Technology, Policy, and Sustainability

What is development? How has international development been understood and what has been done about it? How do development scholars explain why some countries are rich while others are poor? How can students understand and incorporate development studies in the contexts of their own global engagements? This course addresses these questions by looking at theories, ideologies, and processes that have influenced and embodied development thinking and practice over the past five decades. We will examine the role of colonization, modernization, dependency, globalization, democratization, industrialization, and urbanization in processes of development in countries across the globe. The course encourages students to think critically about what development is, about how it is carried out and, most importantly of all, about what it can achieve. DEV 1200 provides excellent preparation for international projects and careers.

The engineers and scientists of tomorrow have a crucial role to play in discovering and implementing solutions to daunting international challenges related to food, water, energy, sanitation and infrastructure. The urgency of such challenges grows alongside and increasingly globalized workplace, where a growing number of graduates find themselves working outside the US, and invited to engage cultures, worldviews, value systems and physical environments that are very unlike their own. This course prepares students with global competency, to enable them to more effectively and ethically tackle problems in the context of starkly different socioeconomic, political, social and physical realities. Students will develop the knowledge, skills and understanding required to consider, accommodate and effectively integrate contextual difference into engineering practice by exploring the complexity of project design, the potential for unintended consequences, and how technologies are transformed in different contexts. This course will prepare students for a broad range of international IQP and MQPs. 

This course will be offered in academic years ending in odd numbers.

The course focuses upon the implications of reliance upon markets for the allocation of resources in a society, at the household, firm, and community level. Outcomes of current market systems are examined in terms of the efficient use of natural and other economic resources, as well as their impact upon the environment, fairness, and social welfare, of special interest in these analyses is the role of prices in the determination of what commodities are produced, their means of production, and distribution among households. In cases where current market outcomes have features subject to widespread criticism, such as the presence of excessive pollution, risk, discrimination, and poverty, the analysis is extended to suggest economic solutions. There are no prerequisites for the course.

This course is designed to acquaint students with the ways in which macroeconomic variables such as national income, employment and the general level of prices are determined in an economic system. It also includes a study of how the techniques of monetary policy and fiscal policy attempt to achieve stability in the general price level and growth in national income and employment. The problems of achieving these national goals (simultaneously) are also analyzed. The course stresses economic issues in public policy and international trade.

This course provides an opportunity for students with little to no background in economics to learn about a special topic in Economics. Recommended background: none. This course may be repeated for different topics. 

Note: A specific course description will be added to the online course listing once the topic is decided and the course is offered.

The topics addressed in this course are similar to those covered in ECON 1110 (Introductory Microeconomics) but the treatment proceeds in a more rigorous and theoretical fashion to provide a firm platform for students majoring in Economics or Business, or those having a strong interest in economics. Mathematics at a level comparable to that taught in MA 1021-MA 1024 is frequently applied to lend precision to the analysis. The course rigorously develops the microeconomic foundations of the theory of the firm, the theory of the consumer, the theory of markets, and the conditions required for efficiency in economic systems. 

This course will be offered in academic years ending in even numbers.

This course is an advanced treatment of macroeconomic theory well suited for students majoring in Economics or Business, or others with a strong interest in economics. The topics addressed in ECON 2120 are similar to those covered in ECON 1120, however the presentation of the material will proceed in a more rigorous and theoretical fashion. 

This course will be offered in academic years ending in odd numbers.

This course examines the economics of government expenditure and taxation. On the expenditure side, the course will review why governments often choose to be involved in the provision of healthcare, education, national defense, a clean environment, and infrastructure such as roads and bridges. It will also delve into the rationale behind programs such as social security. Regarding taxation, the course will cover income, consumption, and corporate taxes, including the use of corrective taxes to address market failures due to externalities. Within each topic, the relevant economic theories will be presented, and then students will practice applying the theories to real-world examples. As such, there will be plenty of opportunity to discuss policy implications and debate proposed policy changes. Students who completed ECON 212X: Public Economics cannot receive credit for ECON 2126: Public Economics.

Econometrics helps governments and businesses make more informed economic decisions. This course introduces the application of statistics and economic theory to formulating, estimating, and testing models about relationships among key variables. Topics include basic data analysis, regression analysis (including estimation, inference, assumptions, violations of assumptions, corrections for violations, dummy variables), and forecasting. Students will have the opportunity to use real-world socioeconomic data to test and interpret economic theories using econometric software. Successful students should also be able to formulate, estimate, and interpret their own testable relationships in other projects or fields of study.

This course provides an introduction to the economics, business strategies, and regulatory and legal aspects of telecommunication markets. The analysis of complex interactions between technology, Federal and state government policies, copyright legislation, and forces driving supply and demand is performed using Economic and Industrial Organization theories combined with computer simulation techniques. Topics include, among others: the economics of telephony services, cable TV, satellite communication, spectrum auctions, WLAN, and peer-to-peer file sharing. Special attention will be paid to the analysis of the latest regulatory and legal developments in the telecommunications industry. 

This course will be offered in academic years ending in odd numbers.

Behavioral economics incorporates insights from psychology and sociology into economic models of decision-making. While traditional economic theory typically assumes individuals are self-interested and have an infinite ability to analyze and understand their decision-making environment, behavioral economics relaxes these assumptions in light of evidence from the field of experimental economics. Topics in the course include social preferences, mental accounting, decision-making under uncertainty and intertemporal choice. Additional topics may include the economics of social identity, preference formation and learning. Decision-making processes will be examined using simple economic experiments conducted in class.

Experimental economics is a set of methods for testing hypotheses about behavior. Traditional economic analysis using naturally occurring data is often confounded by the complexities of the real world. Economic experiments, on the other hand, give researchers the control required for isolating behaviors of interest. As such, economic experiments can be useful tools for testing existing theories and establishing empirical regularities assisting in the development of new theories. In this course, we cover the basic principles of experimental design. We also study a number of classic experiments, on topics ranging from the efficiency of markets to decision-making under uncertainty and behavioral game theory. Students will participate in mock experiments and will begin putting their new skills into practice by designing their own experiments, which may serve as the basis for IQPs/MQPs. If time permits, we will discuss some of the basic methods for analyzing experimental data, which presents challenges somewhat different from naturally occurring data due to small sample sizes. 

This course will be offered in academic years ending in even numbers.

This course provides an opportunity for students with some background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

The accumulation of carbon dioxide and other greenhouse gases such as methane are projected to increase global warming by 2 to 5 °C by the end of this century with impact on the environment, economy, and society. This course explores the economic causes and consequences of climate change and potential solutions to reduce its impacts. We will assess climate change policies in the U.S and globally and use economics tools to evaluate their costs and benefits and distributional effects between poor and rich countries.

This course investigates the effect of human activity upon the environment as well as the effect of the environment on human well-being. It pays special attention to the impact of production and consumption of material goods upon the quantity and quality of environmental goods. The analysis focuses on the challenges presented in mixed economics where markets are combined with government intervention to manage pollution and scarcity. The course reviews efforts to measure the costs and benefits of improving environmental conditions and evaluates current and potential policies in terms of the costs of the environmental improvements they may yield. Attention is also paid to the special difficulties which arise when the impacts of pollution spill across traditional political boundaries. 

This course will be offered in academic years ending in odd numbers.

This course is a general introduction to the field of development economics. The focus is on ways in which a developing country can increase its productive capacity, both agricultural and industrial, in order to achieve sustained economic growth. The course proceeds by first examining how economic growth and economic development are measured and how the various nations of the world compare according to well-known social and economic indicators. Theories of economic growth and theories of economic development are then examined, as are the various social and cultural structures that are thought to influence economic progress. The inputs to economic growth and development (land, labor, capital, entrepreneurial ability, education, technical change), and the possible distributions of income and levels of employment that result from their use, is considered next. Domestic economic problems and policies such as development planning, the choice of sectorial policies, the choice of monetary and fiscal policies, rapid population growth, and urbanization and urban economic development are then examined. The course concludes with a consideration of international problems and policies such as import substitution and export promotion, foreign debt, foreign investment, and the role of international firms. In conjunction with a traditional presentation of the above topics, the course curriculum will include the use of computer simulation models and games. These materials have been formulated with a simulation technique, system dynamics, that has its origins in control engineering and the theory of servomechanisms. As a result, students will find them complementary to their work in engineering and science. In addition, the various development theories and simulation and gaming results will be related, where possible, to specific developing nations where WPI has on-going project activities (e.g., Costa Rica and Thailand). This course is recommended for those students wishing to do an IQP or MQP in a developing nation. 

This course will be offered in academic years ending in even numbers.

This course provides an opportunity for students with a solid background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

This course provides an opportunity for students with a strong background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

The study of environmental problems and their solutions requires an interdisciplinary approach. This course will examine current environmental issues from the intersection of several key disciplines including: environmental philosophy and history, environmental policy, and science. The course will develop these different approaches for analyzing environmental problems, explore the tensions between them, and present a framework for integrating them. Topics such as environmental justice, developing nations, globalization, and climate change policy will be explored.

This course introduces Geographic Information Systems (GIS) as a powerful mapping and analytical tool. Topics include GIS data structure, map projections, and fundamental GIS techniques for spatial analysis. Laboratory exercises concentrate on applying concepts presented in lectures and will focus on developing skills using ArcGIS. These exercises include examples of GIS applications in environmental modeling, socio-demographic change and site suitability analyses. Although the course is computer-intensive, no programming background is required. Note: Students may not receive credit for both ENV 150X and ENV 1500. 

This course will be offered in academic years ending in even numbers.

Sustainability traditionally focuses on reducing harm to the environment and maintaining balance by using resources responsibly. Regenerative sustainability goes further. Inspired by nature’s ability to heal and renew itself, it promotes systems that restore and regenerate – helping landscapes and communities co-adapt, grow, and thrive over time. This approach is systemsoriented, action-driven, and self-sustaining. It allows natural and human systems to continuously evolve and renew themselves. 

In this course, students will explore practical strategies for restoring ecosystems, strengthening resilience, and creating self-sustaining systems. Key topics include conservation, reforestation, combating desertification, restoring watersheds, mines, and fostering ethical resource management. Students will compare large-scale sustainability initiatives—such as Africa’s Great Green Wall and China’s Three-North Shelterbelt Program—to community-led efforts like agroforestry and agroecology in the Sahel and Sahara, which leverage local knowledge, participatory governance, and adaptive technologies. This comparison will highlight why topdown policies often fall short, while decentralized, community-driven solutions tend to succeed. 

Through case studies, workshops, and hands-on projects, students will examine governance models and restoration strategies, exploring both government-led approaches and grassroots solutions. By the end of the course, students will be equipped to apply regenerative sustainability principles across policy, governance, agriculture, hydrology, energy, business, and technology to tackle global challenges. This course equips students with the skills needed for IQP projects and future graduate studies.

This course leverages documentary filmmaking as a powerful medium for communicating change processes, disseminating information, advocating for action, and influencing policy at the local, state, and national levels. Students will develop the skills to craft compelling narratives that simplify complex issues for diverse audiences while driving social and political change. They will learn the art of designing and creating films strategically tailored to shape policy discussions and policymaking. Students will base their films on archival work, fieldwork in Worcester, IQP projects, or graduate research in the US and abroad. They will engage in collaborative research and filmmaking processes, gaining hands-on experience at every stage of production, from concept development to final editing. They will work in teams to explore environmental documentary genres, analyze case studies of impactful films, and create their own short documentaries aimed at influencing public opinion and policy decisions. The course covers storytelling techniques, advocacy strategies, ethical considerations, and the integration of audiovisual media into policy advocacy campaigns. By exploring how documentaries can inform and inspire actionable policy responses, students will develop a deeper understanding of the intersection between communication, activism, and governance. This course will be useful for students who wish to engage with digital communication and those who wish to make a documentary of their projects, such as MQP and IQP, for sharing with the broader community.

Sustainability planning seeks to anticipate and balance environmental, social, and economic impacts of human actions. This course presents an overview of how various perspectives can contribute to frameworks for environmental land use planning and management. Students are encouraged to think critically about problems land and natural resource use pose to society. Technical principles and analysis of sustainability planning are introduced and applied to challenges that communities currently face such as food, fiber and energy production, environmental conservation, hazard mitigation and resilience, water security, economic development, and waste management. Techniques to engage a diverse set of stakeholders in a collaborative planning process are examined along with the role of technology. 

This course will be offered in academic years ending in even numbers.

With global attention dominated by environmental catastrophe and despair, we will spotlight new work that has brought together scientists, environmentalists, engineers, and artists to tackle the most serious problems facing communities. We will explore the political ecology implications of control over essential resources and the positive consequences of rethinking and democratizing basic social needs for a more sustainable future. Recent exciting case studies will feature examples of simple solutions that inspire elegant, transferrable, and inexpensive applications of technological design. We will examine the role and obligation that scientists have to collaborate with interdisciplinary and public policy efforts that benefit people with sustainable approaches to architecture, food, energy, transportation, and infrastructure. Students may not receive credit for both ENV 230X and ENV 2310. 

This course will be offered in academic years ending in even numbers.

Environment and development are often seen as incompatible, in part because many poor people in the developing world depend directly on natural resources for their livelihoods. At the same time, poor people are often seen as responsible for causing environmental degradation because they lack the knowledge, skills and resources to manage the environment effectively. The vicious circle is completed as environmental degradation exacerbates poverty. However, optimists argue that poor people can and do contribute positively to environmental outcomes, that states and organizations can facilitate their efforts and that environmental interventions can coincide with development. This course will examine these different perspectives on environmental problems in the developing world through the insights and critiques of social science. Subjects covered include sustainable development, population, environmental risks, gender, urbanization, environmental decision making, and non-governmental organizations (NGOs). The goals of this course are to think critically about the various links between environment and development and the role of governmental and non-governmental organizations in promoting sustainable development in the developing world. 

This course will be offered in academic years ending in even numbers.

Social media platforms are changing the world of social movements, giving rise to a new generation of social activism. Social media can enable local actors to link with others from across the globe to incite social and environmental change. Social media has enabled people to document and share injustices (e.g., violence; dumping of toxic waste) in places where freedom of the press is limited or non-existent, and it has enabled people across different social groups (race, class, etc.) to engage with one another on issues of shared concern. Social media has also allowed people to share resources (financial, expertise, and organizational) with other social actors across the globe, empowering communities in novel ways. This course introduces students to the phenomena of social and environmental movements, theories on why they succeed and fail, and how social media has changed the landscape of social mobilization. This course will draw on interdisciplinary readings, concepts, and case studies from the social sciences, with emphasis on geography, public policy, sociology, and media studies. Course work will include small group projects, analyses of current social movement cases, and a final project. The final project will consist of interviewing members of a current social movement (potentially using social media), evaluating whether particular social media applications have helped to enable social mobilization, and designing new or revised social media tools to further enhance social mobilization.

Resilience is the capacity to adapt to changing conditions and to bounce back after a disaster. Through resilience we can live, and even thrive, in the face of natural disasters. Resilience involves adaptation to the wide range of regional and localized impacts that are expected with a warming planet: more intense storms, greater precipitation, coastal and valley flooding, longer and more severe droughts in some areas, wildfires, melting permafrost, warmer temperatures, and power outages. Resilient design is the intentional design of buildings, landscapes, communities, and regions in response to these vulnerabilities. In this course, we will work to better understand what is at risk in a changing climate with more extreme and frequent disasters, the role people/companies and policies play in these disasters, who is most at risk and why, and develop resilient designs focused on practical, innovative, on-the-ground, and just solutions. 
Students may not receive credit for both ENV 271X and ENV 2710  

This course will be offered in academic years ending in even numbers.

This course examines current and potential uses for artificial intelligence (AI) in conservation, climate action, and to accelerate and scale sustainability efforts. It also examines current and potential negative environmental impacts, from energy and water consumption to electronic waste and environmental injustice. This course uses a case study approach and diverse theoretical perspectives to examine and analyze current and emerging uses of AI in forestry sustainability, firefighting, flood and pollution prediction, climate modeling, biodiversity cataloguing, and more. Cases will also be used to understand current community and environmental impacts associated with mineral extraction, water and energy use, and greenhouse gas emissions. Students will consider debates and relationships surrounding data capitalism, AI, climate change, and social justice. In a rapidly changing and developing AI landscape, students will choose a topic on AI and the environment to explore the current benefits and harms of the use of AI in their context of focus for humans, ecosystems, and the planet, They will also research and analyze ways to reduce harm and enhance the social and environmental benefits of AI in their context of focus. 

(Credits will be assigned by the instructor ranging from 1/6-1/3 unit)
This course provides an opportunity for students with little to no background in Environmental and Sustainability Studies to learn about a special topic in the area. This course may be repeated for different topics.

This course examines the limitations of traditional economic models and charts a new course for current policies and practices. To chart this path we draw upon and synthesize examples from existing alternative economies (e.g., different forms of dematerialization, hybrid organizations, solidary economy, sharing economy) .The course critically examines current paradigms of greening and seeks to expand thinking that will encompass new, alternative, and socially just conceptions of economy and economic development. A particular emphasis is laid on the spatial implications of de-growth oriented activities which partly challenge existing models and research methods in economic geography. 

This course will be offered in academic years ending in even numbers.

This course will take students on an adventure, both in the class and in the field. Students will examine the history of sustainable development, its antecedents, the factors that have influenced its evolution, and how the sustainable city came into existence. Students will be invited on a number of virtual field trips to sustainable cities from around the world. The goal will be to explore the underlying factors of sustainable urbanism, why it looks the way it does in different places, and how students can exercise their own agency in developing alternatives. Students will also develop their own field trips for publication on the course website. 

This course will be offered in academic years ending in even numbers.

(Credits will be assigned by the instructor ranging from 1/6-1/3 unit)
This course provides an opportunity for students with a solid background and interest in Environmental and Sustainability Studies to learn about a special topic in the area. Recommended background: one 2000-level Environmental and Sustainability Studies courses (or equivalent). This course may be repeated for different topics.

The study of environmental problems and their solutions requires an interdisciplinary approach. This course will examine current environmental issues from the intersection of several key disciplines including: environmental philosophy and history, environmental policy, and science. The course will develop these different approaches for analyzing environmental problems, explore the tensions between them, and present a framework for integrating them. Topics such as environmental justice, developing nations, globalization, and climate change policy will be explored.

This course is designed to provide an introduction to economics, an introduction to entrepreneurship, and an understanding of the linkages between economics and entrepreneurship. Students will apply these concepts to the assessment of opportunities that might arise from participation in WPI projects. Students will engage in exploring how economics and entrepreneurship can inform opportunity assessment within an ambiguous and uncertain context. These decisions are always made with incomplete information and there is typically no single correct answer but rather multiple possible answers — each with pluses and minuses. Students may not earn credits for both ECON 2910/ETR 2910 and ECON 291X/ETR 29IX

This course is an introduction to the fundamental principles, institutions, and processes of the constitutional democracy of the United States. It examines the formal structure of the Federal system of government, including Congress, the presidency, the judiciary, and the various departments, agencies, and commissions which comprise the executive branch. Emphasis is placed on the relationships among Federal, state and local governments in the formulation and administration of domestic policies, and on the interactions among interest groups, elected officials and the public at large with administrators in the policy process. The various topics covered in the survey are linked by consideration of fiscal and budgetary issues, executive management, legislative oversight, administrative discretion, policy analysis and evaluation and democratic accountability.

American Public Policy focuses on the outcomes or products of political institutions and political controversy. The course first addresses the dynamics of policy formations and stalemate, the identification of policy goals, success and failure in implementation, and techniques of policy analysis. Students are then encouraged to apply these concepts in the study of a specific policy area of their choosing, such as foreign, social, urban, energy or environmental policy. This course is an important first step for students wishing to complete IQPs in public policy research. Students are encouraged to complete GOV 1303 prior to enrolling in upper level policy courses such as GOV 2303, GOV 2304 or GOV 2311. There is no specific preparation for this course, but a basic understanding of American political institutions is assumed. Some sections of this course may be offered as Writing Intensive (WI).

This course is an introduction to law and the role courts play in society. The course examines the structure of judicial systems, the nature of civil and criminal law, police practice in the enforcement of criminal law, and the responsibilities of judges, attorneys and prosecutors. Additional topics for discussion include the interpretation of precedent and statue in a common law system and how judicial discretion enables interest groups to use courts for social change. The student is expected to complete the course with an understanding of how courts exercise and thereby control the power of the state. As such, courts function as political actors in a complex system of governance. It is recommended that students complete this course before enrolling in GOV 2310, Constitutional Law. 

This course will be offered in academic years ending in even numbers.

GOV 1320 is a survey course designed to introduce students to the basic concepts of international relations: power and influence, nations and states, sovereignty and law. These concepts will be explored through the study of issues such as diplomacy and its uses, theories of collective security and conflict, and international order and development. The study of international organizations such as the UN, the European Union or the Organization of American States will also supplement the students’ understanding of the basic concepts. The course may also include comparative political analysis of states or regions. It is designed to provide the basic background materials for students who wish to complete IQPs on topics that involve international relations or comparative political systems. 

This course will be offered in academic years ending in even numbers.

This course provides an overview of the key concepts, theories, and issues in International Relations. Students will explore how states, international organizations, and non-state actors interact globally. Topics include the causes of conflict and cooperation, the role of international institutions, the impact of globalization, and the challenges posed by climate change, human rights, and global security. By the end of the course, students will have a deeper understanding of the dynamics shaping world politics and be able to critically analyze current global issues and trends. 

This course is an examination of the relationship between science-technology and government. It reviews the history of public policy for science and technology, theories and opinions about the proper role of government and several current issues on the national political agenda. Examples of these issues include genetic engineering, the environment and engineering education. It also examines the formation of science policy, the politics of science and technology, the science bureaucracy, enduring controversies such as public participation in scientific debates, the most effective means for supporting research, and the regulation of technology. Throughout the course we will pay particular attention to the fundamental theme: the tension between government demands for accountability and the scientific community’s commitment to autonomy and self-regulation. 

This course will be offered in academic years ending in even numbers.

Constitutional Law is the study of Supreme Court decisions interpreting the U.S. Constitution. The Foundations course focuses on the powers of the Congress, the Presidency and the Judicial Branch, especially the Supreme Court’s understanding of its own power. These cases reveal, in particular, the evolution of Federal power with the development of a national economy and the shifting balance of power among the three branches of government. Issues of state power in a federal system are also addressed. Lastly, these materials are examined in the context of the great debates regarding how judges interpret the Constitution. How are the words and intent of the Founders applicable to the legal and political conflicts of the twenty-first century? 

This course will be offered in academic years ending in odd numbers.

This course deals with environmental law as it relates to people, pollution and land use in our society. A case method approach will be used to illustrate how the courts and legislators have dealt with these social-legal problems. The course is designed to have the student consider: 1) the legal framework within which environmental law operates; 2) the governmental institutions involved in the formulation, interpretation and application of environmental law; 3) the nature of the legal procedures and substantive principles currently being invoked to resolve environmental problems; 4) the types of hazards to the environment presently subject to legal constraints; 3) the impact that the mandates of environmental law have had, and will have, on personal liberties and property rights; 6) the role individuals and groups can play within the context of our legal system to protect and improve man’s terrestrial habitat and the earth’s atmosphere; and 7) some methods and sources for legal research that they may use on their own.

Intellectual property includes ideas, and the works of inventors, authors, composers and other creative people. Patents, copyrights and trademarks establish legal rights in intellectual property. Alternatively, control over the use of an idea might be maintained by treating it as a trade secret. In these ways, the ideas of inventors and creators are protected and others are prohibited from appropriating the ideas and creative works of others. This course addresses the concept of intellectual property and the public policies that support the law of patent, copyright and trademark. Subjects include the process of obtaining patents, trademarks and copyrights; requirements of originality and, for patents, utility; infringement issues; and the problems posed by international trade and efforts to address them through the World Intellectual Property Organization. 

This course will be offered in academic years ending in even numbers.

Rapidly developing technologies for computing, information management and communications have been quickly adopted in schools, businesses and homes. The growth of the Internet and of e-commerce, in particular, have given rise to an entirely new set of legal issues as the courts, Congress and international bodies struggle to keep pace with changing technology. This course addresses the government’s role in the development of these technologies and the legal issues that result including questions regarding privacy rights, speech and defamation, and the application of patent and copyright law. Policy questions such as surveillance of e-mail, regulation of content, mandates on the use of filters, and the responsibilities and liability of internet service providers are also discussed. Additional policies studied include attempts to control Internet content and enforce international judgments (resulting from e-commerce or cyber-crime) by foreign states and/or international organizations. Students are expected to integrate knowledge of technology with law, politics, economics and international affairs. 

This course will be offered in academic years ending in odd numbers.

This course will begin by examining privacy in different societies, starting with Eastern Europe during the Cold War and moving west. We will look first at privacy and the threats to it from government, then privacy and the threats posed by business. We will consider various technologies (including online social networks, communication Devices, the Internet), and different regimes for protecting privacy (including law, regulation, and technology). The course is designed to develop critical thinking about the interactions between technology, policy, and the law as well as learning about the privacy tradeoffs one makes in using modern technologies. 

This course will be offered in academic years ending in odd numbers.

It is apparent that environmental problems have outgrown national policy frameworks. Thus, institutions have emerged at the international and transnational levels to coordinate collective problem-solving. But governance involves more than just the practicality of problem-solving; it also involves uncertainty, controversy, power and politics. This course will examine the ways in which global environmental governance has been conceived: from establishing international institutions and agreements, to less tangible ways of interacting. We will examine themes such as scales of governance (from the United Nations to communities), policy networks, the role of NGOs, think tanks and special interests and the role of knowledge in global environmental debates. Students will then use this conceptual and theoretical basis to analyze major global environmental issues including: deforestation; biodiversity; endangered species; and climate change. The goals of this course are to gain an understanding of the main positions in global environmental debates; critically analyze these positions; and gain insight into the politics of global environmental policy and governance.

This course will be offered in academic years ending in even numbers.

Civil Rights and Liberties examines decisions of the Supreme Court which interpret the Bill of Rights and the Equal Protection Clause of the 14th Amendment. These court decisions elaborate the content and meaning of our rights to speak, publish, practice religion, and be free from state interference in those activities. Privacy rights broadly, the right to be free from unreasonable search and seizure, and due process rights for criminal suspects are also addressed. Finally, rights to be free from discrimination based on race, religion, ethnicity, gender and sexual orientation are examined in the context of equal protection law. Students completing this course will receive credit toward the Minor in Law and Technology among the courses satisfying the requirement in “legal fundamentals.” 

This course will be offered in academic years ending in odd numbers.

The goal of this course is to provide students with an introduction to the field of system dynamics computer simulation modeling. The course begins with the history of system dynamics and the study of why policy makers can benefit from its use. Next, students systematically examine the various types of dynamic behavior that socioeconomic systems exhibit and learn to identify and model the underlying nonlinear stock-flow-feedback loop structures that cause them. The course concludes with an examination of a set of well-known system dynamics models that have been created to address a variety of socioeconomic problems. Emphasis is placed on how the system dynamics modeling process is used to test proposed policy changes and how the implementation of model-based results can improve the behavior of socioeconomic systems.

The purpose of this course is to prepare students to construct original system dynamics computer simulation models of economic and social systems from real world situations. They are coached to experiment with these models to understand unintended consequences of policy and to design effective policy interventions. Such a modeling process can be used to examine the possible impacts of policy changes and technological innovations on socioeconomic systems. The curriculum in this course covers a detailed examination of the steps of the system dynamics modeling process: problem identification (including data collection and analysis), feedback structure conceptualization, model formulation, model testing and analysis, model documentation and presentation, and policy implementation, illustrated by examples from business, economy and social systems. This course together with either SSI505 or SD1510 can provide the basic background for the students to use system dynamics in their IQP/MQP projects. Students will not be granted credit for both SD 1520 and SD2520.

This course focuses on advanced issues and topics in system dynamics computer simulation modeling. A variety of options for dealing with complexity through the development of policy models, large-scale models and the partitioning of complex problems are discussed. Topics include model building, model validation, model analysis, the use of summary statistics and sensitivity measures, and policy design. The application of system dynamics to theory building and social policy are also reviewed.

This special topics course is conducted as a research seminar, with many sessions being reserved for student presentations. Students will read, evaluate, and report on research papers representing the latest developments in the field of system dynamics. Classical system dynamics models may also be replicated and discussed. Students will complete projects that address specific problems using the system dynamics method.

This course encourages students to explore how a sociological toolkit may be used to examine the impetus for social and historical changes and the effect such changes have on how individuals live, work, and find their place in this world. It operates from the premise that individual lives are not just personal but social— as humans we are shaped by the societies in which we live and the social forces at work within them. Major theoretical perspectives and concepts will be discussed over the course of the semester with primary emphasis on the roles that culture, dimensions of inequality and social change play in shaping individual lives. Students will also explore the influence that social institutions such as the family, religion, education, healthcare, government, economy, and environment have on how humans function within society.

This course addresses the theory and practice of developing solutions to complex social and environmental problems through interaction with roleplaying games and computer simulations designed to promote learning and improve decision-making. By interacting with a selection of games and case studies, students will learn to recognize the systemic causes of complex social and environmental problems and gain experience developing and using simulations to test policies for creating sustainable futures. Special attention will be given to appropriate modeling practices and the design of simulation experiments. The course is run in a laboratory format in which students work in groups to play games, develop simulation models and present them to the class for feedback before they revise and refine their work iteratively for final evaluation.