Sample Courses

Economics

Michael Claudon, ECON 455: Competitive Strategies Seminar: Theoretical and applied analysis of profitability and market success; of how competitive forces within and among industries shape and are influenced by competitive strategy; and of the dynamics of competitive strategy formulation and implementation by individual companies in diverse competitive environments. 

Michael Claudon, ECON 356: Competition and Strategy in the Digital Age: This course addresses issues relevant to the central question in corporate strategy within an emerging digital age context: What factors determine firm success? We will focus on how firms achieve and sustain superior performance in the face of competitive pressures. We will adopt a practical, problem-solving approach and combine a range of theoretical perspectives for analyzing competition among firms, with a particular focus on Vermont-based early stage and technology companies. The course couples the introduction of relevant concepts and analytical tools for industry and competitive analysis with their application to real-world case studies in a variety of industries and digital-age contexts. Students will be expected to develop a sophisticated understanding of the forces that drive competition and success. 

Jon Isham, ECON/ENVS24: The Role of Social Capitol in the Green Mountain State (see also Environmental Studies)

English

Barbara Ganley, ENGL170: Introduction to Creative Writing:This course offers an introduction to the writing of poetry, short fiction, and nonfiction through the analysis of writings by modern and contemporary poets and regular discussion of student writing. The service-learning component incorporated in Professor Ganley's section involved work with the Shoreham Elementary School in sharing pieces written by both college and elementary school students.

Environmental Studies

ENVS401: ES Senior Seminar: A single environmental topic is explored in this course, through reading, discussion, and individual research. Topics vary from semester to semester, but will focus on issues with relevance to the local region and with interdisciplinary dimensions such as temperate forests, lake ecosystems, or public lands policy. Taught byJohn Elder, Rebecca Gould, Nan Jenks-Jay, Christopher McGrory-Klyza, Kathryn Morse, Peter Ryan, and Stephen Trombulak, supported by Diane Munroe.

Pete Ryan and Steve Trombulak, ENVS360: Environmental Science Practicum:The focus of this course is on a group research project designed to answer a specific question in the environmental sciences that involves integration of information and techniques across the disciplines of biology, chemistry, geology and physics. The specific project will change from year to year, but may include investigation of questions related to water quality, soil chemistry, and forest ecology. The goals will be to gain experience with the skills necessary to conduct research in the environmental sciences, acquire a practical understanding of the interdisciplinary nature of environmental science, and develop an appreciation for the power of scientific methodology to answer questions about the environmental effects of human activities.

Jon Isham, ENVS211: Environmental Policy:This course covers the formation and implementation of conservation and environmental policy at the local, state, national, and international levels. The course will explore how stakeholders and institutions critically affect the policy process, focusing on historic policy challenges in the United States and current policy challenges in Vermont. The course will be built around field-based service learning projects that illustrate the policy process in action. In designing and implementing these projects, students will frame research questions that build on their own experiences in the field as well as the environmental policy literature. The service impact of these projects will be to assist a set of stakeholders to improve the management and stewardship of selected ecosystems and natural resources.

Geography

Guntram Herb, GEOG340: Explanation in Geography: This seminar begins with an exploration of the philosophical underpinnings of contemporary geography. Investigation of the relations among paradigms, objectives, and methods provides a transition to more explicit consideration of research methodologies which includes problem definition, research design, analytical models, and data collection.

Peter Nelson, GEOG221: Rural Geography:This course explores the intersection between demographic, economic, cultural, and environmental forces on the rural landscape in both advanced economies and LDCs. Students will be exposed to theoretical and empirical approaches to rural development in different international and regional contexts, as well as problems associated with these development paradigms. Particular attention will be paid to neoliberal economic policies and their impacts on rural areas, and the course will frequently draw on examples from New England and North America. Additionally, the world is becoming increasingly urbanized, so we will examine the ways people come to know rural areas through the media, literature, and travel.

German

Kamakshi Murti, GRMN/WAGs 228: Women's Fictions in German-Speaking Countries: This course provides an overview of women's cultural productions from the Weimar period to Reunification and explores issues of gender, female authorship, personal and national identity, and the politicization of the private sphere within the German cultural context.

History

Darien Davis, FYSE035: Human Rights: This course was taught as a first year seminar for incoming students.

Mathematics

Janine Clookey, FYSE027: When People Work Together, Communities Change:This course was taught as a first year seminar for incoming students.

Janine Clookey, MATH250: Ethnomathematics

Psychology

Marcia Collaer, FYSE 1083: Intelligence-Multiple Perspectives: What is intelligence? Does it matter? What factors influence it? How does it relate to brain function and to the concept of the mind? What does it mean to be high or low in intelligence, and what impact does this have? What controversies and misuses have resulted from intelligence assessment? Through writing assignments and oral presentations, students will consider, analyze, and explain these issues. Students will read scientific articles, books, and articles from the popular press. Perspectives will encompass psychological, biological, sociological, and historical viewpoints. 

Barbara Hofer, PSYC 0424: Exceptional Learners: The purpose of this senior seminar is to provide a foundation and analysis of psychological, biological, social, and legal concepts related to the education of students with special needs. We will investigate the basic characteristics and educational needs of children and adolescents who have been determined to differ significantly from others in terms of mental, physical, and/or emotional characteristics and how teachers, psychologists, and other professionals might best provide appropriate and equitable educational services.

Michelle McCauley, PSYC 0230 Psychology and Work: An Introduction to Industrial/Organizational Psychology: Students will learn how psychology is applied in industry and business settings. In particular, we will examine the psychological assessments used in hiring, evaluating, and training employees; issues involving harassment at work; organizational attitudes and behavior; and employee satisfaction, stress and well being, work motivation, and leadership. Students will design a structured interview and perform job analysis, read empirical research, and address the basic issues of validity in work assessments.

Sociology

Dwight Fee, FYSE029:The Sociology of Friendship:This course was taught as a first year seminar for incoming students.

Sociology and Anthropology

David Napier, FYSE 1036: Primary Health Care Interactions:This course is geared toward students interested in primary health care, and in particular, how changes in contemporary health practice influence the health and well-being of rural Vermonters. A two-day symposium involving policymakers, health educators, and medical practitioners, from rural Vermont is designed to allow students to gain first-hand awareness of how medicine is practiced in Vermont and to provide a general context for the second part of the course, SOAN 161.

David Napier, SOAN 161: Primary Health-Care Preceptorship:The continuing phase of Primary Health Care Interactions involves living in a Vermont community, typically for one month with a preceptor (mentor) who is a physician in primary care, family or general practice, or pediatrics. The preceptorship provides students with the major experiential component of the program. In addition to close monitoring of the physician's daily activities, students are encouraged to become interns in a number of volunteer settings that enable them to understand how local health care is given and received. Under the supervision of his/her physician-mentor, each student defines and engages in a specific community-health project. A daily account about the preceptorship experience is kept; an essay is submitted at its conclusion, along with a report about the community-health project. Where possible, students are encouraged to return to the site of the preceptorship for future volunteer work.  

Spanish

Llorenc Comajoan, SPAN304: Ideas and Cultures of Spain:An analysis of major sociopolitical and cultural elements in representative Spanish texts, from the Middle Ages to the present. Works to be discussed will illustrate cultural elements that bear upon the formation of present day Spanish civilization.  

Ana Martinez-Lage SPAN421: The Nationalisms of Spain:Since the late 1400s, Spain has endured the constant tension between acceptance and rejection by a centralized power, which has attempted, at times with clear success, to eliminate regional differences and to eradicate national identities. After almost 40 years of strict repression (1930-1975), the return to democracy in Spain has revitalized strong nationalist sentiments, particularly in the regions known as Cataluna, Pais Vasco, and Galicia. In this course students will examine the birth, establishment, and evolution of these nationalist movements from a historical, social, and political perspective. Students will consider how these regions view themselves and one another. Further, the course will examine many of the radical forms of nationalism, such as terrorism and xenophobia, and their impact upon the national as a whole. Students will also explore how regional nationalism might survive the consolidation of the European Union.

Teacher Education

Gregg Humphrey, TEDU305:Teaching of Literacy and Social Studies in the Elementary Classroom: This course is designed to provide perspective elementary teachers with an understanding of literacy and social studies instruction for all learners in K-6 classrooms. In addition to the classes, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). The course will view literacy development (reading, writing, speaking, listening, and viewing) in such a way that assessing and planning instruction fits naturally into everyday classroom activities. The course will explore a variety of topics and issues related to social studies: Vermont and National standards, interdisciplinary approaches, and assessment.

Gregg Humphrey & Bob Prigo, TEDU315:Teaching of Mathematics and Science in Elementary School:This course is an examination of current theory, research, methods, and materials of elementary school mathematics and science. In addition to the classes and lab, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). Students will construct a working knowledge of assessment and the scope and sequence of mathematics and science skills, concepts, and dispositions; how children learn mathematics and science; effective teaching skills and strategies; and the role of national and Vermont standards in teaching and learning mathematics and science.

Theater and Dance

Andrea Olson, THEA161: Advanced Beginning Dance:This provides grounding in the craft of modern dance to proceed to more advanced levels. Modern dance movement techniques are strengthened to support an emerging individual vocabulary and facility with composition. Students regularly create and revise movement studies that focus on the basic relationship of music and dance. Readings, journals, and formal critiques of video and live performance contribute to the exploration of dance aesthetics and develop the critical expertise.  

Andrea Olson, THEA380: Dance Company of Middlebury:The dancers work with the artistic director and guest choreographers as part of a dance company, learning, interpreting, rehearsing, and performing dances created for the company repertory. Those receiving credit can expect four to six rehearsals weekly. Appropriate written work, concert and film viewing, and attendance in departmental technique classes are required. Auditions for company members are held in the fall semester for the full year. One credit will be given for two terms of participation. Performances and tours are scheduled throughout the year.

Héctor Vila, FYSE 1094 The Future of Communities: Technology and Social Revolution: What will educational communities be like in the future?  What role will technology play?  Are political, social, and fan communities changing into yet-to-be-defined formations?  This interdisciplinary, inquiry-based course will investigate how communities are meeting the challenges of altered definitions of space and time; how communities are emerging from disparate spaces; how our identities are being redefined as a consequence.  We will examine different communities, work in the field in each, and use technology as a collaborator.  Readings will include William Gibson's Neuromancer, Howard Rheingold's Smart Mobs, David K. Shipler's The Working Poor: Invisible in America.