printer friendly pageBIO 53: Conservation Photography
Introduction to the field of conservation photography and the strategic use of visual communication in addressing issues concerning the environment and conservation. Students will be introduced to basic digital photography, digital image processing, and the theory and application of photographic techniques. Case studies of conservation issues will be examined through photographs and multimedia platforms including images, video, and audio. Lectures, tutorials, demonstrations, and optional field trips will culminate in the production of individual and group projects. This course is identical to
Bio 7N, so students enrolled in the former should not take this course. Open to undergraduates and graduate students. Students must have access to a DSLR camera and lenses - we can accept up to 20 students who can share 10 course-provided cameras and lenses, by application. Application for camera use:
https://forms.gle/1yAD3my8GoDseXw59.
Last offered: Spring 2020
| UG Reqs: WAY-CE
BIO 140: The Science of Extreme Life of the Sea
Covers the way marine animals and plants live in extreme environments by examining morphological, ecological, and genetic adaptations to low temperature, high heat, deep water, etc. We also cover extreme lifestyles such as fast swimming, small and large body size, and novel reproductive systems. Lecture material is punctuated with a series of tutorials on narrative writing skills in science, especially creative non-fiction, memoirs, braided essays and short fiction. The goal is to integrate quantitative thinking about the life sciences with creative writing that brings facts to life. Prerequisites: core courses in biology, creative writing, environmental sciences or engineering. Two lectures back to back on Tuesdays with a Writing Intermezzo between.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
Instructors:
Palumbi, S. (PI)
;
Souza, T. (TA)
BIO 196B: Biology Senior Reflection
Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. May be repeat for credit.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
Instructors:
McConnell, S. (PI)
;
Todhunter, A. (PI)
BIO 196C: Biology Senior Reflection
Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. May be repeat for credit
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
Instructors:
McConnell, S. (PI)
;
Todhunter, A. (PI)
BIOE 70Q: Medical Device Innovation
BIOE 70Q invites students to apply design thinking to the creation of healthcare technologies. Students will learn about the variety of factors that shape healthcare innovation, and through hands-on design projects, invent their own solutions to clinical needs. Guest instructors will include engineers, doctors, entrepreneurs, and others who have helped bring ideas from concept to clinical use.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
Instructors:
Mandato, J. (PI)
;
Pierce, R. (PI)
BIOHOPK 157H: Creative Writing & Science: The Artful Interpreter (BIOHOPK 257H, ENGLISH 157H)
What role does creativity play in the life of a scientist? How has science inspired great literature? How do you write accessibly and expressively about things like whales, DNA or cancer? This course usually begins with a field trip to Hopkins Marine Station where Stanford labs buzz with activity alongside barking seals and crashing waves. While we won't be able to visit Monterey Bay this quarter, the spirit of interdisciplinary exchange will not be lost, and students will be encouraged to get outside and engage with their local environments. As historian Jill Lepore writes of Rachel Carson: ¿She could not have written Silent Spring if she hadn't, for decades, scrambled down rocks, rolled up her pant legs, and waded into tide pools, thinking about how one thing can change another...¿n nAs a small workshop course writing process and the study of literary craft form the foundation of our work together. For inspiration we will read nonfiction by scientists who write for wide audiences and literary giants who draw from science. Students will explore the intersection between creative expression and scientific curiosity, completing three short essays and offering supportive peer feedback throughout the quarter. This course is open to all undergraduates. Note: Students must attend the first class meeting to retain their roster spot.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
Instructors:
Michas-Martin, S. (PI)
BIOHOPK 158H: Science Meets Literature on the Monterey Peninsula (BIOHOPK 258H, ENGLISH 158H)
(Graduate students register for 258H.) This course will consider the remarkable nexus of scientific research and literature that developed on the Monterey Peninsula in the first half of the 20th century and how the two areas of creativity influenced each other. The period of focus begins with the 1932 association of John and Carol Steinbeck, Ed Ricketts, and Joseph Campbell, all of whom were highly influenced by the Carmel poet, Robinson Jeffers ¿ and ends with the novels Cannery Row (1945) and Sweet Thursday (1954). An indisputable high-tide mark, Sea of Cortez: A Leisurely of Travel and Research (1941) will be considered in detail. Weekend field trips will include intertidal exploration, a tour of the Jeffers Tor House in Carmel, and whale watching on Monterey Bay.
Last offered: Spring 2019
| UG Reqs: WAY-A-II, WAY-CE
CEE 31: Accessing Architecture Through Drawing
Preference to Architectural Design and CEE majors; others by consent of instructor. Drawing architecture to probe the intricacies and subtleties that characterize contemporary buildings. How to dissect buildings and appreciate the formal elements of a building, including scale, shape, proportion, colors and materials, and the problem solving reflected in the design. Students construct conventional architectural drawings, such as plans, elevations, and perspectives. Limited enrollment.
Last offered: Winter 2020
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
CEE 31Q: Accessing Architecture Through Drawing
Preference to sophomores. Drawing architecture provides a deeper understanding of the intricacies and subtleties that characterize contemporary buildings. How to dissect buildings and appreciate the formal elements of a building, including scale, shape, proportion, colors and materials, and the problem solving reflected in the design. Students construct conventional architectural drawings, such as plans, elevations, and perspectives. Limited enrollment.
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
Instructors:
Barton, J. (PI)
CEE 32A: Psychology of Architecture
This course argues that architecture often neglects the interdisciplinary investigation of our internal psychological experience and the way it impacts our creation of space. How does our inner life influence external design? How are we impacted emotionally, physically, psychologically by the spaces we inhabit day to day? How might we intentionally imbue personal and public spaces with specific emotions? This seminar serves as a call to action for students interested in approaching architecture with a holistic understanding of the emotional impact of space. Sample topics addressed will include: conscious vs. unconscious design; the ego of architecture; psycho-spatial perspectives; ideas of home; integral/holistic architecture; phenomenology of inner and outer spaces; exploring archetypal architecture; and translating emotion through environment.
Last offered: Winter 2020
| UG Reqs: WAY-A-II, WAY-CE
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