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

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

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:
Writing WA

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

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 WP
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

This class introduces students to the methodologies and analytic techniques of fieldwork and ethnography: participant observation, interviewing, and the use of documents. Students will read exemplary, book-length studies and will conduct an extensive field research for their final project. Prerequisite(s): For declared Sociology majors only; all others require permission of instructor.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

This course presents an historical overview of the interaction between artists, the state, and national identity in Latin America. After an introduction to the import of images to crafting collective identities during the colonial era and the 19th century, we will focus on the 20th century. Topics to be discussed include the depiction of race, allegorical landscapes and architectures, the art of revolution, and countercultures. Multiple genres will be explored with an emphasis on the visual arts, architecture, and popular music. Meets the post-1800 requirement, and can count towards "Latin American/Caribbean" field.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Humanities

Course Materials

This course presents an historical overview of the interaction between artists, the state, and national identity in Latin America. After an introduction to the import of images to crafting collective identities during the colonial era and the 19th century, we will focus on the 20th century. Topics to be discussed include the depiction of race, allegorical landscapes and architectures, the art of revolution, and countercultures. Multiple genres will be explored with an emphasis on the visual arts, architecture, and popular music.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Humanities

Course Materials

This course connects students with urban social geography, which studies the social and spatial dimensions of city life. The course explores some of how forces of social exclusion and efforts to promote inclusion contribute to the geographical organization of cities. Our exploration focuses on several issues of contemporary significance in the US context: (1) attempts to ameliorate social inequalities connected to racist patterns of housing and neighborhood segregation; (2) the problematic nature of gentrification; and (3) how to promote social well- being through how we design and manage the urban built environment. Our exploration will include studying theories of justice and prompt recurring reflection on the problems of urban inequality and the possibilities for creating more equitable, inclusive, and just cities. Race, class, gender, and ability are at the heart of these issues. This course therefore also considers how the intersectionality of race, class, gender, and ability affect and are affected by urban landscapes. Prerequisite(s): AMST 101 or 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. The course explores some of how forces of social exclusion and efforts to promote inclusion contribute to the geographical organization of cities. Our exploration focuses on several issues of contemporary significance in the US context: (1) attempts to ameliorate social inequalities connected to racist patterns of housing and neighborhood segregation; (2) the problematic nature of gentrification; and (3) how to promote social well- being through how we design and manage the urban built environment. Our exploration will include studying theories of justice and prompt recurring reflection on the problems of urban inequality and the possibilities for creating more equitable, inclusive, and just cities. Race, class, gender, and ability are at the heart of these issues. This course therefore also considers how the intersectionality of race, class, gender, and ability affect and are affected by urban landscapes. Prerequisite(s): AMST 101 or 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 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

This course explores historical and contemporary perspectives on racial and ethnic groups in American society, including African Americans, Native Americans, Asian Americans, Latinos, European Americans, and Americans of Middle Eastern descent. The goal is to develop an understanding of socio-historical forces that have shaped the lives of racial and ethnic groups in America.

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 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:
U.S. Identities and Differences

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 Q2

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:

Distribution Requirements:
Humanities

Course Materials

This course introduces students to the ways history is being practiced in the public sphere. We will examine a wide array of topics that fall under the rubric of public history including the study of archives, museums, and oral histories. The course may also consider historical reenactment, commemoration, digital history, and the preservation of historical sites. As we explore these topics we will be asking larger questions about who practices history, the role of audience, and the relationship between history and memory. Can count towards "Public History" field.

General Education Requirements:

Distribution Requirements:
Humanities

Course Materials

The purpose of this course is to understand the practices and concepts that constitute the movement for sustainable cities and investigate the ways urban sustainability initiatives are generated and how they vary geographically. The course adopts a political economy perspective to trace the complex interactions of institutions, politics, and economic systems that shape initiatives for more sustainable cities. Students will work in the first part of the course to enhance their understanding of core concepts and best practices that constitute the professional field of sustainable urban development and assemble a framework for analyzing the ways sustainability initiatives come to fruition and approach the idea of sustainability in a particular way. Equipped with this framework, we then analyze case studies in the second part of course that focus on the meaning of sustainability, its practice internationally, and the ultimate impact of these practices on ecological balance, economic sustainability, and social equity in the urban environment. Toward these ends, students will conduct a semester-long capstone research project that investigates a particular urban sustainability initiative in the world by tracing the political economy of its creation and considering its impact on society, economy, and environment. Corequisite(s): Permission of instructor.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

The purpose of this course is to understand the practices and concepts that constitute the movement for sustainable cities and investigate the ways urban sustainability initiatives are generated and how they vary geographically. The course adopts a political economy perspective to trace the complex interactions of institutions, politics, and economic systems that shape initiatives for more sustainable cities. Students will work in the first part of the course to enhance their understanding of core concepts and best practices that constitute the professional field of sustainable urban development and assemble a framework for analyzing the ways sustainability initiatives come to fruition and approach the idea of sustainability in a particular way. Equipped with this framework, we then analyze case studies in the second part of course that focus on the meaning of sustainability, its practice internationally, and the ultimate impact of these practices on ecological balance, economic sustainability, and social equity in the urban environment. Toward these ends, students will conduct a semester-long capstone research project that investigates a particular urban sustainability initiative in the world by tracing the political economy of its creation and considering its impact on society, economy, and environment. Prerequisite(s): Permission of instructor.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials