A continuation of FYS 505. One-half course credit is granted upon completion of the course. Not open to students who are enrolled or have earned credit for EXDS 202. Prerequisite(s): FYS 505. Corequisite(s): one of the following: any 100-level biology or earth and climate sciences course; CHEM 108; MATH 105, 106, 205, or 206; NRSC 160; or PHYS 108.

Students gain field-based experience in the public health program planning implementation and evaluation process through implementing a behavior based intervention to a public health problem at Bates by using theoretical frameworks to guide this process. Students will be organized into groups as an implementation team to identify a public health problem, conduct a needs assessment, identify specific behaviors, apply constructs of public health theories, and report on the efficacy of their initial hypothesis and intervention. This course is focused on learning concepts in the classroom and then applying these concepts in tangible ways in the field (on campus).

This course introduces students to writing and tutoring as collaborative processes and intellectually rigorous and transformative practices. Students learn strategies for generating ideas; for drafting, revising, and polishing writing; and for improving writing in one-with-one and small group settings. In strengthening their rhetorical and linguistic awareness, students will learn to make informed choices and ask effective questions about their own and others’ writing. Incorporating seminar and practicum elements, students will discuss readings drawn from scholarship on writing center theory, rhetoric and composition, and multilingualism and will apply course content by observing tutors in the Student Writing and Language Center (SWLC), by receiving tutoring themselves, and by engaging with their peers as thinkers, writers, and communicators. This course may be of interest to students seeking to improve their own writing or who would like to support others in their writing.

This course provides an opportunity for first-generation-to-college students (where that category includes students for whom neither parent or guardian has attained a bachelor degree at time of enrollment) to reflect on their college experience, gain information about opportunities and resources, and to map out how to take advantage of opportunities to make the most of their time at Bates. First, the class offers students access to and information about internships and job shadows, connections with faculty and staff from a range of different resources and offices, and opportunities to hone their learning skills and strategies. In doing so, it helps students identify opportunities that may be of interest to them as well as to assist students in conceptualizing when in their time at Bates may be most ideal to make the most of those options. Second, the class provides space to reflect on their own goals and identities as first-generation college students, to do so in community with others, and to develop ideas on how to eliminate obstacles by considering what kinds of changes Bates might consider to ensure that all students thrive. Only open to first-year students. Not opened to students who are enrolled or have earned credit for EXDS 116.

This course provides an opportunity for students to reflect on their college experience, gain information about opportunities, and to continue to design their educational pathways as they move into their sophomore year and beyond. It is organized to provide students exposure to the research on high-impact educational practices and opportunities, particularly those especially relevant to sophomores, and information on how to access and engage those opportunities at Bates. In so doing, the class helps students focus their educational interests into a major and second area of focus (the Bates “plus 1”), access research and fellowship opportunities and thereby strengthen their academic mentoring relationships, investigate opportunities to study away from Bates, explore career opportunities and improve their career readiness, and deepen their community engagement. The class provides space for students to reflect on their goals and identities as first-generation college students. Only open to sophomores. Recommended Background: EXDS202. Not open to students who are enrolled or have earned credit for EXDS 215.

The sophomore year of a STEM student’s life is an exciting time as students choose their major and take upper-level science and math classes. In this course, students continue to develop their science identity, confidence, and enthusiasm for STEM. Conversations with a diverse network of professional scientists to demonstrate how scientists identify and work on real problems. Through self-reflection and development of a growth mindset, students begin to align their values, passions, and interests with their personal goals. In addition, students participate in workshops on study skills, stress management, choosing a major, study abroad, resumes, and summer research, among others. One-half course credit is granted upon completion of the course. Corequisite(s): any science or mathematics course. Open only to sophomores. Not open to students who are enrolled or have earned credit for EXDS 203.

In this continuation of EXDS 215, sophomore STEM students further build their science identity and community and foster personal academic and career goals. One-half course credit is granted upon completion of the course. Corequisite(s): any science or mathematics course. Open only to sophomores.Prerequisite(s): EXDS 215.

Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester.

Students learn the philosophies and systems of emergency medical services as well as effective strategies for communication with patients, bystanders, families of patients, and other healthcare and rescue personnel. This course equips students with the skills and knowledge to become a certified EMT in the state of Maine and nationally. The course is designed to prepare students at the EMT level to work effectively in the chain of the healthcare team. The course provides didactic knowledge so that the student can efficiently and effectively provide emergency medical care at the basic life support level with an ambulance service or other specialized agency or department.

This course will cover business strategy, product development, marketing, sustainability and how businesses make decisions. Using the case method, students will work in-class on rapid business problem solving. Taught by two Bates alumni, with four decades in the corporate world, students will also learn how to look for a job, what marks a “winning” candidate, and how to navigate the workplace after Bates. The final team-based project will be a formal business plan for the launch of a new product or service. Early application required on PW Website.

This course covers the fundamentals required to plan, manage, and execute the major elements of a modern American campaign. Building skills that can be applied to all levels of the electoral process, this course includes a specific emphasis on the way artificial intelligence has played a role in past campaigns and charts the future of AI in political campaigns. While this course focuses on practical skills, empirical political theory and relevant political science will also be applied. This is not a course in political science, but a hands-on, intensive training seminar in campaign skills. Topics include: writing a campaign plan, structuring a fundraising effort, digital campaigning, communications, and organizing. This course will also explore AI in depth, including past, current, and future applications and the role of regulation. The aim is to make students competent and eminently employable in the modern era of advanced campaign technology. Early application required on PW website.

This course covers both conceptual and practical advocacy skills required to create change in the fields of energy, climate change, and sustainability. A truly interdisciplinary course, it is suitable for students interested in Environmental Policy, Environmental Science, Government, and Communications. Most public policy courses focus on content areas such as natural resources or renewable energy. This course presents the more practical side of how to effectively communicate and advocate in the current political climate. The timing of the course coincides with the 129th Maine Legislature, when new legislation on energy and environmental issues are being discussed. Students will use this opportunity to understand what drives public policy, apply analytical tools, and draft and deliver testimony to legislative committees. These skills are essential for those who would like to pursue social change, public policy, government, and/or environmental issues as part of their career path.

This course examines the role of the intelligence community within the U.S. establishment. Students explore the missions, structures, and modus operandi of the intelligence community and interactions with policymakers and the executive branch. Special attention is given to issues around cyberspace as determinant of geopolitical insecurity. Students explore key transnational issues through hands-on exercises simulating real-life conflict and explore some of the most pressing ethical and moral issues involving the intelligence community and U.S. national security. This course is highly interactive and designed to mimic a day in the life of an intelligence officer. It is particularly appropriate for students interested in gaining greater understanding of intelligence, cyberspace, and national security issues.

Virtual Reality, as an emerging medium, provides a rare opportunity to construct content within a creative space where the possibilities of the form are actively being defined. In this practicum course, students investigate work currently under development in the field, gain insight into the state of VR from guest lectures by leaders in the industry, develop effective strategies and practices for creative development, and gain proficiency in digital asset creation software and real-time rendering. The class culminates in the design and construction of an immersive digital environment to be experienced in a VR headset. Taught by guest practitioner. Apply in advance on Purposeful Work site.

Museum interpretation, the way museums communicate information, allows institutions to expand their audience engagement through public programs, wall labels, and interactive displays. This course explores how museums use interpretive practices to share their collections and spaces to tell stories in the 21st century. Students will reflect and critique current museum practices with a focus on audience engagement. Students will develop an interpretive planning model and develop a lightning talk on a museum object to present to the class.

This course provides a hands-on introduction to the practical and social aspects of orthopedic healthcare delivery, and medical practice in general, in consideration of time and student interest in specific topics. There are no prerequisites for the course beyond an interest in learning about orthopedic surgery and challenges facing it and all of healthcare today and in the immediate future. Students learn anatomy and surgical approaches, physical examination, critical assessment of peer reviewed medical articles, social determinants of health, payment methods: fee for service, single payer, value based payment, and implications of private equity, the process of medical school and specialization if students desire, orthopedic pain management and the current status of opioid use. Taught by a surgeon, guest practitioner. Early application required on the Purposeful Work website.

Understanding where news originates and the work that goes into reporting is a critical skill in today’s world. This course seeks to teach students how to verify and report information, and ultimately equip them with the skills to navigate the proliferation of both misinformation and disinformation in our modern age. Students will learn how journalists approach covering complex stories where the truth is not black and white, analyze how social media posts can galvanize violence without any proof, and be asked to report out stories themselves in real time. Writing, critical thinking, questioning and even occasional cold calling are critical skills – students will be asked to do all of these as part of their course of study.

This course provides an immersion into the new field of planetary health, examining the connection between human health and the natural systems that support it. Students explore global issues, including climate change, urbanization, and biodiversity loss, and their impacts on the environment and public health. Through interdisciplinary collaboration, they develop critical thinking skills and engage in actionable solutions that promote environmental sustainability and human well-being. Activities include journal reflections, class discussions, quizzes, and a community engagement project. Students participate in field trips to explore real-world applications of planetary health concepts and engage with various experts in the field to gain diverse perspectives and insights into current challenges and solutions. By the end of the course, students understand the interconnectedness of global challenges and apply their knowledge to foster healthier communities and ecosystems.

This immersive Practitioner Taught Course equips students with the skills and confidence to approach complex business challenges. The course delivers a comprehensive, dynamic and interactive curriculum and provides students with foundational business skills using a Client-focused Project Management framework. Leveraging the CPM process, students develop and present a cohesive business case study by integrating core business concepts taught by a team of four faculty members from the Tuck School of Business at Dartmouth. The course emphasizes experiential learning through a central case study that evolves throughout the program, simulating real-world business challenges and decision-making processes. Key topics include marketing, finance, accounting, spreadsheet modeling, business communications, organizational behavior, and negotiations, aligned with the strategic problem-solving framework.

Everyone works, whether for pay or for pleasure, in public or in private, with gusto or with dread. This course supports students as they prepare for a lifetime of work by encouraging consideration of the philosophical components of their plan including identifying and developing personal attributes correlated with career well-being, exploring the context of vocational decision making, and contemplating how meaning and purpose can be infused into any work. They also consider the pragmatic components, discussing how mentors can be cultivated, how jobs are best secured, and the practical considerations that can hold people back from realizing their visions. Only open to juniors and seniors.

How can you transform yourself from a supportive peer to an impactful tutor? You can start by gaining an understanding of the pedagogical principles and practical tools that underpin successful peer-led learning. In this course, you will tap into the science of learning with a focus on the role of metacognition in fostering understanding and academic growth. You will unpack the art of critical thinking by deconstructing the problem-solving process with an eye towards modeling and teaching that process to others. Through discussion, analysis and workshops, you will build skills to promote learning in a collaborative peer-led environment, to cultivate inclusive practices for establishing rapport, and to develop strategies for embedding metacognitive practices in your tutoring.

Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term.