Fall 2020 MASP Seminar Schedule
|Course #||Title||Time||Instruction Mode||Instructor|
|ARSC 1470-400R||Neuroscience of Learning||Tu 9:35am-10:50am||Remote||Katharine Semsar|
|ARSC 1490-400R||Re-presenting Indigenous Experiences: Literature & Land||Tu 2:20pm-3:35pm||Hybrid In-Person & Remote*||Karen Ramirez|
|ARSC 1470-401R||Discovering Biodiversity||W 4:10pm - 5:25pm||Hybrid In-Person & Remote*||Katharine Semsar|
|ARSC 1492-400R||Preparing for Independent Research||Th 12:45pm – 2:00pm||Hybrid In-Person & Remote*||Karen Ramirez, Katharine Semsar|
|ARSC 1480-400R||Legal System Reform||Th 5:30pm - 6:45pm||Remote||CheyOnna Sewell|
*For Hybrid: In person/Remote classes, we plan to poll the students in the class to see if there are students who want to participate fully remotely and if so to provide a way to make that possible.
MASP seminars are exclusively for active MASP students. Classes are filled on a first come, first serve basis.
If you are a current MASP student who would like to register for a MASP class, please check your emails from MASP for this semester's registration date.
Conducting independent research as an undergraduate student provides an exciting opportunity to investigate significant and individualized research questions. Independent research also has been shown to help undergraduate students succeed in college and beyond. But it can be difficult to know where to start in working towards doing undergraduate research. This class is designed to help you identify your research interests and develop skills needed to produce an initial research proposal – one that could be a starting point for an honors thesis or an Undergraduate Research Opportunities Program (UROP) project in your major field of study.
This class considers how contemporary Indigenous people in the United States work to represent themselves, their histories and their stories. We will learn how, given the legacy of colonialism, Native self-representation and storytelling is a complicated process of sharing and protecting that can be a form of activism and healing. In exploring this topic, our class will focus on one book, Deborah Miranda’s 2013 mixed-genre novel Bad Indians: A Tribal Memoir, and on one landscape, Rocky Mountain National Park. As a part of this class, we will learn about an ongoing collaboration between the National Park Service and tribal representatives from the Ute Mountain Ute, Southern Ute, Northern Arapaho, Northern Cheyenne, and Cheyenne and Arapaho Tribes of Oklahoma; and CU Boulder’s Center of the American West that seeks to enhance the interpretation of American Indian histories in Rocky Mountain National Park.
***Students who have previously taken Dr. Ramirez’s Native Literature and Dialogue seminar should not take this course due to overlap in course readings/content.
Humans have a growing impact on global biodiversity through our direct impact on ecosystems and through our impact on global climate change. This course is designed to encompass two interconnecting perspectives on biodiversity: discovery of what biodiversity is and investigation into Rocky Mountain biodiversity. For the first perspective, we will define biodiversity, survey species diversity across phyla (Creature Features), and explore why high biodiversity is important by examining the impacts humans have on both local and global biodiversity as well as how biodiversity impacts human health, ingenuity, economics, and survival. For the second perspective, we will investigate specific biodiversity-related questions related to local water habitats. We will work together as a whole class to design and conduct a field study that will explore relationships between habitat characteristics and biodiversity. Each student will present the class findings through individually-written project reports.
What are you an expert in? How did you achieve that expertise? How can you use that process to develop your expertise in any area? Learning how to learn is a fundamental piece of developing any expertise, whether it is expertise in sports, music, academic, or time management. In this interdisciplinary course we will explore the underpinnings of expertise-building by examining how the brain acquires, stores, and integrates new knowledge. By the end of the course, you should be able to: (1) describe the neurobiology of how the brain encodes, stores, and retrieves information, (2) predict how changes to neural systems can affect their function, and (3) connect the neurobiology of how people learn to specific learning strategies. To build your expertise in these areas, we will be weaving together knowledge from three disciplines: neurobiology, cognitive psychology, and education research. For the final class project, we will work together as a class to develop a way to share this knowledge (your new expertise) with younger learners.
Throughout the history of the criminal legal system, there have been various attempts at correcting the inequality rampant in the system. In this course, we will critically discuss reform/eradication efforts of the past, present, and what we may expect in the future. We will discuss things from mandatory minimum sentencing to prison abolition. Together we will define and use an intersectional-lens to align the course through an acknowledgement of systems of power and oppression.