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Special Topics Courses Fall 2014

ANTH 180, Section 1: Jane Austen as Ethnography
Instructor: Ann Metcalf

This course uses the novels of Jane Austen as ethnographic evidence of major shifts in kinship and marriage practices in Anglo-American culture. Austen chronicles the decline of arranged marriages and the rise of romantic love as a basis for marriage. Written in the early 1800’s, during the Regency in England, in the wake of the American and French Revolutions and the resulting Napoleonic wars, and on the brink of the Industrial Revolution, Austen’s novels provide an ethnographic map leading from the patrilineal, agrarian past into the bilateral, capitalist present.

ANTH 180, Section 2: Work It! The Anthropology of Work
Instructor: Maura Finkelstein

This course examines various forms of work and labor (both waged and unwaged) around the world in order to better understand how classed, gendered, sexual, physical and raced (to name a few) performances are used in a variety of cultures and contexts for material benefit. Our topics include diverse forms of work and labor, such as industrial labor, domestic service, migrant labor, sex work, and professional sports. Course readings come from a range of fields, but focus most heavily on Anthropology, Sociology, Feminist Studies, Performance Studies, and Queer Studies. The readings for this class will frequently foreground the lived experiences of workers from a variety of nations, races, classes, religions, and backgrounds in order to explore the broader social implications of what it means to work in the world today.

ANTH 180, Section 3: Queer Ethnography
Instructor: Maura Finkelstein

This course engages in a broad reading of contemporary ethnographies of non-mainstream genders and sexualities, broadly defined as “queer.” Our emphasis will be on understanding anthropology's contribution to and relationship with gay and lesbian studies and queer theory. In doing so, the class will ground itself in several critical “classic” texts in order to trace a rough genealogy of “Queer Anthropology” as a sub-discipline. From there, we will be reading and talking about what constitutes queer ethnography and the history and future of an anthropology of gender and sexuality.

ANTH 180, Section 4: Medical Anthropology
Instructor: Staff

Medical Anthropology will use critical perspectives to explore the relationships between society, culture, health, illness, and medicine. The course will pay particular attention to issues of race/ethnicity, gender, and sexuality. Students will learn about the global health context and the current trends in development issues and public health.

CS 180, Section 1: Network Security
Instructor: Almudena Konrad

In this course students explore the threats against computer networks and the various techniques used to provide security. The course covers networking principles related to network security, and security fundamentals such as authentication, cryptography, cryptanalysis, digital signatures, the key management problem, Kerberos, IP security and web security. Graduate students conduct small-scale research where they identify a problem, execute research, and write and present the results.

Prerequisite: CS 063 or any other computer programming experience

CS 180, Section 2: Software Architectures and Systems
Instructor: Umit Yalcinalp

This course introduces existing software architectures ranging from databases, to web, mobile to cloud platforms and educate students in understanding common patterns and techniques that exist. It is a seminar course focused not on algorithms and programming but systems and components that constitute a working system from many components, subsystems and common requirements. The students are expected to read and review a specific platform or architecture, discuss the relevant aspects in class, and compare their findings with their classmates. Many case studies on understanding popular architectures will be discussed. Familiarity with Operating systems concepts is very helpful.

Prerequisites: CS 111 and CS 122 or consent of instructor.

ECON 180, Section 1: Strategic Behavior
Instructor: Roger Sparks

This course deals with the strategy decisions of individuals and firms, where the word strategy is taken to mean a long-term plan of action that takes into account the possible actions and reactions of others. We begin by developing an understanding of game theory. Then, we address questions about firm boundaries. Under what conditions should a firm attempt to enlarge its market share? When should it vertically integrate, and what final products should it produce?

We next turn our attention to the characteristics of the markets in which firms operate. For various settings, we examine the extent of competitive rivalry, the incompleteness of contracts, and the specificity of investments. We then apply game theory to analyze how a firm should respond to various types of competitive rivalry and market characteristics. For example, we analyze whether a firm entering a market should try to undercut the price being charged by a monopolist incumbent firm. We also consider how the incumbent should respond, for example, by lowering price, improving the quality of its product, adding special product features, or doing nothing.

EDUC 180/280, Section 1: Social Ecology of Education
Instructor: TBA

This course will explore the social ecology of schools and education from a psychological, sociological, and policy perspective. The focus will be on exploring schools in context and understanding the complexities and dilemmas that face contemporary public schools. The course will provide a solid foundation for those pursuing careers in education, as well as for those who are interested in learning more about this complex system.

Open to advanced undergraduate and graduate students.

EDUC 280/480, Section 1: Contemporary Issues in Educational Leadership
Instructor: TBA

This course, for students in the MA and EdD programs in Educational Leadership, will focus on contemporary issues in the field, with a focus on dilemmas that face leaders in a variety of areas. The focus will be on addressing contemporary problems and issues and helping students identify ways of leading through these complexities.

ENG 180, Section 1: Art of Translation
Instructor: Achy Obejas

This class will introduce students to the field of translation, particularly literary translation, providing both a theoretical foundation and hands-on practice, and broaden students' understanding of translation as a process and product. Upon completion, students should be able to demonstrate usage and understanding of the processes involved in translating. Our focus will be on prose; we will analyze published translations as well as generate our own original versions. Students will focus on the language of their choice (fluency not imperative), though those with a knowledge of Spanish may find this class particularly useful.

ENG 183/283, Section 1: Reading Woolf Writing: “the thing that lies beneath the semblance of the thing”
Instructor: Ruth Saxton

In Art Objects, Jeanette Winterson claims that Virginia Woolf’s words are the “language of rapture” and “exactness.” Woolf’s texts and ideas are complicated, conceptual, intellectual, anti-academic, and experimental. Woolf’s writing, and our conversation about it, will be the heart of the seminar. Expect to consider how Woolf's texts pose and respond to such questions as: What can a sentence do? How does a writer express what we deem inexpressible? What are the tensions and correlations between aesthetics and politics? How does one embed the violence of war in the syntax of poetry? Why and how does reading matter?

I invite you to fifteen challenging and rewarding weeks of reading Woolf’s words in memoir and letters, personal essays, critical reviews, short stories, and novels. Expect to wrestle with her texts, to engage in lively conversation, and to produce both a critical essay and an adaptation of this essay into a conference-length paper. In addition, undergraduate students will be responsible for a group presentation, while graduate students will meet for four additional sessions and will be responsible for a class presentation on one assigned text (of their choice). Novels include: Jacob’s Room, The Voyage Out, To the Lighthouse, Mrs. Dalloway, Orlando, The Waves, and The Years.

ENG 183/283, Section 2: Queer Poetics: Corporeal Mercies
Instructor: Rebekah Edwards

“Trans-: Transgender, transnational, transspeciaion, translation, transformation. Trans– as connection: shared space and time, transatlantic, trans-historical. Trans- as violation: transgression, transsection. Trans- as both assemblage and dissassemblage, as folded into structures of power as well as a movement of ‘becoming’…trans-as a way of seeing and thinking.” Editor’s note to the WSQ special issue on “Trans-“ 2008

Recent critical work in transgender studies has called for an examination of the prefix “trans-“ as an analytical category in its own right, one that includes, exceeds and points to the rationality and slippages between the suffixes it is often attached to such as: –gender, -racial, -nationality, -Atlantic, -generational, -generic, -species. Working with an idea of poetics, as Roland Barthes formulated it, as the study of “how meaning is possible, at what cost and by what means” this course is interested in the poetics that “trans-“ mobilizes across and between various creative genres and critical disciplines.

We will read a series of critical texts, largely drawn from translation theory, transnational feminist theory, and transgender studies that will shape a set of concepts and a common vocabulary for this course. While poetry will be a primary source for this course, we will use of a range of creative texts to challenge and extend our theoretical readings. This course is set up as a series of “case studies”. Each week we will put in conversation a set of texts, critical and creative, and explore what this combination might tell us about a particular kind of trans- poetics.

ENG 283, Section 3: The Gothic
Instructor: Kim Magowan

This course will explore a genre of literature which proudly intended, as Frankenstein author Mary Shelley put it, “to awaken thrilling horror…curdle the blood, and quicken the beatings of the heart.” As a genre, the gothic was both frequently written and voraciously read by women, and we will consider the gender politics of the gothic, paying particular consideration to its interest in the “dark” sides of sexuality, childbirth, and maternity. We will examine some familiar gothic tropes: unreliable, often menacing narrators; dark, collapsing houses closeting mysterious tenants; the grotesque; madwomen in attics; incest; bodies that won’t stay dead. These are not polite, feminine subjects, and the texts we will read express a self-conscious uneasiness with their shady content. In these novels, we will repeatedly encounter readers whose reading has pernicious effects on their imagination and their perception of “reality.” A subversive, skeptical response to the Age of Reason and its conviction that humans are innately rational and observant, these gothic texts question the reliability of sense perceptions, dramatizing how easily senses can be corrupted or misled. We will also explore how gothic fetishes adapt when transplanted to modern narrative forms. The ghosts who stalk characters become incarnations of a troubled history: a past that cannot be safely buried. The fact that the entities which haunt characters reveal themselves to be psychological hallucinations or embodiments of history does nothing to ease the intensity of their assault. We will see how the gothic shuttles between an urgent need to express –“it’s because she wants it told” (Absalom, Absalom!)–and to repress, to shut itself up: “this is not a story to pass on” (Beloved).

Jane Austen, Northanger Abbey (Norton)
Charlotte Bronte, Jane Eyre (Norton)
Emily Bronte, Wuthering Heights (Norton)
Charles Brockden Brown, Wieland (Random House)
Emma Donoghue, Room (Back Bay Books)
William Faulkner, Absalom, Absalom! (Random House)
Henry James, The Turn of the Screw (Norton)
Toni Morrison, Beloved (New American Library)
Edgar Allan Poe, The Portable Edgar Allan Poe (Penguin)
Mary Shelley, Frankenstein (Penguin)

ENG 283, Section 4: 21st Century African American Literature
Instructor: Ajuan Mance

In this course we will read and explore some of the most interesting and innovative African American poetry and prose fiction produced since 2001. Prose readings may include Toni Morrison's A Mercy, Michael Thomas's Man Gone Down, Nancy Rawles My Jim, Octavia Butler's Fledgling, Edward P. Jones's The Known World, Percival Everett's Erasure, Asali Solomon's Get Down, Patricia Smith's Blood Dazzler, and others. Poets may include, Toi Derricotte, Major Jackson, Yusef Komunyaka, Myronn Hardy, Adrian Matejka, Terrance Hayes, Natasha Tretheway, and others. This course will investigate some of the literary forms, artistic strategies, and intellectual concerns that shaped and defined African American literature during this period. The course will also focus on the sociopolitical and historical context for these writers and their works.

LET 180: Introduction to Turkish Cultural Studies
Instructor: Audrey Calefas-Strebelle

This course is an introduction to the complex historical, political, artistic, intellectual, and cultural traditions of Turkey. Turkey occupies a unique position at the cross roads of byzantine, Islamic and Asian influences. Students will be introduced to Turkey’s dynamic cultures through the study of historical and political texts, literature, linguistic adaptations, artistic traditions, and cultural studies theory.

MATH 80: Computing for Linear Algebra
Instructor: Maia Averett

This laboratory course will cover basics of scientific computing using Python and Sage. Programming labs will be used to reinforce and enhance understanding of abstract concepts from linear algebra and to compute sophisticated and realistic examples and applications.

MATH 180: Combinatorics
Instructor: Andrea Jedwab

Topics to be covered include techniques for counting and enumerating, generating functions, and the principle of inclusion and exclusion. The course will also cover arrangements, selections, and binomial coefficients, as well as symmetric groups and graph theory.

Prerequisites: MATH 48 or MATH 50, or consent of instructor.

REL 180: World Religions: Spirituality, Identity, and the "Other" in the Religions of the West
Instructor: Judith Bishop

This introductory course surveys the rise and development of the three major world religions which ground their tradition in the Abrahamic narrative: Judaism, Christianity and Islam. Major topics include sacred texts, sacred space, prayer, pilgrimage, mysticism, and community with a particular emphasis on “interfaith” relations –historical perspectives on the children of Abraham in conflict and dialogue. Primary texts include religious autobiography, poetry, mystical writing, personal narratives and selected sacred texts. This course focuses on an understanding of religion and religious identities as dynamic--rather than fixed categories—in negotiation with issues of gender, culture, nationality, and social justice. The course concludes with a look at the rise of fundamentalism in modern Judaism, Christianity and Islam and its impact on contemporary global issues.

Note: Several field trips to locations of religious significance in the Bay area are currently planned for this course.

Special Topics Courses Summer 2014

ANTH 180: Field Anthropology of the Bay Area

Instructor: Maura Finkelstein
Wednesdays 10:00-4:30
What is a city? How do we understand urban spaces and regions? How do we experience and study them? In this course, students will gain a measure of history and geography of the San Francisco Bay Area in order to be able to make sense of everyday features. Therefore, at its heart, this course is about noticing the cultural environment around us. Why do built elements (buildings, parks, roads, monuments, etc.) look the way they do, why are they there, and when did they come into being? Reading the urban landscape demands curiosity, an ability to seek out sources of information, and careful observation of even the most seemingly banal and insignificant features. Everyone in this class will work together, making observations, and accumulating more knowledge of the city than any of us previously had.

In doing so, we walk—a lot! But walking is an art form that is commonly devalued. Through this course we will be inspired to self-examine how we move through space. We will use all of our senses to understand the space we move through, as well as considering who does and does not have access to certain “public” space. By being alert and talking to colleagues, strangers, experts, and other urbanites, we perfect our walking skills and geographical knowledge. Each week will focus on a particular Bay Area “neighborhood” or series of neighborhoods and ask, “how do we tell the story of our city?”

ARTH 180: Myths and Mysteries: Ancient Art

Instructor: Hannah Tandeta
Mondays and Wednesdays 6:45-9:15 pm, June 2-July 18, 2014
The world’s oldest artistic heritage will be explored in this survey of art from the Upper Paleolithic Era to the 4th Century. As new discoveries continue to challenge our understanding of the ancient world’s most impressive achievements, students will explore the earliest cultures of Europe, Mesopotamia, Egypt, India and China. The session will end with an investigation of the fate of ancient cultural properties, their role in today’s global society, and their preservation for future generations.

ARTS 180: Contemporary Art Ecosystem

Instructor: Glen Helfand
This summer course offers students an immersive introduction to the wide variety of arts organizations in the Bay Area as a means of illuminating the roles each plays within a cultural ecosystem. The summer session will follow a trajectory from small artist run space, to commercial spaces and hybrid projects, to kunsthalles, community arts workshops, art publishers, and major museums. The class will meet the people who make these spaces run: curators, gallerists, directors, technicians, educators, and preparators. Students will research, evaluate, write and compile resources about each site visited into a web-based publication. Through this fast-paced course, students of art and art history will gain awareness of the region’s diverse and vital range of cultural institutions, develop an ability to evaluate successful presentations of artistic practices, and gain a clearer view of careers in cultural fields.

EDUC 180/280, Section 1: Dilemmas of Difference About Race, Class, Language, Gender, and Culture in Schools

Instructor: Tomás Galguera
Through an historical analysis of education policy and accounts of schools and education in popular media, students will examine enduring issues commonly associated with diversity in education. Relying on Martha Minow’s “dilemma of difference” framework, students will engage in a critical analysis of national, state, and local school policies targeting race, class, language, and culture as categories of difference. In addition, students will study depictions and narratives involving one or more of these categories to uncover prevailing views of the role of schools in a diverse American society. Students will select one or more of these categories as their focus and collect materials from academic and popular sources on a blog or similar online space they will build over the duration of the course.

EDUC 180/280, Section 2: Child Life: Children and Families in Healthcare Environments

Instructor: Betty Lin
This course considers special problems arising through hospitalization of children from infancy through adolescence. It focuses on psychological and social issues associated with illness and the impact that medical trauma may have on life experiences in childhood. Developmental perspective used in this course has applicability for understanding children's responses to other critical experiences.

The course is designed to meet the child life course requirement, as mandated by the National Child Life Council. A certified child life specialist teaches this course and diligently covers the six applied areas identified by the Child Life Council: child life documents; scope of child life practice in direct and non-direct services; impact of illness, injury, and health care on patients and families; family-centered care; therapeutic play; and preparation. At the completion of this course, a Child Life Course Document will be issued to those who wish to enter the child life field.

EDUC 180/280, Section 3: Research Seminar in Child Development: Cross-Cultural and Interdisciplinary Perspectives

Instructor: Priya Shimpi
This seminar and workshop-based course would be open to undergraduate and graduate students. Students will read, view, and discuss cutting-edge, interdisciplinary research in early childhoodeducation, developmental psychology, human development, and cultural anthropology. Students will learn to critically evaluate research onchildren's learning and development. In addition, students will have the opportunity to actively engage in a mentored research project, by receiving support for thesis projects, or by participating in ongoing developmental studies. Students will receive human subjects training. By the end of the course, students will gain key skills in observation, interviewing, experimentation, and survey design. The format will include discussions, student presentations, and guest lectures, using a multi-media format.

ENG 180, Section 1: Summer Grammar Camp For Academic Writers

Instructor: Kate Brubeck
This course provides a fun, creative, challenging and effective approach to strengthening your writing skills, skills you can easily implement, regardless of your field, through many examples and methods of practice. In this intensive but supportive workshop, students will have the opportunity to strengthen their writing and editing skills in a stimulating but pressure-free environment. Assisted by the instructor, all students will determine on the first day of class what particular writing skills they would like to focus on to improve their confidence, mastery, and performance at Mills and beyond. While the particular focus of the class will be determined by the needs and goals of the participants, you should expect to strengthen college- and graduate-level skills in grammar, punctuation, and editing, among others, while exploring your academic writing voice. You do not have to know a lot about grammar to take this class.

ENG 180, Section 2: Creative Writing Bootcamp

Instructor: David Buuck
One of the hardest—and hardest to teach—challenges for the creative writer, especially in a time of multiple other obligations and distractions, is simply to find and commit the time to focused, productive work. This summer course is thus designed to help writers produce new work, with collective feedback and support, not to privilege productivity for its own sake but to push ourselves and our writing in new directions. Whether you are working on your thesis, beginning a new work, writing poetry, fiction, creative nonfiction, or young adult fiction, we’ll design a game plan for the summer, with the goal of producing at least 50 pages of new writing in our time together. This will be a challenging, writing-intense workshop, but also structured to provide mutual support, feedback, and encouragement in each of our unique practices, so that writing can be the rewarding, enjoyable, and focused work we all want it to be. Additionally, the instructor pledges to do all of the assignments with you, including the minimum pages of writing. After all, we’re in this together as writers, and we all can learn from each other’s struggles and breakthroughs!

ENG 180, Section 3: New Playwright’s Workshop

Instructor: Chinaka Hodge
This course will introduce students to the craft of playwriting as both a seminar and as practicum. We will investigate form by studying plays from the West African, Greco-Roman, contemporary/Western and Future Aesthetic canons. Students will see new and classic plays in and around The Bay Area, as well as complete a draft of their own one act by the course's close. We'll discuss character development, dialogue construction, traditional dramatic structure, experimental forms, choreopoems and dance theater. Course reading may include works by Aeschylus, Shakespeare, Beckett, Jeff Chang, Suzan Lori-Parks, Lemon Andersen and August Wilson.

ENG 180/280, Section 4: Americans in Paris

Instructor: Tarah Demant
Jazz, booze, art, and literature: Paris in the 1920s was a dizzying array of literary and artistic creativity, much of it generated by American artists and expatriates living and playing in the City of Light. This summer’s course, Americans in Paris, will explore the diversity of American literature and art produced in Paris in the 1920s and 1930s, including American literary modernism and the “Lost Generation,” jazz music and dance, avant-garde African-American art, and the growing film industry. Our class will read a number of literary texts, including Gertrude Stein, F. Scott Fitzgerald, Earnest Hemingway, Langston Hughes, Djuna Barnes, and Henry Miller. Alongside our reading, we will listen to American composers like Cole Porter, Aaron Copland, and George Gershwin who found inspiration in Paris, and, through music and film, we will explore the “Paris Jazz Age” and the impact of such American entertainers as Ada “Bricktop” Smith and Josephine Baker. We will also explore the visual art of the 1920s by American artists and by those, like Picasso and Matisse, who inspired a generation of Americans in Paris—including a potential museum trip to the Matisse collection in San Francisco to see the paintings in person. Join us as we relive la vie en rose!

ENG 180/280, Section 5: Contemporary Queer And Trans Writers Of The San Francisco Bay Area

Instructor: Ajuan Mance
In this course, we will read a diverse sampling of contemporary queer and trans writers based in the San Francisco Bay Area. We will combine close reading and analysis with cultural studies and queer and trans theory-based approaches as we explore a range of contemporary poetry, fiction, non-fiction, and graphic novels that reflect the breadth of genders, sexualities, races, and ethnicities represented by today's queer- and trans-identified Bay Area authors.

Our focus on Bay Area writers will enable us to explore the relationship of queer and trans literature of the region to the community that inspires their work. To that end, we will attend literary events at the National Queer Arts Festival and the San Francisco International LGBT Film Festival. In addition we will invite local authors to visit our class and we will attend local author readings and presentations.

ETHS 180, Section 1: Visions of Apocalypse, Trauma and Survival in Literature and Popular Culture

Instructor: Vivian Chin
From the horrors of plagues and zombies to the aftereffects of historical trauma, such nightmares have long been invoked by storytellers. How do these stories of disasters reveal human and political truths? Literature, film, television, song lyrics, and more have expressed both fears and methods of surviving different forms of devastation caused by humans, by natural events, and by a combination of the two. We will consider how expressions of anxiety and hope, and the metaphors of horror can displace everyday realities onto the realm of the fantastic. Looking at a wide variety of examples through an Ethnic Studies lens that considers race, class, gender, sexuality, nation, and ability, we can better understand the dynamics of power at play in narratives of destruction and renewal.

ETHS 180, Section 2: Arab-Americans: Diaspora Feminisms and Social Movements

Instructor: Zeina Zaatari
This course explores Arab-American feminists’ activism and their engagement in social movements. Students will explore questions such as: Where do Arab Americans "fit" within the U.S.' racial classification system? What are the gendered dimensions of their existence in the US? What is the significance of gender and sexuality to anti-Arab racism? What social movements did Arab Americans and particularly feminists create and participate in? How have those shifted over the years? How did September 11th impact Arab American communities and what kind of activists’ responses did it generate? How have Arab American feminists used the arts for cultural and political expression? How has U.S. foreign policy impacted Arab American histories, experiences, and activism? How have significant political and social changes at ‘home’ impact their activism and engagement in social and political movements in the US? This course explores questions such as these in an interdisciplinary context aiming to provide a historical overview as well as emphasis on current engagements with various social justice, racial justice, and gender justice movements including anti-war activism, the occupy movement, queer organizing, immigrant rights, people of color organizing, and anti-violence campaigns. It will address issues of identity and racism as well as the effect of the global war on terror on community and activists.

ICL 180: Mentorship for Social Change

Instructor: Michaela Daystar
The Institute for Civic Leadership, in partnership with 2-time Olympian Marilyn King and Oakland youth service providers, present this innovative course rooted in community partnership, engaged learning and social change. Students will be trained as onsite mentors for Oakland middle school-aged youth using the transformational education tool Olympian Thinking. The goal of the mentoring relationship is to assist youth in aligning the three things common to all high achievers, while also supporting the Mills mentors in applying this model to their own goals and passions. As a process that disrupts educational inequities tied to the cycle of poverty, Olympian ThinkingÔ is a strategy for social change within Oakland. The program curriculum will present a framework for mentorship as social change. The course is divided into a training phase and a mentoring phase, during which students will be paired with middle school mentees. This course fulfills an elective course for the Women, Leadership and Social Change minor.

LET 180: Luso-African Diaspora and Cultural Production

Instructor: Mena Borges
This course on Luso-African and Luso-African Diaspora cultural production will investigate literary, cinematic and musical expression from Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique and Portugal. It will examine texts from Africa and Portugal focusing on themes related to the 20th-century colonial years, the era of the Wars of Independence and the postcolonial years while examining Brazilian texts on the human condition as related to the Afro-Brazilian experience. The course seeks to highlight common and disparate themes among these works of the Luso-African and Luso-African Diaspora

Objectives: Introduce students to cultural production which reflects the varying realities of Lusophone Africa and Luso-Afro-Brazil andexamine representative literary, cinematic and musical works and accentuate thematic and contextual topics.

Themes to be explored include Saudade; memoir as testament; historical context of Portuguese colonialism in Africa and Brazil; colonial wars and their human impact; Pan Africanism and comparative perspectives; criticism of colonial society; women’s role in colonial society, war and Luso-Africa; and metaphorical and literal escape/pursuit of freedom.

MGMT 280, Section 1: Gender and Leadership

Instructor: Stacy Blake-Beard
This leadership course focuses on how specific dimensions of identity -- gender, race, ethnicity, sexual orientation -- shape women's leadership opportunities, roles, expectations, and assessment of performance. Dr. Blake-Beard is a nationally recognized expert on mentorship with particular emphasis on the role of gender, race, and ethnicity in shaping mentoring opportunities and relationships.

MGMT 280, Section 2: International Business Consulting

Instructor: Darcelle Lahr
This course will actively engage students in real-world business challenges and issues within a global business framework. Students will work directly with U.S. organizations with international operations and with international organizations seeking entry into U.S. markets, providing analyses, recommendations, strategies, and assessments critical to the firms’ growth and viability. Students will gain a richer global perspective, develop skills in communication across social, cultural and transnational boundaries, and apply sound leadership and decision-making principles in a global environment.

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Last Updated: 4/14/14