Class Schedules

The use of imprisonment as a form of criminal punishment is only about as old at the United States. Currently, 1 in 100 adults in the United States are in prison or jail. How should we understand the growth of this form of criminal punishment? How is it similar to other methods to react to and to attempt to control unwanted behavior? What are the social consequences of these formal institutions of social control? In this course, we examine these developments in the processes and organization of social control, paying particular attention to criminal behavior and formal, legal responses to crime. We study and evaluate sociological theories of criminal behavior to understand how social forces influence levels of crimes. We examine recent criminal justice policies in the United States and their connections to inequality, examining the processes that account for expanding criminalization. Finally, we compare the development of formal, bureaucratic systems of social control and informal methods of social control, paying attention to the social and political implications of these developments.

General Education Requirements:
Quantitative Thinking Q2
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Students are introduced to the issues and challenges confronting American cities today, and the public policy options and remedies city governments employ to address urban problems.  Using a historical approach, we trace the origins of machine politics and campaigns against their rule, the evolution of the "urban crisis" of the twentieth century, and the rise of the fragmented urban metropolis.  Next, we explore how persistent economic and racial segregation, interurban rivalries, fiscal constraints, and identity politics shape power relationships and local governmental capacities to deliver services and revitalize neighborhoods.  Along the way, in simulated challenges, we ask students to present and defend their own policy proposals to urban problems (e.g. fair elections, downtown development, affordable housing, urban sprawl) and, in a longer research paper, investigate how one or two cities have struggled with or successfully addressed an urban challenge. Prerequisite(s): POLI 100 recommended.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

The course focuses on access to water as a case to learn about how racialized populations have been historically marginalized in the Twin Cities. In doing so, the class will study the ways Latinx women navigate and resist such marginalization in their role of caring for others in their families. Theoretically, we will engage with the concept of “environmental suffering” (Auyero and Swistun 2007) and extend it to analyze racial marginalization to analyze how racialization constrains Latinx women’s life chances, and of their families. The course will include two visits to Latinx neighborhoods to learn about local women’s stories. Also, we will partner with COPAL MN to learn about the experiences of current Latinx communities’ experiences regarding women’s water use. Specifically, we will support COPAL MN’s storytelling work in the Twin Cities. Thus, as part of their final project, students will complete an oral history project that will be part of the archive COPAL MN is compiling.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Brofenbrenner's bioecological model of human development suggests the critical importance of social contexts besides the classroom in supporting the healthy development of children and youth from diverse social and economic backgrounds. This course examines the multiple systems affecting the developmental process through course readings, meetings, and assignments, grounded in a field placement of the student's choosing. Appropriate field placements will engage students in a variety of youth development capacities, including centers for research and program development, social service organizations, and agencies aimed at improving youth-oriented social policy. This course provides an opportunity to examine education more broadly defined, and to explore fields of youth development such as social work, counseling, athletics, youth leadership, and youth-centered research.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course explores the peril and promise of urban public education. Critical issues to be explored range from poverty and economic inequality, to challenges faced by recent immigrants and historically oppressed populations, to religious and political intolerance, to bullying and school violence, to school bureaucracy, administration and governance, to teacher unions and professional ethics, to urban education reform initiatives promoted by corporations, think tanks and foundations in contrast to those emerging in response to teacher/parent/student/community activism.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

This course focuses on the foundations of American urban development, from economic development to land use to housing patterns, and examines how and why urban housing markets operate as they do within American metropolitan regions. Topics covered in the course include: the metropolitan economy, land use patterns, urban housing supply and demand, the geography of urban housing markets, racial residential segregation, suburbanization, transportation, and public policy debates. By the end of the course, students will have mastered some of the methods used to describe metropolitan organization and change, and be able to analyze how changes in the economy and society relate to metropolitan land use.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

Social scientists use qualitative methods to understand the ways in which societal associations operate and how people experience, contribute to, or try to change these associations. Qualitative methods are thus concerned with analyzing processes and how people experience them. This course trains students to use qualitative research methods to collect data, analyze it, draw authoritative conclusions, and observe professional research ethics. The course emphasizes how qualitative methods contribute to scientific research and how ethical treatment of research participants affects the practice of qualitative research. Above all, the course focuses on training students to conduct qualitative research that contributes to our understanding of human geographies. Students will develop these skills by engaging in a semester-long research project. Prerequisite(s): GEOG 111 or GEOG 113 or GEOG 115, or permission of instructor.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

Since the last century, Asia has experienced rapid urbanization. It is now home to over half of the world's most populated cities. By 2010, the urban population in the Asia-Pacific region has surpassed the population of the United States and the European Union combined. In this course, we will focus on cities in East, Southeast and South Asia. We will first contextualize the rapid urbanization in the region's changing political economy, and identify urban issues that are unique to this region. We will further explore different theoretical approaches to understand Asian cities; several of them challenge mainstream urban theories rooted in the experiences of West European and North American cities. Upon the completion of this course, students will acquire substantive knowledge on contemporary trends of urban development in Asia, and develop familiarity with related ongoing theoretical debates. In addition, students will conduct individual research projects to develop deeper and more concrete understanding of the contemporary urbanization processes in Asia.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Social science

Course Materials

Since the last century, Asia has experienced rapid urbanization. It is now home to over half of the world's most populated cities. By 2010, the urban population in the Asia-Pacific region had surpassed the population of the United States and the European Union combined. In this course, we will focus on cities in East, Southeast and South Asia. We will first contextualize the rapid urbanization in the region's changing political economy, and identify urban issues that are unique to this region. We will further explore different theoretical approaches to understand Asian cities; several of them challenge mainstream urban theories rooted in the experiences of West European and North American cities. Upon the completion of this course, students will acquire substantive knowledge on contemporary trends of urban development in Asia, and develop familiarity with related ongoing theoretical debates. In addition, students will conduct individual research projects to develop a deeper and more concrete understanding of the contemporary urbanization processes in Asia.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Social science

Course Materials

In the minds of many Americans, cities are places where nature is absent-places where nature exists only in the crevices and on the margins of spaces dominated by technology, concrete, and human artifice. This course confronts this assumption directly, drawing on the scholarship from the relatively young field of urban environmental history to uncover the deep interconnections between urban America and the natural world. Among the other things, we will examine how society has drawn upon nature to build and sustain urban growth, the implications that urban growth has for transforming ecosystems both local and distant, and how social values have guided urbanites as they have built and rearranged the world around them. Using the Twin Cities has a backdrop and constant reference point, we will attempt to understand the constantly changing ways that people, cities, and nature have shaped and reshaped one another throughout American history.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

In the minds of many Americans, cities are places where nature is absent-places where nature exists only in the crevices and on the margins of spaces dominated by technology, concrete, and human artifice. This course confronts this assumption directly, drawing on the scholarship from the relatively young field of urban environmental history to uncover the deep interconnections between urban America and the natural world. Among the other things, we will examine how society has drawn upon nature to build and sustain urban growth, the implications that urban growth has for transforming ecosystems both local and distant, and how social values have guided urbanites as they have built and rearranged the world around them. Using the Twin Cities has a backdrop and constant reference point, we will attempt to understand the constantly changing ways that people, cities, and nature have shaped and reshaped one another throughout American history. Meets the History post-1800 requirement, and can count towards "Environment," or "North America" fields.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

This course connects students with urban social geography, which studies the social and spatial dimensions of city life. In this course, we will explore some of the ways in which urban society is organized geographically. We will also consider how the spatial patterns of urban life influence public policy issues in the North American context. Topics covered in this course include causes of racial segregation, debates about gentrification, sustainable urban development, the transition to shared governance in cities, and the delivery of urban services that affect the welfare of urban populations. Students will learn current research, engage debates about critical urban issues, and learn techniques useful for analyzing spatial patterns in the urban landscape. Prerequisite(s): GEOG 241 or GEOG 261 or GEOG 262 or permission of instructor.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course connects students with urban social geography, which studies the social and spatial dimensions of city life. In this course, we will explore some of the ways in which urban society is organized geographically. We will also consider how the spatial patterns of urban life influence public policy issues in the North American context. Topics covered in this course include causes of racial segregation, debates about gentrification, sustainable urban development, the transition to shared governance in cities, and the delivery of urban services that affect the welfare of urban populations. Students will learn current research, engage debates about critical urban issues, and learn techniques useful for analyzing spatial patterns in the urban landscape. Prerequisite(s): GEOG 241 or GEOG 261 or GEOG 262 or permission of instructor.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course allows students to participate in a "real world" application of their GIS knowledge and skills in a collaborative research project setting. Project focus is on urban GIS and questions developed by and for neighborhoods and other community research organizations. Content of the course includes development of the research project, acquisition and utilization of data used in urban analysis, data manipulation and analytical techniques unique to urban GIS, and geographical data visualization. Laboratory work is required. Prerequisite(s): GEOG 225 and permission of instructor.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

This class interrogates the role that memory and history have played in the formation of modern urban landscapes and identities during the 19th and 20th centuries. Besides introducing theoretical and global case studies, the course considers the layering of metahistorical significance upon sites in the Twin Cities and includes an archival research component. Meets the post-1800, and the global and/or comparative history requirements, and can count towards the Environment or Global/Comparative fields. Prerequisite(s): One 100- or 200- level history course or consent of instructor.

General Education Requirements:
Writing WP
Internationalism OR U.S. Identities and Differences

Distribution Requirements:
Humanities

Course Materials

This class interrogates the role that memory and history have played in the formation of modern urban landscapes and identities during the 19th and 20th centuries. Besides introducing theoretical and global case studies, the course considers the layering of metahistorical significance upon sites in the Twin Cities and includes an archival research component. Meets the post-1800, and the global and/or comparative history requirements, and can count towards the Environment or Global/Comparative fields. Prerequisite(s): One 100- or 200- level history course or consent of instructor.

General Education Requirements:
Writing WP
Internationalism OR U.S. Identities and Differences

Distribution Requirements:
Humanities

Course Materials

The 21st century is an urban century. Half of the world's population now lives in cities, with the most rapid growth happening in the developing world. The globalized urban processes compel us to rethink existing urban theories as well as the very definition of cities. In this senior capstone seminar, we will explore three strands of scholarly works that expand our knowledge about contemporary global urbanism. The first focuses on the scholarship of neoliberal urbanism, which prioritizes North American and Western European urban experiences and shapes the mainstream thinking of cities. The second consists of on-the-ground variegated contestations, which reveal diverse urban living experiences and propose alternative approaches to the capitalist urbanization process. Finally, there is the scholarship challenging mainstream urban theories with a different epistemological stance. Among other things, it seeks to re-conceptualize urbanization from the global South. In addition to studying these important ways of thinking about global urbanism, students will conduct individual research projects to develop a deeper and more concrete understanding of the contemporary urbanization processes.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

The readings and assignments in this course are designed to help students understand how social policies and programs contribute to Americans' lived experiences.  We will examine various theoretical justifications for the policies that constitute the American welfare state, then confront and dissect major strands of the American social safety net to better understand how political institutions and policy mechanisms contribute to both diversity and inequality in individuals' social, economic and political outcomes (based in race, class, gender, dis/ability, region, political jurisdiction, etc.).

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Urban ecology is both a concept and a field of study. It focuses on interactions between humans, urban ecosystems, and the built environment. With over half of the world's population now living in cities, cities have assumed a critical role in shaping local, regional, and global ecologies. In this course, we will examine the distinctiveness of the interconnected urban biophysical, socio-economic, and political processes. In order to disentangle the complexity of human-environment relations in cities, we will take an interdisciplinary approach and learn theories and concepts in natural science ecology, environmental studies, geography, urban planning, sociology, and public policies. We will use our campus and the Twin Cities as a "living laboratory" and apply these theories and concepts to laboratory exercises, field observation, case studies, and research on contemporary urban sustainability initiatives.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Urban ecology is both a concept and a field of study. It focuses on the interactions between humans, urban ecosystems, and the built environment. With over half of the world's population now living in cities, cities have assumed a critical role in shaping local, regional, and global ecologies. In this course, we will examine the distinctiveness of the interconnected urban biophysical, socio-economic, and political processes. In order to disentangle the complexity of human-environment relations in cities, we will take an interdisciplinary approach and learn theories and concepts in natural science ecology, environmental studies, geography, urban planning, sociology, and public policies. We will use our campus and the Twin Cities as a "living laboratory" and apply these theories and concepts to laboratory exercises, field observation, case studies, and research on contemporary urban sustainability initiatives.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

The readings and assignments in this course are designed to help students understand how social policies and programs contribute to Americans' lived experiences.  We will examine various theoretical justifications for the policies that constitute the American welfare state, then confront and dissect major strands of the American social safety net to better understand how political institutions and policy mechanisms contribute to both diversity and inequality in individuals' social, economic and political outcomes (based in race, class, gender, dis/ability, region, political jurisdiction, etc.).

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

The readings and assignments in this course are designed to help students understand how social policies and programs contribute to Americans' lived experiences.  We will examine various theoretical justifications for the policies that constitute the American welfare state, then confront and dissect major strands of the American social safety net to better understand how political institutions and policy mechanisms contribute to both diversity and inequality in individuals' social, economic and political outcomes (based in race, class, gender, dis/ability, region, political jurisdiction, etc.).

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

The readings and assignments in this course are designed to help students understand how social policies and programs contribute to Americans' lived experiences.  We will examine various theoretical justifications for the policies that constitute the American welfare state, then confront and dissect major strands of the American social safety net to better understand how political institutions and policy mechanisms contribute to both diversity and inequality in individuals' social, economic and political outcomes (based in race, class, gender, dis/ability, region, political jurisdiction, etc.).

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

An introduction to ethnographic field interviewing learned in the context of individually run student field projects. Focuses on the anthropologist-informant field relationship and the discovery of cultural knowledge through participant observation and ethnosemantic interviewing techniques. Prerequisite(s): ANTH 101 or ANTH 111 or permission of instructor.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

This course introduces you to the interdisciplinary study of cities and emphasizes a geographical lens. The central point of the course is to examine how the built environments of cities are shaped by human activity and how, in turn, urban life is shaped by the built environment. The course focuses on American cities and Minneapolis-St. Paul in particular. This course takes advantage of Macalester's location by introducing you to the urban environment of the Twin Cities and connecting you to its history, landscapes, communities, and institutions through case studies, field study exercises, and visits with experts working in organizations and institutions in the local community. This course will demand a lot from you, but it should be a lot of fun and offer a formative learning experience, not only about cities, but about the discipline of geography, the liberal arts, and even yourself. Field work required.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

According to the International Organization for Migration (OIM), in 2019, the United States had the largest foreign-born population in the world. During the same year, immigrants represented 15% of the United States population while 53% of the foreign-born migrants came from Latin America. At the same time, we are observing the securitization of the US-Mexico border that is resulting in the removal of undocumented individuals from the U.S. in large numbers, specifically Latino men. The course examines recent U.S. immigration as part of a global (historical) phenomenon to understand how we got to where we are. While we will become familiar with immigration policies, we will pay attention to the experiences of immigrants, particularly those coming from Latin America. We will explore questions such as: What motivates people to migrate? How does migration reconfigure social relations, such as parental and community relations? This is a discussion-based course and includes guest speakers and a civic engagement project with a local organization.

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

We now live in a world where the majority of the population already lives in cities. And yet every year, hundreds of millions of people continue to move into cities to pursue a better future. The contemporary social, economic, and political changes are intrinsically linked to divergent urban processes across the world. This paramount shift poses important theoretical and empirical questions to our age. This course uses the critical perspective of "global urbanism" to both contextualize and connect different urban experiences across places. We will introduce various urban settings and demonstrate how complex relations between urbanization, globalization, and economic development produce spatial unevenness and social inequality. We will study the dominant paradigm of world and global cities, which prioritizes development trajectories of cities in the global North, and discuss contesting views focusing on "ordinary cities" from the global South. Drawing on case studies in the developed and less-developed world, we will also learn how to apply the relational comparative urbanism approach as well as regionally based theoretical perspectives to comprehend the diverse urban landscapes around the globe.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Social science

Course Materials

This course is built around the argument that "environmental problems" do not exist; they are in fact human behavior problems. Thus, if we want to craft effective solutions to issues such as ocean acidification, air pollution, or climate change, we must start with the human behaviors that lead to them. We will cover psychological principles, theories, and methods and explore the complex web of factors underlying environmentally sustainable and unsustainable actions. A strong theme throughout the semester is the intersection of identity - personal, social, and cultural - and environmentalism.  We will explore questions such as, "Why do some groups of people feel a part of the sustainability movement while others feel alienated from it or skeptical of it?"; "Who takes action on behalf of the natural environment, under what circumstances, and why?"; and "How can we create contexts that promote true sustainability?" Psychology of Sustainable Behavior is a project-based class with a strong civic engagement component. Students will participate in three class projects: a self-change project (2.5 weeks), a community-based collaborative project (5 weeks), and a communication/education project (3 weeks). Prerequisite(s): PSYC 100 for Psychology majors.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course is built around the argument that "environmental problems" do not exist; they are in fact human behavior problems. Thus, if we want to craft effective solutions to issues such as ocean acidification, air pollution, or climate change, we must start with the human behaviors that lead to them. We will cover psychological principles, theories, and methods and explore the complex web of factors underlying environmentally sustainable and unsustainable actions. A strong theme throughout the semester is the intersection of identity - personal, social, and cultural - and environmentalism.  We will explore questions such as, "Why do some groups of people feel a part of the sustainability movement while others feel alienated from it or skeptical of it?"; "Who takes action on behalf of the natural environment, under what circumstances, and why?"; and "How can we create contexts that promote true sustainability?" Psychology of Sustainable Behavior is a project-based class with a strong civic engagement component. Students will participate in three class projects: a self-change project (2.5 weeks), a community-based collaborative project (5 weeks), and a communication/education project (3 weeks). Prerequisite(s): PSYC 100 for Psychology majors.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Social scientists use qualitative methods to understand the ways in which societal associations operate and how people experience, contribute to, or try to change these associations. Qualitative methods are thus concerned with analyzing processes and how people experience them. This course trains students to use qualitative research methods to collect data, analyze it, draw authoritative conclusions, and observe professional research ethics. The course emphasizes how qualitative methods contribute to scientific research and how ethical treatment of research participants affects the practice of qualitative research. Above all, the course focuses on training students to conduct qualitative research that contributes to our understanding of human geographies. Students will develop these skills by engaging in a semester-long research project. Prerequisite(s): GEOG 111 or GEOG 113 or GEOG 115, or permission of instructor.In Fall 2024, students in the class will work collaboratively with the East Side Freedom Library (ESFL) to conduct interviews and archival research to investigate how immigration has shaped the development of the Payne-Phalen neighborhood on the East Side of St. Paul. Research findings will be shared with a wider public by elaborating on a walking tour that ESFL has created to examine development and change on the east side of St. Paul through specific stories about people and places in the neighborhood.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

General Education Requirements:
Quantitative Thinking Q2

Distribution Requirements:
Social science

Course Materials

This course builds on prior learning in Educational Studies to deepen understanding of both the challenge and potential of teaching in urban schools. Focal topics include exploration dynamic learning environments for teaching children and youth with a variety of social, cognitive, economic, and cultural experiences. We will consider the evaluation, appropriate accommodations, and methods of instruction and assessment for students possessing a broad range of academic interests and aptitudes and varied forms of exceptionality. The course is grounded in a field experience (40 hour minimum) engaging students in learning from and contributing to a local classrooms at the grade level/subject matter area of their choice. The course culminates in the design of a curricular unit that reflects instruction aimed at higher order cognition and holistic child development. Course reserved for Educational Studies majors (Teaching/Learning Emphasis). Prerequisite(s): Permission of instructor.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:

Course Materials

This course provides students with a culminating experience in the urban studies concentration. Students will use the course to integrate past coursework in urban studies and reflect on where their interests in the diverse field of urban studies lie. Weekly meetings will explore the breadth and diversity of urban studies through guided readings, meetings with faculty in the urban studies program, and conversations with urban studies professionals in the community. Students will also be responsible for organizing a colloquium meeting and making a presentation on an interest of theirs germane to urban studies. S/SD/N grading only. Prerequisite(s): Permission of instructor.

General Education Requirements:

Distribution Requirements:

Course Materials

A research seminar in which students explore and discuss current transportation research and issues and conduct an individual inquiry into transportation geography, from the effects of transportation on urban form and land use to the environmental and human dimensions of transport. Through readings, discussions, guest speakers, and local field experiences, students are introduced to a variety of research areas and applications, data sources, and research methods. We will also take advantage of our location within the Twin Cities metropolitan area to host alumni who are currently working in transportation, in order to gain exposure to a professional view of the field. Prerequisite(s): Permission of instructor.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials