| | 01 | M-W---- | 10:00A-10:50A | TBA | Parikh | May 5 2025 10:30AM - 12:30PM | 100 | 86 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | ---R--- | 9:00A-9:50A | TBA | Parikh | No Final | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| B | ---R--- | 4:00P-4:50P | TBA | Parikh | No Final | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| C | --W---- | 4:00P-4:50P | TBA | Parikh | No Final | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| D | ----F-- | 11:00A-11:50A | TBA | Parikh | No Final | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| E | ----F-- | 11:00A-11:50A | TBA | Parikh | No Final | 15 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| F | --W---- | 4:00P-4:50P | TBA | Parikh | No Final | 15 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 2:30P-3:20P | TBA | Gais | No Final | 150 | 150 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | --W---- | 3:30P-4:20P | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| B | --W---- | 3:30P-4:20P | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| C | ---R--- | 9:00A-9:50A | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| D | ---R--- | 3:00P-3:50P | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| E | ---R--- | 4:00P-4:50P | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| F | ----F-- | 9:00A-9:50A | TBA | Gais | No Final | 19 | 17 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| G | ----F-- | 11:00A-11:50A | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| H | ----F-- | 1:00P-1:50P | TBA | Gais | No Final | 19 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Aksoy | No Final | 20 | 20 | 0 | | |
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| | Description: | Democracy is committed to citizens' status as political equals, including our right to have equal say in determining our joint political future. In a democracy, our voices are equal. At least in theory. As it turns out, many core deliberative practices, including argument and testimony, are distorted by individuals' social identities. In this class, we will proceed according to the following questions: How should argument and testimony work in a democracy? How does social identity, including gender, race and class, impact us as political agents within a deliberative context? More specifically, how does our social identity effect our practices of knowledge acquisition, maintenance, and transmission? We will study theories of democratic deliberation, standpoint theories in epistemology, theories of epistemic injustice, and conclude by considering several ameliorative theories. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Vollbrecht | See Instructor | 35 | 35 | 6 | | |
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| | 01 | TBA | | TBA | Butler | No Final | 0 | 0 | 1 | | |
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| | Description: | The American federal system is often overlooked in discussions about politics in the United States; however, state governments unquestionably touch the lives of Americans everyday. As such, an education in American politics is not complete without serious examination of state governments and their political institutions. This course illuminates the importance of the Ameican states in US politics and policymaking by critically examining topics such as : intergovernmental relations, the historical evolution of American federalism, the organization and processes associated with state legislative, executive, and judicial branches, state elections, political parties, interest groups and specific state policy areas such as - budgeting, welfare, education, and the environment. Prerequisites: Political Science L32 101B. Note: This course counts towards the undergraduate American Politics subfield. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Olson | Paper/Project/Take Home | 50 | 50 | 7 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Shady | No Final | 10 | 6 | 0 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Motolinia Carballo | May 7 2025 3:30PM - 5:30PM | 50 | 50 | 7 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Bowersox | No Final | 20 | 20 | 22 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Bowersox | No Final | 35 | 35 | 32 | | |
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| | 01 | TBA | | TBA | [TBA] | No Final | 0 | 0 | 15 | | |
| 03 | TBA | | (None) / | [TBA] | No Final | 0 | 0 | 0 | | |
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| | Description: | This course is about the salience of public opinion and its influence on American Politics. Topics to be covered include many of the theories developed to explain how public opinion is formed, if and why it changes, and the relationship between public opinion and the political behavior of citizens and elites. Therefore, the course will describe and analyze many of the factors that influence the formation, structure and variation in public opinion: information processing, education, core values, racial attitudes, political orientation (ideology and party identification), political elites, social groups, the media and religion. Additional topics include presidential approval, congressional approval, and the relationship between public opinion and public policy. The course will also train students in several concepts of statistical analysis (assuming no prior knowledge) so that students can use these tools as part of their own research projects. Prerequisites: Previous coursework in American politics or communications. Note: This course counts towards the undergraduate American Politics subfield. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | [TBA] | Paper/Project/Take Home | 100 | 41 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Strawbridge | No Final | 20 | 20 | 0 | | |
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| | Description: | What is terrorism, when is it used, and how can we stop it? This course will tackle these challenging questions, examining both the use of terrorism in political conflict and the ways in which states have responded to these threats. Crucially, we will engage in critical discussions about the definition of terrorism - is one person's terrorist really another person's freedom fighter, as the saying goes? We will also explore the strategic logic of terrorism - why do individuals choose to engage in this practice and why it is an effective or ineffective tactic of political violence? Importantly, we will also examine the psychology of terrorism, investigating how the mass public and state leaders react to and cope with terrorist violence. Specific examples of potential topics include: the use of terrorism in anti-colonial and separatist movements, the history of terrorism in the United States from the Ku Klux Klan to jihadism, the post 9/11 "War on Terror," and the resurgence of white nationalist terrorism around the world. By the end of this course, students should have a clear understanding of what terrorism is, why groups choose this strategy, how citizens and political leaders respond to this violence, and the implications this has for countering terrorism and extremism around the globe today.
Note: This course counts towards the undergraduate International Politics subfield. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Wayne | Paper/Project/Take Home | 40 | 40 | 23 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Simpson | May 2 2025 1:00PM - 3:00PM | 20 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Bowersox | No Final | 30 | 30 | 31 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -----S-
----F-- | 8:00A-6:00P
12:00P-5:00P | AB Law Bldg / 305
AB Law Bldg / 305 | Martin, Epstein | No Final | 100 | 83 | 0 | | Desc: | Friday, February 28 (noon - 5:00 p.m.) and Saturday, March 1 (8:00 - 6:00 p.m.) |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Kaslovsky | May 6 2025 6:00PM - 8:00PM | 50 | 50 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Darnell | Paper/Project/Take Home | 40 | 40 | 14 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | Description: | Thousands of lawsuits are filed daily in the state and federal courts of the United States. The disputes underlying
those lawsuits are as messy and complex as the human, commercial, cultural and political dynamics that trigger them,
and the legal processes for resolving those disputes are expensive, time-consuming and, for most citizens, seemingly
impenetrable. At the same time law and legal conflict permeate public discourse in the United States to a degree that
is unique in the world, even among the community of long-established democracies. Online and print media covering
national and local news, business, sports and even the arts devote an extraordinary percentage of available "column
space" to matters of legal foment and change, and those matters - - and the discourse around them - - shape our
political, commercial and cultural lives, as well as the law itself. The overarching objective of the course is to prepare
our undergraduates students to participate constructively in that discourse by providing them with a conceptual
framework for understanding both the conduct and resolution of legal conflict by American legal institutions, and the
evolution of - - and values underlying - - the substantive law American courts apply to those conflicts. This is, at its
core, a course in the kind of legal or litigation "literacy" that should be expected of the graduates of first-tier
American universities. |
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| | 01 | --W-F-- | 10:00A-11:20A | Seigle / 109 | Cannon | May 5 2025 10:30AM - 12:30PM | 20 | 20 | 11 | | Desc: | Sophomore standing or above required. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Qiu | Paper/Project/Take Home | 20 | 20 | 6 | | |
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| | Description: | This is an introduction to research methodology and quantitative analysis for social scientists. Students will be introduced to the logic of social scientific inquiry, and to the basic statistical tools used to study politics. Students will learn and apply the following to answer substantive questions: measurement, descriptive analysis, correlation, graphical analysis, hypothesis testing, confidence intervals, analysis of variance, and regression analysis. Major components of the course include learning how to collect, manage, and analyze data using computer software, and how to effectively communicate to others results from statistical analyses. Students will work collaboratively on research projects where they pose their own questions, design a study, collect and analyze the data, and present their findings in a research paper.
Note: This course counts towards the undergraduate Political Methodology subfield. |
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| | 01 | M-W---- | 9:00A-9:50A | TBA | Enamorado | May 2 2025 8:00AM - 10:00AM | 100 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | ---R--- | 9:00A-9:50A | TBA | Enamorado | No Final | 20 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| B | ---R--- | 2:30P-3:20P | TBA | Enamorado | No Final | 20 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| C | ----F-- | 1:00P-1:50P | TBA | Enamorado | No Final | 20 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 11:00A-11:50A | TBA | Betz | Paper/Project/Take Home | 25 | 23 | 0 | | |
| A | ----F-- | 9:00A-9:50A | TBA | Betz | No Final | 13 | 12 | 0 | | |
| B | ----F-- | 4:00P-4:50P | TBA | Betz | No Final | 13 | 11 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Butler | No Final | 40 | 40 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Pond | Paper/Project/Take Home | 20 | 20 | 10 | | |
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| | Description: | Government is often justified as legitimate on the grounds that it is based on the consent of the governed. In History of Political Thought II, "Legitimacy, Equality, and the Social Contract," we examine the origins of this view, focusing our attention on canonical works in the social contract tradition, by Thomas Hobbes (1588-1679), John Locke (1632-1704), Jean-Jacques Rousseau (1712-1778), David Hume (1711-1776), and Immanuel Kant (1724-1804). This course is the second in a three-semester sequence on the history of political thought. Students are encouraged but not required to take all three courses. Note: This course counts towards the undergraduate Political Theory subfield. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Lovett | May 5 2025 10:30AM - 12:30PM | 50 | 10 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | In the last decade, the number of people who are forcibly displaced has more than doubled, and today the United Nations High Commissioner for Refugees estimates that 108.4 million people are forcibly displaced. Among this group, people face distinct legal, social, economic, and political challenges according to their status as refugees, asylum seekers, internally displaced persons, and others who do not fit these categories. In this course, we will examine the political conditions that forcibly displace people across and within countries including persecution, conflict, and environmental disasters exacerbated by climate change as well as their experiences of seeking refuge. How do international, state, local, and non-governmental institutions
cooperate to manage the needs of forcibly displaced persons? In what ways do political pressures create opportunities for and barriers to effective policies to address refugee issues? How do these structural challenges affect forcibly displaced persons, and what strategies do advocates use to improve the human rights of these populations? Throughout the course, we will bear in mind the interconnectedness of macro-level policy-making and micro-level issues that affect the daily lives of individual humans experiencing forced displacement. Note: This course counts towards either the undergraduate Comparative Politics subfield or the International Politics subfield. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Shady | May 6 2025 1:00PM - 3:00PM | 25 | 20 | 0 | | |
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| | 01 | TBA | | (None) / | [TBA] | No Final | 0 | 0 | 1 | | |
| 02 | TBA | | (None) / | [TBA] | No Final | 0 | 0 | 0 | | |
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| | 02 | TBA | | (None) / | [TBA] | No Final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Butler | No Final | 20 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Shady | Paper/Project/Take Home | 20 | 20 | 0 | | |
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| | Description: | This course asks how feminist thinkers from various political and intellectual traditions critique,adopt and transform political theories of justice, citizenship, property and the state. To uncover how different feminist theories have been adopted in the struggle for political transformation and social justice, we will pursue two main lines of inquiry. The first asks how feminist thinkers from various traditions critique and engage the history of political thought within the social contract
tradition. We will ask, in particular, how gender, race, slavery, colonialism and empire shape conceptions of citizenship and property. We will also examine transnational feminist critiques of the public/private division in the Western political theory canon as it impacts the role of women and the social construction of women's bodies. During the second half of the semester, we will ask how various transnational social movements have engaged and adopted feminist theories in efforts to resist state violence, colonialism, labor exploitation and resource extraction. In following
these lines of inquiry we will draw from postcolonial, decolonial, liberal, Black, radical, Marxist and Chicana feminist perspectives. Part of our goal will be to uncover how various feminist theories treat the relationship between politics and embodied experience, how gendered conceptions of family life affect notions of political power and how ideas about sexuality and sexual conquest intersect with empire-building.
Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Brown | May 5 2025 10:30AM - 12:30PM | 18 | 18 | 2 | | Desc: | 18 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | Description: | This purpose of this seminar (i.e., a discussion-based class rather than a lecture-based one) is to, first, develop a general understanding of how U.S. Supreme Court Justices, from the early 1950s through the present, decide cases and make law. We will critically analyze a small set of readings during each class session to comprehend the key factors influencing the Justices' decisions. Second, we will seek to determine if those factors changed in kind or degree since President Trump made his appointments to the Court. Consider, for example, recent Court decisions overruling Roe v. Wade, ending affirmative action in college admissions, overturning the Chevron doctrine of judicial deference to federal administrative agencies, and declaring the President has broad immunity from criminal prosecution for official actions. Are those decisions examples of politics as usual on the Court or signs of a fundamental change in what influences the Justices' decisions? |
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| | 01 | M------ | 2:00P-4:50P | TBA | Spriggs | No Final | 25 | 12 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Gabel | No Final | 30 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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