Month: December 2020

Name: Psychology of ED’s 1001

Course Description: This course will bring in-depth knowledge to the psychological and neurobiological factors that are associated with Eating Disorders. We will study in-depth, the variance of all eight eating disorders along with their subgroups. The scientific process behind disordered eating habits will be looked at along with how that can be curbed before it begins. Students will garner a higher level of understanding of eating disorder triggers, and methodologies to treat and or prevent ED’s within their workforce. 

Course Goals:

• Students will be able to identify the signs and symptoms of anorexia, bulimia, and binge- eating disorder along with proper diagnosis criteria
• Students will formulate treatment plans on a case to case basis.
• Students will understand how trauma, the environment, and culture lead to the development of eating disorders and body image issues.

• Students will apply family systems concepts when identifying effective treatment strategies for eating disorders
• Students will gain insight into the personal experiences of those with eating disorders and learn how to form a healthy conversation surrounding food

Required Assignments

1. Discussion Board: 1 weekly assignment responding to reading or film along with comments to peers. 
2. Vocabulary Exam #1- Basic terminology
3. Day in the Life- A detailed respectful interview-based account of a person’s day with an eating disorder.
4. Vocabulary Exam #2
5. Reflection Paper – 3 page summary on what you learned from this course and how it will reflect in your future and in your work field.

 

Course Readings/Films

• Restricted: A Novel Of Half-Truths By Jennifer Kinsel
• How to Disappear Completely: On Modern Anorexia by Kelsey Osgood
• Give Food A Chance: A New View on Childhood Eating Disorders. 
• FEED

 

Grading Criteria

Exams: 15%

Discussion Board: 30%

Paper: 20%

Interview: 20%

Participation: 15%

Course Name: Gender for Children 101

This course would be discussion based where we discuss several topics involving gender, like gender identities, gender roles, and gender stereotyping, and how we can help children so that they would be able feel like themselves and express themselves without the constraints of gender norms. There would papers about these gender topics, in addition to a project where the students could come up with their own way on how to nurture a child without enforcing any gender norms upon them. Students will be assessed by the papers and project, as well as their in-class discussion and debates, and blog posts regarding readings about the ways children are introduced to gender roles.

The syllabus would include readings like the CNN article “This is what happens when gender roles are forced on kids” and a study on the Journal of Adolescent Health about how gender expectations shape early adolescence around the world.

This course is unique and valuable to because it teaches people how they could help shape the future generation for the better, and contribute in making society even more accepting to those who deviate from typical gender norms.

Grading:
Attendance/Participation: 20%
Papers: 45%
Projects: 35%

Course Name: Social Structure 101

Course Description: In this course students will learn about social structure; how it’s formed, why it’s formed, and its effects on social problems in our world. This course will take a look on past examples of the effects social structures have on political, economical and environmental issues. However, more importantly this course will place a greater emphasis on issues our current generation is facing such as racism, poverty and alike.

Course Goals: The goal of this course is to enable students to have a deeper understanding on many underlying situations going on in our world. While some of these issues may never affect the student directly, having the ability to see and grasp the issues will result in an more enlightened view on our world.

Methodology: The bulk of this course will be conducted through weekly discussions on a given prompt and reading. Students will be able to offer their viewpoints and possible solutions to one another through these discussions.  During this time, students will also be conducting research on an issue of their choice that they will present to the class towards the latter end of the semester.

Readings:

• The Late Bourgeois World by Nadine Gordimer
• “The Bourdieusian Conception of Social Capital: A Methodological Reflection and Application” by Fabien Eloire
• “Four Concepts of Social Structure” from the Journal for the Theory of Social Behaviour

Assessment:

• Weekly discussion post – 30%
• Class participation – 20%
• Attendance – 10%
• Research Presentation – 40%

             Course Name: Rap and Hip Hop History 1000 (RHHH 1000)

This course will enable a student to gain a deeper understanding/appreciation for the genre of Rap and Hip-Hop and its implications and influence on American culture.

Learning Goals: 

. RHHH 1000 will discuss a brief history about the genre of Rap/Hip Hop including its birth and development in the US, the different evolutions in its sound and imagery, regional differences in rap music, notable rappers and their take on the genre, and its current state in today’s society along with its popularity. 

. The course will include bi-weekly discussions on anything prevalent in the rap world at the time, bi-weekly quizzes, 1 presentation, and a Final Exam. Students will be assessed mostly on their participation during these discussions and their presentation. The presentation will see the student discuss their favorite Rapper and a brief history of their career and the students’ favorite songs out of the rapper’s discography

Notable Reads:

History of Rap – The True Origins of Rap Music

How Hip Hop Music Differs in the East, West, and South

The Evolution of Rap

Grading Criteria:

Bi-Weekly Discussions – 30%

Bi- Weekly Quizzes – 15%

Presentation – 30%

Final Exam – 25%

Course Name: Colonial Impacts 2100 – COLI 2100

Learning Goals/Summary:

In the ‘Colonial Impacts 2100’ we will be learning about the colonial ideologies that are redesigned in various societies, especially societies that have been directly affected by colonization. We will mainly focus on third-world countries; the countries that have fallen prey to the imperial hunger of many nations.

     

Methodologies:

This course will involve many discussions regarding how society’s standards changed/influenced by colonial rule. (ex. Beauty standards in India and the role of British rule). We will have mini debates regarding colonization, imperialism, and economy and more. (ex. Would the world be any different without colonization? How different? Would it be better or worse?)

Readings: I encourage you to find other resources that may benefit you or the class. But these are just some I recommend and will touch upon. 
Intro to the New Jim Crow – learn about the concept of racism being ‘redesigned’ and make connections to colonialism.
Colonialism & the Modern World
Colonialism 

I value creativity! One of the important parts of this course, students will be instructed to unleash their creativity through a poem, narrative, song, painting, drawing, memoir, meme, stick figures or anything of their liking that relates to the topic of colonialism. It doesn’t necessarily have to depict colonialism a whole but can also show how colonialism affected nature, society, identity, etc. This world needs change with creativity on top.

Grading System 🙂

Students will be assessed in their participation in discussions and debates.
Students will be assessed in their responses in various prompts.
Students will be assessed in their research paper that focuses on one third-world country affected by colonization while focusing on one aspect of society that was influenced by colonialism such as religion, lifestyle, etc.

Class Participation – Total: (20%)
Class discussions – (10%)
Mini Debates – (5%)
Responses – (5%)
Research Paper – (45%)
Creative Piece – (35%)

Name: CLI 1900

Through this course, students would learn about one of the global issues at the moment, climate change. Students will learn about what factors are contributing to climate change, the consequences of it, and what can be done to fix the problem. Through this course, you’ll have a great understanding about the social, financial, health, and environmental impacts of climate change.

Required Assignments

1. Paper: Historical context of how your city has been affected by climate change since the 18th century, 4-5 pages. Presentation: Present your research paper using graphs and statistics on a short powerpoint. Presentation should be 4-5 mins.
2. Exam 1: Losing Earth- Intro to Chapter 4
3. Interview: Interview people and ask what they are doing to fix climate change. Interview at least 3 people, each with 2-4 min interview audio. 1 page reflection on experience and conclusion from the interviews.
4. Exam 2: Losing Earth- Chapter 5 to End

Course Reading

Losing Earth by Nathaniel Rich

Extra Credit

1. Design a flyer to promote protecting the environment. Requirements: At least 2 images and 3 facts.

Grading Criteria

Exams: 20%

Paper: 20%

Presentation: 10%

Interview: 15%

Homework: 20%

Participation: 15%

Learning Goals and Methodologies:

In this course we are going to explore and attempt to resolve the issues (i.e. Financial Fair Play, paying D1 athletes, etc.) which deprive our favorite sports of their enjoyability. This course will encourage you to use critical and analytical thinking to pose potential plans for solving these major issues. The core assignments for this course will require you to engage with your classmates and collaborate in designing blueprints. Each assignment will be done in groups. The core assignments include the following:

• Issue #1: PowerPoint presentation displaying the chosen issue along with the blueprint for resolution.
• Issue #2: 10-page research paper presenting and analyzing the chosen issue along with proposing a potential solution (1 paper per group).
• Issue #3: 8-page research paper presenting and analyzing an issue which your group deems “unsolvable” and thoroughly explains why (1 paper per group).

Along with the core assignments, you will have weekly assignments (individual) where you will have to find a sports issue from the past and summarize how it was resolved and the impact it had on its respective sport. The weekly assignments will be graded on completion, but core assignments will be graded by the audience. If the class can debunk and refute your solution or belief, your group will get a C, if not, then your group will get an A.

Readings:

No required readings. You will have freedom of choice to analyze any text you want, as long as it pertains to the issue you chose in the core or weekly assignments.

Course Objective:

Develop a greater appreciation for sports by studying the beauty in their complexity.

ENG 240-Historical Rhetoric

By the end of the course, students will be able to analyze how historical power has been disguised through the use of grammar, vocabulary use, and context. Language has forever been the tool to influence the masses and still continues to be. By looking through many different presidential terms and legislature that were put into effect, we can see how people in power have gained the approval of the public and media to further their agenda. This will help students become better writes and be able to create their own thesis and to effectively portray it to others.

Syllabus

• Some of the texts we will look at:
  • Citizen-Consumers Wanted: Revitalizing the American Dream in the Face of Economic Recessions
    • This text tells of how the government plays a strong role in defining the old and new cultures and essentially writing the narrative. It is shown through the different presidential terms, how each incumbent would use consumerism as an answer to social inequality to change the perception of the people.
  • How the American Dream Has Changed Over Time

This text will teach students how an example idea such as “The American Dream” has changed through governmental influence. This looks at specific administrations and their role through their time in office to shape their policies to be accepted by American citizens.

 

Projects/Assignments

• Articles will be assigned for reading twice a week
• There will be 3 papers that will look at specific administrations and laws and you will analyze and explain multiple ways they phrase and appeal to pathos.
• Midterm will be picking a law or president of your own and explaining why that administration was so influential and how.
• Final paper will be you creating your own law for part 1 and then for part 2, explaining how this law is persuasive and will minimize the criticism set against it.