Fall 2022


TNDY 408R – Religion and the Post-Colonial Imagination

Instructor: Kevin Wolfe, Assistant Professor of Religion (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: In-Person
Schedule: Thursday, 1:00 – 3:50PM

What is religion? And, what does the “post-colonial” signify? These questions will guide our engagement of the literary and theoretical production of a variety of formerly colonized peoples as seeking if there is something we can identify as the post-colonial imagination. We will use our guiding questions as a way of exploring various problems both raised by and manifested in these works, such as: the nature of identity; the question of nationalism; the writing of history; and questions of class, gender, and race. For our purposes, the emphasis will be on close readings of these works which emerge from the crucible of the “Third World’s” “encounter” with European and American colonialism, reflecting on our own methodological formations as we bring those methods to bear on the issues/texts/concerns we encounter.


TNDY 408P What is Time?

Instructor: C. Mónica Capra, Professor of Economic Sciences (Bio)
Term: Full
Section: 1
Units: 4
Mode: Concurrent Blended
Schedule: Wednesday, 7:00 – 9:50PM

The objective of this course is to learn about how different disciplines understand, measure, and relate to time. The readings, lectures, and discussions are designed to awaken our curiosity about time and broaden our understanding of how our concept of time and the way we measure it has shaped our beliefs, plans, and actions. Topics span from physics to art. We will read about space-time, biological time, time in language, across epochs, across cultures, and in music.


TNDY 407V – Urban Studies

Course Cancelled as of 07/21/2022.
It will be offered in spring 2023.
Spring 2023 registration begins on Wednesday, November 16th, 2022.

Instructor: Heather E. Campbell, Professor, Department of Politics & Government, Chair, Division of Politics & Economics, Field Chair, Public Policy (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: In-Person
Schedule: Thursday 4:00 – 6:50PM

Cities represent about 2% of the world’s area, 50% of the world’s population, 75% of the world’s energy consumption, 80% of the worlds carbon emissions. This class will first ground us in an understanding of, the development of cities, basic understanding of the urban system, how cities are believed to grow (or not), and how we might measure the complex known as “cities.” Once we have those foundations, we will turn to a variety of topical urban policy issues, including environmental justice, public safety, public health, housing, etc., and how recent research addresses such urban policy issues. Studying cities is inherently transdisciplinary since the city is a complex system of systems—the economic system, the governmental system, the transportation system, the environmental system, the social system, the public health system.


TNDY 402X – Introduction to Persuasive Technology

Instructor: Samir Chatterjee, Fletcher Jones Chair of Technology Design & Management (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: Hybrid
Schedule: Wednesday, 4:00 – 6:50

Hybrid Session Schedule
Session Date Instruction Mode
Session 01 08/31 In-Person (On-Ground) Online (Synchronous)
Session 02 09/07 Online (Synchronous) In-Person (On-Ground)
Session 03 09/14 Online (Synchronous)
Session 04 09/21 In-Person (On-Ground)
Session 05 09/28 Online (Synchronous)
Session 06 10/05 Online (Synchronous)
Session 07 10/12 Online (Synchronous) In-Person (On-Ground)
Session 08 10/19 In-Person (On-Ground) Online (Synchronous)
Session 09 10/26 In-Person (On-Ground)
Session 10 11/02 Online (Synchronous) In-Person (On-Ground)
Session 11 11/09 Online (Synchronous) In-Person (On-Ground)
Session 12 11/16 Online (Synchronous) In-Person (On-Ground)
No Session 11/23 Thanksgiving Break
Session 13 11/30 Online (Synchronous)
Session 14 12/07 In-Person (On-Ground) Online (Synchronous)
Session 15 12/14 Online (Synchronous)

Can computers change what you think and do? Can they motivate you to stop smoking, persuade you to buy insurance, or convince you to conserve water when you shower? The answer is a resounding “yes”. Until recently, most software applications and technologies were developed without much thought to how they influenced their users. This perspective is changing. Today, industry experts and academics are embracing a purposeful approach to persuasive design. In an industry context, designing for persuasion is becoming essential for success. In academic settings, the study of persuasive technology illuminates the principles that influence and motivate people in different aspects of their lives. This course will bring together the latest research happening in multiple distinct disciplines: information and communication technology, design thinking, psychology and health sciences. Persuasive technology may be defined as any interactive computing system designed to change people’s attitudes or behaviors. The emergence of the Internet has led to a proliferation of web sites designed to persuade or motivate people to change their attitudes and behavior. Daily we encounter e-commerce sites with enough credibility that persuades their users to make financial transactions and to divulge personal information. Within the domain of mobile health, systems such as mobile applications for managing obesity and digital interventions to overcome addictive behaviors have demonstrated the huge potential of persuasive technologies for behavioral changes. Even Amazon Alexa can be called a persuasive device.

There is a vibrant community of trans-disciplinary researchers worldwide that have been actively advancing the field of persuasive technology. The annual conference Persuasive Technology for 2021 was held in UK and 2022 conference will be held in Doha, Qatar on March 2022. Dr. Chatterjee is a prominent member of this community and was the host/organizer of the 4th International Conference on Persuasive technology that was held at Claremont in 2009. This course will cover the necessary content through presentations, discussions, case studies and projects. Students will explore latest research results, best practices and guidelines for the use of persuasive applications. Student teams will work on actual real world projects in which they will design and implement persuasive technology applications. In addition, the course will host several expert guest speakers (practitioners, researchers, etc.) from CGU and other outside institutions who will share their latest findings.


TNDY 408Q – Grant Writing Across the Disciplines

Instructor: Marcus Weakley, Director, Center for Writing & Rhetoric (Bio)
Term: Full
Section: 1
Units: 2
Mode: Online Sync
Schedule: Alternate Wednesdays, 1:00 – 3:50PM

Session Schedule
Session Date Location
Session 01 08/31 Online (Synchronous)
Session 02 09/14 Online (Synchronous)
Session 03 09/28 Online (Synchronous)
Session 04 10/12 Online (Synchronous)
Session 05 10/26 Online (Synchronous)
Session 06 11/09 Online (Synchronous)
Session 07 11/30 On-Ground (In-Person)

This course is a writing workshop, designed to utilize peer feedback and iterative drafts to assist students in completing a grant application. Students are expected to come with a grant that they will complete the application for by the end of the semester. The course will also cover some key elements of most grant applications and have faculty guests from across the university visit to discuss grant writing in their fields.


TNDY 408S – Angels and Demons

Instructor: Nicola Denzey Lewis, Professor of Religion, Margo L. Goldsmith Chair in Women’s Studies in Religion (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: Online Sync
Schedule: Monday, 4:00 – 6:50PM

Why have these celestial beings held imaginations in thrall – not just in the West, but globally? In this TNDY course, we’ll consider various perspectives and iterations of angels and demons – from ancient medicine to contemporary movies. Our purview is broad and transcultural, covering Akkadian, Jewish, Christian, Islamic, Buddhist, and neo-pagan texts, and phenomena such as angelic visions and demonic exorcisms.


TNDY 408O – Critical Evaluation of the American Criminal Justice System

Instructor: Gregory DeAngelo, Associate Professor of Economic Sciences, Director, Computational Justice Lab (Bio)
Term: Full
Section: 1
Units: 4
Mode: Online Sync
Schedule: Tuesday, 4:00 – 6:50PM

The American criminal justice system has faced unprecedented pressure over the past few years. There have been repeated calls for reform in the criminal justice system from numerous political angles. Such calls have ranged from decriminalizing specific behavior to altogether disbanding and de-funding law enforcement agencies. All the while, community safety remains a clear goal to ensure the well-being of communities. A complicated tension between ensuring community safety and ensuring equal treatment by the criminal justice system exists, requiring careful consideration and nuanced thought. This course will dive deep into these issues with the aim of understanding critical issues presented by as many sides of these arguments as possible.

Competency Domains: Systems Thinking; Problem-Based Learning; Information Literacy; Cultural Literacy; Ethical Literacy; Negotiation; Team Building and Teamwork; Integration of Methods and Perspectives; Applied/Community-Based Research; Quantitative/Analytical Skills; Qualitative Skills; Complexity Theory


TNDY 430 – Transdisciplinary Pedagogy for Ethical Education

Instructor: Shamini Dias, Director of Transdisciplinary Curriculum and Special Projects (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: Online Sync
Schedule: Tuesday 4:00 – 6:50PM

This course invites you on a transformative journey to develop the mindsets to become an ethical, agile leader of learning. We present teaching as a transdisciplinary and inclusive future-focused endeavor for positive learning and development in diverse settings, within and beyond the classroom. In doing so, we engage with the question of how we can effectively and ethically respond to increasingly complex global and institutional contexts in preparing learners holistically for their futures. Working collaboratively in multidisciplinary teams, we will use systems, complexity, and design thinking frameworks to explore student identities and diversity in our classrooms, the changing global paradigms that shift our teaching missions and methods, and what learning sciences and the ethics of education tell us about engagement and motivation. We will also draw from other key frameworks such as Universal Design for Learning (UDL), Active Learning, and Good Work in this exploration. We will work reflexively by integrating a Portfolio-based approach individually and in teams to explore and document our own assumptions, values, and beliefs about education and how these transform in the light of our discoveries about ethical, agile teaching. Our goal will be to co-create pedagogical principles that transcend disciplinary teaching and learning cultures toward agile, ethical leadership of learning in our diverse educational and work contexts.

To earn the College Teaching Certificate, you also must complete the PFF 531 course, Pedagogy Practicum and Portfolio.


TNDY 488 Transdisciplinary Public Policy Capstone

Instructor: Robert Klitgaard, University Professor (Bio)
Term: Full
Section: 1
Units: 4
Instruction Mode: In-Person
Schedule: Thursday, 7:00 – 9:50PM

There are many exciting projects in applied policy research that cross disciplinary boundaries, where research teams include policy analysts, evaluators, psychologists, economists, technologists and others. This course will serve as both a capstone project course for MPP students as well as a chance for non-policy students to work in transdisciplinary teams and collaborate around real-world problem-solving through applied research. Guided projects will work across the different stages of problem-based research, policy implementation and project evaluation.


Summer 2022


TNDY 304 – Traversing the Transdisciplinary Imagination: Communication & Collaboration

Instructor: Marcus Weakley, Director of the Center for Writing and Rhetoric, (bio)
Term: Module 2
Section: 1
Units: 2
Instruction Mode: Intensive, In-Person

Intensive Session Schedule
Day (Date) Time Hours
Monday (08/08) 1:00 – 3:30PM 2.5 hours
Tuesday (08/09) 1:00 – 3:00PM 2.0 hours
Wednesday (08/10) 1:00 – 3:00PM 2.0 hours
Thursday (08/11) 1:00 – 3:00PM 2.0 hours
Friday (08/12) 1:00 – 3:00PM 2.0 hours
Monday (08/15) 1:00 – 3:00PM 2.0 hours
Tuesday (08/16) 1:00 – 3:00PM 2.0 hours
Wednesday (08/17) 1:00 – 3:00PM 2.0 hours
Thursday (08/18) 1:00 – 3:00PM 2.0 hours
Friday (08/19) 1:00 – 3:30PM 2.5 hours

What does it look like to communicate and collaborate across boundaries? How does transdisciplinary research (TR) differ from other forms, and why are these differences important? How can a transdisciplinary approach be applied in various contexts? This class will look at these questions by covering the foundations of TR as well as some representative examples. Students will develop an understanding of how their scholarly interests might be approached in more holistic or complex ways through written assignments and collaborative projects with classmates.


TNDY 405A – Heritage, Culture and Managing the Past in the Old World and the New

Instructor: Joshua Goode, Associate Professor of Cultural Studies and History; Chair, History Department (bio)
Instruction Mode: In-Person Intensive (Requires International Travel*)
Schedule: Module 1, May 16 to July 02, see Class Meetings and Site Visits for more information
Units: 4

Class Meetings Week of May 30th
Dates Time Location
Tuesday, 05/31 11:00AM – 1:00PM Los Angeles (Lunch Provided)
Thursday, 06/02 11:00AM – 1:00PM Los Angeles (Lunch Provided)
Site Visits:
Dates Location
06/06/22 – 06/10/22 Los Angles
6/27/22 – 7/01/22 Bath, England

This course is a jointly taught, dual campus class that examines heritage management of historical sites and museums in both Los Angeles and the Bath region. While in Los Angeles, students from Bath and from CGU will explore important cultural heritage sites, including the Getty Villa, the San Gabriel Mission, Old Pasadena, Watts Towers, La Plaza de Cultura y Artes, El Pueblo de los Angeles Historic Monument, among other sites. In Bath, the students will use the university as home base to explore the city, named a World Heritage site by UNESCO in 1987, and its many museums and historical sites, including its complete Roman baths, One Royal Crescent House Museum, and the Jane Austen Center. Outside Bath, we will explore Oxford and London to talk with museum leaders and heritage management experts. Stonehenge and the Victoria and Albert Museum are already planned as part of the itinerary outside of Bath.

The differences between the two locations, Los Angeles and Bath, will pose in very clear relief the different kinds of issues that face heritage management experts in both contexts. How do we protect and manage historical sites and collections? Where do we find funding for the arts and cultural patrimony in a complicated setting of public and increasingly private fund-raising? How do we convey and maintain the cultural significance of these sites to contemporary and future audiences? Particular focus will be placed on the structural and economic differences between the regions that define how the arts and heritage efforts are funded, and how broader, more globalized forces will define civic and national commemoration and historical education efforts in the future.

*Costs:

  • CGU Tuition + Fees (Fellowship Applies)
  • Accommodations and Travel to England (Students are required to make their own travel arrangements.)
  • Course Fee: Usually Between $700 – $1000

Brown Bag Information Session:
Date: Thursday, March 31, 2022
Time: 12:00PM – 1:00PM (Pacific)
Location: Hybrid

  • In-person Location: Burkle 26
  • Virtual: Zoom

Please register to reserve a seat to attend in-person or to receive the zoom link.

Register Today for the Spring Info Session!


View the Fall 2021 Recorded Session


TNDY 407K – Transdisciplinary Research in Inequality

Instructor: Javier M. Rodríguez, Associate Professor (bio)
Instruction Mode: Online Synchronous
Schedule: Module 1, Monday/Tuesday, 4:00 – 7:20PM
Units: 4

The objective of this course is to understand the nature, the opportunities, and the challenges that arise in transdisciplinary research projects. The overarching area of study will be Inequality, which is transdisciplinary by definition. Inequality is a problem important to society in its own right and it is at the center of complexity—both theoretical and methodological—relevant to many other problems. For example, wealth inequality relates to health inequalities, which in turn relates to political inequality, which consequently affects the distribution of the public goods and services that determine access to life resources and opportunities. Research in social, economic, health, political, and life outcomes inequality, therefore, requires the conception of research questions and the development of research designs that transcend specific knowledge bases above and beyond the scope of influence of individual disciplines.

Many times, different social problems lead to similar detrimental outcomes; many times, similar social problems are part of the causal mechanism generating different detrimental outcomes. By the same token, different social advantages and developments lead to progress in disparate areas of the social fabric; problems of the past reemerge after implementing solutions to problems of the present. Such heterogeneity in the causes and consequences of social complexity have been addressed by a great variety of sciences from their own theoretical, methodological, and cultural idiosyncrasies. Research on birth control pharmacology is mostly conducted in non-white, non-American women; anthropologists heavily rely on ethnographic fieldwork deployed in poor nations among non-urban, indigenous communities; and social workers use focus groups and in-depth interviews to unearth patient dissatisfaction, family abuse, and guilt in self-confessed drug addicts. What is observable, however, is that across history different cultures, economic systems, and civilizations; nations, societies, and communities within such societies, have co-evolved in multi-dependent levels. Systematic progress, as the result of the scientific method and its applications, is part of human nature, too.

The main objective of the present course is to integrate such diversity of theoretical frameworks, methodological traditions, and worldviews via transdisciplinary lenses. It proposes a two-way street of analysis: a problem-oriented approach (the what) and a solution-oriented one (the how). By the end of the course, students will understand how the scientific method can be effectively implemented to answer research questions, even when theories and methods from disparate traditions collide. And, equally important, students will understand the advantages and disadvantages of the scientific enterprise, that science works, and that there is not a single-discipline scientific dictatorship to deploy progress and social justice in the world.


TNDY 408G – Cultural Competence

Instructor: Robert Klitgaard, University Professor (bio)
Instruction Mode: Online Synchronous
Day/Time: Module 2, Tuesday/Thursday, 4:00 – 6:50PM
Units: 4

An abiding challenge of our multicultural reality is to develop cultural competence. Each of us as individuals must learn to live and work in multicultural settings. Our institutions—public, private, and nonprofit—need to learn how to deal with cultural diversity. And as individuals and institutions learn and innovate, we must assess what seems to work in one culture for its relevance to our own cultural setting. Fortunately, abundant research and practical experience can teach us how to do better. This course teaches how to: 1. Address culture misunderstandings in ourselves and in our institutions. 2. Evaluate and manage the benefits and costs of various kinds of cultural diversity. 3. Apply lessons from what works in one cultural setting to a different cultural setting. 4. Improve negotiations across cultures. 5. Understand the linkages between disadvantage and stigma—and what we’ve learned about dealing with stigma. 6. Reframe our individual identities as multicultural. This course should provide core skills for future professionals (public health, business, education, public policy, evaluation, international relations) as well as future professors.


TNDY 365 – Global Leadership

Instructor: Kristine Kawamura, Clinical Professor of Management (bio)
Instruction Mode: Hybrid Blended Intensive
Schedule: Module 2, see Session Schedule below for more information
Units: 2

Session Schedule
Day Time Location
Friday, 07/08 7:00 – 9:50PM Online (Synchronous)
Saturday, 07/09 9:00AM – 5:00PM On-Ground (In-Person)
Week of July 11 (07/11 to 07/15) 1 Hour Asynchronous Instruction Time Online (Asynchronous)
Friday, 07/22 7:00 – 9:50PM Online (Synchronous)
Saturday, 07/23 9:00AM – 5:00PM On-Ground (In-Person)

This is an experiential class that includes global travel, experiential learning, and leadership transformation. Global travel is life-changing. As we uproot ourselves from the familiar, we are able to see not only ourselves but also others “whole against the sky” (Rumi). Experiential learning provides internalized growth through deep-seated reflection and active engagement with environments and people. Leadership transformation gives us a greater capacity to impact people and effect change as we team with people from different cultures and walks of life. To achieve success, leaders need to ask themselves the following questions:

  • How do we effectively lead others who are culturally different than ourselves?
  • How much do we really know about the world, its vast cornucopia of cultures and systems, and its shared human values and experiences?
  • How we can develop the cultural intelligence and cultural competence to serve as transformative leaders, community members, creatives, and change makers?

The purpose of this class is three-fold: 1) to help students experience the world (in all its richness, complexity, beauty, and challenge) through global travel and experiential learning; 2) to build awareness of, and skills in, cultural awareness, cultural intelligence, and global leadership; and, 3) to actively develop as global leaders by studying, reflecting on, talking with, and building relationships with leaders and community members in different parts of the world.


TNDY 402Z – Akko: Public Archaeology, Conservation & Heritage

Instructor: Tammi Schneider, Danforth Professor of Religion; Chair, Religion Department (bio)
Instruction Mode: In-Person Intensive (Requires International Travel*)
Schedule: Module 2, July 03 – August 01, see the Preliminary Lecture Schedule below for more information
Units: 4

The goal of this class is to better understand Heritage management by examining the city of Akko, a UNESCO World Heritage Site. The course is also designed to fit into the educational program for the Tel Akko Archaeological program. The course is structured around excavation, field trips, and daily lectures. Attendance at lectures and field trips is mandatory for everyone: students and staff alike. Heritage Management is core to the mission of the excavation. If excavation is destruction of the site to better understand it and present it to the public, then examining the context of the site through numerous perspectives is fundamental.

The course presents the material through a series of lectures and tours. The lectures are offered by staff and faculty affiliated with the excavation as well as specialists from throughout the country of Israel and visiting specialists from around the world. The lectures are focused on examining the city of Akko from numerous perspectives including: history, archaeology, religion, culture, tourism, conservation, and city government. Another important pedagogical aspect are tours of the Tel, the city of Akko, and other parts of the country. Below is a theoretical schedule of lectures. Lectures on the history of the site and its archaeology are covered by the staff. Scheduling external lectures (members of the IAA, locals, foreign visitors etc.) is underway at present. Therefore, this syllabus includes the general idea of what will happen, though the timing of all of the lectures is fluid.

The method of assessment each summer changes depending on how many students take the class. Since someone is paid to teach the class only if there are five students taking the class for credit, which is seldom the case, all work from faculty is voluntary. When there are more than three students taking the class, a group project is assigned for credit: in the past this has included such things as 1. Planning an exhibit about Akko in Claremont; 2. Helping plan an event where Akko residents view the excavation’s finds of the summer. When only one or two students register, the student works with someone from the excavation on an aspect of the project that aligns with their interests such as conservation, or the academic study of archaeology.

*Students are required to make their own travel arrangements and must participate in the dig to enroll and pass this course.

Preliminary Schedule of Lectures
Day Lecture Topic
Monday General Overview of Akko, its history, its location the people who live there and the methods that we will be examining it through the summer including: history, archaeology, preservation, modern issues (Ann Killebrew)
Tuesday Early History of Akko: 4th Millennium-Iron Age (Tammi Schneider)
Wednesday Persian/Hellenistic Period Akko (Martha Risser, Trinity College)
Thursday Roman/Byzantine Period Akko (Martha Risser, Trinity College)
Saturday Tour of the Galilee (Gary Gilbert, CMC)
Sunday 10:00AM – 4:00PM Tour the Crusader Remains in Akko
Sunday Evening The City of Akko in the Jewish Antiquity (Gary Gilbert, CMC)
Monday European Crusaders and the role of Acre and the Crusades in European History, Literature, Religion, and Politics (Lori Anne Ferrell)
Tuesday Napoleon, Akko, and the beginning of the role of the West in the Middle East (Tammi Schneider)
Wednesday Faunal Analysis: What it can Reveal
Thursday Under Water Archaeology: History, Issues, and Finds
Saturday Trip to Bahai Center, Haifa and Caesarea
Sunday Morning Tour of Ottoman Akko
Sunday Evening Iron Smithing (Turkish scholars working with us. There will also be experimental archaeology in the field determining how our iron smithing might have worked)
Monday Botanical Remains: What can it Reveal
Tuesday A Muslim City: Islam and the city of Akko (Nicholaus Pumphrey, Baker University)
Wednesday Saving the Stones: History of Conservation in Akko
Thursday A UNESCO in Israel: Expectations and Implementation (UNESCO Specialist)
Saturday Tour of Jerusalem (Gary Gilbert, CMC)
Sunday Morning Akko and the Modern World Tour in Akko of the Baths, the Prison, the Market
Sunday The Prison in Akko: Israeli Nationalism and the Development of the Ideology of a Jewish State (Gary Gilbert)
Monday Doing Business in a City with Multiple Identities: Panel of Akko Business People
Tuesday Educating Akko: How Akko is Treated in the Educational System in Akko (Panel of organizers and parents of the student summer program)
Wednesday Award Ceremony for the Jewish and Muslim teenage students participating in the student summer program
Thursday Final Party At Uri Buris: Restaurant voted best food in the Middle East

Past Courses