Type of Course: On-Campus Course
Course ID: SUMMER SESH 01
Submitted by: chad arnold
Phone: 5108499557
Email: carnold@stmarys-ca.edu
Requester: Currently teaching at SMC but not under contract to teach Jan Term
Course Title: Key Pieces: Assembling the 20th Century through Literature, Film, and Art
Instructor(s): Chad Arnold
Contact:
Description:
The 20th Century has been a remarkable century for many reasons, and one of the most important and
uplifting is in the world of art. In this course we will seek to understand the central movements, trends, and
concerns that have come to define 20th century art, with specific attention to specific works in the fields of
fiction, film, painting, and poetry.
A great poem or painting will always change your life and to that end, this course seeks to rediscover the
relationship we innately have with art. This course also seeks to develop your analytical skills and
attentiveness for reading deeply and seeing past the pigments glow and tint. You will learn how to read and
enjoy poetry and learn how to look at paintings and sculpture with new insight and appreciation. We will
explore the vital relationship between how much you know and how much you like.
The ability to recognize and be moved by art is a skill that needs to be practiced, not only for the moral
evolution of humanity, but for its health and diversity. With such discipline we might improve the
condition of the world. Art has restorative powers beyond the page or gesso ground, and the study of art is
one of the most satisfying ways to connect with other people and the world around you. This challenging
course will explore connections between seemingly disparate modes of aesthetic inquiry in an effort to
unpack the vitality of the whole.
Class Format:
Division: Upper
Prerequisites:
*Students are required to have taken ENG 004 and ENG 005 as well as the first Seminar.
Rationale for Upper Division Status:
*This is a very demanding course with extensive reading and very high levels of verbal discourse expected
at every session meeting. Furthermore, the material is notably difficult.
Informational Meetings:
Reading List:
Virginia Woolf, Jacob’s Room
T. S. Eliot, The Waste Land, Prufrock, and Other Poems
James Joyce, Dubliners
Tim O’Brien, The Things They Carried
Allen Ginsberg, Howl and Other Poems
Joe Sacco & Chris Hedges, Days of Destruction / Days of Revolt
Lawrence Weschler, Seeing is Forgetting the Name of the Thing One Sees
Jack Gilbert, Refusing Heaven
Walter Benjamin, Illuminations
Basis for Final Grade:
20% In-class exercises and daily written preparation (about 1 page per day)
for each of the sessions that include 3-5 questions that generate discussion.
15% First paper. Write a 4-page analytical paper responding in depth to any
single subject/topic that we have discussed in class. You must include 3-4 works
we have discussed. Due: 6/13
10% Write a 2-3 page detailed response to one work of art in the museum
we visit, and one of the films. [5% each]. Your paper must contextualize the work of art
or the film within the larger aesthetic themes of the 20th century.
25% Final paper. Write one 5-7 page formal essay responding to one specific
aspect of one of the texts we read in class. Your paper must go beyond the
class discussion. Think of this paper as a seminar paper: you may only use the
works you are discussing. Due: 6/27
30% Quality of class participation. Daily.
Learning Outcomes:
Students will develop their analytical writing skills including, but not limited to: clarity, grammatical and
structural accuracy, proper documentation, and organization
Students will increase their verbal acumen through in-depth class discussions
At the end of this course students will be able to identify inconsistencies between public speech and the
actions that follow
At the end of this course students will be able to identify a variety of artists and aesthetic approaches
through particular works of art; poems, paintings, and films
At the end of this course students will be able to identify particular movements in art from the 20th century
At the end of this course students will be able to use a variety of critical approaches for understanding
literary and artistic themes as seen in popular culture as well as in their own lives
Students will discover their own creative impulse through detailed analysis of professional artists as well as
the writing of their own poems
Course Fee: 15.00
Fee Use:
(Cost includes Photocopies, guest speaker(s). .)
Will this be a theme-centered course?: No
How will this course be related to the theme?:
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuThF, 12:00 - 2:35 PM
2)MTuThF, 9:15 - 11:50 AM
3)MTuWTh, 2:45 - 5:20 PM
other)
Professional Qualifications:
I have been teaching at SMC for 15 years, and would love to teach in the June Term 2014! And I need the
work too:)
Special Needs:
TV, DVD player, moveable chairs.
Spaces Reserved for Freshmen:
As many as needed, as long as they talk with me prior to the first meeting.
Anything Else:
Thanks,
Chad
Type of Course: On-Campus Course
Course ID: SUMMER SESH 02
Submitted by: Helena Michelson
Phone: 510-396-6344
Email: michelson.helena@gmail.com
Requester: Not currently employed by SMC
Course Title: The Musical: a Celebration!
Instructor(s): Helena Michelson
Contact:
Description:
"There's No Business Like Show Business." The celebrated song comes from Irvin Berlin's hit musical,
Annie Get Your Gun (1946). The song's popularity was so great, that 20th Century Fox decided to borrow
its title for the 1954 musical film starring Marilyn Monroe. Nonetheless, by the end of the 1950s, musicals,
once the most popular form of entertainment rapidly began to lose their mass appeal, seemingly destined
into the oblivion ... only to come back, stronger than ever.
In this course we will trace the development of musical theater as a performing art form, primarily in
America. By focusing on specific musicals which students will review in writing, we will look at musical
theater from cultural, historical, and social perspectives and examine how musicals reflect the values and
tastes of the eras from which they come. We will also explore the ways how their creators sought to inspire
the audience, especially during turbulent times. Finally, we will go on a field trip to San Francisco to
watch a musical live.
This course is about developing a greater appreciation for the relationships between different elements of
musical theater such as music, drama, dance, and stage design. It is also about actively watching, listening,
and learning to communicate and articulate one's thoughts and impressions creatively, in writing.
No formal background in Music or Performing Arts is necessary. If you have ever wondered, why "there's
no people like show people," perhaps this class is for you.
Class Format:
Division: Lower
Prerequisites:
None
Rationale for Upper Division Status:
Informational Meetings:
Reading List:
The assigned readings will be available online through ERes and Ebrary. The texts are derived from the
following:
Kenrick, John, Musical Theatre: a History. New York: Continuum, 2008.
Kislan, Richard The Musical: A Look at the American Musical Theater. New York: Applause, 1995.
Miller, Scott, Strike up the Band: A New History of Musical Theatre. Portsmouth, NH: Heinemann, 2007.
Naden, Corinne J., Golden Age of American Musical Theatre : 1943‐ 1965. Lanham, MD: The Scarecrow
Press, Inc., 2011
Snelson, John. Andrew Lloyd Webber. New Haven, CT: Yale University Press, 2004.
Stempel, Larry. Showtime: A History of the Broadway Musical Theater. New York: W.W. Norton, 2010.
Sternfeld, Jessica, The Megamusical. Bloomington, IN: Indiana University Press, 2006
Required viewing:
Oklahoma! [DVD available at SMC Library]
RENT [DVD available at SMC Library]
Mamma Mia! [DVD available at SMC Library]
Basis for Final Grade:
Basis for Final Grade:
Class Participation ...........................40%
In‐ Class (30%)
Reader Responses (10%)
Writing Assignments……………...………60%
Blog‐ style Reviews (3) (39%)
Field trip blog‐ style Review (21%)Final Paper (20%)
Reader Responses are brief, one-paragraph responses to the assigned readings demonstrating student's
understanding of the material.
The Online (Blog) Reviews are the reviews of the three musicals students are required to watch,
Oklahoma!, RENT, Mamma Mia! They should be at least 400 words each. The final paper should be
500-600 words and will be on the musical Once that students are required to see on a field trip in San
Francisco.
Learning Outcomes:
At the end of this course students will:
1.Have broad understanding of the evolution of musical theater.
2.Understand musical theatre in general and specific shows in their larger cultural context as both an
expression and reflection of the time and place in which they were and are created.
3.Develop a greater appreciation for the relationships between the component elements of musical theatre –
drama, music, dance and design.
4.View, communicate about and participate in theatre events with greater fluency and understanding.
Course Fee: $50
Fee Use:
The course fee includes the price for ticket to go on a field trip to see the musical Once at Curran Theatre in
San Francisco. It is scheduled to run June 17-July 13 2014. As of this writing, single tickets are not yet
available. So, this is tentative.
https://www.shnsf.com/online/once?menu_id=D8B581C0-D57E-44FF-A27B4336DDA81A9D&sToken=1%2Ca6ef9f64%2C52688da1%2C76C47719-1BB3-4CCE-87446DAC7F8E4405%2C04DpOUALdMhV9G6ImD6V3R8o3bs%3D
Students are responsible for their own transportation. The library already contains all other materials.
Will this be a theme-centered course?: No
How will this course be related to the theme?:
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuThF, 9:15 - 11:50 AM
2)MTuThF, 12:00 - 2:35 PM
3)MTuWTh, 2:45 - 5:20 PM
other)
Professional Qualifications:
I hold a PhD in Music from the University of California, Davis; MA in Music from California State
University, East Bay, and BA in Music with a minor in Classical Civilization from the University of
California, Berkeley. Presently, I am an Adjunct Faculty at Columbia Southern University, and an active
composer and pianist. I have taught this class during JanTerm 2013.
Special Needs:
AV equipment to view occasionally some movie clips, internet access, PowerPoint.
Spaces Reserved for Freshmen:
All
Anything Else:
Type of Course: On-Campus Course
Course ID: SUMMER SESH 03
Submitted by: Elise Miller
Phone: (510) 526-6762
Email: emiller@stmarys-ca.edu
Requester: Currently teaching at SMC but not under contract to teach Jan Term
Course Title: Psychoanalysis: Exploring the Unconscious in Everyday Life
Instructor(s): Elise Miller
Contact:
Description:
We will read and discuss some of the classic, foundational texts of psychoanalytic theory and practice,
beginning with Freud, and including texts by his followers, detractors, and revisionists. Think of this class
as a history of an idea, one that his shaped how we think about our selves, our identities, our relationships,
and our world. Guest speakers will share the many ways that psychoanalysis has shaped their research and
work. What does this class require? Curiosity, open-mindedness, and a wish to understand the unconscious.
Previous knowledge of psychology is not necessary, but you need to be willing to read difficult texts and
have an interest in learning how to test and apply theories to real-life circumstances. You will have the
opportunity to select an area of applied psychoanalysis that is meaningful to you (e.g., literature, film and
other arts, politics, war, poverty, racism, and more) to explore in a research project and presentation.
Class Format:
Division: Upper
Prerequisites:
Sem 2
Eng 5
Psych 1 or Anth 1
Rationale for Upper Division Status:
I'll say Upper Div (though I can be flexible, based on summer session needs). Psychoanalysis is a
specialized field in psychology, with challenging readings. In addition, this class requires advanced critical
thinking, research, and writing skills.
Informational Meetings:
Reading List:
Peter Gay, The Freud Reader
(plus course reader including texts by Jessica Benjamin, Carl Jung, A. Hemon, and more).
Basis for Final Grade:
Daily writing/Dream Journal/Quizzes: 25% Research Project in Applied Psychoanalysis: 25% 5 pp. Essay:
25% Class participation: 25%
Learning Outcomes:
At the end of this course, students will be able to analyze primary texts, make connections between theory
and practice, compare and contrast theories, and make connections between their personal experiences and
social phenomenon.
Course Fee: $50.00
Fee Use:
Guest speakers and duplication costs.
Will this be a theme-centered course?: No
How will this course be related to the theme?:
N/A for summer?
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuThF, 12:00 - 2:35 PM
2)MTuWTh, 2:45 - 5:20 PM
3)MTuThF, 9:15 - 11:50 AM
other)
Professional Qualifications:
I am a published psychoanalytic literary critic as well as a clinician. I have many colleagues in this field,
who could serve as guest speakers.
Special Needs:
Laptop-ready monitor, LCD projector, DVD player. Moveable chairs.
Spaces Reserved for Freshmen:
5
Anything Else:
Type of Course: On-Campus Course
Course ID: SUMMER SESH 04
Submitted by: Mitali Perkins
Phone: 617-821-1264
Email: mitaliperkins@yahoo.com
Requester: Under contract to teach Jan Term
Course Title: Race, Culture, and Power in Children's Stories
Instructor(s): Mitali Perkins
Contact:
Description:
Why are children’s stories so powerful? Who has the right to tell stories about marginalized communities?
This course will explore the question of authenticity in storytelling and unmask explicit and implicit
messages about race, power, and culture communicated through books for young readers. A secondary
course goal is to help students improve their analytical writing and persuasive speaking.
Class Format:
Division: Lower
Prerequisites:
None.
Rationale for Upper Division Status:
N/A.
Informational Meetings:
Reading List:
Course Reader featuring articles and essays by a range of authors.
Two Young Adult or Middle Grade novels featuring a marginalized protagonist (selection must be
approved by instructor).
Basis for Final Grade:
Quality of in-class and online participation (20%)
One 5-page paper: draft (10%) + final (15%) + in-class debate (10%) (35%)
One multiple choice midterm exam (15%)
Final 5-page paper comparing two young adult or middle grade novels (30%).
Learning Outcomes:
At the end of the course, students will be able to:
(1) Think critically about messages related to race, culture, and power delivered through stories to children.
(2) Defend and articulate pro and/or con positions on issues related to diversity, storytelling, and
authenticity.
(3) Analyze aspects of social diversity (e.g., ethnicity, race, socio-economic status, gender, sexual
orientation, religion, age, ability, and political identity) and how they affect society in the United States of
America.
(4) Understand and explain how social categories and structures of power may affect the human person.
Course Fee: $15
Fee Use:
Course reader, snacks, gifts for Skype visitors.
Will this be a theme-centered course?: No
How will this course be related to the theme?:
N/A.
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuThF, 12:00 - 2:35 PM
2)MTuWTh, 2:45 - 5:20 PM
3)MTuThF, 9:15 - 11:50 AM
other)
Professional Qualifications:
I have written nine novels for young readers featuring issues of race, culture, and power. I have taught and
lectured extensively on the subject at national school and library conferences as well as at Universities such
as Harvard, Wellesley, and Boston College. I studied political science at Stanford and Public Policy at UC
Berkeley, with a specific focus on justice and international development.
Special Needs:
Screen, projector, internet access.
Spaces Reserved for Freshmen:
8.
Anything Else:
Type of Course: On-Campus Course
Course ID: SUMMER SESH 05
Submitted by: James J Pesavento
Phone: 510-253-8919
Email: jjp6@stmarys-ca.edu
Requester: Currently teaching at SMC but not under contract to teach Jan Term
Course Title: The Art and Science of Brewing Beer: From Historical Perspectives to Experimental
Techniques
Instructor(s): James J Pesavento
Contact:
Description:
Nearly 7000 years ago, Mesopotamians discovered that sugary liquid extracted from grain would
spontaneously convert into a relaxing beverage if left open to the environment for a couple of weeks. Thus,
“beer” was born. Ever since then, people from many cultures around the world have been enjoying the
relaxing properties of anaerobic yeast metabolism, whether they take the form of wine, beer, or spirits.
Here in America – and especially in California – the modern “Craft Beer Revolution” has changed the
perception of beer from a one-dimensional Working Man’s beverage to a beverage that now has many
levels of sophistication. In fact, there are over 23 officially acknowledged beer styles - many with their own
subcategory – creating over 100 distinct styles of beer! Beer styles such as the German Pilsner and the
American IPA are well known for their crispness and hoppy-ness, respectively, but other esoteric styles
such as Flanders Red Ale and Russian Imperial Stout offer intriguing flavors not commonly associated with
beer (sourness and high alcohol (>12%), respectively). All styles of beer, with their associated colors,
flavors, and aromas, arise from differential usage of malted grains, hop varieties, and yeast strains in the
brewing processes. Expanding on each of these three main brewing “ingredients” provides a rich
educational experience for those interested in one of humanity’s most celebrated fermented beverages. This
class aims to teach students about the history of beer and beer making and the variables that go into making
a specific style of beer. Furthermore, the students will apply this knowledge in an experimental fashion to
design and brew a beer style of their choice.
Students are expected to have taken introductory biology and chemistry, as we will be building upon
that foundation when we discuss many processes involved in brewing (e.g., hop isomerization, mechanism
of yeast fermentation, etc).
Class Format:
Division: Upper
Prerequisites:
Biology 1, Chemistry 11
Must be 21 years of age by the first day of class.
Rationale for Upper Division Status:
This course will require basic knowledge of biology and chemistry to fully grasp all of the aspects of
brewing. Furthermore, the students will treat the brewing process as an experimental laboratory. They
will need to know how to calculate volumes, determine part-per-million concentrations, and utilize other
basic laboratory learned in basic biology and chemistry labs.
Informational Meetings:
Reading List:
Selected readings to be supplied by the instructor.
Basis for Final Grade:
Two exams (60%)
One Lab Report (20%)
A Final Exam (20%)
Learning Outcomes:
At the end of this course the students will be able to theoretically brew any style of beer, know the
difference between the 23 major styles of beer, understand the basic chemistry that creates the
flavor/aroma/taste of beer, and have an appreciation for the history of beer that spans centuries.
Course Fee: 100
Fee Use:
- Brewing Ingredients and Equipment
- Brewery Field Trip
- Handouts
Will this be a theme-centered course?: No
How will this course be related to the theme?:
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuWTh, 2:45 - 5:20 PM
2)MTuThF, 12:00 - 2:35 PM
3)MTuThF, 9:15 - 11:50 AM
other)
Professional Qualifications:
I've been a beer enthusiast all my adult life and have been an active homebrewer for the past 4 years. As a
classically trained scientist and a current lecturer at St. Mary's College (I teach Bio 137: Molecular
Biology), I feel that I am well qualified to construct an engaging course on the history of beer as well as
brewing techniques used in the process of making beer.
Special Needs:
I will need to coduct my lectures/labs in a facility that access to general laboratory equipment (stir bars,
sinks, pH meters, etc). For example, I've taught in 213 BROH and believe a lab like that would be excellent
for this course.
Spaces Reserved for Freshmen:
0
Anything Else:
If possible, I would like to limit student enrollment to 20 or 16. Because the lab component is a major time
investment for this course, it is unrealistic for me (and unfair to the students) to monitor 24 students while
they set up and run their experiments.
Type of Course: On-Campus Course
Course ID: SUMMER SESH 06
Submitted by: Kenneth Worthy
Phone: 5107041632
Email: worthy.ken@gmail.com
Requester: Under contract to teach Jan Term
Course Title: Finding the Human Place in Nature: A Survey of World Environmental Ethics
Instructor(s): Kenneth Worthy
Contact:
Description:
The twenty-first century is afflicted by a dizzying array of anthropogenic environmental problems. The seas
are rising and storms are becoming fiercer due to global climate change, which also threatens global food
security; species are going extinct at a thousand times the rate they normally would, and whole ecosystems
such as coral reefs are dying in some places; nuclear disasters have made large swaths of places like
Ukraine, Belarus, and Japan uninhabitable; freshwater supplies in many parts of the world are nearing
critically low levels (wars over clean water may dwarf wars over oil); toxic chemicals inhabit our food and
bodies; and precious topsoil, the substrate of most life, is being eroded at frightening rates by industrial
agriculture. An alien observer might think that humans have lost their way and are headed toward planetary
catastrophe. This course seeks to make sense of and respond to this predicament. First, we take an
accelerated tour through world environmental history to understand the historical arcs that have culminated
in global environmental crisis. Second, we consider lived alternatives—non-modern environmental
interactions and thought—through ethnographic films and readings in comparative environmental ethics.
Third, we survey modern alternatives embraced in various schools of contemporary environmental
philosophy. Finally, each student composes a personal environmental ethic inspired by ways that nonmodern peoples and modern environmental theorists have thought about the human place in nature.
Class Format:
Division: Upper
Prerequisites:
Freshman and sophomore collegiate seminar
Rationale for Upper Division Status:
The course requires students to have passed the freshman and sophomore college seminar to demonstrate
writing, discussion, and critical thinking skills; demands significant emotional maturity to understand and
appreciate quite different cultures from around the world and through time; requires high levels of
cognitive and affective development to comprehend and appreciate major historical arcs including the
Neolithic Revolution and European colonization.
Informational Meetings:
Reading List:
J. Baird Callicott, Earth’s Insights
Carolyn Merchant, Radical Ecology: The Search for a Livable World
Robert M. Torrance, Encompassing Nature [selections]
J.R. McNeill. Something New under the Sun: An Environmental History of the Twentieth-Century World
[selections]
Basis for Final Grade:
In-class group presentation
20%
Class attendance & participation
Personal environmental ethic paper
Final examination (2 parts, 10% ea.)
30%
30%
20%
Learning Outcomes:
At the end of this course, students will…
 Be familiar with the arcs of world history that have culminated in global environmental crisis
 Know about a range of environmental ethics and thought from modern and non-modern cultures
across history and geography
 Understand how a variety of non-modern cultures have interacted with and thought about their
environments
 Be familiar with an array of contemporary schools of thought in academic and activist
environmental philosophy
 Have informed ideas about their own individual relationships to the environment and ideas for
their society to have a healthier, less destructive engagement with the environment
Course Fee: 20.00
Fee Use:
Photocopying of exams, syllabi, and so on. Refreshments.
Will this be a theme-centered course?: No
How will this course be related to the theme?:
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuWTh, 2:45 - 5:20 PM
2)MTuThF, 12:00 - 2:35 PM
3)MTuThF, 9:15 - 11:50 AM
other)
Professional Qualifications:
I am a scholar in the environmental humanities, including environmental history, philosophy, ethics, and
psychology. I teach catalog courses at UC Santa Cruz and UC Berkeley and have taught several Jan Term
courses for St. Mary's. My recently released book Invisible Nature: Healing the Destructive Divide between
People and Nature has been hailed as "a tour de force" by J. Baird Callicott, a renowned environmental
philosopher and the author of one of the texts for this course.
Special Needs:
1. Moveable chairs
2. DVD & VHS playback
3. Computer video projection
4. DVD & VHS projection outside of regular class time, about 4 hours per week for the first two
weeks.
Spaces Reserved for Freshmen:
0
Anything Else:
The course will include field trips to regional parks for hikes as well as to a small selection of waste
treatment and manufacturing facilities in the bay area. The concrete experiences of nature and economic
activity will ground our formulation of environmental ethics.
I taught a similar version of this course in Jan Term 2013, filled with almost all seniors and juniors. Few of
them will still be enrolled in summer 2014. According to students’ reactions in person and in evaluations,
the course made a unique and valuable contribution to their St. Mary’s education. Students were passionate.
I’d like to make the course available to students again in a more relaxed summer environment, with a few
more field trips.
In case my St. Mary's email address, above, is not operational, I can also be reached at
worthy.ken@gmail.com.
Type of Course: On-Campus Course
Course ID: SUMMER SESH 07
Submitted by: Joseph A. Zeccardi
Phone: 2158059256
Email: jaz4@stmarys-ca.edu
Requester: Currently teaching at SMC but not under contract to teach Jan Term
Course Title: Lousy Logic: Analyzing Arguments and Finding Fallacies in the Media
Instructor(s): Joseph A. Zeccardi
Contact:
Description:
2013 was a banner year for bad arguments, fallacious reasoning, and questionable inferences. We'll perform
a postmortem logical analysis on the rhetoric and the spin with a simple logical toolkit. This is an
introductory course in critical thinking, persuasive language and argument, so there are no
philosophical prerequisites. The course material covers some logical theory and some practical application,
so we will be considering abstract topics like "What is an argument?" and "What makes a good argument
different from a bad one?" as well as thinking about ordinary things (like statements people make, and
arguments advanced in the media) in extraordinary ways. The goal here is fourfold. First, we will learn
some vocabulary that helps us to understand logic, especially terms like “argument” and “validity,” as these
have a currency in common parlance that can
be confusing, and even misleading. (Arguments, for example, have nothing to do with disagreement or
raised voices, despite any cable news network suggestions to the contrary.) Second, we will endeavor
to understand implication and the various relations that hold between propositions. Third, we will develop
the ability to recognize formal and informal fallacies or errors operating in the everyday, natural language
of the media, the web, and the dinner table. Finally, we will refine the ability to form arguments of our own,
and critique the arguments of others.
Class Format:
Division: Lower
Prerequisites:
Rationale for Upper Division Status:
Informational Meetings:
Reading List:
Patrick J. Hurley, A Concise Introduction to Logic
Course Reader
Basis for Final Grade:
20% each for two tests, 30% for daily homework exercises, 20% for a short paper and associated
presentation, and 10% for quality of
participation.
Learning Outcomes:
At the end of this course, students will be able to:
1. Explain and apply basic logical terms, including “argument”, "premise", "conclusion", “valid”, and
"sound".
2. Understand and explain implication as a relation between propositions.
3. Recognize formal and informal fallacies in the everyday, natural language.
4. Form arguments of their own, and critique the arguments of others.
Course Fee: $5.00
Fee Use:
Copying
Will this be a theme-centered course?: No
How will this course be related to the theme?:
Travel Dates:
Dates on Campus:
Preferred Class Schedule:
1)MTuThF, 12:00 - 2:35 PM
2)MTuThF, 9:15 - 11:50 AM
3)MTuWTh, 2:45 - 5:20 PM
other)
Professional Qualifications:
I'm a former journalist with a Ph.D. in philosophy, so I'm very familiar with logic and the media. I've taught
dozens of logic courses, including this particular course at SMC three times.
Special Needs:
Spaces Reserved for Freshmen:
3
Anything Else: