Biology

Biology is the study of life in its broadest sense, ranging from topics such as the role of trees in affecting global atmospheric carbon dioxide down to the molecular mechanisms that switch genes on and off in human brain cells. Biology includes a tremendous variety of disciplines: molecular biology, immunology, histology, anatomy, physiology, developmental biology, behavior, evolution, ecology, and many others. Because Sarah Lawrence College faculty members are broadly trained and frequently teach across the traditional disciplinary boundaries, students gain an integrated knowledge of living things—a view of the forest as well as the trees.

In order to provide a broad introduction and foundation in the field of biology, a number of courses appear under the designation General Biology Series. Each of these open-level, semester-long courses have an accompanying lab component. Students may enroll in any number of the General Biology Series courses during their time at Sarah Lawrence and in any order, although it is strongly recommended that students begin with General Biology Series: Genes, Cells, and Evolution in the fall semester. Completion of any two General Biology Series courses fulfills the minimum biology curriculum requirements for medical school admission. These courses typically meet the prerequisite needs for further intermediate- and advanced-level study in biology, as well.

Biology 2023-2024 Courses

First-Year Studies: The Brain According to Oliver Sacks

FYS—Year | 10 credits

Dr. Oliver Sacks was a prominent neurologist and prolific writer, who considered the workings of the brain by observing and diagnosing patients—including himself. Sacks communicated the marvels of the nervous system to the public through his engaging and remarkable stories of neurological dysfunction and his musings on intriguing and poorly understood topics in neuroscience. We will study the brain in health and disease through Sacks’s writings, accompanied by other readings and films that complement and expand upon Sacks’s descriptions of brain function. Topics will likely include: vision, blindness, and prosopagnosia (aka face-blindness, which Sacks himself had); speech, reading, audition, music, and deafness; autism spectrum disorder; Tourette’s syndrome; neurodegenerative diseases like Parkinson’s, Alzheimer’s, Huntington’s, and ALS; learning, memory, and amnesia. We will meet for seminar classes and biweekly individual conferences throughout the year. In the fall semester, we will also have weekly group collaborative meetings, which will include neuroanatomy exploration using a neuroscience coloring book, movie screenings, or writing workshops.

Faculty

General Biology: Genes, Cells, and Evolution

Open, Small Lecture—Fall | 5 credits

Biology, the study of life on Earth, encompasses structures and forms ranging from the very minute to the very large. In order to grasp the complexities of life, we begin this study with the cellular and molecular forms and mechanisms that serve as the foundation for all living organisms. The initial part of the semester will introduce the fundamental molecules critical to the biochemistry of life processes. From there, we branch out to investigate the major ideas, structures, and concepts central to the biology of cells, genetics, and the chromosomal basis of inheritance. Finally, we conclude the semester by examining how those principles relate to the mechanisms of evolution. Throughout the semester, we will discuss the individuals responsible for major discoveries, as well as the experimental techniques and process by which such advances in biological understanding are made. Classes will be supplemented with weekly laboratory work. This course serves as the gateway course into the biology department curriculum.

Faculty

Evolutionary Biology

Open, Lecture—Spring | 5 credits

What biological processes led to the development of the incredible diversity of life that we see on Earth today? The process of evolution, or a change in the inherited traits in a population over time, is fundamental to our understanding of biology and the history of life on Earth. This course will introduce students to the field of evolutionary biology. We will interpret evidence from the fossil record, molecular genetics, systematics, and empirical studies to deepen our understanding of evolutionary mechanisms. Topics covered include the genetic basis of evolution, phylogenetics, natural selection, adaptation, speciation, coevolution, and the evolution of behavior and life-history traits. Students will attend one weekly 90-minute lecture and one weekly 90-minute group conference where scientific papers in evolutionary biology will be discussed in small groups.

Faculty

Drugs and the Brain

Open, Lecture—Spring | 5 credits

The nervous system is the ultimate target of many drugs: those taken to alleviate pain, to increase pleasure, or to transform perceptions. We will focus on the neuronal targets and mechanisms of psychoactive drugs, including which neurotransmitter systems they modulate. We will consider stimulants, depressants, narcotics, analgesics, hallucinogens, and psychotherapeutics. In order to gain a more comprehensive understanding of drug use and abuse, we will also explore the social, political, economic, and genetic factors that influence drug consumption—both legal and illegal—and drug epidemics, including the ongoing and devastating opioid epidemic. We will learn about drug sources, forms, and methods of use while also exploring what is known about the biological basis of tolerance, cravings, withdrawal, and addiction. Lectures will be complemented by seminar-style group conferences in which we will discuss the narrative nonfiction books Dreamland, by Sam Quinones, and How to Change Your Mind, by Michael Pollan.

Faculty

Animal Behavior

Open, Seminar—Fall | 5 credits

Behavior is the complex manifestation of multifaceted phenomena. Behavior involves the integration, synthesis, and sorting of vast amounts of biological information—from the molecular, cellular, and physiological to the cognitive, emotional, and psychological. Genetics, lived experience, embodied knowledge, and evolutionary legacy are all at play in the existence, persistence, and shaping of behavioral expression within and across lineages. Studying behavior provides insight into the interior lives of other animals and how they relate to and respond to their worlds, including a better understanding of their abilities to contend with environmental, social, and emotional challenges. Behavior can be studied at the level of the individual, group, and species. Studying animal behavior also provides awareness into our own species. In this course, we will explore the fascinating and complex world of other animals through the lens of behavior. We will begin to understand the relationship between nonhuman animal and human behavior, realizing that an understanding of human behavior depends to a large part on understanding nonhuman animals. We will develop skills to articulate the evolutionary history of a species’ behavior, the developmental history of an individual’s behavior, and the impact of evolution and development on natural selection. We will also investigate anthropogenic effects on animal behavior and begin to understand and articulate the ethical dilemmas posed when studying animals.

Faculty

Giving, Taking, and Cheating: The Ecology of Symbiosis

Open, Seminar—Fall | 5 credits

From gut flora of animals to fungi living in tree roots, symbioses are important and widespread throughout the natural world. We can broadly define symbiosis as different species living together in a close association of any nature, from mutualism to parasitism. In this seminar course, we will explore how symbioses are developed, maintained, and broken down and also consider the scientific challenges to understanding the function of such associations. We will read and discuss papers from the primary literature—exploring a broad range of taxonomic groups, including fungus-farming ants, bioluminescent bacteria living in squid, figs and their wasp pollinators, parasitic butterflies, and sloths and the moths that live in their fur. We will place a special emphasis on mutualisms, or interactions in which both partners benefit—unless, of course, one cheats. We will think carefully about how to design scientific experiments to understand the nature of symbioses and also design and carry out a class experiment on mutualisms between plants and nitrogen-fixing bacteria.

Faculty

Ecology

Open, Seminar—Fall | 5 credits

Ecology is a scientific discipline that studies interactions between living organisms and their environments, as well as processes governing how species are distributed, how they interact, and how nutrients and energy cycle through ecosystems. Ecologists might ask questions about how plant growth responds to climate change, how squirrel population size or behavior changes in response to acorn availability, or how nutrients like nitrogen and phosphorous cycle in rivers and streams. In this course, students will develop a strong foundational understanding of the science of ecology at the individual, population, community, and ecosystem scales. Throughout the course, emphasis will be placed on how carefully-designed experiments and data analysis can help us find predictable patterns despite the complexity of nature. Students will be expected to design and carry out a field experiment, either individually or in small groups. The course will include a weekly lab section, with most labs held outdoors.

Faculty

Hormones, Food, and Sex

Open, Seminar—Fall | 5 credits

Hormones are released from diverse tissues, including the brain, ovaries, testes, stomach, intestines, and fat. These small molecules travel around the body via the circulatory system to influence the activity of distant cells involved in key biological processes. In this introduction to endocrinology, we will study the principles of hormone signaling by focusing on two overarching topics: 1) hormones that modulate food intake and utilization, and 2) hormones that control reproduction. The key molecules, cells, and tissues that play a role in endocrine-signaling pathways will be examined. We will study hormones that control appetite, satiation, fat deposition, and weight, as well as those that control many aspects of reproduction—including puberty, arousal, sex, gender identity, ovulation, pregnancy, and lactation. Readings will include textbook chapters, scientific articles, and popular science pieces.

Faculty

Genetics

Sophomore and Above, Seminar—Fall | 5 credits

At the biological core of all life on Earth is the gene. The unique combination of genes in each individual ultimately forms the basis for that person's physical appearance, metabolic capacity, thought processes, and behavior. Therefore, in order to understand how life develops and functions, it is critical to understand what genes are, how they work, and how they are passed on from parents to offspring. In this course, we will begin by investigating the theories of inheritance first put forth by Mendel and then progress to our current concepts of how genes are transmitted through individuals, families, and whole populations. We will also examine chromosome structure and the mechanisms and molecular functions of genes and DNA within cells and how mutations in DNA can lead to physical abnormalities and diseases such as Trisomy 21, hemophilia, or others. Finally, we will discuss the role of genetics in influencing such complex phenotypes as behavior or traits such as intelligence. Classes will be supplemented with weekly laboratory work.

Faculty

Wild Animals and Conservation

Open, Seminar—Spring | 5 credits

We live in an increasingly human-dominated world where the places for wild animals are shrinking, causing animals to face an increasing number of threats and translating into populations, species, and ecosystems being in jeopardy. The modern conservation movement developed from concerns over the loss of wilderness and the extinction of species through exploitation. As a result, the well-being of individual wild animals has not been a focus of our conservation practices. Instead, we have tended to focus on the health of populations, preservation of species, and overall biodiversity. But in light of habitat loss, climate change, increased human-wildlife conflict, and the current global extinction crisis, we are wise to rethink how we care for wildlife and nature. While conservation biology and the science of animal well-being share a guiding ethic of the protection of animals, the presence of animal well-being has been slow to emerge in the field of conservation. Recent changes in our understanding of human activity on wildlife—such as overharvesting, pollution, climate change, and habitat loss, as well as the intensification of conservation programs—have necessitated a reevaluation of this separation. This course introduces students to the emerging fields of animal well-being science, compassionate conservation, conservation welfare, and wild-animal welfare. We will explore the shared and conflicting concerns of animal well-being and conservation from both historical and current perspectives. In doing so, we will examine these issues in popular media (film and press, for example) and academic (including scientific) literature. We will explore why some wild animals are considered pest species, why endangered species get special treatment (and if the animals of these species are better off), as well as the issue of keeping animals in zoos in the name of conservation. Major questions for the course will be: When we think about wildlife as individuals…how do our decisions on their behalf change? How do our conservation practices change? How does our relationship with wildlife change? Some topics that we will cover in this course include: human values and attitudes relating to conservation decision-making and norms of conservation practice; the role of science in conservation decisions; ethical questions in conservation practice; presuppositions about nature; human attitudes toward animals; perils of animals in the wild; and application of animal well-being science to conservation issues.

Faculty

Viruses and Pandemics

Open, Seminar—Spring | 5 credits

Ebola, smallpox, influenza, rabies...these and other viruses are the smallest lifeforms on Earth, yet they are some of the most powerful and devastating biological forces ever unleashed. Throughout human history, pandemics caused by viruses have periodically ravaged human populations, altering the social fabric, confounding political and medical responses, and revealing the fragility of the human species. Examples range from the Antonine Plague that killed five million people during the time of the Roman Empire, to the 15 million deaths during the Cocoliztli epidemic of the 1600s in Mexico and Central America, to the Spanish Flu pandemic of the early 20th century that claimed an estimated 50-100 million victims. The current COVID-19 pandemic has reminded the world of the dominance of viruses and exposed the challenges of confronting these microscopic pathogens on a global scale. This course will examine the biology and behavior of viruses, the role of such pathogens in inducing different pandemics throughout the course of history, and the means by which they can emerge and spread through a population. We will explore how viral outbreaks are traced through epidemiological means and modeling and how vaccines, quarantines, and other medical, social and political responses work to mitigate and eventually overcome such outbreaks. During the course, we will consider the representation of viruses and our response to pandemics through readings drawn from texts such as John Barry’s The Great Influenza, Laurie Garrett’s The Coming Plague, and Michael Lewis’s The Premonition.

Faculty

Anatomy and Physiology

Open, Seminar—Spring | 5 credits

Anatomy is the branch of science that investigates the bodily structure of living organisms, while physiology is the study of the normal functions of those organisms. In this course, we will explore the human body in both health and disease. Focus will be placed on the major body units, such as skin, skeletal, muscular, nervous, endocrine, cardiovascular, respiratory, digestive, urinary, and reproductive systems. By emphasizing concepts and critical thinking rather than rote memorization, we will make associations between anatomical structures and their functions. The course will have a clinical approach to health and illness, with examples drawn from medical disciplines such as radiology, pathology, and surgery. Laboratory work will include dissections and microscope work. A final conference paper is required at the conclusion of the course; the topic will be chosen by each student to emphasize the relevance of anatomy/physiology to our understanding of the human body.

Faculty

Cell Biology

Intermediate, Seminar—Spring | 5 credits

Prerequisite: General Biology, Genetics, Microbiology, Neurobiology, or other related course

Cells are the most basic unit of life on the planet. All life forms are simply conglomerations of cells, ranging from the individual bacterial cells to higher-order plants and animals. Humans, themselves, are made up of trillions of cells. So what exactly is a cell? What is it made of? How does it function? In a complex organism, how do cells communicate with one another and coordinate their activities? How do they regulate their growth? What role do genes play in controlling cellular function? This course will address these questions and introduce the basic biology of cells while keeping in mind their larger role in tissues and organs. If we can understand the structures and functions of the individual cells that serve as the subunits of larger organisms, we can begin to understand the biological nature of humans and other complex life forms. Classes will be supplemented with laboratory work.

Faculty

Microbiology

Intermediate, Seminar—Spring | 5 credits

Prerequisite: General Biology: Genes, Cells, and Evolution or permission of the instructor

Humans are bathing in a sea of microbes. Microbes coat our environments, live within our bodies, and perform functions both beneficial and detrimental to human well-being. This course will explore the biology of microorganisms, broadly defined as bacteria, archaea, viruses, single-celled eukaryotes, and fungi. We will study microbes at multiple scales, including the individual cell, the growing population, and populations interacting with one another or their environments. Microbial physiology, genetics, diversity, and ecology will be covered in depth. Particular emphasis will be given to the role of microbes that cause infectious disease in humans and microbes that play critical roles in ecological processes. Seminars will be supplemented by a weekly lab section to learn key microbiological techniques and methods, most notably culturing and identifying bacteria.

Faculty

Animal Behavior

Open, Seminar—Fall

Behavior is the complex manifestation of multifaceted phenomena. Behavior involves the integration, synthesis, and sorting of vast amounts of biological information—from the molecular, cellular, and physiological to the cognitive, emotional, and psychological. Genetics, lived experience, embodied knowledge, and evolutionary legacy are all at play in the existence, persistence, and shaping of behavioral expression within and across lineages. Studying behavior provides insight into the interior lives of other animals and how they relate to and respond to their worlds, including a better understanding of their abilities to contend with environmental, social, and emotional challenges. Behavior can be studied at the level of the individual, group, and species. Studying animal behavior also provides awareness into our own species. In this course, we will explore the fascinating and complex world of other animals through the lens of behavior. We will begin to understand the relationship between nonhuman animal and human behavior, realizing that an understanding of human behavior depends to a large part on understanding nonhuman animals. We will develop skills to articulate the evolutionary history of a species’ behavior, the developmental history of an individual’s behavior, and the impact of evolution and development on natural selection. We will also investigate anthropogenic effects on animal behavior and begin to understand and articulate the ethical dilemmas posed when studying animals.

Faculty

First-Year Studies: The Extraordinary Chemistry of Everyday Life

FYS—Year

Everything that we eat, wear, and do involves chemistry. This yearlong course examines the chemistry of our everyday life—the way things work. The emphasis of this course is on understanding the everyday use of chemistry. We will introduce chemistry concepts with everyday examples, such as household chemicals and gasoline, that show how we already use chemistry and reveal why chemistry is important to us. We will concentrate on topics of current interest, such as environmental pollution, and the substances that we use in our daily lives and that affect our environment and us. We will emphasize practical applications of chemistry to issues involving food and nutrition. In this FYS course, we will have weekly one-on-one conferences for the fall semester and biweekly for the spring semester.

Faculty

General Chemistry I

Open, Small Lecture—Fall

This course is the first part of a two-semester sequence that provides a broad foundation for the scientific discipline of chemistry, introducing its fundamental principles and techniques and demonstrating the central role of chemistry in biology and medicine. We first look at basic descriptions of elemental properties, the periodic table, solid and molecular structures, and chemical bonding. We then relate these topics to the electronic structure of atoms. The mole as a unit is introduced so that a quantitative treatment of stoichiometry can be considered. After this introduction, we go on to consider physical chemistry, which provides the basis for a quantitative understanding of (i) the kinetic theory of gases (which is developed to consider the nature of liquids and solids); (ii) equilibria and the concepts of the equilibrium constant and of pH; (iii) energy changes in chemical reactions and the fundamental principles of thermodynamics; (iv) the rates of chemical reactions and the concepts of the rate determining step and activation energy. Practical work in the laboratory periods of this course introduces the use and handling of basic chemical equipment and illustrates the behavior of simple chemical substances. In addition to the two regular class meetings and laboratory session each week, there will be an hour-long weekly group conference. This lecture course will be of interest to students interested in the study of chemistry or biology and to those planning on a career in medicine and related health.

Faculty

General Chemistry II

Intermediate, Small Lecture—Spring

This course is a continuation of General Chemistry I. We will begin with a detailed study of both the physical and chemical properties of solutions. This will enable us to consider the factors that affect both the rates and direction of chemical reactions. We will then investigate the properties of acids and bases and the role that electricity plays in chemistry. The course will conclude with introductions to nuclear chemistry and organic chemistry. Weekly laboratory sessions will allow us to demonstrate and test the theories described in the lecture segment of the course.

Faculty

The Chemistry of Art Materials

Open, Seminar—Fall

Do you admire paintings? Color? Yes, of course. As they age, paintings develop cracks and blisters and discolor. What is going on? In this course, we will learn about the investigative tools used by art conservation scientists as they diagnose the aging issues associated with paintings and other artworks. The course will cover chemical aspects of art materials, including the preparation and discoloration of artists’ pigments with emphasis on inorganic pigments, toxicology of art materials, and the aging of the oil matrix of oil paintings. Students will be taught how to use chemical mechanism, based on changes in structure as a common language that applies to the aging of art materials. Students will develop an individual project that is based on the chemistry of art materials. The approach will be nonmathematical.

Faculty

Organic Chemistry I

Open, Seminar—Fall

Organic chemistry is the study of chemical compounds whose molecules are based on a framework of carbon atoms, typically in combination with hydrogen, oxygen, and nitrogen. Despite this rather limited set of elements, there are more organic compounds known than there are compounds that do not contain carbon. Adding to the importance of organic chemistry is the fact that very many of the chemical compounds that make modern life possible—such as pharmaceuticals, pesticides, herbicides, plastics, pigments, and dyes—can be classed as organic. Organic chemistry, therefore, impacts many other scientific subjects; and knowledge of organic chemistry is essential for a detailed understanding of materials science, environmental science, molecular biology, and medicine. This course gives an overview of the structures, physical properties, and reactivity of organic compounds. We will see that organic compounds can be classified into families of similar compounds based upon certain groups of atoms that always behave in a similar manner no matter what molecule they are in. These functional groups will enable us to rationalize the vast number of reactions that organic reagents undergo. Topics covered in this course include: the types of bonding within organic molecules; fundamental concepts of organic reaction mechanisms (nucleophilic substitution, elimination, and electrophilic addition); the conformations and configurations of organic molecules; and the physical and chemical properties of alkanes, halogenoalkanes, alkenes, alkynes, and alcohols. In the laboratory section of the course, we will develop the techniques and skills required to synthesize, separate, purify, and identify organic compounds. Organic Chemistry is a key requirement for pre-med students and is strongly encouraged for all others who are interested in the biological and physical sciences.

Faculty

Organic Chemistry II

Intermediate, Seminar—Spring

In this course, we will explore the physical and chemical properties of additional families of organic molecules. The reactivity of aromatic compounds, aldehydes and ketones, carboxylic acids and their derivatives (acid chlorides, acid anhydrides, esters, and amides), enols and enolates, and amines will be discussed. We will also investigate the methods by which large, complicated molecules can be synthesized from simple starting materials. Modern methods of organic structural determination—such as mass spectrometry, 1H and 13C nuclear magnetic resonance spectroscopy, and infrared spectroscopy—will also be introduced. In the laboratory section of this course, we will continue to develop the techniques and skills required to synthesize, separate, purify, and identify organic compounds. Organic Chemistry II is a key requirement for pre-med students and is strongly encouraged for all others who are interested in the biological and physical sciences.

Faculty

Molecules: Bonding, Structure, and Reactivity

Intermediate, Seminar—Fall

The structure of a molecule (its particular arrangement of atoms in three-dimensional space) is the source of its chemical behavior and physical properties. Principally, the structure of a compound dictates its melting point, its reactivity toward other chemical species, its response to light, and its benefit (or harm) to a living organism. In this course, we will seek to understand the interactions between atoms that lead to the formation of molecules. That will allow us to survey the different arrangements and symmetries that occur within the molecules of important compounds. We will then go on to investigate the relationships between molecular structure and chemical reactivity. We will also explore the techniques that chemists use to determine molecular structures: mass spectrometry, infrared spectroscopy, and nuclear magnetic resonance spectroscopy. Once we have a sound understanding of those techniques, we will become chemical detectives and use the information that they provide to solve chemical puzzles in order to elucidate the identities and structures of unknown molecules. In the laboratory section of the course, we will synthesize a variety of different types of molecular compounds and then use spectroscopic techniques to investigate their structures. This course will be useful for both pre-health students and those who wish to develop a fuller and deeper understanding of the physical and biological sciences.

Faculty

Game Theory: The Study of Conflict and Strategy

Open, Lecture—Fall

Warfare, elections, auctions, labor-management negotiations, inheritance disputes, even divorce—these and many other conflicts can be successfully understood and studied as games. A game—in the parlance of social scientists, natural scientists and mathematicians—is any situation involving two or more participants (players) capable of rationally choosing among a set of possible actions (strategies) that lead to some final result (outcome) of typically unequal value (payoff or utility) to the players. Game theory is the interdisciplinary study of conflict, whose primary goal is the answer to the single, simply-stated, but surprisingly complex question: What is the best way to “play” or behave? Although the principles of game theory have been widely applied throughout the social and natural sciences, the greatest impact has been felt in the fields of economics, political science, psychology, and biology. This course represents a survey of the basic techniques and principles in the field. Of primary interest will be the applications of the theory to real-world conflicts of historical or current interest. Enrolled students are expected to have an understanding of basic high-school algebra and plane coordinate geometry.

Faculty

Multivariable Mathematics: Linear Algebra, Vector Calculus, and Differential Equations

Intermediate, Seminar—Year

Rarely is a quantity of interest—tomorrow’s temperature, unemployment rates across Europe, the cost of a spring-break flight to Fort Lauderdale—a simple function of just one primary variable. Reality, for better or worse, is mathematically multivariable. This course introduces an array of topics and tools used in the mathematical analysis of multivariable functions. The intertwined theories of vectors, matrices, and differential equations and their applications will be the central themes of exploration in this yearlong course. Specific topics to be covered include the algebra and geometry of vectors in two, three, and higher dimensions; dot and cross products and their applications; equations of lines and planes in higher dimensions; solutions to systems of linear equations, using Gaussian elimination; theory and applications of determinants, inverses, and eigenvectors; volumes of three-dimensional solids via integration; spherical and cylindrical coordinate systems; and methods of visualizing and constructing solutions to differential equations of various types. Conference work will involve an investigation of some mathematically-themed subject of the student’s choosing.

Faculty

Calculus I

Open, Seminar—Fall

Our existence lies in a perpetual state of change. An apple falls from a tree; clouds move across expansive farmland, blocking out the sun for days; meanwhile, satellites zip around the Earth, transmitting and receiving signals to our cell phones. The calculus was invented to develop a language to accurately describe and study the changes that we see. Ancient Greeks began a detailed study of change but were scared to wrestle with the infinite; so, it was not until the 17th century that Isaac Newton and Gottfried Leibniz, among others, tamed the infinite and gave birth to this extremely successful branch of mathematics. Though just a few hundred years old, the calculus has become an indispensable research tool in both the natural and social sciences. Our study begins with the central concept of the limit and proceeds to explore the dual topics of differentiation and integration. Numerous applications of the theory will be examined. For conference work, students may choose to undertake a deeper investigation of a single topic or application of the calculus or conduct a study in some other branch of mathematics. This seminar is intended for students interested in advanced study in mathematics or science, students preparing for careers in the health sciences or engineering, and any student wishing to broaden and enrich the life of the mind.

Faculty

Calculus II

Open, Seminar—Spring

This course continues the thread of mathematical inquiry, following an initial study of the dual topics of differentiation and integration (see Calculus I course description). Topics to be explored in this course include the calculus of exponential and logarithmic functions, applications of integration theory to geometry, alternative coordinate systems, infinite series, and power series representations of functions. For conference work, students may choose to undertake a deeper investigation of a single topic or application of the calculus or conduct a study of some other mathematically-related topic, including artistic projects. This seminar is intended for students interested in advanced study in mathematics or science, preparing for careers in the health sciences or engineering, or simply wishing to broaden and enrich the life of the mind.

Faculty

Calculus II

Open, Seminar—Fall

This course continues the thread of mathematical inquiry, following an initial study of the dual topics of differentiation and integration (see Calculus I course description). Topics to be explored in this course include the calculus of exponential and logarithmic functions, applications of integration theory to geometry, alternative coordinate systems, infinite series, and power series representations of functions. For conference work, students may choose to undertake a deeper investigation of a single topic or application of the calculus or conduct a study of some other mathematically-related topic, including artistic projects. This seminar is intended for students interested in advanced study in mathematics or science, preparing for careers in the health sciences or engineering, or simply wishing to broaden and enrich the life of the mind.

Faculty

Capitalism and Schizophrenia: A Thousand Plateaus

Intermediate, Seminar—Fall

This reading seminar will consist of a close study of one book, A Thousand Plateaus, which was coauthored in 1980 by French philosopher Gilles Deleuze and psychoanalyst Felix Guattari.A Thousand Plateaus, the second volume of their magnum opus, Capitalism and Schizophrenia—the founding text of a movement of thought called “poststructuralism”—is among the most influential books of 20th-century philosophy. As its name suggests, the book presents a vision, or visions, of the world and of history as multilayered and multiplex rather than homogenous and linear. The book teaches us to look and to think of things and of ourselves from a variety of new and shifting angles, with the aim of providing means of resistance, empowerment, and sometimes escape against capitalism, fascism, and forces of normalization. To do this, Deleuze and Guattari draw on a broad range of philosophical, literary, and artistic texts and on modalities of experience that have traditionally been associated with madness. Their writing style is bold and dazzling, full to the brim with new terminologies (many of which have since become common tropes in the humanities and the social sciences); it is also challenging and dense. Engaging their work fruitfully requires a mind that is, like theirs, open and adventurous, willing to take risks and follow unpredictable turns. We will proceed in workshop fashion, reading 30-40 pages a week in advance of each class, writing short analyses throughout the semester, and coming to class prepared and eager to work together toward increased understanding. In addition to the prerequisite, students enrolling in this class should, more importantly, have a philosophical passion and commitment, a diligent work ethic, and a spirit of camaraderie, collaboration, and generosity.

Faculty

Classical Mechanics (Calculus-Based General Physics)

Open, Seminar—Fall

Calculus-based general physics is a standard course at most institutions; as such, this course will prepare you for more advanced work in the physical science, engineering, or health fields. The course will cover introductory classical mechanics, including kinematics, dynamics, momentum, energy, and gravity. Emphasis will be placed on scientific skills, including: problem-solving, development of physical intuition, scientific communication, use of technology, and development and execution of experiments. The best way to develop scientific skills is to practice the scientific process. We will focus on learning physics through discovering, testing, analyzing, and applying fundamental physics concepts in an interactive classroom, as well as in weekly laboratory meetings.

Faculty

Electromagnetism & Light (Calculus-Based General Physics)

Open, Seminar—Spring

Calculus-based general physics is a standard course at most institutions; as such, this course will prepare you for more advanced work in the physical science, engineering, or health fields. The course will cover waves, geometric and wave optics, electrostatics, magnetostatics, and electrodynamics. We will use the exploration of the particle and wave properties of light to bookend our discussions and, ultimately, finish our exploration of classical physics with the hints of its incompleteness. Emphasis will be placed on scientific skills, including problem-solving, development of physical intuition, scientific communication, use of technology, and development and execution of experiments. The best way to develop scientific skills is to practice the scientific process. We will focus on learning physics through discovering, testing, analyzing, and applying fundamental physics concepts in an interactive classroom, as well as in weekly laboratory meetings.

Faculty

First-Year Studies: The Senses: Art and Science

FYS—Year

The perceiving mind is an incarnated mind. —Maurice Merleau-Ponty, 1964

Sensory perception is a vital component of the creation and experience of artistic works of all types. In psychology and neuroscience, the investigation of sensory systems has been foundational for our developing understanding of brains, minds, and bodies. Recent work in brain science has moved us beyond the Aristotelian notion of five discrete senses to a view of the senses as more various and interconnected—with each other and with the fundamental psychological processes of perception, attention, emotion, memory, imagination, and judgment. What we call “taste” is a multisensory construction of “flavor” that relies heavily on smell, vision, and touch (mouth feel); “vision” refers to a set of semi-independent streams that specialize in the processing of color, object identity, or spatial layout and movement; “touch” encompasses a complex system of responses to different types of contact with the largest sensory organ—the skin; and “hearing” includes aspects of perception that are thought to be quintessentially human—music and language. Many other sensations are not covered by the standard five: the sense of balance, of body position (proprioception), feelings of pain arising from within the body, and feelings of heat or cold. Perceptual psychologists have suggested that the total count is closer to 17 than five. We will investigate all of these senses, their interactions with each other and their intimate relationships with human emotion, memory, and imagination. Some of the questions that we will address are: Why are smells such potent memory triggers? What can visual art tell us about how the brain works, and vice versa? Why is a caregiver’s touch so vital for psychological development? Why do foods that taste sublime to some people evoke feelings of disgust in others? Do humans have a poor sense of smell? Why does the word “feeling” refer to both bodily sensations and emotions? What makes a song “catchy” or “sticky”? Can humans learn to echolocate like bats? What is the role of body perception in mindfulness meditation? This is a good course for artists who like to think about science and for scientists with a feeling for art. This is a collaborative course, with small-group meetings held weekly in addition to the individual conference meetings held every other week. The main small-group collaborative activity is a sensory lab in which students will have the opportunity to explore their own sensory perceptions in a systematic way, investigating how they relate to language, memory, and emotion. Other group activities include mindful movement and other meditation practices for stress relief and emotional regulation, as well as occasional museum visits if these can be done safely.

Faculty

Finding Happiness and Keeping It: Insights From Psychology and Neuroscience

Open, Lecture—Fall

We must make automatic and habitual, as early as possible, as many useful actions as we can and guard against the growing into ways that are likely to be disadvantageous to us, as we should guard against the plague. —William James, 1887, Habit

We all want happy lives filled with meaning and satisfaction. Yet, for many of us, happiness can be difficult to obtain with regularity or to sustain over a long period of time. Happiness is more than a feeling; rather, it is a state of well-being that should last a lifetime. Like exercising to improve physical health, it takes sustained cognitive effort to improve our mental health and engage in practices to promote well-being. We can look to evidence from the fields of psychology and neuroscience that tells us that we are mentally unprepared to: (1) predict what will make us happy, and (2) engage in behaviors that are known to make us happier. In this course, we will cover the psychological and brain-based factors for why happiness feels so fleeting and what we can do to build better and more effective habits that have been shown to lead to longer-term maintenance of a positive mood and well-being. Students will read foundational work in the field of positive psychology by Martin Seligman, Sonja Lyubomirsky, Edward Diener, Daniel Kahneman, and others. We will also discuss studies in neuroscience that show how behavioral interventions in positive psychology can impact the brain’s structure and function—just like building stronger muscles during exercise. Through small-group conferences, students will apply evidence-based practices—such as bringing order and organization to their daily lives, expressing gratitude, and building social bonds (i.e., “cross training” for the mind) in activities called “Rewirements.” For the final project, called “Unlearning Yourself,” students will learn to undo or replace a detrimental habit (e.g., overspending, social-media use, poor sleep hygiene, complaining, procrastinating) by establishing a plan to cultivate evidence-based practices for sustained well-being. By the end of this course, students will have gained the ability to sift through the ever-booming literature on positive psychology and neuroscience to identify the practices that work best for them, along with an appreciation for the notion that finding and keeping happiness and well-being requires intentional practice and maintenance. Students should come prepared to engage in meaningful self-work.

Faculty

Art and Visual Perception

Open, Small Lecture—Spring

Seeing comes before words. The child looks and recognizes before it can speak. —John Berger

Psychologists and neuroscientists have long been interested in measuring and explaining the phenomena of visual perception. In this course, we will study how the visual brain encodes basic aspects of perception—such as color, form, depth, motion, shape, and space—and how they are organized into coherent percepts, or gestalts. Our main goal will be to explore how the study of visual neuroscience and art can inform each other. One of our guides in these explorations will be the groundbreaking gestalt psychologist Rudolf Arnheim, who was a pioneer in the psychology of art. The more recent and equally innovative text by the neuroscientist Eric Kandel, Reductionism in Art and Brain Science, will provide our entry into the subject of neuroaesthetics. Throughout our visual journey, we will seek connections between perceptual phenomena and what is known about brain processing of visual information. This is a course for people who enjoy reflecting on why we see things as we do. It should hold particular interest for students of the visual arts who are curious about scientific explanations of the phenomena that they explore in their art, as well as students of the brain who want to study an application of visual neuroscience. The course format is a small lecture (30 people), with one lecture and one small seminar (10 people) every week.

Faculty

Perspectives on the Creative Process

Intermediate, Seminar—Fall

The creative process is paradoxical. It involves freedom and spontaneity yet requires expertise and hard work. The creative process is self-expressive yet tends to unfold most easily when the creator forgets about self. The creative process brings joy yet is fraught with fear, frustration, and even terror.The creative process is its own reward yet depends on social support and encouragement. In this class, we look at how various thinkers conceptualize the creative process—chiefly in the arts but in other domains, as well. We see how various psychological theorists describe the process, its source, its motivation, its roots in a particular domain or skill, its cultural context, and its developmental history in the life of the individual. Among the thinkers that we will consider are Freud, Jung, Arnheim, Franklin, and Gardner. Different theorists emphasize different aspects of the process. In particular, we see how some thinkers emphasize persistent work and expert knowledge as essential features, while others emphasize the need for the psychic freedom to “let it happen” and speculate on what emerges when the creative person “lets go.” Still others identify cultural context or biological factors as critical. To concretize theoretical approaches, we look at how various ideas can contribute to understanding specific creative people and their work. In particular, we will consider works written by or about Picasso, Woolf, Welty, Darwin, and some contemporary artists and writers. Though creativity is most frequently explored in individuals, we also consider group improvisation in music and theatre. Some past conference projects have involved interviewing people engaged in creative work. Others consisted of library studies centering on the life and work of a particular creative person. And some students chose to do fieldwork at the Early Childhood Center and focus on an aspect of creative activity in young children.

Faculty

Mind-Body Interactions: Psychoneuroimmunology

Intermediate, Seminar—Fall

Why do we tend to get sick more often when we feel tired or stressed? Can feeling happy reduce the time it takes to heal from physical injuries? How does acute (short-term) and chronic (long-term) illness impact the ways we navigate the world (our thoughts, feelings, behaviors, and interactions with others)? This semester, we will address these and other questions by examining the intricate and bidirectional connection between the brain and the body through the lens of the immune system. We will consider how adverse emotional states that are triggered by daily stressors, trauma, mental-health disorders, and social determinants of health (e.g., loneliness, social comparison, bullying, and marginalization/discrimination) can impact our physical health and well-being. We will conversely examine the ways in which managing stress, experiencing positive emotions, cultivating warm and positive relationships, and striving for equity and social justice serve as essential “buffers” against acute and chronic stress and poor health outcomes. Emerging evidence from the COVID-19 pandemic on the ways in which our psychological states influence our immunity, and vice-versa, will also be discussed. Throughout the semester, in seminar and through conference work, students will also learn about the relevant methodologies that are used to study the connection of and between the brain, mind, and immune system. This course is recommended for students who are seeking specialized training in preparation for postgraduate studies in psychology, neuroscience, public health, public policy, and medical school, as well as for any student with a genuine curiosity to learn more about how the mind and body are deeply and intricately intertwined. It is recommended, but not required, that students take this course in conjunction with the spring semester, intermediate-level seminar offering on psychoneuroendocrinology.

Faculty

Cognition Through the Lens of Neuropsychology

Open, Seminar—Spring

What would life be like if you grew up without a large chunk of brain tissue (your prefrontal cortex) located at the front of the brain that makes you “you”? Or without your amygdala, a structure buried deep in the brain that helps us learn about emotions and develop fear responses? Neuropsychology is the specific field of study that is conducted in laboratory, clinical, and forensic settings to deepen our understanding of how the brain gives rise to various aspects of perception (sight, hearing, taste, smell, etc.) and cognition (language, emotions, personality, decision making, etc.). This course will introduce students to the foundations of neuropsychology, starting with the historical arc of neuropsychology from Ancient Egypt to the present day, to appreciate that a seemingly widely accepted concept—that the brain gives rise to behavior—was, and in some cultures and groups still is, the topic of many theoretical, philosophical, and spiritual debates. We will also survey the sub-branches of neuropsychology, including clinical neuropsychology (the study of patients with brain damage and illness, as described above); experimental neuropsychology (the study of similarities/variations in behavior among “neurotypical” individuals); and comparative neuropsychology (studies across different species). Insights from patients with brain injuries and illnesses—including individuals studied by leading researchers and physicians in the field such as Paul Broca, Carl Wernicke, Brenda Milner, Antonio Damasio, Oliver Sacks, Lesley Fellows, and others—have, by far, generated the clearest inroads to understanding how the brain works. Throughout the course, students will also explore experimental tools and methods that are still being used today to plumb the depths of the human brain’s most essential functions.

Faculty

Mind-Body Interactions: Psychoneuroendocrinology

Intermediate, Seminar—Spring

We navigate complex social interactions, often unaware of the role that our hormones play in shaping these experiences; nor do we often appreciate the subtle ways that our behaviors can alter our hormones. Through an exploration of the intricate and bidirectional connection between the brain and the body, we will cover the primary functions of specific hormones (e.g., cortisol, estrogen, progesterone, testosterone, oxytocin, vasopressin); the ways in which hormones can affect social behaviors; and, conversely, the effect that our behaviors and social environments have on hormone release. As part of this work, we will cover a basic overview of the endocrine system; methods for measuring hormones; and the topics of aggression, bonding, trust/empathy, social threat, loneliness, discrimination, and mating/reproduction. Through seminar and conference work, students will apply this knowledge to infer how these interactions between the mind and the body can impact long-term health outcomes under specific social settings/conditions. This course is recommended for students who are seeking specialized training in preparation for postgraduate studies in psychology, neuroscience, public health, public policy, and medical school, as well as for any student with a genuine curiosity to learn more about how the mind and body are deeply and intricately intertwined. It is recommended, but not required, that students take this course in conjunction with the fall semester, intermediate-level seminar offering on psychoneuroimmunology.

Faculty

Creative Nonfiction

Intermediate/Advanced, Seminar—Fall

This is a course for creative writers who are interested in exploring nonfiction as an art form. We will focus on reading and interpreting outside work—essays, articles, and journalism by some of our best writers—in order to understand what good nonfiction is and how it is created. During the first part of the semester, writing will be comprised mostly of exercises and short pieces aimed at putting into practice what is being illuminated in the readings; in the second half of the semester, students will create longer, formal essays to be presented in workshop.

Faculty