6 courses. Harvest read no subject for these courses. That is a gap in our reading of the catalog, not in the college's catalog; each course is shown as we hold it until the reading is fixed.
Off-Campus Summer Term Courses 20271.5
Course description: While blessed with beautiful landscapes and rich biodiversity, Kenya also faces an array of socio-economic and political challenges. Water resources, climate change, and gender dynamics form a complex nexus that influences a society’s sustainable and equitable development along with the country’s ability to conserve its vast natural resources. Women, often primary resource managers and users, play a vital role in sustainable development, yet frequently face disproportionate impacts from environmental degradation and exclusion from decision-making processes. Likewise, there are complex relationships between Kenya's indigenous communities, land, water, and wildlife, the colonial history of the country, and the role of various stakeholders in conservation. In this course, we will examine these interlinkages and tensions through readings, courses discussions and travel. In Kenya, we will visit an urban forest protected largely through the inspiring efforts of Nobel Laureate and Kenyan native, Wangari Maathai, along with national parks and research centers. We will also meet with policy makers, researchers, and conservationists, and during a home stay, learn directly from Kenyans from the Dr. Maathai’s home region .
A multidisciplinary seminar designed to provide students with a comprehensive introduction to Canada. The course stresses the basics of geography, history, economics, politics and culture. At the same time, it uses contemporary events and issues (such as ongoing debate over Canada’s constitutional and economic directions) to demonstrate the importance of geographic fact, historical frictions and political and cultural diversity to an understanding of the Canadian nation(s). Major consideration is given to the ways Canada is both similar to and different from the United States.
This course is an introduction to chemistry for science and non-science majors. Both courses use in-class experimentation, discussion, and lecture to ask and answer questions of general chemical interest, including applications in biology, physics, astronomy and geology. Students discuss experimental data using the logic and language of chemistry and are frequently asked to substantiate conclusions using both conceptual and quantitative reasoning. Topics include water and its unique properties, atomic structure and properties, molecular structure, types of chemical bonding and reactions, redox systems and electrochemistry, reaction equilibria, thermodynamics and kinetics. Three class periods plus one laboratory period per week; students may also participate in optional weekly peer-led team learning workshops. Prerequisites: secondary school algebra or enrollment in a college mathematics course. A grade of 1.75 or higher in 103 is required to fulfill the prerequisite for enrollment in 104. A grade of 2.0 or higher in 104 is required to fulfill the prerequisite for enrollment in 200-level courses. Required for the neuroscience major.
Introduces techniques for developing advanced models from datasets, for the purposes of better understanding the data and making predictions about future data. Techniques include linear and regularized regression, nearest neighbor classification, support vector machines, decision tree ensembles, and neural networks. Examines real-world applications, both successes and failures, the latter of which often involve data with embedded biases. Students will develop both technical and ethical competence in using some of the most powerful computational tools in data science. Prerequisites: STAT 213 (or ECON 343) and CS 140 (or DATA 234), or permission of instructor. Offered in spring semesters. Also offered as DATA 352 and CS 352.
You have the responsibility in implementing accommodations in a reasonable and timely manner. Any concerns or questions that you have should be addressed immediately to the student, or by consulting with SAS staff and leadership. The notification will be emailed to you and it describes accommodations that are reasonable based on the student’s specific situation and legal mandates. Many accommodations may not require a discussion between instructors and students; however, if there are logistical considerations, students and instructors should discuss how the approved accommodations will be implemented in each class. Instructors should not inquire into the nature of a student’s disability, but should instead focus on the specific access needs and accommodations. Please refer students back to SAS if they request accommodations beyond what are listed in the notification.
