ENROLL

Valerie K. Fox-Coughlin

Extra Time Required

Cindy Blaha

Prerequisite: Astronomy 100, 110, 127, 232, 233, Physics 226, 228, 232, 233 or instructor permission

S/Cr/NC only

Debby Walser-Kuntz, Emily K. Ho, Sarah Deel

This offering of Biology 125 offers a problem solving approach and covers the same concepts as the winter version of Biology 125. The course format allows time in class to apply new concepts by working through case study type problems with faculty present. Students enter Carleton from a wide variety of academic experiences, and this offering of Biology 125 is designed to provide a level playing field for students regardless of previous science background. In addition, the active learning component of the course is beneficial for students who like to learn by doing. Students who complete this course are well-prepared to continue on to Biology 126.

Sophomore Priority

Waitlist for Juniors and Seniors: BIOL 125.WL3 (Synonym 58406)

Debby Walser-Kuntz, Emily K. Ho, Annie Bosacker

This offering of Biology 125 offers a problem solving approach and covers the same concepts as the winter version of Biology 125. The course format allows time in class to apply new concepts by working through case study type problems with faculty present. Students enter Carleton from a wide variety of academic experiences, and this offering of Biology 125 is designed to provide a level playing field for students regardless of previous science background. In addition, the active learning component of the course is beneficial for students who like to learn by doing. Students who complete this course are well-prepared to continue on to Biology 126.

Sophomore Priority

Waitlist for Juniors and Seniors: BIOL 125.WL4 (Synonym 58407)

Debby Walser-Kuntz, Emily K. Ho, Annie Bosacker

This offering of Biology 125 offers a problem solving approach and covers the same concepts as the winter version of Biology 125. The course format allows time in class to apply new concepts by working through case study type problems with faculty present. Students enter Carleton from a wide variety of academic experiences, and this offering of Biology 125 is designed to provide a level playing field for students regardless of previous science background. In addition, the active learning component of the course is beneficial for students who like to learn by doing. Students who complete this course are well-prepared to continue on to Biology 126.

Sophomore Priority

Waitlist for Juniors and Seniors: BIOL 125.WL9 (Synonym 58408)

David Hougen-Eitzman

Prerequisite: Biology 125 and 126 and concurrent registration in Biology 239

BIOL 239 required

Matt Rand

This course explores biological functions from the biochemical level to the level of the whole organism. We will start with the regulatory systems exploring the function of neural and endocrine mechanisms. We will discuss the actions of a variety of toxins as adaptive components of venoms and pharmaceutical tools in human health research. Other topics include: muscle physiology, exercise and behavior; blood pressure regulation; salt and water balance in organisms from different environments; comparative reproduction, including human reproductive development and sexuality.

Prerequisite: Biology 125 and 126

Raka Mitra

Prerequisite: Biology 125 and 126 and concurrent registration in Biology 281

BIOL 281 required.

Daniel Hernandez

Ecosystem ecology involves the study of energy and material flow through systems, including both the biotic (animals, plants, microbes) and abiotic (soil, water, atmosphere) components. Topics include the major elemental cycles (carbon, nitrogen, phosphorous), patterns of energy flow, and the controls of these fluxes for different ecosystems. Current environmental issues are emphasized as case studies, including climate change, land use change, human alterations of nutrient cycles, and biodiversity effects on ecosystems.

Prerequisite: Biology 126 and one 200 level course in Biology or Geology 230, 258, 285 or Environmental Studies 244, 254, 260, 265, 288

Rika Anderson

The advent of next-generation sequencing technology has revolutionized biology, enabling transformative breakthroughs in fields ranging from agriculture to conservation to medicine. In this course, students will gain experience with the computational and bioinformatics tools needed to analyze “big data,” including sequence searching and alignment, assembly, gene calling and annotation. Students will learn to ask and answer their own scientific questions using sequence data, and to critically assess the conclusions other genomics and bioinformatics studies. No prior computer programming experience is required. Associated laboratory will focus on wet lab methods for DNA/RNA extraction and preparation as well as computational analysis.

Prerequisite: Biology 125 and 126 and one of these upper level courses: Biology 240, Biology 321 or Biology 350 and concurrent registration in Biology 339

Biology 339 required

Mark McKone

Prerequisite: Biology 125 and 126

Emily K. Ho

The development of an embryo from a single cell to a complex body requires the coordinated efforts of a growing number of cells and cell types. In this seminar course, we will use primary literature to explore recent advances in our understanding of the cellular processes such as intercellular signaling, migration, proliferation, and differentiation that make development possible. Additionally, we will consider how these developmental cellular processes, when disrupted, lead to cancer and other diseases.

Prerequisite: Biology 240, Biology 280 or Biology 342

Waitlist only

Mike Nishizaki

All organisms, from Common loons to Redwood trees to Basking sharks spend much of their lives bumping up against forces associated with the non-biological world. The manner in which ecological challenges are solved (e.g., moving around vs. staying put, finding food, avoiding predators) is often related to an individual’s biomechanical design. This class will challenge students to view their physical surroundings from the perspective of an organism. How do mussels feed in a fast stream vs. stagnant pond? Why do healthy trees uproot rather than break in half? How can a sea urchin with no eyes “see”? We will use primary scientific literature to examine the physical principles that underlie fundamental ecological processes.

Prerequisite: Biology 125 and 126 and one additional 200 or 300 level Biology course or instructor permission

Eric Hoopfer

We will focus on recent advances in neuroscience. All areas of neuroscience (cellular/molecular, developmental, systems, cognitive, and disease) will be considered. Classical or foundational papers will be used to provide background.

Prerequisite: Biology 125 and 126

Waitlist only

Sarah Deel

Prerequisite: Biology 125 and 126

1st 5 weeks

Trish Ferrett

An introduction to the fundamentals of chemistry to prepare students to enter subsequent chemistry courses (Chemistry 123 or 128). Atoms and molecules, stoichiometry, and gases will be covered in the course. Although learning through discovery-based processes, small groups, and short laboratory experimentation will occur, this is not a lab course and does not fulfill the requirements for medical school. This course assumes competence with simple algebra, but no prior chemistry experience.

Prerequisite: Students with high school chemistry should probably take Chemistry 123 or 128. (Determined by the self-administered Chemistry Placement Evaluation, Chemistry Home Page).

Julia G. Bakker-Arkema

An introduction to chemistry for students who have strong high school preparation in chemistry or who have taken Chemistry 122. Topics include the electronic structure of atoms, periodicity, molecular geometry, thermodynamics, bonding, equilibrium, reaction kinetics, and acids and bases. Each offering will also focus on a special topic(s) selected by the instructor. Students cannot receive credit for both Chemistry 123 and 128.

Prerequisite: Chemistry 122 or placement via Chemistry Placement Exam (see Chemistry Department webpage)

Julia G. Bakker-Arkema

An introduction to chemistry for students who have strong high school preparation in chemistry or who have taken Chemistry 122. Topics include the electronic structure of atoms, periodicity, molecular geometry, thermodynamics, bonding, equilibrium, reaction kinetics, and acids and bases. Each offering will also focus on a special topic(s) selected by the instructor. Students cannot receive credit for both Chemistry 123 and 128.

Prerequisite: Chemistry 122 or placement via Chemistry Placement Exam (see Chemistry Department webpage)

Steven Drew

A more advanced study of several core introductory chemistry principles. This course is suitable for students with advanced placement in chemistry or students who have completed Chemistry 123 or 128. Topics include coordination chemistry, advanced bonding models, spectroscopy, advanced acid/base and redox equilibria, and electrochemistry. The topics will be taught from varying perspectives using examples from biochemistry, the environment, energy, or materials chemistry. The lab will focus on developing computational, quantitative, and synthetic skills and will prepare students for more advanced laboratory work in chemistry.

Prerequisite: Chemistry 123 or Chemistry 128

Steven Drew

A more advanced study of several core introductory chemistry principles. This course is suitable for students with advanced placement in chemistry or students who have completed Chemistry 123 or 128. Topics include coordination chemistry, advanced bonding models, spectroscopy, advanced acid/base and redox equilibria, and electrochemistry. The topics will be taught from varying perspectives using examples from biochemistry, the environment, energy, or materials chemistry. The lab will focus on developing computational, quantitative, and synthetic skills and will prepare students for more advanced laboratory work in chemistry.

Prerequisite: Chemistry 123 or Chemistry 128

David Alberg

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

David Alberg

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

Joe Chihade

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

David Alberg

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

Joe Chihade

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

Joe Chihade, David Alberg

Theoretical aspects of carbon chemistry are examined with reference to structure-reactivity relationships, functional groups, stereochemistry, reaction mechanisms and spectroscopy. Laboratory work concentrates on modern techniques of organic chemistry, inquiry-based projects, and spectroscopic analysis. One laboratory per week.

Prerequisite: Chemistry 123 or 128

Students with Joe Chihade lecture/David Alberg laboratory

Deborah Gross, Matt Whited

A mixed class/lab course with one four hour laboratory per week and weekly discussion/problem sessions. In class, the principles of kinetics will be developed with a mechanistic focus. In lab, experimental design and extensive independent project work will be emphasized.

Prerequisite: Chemistry 224 (230) and 233 and Mathematics 120 (121)

Deborah Gross, Matt Whited

A mixed class/lab course with one four hour laboratory per week and weekly discussion/problem sessions. In class, the principles of kinetics will be developed with a mechanistic focus. In lab, experimental design and extensive independent project work will be emphasized.

Prerequisite: Chemistry 224 (230) and 233 and Mathematics 120 (121)

Deborah Gross, Matt Whited

A mixed class/lab course with one four hour laboratory per week and weekly discussion/problem sessions. In class, the principles of kinetics will be developed with a mechanistic focus. In lab, experimental design and extensive independent project work will be emphasized.

Prerequisite: Chemistry 224 (230) and 233 and Mathematics 120 (121)

Deborah Gross, Matt Whited

A mixed class/lab course with one four hour laboratory per week and weekly discussion/problem sessions. In class, the principles of kinetics will be developed with a mechanistic focus. In lab, experimental design and extensive independent project work will be emphasized.

Prerequisite: Chemistry 224 (230) and 233 and Mathematics 120 (121)

Will Hollingsworth

The major topic is chemical thermodynamics, including the First and Second Laws, the conditions for spontaneous change, thermochemistry, and chemical equilibrium. To showcase how chemists utilize energy concepts to solve problems, thermodynamics will be regularly applied to a number of real-world examples and scientific problems.

Prerequisite: Chemistry 123 or 128, Mathematics 120 or 211 and six credits from Physics courses number 131 to 165.

Sarah Deel

This seminar course is intended for students who have completed a summer research project or internship in the chemical sciences. The intent of the course is to provide students with the opportunity to discuss their research experience, learn from the experiences of other members of the class, read relevant primary literature, and prepare a poster for a student research symposium.

1st 5 weeks

Sneha Narayan

This course will introduce you to computer programming and the design of algorithms. By writing programs to solve problems in areas such as image processing, text processing, and simple games, you will learn about recursive and iterative algorithms, complexity analysis, graphics, data representation, software engineering, and object-oriented design. No previous programming experience is necessary. Students who have received credit for Computer Science 201 or above are not eligible to enroll in Computer Science 111.

Eric Alexander

This course will introduce you to computer programming and the design of algorithms. By writing programs to solve problems in areas such as image processing, text processing, and simple games, you will learn about recursive and iterative algorithms, complexity analysis, graphics, data representation, software engineering, and object-oriented design. No previous programming experience is necessary. Students who have received credit for Computer Science 201 or above are not eligible to enroll in Computer Science 111.

Sophomore priority

Waitlist for Juniors and Seniors: CS 111.WL2 (Synonym 58522)

Eric Alexander

This course will introduce you to computer programming and the design of algorithms. By writing programs to solve problems in areas such as image processing, text processing, and simple games, you will learn about recursive and iterative algorithms, complexity analysis, graphics, data representation, software engineering, and object-oriented design. No previous programming experience is necessary. Students who have received credit for Computer Science 201 or above are not eligible to enroll in Computer Science 111.

Sophomore Priority

Waitlist for Juniors and Seniors: CS 111.WL3 (Synonym 58523)

David Liben-Nowell

This course will introduce you to computer programming and the design of algorithms. By writing programs to solve problems in areas such as image processing, text processing, and simple games, you will learn about recursive and iterative algorithms, complexity analysis, graphics, data representation, software engineering, and object-oriented design. No previous programming experience is necessary. Students who have received credit for Computer Science 201 or above are not eligible to enroll in Computer Science 111.

Anya Vostinar

Think back to your favorite assignment from Introduction to Computer Science. Did you ever get the feeling that "there has to be a better/smarter way to do this problem"? The Data Structures course is all about how to store information intelligently and access it efficiently. How can Google take your query, compare it to billions of web pages, and return the answer in less than one second? How can one store information so as to balance the competing needs for fast data retrieval and fast data modification? To help us answer questions like these, we will analyze and implement stacks, queues, trees, linked lists, graphs, and hash tables. Students who have received credit for a course for which Computer Science 201 is a prerequisite are not eligible to enroll in Computer Science 201.

Prerequisite: Computer Science 111 or instructor permission

Anya Vostinar

Think back to your favorite assignment from Introduction to Computer Science. Did you ever get the feeling that "there has to be a better/smarter way to do this problem"? The Data Structures course is all about how to store information intelligently and access it efficiently. How can Google take your query, compare it to billions of web pages, and return the answer in less than one second? How can one store information so as to balance the competing needs for fast data retrieval and fast data modification? To help us answer questions like these, we will analyze and implement stacks, queues, trees, linked lists, graphs, and hash tables. Students who have received credit for a course for which Computer Science 201 is a prerequisite are not eligible to enroll in Computer Science 201.

Prerequisite: Computer Science 111 or instructor permission

Sophomore Priority

Waitlist for Juniors and Seniors: CS 201.WL2 (Synonym 58526)

Anna Rafferty

Think back to your favorite assignment from Introduction to Computer Science. Did you ever get the feeling that "there has to be a better/smarter way to do this problem"? The Data Structures course is all about how to store information intelligently and access it efficiently. How can Google take your query, compare it to billions of web pages, and return the answer in less than one second? How can one store information so as to balance the competing needs for fast data retrieval and fast data modification? To help us answer questions like these, we will analyze and implement stacks, queues, trees, linked lists, graphs, and hash tables. Students who have received credit for a course for which Computer Science 201 is a prerequisite are not eligible to enroll in Computer Science 201.

Prerequisite: Computer Science 111 or instructor permission

Sneha Narayan

The last decade has seen a vast increase in the number of applications that connect people with one another. This course presents an interdisciplinary introduction to social computing, a field of study that explores how computational techniques and artifacts are used to support and understand social interactions. We will examine a number of socio-technical systems (such as wikis, social media platforms, and citizen science projects), discuss the design principles used to build them, and analyze how they help people mobilize and collaborate with one another. Assignments will involve investigating datasets from online platforms and exploring current research in the field.

Prerequisite: Computer Science 201

Michael Hemesath

Michael Hemesath

Eduard Storm

Faress Bhuiyan

This course gives the students a foundation in the general principles of economics as a basis for effective citizenship and, when combined with 110, as a preparation for all advanced study in economics. Topics include consumer choice theory; the formation of prices under competition, monopoly, and other market structures; the determination of wages, profits, and income from capital; the distribution of income; and an analysis of policy directed towards problems of public finance, pollution, natural resources, and public goods.

Nathan Grawe

This course gives the students a foundation in the general principles of economics as a basis for effective citizenship and, when combined with 110, as a preparation for all advanced study in economics. Topics include consumer choice theory; the formation of prices under competition, monopoly, and other market structures; the determination of wages, profits, and income from capital; the distribution of income; and an analysis of policy directed towards problems of public finance, pollution, natural resources, and public goods.

Faress Bhuiyan

Prerequisite: Economics 111

Prathi Seneviratne

This course uses economic theory and empirical evidence to examine gender differentials in education, marriage, fertility, earnings, labor market participation, occupational choice, and household work. Trends and patterns in gender-based outcomes will be examined across time, across countries, and within socio-economic groups, using empirical evidence from both historical and recent research. The impact of government and firm policies on gender outcomes will also be examined. By the end of the course, students will be able to utilize the most common economic tools in the study of gender inequality, as well as understand their strengths and weaknesses.

Prerequisite: Economics 111

Jenny Bourne

Prerequisite: Economics 110 and 111

Mark Kanazawa

This course is an introduction to the statistical methods used by economists to test hypotheses and to study and quantify economic relationships. The course emphasizes both econometric theory and practical application through analysis of economic data sets using statistical software. Prior experience with R is strongly encouraged. Topics include two-variable and multiple regression, interval estimation and hypothesis testing, discrete and continuous structural change, parameter restrictions, model construction, experimental design, issues of functional specification, model overfitting and underfitting, heteroscedasticity, autocorrelation, and multicollinearity.

Prerequisite: Mathematics 111 and either Statistics 120 (formerly Mathematics 215) or Statistics 250 (formerly Mathematics 275), and Economics 110 and 111 or instructor consent

Jenny Bourne

Prerequisite: Economics 110 and 111 and Mathematics 111

Extra Time Required

Nathan Grawe

This course studies empirical analyses of macroeconomic models. In addition to providing a survey of broad macro topics like growth, aggregate consumption, monetary policy, unemployment, and finance, the course will introduce tools used by macroeconomists to understand how and why aggregate measures covary. In addition to large-class meetings, students will engage in a narrower topic area through weekly tutorial sessions.

Prerequisite: Economics 329, 330, and 331, or instructor permission

Prathi Seneviratne

This seminar focuses on empirical analysis of topics in the economics of inequality. Specific areas of study depend on student interest and may include: labor markets; earnings gaps across gender, race, sexual orientation, disability, and immigrant status; labor-market discrimination; gender inequality in different countries and regions; immigration and the role of cultural transmission; and family decision-making. Class time is primarily devoted to discussion of peer-reviewed journal articles, theory and application of advanced econometric techniques, and student-led presentations.

Prerequisite: Economics 329, 330 and 331 or instructor permission

Dan Maxbauer

This course will focus on the interconnections between the Earth’s carbon cycle and climate system. Particular interest will be given to how Earth system processes involved in the carbon cycle operate on geologic timescales and how these systems are responding to anthropogenic emissions. Required weekly laboratories will explore carbon cycle processes in local environments and will include outdoor field work, lab analyses, and computer modeling.

Prerequisite: One lab science course

Mark Kanazawa

Deborah Gross, Tsegaye Nega

This course will survey the relationship between climate change and human health. The course will begin by exploring the science of the Earth’s climate before turning to an exploration of topics that illuminate the intimate relationship between climate change and human health. These include short-lived climate forcers and the climate and health impact of mitigation measures, extreme heat/drought, mosquito-borne diseases, indoor air pollution/biomass combustion/cookstoves, and biodiversity conservation. Project proposals for the off-campus component will be developed. This course is part of the OCS winter break program involving two linked courses in fall and winter terms. This course is the first in the sequence, students must register for Chemistry 289 winter term.

Prerequisite: One introductory course in Biology 125 or 126, Chemistry 123 or 128, any 100-level Geology, or Physics (two five-week courses or one ten week course from 131-165) and Math 111 or 215 or Statistics 120, or consent of the instructor

Requires participation on 20 Winter Break Ethiopia program

Cameron Davidson

An introduction to the study of earth systems, physical processes operating on the earth, and the history of the earth.  Weekly online laboratories included.

Prerequisite: Not open to students who have taken another 100-level Geology course

Sophomore Priority, Extra time for weekend field trips.

Waitlist for Juniors and Seniors: GEOL 110.WL4 (Synonym 58266)

Clint Cowan

An introduction to geology emphasizing the physical basis of systems of interest to environmentalists, ecologists, and policy makers. Field trips and laboratories included.

Prerequisite: Not open to students who have taken another Geology 100-level course

Held for new first year students

Waitlist for Sophomores, Juniors and Seniors: GEOL 120.WL1 (Synonym 59424)

Jabari C. Jones

Study of the geological processes and factors which influence the origin and development of the surficial features of the earth, with an emphasis on some or all of the processes in Minnesota. Laboratories and field trips included.

Prerequisite: 100 level Geology course or instructor permission

Bereket Haileab

The main goal of this course is to introduce and tie together the several diverse disciplines that must be brought to bear on hydrogeochemical problems today. This course will explore: principles of geochemistry, applications of chemical thermodynamics to geologic problems, mineral solubility, stability diagrams, chemical aspects of sedimentary rocks, geochemical tracers, radiogenic isotopes and principles of stable isotope fractionation. Laboratories included.

Prerequisite: Chemistry 123 or permission of the instructor

Mike E Jirik

This course is a survey of early African American history. It will introduce students to major themes and events while also covering historical interpretations and debates in the field. Core themes of the course include migration, conflict, and culture. Beginning with autonomous African polities, the course traces the development of the United States through the experiences of enslaved and free African American women and men to the Civil War. The main aim of the course is for students to become familiar with key issues and developments in African American history and their centrality to understanding U.S. history.

William North

From churches and monasteries to universities, guilds, and governmental administrations, the medieval world was full of institutions. They emerged, by accident or design, to do particular kinds of work and to benefit particular persons or groups. These institutions faced hard questions like those we ask of our institutions today: How best to structure, distribute, and control power and authority? What is the place of the institution in the wider world?  How is a collective identity and ethos achieved, maintained, or transformed? How does the institution as a material community relate to the institution’s mission and culture, the institution as a concept/ideal? What characterizes good and bad leadership? Where does corruption and abuse of power come from and what motivates and advances reform? This course will explore these questions through discussion of case studies and primary sources from the medieval world as well as theoretical studies of these topics.

Susannah Ottaway

This course explores the history of Ireland from Medieval times through the Great Famine, ending with a look at the Partition of Ireland in 1920. We examine themes of religious and cultural conflict and explore a series of English political and military interventions. Throughout the course, we will analyze views of the Irish landscape, landholding patterns, and health and welfare issues. Finally, we explore the contested nature of history and memory as the class discusses monuments and memory production in Irish public spaces.

Cindy Blaha

This course will explore how scientists communicate with other scientists as well as the general public. Focused on the types of communication expected in the sciences, assignments will include reading, writing, and speaking activities tailored to a variety of audiences. We will explore current scientific topics in the news and investigate whether results are well supported by evidence and seem quantifiably reasonable. Students will use data, graphics, and text for a variety of purposes and will incorporate their assignments into several class-produced journals.

Prerequisite: Requires concurrent registration in IDSC 198

Held for new first year students, requires concurrent registration in IDSC 198

Neil Lutsky

This interdisciplinary course addresses one of the signal features of contemporary academic, professional, public, and personal life: a reliance on information and arguments involving numbers. We will examine how numbers are used and misused in verbal, statistical, and graphical form in discussions of world events, health, science, and social issues.

Held for new first year students

Lin Winton

Data visualization and activism have a common goal: to make the invisible more visible. This seminar will focus on the strengths and limitations of graphs and other charts to illuminate and convince. We will examine landmark visualizations that have changed history, starting with W.E.B. Du Bois's famous "data portraits", which debuted at the 1900 Paris World's Fair to tell a complex story of agency, sophistication, and oppression of African Americans in post-emancipation America. As we discuss the role of data viz in activism, we will learn to create our own visual arguments. No previous experience with statistics or graphing software is necessary.

Held for new first year students Only students eligible for TRIO should select this course. If you apply to TRIO but are not admitted, you will be allowed to change your course selection. TRIO Student Support Services is a program that serves U.S. citizens and permanent residents who meet established income requirements, are first-generation in college, and/or who have a documented disability.

Lin Winton

This course will enhance students' quantitative skills and provide opportunities to apply those skills to authentic problems. Topics covered will vary depending on students in the class; possible topics include unit conversions, significant figures and estimation, exponents, logarithms, algebra, geometry, probability, and statistics. We will explore how these skills are relevant in contexts ranging from making personal finance decisions to understanding medical research reports.

Prerequisite: Interdisciplinary Studies 099, Undergraduate Bridge Experience

Instructor Permission, 1st five week

Sarah Meerts, Eric Hoopfer

This course is an introduction to basic neural function. Topics include neural transmission, development of the nervous system, anatomy, sensory systems, learning and the corresponding change in the brain, and the role of the nervous system in behavior. Team-based learning will be used to understand the experiments that shape current knowledge.

Sarah Meerts, Eric Hoopfer

This course is an introduction to basic neural function. Topics include neural transmission, development of the nervous system, anatomy, sensory systems, learning and the corresponding change in the brain, and the role of the nervous system in behavior. Team-based learning will be used to understand the experiments that shape current knowledge.

Chris West

A traditional introduction to classical mechanics using the Newtonian worldview. The kinematics and dynamics of some simple systems are investigated using Newton's laws, vector analysis, and the conservation laws of momentum and energy. Comfort with algebra and the integration and differentiation of elementary functions is assumed. Weekly laboratory work.

Prerequisite: Mathematics 101 or 111, not open to students who have completed Physics 143, 144 or 145 at Carleton

1st 5 weeks

Chris West, Jay Tasson

A traditional introduction to classical mechanics using the Newtonian worldview. The kinematics and dynamics of some simple systems are investigated using Newton's laws, vector analysis, and the conservation laws of momentum and energy. Comfort with algebra and the integration and differentiation of elementary functions is assumed. Weekly laboratory work.

Prerequisite: Mathematics 101 or 111, not open to students who have completed Physics 143, 144 or 145 at Carleton

1st 5 weeks

Jay Tasson

An introduction to principles of physics in the domain of the very small and very fast. Topics include the special theory of relativity, and selected applications to atomic, nuclear, and particle physics. Comfort with algebra and the integration and differentiation of elementary functions is assumed. Weekly laboratory work.

Prerequisite: Mathematics 120 or 121 (completion or concurrent registration) and Physics 131 (completion or concurrent registration). Not open to students who have completed Physics 143 or 144 at Carleton.

2nd 5 weeks

Chris West

An introduction to principles of physics and their application to the environment. Topics include energy and its flows, engines, energy efficiency, energy usage and conservation in vehicles and buildings, the atmosphere, and climate change. Comfort with algebra and the integration and differentiation of elementary functions is assumed. Weekly laboratory work or field trips.

Prerequisite: Mathematics 111 (completion or concurrent registration) and Physics 131 (completion or concurrent registration), 143, 144 or 145

2nd 5 weeks

Barry Costanzi

An elementary but analytical introduction to the physics of atoms and nuclei. Topics include the particle aspects of electromagnetic radiation, an introduction to quantum mechanics, the wave aspects of material particles, and applications of the these concepts to atomic, nuclear, and particle physics. This course covers the theory portion of PHYS228 without the lab component that will be a separate course, allowing students to proceed through theory courses in the physics major.

Prerequisite: Physics 143, 144 or 151

Greg Marfleet

Can models help us understand the social world? Vexing issues like segregation, economic inequality, corruption, market failure, resource over-exploitation, genocide, insurgency and terrorism have inspired scholars to ask if computational models of social systems can shed light on the hard-to-observe micro processes underlying macro problems. In this course we will explore the conceptual and empirical foundations of modeling especially in complex systems. We will read about, then experiment with, existing models while students learn to program their own using open-source software. 

Held for new first year students

Kristin K. Lunz Trujillo

Summer Forester

Barbara Allen

Our analysis of media influences on politics will draw from three fields of study: political psychology, political behavior and participation, and public opinion. Students will conduct a study of the effects of campaign ads and news using our multi-year data set of content analyzed election ads and news. We study a variety of quantitative and qualitative research methods to learn how political communication affects U.S. elections. Taking this course in conjunction with Political Science 223 is highly recommended to learn methods such as focus group and depth interview methods and experiment design for conducting original research on elections.

Cross-listed with POSC 304.00

Barbara Allen

This lab is designed as a supplement research module for current or past students in Political Science 204, 205 and 305. Students previously enrolled in Professor Allen's Political Science 100 are also encouraged to enroll. We learn to conduct focus groups, depth interviews, content analysis, and experimental analysis using election news, ads, speeches, and debates (in the U.S. or other democracies) as our cases for analysis.

second 5 weeks

Greg Marfleet

Prerequisite: Statistics 120, 230, 250, (formerly Mathematics 215, 245, 275) or AP Statistics (score of 4 or 5)

Tun Myint

What are the challenges of the COVID-19 pandemic on global politics and public policy? How do state responses to COVID-19 as well as historical cases such as the Black Death in Europe, the SARS outbreak in East Asia and Middle East, and the Ebola outbreak in Africa help us understand the scientific, political, and economic challenges of pandemics on countries and communities around the world? We will apply theories and concepts from IR, political economy, and natural sciences to explore these questions and consider what we can learn from those responses to address other global challenges like climate change.

Extra Time Required

Dev Gupta

Barbara Allen

Our analysis of media influences on politics will draw from three fields of study: political psychology, political behavior and participation, and public opinion. Students will conduct a study of the effects of campaign ads and news using our multi-year data set of content analyzed election ads and news. We study a variety of quantitative and qualitative research methods to learn how political communication affects U.S. elections. Students enrolled in the POSC 304 version will conduct more extensive analysis of data for their seminar papers. Taking POSC 304 in conjunction with Political Science 223 is highly recommended to learn methods such as focus group, depth interview methods, and experiment design for conducting original research on elections.

Cross-listed with POSC 204

Melanie Freeze

How have political parties shaped the distribution of power and political landscape in the United States? This course explores theories of political party development, third-party dynamics in a two-party system, and the rise of ideological and party polarization in the United States. We will engage with scholarly debates that grapple with the extent and implications of polarization in the American case at all levels of government, in the electorate, and in interpersonal interactions.

Tun Myint

Extra Time Required

Gisel Flores-Montoya

Prerequisite: Psychology 110

Gisel Flores-Montoya

This course provides students with direct experience applying principles of health psychology. Students will engage in a term-long self-directed project aimed at increasing the frequency of a healthy behavior (such as exercising) or decreasing the frequency of an unhealthy behavior (such as smoking). Additionally, we will read and discuss case studies that relate to the current topic in the lecture portion of the course. Requires concurrent registration in Psychology 260. A grade of C- or better must be earned in both Psychology 260 and 261 to satisfy the LS requirement.

Prerequisite: Psychology 110

PSYC 260 required.

Gisel Flores-Montoya

This course provides students with direct experience applying principles of health psychology. Students will engage in a term-long self-directed project aimed at increasing the frequency of a healthy behavior (such as exercising) or decreasing the frequency of an unhealthy behavior (such as smoking). Additionally, we will read and discuss case studies that relate to the current topic in the lecture portion of the course. Requires concurrent registration in Psychology 260. A grade of C- or better must be earned in both Psychology 260 and 261 to satisfy the LS requirement.

Prerequisite: Psychology 110

PSYC 260 required.

Julie Neiworth

It should be obvious that every process that goes on in the mind has physiological underpinnings. But, whether we can unlock the secrets of learning, memory, perception, language, decision-making, emotional responding, empathy, morality, social thinking, deception, and manipulation as they are supported by neurons and neural connections is a longstanding and elusive problem in psychology. Contemporary primary source articles are mostly used for this discussion-driven course, but a brief textbook/manual on brain processing is also required. The student should leave the class with a working understanding of brain processes and of contemporary theories of brain processes that may support many mental processes in humans.

Prerequisite: Psychology 110 or Biology 125 or Psychology 216 or Neuroscience 127 or permission of the instructor.

Andy Poppick

(Formerly MATH 215) Introduction to statistics and data analysis. Practical aspects of statistics, including extensive use of statistical software, interpretation and communication of results, will be emphasized. Topics include: exploratory data analysis, correlation and linear regression, design of experiments, basic probability, the normal distribution, randomization approach to inference, sampling distributions, estimation, hypothesis testing, and two-way tables. Students who have taken Mathematics 211 are encouraged to consider the more advanced Mathematics 240/Statistics 250 (formerly Mathematics 265 and 275) Probability/Statistical Inference sequence.

Prerequisite: Not open to students who have already received credit for Psychology 200/201, Sociology/Anthropology 239 or Statistics 250 (formerly Mathematics 275).

Andy Poppick

(Formerly MATH 215) Introduction to statistics and data analysis. Practical aspects of statistics, including extensive use of statistical software, interpretation and communication of results, will be emphasized. Topics include: exploratory data analysis, correlation and linear regression, design of experiments, basic probability, the normal distribution, randomization approach to inference, sampling distributions, estimation, hypothesis testing, and two-way tables. Students who have taken Mathematics 211 are encouraged to consider the more advanced Mathematics 240/Statistics 250 (formerly Mathematics 265 and 275) Probability/Statistical Inference sequence.

Prerequisite: Not open to students who have already received credit for Psychology 200/201, Sociology/Anthropology 239 or Statistics 250 (formerly Mathematics 275).

Laura Chihara

(Formerly Mathematics 245) A second course in statistics covering simple linear regression, multiple regression and ANOVA, and logistic regression. Exploratory graphical methods, model building and model checking techniques will be emphasized with extensive use of statistical software to analyze real-life data.

Prerequisite: Statistics 120 (formerly Mathematics 215) or Statistics 250 (formerly Mathematics 275), Psychology 200, or AP Statistics Exam score of 4 or 5.

Katie St. Clair

(Formerly MATH 255) Covers sampling design issues beyond the basic simple random sample: stratification, clustering, domains, and complex designs like two-phase and multistage designs. Inference and estimation techniques for most of these designs will be covered and the idea of sampling weights for a survey will be introduced. We may also cover topics like graphing complex survey data and exploring relationships in complex survey data using regression and chi-square tests.

Prerequisite: Statistics 120 (formerly Mathematics 215) or Statistics 250 (formerly Mathematics 275)

Katie St. Clair

(Formerly MATH 280) Students will apply their statistical knowledge by analyzing data problems solicited from the Northfield community. Students will also learn basic consulting skills, including communication and ethics.

Prerequisite: Statistics 230 (formerly Mathematics 245) and instructor permission

All interested students are encouraged to add to the waitlist and the instructor will reach out after registration. This course is repeatable, but if the instructor cannot admit every student on the waitlist, priority will be given first to Statistics majors who have not previously taken the course and then to other students who have not taken the course.

Katie St. Clair

(Formerly MATH 280) Students will apply their statistical knowledge by analyzing data problems solicited from the Northfield community. Students will also learn basic consulting skills, including communication and ethics.

All interested students are encouraged to add to the waitlist and the instructor will reach out after registration. This course is repeatable, but if the instructor cannot admit every student on the waitlist, priority will be given first to Statistics majors who have not previously taken the course and then to other students who have not taken the course.