International Studies

Picture this: you and your friends are grabbing burgers and you overhear someone order a pop. You instantly get the urge to correct them because soda is the proper word you were taught. Later, the server brings the coke they ordered, which further increases your urge to intervene because they actually ordered Sprite. After all, soda is the correct word. Or is it? Which word is correct? Actually, they all are.

Linguistic variation is inherent to all languages and from a linguistic standpoint, all languages are equal. Yet, humans are continuously judged, evaluated, and discriminated against based on how they speak and write in professional, academic, and everyday settings. These seemingly innocuous comments about correctness have harmful effects on people who don’t conform to perceived language standards. As a result, various forms of discrimination and policies that exist continue to marginalize people due to misinformation and in some cases, disinformation. In this class, we will examine the intersections of language, ideology, and discrimination in everyday, educational, and professional settings while developing our research practices.

Classes will be facilitated through weekly reading discussions and discourse analysis of data (i.e., data sessions) in small and whole group activities. Readings will address the intersections of language and discrimination, such as accentism, racialization, language subordination, and social identities. The class will provide foundational concepts from applied linguistics and related fields, such as sociolinguistics and linguistic anthropology. The course is also focused on developing your research literacies and project management skills. You will learn how to develop and carry out a project, evaluate the credibility of information, and various types of data. Labs will be used to create space for data sessions and peer-reviews.

Through discourse analysis, you will apply concepts you learned in class to develop your understanding of linguistic diversity and language related issues. Projects can utilize print and digital media to address, for instance, monolingual policies and their impact in educational or workplace settings, intersections of language and gender or race, and various forms of linguistic discrimination in the US or other contexts.

There are no prerequisites and this course is suitable for students who are curious about language, discourse, social issues, as well as research. Students will be evaluated based on completed assignments, such as readings and other homework, research projects, peer-review, and overall class contributions, including lab sessions. You must be prepared to reflect on implicit biases and perceptions of language and rethink how you approach and conceptualize research. This course meets both the writing requirement and HS requirement as it develops genre knowledge, rhetorical awareness, understanding of writing as dynamic and iterative processes, and research literacies grounded in social sciences.

How has human history shaped and been shaped by “the environment”? Environmental history is one of the most exciting new fields in history. In this course we examine world history from Mesopotamia to the present to see the role such things as resource scarcity, mythology, philosophy, imperialism, land policy, theology, plagues, scientific revolutions, the discovery of the new world, the industrial revolution, etc. on the natural, social, and built environments.

The European Union is a fascinating, ongoing experiment in international cooperation. Currently twenty-eight countries have joined together in a supra-national political and economic union, creating a political entity unique to a world of sovereign individual nation-states. This course focuses on understanding this complex and evolving union through study of its main political institutions: the European Council of Ministers, the European Parliament, and the European Commission. We will look at the workings of and functional relationships between these institutions through readings, meetings with politicians, bureaucrats, and NGOs involved in European-level politics, and visits to each of the institutions during two weeks in Brussels. We will also spend some time in the course looking at the broader political and cultural context in which the institutions operate, through examination of several important current topics in European politics. Topics could include: refugees and migrants in Europe, the reauthorization of the Common Agricultural Policy, Brexit, the rise of right-wing movements across countries in the EU. Students will be evaluated based on participation in class discussions, a reflective journal kept during their time in Brussels, and a presentation and final essay on a current EU-relevant political issue of their choosing.

This course provides students with an immersion experience in the language and culture of the Yucatán Peninsula. The course aims to increase student’s abilities to navigate the linguistic and cultural terrain of another society in sensitive, ethical, and effective ways. Class sessions, visiting lecturers, field trips, and readings will provide background on the history and anthropology of Yucatecan culture. Immersion experiences and living with a family will provide one important source of experiential learning. A second source takes the form of an independent project developed by each student based on the student’s interests. This practicum experience involves weekly activities during the term and an intensive independent project during the last three weeks. During these final three weeks, students live in a community of the students choosing, provided the location is relevant to their study and project. While each student is completely free to create their own unique project, past projects have included: creating a children’s book, filming a documentary about the families work as ‘Mayan Dancers’, organizing classes for the children in the community, and participating in a crocodile research project. Evaluation is based on participation in the project as well as the final project presentation.

“Save the whales”; “save the tiger”; “save the rainforest” – – increasingly wildlife and their habitats are the subject of international debate with many seeing wildlife as part of the common heritage of humankind. Wildlife does not recognize the political boundaries of national states and as a result purely national efforts to protect wildlife often fail when wildlife migrates beyond the jurisdiction of protection. This course focuses on two principle aspects of international wildlife conservation: 1) the framework of treaties and other international mechanisms set up to protect species; and 2) the system of protected areas established around the world to protect habitat. We begin with an examination of several seminal wildlife treaties such as the International Convention for the Regulation of Whaling, CITES, migratory bird treaties, and protocols to the Antarctica Treaty. Using case studies on some of the more notable wildlife campaigns, such as those involving whales and elephants, we seek to understand the tensions between national sovereignty and international conservation efforts. The Convention on Biological Diversity and its broad prescriptions for wildlife protection provide a central focus for our examination of future efforts. Following on one of the key provisions in the Convention on Biological Diversity, the second half of the course focuses on international and national efforts to create parks and other protected areas. In particular we evaluate efforts to create protected areas that serve the interests of wildlife and resident peoples. Students gain familiarity with UNESCO’s Biosphere Reserve model and the IUCN’s protected area classifications. We also examine in some depth the role that NGO’s play in international conservation efforts. The relationship between conservation and sustainable development is a fundamental question throughout the course.

Since 1848, the border between the United States of America and Mexico has posed a cultural enigma. The literature of the people inhabiting this area reflects the diverse and complex society that has evolved over a period spanning almost 200 years. We will begin by reading selections from Neil Foley’s Mexicans in the Making of America and Gloria Anzaldúa’s Borderlands/La Frontera in order to locate ourselves geographically. We will then read a variety of contemporary Mexican and Latinx writers, whose work confronts the border from different perspectives and literary genres which may include: Octavio Paz, Ada Limón, Natalie Scenters-Zapico, Yuri Herrera, Carlos Fuentes, Tomás Rivera, Gloria Anzaldúa, Valera Luiselli, and Jeanine Cummins. We will also consider film (Chulas Fronteras, Espaldas mojadas, Backyard/El traspatio, Sin Nombre, A Touch of Evil) and music from the borderlands to aid in our study of this complex area of the world. Evaluation will be based on engagement with the materials and discussion, weekly written responses, a midterm essay and a final project.

Where is the largest population of humpback whales in the world, the largest caribou herd in North America, the only confirmed Viking settlement in North America, and Paleozoic water bottled for consumption? The remote Canadian province of Newfoundland and Labrador presents a stunning landscape, an astoundingly rich ecological setting, and a tragic history of poverty amidst an incredible natural resource, the northern cod fishery, that was ultimately destroyed. The province has been alternately invaded or occupied by different groups of Native Americans along with Norseman, Basques, French, British, and the U.S. military, because of its strategic location and rich fishing and hunting grounds. One of the first and one of the last British colonies, this richest of fisheries produced a very class based society, composed of a wealthy few urban merchants and an highly exploited population of fishing families often living on the edge of survival. But within the past 50 years, Newfoundland society has been forced to evolve. The provincial government looks towards oil and mineral exploitation to turn around the economy, while ex-fishermen consider eco- and cultural tourism with growing ambivalence. This then is our setting, and background, for an intense examination of the human ecology of this province; the relationship between humans and their environment, sometimes successful, sometimes otherwise, the struggle between the tenuous grasp of civilization and this marvelous, terrible place. To do this we will discuss various readings, examine case studies and review the natural and human history of this unique province. Our learning will culminate with a two-week trip to Newfoundland to examine its issues firsthand. Evaluation will be based on class and field trip participation, responses to reading questions, a field journal, and a final project.

This course is immersive and interdisciplinary. Students work exclusively in Spanish, and the language is always taught through the cultural context of Latin America and more specifically Yucatán. Students learn not only in the classroom but also through constant interactions with other Spanish-speaking environments, fostering cultural enrichment and connection. This course is designed for students who competently use fundamental grammatical structures, such as simple and compound tenses in the indicative mood, and some forms of the imperative mood, as well as common vocabulary. Daily classes and assignments further students’ abilities to express themselves clearly orally and through writing. Students write, read texts, present on various topics, and converse in pairs and groups, all while learning intermediate grammar and developing their vocabulary. Outside of the daily classes, students organize and perform in the annual Spanish Festival. This course focuses on the study of intermediate grammatical structures, which may include but are not limited to: compound tenses of the indicative mood, present, past, and future perfect tenses. Students are also introduced to the subjunctive mood and the conditional perfect tense. They get acquainted with the use of quantifiers, prepositions, time markers, and transitional phrases in order to use the new grammatical structures more effectively. Upon completing this course, students will be able to express themselves and communicate confidently in Spanish. They will be able to talk about the past; express cause, effect and probability of events in the past and present; define the personalities of themselves and others; talk about personal relationships; and express moods, wishes and plans for the future.

Evaluation is based on presentations, written compositions, listening and spoken tests, written tests covering grammar, oral tests, daily homework, and most importantly class participation.

This course is immersive and interdisciplinary. Students work exclusively in Spanish, and the language is always taught through the cultural context of Latin America and more specifically Yucatán. Students learn not only in the classroom but also through constant interactions with other Spanish-speaking environments, fostering cultural enrichment and connection. This course is designed for students with substantial vocabulary and intermediate grammatical structures, including the imperative mood as well as simple and compound tenses in the indicative mood. Students in this course should also have some understanding of the subjunctive mood. Daily classes and assignments foster student’s abilities to express themselves clearly in speech and writing. Students write, read texts, present on various topics, and converse in pairs and groups, all while learning intermediate grammar and developing their vocabulary. Outside of the daily classes, students organize and perform in the annual Spanish Festival. This course focuses on the study of intermediate to advanced grammatical structures, which may include but are not limited to: a review of all tenses in the indicative and imperative moods, as well as an in-depth study of the subjunctive in present and past tense. Students deepen their knowledge of time markers and transitional phrases to construct more complex sentences. Upon completing this course, students will be able to communicate confidently in Spanish. They will be practiced in asking for and giving advice, paraphrasing other people’s statements and opinions, and using complex structures for analysis and reflection. Evaluation is based on presentations, written compositions, listening-comprehension, written tests covering grammar, tests, daily homework, and most importantly class participation.

The Camino monster course travels the roughly 500-mile pilgrimage route of the Camino Frances. Students will walk the path from St. Jean Pied-du-Port to Santiago de Compostela that millions have traveled since the end of the 9th century. Designated as the first Cultural Route of the Council of Europe and a UNESCO World Heritage Site, the route starts in France, crossing the Pyrenees and traveling through the vineyards, plains of wheat and sunflower, verdant hills, medieval villages, and storied cities of northern Spain. While founded as a Catholic pilgrimage, people walking the route today may be embarking on a personal challenge, wrestling with existential questions and life transitions, searching for an intentional community with more caring societal norms or journeying for a myriad of other reasons. Intertwined with the Camino’s religious, cultural, and personal significance is its role as an economic engine across the millennia. The Roman roads and forts are testament to its long standing economic significance. From the age of the Knights Templar through today, the Camino continues to be the economic lifeblood of the region and the small businesses, inns and villages along the route. The course has three primary components. First, students will investigate the human ecology of the Camino through modern and ancient readings, film screenings, visits to sites of historical and cultural significance, and interactions with pilgrims. These materials and interactions will inform group discussions, as well as papers, presentations and other deliverables. Second, to move students beyond their quotidian routine, participants will follow a guided plan of self-discovery, introspection, and reflection that will take place on and around their daily walks. These activities include a series of exercises, one-on-one meetings, and journaling. Finally, to dive deeper into their own Camino, students will conduct a capstone research project of their own design. Proposals, finalized early in the course, shall include the most appropriate means of communicating their findings, such as a research paper, in-depth presentation, or other modality. Whether students are interested in history, geography, commerce, sustainable tourism, art, human relations, spirituality, local foodways, or what it means to be human, this journey will provide ample fodder for a curious mind. Evaluation will be based on engagement with the course, participation in group discussions and meetings, quality of the various written and verbal assignments, and the capstone research project. There are no prerequisites or language requirements. However, some knowledge of Spanish is encouraged and can provide for a more enriching experience. Students must be capable of walking with a 20+ pound backpack over a variety of terrain for an average of 12.4 miles (20 km) per day. As this is a monster expeditionary course, space is limited and enrollment requires permission of the instructor.

Assessment will be based on evidence that the student has completed assignments and readings; conducted a substantive and thorough independent research project; as well as, active and meaningful participation in seminar discussions and other course activities.

This course covers key aspects of the history and culture of the Yucatecan Maya, including pre-Hispanic, colonial, and modern times. Lectures, discussions, and readings by and about the Maya will explore topics such as social structure, religion, politics, agricultural practices, language, family life, and other cultural aspects. Classwork will include participation in discussions, small research projects, oral presentations, and brief field journal entries on cultural observations. This course involves several field trips to various socio-cultural locations in the city of Mérida and Mayan communities, as well as visits to sites of biological and cultural significance, such as archaeological zones and natural reserves. Workshops and talks will aid students in comprehending the cultural context and topics covered in class. The class includes an ethnographic project that involves bibliographical and field research in both urban and rural contexts. The final assignment consists of a written essay and an oral presentation. Upon completing this course, students will be able to socialize and interact in diverse social and cultural contexts with cultural competency and sensitivity. Additionally, they will be acquainted with ethnographic techniques that allow them to develop new perspectives on others and the relationships they have with their diverse environments. This course will be taught entirely in Spanish, and evaluation will be based on class participation, homework assignments, and the ethnographic project.