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What is the purpose of schooling in modern society? Does everyone have access to equal educational opportunities? How do experiences of education vary by race, class, and gender? What role does education policy play in maintaining or reducing social inequalities? In this course, we will employ sociological theories and research to explore current issues, debates, and policies

What is the purpose of schooling in modern society? Does everyone have access to equal educational opportunities? How do experiences of education vary by race, class, and gender? What role does education policy play in maintaining or reducing social inequalities? How has and how might education policy change under the leadership of Secretary of Education Betsy DeVos? In this

What is home? What does it mean to have a home? What does it mean to leave home or to lose one’s home? To return home? To make a new home? How can we begin to explore these questions sociologically? In this class, we will move towards a sociology of home, as we read and grapple with many different meditations on and conceptualizations of home. Some topics we will explore

According to Wikipedia “Software Engineering is the application of engineering to the development of software in a systematic method." Students in this class will participate as a team in the development of a single cross-platform software system that supports liberal and visual arts. A pitch concept will be collaboratively developed in August

Why are some apps to hard to put down, while others break new ground and then go away? What are the commonalities across the digital surfaces you use everyday? What do you call that menu with three horizontal lines (a hamburger menu!). There are patterns and processes around making digital products that tie your digital life together. In this class we will examine the process

This course covers essential material from three traditional upper level courses in computer science: Data Structures/Software Design, Analysis of Algorithms, and Computability. The first half of the course provides an intensive immersion in these areas as either introduction or review, while students define a personal direction for study in the second half of the course to

Students develop original and/or primary source material and explore its shape, arc and thematic whole in a performance medium that can involve text, movement, characterization and personal observation / examination. We may reference the work of solo performance artists. Students write, edit, rewrite multiple drafts and perform original memorized material. Class work will be

Students develop original and/or primary source material and explore its shape, arc, and thematic whole in a performance medium that can involve text, movement, characterization, and personal examination and observation. We will view solo performance artists. Students write, edit, rewrite multiple drafts and perform original memorized material. Class work will be tailored

Students develop original and/or primary source material and explore its shape, arc and thematic whole in a performance medium that can involve text, movement, characterization and personal observation / examination. We may reference the work of solo performance artists. Students write, edit, rewrite multiple drafts and perform original memorized material. Class work will be

Students develop original and/or primary source material and explore its shape, arc, and thematic whole in a performance medium that can involve text, movement, characterization, and personal examination and observation. We will view solo performance artists. Students write, edit, rewrite multiple drafts and perform original memorized material. Class work will be tailored

Students develop original and/or primary source material and explore its shape, arc, and thematic whole in a performance medium that can involve text, movement, characterization, personal examination, and observation. Generating and receiving constructive feedback, with sensitivity to process, is an essential aspect of the work. Students write, edit, rewrite multiple drafts and

Students develop original and/or primary source material and explore its shape, arc, and thematic whole in a performance medium that can involve text, movement, characterization, personal examination, and observation. Generating and receiving constructive feedback, with sensitivity to process, is an essential aspect of the work. Students write, edit, rewrite multiple drafts and

Why are certain conflicts so difficult to resolve? This course will examine conflicts that are long-standing and elude resolution. We will explore the factors that contribute to complex disputes and the conditions that allow groups to begin to address them. Can individuals like Martin Luther King, Jr., Mahatma Gandhi and Nelson Mandela transform historical conflict? What role

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

This class will examine contemporary challenges through the lens of complex systems. The class will include a training in Mediation and Negotiation skills. Through readings, discussion, exercises and role-plays, the class will examine and deconstruct the complexities of current democratic and environmental issues related to local, national and global governance, We will

There is a large and growing field of somatic studies that acknowledges and supports mind-body unity with an emphasis on internal physical perception and experience rather than on observation of external shape and form. We will explore a range of somatic practices, from more ancient or traditional forms such as Yoga and Chi Kung, to the work of pioneers Alexander, Feldenkrais,

What makes a group of songs a “cycle”? Is it a theme, lyric, or simple proximity?  Isn’t a song cycle just a concept album? In this course we’ll play through and recompose the literature about song cycles, from Schubert to Joanna Newsom’s Ys to many others. We’ll start by radically recomposing a

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on

Celtic music from Ireland, Scotland, Bretagne, Galacia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We'll find and cross the musical bridges between regions--from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on inspiration from

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain, through the Scottish Gaelic speaking Highland and Islands to the dance tunes of Brittany.

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on

Celtic history and music from Ireland, Scotland, Bretagne, Galatia, and Cape Breton will be experienced, studied, and performed using instruments and voices. We’ll find and cross the musical bridges between regions–from the ballads of Ireland, Scotland and Wales to the Alalas of Spain and dance tunes of Brittany. An end-of-term presentation will be prepared drawing on