The course will take an intersectional approach to why we commonly find an underrepresentation of women in the “science” fields. The course will begin by addressing our own unconscious biases and stereotypes and question the research behind male and female differences. We will cover the brief history of the underrepresentation of minorities and explore research articles on why and how women and other minorities have been excluded from STEM fields. We will primarily discuss how representation and the sense of belonging are important for diversity in the sciences to flourish. Students will be expected to read scientific articles, discuss them in class, and apply those concepts to examine their own social environments.

In this course, we examine how popular (meaning intended for public consumption) communication about science and technology reflects and shapes social structures. Students will investigate how science and technology are defined, how they are talked/written about by science communicators, and what role this popular communication plays in society. We will read science news articles, pick apart conspiracy theory writings, analyze science YouTubers/TikTokers and a variety of other mediums, comparing their affordances and effectiveness. The readings, writing assignments, and discussions will help students to analyze how texts implicitly and explicitly frame science to the public, thus developing their ability to assess and communicate scientific and technological concepts for a broad audience. Students taking this course should anticipate completing roughly 2 hours of weekly reading or video tasks to prepare for in-class lecture and discussion. Due to limited class space and fluctuating enrollment, priority will be given to students who attend the first lesson.

We are living in interesting times. In many ways, the world is at a crossroads regarding climate change policies and technologies. The world has experienced many natural disasters exacerbated by climate change. This has affected developed, developing, and underdeveloped economies, as well as coastal and landlocked regions, dry areas, wetlands, and warm and cold climates, among others. The effects of climate change do not discriminate. Despite landmark promises by world leaders and the combined efforts of scientists, policymakers, public and private institutions, and global communities, a recent annual assessment by the United Nations indicates that no progress has been made in decreasing global greenhouse gas emissions, the leading cause of planetary warming. While many strategies are being pursued to address this issue, applied chemistry and chemical engineering are essential in realizing a low-carbon society. Their roles are tied to the need for a renewable, sustainable alternative to conventional fossil-based sources, the primary driver of greenhouse gas emissions. This course introduces students to the basic concepts of sustainable chemical principles and strategies, as well as topical news reports, opinions, and analysis. Students will discuss the development of energy technologies and systems, as well as regional and global policies aimed at addressing prevailing environmental and energy issues. The goal is to develop students’ awareness of practical efforts to combat global warming by focusing on meaningful strides that have been made and examining future challenges. The course will focus on biorefineries, the capture, storage, and utilization of carbon dioxide, the use of ammonia as a sustainable, reliable, carbon-free source of hydrogen, and the valorization of plastic waste.

This course will introduce the various model organisms that are used in biomedical research and discuss why these particular animals were chosen as models, what kind of research they are used for, and what we can learn from studying them. Ethical issues surrounding the use of animals in research will also be discussed. Students will be expected to read scientific journal articles and participate in class discussions. This class will be taught in English and students will be expected to speak in English and complete assignments in English.

【Please note that you are assessed on a five-level scale of A+, A, B, C, or F/Fail in this course.】 Arthur C. Clarke famously wrote that "any sufficiently advanced technology is indistinguishable from magic." Yet, this magic can soon be understood, as the technology itself is further studied and explored. This 13-week course demystifies AI through accessible technical explanations, science fiction narratives, and real-world case studies. You'll explore how AI tools actually work, connect media hype to sci-fi representations, and critically examine AI's impacts through hands-on experimentation and reflective writing. Throughout the semester, you'll develop your own informed perspective on AI while building toward an "Unessay" final project: a creative synthesis of your learning presented in any medium you choose (essay, video, podcast, website, art piece, etc...). Weekly assignments will scaffold the skills needed for this project, and your perspective will determine whether AI is friend, enemy...or frenemy. Through active engagement, students will: Define what "AI" means and identify its intrinsic limitations Draw connections between AI hype and science fiction narratives Develop critical evaluation skills through experimentation and case studies Build confidence in making informed decisions about AI use Synthesize course learnings into a personalized Unessay project This course isn't about condemning or celebrating AI. The course title "AI Frenemy" aims to focus on the uncertainty present around these tools, and our course helps us develop the awareness and agency to make informed choices about when, if, and how to use these tools, which are transferable to any emerging technology you encounter in college and beyond.

This course introduces psychological approaches for improving health and well-being. Topics covered in the class will include, for example, inadequate sleep, health risk behaviors, stress and health and positive psychology.

The objective of this course (ADM) is (1) to have a good understanding of the literature of development microeconomics, and (2) to develop a good research idea and design. The course is for students seeking a research career and developing their research project. The course mainly discusses empirical papers on selected topics. Both experimental and quasi-experimental studies are covered. Students write referee reports, conduct a replication project, and develop a proposal for their empirical research. This lecture course is offered in English. All written assignments must be written in English (no exceptions).

This course covers various concepts essential for technology management at an advanced level. The topics include stages of innovation, startups, dynamic capabilities, modularity and architecture, absorptive capacity of firms, and national innovation systems.

The purpose of this course is to help students improve their academic presentation skills in English, with a focus on clearly and confidently presenting their own research at international conferences. Through an initial lecture and a series of small-group practice sessions, students will learn techniques for effective presentation delivery, audience engagement, and visual design.