The Master of Human Rights Cohort Seminar is a required course for all first-year MHR students. The course is intended to create a cohort group and ensure that all MHR students have an opportunity to work together to explore current issues related to human rights practice, focusing on emerging events or crises, and debates over policy, practice, or theory and for direct contact with and networking particularly with counterparts in the Global South. This course is in a series with, and taken before, PA 5887. prereq: First-year MHR

The Master of Human Rights Cohort Seminar is a required course for all first-year MHR students. The course is intended to create a cohort group and ensure that all MHR students have an opportunity to work together to explore current issues related to human rights practice, focusing on emerging events or crises, and debates over policy, practice, or theory and for direct contact with and networking particularly with counterparts in the Global South. This course is in a series with, and taken after, PA 5886.

Theoretical basis of human rights movement. Organizations, strategies, tactics, programs. Advocacy: fact-finding, documentation, campaigns, trial observations. Forensic science. Human rights education, medical/psychological treatment. Research project or background for case study. prereq: Grad student

This course will focus on debates and social movements concerning human rights in the broadest sense, beginning with the seventeenth century and ending in the 1950s. Topics include colonization, slavery, torture, war crimes, rights to land, women's rights, sexual rights, and indigenous self-determination. The seminar will require a research or historiographical paper.

Topics not covered in regular courses.

Role of lawyers using procedures of the United Nations, Organization of American States, State Department, Congress, U.S. Courts, and nongovernmental organizations to address international human rights problems. Is there a law of international human rights? How is that law made, changed, and invoked? Problem method used.

Politics of human rights issue emergence; relevant international, regional, and domestic norms; correlates of state repression; measurement of human rights abuse and remedies; human rights promotion by states, political parties, international organizations, NGOs, social movements, faith-based organizations, and providers of international development assistance.

This seminar will approach human rights issues from a variety of "disciplinary" perspectives, including history, the arts, law, the social sciences, and praxis. Empirical work in the social sciences will receive somewhat greater emphasis. One key focus will be the unique advantages (and disadvantages) of the different perspectives and fruitful ways to combine them to strengthen action that improves human rights situations in countries around the world, including the United States. prereq: Grad student or instr consent

Basic statistical tools for empirical analysis of public policy alternatives. Frequency distributions, descriptive statistics, elementary probability/probability distributions, statistical inference. Estimation/hypothesis testing. Cross-tabulation/chi-square distribution. Analysis of variance, correlation. Simple/multiple regression analysis.

Bivariate/multivariate models of regression analysis, assumptions behind them. Problems using these models when such assumptions are not met.

Use of bivariate and multivariate statistical approaches for analyzing and evaluating public affairs issues and the assumptions behind the analytical approaches. Designed to help students read, understand, interpret, use, and evaluate empirical work used in social sciences by policy analysts and policy makers. prereq: Students who register for PA 5033 must take PA 5044 and PA 5033 in the same semester. The same grade will be issued for PA 5044 and PA 5033 after PA 5033 is completed.

Bivariate/multivariate models used in regression analysis, including assumptions behind them/problems that arise when assumptions are not met. Course covers similar topics as PA 5032 but delves deeper into theory/application of methods. prereq: Students who register for PA 5044 must take PA 5044 and PA 5033 in the same semester. The same grade will be issued for PA 5044 and PA 5033 after PA 5033 is completed.

Introduces a range of quantitative tools that are commonly used to inform issues in public affairs. The course provides an introduction to descriptive statistics, probability, and statistical inference, with an emphasis on the ways in which quantitative tools are applied to a diverse range of practical policy questions. PA 5045 is an accelerated treatment of applied statistics for public affairs and serves as a more mathematically and conceptually rigorous alternative to PA 5031.

In this course, students will learn core statistical and computations principles that will allow them to perform quantitative analyses using social data. The course is designed for social science students at the beginning of their graduate school careers. However, advanced undergraduates can take the course, which will involve a few modifications to the assignment schedule. Sociology 5811 will review basic probability, and then move on to univariate inference, the linear regression model, and introductory lessons of causal inference. In doing so, students will explore statistical concepts and methods that provide the foundation sociologists use to most commonly collect and analyze numerical evidence. Sociology 5811 will also provide the foundation for data management and statistical inference using Stata, a statistical computing environment that is popular in the social sciences. prereq: Undergraduate students are expected to have familiarity with the materials taught in the equivalent of 3811. Students who are unsure of the course requirements should contact the instructor. Undergraduates with a strong math background are encouraged to register for 5811 in lieu of 3811. Soc majors must register A-F. 5811 is a good social statistics foundation course for MA students from other programs. 5811 will not count for credits towards the Soc PhD program requirements.

Intensive introduction to statistical methods for graduate students needing statistics as a research technique. prereq: college algebra or instr consent; credit will not be granted if credit has been received for STAT 3011

Bivariate and multivariate distributions. Multivariate normal distributions. Analysis of multivariate linear models. Repeated measures, growth curve, and profile analysis. Canonical correlation analysis. Principal components and factor analysis. Discrimination, classification, and clustering. pre-req: STAT 3032 or 3301 or 3022 or 4102 or 5021 or 5102 or instr consent Although not a formal prerequisite of this course, students are encouraged to have familiarity with linear algebra prior to enrolling. Please consult with a department advisor with questions.

This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.

Qualitative analysis techniques, examples of application. Meet with researcher. Hands-on experience in designing, gathering, analyzing data.

Ethnographic practice involves two core activities: engaging people in their own space and time, and separating yourself enough from the fieldwork site to write about observations and experiences with some degree of analytical distance and theoretical sophistication. Ethnographers are always both participant and observer, although some of them -- often those who start off as insiders at a site from the beginning -- will be more practically or emotionally enmeshed in a fieldwork site than others. This seminar emphasizes both these core activities: students develop the practice of shuttling constantly between fieldwork site and writing field notes and analysis. Complementing the field work will be reading and discussion of classic and contemporary ethnographies. Each student will undertake his or her own fieldwork project, learning how to generate field notes that include rich description and coherent, flexible analysis. These projects should generate a useful body of qualitative data, as well as an intensive, hands-on experience of the design, research process, and analysis of ethnography. Prerequisites: graduate student, and completion of SOC 8801, or instructor consent.

Critical analysis of organizations in the world of public affairs from multiple levels - including the individual, group, organization, and sector - and the dynamics of relationships among them. Develop actionable recommendations to improve organizational effectiveness in the context of multiple (often contested) prosocial purposes and conflicting stakeholder demands. Memo writing, case analyses, simulations, guest speakers, and self-awareness exercises

Theories, concepts, and real world examples of managerial challenges. Governance systems, strategic management practices, effect of funding environments, management of multiple constituencies. Types of nonprofits using economic/behavioral approaches. prereq: Grad student or instr consent

Organizational analysis of international development and humanitarian assistance, including perspectives from sociology, political science, psychology, public administration, and management. Examines efforts of multiple organizational players, including NGOs, governments, bi-lateral and multi-lateral organizations, corporations, foundations, and international organizations. Critical analysis of aid organizations, especially regarding ways in which they reflect and create power and privilege, the manner in which individuals’ needs and desires interact with, support, or challenge the needs of the organization, and how all of this is influenced by forces outside the boundary of the organization. Students practice developing actionable recommendations to improve the effectiveness of international aid organizations in the context of multiple (and often contested) understandings of global development needs and conflicting stakeholder demands. Readings, class discussions, mini-lectures, simulations, case analyses, group projects, oral presentations, memo writing, opinion writing.

Process of public policy analysis from problem structuring to communication of findings. Commonly used analytical methods. Alternative models of analytical problem resolution.

Politics is how we make collective decisions about matters of shared consequence. This course examines politics and introduces students to key concepts and skills needed for effective political analysis. The central themes of the course focus on power; institutions and organizations; discourse; and citizenship.

Introduction to tools useful for public policy. Intermediate microeconomics.

Application of economic reasoning to a wide range of contemporary public policy issues. The following topically-focused courses also fulfill the MPP economics requirement: PA 5431: Public Policies on Work and Pay, PA 5503: Economics of Development, PA 5521: Development Planning and Policy Analysis, PA 5722: Economics of Natural Resource and Environmental Policy, and PA 5805: Global Economics. prereq: 5021 or equiv

Public policies affecting employment, hours of work, and institutions in labor markets. Public programs impacting wages, unemployment, training, collective bargaining, job security, and workplace governance. Policy implications of the changing nature of work. prereq: [[PA 5031 or equiv], grad student] or instr consent

Economic growth, inequality, poverty, rural/urban labor markets, risk/insurance. Investments in human capital, credit markets, gender/household economics, governance/institutional issues. Microfinance, conditional cash transfers, labor/education policies. prereq: PA 5501 or concurrent registration is required (or allowed) in PA 5501

Techniques of development planning/policy analysis at national, regional, and project levels. Effects of external shocks and government interventions on national/regional economies. Macroeconomic modeling, input-output analysis, social accounting matrices/multipliers, project evaluation. prereq: 5031 or equiv recommended or instr consent

Introduction to economic principles and methods as they apply to environmental issues such as climate change, biodiversity conservation, and water quality. Course will cover benefit-cost analysis, methods of environmental valuation, as well as critiques of market-based solutions to environmental challenges.

This course explores the emergence and evolution of rules, norms, and institutions that constitute international relations. It will focus, in particular, on those related to questions of war, peace, and governance. For students with an interest in international security, foreign military intervention, democracy and governance promotion, and the political economy of aid.

Global trade, exchange rates, finance, international business, and migration in context of theories and evidence that inform the policies pursued at national level. Operation of main international organizations dealing with these issues will also be examined. prereq: [5021 or equivalent] or instr consent

Project for external client on issue agreed upon by student, client, and instructor. Students apply interdisciplinary methods, approaches, and perspectives from core courses. Written report with analysis and policy recommendations. Oral presentation. Topics vary by term. prereq: completion of core courses or instr consent

Facilitates completion of research paper on current issues in public policy, management, and science, technology and environment. Students apply interdisciplinary methods, approaches, and perspectives studied in core courses. Written report includes analysis of issue, policy recommendations. All topics accepted. Plan A students welcome. prereq: completion of core courses, or instr consent

Students work under guidance of paper adviser and committee members to complete their Professional Paper (individual option). prereq: instr consent

In this class, students have the opportunity to deepen and expand their creative practice, conceptual and technical skills they have developed so far in Photography and/or Moving Image. The class is structured around two individual, advanced projects of the student's choice over the course of the semester. The first body of work will be presented in an exhibition or installation. Students will learn skills in developing a project all the way through to sharing it with the public. They will develop skills in preparing and mounting an exhibition. They will have the chance to reflect on their exhibited works in order to develop their second, smaller project, which launches from, rethinks, or is an entirely different direction from the first. To this end, all types of digital, analog photographic, film and video media, and installation are welcome and any mix thereof. The class includes studio time, image lectures, discussions, critique, selected readings, field trips, demonstrations determined by the class needs, one-to-one meetings and visiting artists. In this advanced class, students use the cameras, tools and methods necessary for their work and their ideas. prereq: previously completed a 3XXX course in Photography or Moving Images.

Experimental moving image practice is increasingly prevalent within contemporary art and cinema. This class is designed to heighten your awareness and experience of the variety of ways feeling and perception can be explored through moving images and sound. We will step beyond traditional narrative structures and conventions of camera use to explore the spiritual, conceptual, and emotional potential of the medium. There will be individual and collaborative group work on elements of film production - character design, location and scene design, writing, improvisational and scripted acting and shooting, camera and sound recording tools and techniques, editing, and post-production. The class will include screenings, readings and discussion of experimental films from the inception of the avant-garde through the most contemporary experimental work being produced today. You will explore the visual and aural experience of moving image and sound through a variety of alternative shooting, recording, editing and interdisciplinary installation and presentation options. Students begin the semester by developing a film concept and planning production. Working individually and collaboratively, you will then shoot the film and complete a preliminary edit. Through critiques and further editing and shooting, you will work, re-work, and start over with your material to discover unplanned changes in tone, flow, experience, and meaning. Students need to provide their own portable drive and 1-2 SD cards for each class, and may choose to purchase their own subscription to Adobe Creative Cloud if they wish to use their own computer. Prerequisite: ARTS major, ARTS 1704

Advanced workshop for graduate students with considerable experience in writing fiction.

Advanced workshop for graduate students with considerable experience in writing literary nonfiction.

Selected topics.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

This course will examine the United Nations Convention on the Law of the Sea (UNCLOS). UNCLOS has been established as arguably the most comprehensive expression of multilateral treaty negotiation and practical application since it entered into force in 1994. The Convention is the definitive word on articulating the use by nation states of the world?s seas and oceans and the concomitant rights and responsibilities arising there from. The course will examine the historical perspective of the use of seas and oceans and the evolution of this body of international law. The course also address older regimes of the sea as well as the innovations that UNCLOS has ushered in, which include: the territorial sea, contiguous zone, and rights of innocent passage; archipelagic states; the exclusive economic zone; the continental shelf; access by landlocked sates to the resources of the sea; geographically disadvantaged states; protection of the environment; the high seas and the resources thereof for the common heritage of mankind; the international seabed authority; maritime delimitation and the dispute settlement arrangements through the International Tribunal of the Law of the Sea, among others. The course will also study the wealth of case law mapping the development of international law of the sea. The course will adopt a practical approach to enhance skills in the drafting of treaties pursuant to UNCLOS, such as arrangements between coastal states and landlocked states for the sharing of EEZ resources. Students will be exposed to ?mock? maritime boundary delimitations and guest lecturers/visiting professors will facilitate this simulation.

The course is an introduction to public international law. It will examine the sources and history of the law of nations and how international law is formed, interpreted, and (sometimes) enforced. It will also provide a brief introduction to the law of international organizations (specifically the United Nations), concepts of jurisdiction and conflicts of jurisdiction among nation states, international protection of human rights, the law of war, international criminal law, and the control of the use of force (including peacekeeping and related topics). prereq: Upper division students only

This course will cover developments in the prosecution of mass atrocity by international and hybrid criminal tribunals. It will discuss the history and development of the field of international criminal law from Nuremberg to the ICC; the sources of international criminal law; and jurisdiction over the investigation and prosecution of international crimes. The course will examine the elements of the international crimes of genocide, war crimes, crimes against humanity, and aggression. It will also analyze recent developments in international criminal justice, including victim participation, sentencing, and reparations.

Terrorism claims an increasing number of fatalities each year, indiscriminately affecting a broad range of countries and societies, whether developed or developing, warn-torn or at peace and has, in past years, dominated security discourse at domestic, regional and international levels. The 9/11 attacks represented a watershed moment in counter-terrorism regulation, resulting in the United Nations Security Council declaring the phenomenon of international terrorism a ?threat to international peace and security? and the adoption of extensive measures aimed at addressing relevant regulatory gaps at the level of the United Nations, regional organizations and individual states. This regulatory trend has not significantly dwindled since and has in fact seen a boost with the rise of Islamic State in Iraq and the Levant (ISIL) and the so-called foreign fighters phenomenon, with every new incident prompting states and international organizations to contemplate additional legal and policy responses. Consequently, measures aimed at preventing and countering terrorism have now seeped into almost every aspect of domestic, regional or international policies and regulation, including education, banking and finances, immigration and asylum, Internet and communication technologies, the functioning of civil society, charitable and humanitarian organizations, etc. Against this background, the seminar aims to give students an overview of the international legal framework on terrorism and counter-terrorism. It will address the United Nations counter-terrorism architecture and the counter-terrorism response at the level of the United Nations as well as selected regional and domestic initiatives. Discussion will cover a wide range of topics, spanning from the definition of terrorism and the conditions conducive to its spread, to a broad spectrum of counter-terrorism measures, including criminalization of terrorist acts, investigating and prosecuting such acts and relevant fair trial issues, use of force against (suspected) terrorists, preventing terrorist use of the Internet and communication technologies, the foreign fighters phenomenon, etc. Counter-terrorism measures will consistently be analyzed against their compliance with international human rights law. The seminar will further examine the interplay between counter-terrorism regulation and the law governing armed conflict as well as international criminal law. Students will study and discuss primary sources, such as international and regional treaties and conventions, United Nations Security Council and General Assembly resolutions, as well as policy documents and academic literature. Students will finish the seminar equipped with a working knowledge of the global legal regime against terrorism, including the main challenges faced in this area and current trends in regulation.

This course will examine the principal issues regarding organizations whose membership is that of states. This examination will scrutinize the legal personality and powers of such institutions; the manner in which the states parties as members participate; enforce decisions through mechanisms; dispute settlement; peace and security undertakings.

This course focuses on two interrelated bodies of law: rules pertaining to the use of force in international law (known as the jus ad bellum) and rules regulating the conduct of hostilities under the laws of international and non-international armed conflict (known as international humanitarian law, the laws of armed conflict, or the jus in bello). The course will cover such issues as the “Just War” theory, its history and its relevance in the modern world; the general prohibition on the use of force under Article 2(4) of the UN Charter; use of force by the UN: collective security and law enforcement actions; individual and collective self-defense; humanitarian intervention; and nuclear weapons in international law. The course will also consider regulation of the means and methods of warfare focusing on the Geneva and Hague laws: the four Geneva conventions protecting the wounded, sick, and shipwrecked, prisoners of war, and civilians; the means and methods of war, including lawful and unlawful weapons and targets; the law of internal armed conflicts; and asymmetric warfare.

This seminar will examine the concepts and core principles of the Rule of Law. Seminar sessions will be devoted to identifying the meaning of the terms “rule of law” and “independence of the judiciary.” The importance of a strong and independent legal profession to the rule of law will be discussed. Seminar sessions will focus on such issues as the problem of corruption and the rule of law, the relationship between human rights law and the rule of law, and the challenges of war crimes and genocide. The seminar will explore the relationship between the rule of law and economic development and alleviation of poverty. The seminar will include a discussion of the responsibility of lawyers to support and promote the rule of law within their own country and in other developing countries.

This course explores the emergence and evolution of rules, norms, and institutions that constitute international relations. It will focus, in particular, on those related to questions of war, peace, and governance. For students with an interest in international security, foreign military intervention, democracy and governance promotion, and the political economy of aid.

This course helps students develop a deep understanding of U.S. foreign policy issues and institutions, and the implications of U.S. global engagement. Through readings, class discussions, and guest lectures, we look at the institutions and processes involved in developing and managing US foreign policy, and use case studies to advance students' knowledge of bilateral and regional issues. We examine the workings of the State Department, the National Security Council, and the Department of Defense; how economic instruments like sanctions are used to advance policy; and how American citizens, lobbyists, and foreign governments influence policy. We incorporate discussions of current events into each class, with students developing skills in writing and presentation critical to foreign policy careers.

Taught by the Humphrey School?s diplomat in residence, this course examines the changing world of twenty-first century global diplomacy and how state and nonstate actors are challenging the status quo. We look at the dynamics behind major international developments?with case studies including BREXIT, the Iran Agreement, climate negotiations, and China?s global initiatives?placed in the context of an examination of how states operate in the international diplomatic sphere and how multilateral organizations enhance or challenge the concept of state sovereignty. Students gain knowledge about the complexities of diplomacy and negotiation through readings, classroom discussions, and guest speakers and develop professional skills through writing and presentation assignments.

Examines response of governments, international organizations, NGOs, and others to global humanitarian and human rights challenges posed by civil conflict and other complex emergencies in places such as Syria, Ukraine, South Sudan, Somalia, Burma, and elsewhere. Course will also consider and assess UN and other institutions established to address these issues (like UNOCHA and UNHCR). In addition, course will examine US policy toward humanitarian issues and refugees (including US refugee admissions).

Crisis decision making in foreign policy. Examination of the organization and structure of crisis decision-making within U.S. national security apparatus. Analysis of in-depth four foreign policy crises (Cuban Missile Crisis, Vietnam – Tet, Iraq, and a current crisis). Crisis simulation with students in the role of national security leaders.

This course will analyze U.S. national security policy and process from the viewpoint of the National Security Council staff. Students will examine the organization and structure of the U.S. national security apparatus and the national security decision-making process, including individual and political factors; assess central threats to U.S. and international security and develop and discuss policy options to deal with those threats; undertake a major policy review on a specific national security challenge facing the United States, including analysis and recommendations; produce products, both written and oral, crucial to national security policy making (e.g., concise information and action memorandum), and put themselves in the position of national security leaders as part of a policy simulation. Grades will be based on oral participation, papers, and class reports.

Selected topics.

Basic theories/approaches to study of international politics. Surveys representative work/central issues of scholarship. prereq: Grad pol sci major or dept consent

Introduction to contending theories of international conflict/security. prereq: Grad pol sci major or instr consent

Origins, roles, and effectiveness of international norms and institutions; theoretical explanations and debates. Institution of sovereignty; rational choice versus constructivist perspectives; role of international law, international organizations, and non-governmental organizations; and international society and transnational cultural norms. prereq: Grad pol sci major or instr consent

This course takes a sociological approach to international law, considering how history, institutions, power, and interests shape the phenomenon. What is international law, where does it come from, and how does it work? What does international law tell us about globalization and nation-states? Does it make a difference in the world? Does it have a real impact on the day-to-day lives of individuals? When is it followed; when is it ignored? This course takes a broad sociological view of international law. We analyze the actors and processes that constitute international law and then focus on particular substantive areas, including human rights, economic development,environmental concerns, trafficking, and drug interdiction. prereqs: Graduate student or instructor consent

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes, and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

This course explores an emerging, interdisciplinary field of inquiry that focuses on the relationships between Civil Rights Law in the United States and International Human Rights Law in the global context. Although the two areas represent distinct bodies of law, they also share many important features, objectives, and impediments. By examining the historical emergence of (1) Civil Rights Law in the United States, and (2) International Human Rights Law in the global context, students will gain a better understanding of the critical relationships and intersections between these two important areas of public law. Through an examination of the seminal cases and controversies in these areas, this course will explore the differences between various categories of rights; America’s “exceptionalism” why the United States pursues a strong human rights agenda abroad that is rarely applied in the domestic context; the gains (and losses) that the domestic civil rights movement has experienced in recent decades, among other topics.

This course will cover developments in the prosecution of mass atrocity by international and hybrid criminal tribunals. It will discuss the history and development of the field of international criminal law from Nuremberg to the ICC; the sources of international criminal law; and jurisdiction over the investigation and prosecution of international crimes. The course will examine the elements of the international crimes of genocide, war crimes, crimes against humanity, and aggression. It will also analyze recent developments in international criminal justice, including victim participation, sentencing, and reparations.

In the last decade, there has been an increased emphasis on using the criminal justice system to help determine who is and who is not suitable to live and work in the United States. This phenomenon has had some increasingly interesting effects as the immigration apparatus has been for most of the history of the United States a civil and agency system. The increased reliance on the criminal justice system has caused some overlap of criminal justice norms- including concepts of right to counsel, detention and detainers and warrants. At the same time, the prosecution of federal migration crimes has skyrocketed in the same period to the point where the majority of all federal prisoners are imprisoned because of migration crimes.

This seminar will examine the concepts and core principles of the Rule of Law. Seminar sessions will be devoted to identifying the meaning of the terms “rule of law” and “independence of the judiciary.” The importance of a strong and independent legal profession to the rule of law will be discussed. Seminar sessions will focus on such issues as the problem of corruption and the rule of law, the relationship between human rights law and the rule of law, and the challenges of war crimes and genocide. The seminar will explore the relationship between the rule of law and economic development and alleviation of poverty. The seminar will include a discussion of the responsibility of lawyers to support and promote the rule of law within their own country and in other developing countries.

Selected topics.

What is justice, understood as a central virtue of our social (e.g., political and legal) institutions? What does justice require in the political realm and what kind of state is best suited to achieve it? Ideally, what image of the just state should regulate our behavior? How do the requirements of justice change, if they do, in non-ideal circumstances, such as in cases of noncompliance with the law or in the context of violent conflict (e.g., in war)? This course is intended to provide upper-level undergraduates and philosophy graduate students with a selective survey of important work in contemporary theory of justice that addresses such questions. prereq: 1003 or 1004 or grad student or instr consent

This course examines, from various angles, how law and justice function in contemporary Latin America, highlighting similarities and differences within and between countries and issue areas. Students reflect on and debate the causes behind the varied outcomes, as well as the effectiveness, actual and potential, of the different institutional and social change efforts that have been underway in the region since the 1980s. Specific topics addressed include accountability for past and present mass violence; origins of and responses to crime, from "mano dura" policies to criminal justice reform and anti-corruption initiatives; and advances and limitations in equal rights protection. Special attention is paid across the course to issues of indigeneity, race, class, gender, and sexuality. Throughout, students compare situations within Latin America, which is by no means a monolith, as well as consider parallels between Latin America and the United States, where, despite great differences in wealth, history and culture, similar problems of law and justice can be found. The course aims thus not only to teach students about Latin America but also to get students to think about what we might learn from Latin America.

This course will consider the relationship between law and society, analyzing law as an expression of cultural values, a reflection of social and political structure, and an instrument of social control and social change. Emphasizing a comparative perspective, we begin by discussing theories about law and legal institutions. We then turn our attention to the legal process and legal actors, focusing on the impact of law, courts, and lawyers on the rights of individuals. Although this course focuses on the U.S. legal system, we will explore issues of the relationship between U.S. law and global law and concepts of justice. prereq: graduate student

This course addresses serious violations of humanitarian and human rights law, efforts to criminalize those violations (laws and institutions), and consequences of these efforts. Special attention will be paid to the impact interventions have on representations and memories of atrocities on responses and the future of cycles of violence. Case studies on Holocaust, Balkan wars, Darfur, My Lai massacre, etc. Criminal justice, truth commissions, vetting, compensation programs. prereq: at least one 3xxx SOC course recommended

This course takes a sociological approach to international law, considering how history, institutions, power, and interests shape the phenomenon. What is international law, where does it come from, and how does it work? What does international law tell us about globalization and nation-states? Does it make a difference in the world? Does it have a real impact on the day-to-day lives of individuals? When is it followed; when is it ignored? This course takes a broad sociological view of international law. We analyze the actors and processes that constitute international law and then focus on particular substantive areas, including human rights, economic development,environmental concerns, trafficking, and drug interdiction. prereqs: Graduate student or instructor consent

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes, and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Overview of theoretical developments and empirical research. Underlying assumptions, empirical generalizations, and current controversies in criminological research.

Advanced topics in law, crime, and deviance. Social underpinnings of legal/illegal behavior and of legal systems.

Comparative perspectives on racial inequality; race, class, and gender; quantitative research on gender stratification; stratification in post-communist societies; institutional change and stratification systems; industrialization and stratification. Topics specified in Class Schedule.

Approaches practiced by physical, biological, social science, and humanities scholars. "Ways of knowing" in different cultures/groups. Issues/methodological challenges facing interdisciplinary/international studies. Taught by faculty from biological, social sciences, and humanities. prereq: Grad DSSC minor or instr consent

International perspectives on resource use in developing countries. Integration of natural resource issues with social, economic, and policy considerations. Agriculture, forestry, agroforestry, non-timber forest products, water resources, certification, development issues. Latin American case studies. prereq: Grad student or instr consent

Often, the most progress on challenging issues such as health and equity is made when you apply an interdisciplinary perspective. The same is true for global health issues. Whether responding to emerging pandemics, food insecurity, maternal mortality, or civil society collapse during conflict, solutions often lie at the intersection of animal, environmental, and human health. In this course, students will work in teams to examine the fundamental challenges to addressing complex global health problems in East Africa and East African refugee communities here in the Twin Cities. Together we will seek practical solutions that take culture, equity, and sustainability into account. In-field professionals and experts will be available to mentor each team, including professionals based in Uganda and Somalia. This exploration will help students propose realistic actions that could be taken to resolve these issues. This course will help students gain the understanding and skills necessary for beginning to develop solutions to global health issues. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Do you want to make a difference? We live in a world full of complex challenges, such as COVID-19, racism, economic recession, and environmental collapse, to name a few. Now is the time to use your own skills and passion to make a positive impact in the world. In this project-based course, you will learn how to develop effective and sustainable responses to current social and environmental problems. You'll study a variety of tools, mindsets, and skills that will help you to address any complex grand challenge, as well as engage with case studies of successful grand challenge projects in the past. Your project may address food insecurity, unemployment, housing, environmental impacts, equity, or other issues. Proposed designs for how you might have an impact may take many forms (student group, program intervention with an existing organization, public policy strategy, or for-profit or non-profit venture) but this class will focus on how to make ideas financially sustainable. The primary focus of this (GCC 5005) course is how to develop a pilot project plan that addresses a grand challenge. You will learn business modeling, financial projections, and pitching to potential investors and funders. You will build a model for your idea around input from primary and secondary research, as well as the affected community?s culture, needs, and wants. Community members, locally and globally, may serve as mentors and research consultants to teams. External speakers will be brought in to share their stories of how to build and scale innovative efforts to serve the common good. Students enrolled will work either independently, or in small teams, on a project of their own choosing. Ideally, students will apply to take this class with a project in mind. By the end of the class, students will have a well-designed plan to turn their project into an actionable solution if that is of interest. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

This course provides a multi-disciplinary look at problems (and some of the possible solutions) affecting food production, distribution, and requirements for the seven plus billion inhabitants of this planet. It is co-taught by a plant geneticist (Morrell) and an economist (Runge) who together have worked on international food production and policy issues for the past 40 years. Historical context, the present situation and future scenarios related to the human population and food production are examined. Presentations and discussions cover sometimes conflicting views from multiple perspectives on population growth, use of technology, as well as the ethical and cultural values of people in various parts of the world. The global challenge perspective is reflected in attention to issues of poverty, inequality, gender, the legacy of colonialism, and racial and ethnic prejudice. Emphasis is placed on the need for governments, international assistance agencies, international research and extension centers, as well as the private sector to assist in solving the complex problems associated with malnutrition, undernutrition, obesity, and sustainable food production. Through a better understanding of world food problems, this course enables students to reflect on the shared sense of responsibility by nations, the international community and ourselves to build and maintain a stronger sense of our roles as historical agents. Throughout the semester students are exposed to issues related to world food problems through the lenses of two instructors from different disciplinary backgrounds. The core issues of malnutrition and food production are approached simultaneously from a production perspective as well as an economic and policy perspective throughout the semester. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Despite understanding the consequences of not acting to curb unsustainability, why do people fail to act? Human?s behavioral apathy toward sustainability may be due to an inaccurate characterization of sustainability and/or a lack of understanding of cultural diversity and behavior. Therefore, an understanding of the human behavior will contribute greatly to (i) decipher human actions that negatively impact global ecosystems, (ii) slowdown or stop human ecologically destructive trajectory, and (iii) promote sustainable alternatives. The problem is that environmental issues are not generally included in psychology programs, and psychology is not often represented in environmental programs. In the United Nation?s (UN) Sustainable Development goals 2030 (UN SDG 2030), psychological indices have been conspicuously absent (except for mental health in general terms) even though environmental degradation, social or economic inequity, all are implicated by human behavior. The UN SDG 2030 is based on the unproven concept that sustainability is an intersection of social, economic and environmental factors, the key pillars of sustainability. Since economic activity and society are subsets of human behavior, psychology should be considered central to unsustainability and/or sustainability. Therefore, we hypothesize that behavioral psychology has a critical role to play in creating a sustainable society. The aim of the proposed GCC is to discuss (un)sustainability using this new paradigm that will allow new approaches to achieve transition from unsustainability to sustainability worldwide. The specific aims of the proposed GCC are following: (i) Describe interaction between sustainability and behavioral psychology as the 4th pillar of sustainability. (ii) Explain the behavioral correlates of cultural differences in terms of transition to sustainability. (iii) Explain the consumption (related to unsustainability) and conservation (related to sustainability) behavior. (iv) Determine the place of Psychology in the UN?s Sustainable Development Goals (SDGs) that are mostly based on Sociology, Economy and Environment. (v) Describe humanity?s transition from unsustainable to sustainable development. This is a Grand Challenge Curriculum Course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

This course focuses on how the international human rights legal framework addresses the symptoms and causes of systemic poverty with an emphasis on the practical application of those norms to real-life situations. We will explore what a rights-based approach to poverty eradication means for governments and other development actors and learn how communities and advocates are leveraging human rights law to combat poverty in a variety of contexts. The class will consider a wide range of topics spanning domestic and global poverty; urban and rural contexts; the gendered dimensions of poverty; environmental justice; privatization of public services; threats to the rights to food, water, education, and housing; collective rights of indigenous peoples and peasants; the situation of human rights defenders; and reparations. Students will study primary documents and interact with practitioners working in the U.S. and abroad on litigation, policy advocacy, mobilization, and governance. The coursework consists of simulated advocacy and advisory reports. Students will finish the seminar equipped to bring a working knowledge of the international human rights system to their future roles.

This course will examine the principal issues regarding organizations whose membership is that of states. This examination will scrutinize the legal personality and powers of such institutions; the manner in which the states parties as members participate; enforce decisions through mechanisms; dispute settlement; peace and security undertakings.

This course provides a critical analysis of strategies used to improve educational outcomes worldwide. This course examines contemporary trends in educational policy, development, and practice, focusing on how?s and why?s of educational change. Empirical studies, organizational reports, and student experiences all inform class discussion. prereq: Grad student

Role of gender/gender relations in international development/education. Interdisciplinary body of literature from development studies, political science, economics, anthropology, cultural studies, gender/women's studies.

Organizational analysis of international development and humanitarian assistance, including perspectives from sociology, political science, psychology, public administration, and management. Examines efforts of multiple organizational players, including NGOs, governments, bi-lateral and multi-lateral organizations, corporations, foundations, and international organizations. Critical analysis of aid organizations, especially regarding ways in which they reflect and create power and privilege, the manner in which individuals’ needs and desires interact with, support, or challenge the needs of the organization, and how all of this is influenced by forces outside the boundary of the organization. Students practice developing actionable recommendations to improve the effectiveness of international aid organizations in the context of multiple (and often contested) understandings of global development needs and conflicting stakeholder demands. Readings, class discussions, mini-lectures, simulations, case analyses, group projects, oral presentations, memo writing, opinion writing.

Theory, tools, and practice of the implementation of public policy, particularly in areas involving public, private, and nonprofit organizations. Analytical approach focuses on multiple levels in policy fields to pinpoint and assess implementation challenges and levers for improvement.

What makes some countries wealthier than others, one group of people healthier and more educated than another? How does the behavior of rich nations affect poor nations? Origins of development thought, contemporary frameworks and policy debates. Economic, human, and sustainable development. prereq: Grad student or instr consent

Economic growth, inequality, poverty, rural/urban labor markets, risk/insurance. Investments in human capital, credit markets, gender/household economics, governance/institutional issues. Microfinance, conditional cash transfers, labor/education policies. prereq: PA 5501 or concurrent registration is required (or allowed) in PA 5501

Techniques of development planning/policy analysis at national, regional, and project levels. Effects of external shocks and government interventions on national/regional economies. Macroeconomic modeling, input-output analysis, social accounting matrices/multipliers, project evaluation. prereq: 5031 or equiv recommended or instr consent

Women and men are affected differently by development and participate differently in policy formulation and implementation. Gender-sensitive perspective. Historical, political context. Global South. Policy, practice, and experience (theory and measurement; international, national, local stakeholders; effects of policy and practice on development). prereq: Grad or instr consent

Introduction to the key concepts and tools necessary for gender policy analysis. Survey of the major findings in the field of gender and public policy in policy areas such as poverty alleviation, health, international security, environment and work-family reconciliation. Scope includes local, national, and global policy arenas as well as exploration of gender and the politics of policy formulation.

Examines response of governments, international organizations, NGOs, and others to global humanitarian and human rights challenges posed by civil conflict and other complex emergencies in places such as Syria, Ukraine, South Sudan, Somalia, Burma, and elsewhere. Course will also consider and assess UN and other institutions established to address these issues (like UNOCHA and UNHCR). In addition, course will examine US policy toward humanitarian issues and refugees (including US refugee admissions).

Selected topics.

Effects of globalization on social/sustainable development. Population, war, economics, urbanization, environment, water/sanitation, communicable/non-communicable conditions. New infectious/chronic diseases, food security/environmental health. prereq: Credit will not be granted if received for 6100 or 6365

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Methods, formal and informal, for analyzing environmental and natural resource policies. How to critically evaluate policies, using economic and non-economic decision-making criteria. Application of policy analysis principles/concepts to environmental/natural resource problems. Recognizing politically-charged environment in which decisions over use, management, and protection of these resources often occur. prereq: grad student

Planning theories, concepts, and constructs. Policies, processes, and tools for sustainable land use planning. Scientific/technical literature related to land use planning. Skills needed to participate in sustainable land use planning.

International perspectives on resource use in developing countries. Integration of natural resource issues with social, economic, and policy considerations. Agriculture, forestry, agroforestry, non-timber forest products, water resources, certification, development issues. Latin American case studies. prereq: Grad student or instr consent

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course.

The overarching theme of the course is the role of artistic/humanistic ways of knowing as tools for making sense and meaning in the face of "grand challenges." Our culture tends to privilege science, and to isolate it from the "purposive" disciplines--arts and humanities--that help humanity ask and answer difficult questions about what should be done about our grand challenges. In this course, we will examine climate change science, with a particular focus on how climate change is expected to affect key ecological systems such as forests and farms and resources for vital biodiversity such as pollinators. We will study the work of artists who have responded to climate change science through their artistic practice to make sense and meaning of climate change. Finally, students create collaborative public art projects that will become part of local community festivals/events late in the semester. This is a Grand Challenge Curriculum course.

This course provides a multi-disciplinary look at problems (and some of the possible solutions) affecting food production, distribution, and requirements for the seven plus billion inhabitants of this planet. It is co-taught by a plant geneticist (Morrell) and an economist (Runge) who together have worked on international food production and policy issues for the past 40 years. Historical context, the present situation and future scenarios related to the human population and food production are examined. Presentations and discussions cover sometimes conflicting views from multiple perspectives on population growth, use of technology, as well as the ethical and cultural values of people in various parts of the world. The global challenge perspective is reflected in attention to issues of poverty, inequality, gender, the legacy of colonialism, and racial and ethnic prejudice. Emphasis is placed on the need for governments, international assistance agencies, international research and extension centers, as well as the private sector to assist in solving the complex problems associated with malnutrition, undernutrition, obesity, and sustainable food production. Through a better understanding of world food problems, this course enables students to reflect on the shared sense of responsibility by nations, the international community and ourselves to build and maintain a stronger sense of our roles as historical agents. Throughout the semester students are exposed to issues related to world food problems through the lenses of two instructors from different disciplinary backgrounds. The core issues of malnutrition and food production are approached simultaneously from a production perspective as well as an economic and policy perspective throughout the semester. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

An energy revolution is underway, and needs to accelerate to support climate and economic goals. But the general citizenry does not understand our current energy systems, particularly the seemingly invisible phenomena of electricity, and its generation, distribution, and use. Technical knowledge is only half the solution, however. It is through human decisions and behaviors that technical solutions get applied and adopted, and the importance of communication and storytelling is being recognized for its relevance to making change. How can science literacy and behavior-motivating engagement and storytelling be combined to help make systemic change? This course explores the integration of science-based environmental education, with art-led, place-based exploration of landscapes and creative map-making to address this challenge. How do we make electricity visible, understandable, and interesting--so we can engage citizens in energy conservation with basic literacy about the electric power system so that they can be informed voters, policy advocates, and consumers. In this class, you will take on this challenge, first learning about the electric power systems you use, their cultural and technical history, systems thinking, design thinking, and prior examples of communication and education efforts. With this foundation, you will then apply your learning to create a public education project delivered via online GIS Story maps that use a combination of data, art, and story to help others understand, and act on the power journey we are all on. All will share the common exploration of power systems through field trips, and contribute to a multi-faceted story of power, presented in a group map and individual GIS Story maps. No prior knowledge of GIS story maps or electricity issues is needed. The study of power systems can be a model for learning and communicating about other topics that explore the interaction of technology and society toward sustainability. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. For: so, jr, sr, grad

What are the effects of climate change, disease emergence, food and water security, gender, conflict and poverty, and sustainability of ecosystem services on health? Unfortunately, these large-scale problems often become overwhelming, making single solution-based progress seem daunting and difficult to implement in policy. Fortunately, the emerging discipline of ecosystem health provides an approach to these problems grounded in trans-disciplinary science. Ecosystem health recognizes the interdependence of human, animal and environmental health, and merges theories and methods of ecological, health and political sciences. It poses that health threats can be prevented, monitored and controlled via a variety of approaches and technologies that guide management action as well as policy. Thus, balancing human and animal health with management of our ecosystems. In this class, we will focus on the emerging discipline of ecosystem health, and how these theories, methods and computational technologies set the stage for solutions to grand challenges of health at the interface of humans, animals and the environment. We will focus not only on the creation and evaluation of solutions, but on their feasibility and implementation in the real world through policy and real time decision making. This will be taught in the active learning style classroom, requiring pre class readings to support didactic theory and case-based learning in class. Participation and both individual and group projects (written and oral presentation) will comprise most of the student evaluation. These projects may reflect innovative solutions, discoveries about unknowns, or development of methods useful for ecosystem health challenges. We envision that some of them will lead to peer-review publications, technical reports or other forms of publication. This is a Grand Challenge Curriculum course.

This course provides an introduction to U.S. energy law. The first portion of the course introduces the nation's sources of energy: coal, oil, biofuels, natural gas, hydropower, nuclear, wind, solar, geothermal energy, and energy efficiency. In doing so, it explores the physical, market, and legal structures within which these energy sources are extracted, transported, and converted into energy. The second portion of the course turns to the two major sectors of our energy economy--electricity and transportation--and the full range of federal and state regulation of each sector. The third portion of the course explores case studies of hot topics in energy law and policy that highlight the complex transitions taking place in the energy system. These topics include electric grid modernization, electric vehicles, risks and benefits associated with hydraulic fracturing and deepwater drilling for oil and gas, the development of offshore wind energy, and the continued role of nuclear energy. In addition to traditional textbook reading and class discussion, the course will include industry, government, and nonprofit guest speaker presentations. Grading will be based on a final exam given at the end of the semester as well as class discussion and weekly written postings on Canvas for the course.

Legal aspects of major environmental problems with emphasis on issues that appear in various regulatory contexts, such as the degree to which environmental quality should be protected; who should bear the cost of enhancing environmental quality; allocation of responsibilities among courts, legislatures, and administrative agencies; the role of citizens. groups; and environmental litigation.

Public Lands and Natural Resources studies the expansive body of federal and state constitutional provisions, statutes, rules, customs, and processes that govern the ways individuals, corporations, and federal, state, and local governments interact with federal public lands, state lands, private lands, water, air, wildlife, minerals, and other natural resources. We will study: (1) the history and statutes of U.S. federal public lands, and the past and present conflicts governing those lands; (2) the laws and regulations governing national parks, national monuments, national forests, grazing lands, energy resources, wildlife, and other natural resources; and (3) ownership interests and rights relating to public and private lands and resources. The course will help students gain an appreciation of our relationship with the natural environmental from cultural, historical, and economic perspectives, in addition to a legal perspective.

This seminar will examine issues of international environmental law. Although there is a limited body of older law, most of the topic has emerged during the past half century.

Role of law in regulating/shaping urban development, land use, environmental quality, local/regional governmental services. Interface between public/private sector. prereq: Major or minor in urban/regional planning or instr consent

Theory and practice. Ethical, legal, and institutional frameworks relative to a range of environmental issues. Innovative environmental decision making informed by collaboration, conflict resolution, adaptive management, and resilience thinking. prereq: Grad or instr consent

Environmental racism can be defined as policies and practices that result in communities of Black, Indigenous and other people of color (BIPoC communities) being overexposed to environmental harms and being denied access to environmental goods. The environmental justice (EJ) movement in the United States was birthed in the 1980s with the aim of ending environmental racism. Early EJ activism was led by Black rural communities protesting the disproportionate presence of toxic waste facilities in their neighborhoods and Latinx migrant farmworkers who were overexposed to harmful pesticides. Central to the course is the understanding that structural racism, in the form of social, political, and economic forces, has denied BIPoC individuals and communities their rights to live in clean environments and access natural resources that allow communities to build and maintain their physical, mental, emotion, and fiscal health. Although the course focuses on race and racism, it takes as axiomatic that racism is intertwined with other systems of oppression including, but not limited to, sexism, classism, ableism, homophobia, and transphobia. The course begins by tracing the history of the EJ movement and unpacking the terms ?racism? and ?justice.? The main body of the course will focus on a series of issues that EJ scholars and activists address including pollution, greening, transportation, disasters, and climate change. The course ends with discussions and reflections on our roles, responsibilities and possibilities as public policy and planning scholars, researchers and practitioners to work towards ending environmental racism and achieving EJ for all. The required ?readings? for the course will include academic journal articles, news stories, governmental policies, podcasts, videos, poetry, and short stories. This will allow us to understand the theoretical and methodological approaches to EJ activism and research and explore popular and creative forms of knowledge about EJ which will add depth to our understanding and analysis of relevant plans and policies. Our time together in the classroom will primarily be a mix of lectures, group discussions, in-class exercises, and occasionally guest speakers. While we will reflect on some international issues and materials, we will largely focus on EJ in the United States.

Interplay of science, technology, the environment, and society. Approaches from across the social sciences will cover how science and technology can create new environmental pressures as well as policy challenges in a range of spheres from climate change to systems of intellectual property and international development.

Impact of energy production/consumption choices on environmental quality, sustainable development, and other economic/social goals. Emphasizes public policy choices for energy/environment, linkages between them.

Introduction to economic principles and methods as they apply to environmental issues such as climate change, biodiversity conservation, and water quality. Course will cover benefit-cost analysis, methods of environmental valuation, as well as critiques of market-based solutions to environmental challenges.

Socio-cultural, legal, and economic forces that affect water resource use. Water quality, Clean Water Act contrasted with international laws, roles of State and Local agencies. Water supply, drought, flooding, drainage, irrigation, storage. Sulfide mining, Line 3, hypoxia, wildfire, climate, snowpack, extreme events, China south-to-north transfer, CEC?s, AIS, Aral Sea, CAFOs, and more.

Existing and proposed approaches to mitigate and adapt to climate change through policies that cross scales of governance (from local to global) and impact a wide range of sectors. Exploration of climate change policy from a variety of disciplinary approaches and perspectives, emphasizing economic logic, ethical principles, and institutional feasibility. How policy can be shaped in the face of a variety of competing interests to achieve commonly desired outcomes. Students develop a deep knowledge of climate change in particular countries through a team final project. prereq: Intro microecon (such as Econ 1101 or equiv)

Selected topics.

Issues related to providing adequate levels of clean air/water. Local water quantity/quality, air quality in developed/developing world, global air/water quality, policies meant to protect these resources.

Interconnected relationships between global climate change/human health. Develop computer models to predict climate change from natural/anthropogenic forces, predict human health outcomes as result of changing climate. prereq: Students must have elementary computer skills.

Comparative survey of ethnographic/ethnohistorical writings by/about American Indian women.

The course will examine the relationship between Western feminism and indigenous feminism as well as the interconnections between women of color feminism and indigenous feminism. In addition to exploring how indigenous feminists have theorized from 'the flesh' of their embodied experience of colonialism, the course will also consider how indigenous women are articulating decolonization and the embodiment of autonomy through scholarship, cultural revitalization, and activism.

Significance of gender to health and health care. Feminist analysis regarding moral/political importance of gender, possibly including contemporary western medicine?s understanding of the body, childbirth, and reproductive technologies; cosmetic surgery; chronic illness; disability; participation in research; gender and classification of disease. Care work, paid/non-paid. Readings from feminist theory, history, social science, bioethics, and moral philosophy.

Third World and transnational feminisms. Interrogating the categories of "women," "feminism," and "Third World." Varieties of power/oppression that women have endured/resisted, including colonization, nationalism, globalization, and capitalism. Concentrates on postcolonial context.

This course will give you a solid theoretical foundation in the field of queer studies in addition to explaining its relation to other scholarly traditions, including (but not limited to) feminist theory, GLBT studies, literary studies, psychoanalysis, and postmodernism. Over the course of the semester you will examine the historical forces that birthed queer politics and theory, become conversant in its conceptual basis, interrogate and analyze its various uses and applications, and finally apply it in your own arguments. prereq: Any GWSS or GLBT course

Race, racialization, racial justice as related to representation/struggles for social/economic justice. Intersectional analysis of power, politics, ideology/identity. Queer of color critique, women of color feminisms, critical sex/body positive approaches. prereq: Grad student

Policy in Human Sexuality: Cutting Edge Analyses offers an overview of United States and international policy related to gender and sexuality. The course will present the content and impact of such policies across human life stages, from youth reproductive health to aging LGBTQ folks; and a variety of contexts including education, military service, employment, and criminal legal systems. Using readings, multimedia sources, discussion forums, peer review, and an applied final project, students will understand the theory, process, and central actors in policy development and implementation, and the real-world effects of these processes.

This course is a critical look at the regulation of sex, sexuality, and reproduction by American law. The materials will examine the evolution of family law as a normative system, how marriage and criminal law interact to enforce sexual boundaries, how regulation of pregnant bodies and birthing subvert bodily autonomy to 'science' and how science reinforces socially constructed ideas of women's roles, how criminal laws are used to reinforce boundaries of acceptable sexual and reproductive behavior, and the increasing intervention of state and federal actors in our private sexual and reproductive lives. It addresses the rights of women, men, minors, and the government. Students will explore ethical considerations, historical perspectives, and how regulation of reproduction -- either directly or indirectly -- reinforces racial hierarchies. This is a discussion-centered course that requires deep engagement with the material and regular class attendance.

This seminar addresses the history and legal context of women’s human rights; the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and its impact; gender and human rights in the international system; specific topics such as property and other economic rights, reproductive rights, and violence against women; and the role of nongovernmental organizations in making CEDAW work for women.

Few areas of law have changed as quickly or as dramatically as those regulating the rights of members of the LGBTQ community. This is true in Minnesota, nationally, in foreign jurisdictions, and at the international level. These evolving debates span numerous areas of law, including criminal, asylum, family, employment, civil rights, and human rights. This course will critically review the history and broader context of these legal developments to ask: where should we go from here? Through the lens of paradigmatic cases and events, we will examine local, national, and international advocacy approaches to a wide range of human rights issues affecting LGBTQ people: criminalization, violence, stigma, forced migration, marriage, family, housing, health, employment, and freedom of speech and association. The course will analyze how factors like race and class have shaped the LGBTQ rights movement in the US and beyond, with an emphasis on how laws and policies that appear neutral on their face can nevertheless have a disparate impact on members of the LGBTQ community. Students will study primary and scholarly sources, supplemented by narrative and other artistic material. Through focused interactions with guest speakers, students will have the opportunity to learn from practitioners working on litigation, advocacy, and mobilization in Minnesota, the US, and abroad. Coursework consists of independent research projects informed by students? interests. Students will finish the seminar with a better understanding of the relevant law and the choices and challenges faced by human rights advocates in a rapidly changing field.

Role of gender/gender relations in international development/education. Interdisciplinary body of literature from development studies, political science, economics, anthropology, cultural studies, gender/women's studies.

Marginalized populations tend to be viewed as objects of social policy, passive victims, or a cause of social problems. Processes of marginalization we will explore in this class include: structural racism, colonization, economic exclusion and exploitation, gender bias, and more. Policy and research are typically driven by mainstream/dominant society members with little direct knowledge about the real lives of people on the margins. This can lead to misguided actions, misunderstandings, paternalism, unintended negative consequences, and further marginalization and/or stigmatization. In this course, we will learn about community-engaged research methodologies such as participatory action research (PAR) and community-based participatory research (CPBR). We will use case studies to explore the challenges, rewards, and ethical implications of these community-engaged approaches to research and policy-making. Possible topics include, but are not limited to, sex trafficking, housing, and youth work. Instructors and students in the course will work together on a real-world research and policy challenge so that students contribute to ongoing work in the field in real-time.

Women and men are affected differently by development and participate differently in policy formulation and implementation. Gender-sensitive perspective. Historical, political context. Global South. Policy, practice, and experience (theory and measurement; international, national, local stakeholders; effects of policy and practice on development). prereq: Grad or instr consent

Introduction to the key concepts and tools necessary for gender policy analysis. Survey of the major findings in the field of gender and public policy in policy areas such as poverty alleviation, health, international security, environment and work-family reconciliation. Scope includes local, national, and global policy arenas as well as exploration of gender and the politics of policy formulation.

The advancement of LGBTQ rights in the United States has experienced unprecedented success over the last twenty years, shifting both public attitude towards and legal protection for LGBTQ Americans. This course will provide an in-depth analysis of current LGBTQ policy achievements in the United States, including the recognition of marriage equality in all 50 states, the repeal of Don?t Ask, Don?t Tell, increased anti-discrimination protections, and rights for people who are transgender or gender non-conforming. Emphasis will be placed on how these victories were achieved, including background on the strategies and tactics used to generate policy results. We will also take a critical look at such milestones and examine what they mean for the entire LGBTQ population, including queer people of color, transgender and gender nonconforming individuals, the disabled, and economically disadvantaged. Intersectionality will be a key aspect of the course, in particular, analysis on how the differential effects of policy among segments of the population that may not experience the benefits of policy passage as quickly or as broadly. Incorporated into this analysis will be readings from queer liberation scholars to help us evaluate the pros and cons of existing LGBTQ policy gains. The course will explore what full equality might look like for LGBTQ people in the United States with an examination of what can and cannot be achieved through policy. Practical application on how policy is made will be intertwined throughout the course. Topics to be covered include the meaning and measurement of LGBTQ identity; estimates of those who identify as LGBTQ; the measurement of Americans? attitudes on LGBTQ issues and how these attitudes have changed over the past few decades; assessment of changes in law and policies at the national, state and local levels; and the implications of these changes for the lived experience of LGBTQ people and their families, including health, well-being, stigma and discrimination.

Selected topics. prereq: Grad student or instr consent

Selected topics.

Encounters between philosophy/feminism. Gender's influence in traditional philosophical problems/methods. Social role of theorist/theorizing as they relate to politics of feminism. This course surveys central debates in feminist philosophy, with a focus on the methods and virtues of resistance. Along the way, we will consider the question of how we should live in an oppressive society. Topics may include intimidation, gaslighting, silencing, epistemic injustice, emotional labor, intersectionality, resistance, anger and violence. prereq: 8 crs in [philosophy or women's studies] or instr consent

This course is a graduate-level class for students preparing for careers in public health research and practice where sex, sexuality, and sexual health are key components. It is a highly applied, highly interactive course focused on developing skills needed in sex research and sexual health practice. The teaching pedagogical approach is a "flipped classroom" where students are expected to learn the content from the assigned audiotaped lectures, movies and readings, and to come to class ready to participate in exercises, discuss case studies, complete assignments and immerse themselves in public health practice and research focused on sex, sexuality, and sexual health. The purpose of this graduate level course is to prepare health professionals for a professional career addressing community and population sexual health concerns by deepening their knowledge of and exposure to research practice in the field, increasing comfort familiarity and ability to speak on sexual health topics, and by practicing their skills. The assignments focus on hot topics in sex and sexual health, and are designed to increase knowledge of the field of sexual health, while developing skills in conceptualization, measurement, intervention design, and evaluation. Please note this course addresses the greatest challenges in sexual health facing our world, including such hot topics as the zika virus and HIV prevention, clergy sexual abuse, campus sexual climate, sexual harassment, LGBT health disparities, contraception, abortion, women's rights, teen sex, and unplanned pregnancy.

Programs, services, and policies that affect women's health in the United States. Methodological issues in research. Emphasizes social, economic, environmental, behavioral, and political factors. Measurement/interpretation of factors, how they translate into interventions, programs, and policies.

This course takes a sociological approach to international law, considering how history, institutions, power, and interests shape the phenomenon. What is international law, where does it come from, and how does it work? What does international law tell us about globalization and nation-states? Does it make a difference in the world? Does it have a real impact on the day-to-day lives of individuals? When is it followed; when is it ignored? This course takes a broad sociological view of international law. We analyze the actors and processes that constitute international law and then focus on particular substantive areas, including human rights, economic development,environmental concerns, trafficking, and drug interdiction. prereqs: Graduate student or instructor consent

Gender is something so fundamental to our lives, to our identities, and how we interact with others that we often take it for granted. However, understandings of gender vary across time and place, and even within cultures, making it clear that our understandings of gender are not universal or timeless. In this class, we will examine how gender intersects with race and sexuality, as well as how it impacts areas of our lives such as child socialization, family structure, the media, intimate relationships, and the workplace.

Comparative perspectives on racial inequality; race, class, and gender; quantitative research on gender stratification; stratification in post-communist societies; institutional change and stratification systems; industrialization and stratification. Topics specified in Class Schedule.

Comparative frameworks, related theories, and pivotal texts in study of Africa and African Diaspora.

Socioeconomic/political forces that impact migrant farmworkers. Effects of the laws and policies on everyday life. Theoretical assumptions/strategies of unions and advocacy groups. Role/power of consumer. How consuming cheap food occurs at expense of farmworkers.

This course will examine the United Nations Convention on the Law of the Sea (UNCLOS). UNCLOS has been established as arguably the most comprehensive expression of multilateral treaty negotiation and practical application since it entered into force in 1994. The Convention is the definitive word on articulating the use by nation states of the world?s seas and oceans and the concomitant rights and responsibilities arising there from. The course will examine the historical perspective of the use of seas and oceans and the evolution of this body of international law. The course also address older regimes of the sea as well as the innovations that UNCLOS has ushered in, which include: the territorial sea, contiguous zone, and rights of innocent passage; archipelagic states; the exclusive economic zone; the continental shelf; access by landlocked sates to the resources of the sea; geographically disadvantaged states; protection of the environment; the high seas and the resources thereof for the common heritage of mankind; the international seabed authority; maritime delimitation and the dispute settlement arrangements through the International Tribunal of the Law of the Sea, among others. The course will also study the wealth of case law mapping the development of international law of the sea. The course will adopt a practical approach to enhance skills in the drafting of treaties pursuant to UNCLOS, such as arrangements between coastal states and landlocked states for the sharing of EEZ resources. Students will be exposed to ?mock? maritime boundary delimitations and guest lecturers/visiting professors will facilitate this simulation.

This course explores an emerging, interdisciplinary field of inquiry that focuses on the relationships between Civil Rights Law in the United States and International Human Rights Law in the global context. Although the two areas represent distinct bodies of law, they also share many important features, objectives, and impediments. By examining the historical emergence of (1) Civil Rights Law in the United States, and (2) International Human Rights Law in the global context, students will gain a better understanding of the critical relationships and intersections between these two important areas of public law. Through an examination of the seminal cases and controversies in these areas, this course will explore the differences between various categories of rights; America’s “exceptionalism” why the United States pursues a strong human rights agenda abroad that is rarely applied in the domestic context; the gains (and losses) that the domestic civil rights movement has experienced in recent decades, among other topics.

In the last decade, there has been an increased emphasis on using the criminal justice system to help determine who is and who is not suitable to live and work in the United States. This phenomenon has had some increasingly interesting effects as the immigration apparatus has been for most of the history of the United States a civil and agency system. The increased reliance on the criminal justice system has caused some overlap of criminal justice norms- including concepts of right to counsel, detention and detainers and warrants. At the same time, the prosecution of federal migration crimes has skyrocketed in the same period to the point where the majority of all federal prisoners are imprisoned because of migration crimes.

Students will learn about major immigration reforms through the lens of the social, political, economic, and cultural context that ushered their passage. Students will be presented with a mosaic of information to place them in the place and time of the respective era to facilitate a deeper understanding of the immigration law narrative and how perceptions of race and identity result in policy and legal reform. The course will examine important portions of each reform bill including the intended goals of legislators and other influential factors such as demographic, economic, and political data. The class will explore societal perceptions of race and immigration in primary source documents and multimedia from each reform period including film, music, art, and news stories. This seminar is structured around major immigration reforms and the seminar will highlight the the Immigration Act of 1924, the Immigration and Nationality Act of 1965, the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 and post-9/11 terrorism related immigration reforms in the 2000?s. The course will be divided into two to three seminar sessions per reform period and for each era the seminar will examine the societal context that led to the legislation, the language of law, case law and the broader policies and assumptions that it reflects. Seminar discussions will also cover how portions of the law currently operate and fit into a historical immigration law narrative.

This course takes a practical approach to immigration law and policy in the areas of asylum, removal (or deportation) and the interplay between immigration and criminal law (known as ?crimmigration?). Our goal is to familiarize you with the legal principles relevant to these areas of immigration law as well as the procedural rules that will enable you to practice in this area. We will also discuss U.S. immigration history and how it impacts current public policy debates regarding immigration in the United States. We will also have guest appearances by a retired immigration law judge, lawyers who represent immigrants, and lawyers who represent the government in immigration-related matters. These sessions will allow you to compare the law on the books with how it is practiced by lawyers and interpreted by judges.

This seminar will examine the concepts and core principles of the Rule of Law. Seminar sessions will be devoted to identifying the meaning of the terms “rule of law” and “independence of the judiciary.” The importance of a strong and independent legal profession to the rule of law will be discussed. Seminar sessions will focus on such issues as the problem of corruption and the rule of law, the relationship between human rights law and the rule of law, and the challenges of war crimes and genocide. The seminar will explore the relationship between the rule of law and economic development and alleviation of poverty. The seminar will include a discussion of the responsibility of lawyers to support and promote the rule of law within their own country and in other developing countries.

This course examines the impact of contemporary immigration in the U.S. on urban planning and public affairs. Through a review of canonical scholarship and contemporary research, it engages several issues including migration theory, an exploration of immigrant settlement patterns, labor market outcomes for immigrants, and community development in immigrant communities. The course concludes with a focus on how urban planners and public policy makers can work more effectively with immigrants in the U.S.

Basic demographic measures/methodology. Demographic transition, mortality, fertility. Perspectives on nonmarital fertility, marriage, divorce, cohabitation. Cultural differences in family structure, aging, migration, refugee movements, population policies. Discussion of readings. prereq: Grad student or instr consent

This course explores the emergence and evolution of rules, norms, and institutions that constitute international relations. It will focus, in particular, on those related to questions of war, peace, and governance. For students with an interest in international security, foreign military intervention, democracy and governance promotion, and the political economy of aid.

Examines response of governments, international organizations, NGOs, and others to global humanitarian and human rights challenges posed by civil conflict and other complex emergencies in places such as Syria, Ukraine, South Sudan, Somalia, Burma, and elsewhere. Course will also consider and assess UN and other institutions established to address these issues (like UNOCHA and UNHCR). In addition, course will examine US policy toward humanitarian issues and refugees (including US refugee admissions).

Selected topics.

This course takes a sociological approach to international law, considering how history, institutions, power, and interests shape the phenomenon. What is international law, where does it come from, and how does it work? What does international law tell us about globalization and nation-states? Does it make a difference in the world? Does it have a real impact on the day-to-day lives of individuals? When is it followed; when is it ignored? This course takes a broad sociological view of international law. We analyze the actors and processes that constitute international law and then focus on particular substantive areas, including human rights, economic development,environmental concerns, trafficking, and drug interdiction. prereqs: Graduate student or instructor consent

With fertility and mortality, migration is one of three core population processes. This course provides a graduate-level treatment of major theoretical and empirical debates in demographic/population research on migration and migrants. It examines topics like why and how people migrate, who migrates and who does not, and the effects of migration in migrant-receiving and migrant-sending areas. Along the way, it links to a number of related topics, including the impacts of migration on migrants themselves, the role of the state and policies governing migration and incorporation, and transnationalism. A common thread throughout is connecting these topics to issues of population size, composition, and change. While this course contains ?demographic? in the title and fulfills requirements for graduate trainees and the population studies minor in the Minnesota Population Center, it is necessarily interdisciplinary in scope and draws from research in economics, demography/population studies, human geography, history, political science, population health, public policy, and sociology. Credit will not be granted if the student has already completed a Soc 8090 topics course with the same title.

This seminar will explore the growing area of law and advocacy around corporate accountability and corporate social responsibility related to international human rights standards. The course has several goals: 1) We will examine the development and content of international human rights standards pertaining to corporations and corporate officers, including state, national and international and regional laws and principles including the UN Guiding Principles on Human Rights and Business. 2) We will next focus on levels of implementation and varying points of intervention on BHR issues: a) internal corporate policies, b) socially responsible investment shareholder advocacy and divestment, c) disclosure and anti-corruption laws and sanctions, d) trade policies, e) civil litigation, criminal prosecution and internal grievance mechanisms, f) reporting and documentation by human rights organizations, g) international standard-setting mechanisms. To examine these questions, we will use case studies across various industries including supply chains and labor conditions, environmental practices, and violations by security forces employed by multinational corporations. 3) The readings and seminars will encourage students to explore the debates about the most effective ways for businesses to protect and advance respect for human rights, prevent violations, and provide redress to victims of violations that occur as a result of their actions/inaction, and defend themselves when they are falsely accused. 4) Three papers throughout the semester will encourage students to integrate different arguments and course materials, conduct related independent research and develop their own arguments.

This course will examine the principal issues regarding organizations whose membership is that of states. This examination will scrutinize the legal personality and powers of such institutions; the manner in which the states parties as members participate; enforce decisions through mechanisms; dispute settlement; peace and security undertakings.

Introduction to cultural variables of leadership that influence functioning of cross-cultural groups. Lectures, case studies, discussion, problem-solving, simulations. Intensive workshop.

Course or independent study on specific topic within department program emphasis.

Introduction to major concepts, skills, and techniques for organization development/change. prereq: Grad student only

Introduction to the disciplines of planning and running effective meetings. Tools and methods for meeting management and evaluation are presented within the context of organization development.

Leadership concepts, tools, and strategies in a personal, community, and organizational context for mid-career students. Prereq: Master in Public Affairs student(cohort program) or public affairs leadership certificate student (cohort program). 5051-5052 must be taken in same academic yr

Continues 5051. Leadership concepts, tools, and strategies in diverse settings for mid-career students. Prereq: Master in Public Affairs student(cohort program) or public affairs leadership certificate student (cohort program). 5051-5052 must be taken in same academic yr

Power and teamwork in public affairs education.

Theories, concepts, and real world examples of managerial challenges. Governance systems, strategic management practices, effect of funding environments, management of multiple constituencies. Types of nonprofits using economic/behavioral approaches. prereq: Grad student or instr consent

Models of change/leadership. How leaders can promote personal, organizational, and societal change. Case studies, action research. Framework for leadership and change.

Are you interested in working across government, business, and the non-profit sector for public good? Are you wondering how you can create sustainable shared leadership on challenges that can best be addressed together? This course explores multi-sector leadership and related governance and management challenges from a variety of perspectives and provides an opportunity for students to work together to apply what they are learning individually and in teams through in-class exercises and a final team project. The course is taught by a team of interdisciplinary faculty and considers different contexts, forms, and specific examples of multisector leadership that can enable transformative action to tackle a significant societal issue and achieve lasting change. Credit will be not be granted if credit has been received for GCC 5023, OLPD 6402, PUBH 6702, MGMT 6402, PA 5130, LAW 6623.

Nonprofit board governance. Governance models, roles/responsibilities, ethics/dynamics. Current research/concepts along with students' current board experiences to illuminate challenges/explore solutions that build board leadership competencies. prereq: Grad student or instr consent

Techniques, terminology, concepts and skills for developing and analyzing operating and capital budgets in public and nonprofit organizations. Budget analysis using case studies, problem sets, and spreadsheets. Time value of money, cost-benefit analysis, break-even analysis, sensitivity analysis, and fiscal analysis. prereq: PA 5003

Financial resource management for public and nonprofit organizations. Short-term and long-term debt management, retirement financing, and endowment investing. Conceptual frameworks and analytical techniques applied to real-world problems. Financial management in context of national and regional economies. prereq: PA 5003; credit will not be granted if credit already received for: PA 5111

Theory/practice of philanthropy. Foundation/corporate/ individual giving. History/economic structure/dynamics. Models of philanthropy, components of grant making/seeking. Current debates, career options.

This course teaches the theory and the practice of negotiation strategies with an emphasis on applied, personal skill building constructed on a foundation of research and practice in the field. Students will apply their negotiation skills across interpersonal, public dispute, government, and private sector settings. The course focuses on developing students? personal theory of practice for decision-making, effective communication and impactful leadership through practice of distributive bargaining, value creation, consensus building, facilitation, and mediation exercises and discussions.

Project management and leadership strategies for implementing public policy, including new or revised government programs, public works, and regulations. Use of project management concepts, principles, and tools, including project definition, scoping, planning, scheduling (using the critical path method), budgeting, monitoring, staffing, and managing project teams. Application of "agile" and "extreme" project management in situations of complexity and uncertainty, including those due to the scrutiny and expectations of elected officials, the media, citizens, and other stakeholders.

Critique/learn various approaches to civic participation in defining/addressing public issues. Readings, cases, classroom discussion, facilitating/experiencing engagement techniques. Examine work of practitioner, design engagement process.

Organizational analysis of international development and humanitarian assistance, including perspectives from sociology, political science, psychology, public administration, and management. Examines efforts of multiple organizational players, including NGOs, governments, bi-lateral and multi-lateral organizations, corporations, foundations, and international organizations. Critical analysis of aid organizations, especially regarding ways in which they reflect and create power and privilege, the manner in which individuals’ needs and desires interact with, support, or challenge the needs of the organization, and how all of this is influenced by forces outside the boundary of the organization. Students practice developing actionable recommendations to improve the effectiveness of international aid organizations in the context of multiple (and often contested) understandings of global development needs and conflicting stakeholder demands. Readings, class discussions, mini-lectures, simulations, case analyses, group projects, oral presentations, memo writing, opinion writing.

Theory and practice of strategic planning and management for public and nonprofit organizations and networks. Strategic planning process, management systems; stakeholder analyses. Tools and techniques such as purpose expansions, SWOT analyses, oval mapping, portfolio analyses, and logic models.

This course covers the core principals, methods, and implementation of evaluation research. Students will learn through an applied partnership with a nonprofit or state/local government clients. The course is designed for both students interested in a potential career in evaluation and those that want to be better consumers of research. Past programmatic/policy areas included health and human services, education, environment science, economic development, transportation, and evidence-based policymaking.

Theory, tools, and practice of the implementation of public policy, particularly in areas involving public, private, and nonprofit organizations. Analytical approach focuses on multiple levels in policy fields to pinpoint and assess implementation challenges and levers for improvement.

What makes some countries wealthier than others, one group of people healthier and more educated than another? How does the behavior of rich nations affect poor nations? Origins of development thought, contemporary frameworks and policy debates. Economic, human, and sustainable development. prereq: Grad student or instr consent

This course explores the emergence and evolution of rules, norms, and institutions that constitute international relations. It will focus, in particular, on those related to questions of war, peace, and governance. For students with an interest in international security, foreign military intervention, democracy and governance promotion, and the political economy of aid.

Selected topics.

Grantwriting skills, processes, problem,s and resources for nonprofit organizations. Researching and seeking grants. Communication with potential funders and generating financial support. Collaborating effectively with the organization and clients to create substantive, fundable proposals.

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

This class will give students the foundation in evaluation theory necessary for high-quality and ethical practice in evaluation, consulting, or other forms of organizational change Recommend 5501 or equivalent (can be taken concurrently)

This advanced course will provide students with an in-depth understanding of major evaluation theories, systems for organizing evaluation theories, and propose ways of expanding current theory. prereq: Doctoral standing OR instructor?s permission (enforced) Recommend OLPD 5502 (can be taken concurrently)

Models of change/leadership. How leaders can promote personal, organizational, and societal change. Case studies, action research. Framework for leadership and change.

Are you interested in working across government, business, and the non-profit sector for public good? Are you wondering how you can create sustainable shared leadership on challenges that can best be addressed together? This course explores multi-sector leadership and related governance and management challenges from a variety of perspectives and provides an opportunity for students to work together to apply what they are learning individually and in teams through in-class exercises and a final team project. The course is taught by a team of interdisciplinary faculty and considers different contexts, forms, and specific examples of multisector leadership that can enable transformative action to tackle a significant societal issue and achieve lasting change. Credit will be not be granted if credit has been received for GCC 5023, OLPD 6402, PUBH 6702, MGMT 6402, PA 5130, LAW 6623.

Critique/learn various approaches to civic participation in defining/addressing public issues. Readings, cases, classroom discussion, facilitating/experiencing engagement techniques. Examine work of practitioner, design engagement process.

Theory and practice of strategic planning and management for public and nonprofit organizations and networks. Strategic planning process, management systems; stakeholder analyses. Tools and techniques such as purpose expansions, SWOT analyses, oval mapping, portfolio analyses, and logic models.

This course covers the core principals, methods, and implementation of evaluation research. Students will learn through an applied partnership with a nonprofit or state/local government clients. The course is designed for both students interested in a potential career in evaluation and those that want to be better consumers of research. Past programmatic/policy areas included health and human services, education, environment science, economic development, transportation, and evidence-based policymaking.

Theory, tools, and practice of the implementation of public policy, particularly in areas involving public, private, and nonprofit organizations. Analytical approach focuses on multiple levels in policy fields to pinpoint and assess implementation challenges and levers for improvement.

Selected topics.

Developing useful program evaluations. Emphasizes skills for program administrators, planners. Needs assessments. Assessment of program design, implementation, impact. Cost-effectiveness analysis. Quantitative and qualitative data collection methods. Ethical considerations.

Understanding an evaluation study. Program evaluation. Applications to health and mental health settings. emphasizes public health.

This online course examines contemporary issues in bioethics, focusing on practical issues that arise in clinical care, public health, and health policy settings. The course also introduces conceptual frameworks and methods to analyze these issues, though the emphasis will be on challenges faced by patients and their loved ones, health professionals, and policy makers, not on ethical theory. To fully understand and evaluate these complex issues, it is critical that we consider them from a diversity of perspectives. Hence, we will spend most of our time in class discussion, openly and respectfully listening to and engaging with each other in interdisciplinary/interprofessional conversation. Class meetings will be fully online via Zoom; no in-person meetings will be required. This course has been approved for Interprofessional Education (IPE) credit for health professions students. prereq: Jr or sr or grad student or instr consent.

Significance of gender to health and health care. Feminist analysis regarding moral/political importance of gender, possibly including contemporary western medicine?s understanding of the body, childbirth, and reproductive technologies; cosmetic surgery; chronic illness; disability; participation in research; gender and classification of disease. Care work, paid/non-paid. Readings from feminist theory, history, social science, bioethics, and moral philosophy.

This course explores matters of social justice related to health. Readings from multiple disciplinary perspectives ground examination of how to understand social justice in this context. Class sessions will predominantly focus on specific practical issues such as health disparities, the politics of inclusion and exclusion in clinical research, resource allocation in resource poor settings, and health professional roles during war. Discussions incorporate consideration of these issues’ institutional and broader social contexts. This course is appropriate for a wide audience including students from the health professions, philosophy, social science, and law.

This course is your opportunity to examine, challenge and critically reflect upon your thinking about health. The class meets in a hybrid model that includes in-person, field-trip ?micro-immersion experience? to explore different understandings of health through visits to cultural communities. We include with field trips virtual experiential glimpses into fundamentally different systems of knowledge often conflicting with the scientific/professional models emphasized in many professional fields on campus. Frameworks for critical thinking, critical self-reflection, cultural self-study, intellectual virtues and supplemental readings are offered to support your effort to step into culturally different knowledge systems and mental models of health and well-being. These frames and approaches offer you a mirror through which your own perspective, thinking and background assumptions of health become more visible and explicit. I ask you to challenge your own thinking and better recognize the culture you carry in your thinking as you attempt to inhabit different cognitive worlds. You will also apply this examination to the professional fields of your interest, sharing your insights with learners in other professions. In this way, we bring together interdisciplinary and intercultural learning. On the dates that we meet virtually, our goal is to create a space that encourages us to share with sincerity our thoughts and emerging insights with one another in Zoom conversations. The synchronous Zoom sessions allow you to benefit from each other?s personal and professional take on the immersion experiences as you develop your philosophy, narrative and understanding of health. prereq: jr, sr, grad, or instr consent

Often, the most progress on challenging issues such as health and equity is made when you apply an interdisciplinary perspective. The same is true for global health issues. Whether responding to emerging pandemics, food insecurity, maternal mortality, or civil society collapse during conflict, solutions often lie at the intersection of animal, environmental, and human health. In this course, students will work in teams to examine the fundamental challenges to addressing complex global health problems in East Africa and East African refugee communities here in the Twin Cities. Together we will seek practical solutions that take culture, equity, and sustainability into account. In-field professionals and experts will be available to mentor each team, including professionals based in Uganda and Somalia. This exploration will help students propose realistic actions that could be taken to resolve these issues. This course will help students gain the understanding and skills necessary for beginning to develop solutions to global health issues. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Before the discovery of antibiotics, even a simple thorn prick could lead to life threatening infection. Antibiotics are truly miracle drugs, making most bacterial infections relatively easy to cure. However, this landscape is rapidly changing with the advent of microbes that are resistant to antibiotics. This course will provide an overview of how antibiotic use invoked antibiotic resistance, including in depth discussions of antibiotic resistant microorganisms and the impact of globalization on this exploding problem. Societal and ethical implications associated with antibiotic use and restriction in humans and animals will be discussed, along with global issues of antibiotic regulation and population surveillance. The class will conclude with discussions of alternative therapeutic approaches that are essential to avoid "antibiotic apocalypse." The course will include lectures by world-renowned experts in various topics, and students will leverage this knowledge with their own presentations on important topics related to issues of personal freedom versus societal needs. This is a Grand Challenge Curriculum course.

This course focuses on the visual, auditory, and other sensory pathways that convey information about the world to mind and brain. Millions of people worldwide experience deficits in sensory function that affect their quality of life. We will focus on the characteristics of healthy sensory functioning as well as how sensory disorders can affect personal identity, impede information processing, and alter brain structure and function. The course will address the demographics and risk factors for sensory disabilities, the implications of these disabilities for activities of daily living, the history of society's response to sensory disability, as well as societal, ethical, and personal attitudes toward sensory disabilities. The course will also explore translational and applied approaches for addressing sensory disabilities. Each class session will be co-taught by a pair of instructors, representing multiple scientific and social perspectives. A major goal of the course is to view sensory function and impairment from multiple perspectives cognitive science, neuroscience, medicine, engineering, society, consumers, ethics and social justice. The course will combine lectures, discussions, and student-led presentations of research papers. The course will include hands-on demonstrations of assistive technology and panel discussions with people with visual and hearing disabilities. During the semester, each student (or pairs of students) will develop a mini research proposal to address a real-world issue related to sensory impairment. The proposal must be translational in nature, and must include consultation with consumers of the proposed project. The final class session will be devoted to poster presentations of the mini proposals. The proposal report must include consideration of potentially opposing viewpoints about the proposed research. This course addresses two of our University's grand challenges: Advancing Health Through Tailored Solutions, and Just and Equitable Communities. This is a Grand Challenge Curriculum course.

This course focuses on how the international human rights legal framework addresses the symptoms and causes of systemic poverty with an emphasis on the practical application of those norms to real-life situations. We will explore what a rights-based approach to poverty eradication means for governments and other development actors and learn how communities and advocates are leveraging human rights law to combat poverty in a variety of contexts. The class will consider a wide range of topics spanning domestic and global poverty; urban and rural contexts; the gendered dimensions of poverty; environmental justice; privatization of public services; threats to the rights to food, water, education, and housing; collective rights of indigenous peoples and peasants; the situation of human rights defenders; and reparations. Students will study primary documents and interact with practitioners working in the U.S. and abroad on litigation, policy advocacy, mobilization, and governance. The coursework consists of simulated advocacy and advisory reports. Students will finish the seminar equipped to bring a working knowledge of the international human rights system to their future roles.

Selected topics.

The health of populations in developing and developed countries is very different. Within countries, great health disparities exist between more advantaged and more disadvantaged populations. When crafting policies that aim to improve population health, it is crucial to know how to measure health and how to think about the health needs of the specific population in question. This course will provide an overview to the factors driving health, mortality, and aging across different populations. In addition, students will learn the best sources of data and measures to use to describe the health status of a population. They will also be able to assess policy options that address the health of their population.

Survey of public health approaches to AIDS epidemic. Epidemiological/clinical features of HIV infection. Impact of AIDS on certain communities/populations. Behavior change principles as they apply to AIDS interventions. prereq: Grad student or professional school student or instr consent

Extent and causes of social inequalities in health. Degree to which understanding of these inequalities is hampered by methodological limitations in health research. Focuses on individual, community, and policy approaches to reducing social inequalities in health.

Taught with Powderhorn-Phillips Cultural Wellness Center. Introduction to community building/organizing. Using culture as a resource for health, reducing barriers, identifying community assets, planning organizing strategy, understanding the impact of history. Emphasizes self-reflection and skill-building for authentic, grassroots community work.

This course is a graduate-level class for students preparing for careers in public health research and practice where sex, sexuality, and sexual health are key components. It is a highly applied, highly interactive course focused on developing skills needed in sex research and sexual health practice. The teaching pedagogical approach is a "flipped classroom" where students are expected to learn the content from the assigned audiotaped lectures, movies and readings, and to come to class ready to participate in exercises, discuss case studies, complete assignments and immerse themselves in public health practice and research focused on sex, sexuality, and sexual health. The purpose of this graduate level course is to prepare health professionals for a professional career addressing community and population sexual health concerns by deepening their knowledge of and exposure to research practice in the field, increasing comfort familiarity and ability to speak on sexual health topics, and by practicing their skills. The assignments focus on hot topics in sex and sexual health, and are designed to increase knowledge of the field of sexual health, while developing skills in conceptualization, measurement, intervention design, and evaluation. Please note this course addresses the greatest challenges in sexual health facing our world, including such hot topics as the zika virus and HIV prevention, clergy sexual abuse, campus sexual climate, sexual harassment, LGBT health disparities, contraception, abortion, women's rights, teen sex, and unplanned pregnancy.

This course provides an introduction to key principles and topics in global health including measures of global burden of disease, identification of key health problems around the world and the main determinants, health systems and international public health organizations. In addition, we will discuss cross-cutting and timely issues in health promotion, disease control programs, and operational research in international settings. Class exercises and discussions will focus on challenging global health problems, and strategies to address them. This course is required for those students enrolled in the School of Public Health Global Health Certificate program, and is also open to other qualified students (see Course Prerequisites). Examples of diseases and illustrations of global health problems in this class will include both infectious and non-infectious diseases and should be of interest to students in various programs.

Introduction to key issues in global health. Global burden of disease. Cultural issues/health. Nutrition. Infectious diseases. Environmental problems. Women/children. Prereq Grad student.

Issues related to providing adequate levels of clean air/water. Local water quantity/quality, air quality in developed/developing world, global air/water quality, policies meant to protect these resources.

Effects of globalization on social/sustainable development. Population, war, economics, urbanization, environment, water/sanitation, communicable/non-communicable conditions. New infectious/chronic diseases, food security/environmental health. prereq: Credit will not be granted if received for 6100 or 6365

Interconnected relationships between global climate change/human health. Develop computer models to predict climate change from natural/anthropogenic forces, predict human health outcomes as result of changing climate. prereq: Students must have elementary computer skills.

Issues/controversies surrounding emerging infectious diseases. Framework for considering realistic/innovative policies. Bioterrorism, public health preparedness. Pandemic influenza preparedness, smallpox vaccination, antibiotic resistance. prereq: AHC student, instr consent

As sovereign nations, American Indian Tribes are responsible for the overall health and well-being of their members along with the land and environment of their respective tribe. Tribes are becoming increasingly involved in more public health activities and regulations, and deliver public health services through various funding sources, grants, and contracts, alone or in collaboration with other tribes and local governments, county and state health departments. This course provides a general basis for understanding American Indian public health and wellness. Central to this area of study, is an appreciation to understand the unique governmental relationship based on how the federal government relates to tribal nations as distinct sovereign political entities, not as a racial classification. The trust responsibility is a government to government relationship as established in the U.S. Constitution. In this course students will learn about the legal responsibility of the United States to the 574 federally recognized tribes, to provide health services to American Indians. Students will examine the public health issues facing American Indian communities; review historical implications, analyze legislation, apply specific financing requirements, and gain an understanding of the unique American Indian public health system and the complex set of services, activities, collaborations, and stakeholders that varies by tribe and region. This is a required course for those seeking a certificate or minor. It is designed to help students understand how to work respectfully and effectively with tribes and American Indian communities, to understand the basis of health services and implications of specific tribal (local and federal) law to help improve the devastating health issues currently experienced by American Indians. While this course focuses on American Indian Public Health and Wellness, Health Policy, Law, Health Services Administration, there are many parallels that can be made by students related to other governance structures from around the world. The lessons can help fortify the knowledge of all students regardless of race, and culture, that can be utilized in individual professional endeavors.

The course will present evidence that cultural humility is a lifelong quest toward achieving positive outcomes in work with American Indian Tribes and American Indian communities. It is essential that health care and health service providers learn the respective cultures of the American Indian population they are serving. Equally important is the fact that every federally recognized tribe, of which there are 573, has their own unique traditional customs, history with other tribes, and often subpopulations within the governance of a single tribal government. The realization of understanding how populations have been driven by their respective cultures to their overall health and well-being is necessary to promote achievement of positive outcomes for stakeholders and communities. The course will target methods to help health professionals to ensure that health services take into account individual understanding of the professional?s knowledge and how this knowledge should be respectful of individual cultural preferences. A systematic process will be provided to assist in how to learn community policies, learning processes, and traditions; as well as learning about various structures by which the culture of governments, organizations and individuals develop and support the attitudes, behaviors, practices and systems that are needed for effective cross-cultural interactions between health professionals and community members. Students will learn that ultimately, cultural humility effectiveness is determined by the individual who is receiving the services. The course is grounded in the understanding that cultural humility can effectively be used to strive for continuous improvement, to effectively utilize assets and address the health needs of individual American Indian communities.

As sovereign nations, American Indian Federally Recognized Tribes are responsible for the overall health and well-being of their populations, as well as controlling research and evaluation activities; and development of formal collaborations. A duly elected Tribal government is responsible for all functions and activities of the Tribe. Tribes have an inherent and legal responsibility to protect Tribal affairs, businesses, and traditional values and customs. Included in Tribal responsibilities is the ability to develop and maintain policies to protect the integrity of operations and guard against predatory and harmful use of data against the population they serve. This is an absolute and non-negotiable function of a Tribe to ensure present and continued viability of all future generations. This course will provide specific examples of data sharing agreements, Memorandums of Agreement or Understanding, legal basis for confidentially, discuss community readiness, and community evaluations. It is designed to help students understand how to work respectfully and effectively with Tribes and American Indian communities, and to understand the basis of research, evaluation, and collaboration. This course focuses on stakeholder driven: participation, issue identification, data sharing, and benefit to community. To help ensure ethical and cultural values are protected an increasing number of Tribes are forming their own Institutional Review Boards (IRBs) under 45 CFR 46. The course will offer examples of Tribal IRBs and specific IRB components for American Indian populations. Tribal governments represent communities with distinctive social, cultural, and spiritual qualities that embody a unique context for the review and conduct of research. This course will provide numerous examples of Tribally developed research and review mechanisms that are tailored to specific community needs and interests.

This course provides an understanding of basic methods and tools used by epidemiologists to study the health of populations.

How a society's social interactions, past and present, yield differential exposures and differences in health outcomes between persons who make up populations. New disease-specific risk factors. How well-known exposures emerge and are maintained by social system.

New course offerings or topics of interest in epidemiology.

Principles, programs, policies, and practices for identifying/meeting needs of children/youth with special health care needs in the United States. Epidemiology, historic/current legislation, organization/delivery. Readings, online discussions, written assignments. prereq: Graduate-level student in [AHC programs or education or social work or psychology]

Programs, services, and policies that affect women's health in the United States. Methodological issues in research. Emphasizes social, economic, environmental, behavioral, and political factors. Measurement/interpretation of factors, how they translate into interventions, programs, and policies.

The purpose of this course is to introduce students to the policy environment that influences and shapes public health and the provision of health care services, to enhance understanding of the historical and political context of health policy, to develop strategies for analysis of health policy issues, and to communicate effectively in the policy environment. Credit will not be granted if credit has been received for PubH 6835.

Topics specified in Class Schedule. prereq: instr consent

Comparative frameworks, related theories, and pivotal texts in study of Africa and African Diaspora.

The "second reconstruction." Failure of Reconstruction, abdication of black civil rights in 19th century. Post-1945 assault on white supremacy via courts/state, grass-roots southern movement in 1950s/1960s. Black struggle in north and west, emphasis on Black Power by new organizations/ideologies/leaders. Ascendancy of Reagan, conservative assault on movement.

At its heart, the 8202 seminar is about dialogue, interrogating scholarship on race, intellectual history, and knowledge production. We will be in deep conversation with one another as we negotiate meaning around the intellectual history of race. Dialogue, indeed, is at the heart of this graduate seminar experience. Given the multidisciplinary composition of the students and content in 8202, we build together to form a learning whole in a remote format. Central to our work is excavating the 500 year legacy of race thought and making into the contemporary period.

Comparative survey of ethnographic/ethnohistorical writings by/about American Indian women.

Students in this course will read recently published scholarship in American Indian and Indigenous history that takes up pressing research questions, promises to push inquiry in new directions, and that theorizes important interventions in our thinking to understand where the field is situated and moving. Reflecting the instinctively interdisciplinary nature of American Indian and Indigenous history, readings will be drawn not just from the discipline of history but across other disciplines such as Anthropology, American Studies, Geography, Literature, Political Science, and Legal Studies. As well, readings will include scholarship that reaches out to embrace the Global Indigenous studies turn. prereq: Advanced undergrad with instr consent or grad student

This course covers the "critical turn" in American Indian and Native or Indigenous Studies as evident in the emergence of three overlapping threads or intellectual/political genealogies: critiques of Indigeneity (the claims and conditions of nativeness to specific places), Indigenous Feminist (which foregrounds the salience of gender in indigenous critiques of power structures), and Indigenous Queer, sometimes labeled "Two-Spirit" (which foregrounds sexuality). What are the analytical, political and cultural backgrounds and what are their purchases for theory, critique, and practice? For interrogating academic and non-academic (including Indigenous) forms of inquiry and knowledge production and being in the world?

The course will examine the relationship between Western feminism and indigenous feminism as well as the interconnections between women of color feminism and indigenous feminism. In addition to exploring how indigenous feminists have theorized from 'the flesh' of their embodied experience of colonialism, the course will also consider how indigenous women are articulating decolonization and the embodiment of autonomy through scholarship, cultural revitalization, and activism.

Seeking Connection through Decolonization: The Power of Indigenous Languages and Place-Based Knowledge in the Face of Racism How has unequal distribution of power resulted in the decline in Indigenous language and the loss of societal connections to the land? How might we all, from different positionalities, revitalize our relationships to indigenous land and languages, in the face of racism and attempts to perpetuate colonization? In this course students will grapple with ideological roots of the ongoing decline in Indigenous language and place-based knowledge and how their decline has implications for all peoples. To understand the connections, students will participate in Indigenous language learning (Dakota and Ojibwe) as acts of cultural production. Discussion and reading will be supplemented with visits to local sites, for example, Medicine Gardens, Bell Museum, Gibbs Farm, and Bdote to directly interact with the land as pedagogy. Through the course themes, students will experience the interconnectedness of place-based knowledge, language, and human identity, while also seeing the importance of understanding the lands on which one resides and the power of indigenous languages in re-imagining those relationships. This is a Grand Challenge Curriculum (GCC) course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

The United States has the highest incarceration rate in the world. We have just 5% of the world?s population, but 25% of its prisoners. Since 1970, the number of incarcerated persons in this country has increased by 700%. Of the 2.3 million people currently in prison or jail, however, just 6 percent have access to higher education. Indeed, contemporary higher education policy and infrastructure disregards incarcerated individuals as potential postsecondary students. Even as colleges and universities across the country champion diversity-driven and inclusivity-oriented mission statements, and look to create viable postsecondary pathways for systemically underserved students, only a handful include incarcerated and justice-impacted individuals in these efforts. The University of Minnesota is not currently among them. This course will explore the intersection of higher education and mass incarceration in the United States with a focus on the role of higher education in disrupting the collateral consequences of incarceration and justice involvement. In particular, we will examine the potential for the University of Minnesota to play a pivotal role in disrupting what we call the ?ripple effect? of incarceration and justice involvement on individuals and communities in Minnesota. Students will have an opportunity to tour local correctional facilities and both hear from and present to experts in the field, including formerly incarcerated people. In addition, students? ideas will directly inform a ?college in prisons? program that is being developed by Professors Moriearty and Shlafer, in collaboration with other University scholars and administrators, and the Minnesota Department of Corrections. In this way, students? work in this class and their projects will directly and meaningfully inform the real world and the development of the college in prisons program in ?real time.? As a teaching team with expertise in law, juvenile justice, criminal justice, child welfare, psychology, and public health, Professors Moriearty and Shlafer will highlight examples of successful interdisciplinary collaborations from their own research and practice experience. In addition, students will hear from guest lecturers from multiple disciplines and affiliations (including an Assistant Commissioner and educational expert at the Minnesota Department of Corrections and law, public heath, arts, information technology and sociology instructors from the University) and panels of stakeholders, policy-makers and formerly incarcerated/justice impacted individuals. This is a Grand Challenge Curriculum course.

The course will cover the equal protection clause of the 14th Amendment and the three major civil rights acts passed in the 1960s to give content to that clause. The Choper casebook will be used for the equal protection clause and provide materials about the legislative histories and regulatory and statutory constructions of the major provisions of the 1964, 65, and 68 Civil Rights Acts.

Process of public policy analysis from problem structuring to communication of findings. Commonly used analytical methods. Alternative models of analytical problem resolution.

This course covers the core principals, methods, and implementation of evaluation research. Students will learn through an applied partnership with a nonprofit or state/local government clients. The course is designed for both students interested in a potential career in evaluation and those that want to be better consumers of research. Past programmatic/policy areas included health and human services, education, environment science, economic development, transportation, and evidence-based policymaking.

Historical roots of racial inequality in American society. Contemporary economic consequences. Public policy responses to racial inequality. Emphasizes thinking/analysis that is critical of strategies offered for reducing racism and racial economic inequality. prereq: Grad or instr consent

What is diversity? What role does it play in public policy? What role should it play? Whom does diversity include or exclude? In this highly participatory class, we will apply a policy analysis lens to explore how diversity interacts with, contributes to, and is impacted by policy. The interdisciplinary course readings draw from topics such as gender identity, intersectionality, socio-economic class, race and ethnicity, indigenous ways of knowing, sexual orientation, and disability. Students examine the evolution of difference and diversity, explore various domains of diversity (gender, race, ethnicity, sexuality, disability, class), and synthesize and apply this knowledge to the development of a policy brief that focuses on a particular policy or organizational problem.

Marginalized populations tend to be viewed as objects of social policy, passive victims, or a cause of social problems. Processes of marginalization we will explore in this class include: structural racism, colonization, economic exclusion and exploitation, gender bias, and more. Policy and research are typically driven by mainstream/dominant society members with little direct knowledge about the real lives of people on the margins. This can lead to misguided actions, misunderstandings, paternalism, unintended negative consequences, and further marginalization and/or stigmatization. In this course, we will learn about community-engaged research methodologies such as participatory action research (PAR) and community-based participatory research (CPBR). We will use case studies to explore the challenges, rewards, and ethical implications of these community-engaged approaches to research and policy-making. Possible topics include, but are not limited to, sex trafficking, housing, and youth work. Instructors and students in the course will work together on a real-world research and policy challenge so that students contribute to ongoing work in the field in real-time.

Link between race/ethnicity and public policy. How to identify/measure racial/ethnic disparities and their historical/cultural origins and policy impacts and to craft politically feasible remedies. Topics may include criminal justice, housing, child welfare, and education. prereq: Jr or sr or grad student or instr consent

Selected topics.

Selected topics.

Design/evaluation of public policies. Emphasizes market/non-market contexts. Microeconomics and welfare economics of policy analysis. Econometric tools for measurement of policy outcomes. Applications to policy problems. prereq: Intermediate microeconomics, introduction to econometrics

Policy analysis/other applied social sciences as tools for measuring/detecting discrimination in market/nonmarket contexts. Application of modern tools of labor econometrics/race relations research to specific problems of market/nonmarket discrimination.

Interdisciplinary seminar. Scientific foundations for and legal implications of implicit (vs explicit) racial or gender bias in four socio-legal domains: criminal law, affirmative action, employment discrimination, and legislative redistricting. prereq: 2nd or 3rd yr law student or PhD student in social science doctoral program

As sovereign nations, American Indian Tribes are responsible for the overall health and well-being of their members along with the land and environment of their respective tribe. Tribes are becoming increasingly involved in more public health activities and regulations, and deliver public health services through various funding sources, grants, and contracts, alone or in collaboration with other tribes and local governments, county and state health departments. This course provides a general basis for understanding American Indian public health and wellness. Central to this area of study, is an appreciation to understand the unique governmental relationship based on how the federal government relates to tribal nations as distinct sovereign political entities, not as a racial classification. The trust responsibility is a government to government relationship as established in the U.S. Constitution. In this course students will learn about the legal responsibility of the United States to the 574 federally recognized tribes, to provide health services to American Indians. Students will examine the public health issues facing American Indian communities; review historical implications, analyze legislation, apply specific financing requirements, and gain an understanding of the unique American Indian public health system and the complex set of services, activities, collaborations, and stakeholders that varies by tribe and region. This is a required course for those seeking a certificate or minor. It is designed to help students understand how to work respectfully and effectively with tribes and American Indian communities, to understand the basis of health services and implications of specific tribal (local and federal) law to help improve the devastating health issues currently experienced by American Indians. While this course focuses on American Indian Public Health and Wellness, Health Policy, Law, Health Services Administration, there are many parallels that can be made by students related to other governance structures from around the world. The lessons can help fortify the knowledge of all students regardless of race, and culture, that can be utilized in individual professional endeavors.

The course will present evidence that cultural humility is a lifelong quest toward achieving positive outcomes in work with American Indian Tribes and American Indian communities. It is essential that health care and health service providers learn the respective cultures of the American Indian population they are serving. Equally important is the fact that every federally recognized tribe, of which there are 573, has their own unique traditional customs, history with other tribes, and often subpopulations within the governance of a single tribal government. The realization of understanding how populations have been driven by their respective cultures to their overall health and well-being is necessary to promote achievement of positive outcomes for stakeholders and communities. The course will target methods to help health professionals to ensure that health services take into account individual understanding of the professional?s knowledge and how this knowledge should be respectful of individual cultural preferences. A systematic process will be provided to assist in how to learn community policies, learning processes, and traditions; as well as learning about various structures by which the culture of governments, organizations and individuals develop and support the attitudes, behaviors, practices and systems that are needed for effective cross-cultural interactions between health professionals and community members. Students will learn that ultimately, cultural humility effectiveness is determined by the individual who is receiving the services. The course is grounded in the understanding that cultural humility can effectively be used to strive for continuous improvement, to effectively utilize assets and address the health needs of individual American Indian communities.

As sovereign nations, American Indian Federally Recognized Tribes are responsible for the overall health and well-being of their populations, as well as controlling research and evaluation activities; and development of formal collaborations. A duly elected Tribal government is responsible for all functions and activities of the Tribe. Tribes have an inherent and legal responsibility to protect Tribal affairs, businesses, and traditional values and customs. Included in Tribal responsibilities is the ability to develop and maintain policies to protect the integrity of operations and guard against predatory and harmful use of data against the population they serve. This is an absolute and non-negotiable function of a Tribe to ensure present and continued viability of all future generations. This course will provide specific examples of data sharing agreements, Memorandums of Agreement or Understanding, legal basis for confidentially, discuss community readiness, and community evaluations. It is designed to help students understand how to work respectfully and effectively with Tribes and American Indian communities, and to understand the basis of research, evaluation, and collaboration. This course focuses on stakeholder driven: participation, issue identification, data sharing, and benefit to community. To help ensure ethical and cultural values are protected an increasing number of Tribes are forming their own Institutional Review Boards (IRBs) under 45 CFR 46. The course will offer examples of Tribal IRBs and specific IRB components for American Indian populations. Tribal governments represent communities with distinctive social, cultural, and spiritual qualities that embody a unique context for the review and conduct of research. This course will provide numerous examples of Tribally developed research and review mechanisms that are tailored to specific community needs and interests.

Comparative perspectives on racial inequality; race, class, and gender; quantitative research on gender stratification; stratification in post-communist societies; institutional change and stratification systems; industrialization and stratification. Topics specified in Class Schedule.

Concepts/perspectives in anthropology. Emphasizes American cultural anthropology. Rrecent work in semiotic, psychological, and feminist anthropology.

This course will expose students to primary and secondary sources of international & foreign law and research methodologies. It will prepare students to research and analyze international and foreign legal issues in a range of practice environments including: policy and advocacy work, arbitration practice, and litigation in international tribunals and in U.S. federal courts.

This course introduces students to knowledge and skills appropriate for the conduct of rigorous case study research in educational, organizational, and other social settings. Underlying purposes and assumptions of case study methods will be examined as well as a variety of methodological approaches. The course focuses on the use of qualitative and mixed-methods approaches as these are the predominant strategies employed in contemporary case study research. Accordingly, it emphasizes links between research purposes, the conceptualization of case study projects, and the development of researchable questions. It also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for case study reports. The bulk of the course is given to training in observation, generating field notes, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up case study data. The first segment of the course focuses on a critical discussion of research paradigms and epistemological assumptions of a variety of case study approaches. Students choose and critique a published case study from their field of interest. The second part of the course is devoted to a very small scale case study project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of case study research.

This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.

Basic statistical tools for empirical analysis of public policy alternatives. Frequency distributions, descriptive statistics, elementary probability/probability distributions, statistical inference. Estimation/hypothesis testing. Cross-tabulation/chi-square distribution. Analysis of variance, correlation. Simple/multiple regression analysis.

Bivariate/multivariate models of regression analysis, assumptions behind them. Problems using these models when such assumptions are not met.

Use of bivariate and multivariate statistical approaches for analyzing and evaluating public affairs issues and the assumptions behind the analytical approaches. Designed to help students read, understand, interpret, use, and evaluate empirical work used in social sciences by policy analysts and policy makers. prereq: Students who register for PA 5033 must take PA 5044 and PA 5033 in the same semester. The same grade will be issued for PA 5044 and PA 5033 after PA 5033 is completed.

Qualitative analysis techniques, examples of application. Meet with researcher. Hands-on experience in designing, gathering, analyzing data.

Bivariate/multivariate models used in regression analysis, including assumptions behind them/problems that arise when assumptions are not met. Course covers similar topics as PA 5032 but delves deeper into theory/application of methods. prereq: Students who register for PA 5044 must take PA 5044 and PA 5033 in the same semester. The same grade will be issued for PA 5044 and PA 5033 after PA 5033 is completed.

Basic demographic measures/methodology. Demographic transition, mortality, fertility. Perspectives on nonmarital fertility, marriage, divorce, cohabitation. Cultural differences in family structure, aging, migration, refugee movements, population policies. Discussion of readings. prereq: Grad student or instr consent

Marginalized populations tend to be viewed as objects of social policy, passive victims, or a cause of social problems. Processes of marginalization we will explore in this class include: structural racism, colonization, economic exclusion and exploitation, gender bias, and more. Policy and research are typically driven by mainstream/dominant society members with little direct knowledge about the real lives of people on the margins. This can lead to misguided actions, misunderstandings, paternalism, unintended negative consequences, and further marginalization and/or stigmatization. In this course, we will learn about community-engaged research methodologies such as participatory action research (PAR) and community-based participatory research (CPBR). We will use case studies to explore the challenges, rewards, and ethical implications of these community-engaged approaches to research and policy-making. Possible topics include, but are not limited to, sex trafficking, housing, and youth work. Instructors and students in the course will work together on a real-world research and policy challenge so that students contribute to ongoing work in the field in real-time.

Selected topics.

Tools for communicating quantitative information in an intelligent, effective and persuasive way. Topics covered include 1) writing and speaking about data; 2) data management in Excel in order to prepare data for charting; 3) understanding and ability to deploy core concepts in of design, layout, typography and color to maximize the impact of their data visualizations 4) determining which types of statistical measures are most effective for each type of data and message; 5) determining which types of design to use for communicating quantitative information; and 6) designing graphs and tables that are intelligent and compelling for communicating quantitative information.

Hands-on experience with common issues that arise when using secondary data sets. After successful completion of the course, students should be able to: 1. Determine where to find data and information about data (metadata) for policy-related topics. 2. Repurpose, manipulate, and/or clean data collected by someone else or for a different purpose in order to answer questions. 3. Determine appropriate units of analysis, weights, data structure, and variables of interest in order to answer policy-related questions. 4. Document workflow to allow reproducibility and protect the confidentiality of the data. 5. Conduct basic data manipulation tasks (making tables) using existing software including Excel and Stata. 6. Learn how to find answers for questions through online support. This course will focus on Excel and Stata equally. Previous experience in Stata is preferred, but the course will include a brief introduction to relevant skills.

Applied (hands-on) introduction to survey questionnaire design. Student teams design a questionnaire for a client. For example, students may draft and revise questions about respondents' demographics and employment; life histories; knowledge, use, and opinions about services; and/or anxiety and well-being. The syllabus evolves depending on the needs of the client and the class' decisions about how to build the survey; a complete syllabus will not be available at the beginning of class for this reason. Readings include a textbook and articles related to the client's survey. Students actively engage in class and in groups about draft questions, thus learning how to improve them, with regular feedback from the instructor. Questions are tested on volunteers. Students learn: the process of questionnaire design in a team; pitfalls of survey design; and how to track questions, coded responses, and prompts for interviewers. This class is not a substitute for a comprehensive survey research class or a statistical course on sampling and weighting. Students will learn: - The process of questionnaire design in a team - Basic pitfalls of survey design ? names, definitions, examples. - How to use Excel to track questions, coded responses, and prompts for interviewers - How to use interviewing software SurveyToGo This class is not a substitute for a comprehensive survey research class or a statistical course on sampling and weighting.

As sovereign nations, American Indian Federally Recognized Tribes are responsible for the overall health and well-being of their populations, as well as controlling research and evaluation activities; and development of formal collaborations. A duly elected Tribal government is responsible for all functions and activities of the Tribe. Tribes have an inherent and legal responsibility to protect Tribal affairs, businesses, and traditional values and customs. Included in Tribal responsibilities is the ability to develop and maintain policies to protect the integrity of operations and guard against predatory and harmful use of data against the population they serve. This is an absolute and non-negotiable function of a Tribe to ensure present and continued viability of all future generations. This course will provide specific examples of data sharing agreements, Memorandums of Agreement or Understanding, legal basis for confidentially, discuss community readiness, and community evaluations. It is designed to help students understand how to work respectfully and effectively with Tribes and American Indian communities, and to understand the basis of research, evaluation, and collaboration. This course focuses on stakeholder driven: participation, issue identification, data sharing, and benefit to community. To help ensure ethical and cultural values are protected an increasing number of Tribes are forming their own Institutional Review Boards (IRBs) under 45 CFR 46. The course will offer examples of Tribal IRBs and specific IRB components for American Indian populations. Tribal governments represent communities with distinctive social, cultural, and spiritual qualities that embody a unique context for the review and conduct of research. This course will provide numerous examples of Tribally developed research and review mechanisms that are tailored to specific community needs and interests.

Project-based class to develop systematic review skills for evidence-based practice. Draws from AHRQ and Cochrane systematic review methodology; supported by examples from the Minnesota Evidence-based Practice Center. Use for master?s thesis, dissertation, or to support research proposals. Prereq: research study design or epidemiology.

Theory/application of survey research in data collection. Sampling, item development, instrument design/administration to conduct survey or be aware of issues related to design/implementation. Identification of sources of error in survey research.

This introductory course is intended for junior faculty, post-docs, graduate students and community practitioners interested in adding CBPR to their repertoire of effective approaches to understanding and addressing social and health disparities. Topics will explore the purpose and applications of CBPR; partnership formation and maintenance; issues of power, trust, race, class, and social justice; conflict resolution; ethical issues; CBPR's relationship to cultural knowledge systems, and funding CBPR projects. This is NOT a methodology course. CBPR is an approach to conducting research that is amenable to a variety of research designs and methodologies and will NOT cover topics such as survey design, quantitative methods, qualitative methods, focus groups, community needs assessment procedures, etc.

How to pose researchable policy questions, locate existing data, turn data into a usable format, understand data documentation, analyze data, communicate findings according to standards of the professional policy community. Quantitative issues. prereq: [Grad level research methods course, basic statistics course] or instr consent

Interactive, intensive overview of focus group procedures for public/non-profit environments. Practical approaches to determining appropriate use of focus groups. Design options, developing questions, recruiting participants, moderating. Analyzing/reporting results.

In this course, students will learn core statistical and computations principles that will allow them to perform quantitative analyses using social data. The course is designed for social science students at the beginning of their graduate school careers. However, advanced undergraduates can take the course, which will involve a few modifications to the assignment schedule. Sociology 5811 will review basic probability, and then move on to univariate inference, the linear regression model, and introductory lessons of causal inference. In doing so, students will explore statistical concepts and methods that provide the foundation sociologists use to most commonly collect and analyze numerical evidence. Sociology 5811 will also provide the foundation for data management and statistical inference using Stata, a statistical computing environment that is popular in the social sciences. prereq: Undergraduate students are expected to have familiarity with the materials taught in the equivalent of 3811. Students who are unsure of the course requirements should contact the instructor. Undergraduates with a strong math background are encouraged to register for 5811 in lieu of 3811. Soc majors must register A-F. 5811 is a good social statistics foundation course for MA students from other programs. 5811 will not count for credits towards the Soc PhD program requirements.

Introduction to theoretical/methodological foundations of social network analysis. Concepts/principles, measurements, computer techniques. Applications to friendships, communities, workteams, intra-/inter-organizational relations, international systems. Focuses on network visualizations.

Multiple objectives of social research and how they inform research design. Conceptualization and measurement of complex concepts. Broad issues in research design and quantitative and qualitative approaches to data collection and management. prereq: Grad soc major or instr consent

Statistical methods for analyzing social data. Sample topics: advanced multiple regression, logistic regression, limited dependent variable analysis, analysis of variance and covariance, log-linear models, structural equations, and event history analysis. Applications to datasets using computers. prereq: recommend 5811 or equiv; graduate student or instr consent

Ethnographic practice involves two core activities: engaging people in their own space and time, and separating yourself enough from the fieldwork site to write about observations and experiences with some degree of analytical distance and theoretical sophistication. Ethnographers are always both participant and observer, although some of them -- often those who start off as insiders at a site from the beginning -- will be more practically or emotionally enmeshed in a fieldwork site than others. This seminar emphasizes both these core activities: students develop the practice of shuttling constantly between fieldwork site and writing field notes and analysis. Complementing the field work will be reading and discussion of classic and contemporary ethnographies. Each student will undertake his or her own fieldwork project, learning how to generate field notes that include rich description and coherent, flexible analysis. These projects should generate a useful body of qualitative data, as well as an intensive, hands-on experience of the design, research process, and analysis of ethnography. Prerequisites: graduate student, and completion of SOC 8801, or instructor consent.

Intensive introduction to statistical methods for graduate students needing statistics as a research technique. prereq: college algebra or instr consent; credit will not be granted if credit has been received for STAT 3011

Bivariate and multivariate distributions. Multivariate normal distributions. Analysis of multivariate linear models. Repeated measures, growth curve, and profile analysis. Canonical correlation analysis. Principal components and factor analysis. Discrimination, classification, and clustering. pre-req: STAT 3032 or 3301 or 3022 or 4102 or 5021 or 5102 or instr consent Although not a formal prerequisite of this course, students are encouraged to have familiarity with linear algebra prior to enrolling. Please consult with a department advisor with questions.