Environmental Science

Climate change will be the defining issue of the coming decades. It threatens the ecosystems and infrastructure that human society relies upon and will impact most aspects of the global economy, policymaking, and day-to-day life. This First-Year Studies course will provide the basic foundation in earth systems and climate science needed for students who are interested in careers in environmental science, policy, law, or advocacy. It will also be valuable for students who are concerned about how climate change will impact their communities and their careers in other fields. In the early fall, students will participate in Climate Week New York City events, where they will learn about local climate-change issues along with international government and private-sector efforts to address climate change. During the rest of the fall semester, we will draw on fundamental concepts of physics, chemistry, biology, and earth science to learn about human-caused global warming and its context in the more than four billion-year history of our planet. For their first conference project, students will learn about climate-change indicators and will present their research on an indicator of their choice at the college poster symposium. In the spring, we’ll build upon this foundation to investigate the linkages among global climate, natural ecosystems, and human society. We will explore topics such as biodiversity, food and agriculture, adapting to climate-change impacts, and the energy-systems transition needed to prevent catastrophic global warming. We will also visit the Center for the Urban River at Beczak (CURB) to learn about climate change and the Hudson River Estuary. For their spring conference project, students will learn to conduct a scientific literature review and will write a research paper on the climate-change process or on an issue in which they’re most interested. Readings for the course will primarily be from an earth-science textbook but will also include scientific research studies, technical reports, and essays on climate change and society. There will also be four written assignments each semester and in-class quizzes to reinforce the concepts that we learn in class. This seminar will alternate biweekly one-on-one conferences with biweekly small-group workshops on climate data analysis, technical writing, the use of science to inform policy and advocacy, and communicating science.

Natural hazards are earth-system processes that can harm humans and the ecosystems on which we rely; these hazards include a wide variety of phenomena, including volcanoes, earthquakes, wildfires, floods, heat waves, and hurricanes. The terms “natural hazard” and “disaster” are often used interchangeably, and many examples of natural hazards have resulted in disastrous loss of life, socioeconomic disruption, and radical transformation of natural ecosystems. Through improved understanding of these phenomena, however, we can develop strategies to better prepare for and respond to natural hazards and mitigate harm. In this course, we will use case studies of natural-hazard events to explore their underlying earth-system processes—covering topics such as plate tectonics, mass wasting, weather, and climate—along with the social and infrastructure factors that determined their impact on people. We will also discuss related topics—such as probability, risk, and environmental justice—and the direct and indirect ways that different types of natural hazards will be exacerbated by global climate change. Students will attend one weekly lecture and one weekly group conference, where we will discuss scientific papers and explore data on natural hazards processes and case studies. This lecture will also participate in the collaborative interludes and other programs of the Sarah Lawrence Interdisciplinary Collaborative on the Environment (SLICE) Mellon course cluster.

Biology, the study of life on Earth, encompasses structures and forms ranging from the very minute to the very large. In order to grasp the complexities of life, we begin this study with the cellular and molecular forms and mechanisms that serve as the foundation for all living organisms. The initial part of the semester will introduce the fundamental molecules critical to the biochemistry of life processes. From there, we branch out to investigate the major ideas, structures, and concepts central to the biology of cells, genetics, and the chromosomal basis of inheritance. Finally, we conclude the semester by examining how those principles relate to the mechanisms of evolution. Throughout the semester, we will discuss the individuals responsible for major discoveries, as well as the experimental techniques and process by which such advances in biological understanding are made. Classes will be supplemented with weekly laboratory work.

From hit television shows such as CSI, Bones, and Forensic Files, to newspaper headlines that breathlessly relate the discovery of a murder victim’s remains, and to Amanda Knox, the Golden State Killer, and other real-life courtroom cases, it is clear that the world of forensic science has captured the public imagination. Forensic science describes the application of scientific knowledge to legal problems and encompasses an impressively wide variety of subdisciplines and areas of expertise, ranging from forensic anthropology to wildlife forensics. In this course, we will specifically focus on the realm of forensic biology—the generation and use of legally relevant information gleaned from the field of biology. In an effort to move beyond sensationalism and the way it is portrayed in the public media, we will explore the actual science and techniques that form the basis of forensic biology and seek to understand the use and limitations of such information in the legal sphere. Beginning with the historical development of forensic biology, selected topics will include death and stages of decomposition; determination of postmortem intervals; the role of microorganisms in decomposition; vertebrate and invertebrate scavenging; wound patterning; urban mummification; biological material collection and storage; victim and ancestral identification by genetic analysis; the use of genealogical and DNA databases such as CODIS; and the biological basis of other criminalistics procedures, including fingerprinting and blood-type analysis. Finally, we will consider DNA privacy and Supreme Court rulings, including the 2013 decision, Maryland v. King, that established the right of law enforcement to take DNA samples from individuals arrested for a crime. In all of these areas, the techniques and concepts employed are derived from some of the most fundamental principles and structure-function relationships that underlie the entire field of biology. No background in biology is required; indeed, a primary objective of this course is to use our exploration within the framework of forensic biology as a means to develop a broader and more thorough understanding of the science of biology.

What biological processes led to the development of the incredible diversity of life that we see on Earth today? The process of evolution, or a change in the inherited traits in a population over time, is fundamental to our understanding of biology and the history of life on Earth. This course will introduce students to the field of evolutionary biology. We will interpret evidence from the fossil record, molecular genetics, systematics, and empirical studies to deepen our understanding of evolutionary mechanisms. Topics covered include the genetic basis of evolution, phylogenetics, natural selection, adaptation, speciation, coevolution, and the evolution of behavior and life-history traits. Students will attend one weekly 90-minute lecture and one weekly 90-minute group conference where scientific papers in evolutionary biology will be discussed in small groups.

Building on the foundational knowledge acquired in an introductory animal behavior course, Intermediate Ethology delves deeper into the theoretical frameworks and empirical research that define the field. This course is designed to enhance students' understanding of ethological principles and their practical applications in addressing real-world challenges concerning animal care and well-being. We begin with a comprehensive review of essential ethological theories to develop a solid grasp of key concepts, such as innate behaviors, learning, social structures, communication, and evolutionary perspectives on animal behavior. A significant focus will be on the diverse research methods used in ethology, including observational studies, experimental designs, and the use of technology in behavioral research. Students will learn how these methodologies can be applied to study animals in various environments—from the captive to the wild. The course explores the application of animal behavior knowledge in practical settings, addressing the needs of farmed animals, companion animals, animals in research settings, and wildlife. Topics include behavior-based approaches to enhancing animal well-being, designing enriching environments, and strategies for conservation and management of wild populations. Through detailed case studies, students will examine complex behaviors in different species, understanding how ethological principles provide insights into animal well-being and behavior. These case studies will cover a range of scenarios—for example, from social behavior in wolves to cognitive abilities in octopuses—illustrating the applicability of behavioral science in diverse contexts. Students will engage in a close reading of contemporary scientific literature, critically analyzing studies to understand research designs, findings, and the evolution of ethological knowledge. A centerpiece of the course is a semester-long, hypothesis-driven behavioral observation study conducted by each student. This project encourages students to apply learned methodologies to a context of interest, culminating in a research paper that contributes to their understanding of animal behavior. This course is ideal for undergraduate students who have completed an introductory course in animal behavior, biology, or a related field and are interested in advancing their knowledge and research skills in ethology. It is particularly suited for those considering careers in animal behavior, veterinary sciences, wildlife conservation, or academic research.

How many different species of fungi can live in tiny plant seeds? How many species of bacteria can live in a drop of river water? You may be surprised to learn that that number is actually quite large. The amount of biodiversity in the microbial world is vast but, until recently, peering into this “black box” has been extremely difficult. With the advent of high-throughput DNA sequencing methods, it is now far easier to characterize this cryptic diversity. In this course, students will participate in two ongoing research projects. The first explores the hidden fungal diversity in plant seeds and determines if and how those fungal communities shift in response to landscape fragmentation. The second involves screening bacterial communities in water samples from local rivers for potential human pathogens. Students will learn about current methods to characterize microbial communities, including both high-throughput DNA sequencing and bioinformatics techniques. The course will involve extensive data analyses, including processing of amplicon sequencing data to identify organisms, as well as statistical analyses to explore how the structure of microbial communities changes in response to environmental factors. Students who wish to enroll in this course should have previous laboratory experience in biology and a willingness to learn command-line programming.

This course delves into the intricate dynamics of human-wildlife interactions, focusing on both the real and perceived conflicts that arise when human and wildlife habitats overlap. This course provides an in-depth analysis of wildlife management practices, the resilience of wildlife populations to traditional control methods, and the ethical considerations in human-wild animal relationships and in wildlife management. The course begins with an overview of human-wildlife conflict (HWC) in order to understand the causes, types, and consequences of these interactions. This sets the groundwork for exploring the complexities of coexistence between humans and wildlife. The course will cover a range of management strategies used to mitigate HWC, including nonlethal and lethal control methods, habitat modification, and the use of technology in wildlife monitoring and management. Discussions will critically assess the effectiveness, sustainability, and ethicality of these approaches. A significant component of the curriculum is dedicated to the ethical considerations in wildlife management, including animal well-being, conservation ethics, and the role of humans in shaping wildlife populations. A core element of this course is a collaborative project with a community partner (TBD) to assess ongoing human-wildlife conflicts in the region. This hands-on project includes: fieldwork to collect data on specific conflict scenarios, such as wildlife damage to agriculture, urban wildlife issues, or the impact of non-native species; data analysis to understand the patterns, scale, and implications of these conflicts; and development of management or mitigation strategies based on scientific evidence and ethical considerations. This course is particularly beneficial for those students seeking to understand the challenges and opportunities in positively facilitating human-wildlife interactions and those aspiring to careers in wild-animal protection, conservation, environmental management, or academic research.

The periodic table displays the chemical elements according to the structure of their atoms and, consequently, their chemical properties. The periodic table also represents a treasure trove of fascinating stories that span both natural and human history. Many of the elements on the table have influenced key historical events and shaped individual lives. In this course, we will tour the periodic table and learn how the stories of the discovery and investigation of the elements fuse science with human drama—from murders to cures for deadly diseases and from new technologies to the fall of civilizations. Our studies will include readings from traditional science textbooks and history books, as well as works of literature and poetry. This is a seminar course with two 90-minute class meetings per week. Individual conference meetings will be weekly during the first six weeks of the fall semester and biweekly thereafter.

This is the study of the properties, composition, and transformation of matter. Chemistry is central to the production of the materials required for modern life; for instance, the synthesis of pharmaceuticals to treat disease, the manufacture of fertilizers and pesticides required to feed an ever-growing population, and the development of efficient and environmentally benign energy sources. This course provides an introduction to the fundamental concepts of modern chemistry. We will begin by examining the structure and properties of atoms, which are the building blocks of the elements and the simplest substances in the material world around us. We will then explore how atoms of different elements can bond with each other to form an infinite variety of more complex substances, called compounds. This will lead us to an investigation of several classes of chemical reactions, the processes in which substances are transformed into new materials with different physical properties. Along the way, we will learn how and why the three states of matter (solids, liquids, and gases) differ from one another and how energy may be either produced or consumed by chemical reactions. In weekly laboratory sessions, we will perform experiments to illustrate and test the theories presented in the lecture part of the course. These experiments will also serve to develop practical skills in both synthetic and analytic chemical techniques.

This course is a continuation of General Chemistry I. We will begin with a detailed study of both the physical and chemical properties of solutions, which will enable us to consider the factors that affect both the rates and direction of chemical reactions. We will then investigate the properties of acids and bases and the role that electricity plays in chemistry. The course will conclude with introductions to nuclear chemistry and organic chemistry. Weekly laboratory sessions will allow us to demonstrate and test the theories described in the lecture segment of the course.

This course examines the chemistry of our everyday life—the way things work. The emphasis of this course is on understanding the everyday use of chemistry. We will introduce chemistry concepts with everyday examples, such as household chemicals and gasoline, that show how we already use chemistry and reveal why chemistry is important to us. We will concentrate on topics of current interest such as environmental pollution and the substances that we use in our daily lives that affect our environment and us.

Biochemistry is the chemistry of biological systems. This course will introduce students to the important principles and concepts of biochemistry. Topics will include the structure and function of biomolecules such as amino acids, proteins, enzymes, nucleic acids, RNA, DNA, and bioenergetics. This knowledge will then be used to study the pathways of metabolism.

This lecture course is a rigorous introduction to computer science and the art of computer programming using the elegant, eminently practical, yet easy-to-learn programming language Python. We will learn the principles of problem-solving with a computer while also gaining the programming skills necessary for further study in the discipline. We will emphasize the power of abstraction and the benefits of clearly written, well-structured programs, beginning with imperative programming and working our way up to object-oriented concepts such as classes, methods, and inheritance. Along the way, we will explore the fundamental idea of an algorithm; how computers represent and manipulate numbers, text, and other data (such as images and sound) in binary; Boolean logic; conditional, iterative, and recursive programming; functional abstraction; file processing; and basic data structures such as lists and dictionaries. We will also learn introductory computer graphics, how to process simple user interactions via mouse and keyboard, and some principles of game design and implementation. All students will complete a final programming project of their own design. Weekly hands-on laboratory sessions will reinforce the concepts covered in class through extensive practice at the computer.

This yearlong course, based on the professor’s new book—Legal and Political Foundations of Capitalism: The End of Laissez Faire?—introduces students to the emerging Law and Political Economy tradition in economics. The course will deal with four interrelated questions: (1) What does economic regulation mean? (2) What is the relationship between institutions, legal ones in particular, and the economy? (3) How does one theoretically analyze the nature of property rights, money, corporations, and power? (4) How does rethinking the relationship between law and the economy challenge conventional ideas about the nature of economic regulation? The course will seek to understand the nature of power and its relationship to institutions, especially legal ones, by considering property rights and money, the business corporation, constitutional political economy, the links between “free markets” and authoritarianism, colonialism and race, and inequality as it intersects across class, race, and gender lines. We will deal with these questions by focusing on the insights of the Original Institutional Economics and American Legal Realists and their relationship to the classical political economy tradition (especially Adam Smith and Karl Marx). The Law and Political Economy framework will be contrasted with the insights of New Institutional Economics, with the latter’s basis in neoclassical economics. Core questions that will be addressed include: What is laissez faire, and does legal-economic history show any proof of its existence? What is assumed when dueling perspectives advocate “more” or “less” government intervention; and are these, in fact, false binaries that distract from core questions of public policy and key challenges such as climate instability, growing inequality, and threats to democracy? No prior background in economics is required.

What assumptions, methodologies, values, vision, and theoretical foundations do microeconomists incorporate and rely upon for analyzing economic behavior at the individual level? What insights, knowledge, inferences, and/or conclusions can be gleaned through examining characteristics of individual firms, agents, households, and markets in order to understand capitalist society? How do our theories of individual and business behavior inform our interpretation of distributional outcomes? Among other topics, this yearlong seminar in microeconomics will offer an inquiry into economic decision-making vis-à-vis: theories of demand and supply, the individual (agents), households, consumption (consumer choice); theories of production and costs; theories of the firm (business enterprise, corporations); theories of markets and competition; prices and pricing theory; and public policy. This course will provide a rigorous analysis of theory and policy in the neoclassical and broad critical political economy traditions. A central theoretical issue will be an engagement of the “governments versus markets” dichotomy, which is at the heart of neoclassical economics. This important theme will be addressed by investigating the rival treatments of institutions in neoclassical economics (New Institutional Economics) and the Law and Political Economy tradition. Among other topics, we will analyze how these different approaches to institutions and the economy study cost-benefit analysis, Pareto optimality, business competition, and the Coase Theorem. The spring semester will incorporate the study of business history.

Environmental injustice is both an outcome and a process. As an outcome, environmental injustice is the unequal distribution of environmental burdens (or benefits) in a society. As a process, environmental injustice is the history and institutions that project political, economic, and social inequalities into the environmental sphere. In this course, we will discuss the broad environmental justice literature and connect it with our immediate community: Yonkers, NY. We will first measure the disproportionate environmental burdens in the city’s low-income and minority neighborhoods. Then, we will utilize economics to examine the causal mechanisms of environmental injustice. We will focus on the evolution of the housing market, the changing demographics of Yonkers, the location choice of major pollution sources, political representation and power, exclusionary and expulsive zoning policies, etc. We will draw knowledge from multiple fields—economics, politics, sociology, geography, etc. We will examine the issue using multiple methodologies and assess different policy options for improving environmental and climate justice in Yonkers. We will also examine the policy implications of each environmental injustice issue. For each topic/issue, we will have in-depth discussions based on the readings, followed by in-class collaborative research activities that produce qualitative and quantitative evidence of environmental injustice in Yonkers. To visualize environmental injustice, we will use a geographic information system (GIS) to make maps. You will then be asked to write about the issue in an assignment and discuss potential policy recommendations.

As we want to engage in individual and collective efforts toward sustainable and climate-change mitigating solutions, this workshop offers an opportunity for students to explore the multiple ways in which “sustainability” can be fostered and developed at an institution like Sarah Lawrence College. Students will work in small groups on a variety of projects and produce research and educational material that can lead to concrete and actionable proposals for the College and our community to consider. Students will determine their own areas of interest and research, from energy and water-usage monitoring to composting solutions, recycling/reusing and consumer sobriety, landscaping choices, pollinators and natural diversity, food growing, natural and human history of the land, and community collaborations, to name a few. As part of their project effort, students will engage with College administrators who are actively working toward sustainable solutions, as well as student, staff, and faculty groups such as the Warren Green vegetable garden, the Sarah Lawrence Interdisciplinary Collective on the Environment (SLICE), and the Sustainability Committee. We will also explore the possibility of writing grants in coordination with other actors at the College. This workshop will meet once a week for one hour. It is offered as pass/fail based on attendance and a group project that will mostly be developed during our meeting time. It is open to all students, including first-year students. All skills and areas of expertise are welcome, from environmental science to writing and visual and studio arts—but any interest in issues of sustainability and a strong sense of dedication will suffice!

Environmental injustice is both an outcome and a process. As an outcome, environmental injustice is the unequal distribution of environmental burdens (or benefits) in a society. As a process, environmental injustice is the history and institutions that project political, economic, and social inequalities into the environmental sphere. In this course, we will discuss the broad environmental justice literature and connect it with our immediate community: Yonkers, NY. We will first measure the disproportionate environmental burdens in the city’s low-income and minority neighborhoods. Then, we will utilize economics to examine the causal mechanisms of environmental injustice. We will focus on the evolution of the housing market, the changing demographics of Yonkers, the location choice of major pollution sources, political representation and power, exclusionary and expulsive zoning policies, etc. We will draw knowledge from multiple fields—economics, politics, sociology, geography, etc. We will examine the issue using multiple methodologies and assess different policy options for improving environmental and climate justice in Yonkers. We will also examine the policy implications of each environmental injustice issue. For each topic/issue, we will have in-depth discussions based on the readings, followed by in-class collaborative research activities that produce qualitative and quantitative evidence of environmental injustice in Yonkers. To visualize environmental injustice, we will use a geographic information system (GIS) to make maps. You will then be asked to write about the issue in an assignment and discuss potential policy recommendations.

Rarely is a quantity of interest—tomorrow’s temperature, unemployment rates across Europe, the cost of a spring-break flight to Fort Lauderdale—a simple function of just one primary variable. Reality, for better or worse, is mathematically multivariable. This course introduces an array of topics and tools used in the mathematical analysis of multivariable functions. The intertwined theories of vectors, matrices, and differential equations and their applications will be the central themes of exploration in this yearlong course. Specific topics to be covered include the algebra and geometry of vectors in two, three, and higher dimensions; dot and cross products and their applications; equations of lines and planes in higher dimensions; solutions to systems of linear equations, using Gaussian elimination; theory and applications of determinants, inverses, and eigenvectors; volumes of three-dimensional solids via integration; spherical and cylindrical coordinate systems; and methods of visualizing and constructing solutions to differential equations of various types. Conference work will involve an investigation of some mathematically-themed subject of the student’s choosing.

Our existence lies in a perpetual state of change. An apple falls from a tree; clouds move across expansive farmland, blocking out the sun for days; meanwhile, satellites zip around the Earth transmitting and receiving signals to our cell phones. The calculus was invented to develop a language to accurately describe the motion and change happening all around us. The ancient Greeks began a detailed study of change but were scared to wrestle with the infinite, and so it was not until the 17th century that Isaac Newton and Gottfried Leibniz, among others, tamed the infinite and gave birth to this extremely successful branch of mathematics. Though just a few hundred years old, the calculus has become an indispensable research tool in both the natural and social sciences. Our study begins with the central concept of the limit and proceeds to explore the dual processes of differentiation and integration. Numerous applications of the theory will be examined. For conference work, students may choose to undertake a deeper investigation of a single topic or application of the calculus or conduct a study of some other mathematically-related topic. This seminar is intended for students interested in advanced study in mathematics or sciences, students preparing for careers in the health sciences or engineering, and any student wishing to broaden and enrich the life of the mind.

Variance, correlation coefficient, regression analysis, statistical significance, and margin of error—you’ve heard these terms and other statistical phrases bantered about before, and you’ve seen them interspersed in news reports and research articles. But what do they mean? How are they used? And why are they so important? Serving as an introduction to the concepts, techniques, and reasoning central to the understanding of data, this lecture course focuses on the fundamental methods of statistical analysis used to gain insight into diverse areas of human interest. The use, misuse, and abuse of statistics will be the central focus of the course; and specific topics of exploration will be drawn from experimental design theory, sampling theory, data analysis, and statistical inference. Applications will be considered in current events, business, psychology, politics, medicine, and many other areas of the natural and social sciences. Statistical (spreadsheet) software will be introduced and used extensively in this course, but no prior experience with the technology is assumed. Group conferences, conducted in workshop mode, will serve to reinforce student understanding of the course material. This lecture is recommended for anybody wishing to be a better-informed consumer of data and strongly recommended for those planning to pursue advanced undergraduate or graduate research in the natural sciences or social sciences. Enrolled students are expected to have an understanding of basic high-school algebra and plane coordinate geometry.

Do you enjoy designing and building things? Do you have lots of ideas of things that you wished existed but do not feel you have enough technical knowledge to create yourself? Do you wish you could fix some of your favorite appliances that just stopped working? Do you want to help find solutions to problems in our community? This course is meant to give an introduction to tinkering, with a focus on learning the practical physics behind basic mechanical and electronic components while providing the opportunity to build things yourself. The course will have one weekly meeting with the whole class and three smaller workshop sessions to work on team-based projects. (You are expected to choose one of the three workshop sessions to attend weekly.) The course will be broken down into four primary units: design and modeling; materials, tools, and construction; electronics and microcontrollers; and mechanics. There will be weekly readings and assignments, and each unit will include both individual and small-group projects that will be documented in an individual portfolio to demonstrate the new skills that you have acquired. For a semester-long, team-based conference project, your team will create a display of your work that will be exhibited on campus and provide a description reflecting on the design, desired functionality, and individual contributions that led to the finished product. Let’s get tinkering!

General physics is a standard course at most institutions; as such, this course will prepare you for more advanced work in physical science, engineering, or the health fields. Lectures will be accessible at all levels, and through group conference you will have the option of either taking an algebra-based or calculus-based course. This course will cover introductory classical mechanics, including kinematics, dynamics, momentum, energy, and gravity. Emphasis will be placed on scientific skills, including: problem solving, development of physical intuition, scientific communication, use of technology, and development and execution of experiments. The best way to develop scientific skills is to practice the scientific process. We will focus on learning physics through discovering, testing, analyzing, and applying fundamental physics concepts in an interactive classroom, through problem solving, as well as in weekly laboratory meetings. Students enrolling in the calculus-based section are encouraged to have completed at least one semester of calculus as a prerequisite. It is strongly recommended that students who still need to complete a second semester of calculus enroll in Calculus II, as well. Calculus II, or equivalent, is highly recommended to take the calculus-based section of General Physics II (Electromagnetism and Light) in the spring.

General physics is a standard course at most institutions; as such, this course will prepare you for more advanced work in physical science, engineering, or the health fields. Lectures will be accessible at all levels, and through group conference you will have the option of either taking an algebra-based or calculus-based course. This course will cover waves, geometric and wave optics, electrostatics, magnetostatics, and electrodynamics. We will use the exploration of the particle and wave properties of light to bookend our discussions and ultimately finish our exploration of classical physics with the hints of its incompleteness. Emphasis will be placed on scientific skills, including: problem solving, development of physical intuition, scientific communication, use of technology, and development and execution of experiments. The best way to develop scientific skills is to practice the scientific process. We will focus on learning physics through discovering, testing, analyzing, and applying fundamental physics concepts in an interactive classroom, through problem solving, as well as in weekly laboratory meetings. Students enrolling in the calculus-based section are encouraged to have completed Calculus II as a prerequisite. It is highly recommended to have taken the first semester of General Physics I in the fall prior to enrolling in this course.

Learn to appreciate the complex order that can be found in chaos! This course introduces the beautiful world of nonlinear and chaotic dynamics and also provides the mathematical and numerical tools to explore the astounding patterns that can arise from these inherently unpredictable systems. We shall see how chaos emerges from fairly simple nonlinear dynamical systems; utilize numerical methods to simulate the dynamics of chaotic systems; and explore characteristics of chaos using iterated maps, bifurcation diagrams, phase space, Poincaré sections, Lyapunov exponents, and fractal dimensions. Class time will oscillate between the presentation of new material and workshops for hands-on exploration. Students are encouraged to build and/or analyze their own chaotic system as potential conference projects. No previous programming experience is required, and all relevant mathematical concepts will be introduced.

The distinction between human and animal is foundational in Latin American cultural and political history, as well as in its contemporary social and political discourse, informing issues from national identity and citizenship to disputes over land and resources. In this class, we will look at how the figure of the animal informs, complicates, and subverts the nature/culture dichotomy as seen in literature and film. We will analyze how different figurations of the relationship between human and animal register shifting hierarchies of race, class, and gender in stories by the likes of Horacio Quiroga, Jorge Luis Borges, João Guimarães Rosa, Clarice Lispector, and Julio Cortázar, as well as in films such as La ciénaga (Lucrecia Martel) and Neon Bull (Gabriel Mascaro)—paying special attention to alignments/alliances between the animal and other subjects marginalized because of their race, gender, sexuality, and class. This course will introduce students to animal studies and ecocriticism through a survey of 20th century-21st century Latin American literature and film.