examines theories and research relating to the various processes by which leaders make decisions, affect group behavior, and engage groups in a variety of task- and strategy-related outcomes. Group communication is stressed, with a particular emphasis on change and conflict. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only. First class attendance is mandatory.

The women’s movement of the 1960s and 1970s opened a new political frontier for American women that is still being settled. More and more women hold national elected offices, and although some specific issues have endured throughout the last forty years, the problems, forms, and possibilities of women’s political rhetoric have changed drastically. This course will trace these changes by covering major controversies in American women’s issues since 1972, including the Equal Rights Amendment, Roe v. Wade, sexual harassment in the workplace, same sex marriage, Take Back the Night, sex education, and the Lilly Ledbetter Fair Pay Act. In this course we will explore both liberal and conservative efforts of women in order to cover the multiple ways women participated in national politics. We will focus on primary sources (various texts by women activists and their respondents), but will also read contemporary scholarship in gender, history, and rhetoric. Seminar participants will write two short analyses of women’s controversies occurring since 1972 and will develop one into a longer research paper.

This course will provide a basic introduction to influential concepts in media and communication as they pertain to culture, politics, and society. Over the course of the class we will focus on specific media forms, such as photography, while considering how such forms play a role in the formation of a broader culture of public life in the United States. Finally, we will consider how this culture and the process of communication in general shapes our understanding of politics and society in certain fundamental ways.

This course focuses on helping teams of external consultants support and bolster local community development efforts by focusing on identifying and harnessing existing community assets. It includes practical lessons in asset mapping and frameworks for maximizing intra- and inter-team relationships. The course continues throughout the summer with field-based experiential learning in international community consulting and development. During the seven-week immersion, student teams will put community consulting theory into practice while working with host nonprofits to develop small scale projects. This experience will provide students hands-on learning that no amount of classroom discussion could replace. Weekly updates to Professor Arntson, in-country staff, and a Northwestern TA will allow for constant feedback and reflection. Students take this course as part of the Global Engagement Studies Institute summer study abroad program. This course will be taught in Evanston before students begin field work abroad, and again once students return.
Enrollment is by application only. Applications accepted until March 1st, 2012. Please visit www.gesi.northwestern.edu to learn more and apply. NOTE CLASS DATES: 6/15/12-6/21/12 AND 8/17/12-8/20/12

If you are interested in playing in the Summer Jazz Band, contact Christopher Madsen, Regenstein Hall, 60 Arts Circle Drive, Evanston, Illinois 60208 phone, 847/491-4772, email c-madsen@northwestern.edu. No credit; no fee.

If you are interested in singing in the Summer Chorus, contact Stephen Alltop, Northwestern University Bienen School of Music, 711 Elgin Road, Evanston, IL 60208. Phone 847-491-2299 or email swa440@northwestern.edu. No credit; no fee.

If you are interested in playing in the Summer Band during all or any part of the six-week Summer Session, contact the Band Office directly by calling (847) 491-3412 or write to Dan Farris, University Bands, Regenstein Hall, 60 Arts Circle Drive , Evanston, Illinois 60208-2400 or md-farris@northwestern.edu. No credit, no fee.

If you are interested in playing in the Summer Orchestra, call 847-491-7303 or write to Robert Hasty, University Orchestras, Pick-Staiger Concert Hall, 50 Arts Circle Drive, Evanston, Illinois 60208-2420 or hasty@northwestern.edu. No credit; no fee. No other application or registration is necessary.

Marching Band Techniques is a course designed to develop skills, obtain knowledge, and study the application, techniques, styles and systems related to the total spectrum of teaching and administering marching bands. The course will emphasize the pedagogy of developing marching band fundamentals, stimulate creative thinking, and present a system of conceiving and writing a marching score.

This course addresses the musical and pedagogical skills involved in conducting orchestra in secondary schools, college, community, and professional orchestras. Topics of focus will include score study and preparation, stylistic considerations, ensemble development, rehearsal skills and conducting techniques.

This course is designed to foster clear, expressive gestures and effective gestures and effective rehearsal techniques for the choral conductor. Areas of study include score analysis and preparation, performance practice and musicianship. Students will prepare and conduct choral excerpts from a variety of musical styles and eras. Participation in the Northwestern University Summer Chorus is encouraged in that some podium time with the Summer Chorus will be allotted to students in this class.

TBD

This course is conducted completely online. It is available only by permission. Undergraduate students in the School of Communication can contact Jeanette Ortiz for a permission number. Recent admits to the Master’s Program in Speech, Language and Learning may contact Stacy Kaplan for a permission number. Visiting students may request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. The course covers anatomical and physiological mechanisms of breathing, phonation, and articulation. Laboratories include dissection and participation in physiological research. Prerequisite: sophomore standing or above.

Introduction to research design and data analysis in communication sciences and disorders; statistical inference.

This course is conducted completely online. It is available only by permission. Undergraduate students in the School of Communication can contact Jeanette Ortiz for a permission number. Recent admits to the Master’s Program in Speech, Language and Learning may contact Stacy Kaplan for a permission number. Visiting students may request a permission number to register by emailing scspostbaccapprovals@northwestern.edu. The course will be asynchronous, which means that students can participate in discussions and complete assignments by working at their own pace, as long as deadlines are met. The course focuses on training in transcription of English speech sounds. Introduction to phonological analysis, dynamics of articulation, and dialect variations.

Introduction to the measurement of hearing in humans. Basic anatomy of the ear, measurement of hearing, potential disorders of hearing. Lecture/laboratory.

Models of family systems theory and application related to the functioning of families with disabled infants or toddlers. Intervention strategies appropriate for early-intervention professionals. Prerequisite: advanced status in developmental disabilities or consent of the instructor.

An examination of the role of attentional processes in normal learning and a historical overview of the field of attention deficits. Diagnosis of attention deficit disorder, its primary symptoms, associated conditions, and etiologies. Consideration of a variety of treatment approaches including medication, family systems intervention, and social skills training.

Development of spoken and written language as it relates to child development; includes phonological, morphological, syntactic, semantic, and pragmatic components. Cultural and individual linguistic diversity.

Evaluation of speech and language disorders. Interviewing, report writing; use of standardized tests; examination of speech sensory and motor functions. Prerequisite: CSD 392, and senior standing or above, or permission of instructor.

Business and management issues in audiology, including managing clinical operations, writing business plans, establishing financial systems and using medical codes.

Electrophysiologic evaluation of auditory, visual and somatosensory systems, emphasizing electric response measures. Theoretical and practical considerations in clinical application; interpretation of test results.

Neuropathologic factors affecting motor speech control: acoustic, perceptual, physiologic, and neurologic correlates, Differential diagnosis and management of dysarthric, apractic, and abulic speech syndromes, Pre-requisite: CSD 435. Note: lab required.

Developmental sequence of feeding skills in infants/toddlers; anatomy and physiology of swallowing, respiratory and gastrointestinal systems; psychological impact of feeding disorders; comparison of atypical oral sensory motorpatterns, and feeding and swallowing behaviors across various pediatric disorders; treatment. Prerequisite: CSD 438-1.

Theories and practices in clinical management of severely impaired or nonspeaking persons. Application of graphics, signs, and gestural means of communication; use of aids and devices; development of interactive communication behaviors; development and use of computer-assisted communication strategies. Lectures, laboratory, and independent study/project.

Principles involved in the process of assessment; issues that impact on diagnosis; standardized assessment instruments; and informal assessment techniques. All domains of development are included -cognition, speech and language, motor skills, and affective development.

A multi-quarter course covering principles of evidence-based practice, including classifying and finding clinical evidence, learning about the current evidence for each disorders type, and applying principles of evidence-based practice in clinical care. Prerequisite: graduate standing.

Written documentation in professional practice. Knowledge of strategies for improving the quality of treatment reports and diagnostic evaluations. Strategies will focus on selection and prioritization of content, organization, clarity and editing. Prerequisite: graduate standing.

Principles and practices in rehabilitation of children and adults, including use of sensory aids, counseling, and communication remediation, emphasizing speech reading, and auditory training techniques.

This course will provide theoretical perspectives on typical and atypical development of literacy skills. Current and historical models of reading and written language and their implications for instruction will be presented. Efficacy-based interventions and the use of technology will be addressed.

Advanced study of research in the evaluation and treatment of articulation and phonological disorders in children. Application in the design of treatment protocols.

Data as Art is a new class that will be team taught in the summer of 2013 by a group of interdisciplinary faculty based at both the School of the Art Institute of Chicago (SAIC) and Northwestern University (NU). The course has two primary goals: (1) to establish a critical dialogue about information visualization across multiple disciplines and (2) to engage students in collaborative research on information visualization using existing data sets. The first goal will be accomplished by engaging students in a series of short lectures delivered by both the science and studio faculty that discuss how images that picture complex data sets help move their own research projects forward or how images might enhance/problematize/critique/promote new knowledge acquisition in science, art, and/or design. The second goal is addressed by inviting students to join one of three research teams, which meet weekly to collectively work on a large data set to experiment with translation of numeric information into various forms. Open to both undergraduate and graduate students from either institution, the course will meet for six weeks and culminate in a group exhibition.

The class meets in room 501 of the MACLEAN CENTER, 112 SOUTH MICHIGAN AVENUE, CHICAGO.

SYLLABUS
WEEK 1: Introductory lectures
WEEK 2: Orientation to data visualization
WEEK 3: Defining the research direction and production schedule
WEEK 4-5: Focus on group research/production
WEEK 6: Final Production and critique
EXHIBITION

Since the class enrollment is by instructor permission, please apply for this course at https://www.surveymonkey.com/s/KH66QZV . You will be sent a permission number for registration if you are accepted into the course.

For McCormick students, this class can count as a 300-level McCormick general technical elective in most departments, but you should check your programs policies concerning Pass/No Pass courses as technical electives since this course can only be taken Pass/No Pass.

For more information: contact Debbie Labedz, d-labedz@northwestern.edu, Segal Design Institute

Scarcity and choice; elements of demand and supply; determinants of aggregate output, employment, inflation, growth, and balance of payments. Prerequisites: ability to do algebra and draw graphs. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

Consumers' and producers' influences on structure of output and prices and distribution of income. Social efficiency in resource allocation. Government impact on allocative efficiency and distributive equity. Prerequisite: ECON 201. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

Estimation and analysis of a variety of empirical econometric models. Descriptive statistics, univariate regression, multiple regression, simultaneous equations, and forecasting. Prerequisite: ECON 201, 202; MATH 220; STAT 210; or equivalent.

The course studies the role that money and interest rates play in the operation of the U.S. economy. The aim is to give students an overview of the U.S. financial system and an understanding of the theory and practice of monetary policy. The topics will be a blend of theoretical modeling and empirical/historical discourses.

Prerequisite ECON 281, 310-1, 311

Consumer behavior and the theory of demand; production, cost, supply functions; choices under uncertainty, insurance; competitive equilibrium; subsidies, taxes, price controls; monopoly and monopsony. Prerequisites: 201, 202, MATH 220.

Macroeconomics and monetary policy. Behavior of economy as a whole. Income, inflation, unemployment, and growth; consumption, investment, and rate of interest; monetary and fiscal policy. Prerequisites: 201, 202, MATH 220.

Industrial Economics Price and efficiency performance of American industries representative of various types of market structures and practices. Prerequisites: 281, 310-1,2.

Determination of exchange rates, balance of payments, and international asset flows and prices; international transmission of macroeconomic disturbances. Prerequisites: 281, 310-1, 311.

Expository Writing is designed for any student who wants a strong introductory course in college-level writing. Students write three essays, developing each through a process of planning, drafting, revising, and editing. Through this process, students learn techniques for writing essays that are clear, concise, interesting, and well-supported. Class meetings are conducted as seminar discussions and workshops.

From the Trojan War to Vietnam and the Edsel to Enron, history is littered with blunders and misjudgments that make us wonder, "What were they thinking?" In this course we ask that question out loud, taking a broad look at a variety of historical and modern-day mistakes. Then we look at some of the explanations offered by historians, psychologists, and neuroscientists for why humans can't seem to stop getting things wrong. (We might even get some ideas about how we can manage, correct, or prevent some of our worst errors.) Readings may include selections from Barbara Tuchman, The March of Folly; Kathryn Schultz, Being Wrong: Adventures in the Margin of Error; Christopher Chabris and Daniel Simons, The Invisible Gorilla: and Other Ways Our intuitions Deceive Us; and Jonah Lehrer, How We Decide. Prerequisite: ENGLISH 110 or equivalent. Students taking English 110-CN should also review the SCS writing requirements. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Introduction to the vocabulary, techniques, and pleasures of literature through close study and discussion of poems, plays, short stories, and novels. Short critical papers develop ability to analyze and interpret literature. Prerequisite: ENGLISH 111 or equivalent writing skills highly recommended. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course is for students with some college writing experiences who want to write more effectively and develop their ability to critique their own work. Students will write and revise several short essays and one medium-length paper. Readings and class discussions will address how to manage the process of writing in different situations, and how to benefit from other writers' advice. Teaching methods: group discussions, peer-review workshops, and individual conferences. May not be audited or taken P/N.

This course is designed for those who have experience with college-level writing but who want to sharpen their writing and communication skills. Students learn to apply measures of excellence in business writing and communication. Assignments relate to business environments, including audience analysis, persuasive writing, verbal and interpersonal communication, and document design, and graphics. Writers gain experience writing in collaborative environments. Students produce multiple drafts and receive feedback from their peers and the instructor. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

Students write two drafts of a short story. They also write several exercises to practice such techniques as building conflict, manipulating point of view, and conveying emotions through specific details. These drafts and exercises are read and commented on by the rest of the class. Students also discuss fiction techniques used in stories by classic and contemporary authors. This course will not fulfill the pre-requisite for the English Major in Writing. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course explores a number of creative nonfiction forms, including personal essay, biography and autobiography, criticism, and creative analysis. Students write several short essays and one long essay, discuss the work of outside authors and fellow students in a workshop format, and participate in discussions and exercises on such matters as style, point of view, and critical thinking. May not be audited or taken P/N. Advanced composition class and strong basic writing skills highly recommended. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Modern Drama has a history of staging the scandalous, but for all the riot and bluster it can be difficult to assess the precise contentions of political, class, and aesthetic sensibility. Why, for example, did the opening lines of Victor Hugo's seemingly harmless Hernani cause such an uproar? Or the opening performance of Stravinksy's Rite of Spring? Or Wilde's Salome? This class will tell the history of Modern Drama through case studies of scandal which recreate the social, dramaturgical, and political convictions which the drama offends. Moreover we will critically examine those several historical pressures which we take for granted which turn drama from away from presenting an ideal humanity into a weapon for social, political, or cultural reform.

Texts will include: Mohamet, Voltaire; Sardanapalus, Byron; Ubu Roi, Jarry; Spring Awakening, Wedekind/Sheik, Ghosts, Ibsen; Hair the Musical, Rado and Ragni.

Shakespeare is often regarded as the premier playwright of the Early Modern period, as well as an artist whose works transcend history and culture. He was, in the words of his contemporary Ben Jonson, "the soul of [his] age" and yet "not of an age, but for all time." Indeed, much of the power of Shakespeare's art derives from the specific culture in which he lived and wrote, and yet the influence of his art extends far beyond Early Modern London. This course will examine the ways in which Shakespeare's life and times shape his poetry and plays, while also considering why his works continue to resonate so strongly with modern audiences. We will explore the innovative ways in which Shakespeare utilized language to generate laughter and to investigate the many layers of love, both as it was conceived in his age and as it is understood in our own.

Texts: Shakespeare, William. As You Like It. Eds. Barbara A. Mowat and Paul Werstine. The Folger Shakespeare Library. New York: Simon and Schuster, 2004.

Shakespeare, William. Love's Labor's Lost. Eds. Barbara A. Mowat and Paul Werstine. The Folger Shakespeare Library. New York: Simon and Schuster, 2005.

Shakespeare, William. Measure for Measure. Eds. Barbara A. Mowat and Paul Werstine. The Folger Shakespeare Library. New York: Simon and Schuster, 2005.

Shakespeare, William. Much Ado About Nothing. Eds. Barbara A. Mowat and Paul Werstine. The Folger Shakespeare Library. Washington Square Press, 2004.

The abundance of contemporary adaptations of Jane Austen’s novels may seem to suggest that Austen’s plots are easily tweaked to suit the tastes and values of twenty-first century audiences. In this course, we will examine Austen’s novels in relation to texts that articulate the values of late eighteenth and early nineteenth-century British culture. We will read conduct books for women, feminist texts, excerpts from philosophical writings by John Locke and Adam Smith, and we will discuss the ways in which Austen’s novels participated in the culture that influenced them. At the end of this course, we will also watch one contemporary film adaptation of Austen’s work and discuss its relation to Austen’s writing and to our own historical period and culture.

READING LIST: Sense and Sensibility (Broadview Press), Pride and Prejudice (Broadview Press), and Persuasion (Broadview Press). Please be sure to buy these particular editions of the novels, since chapters and page numbers vary from edition to edition.

FILM: Pride and Prejudice (2005), Directed by Joe Wright

When does a literary genius become a literary genius? Does an unsuccessful product preclude an unsuccessful process? What can be learned from looking at the less-than-brilliant works of brilliant writers? Throughout this course, we will consider these questions while looking at passages from major texts like James Joyce’s Portrait of the Artist as a Young Man and Dorothy Allison’s Bastard Out of Carolina alongside the work they wrote on the brink of these accomplished works of literature--Allison’s Trash stories and Joyce’s Stephen Hero. We will look at a poem or two as they changed in the several editions of Walt Whitman’s Leaves of Grass. We’ll consider Sylvia Plath’s early imitative work followed by the confessional poems rising out of the personal events in the early 1960’s. And which draft is the final draft among the drafts of W.H. Auden’s poetry drafts? Through these works, we will discuss the mechanisms of literary celebrity and how it changes over time, the power and drama of revision, and elisions and omissions in what’s finally called “the text”. Along the way, we’ll look at examples in visual art (Pollock and Kandinsky), music (Stravinsky, Richard Strauss), and consider the artist who turned one project, like Leaves of Grass or Tom Phillips’ A Humument, into a lifetime project.

The ubiquity of ghost stories, gothic fiction, and horror films attests to America’s preoccupation with hauntings. What makes the fear of the unknown so delicious that it continues to lurk in our culture--and what makes it so compelling that we seek it out? Does horror enable us to revisit and process topics that would often be even more frightening if examined head on? Are we bolder when examining these things under the guise of the supernatural than when we are required to consider our roles, choices, and culpability in past and continuing traumas and injustices? In this course we will examine American literary and filmic texts in which hauntings indicate greater cultural fears around matters of sex, gender, race, and ethnicity. We will explore the ways in which horror facilitates the examination of borders--borders between the physical and the spectral, the past and the present, the real and the unreal, the natural and the supernatural, the sane and the insane.

Course Texts: Primary texts will include Henry James The Turn of the Screw (1898), Amiri Baraka Dutchman (1964) and several short stories—including pieces by Nathanial Hawthorne, Edgar Allen Poe, Charlotte Perkins Gilman and Sandra Cisneros. We will also view two films: Rosemary’s Baby (1968), dir. Roman Polanski and The Shining (1980), dir. Stanley Kubric.

As cultural historian Jacques Barzun wrote, "Whoever wants to know the heart and mind of America had better learn baseball, the rules and realities of the game. . . ." Baseball functions in American culture as a compendium of narratives, an ongoing conversation about values and identity. From the Doubleday origin myth onwards, Americans have used baseball to grapple with two fundamental questions: what is America and who are Americans? This course will examine the different ways in which fiction writers, poets, essayists, artists, and filmmakers have used baseball as a metaphoric playing field to explore the conflicted construction of American identity. This course fulfills the requirements for distribution area VI: Literature and Fine Arts

In this 6-week course, we will take a humanities-based view of the challenges of poverty, obesity, and the burgeoning field of food culture. Each week, we will take this three-part narrative and investigate it through the lenses of the humanities' lenses of science and art. We will devote one week to each of economics, psychology/biology, anthropology, religion, public policy and literature. Through lecture, discussion, short and long papers, and student projects and presentations, this interdisciplinary course will provide both a survey and a focus on the challenges and future of food politics.

Readings may include: Apt Russell, Sharman, Hunger: An Unnatural History, Pollan, Michael, The Omnivore's Dilemma, Gopnik, Adam, The Table Comes First, Wansink, Brian, Mindless Eating, Carson, Rachel, Silent Spring, Brox, Jane, Clearing Land: Legacies of the American, Levi-Strauss, Claude, The Raw and the Cooked, Nabhan, Gary Where Our Food Comes From, Ozeki, Ruth, My Year of Meats, Kessler, Brad, Goat Song, Finkelstein, Eric, The Fattening of America, selected public policy papers, and papers on food deserts, and the "soda tax".

Class format lecture/discussion, short quizzes, one team presentation, two short papers (2-3 pages, one on a scientific or policy-related topic, the other on a humanities or literary topic) and one long final term paper, 12-15 pages in length.This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

The Environmental Field School provides students an opportunity to study and experience a broad range of natural resources issues. Students accepted to the program are placed in National Parks for seven weeks and participate in field studies and research activities. Students in the program study a variety of issues in the areas of environmental public policy, bio-diversity, sustainability, conservation, and natural resource management. In addition to their field assignments, students are responsible for readings, field notes, participation in online class discussion, and a research paper. All students are under the academic supervision of a Northwestern faculty and a designated National Park officer (for the duration of their stay in the Park).Students must have sufficient background before they start their summer courses in the Field School, including course work or a guided reading program supervised by one of the faculty leading the class. Students admitted to the program enroll in two Summer Session courses: ENVR_POL 397-1 and ENVR_POL 397-2.

The Environmental Field School provides students an opportunity to study and experience a broad range of natural resources issues. Students accepted to the program are placed in National Parks for seven weeks and participate in field studies and research activities. Students in the program study a variety of issues in the areas of environmental public policy, bio-diversity, sustainability, conservation, and natural resource management. In addition to their field assignments, students are responsible for readings, field notes, participation in online class discussion, and a research paper. All students are under the academic supervision of a Northwestern faculty and a designated National Park officer (for the duration of their stay in the Park).Students must have sufficient background before they start their summer courses in the Field School, including course work or a guided reading program supervised by one of the faculty leading the class.Students admitted to the program enroll in two Summer Session courses: ENVR_POL 397-1 and ENVR_POL 397-2.

An introductory course covering the basic concepts and models used in finance, this Introduction to Finance course explores the mathematics and spreadsheet modeling techniques used in evaluating various financial assets, including stocks and bonds. It also surveys the risk-return tradeoff in financial markets and how investors gauge risk, in addition to the basic concepts of Markowitz's mean-variance portfolio theory. The nature and impact of interest-rate risk on financial institutions is considered, and the duration of a financial asset is introduced in this context. Introduces the efficient market hypothesis and its implications for personal investing and corporate finance. Please note: This course is makes use of blended learning, which requires students to engage in online discussions, activities and projects throughout the week. Students must have access to high speed Internet to enroll. Prerequisite: MATH 101, STAT 202, or College Algebra, Statistics, Financial Accounting, Microeconomics, and Macroeconomics, or equivalents. Carries business credit. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

This course will cover capital budgeting, or how corporate managers determine where to invest a company's funds; how companies determine what an appropriate discount rate would be for a given capital investment; the Capital Asset Pricing Model (CAPM) and the Arbitrage Pricing Theory (APT) models used to estimate a firm's cost of equity, along with a detailed consideration of how beta is estimated for the CAPM; how a company derives its weighted average cost of capital (WACC); the dividend policy decision; and capital structure theory. Financial planning models will also be considered in depth. This course will also cover the adjustments typically made to financial statement data to accommodate the needs and viewpoints of financial analysts and investors. Finally, this course will introduce the topic of corporate risk management (hedging techniques). Prerequisite: FINANCE 202 or equivalent. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course examines the theory underlying the construction of a financial assets portfolio with the objective of maximizing expected return for a specified tolerable level of risk. Topics covered include, among others, risk aversion and utility functions; diversification; capital allocation to risky assets (the separation property); optimal risky portfolios; index models; the Capital Asset Pricing Model and multifactor models of risk and return; and the efficient market hypothesis. Although some of these topics are covered briefly in FINANCE 202, the focus in this course is on how these issues affect an investor's optimal portfolio choices. Prerequisite: FINANCE 202.

This course is for students who wish to complete all or part of the first year of college French. Any one of the three courses may be taken separately. The three-course sequence aims to build skills in speaking, understanding, writing, and reading French through study, practice, and class activities. Classes include a variety of activities designed to help students acquire knowledge of basic French vocabulary and structures along with the ability to use what they have learned in situations of communication. Classes are conducted in French except when explanation of grammar or other material may necessitate the use of English.

See FRENCH 111-1 for course description. Prerequisite: FRENCH 111-1.

See FRENCH 111-1 for course description. Prerequisite: FRENCH 111-2.

For students who wish to complete all or part of the second year of college French. Any one of the three courses in this sequence may be taken separately. Using Le Français Internautique, an interactive online program, students review and practice basic grammar and improve their listening comprehension while exploring contemporary French culture. This first course in the sequence stresses oral communication and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: first-year college French or equivalent.

This second course in the sequence develops writing skills and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: FRENCH 121-1 or equivalent.

This third course in the sequence focuses on reading (short stories and excerpts from literary texts) and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: FRENCH 121-2 or equivalent.

(Note that this course meets from 6-9PM on Mondays, and 6-8PM on Wednesdays.)

This course will examine the works produced in the last decade (1999-2011) by the playwrights Jean-Marie Besset, Hélène Cixous/Ariane Mnouchkine, Marie NDiaye, Yasmina Reza as they set their gaze on an ever-changing French society.

Reading six plays that paint France’s new portrait, we will explore the challenges and changes that France faces in the 21st century - environment, family, social justice, gender and sexual identity, race, international relations - and we will consider how French theatrical forms have, in turn, evolved and responded to those very changes.

Readings of plays and viewings of videos of performances and film adaptations, will be complemented by readings of theatre history and criticism.

Coursework will include regular response and critique papers, and one longer paper.

Note: this course is co-listed with 376-0

(Note that this course meets from 6-9PM on Mondays, and 6-8PM on Wednesdays.)

This course will examine the works produced in the last decade (1999-2011) by the playwrights Jean-Marie Besset, Hélène Cixous/Ariane Mnouchkine, Marie NDiaye, Yasmina Reza as they set their gaze on an ever-changing French society.

Reading six plays that paint France’s new portrait, we will explore the challenges and changes that France faces in the 21st century - environment, family, social justice, gender and sexual identity, race, international relations - and we will consider how French theatrical forms have, in turn, evolved and responded to those very changes.

Readings of plays and viewings of videos of performances and film adaptations, will be complemented by readings of theatre history and criticism.

Coursework will include regular response and critique papers, and one longer paper.

this course is co-listed with 279-0

Through lecture, discussion and exercises, this course introduces students to key concepts in the study of interpersonal communication. The course is designed to: increase students' awareness and understanding of communication processes; encourage students to think critical about communication theory and practice; provide background for upper-level communication courses. No prerequisites.

This course involves the theory, composition, delivery, and criticism of public speeches. Students learn effective public presentation strategies, to be implemented in four to five class assignments ranging from impromptu speaking to persuasion and argumentation. Students develop critical listening skills by evaluating their own public speaking style as well as the effectiveness of their peers and famous public speakers. The course objective is to build confidence in public speaking in a laboratory setting, to learn the power of public rhetoric in a social and professional forum, and to provide practical experience for those desiring to become better speakers in a variety of public communication environments.

This course will help students to become informed listeners and critical thinkers with respect to a broad range of musical styles and
genres. Whether addressing a classical symphony, a film score, a jazz improvisation, or a rock album, we will aim for a conceptual
understanding of the elements of musical sound and structure, while devoting equal attention to the music's historical, cultural, and
philosophical contexts. No previous musical experience or ability to read music notation is required for this course.

This class is geared towards students who are interested in songwriting in any genre of pop music (Rock, Jazz, Disco, Hip-Hop, Folk, R&B, Electronica, etc.). The group meeting will address aspects of songwriting including Form, Genres, Lyrics, Orchestration, Sampling/Quoting and Production. Students will also meet one-on one with the instructor for weekly individual lessons. In addition to in-class discussion and listening, students will write at least two original songs that will be recorded with the help of the instructor. Each student has the opportunity to host-write for a classmate or performer of his/her choice, or perform his/her own work. Students are not required to perform, only to write and discuss music. Musical Background: Students should be proficient on at least one instrument or be able to use their voice. However, no classical training or music-reading ability is necessary.

Beatles or Stones? The debate rages on even today. This course will examine what these great rock and roll bands have in common
and how they differ: melodies, chord progressions, instrumentation, lyrics, styles of singing and playing, live performances, production
and fashion. We'll discuss A Hard Day's Night and Gimme Shelter, the high points of these bands' legacies on film. The course will
focus on the decade from 1962-1972 but will also touch on influences such as Chuck Berry and the best of the post-Exile Stones.
Assignments will include short papers and in-class presentations. No prior musical knowledge or training is required for this class.

This course will explore the wide gamut of Jewish music through listening, reading, and live performances. It will include secular and
sacred music, popular and classical music, concert and liturgical music, Yiddish ("German Jewish") and Ladino ("Spanish Jewish"),
Hebrew, and English settings from the Middle Ages through the Renaissance and Reformation to the modern da. Students will benefit
from a general knowledge of music; music reading is not a prerequisite, however.

A comprehensive study and appreciation of opera as a mirror of society and culture throughout history culminating in present day stage spectacle. No musical ability is required for the class.

This class will look in detail at microphone design and placement techniques, covering stereo miking, close and distant miking of instruments and ensembles, and "source" recording for sound design applications. Students learn how to choose the right microphone for the instrument or voice and how details of mic placement affect the sound quality, often dramatically. The course also covers hardware and effects processing associated with the production process. The material is supplemented by in-class recording and miking demonstrations. Projects consist of students making their own recordings using the techniques covered in class. Music background welcome but not required.

This is the first course in a three-course foundation sequence in elementary German. The sequence uses a communicative approach to provide students with all four language skills -- speaking, listening comprehension, reading, and writing -- to ensure that students acquire a basic command of German. Classes are conducted largely in German, except when explanation of grammar or other material may require the use of English. This is an intensive approach, requiring a minimum of two hours of homework preparation per class, but the small class size affords summer students many opportunities to practice their German. Students completing the sequence should be well prepared for any intermediate-level German program. Students may enroll in individual courses (subject to skill level) or the entire sequence.

See GERMAN 101-1 for course description.

See GERMAN 101-1 for course description.

Please see the link below for information about the German Study Abroud program and Intermediate German.

: http://www.ipd.northwestern.edu/undergraduate/emerging_global_structures/contemporary_berlin.html

In this class, we will consider the modern histories of sex and sexuality as subjects of biomedical knowledge and practice. Exploring a diverse range of key events and controversial issues in the modern history of Western medicine, we will examine how medicine has shaped understandings and experiences of bodily sex difference, gender, and sexuality over time. At the same time, the course will examine how social, cultural and political expressions and problems of gender have influenced biomedical and public health knowledge and practices. We will interrogate how modern western medical traditions have differently understood male and female bodies and minds and defined their health and illnesses accordingly, and how western medicine has defined and often policed erotic relationships. Most readings will address modern American and European history, culture and society, but a selection of our readings will also deal with the complexity of non-western colonial and postcolonial encounters with western medicine.

Using a mixture of secondary sources and primary texts—including medical case studies, patient memoirs, posters used in public health campaigns, and documentary film—we will examine how medicine, gender and sexuality have crucially intersected and have been mutually shaped through the complex interaction of scientific, social, political, economic and cultural factors. Key thematic areas for discussion will include the medical invention of sex difference; the rise of sexology and the scientific study of homosexuality; prostitution, sexually transmitted diseases, and feminist political interventions from 1860 onwards; eugenics, race and sex; public health, population control, and the medical regulation of gender and sexuality in colonial encounters; contraceptives and reproductive technologies; gender reassignment practices; psychiatric constructions of deviance and madness and their important intersections with gender and sexuality (as seen, for instance, in medical discussions of masturbation, hysteria, and more recently, sexual addiction).

Does popular culture reinforce gender norms, or can it be a site for renegotiating them? How do specific aesthetic choices within media texts—acting, directing, costuming, narrative structure, etc.—help communicate messages to viewers about what a man or a woman is supposed to look and act like? How do different audiences respond to these messages, especially when transmitted by someone who presents the “wrong” gender, or who blurs the lines “between” genders? This class addresses these questions by examining films that feature a range of cross-gender performances such as Queen Christina and Some Like it Hot.These texts offer uniquely rich sites to investigate how gender norms are constituted in and communicated through popular culture, how these norms necessarily intertwine with race, class, age, and other identity categories, and how they speak to the larger historical and cultural contexts in which they were created and/or consumed. We’ll also consider the queer pleasures these texts enable in transgressing gender boundaries.

In this course we will explore important characteristics of and changes in European culture and society from the medieval Agricultural Revolution through the eve of the French Revolution and Industrial Revolution. Historians are fundamentally interested in asking questions about change and continuity in human societies, so together we will seek satisfying answers to questions such as, how did the ethnically and politically diverse peoples of Europe forge a common culture during the Middle Ages? How did it survive the catastrophe of the Black Death? Did the Renaissance invent the modern individual? How did nation-states come into existence? Was the Enlightenment really a source of enlightenment? To enrich our answers to these questions, we will learn to critically analyze both primary documents (sources of information that survive from the time under study) and secondary works like textbooks and the instructor's lectures. We will learn how to identify what we need to know in order to answer historical questions, and how to fill in those gaps in our knowledge. We will also learn how to express our answers as logical and persuasive arguments supported by appropriate evidence drawn from the sources we read during the course. This course counts toward the Weinberg College historical studies distribution requirement, Area IV.

Have you ever wondered things such as why the French Revolution happened or how the First World War led to the Second then you should take European Civilization: 1789 to the Present. "European Civilization II" is for majors and non-majors and provides an introduction to the events and developments that shaped the continent from the 1789 to the present day. We start by investigating the French Revolution and the Napoleonic Wars. Looking at the nineteenth century, we examine the ways in which Europeans dealt with the Industrial Revolution, the birth of Europe's middle classes, the popular protests of 1848, and the rise of the Italian and German nation states. Finally in the twentieth century we trace the origins and the legacies of the First World War, and investigate Fascism and Soviet Communism and those ideologies role in the Second World War. To finish we explore the influence that a half century of violence had on the postwar population, the economic miracle, decolonization, and the Cold War.

Required texts:
1 John Merriman, A History of Modern Europe: From the French Revolution to the Present (Third Edition) Vol. 2.
2 Montesquieu, Persian Letters
3 Mary Shelley, Frankenstein; or the Modern Prometheus
4 Joseph Conrad, Heart of Darkness
5 Erich Maria Remarque, All Quiet on the Western Front
6 George Orwell, Road to Wigan Pier
7 Azouz Begag, Shantytown Kid
* Other texts posted on blackboard

This course will investigate the gendered nature of early modern European society to better understand the experiences of women marginalized by strict patriarchal gender roles that relegated them to secondary roles in society. We will examine the idealized patriarchy as conceived of by powerful European men and then the reality of that system and how it affected the day-to-day experiences of Europeans at all social levels. Although women were limited by their social circumstances, they still participated in the major intellectual, social, and religious movements of this era such as the Renaissance, the reformation of religious culture, and the political shifts of state formation and war. They were obviously also central players in the quotidian experiences of communities and families across Europe. We will look at women’s lived experience in the family and the convent, women’s economic and intellectual opportunities, their role in religion and politics, and at women considered transgressive in their sexuality or lifestyle. Through secondary literature on gender and women in early modern Europe and through primary sources written by and about women, we will gain a better understanding of early modern society as a whole.

This course is taught in Istanbul; for more information, please call the Center for International and Comparative Studies at 847-467-1152. HIST 301-1 New Lectures in History: City and Civilization in the Eastern Mediterranean World. This course highlights the socioeconomic, political, cultural, and physical continuities and changes of Istanbul from Byzantine times to the present, emphasizing the themes of space, state power, and economic structures. After tracing the transformation of the Byzantine imperial center into an Ottoman capital city and the development of Ottoman imperial culture, the class focuses on the political and socioeconomic relations between the Ottoman state and the diverse communities of the capital city. The challenge of modernizing Istanbul during the late Ottoman and Republic periods is likewise examined. The course ends with discussion of the socioeconomic and cultural impact of globalization on the sprawling metropolis. Never colonized yet clearly under the increasing influence of the West, Ottoman Istanbul provides a fascinating locus for understanding the interchange between Islamic and Christian European societies. Modern Turkish society and culture are examined as they reflect the syntheses and tensions between traditional Ottoman Islamic and Western institutions and cultural traditions. Late Roman, Byzantine, Ottoman, and Turkish Republican art and architecture are viewed throughout the course.

This course is taught in Prague; for more information, please call the Center for International and Comparative Studies at 847-467-1152. This course provides an introduction to cultural aspects of the Czech and central European environment in a broader sense. It concentrates on major historical events and processes that have shaped developments in the area and contributed to Czech national identity. Cultural awareness is acquired through readings and lectures and developed through discussions. Visits to historically important sites in Prague and the Czech Republic are an integral part of the course. Participants are expected to gain background knowledge of the region's history and civilization and to understand and examine the effects of social changes on the social fabric of the nation. The course is complemented with reading and analysis of important fiction from the relevant time periods.

In this class we will examine the period of post-war America and how fractures emerged out of the seeming consensus in the post-war boom. The civil rights movement, feminism, environmentalism, gay rights and anti-imperialism shook the consensus from the bottom up from the late 50's into the mid-70's and beyond. During the height of the 60's the Democrats controlled the White House and in 1968 Nixon defeated Humphrey causing a sea-change (or did it). The Democrats lost much of the white working class vote, the South and liberals were left adrift. We will focus largely on the grass root movements and their impact on broadening the terms of American Politics.

This course will examine American foreign relations from 1945 to the present through an analysis of both primary and secondary sources. Our course will discuss how American military, economic and cultural power has been deployed abroad following World War II. We will examine critical developments in American Foreign Policy including the Marshall Plan, the Cuban Missile Crisis, the Vietnam War, the Iranian hostage crisis, the Gulf War, engagement with the Balkans and Rwanda, September 11th, the wars in Iraq and Afghanistan and the Libyan intervention. Among the questions this course will consider are; How have conceptions of freedom, human rights and democracy influenced American foreign relations? How have domestic developments affected international policy? Has culture played a role in shaping policymakers foreign policy decisions? Evaluation in this course will consist of three short papers, in which students will apply course themes and discussions to case studies of their choice.

Cities are generally understood as eclectic, dense, and bustling places. Tall buildings, demographic diversity, vibrant nightlife, quirky neighborhoods, and crowded pedestrian sidewalks make a city a city. From the Rust Belt to the Sunbelt, cities have served as epicenters of business, culture, migration/immigration, and politics and have played a key role in everyday experiences. Whether it was Chicago and San Francisco at the turn of the 20th century, or Atlanta and Phoenix in the 1980s, each city featured distinct historical trajectories. This course will explore differences, similarities, and changes in and of urban development and metropolitan life throughout the late 19th and 20th centuries. We will trace major themes and issues in the American city, and students will discuss how and why cities developed as they did.

In less than a century Japan went from a relatively isolated, semi-feudal collection of domains to a modern empire. This course explores the historical developments that enabled such an epochal transformation and how individuals responded to dramatic and traumatic change during the first half of Japan’s modern era. Beginning just before the Meiji Restoration (1868), we will examine the social and political developments of the Meiji era (1868-1912), the culture of “Taisho democracy” (1912-1926), and Japanese empire during the early stages of the Asia-Pacific War (1931-1945). Along the way, we will pay special attention to the construction of national and imperial identities, and how individuals experienced re-imaginings of what it meant to be “Japanese” in their everyday lives. A combination of primary and secondary source readings will help us navigate discussion topics such as nationalism, imperialism, colonialism, gender, photography, aesthetics, time, censorship, and modernity.

From kings who minted their gold coins, to African fashion designers, Portuguese renegades, Congolese rumba musicians and Nollywood film stars of Nigeria, much of African history challenges common stereotypes of an isolated and poverty-stricken continent. In this introductory course, we will focus on what the various cultures of Africa thought about wealth, success, and making a living. What made someone rich, powerful, or fashionable in different parts of Africa? What types of expected and unexpected economic partnerships do we see between Africans and non-Africans in pre and postcolonial history? What did various African societies really think about money? As we address these questions, our course will touch on key themes in African history including ancient trade, early encounters with Europeans, slavery, colonialism, and globalization. Students taking this course will gain familiarity with a variety of African civilizations and the diverse methods historians use to study Africa's past. Our class readings will include a core textbook and a sampling of historical sources (from travel accounts and poetry to film and artwork). Students will have opportunities to practice their own historical analysis and take sides on key debates through our class discussions and short essay assignments. Students without prior African history background are particularly encouraged to enroll.

This course will introduce community-based approaches to international development currently being applied in the "Global South," and will explore their social, political and economic contexts and impacts. Students will understand the relationships among "strength-based" strategies such as asset-based community development, appreciative inquiry, participatory rural appraisal, resiliency organizing and sustainable livelihoods approaches; and will contrast these strategies with more traditional large scale development investments. Additionally, this course will explore the specific development context of the countries which students will be working in and the development issues they will be working on. Students take this course as part of the Global Engagement Studies Institute summer study abroad program. The course will be taught at the Evanston campus before students begin their field work abroad, and again once they return. They will then use their experience from the field to critically assess the promise and limitations of community-based strategies for development.
Enrollment is by application only. Applications accepted until March 1st, 2012. Please visit www.gesi.northwestern.edu to learn more and apply. NOTE CLASS DATES: 6/15/12-6/21/12 AND 8/17/12-8/20/12

This three-course sequence in elementary Italian covers a full year of the language. At the end of the sequence, students are able to ask and answer simple questions in Italian, write a grammatically correct sentence, and follow the drift of a simple conversation. The emphasis is on person-to-person communication. Students build grammar skills by working on simple situations - greetings, introductions, asking directions - that grow in complexity as the course proceeds. Classes are conducted entirely in Italian and include a wide range of exercises, small-group projects, video, and Internet sites. Students also gain knowledge of fundamental aspects of Italian culture, history, and geography. Weinberg students with some experience in Italian may take an exam to place out of any or all of the first-year sequence. Courses may be taken individually (subject to prerequisites) or in sequence.

See ITALIAN 101-1 for course description. Prerequisite: ITALIAN 101-1.

See ITALIAN 101-1 for course description. Prerequisite: ITALIAN 101-2.

Italian 102-1: This immersion-style three-course sequence in intermediate Italian covers a full year of second-year language instruction. At the end of the sequence, students will be able converse comfortably in simple Italian, write a grammatically correct paragraph, and follow the drift of newspaper articles and straightforward dialogue in movies. The emphasis is on person-to-person communication. We will build grammar skills that grow in complexity as we proceed. Classes are conducted in Italian and include a wide range of exercises, small-group projects, video, and Internet sites. Students also will perform research on aspects of Italian culture, history, and geography. Students who complete the sequence will be eligible for all NU-affiliated Study Abroad options. Courses may be taken individually (subject to prerequisites) or in sequence.

See course description for ITALIAN 102-1. Prerequisite ITALIAN 102-1.

See ITALIAN 102-1 for course description. Prerequisite: ITALIAN 102-2.

(Note that this course meets from 6-9PM on Tuesdays, and 6-8PM on Thursdays.)
This course examines the production and problematization of masculinity in Italian cinema, from the strongman Maciste, the stock character introduced in Giovanni Pastrone's 1914 Cabiria, to the "Latin lover" typified with nuanced variation in the long and distinguished career of the actor Macello Mastroianni. Examining six films that thematize masculinity in the context of literary adaptation (Cabiria, The Desert of the Tartars, Senso, Gomorrah, and The Conformist), and/or cinematic or television history (Ginger and Fred, Gomorrah), we will consider the medium-specific ways in which masculinity is figured as citation, masquerade, impersonation, and/or reproduction.

Coursework will include one short oral presentation, regular response papers (1-2 pages), and one longer paper (5-7 pages). Tuesday evening film screenings will be preceded by a lecture; Thursday meetings will be dedicated to in-class discussions of readings and films.

Films: Cabiria (Giovanni Pastrone), Senso (Luchino Visconti), Ginger and Fred (Federico Fellini), The Desert of the Tartars (Valerio Zurlini), The Conformist (Bernardo Bertolucci), Gomorrah (Matteo Garrone)

Readings by Roland Barthes, Camillo Boito, Judith Butler, Dino Buzzati, Gilles Deleuze, Sigmund Freud, Jacques Lacan, Christian Metz, Alberto Moravia, Pier Paolo Pasolini, Jacqueline Reich, Kaja Silverman, Roberto Saviano, and others.

JAPANESE 111-1 is the first quarter of Japanese I (JAPANESE 111-1, 2 and 3), a yearlong course that covers the first half of the elementary Japanese. JAPANESE 111-1 covers speaking, aural comprehension and reading and writing, and introduces the Hiragana and Katakana syllabaries and Kanji characters. Upon the satisfactory completion of this course, students will be able to greet, introduce themselves, discuss their daily routines, and write short letters to teachers and friends. In order to continue to JAPANESE 111-2, which is offered in Winter Quarter, students must pass JAPANESE 111-1 with a grade of C- or above.

A student driven course of study emphasizing teaching jazz in the public school. Jazz theory and harmony, improvisation, basic arranging skills will be discussed in addition to issues driven by student input. Prior experience in jazz education is not required, only an interest and commitment to jazz in our schools.

The business of journalism is under siege these days-but the skills acquired in journalism courses are as useful as ever. This course, taught by an award-winning teacher at the world famous Medill School of Journalism, provides the framework for clear communication. It emphasizes conciseness in expressing thoughts and facts. Through readings, discussion and numerous writing exercises the student gains confidence and demonstrates marked improvement in written expression, week by week. Specifically, this course intends to: Sharpen word selection and usage; clear up problems with grammar and writing style; clean up sentence structure; make writing appealing for the intended audience and increase writing speed. Whether you intend to write for publication or to write more effectively in the workplace, this course gives you the foundational skills to achieve your communication goals. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course introduces grammatical principles that govern the structure of sentences (syntax) in human languages around the world. The aim of the course is to strengthen your skills in analytic reasoning and scientific theory construction through the study of syntactic patterns. LING 260 satisfies the WCAS Area II (Formal Studies) Distribution Requirement.

Elements of differential and integral calculus. Definition of a function; trigonometric, exponential, logarithmic, and inverse functions; graphs, limits, continuity, derivative of a function, product, quotient and chain rule, implicit differentiation, linear approximation and differentials, related rates, mean value theorems, curve plotting, optimization problems, Newton's method, and antiderivatives. Taken consecutively, 220 and 224 are equivalent to two-thirds of a year in calculus. Prerequisite: three years of high school mathematics, including trigonometry. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Elements of differential and integral calculus. Integral calculus in one variable. Definite integrals and the fundamental theorems of calculus. Techniques of integration, including integration by parts, trigonometric integrals, trigonometric substitutions, partial fractions, numerical integration, and improper integrals. Applications of integration; computation of volumes, arc length, average value of functions. The mean value theorem for integration, work, and probability. Sequences and series; the integral and comparison tests, power series, ratio test, introduction to Taylor's formula, Taylor series, and using the series to solve differential equations. Taken consecutively, MATH 220 and 224 are equivalent to two-thirds of an academic year in calculus. Prerequisite: MATH 220 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Vectors, dot and cross products, equations of lines and planes; polar, cylindrical, and spherical coordinates; differentiation of vector functions; velocity and acceleration, arc length, parametric surfaces, functions of several variables, partial derivatives, tangent plane and linear approximations, chain rule for partial derivatives, directional derivative and gradient, max-min problems for functions of several variables, Lagrange multipliers. Prerequisite: MATH 224-0 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Cylindrical and spherical coordinates, double and triple integrals, line and surface integrals. Change of variables in multiple integrals; gradient, divergence, and curl. Theorems of Green, Gauss, and Stokes. Prerequisite: 230. Students may not receive credit for both 234 and 281-1, 285-3, 290-3, or 291-3. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Basic concepts of linear algebra. Solutions of systems of linear equations; vectors and matrices; subspaces, linear independence, and bases; determinants; eigenvalues and eigenvectors; other topics and applications as time permits. Math 230-0 or its equivalent is prerequisite for Math 240-0. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Introduction to fundamental mathematical ideas such as sets, functions, equivalence relations, and cardinal numbers and to basic techniques of writing proofs. Prerequisite: MATH 240. This course may not be taken for credit after MATH 320-1, 321-1, 330-1, or 331-1 without prior departmental consent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Abstract theory of vector spaces and linear transformations. Complex vector spaces, unitary and Hermitian matrices. Jordan canonical form. Selected applications as time permits. Students who took 330-1 (formerly 337-1) prior to 2004-05 may not also take 334 for credit toward the major without departmental consent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Marketing structure and processes whereby products proceed from the place of production to final use or consumption. Sales management, retailing, foreign trade, advertising, channels of distribution for marketing different types of products, activities of wholesale and retail middlemen and other important marketing institutions, cooperative marketing, market risk, sources of marketing information, price determination, governmental activity related to marketing, cost of marketing, and general critique of market structure. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Internet marketing has become a critical component of a marketer's overall strategy. This course focuses on necessary Internet marketing tactics and strategies, enabling marketers to fully leverage the Internet and its various channels in their overall marketing mix. Topics to be covered include the overall Internet advertising landscape, technologies and channels employed, targeting, measurement, and privacy concerns. Additionally, students learn about customer centric marketing, and how new and emerging advertising platforms and technology, including podcasts, blogging, RSS, viral marketing, social networking, online video, virtual worlds, mobile advertising, IP-based television, and rich Internet applications, are being leveraged by marketers today. Students will also develop a comprehensive marketing plan incorporating topics discussed throughout this course. This course combines classroom lecture and discussion with an online component. For the online component, students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course examines the importance of coordinating all promotional elements to develop an effective communications program and integrates theory with planning, management, and strategy. Business/marketing approaches are combined with journalistic/communications models. Public relations and advertising, with emphasis on sales promotion, direct marketing, personal selling, and publicity are covered.

The course examines how social contexts such as families, schools and the workplace shape individuals; as well as how individuals' intellectual and interpersonal capacities, preferences, and goals are shaped by their social contexts. This course also examines the societal structures that organize, supply, and channel individual learning experiences and how they provide the formal and informal settings in which social interaction takes place. Students will also explore how participation in these socializing settings molds the development of individuals' capacities and forms their goals. NOTE: Open to professional educators.

The course helps students refine the reflective skills required of educators in complex social institutions such as schools, businesses, and nonprofit organizations and develop effective problem-identification and -solving approaches. Intensive analysis and discussion of questions encountered in elementary and secondary schools, administrative, higher education, and corporate settings. Students present their Master's Project in this course. Note: For MS Ed Graduate Students Only

Enter the ongoing debate about the nature of ancient Earth climates. Examine data from Northwestern University Earth scientists to explore the factors that have affected climate tipping points in the past. Make predictions about the extent to which future climate conditions may reach a tipping point. Explore how the study of ancient climates can be applied to your classroom.

NOTE: Open to professional educators.

July 2, 9, 11, 16, 18, 29 and 31, 1:00-5:00pm

Explore spatial and temporal variables that affect wind or solar output around the campus of Northwestern University. Develop a model of seasonal variability in wind or solar output that integrates local and regional data. Use these empirical data and models to estimate the cost effectiveness of wind or solar energy production on the Northwestern campus. Examine how the investigation of wind and solar output can be applied to your classroom.

July 1, 8, 10, 15, 17, 29, and 31, 1:00-5:00pm

NOTE: Open to professional educators.

Use self-assembly techniques to form organic and inorganic nanoparticles. Visualize the structure of these nanoparticles using advanced visualization equipment. Explore techniques for modeling the formation of nanoparticles and investigate applications of nanotechnology to a variety of fields such as medicine, materials engineering, and consumer products. Examine how concepts of nanotechnology can be applied to your classroom.

June 28 and July 5, 12, 16, 19, 29, and 31, 1:00-5:00pm

NOTE: Open to professional educators.

The course is designed to help middle school and high school teachers who teach subjects other than English develop an understanding of specific strategies that readers must use to achieve deep comprehension of content material. Students will explore cognitive foundations of reading comprehension and their influence on methods of instruction and assessment, as well as the interrelationships among reading processes and language learning. Theory and practice relationships will be explored as students experience and learn about: text structure, use of background knowledge, comprehension connections, inferencing, strategies for active engagement, socio-cultural influences on reading, reading/writing relationships, text sets, and assessment of content reading. NOTE: Open to professional educators.

The course presents current theory and practice related to writing processes, with emphasis on personal writing experiences, including topic selection, drafting, conferencing, revising, editing, and publishing. Other topics include evaluation, writing in various genres, motivating students to write and management of writing workshops. NOTE: Open to professional educators.

Exceptional children have unique characteristics - physiological, intellectual, and social-emotional. This course examines these characteristics and etiological factors, as well as trends in legislation, educational programming and approaches to instruction for students with disabilities. NOTE: Open to professional educators.

NOTE: Open to professional educators

Students examine the research base behind instructional strategies and their efficacy with different types of learners. They study assessment and accommodation/modification techniques from cross-grade level, school, and district perspectives. NOTE: Open to professional educators.

NOTE: Open to professional educators

This is a course intended for master's students in Music Education. This course will explore the new developments in music technology while reviewing current software packages appropriate for school and personal use. Class members will write simple compositions, print music notation, work with digital audio, and learn about useful non-music programs. The accent will be on creative thinking in music and using technology as an aid to teaching. This course is required of all students enrolled in the four-summer master's degree program in music education.

A graduate level review of music theory course designed for the returning professional music educator with a completed Bachelor of Music degree. Students will review principles and techniques of tonal harmony, phrase and style analysis, and graphic representation of form. In addition to renewing and advancing analysis skills, participants are encouraged to consider the relevance of analysis to the field of music education and performance and new methodology to support teaching the AP Music Theory Curriculum.

This career seminar will consist of lectures and master classes with international opera singer Pamela Hinchman, associate professor of voice at Northwestern University. In these classes you will learn how to audition for an agent, an opera company, and a musical theater company. The seminar will identify pieces that will make you your most marketable product and then help you to perfect them. Additionally, these sessions will address how a singer can most effectively create a dynamic résumé and bio, give advice on the proper photo for your voice type, and provide clarity and assistance with tax issues. Guest speakers may include a New York agent for opera and musical theater, a tax specialist, a photographer, an opera conductor and a stage director. At the end of the seminar each performer will audition for a New York agent. Space is limited so early submission of participant applications is advisable.

Pamela Hinchman has performed at New York’s Carnegie Hall and Avery Fischer Hall as well as with the Hong Kong Philharmonic and the Pittsburgh, Wichita, Columbus, Harrisburg, Connecticut, Kansas City, West Virginia, Cairo (Egypt), and Calgary Symphony Orchestras. Winner of the Prix Spéciale in Belgium’s International Bel Canto Competition, she has also appeared with the Cleveland Opera, Mansfield Opera, Pittsburgh Opera, Opera New England, Opera Company of Boston, Théâtre Royal de la Monnaie (Belgium), Nashville Opera, Florida Grand Opera, Chicago Opera Theatre, Austin Opera, and Lyric Opera of Kansas City.

Audition requirements: A digital audio recording of three selections of your choice. Participants should prepare two works for the master classes.

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.

The deadline for participant applications is May 31, 2013. Auditors are encouraged. The deadline for accepted participant registration with full tuition due is June 14, 2013.

Participant Tuition: $650, Full Program Auditor: $400, Day Auditor: $80

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

The Institute will be an exposé and application of the principles discussed in "The Naked Voice: A Wholistic Approach to Singing" by W. Stephen Smith (Oxford University Press, 2007) for singers and voice teachers. For the singers it will include private lessons, master classes, acting classes, dramatic coachings, and a performance of opera scenes. For the teachers it will include five two-hour seminars on voice technique and pedagogy in a lecture/master class format along with the opportunity to participate in the acting classes and to observe the singers' private lessons and master classes. Lessons, master classes, and seminars will be taught by W. Stephen Smith. Acting classes, dramatic coachings, and scene staging will be by Gene Roberts. Singers should have completed at least three years of collegiate level training. Teachers should have collegiate level voice teaching experience. Space is limited to 10 singers and 10 teachers.

Audition and application requirements: Singers - a digital video of two opera arias in different languages and one other selection of your choice (art song or music theatre piece). Teachers - a digital audio recording of three selections of your choice. All materials are to be submitted via the Audition Dropbox, located on the Bienen School website at http://www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select "Visiting Student (Summer Session)" as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--DO NOT submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload detailed résumés as well as all audition requirements. NOTE: No paper application will be accepted. Do not mail recordings as these will not be reviewed or returned.

The deadline for participant application is April 15, 2013. The deadline for accepted participant registration with full tuition due is May 10, 2013.

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

Additional Information:

W. Stephen Smith joined the voice faculty at Northwestern University in 2011 after 13 years at The Juilliard School. He has been in the voice faculty of the Aspen Music Festival and School since 1996. He has taught at Santa Fe Opera and Opera on the Avalon, Curtis Institute of Music, Teachers College of Columbia University, University of Southern California, Los Angeles Young Artist Program, and the Metropolitan Opera's Lindemann Young Artist Program. Mr. Smith was on the staff of Houston Grand Opera as Voice Instructor for the Houston Opera Studio from 1990 to 2003. He has given master classes and clinics throughout the United States and has been a guest lecturer at the Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil and at Yonsei University in Seoul, Republic of Korea.

Gene Roberts, Director of Opera Theater at Metropolitan State College of Denver, counts opera director Sally Stunkel and Britten specialist Colin Graham among his mentors. His students have appeared on London’s West End, in Germany, and on US National tours. As a performer he was part of the Swiss premier cast of Webber’s Phantom of the Opera in Basel. In Stuttgart he played the role of The Beast in Disney’s Beauty and the Beast in the German production. He played Mr. Eager in the workshop of the Des Moines Metro Opera production of A Room with a View and the Town Crier in the Houston Miller Theater revised premier of Bilby’s Doll with Carlisle Floyd as director. Other roles include Chevalier de la Force (Dialogues of the Carmelites), Don Basilio and Antonio (Le Nozze di Figaro), Bardolfo (Falstaff), Normano (Lucia di Lammermoor), and Gherardo (Gianni Schicchi).

The Summer Violin Institute is an intensive two-week program that offers participants the opportunity to work with renowned violin faculty. The master class format provides a unique environment for students to receive individual instruction while also benefiting from knowledge imparted to the group in a collective setting. The program is designed to develop strong technical ability, advanced musical skills, thorough knowledge of repertoire and healthy practice habits. Students will participate in a variety of master classes, technique classes and performances.

Audition requirements: A digital audio recording including the first movement of a Violin Concerto from the standard repertoire and the first movement of a Bach solo Sonata or Partita (10 minutes total).

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.

The deadline for participant applications is April 15, 2013. Auditors are encouraged. The deadline for accepted participant registration with full tuition due is May 10, 2013.

Participant tuition: $825, Full Program Auditors: $500, Day Auditors (2 sessions): $60, Per Session Auditors: $30

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

This intensive six-day program is designed to develop strong technical ability, advanced musical skills, thorough knowledge of repertoire and healthy practice habits. Students will participate in master classes, ensembles, technique classes and private lessons. The six-day workshop will culminate in a concert of student solo and ensemble performances. Guitar Workshop faculty will include Anne Waller, Senior Lecturer in Guitar, Northwestern University Bienen School of Music; Mark Maxwell, Coordinator of Guitar Studies, DePaul University School of Music and Guitar Instructor, Northwestern Music Academy; and Oscar Ghiglia, internationally renowned concert artist and Professor emeritus of the Basel Music Akademie.

Audition requirements: An on-campus audition or submission of a digital audio or video recording of two contrasting pieces from the standard classical guitar literature. To arrange the on-campus audition, please contact Prof. Waller directly at a-waller@northwestern.edu.

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.

The deadline for participant applications is April 15, 2013. Auditors are encouraged. The deadline for accepted participant registration with full tuition due is May 10, 2013.

Participant Tuition: $550; Full Program Youth Auditor: $100; Per Day Auditor: $60

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

This intensive three-day program is designed to create a more comprehensive knowledge of the most important aspects of oboe playing and reed making. Students will participate in master classes and some private instruction. The three-day workshop will culminate in a faculty concert. Oboe Workshop faculty will include Robert Morgan, Michael Henoch and Scott Hostetler, all members of the Northwestern University Bienen School of Music oboe faculty.

Audition requirements: None for college-age students enrolled in a Music program. High School students need to submit a digital audio recording of 2-3 minutes duration of a selection of their choice from the standard classical oboe literature.

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.

Participant Tuition: $390; Full Program Auditor: $250; Per Day Auditor: $90

The deadline for participant applications is April 15, 2013. Space is limited to a maximum of 18 participants so early registration is advised. Auditors are encouraged. The deadline for accepted participant registration with full tuition due is May 10, 2013.

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

Additional Information:

Robert Morgan is solo English horn and assistant principal oboe for the Lyric Opera of Chicago Orchestra. He is also principal oboist for the Music of the Baroque and Chicago Philharmonic Orchestra. Robert is a frequent soloist with numerous area orchestras and musical organizations and has performed at the White House with Music of the Baroque and with members of the Guarnieri Quartet in Maryland.

Michael Henoch is assistant principal oboe of the Chicago Symphony Orchestra, where he has been member since 1972. Artistic co-director and oboist with the Chicago Chamber Musicians, he has also performed at the Marlboro Music Festival, Carmel Bach Festival, Mostly Mozart Festival at Lincoln Center, and the Peninsula Music Festival. Henoch has served as a soloist under such conductors as Daniel Barenboim, Sir Georg Solti, David Zinman, Alexander Schneider, and has collaborated with Pierre Boulez, Christoph Eschenbach, Claude Frank, Garrick Ohlsson, Arlene Auger, and Maxim Vengerov.

Scott Hostetler is a member of the Chicago Symphony Orchestra. He was formerly the principal oboist and artist in residence of the Kalamazoo (MI) Symphony Orchestra. Hostetler has also performed with the Michigan Opera Theatre, the Florida Orchestra, and the Cleveland Orchestra during its 1999 European tour. At age 16, he was heard in the Mozart Quartet for Oboe and Strings with members of the Indianapolis Symphony Orchestra.

This summer trombone workshop will feature an exhaustive exposure to fundamentals, training for orchestral auditions, master classes focusing on the interpretation of solo literature, and chamber music performance. Michael Mulcahy appears around the globe as a soloist and teacher. He has led Northwestern's trombone studio since 1999 and his students occupy major positions in orchestras worldwide, including the Boston Symphony Orchestra, San Francisco Symphony and the Berlin Philharmonic. A member of the Chicago Symphony Orchestra since 1989, Mulcahy is also principal trombone with Chicago's Music of the Baroque and the Grand Teton Music Festival. Previously he was principal trombone with Australia's Tasmanian Symphony and Melbourne Symphony and solo trombone with the Cologne Radio Symphony.

Audition requirements: A digital audio recording of selections made in the same location, unaccompanied, with no editing within an individual excerpt. Tenor trombone: Saint Saën’s Cavatine (for high school and undergraduate students only); Martin’s Ballade, beginning to figure 14 (for graduate students and professionals); Mozart’s Requiem, Tuba mirum, 2nd trombone solo; Berlioz’s Hungarian March, 2nd trombone parts (from 6 measures before rehearsal 4 through the 2nd measure of rehearsal 5); Ravel’s Bolero, 1st trombone solo (3rd measure of rehearsal 10 to rehearsal 11); Wagner’s Ride of the Valkyries (major only). Bass trombone: Lededev’s Concerto, beginning to end of cadenza (for high school and undergraduate students only); Spillman’s Concerto, beginning to letter H (for graduate students and professionals); Bach’s Cello Suite No.5, Sarabande; Berlioz’s Hungarian March; Wagner’s Ride of the Valkyries (2nd major section only).

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.

The deadline for performer applications is April 15, 2013. Auditors are encouraged. The deadline for accepted participant registration with full tuition due is May 31, 2013.

Participant Tuition: $650, Full Program Auditors: $400, Day Auditors: $80

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

Distinguished percussionists from New York Philharmonic, Chicago Symphony Orchestra, Cleveland Orchestra, Boston Symphony, Seattle Symphony, and many more will gather at this Percussion "Think Tank" to discuss styles, sound productions, listening sessions, body movements, strokes, brain in music, memorization, performing, delivery, physical execution, practicing, auditions, instruments and daily technical lab classes on all percussion instruments and performances in master classes.

No audition requirements.

Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume for the performance offerings. NOTE: No paper applications will be accepted.

The deadline for performer applications is May 31, 2013. Auditors are encouraged. The deadline for participant registration with full tuition due is June 14, 2013. 

Participant Tuition: $650, Full Program Auditor: $400, Day Auditor: $80

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

Taught by Mallory Thompson, Director of Bands at Northwestern University and Michael Haithcock, Director of Bands and Professor of Music at the University of Michigan, the symposium is designed to enhance your conducting, teaching and musical skills. Participants will be sent a list of scores to prepare in advance, and the repertoire will include a variety of works for ensembles of various levels. Works to be studied include established masterworks as well as new music for winds. In addition to conducting a live ensemble and receiving feedback from the faculty, participants will attend lectures and discussions on choosing repertoire, score study, rehearsal techniques, movement and music interpretation. The symposium is recommended for conductors of all levels with a desire to learn and explore new ideas. Preference will be given to those with a completed bachelor's degree and some experience.

No Audition requirements.

Participant registration is limited to 29 individuals. Registration with full payment is required to reserve your participation and will be accepted until the symposium is filled. Early submission is highly advisable. Payments must be received no later than June 14, 2013. There is no limit for those interested in auditing. Applications must be submitted via the Audition Dropbox, located on the Bienen School website at www.music.northwestern.edu/academics/summer-session. Upon creating a file in the Dropbox, applicants should select “Visiting Student (Summer Session)” as their application type, and then select the workshop to which you are applying. This will ensure that your file is distributed to the correct reviewers. No separate application form is necessary--do not submit an application to Northwestern University via the Common Application or Graduate Music Online Application. Applicants will be asked to upload a detailed resume as well as all audition requirements for the performance offerings. NOTE: No paper applications will be accepted. Do not mail recordings to the Bienen School of Music or to faculty, as these will not be reviewed or returned.  

Participant Tuition: $625, Full Program Auditor: $400, Day Auditor: $80

For more information contact the Northwestern University Bienen School of Music Office of Admission, Financial Aid and Enrollment at 847-491-3141 or summermusic@northwestern.edu.

See MUSIC 330-0 Sec. 01 for course description.

See MUSIC 330-0 Sec. 02 for course description.

Please see course description of 330-0, section 11.

See MUSIC 330-0 Sec. 12 for course description.

See MUSIC 330-0 Sec. 21 for course description.

See course description under 330-0 section 31

See MUSIC 330-0, Section 41 for description.

See MUSIC 330-0 Sec. 61 for course description.

Participants will explore rich possibilities for formative world music experiences by working with guest artists using authentic instruments from Indonesia and West Africa, learning fundamental techniques to play and instruct others to play these instruments,
and investigating methods and approaches for implementing such experiences in the music classroom. No previous experience working with Indonesian or West African instruments is required.

Notions of comprehensive musicianship have roots in the first seminar on comprehensive musicianship held at Northwestern University in 1965. However, a number of significant questions related to comprehensive musicianship persist: What do we mean by comprehensive musicianship? What does it look like in a music classroom? What challenges are presented when teacher-conductors enact Comprehensive Musicianship through Performance in their ensembles? What opportunities for students result? How can performing with understanding serve as a valid model in an age of teacher accountability? This course will provide a springboard from which to examine the theories behind this movement in contemporary music education as well as the very important matters of implementation in ensemble settings.

This course is designed for those looking to acquire or upgrade knowledge and skill in developing quality orchestra programs in middle school through high school settings. It is open to all music majors regardless of string playing or teaching experience. Topics
include: recruiting, instructional resources, music selection and evaluation, teaching and rehearsal strategies, teaching musicianship, health issues, and alternative styles resources. Instruments will be provided.

The course is designed for teachers interested in promoting arts-based interdisciplinary experiences for elementary and secondary school students, both within music programs and across the school. Topics include the relationship of music to other subject areas within a comprehensive music curriculum, the design of educational experiences that relate various arts disciplines to one another (such as music, art, and literature), and establishing valid connections between the arts and disciplines outside the arts (such as history and social studies). This elective is appropriate for all music teaching specializations (instrumental, choral, general, other) and all levels (elementary, middle, high school, other).

Paradigms and methods in music education research, sources of research information, and challenges facing contemporary music education researchers and users of research. What does research have to do with the music class or rehearsal? How and where does one find research results that can enhance music teaching and learning? How can we make sense of a research report? These and other questions will be addressed in a discussion oriented survey of current research practices in music education. This course is required of all students enrolled in the four-summer master's degree program in music education.

On the Campus of Humboldt University, Berlin, Germany.
This course will focus on Berlin as a center of important musical developments over a period of 250 years, from the late Baroque period to post-unification. Course work will include at least two outings to important musical institutions and sites within the city. This course is offered at both the undergraduate and graduate levels.

Limited to study abroad students on the Berlin: Global City in the Center of Europe program.

Please see the link below for information about the German Study Abroud program.

http://www.ipd.northwestern.edu/undergraduate/emerging_global_structures/contemporary_berlin.html

The interaction of individuals in formal organizations. Theory and research integrated with cases and exercises to develop understanding of the dynamics of motivation, communication, group decision making, leadership, intergroup relations, power, and conflict. Students are encouraged to apply this knowledge to managing relationships with superiors, subordinates, and colleagues in their own work settings. There is an hour long break for lunch during each class meeting. Note: June 29, July 6, 13, 20. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

Leadership is one of the most common words used in business conversations. Understanding how to develop leadership competency at the institutional, team, and individual levels is key to success. The goal of this course is to help students define their own vision of leadership within the context of proven leadership strategies in order to be more effective in their professional roles. Topics include leadership competency frameworks; development strategies; the role of team; feedback; communication and change management. Case studies, in-class discussions, and group interaction are used to stimulate self-discovery and to experience leadership issues firsthand. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

The course will explore how HR has evolved from its inception to the present day HR function - and the direction organizations need it to continue to move toward. The majority of the course will focus on ensuring the students learn that to be an effective leader within any organization, they must consider themselves as Human Resources Managers. To accomplish this, each student will learn the key responsibilities and competencies of a cutting-edge Human Resources leader. This course was formerly ORG BEH 320 Human Resource Management. This course combines classroom lecture and discussion with an online component. For the online component, students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

Key negotiating skills are examined along with specific planning and communication strategies. Students evaluate their persuasion strengths, plan for negotiations to achieving win-win results both inside and outside their organizations, improve communication skills, identify tactics and appropriate responses, and practice strategies. Also covers negotiating in an international environment. Readings, case studies, simulations. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

This course will introduce students to philosophy through an examination of some of the most fundamental philosophical problems. The abilities to think, read, and write critically, to develop and defend arguments, and to appropriately justify one's views will be emphasized. Topics to be discussed include arguments about happiness, the nature of right and wrong, the existence of God, the problem of evil, and challenges to morality. We will discuss these topics by examining the arguments of Plato, Descartes, and Nietzsche. This course counts toward the Weinberg College ethics and values distribution requirement, Area V.

Logic has long been an essential part of philosophy and now also plays an important role in disciplines such as linguistics and computer science. The aim of this course is to introduce the basic concepts and techniques of sentential and first-order predicate logic. Students will learn to paraphrase ordinary English sentences into a formal language. They will also learn certain formal techniques for determining whether or not various logical properties or relations actually hold -- for example, whether an argument is valid, whether a set of sentences is inconsistent, whether two sentences are logically equivalent, etc. Throughout the course we will focus on using the tools of logic to evaluate and construct philosophical arguments. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Existentialism is distinguished by its emphasis on themes of the human condition usually neglected in the wider field of philosophy. These include alienation, anxiety, dread, authenticity, and responsibility, to name a few. In this course we will study existentialism through four of its key authors, Kierkegaard, Nietzsche, Heidegger, and Sartre. Through a combination of class discussion and writing assignments, we will examine how each of these authors sought to understand human existence in the wake of the realization that moral values are contingent. We will also explore existentialist themes in some contemporary cinema.

This course introduces students to some of the core questions of political philosophy. Together, we will read and discuss important contemporary and classic works dealing with key concepts in political philosophy: freedom, equality, democracy, power, gender, race, property and labor. We will discuss a number of controversial political questions, including (but not limited to) the following: When is the exercise of power over others legitimate? Are inequalities of wealth and income necessarily wrong? If a decision is made democratically, do we have an obligation to obey it even if we disagree with it? Are capitalism and democracy mutually reinforcing or fundamentally incompatible? What exactly is racism, and what makes something racist? Should prevailing conceptions of femininity and masculinity be changed or kept as they are?

An analysis of the ethical issues that arise as a result of developments in medicine and biotechnology. Topics considered will include cloning and stem cell transplantation, human and animal research, new reproductive technologies, the definition of death, abortion, euthanasia, and the allocation of resources. Course Objective: To develop insight into and appreciation for the way philosophical analysis and argument can contribute to clarifying the ethical issues in complex and controversial topics in biotechnology and medicine.

Particle kinematics, Newtonian dynamics, work and energy, collisions and momentum, torque and angular momentum, rigid-body statics and dynamics, harmonic oscillations, gravitation. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry. SCS students should register for PHYSICS 130-A. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Electrostatics, magnetostatics, DC and AC circuits, time-varying fields, Ampere's Law, Gauss's Law. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry and PHYSICS 130-1 or equivalent. SCS students should register for PHYSICS 130-B. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Mechanical waves, sound waves, geometric optics, interference and diffraction, the quantum nature of particles and light, atomic and nuclear phenomena. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry and PHYSICS 130-2 or equivalent. SCS students should register for 130-C. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Particle kinematics, Newtonian dynamics, work and energy, collisions and momentum, torque and angular momentum, rigid-body statics and dynamics, harmonic oscillations, gravitation. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus. SCS students should register for 135-A. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Electrostatics, magnetostatics, DC and AC circuits, time-varying fields, Ampere's Law, Gauss's Law. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus and PHYSICS 135-1 or equivalent. SCS students should register for 135-B. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Mechanical waves, sound waves, geometric optics, interference and diffraction, the quantum nature of particles and light, atomic and nuclear phenomena. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus and PHYSICS 135-2 or equivalent. SCS students should register for 135-C. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

This is the required physics laboratory for both the PHYSICS 130-1,2,3 and the PHYSICS 135-1,2,3 sequences. This noncredit, no-fee laboratory may not be waived or taken separately. Students must register separately for each course of the laboratory (136-1, 136-2, 136-3) if they are taking more than one course in either physics sequence. The enrollment in each laboratory section is strictly limited to 20 students. Students must not assume that they are able to take a section at a specific time. Part-time work or other commitments must be arranged so that students can be in alternate laboratory sections should their first choice be closed. The eight-week sequence comprises a total of 24 laboratories, 8 for each course. Laboratories meet on a rotating schedule, meaning that they meet on MTWThF, but not every M, not every T, etc. There are an average of three labs per week. At the start of classes, students receive a syllabus showing the exact days on which laboratories meet. The times for each section are as follows and are the same for each session of the sequence:136-1, 2, 3 Sec. 38: 7-9 am; 136-1, 2, 3 Sec. 48: 1-3 pm; 136-1, 2, 3 Sec. 58: 3-5 pm

The course is divided in two parts. In part I we will be primarily concerned with explaining the causes of war. The emphasis in this class will be on achieving a methodological understanding of how one might explain the outbreak of war, looking specifically at WW I, WW II, and the nuclear era. In Part II our focus turns to the interactions of economics and politics. We will specifically examine why states have divergent ways of conducting economic policy. We conclude by reviewing divergent perspectives on the future economic order.

This course introduce students to the basic ideas of comparative politics. Comparative politics is the study of the domestic politics of
countries around the world. By comparing countries, comparative politics tries to construct theories that help us to understand how politics works across the globe. If you care about issues like poverty and development, democracy and dictatorship, war and peace, not to mention ethnic conflict, revolution, and globalization and want to think intelligently about them, you must study comparative politics. Cases will be drawn from Europe, Russia, Latin America, Africa, and Asia.

An examination of the historical and theoretical development of the American presidency. Special attention is given to the political evolution of the office over the course of American history, to the changing place of the presidency in the constitutional system, to theories of presidential power and presidential leadership, and to contemporary problems and debates. This course counts as a Weinberg College 300-level for the Political Science major.

International politics today is inseparable from international law. From drones to nuclear weapons to whale hunting to trade and beyond, international disputes take place in terms of what is legal and what is illegal. This seminar examines key concepts of international law, including the law of treaties, the use of force, human rights, the International Court of Justice, and more, and it looks at the relationship between international law and international politics in contemporary problems.

The class combines political science and legal scholarship, drawing cases, readings, and debates from both. The seminar is also interested in cultivating good research skills and critical thinking for college and beyond. It contains several writing assignments, and we will also address citation style, avoiding plagiarism, research strategies, and essay structure.

This course is taught in Prague; for more information, please call the Study Abroad Office at 847.467.6400

The course explores processes of transition from authoritarian rule to democracy in Europe, and the aftermath of such transition. The course is comparative by nature and presents general issues based on case studies from Western, Central and Eastern Europe. The material is presented from two perspectives: that of a political scientist and that of a leading protagonist of the transition process in Central and Eastern Europe. We will begin with a discussion of Europe as a geopolitical entity and identify its main divisions. We will characterize European non-democratic regimes of the past and turn towards dissident activities of Central and Eastern Europe, and deal with theories of transition as well as specific instances of such transition. Fundamental challenges to democratization—nationalism, legacy of the past—are discussed at the conclusion of the course.

Why are some countries rich and others poor? Why are some countries egalitarian and others highly unequal? This course explores sources of economic growth, inequality, and other aspects of development, with a particular focus on political institutions. It first examines various approaches to the study of development, drawing on a work from political science, economics, and sociology. It then investigates key areas of debate within the study of development, including the role of the state, the impact of globalization, and the effects of natural resources. Finally, the course shifts from analyzing sources of development to analyzing political consequences of development, such as the impact of economic growth on whether or not countries become democratic.

How did Chicago become one of the most corrupt cities in the history of America? This course thoroughly examines the entire history of Chicago politics and corruption within that context, using Chicago as a classic case study. The course covers from the time Chicago elected its first mayor, William Ogden, through the devastation of the Chicago fire, exploitive and oppressive businessmen, attempts at early 20th-century reform, an era of nefarious and often unscrupulous aldermen known as Grey Wolves, the roaring 1920s of mafia influence under Mayor "Big Bill" Thompson, creation and building of Chicago's political machine under Mayors Cermak and Kelly, examination of the absolute power of Mayor Richard J. Daley, the record serving term of Mayor Richard M. Daley, and concludes with observations of more recent unethical city council practices and Chicago's new mayor. Throughout the course, empirical data and anecdotal stories derived from the instructor's aldermanic campaign and years of community activism will be presented as it relates to the topics under discussion. This also counts as a Weinberg College 300 level for the Political Science major. Please Note: the first class is mandatory.

Not a day has gone by for the past decade when the issues of the wars in Iraq and Afghanistan have not been prominently discussed in the media, in the government and in people's homes. Along with Syria these constitute genuine security risks for the United States and the region. How did they come to be conflict zones? How are they related to one another? What role does Pakistan play in the region? Are we stuck in a quagmire even though Donald Rumsfeld said he doesn't "do quagmires"?

This class will look at this set of regional conflicts with a view of how these emerged, whether there were tipping points which could have been spotted and avoided and whether foreign policy path dependency contributed to or lessened the tensions. Readings will include books on Iraq, Afghanistan, Pakistan and Iran. Assignments will be some version of three papers analyzing the arguments of the books (papers will be 4-6 pages each). Class participation will be required.

Elementary language instruction for students with proficiency in Spanish. A comparative socio-linguistic and interactive approach to develop communicative competence in Portuguese with emphasis in pronunciation, idioms, and grammatical structures particular to Portuguese. Portuguese 115-1 will emphasize pronunciation, intonation, and sentence structure in the indicative and imperative modes in patterns of spoken and written Portuguese.

Prerequisites for Port 115-1: AP 5 or equivalent on the Spanish Language Placement Exam.

Elementary language instruction for students with proficiency in Spanish. A comparative socio-linguistic and interactive approach to develop communicative competence in Portuguese with emphasis in pronunciation, idioms, and grammatical structures particular to Portuguese. Portuguese 115-2 will emphasize spelling, diacritical markers, and the contrastive uses of subjunctive and infinitive modes in patterns of spoken and written Portuguese.

Prerequisites for Port 115-2: Port 115-1 or Placement Exam.

The purpose of this course is to give an overview of the field of psychology. Class lectures, readings, demonstrations, and discussions will combine to give you a sense of the scientific study of psychology across many areas of inquiry. Ultimately, the goal of this course is to provide you with an enhanced evidence-based understanding of the fundamentals of behavior, thought, and human nature. Prerequisite: none. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This course is designed to introduce you to statistics, including both descriptive statistics (summarizing data obtained from a sample) and inferential statistics (drawing inferences about a population based on data obtained from a sample drawn from that population). The assigned readings have been selected to familiarize students with basic concepts relating to the analysis and interpretation of data. Class activities will focus on how the concepts can be applied. Through completion of the course, students should become more sophisticated and critical consumers of statistical information. Prerequisite: high school algebra and PSYCH 110 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

This course gives a general overview of the field of social psychology. Through reading and discussion, you will gain a broad sense of current issues in social psychology, as well as deeper insight into specific avenues of study. Emphasis will be placed on an evidence-based approach to the study of how an individual relates to his or her social environment. The course will not be very technical, but you will leave with a sense of how to interpret popular scientific research in social psychology and how to link this research to psychological phenomena in the real world. Prerequisite: PSYCH 110 or equivalent. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This course examines psychological processes in social behavior, including thinking about and interacting with other people and groups, as well as the effects of social and cognitive processes on the ways individuals perceive, influence, and relate to others. Topics include person perception, the self, prejudice and stereotyping, social identity, attitudes and attitude change, conformity, interpersonal attraction, altruism, aggression, group processes. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only. First class attendance is mandatory. LOB students only

This course provides an introduction to psychological research techniques and methodology. Topics to be covered include the logic of research, the issues that must be considered in deciding how to study various psychological phenomena, and ways to address the difficulties posed by the limitations of specific studies. Ways for assessing threats to the internal and external validity of studies will be examined. These issues will be illustrated through reference to examples of research on various topics in psychology. In addition to lectures and readings, students will participate actively in the design and analysis of several research projects. Students will also learn to write research reports in the style used by research psychologists. Prerequisite: PSYCH 110 or equivalent and PSYCH 201. Department consent required.

Overview of brain functioning from the cell to systems level. Perception, memory, and disorders will be discussed

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. Prerequisite: PSYCH 110 or equivalent. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

The primary goal of this course is to familiarize the student with basic principles, concepts, and research in abnormal psychology. The topic will be addressed with a scientific approach in order to further develop the student's capacity to evaluate and think critically. Most major categories of adult psychopathology will be covered, including anxiety disorders, mood disorders, eating disorders, personality disorders, substance use disorders, schizophrenia, and dissociative disorders (e.g., multiple personality disorder and related problems). There will also be some coverage of childhood disorders. In addition to focusing on understanding the symptoms and causes of these disorders, there will be some coverage of the major empirically validated treatment approaches. Prerequisite: PSYCH 110 or equivalent. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This class is an overview of two related disciplines: behavior genetics and evolutionary psychology. The first weeks of the class will address methods and findings in behavior genetics, focusing primarily on twin, family, and adoption designs, but also addressing contemporary molecular methods. The second half of the class will focus on topics in evolutionary psychology including the evolution of mate preferences, violence, morality, and their application to life. Registration Requirements: Psychology 110 Learning Objectives: Students will be familiar with the methods to study the importance of genetics and environment to variation in behavioral traits. They will also be conversant with the major ideas of contemporary evolutionary psychology. Evaluation Method2 midterm exams (no final exam) Class Materials (Required) How Genes Influence Behavior (2010); by J. Flint, R. J. Greenspan, & K. S. Kendler. (ISBN 978-0-19-955990-9). Additional readings posted online.. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This course will take a selective overview of research and theory in the field of emotion. Students will become familiar with theories, methods, and empirical research pertaining to the psychology of emotion. The first half of the class is intended to familiarize you with some of the major perspectives, classic theories, and central controversies that have characterized the study of emotion in psychology; the second half covers special topic areas and newer discoveries. Topics covered will include – but are not limited to – theoretical models of emotion, emotion antecedents, emotional responses (facial, subjective, and physiological), functions of emotion, emotion regulation, emotions and social functioning, individual differences, and health implications. Prerequisite: PSYCH 110 or equivalent.

Seeing feels constant, immediate and automatic – until we pause to think about how it works. This seminar explores research on the tricks the brain uses to make sense of the millions of pixels that hit the eye. Is seeing a video recording of the external world? How do we choose to focus on certain things while ignoring others? Can we really pay attention to multiple objects at once? Why do visual illusions occur? How do we decide which surface is the front of an object? How do we know the relations between objects? Why do we see neon lights moving when they are actually lights flashing on and off? Topics will be flexible according to student interest, and can include a wide range of topics such as visual attention, visual working memory, visual illusions, magic, art/aesthetics, and spatial cognition.

Overview of class: An introduction to human perception with a strong emphasis on visual perception. This course evaluates the current understanding of how neural activity in the brain allows people to perceive basic sensory features (e.g., brightness, color, size, position, depth, movement, loudness and pitch) as well as recognize and discriminate complex perceptual patterns (e.g., 2D-shapes, 3D-objects, faces, scenes, and musical sequences). The underlying mechanisms are discussed on the basis of behavioral, neurophysiological, and computational evidence. Registration Requirements: Introductory Psychology (110). Teaching Method: Lectures and possibly student presentations. Evaluation Method: A midterm exam, a final exam, a short paper, and possibly a final presentation. Class Materials (Not Required): "Perception" by Robert Sekuler and Randolph Blake (the primary textbook); Lecture notes. This course counts toward the Weinberg College natural sciences distribution requirement, Area I and social and behavioral sciences, Area lll.

This course examines the major psychopathologies of childhood and adolescence. Various theories for the etiologies of child and adolescent psychopathology are considered, and the implications for diagnosis, consultation, and treatment are also addressed. Prerequisites: PSYCH 205 (Research Methods); PSYCH 303 (Psychopathology).

Religion and Human Experience. In this course, every word in the course title will be open to exploration and interrogation. What is religion? What is a human? What kinds of "experience" easily fall into categories of "religion" and "human" and which do not? In this course, you are not a passive recipient of pre-packaged knowledge, but a co-creator of the very categories we will be exploring. We will rely upon Emile Durkheim and William James, two 20th century scholars and theorists of religion to guide our inquiry. This is not a comparative religions course, we will not focus extensively on the formal religious traditions. Instead, we will be thinking and talking about life situations in which humans articulate an understanding of the meaning of their lives in relationship to something that we might choose to call "religion." The major themes explored in relation to the problems of "religion," "human," and "experience" will be sexuality, death, demons, and youth. We will explore these themes in different contexts and communities across time and space. In addition to reading Durkheim and James, we will analyze short articles, graphic novels, fiction and films. The course requires a mid-term paper (five pages) and a final paper (five pages).

This course will be an introduction, suitable for beginners and others, of Buddhism, the philosophy and religion that began in India some 2500 years ago and now exists in almost all parts of the world. Buddhism has shaped the thought and culture of Asia and has also influenced Western thought and culture in significant ways. In this class we will examine some of the forms of this diverse tradition. One emphasis will be on investigating the philosophical and religious teachings of Gautama the Buddha in India as well as the history and thought of later Buddhists in other parts of Asia. We will explore Buddhism’s system of values, its interpretation of existence, and its several systems of meditation and practices that the Buddhists have employed to find meaning in life.

6 Weeks

Course Description: This course attempts to answer the questions "What is Judaism?" and "Who is a Jew?" by surveying the broad arc of Jewish history, reviewing the practices and beliefs that have defined and continue to define Judaism as a religion, sampling the vast treasure of Jewish literatures, and analyzing the unique social conditions that have made the cultural experience of Jewishness so significant. The class will employ a historical structure to trace the evolutions of Jewish literature, religion, and culture through the ages. This course counts toward the Weinberg College ethics and values distribution requirement, Area V.6WKS

This course is taught in Istanbul; for more information, please call the Center for International and Comparative Studies at 847-467-1152.<</b>

Focusing on Islam and the West, this course maps out the framework of issues relating to Islam and the Western world. The course examines-among other things-the relationship between Islam and multiculturalism, colonialism, orientalism, occidentalism, imperialism, modernization, post-colonialism, post-communism, globalization, mysticism, the Ottoman Empire, the Balkans and the Middle East. The course also aims to give students a comparative perspective on the issues, ranging from Andalusia to the Ottoman Empire to Indonesia. A historical account of early encounters between Islam and the Judeo-Christian West will be provided by examining fields of interaction in philosophy, science, and education. This will be followed by an analysis of Western perceptions of Islam during the Renaissance and Enlightenment, paving the way for modern conceptions of Islam and the Islamic world in the Western hemisphere. Special attention will be paid to the rise of the West as the supreme power in the modern world and its impact on the relationship of the two civilizations in negotiating various forms and patterns of encounter, challenge, rejection, reaction, and adaptation. The course consists of three integrated components: lectures, class-discussions, and an excursion focusing on Islamic versus western lifestyles in Istanbul.

An introduction to screenwriting: Students will develop, revise, and polish a twelve to fifteen page script. As preparation, lectures will include visual storytelling, characterization, dialogue, plot development, suspense, screenplay formatting, and working in Los Angeles. Class discussion will include clips and script excerpts from films such as The Shawshank Redemption, American Beauty, The Bourne Identity, and Little Miss Sunshine; and award-winning shorts as well.

This course introduces students to the basics of film language and provides them with the critical tools to analyze film. Students are expected to attend a weekly movie playing at a local Chicago theater and to write a weekly film critique. Classes meet on Tuesdays and Thursdays the first week and only on Thursdays for the final 5 sessions.

Class Materials (Required)
Looking at Movies by Richard Barsam, 4th edition.

When we consider the subject of children in American media culture, we quickly discern a host of contradictory behaviors and attitudes: childhood is seen as a period of timeless wonder, but children are bombarded with all the latest fads and newest gadgets; we try to insulate children from the adult world, but provide them with media technologies that allow them unprecedented access to it; we want kids to be kids, but are thrilled to introduce them to the consumer marketplace through toys, advertisements, and media franchises. This class will explore contradictions such as these by placing childhood and children's media within a larger cultural, social, and historical context. Students will examine children's media culture (and the myths adults construct for and about children) from a range of perspectives and will critically engage with a broad sample of films, television programs, and digital media texts aimed at, or created by children. We will consider the consequences of the changing ways in which adults have conceptualized children: are they "incomplete" adults? Pure, naïve, and natural innocents? Creatures of instinct that must be shaped by adult training? Autonomous, independent individuals who deserve the same rights and freedoms as adults? Media texts created for children over the past century help us to distinguish and interrogate these various perspectives on the nature of childhood. Children have been seen as a particularly vulnerable part of the media audience, and the investigation of children's media has much to tell us about regimes of media censorship, theories about media influence on behavior and identity, and the media's role in education and marketing. Our goal throughout the class will be to gain insights into the nature of children's lives, their media culture, and the social institutions they confront.

Evaluation Method
A key objective of the class is to develop skills in researching and writing about the social and cultural meanings of films and television programs through the use of both primary and secondary research materials. Students are required to write two essays. In order to give you the time to explore your topic in depth, and to gain experience revising written work, the second essay will consist of a substantially revised and expanded version of the first essay.

Class Materials (Required)
The Children's Culture Reader (New York University Press, 1998) edited by Henry Jenkins. Course reader (available at Quartet Copies)

This advanced writing course will focus on the Romantic comedy—utilizing its tropes and traditions, from breaking the first idea to writing the first act of a feature-length screenplay. Lectures, reading assignments, writing assignments, discussion, in-class viewing of clips from classic Rom Coms, and in-class workshops of student assignments will help refine your understanding of the genre.

Writing assignments are arranged to mirror a writer’s process, culminating in the successful writing and revision of the first act of a feature-length romantic comedy (25-35 pages).

An introduction to the art of animation, with a specific focus on 2 dimensional character animation. In conjunction with weekly screenings, demonstrations, lectures and discussion, students will complete several assignments designed to develop their skills in character animation. They will also complete all aspects of production on a short animation project of their choosing. This will include treatment/script, storyboards, character model sheets, animatic, backgrounds, layout, animation, editing, titles and sound.

Learning Objectives
Students should complete the course with a basic understanding of character design, timing for animation, storyboards, layout, character animation, backgrounds, lip sync for animation as well as basic character locomotion. The course will work primarily with Adobe After Effects software, so students should complete the class with a fair understanding of the software.

Teaching Method
Lecture,Lab,Problem sets,Class participation, Research project, Case studies, Writing assignments, Listening exercises, Films / videos, Demonstrations, Simulation / role-play, Observation, Discussion

Evaluation Method
Attendance, Class participation, Films / videos, Homework, Lab
Project, final