College of Arts & Sciences

Beginning Swahili II
Mungai Mutonya, L90 AFAS 104D
This course is the second in a two-course sequence at the beginning level of Swahili. Designed to provide rapid acquisition of conversational skills, written expression, and reading comprehension, the course also introduces students to various aspects of culture across the Swahili-speaking countries in east and central Africa. The course also focuses on contemporary Swahili expressions in music, social media, Hollywood productions, advertising, political campaigns, and youth slang. Additionally, students will participate in community-based learning projects that entail teaching and mentoring Swahili-speaking refugees at a St. Louis public school. The course also prepares students for study abroad in any of the dozen Swahili-speaking countries in Africa. Semester: Fall. Prerequisite: None. Additional Info: 5 credits.

Intermediate Swahili IIII
Mungai Mutonya, L90 AFAS 204D
This course is the first in a two-course sequence at the intermediate level of Swahili. Designed to enhance Swahili skills acquired at the beginning level, the course emphasizes conversation practice and vocabulary enrichment that enables a learner to use contemporary Swahili in different situations. A broad range of authentic Swahili texts will be introduced. Learners will continue to interact meaningfully with Swahili speakers in St. Louis during community-based learning at a refugee school and elsewhere. Semester: Fall. Prerequisite: AFAS 103DQ-104DQ or the equivalent. Additional Info: 3 credits

Rediscovering the Child: Interdisciplinary Workshops in an Urban Middle School
R Lorberbaum, L98 AMCS 316F
It is said that at this time in history the entire country must make a commitment to improve the positive possibilities of education. We must work to lift people who are underserved; we must expand the range of abilities for those who are caught in only one kind of training; and we must each learn to be creative thinkers contributing our abilities to many sectors of our society. In this course, we expand our views about learning by experimenting with the creative process of lateral thinking. In the first six weeks of the semester, we will learn about learning by meeting with exceptional people with many scholarly, professional, and civic engagement accomplishments. We also learn by working in teams to develop an exciting set of 2-D / 3-D, hands-on, problem-solving workshops for middle-schoolers from economically disadvantaged urban families; the workshop curriculum is be based upon your knowledge and passion as well as your interests. During the last eight weeks, we deliver these workshops once a week to students at Compton-Drew Middle School (adjacent to the Science Center in the city of St. Louis). In this course we celebrate the choices of studies we each pursue, and expand our experience by learning from each other’s knowledge bases and creativity. Semester: Fall, Spring. Prerequisite: Open to students from all disciplines, schools, freshmen through seniors, and meets the multidisciplinary Fieldwork requirement for AMCS majors. Additional Info: American Culture Studies (AMCS) is a multidisciplinary program that provides both a broader context for study in different fields and a deeper understanding of American culture in all of its complexities **Attendance Mandatory for all the classes.** To meet compliance with University Policies on Minors, all students participating in this class will be required to undergo a fingerprinting background check, which is done on campus, prior to interacting with the Compton-Drew students. This carries a $50 Lab/materials fee to cover the cost of this check. 3 credits.

Civic Scholars Program Semester Two: Self Awareness, Civic Life, and Citizenship
L98 AMCS 3203
This is the first semester, foundation course for students in the Civic Scholars Program of the Gephardt Institute for Civic and Community Engagement. This course provides students with a context for examining civic engagement and developing civic leadership skills. Through lectures, guest speakers, readings, excursions, and class discussion, students 1) explore the history and current status of civic engagement; and 2) prepare for the implementation of a civic project the summer between their junior and senior years. Students meet in a structured class to discuss concepts, engage in critical reflection, and develop leadership skills. In addition, students critically reflect on course content to enrich their learning. This is a two-credit course. Semester: Fall. Prerequisite: Admittance into the Civic Scholars Program. All students waitlisted. Additional Info: 2 credits.

Civic Scholars Program Semester Four: Application and Integration of Civic Projects and Values
L98 AMCS 4203
This is the third semester course for students in the Civic Scholars Program of the Gephardt Institute for Civic and Community Engagement. This one-credit seminar style course provides students with the opportunity to evaluate their civic projects and explore implications of their work. Through group discussions, readings, lectures, and guest speakers, students 1) connect their civic engagement project to local, national, and international contexts; 2) understand interdependence of social issues, public policy, and culture; and 3) explore sustainability and social change. The class meets weekly for one hour during the fall semester. Students are expected to take an active role in their learning through sharing their experiences, engaging with reading material, and participating in reflection exercises. Semester: Fall. Prerequisite: L98 3202 and L98 3203 Admittance into the Civic Scholars Program. Additional Info: All Students waitlisted. Students are required to continue their coursework through the spring of their senior year, in the Civic Scholars Program, Semester Four: Civic Engagement across a Lifespan.

Freshman Seminar: Medicine and Society
Bradley Stoner, L48 Anthro 142
This course provides the basic foundation in medical anthropology and cultural anthropology for students enrolled in the Medicine and Society Program. The purpose of the course is to introduce students to the central themes and theoretical approaches employed by medical anthropologists to study health and illness in cross-cultural perspective. Topical areas include analyses of disease, illness and sickness at micro and macro levels; impact of personal and interpersonal factors on health; health effects of social, political, and economic factors; relationship of anthropology to biological and social science approaches; ecology of health and development; and cross-cultural health studies of language, gender, and race/ethnicity. Semester: Fall. Prerequisite: Open only to students enrolled in the Medicine and Society Program. Additional Info: Content for this course overlaps with and replaces Anth 160 for students enrolled in the Medicine and Society Program. 3 credits.

Sustainability Exchange: Community and University Practicums
William Lowry, Raymond Ehrhard, Phillip Valko, Scott Krummenacher, Hannah Roth, Bruce Lindsey, L82: EnSt 405
The Sustainability Exchange will bring together students working in trans-disciplinary teams to tackle real-world energy, environmental, and sustainability problems through an experiential form of education. Students will participate in projects with clients and partners on- or off-campus, developed with and guided by faculty advisors drawn from across the University, with the intention of delivering an applicable end-product that explores “wicked” problems requiring innovative methods and solutions. These projects matter to the client or partner. The team-based project will be complemented by a seminar that will explore the field of design and design thinking through problem solving strategies and methodologies drawn from a wide range of creative practices, including design, engineering and science, as well as contemporary topics in energy, environment, and sustainability. Students will draw on these topics to influence their projects. Semester: Fall. Prerequisite: None. Additional Info: This course is open to all undergraduate juniors and seniors. An application is required. The application will be available in early June and will be emailed to all students on the wait list. Students will be accepted off the wait list following the application process, and will receive confirmation by late July. Contact with any questions. Three credit course.

Interdisciplinary Environmental Clinic
Peter Goode, Kenneth Miller, L82 EnSt 539
This course constitutes the technical component of an interdisciplinary environmental clinic based at the Law School. Engineering and Arts & Sciences students participate in interdisciplinary teams with law students, handling environmental projects for public interest, environmental or community organizations or individuals. Students from other schools may also participate with permission of instructor. Projects may involve the following activities: representing clients in federal and state court litigation and administrative proceedings; drafting proposed legislation; commenting on proposed regulations, permits, environmental impact statements or environmental assessments, and similar documents; and evaluating matters for potential future action. The goal is that for each project, students will have primary responsibility for handling the matter, and faculty will play a secondary, supervisory role. Non-law students may provide such technical support as investigating unknown facts, evaluating facts presented by other parties (such as in government reports), and working with law students to develop and present facts relevant to an understanding of and resolution of the matter. Non-law students must work at least an average of 12 hours per week on clinic matters, including attendance at and participation each week in: at least one individual meeting with the professor; one group meeting involving the student team assigned to each project and the professor(s); and a two-hour seminar for all students in the clinic. Semester: Fall. Prerequisite: The clinic is open to graduate students and upper-level undergraduates with coursework and/or experience in environmental engineering, environmental science, or related fields. Additional Info: Enrollment is a two-step process including the submission of a Request for Permission to Enroll form (found at: ) and online registration. Enrollment is limited to 8 students. All students will be placed on the waitlist upon registration and students will be selected to enroll from the waitlist. Course credit varies (max = 6.0).

The 1904 St. Louis World’s Fair: German and Austrian Art Exhibited
Paul Lutzeler, L97 IAS 4224
The St. Louis World’s Fair of 1904 (The Louisiana Purchase Exposition) was one of the greatest events of its time. At the beginning we will deal with the historical development that lead to the purchase of the Louisiana Territory in 1803, will review the developments of World’s Fairs since 1851 and will have a look at the grand dimension of the 1904 World’s Fair (connected with the Olympic Games). Of central importance are the Art Exhibits from Germany and Austria with their cultural-political implications. The German Emperor had a hand in selecting the German paintings to be sent to St. Louis, and his opposition against modern movements like Impressionism caused opposition in Germany. Austria was different: In their Art Nouveau Pavilion they included secessionists (Hagenbund). The Wiener Werkstaetten (Vienna’s Workshops) attracted a lot of attention. Different from the paintings, German Arts and Crafts represented avant-garde movements. We will visit libraries, archives, and museums in St. Louis that have World’s Fair holdings. Semester: Fall. Prerequisite: None. Additional Info: The seminar is for advanced undergraduate students but beginning graduate students can take it with permission of the instructor.

Internship in Psychology
Brian Carpenter, L33 PSYCH 225
An opportunity to gain supervised, applied experience in a nonacademic, community service agency. Semester: Fall, Spring, Summer. Additional Info: For a description of prerequisites, goals, agency selection, registration policies, and course requirements, obtain a copy of “A Guide to Internships in Psychology” available in room 207B in the Psychology Building or on the Psychology Department’s website: This course can be taken only once. Credit/No Credit only.

Practicum in Applied Behavior Analysis: Autism Spectrum Disorder
Leonard Green, L33 PSYCH 235
An opportunity to be trained in applied-behavior-analytic techniques and to work with a child with autism/pervasive developmental disorder. Training and supervision will be arranged and coordinated by the family of the child and their consultant. To receive credit, students must undertake a year’s work with the child, complete the minimum number of hours of training and therapy, and attend regular therapy meetings. In addition, students must attend all seminar meetings both semesters for discussion of assigned readings and presentations on autism and therapy. Completion of a paper is required in the second semester. Semester: Fall, Spring. Additional Info: For details, see the brochure “Practicum in Applied Behavior Analysis: Autism Spectrum Disorder,” available from the Department, or online at This course can only be taken once for credit, and can be begun either in the fall or in the spring semester. Credit/No Credit only. Enrollment through the practicum coordinator, Professor Leonard Green, only. Required Practicum seminar meetings will be Tuesdays: September 6, September 20, October 25, November 15, and November 29 from 6-8pm.

Service Learning: Documenting the Queer Past in St. Louis
Andrea Friedman, L77 WGSS 3173
Around the U.S. and the world, grassroots lgbtq history projects investigate the queer past as a means of honoring the courage of those who have come before, creating a sense of community today, and understanding the exclusions and divisions that shaped their communities and continue to limit them. In this course, we participate in this national project of history-making by helping to excavate the queer past in the greater St. Louis region. Course readings will focus on the ways that sexual identities and communities in the United States have been shaped by urban settings since the late nineteenth century, with particular attention to the ways that race, class and gender have structured queer spaces and communities. In their community service project, students will work with the grassroots St. Louis LGBT History Project to research St. Louis’s queer past, including conducting oral histories with local LGBTQ elders. IMPORTANT NOTE: This is a service-learning class, which means it combines classroom learning with outside work at a community organization. In addition to regular class time, there is a service requirement, which will necessitate an additional 3-4 hours a week. Before beginning community service students must complete required training. Prerequisite: Introduction to Women, Gender, and Sexuality Studies or Introduction to Queer Studies, or permission of instructor.