In today’s world, reaching into our closets and pulling out literally whatever shade of clothing we desire is an afterthought. But even 200 years ago, colored garments were a luxury and, in some cases, reserved for royalty. In Dyeing to Learn Chemistry, students will learn about the rich history of natural dyeing traditions around the globe, how these practices were affected by colonialism and industrialization, and how artisans of today work to keep the traditional methods alive. While exploring the historical, economic and social implications of dyes we will build a strong foundation in the chemistry of how dyes work. But what would a chemistry class be without a laboratory component? In this course, you will explore different dyeing techniques in lab (both traditional and modern), use your chemistry knowledge to explain the physical phenomena they observed, and ultimately design and present a research project on a natural dye experiment of your own interest.

The part of Colorado that includes, and surrounds, the San Luis Valley (SLV) has an amazingly rich set of ‘histories’, including those that are earth science, anthropological, cultural, economic and political in nature. In other words it is a region that can be explored using a wide variety of disciplinary perspectives that together fit under the General Education umbrella. In this course students will be introduced to the concept of ‘disciplinary perspectives’ and what defines them in general. As an example of how such disciplines can operate, students will spend several weeks learning and applying the practices & methods inherent to the earth sciences via first-hand study of the SLV region. Then they will step back and consider the ‘why’ of the earth sciences; what questions or applications are considered important, and how the field of study has evolved over time. Throughout the course students will also have the opportunity to study other kinds of histories via readings and conversations with students in other CC100 classes.

Antibiotics are one of the primary tools we have to treat bacterial infections and have saved millions of lives. However, the increasing prevalence of multi-drug resistant bacterial infections presents a significant challenge for science and society. How do antibiotics work and how does antibiotic resistance develop? How do scientists discover novel antibiotics and other medicines? How are new medicines tested for safety and efficacy? In this course, we will explore how new medicines are designed, tested, marketed, and administered in the community. Throughout, we will consider how these processes have benefitted or marginalized different identity groups. Finally, students will participate in a collaborative research project to test potential novel antibiotics for the treatment of biofilm-mediated bacterial infections. This course is designed for students who are not currently planning to major in the chemical or biological sciences and/or are taking the course to satisfy the Scientific Analysis general education requirement.

We will cover basic nucleic acid biochemistry and introduction to genomes at the interface between science and society. Students will compare genome and genome organization in different organisms, including humans and primates. Building on their knowledge of genomes, students will explore how genes influence human variation, including the inheritance of disease. Students will examine diseases and their treatment along with race, gender, and economic issues that alter disease outcomes. As part of this topic, the class will investigate the evidence for biological versus social constructions of race. Students will discuss other aspects of variation such as gender, sex, and sexual orientation in humans and primates from scientific and cultural perspectives. Students will investigate biases that come into the practice of science from studies on flowers to crops to humans. Ethical issues that arise from genome alterations of organisms are an essential topic in this class. We will actively explore knowledge, knowledge construction, and language use in the practice of science. Students will engage in research-based projects to analyze scientific topics from social and scientific perspectives.

Modern forensics, made popular by crime-solving television shows, movies, and novels, has roots in technologies, and observational and data collection methods originally developed for use in geological research. This course centers the application of geoscience concepts to environmental, historical, criminal, and archeological forensic investigations, while introducing geology subfields of sedimentology, stratigraphy, mineralogy, petrology, and geochemistry through in-class activities, student-lead case studies, and field excursions. Applications to be discussed in class include investigations of art and antiquities fraud, food authenticity, archeological and historic controversies, and criminal investigations. Students will develop skills to interpret trace evidence in the context of minerals, rocks, soils, and the fossil record, and to generate testable observation-based hypotheses. The block will culminate with students using materials learned to author original novellas or scripts where forensic geological evidence plays a central role in solving a mystery, crime, or controversy.

This course centers the application of geoscience concepts to environmental, historical, criminal, and archeological forensic investigations, while introducing geology subfields of sedimentology, stratigraphy, mineralogy, petrology, and geochemistry. These concepts are the basis for modern forensic investigations including nuclear treaty verification, food authenticity, archeological controversies, and fraud investigations in the fields of art, antiquities, fossils and gemstones. Basic foundations of geological science will be presented in the context of unsolved mysteries, criminal investigations, and historical and geological events. For example, students will create timelines of events from geological data (i.e., stratigraphy) and physical evidence (i.e., layers of mud on the bottom of a suspect's vehicle). Fields of mineralogy, sedimentology, and petrology will be introduced as trace evidence and provenance (e.g., connect soil from a suspects clothing with a crime scene). In-class observation and data collection activities allow for critical assessment of evidence and interpretation to serve as the basis of testable hypotheses regarding past events and the origins of materials. Key skills developed will include inductive and deductive reasoning, critical thinking, observational skills, data quality and uncertainty assessment, the logical construction of arguments, and synthesis of disparate information into an internally consistent story – skills useful across all STEM and humanities disciplines.

Introduction to the contemporary Earth climate system that focuses on the roles of the atmosphere, oceans, cryosphere, and land surface, and an overview of how this system has changed in the past and is predicted to change in the future. Includes the use of mathematical models to describe complex systems and the role of policy, economics, and ethics in mitigating human impact.

This course will teach some basic chemistry concepts that will be applied directly to the forensic science found useful in the investigation of crime. A mix of historical and fictional case studies, collecting evidence from crime scenes, and methodologies employed in the forensic sciences will be used as a framework to learn about the application of these basic chemical principles. Library research coupled with written and oral presentations will be used to develop forensic reporting skills. Scientific articles and texts in conjunction with popular literature will be used to elucidate the scientific principles that support analysis and interpretation of forensic evidence. We will briefly explore the intersection of science and criminal justice and how scientific principles can be twisted/misused/misrepresented resulting in inequities in the justice system. If you are a fan of CSI and/or crime mysteries, and are wondering if they have gotten the science right, then this is the course for you!

Colorado College is uniquely situated at the urban-wildlife interface and provides ample opportunities to interact with and conserve Colorado wildlife. Conserving Colorado wildlife has cascading impacts on ecosystems, economies, and our society. In this field and lab-based course, students foster a sense of place and belonging by identifying and learning about the ecology and natural history of vertebrates in the southern Colorado region. Students will practice scientific inquiry through field-based projects, read and analyze primary scientific literature, and demonstrate critical reasoning through discussions on wildlife conservation.

Recent technological advances have empowered scientists with molecular tools that facilitate the modification of the blueprints of life—the genomes within living organisms. Students in this course will learn about the science behind genome editing by performing genome-editing experiments in the context of addressing a biological research question. Students will learn about how scientists use (or plan to use) genome-editing technology for applications such as biotechnology, gene-edited foods, pest control, and gene therapy. With such vast applications, genome editing has raised important questions about its ethical use. Students will be challenged to consider the possible benefits, alternative approaches, and unintended negative consequences of genome editing.

This course explores the world of the atom, introducing the concepts and principles of nuclear physics and its historical and cultural context in the American Southwest. The course begins with the key concepts of mass, energy and the properties of elementary particles, progressing towards a contemporary understanding of nuclear physics, including atomic structure and nuclear reactions, culminating in the physics of fission and fusion. We will examine nuclear physics through a place-based lens that emphasizes the history and legacy of Los Alamos National Laboratory, where scientists during the Manhattan Project developed the first nuclear weapons. Students will analyse how this project transformed our understanding of the importance of scientific research in society, its implications for the Southwest region and beyond, and the role of scientific support for the Military-Industrial Complex. Our discussions will include the role of Los Alamos National Lab in scientific innovation, ethical questions surrounding nuclear energy and weaponry, and its continued contributions to research. As part of our analysis of the legacy of Los Alamos National Lab, we will contextualize nuclear physics within the landscapes and cultures of the Southwest, emphasizing Indigenous perspectives and the region's complex relationship with Los Alamos National Lab. By combining scientific inquiry with history, ethics, and regional identity, this course will foster a holistic understanding of nuclear physics and its societal implications.