This cluster of courses, which have been co-designed by professors with shared interests in disability studies, gender studies, human development, literature, social work, visual studies and writing, will consider how multiple systems of identity, as Rosemarie Garland-Thomson says, “intertwine, redefine, and mutually constitute one another.” Focusing, in particular, on those identity categories of “humans being” that may seem non-normative, we will read, view and create a range of self-representations: What stories do we tell about ourselves? What images do we construct? How might we revise them? To what degree can we—and do we want to—intervene in the processes of gender and sexual identity, illness, disability and aging? What changes and “cures” are desirable? What are the possibilities, and what are the limits, of our re-imagining ourselves? What roles might others play in this re-imagining?
Coastlines, by definition transitional environments, are naturally dynamic and resilient. But climate change, sea level rise and shifting species distributions are now causing rapid physical and ecological changes to the world’s coasts. Anticipating and addressing these changes requires understanding the physical, chemical and biological processes that interact at the land-sea boundary. To prepare and engage students in meeting these challenges, we offer a two-course, upper-level science 360°. The sequence comprises GEOL 314 Marine Geology and BIOL 3XX Coastal & Marine Ecology, offered in Fall 2014 and Spring 2015, respectively.
This 360 will explore not only how individuals, families, communities, and institutions define and pursue health; but also how they respond to gaps, barriers, and inequities in this pursuit. The courses aim to help students begin to understand both significant problems of and promising approaches to the practice -- and study -- of community health and education. By exploring how disciplines in science, social science, and the humanities define and investigate health, students will learn how an interdisciplinary perspective can inform research and practice. Through a complementary, three-pronged experiential component, students will also learn from grassroots practitioners.
Play can increase the livability of urban areas of all kinds. The city as a whole can become a “playground/experiential site,” a place open for reinterpretation and exploration, and areas currently dedicated to play can come alive as places of exploration in multiple ways. This 360 will bring together the three different disciplinary perspectives of Cities, Education, and Social Work to address the question of how children and adults construct, experience, and learn in the act of “play,” and how play both structures the environment in which it occurs and is structured by it.
This cluster brings together students and faculty to understand a country whose past and future are bound up deeply with the United States and the rest of Latin America even as it has charted very different courses within contemporary history and social policy. Through multidisciplinary approaches to a changing Cuba today, students will explore vantages of culture and cinema, urbanism and law in order to understand this complex nation and to draw lessons for other states worldwide.
Tentative - pending scheduling
Cross-language performance has been a constitutive component of live theater since antiquity. A series of international festivals such as the Globe to Globe Cultural Olympiad in London in 2012 has raised the visibility of cross-language productions, yielding a messy but rich trove of reception records in social media, scholarship, and reviews. This 360 takes a close look at these phenomena, asking students to engage it as performers, audience members, teachers, and scholars – studying and experimenting with multilingual and vernacular stagings.