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Liberal Arts Honors

LAH 102H • The Idea Of The Liberal Arts

31060 • Musick, Marc
Meets M 4:00PM-5:30PM GAR 0.102
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Restricted to students in the Freshman Honors Program in the College of Liberal Arts. An overview of the liberal arts disciplines.

Offered on the pass/fail basis only.


LAH 112H • The Nature Of Inquiry

31080 • Brown, Virginia
Meets W 2:00PM-3:00PM PAI 3.02
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Humans have an innate desire to investigate and to understand the unknown. Yet, we all differ in how we seek that understanding. So, how can we have confidence in the new knowledge that other people produce? Confidence is generated by the systematic use of research methods appropriate to the area of discovery. In this course, we will explore these different ways of knowing through examining the research methodologies used across disciplines in the College of Liberal Arts. LAH 112H: The Nature of Inquiry is designed for Liberal Arts Honors students in the spring semester of their sophomore year to gain an overview of the different types of research that can be done in Liberal Arts. The course will consist of guest lecturers, in-class exercises, brief required readings, and writing assignments.

 


LAH 149 • Scholars Honors Capstone

31090
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Description:

In this honors course, students will write paper(s) of substantial length to reflect upon their academic enrichment experience(s) while participating in the Liberal Arts Scholars Programs. Academic enrichment experiences that students may reflect upon include study abroad, internship, community service, leadership, or research. Students will work with a faculty mentor to write a paper that articulates what they learned from their academic enrichment experience and it impacted their views and career goals. Students will meet bimonthly with the course instructor for one hour to review progress on written work and share their reflections with classmates. 

Prerequisites: Upper Division standing, cumulative grade point average of at least 3.25. Department approval required for registration.

Grading Method: Letter Grade

Hours: 1

Restrictions: Restricted to Plan I majors in the College of Liberal Arts who are participants in the Liberal Arts Honors Scholars Program.


LAH 305 • Reacting To The Past

31065 • Lang, Elon
Meets TTH 9:30AM-11:00AM GAR 0.128
EGCWr
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“Reacting to the Past” introduces freshmen to major philosophical ideas and texts, including the historical context in which these ideas acquired significance. Students read primary texts, adopt the personas and perspectives of historical figures, and re-enact policy debates to explore how facts and opinions shape collective decision-making in polarized political environments. Students also write six persuasive essays (4-5 pages each) to meet the UT writing flag requirement. Course themes include ethical leadership, the role of shared values in governance, the relationship of individuals to their community, and evolving concepts of citizenship.

Dr. Elon Lang's Reacting class on MWF games include The Threshold of Democracy: Athens in 403 B.C., Red Clay, 1835: Cherokee Removal and the Meaning of Sovereignty, and The Collapse of Apartheid and The Dawn of Democracy in South Africa, 1993.

In Professor Casey's class on TTH students will investigate the impact of(1) Socratic ideals of justice during the rise of democracy after the Peloponnesian War in Athens in 403 BCE; (2) Confucian ideals of morality and ethical leadership during the final years of the Ming Dynasty in China in 1587; and (3) Rousseau’s idea of collective governance–the Social Contract --during the French Revolution, 1791.

Each unit of study is presented as an elaborate role-playing game, designed and published by the Reacting to the Past National Consortium (https://reacting.barnard.edu/), with strict rules for the players and detailed guidelines for their debates. These games divide players into competing political parties with positions across the ideological spectrum, with each team striving to implement its own ideals for society. Players adopt both progressive and conservative political agendas – with a handful of students remaining “undecided,” open to persuasion by each team. Players will determine how best to attain their goals, though they will receive intellectual guidance from the classic texts and inspiration from the lives of the historical characters they are portraying.

For the first few sessions of each game, the class will meet in a traditional seminar format, where students will learn about the historical setting of the game and the philosophical issues that will animate the debates. After these introductory sessions to set the context for each game, the class will break into competing groups, as students with similar roles join forces to accomplish their objectives. Then, as debates begin, students will come to class in their character roles and will lead the sessions. The instructor takes on the role of “Game Master,” to ensure fair play, reminding students to honor the historical context of the game.
  
The heart of each game is persuasion: students must persuade the politically unaffiliated players that their team’s views make more sense than those of their opponents. They must draw upon rhetorical strategies and facts in their arguments, and learn strategies for presenting their positions with conviction and clarity. They must present their arguments in written form through persuasive essays, as well as delivering speeches and participating in open debates from their assigned viewpoints. Players learn to navigate extreme viewpoints and polarized political environments while trying to accomplish a common goal. In short, they learn to test the theories of government and leadership against their experience as politicians and leaders. After each game, players step out of their assigned roles as historical figures and come together again as modern-day students, discussing how their re-enactment did or did not mirror history. This “debriefing” session is often as important as the game itself in learning about history, the impact of philosophical ideas, and how citizens make decisions in polarized political situations.

LAH 305 • Reacting To The Past

31070 • Casey, Julie
Meets MWF 10:00AM-11:00AM SZB 380
EGCWr
show description

“Reacting to the Past” introduces freshmen to major philosophical ideas and texts, including the historical context in which these ideas acquired significance. Students read primary texts, adopt the personas and perspectives of historical figures, and re-enact policy debates to explore how facts and opinions shape collective decision-making in polarized political environments. Students also write six persuasive essays (4-5 pages each) to meet the UT writing flag requirement. Course themes include ethical leadership, the role of shared values in governance, the relationship of individuals to their community, and evolving concepts of citizenship.

Dr. Elon Lang's Reacting class on MWF games include The Threshold of Democracy: Athens in 403 B.C., Red Clay, 1835: Cherokee Removal and the Meaning of Sovereignty, and The Collapse of Apartheid and The Dawn of Democracy in South Africa, 1993.

In Professor Casey's class on TTH students will investigate the impact of(1) Socratic ideals of justice during the rise of democracy after the Peloponnesian War in Athens in 403 BCE; (2) Confucian ideals of morality and ethical leadership during the final years of the Ming Dynasty in China in 1587; and (3) Rousseau’s idea of collective governance–the Social Contract --during the French Revolution, 1791.

Each unit of study is presented as an elaborate role-playing game, designed and published by the Reacting to the Past National Consortium (https://reacting.barnard.edu/), with strict rules for the players and detailed guidelines for their debates. These games divide players into competing political parties with positions across the ideological spectrum, with each team striving to implement its own ideals for society. Players adopt both progressive and conservative political agendas – with a handful of students remaining “undecided,” open to persuasion by each team. Players will determine how best to attain their goals, though they will receive intellectual guidance from the classic texts and inspiration from the lives of the historical characters they are portraying.

For the first few sessions of each game, the class will meet in a traditional seminar format, where students will learn about the historical setting of the game and the philosophical issues that will animate the debates. After these introductory sessions to set the context for each game, the class will break into competing groups, as students with similar roles join forces to accomplish their objectives. Then, as debates begin, students will come to class in their character roles and will lead the sessions. The instructor takes on the role of “Game Master,” to ensure fair play, reminding students to honor the historical context of the game.
  
The heart of each game is persuasion: students must persuade the politically unaffiliated players that their team’s views make more sense than those of their opponents. They must draw upon rhetorical strategies and facts in their arguments, and learn strategies for presenting their positions with conviction and clarity. They must present their arguments in written form through persuasive essays, as well as delivering speeches and participating in open debates from their assigned viewpoints. Players learn to navigate extreme viewpoints and polarized political environments while trying to accomplish a common goal. In short, they learn to test the theories of government and leadership against their experience as politicians and leaders. After each game, players step out of their assigned roles as historical figures and come together again as modern-day students, discussing how their re-enactment did or did not mirror history. This “debriefing” session is often as important as the game itself in learning about history, the impact of philosophical ideas, and how citizens make decisions in polarized political situations.

LAH 305 • Reacting To The Past

31075 • Casey, Julie
Meets TTH 11:00AM-12:30PM SZB 286
EGCWr
show description

“Reacting to the Past” introduces freshmen to major philosophical ideas and texts, including the historical context in which these ideas acquired significance. Students read primary texts, adopt the personas and perspectives of historical figures, and re-enact policy debates to explore how facts and opinions shape collective decision-making in polarized political environments. Students also write six persuasive essays (4-5 pages each) to meet the UT writing flag requirement. Course themes include ethical leadership, the role of shared values in governance, the relationship of individuals to their community, and evolving concepts of citizenship.

Dr. Elon Lang's Reacting class on MWF games include The Threshold of Democracy: Athens in 403 B.C., Red Clay, 1835: Cherokee Removal and the Meaning of Sovereignty, and The Collapse of Apartheid and The Dawn of Democracy in South Africa, 1993.

In Professor Casey's class on TTH students will investigate the impact of(1) Socratic ideals of justice during the rise of democracy after the Peloponnesian War in Athens in 403 BCE; (2) Confucian ideals of morality and ethical leadership during the final years of the Ming Dynasty in China in 1587; and (3) Rousseau’s idea of collective governance–the Social Contract --during the French Revolution, 1791.

Each unit of study is presented as an elaborate role-playing game, designed and published by the Reacting to the Past National Consortium (https://reacting.barnard.edu/), with strict rules for the players and detailed guidelines for their debates. These games divide players into competing political parties with positions across the ideological spectrum, with each team striving to implement its own ideals for society. Players adopt both progressive and conservative political agendas – with a handful of students remaining “undecided,” open to persuasion by each team. Players will determine how best to attain their goals, though they will receive intellectual guidance from the classic texts and inspiration from the lives of the historical characters they are portraying.

For the first few sessions of each game, the class will meet in a traditional seminar format, where students will learn about the historical setting of the game and the philosophical issues that will animate the debates. After these introductory sessions to set the context for each game, the class will break into competing groups, as students with similar roles join forces to accomplish their objectives. Then, as debates begin, students will come to class in their character roles and will lead the sessions. The instructor takes on the role of “Game Master,” to ensure fair play, reminding students to honor the historical context of the game.
  
The heart of each game is persuasion: students must persuade the politically unaffiliated players that their team’s views make more sense than those of their opponents. They must draw upon rhetorical strategies and facts in their arguments, and learn strategies for presenting their positions with conviction and clarity. They must present their arguments in written form through persuasive essays, as well as delivering speeches and participating in open debates from their assigned viewpoints. Players learn to navigate extreme viewpoints and polarized political environments while trying to accomplish a common goal. In short, they learn to test the theories of government and leadership against their experience as politicians and leaders. After each game, players step out of their assigned roles as historical figures and come together again as modern-day students, discussing how their re-enactment did or did not mirror history. This “debriefing” session is often as important as the game itself in learning about history, the impact of philosophical ideas, and how citizens make decisions in polarized political situations.

LAH 340L • Legal Internships

31085 • Levy, Mark
Meets T 5:00PM-6:30PM CBA 4.338
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This class is designed to have an experiential learning component.

America’s laws, lawyers, and courts have charted and changed the course of American history. In our classroom discussions and readings, we will explore the role of lawyers and how the practice of law has shaped American society. As a component of Liberal Arts Frontiers, students in the Legal Internships clinic will also intern in law offices or legal settings and meet weekly in class to discuss and learn from each student-intern’s experience. The hands-on experience students gain in their public service internships will help shape our classroom discussions, from topics including legal ethics and professional development to legislative oversight and settlement negotiations. Students will learn about the practice of law and how lawyers serve the public interest while gaining practical experience and first-hand knowledge of different legal fields. 

The cornerstone of the Legal Internships clinic will be your participation as a student-intern in a legal, public policy, judicial, or legislative office. While help will be provided to select your internship before the semester begins, the final choice of where you work will be yours. The role you choose should be discussed and decided upon with your host supervisor and the course instructor. Examples of suitable host agencies include the Office of the Attorney General, the Travis County District Attorney’s Office, Texas Rio Grande Legal Aid, the Texas Public Policy Foundation, RAICES, the Office of Capital and Forensic Writs, judicial chambers, or a legislator’s office. Private legal offices are not eligible to host interns. 

Students should have their host agency selected and approved before the semester begin. 

Course Bibliography: 

Case law from the Supreme Court of the United States and Circuit Courts of Appeal, as well as scholarly articles from various law journals.

Floyd Abrams: “The Soul of the First Amendment”

Erwin Chemerinsky: “Federal Jurisdiction” (Seventh Edition)

Angela Davis: “Arbitrary Justice: The Power of the American Prosecutor”

John Hart Ely: “Democracy and Distrust: A Theory of Judicial Review”

Wortham, Scherr, Maurer, and Brooks: “Learning from Practice” 

Assignments and Grading Policy: 

The Legal Internships clinic will be graded on a +/- system. The breakdown of those grades will be on a 3-4-3 basis. For example:

100-93: A       82-80: B-

92-90: A-        …

89-87: B+       …

86-83: B         62-60: D- 

Students will be required to intern for a minimum of 9 hours per week, for 12 weeks during the semester. Students will also be required by their host supervisor to complete at least one written assignment while at their internship. Successful completion of the internship portion of the course will be ultimately decided upon by your host supervisor and the course instructor. 

Students will also be required to complete journaling exercises for class reflecting on their internship work, complete at least one written report summarizing your internship (with due respect for confidentiality concerns), and participate in classroom discussions. 

Guest Lecturers: 

Guest lecturers will visit our class to highlight various specialized areas of the law, including employment law, criminal law, and disability rights. 

How to Apply 

Application: This course has a two-step application process. The application deadline is September 5, 2020, at noon. Start the application by completing Part I of the application at https://liberalarts.utexas.edu/lahonors/programs/experiential-learning.php.

Once Part I has been approved, you will be emailed Part II. The second part of the application includes a learning agreement to be filled out electronically by you and your internship supervisor. Once you have completed both Parts I and II, LAH advisors will manually add you to the course. 

Student Eligibility: Liberal Arts Honors majors with 60+ credit hours and a GPA of 3.5 or higher are eligible to apply. 

Internship Requirements & Eligibility 

Internship Host Eligibility: To be eligible for this course, the internship host agency must be a law-related nonprofit organization, government legal office, judicial chambers, or legislative office. Examples of suitable host agencies include the Office of the Attorney General, the Travis County District or County Attorney's Office, Texas Rio Grande Legal Aid, the Texas Public Policy Foundation, Texas Appleseed, judicial chambers, or a legislator's office. Private legal offices are not eligible to host interns for this course.

Internship eligibility is reviewed on a case by case basis; however, in addition to the criteria above, the internship must (1) provide direct and daily supervision and guidance; (2) provide regular access to the supervisor; (3) assign meaningful projects; and (4) provide a professional, established working environment with a strong learning component (home-office sites, shared  or co-working sites, virtual/work from home or "in the field" internships are not eligible for the course). 

Internship Hours: In addition to the hours spent in class, interns are required to complete a minimum of 9 hours at the internship site for a minimum of 12 weeks between the first and last class days of the semester. 

Internship Search Assistance 

Liberal Arts Career Services provides a number of resources and programs designed to help you succeed in your internship search. Explore the internship page https://liberalarts.utexas.edu/lacs/undergraduate-students/internships/overview.php,  including the internship site reviews https://liberalarts.utexas.edu/lacs/undergraduate-students/internships/overview.php, or visit the appointments page 

 to learn how to make an internship coaching appointment. 

Questions? 

Contact Mark Levy at mlevy76@gmail.com or 512-560-0676 for course or employer type questions. 

Contact Liberal Arts Career Services at lacs.internships@austin.utexas.edu or 512-471-7900 for application-related questions. 

University Policy: 

The University of Texas at Austin provides, upon request, appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-6441 TT.

 

 


LAH 350 • Covid Crisis: Fin Fragile Ams

31095 • Dickerson, Mechele
Meets TTH 9:30AM-11:00AM RLP 2.606
CD
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Using the lens of the coronavirus pandemic, this class will examine why so many American households lead economically precarious lives. These households have been struggling financially for decades but COVID-19 has exposed and exacerbated those struggles.

The class will explore how laws and policies over the last 50 years have caused workers to have stagnant and unstable income and limited employee benefits.  We also will explore the recent growth in the “contingent” workforce of non-employees who are deemed gig, contractor or temporary workers (not full-time employees) and how this labor market instability increased health and economic risks for workers (particularly “essential” service workers) during the coronavirus pandemic. 

We also will see how COVID affected K-12 public school systems and consider why children in this country may receive radically different educational services based almost solely on their parents’ household income. COVID-19 exposed a vast digital divide that has existed for years, and this divide has made it less likely that children who lack access to the Internet and private academic tutoring will thrive (or even survive) in online Zoom classes. We also discuss how income and racial educational disparities continue after high school and why these post-secondary disparities causes income disparities and make it hard for some workers to save.

Throughout the course, we will consider how the pandemic has had disproportionately negative effects on certain groups, particularly Latinos, Blacks, mothers with your children, and young adults.  

Course Readings Include: 

What If Something Happens? A Qualitative Study of the Hopes and Anxieties of the American Middle Class Before and During the COVID-19 Pandemic,  Jennifer M. Silva, Isabel V. Sawhill, Morgan Welch, Tiffany N. Ford 

Struggling in a Good Economy, and Now Struggling in a Crisis The New York Times, Patricia Cohen 

6 Facts About Economic Inequality in the U.S., Facttank, Katherine Schaeffer 

COVID-19 Cuts Hit Contingent Faculty Hard. As the Pandemic Drags On, Some Question Their Future., The Chronicle of Higher Education 

Health and Wealth Inequality in America. How COVID-19 Makes Clear the Need for Change. The Foundation for Research On Equal Opportunity

 

 


LAH 350 • Elizabethan Poetry And Prose

31100 • Barret, Jk
Meets TTH 12:30PM-2:00PM CAL 323 • Hybrid/Blended
CDGCWr (also listed as E 374K)
show description

E 374K  l  Elizabethan Poetry and Prose: HONORS

Instructor:  Barret, J

Unique #:  36615

Semester:  Fall 2021

Cross-lists:  LAH 350, 31100

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing

Description:  In this Honors seminar, we will read some of the most influential, most experimental and most powerful poetry and prose in the English language.  We will explore questions of artistic representation, nationalism, religious reformation, new audiences, genre, form and linguistic innovation (to name but a few) by immersing ourselves in the fictions of an age renowned for its insatiable literary appetite.  We will survey influential source texts, short poems, poetic theory, and large-scale poetic and imaginative projects including Edmund Spenser’s Faerie Queene.  Students will develop familiarity with formal techniques, narrative structures, and critical approaches as we investigate the Elizabethan passion for poetic innovation.  Drawing on a variety of modalities to introduce students to various research tools and methodologies, this course will help students develop writing and research skills.

This course will include a mix of in-person and online sessions designated by the instructor over the course of the semester. All students enrolled in this course are required to attend both in-person and online sessions. Individual class sessions will be conducted in one modality only. It is NOT possible to take this course online-only. It is NOT possible to attend in-person sessions remotely.

Requirements & Grading:  Written assignments will include informal discussion board posts, research exercises, creative exercise, collaborative annotation, a prospectus, and two papers.

Research and creative exercises: 20%; Quizzes: 10%; Papers, etc.: 45%; Participation, etc.: 25%


LAH 350 • Fnds Of Intercul Competncy

31105 • Jones, Brandon
Meets MWF 11:00AM-12:00PM BUR 228
CD
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Course Description:

Intercultural competency is the ability to accurately understand and adapt behavior to cultural difference and commonality (Hammer, 1998). This course is designed to help students improve their self and other awareness, understand culture, improve cross-cultural communication, and increase intercultural competency. 

Course Readings:

  • Bennett, M.J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Towards multiculturalism: A reader in multicultural education (second edition, pp. 62-77). Newton, MA: Intercultural Resource Corporation.
  • Hammer, M.R. (2009). Solving Problems and Resolving Conflict Using the Intercultural Conflict Style Model and Inventory. In M.A. Moodian (Ed.). Contemporary Leadership and Intercultural Competence (Ch.17, pp. 219-232). Thousand Oaks, CA: Sage.
  • Hammer, M.R. (2008). The Intercultural Development Inventory (IDI): An Approach for assessing and building intercultural competence. In M.A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations. Thousand Oaks, CA: Sage.

LAH 350 • Inequality In US Educ Sys

31155 • Pikus, Monique
Meets TTH 11:00AM-12:30PM RLP 2.606
CDWr (also listed as SOC 345D)
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For centuries many have seen the United States as the land of opportunity. Free public education is often viewed as one of the key pillars of opportunity in the U.S. Yet, the quality of public education varies greatly depending on the neighborhood and characteristics of the student. In this class, we will examine how inequality has developed and is maintained within the American public education system. We will learn and critique existing theories of educational inequality such as meritocracy, stereotype threat, and oppositional culture. Next, we will explore the effect of students’ traits on how they interact with and experience school in the U.S. Race/ ethnicity, gender, social class, and special educational needs are just a sample of the attributes that we will investigate. In addition, we will pay particular attention to the role of school funding and residential segregation in maintaining disparities in educational quality. We will conclude by exploring current efforts to combat inequality within the public education system through school choice, accountability campaigns, community-based school reform, and other efforts.


LAH 350 • Latinx Young Adult Lits

31109 • Perez, Domino
Meets TTH 11:00AM-12:30PM CAL 419
CD (also listed as E 323D)
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E 323D  |  Latinx Young Adult Literatures: HONORS

Instructor:  Perez, D

Unique #:  36404

Semester:  Fall 2021

Cross-lists:  LAH 350, 31109

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  This course will focus on popular and/or contemporary young adult literature.  We will engage critically with the literary and cultural criticism that emerged in the wake of popular series, such as the Harry Potter, Twilight, and The Hunger Games, to examine the broader issues being addressed in contemporary young adult literatures.  One major goal is to consider how the literature intervenes in social, cultural, and political concerns, while at the same time maintaining broad appeal.

Tentative Reading List:  Rowling, J.K. Harry Potter: The Sorcerer’s Stone (1998); Meyer, Stephenie. Twilight (2005); Collins, Suzanne. Hunger Games (2008); Murphy, Julie. Dumplin’ (2015); Older, Daniel José. Shadowshaper (2015); Rivera, Gabby. Juliet Takes a Breath (2016); Thomas, Angie. The Hate U Give (2017)

Acevedo, Elizabeth. The Poet X (2018)

Requirements & Grading:  Reading/Viewing Responses 20%; Film Review 20%; Research Report (3-4 pp.) 20%; Seminar Paper (8-10 pp.) 40%.


LAH 350 • Modernism And Literature

31110 • Cullingford, Elizabeth
Meets TTH 2:00PM-3:30PM UTC 4.120
CDGCWr (also listed as E 343L)
show description

E 343L  l  Modernish and Literature: HONORS

Instructor:  Cullingford, E

Unique #:  36485

Semester:  Fall 2021

Cross-lists:  LAH 350, 31110

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  This class will focus on Anglophone Modernist writers during the period 1898-1930, highlighting the relationship between literature and its historical and cultural contexts.  Topics for discussion will include:  1) World War 1, new technology, and urbanization. 2) The new discipline of psychology and its concept of the subconscious mind. 3) The new discipline of anthropology and the idea of the primitive. 4) Changing gender relations and definitions (suffrage, soldiers, and sexuality).

We will study Modernist poetic and fictional techniques: the abandonment of nineteenth-century realism in the interests of a more subjective apprehension of "reality"; the challenge to the omniscient author and the development of "stream of consciousness" narrative; perspectivism and ambiguity; the use of myth and literary allusion as structuring principles; the pursuit of "organic form," the embrace of “difficulty” by some modernist writers.

Texts:  Joseph Conrad, The Heart of Darkness, 1899 • James Joyce, “The Dead,” 1914; Portrait of the Artist as a Young Man, 1916 • D. H. Lawrence: “Odor of Chrysanthemums,” 1911; “Tickets Please,” 1918 • T.S. Eliot, "The Love Song of J. Alfred Prufrock," 1917; The Waste Land, 1922 • Katharine Mansfield, “The Garden Party,” 1922 • Virginia Woolf, Mrs. Dalloway, 1925; To the Lighthouse, 1927 • W. B. Yeats, poems from The Tower, 1928.

Requirements & Grading:  Attendance and Participation -- Your attendance and participation in the class are required, and will be graded.  In life, a great deal of success consists in just showing up.  You must come to class with your text, having already read the assigned materials, and be prepared to contribute to discussion and close reading.

If you cannot make class for any other good reason (illness, job interview, family emergency), please email me beforehand and your absence will be excused.

This class carries the Writing Flag. -- “Writing Flag courses are designed to give students experience with writing in an academic discipline.  In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing.  You will also have the opportunity to revise one or more assignments.  You should therefore expect a substantial portion of your grade to come from your written work.”

For a good grade (A or B) clear, grammatical writing and coherent argumentation will be essential.  Students who have problems with their writing are strongly encouraged to meet with me and visit the University Writing Center:  http://uwc.utexas.edu/.

Grades will be based on:  Two 1,200-word essays, revised after feedback from me. Original and revised grades will be averaged, and each average will be worth 20%, for a total of 40%.  A final research paper (30%).  Reading responses (300 words each) posted to our Canvas discussion board (20%).  Attendance (5%), Informed participation (5%).  Plus/minus letter grades will be assigned for the overall course grade.

Academic Integrity and Plagiarism

Everyone is expected to abide by the University Code of Academic Integrity: “The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.”

All work submitted for academic credit must be your own; it must also be produced expressly for this course.

All sources used in writing an essay, including internet sources, must be acknowledged in your Bibliography.

Plagiarism will result in a failing grade for the assignment.

Course Website

I will use Canvas to organize the course, to give you access to essay writing guides and other materials, and to send out announcements and emails.

You will use Canvas to submit your personal information surveys, reading responses, and essay assignments, and to keep up to date with my announcements. Please check Canvas every day.

Additional Policies

Accommodations for Students with Disabilities

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, please contact Services for Students with Disabilities: http://ddce.utexas.edu/disability/ (Links to an external site.) (Links to an external site.).

Religious Holy Days

Anyone who needs to miss class for the observance of a religious holy day should let me know as soon as possible.


LAH 350 • Money In Amer Politics

31145 • Roberts, Brian
Meets W 3:30PM-6:30PM PAR 310
CD (also listed as GOV 370R)
show description

     This course explores the nature and consequences of money in American politics and why, at this point in history, we find ourselves embroiled in the most significant debate over campaign finance reform in over thirty years.   The debate goes to the heart of the U.S. Constitution, pitting the First Amendment rights of speech and assembly against the perceived fairness and efficacy of a republican government awash, some claim, in increasingly unaccountable money.

     Campaign finance issues lie at the crossroads of a bewildering number of analytical perspectives.  We (must) examine the work of historians, social scientists, legal scholars, and interested parties on all sides of the debate in an effort not only to assess current policy debates but also to understand how we got here.  During the course we confront and seek answers to a host of questions, including, but by no means limited to:

- How will corporations respond to the Supreme Court’s recent decision permitting unlimited political advertising?

- Why did most 2008 presidential candidates abandon the system of public financing for presidential elections? -Why does the public believe that corporations play such a large role in funding federal election campaigns?

-Why does the Supreme Court allow public perceptions to determine the constitutionality of campaign finance laws?

-Why do U.S. Senators refuse to report their campaign finance activity electronically to the Federal Election Commission?

-How and why is the Internet treated differently than other means of political communication by campaign finance laws?

-What are the consequences of unlimited individual contributions to state election candidates in Texas?

Texts and Works: 

Corrado, Anthony, et al. The New Campaign Finance Sourcebook. 2004. Washington D.C.: Brooking Institution;
Corrado, Anthony and David Magleby Financing the 2008 Election. 2010. Washington D.C.: Brooking Institution;
McChesney, Fred. Money For Nothing: Politicians, Rent Extraction, and Political Extortion.  1997. Cambridge: Harvard University Press;
Urofsky, Melvin., Money & Free Speech: Campaign Finance Reform and the Courts. 2005. Lawrence, KS: University of Kansas Press. Other readings as assigned.

 

 

 

 

 

 

 


LAH 350 • Pub Pol Intrnships/Advocacy

31115 • Merfish, Brett
Meets T 3:30PM-5:00PM PAR 310
CD
show description

 Course Description

Public policy shapes our society and our lives in big and small ways. This course will provide an introduction to political institutions and processes through which public policy is made in the United States at various levels and branches of government.  We will also explore how public policy can be changed and challenged and the role that public policy professionals and advocates can play in that process.  

This course will use case studies, policy reports, and articles on current issues to provide concrete examples of how public policy is made, functions, and how public policy can be changed. Students will learn about policy analysis, research and data collection, and advocacy.  Students will learn how to gather information via research and open records requests and then apply that data to understand how policies are working.  The course will also cover legislative history and its role in understanding why a policy is the way it is.  

Examples of issues the course may cover include but are not limited to juvenile justice, youth homelessness, criminal justice, and the school to prison pipeline.  Readings will include case studies on relevant policy issues (such as from graduate university presses like Georgetown University), policy reports from statewide and national policy organizations (such as Texas Appleseed and the Vera Institute), administrative rulemaking materials (such as public comments to state agencies), and advocacy materials including testimony before state lawmakers and lobbying handouts (such as those used by groups like the Texas Fair Lending Alliance or Texans Care for Children).  

Through this course, you will participate in a public policy oriented internship.  This position can focus on an issue or institution of interest to you, and while assistance will be provided to select your internship before the semester begins, where you work is your decision.   The role you select should be discussed and decided upon with your host supervisor and the course instructor. Examples of suitable host agencies include county and city officials, city, county, or state agencies, area non-profit organizations that have policy as part of their mission, public policy think tanks (e.g. the Texas Public Policy Foundation and Center for Public Policy Priorities), and state legislators’ offices.  Students should make their best effort to have their host agency selected and approved before the semester begins. 

To be eligible for this course, the internship host agency must be a policy-related nonprofit organization, government agency, or elected official’s office at the city, county or state level.  Internship eligibility is reviewed on a case-by-case basis.  The internship must (1) provide direct and daily supervision and guidance; (2) provide regular access to the supervisor; (3) assign meaningful projects; and (4) provide a professional, established working environment with a strong learning component (home-office sites, shared or co-working sites, virtual/work from home or "in the field" internships are not eligible for the course). 

The hands-on experience students will gain in their public service internships will help shape classroom discussions. Students will learn about the field of public policy while gaining practical experience and first-hand knowledge of what it is like to work in public policy.

 

 

 

 

 


LAH 350 • Sicily: Myth/Reality/Mafia

31160 • Carter, Daniela
Meets TTH 2:00PM-3:30PM HRH 2.112
CD
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At the cross of the Mediterranean, placed at the most strategic location, Sicily has been the coveted island of Greeks, Romans, Arabs, Normans, Spaniards. These diverse civilizations contributed to the creation of a Sicilian culture that is unique in its richness and complexity. The course will briefly survey the artistic traces left by those civilizations placing them in dialogue with the present Sicilian reality they contributed to create. From the Greek temples of Agrigento and Segesta through the Byzantine mosaics of Palermo and Cefalù, the baroque Spanish churches, to the lush colors of Guttuso’s paintings, the course will try to tie together the visual images of Sicily with its literary and filmic expressions.  Major historical and social phenomena such as Mafia, Italian unification, sexual mores will be discussed through the texts of Verga, Pirandello, Sciascia, Tomasi di Lampedusa, and films by Visconti, Germi, Taviani brothers, Giordana, Amenta. 

TEXTS:

Verga, Giovanni: selected short stories on Canvas

Pirandello, Luigi: Selected short stories on Canvas (please, print them for class discussion, since laptops, iPhone, iPads should not be used in class)

Tomasi di Lampedusa, Giuseppe: The Leopard

Brancati, Vitaliano: Beautiful Antonio

Sciascia, Leonardo. The Day of the Owl

___________ Parts of Sicily as Metaphor 

FILMS

Amenta, Marco: The Sicilian Girl

Pietro Germi: Seduced and Abandoned

__________ : Divorce Italian Style

Traviani Brothers: Kaos

Marco Tullio Giordana: The One Hundred Steps

Visconti, Luchino:  The Leopard 

On Canvas: Power points of Greek temples in Agrigento, Segesta, Senilunte; of Sicilian Baroque Architecture; of paintings by Antonello da Messina and Renato Guttuso with relative texts.


LAH 350 • Soc Ineq & Health In U.s.

31120 • Musick, Marc
Meets TTH 12:30PM-2:00PM RLP 2.606
CD (also listed as SOC 321K)
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This course examines patterns of health and illness in the US and their possible causes.  By focusing on societal structures and demographic trends, the course is able to uncover the ways in which American society and social interactions shape health outcomes across the adult population.  Some attention in the course is also devoted to the healthcare system in the US and the ways in which it leads to certain population health outcomes.  The course is designed with experiential learning in mind, thus it requires students to undertake projects that help them better understand how health outcomes are patterned in the community around UT Austin.


LAH 350 • Spatializing Culture

31125 • Weinreb, Amelia
Meets MWF 1:00PM-2:00PM MEZ 2.124 • Hybrid/Blended
CDGCWr (also listed as J S 365)
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COURSE DESCRIPTION:

The “Spatial Turn” emerged in the late twentieth and early twenty-first century as an interdisciplinary theoretical frame spanning the social sciences and humanities. It has transformed the understanding of the way space, place and landscape is produced, perceived, and experienced. This seminar will consider spatialization of various cultural groups. We will start with a shared example of Jewish cultures, and move on to individually selected cultural case studies that result in a final research and analysis paper. Throughout the course considering core themes such as: the power relations evident in economic, ideological, and technological production of space; the relationship between memory, history, and landscape; emotion in and about space, and more. The course is recommended for motivated LAH undergraduates in any discipline, with an intellectual curiosity about cultural geography, spatial theory and Jewish Studies, but requires no previous knowledge on any of these topics. This course is experimental, highly interactive, and focuses on the writing process. 

CORE TEXT: 

The People, Place, and Space Reader, edited by Jen Jack Gieseking and William Mangold, with Cindi Katz, Setha Low, and Susan Saegert (Routledge, 2014). Available as a both a book and an e-reader. The volume brings together important writings of scholars, designers, and activists to examine how space and place are produced through large- and small-scale social, political, and economic practices. Introductions from the editors precede each section, contextualizing the texts, their significance, and the key issues surrounding the topic 

Other short, supplemental reading will be assigned, and posted on Canvas.

 


LAH 350 • The Graphic Novel

31130 • Schlund-Vials, Cathy
Meets MWF 2:00PM-3:00PM CAL 221
CD (also listed as E 324C)
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E 324C  l  The Graphic Novel: HONORS

Instructor:  Schlund-Vials, C

Unique #:  36415

Semester:  Fall 2021

Cross-lists:  LAH 350, 31130

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  This class takes seriously and centrally the rise of the graphic novel as a legitimate site of interdisciplinary inquiry and scholarly engagement.  From mainstream superhero serials to book-length graphic novels, from Marvel to manga, comics as blended image/text genre engages diverse disciplines, embodies varied methodologies, and encompasses multiple geopolitical spaces.  This wide-ranging approach to graphic novels and comics narrative draws upon literary critic Ramzi Fawaz’s contention in a 2019 PMLA article that comics is “a medium that demands an exceptionally rigorous account of multiplicity.”  Following suit, we will contextualize our readings of graphic novels via literary mode, media history, visual culture, artist interviews, comics theory, and comics criticism.

Texts (A partial list, subject to change):  McCloud, Scott. Understanding Comics; Spiegelman, Art. Maus (Volumes 1 and 2); Lewis, John, Aydin Andrew, and Powell, Nate, March (Volumes 1, 2, and 3); Tran, G.B., Vietnamerica; Quintero, Lila Weaver, Dark Room: A Memoir in Black and White; Ware, Chris. Jimmy Corrigan; Millar, Mark. Superman: Red Son; Bechdel, Alison. Fun Home; Asano, Inio. What a Wonderful World!; and Tomine, Adrian. Shortcomings.

Requirements & Grading:  Participation in Class discussion, 15%; Weekly Responses, 20%; Short Midterm Paper (4-6 pages), 30%; and Final Paper/Project (8-10 pages), 35%.


LAH 350 • The Johnson Years

31150 • Lawrence, Mark
Meets TTH 9:30AM-11:00AM LBJ 10.150
CD (also listed as HMN 351C)
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Nearly fifty years after it ended, the presidency of Lyndon Johnson continues to inspire enormous interest and controversy. What sort of person was LBJ? What motives underpinned his greatest achievements and biggest errors in both the domestic and international arenas? How can we reconcile the triumphs of civil rights and other transformational Great Society initiatives with the disaster of the Vietnam War? What is LBJ’s legacy? What importance does the Johnson presidency hold in the long flow of history, and why does LBJ remain a contentious figure? These are among the major questions at the heart of this seminar. In addressing them, we will read and discuss scholarship and primary sources on President Johnson and his times. We will also meet with various participants in – or close observers of – the Johnson administration.  

Students will be evaluated largely on their preparation for, and participation in, seminar meetings where we will focus on the questions listed above. The course is also, however, designed to help students improve their skills in argumentative writing – skills with enormous value not only inside the academy but also in law, journalism, business, and other career fields. To this end, each student will write four short essays. Although these papers will take various forms (film review, role-play exercise, op-ed, etc.), all of them are designed to help students wrestle with complex information, develop a central argument, and present their ideas clearly and concisely.

 


LAH 350 • Your Data/Your Privacy

31140 • Gold, Bradley
Meets TTH 3:30PM-5:00PM RLP 0.122
CD
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Description

Your data is valuable, and a lot of companies and organizations would love to share and sell it.  Many say that “data is the new oil”, but is that accurate?  No prior knowledge of data analytics or privacy engineering is required, and we will discuss together what personal data is, how companies collect it, and why they might want to sell it.  This class will be a thoughtful investigation into current and upcoming standards regarding data privacy, information technology (IT) security, and related fields such as Engineered Intelligence, and related products such as autonomous vehicles.    

In this class, you will have the chance to engage in learning about a new multi-disciplinary field, and be able to bring your own knowledge and expertise to the conversation.  This class will be a thoughtful exploration of the current state of cybersecurity and data privacy both in the US and globally. We will discuss corporate interests in data privacy, consumer interests in data privacy, changes in regulations, and the impact these fields have on the average person. No prior knowledge of the subject is required, we will work together throughout the class to educate ourselves and our classmates on topics within this realm that are both of interest to us and matter to others.  During the semester, above and beyond our core course content, you will have the opportunity to research a granular topic you are interested in regarding data privacy, and teach your peers about that specific sub-topic.   

Readings

Readings will come from international standards documents, current laws, and news articles. All of which will be made available to you via canvas or in class.

Viewings

News clips and other informational videos will be assigned occasionally.  Students will also be welcome to suggest and share relevant learning materials throughout the semester.

 

 

 

 


LAH 352C • Germany In The 20th Century

31165 • Crew, David
Meets TTH 3:30PM-5:00PM GAR 0.120
EGCWr (also listed as HIS 337N, REE 335)
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Description: Hitler and the Nazis have given twentieth-century Germany a world-historical significance it would otherwise have lacked. Even from our vantage point, the Nazi regime is still one of the most dramatic and destructive episodes in western European, indeed, in world history. Nazism is synonymous with terror, concentration camps and mass murder. Hitler's war claimed the lives of tens of millions and left Europe in complete ruins. The danger resides in the temptation to view all of German history from the end of the nineteenth-century onwards as merely the pre-history of Nazism, thereby failing to deal with each period on its own terms. And what do we do with the more than half a century of German history since 1945? With the defeat of  Nazi Germany in 1945, the course of German history appears to have experienced a radical break. New political and social systems were imposed upon the two sides of the divided Germany by the victors. The hostilities of the Cold War appeared to ensure a permanent division of Germany, which in 1961 assumed a compelling symbolic form, the Berlin Wall. But in 1989, the dramatic changes in the Soviet Union and Eastern Europe revolutionized East Germany as well. The Berlin Wall came down, East and West Germany were once again joined together in one nation. What exactly this newest version of the German nation will look like in ten or twenty years is still unclear. 
In the first half of the course, we will begin by discussing the origins and effects of  World War One(1914-1918), then move on to the German Revolution(1918-1919) and the Weimar Republic(l9l8-l933), the Nazi regime (1933-1945) and the Holocaust. The questions we will focus on here are: Was Germany’s first experiment with democracy between 1918 and 1933 doomed to failure? What factors contributed to the rise of Nazism and how did the Nazi regime affect Germany and Europe? Were all vestiges of Nazism destroyed in 1945? In the second half of the semester we will discuss the history of  Germany in the Cold War(1945-1989). We will end by talking about the consequences of the end of the Cold War and the fall of the Berlin Wall (1989 to the present). Here, the main questions will be: Did, West and East Germany follow fundamentally new paths? What clues can be found in the histories of the Federal Republic in West Germany and the German Democratic Republic in East Germany since 1949 that may indicate the possibilities for change in the future? How has the unification of East and West Germany affected Germany's role in Europe and the world?
 
 
Required Reading:
Mary Fulbrook,The Divided Nation

Erich Maria Remarque, All Quiet on the Western Front

Richard Bessel(ed.) Life in the Third Reich

Primo Levi, Survival in Auschwitz

Peter Schneider, The Wall Jumper

We will be working extensively with materials on this site: http://germanhistorydocs.ghi-dc.org/
 
Assignments/Grading:
(1)Two longer essay assignments (each 6-8 pages typewritten, each worth 30% of your final grade) which ask you to think critically about some of the major issues in twentieth century German history.
(2)In addition to these two longer essay assignments, you will be asked to write one shorter essay (4-5 pages typewritten—worth 20% of the final grade) on any one of the books by  Remarque, Bessel, Levi, or Schneider.


LAH 358Q • Supervised Research

31170
show description

Supervised Research. Individual instruction. Prerequisite: A
University grade point average of at least 3.50 and consent of the
liberal arts honors program adviser. Only one LAH 358Q may be applied towards college honors. Course may be repeated.


LAH 679TA • Honors Thesis

31175
show description

Restricted to Plan I majors in the College of Liberal Arts. Supervised research, reading, and writing of a substantial paper on an interdepartmental subject.


LAH 679TB • Honors Thesis

31180
IIWr
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Restricted to Plan I majors in the College of Liberal Arts. Supervised research, reading, and writing of a substantial paper on an interdepartmental subject.