2013–2014 COURSE CALENDAR

intimate, integrated, international

Quest university Canada Course Catalogue 2013–2014

taBle oF Contents

2013–2014 ACADEMIC TERM SCHEDULE 1

FOUNDATION COURSES 2

•FoundationRequirements(Programat-a-glance) 2

•Essentials 3

•Arts&Humanities 4

˚Languages 5

•LifeSciences 6

•Mathematics 7

•PhysicalSciences 8

•SocialSciences 10

CONCENTRATION COURSES 11

•Arts&Humanities 11

•LifeSciences 15

•Mathematics 20

•PhysicalSciences 22

•SocialSciences 25

•Interdisciplinary 29

•GraduationRequirements(Programat-a-glance) 31

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The following catalogue provides a description of the offerings at Quest University Canada. Additional courses may be offered.Pleasenotethatmanycoursesareonlyscheduledeveryalternateyear.Studentsshouldconsultwiththeiradvisorformoredetails.

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2013–2014 aCadeMiC terM sCHedule

2014 SPRING TERM

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2013 FALL TERM

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FALL TERM SPRING TERM SUMMER TERMOrientationAugust30–September1 OrientationJanuary4–5 OrientationApril28–29Block1 September2–25 Block1 January6–29 Block1 April30–May23Block2 September30–October23 Block2 February3–26 Block2 May28–June18Block3 October28–November20 Block3 March3–26 Block3 June23–July15Block4 November25–December18 Block4 March31–April24 Block4 July23–August15 CommencementApril26

StatutoryHolidays–classeswillrunonshadeddays

QUESTIONIND2300

LANGUAGELAN2002orLAN2003orLAN3100orLAN2102orLAN2202or

Equivalent

HUMANITIES 3HUM2410orHUM2420

HUMANITIES 2HUM2100orHUM2200or

HUM2300

HUMANITIES 1HUM2100orHUM2200or

HUM2300

SOCIAL SCIENCE 3SOC2100orSOC2200orSOC2300or

SOC2400

SOCIAL SCIENCE 2SOC2100orSOC2200orSOC2300or

SOC2400

SOCIAL SCIENCE 1SOC2100orSOC2200orSOC2300or

SOC2400

BIODIvERSITy OFBRITISH COLUMBIA

LIF2210

EvOLUTIONLIF2110

WHAT IS LIFE?LIF2310

MATHEMATICSMAT2001orMAT2002orMAT2004orMAT2005orMAT2006orMAT2008or

MAT2010

EARTH, OCEANS, SPACE

PHY2200orPHY2201orPHY2202orPHY2203orPHY2204or

PHY2205

ENERGy & MATTERPHY2100orPHY2101orPHY2102or

PHY2103

RHETORICIND2200

CORNERSTONEIND2100

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FOUNDATION: FOUNDATION REQUIREMENTS

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FOUNDATION: ESSENTIALS

CORNERSTONE

Cornerstone (IND 2100)TheCornerstoneblock is thefirstcoursethatall students takeuponenteringQuest.ThepurposeofCornerstoneistwofold:tointroduce students to Quest, and to investigate a significantquestionthroughavarietyofacademicperspectives.Thisyear,thequestionforCornerstoneis:whatisknowledge?Byinvestigatingthis question, we explore the unexamined principles andassumptions that underpin our views on science and culture.When we classify something as knowledge, we are implicitlyappealingtoasystemofvalues:whatisknowableisworthwhile,if not for its own sake, at least for its utility. For example, webelieve that astronomy expands what we know, but astrologydoesnot.Butwhy?Torespondthattheformerissciencewhilethe latter isnonsensemerelyreiteratestheviewthattheone isknowledgeandtheothernot,andsofailsasananswer.Wemakeprogress on this question by investigating three sub-questions:(i)what assumptionsdowehave about knowledge; (ii)what isscientificknowledge;(iii)whatisknowledgeitself?Inansweringeachofthese,wearebetterabletosaywhatknowledgeis.

RHETORIC

Rhetoric (IND 2200)After the Cornerstone block, all students take a required blockinRhetoric.ThethemefortheRhetoricblockvariesaccordingtotheindividualTutor,butallsectionsofthisblockaredesignedtogivestudentstheopportunitytoworkintensivelyongoodwritingandeffectivepublicspeakingattheoutsetoftheirQuestcareer.Skills involved include: 1) The ability to respond to texts withattention to their strategies, effects, assumptions, and otheraspects of rhetorical situations; 2) Identifying the writer’s craftin a range of genres with attention to purpose, audience, andaesthetics—emphasizing techniques for writing cogent,persuasive, university-level papers; 3) The understanding ofand practice in writing and research processes as well as peerreviewandcitationpractices;4)Attendingtobothcognitiveandsocialdimensionsofwriting;5) Increasedversatilityasareaderand writer in order to analyze diverse contexts for writing andrespond to them effectively. Students are also given theopportunity to create and deliver effective presentations infrontoftheirpeers.Thelessonsofbothcogentwritingandoralpresentingwillservestudentsthroughouttheiruniversitycareerandlives.

QUESTION

Question (IND 2300)Toward the end of their Foundation Program, Questundergraduates work with their course instructor and a facultymentor of their choosing to develop a statement of theirQuestion: aproposal forhow theywill studya topicof specialinterest to them. The Question guides students’ attention in asustained and rigorous intellectual inquiry during the final 16Concentrationblocks.DuringQuestionblock,studentsreflectontheireducationalexperienceandsetgoalsforthecomingyears.They begin their inquiry into their Question topic, and craft acomprehensiveproposalthatoutlinestheirfutureareaofstudy,courses,andtouchstonereadings.Questionsrangefromthebroadtothefocused—Whatishonour?Whatisbeauty?Whataretheelementsofsuccessfulhabitatrestoration?Howcanwemanageinfectious disease outbreaks?—and are often framed in termsof several disciplinary approaches, key works and thinkers, orsubquestions that will be addressed. By designing theirown Questions, students construct an academic programthat suits their intellectual interests, allowing them to crossdisciplinaryboundaries.WeexpecttheretobeasmanydifferentquestionsasthereareQueststudents.

KEySTONE

Keystone (IND 3000)TheKeystonecourse isrequiredofallgraduatingstudents,andtakesplaceintheblockimmediatelyprecedingtheCommencementceremony.Ithasfourmainpurposes:1)studentsputthefinishingtouches on their Keystone projects; 2) students prepare anddeliver a public presentation about their Question to theUniversity community; 3) students take some time to reflectmore broadly on their education—both prospectively andretrospectively—in hopes of understanding how a liberal artsand sciences education has changed them, and how they willintegrate that learning into their future plans; and finally, 4)the time honoured ritual of Commencement involves specialactivities,suchasinvitedguestspeakersandformaldinners.

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FOUNDATION: ARTS AND HUMANITIES

TofulfilltherequirementsoftheFoundationprogramintheArtsand Humanities, students must complete two of the followingcourses:

•FateandVirtue(HUM2100) •IdentifyandPerspective(HUM2300) •Reason&Freedom(HUM2200)

Inaddition,theymustselectonefrom:

•DimensionsofMusic(HUM2410) •WorldReligions(HUM2420)

Finally,allstudentsmusttakeoneblockinanon-nativelanguageatLevel2orhigher.NotethatnotalllanguagecourseslistedbelowwillfulfilltheFoundationprogramlanguagerequirement(e.g.,somelisted languagecoursesareatLevel1). For informationonthelanguageblockrequirement,pleaseconsulttheAcademicCalendar.

FATE & vIRTUE

Fate and virtue (HUM 2100)In this course, we study a work of the first and greatest poet(Homer), two of the greatest philosophers ever to put pen topaper (Plato and Aristotle), and other texts from the ancientworld.Weexaminethequestion“Howshouldweliveourlives?”with a particular focus on the themes of fate and virtue. Andwediscoverwhyeverygenerationbeforeourshasstruggledwiththeseauthors,anddevelopourownrelationshiptotheirideas.

IDENTITy & PERSPECTIvE

Identity & Perspective (HUM 2300)Whatdoesitmeantobehuman?Thatquestionunderliesmuchofwhatwedointhehumanities—inliterature,philosophy,history,and thefine andperforming arts. In this course,we investigatechangingnotionsofwhatitmeanstobehuman,focusingbroadlyon the notions of “identity” and “perspective” in the modernworld.Weaskwhat itmeanstohavean“identity”:whoarewe?Is our identity defined individually or collectively? We thinkcritically about “perspective”: about our own perspectiveon ourselves, our perspective on others, and the varietyof perspectives on the human condition. Authors may includeMarx,Freud,Woolf,deBeauvoir,Levi,andMorrison.

REASON AND FREEDOM

Reason and Freedom (HUM 2200)This course emphasizes the foundations for, and the problemswith, making moral choices in the modern world. Reason andFreedom develops the self-conscious nature of modernity anditsbelief in reason, andexplores theparadoxesofourpositioninhistory.AuthorsmayincludeMontaigne,Galileo,Montesquieu,Kant,Wollstonecraft,Dostoyevsky,andNietzsche.

DIMENSIONS OF MUSIC

Dimensions of Music (HUM 2410)Musichasservedinallknownculturesasameansofsocialbondingand identity creation, and as a powerful medium for thecommunication of ideas and emotions. In this course, studentsdevelop a vocabulary for discussing music before exploringtopics such as the history of Western classical and popularmusic;thetraditionalmusicofnon-Westerncultures,andtherolesofmusic insocialconflictandrehabilitation.Studentsalsohavetheopportunitytocreateandperformtheirowncompositions.

WORLD RELIGIONS

World Religions (HUM 2420)Religions--such as Hinduism, Buddhism, Confucianism, Sikhism,Shinto,Judaism,Christianity,FirstNationsbeliefsandIslam—offerdistinctive perspectives on important issues in our universitycurriculum. To identify these issues, students examine aselectionofreligiousfoundationaltexts,historicaldevelopments,and contemporary practices. The study of religion at Questaims to understand the unique characteristics of differentreligions; to articulate the principles of a responsible andobjective study of religion; and to explore the dynamicinteractionofreligionandcultureinitsdiverseexpressions.

LANGUAGES

French 1 (LAN 1001)DesignedforstudentswithnopreviousexperiencewithFrench,French1introducesfoundationalconceptsofFrenchgrammarandbuildscompetency inall fourareasofcommunication: listening,speaking, reading, and writing. French 1 provides in-classimmersion and requires significant extracurricular engagementwiththelanguage.Studentsexplorefrancophoneculturesthroughshortreadings,music,andfilm.Topicscovered:regularandirregularverbsinpresenttenses,structuresforinterrogationandnegation,gender and number agreement with nouns and adjectives,vocabulary and expressions for discussing agreement,hesitation, certainty, family, hobbies, professions, school,personality,andappearance.

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FOUNDATION: ARTS AND HUMANITIES (CON ’T)

LANGUAGES

French 2 (LAN 2002)Prerequisite: French 1 (LAN 1001) or instructor permissionDesigned for students with some previous French, but littleexperience understanding and using spoken French, the coursereviews foundational concepts of French grammar and buildscompetency in all four areas of communication: listening,speaking, reading, and writing. French 2 provides in-classimmersion and requires significant extracurricular engagementwith the language. Content about francophone cultures isincluded in the form of short readings, music, and film. Topicscovered: present, past, and future verb tenses, the use ofpronounsforavoidingrepetitionandconstructingmorecomplexsentences, and structures for expressing hypotheses andconditions. Students review and expand vocabulary for family,hobbies,professions,school,personality,andappearance,andareencouragedtodevelopvocabularyrelatedtoindividualinterests.

French 3 (LAN 2003)Prerequisite: French 2 (LAN 2002) or instructor permissionDesigned for students who have previously studied Frenchand who can understand and use basic spoken French, thecourse reviews foundational concepts of French grammar in acommunicativeand immersive settingandbuilds competency inallfourareasofcommunication(listening,speaking,reading,andwriting). InFrench3studentsdevelopcomfortandaccuracy inthe use of basic grammar and study more advanced structures(e.g.,compoundtenses,subjunctive).Shortreadings,music,andfilm help students to expand their vocabulary and knowledgeof francophone culture and to become more comfortablewithauthentic,ratherthantextbook,useofthelanguage.

Francophonie: Culture, Language, and Literature (LAN 3100)Prerequisite: French 2 (LAN 2002) or instructor permissionAn exploration of the diversity of francophone cultures, thiscourse allows intermediate and advanced students to continuedeveloping their French language skills within the contextof discussions about current events and cultural themes.Course materials include literature, music, film, and newsreports,aswellasindividualizedgrammarstudy.

Chinese 1 (LAN 1101)Welcome to the study of Chinese, the most commonly spokenlanguage in the world. In Chinese 1, students developelementary-levelskillsoflistening,speaking,reading,andwritingin Mandarin Chinese in everyday communication settings.Fundamentalsofpronunciation,grammar,andChinesecharacterswill be introduced, as Chinese is an idiographic language.Students also venture into the exciting world of Chineseculture. Chinese 1 is for students who have had no priorexposuretotheChineselanguage.

Chinese 2 (LAN 2102)Prerequisite: Chinese 1 (LAN 1101) or instructor permissionChinese 2 is a continuation of Chinese 1 and provides furtherinstruction in higher levels of Mandarin grammar and Chinesecharacters.InChinese2,studentscontinuetodeveloptheirskillsinthe four areas of communication: listening, speaking, reading,andwriting.

Spanish 1 (LAN 1201)Spanish 1 is an intensive, integrated-skills approach languagecoursedesignedforstudentswithnoformaltraininginSpanish.Instruction is entirely in Spanish and is focused on developingproficiency in listening, speaking, reading, writing, and culture.Success in this course requires a significant time commitmentoutside of the classroom. It also requires open-mindednessbecause learning a language is an invitation to a new way ofthinking.Topics covered include: greetings and self-description,vocabulary related to everyday life, elementary cultural topics,adjective-noun agreement, present tense conjugation, cardinalnumbers, and elementary pronunciation. By the end of thiscourse, successful students are able to communicate inrudimentary ways and understand simple, adapted speech andtexts.

Spanish 2 (LAN 2202)Prerequisite: Spanish 1 (LAN 1201) or instructor permission Spanish 2 is an intensive, integrated-skills approach languagecourse designed for students with the equivalent of oneblock/semester of college Spanish. Instruction is entirely inSpanish, and is focused on developing proficiency in listening,speaking, reading, writing, and culture. Success in this courserequiresasignificanttimecommitmentoutsideoftheclassroom.Italsorequiresopen-mindednessbecauselearningalanguageisan invitation to a new way of thinking. Major topics coveredinclude: vocabulary related to daily life in Spanish-speakingcultures,thepasttense,commands,andthesubjunctive.

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FOUNDATION: LIFE SCIENCES

Starting in the Fall of 2013, three new courses make up the Life Sciences Foundation requirement. These courses encompass the study of life, ground students in the place in which they are learning, and this local environment into a broader evolutionary context. Students must take all three of these courses as part of their Foundation program.

Students who have completed some but not all of the previous Life Sciences Foundation requirements can use the following equivalencies to determine which of the new offerings will satisfy their Foundation program requirements.

• Any Molecular Biology course (Molecular Biology, Genes to Proteins, or Genetics & Society) counts as credit for Evolution. • Any Neurosciences course (Neurobiology or Neuropsychology) counts as credit for What is Life? • Ecology counts as credit for Biodiversity of British Columbia.

EVOLUTION

Evolution (LIF 2110)How does evolution happen and how do we know? What and how can we learn about events that happened millions of years ago? How is evolution relevant to climate change, disease transfer, and antibiotic resistance? Students answer these questions and many others by studying the major lines of evidence for evolution, including the fossil record, natural selection, DNA replication and cell division, gene expression, mutation, heredity, and the formation of new species. Emphasis is split between learning core concepts and applying those concepts to real-world examples. Students practice the method, write and communicate science, read and critique literature, and conduct laboratory studies.

BIODIVERSITY OF BRITISH COLUMBIA

Biodiversity of British Columbia (LIF 2210)The natural world is a complex and captivating place. From the ocean to the alpine, the forest to the this course introduces students to the organisms and ecosystems that surround us. While accessing the wide variety of habitats found near Squamish, we explore the causes and consequences of biological diversity, by documenting patterns in the and linking them to underlying processes. We immerse ourselves in the empirical and theoretical science that strives to make sense of this ecological complexity. Students are challenged to collect and analyze data, and to engage their curiosity and creativity to test hypotheses about natural phenomena across organismal, population, community, and ecosystem scales. We practice the method, write and communicate science, read and critique literature, and conduct studies.

WHAT IS LIFE?

What is Life? (LIF 2310)Biology is the study of life, but what is life? What are its origins? How does life persist and perpetuate itself, and what is the future of life? These deceptively simple questions underpin the Life Sciences, and provide us with an opportunity to investigate both historic milestones and cutting edge innovations across all scales of inquiry, from molecules to biomes. To examine how living things work, we consider the key processes of birth, metabolism, reproduction, and death, and the physiological and behavioral mechanisms by which they are achieved. Students practice the

method, write and communicate science, read and critique literature, and conduct and laboratory studies.

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FOUNDATION: MATHEMATICS

Studentsmustcompleteoneblockofmathematics,selectedfromanyofthefollowingchoices.

MATHEMATICS

Mathematical Problem-Solving (MAT 2008)This course is about the heart of mathematics, a collection ofbeautiful problems connected together in unexpected ways.The problems are chosen from a wide spectrum, ranging fromrecreational puzzles and brain teasers to contest problems.Studentswillalsoreadamathnovel,inwhichthemaincharacterlearns the art of problem-solving and through that process,develops insight, imagination, confidence, creativity, and criticalthinking. Students reflect upon their ownmathematical journeyandexplorehowproblem-solvingprinciplesand techniquescanbeappliedtoaddresssomeofsociety’stoughestchallenges.

Mathematics: A Historical Tour of the Great Civilizations (MAT 2001)Mathematicsistheoldestoftheliberalarts,yetfewareawareofitsvastandsubtleinfluencesonourlives.Itisapracticaltool,tobesure,butalsoithasplayedamajorroleinshapingwhoweareandhowwethink.Historically,mathematicshashelpedendoldregimesandmodesof thoughtandconstructednewones.Thiscourse takes a grand tour through the dominant mathematicalcultures: ancient Babylon and Egypt, ancient Greece, medievalIslam, pre-modern China, and Europe today. We discover howmathematics shaped, and was shaped by, the people whopracticedit,howitinteractswithworldviewsandaltersideas.

Modeling Our World with Mathematics (MAT 2002)Mathematics underlies almost every modern human activity. Itpermeates our scientific understanding of the physical world,and affects our social actions by shaping public opinion andconsumerandbusinessdecisions.Theprocessthatturnsrealityinto mathematics and back—modeling—is the engine thatdrivesouranalysis.Webeginwiththeuseoffunctionstomodelcontinuous change: linear and exponential functions for foodproduction and population growth, trigonometric functionsfor periodic events, statistical distributions for behavioursof large groups, and so forth. We then examine discretephenomena: graph theory for networking, coding andcryptography,electionsandvotingparadoxes,gametheory,andtheprisoner’sdilemma.

Money Matters: Mathematical Ideas in Finance (MAT 2006)“Be you in what line of life you may, it will be amongst yourmisfortunesifyouhavenottimeproperlytoattendtopecuniarymatters. Want of attention to these matters has impeded theprogressofscienceandofgeniusitself.”WilliamCobbettInthiscourse we look at mathematics such as linear and exponentialfunctions, logarithms, geometric series, ratios, systems ofinequalities and their graphs and explore their application topersonalandbusinessfinances.Wevisittopicssuchasdebtandinvestments,theeffectofinflationandexchangerates,thebalanceof supply and demand, and the optimization of profitunderconstraints.

Spherical Trigonometry (MAT 2004)Born from the study of celestial motions in ancient Greece,spherical trigonometry became a standard part of therepertoire of mathematicians, astronomers, and navigatorsuntil it was almost forgotten in the late 20th century. Thiscourse takes a primarily mathematical view of this beautifulsubject, bringing in astronomical history to provide context.Topics include thepropertiesofa spherical triangle,both rightandoblique;Menelaus’sTheorem;theRuleofFourQuantities;theLaw of Sines; Delambre’s and Napier’s analogies; duality; areasand the spherical excess; relations to plane trigonometry;applications to polyhedra; and the role of stereographicprojection.

Symmetry: The Mathematics of Patterns and Structure (MAT 2010)Most of us already have a good sense of what symmetry is.The painter looks for balance and composition, the chemistthinks about atomic structures, the architect sees the divisionofspace,andthemusicianhearscounterpoint.Symmetryisthemathematical principle that unites these different perspectives.In this course, we develop the language of symmetry fromscratch.FirstwebuildthePlatonicsolids(we’llneedorigami),andusingsimpleideassuchasrotationandreflection,welearnhowtotalkaboutpatterns.Westudyhowthesameconceptsappearedin different times and places; for example, the ancient Greekunderstanding of symmetry reappeared in the architecture ofSpain’s famous Alhambra and was reinvented by 20th centurymathematicians. By the end of the course, we understand howthe mathematics of symmetry can inform us about artsandsciencestoday.

visual Mathematics (MAT 2005)Atrueandmeaningfulmathematicalexperienceleadsonetotheprofound crossroads of beauty and pattern. This relationshipcan best be explored with the aid of visually elegant picturesand ideas, revealing remarkable levels of order and connectionthat underlie our simple notions of shape and quantity. Inthis course we use our sense of sight to tour a variety ofmathematical vistas, including the surprising nature of numberpatterns, the aesthetic role of mathematics in art, the richcomplexity of fractals, and the mystery of the shape of theuniverse.

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FOUNDATION: PHySICAL SCIENCES

EARTH, OCEANS, AND SPACE

Studentshave theoptionof several courses thatcanmeet thisrequirement.

Astrophysics (PHy 2200)Recommended: Any Foundation Energy & Matter, or any physics course. Although no calculus is required, familiarity with algebra is helpful.Thiscourseappliesphysicstotheunderstandingofastronomicalsystems,includingtheSun/Earthsystem,planetarysystems,stars,andgalaxies.Astronomyisanobservationalscience;bythenatureof what we study, we cannot perform laboratory experiments.In this class, students explore both the physics as applied toastronomical systems, as well as the observational methods bywhichweareabletounderstandobjectsthatwecanonlyviewfromadistance.

Dynamics of the Solid Earth (PHy 2201)Ranging from beautiful canyon vistas to precious commodities(mineral deposits, oil and natural gas) and often horrifyingnatural catastrophes, the solid earthhas fundamental relevanceto the daily life of humans. Furthermore, the composition andphysical propertiesof theEarth’s crust,mantle and core shapehumans’ interaction with our home. In this course studentsdiscover,throughin-classroomandout-in-the-fieldinvestigations,howtheenvironsoftheSeatoSkycorridorwereshapedbyactiveearthprocessesandplatetectonics.

Earth’s Climate and the Carbon Cycle (PHy 2203)Various mechanisms and processes control variability in Earth’sclimate over very short (decadal) to very long (tectonic)timescales.DeterminingthecausesofclimatevariabilityinEarth’spastiscrucialforunderstandingpresentclimateandforpredictingfuturechanges.Thiscoursefocusesonthemodesanddriversofclimate,includingoceancirculation,solarinsolation,greenhousegases,andicesheetdynamics.Weexaminepaleoclimaterecordsandinvestigatemethodsforstudyingpaleoclimate,includingfieldtripstolocalsitesinsearchofevidenceofpastclimateconditionsinthegeomorphicandrockrecords.Particularattention ispaidtoCO2andtheroleofthecarboncycleintheclimatesystem.

Other Worlds: How to Build a Habitable Planet (PHy 2204)TheEarthisoneofeightplanetsorbitingoneofthe100billionstarsintheMilkyWaywhichis,inturn,oneof100billiongalaxiesintheobservableuniverse.WhatdoesittaketomakeanEarth?Is it likely tohavehappenedmorethanonce?Beginningat thebeginning(oratleastwithinatrillionthofatrillionthofasecondof the beginning), we conduct a quantitative analysis of wherethe basic building blocks of Earth come from, how they wereassembled,andwhytheconditionsofourplanetareconducivetolife.WethenexaminetherecentdiscoveriesofplanetsaroundotherstarsandassessthelikelihoodofotherlifeintheUniverse.

Perilous Earth: Natural Hazards (PHy 2202)Catastrophic events have had a significant impact on Earth’shistory. From a meteor causing the extinction of the dinosaursto a volcanic eruption initiating the downfall of the Minoancivilization,naturaldisastershaveshapedlifeonEarthinthepast,andcontinuetodosointhepresent,andtheyaffectthehumanexperience. In this course, students investigate earth processesinvolved in creating natural hazards and the resultingconsequences.FantasticfieldsitesintheSeatoSkycorridorareused to illustrate the relevance of natural hazards to our dailylives.

Water Supply and Water Quality (PHy 2205)This course develops students’ ability to think critically aboutlarge-scale,easily-observablenaturalprocesses.Physicalprocessesthatinfluencewatersupplyandchemicalandbiologicalprocessesthat influence water quality are used as a means to introducestudentstoquantitativedataanalysis,creationofhypotheses,andstrategies for recording observations to test those hypotheses.Students are introduced to cutting-edge problems in theworld of water resources, and the policy responses to thoseproblemsarediscussed.

ENERGy AND MATTER

Studentshave theoptionof several courses thatcanmeet thisrequirement.

Studentswhoareplanningtoincludeoneofthecoursesequenceslisted below in their Concentration program will be exemptedfrom taking Energy & Matter as part of their Foundationprogram. This exemption is permitted in recognition of thefact that these course sequences will meet the same learningobjectivesasEnergy&Matter.Notethatifastudentdoesnotcomplete the entire sequence, the exemption will not apply.Students must submit a completed Foundation RequirementSubstitution Form to the Registrar’s Office to receive thisexemption.

1.Physics1:EnergyintheMechanicalUniverse(PHY3101)2.Physics2:Heat,Temperature,&ElectromagneticEnergy(PHY3102)

or

1.Chemistry1:AtomicStructures&ChemicalBonding(PHY3201)2.Chemistry2:ChemicalThermodynamics&Kinetics(PHY3202)

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FOUNDATION: PHySICAL SCIENCES (CON’T)

ENERGy AND MATTER (CON’T)

Experimental Physical Sciences (PHy 2101)Atitscuttingedge,scienceusesexperimentstobothguideandtestitsevolvingdescriptionofreality.Experimentationcanalsobeameansbywhichonecanbecomefamiliarwiththevocabularyandconceptsofscience.Inthiscourse,studentsuseexperimentationasameanstodirectlyaccessadescriptionofthephysicalworld.Nearly allof the classhoursof this courseare spentexecutingexperiments designed in various degrees by small groups ofstudents.Someofthequestionsthatexperimentsaddressare:Howbig are molecules? How is energy transformed? How can youmeasurethespeedoflight?Howcanyoutraceenergythroughaphasechange?Experientialexposuretothesekindsofconceptsforms a useful foundation for hands-on learners that can beappliedtotheirfuturescienceeducationand/ordailylife.

Fundamentals of Energy Sustainability (PHyS 2102)This course uses an applied focus to provide motivation forexploring the core ideas of Energy and Matter: fundamentallaws of physics and chemistry, conservation of energy, and thestructure of matter. The essential problem of the course is toplanfortheeliminationofcarbondioxideemissionsfromalargecity while meeting the energy requirements of its inhabitants.A detailed examination of how energy is used by humans inthe macro-scale world leads necessarily to addressing energytransformations at the micro-scale. Students then face a finalengineering and design project that demands the optimizationof a set of tradeoffs that occur as a result of reducing carbondioxideemissionsviatheuseofalternativeenergysources.

Our Chemical World (PHyS 2103)Whydon’ticecubessinkinaglassofsoda?Whatexactlymakesseawater salty? How much carbon dioxide will be produced bythecombustionofatankfulofgasoline?Howmuchenergycanbeobtainedbyeatinga chocolatebar?Howcanwedeterminethe elemental composition of a distant star? Are all forms ofradioactivity dangerous? Students in this course examine howfundamentalconceptsinchemistryandphysicsformthebasisforthemoreappliedphysicalsciencessuchasgeology,oceanography,andastronomy.Thecoursepresents topics fromchemistryandphysics, and using mathematical models, allows students todescribeandunderstandthebasicbuildingblocksofourworld.

Our Quantum World (PHy 2100)On the most fundamental level, reality works in a way that isdifferentfromwhatwetendtofindintuitiveornatural.Realityisprobabilistic,ratherthandeterministic;differentphysicalquantitiesmaybeknown,butnotatthesametime;somethingsarephysicallyundetermined until they are measured. In this version of theEnergy & Matter foundation course, we explore the nature ofquantum mechanics, the theory that revolutionized physics inthe twentiethcentury. Quantumphysicsprovides thebasis formuchofthetechnologyinoureverydaylives;italsoexplainsthestructureofatoms,andunderliesmuchofthetheoryofchemistry.While a traditional course in quantum mechanics requires abackground in physics and calculus, this version of Energy &Matter is designed for any student at Quest taking foundationcourses.

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FOUNDATION: SOCIAL SCIENCES

Students are permitted to choose any three out of these fourblockstofulfilltheirFoundationrequirementintheSocialSciences.Please note that all Concentration economics courses requirePolitical Economy (SOC 2100) as a prerequisite. StudentsplanningtoregisterinthesecourseslateronarethereforeadvisedtoincludePoliticalEconomyasoneoftheirFoundationchoices.

DEMOCRACy & JUSTICE

Democracy and Justice (SOC 2200)Democracy and Justice examines the ideas of leading thinkersin the history of political thought and the questions theyraise about the design of the political and social order. Itconsidersthewaysinwhichthesethinkershaverespondedtotheparticularpoliticalproblemsoftheirday,andhowtheycontributeto a broader conversation about human goods and needs,justice,democracy,andtherelationshipofthe individual tothestate.

GLOBAL PERSPECTIvES

Global Perspectives (SOC 2300)The aim of this course is to orient the student towardcontemporaryproblemsaround theworld.Themesmay includeintercultural communications, globalization and development,international relations, and global social issues such as AIDS,poverty, and environmental degradation. It helps studentsbecome more conscious of how people can converse acrosscultures and ethnicities, step outside of their own experiences,andappreciatethepositionsofcitizensfromavarietyoforigins.

POLITICAL ECONOMy

Political Economy (SOC 2100)This course imparts students with a deeper understanding ofeconomiclifeandgovernment’sroleinit.Itintroducesstudentsto economics and economic policy-making and explores thefundamental principles of capitalism. The course connectscapitalist economic decision-making to both political liberalismand religious and cultural practices. Students learnfundamental economic terms and concepts as they explore thedevelopmentofmoderneconomies.

SELF, CULTURE & SOCIETy

Self, Culture, and Society (SOC 2400)Students reflect upon psychological, anthropological,sociological, and geographical issues in human populations.The guiding question for a particular block could be, “Whatdoes it mean to be civilized?” In order to explore thisquestion, we consider a range of topics investigated in thesocial sciences, beginning with definitions of self, culture, andsocietyalongwithissuesofpower,rights,andresponsibilities.

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CONCENTRATION: ARTS & HUMANITIES

Humankind has long sought to make sense of its place in theuniverse.Theartsandhumanitiesaddresstheundyingquestionof our species, “What does it mean to be human?” Thehumanities—including philosophy, history, languages, literature,music, art, and theatre—help us understand that this querycan take many different forms: “Where is truth to be found,andhowcanwebecertainofwhatweknowabouttheworld?”“Howdoesourexperienceshapeus?”“Howcanweunderstandbeauty—innature,or inthearts?”“What isthebest lifeforusas individuals,andhowdoes itdiffer fromthecommongood?”“What is love?” “What do the products of our imaginationmean?”

ReflectivemenandwomenhavealsowonderedaboutGod, freewill,destiny,andimmortality.Humancuriosityhasfurthersoughttodeterminehowotherindividualsandculturesfrompasttimesand foreign places have answered these same questions. Asoversized as these questions may appear, the humanities canofferprofound,life-enrichinganswerstothem.Moreover,menandwomenwhotaketheireducationseriouslyhaveanobligationtoaccept the challenge of examining life. Study in the liberal artsmakesavailable,astheEnglishpoetMatthewArnoldputit,“thebestthathasbeenthoughtandsaidintheworld.”AtQuest,theArtsandHumanitiesbringtogetherthemethodsandinsightsofworldliterature, philosophy, history, religious studies, visualculture,andmusic.

Ancient Philosophy (HUM 3206)Prerequisite: Fate & Virtue (HUM 2100)Ancient philosophy is framed by three principal questions:how do we know (analytics); what is there (metaphysics); andhowshouldweact (ethics). In thiscourse,we learnhowthreegreatfiguresoftheclassicalperiod,whoarealsoacknowledgedas the greatest philosophers of all time, addressed thesequestions:Socrates(469-399BCE),Plato(427-347BCE),andAristotle(384-322BCE).Thesethinkersdecisivelyinfluencedourintellectual tradition, and it is impossible to speak of WesterncivilizationorWesternthoughtwithoutreferencetothem.Theyasked all of the important questions and they each gave usarguments and answers that have stood the test of time. Theyshaped the fundamental categories and conceptual languagethatweuse tounderstand theworldaroundus.We investigatearangeoftopicsincludingthenatureofthesoulanditsrelationto the body, the acquisition of knowledge and wisdom, causalexplanation in natural science, and what it means to live thegoodlife.

African Self-Perceptions (HUM 3001)Formerly Out of AfricaExplorers, novelists, and journalists have tried to understandAfrica and Africans from a Western point of view, an approachthat typically reinforcesWesternpreconceptions.NativeAfricanfictiontellsusinavisceralwayaboutthedeepconflicts,profoundbeauty, and humanity of Africa through a clearer lens. Thiscourse analyzes stories of the colonists and the colonized, theEuropeansandthenativepeoples,theChristiansandthepagans,thecivilized and uncivilized, bringing to light many debates aboutthe “meaning” of Africa and “authentic” African identity.Authors may include Chinua Achebe, Chimamanda Adichie,Mariama Ba, Mongo Beti, Leopold Senghor, and Ngugi waThiongo.

Arts for Social Change (HUM 3380)Around the world, artists using specialized methods inperformance, visual, and media arts are impacting the lives ofindividuals and whole communities by creating new forms ofdialogue, insight and positive change. Much of this work takesplace in non-arts contexts such as health promotion, medicaltraining and research, conflict resolution, business innovation,humanrights,andenvironmentalactivism.Thiscourseintroducesstudents to the theory, current practices, and ethics of artsfor social change, while providing hands-on training throughexercises,workshops,anddialogue.

Chivalry and Feudalism (HUM 3107)Inpopularculture,medievalEuropeisunderstoodintwoalmostdiametrically opposed ways. On the one hand, it is imaginedasatime inwhichcourtlyknightsriskedtheir livesonbehalfofnobleladies;ontheotherhand,“medieval” isusedashorthandfor cruelty, brutality, and the abuse of the weak by the strong.Both views are simplistic, but both are also rooted in aspectsof genuine medieval life. In this course, we consider both thechivalric society imagined by courtly literature and the feudalsociety desired by medieval lords, along with the relationshipbetweenthetwo.We investigatetopicssuchastherelationshipbetweenfictionalportrayalsofknighthoodandtheself-imagesofgenuineknights,clericalandmonasticattemptstouse ideologyto curb feudal violence, and the influence of such elitediscourseson thepeasantry.We readbothmedieval texts suchas Chrétien de Troyes’ Cliges and Geoffroi de Charny’s Book of Chivalry and modern scholarship such as Thomas Bisson’sTormented Voices and Stephen Jaeger’s Courtliness and Social Change.

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CONCENTRATION: ARTS & HUMANITIES

Colonialism, Race, and Identity (HUM 3102)This history course explores the complex role of colonialism intheshapingofethnic,racial,cultural,andnationalidentities.Whatarethebondsthatholdcommunitiestogether,andwhataretheforces that tear them apart? We examine not only the ways inwhichthesecolonialpowerssoughttoimposetheircultureuponsubject populations, but also the impact of colonialism on theimperialpowersthemselves.Totracethecomplexforcesthathaveshaped “colonialism’s culture” from the Age of Enlightenmentto the era of de-colonization, we not only consider politicaldevelopments,butalsostudychangesinart,literature,andfilm.

Constitutional Law and Politics (HUM 3204)Tounderstandmodernsociety,itisimportanttocometotermswith constitutional law and its political effects. Besides havingunparalleledlegalandpoliticalramificationsonCanadiansociety,the Canadian Charter of Rights and Freedoms has beenconsideredbyotherdemocraticstates tobebothamodelanda warning. In Constitutional Law and Politics, students learnto apply the basic tools of legal philosophy to understand theinstitutional context inwhich theCharter resides, and considerthe larger political context on which it has profound effects.Additionally, students look at other written constitutionaldocuments,includingtheUSBillofRightsandEUhumanrightslegislation,sothatattheconclusionofthecoursestudentsareabletocriticallyexaminethephenomenaoflegal-politicallegislation.

Do-Nothings: Losers in Literature (HUM 3011)Prerequisite: Any Foundation Humanities course, or instructor permissionThiscourseexamines the lazy, theexhausted, theenervated,aswell as those who, like Melville’s scrivener Bartleby, “prefer notto.”Workingundertheassumptionthatlazinessisaparticularlymodern phenomenon, we begin our study with works likeKeats’OdetoIndolence,aswellasdescriptionsoftheindolenceof the Spanish (Larra’s Come Back Tomorrow). We then moveon to do-nothing clerks and government officials (such asBartleby, or the nameless protagonist of Dostoyevsky’s Notes from the Underground), before considering the idle heroes ofHuysman or Goncharov (Against Nature; Oblomov), as well asJames’sscaredbachelor (The Beast in the Jungle).AfteradetourthroughWalterMitty’sbrainandavisittoVladimirandEstragon(Waiting for Godot),welookatsomecontemporaryrepresentativesofthedo-nothing,bythelikesofBenLerner,AdamWilson,andUpamanyu Chatterjee. Unlike the protagonists of the texts weread,studentsinthisseminardoaconsiderableamountofwork.

Don Quixote, Literary Theory, and the Practice of Literature (HUM 3009)Prerequisite: Any Foundation Humanities course or instructor permissionThiscourseconsistsofaclosereadingintranslationoftheQuixoteinconjunctionwithavarietyofcriticalresponsestoCervantes’smasterpiece.Whileourmaingoalisanappreciationofthehistoricaland social context inwhich theQuixotefirst appeared,wealsoexaminedifferentcriticalapproachestothenovelasawhole(bycritics such as Lukás, Auerbach, Bahktin, and Foucault), and toCervantes’sworkinparticular.Finally,weseehowotherauthors(e.g.,JorgeLuisBorges)haveusedtheliterarytoolsthatCervanteshas provided them. All readings and discussions are in English.StudentswhoarealreadyadvancedspeakersofSpanishandwhowouldliketofulfilltheFoundationlanguagerequirementmaydosoby taking this course and completing written assignments inSpanish.

Ethics (HUM 3201)Whatoughtwetodo?Philosophershaveofferedmanydifferentwaysoflookingatthemoralproblemsthatconfrontusineverydaylife,andhaveproducedmanydifferentaccountsofwhatconstitutesagoodlifeandagoodperson.Thiscourseprovides,first,ageneralintroduction to ethics, with readings from Aristotle, Kant, theutilitarians, and feministethicists.Thecourse thenproceeds toexamine ethical reasoning and theories as applied to problemsarisinginmedicalcontexts.Studentsexaminereal-lifecasestudieswhere human actions and social values lead to life-and-deathconsequences.

Film: Theory and Practice (HUM 3320)Studentsdeveloptheknowledgeandskillstocriticallyanalyzetheinnerworkingsofafilm.Togetherasaproductionteam,studentsexamine the texture of films (form, style, narrative, and genre),trace important aesthetic movements in film history, andproducetheirownfilms.Thiscoursealsoincludesaphilosophicalcomponent; students read some of the most importantphilosophers and film theorists in the 20th and 21st century.Students produce their own films for the annual QuestStudentFilmFestival.

Figure of the Rogue in Western Literature (HUM 3008)Oftendownonhisorherluck,thecraftyandpluckypicaresquehero has to work hard to scrape by, as well as to extricatehim/herself from numerous straits occasioned by living in acorruptsociety.Thiscoursetracestheearliestappearancesoftherogue,andconsidershowthepicaresquegenreunderliesseveralmonuments of the Western canon. Beginning with the LazarilloofTormes,weprogressthroughworksbythelikesofCervantes,Quevedo, von Grimmelshausen, Voltaire, Sterne, Dickens, andTwain.

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CONCENTRATION: ARTS & HUMANITIES (CON’T)

Hegel’s Phenomenology (HUM 3202)What truthscanbegleaned fromtheway realityappears tousandhowwebecomeawareoftheobjectsofexperience,includingourownexperiences?Phenomenologyisaphilosophicalformofinquiry focused on the forms of conscious experience wherebythe relation between thinking subjects and apparent objectsis fully explicated. Students acquire knowledge about theworld and knowledge about themselves, and more importantlyknowledge about their experience of them as a totality. Thecourse focuses on a close reading of one text: G. W. F. Hegel’sincomparable Phenomenology of Spirit, one of the mostinfluentialandsubstantialphilosophicalbookseverwritten.

History, Historians, and Historiography (HUM 3101)Inthiscourse,wecriticallyexaminehistory itself:what it isandwhy historians do it. We seek to understand the assumptionshistorians make about the limits of our knowledge of the past.Topicsincludeanalyzingthequestionshistoriansask,investigatingthesourcestheyuse,andexaminingthewaysinwhichhistoriansborrowfrom,andcontributeto,otherdisciplines.Studentsalsoconsider a broad range of historical schools, beginning withHerodotus and working through Rankean empiricism, Marxism,theAnnalistes,microhistory,culturalhistory,andothers.

Love and Lust in Western Literature (HUM 3002)The development of ideas about love from ancient Greecethroughthemodernperiodformsthebasisofthiscourse.Platonicdialogues and medieval courtly literature illustrate traditionalnotions about ideal love. Students explore the ways in whichliterary representations of love reflect changes in societalstructure and in marriage customs and reflect on the libertinetradition through works such as Dangerous Liaisons. Thiscourse involves close reading and attention to the historicalcontext of each work. Readings include: Symposium, The Artof Courtly Love, Don Juan, Romance of the Rose (selections),Manon Lescaut, La Princesse de Clèves, Othello, DangerousLiaisons,AnnaKarenina,TristanandIsolde,andLolita.

Music and Ethics (HUM 3364)Asasociallyembeddedpractice,manyethicalquestionsariseinmusical experience and use. Drawing from disciplines includingmusicology, ethnomusicology, and philosophy, this courseexplores themes that may include: music and individual andculturalidentity,musicandpolitics,musicandcapital,musicandtorture, music and ethical responsibility, improvisation, andcopyright.

Narrating Murder (HUM 3007)Thisliteraturecoursetracesthedevelopmentofdetectivefictioninthenineteenthandtwentiethcenturies.Weconsiderfictionalresponses to the sociological apparatus surrounding crime, aswellascurrentpoliticalandsocialupheavals,aswereadstoriesthatare, inmostcases, “ripped fromtheheadlines.”Wesituatethese works within the marketplace, and show how detectivefiction fits within–or outside–the dichotomies of high andlow culture. Finally, we show how crime fiction can be usedtoreflectonquestionsofidentity,memory,andmarginality.

Photography: Is Seeing Believing? (HUM 3381)This is a hands-on studio course in photography that engagesstudentsinarangeofissuesandpracticesthatinvestigatewaysofseeingandinterpretingtheworldthroughtheubiquitouslensofthecamera.Thetechnicalpracticeofphotography,aswellasits richhistory iscovered in thecourse. In themodernera, thevisual image is the primary means through which most peopleknowourworld.Bydevelopingoriginalphotographicportfolios,students find creative ways of seeing and interpreting theworld around them. This process deepens their appreciationfor the metaphor of meaning inherent in the photographicimage,aphenomenonthatisfrequentlyoverlookedinaworldthatoften forces us to confront the question “is seeing believing?”The culmination of the course includes the creation of aphotographic portfolio, an individual Artist’s Statement, and aclassexhibitionfortheQuestcommunity.Readingsincludeissuesin visual thinking, the cultural, political and philosophicalimplicationsofphotography,andthehistoryofphotography.

Popular Music in North America (HUM 3365)Thiscourseexploresthestylisticandculturalevolutionofpopularmusicinthelastcentury.Frombluestocountry, jazztorock‘n’roll, metal to hip hop, popular music has reflected and shapedculture.Themesexploredinthecoursemayinclude:popularmusicand identity, popular music and mass culture, technologicaldevelopments, globalization, and the means by which thedevelopment and cultural importance of popular music mightbeevaluated.

Religion Beyond Reason: Emotion and Affect in Religion and Culture (HUM 3702)From the fervor of the revival hall to the adamant politicalpositionsthatstemfromfaith,religionoftenhasverylittletodowithreasoneddecision-making.Thisclassisacollaborativeefforttothinkaboutreligionbeyondtheboundariesofrationality.Weexplore recent theoretical accountsofmaterial life,bodies, andtheenergypassesbetweentheminordertodevelopaccountsofreligionasa“structureoffeeling.”Nopriorexperiencewithcriticaltheoryorreligiousstudiesisrequired,butawillingnesstostrugglewith and through texts is absolutelynecessary.Authors includeJames, Durkheim, Lacan, Grossberg, Ahmed, Deleuze andGuattari.

Revolutions (HUM 3103)“Revolution” is a curious word: it is a contronym, a word thatsimultaneously means its opposite. (Other examples include“cleave,” which means to separate or split apart and to clingfaithfullytosomeone;and“sanction,”topunishandtoapprove.)Arevolution isa rotation,a returntoapointoforigin:awheelgoes through a revolution. Revolution, however, also meansa sweeping transformation. This history course examines thetension between these two aspects of modern revolutionsand seeks to understand the causes, possibilities, failures, andconsequences of revolutions in the modern world. While therevolutions covered in this course vary, the approach iscomparative.

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CONCENTRATION: ARTS & HUMANITIES (CON’T)

Rome: Honour and Glory (HUM 3108)Prerequisite: Fate and Virtue (HUM 2100)In this course, we study the literature, mythology, philosophy,and culture of ancient Rome. Rome was the greatest powerof the ancientworld. But theRomansdidnotmerely conquerthe civilizations that bordered the Mediterranean; they tookdisparate ideas and institutions and bound them together. Indoing so, Rome gave to us much that makes us who weare: language, literature, government, law, and art. And so bybetter understanding ancient Rome, we come to a betterunderstandingofourselves.

Testimonials (HUM 3902)What does it mean to testify to historical events? How doesone textually represent presence? And how do the multipledialoguesthatareoftenpartofthetestimonialgenreengenderbeliefinthetruthclaimsoftestimonialnarrative?Usingtheoreticalapproaches that emerge from anthropology, cultural studies,literary theory, and philosophy we consider examples oftestimonial,thetestimonialnovel,andtestimonialfilmmaking.WorksconfronttopicsasdiverseastheconquestoftheAmericas,theinstitution of slavery, the Holocaust, and dictatorial abusesinLatinAmerica.

Theatre: Acting and Directing (HUM 3340)Students explore the director’s creative approach to the playand its staging. Other topics include the fundamentals ofmovement, speech, theatre games, and improvisation as anactor.Thiscourseinvolvesintensephysicalpractice,scriptstudy,and hands-on rehearsal to ensure group bonding and personalexpression.Thegoalofthecourseistoproduceaplay.

Topics in European History (HUM 3105)StudentsexaminedecisivemomentsinmodernEuropeanhistory.The course provides students with the opportunity to useprimaryandsecondarysourcestocometoadeeperunderstandingof the important themesof themodernworld.Topics vary,butmay include the Scientific Revolution and the Enlightenment,the Industrial Revolution and development of capitalist andindustrial economies, the rise of powerful states, and thedevelopment of liberalism, nationalism, romanticism, andsocialism.

Topics in French and Francophone History (HUM 3104)French political, social, economic, intellectual, religious, andmilitary conflicts helped shape the modern world. French isspokennotjustinFrance,butalsoinotherEuropeancountries,Africa,Asia,theAmericas,andOceania;thelegacyofFrenchrulesurvives in legal codes throughout the world; French art,architecture,andmusiccontinuestoenrichculturetheworldover;andthevocabularyofFrenchpoliticalstrugglesstill shapesthewaywethinkaboutourselvesandour relations tooneanother.Whiletopicsvary,thiscourseusesprimaryandsecondarysourcetoencouragestudentstothinkhistoricallyandrigorouslyaboutFrance and the Francophone world. (The topic for 2013-14 istheGreatWar.)

Topics in Philosophy: Logic (HUM 3205)Prerequisite: none. Recommended: A Foundation Mathematics course other than Mathematics: A Historical Tour of the Great Civilizations (MAT 2001)What is formal logic? This course explores propositional logicandpredicatelogic.Optionaltopicsincludenon-classicallogics(modal,relevance,fuzzy);theHaltingProblem;theundecidabilityofFirstOrderLogic.Nobackgroundknowledgeisnecessary:thecourseassumesstudentshavenofamiliaritywiththesubject.

Topics in the History of Science (HUM 3106)Thecourseexaminestopicsinthehistoryofscience,exploringtherelationshipamongscience,society,andculture,andbetweenthehumanitiesandthepracticeofscience.

Understanding Scientific Inquiry (HUM 3904)Prerequisite: Any Foundation Physical Sciences or Life Sciences course, and one Foundation Mathematics course, and one Foundation Humanities courseWhatmakesatheoryorapracticescientific?Howarescientificdebates resolved? How are scientific ideas communicated? Inaddressingthesequestions, thiscoursedrawsonmethods fromthe philosophy, history, and sociology of science. We begin byexamining how philosophers from the seventeenth century tothepresentdayhavesoughttounderstandwhatscience isandwhat separates it from other modes of inquiry. To investigatehow scientific disputes are resolved, students engage in adebate over the merits of the Ptolemaic, Copernican, andTychonic systems of astronomy, learning the characteristicattributesof each.The course endswith studentpresentationsof original research on the communication of scientific ideas,drawnfromexperienceasparticipantobserversinQuestsciencecourses.

Women of Scant virtue: Adultery in the Nineteenth Century (HUM 3901)The theme of this course is adultery–in particular, adulterouswomen–innineteenthcenturyfiction.Notonlydowestudythesocio-culturalbackgroundagainstwhichthese“fallenwomen”arecreated,weseehowthefigureoftheadulterer/adulteressblursboundaries between interior and exterior, between private andpublic,betweensocialclasses,andbetweenlowandhighliteraryculture.

Women’s voices (HUM 3010)Through selections from medieval through contemporaryliterature written by women, we consider the question ofwhether there is a distinctly female authorial voice and howwomen’s literature might differently consider or express thehuman condition. Historical and theoretical readings provideadditional context for understanding women’s roles acrosstime and cultures. Readings may include works by Aphra Behn,Madame de Lafayette, Jane Austen, Simone de Beauvoir,Virginia Woolf, Mariama Ba, Isabelle Allende, and MargaretAtwood.

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CONCENTRATION: LIFE SCIENCES

LifehasbeenfoundineveryenvironmentonEarth,fromdeepseahydrothermalventstoAntarcticice.ItmakesourplanetuniqueinthesolarsystemandperhapsinthewholeUniverse.Lifesciencesare concerned with the study of living organisms includingbacteria,fungi,plantsandanimals(includinghumans).Howdidtheycomeintoexistence,howaretheycharacterized,andhowdotheyinteractwitheachotherandtheirenvironments?Theexplosionofinformationinthelifesciencesmakesitincrediblyexcitingtostudyawidevarietyofbiologicalfields.Squamish,withitsrichdiversityofecosystems,servesasanidealandstimulatingsettingforthestudyofthelifesciences.Mostcoursescombinetheoreticalandappliedknowledge,andmanyincludefieldorlaboratoryactivities,andoftenboth.Problem-solving, thegenerationofhypotheses,andresearchandcommunicationskillsarehonedthroughoutthecurriculumatmanydifferent levelsofstudy, fromthemolecularto the population. Students have the opportunity to furtherdeveloptheirlifesciencesskillsandknowledgethroughexperientiallearning blocks, including working or volunteering in researchlaboratories, non-government organizations, or the community.OfferingsinthelifesciencesatQuestcoverabroadrangeofdisciplines,including: ecology, molecular biology, neuroscience, physiology,biochemistry, botany, marine biology, zoology, and healthsciences.

PRE-MED PATHThe prerequisites for admission to health professional schools(e.g., medicine, dentistry, pharmacy, optometry, veterinarymedicine)varywiththeschool. It isthestudent’sresponsibilityto investigate the requirements of the intended school toensure that all the prerequisites for admission are met. Thestudent’s advisor can assist in selecting the most appropriatecourses. Students intending to apply to medical schoolshould consider enrolling in the following courses, as theyare required for admission to many (although not all) medicalprogramsinCanada.Othercoursesmayalsoberequired.

1–Chemistry1(PHY3201)2–Chemistry2(PHY3202)3–OrganicChemistry1(PHY3203)4–OrganicChemistry2(PHY3204)5–Biochemistry1(PHY3205)6–Biochemistry2(PHY3206)7–ExperimentsinChemistry1(PHY3207)8–ExperimentsisChemistry2(PHY3208)

Advanced Evolution Seminar (LIF 3101)Prerequisite: Evolution (LIF 2110)Recommended: Statistics I (MAT 3001)How do species evolve? Most people would respond that itis by natural selection. However, drift and gene flow are othermechanismsthatcancausechangesinapopulation’sgenepool.Inthiscourse,wediscusstheprocessesbywhichlifediversifiedin the nearly 3.5 billion years since its inception. We covertopics including the origin of life, phylogeny, mass extinctions,microevolution (natural selection, genetic drift, gene flow), theevolutionofgenomearchitectures,macroevolution,andevo-devo.Wealsodiscussavarietyofhypothesesabouthumanevolution.

Behavioral Ecology (LIF 3009)Prerequisite: Evolution (LIF 2110)Recommended: Biodiversity of British Columbia (LIF 2210)Additional fees may applyTo forage or to flee? To fight or to retreat? Every minute ofeverydayrepresentsapotentialbehaviouraldecision.Behavioralecology uses lab and field studies to test theoretical-basedpredictions of fitness to determine how behavioural decisionsare made. In this class, students learn how to quantify animalbehaviour and conduct a semi-independent field project.Students alsouse the tools frombehavioural ecology tobetterunderstand the impacts of humans on wildlife populations. Amulti-day field trip to Vancouver Island often makes up part ofthiscourse.

Brain Disorders (LIF 3306)Prerequisite: Neurobiology (LIF 3309) or Neuropsychology (LIF 3301)Behaviour istheproductofthebrainand is influencedbybothbiological and environmental factors. It follows that disordersofbehaviourareultimatelyalterationsofbrainfunctionatsomelevel. This course examines a wide variety of neurological andpsychiatric diseases, taking a systems- and molecular-levelapproachtounderstandingthemechanismsthatunderliedisordersofbehaviour.

Coastal Field Ecology (LIF 3005)Prerequisite: Biodiversity of British Columbia (LIF 2210) or instructor permissionAdditional fees may applyThe coast is the physical interface between terrestrial andmarineenvironments,wherelifeonlandandlifeintheseameetand interact. In thisadvancedecologycourse,studentsdeepentheir understanding of the patterns and processes of coastalnatural history, and design and conduct a series of hands-onecological field studies. Emphasis ison formulatinghypotheses,collecting and analyzing data, and synthesizing materialwith the primary literature. Potential topics include: invasivespecies, habitat loss and restoration, endangered species,pathogensandparasites,climatechange,andmore.Thiscoursewillincludeaweek-longbackpackingtripalongtheJuandeFucaTrail on theouter coastofVancouver Island,wherewedevelopskills in planning and conducting field work. Students shouldbe comfortable with wilderness camping, and be prepared forsubstantialphysicalexertionundervariableweatherconditions.

Developmental Biology (LIF 3105)Prerequisite: What is Life? (LIF 2310) Recommended: Cellular and Molecular Biology (LIF 3104) The proper functioning of an organism is critically dependenton its initial development. This course focuses on the basicdevelopmental principles common to all animals, includingpattern formation during embryogenesis, cell fate specification,cell migration, and organogenesis. The emphasis is on thecellular,molecular,genetic,andmorphologicalaspectsofanimaldevelopment using a variety of model organisms. This coursemayincludealaboratorycomponent.

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CONCENTRATION: LIFE SCIENCES (CON’T)

Scientific Research Methods (LIF 3007)Recommended: Statistics 1 (MAT 3001)Thescientificmethodiseasytounderstandinconcept,butthetruepracticeof science ismuchtrickier—andmore interesting.In this course, students develop the core skills of scientificresearch: how to read and build on existing literature, proposeinteresting research questions, design rigorous studies, collectand analyze data, interpret the results, and construct effectivegraphics.Fromthiscourse,studentslearnthebasicsurvivalskillsnecessarytobeanintroductoryresearcherintheirchosenfields.

Drugs and Behaviour (LIF 3307)Prerequisite: Neurobiology (LIF 3309) or Neuropsychology (LIF 3301)Manyrecreationalandprescriptiondrugsactdirectlyonthebrain.Sincethefinaloutputofthebrainisbehaviour,severaldrugsalsochangebehaviourinspecificwaysthatcanlargelybeexplainedbytheirunderlyingneurochemicaleffects.Thiscourseexaminesthemechanismsofdrugactioninthenervoussystem,andhowsomedrugs lead to dependence and the subsequent developmentofaddiction.

Epidemiology (LIF 3402)Prerequisite: Statistics I (MAT 3001)Epidemiology is the study of factors involved in the spread ofdiseaseinhumanandanimalpopulations.Itisthemainscientificmethod used in public health research to identify disease riskfactorsandto informevidence-basedmedicineaswellaspublichealth policies. Topics covered include the basic principles,concepts and methods used in epidemiology. Students reviewthehistoryofthefieldofepidemiology,howithasevolved,andfuturedirections.Othertopicsrangefromdescriptivetoanalyticalepidemiology across infectious and chronic diseases. Uponcompletionstudentshaveabasicknowledgeofepidemiologyandits application to diseases affecting human and animalpopulations.

Exercise Physiology (LIF 3413)Prerequisite: Human Anatomy & Physiology A (LIF 3407)Inthiscourse,studentsdesignandconductlaboratoryandfieldexperiments to address important questions in human exercisephysiology.Howdowe fuel exerciseofdifferent intensities anddurations?Whatlimitsmaximalexercise?Howdotherespiratory,cardiovascular and neuromuscular systems respond to an acuteboutofexercise?Whataretheeffectsofchronicexercise(training)on these systems? What happens during recovery from acuteexercise and during detraining? We also explore thephysiology of ergogenic aids and of exercise in alteredenvironmentsandspecialpopulations.

Exercise Testing & Prescription (LIF 3411)Studentsassumethe roleofexerciseprofessionalsand learntoperformcomprehensivefitnessassessmentsandinterpretresultsinthecontextofbothhealthoutcomesandathleticperformance.Severalmethodologiesforassessingeachelementoffitness(bodycomposition, flexibility, muscular strength/power/endurance,aerobicandanaerobiccapacity,andbalance/agility)arecritiquedin terms of accuracy, precision, and practical utility. Studentsalso apply principles of exercise prescription and designtraining programs to improve health- and performance-relatedfitness.

Cellular and Molecular Biology (LIF 3104)Prerequisite: Evolution (LIF 2110)This course serves as an introduction to cellular and molecularbiology,emphasizingthecentraldogmaofgeneexpression.Topicsof coverage include basic cell structure, macromolecules,transcription, translation, cell signalling, genomics, proteomics,bioinformatics,aswellasseveral techniquescentral tothefield.Thiscourseincludesalaboratorycomponent.

Genetics (LIF 3408)Prerequisite: What is Life? (LIF 2310) and Evolution (LIF 2110)What physics was to the 20th century, biology will be to the21st. The identificationofDNAas themoleculeofheredity in1953openedthedoortoanexplosionofknowledgeaboutthefunctioningofall living things.Geneticswill likelyplaya role insolving many of the world’s problems, offering strategies forimproving global health, nutrition, energy sources, and globalclimate and environmental change. A basic understanding ofMendelian,molecular,andpopulationgeneticsisrequiredtomakesenseofmanyoftherecentandexcitingdevelopmentsinthefieldofbiology,andisnecessarytopursuehealthsciencesinanydepthatamoreadvancedlevel.Mendeliangeneticsinvestigatesthelawsof inheritance and transmission of genetic material; moleculargenetics uncovers the structure of the gene and its regulation(aswellaswaystoengineerittoourpurposes);andpopulationgenetics studies the distribution of alleles in a groupingofinterbreedingindividuals.Thiscoursesurveysallthreetypesofgeneticanalysis,givingstudentsa foundationtopursue furtherbiologicalexplorations.

Health Behaviour and Promotion (LIF 3416)Understandingwhypeoplechoosetoengageincertainbehavioursandactivitiesunderpinspublichealthpracticeandpolicy.Inthisclass,weexploreconcepts,theories,models,andmethodsusedto promote and evaluate behaviour change across scales andorganizations. We apply our knowledge to identify real-lifeproblems in order to design appropriate health promotionprogramsandthecriteriaforevaluatingtheiroutcomes.Behaviourchangetheorygoesbeyondpublichealthandhasbeenappliedtomany other fields. Most recently, it has been used to addressenvironmental issues, sustainability, and our changingtechnologicallandscape.

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CONCENTRATION: LIFE SCIENCES (CON’T)

Health, Environment, and Risk (LIF 3404)Prerequisite: What is Life? (LIF 2310) or Evolution (LIF 2110)Whatarethebiggestenvironmentalissuesfacingsocietytoday?Whataretheconsequencesofglobalandenvironmentalchangeonhumanhealth?Topicscoveredinclude:globalclimatechange,infectiousdiseases,populationgrowthandurbanization,humanecology, pollution (noise, air and water), pesticide use, wastegeneration and management and other current environmentalhealthproblems.Studentsevaluateandcommunicatetherisksofenvironmentalhealthproblemsthroughavarietyoftoolssuchasriskassessment,exposureassessment,toxicology,andepidemiology.

Health Literacy: Confronting Health Myths in Medicine, Nutrition, and Exercise (LIF 3406)Prerequisite: What Is Life? (LIF 2310) The US Department of Health and Human Services defineshealth literacy as “the degree to which individuals have thecapacity to obtain, process, and understand basic healthinformation and services needed to make appropriate healthdecisions.”Thegoalofthiscourseistoequipstudentswiththetools required to make informed decisions about their health.Intheprocess,studentsreviewpopularclaimsaboutmedicines,nutritionandexercise,andevaluatewhicharesafeandefficaciousfromthosethatarehealthmythsorfraudulentclaims.Attheend,studentshaveasolidfoundationinconsumerhealthliteracy.

High Altitude Physiology (LIF 3415)Prerequisite: Human Anatomy & Physiology A (LIF 3407)In this field course we study (and experience) the effects ofhigh altitude exposure on the human body. Students designand conduct research projects to investigate the responsesof the cardiovascular, respiratory and urinary systems to thelow oxygen environment. The effects of various exposureparadigms(intermittentversuscontinuous)anddurations (fromseconds to many generations) are considered. We discuss highaltitudemedicineandcompare thepathophysiologyof altitudeillnesswithcardiorespiratorydiseasesthatoccuratsealevel.

Human Anatomy & Physiology A (LIF 3407)Prerequisite: Evolution (LIF 2110)Thiscourseisanintroductiontothestudyofhumananatomyandphysiology.Weexaminehowstructureandfunctionareinextricablylinked in the nervous, skeletal, muscular, cardiovascular, andrespiratorysystems.Howdothesesystemsworktogethertokeepahumanaliveandhealthy?Weprimarilystudythehumanbodyinthe“normal”healthystatebutconsiderhowanatomyandphysiologyarealteredbyanumberofclinicalconditions.Thiscourseinvolvesa large component of hands-on learning using models andcadavers as well as observations and experimentation with livehumans. Human Anatomy & Physiology A and B can be takeninanyorder.

Human Anatomy & Physiology B (LIF 3412)Prerequisite: Evolution (LIF 2110) Thiscourseisanintroductiontothestudyofhumananatomyandphysiology.Weexaminehowstructureandfunctionareinextricablylinked in the integumentary, urinary, digestive, endocrine andreproductivesystems.Howdothesesystemsworktogethertokeepahumanaliveandhealthy?Weprimarilystudythehumanbodyinthe“normal”healthystatebutconsiderhowanatomyandphysiologyarealteredbyanumberofclinicalconditions.Thiscourseinvolvesa large component of hands-on learning using models andcadavers as well as observations and experimentation with livehumans. Human Anatomy & Physiology A and B can be takeninanyorder.

Infectious Diseases: Introduction to Microbiology and Immunology (LIF 3405)Prerequisite: What is Life? (LIF 2310) and Evolution (LIF 2110)Theimmunesystemisahighlycomplexandcontinuallyevolvingmechanism for fighting foreign organisms such as viruses andbacteria. In this introduction to microbiology and immunology,studentsexploredifferenttypesofmicro-organisms,howtheyaretransmitted,theirinteractionwiththehumanbody,thechallengesthey pose, and how infectious diseases can be prevented.Students are also given an overview of the ways in which theimmune system works to recognize foreign bodies, fights offinvaders, and remembers the lessons learned to expeditefuturedefenses.

Introduction to Ethnobotany (LIF 3014)Prerequisite: Biodiversity of British Columbia (LIF 2210)IndigenousPeoplesaroundtheworldhavebuiltandmaintainedcultural relationships with plants for millennia. Ethnobotany ismore thansimply the studyofplantuse; it is the studyof theinterrelationship between people and plants. In this course,studentslearnaboutplantsasfoodsandmedicinesandexplorethe cultural and the spiritual significance of ethnobotanicalknowledge indifferent Indigenouscultures.Studentsexperiencea combination of classroom activities, guest speakers, and fieldtrips;anddrawonlocalknowledgeandglobaltopicsofinterest.Major themes include the roots of ethnobotany as a discipline(both academically and culturally), local Squamish Nationethnobotanicalknowledge,ethnobotanicalcasestudiesfromotherFirstNationsacrossBritishColumbia,ethnobotanicalrestorationandculturalknowledgerenewal.

Island Biogeography (LIF 3012)Prerequisite: Biodiversity of British Columbia (LIF 2210)Recommended: Statistics 1 (MAT 3001)The Theory of Island Biogeography was one of the mostinfluentialbiological ideasof the20th century.At the interfacebetweencommunityecologyandevolution,islandbiogeographywas originally conceived to explain the number of speciesfound on oceanic islands, but has since been used to estimatehow many species should be present on any fragmentedlandscape, and has been applied to everything from biologicalreserve design to forestry practices. Students read the originalbook by Robert Macarthur and E. O. Wilson that spawneda whole field, and explore the application of this theory tocurrent-dayconservationproblemsonislandsandmainlandalike.

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CONCENTRATION: LIFE SCIENCES (CON’T)

Marine Biodiversity (LIF 3002)Prerequisite: Biodiversity of British Columbia (LIF 2210) or Ecology (LIF 2020)Additional fees may applyPatternsofbiodiversity vary across large latitudinal, elevational,and area gradients, with regional and local patterns driven bymicrohabitatvariation.Howdolight,temperature,andcirculationestablish these large-scale patterns? How do they interact withcompetition, predation, and parasitism in establishing localpatterns? What are the consequences of biodiversity forecosystemproductivityandresilienceinthefaceofdisturbance,invasion,andclimatechange?Howdoanimal,algal,andmicrobialdiversity differ? We apply the theories of biodiversity, most ofwhichhavebeendevelopedforterrestrialsystems,tothemarineenvironment, whose phyletic diversity vastly exceeds that ofland. This course includes a week-long field trip to a marineresearch station to quantify local diversity and test theoreticalhypotheses. (Marine Biodiversity differs from Marine Zoology,whichfocusesontheadaptationsofmarineanimals.)

Marine Zoology (LIF 3013)Formerly Marine Invertebrate ZoologyPrerequisite: What is Life? (LIF 2310), or instructor permissionAdditional fees may applyLifearoseintheocean,andalmosteveryoneofthe~32knownanimal phyla live there today. Yes the liquid sea is a foreignenvironment: its depths are homogeneously dark and cold,punctuatedbyblisteringsulfuricvents;whilenearshorehabitatsexperience rapid and extreme fluctuations in temperature,salinity,pH,nutrients, and toxins.Howhaveorganismsadaptedto this seemingly alien and hostile environment? Whatunique structural and physiological solutions have emergedto the challenges of locomotion, foraging, and reproduction?How have certain terrestrial organisms managed a return tothe sea? To study these extraordinary animals, we integrateacross the zoological sciences to explore anatomy, physiology,biomechanics, behaviour, evolution, ecology, and conservation.Thiscourse includesaweek-longfieldtrip toamarine researchstationtostudyanimalsupcloseinthefieldandinthelab.(MarineZoology differs from Marine Biodiversity, which focuses onthecausesandeffectsofecological-scalediversitypatterns.)

Neurobiology (LIF 3309)Recommended: Evolution (LIF 2110) This course examines brain structure and function, with anemphasis on understanding the biological mechanisms thatultimately underlie behaviour. Specifically, the focus is onthe cellular, molecular, and systems levels of analysis, usinganimal models to discuss experimental approaches that areultimately aimed at explaining human behaviour. Topics includebasic neuronal and glial cell function, electrophysiology, neuraldevelopment, the cellular and molecular basis of drugs andaddiction,mooddisorders,andlearningandmemory.

Neurobiology of Learning and Memory (LIF 3305)Prerequisite: Neurobiology (LIF 3309) or Neuropsychology (LIF 3301)How does the brain store and retrieve memories? What canstudies of the brain reveal about the learning process? Thecourse focuseson learning andmemory fromaneurobiologicalperspective. Students cover the variety of experimentalapproaches and model systems that have shaped our currentunderstandingofthesecriticalprocesses.Specifictopicsincludeadetailedstudyofsynapticplasticityfromcellular,molecular,andphysiological levels.Other topicsofcoverage include thestudyof memory disorders associated with ageing and disease, theirsocialimplications,aswellascurrentcontroversiesinthefield.

Neuropsychology (LIF 3301)Thiscourseexaminestherelationshipsbetweenmind,brainandbehaviour,withastrongemphasisonthestudyofbehaviourasagatewaytounderstandingthebrain.Studentsexploretheuseof neuropsychological tests as a window into brain functioning.The effects, potentials, and societal implications of theassociationbetweenactivityinspecificbrainareasandbehavioralor cognitive tasks are discussed. Topics can include basicneurobiology, sensation, perception, and cognition (learning,language, emotions), evolutionary psychology, and comparativecognition.Studentsuse theirownbodies in fun(andharmless)experimentstodemonstratehowthenervoussystemworks.

Nutrition (LIF 3403)Prerequisite: What is Life? (LIF 2310) Foodandnutritionunderpinsocial,economic,environmentalandinstitutional successesofhuman society.Studentsbeginwithafoundation in the basic scientific principles of human nutrition,andthenapplytheseconceptstocurrentnutritionissues.Someofthequestionsaddressedinclude: Ifwearewhatweeat,whatshouldweeat?Whichnutrients are required forhealth?Whichfoodsarerichsourcesofthesenutrients?Howdoesyourbodyextract the energy and nutrients it needs from the food itconsumes?Whatarethephysiologicalconsequencesofdifferentdiets? Ofdifferent lifestyles?What are the ecological, political,andeconomicconsequencesofthefoodchoiceswemake?

Physical Activity & Health (LIF 3414)We know that daily physical activity is good for us, but do weunderstand why? How does regular exercise contribute tophysical and mental health and increased quantity and qualityof life? How can exercise be used to treat and even preventdisease?Howmuchphysicalactivitydoweneed? Is itpossibleto have too much of a good thing? Throughout this coursewe focus on assessing the available evidence to find answerstothesequestionsandmore.Topicsof interest includeobesity,diabetes,cardiovasculardisease,anddepression.

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CONCENTRATION: LIFE SCIENCES (CON’T)

Plant Biodiversity (LIF 3010)Prerequisite: Biodiversity of British Columbia (LIF 2210) Additional fees may applyPlant Biodiversity addresses the evolutionary, ecological, andanthropogenicdriversof land-plantdiversity.Aninitialreviewofplantbiologyunderpinsquestionssuchas:Howdostudiesofextantlineagesofplantsrevealtheirevolutionaryhistory?Howareplantsadaptedtocopewithenvironmentalstressors?Howdowemonitorforchangesinplantbiodiversity,andhowdothesechangesaffectthefunctioningofecosystems?Thiscoursereliesheavilyonfieldandlabstudies,andstudentsemergewithafoundationinplantbiology,taxonomy,andfloristicsacrossseverallocalecosystems.

Public Health Policy (LIF 3409)Howarepublichealthpoliciescreatedandimplemented?Whatdogoodpublichealthpoliciesentail?Thiscourseisanintroductiontohealthpolicyandtheroleofvariousagenciesinguidingpublichealth.ThiscoursebeginsbyexaminingpublichealthpoliciesinCanadaandelsewherewitha focusonkeyconcepts,strategies,challenges,andtheiroutcomes.WethenfocusspecificallyontheCanadianhealthcaresystem,andexaminehowitwasdeveloped,itsshortcomings,andoptionsforimprovement.Thisclassisbasedonrealexamples,fromhistoricachievements(e.g.vaccine-preventablediseases,andtobaccocontrol)tocutting-edgepolicies(e.g.obesity,midwifery,safeinjectionsites,surgerywaittimes,BillC-38).

Quest for Antarctica (LIF 3011)Additional fees may applyAntarctica isthemostextremeandisolatedcontinentonEarth.It is also a hotbed for scientific discovery and biodiversity, amodelforglobalgeopoliticalcooperation,abeaconforintrepidexplorers, and an important regulator of global climate. Queststudents witness this environment first-hand and, using amultidisciplinaryapproach,areimmersedinthelore,science,andpoliticsofthisvastandicycontinent.Onboardanice-strengthenedRussiansciencevessel,studentscrosstheSouthernOceanfromUshuaia,Argentina, to thewest sideof theAntarcticPeninsula.Once in Antarctic waters, we study the local environment viaship,shore,andZodiacexcursions.Thisisarareopportunitytoexperience a world so far removed from our own, it is likeadifferentplanet.

Social Determinants of Health (LIF 3410)What are the determinants of health in a given population?What is the role of social, environmental, economic, andpolitical factors in health and health care? Do these factorscontributetohealthdisparitiesacrossregionsandsocioeconomicgroups?Thiscourseprovidesanintroductiontothedeterminantsof health. An emphasis is placed on the social determinantsof health, including: socioeconomic status, education, race,gender, access to health and social services, neighbourhoodenvironments,socialrelationships,andpoliticaleconomy.

Techniques in Cellular and Molecular Biology I: Basic Laboratory Methods (LIF 3102)Prerequisite: What is Life? (LIF 2310) and Evolution (LIF 2110)Recommended: Cellular and Molecular Biology(LIF 3104)A true understanding of data from a given discipline requires adeepunderstandingofthetoolsusedinthatparticularfield.Thislaboratorycourseservesasan introductiontotheexperimentalapproaches used in cellular and molecular biological research.As an introductory course, the emphasis is placed on thedevelopment of basic laboratory skills through a number ofexperiments involving DNA isolation, basic bioinformatics, DNAand protein gel electrophoresis, basic prokaryotic cell cultureand manipulation, stereological analysis, general histology andmicroscopy, immunohistochemistry, and the polymerase chainreaction. As this is a practical course, it is assumed thatstudentsarealreadyfamiliarwithbasiccellandmolecularbiologyfrompreviouscourses.

Techniques in Cellular and Molecular Biology II: Advanced Laboratory Methods (LIF 3103)Prerequisite: Techniques in Cellular and Molecular Biology I (LIF 3102)Thislaboratorycoursefocusesonmoresophisticatedmolecularmethods, including various gene cloning techniques, cDNAlibrary production, the construction of novel plasmid vectors,advanced bioinformatics, constitutive and inducible proteinexpression systems, and proteomic analyses usingimmunoprecipitation, yeast two-hybrid assays, and Westernblotting.Asthisisthesecondtechniquescourse,itisnecessarythat students have a firm grasp of the basic laboratory skillsobtainedinTechniquesinCellularandMolecularBiologyI:BasicLaboratoryMethods.

Topics in Sustainability (LIF 3006)Prerequisite: Biodiversity of British Columbia (LIF 2210)Additional fees may applyHumanshavetheuniquecapacitytouseupthefiniteresourcesoftheplanet—andtobeawareofit.Thiscourseexaminesquestionsof sustainable living with a strong emphasis on the underlyingecology. What choices are we making in our use of the abioticandbioticenvironment?Howdowemanipulatethehydrosphere,the atmosphere, and the biosphere? What is our ecologicalfootprint—andwhatdoesitmean?Whatissustainablelivinginrural and urban settings? This course focuses each year ona particular theme; sample themes include permaculture, poo,carbon,andnitrogen.

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CONCENTRATION: MATHEMATICS

Everyone counts. Thinking about the world using numbers is auniversal experience; whether or not we embrace them, werecognizethatnumbersfacilitateourabilitytoreachconclusions.Wealsorespecttheimportanceofgeometricalthinking—afterall,geometryrepresentsthespaceinwhichwelive.Butmathematicsextends far beyond these basic concepts. We expand numbersto include the infinitely large and infinitely small. We shrinkthem to represent more compact realities like the hours of theday. We alter the structure of space to include non-Euclideanrealities that cannot exist in our universe—or perhaps theserepresentthestateofouruniverse.Onthebasisofphenomenafrom our experience, we abstract mathematical ideas andsystems—andthenfindtheseideassuggestentirelynewworlds.

These creations, explored with logic, intuition, and calculation,give us new opportunities to construct our perspectivesdifferently. They are more than flights of fancy. Often, theseabstractions uncannily model apparently unrelated otherphenomena, an effect that has been referred to as the“unreasonable effectiveness of mathematics in the naturalsciences.”

Mathematics courses at Quest explore the interconnectionsbetweenmathematicsand itssurprisinglydiversemanifestationsacross the natural and social sciences, humanities, and finearts. We are also interested in questions of the power andlimitations of the extension and abstraction of mathematicalintuitions. Ultimately, we hope to understand somethingof the power of reason and its ability to shed light on thestructureofboththementalandthephysicaluniverse.

Abstract Algebra (MAT 3202)Prerequisite: Linear Algebra (MAT 3201)Thesolutionofthecubicequationinthe16thcenturyenabledalgebraists to reach unprecedented heights. However, the costof progress was admitting into mathematics strangely behavingobjects such as negative and complex numbers, and eventuallyquaternionsandmore.Studentsanalyzethepropertiesoftheseobjects (categorized as groups, rings, and fields), and studyapplications to symmetries, crystal structures, calendars, etc.Finally, students apply Galois theory to explain why the threeclassical Greek construction problems (squaring the circle,trisectingtheangle,anddoublingthecube)areunsolvable.

Calculus 1: The Spirit of Calculus (MAT 3101)The Spirit of Calculus is an introduction to the tool thatmade mathematics the foundation of our scientific view of theuniverse.Aculminationofeffortstograspcontinuouslychangingquantities, calculus provides us with the capacity to captureand analyze intuitions of motion and change. The key to theproblem, the ability to describe and use the infinitely small,has far-reaching effects and applications in the physical andsocialsciences,engineeringandeconomics.Thecourseculminateswith an unexpected grand synthesis of the mathematics ofspeedandareasintheFundamentalTheoremofCalculus.

Calculus 2: The Practice of Calculus (MAT 3102)Prerequisite: Calculus 1 (MAT 3101)The Practice of Calculus emphasizes how the central ideas ofcalculus work themselves out in various disciplinary contexts.Students begin by extending our ability to integrate functions,andthenapplytheirnewpowerstoexplorationsofapplicationsin physics, biology, chemistry, economics, and several otherfields. When standard techniques fail, students explore the useof infinite series to manipulate functions otherwise beyondour reach. Finally, students examine the fundamental tool ofmodelinginthesciences,differentialequations.

Differential Equations: Modeling Dynamical Systems in the Sciences (MAT 3104)Prerequisite: Calculus 2 (MAT 3102)Akeytodiscoveryinscienceisoftenthetransitionfromdescribinghowthingschangetohowtheybehave.Focusingthecalculusonthisproblemincelestialmechanicsledtothefieldofdifferentialequations, the language of the mathematical physical sciences.Recently,technologyhasexpandedourmodelingtoolsetinvariousways,openingupthestudyofchaostheory.Emphasizingthecoreconcept of modeling, students explore the analytic,computational, and visual aspects of differential equations andtheirdiscreteanalogues.

Discrete Mathematics (MAT 3401)Prerequisite: Any Foundation Mathematics courseHow can mathematics improve society and empower us to livemoresustainably?Wetackle thisquestion fromtheperspectiveof Discrete Mathematics, applying mathematical structuressuch as graphs and block designs to solve real-world problemsranging from reducing wait times for cars and passengers atthe Canada-USA border to minimizing carbon emissions for abillion-dollar professional sports league. Specific topicsinclude: graph theory, combinatorics, coding theory, schedulingtheory,andgametheory.Studentscompleteapersonalproject,wheretheyselectasocietalissueorinjusticethatlightsafireintheirheartandapplymathematicaltechniquestoproposeasolution.

Linear Algebra (MAT 3201)Mathematical applications in the sciences often require themanipulationofmanyvariablesatonce. Informationconcerningthesevariables,codedinmatricesandvectors,canbemanipulatedtoproducepowerfulresultsindisciplinesasdiverseasmedicine,population dynamics, and meteorology. Students explore someof these applications as motivations for topics such as solvingsystemsof linearequations,matrixandvectoroperations, linearindependenceandvectorspaces,eigenvalues,andothertopics.

Mathematics in the Elementary Classroom (MAT 3301)Mathematics was a core component of education in ancientcivilizations, and today is regarded as an essential part of thecurriculumforeverychild.Butwhatarechildrenlearning?Isitasetofskills,orawayofthinking,orperhapsboth?Doesitinvolverotememorization,orunderstanding,orboth?Shouldchildrendiscovermathematics for themselves, or be shown it, or perhaps both?Inthiscoursewewilldiscussthesequestions,andothers,whileexamining some of the mathematics taught in elementaryschools.

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CONCENTRATION: MATHEMATICS (CON’T)

Multivariable Calculus (MAT 3103)Prerequisite: Calculus 2 (MAT 3102)Handling several variables at once, a situation common in thephysicalsciences,requiresextendingthenotionsofdifferentiationandintegrationtomultipledimensions.Theseextensionsgreatlyenhancetheabilityofcalculustoserveasamodelingtoolandarethefoundationofsuchsubjectsaselectricalflow,fluiddynamics,andmass/density/gravitation.Inadditiontopartialdifferentiationandmultipleintegration,studentsexplorechangesofcoordinates,parametrically-definedfunctions,andsomevectorcalculus.

Real Analysis (MAT 3105)Prerequisite: Calculus 2 (MAT 3102)InRealAnalysisweexploreseveralofthedeepsubtletieslurkinghidden in the basic mathematical constructs of number, sets,size, logic, and functions. We articulate working definitions ofinfinity, distance, continuity and smoothness, and use them tobuild,viaaxioms, theoremsandproofs,aclearandstand-alonefoundationformodernmathematics,inparticularforcalculus.

Statistics 1: The Practice of Statistics (MAT 3001)Statistics,themostpervasiveapplicationofmathematicsinmodernsociety, is a standard research tool in such diverse fields asbiology,psychology,medicine,business,andpolitics.Itsapparentinvincibility belies the ease with which it can be abused toassistcorporate,political,andevenscientificagendas.Inadditionto critiquing existing uses of statistics, students developan ability to use them responsibly to reflect informationimplied in data. Specific topics include: descriptive statistics,distributions, hypothesis testing and confidence intervals,regressionandcorrelation,andanalysisofvariance.

Statistics 2: Data Analysis (MAT 3002)Prerequisite: Statistics 1 (MAT 3001)ThefirstgoalofStatistics2istoenablestudentstoanalyzeandpresent data confidently. A second goal is to provide studentswith theexperienceneeded to judge the suitabilityof thedataanalysisofothers.Techniquescoveredinclude:linearregression,comparison of populations, principal component analysis, andalsotimeseriesanalysis,clusteranalysis,orothertechniquesofthe students’ choosing as time permits. Students examine datafromstudies ina rangeofdisciplinesandhave theopportunityto analyze data relevant for their Question or contributetheirowndatatoassignments,regardlessoftheirinterests.

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CONCENTRATION: PHySICAL SCIENCES

We understand a much larger fraction of Nature than thatcomprehended by Cro Magnon man, by classical Greeks, orby Renaissance polymaths, not because we are smarter (brainsize has not changed much in the last 30,000 years), butbecauseoftheenterprisewecallscience.Thisenterprisehasbuilttoolsthatextendthereachofoursensestorealmsfartoosmalland far too large to be viscerally experienced. It has collectedfar more data than one individual could ever amass. It hassystematized these data into models and synthesized themodels into theories. It has created a body of knowledge (thefacts, models, and theories) and has refined a methodologyforincreasingthatknowledge.Wecallthissystemscience.

At Quest, offerings in the physical sciences emphasize scienceas a way of knowing—a set of intellectual techniques—ratherthanasanaccumulationof “facts.”Thephysical scienceblocksintroduce students to both the foundations and the frontiersof science. More significantly, students learn science by doingscience.Ourblockprogramandoursetting in themidstof theCoastMountainsallowstudentstoconducttheirownexperimentsandcarryoutfieldinvestigations,gatheringandinterpretingrawdataandengagingintheprocessofdiscovery.Moreover,weaskour students to explore the links between scientific knowledgeandtheimplicationsthisknowledgeposesforhumansociety.

Biochemistry 1: Macromolecules and Gene Expression (PHy 3205)Prerequisites: Chemistry 2 (PHY 3202) and Organic Chemistry 1 (PHY 3203) and Organic Chemistry 2 (PHY 3204)The macromolecules (nucleic acids, proteins, lipids, andcarbohydrates) that constitute every living cell are studiedin this course. Their chemical composition, their synthesis,their degradation and their interactions are investigated. Themolecular details of the mechanisms of DNA replication,cell signaling, transcription and translation are investigated.This survey of the basic building blocks of the cell provides acompletepictureofthecomponentsfoundineverylivingsystem.

Biochemistry 2: Bioenergetics and Metabolism (PHy 3206)Prerequisites: Biochemistry 1 (PHY 3205)What is an enzyme, how does it function, and how can itbe regulated? The principles of enzymatic activity and themajor metabolic pathways of the cell are the topic of thiscourse. Using this information, it is possible to describe thedifferent means by which a cell derives energy from itssurroundingsanduseittomakethebuildingblocksoflife.Linksbetweenthesepathwaysandhumandiseasesareinvestigated.

Chemistry 1: Atomic Structures and Chemical Bonding (PHy 3201)Prerequisite: Any Foundation Energy & Matter or high school chemistryWhatdoesquantummechanicshavetosayabouttheelectron?How does this view of the atom help us understand theperiodic table of elements, chemical bonding and theworld? Can the atom be divided into parts smaller than theprotons, neutron and electron? Chemistry 1 is a course in thecompositionofmatter,chemicalbonding,andsimplereactions.

Chemistry 2: Chemical Thermodynamics and Kinetics (PHy 3202)Prerequisite: Chemistry 1 (PHY 3201)The study of thermochemistry is the exploration of the heatexchanges that take place during chemical reactions. Thiscourse reviews concept of chemical kinetics (the mechanismby which chemical reactions take place, includingcalculation of the factors that affect their rate), chemicalequilibrium,phasediagrams,andthepropertiesofsolids,gasesandliquids.

Environmental Engineering (PHy 3501)Prerequisites: Foundation-level courses that fulfill requirements for Mathematics, Energy & Matter, Earth, Oceans, Space, and Biodiversity of British Columbia. One or more of these can be waived with the instructor’s permission. This course focuses on the remediation and prevention ofpollutionintheenvironment.Amajorityoftimeisspentdiscussingthetechnicalaspectsofwater,air,andsoilquality;asmallemphasisis placed on economic and policy elements of environmentalcontamination. Additionally, students receive ample exposureto designing solutions to complex problems and balancingcontradictorypriorities.

Experiments in the Physical Sciences 1 (PHy 3207)Prerequisites: Chemistry 1 (PHY 3201) or Physics 1 (PHY 3101)The scientific curiosity of students is used to promote theexperimental exploration of chemistry and physics conceptsat a level that is appropriate to the student’s background.Development of both mathematical and laboratory techniques,experimental design and implementation as well as thecommunicationandpresentationofresultsaremajorfoci.Studentsare in direct control of how they use their time in the lab andsome portion of the block will be directed towards workingonanexperimentalproblemofthestudent’schoosing.

Experiments in the Physical Sciences 2 (PHy 3208)Prerequisite: Experiments in the Physical Sciences 1(PHY 3207) and Calculus 1 (MAT 3101)Student-motivatedexperimentationisthethemeforthiscourse.Experiments involve a greater depth of understanding thanExperiments in Physical Sciences 1 and draw from a greatervocabularyofchemicalandphysicalconcepts.Mostexperimentsrequire many days to execute in the lab and students areencouraged to undertake investigations that are morecomprehensivethan intheExperiments inthePhysicalSciences1.Thiscourseisapossiblevenueforbeginningresearchontheexperimentalaspectsofone’sKeystoneprojectorQuestion.

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CONCENTRATION: PHySICAL SCIENCES (CON’T)

Exploring the Hydrological Cycle (PHy 3001)Prerequisites: Any Foundation Energy & Matter, and any Foundation Earth, Oceans, Space Thiscoursefollowsthepathofamoleculeofwateronitsjourneythrough a Coast Mountain drainage system. The focus ison the three major processes involved in the hydrologicalcycle: precipitation/accumulation, runoff/drainage, andstorage/evaporation. Students experience these processesfirst-handin4-5dayexpeditions;visitinganalpineglacierinweekone,ariverbasininweektwo,andtheoceaninweekthree.Weinvestigatethephysical,chemical,andecologicalroleofwaterineachoftheselocationsaswellaslearnoutdoorleadershiprescueand survival skills. In addition, each student leads in-depthdiscussions on two books focusing on the humanrelationshipwithwater.

Forensic Geology (PHy 3005)Prerequisite: Any Foundation Earth, Oceans, SpaceSincethetimeofArthurConanDoyle’sfamedSherlockHolmescharacter,solvingmysteriesusingcluesfromthenaturalworldhasintriguedscientistsand thepublicalike.Now,ForensicGeologyhas become a widely used technique in criminal investigations.Forensicgeologistsuseourknowledgeofearthmaterialstoaskquestions like:Wasthisprecious jewelharvestedfromtheearthorfabricatedinalaboratory?Doesthesoilonthevictim’sbootsleadustowhereshewasabducted?Canwetellifthispaintingisaforgeryfromanalyzingthematerialusedtomakethepigment?This interdisciplinarycourseinvestigatestheevidencecollectionand analysis techniques used by modern and ancient forensicgeologiststhroughaseriesofcriminalinvestigations.Wecollectevidence from our own local “crime scenes” and apply ourknowledge of the geology of the Sea to Sky region tosolvethemysteries.

Object-Oriented Programming (PHy 3401)In this course, we learn how to understand the conceptsbehindtheobject-orientedmodelofcomputerprogramming.Thecourse begins with the basics of structured programming anddesigningclearcode.Fromthere,itinvestigatestheparadigmofobject-orienteddevelopment,and introducesa fewof themostimportant design patterns used in building well-designedapplications.

Organic Chemistry 1 (PHy 3203)Prerequisite: Chemistry 1 (PHY 3201)This is an introduction to the chemistry of hydrocarboncompounds.Thecoursebeginswiththenomenclatureoforganicchemistry,andareviewofthestructures,propertiesandreactivityof the common functional groups (alkanes, alkenes, alkynes,arenes,alcohols,ethers,esthers,thiols,andsulfides).Aromaticity,chiralityandstereoisomers,andspectroscopyarestudied.

Organic Chemistry 2 (PHy 3204)Prerequisite: Organic Chemistry 1 (PHY 3203)This second part of the introduction to the chemistry ofhydrocarbon compounds reviews the nomenclature, structures,properties, and reactivity of additional common functionalgroups (benzenes, amines, aldehydes and ketones, enols,phenols, carboxylic acids, carbohydrates, amino acids, nucleicacids).

Our Earth’s Resources (PHy 3002)Prerequisite: Any Foundation Earth, Oceans, SpaceThis course explores fundamentals (chemistry, physics, andthermodynamics) of mineral and rock formation. Other topicsinclude: physical properties of rocks, minerals, soils, freshwater,glacialice,andoceanwater.Theformation,extractionandusesofcrustalresourcescommonlyfoundinandontheEarth(preciousmetals, oil and gas, groundwater, nuclear materials) areinvestigated.

Physics 1: Energy in the Mechanical Universe (PHy 3101)Prerequisite: Calculus 1 (MAT 3101)Recommended: Calculus 2 (MAT 3102)This course introduces students to a modern view of physics,focusing first on the quantities that we have found areconservedinallofourtheoriesofphysics—energy,momentum,andangularmomentum.ItthendelvesintoNewtonianMechanics,thetheoryweusetodescribethemotionofobjectsoneverydayscales,aswellastheorbitsinstellarsystemsandgalaxies.

Physics 2: Heat, Temperature, and Electromagnetic Energy (PHy 3102)Prerequisite: Physics I (PHY 3101) and Calculus 1 (MAT 3101)Recommended: Calculus 2 (MAT 3102)BuildingonPhysics1, this courseexplores themost accessibleof the unified field theories of physics: specifically, thetheory of electromagnetism as embodied by Maxwell’s Laws.In addition, this course provides an introduction to Einstein’sSpecialTheoryofRelativity,fromamodernpointofview.

Physics 3: Quantum Physics and Thermodynamics (PHy 3103)Prerequisite: Physics 2 (PHY 3102) and Calculus 2 (MAT 3102)The final course in the basic physics sequence introducesmore of the basic theories we use to describe the worldaround us. Quantum Physics is the physics of the very small,describing atoms, solids, and nuclei. Statistical Mechanicsand Thermodynamics are the theories that describe matter inbulkwhenlargenumbersofparticlesacttogether.

Tectonics of Western North America (PHy 3003)Prerequisite: Any Foundation Earth, Oceans, SpaceThisisafield-basedcoursedesignedtoinvestigatedeformationoftheNorthAmericancontinentoverthelast150Millionyears.Geologicmapping is amajor theme in the course. Indoing so,students hone specific observational skills (rock and mineralidentification, geologic structure identification, stratigraphicrelationships,etc.)inthecontextofplatetectonictheory.

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CONCENTRATION: PHySICAL SCIENCES (CON’T)

Urban Infrastructure: vancouver (PHy 3503)Prerequisites: Foundation-level courses that fulfill requirements for Mathematics, Energy & Matter, Earth, Oceans, Space, and Biodiversity of British Columbia. One or more of these can be waived with the instructor’s permission.Thiscoursefocusesontheroads,bridges,airports,masstransit,dams, levees, pipelines, power plants, waste disposal facilities,ports,railways,andbuildingsthatallowanurbanareatofunction.Itincorporates overviews of urbanplanning, civil engineering, andenvironmental engineering in a block-long focus on MetroVancouver, a district of more than 2.3 million residents that isconsistently named one of the most livable areas on Earth.The course focuses on the science, engineering, political, andeconomic factors that have determined why the electricity,water, transportation, housing, and sanitation systems of thecity have been built the way they have. Students have ampleopportunities to influence the content of the class andexploretheirowninterestsrelatedtourbaninfrastructure.

volcanology (PHy 3004)Prerequisite: Our Earth’s Resources (PHY 3002)Additional fees may applyThiscourseisanexplorationoftheprocessesleadingupto,theevents during, and the products created by volcanic eruptions.Volcanic phenomena are placed in a human and plate tectoniccontext culminating inafieldexcursion toanactiveor recentlyactive volcanic area. Proposed areas are Hawaii, YellowstoneNational Park, and Mt. St. Helen’s as well as Mt. Meager andtheGaribaldiVolcanicBelt.

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CONCENTRATION: SOCIAL SCIENCES

The Social Sciences offer interdisciplinary ways of studyinghuman behaviour and human interactions with others, withinfamilies, between friends, within communities and within othersocialinstitutions.Socialscientistsstudypeople—asindividuals,ingroups, and in relationshipwith theworld aroundus—usinga variety of quantitative and qualitative methods, andtechniquesofinterpretation.

Social scientists ask questions about the choices people make,about human behaviour and relationships, and about howweinteractwitheachother.Forinstance:

•Whydopeoplemakethechoicestheydoandhowmightthosechoiceschangewhenincentiveschange?• How do people choose to allocate scarce resources to meetcompetingwantsandneeds?•Howdoweunderstandinteractionsbetweenthemind,brainandbehaviour?Howdoabilitieslikelanguageandtheoryofmindthatmightbeuniquelyhumanariseandaffectourcognitivedevelopmentanddecisionmaking?Whatdoesitmeantobe“mindful?”• What does it mean to see ourselves as embodying particularethicalvaluesorbelongingtoacertainethnic,racial,national,orreligiousgroup?• How do our gender and sexual identities intersect with ourculturalandsocialselves?•Howdoweidentifyourselvesascitizens,andwhatareourroleswithinnationalandinternationalpoliticalorganizations?Howdostatesexercisepoweroverindividuals?• How do we think about our social and environmentalresponsibilities?

The social sciences introduce students to a variety ofperspectives as they prepare for global citizenship. Studentsarealsoencouraged tocombine these ideaswithopportunitiesfor experiential education, such as service-learning, internships,andstudyabroad.

Courses in the social sciences are recommended for studentswho (1) are interested in understanding more about the worldhumans have created, (2) are interested in understanding it byusing a variety of approaches, both scientific and humanistic,and(3)wanttodeveloppracticalandcivicskillsintheprocess.

African Development: Problems, Nuances, Solutions (SOC 3054)This course examines the development of Sub-Saharan Africasincetheindependencemovementsofthe1960s.Althoughthecourse focuses on economic development, the social, political,cultural,andhumandevelopmentaspectsofSub-SaharanAfricandevelopment are integral parts of the course. Special emphasisis given to how African development experts think about andapproach development issues in Sub-Saharan Africa. By thethird week of the block, students are prepared to read, think,and write critically about present day development trends inSub-Saharan Africa and prospects for going forward. Studentsalso explore the often complex relationships between Africaand key development institutions (e.g. UN, World Bank, IMF,international NGOs) and emerging development partners(e.g.China,Brazil,andIndia).StudentsarealsoaskedtoexamineAfrica’s institutional development (e.g. the New PartnershipforAfricanDevelopment,theAfricanDevelopmentBank,regionaleconomic communities, and the African Union). Authors mayinclude Benno Ndulu, Dambiso Moyo, Charles Soludo, andThandikaMkandawire.

Behavioral Economics (SOC 3004)Prerequisite: Political Economy (SOC 2100)Economicsasadisciplineoftenassumespeoplearerationalandself-interested.Yet,whenwelookattheworldaroundus,weseetheseassumptionsviolated,oratleasttheyappeartobeviolated.In a course on Behavioural Economics, common economicassumptions are relaxed to allow for some irrational orother-regarding behaviours that consistently appear in reality,such as over-optimism, procrastination, altruism, and spite.Studentsidentifycommonirrationalitiesinthelivesofwell-lovedliterary characters, analyze our own behaviour and that of theworld around us, and propose experiments to test for suchbehaviours and their causes, as well as policies toencourage/discouragethem.

Child Language (SOC 3702)How do children learn language? Is language innate orlearned? How does language development change when achild goes to school? In this course, we examine the linguisticpath of a child from babbling to inventing imaginary worlds. Inaddition to first language acquisition, we investigate the issuesparticular to children from homes where the languagediffers from that of the school. Approaches from psychology,linguistics, and education are used to understand the rolesthat families, peers, and schools play in children’s developmentoflanguage.

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CONCENTRATION: SOCIAL SCIENCES

Cognitive Development (SOC 3304)Formerly Developmental PsychologyThis is the study of systemic psychological changes that occuroverdevelopmentaltime.Thestudyofdevelopmentalpsychologyis based on six recurring themes of change. These are 1) therelative contributions of nature and nurture, 2) the relativeactivityorpassivitywithwhichindividualsengageindevelopment,3) whether development is continuous or in stages, 4) themechanismsofchange–whatdrivesdevelopment,5)thesocialcontext in which development occurs, and 6) the differencesamong individual developmental trajectories. These themesrecur during the course as students investigate physicaldevelopment, conceptual development, language development,intelligence and academic changes, social and emotionaldevelopment, and moral and gender development. Throughstudents’investigationofhowchildrenchangeovertime,theyarebetterabletomakedecisionsasparentsandteachers,andsocietyasawhole,tobenefitchildrenandraisethemmoreeffectively.Communities and Conservation (SOC 3201)Prerequisites: An environment-themed Concentration course or an environment-themed Global Perspectives course (SOC 2300), or a Question that focuses on conservation or communities, or Instructor Permission. Usingcasestudies fromaroundtheworld,thiscourseexaminesthe assumptions and implications of community-based naturalresource management. We consider questions such as: Whatis a community? In what ecological, economic, political orsocial contexts will communities better manage naturalresourcescomparedtocentralizedgovernments?Dodemocratic,multi-stakeholderapproachesleadtobetterresourcemanagement?What are the interactions between gender and conservation?Topicsincludeenvironmentaljustice,ownershiprights,integratedconservation and development projects, equality and power,ecotourism,andmulti-stakeholdermanagement.

Comparative Cognition (SOC 3303) Oneofthebestmeansbywhichweunderstandhowhumanmindswork is by looking at the minds of other species. In this class,we investigate the cognition of animals other than ourselves.Suchanimals includenon-humanprimates likechimpanzeesandcapuchin monkeys, dogs and wolves, elephants, and rodents.Specifically, our class tries to understand to what degree otheranimals use social knowledge, communication, theory of mind,numerosity,andspatialunderstandingtosolveproblemsintheirenvironments. This course provides students with knowledgeabouthowothermindsaresimilaranddifferentfromtheirown.

Comparative Political Institutions (SOC 3101)We cannot really understand our own government withoutunderstanding the governments of other countries. What arethedifferentwaysindividualsandgroupsparticipateinpolitics?Whyaresomestatesstabledemocraticsystemswhileothersarenot? What relationship does a country’s political organizationhave with its economic performance and social stability?Canwereallysaythatonegovernmentis“better”thananother?This course provides students with the necessary toolstomakeinformedjudgmentsabout“thegovernment.”

Comparative Race and Ethnicity in the Global Context (SOC 3404) Thiscourseservesasacriticalintroductiontotheunderstandings(both theoretical and embodied), manifestations, andconsequences of race and ethnicity in diverse internationalsettings. What is race? What is ethnicity? How do these ideasfunction in material and discursive contexts? What are the(dis)similarities of the phenomena of race and ethnicityacross the globe? How do race and ethnicity impact our ownidentities and experiences? By critically examining the socialconstructionsofraceandethnicityincountriesincludingCanada,SouthAfrica,theUnitedStates,Brazil,andpartsofwesternEurope,students gain a deeper insight into the intrapersonal,interpersonal, and institutional dimensions of one of themost profoundly consequential ideological social constructionsofmodernity.

Contemporary Political Ideologies (SOC 3103)What are the differences between liberals and conservatives?What is a fascist or a socialist? What does it mean to be anenvironmentalistorafeminist?Thecourseexaminesthemeaningof these terms in light of their historical development.It focuses on the political theory behind each ideology andit also touches upon the relevance of political ideology tocontemporary(largelyWestern)politics.

Development: Capability, Freedom, and Agency (SOC 3050)Prerequisite: Political Economy (SOC 2100)What do we mean by “development?” Is it all just aboutincreasing Gross Domestic Product (GDP)? In this course,studentslookatwhatthegoalsofeconomicdevelopmentmightbe,drawingoninsightsfromalternativemeasuresofwelfareandthe Capabilities Approach. Students examine the experiencesof thepoorer countriesof theworld, lookingat the challengestheyfaceandthepossibletypesofsolutionstotheirproblems.Bothtop-downandbottom-upapproachesareanalyzed.

Development of Belize (SOC 3053)Prerequisite: Political Economy (SOC 2100)Additional fees may applyThiscoursetakesplaceinCentralAmerica’sonlyEnglish-speakingcountry, one which is intentionally pursuing a developmentstrategy based on sustainable tourism. The course introducesstudents to the history and culture of Belize, and the ways inwhichthesehaveshapedtheeconomicandsocialdevelopmentof the country. Students visit various parts of Belize, includingthe barrier reef (the second-biggest in the world), and look atthe threats andopportunities that the country faces. Studentshave the opportunity to work on their own research projects,providedthesehavebeenagreeduponinadvancewiththetutor.

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CONCENTRATION: SOCIAL SCIENCES (CON’T)

Evolutionary Psychology (SOC 3307)This field potentially provides a unifying theory of psychology.Togetthere,however,studentsmustconfrontoneoftheareasthathumansmostdisliketoinvestigate—thebeastlysidetoournatures.Studentslookatourmostintimatemomentsthroughalensofselfishgenes.Thecoursebeginswithabriefintroductiontotheimportanttheoriesinpsychologyandevolutionarybiology.Thecoursethenconsiderssubstantivetopicsthatcanbeaddressedthrough the lens of evolutionary psychology, namely: matingstrategies(longandshortterm),sexualjealousy,cheaterdetection,sexuality, kinship, cooperation, pregnancy, sickness, parenting,spatial memory, landscape preferences, and aggression andviolence.Asanemergingfield,evolutionarypsychologyaddressesnewwaystostudyareastypicallyfoundincognitivepsychology,socialpsychology,developmentalpsychology,andlinguistics.

Gender/Politics (SOC 3405)The personal is (still) political. This course critically examinespolitics at many levels—from deep power relations to highlyvisibleinstitutions—throughthelensofgender.Atthesametime,it explores the political implications of social constructions ofgender. Feminist perspectives in political theory, comparativepolitics,andinternationalrelationswillbebroughttobearinaneffort to understand and undermine structures of genderdiscriminationinsociety.

Heterodox Approaches to Economics (SOC 3005)Prerequisite: Political Economy (SOC 2100)Mainstream economics is often accused of using unrealisticmodelsofhumanbehaviourandofansweringquestionsnooneisasking.Thecourselooksatalternativeapproachestoeconomics.The perspectives examined include: Marxist, feminist,Neo-Keynesian and religious approaches. Students look atalternative analyses of the monetary system and the role ofgovernment. Some knowledge of mainstream economics isadvised.

Journalism (SOC3603)Journalistsarekeyplayers inhowweunderstandourworldas ithappens,bydefiningwhatinformationreachesthepublicandhowit’spresented.Howdospecificarticlesmaketheirwayintomedia?Whatistheroleofnarrativeinhowweunderstandoursociety?What do journalists consider truth, and how do their researchtechniquesandeditorial choices reflect that?Studentsexaminethemesoftruthandnarrativethroughreadings,discussions,andfield trips toobserveworking journalists.Studentspursue theirown original journalistic research and writing, and complete apublishable feature-lengtharticlewhich theyareencouragedtosubmittoaprofessionalperiodicalforpublication.

Language, Culture, and Thinking (SOC 3701)Is languageunique tohumans?How is gesturingdifferent fromsignlanguage?Whatdoesitmeantobemultilingual?Languageis fundamental to human behaviour and underpins all forms ofknowledge transmission. With roughly 6,500 languages in theworld, humans continually shape and are shaped by language.ThiscourseexamineshowhumansuselanguagefromtellingliestoinventingNetspeak,fromforensicanalysisofspeechtolanguagedisorders.Throughinvestigatingtherelationshipbetweenlanguageandthinking,wecandevelopabetterunderstandingofhowwebehave,interactwithothers,andrelatetotheworldaroundus.

Media and Politics (SOC 3104)Whatrolehasmediaplayedinpoliticsandhowhasthischanged?In the last forty years, the mass media has been transformedby new technology and by the corporations and governmentalagencies that own and control it. Media and Politics examinesthe influence of corporate control on print and broadcastjournalism, the role of advertising on the political process,and the significance of government regulation on the media.StudentsalsobrieflyconsidertheriseoftheInternet,theWeb,the blogosphere, and alternative media on democratic politics.Throughout,studentsdiscusshowmediashapespublicopinion.MostexamplesandreadingscomefromNorthAmericanmedia.

Microeconomics (SOC 3001)Prerequisite: Political Economy (SOC 2100)Microeconomics is the study of the ways in which individualsandfirmsmakedecisionsabouttheirmaterialneedsandwants.Buildingontheconceptsandtechniques introduced inPoliticalEconomy,topics includesupplyanddemandandthemechanicsof the price system; wages, profits, and incomes; a variety ofmarketstructures(frompurecompetitiontomonopoly);resourceallocation decisions; and causes of market failure. Thecourse also examines policy issues from a microeconomicperspective—for example, pollution, healthcare, taxation, andantitrustlaw.

Macroeconomics (SOC 3002)Prerequisite: Political Economy (SOC 2100)Macroeconomics is the study of aggregate behaviours ofeconomies. Drawing on the concepts and ideas introducedin Political Economy, topics include: the measurement ofnationalincome,economicgrowth,cyclesofboomandrecession,unemployment, inflation, budget deficits and surpluses, therole and structure of the banking system, interest rates, andtheuseofmonetaryandfiscalpolicy to stabilize theeconomy.Macroeconomics is an essential tool for informed citizenshipand active public engagement. Macroeconomics involves aconsiderable amount of class participation and discussion oncentral issues facing the economies of North America andbeyond.

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CONCENTRATION: SOCIAL SCIENCES (CON’T)

Media-Age: Uncovering the Social Role of the Media in Contemporary Western Modernity (SOC 3601)Weliveinamediaage.Noothersocialinstitutionhasexperiencedsuchanupsurgeinimportancefortheeverydaylifeofpeopleasourtechnologicalmeansofcommunication.Whiletraditionalmassmedia like television, radio or the press continue to play animportantrole,thenewmedia—inthewakeofdigitization—havebecome a central part of the way we learn about the worldand communicate with our peers. This course considersprocesses of mediatization and tracks historical as well ascontemporary changes in mediated communication. Weexplorethedifferentnotionsofa“medium”insocialandculturaltheory and explore its role for the concepts of communicationand culture. Also, we identify and study established accountsof media theory and discuss their usefulness for our rapidlyevolving media lives. Our course sketches the contours ofcurrentmediasocietytoreflecttheobviousandhiddenwaysthemediashapeournotionsofoursocialandnaturalenvironment.

Peacebuilding (SOC 3106) How do societies transition from war to peace? How does theinternationalcommunityhelporhinderthisprocessthroughawidearrayof‘interventions’?Thiscourseexaminescurrentpracticesinconflictresolutionandpeacebuildingaroundtheworld,andsituatesthesepractices inthe largerhistoricalcontextofthepastthreedecades. It explores the relationships between peacebuilding,democraticreform,justice,anddevelopment,andinvitesstudentsto engage with the moral and political complexities thatcomeatwar’send.

Political Psychology (SOC 3107)How does psychology play a role in political events such aselections, responses tonaturaldisasters,or same-sexmarriage?Political psychology is an interdisciplinary field that employssocial and cognitive psychological theories to examine suchissues in the world of politics. In this course, we explore howpsychology can be used to understand and explain politicalleadership, movements, and behavior. Topics are discussedwith political issues in context of information processing,decision-making, values, stereotyping, prejudice, culture, andemotions.Thegoalsofthiscoursearetointroducestudentstotheoretical and empirical research in political psychology andto better understand the world of politics throughpsychologicallenses.

Politics of Cyberspace (SOC 3602)More and more of our lives take place in the virtual world ofcyberspace—butwhat is “cyberspace”?Whatdoespower looklike in cyberspace, and who wields it? How are governments,corporations, and individuals vying to shape the future ofcyberspace,andhowistheemergenceofcyberspacetransformingtraditionalpolitics?Fromhacktivismandslacktivism, todebatesover censorship and regulation, to concerns about privacyand surveillance, to the strange worlds of cyber security andcyberwarfare, this course gives students the tools to explore,debate,andanalyzethisrapidly-evolvinglandscape.Notechnicalknowledgeofcomputersornetworkingisrequiredforthiscourse.

Poverty, Inequality, and Development (SOC 3051)Prerequisite: Political Economy (SOC 2100)Whyaresomecountriesrichandsomepoor?Whatcanbedone,has been done, and what should be done about it? Studentsdraw from the fields of economic history, experimentaleconomics, social responsibility, nonprofit studies, internationaltrade, Growth Theory, and development economics in anattempt to answer the questions posed. Students examine thetheoriesbehindandtheimplementationofofficialandunofficialpolicy,aswellasgrassrootsefforts,directedtowardsdecreasingpoverty,lesseninginequality,andencouragingdevelopment.

Representations and Realities of Africa (SOC 3055) WhatdoyouknowaboutAfrica?Howdoyouknowit?Doyourunderstandingsreflectthehistoriesandcontemporaryexperiencesof those living on the continent? This course examines ourcollectiverepresentationsoflifeanddeathonthecontinent,how,why, and when these particular discourses of Africa emerged,and what realities these representations construct. Studentscomparatively engage diverse case studies, including wildlifeconservation, East and West African Hip Hop, HIV/AIDS,transnational resource extraction, the cinema of Nollywood,tourism, the technology revolution, and the trade insecond-hand clothes. This seminar equips students with theconceptualapparatusesandconcreteexamplestocriticallyanalyzethecomplexitiesofcontemporaryAfrica.

Research Methods in the Social Sciences (SOC 3501)Recommended: Statistics 1 (MAT 3001)Social sciences are set apart from the humanities and the lifesciences by our ability to tackle human issues using scientificmethods.Whereasabiologistmightstudybacteriausingscientificmethods, and a philosopher might use introspection toinvestigate the human condition, social scientists usescientific methods to understand the human world. In thisclass, students learn how to think like a social scientist.Students learn both qualitative and quantitative researchmethods, how to design elegant experiments, carry them outthrough data collection, analyze this data, and present theirresults.

Social Psychology (SOC 3306)One of the distinguishing factors of the primate order is oursociability. This course investigates the social nature ofhumans and the ways that humans influence one another.During this block, students look at the “basics” of socialpsychology: aggression, altruism, attitudes, conformity,obedience, and social biases. Beyond these topics, studentslook at some of the innovative new pairings between otherareas of psychology and social psychology. For example, thecoursefocusesontheroleofcognition insocialpsychology,aswellastheuseofsomemethodstypicaltocognitivepsychologythat have migrated into social psychology. Students alsoinvestigatethewaysthatsocialpsychologyhasspilledoverintootherfields likebusiness,education, law,andsportsteamsovertheyears.

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CONCENTRATION: INTERDISCIPLINARy

Art, Science, and Practice of Photography (IND 3113)The 1839 invention of still image photography revolutionizedthe documenting and sharing of faces, places, experiences,and events. Modern technology has since woven photographyinto the daily fabric of contemporary society. In this course,we arrive at an understanding of the power of imagecapture through daily study, practice, and critique of thetechniquesofdigitalphotography.Topicsincludecameracontrol,composition,photographicstyleandsubjectmatter,postproduction,photo archiving, and distribution. This technical foundationprovidescontextfordiscussionsaboutthetheory,practice,andimplicationsofcapturingandsharingstillimages.

Asymmetry: The Left and the Right (IND 3134)Prerequisite: What is Life? (LIF 2310) and Any Foundation Energy & MatterThis multidisciplinary course investigates the question: Is therea left and a right, and if so, how are they different? This mayseem like a trivial question, but answering it has very deepimplications for our world and an understanding of ourselves.Addressing this question requires input from philosophy,mathematics, chemistry, astrophysics, biology, neuroscience,psychology, anthropology, and other disciplines. Tutors withexpertiseineachofthesedisciplinestaketurnsleadingtheclassinanexplorationofthistopic.Studentsarecalledupontomakeconnections between topics from the properties of subatomicparticlestoleftorright-biasedculturalpracticesofourworld.

Environmental and Ecological Economics (IND 3202)Prerequisites: Political Economy (SOC 2100) and Biodiversity in BC (LIF 2210)Oneofthebiggestchallenges facingtheworldtoday isthatofliving within the limits of our environment. Natural resourcesare becoming scarcer, and human activity is changing ourenvironment and planet. This course examines perspectivesfrom economics on these and related issues, concentratingon both conventional economic analyses of issues such aspollution and optimal resource use (for which establishedtechniques of microeconomics can be adapted) and newer,heterodox approaches that have come to be knownasecologicaleconomics.

Environmental Ethics and Policy (IND 3112)Prerequisites: Biodiversity of British Columbia (LIF 2210, and Any Foundation Earth, Ocean Space, and Global Perspectives (SOC 2300), and Democracy & Justice (SOC 2200), and at least two Concentration-level courses in the geo-environmental sciencesThis course considers how Western societies form customs,laws,andregulationstoguidetheirinteractionswiththenaturalenvironment. We first consider the values underlying humanrelationshipswithnatureandtheinterplaybetweenpreservation,conservation, and exploitation of natural resources. We thenexplore how these have been translated into major pieces ofenvironmental legislation that have been enacted in the lastseveral decades. Finally, we examine potential policy responsesto current environmental problems as well as the barriers totaking action. The course places a dominant focus on CanadaandtheUnitedStates,butothercountriesareconsideredaswell.

Exploring the Ecological Self (IND 3002)This course explores the human relationship to nature throughreadings, discussions, and experiential exercises. Students firstexaminetherootcausesofourenvironmentalproblemsthroughthe fields of deep ecology, eco-feminism, and eco-psychology,and thenapply theseconcepts tohowwecurrentlyattempt to“manage”thenaturalenvironment.Duringatwo-weekbackcountrytrip, students examine how contextual forces influence theirperspectives on the environment and how one perceives his orherrelationshiptonature.Duringthebackcountrytrip,studentsare asked to observe shifts in behaviour, community dynamics,attitudes towards nature and emotion in themselves and theirpeers.

Geographic Information Systems (GIS) in Multidisciplinary Studies (IND 3106)GIS is computer software used to analyze digital layers of mapembedded with a wide variety of geographic information. Theinformationoneachlayercouldbeeconomic,social,geological,ecological, orbiological.By combining and comparingdifferentlayers, students are able to answer a variety of questions. Forexample,astudentcanassesstheeffectsofclimateonsocialandeconomic conditions among different regions; the relationshipbetween solar radiation inputs on incidents of a certain typeof disease across Canada; the feasibility of developing a newecologically-sensitive mountain biking route in Squamish; orthe potential threats of development to ecologically sensitiveareas and endangered species. Through this introductory GIScourse,studentslearnfundamentalGISskillsinArcGISaswellasdevelopcreativityandproblemsolvingskillsintheirchosenfield.

Life in the Universe (IND 3105)Prerequisite: What is Life? (LIF 2310)What are the chemical requirements for life? What are thepropertiesofatomsandmoleculesthatmakethemideallysuitedto support life? Students formulate a definition of life that isnot limited to terrestrial life as well as examine the conditionsnecessaryforlifetoariseandthrive.Armedwiththisinformation,wediscussthecosmicconditionsnecessaryfortheformationofstarsystemsthatcouldbeartherightkindofplanetsormoons,and the formation and evolution of planetary systems. Finally,studentsconsiderthepossibilitiesforfindingextraterrestriallife,andhypothesizeaboutthelikelypropertiesoftheselifeforms.

Limits of Knowledge 1: Infinity, Certainty, Knowledge (IND 3103)Thepast150years inmathematicshave raiseddeepquestionsabout what we really know, and how we come to know it. Thebeginningsofsettheoryinthelate19thcenturymadepossiblethe logical contemplation of infinity. Around the same timenon-Euclidean geometries began to seem possible as physicalrealities. Until then mathematics had been seen as a domainin which absolute certainty was achievable. Today thatbeliefhasbeenshaken,nuanced,andsplit intoseveraldifferentpoints of view. Students come to grips with the set theoryof Georg Cantor, the Zermelo-Frankel axioms, and theContinuum Hypothesis; explore the geometries of Riemannand Lobachevsky; outline the implications of Russell’s, Frege’s,and Gödel’s work on the character of mathematical knowledge;andcritiquemodernviewsofwhatitmeanstobecertain.

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CONCENTRATION: INTERDISCIPLINARy

Limits of Knowledge 2: Cognition (IND 3104)This is the second in a series of two courses titled Limits ofKnowledge. Cognition (or cognitive science or cognitivepsychology) is the study of the mind through interdisciplinaryresearch with roots in philosophy, psychology, artificialintelligence, computer engineering, neuroscience, linguistics,and anthropology. Unifying theories of the mind are based oncomputationalprocesses,andexperimentation.Thatis,cognitivepsychologistsbelievethatthemind isbestunderstoodthroughthe representations the mind makes, and the ways it acts onthoserepresentations.Tothisend,cognitivepsychologyexaminesconceptual development (how concepts are formed andemployed), types of mistakes that are made by people duringdeductive reasoning, reaction time differences in informationprocessing, and problem solving techniques. Topics includestudyingthecognitivearchitectureandcognitiveprocesses(likeworkingmemory, attention, reasoningandproblemsolving, andconceptual representation).Othertopics include: thewaysthatlanguage is represented in the brain, and what this means foracquisitionoflanguage,whatitmeanstobe“intelligent”andtherole of computers and artificial intelligence in ourunderstandingofcognition.

Marine and Coastal Management (IND 3107)This interdisciplinary course focuses on the impacts of humanactivities on marine and coastal systems. The first part of thecourse provides an overview of the different types of threats(fishing, pollution, aquaculture, coastal development, tourism,climatechange,andoffshoreextraction).Thesecondpartofthecourse investigatesthepolitical,social,andeconomicdriversofhowwemanage(ormismanage)coastalandmarineresources.Inthissection,weexaminetopicssuchasinternationalpolicy(e.g.,UNCLOS),integratedcoastalzonemanagement,fisheriessubsidies,andgreenconsumerism(e.g.,theMarineStewardshipCouncil).

Mathematics and Music (IND 3109)Itisoftensaidthatmathematicsandmusicareallieddisciplines,butthealliancehasremainedtenuousinthepopularimagination.Mathematics and Music explores topics that bridge the gap,including the beginnings with the ancient Pythagoreans (the“musicofthespheres”),Kepler’smusicalcosmology,thescienceofmusicalsound,theinfluenceoflogiconcomposition,andtheuseofmathematicalstructuresinmusic(Bach,bellchanges,moderndevelopments including digital models and composition withfractals).

Science Film Making (IND 3110)This class introduces students to the use of video as a meansto communicate scientific, natural history, and anthropologicalinformation. Topics include story selection, planning, scripting,camera technique, voiceovers, technical aspects of video andaudio production, video and audio editing, project output,and distribution. These technical elements underpin the mainfocus of the course: effective storytelling through video. The“hands-on”approachisemphasized,andstudentsputconceptsintroduced in classroom sessions into daily practice. Studentshavetheopportunitiestoshootinthefieldandstudio.Studentsalsocritiqueexistingdocumentaries,andduringthelatterpartoftheclass,teamsofstudentsspendtimeproducingashortfilm.

Sex, Gender & Sexuality (IND 3111)What is sex? What is gender? What is sexual orientation?You are given the juicy, yet difficult, task of answering thesequestions. Looking at these topics from three differingperspectives—those of a biologist, a psychologist, and ahumanist—this course questions the social and scientificassumptions we make about these topics and plays in theintersectionsbetweenthesethreeareas,andourthreedisciplines.

Winter Hazards and Risks (IND 3003)Prerequisite: Intermediate ski or snowboard ability is mandatoryAdditional fees may applyThiscoursecoversbothscientificandtechnicalaspectsofwintertravelandrecreationinthebackcountry.Thetwomajorfociofthecoursearetounderstandandbeingabletoappropriatelyassessthe riskof snowavalanchesand learning skills related towintertravel. Topicsinclude:meteorology,physicsofsnowavalanches,snowpackstructure,riskassessment,decisionmaking,travelonskis and split boards, winter camping, group organization andouttripplanning.Thiscourseisgradedonapass/nopassbasis.

31

FOUNDATIONPROGRAM

CONCENTRATIONPROGRAM

EXPERIENTIALLEARNING ELECTIVES KEYSTONE

Thismandatoryprogramisconstituted

of16blockswhichmustbecompletedinthefirstthreeyearsofthedegreeprogram.

ItconsistsoftheCornerstone,

Rhetoric,andQuestionblocks,onelanguage

block(Level2orabove),and12courses

fromacrossthedisciplinesmeantto

introducestudentstothebreadthofhuman

knowledge.

TheConcentrationPrograminvestigatesonethemerelatedtoastudent’sindividualQuestion,eitherin

asingledisciplineoracrossmultiple

disciplines.Themainfocusofthe

ConcentrationProgramisdepthof

understanding,sustainedattention,andreflectionona

Questionofpersonalimportancetothe

student.

Experientiallearningallowsastudentto

formulateandpursueaquestion,theanswer

towhichisnotavailableinaclassroomsetting.Thismodeoflearningemphasizeshands-onexperienceinavarietyofforms.

Thegoalisforstudentstolinkknowledgewith

practicalapplication,bothbyenriching

practicewithknowledge,andbygeneralizingfrom

practicesowhatisexperiencedbecomes

relevanttoothercontexts.

Electivesarecourseschosenbystudentstocomplementtheirareaofconcentrationortoenablethemtopursue

otheracademicandpost-graduate

interests.

ThefinalblockatQuestwherestudentsprepare,thenreport

theirconclusionsregardingthe

Question.

16 bLOCKS MIN. 6 bLOCKS MIN. 1 bLOCKMAX. 4 bLOCKS

MIN. 3 bLOCKS 1 bLOCK

CONCENTRATION: GRADUATION REQUIREMENTS

DEGREE REqUIREMENT = 32 bLOCKS

ACADEMIC FOCUS:Undergraduate, Liberal Arts & Sciences

ADDRESS:3200 University Boulevard

Squamish, BCCanada V8B 0N8

Toll-Free in North America:1.888.QUEST.08 (1.888.783.7808)

www.questu.ca

www.questu.ca