Courses

Advancement of Public Action

Advanced Mediation

This course is an advanced level of training in mediation. Advanced mediator skills are featured including effective neutral intervention, constructive communication, reframing, problem framing, interest-based negotiation and agreement writing. Students will participate in daily role-play exercises, read and present articles, and write a reflection essay or short project. Based on prior course credit, a certificate for a 24-hour training will be issued to each student who completes this course. Prerequisites: Introductory Mediation and Negotiation module or permission of the instructor.

Peter Pagnucco | SP2013 | TF, 4:10PM- 6:00PM | APA4206.01

APA Workshop: Focus: Cities

This workshop is designed to enable students to pursue a variety of issues relating to the advancing of public action. Cities serves both as a shared focus and a place to integrate a wide and rich variety of perspectives. Students will also be presenting their work to the workshop as it unfolds. Some portion of the workshop will also be dedicated to exploring concepts and methods that are capable of transforming ones relationship to public action independent of the particular issue being pursued. Bennington faculty and staff, CAPA Fellows and guests will participate throughout the workshop. The workshop will run throughout the year. Admission to the workshop requires a written statement outlining ones plans for how it will be used and an interview by the instructor. Prerequisites: None.

Eileen Scully | FA2012 | MTh, 4:10PM- 6:00PM | APA2150.01

APA Workshop: Focus: Human Rights: Women and Girls

"As long as discrimination and inequities remain so commonplace everywhere in the world, as long as girls and women are valued less, fed less, fed last, overworked, underpaid, not schooled, subjected to violence in and outside their homes-the potential of the human family to create a peaceful, prosperous world will not be realized." Hillary Clinton The extension of human rights to women and girls has an unparalleled and demonstrable capacity to transform possibilities--from education, economic equity, and health to governance, the environment, and uses of force. Nonetheless, despite its huge and pragmatic benefits for the entirety of the human community, its evident ethical value, and the vast array of resources that have been directed at achieving the goal of extending full human rights to women and girls, progress in this area is painstaking at best. To address this issue adequately will demand the very best strategic thinking, a breadth of human capacities from rhetoric to design, empathy to quantitative reasoning. The range, complexity and depth of the force field it engages invites the participation of the full gamut of the arts and sciences and a range of perspectives from outside the academy including business, journalism, law, medicine and politics. The workshop will proceed by first: analyzing and evaluating the current efforts to address the persistence and varieties of inequity; second, on the basis of this analysis selecting the challenge/s to focus on that will enable us to use our resources in optimally effective ways; and finally addressing the challenge carved out by the workshop and laying the groundwork for next steps. Students are invited to participate in this workshop provided they have an interest in working in the arena of public action whatever the particular area of interest. The choice of focus for this workshop-the full extension of human rights to women and girls-is precisely its capacity to benefit from and integrate a vast range of orientations. In addition to those enrolled in the workshop, we will engage the resources of Bennington faculty, staff and students and guests from outside the College and guests from outside the College to assist in realizing its goals. Reading: Nicholas Kristoff and Shery WuDunn, Half the Sky which provides an overview of the current situation and the multiple efforts to address it. Subsequent readings will emerge as the workshop proceeds. Prerequisites: Permission of the instructors.

Elizabeth Coleman | FA2012 | T, 8:20AM-12:00PM | APA4202.01
Susie Ibarra | FA2012 | T, 8:20AM-12:00PM | APA4202.01

Aphorisms: from Ideas to Action

Aphorisms-brief, witty, philosophical sayings-are the oldest written art form on the planet and one of the few forms of oral literature still practiced in every country and culture around the world. This course explores how and why this shortest of literary forms has such an outsized impact on everything from the way we vote to how we think to what we buy. Readings range from the very first aphoristic texts, composed some 5,000 years ago in ancient Egypt and China, to works by the likes of Mark Twain ("I never let school interfere with my education"), 17th-century French aristocrat François VI Duc de la Rochefoucauld ("Old people are fond of giving good advice; it consoles them for no longer being able to set a bad example") and Polish dissident Stanislaw Lec ("No snowflake in an avalanche ever feels responsible"). In addition to the primary texts, we also examine slightly longer aphoristic forms (riddles, parables, micro-essays) and do secondary reading in psychology, behavioral economics and neuroscience to learn how language works in the brain and why aphorisms are so powerful and persuasive. We consider contemporary variations on the form, such as advertising taglines, political slogans, bumper stickers and tweets. We also investigate non-linguistic aphorisms, through the work of artists like Rene Magritte and Marcel Duchamp and by watching the contemporary French movie Ridicule and the short films of silent comedy pioneer Buster Keaton. Through close reading and lively discussion, we analyze rhetorical and stylistic devices (the use of metaphor, wit and prosody), decipher hidden agendas, and debate the philosophical and political messages conveyed through aphorisms. Students will write three critical papers, give one presentation on a topic/reading of their choice, and regularly compose their own aphorisms and critique those of their classmates. Active engagement with the reading/writing assignments and in class discussions is required. Prerequisites: None.

James Geary | SP2012 | M, 10:10AM-12:00PM | APA2120.01

Arts Forum: Consciousness and Transformation

People change the world. Art changes people. Art affects individual and civic engagement in a very real way. Societal transformation begins with the individual. The arts are a powerful conduit to greater consciousness, personal awakening and spiritual elevation and ultimately change not only the way people think, but also the way they interact with each other and with the world. This course will be a forum taught by a group of faculty representing Music, Dance, Literature, Drama and Visual Arts and guests from outside of Bennington College. Each week a lecture/presentation will explore different aspects of the arts and artists' relationship to social engagement. Topics will include: Isadora Duncan and Nijinsky; roots of women's liberation and freedom of expression, Performance as Spiritual Practice, Don Quixote; Freedom of Belief and Expression and the Dignity of the Individual, Lyric Poetry and Public Action, and more. A two-page response paper will be expected for each presentation, reflecting on the topics presented. Tom Bogdan will coordinate and organize the class. Prerequisites: None.

Thomas Bogdan | SP2011 | M, 7:00PM- 9:00PM | APA2103.01

Cities and Extending Human Rights to Women/Girls

The focus of this workshop will be on Cities and Extending Human Rights to Women and Girls enabling students enrolled int he Fall 2012 Workshops to continue to pursue work in these areas. Students who were not enrolled in the Fall workshops and students who are working in other areas of public action are welcome to apply for admission. Bennington faculty and staff, CAPA Fellows and guests will participate throughout the workshop. Prerequisities: Permission of the instructors.

Elizabeth Coleman | SP2013 | T, 8:20AM-12:00PM | APA4205.01
Susie Ibarra | SP2013 | T, 8:20AM-12:00PM | APA4205.01

Conflict Resolution: The Ideas and Practice

Conflict Resolution as a field of inquiry began in the 1950s and 60s. This course will present an interdisciplinary approach to the practice and study of conflict resolution. Theories of conflict resolution will be introduced and then explored through a number of different prisms. These will include the nature of peace, the Arab-Israeli Conflict, the Bible, Rock 'n' Roll, the arts, and the environment. The course will culminate during its last two sessions with students sharing and discussing their own perspectives on conflict resolution based on the readings and topics discussed in class. Prerequisites: None.

Michael Cohen | SP2013 | Th, 6:10PM-10:00PM | APA2136.01

Education Forum

In our educational system, too many schools struggle to meet the basic educational needs of all students. Education is the foundation of a democratic society, yet it is a system that needs major reform and attention. This is a moment that requires innovative thinking, informed leadership, and thoughtful action. We are all challenged to mobilize to engage in substantive analysis, take action in our communities, and participate in reform. The Education Forum meets for the first seven weeks of the spring term. It is a weekly, one-credit course co- designed and co-facilitated by Bennington students who have already been involved with work in education to foster a broader conversation on campus about the issue of education. The Forum will combine visiting speakers, discussions, and readings about educational change. It is a way to connect students' academic work, passion, and curiosity with a complex, real-world issue. Students interested in education - whether from the perspective of policy, governance, systems design, history, social change, philosophy, or teaching - are highly encouraged to enroll for credit. Guest lectures will be open to all students. To earn credit, students must complete all readings for lectures and discussions, and write a paper at the end of the course. Prerequisites: None.

Carol Meyer | SP2011 | Th, 10:10AM-12:00PM | APA2104.01
Ken Himmelman | SP2011 | Th, 10:10AM-12:00PM | APA2104.01
Elissa Tenny | SP2010 | M, 4:10PM- 6:00PM | EDU2101.01
Ken Himmelman | SP2010 | M, 4:10PM- 6:00PM | EDU2101.01

Fundamentals of Advancing Public Action

This country is facing challenges of unprecedented scale and urgency in the areas of health, education, inequalities in the distribution of wealth, environmental sustainability; the capacity of our governing structures to address the public interest; mounting threats to fundamental democratic processes, a dangerous predilection for the uses of force. We examine each of these topics individually while recognizing their interdependence. We also address capacities fundamental to this work regardless of the particular topic. They include: working with data; reading; seeing; listening; connecting; understanding improvisation; managing issues of scale. Throughout the course the focus is on the challenge of effective action in the world in ways that go beyond the ad hoc and address causes rather than symptoms. In addition to engaging materials that illuminate the current state of things we engage texts that allow us to explore the role of the past in charting the future and the critical matter of values. Prerequisites: None.

Elizabeth Coleman | FA2010 | MTh, 2:10PM- 4:00PM | APA2101.01
Elizabeth Coleman | FA2011 | MTh, 2:10PM- 4:00PM | APA2101.01
Elizabeth Coleman | SP2011 | MTh, 2:10PM- 4:00PM | APA2101.01
Elizabeth Coleman | SP2012 | MTh, 2:10PM- 4:00PM | APA2101.01
Ken Himmelman | FA2010 | MTh, 2:10PM- 4:00PM | APA2101.01
Ken Himmelman | SP2011 | MTh, 2:10PM- 4:00PM | APA2101.01
Eileen Scully | SP2013 | MTh, 4:10PM- 6:00PM | APA2101.01

Graphs with Style

Data and the modern world come hand in hand. Often this data comes in a visual format, as a graph or slideshow. What attributes make graphs excellent? What attributes obfuscate the content of a graph? When should you use a pie chart instead of a bar chart? How did PowerPoint presentations mislead NASA into launching the space shuttle Challenger? How can we improve the content of PowerPoint presentations? This class will answer these questions as we examine famous and infamous visual representations of data. Completing this class will improve your ability to communicate ideas and thus increase your influence on the world (or earn more money). Grades will be determined by problem sets, which will consist mainly of creating and evaluating representations of data. Prerequisites: None.

Michael Rolleigh | SP2012 | TF, 10:10AM-12:00PM | APA2107.01

How Do You Know: The Culture of Information

On a daily basis, we each define a relationship to information, as a bearer of truth, evidence, authority, timeliness, social leverage, insight, etc. Part seminar and part workshop, this course will attempt to make that complex relationship visible. We will first focus on a history of knowledge, and the various ways in which it has been used to organize the world. We will then move toward a contemporary understanding of information, data, and knowledge work, inquiring about the qualities of each of these, in theory and in practice. Through readings and projects we will explore questions of access to information, big data and the cloud, the uses of information, visualizing information, etc. We will put into action the cultural role of being an information-seeker across disciplines, experimenting with various ways of framing questions, collecting information, and presenting research. Prerequisites: Permission of the instructor.

Erika Mijlin | FA2012 | W, 2:10PM- 6:00PM | APA4106.01

In the Land of Mega-Media

Every day we navigate a landscape of enormous media and information repositories: from YouTube to Wikipedia, from the visible accumulations in Flickr to the invisible mountains of expired tweets, etc. Although much of this is constructed out of our own content-contributions, the values of 'local', 'individual', and 'private' continue to be redefined as the world looks more and more toward 'the cloud' as a new mega-receptacle. What is it like to live with, and in, and amongst, these mammoth creatures in the media landscape ? What are the boundaries, edges, and problems of these immense containers ? We will study how all this 'knowledge-content' is manufactured, distributed, promoted, and warehoused, and to what greater effect. Prerequisites: None.

Erika Mijlin | SP2012 | WF, 10:10AM-12:00PM | APA2205.01

Interpreting Data in the Modern World

It is nearly impossible to live in the modern world without being inundated with data. From media sources to sports broadcasts, statistics are used to support claims and convince voters. How do we learn to recognize dishonest or unintentionally distorted representations of quantitative information? How can we reconcile two medical studies with contradictory conclusions? How many observations do we need to make an informed decision? This course aims to answer these questions and more by developing an appreciation for and an understanding of the interpretation of data. All coursework will be implemented in Excel. This course will familiarize students with correlation, t-tests, variance, regressions, and their interpretations. Applications will range from cheating on standardized tests to medical studies and will come from the world around us. Grades will be determined by problem sets based on the applications. Prerequisites: None.

Michael Rolleigh | SP2012 | TF, 10:10AM-12:00PM | APA2106.01

Introduction to Economics: Applications

This course covers the fundamentals of microeconomics and macroeconomics, including supply, demand, market structures, income distribution, fiscal policy, growth, international economic relations, and behavioral economics. The focus will be on using these ideas to explain behavior and design better public policies. Should we use minimum wage or the Earned Income Tax Credit to support the incomes of low wage earners? Should we use tariffs to preserve jobs in US manufacturing? Do agricultural subsidies in the US and EU hurt the poorest countries? What changes in technology or government policies have led to the current concentration of wealth in the US? These are a few of the applications we will address in this class. Grades will be determined by problem sets, short papers, and either a final exam or longer paper. Prerequisites: None. Not open to students who have taken PEC2110 Microeconomics.

Michael Rolleigh | SP2012 | TF, 2:10PM- 4:00PM | APA2115.01

Making Computing Socially Relevant

Educators are beginning to attend to the challenges of developing meaningful computer science education: identifying a common core of intended learning outcomes, instructional designs, and assessments. Computer scientists are beginning to attend to the challenges of making computing relevant to communities and society and educating the next generation of computing professionals. However, existing approaches to teaching computing tend to focus on small projects, solely for the consumption of the teacher and students in the class ("toy projects"); formal methods (the "traditional" approach); game development ("projects about toys"); or examples intended to be meaningful to the digital generation ("relevant" projects, but with a lower-case "r"). We will review existing computing curricula such as the Association for Computing Machinery's model K-12 computing curriculum and Cisco Academy; frameworks such as the media computation, robotics, and game approaches to introductory computing; and trends such as recent calls for computational thinking across disciplines to understand efforts to make computing accessible to a wide audience. We'll learn the underlying computing topics (programming, networking, etc.) at a level of detail that will allow us to address issues in curriculum development and instruction, assessment, and evaluation planning. Students will develop learning modules that are Socially Relevant (with a capital "R"), meaningful in the sense that they contribute to our understanding of and ability to improve society at large. This course will be of interest to education and computing students and those interested in computing education in service to public action. No prior programming experience is required. Prerequisites: None.

William Doane | SP2011 | TF, 4:10PM- 6:00PM | CS2105.01

Media Action Lab

What critical issues and questions should we grapple with? What are the resources required and available for social action? What are some of the best examples of how media are being used for public action? These are some of the questions that we address in this laboratory that seeks to develop media based projects that confront critical contemporary. Students design and collaborate on new media based initiatives and to share projects already in progress. Prerequisites: Open to students who have completed a course in media studies or theory or by permission of the instructor.

Peter Haratonik | FA2011 | W, 6:00PM- 9:00PM | APA4103.01

Media and Culture Seminar

What should every citizen know about media and their relation to culture? What approaches can best prepare us to function effectively as critics, scholars, teachers, artists, managers, and producers in an increasingly global, digital, and competitive landscape? What critical issues and questions should we grapple with? What resources are required to implement effective social change? These are some of the questions that we address in this seminar and laboratory that examines media and their relationships to society and culture. Prerequisites: None.

Peter Haratonik | FA2010 | T, 8:20AM-12:00PM | APA2102.01

Media and Democracy

In the midst of the heat and noise of an election season, we will pursue an inquiry into the deeply entangled role of media in a democratic society. Topics may include: historical precedence for media influence before and beyond American democracy, new web-based strategies for the electoral process, the implications of corporate media ownership, the role and responsibilities of a free press, the nature of decentralized social media in the democratic process, tele-visuality, media strategy, public opinion, etc. We will attempt to circumvent the typical extremes of cynicism and/or idealism that often accompany discussions of media and democracy, and instead strive to describe and understand the contemporary realities clearly. Students will be expected to conduct research projects and remain engaged in current media/democracy news stories. Prerequisites: None.

Erika Mijlin | FA2012 | TF, 10:10AM-12:00PM | APA2207.01

Media And Social Action Seminar

What should every citizen know about media and their relation to contemporary society? What approaches can best prepare us to function effectively as critics, activists, scholars, teachers, artists, managers, and producers in an increasingly global, digital, and competitive landscape? What critical issues and questions should we grapple with? What resources are required and available for social action? These are some of the questions that we address in this seminar and laboratory that examines media and their relationships to society and culture. Students are encouraged to design new media based initiatives and to share projects already in progress. Prerequisites: None.

Peter Haratonik | SP2011 | M, 2:10PM- 6:00PM | APA2202.01

Media Convergence and Culture

A seminar on the changing nature of the relationship between consumption and production of media, and how these newly intersect. With a perspective rooted in the cultural history of forms such as quotation, parody, and collage, in this course we will explore the many transitions in the present media paradigm -- the changing aesthetics of digital media content and context, the personal and political uses of creativity and expression, and the economic and political implications of access, ownership, and participation in media. By investigating the new landscape of cinema, television, internet, gaming, social media, fan/remix culture, technoculture, media archaeology and more, we find that what we think of as 'convergence' is even more than a technological transition, and is in fact a cultural transformation. Prerequisites: Previous coursework in media studies or permission of the instructor.

Erika Mijlin | SP2013 | M, 2:10PM- 6:00PM | APA4102.01
Erika Mijlin | FA2011 | WF, 2:10PM- 4:00PM | APA4102.01

Media Technology and Social Change

From the print revolution to the birth of photography, from moving images to social networking, we find that new media technologies are continually adapting to us, as we simultaneously, and more subtly, adapt to them. Every wave of technological innovation leaves human existence more closely intertwined with media of documentation and communication. A central question forms this course's premise : How has media technology changed the way we interact, the way we think, and the way we live, historically, and in the modern moment ? Reading Benjamin, McLuhan, Postman, Baudrillard, Sontag, etc. Screenings from Metropolis and Modern Times, from classic film documentaries to web projects, YouTube, video art, etc. Prerequisites: None.

Erika Mijlin | FA2011 | WF, 10:10AM-12:00PM | APA2203.01

Mediating the Past, Mediating the Present

In this course, we explore the ways in which our knowledge and understanding of present, recent past, and history are inevitably 'mediated'. How does the constant stream of the present become the permanent record of the past? As we dwell in the flow of a 24/7 information stream, we can identify and practically touch the moments at which the raw information 'feed' becomes digested, mediated, and perhaps more permanently interpreted into a social, cultural or political narrative. Once certain accounts are accepted into the cultural record, are there dangers in relying on one film or television account of history as definitive ? How will we (or others) choose to retell the events currently swirling through our public sphere ? At a different scale, in our personal lives, how are we creating a digital bread-crumb trail through social media ? It is in this context that we ask ourselves 'what is an event', 'what is history', and 'who is telling this story' ? With a focus on visual and digital media, the course will explore three major areas: historical films and television (fiction and non-fiction); social media and its impact on both personal and public events; and the information-news cycle, with its manufacture of narratives and events. Prerequisites: Previous coursework in media studies or permission of the instructor.

Erika Mijlin | SP2012 | W, 2:10PM- 6:00PM | APA4105.01

Music as an Instrument for Social Change

This course will examine how music has provided strength and solidarity to various protest movements of the 20th century, often with dedicated support from student populations. We will look for examples of injustice and oppression which resulted in powerful musical expressions of both descriptive concern and angry defiance. Some of the social movements with a rich partnership in music will include: civil rights in the US, the anti-apartheid movement in South Africa, anti-war movements, free speech movements, various labor struggles and other fights against racism, sexism and religious or national persecution. We will compare lyrics and opinions of artists as varied as Woody Guthrie, Bob Marley and John Lennon, noting how musical styles such as folk, rock, reggae and gospel can help unify a group of people with a common cause. Prerequisites: None. Corequisites: Students will be required to attend weekly screenings of pertinent films: Thursdays, 7-9 pm.

Bruce Williamson | FA2011 | W, 2:10PM- 6:00PM | APA2114.01

One Man's Treasure: Env. Conflict Resolution

On this ever shrinking planet, the likelihood that one will be a stakeholder in a dispute over natural resources, property development or environmental injury has never been greater. Through experiential learning, this course in environmental dispute resolution is designed to help equip students to effectively engagesuchconflict. We will examine the complexity of environmental disputes and, focusing on collaborative, multiparty processes, we will structure and work through processes intended to bring resolution. Through readings, written assignments, class exercises, and a semester long case study role play,students will experience these processes from the inside out.Ultimately, students will develop a richer understanding of the challenges and opportunities of environmental dispute resolution which will help inform their decisions and actions when confronted with the inevitable environmental conflict. Prerequisites: None.

Peter Pagnucco | SP2013 | TF, 10:10AM-12:00PM | APA2210.01

Point of Criticality: Problems of Complexity

This is a course on the relationship of complex systems to conflict analysis. Concepts such as self-organization and improvisation, emergence, pattern recognition and complexity, feedback loops, nesting and topologies will all be examined as aspects of how complex problems are constructed. By looking at the 10 Step Complexity CR Model, we will analyze two case studies of current conflicts, one of high stakes distribution related to resources, and one that the class will decide on while making recommendations for action. Prerequisites: None.

Susan Sgorbati | SP2013 | MTh, 10:10AM-12:00PM | APA4203.01

Power 101

In this 14-week workshop, we will approach the question of power in its many dimensions. The questions of who does or does not have power underlie some of society's most pressing public and private dilemmas. Shadowed behind our many institutional, social and personal movements toward change, both historical and contemporary, power stands as a little understood structure. How does this complex commodity flow through our institutions ? How does power organize itself to be visible, or available ? With essential contribution from CAPA fellows and invited guests, through readings, case studies, and active exercises in visualizing and navigating power, we will attempt to describe and understand what power is, where it comes from, how it is taken or given, how it is wielded, and what is its transformative social potential. Presenting participants, individually and in panel, will include CAPA fellows Matt Kohut, Gong Szeto, Veronica Gunn, Suzanne Brundage, Rob Sanders, and Nigel Jacob, as well as other invited guests and Bennington faculty. Prerequisites: None.

Erika Mijlin | SP2013 | T, 4:10PM- 6:00PM | APA2208.01

Rhetoric: The Art and Craft of Persuasion

The ability to speak and write persuasively is an essential skill for everyone. Whether you are writing a plan essay, applying for a job, or running for public office, you need to be persuasive and compelling. This course is a practical workshop in rhetoric. Students will write, deliver, and critique short (two-minute) persuasive speeches in each class. We will learn classic rhetorical terms and techniques, and apply them in our analysis of famous political speeches. At the end of the course, students will compete by delivering a five-minute speech on a topic of their choice to a distinguished panel of judges. Prerequisites: None.

Karen Gover | FA2009 | MTh, 4:10PM- 6:00PM | MOD2112.01
Karen Gover | FA2009 | MTh, 4:10PM- 6:00PM | MOD2112.02
Karen Gover | FA2011 | MTh, 4:10PM- 6:00PM | PHI2112.01
Karen Gover | FA2012 | MTh, 4:10PM- 6:00PM | PHI2112.01

Seminar on Good Governance

Good governance involves the diverse ways by which governments manage public affairs, institutions and resources for the well being of their citizens and constituents. Largely taken for granted in the advanced industrialized world, good governance is now regarded by the international development community as the single most important factor for addressing conflict, poverty and state fragility and failure in underdeveloped or developing regions. This 7-week seminar will focus on the challenge of promoting good governance. Readings, presentations, assignments and discussions will explore the meanings of good governance, rules-based and outcome-based indicators of governance, major strategies for enhancing governmental quality and effectiveness (including decentralization, liberalization, democratization, anti-corruption reform, fiscal responsibility, and donor policy-level conditionality and selectivity), and illustrative country case studies of robust, mixed and poor governance. Prerequisites: At least one curse in the social sciences.

Rotimi Suberu | FA2011 | MTh, 10:10AM-12:00PM | APA4110.01

Social Practices in Art

Social practices in art incorporates many diverse strategies from interactive media, online networks, manifestos, street interventions, social sculpture, design, performance, activism, open systems, public discourse and more. In this course we examine the history of social practice and focus in on how media and technology are impacting and shifting current practice. Students are encouraged to work collaboratively on projects that critically engage topics pertinent to this moment in history and are situated in the public sphere -- local or global, online or offline. There are lectures, reading assignments, studio projects and critiques during the course. Prerequisites: Permission of the instructor.

Robert Ransick | FA2011 | T, 2:10PM- 6:00PM | APA4104.01
Robert Ransick | FA2009 | T, 2:10PM- 6:00PM | DA4103.01
Robert Ransick | FA2012 | T, 2:10PM- 6:00PM | VA4104.01

The Interface is the Message

Some of the most revolutionary work in new media development is happening on the level of interface design -- where human meets machine, new paradigms of communication are established. We will begin with some historical milestones in interface design (the keyboard, the mouse, etc) and then move into some more contemporary innovations (touch screens, augmented reality, artificial intelligence, kinetic input, brain-computer interfaces, etc). Our work will be to see beyond the novelty of the devices themselves to discuss their transformative implications for human societies at both a personal and public scale. Prerequisites: None.

Erika Mijlin | SP2012 | WF, 10:10AM-12:00PM | APA2206.01

The U.S. Constitution: Ratification

Delegates at the Constitutional Convention in Philadelphia produced a creditable document, yet it was the year-long battle over ratification during 1787 and 1788 that transformed their final draft into an enduring, singular civil covenant. Ratification debates were quintessentially American, a mix and match of sacred and profane, treatises and trinkets, high-minded and underhanded. Weekly readings include primary documents, contemporary newspapers and historical commentary. Writing assignments are varied and weekly. When the class convenes, we will arrange one or two day trips to nearby historically significant locations. Prerequisites: None.

Eileen Scully | FA2011 | TF, 4:10PM- 6:00PM | APA2134.01

The U.S. Constitution: Rough Drafts

The United States Constitution began as a idea and a rough draft. Indeed, when first presented to delegates at the Philadelphia Convention, the draft was a proposed treaty among thirteen erstwhile British colonies. In this seven-week seminar, we delve into the pivotal events, people and debates that produced the final draft, something far closer to a civil covenant than a pragmatic treaty. Weekly readings include primary documents, contemporary newspapers and historical commentary. Written work is varied and weekly. Once convened, the class will work out arrangements for one or two day trips to Boston and other nearby historically significant locations. Prerequisites: None.

Eileen Scully | FA2011 | TF, 4:10PM- 6:00PM | APA2133.01

Understanding Media in Everyday Life

To say the media play an important role in peoples live is both a commonplace and an understatement. Just try to find someone who doesn't e-mail, surf, tweet, blog, text, chat, IM, download, burn, scan, stream, watch, listen, or read on a daily basis. As symbol making and symbol using animals this is what we do. Many cling to older media forms. Others are totally immersed in emerging digital worlds. But being "immune" from or existing "outside" of media is virtually impossible. What then should every citizen know about media and their relation to contemporary society? What approaches can best prepare us to function effectively as critics, activists, scholars, teachers, artists, managers, and producers in an increasingly global, digital, and technological complex landscape? Required readings will frame the discussion of these questions. Students will complete a project involving contemporary media and social and political concerns. Four course sessions that focus on the stakes of media in everyday life will be open to the entire community. Prerequisites: None.

Peter Haratonik | FA2011 | W, 4:10PM- 6:00PM | APA2204.01

Workshop on Advancing Public Action

This workshop is designed to enable students to pursue work focused on public action regardless of the particular issue/s they are addressing or how far along they are in pursuing it. Some portion of the workshop will be dedicated to common experience - in particular exploring those concepts and methods that are capable of transforming one's relationship to public action independent of the particular issue being pursued. Students will also present their work to the workshop as it unfolds. Bennington faculty and staff, CAPA Fellows and guests will participate throughout the workshop. Prerequisites: Submission of a written proposal outlining the work to be undertaken and an interview with the instructor.

Elizabeth Coleman | FA2011 | W, 8:20AM-12:00PM | APA4201.01
Elizabeth Coleman | SP2012 | W, 8:20AM-12:00PM | APA4201.01

Design Lab

Border Projects: The Enemy Within

The Problem: Despite the trend towards supposed globalization, the geographical demarcation of national boundaries, though often artificially constructed and the sites of complex, hybrid cultures, tends to be perceived as embodying reality, with real, sometimes violent, consequences for those living through such differentiation. To name but one specific problem, even in the wake of supposedly neoliberal policy prescriptions such as the Washington Consensus and NAFTA, the question of sovereignty continues to burden US-Mexico relations, earning the two countries the suspect distinction of overseeing the most illegally crossed international border anywhere, and arguably criminalizing Mexicans more pervasively in the collective consciousness of the US. The Lab: Via linguistic, theoretical, geographical, historical and political inquiry, students will articulate a problem associated with a specific border, proving their expertise in that area, presenting their research to the group, and testing their hypotheses. While Latin Americas numerous arbitrary divisions are only seen as an initial frame for subsequent debate, rather than a limitation on students geographical choices, if, in the example above, we were to redefine theories of nationalism, sovereignty, and legality, all the while focusing on how these discourses play themselves out in the actual context of Mexican migration, then the result would surely be proposals for change. The Action: It is hoped that at the very least we will offer our findings, our interrogation of the artificiality and potential loosening of the divisions, to the communities in question, and to the border-makers. Although it is possible that the more general, theoretical issues may contribute to ongoing research on identity, the impetus is to suggest contextualized, local reform. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

Jonathan Pitcher | FA2009 | MTh, 2:10PM- 4:00PM | DL2104.01

Environmental Conflict Resolution

The Problem The well-being of people around the world hinges on the equitable and sustainable distribution of natural resources. Conflicts over the use of water, agricultural land, fisheries, forests, and sources of energy often arise, making healthy and secure livelihoods dependent on conflict resolution. The Lab This design lab will explore the nature of environmental concerns and the resolution of environmental conflict through mediation. Decisions regarding resource use and allocation often involve various stakeholders, some which may be more powerful than others. How to manage public lands, for resource extraction, recreation or conservation, where to site energy producing facilities like dams, wind turbines, and oil wells, or who should be given the right to sell common resources like fisheries and water are all questions which have ethical, ecological, economic and social justice consequences. Are there universal norms based in science that can be agreed upon at the outset of the mediation process? How can marginalized groups of people partake in decision-making? The Action Part of this lab will be spent exploring the theories that address these questions, and another part of the class will be spent exploring case studies that exemplify how conflict resolution plays out. We will identify when mediation is a viable means of conflict resolution and we will practice mediation skills through role-playing. Students will be asked to analyze a case study of their choosing,and in collaboration with the faculty, make recommendations to a Michigan community that is currently in the midst of a difficult environmental conflict. Prerequisites: For First-Year Students. Upper-class students admitted by application.

Susan Sgorbati | SP2010 | MTh, 10:10AM-12:00PM | DL2216.01
Valerie Imbruce | SP2010 | MTh, 10:10AM-12:00PM | DL2216.01

Heavy Metal Pathways (nothing to do with music)

The Problem: Millions of people across the world today suffer minor to deadly health effects from toxic heavy metal contamination in their water and food. Examples of this problem include: mercury contamination in fish, which is particularly dangerous to pregnant women and children, arsenic in the drinking water of tens of millions of Bangladeshi rural people, which has caused an entire segment of that nations population to be diseased, and lead contamination in buildings in urban areas of the US. Heavy metals are a natural part of the earths environment, but a number of human actions combined with natural processes can cause them to be transported into peoples food and/or water supplies. The Lab: A complex interplay of geologic and chemical processes control how metals may be transported through natural waterways into food and drinking water sources. This design lab will study the groundwater and surface water pathways that metals travel through, how the chemical speciation of metals controls the level of metal mobility in these pathways, and how to best mitigate the affected food and water supplies. We will use the example of mercury contamination travelling from soils in the Green Mountains into rivers and ponds to study the mobility of metals in natural environments. This will include field monitoring and sampling along waterways, laboratory chemical analysis of collected water and soils, and interpretation of analytical results. The Action: The class will apply its knowledge of heavy metal transport to address worldwide manifestations of this problem, particularly to regions in which the affected population has no choice but to consume the contaminated food /water. Students will be required to devise and propose operable solutions to these problems, and will be strongly encouraged to purse direct action through FWT projects. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

Janet Foley | FA2009 | MTh, 2:10PM- 4:00PM | DL2105.01
Tim Schroeder | FA2009 | MTh, 2:10PM- 4:00PM | DL2105.01

Investigating Digital 3D Thinking

The challenges posed by pressing contemporary social and political problems are complex and multifaceted; they will require multi-dimensional responses. This design lab investigates the potential for extending the reach of digital 3D thinking to problem solving in general by first immersing ourselves in the new digital design and fabrication processes and then applying its multi-dimensional techniques, orientation, and approach to problem solving generally. The first term explores the emerging world of digital production that can enable innovation that the analog world has failed to provide. The practice of object-making is undergoing an intense transition into digital production. Additive manufacturing has been posed as the next trillion-dollar business; in your lifetime you will be able to download objects--tables, chairs, clocks--and "manufacture" them in your own home. Designers, architects, and artists are finding digital design and fabrication processes to be common ground for communication and collaboration, in large part because many new projects necessitate multi-dimensional thinking about form and making. Through a series of discrete exercises coupling digital fabrication and design techniques, students in this course will gain familiarity with digital space and creative systems thinking. Students will design solutions to extant problems using digital modeling software; these digital designs will then be translated into analog objects by way of hand, machine, and robotic tools. We will observe the multiple transitions from digital to analog, with a keen eye toward understanding the qualities of each state (if indeed they can be neatly separated). A project lab course offered in the spring 2012 term will provide the opportunity to apply digital 3D thinking to real-world problem solving working with faculty and staff from the College and special guests. Prerequisites: None.

Jon Isherwood | FA2011 | M, 2:10PM- 6:00PM | DL2120.01

Investigating Digital 3D Thinking, Part 2

The challenges posed by pressing contemporary social and political problems are complex and multifaceted and will require multi-dimensional responses. This year-long course investigates the potential for extending the reach of digital 3D thinking to problem solving in general by first immersing ourselves in the new digital design and fabrication processes and then applying its multi-dimensional techniques, orientation, and approach to problem solving generally. The first term explored the emerging world of digital production that can enable innovation that the analog world has failed to provide. Through a series of discrete exercises coupling digital fabrication and design techniques, students gained familiarity with digital space and creative systems thinking. This term, students will design solutions to extant problems using digital modeling software; these digital designs will then be translated into analog objects by way of hand, machine, and robotic tools. We will observe the multiple transitions from digital to analog, with a keen eye toward understanding the qualities of each state (if indeed they can be neatly separated). Prerequisites: Completion of DL2120 Investigating Digital 3D Thinking or permission of the instructors.

Guy Snover | SP2012 | M, 2:10PM- 6:00PM | DL4120.01
Jon Isherwood | SP2012 | M, 2:10PM- 6:00PM | DL4120.01

Leading Change

The problem: Local, national and global communities are suffering from similar issues on varied scales - poverty, hunger, educational disparities and issues of access, and plaguing environmental issues. The lack of engagement of citizens in combating these issues is compounding their negative impact. Over time people have overwhelmingly become disconnected with their responsibility to the community in which they live. It has become increasingly incumbent on capable individuals to take on the challenge of developing change through leadership and organization. The lab: In order to have a positive impact we need to know how to assess organizations/needs/projects and design systematic and sustainable change. We will engage in an on-going study and assessment of community organizations with the goal of understanding effective organizational structures and practice. In addition to organizational assessment, students will develop a leadership skill set designed to design and promote change via community action. The action: Based on the work in the lab students will develop a proposal for leading community change and action. As part of the proposal it is expected that students will identify a community, an issue to address, and develop a systematic approach through community organizational development along with a timeline for implementation and a strategy for assessment of effectiveness. Proposal will be presented to the class for critique and consultation. Prerequisites: For first-year students. Upper-class students admitted by application. Corequisites: This is ideally a three-term commitment. The identification of the problem and skill development to work with the problem will be the focus of the spring 2011 term. The development of the action will be the focus of the fall 2011 term. The implementation of the action will be the focus of FWT 2012.

Eva Chatterjee-Sutton | SP2010 | TTh, 8:10AM-10:00AM | DL2103.01

Leading Change: From Local to Global

The problem You see urgent problems in your community and in the world and want to do something. You want to make a change, make a difference, but where do you begin? Do you join a cause, start a movement, or design a program? The lack of engagement of citizens in combating evident issues is compounding their negative impact. It has become increasingly incumbent on capable individuals to take on the challenge of developing change through leadership and organization. The lab In order to have a positive impact we need to know how to assess organizations/needs/projects and design systematic and sustainable change. We will engage in an on-going study and assessment of community organizations with the goal of understanding effective organization structures and practice. In addition to organizational assessment, students will develop a leadership skill set designed to design and promote change via community action. The action Based on the work in the lab students will develop a proposal for leading community change and action. As part of the proposal it is expected that students will identify a community, an issue to address and develop a systematic approach through community organizational development along with a timeline for implementation and a strategy for assessment of effectiveness. Proposal will be presented to the class for critique and consultation. We will work to design and implement a project. Upper-class students will assist with projects. Section 1 Prerequisites: For First-Year Students. Section 2 Prerequisites: For Upper-class Students by Application

Eva Chatterjee-Sutton | FA2010 | MTh, 8:10AM-10:00AM | DL2203.01
Terry Creach | FA2010 | MTh, 8:10AM-10:00AM | DL2203.01

Light: Challenges and Opportunities

The Problem: Our experience of light is constant and ongoing yet rarely thought about carefully, even though it shapes our perception of our every waking moment. Aesthetic and economic/environmental consequences may result from insufficient knowledge and awareness. How we feel, how everything appears, and how well we are able to address various tasks are all determined in part by light. The production of electricity required for light sources other than daylight has an environmental impact because it comprises a substantial portion of our overall carbon foot print, and the cost to purchase electricity consumed has an obvious economic impact as well. On the other hand, light from the sun has the potential to revolutionize modern societies by providing unlimited clean energy, provided several (serious) technical hurdles can be overcome. The Lab: A series of investigations and experiments from the perspectives of the arts and science to learn how to see and think about light, make qualitative and quantitative assessments regarding light and its impact, critically examine the practical aspects of photovoltaic energy sources, and balance aesthetic, economic and environmental considerations of various lighting options. The Action At mid-term, each group of participants will identify a specific problem or situation to address in substantial depth, in which light has the potential to positively affect the quality of life and/or well being of an individual or community. Groups will then assess aesthetic, environmental and economic factors, do hands-on experimentation and/or testing as appropriate, and present proposals for action. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

John Bullock | FA2009 | F, 8:20AM-12:00PM | DL2108.01
Liz Deschenes | FA2009 | F, 8:20AM-12:00PM | DL2108.01
Michael Giannitti | FA2009 | F, 8:20AM-12:00PM | DL2108.01

Passing the Torch

The Problem: There are many well-established American cultural, religious, and social institutions which are facing a crisis of aging. For example, newspapers are facing financial crises including shutdowns, bankruptcies, and drastic changes in mission and identity because people no longer read news in print. The habits and/or proclivities of the young are often invoked to explain this crisis: young people read papers on line, they don't read print. We hear this litany in all sorts of institutions: young people don't go to movies in movie theaters. They don't watch network television. They don't hunt. They don't fish. They don't bowl. They don't go to museums. They don't go to mainline churches or synagogues. They don't, they don't, they don't; but we don't know very much about why they don't. Graying institutions are doing all sorts of things to attract young people to their thing, whether a church or a concert hall. Sometimes these efforts seem clearly misinformed, or sometimes they seem to deform the identity of the institution (like those churches which buy the new releases of first-person-shooter or other violent video games and invite teenage boys to "game night" to get them in the door of the local church). Sometimes they seem to be a good idea, but they don't work (museums which have cocktail or singles nights which attract young people in droves but the events do not translate into increased museum membership or attendance outside the events). Sometimes they seem to be based upon "graying" people's ideas of what will work, but these ideas are not based in reality, i.e., market research or consultation with any single of the target demographic. The lab: We will partner with at least two, possibly three, "graying" institutions (one cultural, one religious, one fraternal?) and serve as consultants to those institutions. We will find institutions who want to reach out to the young, and we - the young, plus the instructor - will attempt to instruct them how to do so most effectively. Participants in the design lab will: 1. review popular and peer-reviewed literature on this topic 2. review what the institution has done; how it decided what to do, whether it has worked 3. conduct "market research" among college students regarding these topics Skills to be acquired will include: 1. research in pop culture and peer-reviewed literature as well as institutional research 2. interviewing 3. qualitative hypothesis-generating market research 4. program design and implementation 5. program evaluation if time permits The action: We will design interventions, programs, and publicity to ameliorate the identified problems in a research-based manner. We will evaluate our interventions if possible, and share all results with our partner institutions. We will seek ongoing feedback from them regarding our work. Prerequisites: None for first-year students. Upper-class students upon application.

David Anderegg | FA2010 | MTh, 10:10AM-12:00PM | DL2110.01

Self and Community in the Digital Age

The Problem: Technology has brought the ostensible sum of human knowledge within ready reach of the digitally literate, but has simultaneous access to so much shareable human experience actually brought us together or are we more isolated than ever before? What is "community" in the information age? The Lab: In-community research projects as well as readings, guest visits, field trips, artist/maker-centered individual and group projects. The Action: After polling ourselves and discussing the uses of technology in our lives, students and instructors develop a set of questions to ask members of the Bennington College community outside of the class. This first set of questions will explore when and how interviewees use technology and when and how they don'tfor school and personal life. For example, how do they use the web-based information services provided by the College? What works, what doesn't and why? After evaluating these findings carefully and developing a profile for campus technology use, we will design another set of questions which probe deeper into how other "communities" and parts of our lives may been affected by this modern life dichotomy (tech vs. no-tech). While the focus of this deepening will be determined by the class, a few suggestions for areas to probe further are: politics, music and other "time" arts, love life, or the area of your choice. Please note, that some of these may broadening the interview source beyond the immediate college community, but again, that is a decision to be made by the class community. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

Kitty Brazelton | FA2009 | TTh, 2:10PM- 4:00PM | DL2106.01

Solving the Impossible: Intractable Conflicts

This course is about the challenge of solving conflicts that are firmly entrenched with little hope for change. Often these conflicts repeat a pattern of violence between groups that hold fixed positions and beliefs. We will look in depth at this type of conflict, analyzing the factors that contribute to intractibility. We will then look at people like Gandhi, Martin Luther King Jr. and Nelson Mandela, who led movements that made a conscious effort to resolve conflict non-violently and broke through the fixed nature of the problems they found themselves in. Current political movements in Egypt and Tunisia have been influenced by these great leaders. They applied non-violent theories to practical action. These strategic non-violent encounters will also be explored through the lens of complex dynamic systems. Prerequisites: Permission of the instructor.

Susan Sgorbati | FA2012 | TF, 10:10AM-12:00PM | DL2201.01
Susan Sgorbati | FA2011 | MTh, 10:10AM-12:00PM | DL4101.01
Susan Sgorbati | FA2010 | W, 4:10PM- 6:00PM | MED4103.01

The Sababa Project

The Problem: One of the urgent problems of our time is the number of at-risk youth around the world regularly recruited into violent conflicts. What are the factors that make this possible? This Design Lab will look at the serious problems facing adolescents in our own community as well as in other cultures. "Sababa" is a word that means "cool", created by both Israeli and Palestinian adolescent youth. As far as we know, it is the only shared word of its kind that was created by youth from two warring peoples. "Sababa" is an example of the spontaneous, hopeful response that is possible when youth are given the opportunity to respond to their conflicts. The Lab: In this Design Lab, college students will be meeting each week with the students in the Quantum Leap classroom at Mount Anthony Union High School. This is a classroom for at-risk youth, and college students will be mentoring as well as learning along side the high school students. We will be studying the factors involved in growing up and being particularly vulnerable to violent and destructive behaviors, and will be meeting with youth from other cultures as well to see if there are common experiences we share. The Action: After studying and reflecting on the factors contributing to youth violence and recruitment into destructive conflicts, we will be proposing projects that will change this phenomenon both locally and globally. This term, we will be focusing on the intractable conflict between Israel and Palestine. Students from Bennington College and the Quantum Leap Classroom will collaborate on projects that will be exhibited in the Museum Exhibit at Mount Anthony Union High School at the end of May. Prerequisites: For first-year students. Upper-class students admitted by application.

Daniel Michaelson | SP2011 | MTh, 2:10PM- 4:00PM | DL2102.01
Susan Sgorbati | SP2011 | MTh, 2:10PM- 4:00PM | DL2102.01

The Sababa Project: Children in Crisis

The Problem: One of the urgent problems of our time is the number of at-risk youth around the world regularly recruited into violent conflicts. What are the factors that make this possible? This Design Lab will look at the serious problems facing adolescents in our own community as well as in other cultures. "Sababa" is a word that means "cool", created by both Israeli and Palestinian adolescent youth. As far as we know, it is the only shared word of its kind that was created by youth from two warring peoples. "Sababa" is an example of the spontaneous, hopeful response that is possible when youth are given the opportunity to respond to their conflicts. The Lab: In this Design Lab, we will be studying the factors involved in growing up and being particularly vulnerable to violent and destructive behaviors. Responses to trauma will be examined and effective strategies for recovery will be explored. We will be meeting with youth from our local community as well as international students from other cultures. We will determine which experiences are particular to our culture and what challenges may be shared by the global adolescent community. The Action: After studying and reflecting on the factors contributing to youth violence and recruitment into destructive conflicts, we will be proposing projects that will change this phenomenon both locally and globally. Potential connections to youth in Pakistan, Israel, the Palestinian territories, Haiti, Uganda, India and Northern Ireland will be researched for future exchanges with college and high school students from Bennington. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

Daniel Michaelson | FA2009 | TF, 9:00AM-12:00PM | DL2202.01
Susan Sgorbati | FA2009 | TF, 9:00AM-12:00PM | DL2202.01
Daniel Michaelson | FA2012 | MTh, 8:30AM-12:00PM | DL4202.01
Susan Sgorbati | FA2012 | MTh, 8:30AM-12:00PM | DL4202.01

Theater and the Arts for Peace and Reconciliation

How can theater and the other arts help youth in at-risk situations, or build international peace, or rehabilitate prisoners, or help victims of genocide? Students in this class will investigate various efforts both local and international that involve theater and other arts as well as help to develop a resource list. Guest artists will discuss their particular projects. Students will work to develop their own individual or collaborative ideas for additional projects. Prerequisites: Permission of the instructor. Previous experience in the arts or work in the social sector preferred.

Daniel Michaelson | FA2011 | MTh, 2:10PM- 4:00PM | DL4102.01
Daniel Michaelson | SP2010 | MTh, 10:10AM-12:00PM | MED4102.01

Video Activism

The problem: The moving image is a powerful and persuasive medium. Most often we experience film and video as passive consumers seeking entertainment and escape. The purpose of this class is to transform the consumerist response to time-based media into a critical production response. The students will research the use of video as a tool for activism and will address current local issues with collaborative video productions. The lab: As technology becomes more and more accessible video has become a potent tool for social change. This design lab will research the complex intersection between media and action. Students will learn the fundamentals of video production while exploring differences between propaganda and documentary, news, and advocacy. Central to the lab will be regular guest lecturers including producers of independent media, activist groups and advocacy videographers that work with not-for-profits. The action: Working in groups, students will study the use of video as an activist tool. Screenings of contemporary and historical video combined with reading assignments will inform students approaches to their own video projects. The students will learn video production skills and collaborate on productions that address social issues and provide media tools for local not-for-profits. The culminating works will be displayed on campus and on the Web. Prerequisites: For First-Year Students. Upper-Class Students admitted by application.

Kate Purdie | FA2009 | F, 2:10PM- 4:00PM | DL2107.01

Mediation

Advanced Mediation Training

This course is an advanced level of training in mediation and negotiation. Skills such as principled collaborative problem-solving, interest-based negotiation and impartiality are a part of the practice. Students will be asked to participate in role-play exercises, read a series of articles, and write a response paper and reflection essay. Based on attendance in the previous course, a certificate for a 24-hour training will be issued to each student who completes this course. Prerequisites: MOD2110 Mediation and Negotiation module or permission of the instructor.

Daniel Michaelson | FA2010 | MTh, 4:10PM- 6:00PM | MED4301.01
Daniel Michaelson | SP2010 | MTh, 4:10PM- 6:00PM | MED4301.01
Peter Pagnucco | SP2012 | MTh, 4:10PM- 6:00PM | MED4301.01
Susan Sgorbati | FA2010 | MTh, 4:10PM- 6:00PM | MED4301.01
Susan Sgorbati | SP2010 | MTh, 4:10PM- 6:00PM | MED4301.01

Advanced Projects in Community Dispute Resolution

Students create/investigate/implement a community project. Examples have been "What's GNU?" Global Network of Understanding" - the Quantum Leap website that promotes cultural understanding by connecting students around the world, a non-profit "Music In The Key of Peace" that brings Israeli and Palestinian musicians together on projects, and a pilot conflict resolution program for all first year students at the local high school in Bennington. Prerequisites: MOD2110 Mediation and Negotiation module.

Susan Sgorbati | FA2012 | T, 4:10PM- 6:00PM | MED4286.01

And Process for All

In American society, conflict resolution need not mean a punch in the nose-instead, we have process. This course is an experiential examination of two primary conflict resolution processes, litigation and mediation; and is intended for students willing to try things out. First, we will explore what society might want from a conflict resolution process and examine some of the sources of our wisdom on process. Then we will embark on an experiential study of litigation and mediation. Throughout the course, students will have many opportunities, through readings, written assignments, class exercises, and mediation and litigation/trial role plays, to learn about these processes from the inside out and practice skills employed by various process participants (lawyers, judges, mediators, disputants, etc.). Ultimately students will develop a richer understanding of these processes which will help inform their decisions and actions when confronted with conflict. Prerequisites: None.

Peter Pagnucco | SP2011 | TF, 10:10AM-12:00PM | MED2110.01
Peter Pagnucco | SP2012 | TF, 10:10AM-12:00PM | MED2110.01

Community Dispute Resolution (Small Claims Court)

Students are asked to observe, research, and co-mediate with professional mediators in Small Claims Court Mediation Project in Superior Court in Bennington and Manchester, Vermont. We explore the nature of community dispute resolution and how landlord/tenant, small businesses, and neighborhood disputes are structured and resolved. How the adversarial process of court and the collaborative process of mediation are contrasted and juxtaposed are subjects of investigation in this course. Students write a short paper on each mediation observed or co-mediated, analyzing why a particular dispute was resolved or not. Prerequisites: MOD2110 Mediation and Negotiation module.

Daniel Michaelson | FA2009 | Th, 1:00PM- 4:00PM | MED4282.01
Daniel Michaelson | FA2009 | Th, 1:00PM- 4:00PM | MED4282.02

Conflict Resolution and Sustainability

This is a course for students who want to gather information about how people can come together and agree on initiatives that will make their communities more sustainable. We will be consulting with leaders in the towns of North Bennington, Bennington, Shaftsbury and Pownal. We will be doing research on water systems, food/agriculture distribution, renewable energy, and protection of land. We will be looking at questions such as "How do groups resolve conflicts that result in sustainable agreements?" and "What kinds of information do communities need in order to build consensus about how to face the future? Students will be expected to set up a data base and files on local and regional systems as well as help convene community groups for dialogues. Prerequisites: Permission of the instructor.

Susan Sgorbati | FA2010 | , - | MED4104.01

Projects in Community Dispute Resolution

Students create/investigate/implement a community dispute project of their own choosing. Past projects have included introducing mediation skills in the local high school as well as setting up a literacy program for girls in Pakistan. Prerequisites: Permission of the instructor. Training or introductory course in conflict resolution.

Daniel Michaelson | FA2009 | , - | MED4285.01
Daniel Michaelson | FA2010 | , - | MED4285.01
Daniel Michaelson | SP2010 | , - | MED4285.01
Daniel Michaelson | SP2011 | , - | MED4285.01
Susan Sgorbati | FA2009 | , - | MED4285.01
Susan Sgorbati | FA2010 | , - | MED4285.01
Susan Sgorbati | FA2011 | , - | MED4285.01
Susan Sgorbati | SP2010 | , - | MED4285.01

Small Claims Court Mediation

Students are asked to observe, research, and co-mediate with professional mediators in Small Claims Court Mediation Project in Superior Court in Bennington and Manchester, Vermont. We explore the nature of community dispute resolution and how landlord/tenant, small businesses, and neighborhood disputes are structured and resolved. How the adversarial process of court and the collaborative process of mediation are contrasted and juxtaposed are subjects of investigation in this course. If time permits, students will also learn the basics of restorative justice by observing community panels for court diversion and restorative programs sponsored by the Center of Restorative Justice. Students write a short paper on each mediation or community panel observed, analyzing why a particular dispute was resolved or not. Prerequisites: Mediation training or Mediation and Negotiation module AND permission of the instructor.

Daniel Michaelson | FA2010 | Th, 1:00PM- 3:00PM | MED4101.01
Daniel Michaelson | SP2011 | Th, 1:00PM- 3:00PM | MED4101.01
Susan Sgorbati | FA2011 | Th, 1:00PM- 3:00PM | MED4101.01
Susan Sgorbati | SP2012 | Th, 1:00PM- 3:00PM | MED4101.01
Daniel Michaelson | SP2010 | Th, 1:00PM- 4:00PM | MED4101.01
Susan Sgorbati | SP2010 | Th, 1:00PM- 4:00PM | MED4101.01

Solving the Impossible: Intractable Conflicts

This course is about the challenge of solving conflicts that are firmly entrenched with little hope for change. Often these conflicts repeat a pattern of violence between groups that hold fixed positions and beliefs. We will look in depth at this type of conflict, analyzing the factors that contribute to intractibility. We will then look at people like Gandhi, Martin Luther King Jr. and Nelson Mandela, who led movements that made a conscious effort to resolve conflict non-violently and broke through the fixed nature of the problems they found themselves in. Current political movements around the world have been influenced by these great leaders. They applied non-violent theories to practical action. These strategic non-violent encounters will also be explored through the lens of complex dynamic systems. Multi-party collaborative problem-solving is a capacity that is a practice of this course. Prerequisites: Permission of the instructor.

Susan Sgorbati | FA2012 | TF, 10:10AM-12:00PM | DL2201.01
Susan Sgorbati | FA2011 | MTh, 10:10AM-12:00PM | DL4101.01
Susan Sgorbati | FA2010 | W, 4:10PM- 6:00PM | MED4103.01

Theater and the Arts for Peace and Reconciliation

How can Theatre, Visual Arts, Music and Dance help youth in at-risk situations, or build international peace, or rehabilitate prisoners, or help victims of genocide, or heal the environment? Students in this class will investigate various efforts both local and international that involve theatre and other arts for social action, including the "Belarusian Dream" project in Spring 2014, when Bennington College along with other international venues, will produce eight award-winning short plays dealing with Eastern European country of Belarus. Students in this class will write several short papers, help to develop a resource list, and work to create their own individual or collaborative ideas for future projects. Some students may want to follow up by enrolling in Jean Randich's Spring 2014 class Belarusian Dream: Human Rights and Performance. Prerequisites: Permission of the instructor. Previous experience in the arts or work in the social sector preferred.

Daniel Michaelson | FA2011 | MTh, 2:10PM- 4:00PM | DL4102.01
Daniel Michaelson | SP2010 | MTh, 10:10AM-12:00PM | MED4102.01

Module

Abstraction

In the early 20th century, mathematicians learned to stop worrying (if they ever did) about what mathematical objects are and to focus instead on what they do. This process-distilling experience to formal rules and then studying the consequences of the rules in the abstract-has been immensely fruitful and has been reflected outside of mathematics. The interplay between formal systems and concrete intuition is one of the main creative tensions in modern mathematics, and yet, this dichotomy is hopelessly muddled in standard high school curricula. We will study this process, focusing on two examples in detail: common algebra, and logarithms. In this module you will learn to reason and do proofs as they are done in modern mathematics, but on a more concrete level, you will get a better understanding of algebra, logarithms, and apparently arbitrary mysteries like "negative times negative gives positive." There are no prerequisites for this class; it is appropriate for students who are uncomfortable with mathematics. The module on logarithms is a recommended but not required prerequisite. Students who want a similar but more intensive experience might consider taking MAT 2115, Introduction to pure mathematics instead. Prerequisites: None.

Andrew McIntyre | FA2009 | MTh, 4:10PM- 6:00PM | MOD2118.03

Actors and Writers Collaborative

When a writer puts words on paper, she writes not into a void, but towards a certain unknown reader. She must choose her words so that a reader may glean nuance and intent: the true voice. The reader, too, makes choices; he must use his instincts, coupled with careful text analysis, to bring life to those words and communicate that true voice. This course will explore what may be learned in the interchange of written and spoken word. The first week will focus on reading outside texts, writing new material, and exploring methods of text analysis and the performance techniques of Readers Theater. The second week's work will focus on readings and reflections about the choices made; reevaluation of work will be ongoing. During the final week, actors and writers will collaborate on revision and reading. All students will participate fully in discussion and write weekly reflections on the process. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Jenny Rohn | SP2011 | MTh, 4:10PM- 6:00PM | MOD2128.01
Rebecca Godwin | SP2011 | MTh, 4:10PM- 6:00PM | MOD2128.01
Jenny Rohn | SP2011 | MTh, 4:10PM- 6:00PM | MOD2128.03
Rebecca Godwin | SP2011 | MTh, 4:10PM- 6:00PM | MOD2128.03

Artifact and Context

In Where Stuff Comes From Harvey Molotch states, To understand any one thing you have to learn how it fits into larger arrays of physical objects, social sentiments, and ways of being (p.1). We will explore the relationship between the creation of new things and the larger context from which they emerge. For example, paper towels: A truckload of paper arrived at the Scott Paper Company that was too thick for its intended use as toilet paper. Upon hearing about a teachers effort to fight colds by giving students a small piece of soft paper (instead of cloth roller towels), Arthur Scott transformed a truckload of useless rolls of paper into disposable paper towels. Students will read from a few texts and be required to research the history of the development of an item and the circumstances that surrounded its creation. Students will be required to attend one research help session at the library outside of class time. Prerequisites: None.

Carol Meyer | FA2009 | MTh, 4:10PM- 6:00PM | MOD2108.02

Conceptions of Space

In this module students will learn how to use mathematical ideas to question, modify and extend their intuitive conceptions of space. Topics include the geometry of perspective, the geometry of mapmaking, non-Euclidean geometry, and the fourth dimension. The class is intended to be accessible to students who do not have a solid background in mathematics; no high school geometry or algebra is assumed. Prerequisites: None.

Andrew McIntyre | FA2010 | MTh, 4:10PM- 6:00PM | MOD2125.01

Entering Community Organizations

Developing skills to assess the cultures of community organizations (i.e. North Bennington Graded School, Vermont Arts Exchange, and the Bennington Interfaith Council) is critical for navigating field work experiences as well as other future work experiences. Through observations, interviews, and information analyses, students will begin to develop qualitative assessment skills that will help them to integrate into an organization or group. For students interested in participating in the FWT 2010 pilot, this module will provide necessary ground work. For others, the skills learned can be applied to future FWT's and/or other opportunities. Students are also expected to participate in a scheduled qualitative research session conducted by staff of Crossett Library. Prerequisites: None. Primarily for students who have not completed a Field Work Term.

Eva Chatterjee-Sutton | FA2009 | MTh, 4:10PM- 6:00PM | MOD2115.02
Eva Chatterjee-Sutton | FA2009 | MTh, 4:10PM- 6:00PM | MOD2115.03

Environmental Back-of-the-Envelope Calculations

Have you ever heard environmental factoids such as, recycling one aluminum can saves enough electricity to run a TV for 3 hours, or installing 1 megawatt of wind energy saves 2,600 tons of carbon dioxide, and wondered how these numbers are calculated, or if they are even close to realistic? Have you ever wondered how many wind turbines or solar panels we would need to install in order to get our electricity without burning coal? These types of approximations are relatively easy to make using simple math along with reasonable estimations and assumptions. This module will present the knowledge and skills needed to quickly distinguish reasonable claims from wild inaccuracies, and good ideas from half-baked notions. Prerequisites: None.

Tim Schroeder | SP2013 | MTh, 4:10PM- 6:00PM | MOD2133.03

Frame and Focus

Most people usually think of a frame as something surrounding a two-dimensional object such as a painting, an architectural aperture such as a door or window, or as the smallest stopped unit of a film. A frame may function to strengthen focus on whatever is located within its border. In this module, we will explore the concepts of frame and focus and their relationship to scale as applied to three-dimensional space. To explore frame and focus on a small scale, we will view and discuss images of the small, diorama-like boxes created by artist Joseph Cornell and the window displays of Gene Moore. On a large scale, we will look at some historical examples of theater forms, such as Greek, Roman, Renaissance, Elizabethan, and contemporary, to identify how these architectural types differently frame and focus the performances housed within. In between, we will look at how various windows around campus frame our views/focus on the campus landscapes. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Michael Giannitti | FA2010 | MTh, 4:10PM- 6:00PM | MOD2109.01
Michael Giannitti | FA2011 | MTh, 4:10PM- 6:00PM | MOD2109.02
Michael Giannitti | FA2009 | MTh, 4:10PM- 6:00PM | MOD2109.03
Michael Giannitti | FA2012 | MTh, 4:10PM- 6:00PM | MOD2109.03
Michael Giannitti | FA2009 | MTh, 4:10PM- 6:00PM | MOD2109.04

Hedge Fund

This module will be a 6-session class simulation of running a hedge fund, from trading stocks and other investment instruments, to research analysis, risk management, and financial information technologies. The objective of this module is to teach students about financial markets, corporations, and industry sectors, all from the standpoint of the role these play in our global economy. Students will be asked to choose industrial sectors to concentrate in, play roles as analysts or traders, and we will be reading from the Wall Street Journal, The Financial Times, The New York Times, and other daily sources to inform our hedge funds' priorities, risk management philosophy, and daily trading activities. Students will gain a deeper understanding of the role of markets in society, how financial markets function, introductory investment knowledge, and financial data literacy, all in a fun and engaging simulation environment using a $1 million virtual firm capital portfolio and trading simulation software using real market data. Students interested in learning how our world's financial markets work and how they may relate to your plans are encouraged to enroll. Prerequisites: None.

Gong Szeto | SP2011 | MTh, 4:10PM- 6:00PM | MOD2131.01

How to Read a Poem

What is a poem? How are poems put together? What do we call the parts of a poem? How do we describe what a poem says and contains? In this course we will read various poems from different eras and establish a vocabulary for discussing them. Students will also learn how to write about poems and will write and revise an essay. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Mark Wunderlich | FA2012 | TF, 2:10PM- 4:00PM | LIT2181.01
Mark Wunderlich | FA2009 | MTh, 4:10PM- 6:00PM | MOD2111.01
Mark Wunderlich | FA2009 | MTh, 4:10PM- 6:00PM | MOD2111.02

Knowledge Ecosystems and the Internet

How can you harness the Internet to create a personal "knowledge ecosystem" that augments and extends your intellectual and creative investigations with the outer world? While we have witnessed the explosive growth of the Internet over the past decade, the Internet is not a single static thing. Rather, it is an evolving accumulation of technologies that have evolved to synthesize vast stores of information, sophisticated and dynamic user-to-system interactions, and large-scale multi-dimensional social engagement, all with enduring memory. This module will delve into the state-of-the art in Internet information and knowledge-sharing technologies, and students will co-create a working platform that can be used during their time at Bennington and beyond. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time.

Gong Szeto | FA2010 | MTh, 4:10PM- 6:00PM | MOD2127.02

Mediation and Negotiation

This module includes a twelve-hour training in Mediation and Negotiation skills. Mediation is a facilitated process where a third neutral party helps disputants with conflicting interests negotiate an agreement. The process of Mediation can be used in a range of conflicts such as family, roommate, sports, business, environmental, and international. Capacities such as active listening, defining interests, identifying issues, and developing options will be practiced. The difference between adversarial and principled negotiation will be explored. An official certificate is given to a student who successfully completes this training. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Daniel Michaelson | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.01
Daniel Michaelson | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.01
Daniel Michaelson | FA2012 | MTh, 4:10PM- 6:00PM | MOD2110.01
Susan Sgorbati | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.01
Susan Sgorbati | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.01
Susan Sgorbati | FA2012 | MTh, 4:10PM- 6:00PM | MOD2110.01
Daniel Michaelson | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.02
Daniel Michaelson | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.02
Daniel Michaelson | FA2011 | MTh, 4:10PM- 6:00PM | MOD2110.02
Daniel Michaelson | FA2012 | MTh, 4:10PM- 6:00PM | MOD2110.02
Susan Sgorbati | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.02
Susan Sgorbati | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.02
Susan Sgorbati | FA2011 | MTh, 4:10PM- 6:00PM | MOD2110.02
Susan Sgorbati | FA2012 | MTh, 4:10PM- 6:00PM | MOD2110.02
Daniel Michaelson | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.03
Daniel Michaelson | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.03
Susan Sgorbati | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.03
Susan Sgorbati | FA2010 | MTh, 4:10PM- 6:00PM | MOD2110.03
Daniel Michaelson | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.04
Daniel Michaelson | FA2011 | MTh, 4:10PM- 6:00PM | MOD2110.04
Susan Sgorbati | FA2009 | MTh, 4:10PM- 6:00PM | MOD2110.04
Susan Sgorbati | FA2011 | MTh, 4:10PM- 6:00PM | MOD2110.04

Mental Computation

Mathematicians take pains to explain to people that they do not spend their days doing arithmetic, and attempting to split a check with a half-dozen mathematicians at dinner is generally a disaster. However, the art of doing arithmetic in one's head is actually somewhat useful, and is surprisingly satisfying. In this module students will learn to mentally add, subtract, multiply and divide relatively large numbers, perform square and cube roots, solve equations and more. Prerequisites: None.

Andrew McIntyre | SP2010 | MTh, 4:10PM- 6:00PM | MOD2119.01

Negotiation

This course is an advanced level of training in negotiation, but is open to all students. The skills and theory of interest-based negotiation will be primarily featured. Students will read Fisher and Ury's classic, "Getting to Yes", participate in daily role-play exercises and write a reflection essay or short project. Prerequisties: None.

Peter Pagnucco | SP2013 | TF, 4:10PM- 6:00PM | MOD2142.02

No Free Lunch: The Second Law of Thermodynamics

Why is it easier to mess up your bedroom than to make it tidy? Why does a warm cup of tea cool off in your living room? Why doesn't a 500-calorie cheeseburger you've eaten turn into 500 calories of you? These examples reflect one of the fundamental laws of nature: the second law of thermodynamics. In this module students will learn about this most important of laws with hands-on experiments in the laboratory using physical and biological systems. We will design our experiments, make predictions, carry out the experiments, and analyze our results. An understanding of this law has implications for our own personal behavior, the behavior of our society, and the behavior of our species. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Elizabeth Sherman | FA2009 | MTh, 4:10PM- 6:00PM | MOD2113.01
Elizabeth Sherman | FA2009 | MTh, 4:10PM- 6:00PM | MOD2113.02

Noticing, Choosing and Writing to Describe

When looking at an object, watching something moving, experiencing the sound of an occurrence, witnessing an interaction between people, or noticing the surrounding circumstance of any object or event - how do we choose what we see? What are we not choosing? And how do we attempt to speak or write about it? Focusing on any events or objects, not intentionally art, we will practice noticing myriad aspects of them, discussing them, and writing about them. The first week will be dedicated to describing objects, motion, and sound; the second to interactions between objects, living beings, etc; the third to surrounding circumstances of events. Students are expected to write and rewrite a series of descriptions, fully participate in exercises and discussions. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Dana Reitz | FA2009 | MTh, 4:10PM- 6:00PM | MOD2107.01
Dana Reitz | SP2010 | MTh, 4:10PM- 6:00PM | MOD2107.01
Dana Reitz | SP2012 | MTh, 4:10PM- 6:00PM | MOD2107.01
Dana Reitz | SP2013 | MTh, 4:10PM- 6:00PM | MOD2107.01
Dana Reitz | FA2010 | MTh, 4:10PM- 6:00PM | MOD2107.02
Dana Reitz | SP2010 | MTh, 4:10PM- 6:00PM | MOD2107.02
Dana Reitz | SP2011 | MTh, 4:10PM- 6:00PM | MOD2107.02
Dana Reitz | FA2012 | MTh, 4:10PM- 6:00PM | MOD2107.03
Dana Reitz | FA2009 | MTh, 4:10PM- 6:00PM | MOD2107.04
Dana Reitz | FA2010 | MTh, 4:10PM- 6:00PM | MOD2107.04
Dana Reitz | FA2011 | MTh, 4:10PM- 6:00PM | MOD2107.04
Dana Reitz | FA2012 | MTh, 4:10PM- 6:00PM | MOD2107.04

Orders of Magnitude

We all have an intuitive sense of how large a number like 10 or 100 is. But is it possible to get some direct grasp on the world's population, the national debt, the distance to the nearest galaxies, or the time that has passed since the formation of the earth? Mathematicians and scientists do have good ways of understanding very large numbers, which we'll discuss in this class. Students will do many examples in class, and will write a test at the end with questions like "estimate the number of grains of sand on all the world's beaches"", or "estimate how fast we'll have to produce solar cells if we want to meet all new demands on power with solar energy". Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. The module on logarithms is recommended, but not required, as a prerequisite. Prerequisites: None.

Andrew McIntyre | FA2009 | MTh, 4:10PM- 6:00PM | MOD2102.01

Reading Media

How are messages created to sway public opinion, instill desires for products, or motivate the masses? This module is an investigation of how media communicate messages and how we interpret them. From political propaganda to advertisements, television news to infomercials, we examine a process of critically reading the many messages that bombard us on a daily basis. There are readings, class discussions, presentations and writing assignments.

Elissa Tenny | SP2010 | MTh, 4:10PM- 6:00PM | MOD2120.03
Robert Ransick | SP2010 | MTh, 4:10PM- 6:00PM | MOD2120.03

Rhetoric: The Art and Craft of Persuasion

Karen Gover | FA2009 | MTh, 4:10PM- 6:00PM | MOD2112.01
Karen Gover | FA2009 | MTh, 4:10PM- 6:00PM | MOD2112.02
Karen Gover | FA2011 | MTh, 4:10PM- 6:00PM | PHI2112.01
Karen Gover | FA2012 | MTh, 4:10PM- 6:00PM | PHI2112.01

Seeing the Light

Through the directed observation of the light we all encounter in our everyday lives and some examples of light depicted in various art forms, we will seek to enhance each participant's visual vocabulary and ability to assess and articulate perceptions. We will also learn about the characteristics of various light sources, the technologies involved in producing light, and energy consumption issues associated with lighting. We will observe how light functions in various architectural settings around the campus, and also view some examples of artists' depiction of light. We will then move on to explore how the composition and focus of an otherwise darkened space can be manipulated with light, and discuss how principles of composition and focus might be applicable to work in other disciplines. Students are expected to fully engage in class observations and discussions, complete several short written assignments, and attend one lecture outside of regularly scheduled class time. Prerequisites: None.

Michael Giannitti | FA2011 | MTh, 4:10PM- 6:00PM | MOD2106.01
Michael Giannitti | FA2012 | MTh, 4:10PM- 6:00PM | MOD2106.01
Michael Giannitti | FA2010 | MTh, 4:10PM- 6:00PM | MOD2106.02

Social/Cultural Codes & Symbols through Ikebana

The capacity to sense, let alone experience, another's point of view, seems critical in understanding today's world. Ways of viewing and organizing information can be tied to culture. It is often difficult to consider art/architecture/events from a cultural perspective not our own. Students will use Ikebana, one of the prominent art forms of Japan, as a vehicle or an entry point to notice and reflect on codes/symbols that are entirely foreign and unfamiliar. This leads into a rich discussion of cultural perceptions. Using flowers as its material, each element in Ikebana has a symbolic meaning and each symbol represents cultural perspectives and aesthetics. There is deep consideration of principals found in nature and of relationships between humans and nature. In this three-week course, students will study the history and the philosophical principals of Ikebana and analyze the Japanese sense of beauty by contemplating various styles from various schools. They will also practice some Ikebana, applying their understanding, challenging their own assumptions about culture and symbols, proportion, line, the inter-relationship between elements, and ultimately, meaning. Students are also expected to attend one lecture outside of regularly scheduled class time. Prerequisites: None.

Ikuko Yoshida | FA2011 | MTh, 4:10PM- 6:00PM | MOD2103.01

Speak Out

We all have things that are important for us to say and we want to be heard. This module will help us to explore using our voices in a healthy way that will allow us to be heard more clearly. We will use simple exercises to develop breath support and vocal projection while learning about basic vocal production. We want to be reminded of what all babies know -- and what most grownups have forgotten. Our work will lead to being heard more clearly while using our voices in authentic, meaningful ways. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Thomas Bogdan | FA2011 | MTh, 4:10PM- 6:00PM | MOD2117.01
Thomas Bogdan | FA2009 | MTh, 4:10PM- 6:00PM | MOD2117.03
Thomas Bogdan | FA2011 | MTh, 4:10PM- 6:00PM | MOD2117.03
Thomas Bogdan | FA2009 | MTh, 4:10PM- 6:00PM | MOD2117.04

The Art of Critique

How do we see an artwork and clearly articulate what we experience into verbal or written language? Focusing on different expressions of art and culture over three weeks, we will examine a process of critique that includes observation/investigation, description, analysis/interpretation, evaluation and suggestion. We explore how these methods of artistic critique can be broadly applied when critically examining texts from a variety of sources including popular culture (movies, music, television, advertising etc.), media messages (news/journalism, blogs, etc.), literature and more. Students are expected to fully participate in exercises and discussions, read a series of articles each week and attend one lecture outside of regularly scheduled class time. Prerequisites: None.

Dana Reitz | FA2011 | MTh, 4:10PM- 6:00PM | MOD2105.02
Robert Ransick | FA2011 | MTh, 4:10PM- 6:00PM | MOD2105.02
Dana Reitz | SP2012 | MTh, 4:10PM- 6:00PM | MOD2105.03
Robert Ransick | SP2012 | MTh, 4:10PM- 6:00PM | MOD2105.03

The Infinite

The infinite is a theme that recurs in human thought, in places as disparate as philosophy, architecture, literature and mathematics. We will look at how mathematics has been influenced by the infinite, and the ways in which it has come to terms with it. We will mostly look at what mathematicians call the theory of sets: can one infinite collection be called bigger than another? Are there fewer odd numbers than there are numbers? If there are bigger and smaller infinities, can we make sense of counting beyond infinity somehow (infinity plus one!)? We'll also look at geometrical notions of infinity (do parallel lines meet somewhere?), and at the addition of infinite series of terms (Zeno's paradoxes of Achilles and the Tortoise). Prerequisites: None.

Andrew McIntyre | FA2010 | MTh, 4:10PM- 6:00PM | MOD2122.03
Andrew McIntyre | SP2010 | MTh, 4:10PM- 6:00PM | MOD2122.03

The Radicals: Stravinsky and Dance

This three-week module will focus on three extraordinary dance works created by choreographers Vaslav Nijinsky, Bronislava Nijinska, and George Balanchine to music by Igor Stravinsky. In examining both the music and dance of "Le Sacre du Printemps" (1913), "Les Noces", (1923) and "Agon" (1954), we will look for the ways in which the artists in each medium radically rethought their vocabularies, creating works whose emotional power and dynamism arose both from exploring the potential of hitherto neglected aspects of their art, and from drastically suppressing other features which had been the very mainstay of what had previously been considered "expressive" and "beautiful". The resulting works have a severity, an energy, and a freshness that still shocks and moves us. It is possible to change perception through creative acts. This Module will help students visualize, hear, and translate radical, innovative work and understand its implications for profound cultural change. Students will be challenged to reflect on these complex works, to observe and consider details in the languages of dance and music that may be new to them. They will be expected to discuss the work and write response papers that distill and analyze what they have learned. Prerequisites: None.

Allen Shawn | FA2011 | MTh, 4:10PM- 6:00PM | MOD2132.01
Susan Sgorbati | FA2011 | MTh, 4:10PM- 6:00PM | MOD2132.01

Tintin and the Secret of Semiotics

Semiotics, beyond the study of signs and symbols, has evolved into the study of particular cultural structures. By analyzing one of the greatest comic books, Tintin in Tibet (i.e. how the story is laid out visually as well as narratively) we gain and/or develop ways to interpret other systems (commercials, Presidential debates, reportage, artifacts). Many disciplines converge here; we can look at color, shape, gesture, space, etc. This does not override any other critical approach, but adds to the overall understanding of the world we live in. Students will be asked to apply their new skills to another medium and produce a semiotic analysis of their choice. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class. Prerequisites: None.

Jean-Frederic Hennuy | SP2011 | MTh, 4:10PM- 6:00PM | MOD2129.01

Understanding Dewey's Reflective Practice

For John Dewey reflection was a disciplined practice central to learning. He puts forth a four-stage cycle in which a learner identifies and describes an experience of disequilibrium, analyzes it, and, based on the analysis, experiments. In this module students will read works by and about John Dewey and apply his four-stage model of reflection to their own learning. They will be asked to identify a moment in which they experience disequilibrium to be used as the basis for their work in the class. Prerequisites: None.

Carol Meyer | FA2010 | MTh, 4:10PM- 6:00PM | MOD2123.02
Carol Meyer | SP2011 | MTh, 4:10PM- 6:00PM | MOD2123.02
Carol Meyer | FA2011 | MTh, 4:10PM- 6:00PM | MOD2123.03

Value and Valuation

This course will examine the relationship between the social idea of value and the economic and financial techniques of valuation. How do we decide what things hold value for us. What are our 'values'? How does this process translate into the assignment of economic values used by consumers, investors, and business managers in making decisions about what to buy and sell? Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class time. Prerequisites: None.

Geoffrey Pigman | FA2009 | MTh, 4:10PM- 6:00PM | MOD2114.02

Wicked Problems

"Wicked problems" demand answers and resist remedies. They loom large, yet cannot be located or pinned down. Examples include global warming, terrorism, poverty, and human trafficking. After orienting ourselves in the topology and terminology of "wicked problems," we will do a brief survey of innovative approaches. Using downloadable share-ware specifically designed to tackle this species of "wickedness," we will undertake hands-on application of two particularly accessible and intriguing approaches: dialogue mapping, and argumentative design. There is no assumption that students will already be familiar with computer-assisted visualization or dialogue mapping, though curiosity about wickedness is essential. Prerequisites: None.

Eileen Scully | SP2012 | MTh, 4:10PM- 6:00PM | MOD2126.02
Eileen Scully | FA2011 | MTh, 4:10PM- 6:00PM | MOD2126.03
Eileen Scully | FA2010 | MTh, 4:10PM- 6:00PM | MOD2126.04

Writing on Music

"Writing about music is like dancing about architecture," goes a famous dictum, attributed to several musicians. Yet the art of putting music into words is one of the oldest artistic collaborations. In this class we'll look at examples of contemporary musical prose, and talk about this essential act of multidisciplinary translation. Students will write short concert and album reviews, developing a musical ear for language. Students are also expected to attend one lecture, performance, or event outside of regularly scheduled class. Prerequisites: None.

Nicholas Brooke | FA2010 | MTh, 4:10PM- 6:00PM | MOD2124.03
Nicholas Brooke | FA2010 | MTh, 4:10PM- 6:00PM | MOD2124.04