First-Year Experience

Students in Core Year 1 Classroom

In your first year at Champlain, you will focus on being a student. What is your role, both here on campus and in a historical sense? Where can you find support? How do you write a college-level paper, anyway?

Our Navigating classes equip all students with the agency and resources to succeed in the collegiate environment. You'll take one Navigating course in the fall and one in the spring.

The First Year Inquiry (FYI) classes focus on experiential learning and sparking your curiosity and academic passion. Each FYI course offers a variety of sections, meaning you can take the FYI courses (one in the fall and one in the spring) that look most interesting to you. Enrolled first-year students will be contacted with more information about course registration.

FALL SEMESTER

COR 101 | Navigating Higher Education

Why go to college? What does it mean to be educated? In this course, you'll begin to answer these questions. We'll explore the academic expectations of higher education, college as a diverse community, and the significance of education around the world. By examining how these issues are negotiated and implemented at Champlain and elsewhere, you'll gain perspective on your own education and a deeper understanding of the ways that the college experience can be both liberating and transformative.

COR 102 | First Year Inquiry (FYI): Reading, Writing, and ____

Inquiry is about learning how to ask the right kinds of questions, and figuring out how to answer those questions through discussion and reflection. This course introduces you to the types of inquiry necessary to succeed at Champlain and beyond. You will explore the intersections of reading, writing, and thinking by focusing on a specific topic or theme. You will approach that focus through the interrogation of relevant texts and analysis that draws upon multiple analytical frameworks.

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Christine Brooks

Do you like being outside? Would you like exploring the beauty of Vermont in late summer and into fall? Would you like learning new concepts about the natural world we live in while taking walks around campus, into town, and down to Lake Champlain?

In this class, we will read selections from The Lost Art of Reading Nature's Signs and observe grass, plants, lichens, trees, the sky, and the lake. We will look at wind, rain, clouds, and colors of the rainbow. Discussions will be held to observe patterns and continual changes. Students can read, write, and reflect while outdoors or inside in the comfort of their own space. As the semester moves on and temperatures begin to fall, we will read and respond to a variety of texts using the knowledge we gained in the beginning of the semester.

We will critically think and analyze how to be prepared and safe in nature, what it means to protect our natural environment, and make connections with stories from cultures that may differ from our own. We will engage in critical thinking and analysis using a literary, scientific, and psychological framework.

Link to this FAQ

Christine Brooks

Do you like being outside? Would you like exploring the beauty of Vermont in late summer and into fall? Would you like learning new concepts about the natural world we live in while taking walks around campus, into town, and down to Lake Champlain?

In this class, we will read selections from The Lost Art of Reading Nature's Signs and observe grass, plants, lichens, trees, the sky, and the lake. We will look at wind, rain, clouds, and colors of the rainbow. Discussions will be held to observe patterns and continual changes. Students can read, write, and reflect while outdoors or inside in the comfort of their own space. As the semester moves on and temperatures begin to fall, we will read and respond to a variety of texts using the knowledge we gained in the beginning of the semester.

We will critically think and analyze how to be prepared and safe in nature, what it means to protect our natural environment, and make connections with stories from cultures that may differ from our own. We will engage in critical thinking and analysis using a literary, scientific, and psychological framework.

Link to this FAQ

Christine Brooks

Do you like being outside? Would you like exploring the beauty of Vermont in late summer and into fall? Would you like learning new concepts about the natural world we live in while taking walks around campus, into town, and down to Lake Champlain?

In this class, we will read selections from The Lost Art of Reading Nature's Signs and observe grass, plants, lichens, trees, the sky, and the lake. We will look at wind, rain, clouds, and colors of the rainbow. Discussions will be held to observe patterns and continual changes. Students can read, write, and reflect while outdoors or inside in the comfort of their own space. As the semester moves on and temperatures begin to fall, we will read and respond to a variety of texts using the knowledge we gained in the beginning of the semester.

We will critically think and analyze how to be prepared and safe in nature, what it means to protect our natural environment, and make connections with stories from cultures that may differ from our own. We will engage in critical thinking and analysis using a literary, scientific, and psychological framework.

Link to this FAQ

Mike Kelly

The horror genre has been and continues to be viewed as a lesser form of cinema. To counter this perception, in this course you will read and write about horror movies as an art form by analyzing its stories, themes, and aesthetics. You won't be writing reviews about whether or not a particular movie is good or bad. Instead, you will learn how to dig deep and examine the texts, subtexts, and contexts of horror films including the horror genre's roots in gothic literature. We will be watching a broad range of horror movies from subgenres like body horror, haunted houses, and possession so please take this fact into consideration when enrolling in this course as films will portray violence, gore, and address difficult topics.

Link to this FAQ

Isabella Jesso

What is justice? How should society be organized? Who should rule? How should the youth be educated? What roles should the arts play in our lives? Plato, imagining an ideal community in his Republic, famously addressed these and other important questions about human society. In this course, we will read, write, and think about his answers, and, while we are at it, we'll formulate some of our own.

Link to this FAQ

Ciaran Buckley

The goal of this class is to help students develop their own critical thinking skills by questioning, understanding, and regarding the vertical and horizontal division of powers and their role or limits on the Federal Government in the creation of a just and good community. Focal questions will include what the proper roles and limits of government are and the nature and definition of fundamental rights. Students will be asked to argue different perspectives regarding the legitimacy and consistency of opposing arguments.

Link to this FAQ

Ciaran Buckley

The goal of this class is to help students develop their own critical thinking skills by questioning, understanding, and regarding the vertical and horizontal division of powers and their role or limits on the Federal Government in the creation of a just and good community. Focal questions will include what the proper roles and limits of government are and the nature and definition of fundamental rights. Students will be asked to argue different perspectives regarding the legitimacy and consistency of opposing arguments.

Link to this FAQ

Alfonso Capone

Everyone has heard the name Karl Marx, but how much do you really know about the father of Communism? We will examine Marx's critique of capitalism and evaluate his project to reform social institutions, economic structures, and even remake humanity itself. As we do so, we will trace his impact on philosophy, history, and literary criticism.

Link to this FAQ

Alfonso Capone

Everyone has heard the name Karl Marx, but how much do you really know about the father of Communism? We will examine Marx's critique of capitalism and evaluate his project to reform social institutions, economic structures, and even remake humanity itself. As we do so, we will trace his impact on philosophy, history, and literary criticism.

Link to this FAQ

Erik Esckilsen

Would you call an ordinary snow shovel leaning in an art gallery a work of art? Artist Marcel Duchamp made that claim in 1915 with Prelude to a Broken Arm. The seemingly silly display, however, also leveled a critique of the art world and of the broader cultural forces responsible for World War I (underway at the time). Neither the world nor the art would ever be the same.

Students in FYI: Reading, Writing, & Revolutionary Art Movements will encounter the work of Duchamp and other artists across a wide span of art history—from neoclassical painters to Japanese anime creators—to examine how art has shaped, and has been shaped by, its cultural contexts. Students will analyze art through multiple critical perspectives to gain a deep understanding of how art illuminates the challenges, joys, and wonders of the human experience.

Link to this FAQ

Erik Esckilsen

Would you call an ordinary snow shovel leaning in an art gallery a work of art? Artist Marcel Duchamp made that claim in 1915 with Prelude to a Broken Arm. The seemingly silly display, however, also leveled a critique of the art world and of the broader cultural forces responsible for World War I (underway at the time). Neither the world nor the art would ever be the same.

Students in FYI: Reading, Writing, & Revolutionary Art Movements will encounter the work of Duchamp and other artists across a wide span of art history—from neoclassical painters to Japanese anime creators—to examine how art has shaped, and has been shaped by, its cultural contexts. Students will analyze art through multiple critical perspectives to gain a deep understanding of how art illuminates the challenges, joys, and wonders of the human experience.

Link to this FAQ

Jeffrey Haig 

This will be a course exploring the ways in which artists translate the human condition into images, words, and video, and, in turn, how audiences understand those translations. We will also look at the mechanisms of popular culture, and how they serve to present a world in which virtual experiences are becoming preferable to actual experience.

We will look at the implicit cultural messages and assumptions in popular protest music and lyrics to gain a deeper appreciation of how the same text can be read in multiple ways. Students will learn how to critically read texts from different perspectives, and, through practice, how best to explain their ideas to college-level readers.

Link to this FAQ

Jeffrey Haig 

This will be a course exploring the ways in which artists translate the human condition into images, words, and video, and, in turn, how audiences understand those translations. We will also look at the mechanisms of popular culture, and how they serve to present a world in which virtual experiences are becoming preferable to actual experience.

We will look at the implicit cultural messages and assumptions in popular protest music and lyrics to gain a deeper appreciation of how the same text can be read in multiple ways. Students will learn how to critically read texts from different perspectives, and, through practice, how best to explain their ideas to college-level readers.

Link to this FAQ

Erik Kaarla

This section will tap into the human passion of wanting to understand music, wanting to make music, and wanting to define music better. We all very much identify with particular genres of music, particular artists, and perhaps particular instruments. In this section, students will learn how to write about music and genres of music and also learn about the process of creative songwriting.

Some of the questions to be explored in this section: How do we talk about music and how do we talk about culture? How do we talk about these two different structures at the same time? In addition to pondering these questions, we will explore musicology and other helpful theoretical frameworks for learning about music and music makers.

Link to this FAQ

Erik Kaarla

This section will tap into the human passion of wanting to understand music, wanting to make music, and wanting to define music better. We all very much identify with particular genres of music, particular artists, and perhaps particular instruments. In this section, students will learn how to write about music and genres of music and also learn about the process of creative songwriting.

Some of the questions to be explored in this section: How do we talk about music and how do we talk about culture? How do we talk about these two different structures at the same time? In addition to pondering these questions, we will explore musicology and other helpful theoretical frameworks for learning about music and music makers.

Link to this FAQ

David Kite

What do we want from life? Does happiness really exist—and if it does, what does this mean for the choices we make and how we live together in community? Our class will explore the most important question in life as grounded in Aristotle's monumental work, the Nicomachean Ethics, viewed through contemporary ideas in philosophy, psychology, and evolutionary biology.

This class will ask you to think holistically and critically about your life and goals. What do we mean by happiness, and how we live a good life? How do we manage pleasures and pains in life? What is justice, citizenship, and education? What is friendship and love? How does all of this come together in a complete and satisfying life?

Link to this FAQ

David Kite 

What do we want from life? Does happiness really exist—and if it does, what does this mean for the choices we make and how we live together in community? Our class will explore the most important question in life as grounded in Aristotle's monumental work, the Nicomachean Ethics, viewed through contemporary ideas in philosophy, psychology, and evolutionary biology.

This class will ask you to think holistically and critically about your life and goals. What do we mean by happiness, and how we live a good life? How do we manage pleasures and pains in life? What is justice, citizenship, and education? What is friendship and love? How does all of this come together in a complete and satisfying life?

Link to this FAQ

Kristin Novotny

What, if anything, do I owe my government, and what if I disagree with it? What is civil disobedience, and how is it justified? The political resistance that's in the air is nothing new; governments have always had detractors, citizens willing to oppose official policies and speak truth to power.

"FYI: Resistance" explores political protest and civil disobedience as a way to help you grasp college-level academic expectations and develop college-level academic skills in reading, writing, and thinking. Using interactive discussions and project-based learning, we'll examine past and current protest movements through the lenses of history, art, and political theory. You will also work on a project with 6th-graders at a Burlington middle school.

Link to this FAQ

Kristin Novotny

What, if anything, do I owe my government, and what if I disagree with it? What is civil disobedience, and how is it justified? The political resistance that's in the air is nothing new; governments have always had detractors, citizens willing to oppose official policies and speak truth to power.

"FYI: Resistance" explores political protest and civil disobedience as a way to help you grasp college-level academic expectations and develop college-level academic skills in reading, writing, and thinking. Using interactive discussions and project-based learning, we'll examine past and current protest movements through the lenses of history, art, and political theory. You will also work on a project with 6th-graders at a Burlington middle school.

Link to this FAQ

Frank Robinson 

The broad topic of the course is race—past and present—in the United States. When we talk about race it is often through stories: “I experienced this” or “I know someone who.” These stories are in a context that is both individual and collective, personal and cultural.

What are the stories of Whiteness and Blackness in the U.S.? How are they told? This course proposes several lenses for discovering and analyzing these stories: autobiography, history, and film.

Link to this FAQ

Frank Robinson 

The broad topic of the course is race—past and present—in the United States. When we talk about race it is often through stories: “I experienced this” or “I know someone who.” These stories are in a context that is both individual and collective, personal and cultural.

What are the stories of Whiteness and Blackness in the U.S.? How are they told? This course proposes several lenses for discovering and analyzing these stories: autobiography, history, and film.

Link to this FAQ

David Rous 

Why are men allowed to get angry but not cry, while women are allowed to cry but not get angry? Why are little boys sometimes told to suck it up and deal, but little girls sometimes get hugged and comforted? Why are girls often given pink things, but boys blue things? Why do boys typically receive trucks and legos and toy guns at Christmas, while girls often get dolls and things with unicorns on them? Why are young men allowed to indulge their sexual appetite, but young women are encouraged to control theirs? And what are the rules for people who don't fit into the traditional molds at all?

In this section, we will explore why males and females are encouraged by society to do and be certain things, and why they are also encouraged not to do or be certain things. Through the lens of western popular culture, we will study how gender works and how it is changing in our times.

Link to this FAQ

David Rous

Why are men allowed to get angry but not cry, while women are allowed to cry but not get angry? Why are little boys sometimes told to suck it up and deal, but little girls sometimes get hugged and comforted? Why are girls often given pink things, but boys blue things? Why do boys typically receive trucks and legos and toy guns at Christmas, while girls often get dolls and things with unicorns on them? Why are young men allowed to indulge their sexual appetite, but young women are encouraged to control theirs? And what are the rules for people who don't fit into the traditional molds at all?

In this section, we will explore why males and females are encouraged by society to do and be certain things, and why they are also encouraged not to do or be certain things. Through the lens of western popular culture, we will study how gender works and how it is changing in our times.

Link to this FAQ

David Rous

Why are men allowed to get angry but not cry, while women are allowed to cry but not get angry? Why are little boys sometimes told to suck it up and deal, but little girls sometimes get hugged and comforted? Why are girls often given pink things, but boys blue things? Why do boys typically receive trucks and legos and toy guns at Christmas, while girls often get dolls and things with unicorns on them? Why are young men allowed to indulge their sexual appetite, but young women are encouraged to control theirs? And what are the rules for people who don't fit into the traditional molds at all?

In this section, we will explore why males and females are encouraged by society to do and be certain things, and why they are also encouraged not to do or be certain things. Through the lens of western popular culture, we will study how gender works and how it is changing in our times.

Link to this FAQ

Luke Parker 

The Odyssey is not just the story of an epic journey, it is an epic reflection on myth and on story-telling itself: is its 'truth' a matter of accurately reflecting reality, of conveying experiences and ideas fundamental to the human condition, or an amalgamation of both?

How does a story create, and get created by, the culture and relationship of the teller to their audience? In addressing these questions we will also consider the myriad myths that lie behind this ancient poem, as well as some of the many re-tellings that continue to emerge in our own time. 

Link to this FAQ

Luke Parker

The Odyssey is not just the story of an epic journey, it is an epic reflection on myth and on story-telling itself: is its 'truth' a matter of accurately reflecting reality, of conveying experiences and ideas fundamental to the human condition, or an amalgamation of both?

How does a story create, and get created by, the culture and relationship of the teller to their audience? In addressing these questions we will also consider the myriad myths that lie behind this ancient poem, as well as some of the many re-tellings that continue to emerge in our own time. 

Link to this FAQ

Sanford Zale

What is justice? How should society be organized? Who should rule? How should the youth be educated? What roles should the arts play in our lives? Plato, imagining an ideal community in his Republic, famously addressed these and other important questions about human society. In this section, we will read, write, and think about his answers, and—while we are at it—we'll formulate some of our own.

Link to this FAQ

Sanford Zale 

What is justice? How should society be organized? Who should rule? How should the youth be educated? What roles should the arts play in our lives? Plato, imagining an ideal community in his Republic, famously addressed these and other important questions about human society. In this section, we will read, write, and think about his answers, and—while we are at it—we'll formulate some of our own.

Link to this FAQ

Sanford Zale 

What is justice? How should society be organized? Who should rule? How should the youth be educated? What roles should the arts play in our lives? Plato, imagining an ideal community in his Republic, famously addressed these and other important questions about human society. In this section, we will read, write, and think about his answers, and—while we are at it—we'll formulate some of our own.

Link to this FAQ

SPRING SEMESTER

COR 103 | Navigating Your Information Landscape

What makes an argument good or bad? What counts as evidence in our post-truth world? How can you understand and assess the truth value of a claim when you're not an expert? In this course you'll learn rhetorical strategies about how to examine arguments and types of evidence in different disciplines and fields of study. To help learn these strategies, you will do close readings of texts from a variety of disciplines in the liberal arts and sciences, popular culture, and social media.

COR 104 | First Year Inquiry (FYI): Making, Doing, and ____

This course introduces you to interdisciplinary inquiry using applied, project-based, and/or experiential methods. Regardless of the specific course focus, you'll have opportunities for making and doing interdisciplinary knowledge creation through a variety of approaches and activities. You will collaborate with other students, iterate on ideas, and work to develop a project.

You can explore the Spring 2022 FYI topics below. Please note that current and previous topics are not guaranteed to be available in future semesters.

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Sanford Zale

What are portraits? Why create them? What do they reveal about the subjects they portray, and about the artists who make them? In this course, we will study the art, the history, and the philosophy of portraiture, and we will apply what we have learned in creating and critiquing our own works of visual art, each of us making, and presenting to the class, a portrait and a self-portrait.  This is not an art class, and it requires neither previous training nor skill in the visual arts. It is an interdisciplinary and experiential investigation of portraiture, and all the course requires is a willingness to learn, and to try your hand at, something new.

Link to this FAQ

Sanford Zale

What are portraits? Why create them? What do they reveal about the subjects they portray, and about the artists who make them? In this course, we will study the art, the history, and the philosophy of portraiture, and we will apply what we have learned in creating and critiquing our own works of visual art, each of us making, and presenting to the class, a portrait and a self-portrait.  This is not an art class, and it requires neither previous training nor skill in the visual arts. It is an interdisciplinary and experiential investigation of portraiture, and all the course requires is a willingness to learn, and to try your hand at, something new.

Link to this FAQ

Katheryn Wright

Alternate reality games (ARGs) are a type of interactive narrative that connects actual and virtual spaces through stories and gameplay across multiple media platforms. Players usually encounter puzzles, find clues hidden in different locations and then, collectively, piece the information they learn together with others to create a story. We will analyze different examples and uses of ARGs and then work in teams to write ARG concept proposals. We will go through a selection process and, as a class, implement one or more of the games we propose on Champlain College's campus.

Link to this FAQ

Katheryn Wright

Alternate reality games (ARGs) are a type of interactive narrative that connects actual and virtual spaces through stories and gameplay across multiple media platforms. Players usually encounter puzzles, find clues hidden in different locations and then, collectively, piece the information they learn together with others to create a story. We will analyze different examples and uses of ARGs and then work in teams to write ARG concept proposals. We will go through a selection process and, as a class, implement one or more of the games we propose on Champlain College's campus.

Link to this FAQ

Megan Spiezio-Davis

Remember art, music, gym, library, and recess from elementary school? Taking time from a standard academic curriculum to explore these disciplines is considered beneficial for young minds. Why not embrace the benefits of multidisciplinary research and practice, using these areas of study to broaden minds of all ages? In learning about history and cultural perspectives, as well as  art and music appreciation, we will experience enriching activities and participate in collaborative group work. Of course, there is time for recess! We will be making time to study and understand leisure activities. Some entry points to further our exploration are: lacrosse, The Renaissance era, table top role playing games, mancala, photography, film, graphic novels, and lo-fi music.

Link to this FAQ

Megan Spiezio-Davis

Remember art, music, gym, library, and recess from elementary school? Taking time from a standard academic curriculum to explore these disciplines is considered beneficial for young minds. Why not embrace the benefits of multidisciplinary research and practice, using these areas of study to broaden minds of all ages? In learning about history and cultural perspectives, as well as  art and music appreciation, we will experience enriching activities and participate in collaborative group work. Of course, there is time for recess! We will be making time to study and understand leisure activities. Some entry points to further our exploration are: lacrosse, The Renaissance era, table top role playing games, mancala, photography, film, graphic novels, and lo-fi music.

Link to this FAQ

Erik Shonstrom

Why does learning have to happen indoors? The tradition of outdoor education shows us that having adventures together teaches collaboration, self-reliance, and empathy. We can also think about what we gain when we break down walls—literal and metaphoric—and begin to interact directly with the world around us. Being outside changes us; learning is no longer transactional, but transformational. Plus, being outside is way more fun.

Link to this FAQ

Erik Shonstrom

Why does learning have to happen indoors? The tradition of outdoor education shows us that having adventures together teaches collaboration, self-reliance, and empathy. We can also think about what we gain when we break down walls—literal and metaphoric—and begin to interact directly with the world around us. Being outside changes us; learning is no longer transactional, but transformational. Plus, being outside is way more fun.

Link to this FAQ

Erik Shonstrom

Why does learning have to happen indoors? The tradition of outdoor education shows us that having adventures together teaches collaboration, self-reliance, and empathy. We can also think about what we gain when we break down walls—literal and metaphoric—and begin to interact directly with the world around us. Being outside changes us; learning is no longer transactional, but transformational. Plus, being outside is way more fun.

Link to this FAQ

Erik Shonstrom

Why does learning have to happen indoors? The tradition of outdoor education shows us that having adventures together teaches collaboration, self-reliance, and empathy. We can also think about what we gain when we break down walls—literal and metaphoric—and begin to interact directly with the world around us. Being outside changes us; learning is no longer transactional, but transformational. Plus, being outside is way more fun.

Link to this FAQ

Kristin Novotny

When we harm someone, we apologize—at least ideally. But what makes a "real" and meaningful apology as opposed to a PR stunt? What does it look like to make amends for political wrongdoing versus undermining safety through individual crimes? What does it mean to make amends to groups of people for wrongs committed over a long period of time—even centuries? This course will address the idea of making amends on multiple levels, and learn how theories and tools of restorative justice function every day at the Burlington Community Justice Center. Students will learn, practice, and apply these tools to address real harms.

Link to this FAQ

Kristin Novotny

When we harm someone, we apologize—at least ideally. But what makes a "real" and meaningful apology as opposed to a PR stunt? What does it look like to make amends for political wrongdoing versus undermining safety through individual crimes? What does it mean to make amends to groups of people for wrongs committed over a long period of time—even centuries? This course will address the idea of making amends on multiple levels, and learn how theories and tools of restorative justice function every day at the Burlington Community Justice Center. Students will learn, practice, and apply these tools to address real harms.

Link to this FAQ

Isabella Jeso

Do you love garment making? Do you love to explore justice issues, relating to labor practices such as livable wages, discriminatory practices based on gender, race, and culture? Do you love to explore alternatives for workers caught in the vortex created by such professional issues? If so, look no further! This course takes students on a learning journey, through relevant case studies from recent history in the garment industry, involving Latinx workers. Launching the course from Josefina Lopez's play, made into a film, about gender discrimination in the garment industry, you will explore relevant topics, using multi-media formats: texts, videos, film, blogs, podcasts. Collaborative learning, through small group discussions, will be conducted in every class meeting and on our Canvas Course site. Work through Google JamBoards and Google Shared Docs will add to our collaboration efforts. Students will also be treated to sewing their own chosen small but practical items such as these: scrunchies; jogging belt; body pillow case; fabric bookmarks; tech device cord keeper; (https://sewing.com/easy-sewing-projects-gifts-teens/). The course will culminate in a research project, asking students to integrate their semester-long takeaways. So, come have fun with your instructor, sewing usable things; reading, thinking, discussing, and writing, about labor justice and equity.

Link to this FAQ

Isabella Jeso

Do you love garment making? Do you love to explore justice issues, relating to labor practices such as livable wages, discriminatory practices based on gender, race, and culture? Do you love to explore alternatives for workers caught in the vortex created by such professional issues? If so, look no further! This course takes students on a learning journey, through relevant case studies from recent history in the garment industry, involving Latinx workers. Launching the course from Josefina Lopez's play, made into a film, about gender discrimination in the garment industry, you will explore relevant topics, using multi-media formats: texts, videos, film, blogs, podcasts. Collaborative learning, through small group discussions, will be conducted in every class meeting and on our Canvas Course site. Work through Google JamBoards and Google Shared Docs will add to our collaboration efforts. Students will also be treated to sewing their own chosen small but practical items such as these: scrunchies; jogging belt; body pillow case; fabric bookmarks; tech device cord keeper; (https://sewing.com/easy-sewing-projects-gifts-teens/). The course will culminate in a research project, asking students to integrate their semester-long takeaways. So, come have fun with your instructor, sewing usable things; reading, thinking, discussing, and writing, about labor justice and equity.

Link to this FAQ

Amy Howe

How will you remember the Covid pandemic as years go by? This course examines the nature of experience, archival work, and meaning-making. Together, we will draw on theories and ideas from anthropology, psychology, and historical studies as we create a time capsule of this unprecedented moment.

Link to this FAQ

Amy Howe

How will you remember the Covid pandemic as years go by? This course examines the nature of experience, archival work, and meaning-making. Together, we will draw on theories and ideas from anthropology, psychology, and historical studies as we create a time capsule of this unprecedented moment.

Link to this FAQ

Amy Howe

How will you remember the Covid pandemic as years go by? This course examines the nature of experience, archival work, and meaning-making. Together, we will draw on theories and ideas from anthropology, psychology, and historical studies as we create a time capsule of this unprecedented moment.

Link to this FAQ

Erik Esckilsen

The central feature of any community is something shared—something in common. For a community to thrive, however, community members must negotiate differences. What are the mechanisms by which functional communities bring people together across divisions? What are the barriers to creating inclusive communities? This course will examine a variety of communities, from students' home communities to virtual communities to the "global village," to illuminate how diverse interests, power differentials, and the design of community spaces influence the health of a community. Students will engage in rigorous interdisciplinary research and critical thinking to understand the multifaceted nature of communities and, in one major course project, envision and design a better community.

Link to this FAQ

Christina Erickson

How does one cultivate a relationship with the natural world? What general principles should govern the way one lives with respect to nature? How does one put those principles into daily action in a particular place? What principles should govern the way one lives with respect to other people? What is the meaning of "community"? How does one contribute to the building of a good community? This course will provide a guided framework for students to discover (or deepen) their sense of place using social identity, place identity, and sense of belonging theories. Our class community will engage in place-based service-learning projects to deepen our learning and connection to the Burlington area.

Link to this FAQ

Christine Brooks

Do you want to explore new places and meet new people? Do you want to taste some of the best food and beverages on the planet? Do you want to see firsthand the wonders of the world and connect with different cultures rather than viewing them through the window of a bus? This course will guide you in creating a plan to travel within the United States or abroad on your own. Maslow's Hierarchy of Needs will keep us aware of things like where to get safe drinking water, where to get food, and how to find a safe place to sleep. As we think further up the hierarchy of needs we will, for example, discover where and how to make friends if desired and solve problems like where to get help in an emergency. We will tell stories about expected travels and make connections with the land, the history, the people, the food, and so much more. You will be able to analyze, speculate, and make your own decisions. This class will be an exploration of where you want to go, how you want to get there, and how long you want to stay. It might be forever, if you like.

Link to this FAQ

Jennifer Berger

Through the lens of cultural investigation, ethnography, and food systems, students will develop a meal that is representative of their own ancestry or cultural background. We will investigate where students' ancestry is, what meals are representative of that background, the role of food in that ancestry, and the immediate family, as well as the importance and challenges of sourcing ingredients, as a window into food systems. Students will have an opportunity to explore ingredients, and visit local sites that are part of the food systems. We will explore the role that food plays in our lives now, and historically. Students will be able to compare and contrast cultures and practices through the age-old, and necessary ingredient in our life, food.

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Jennifer Berger

Through the lens of cultural investigation, ethnography, and food systems, students will develop a meal that is representative of their own ancestry or cultural background. We will investigate where students' ancestry is, what meals are representative of that background, the role of food in that ancestry, and the immediate family, as well as the importance and challenges of sourcing ingredients, as a window into food systems. Students will have an opportunity to explore ingredients, and visit local sites that are part of the food systems. We will explore the role that food plays in our lives now, and historically. Students will be able to compare and contrast cultures and practices through the age-old, and necessary ingredient in our life, food.

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Jonathan Banfill

Sound is an essential element of any place, including cities. The city is full of sounds both human and non-human, and through listening to them we can learn more about the world we inhabit. This course will ask you to listen to the city, in this case Burlington, to better understand the places we live in. Conceptually, we will examine different ways of understanding cities through sound, drawing from musicology, sonic art, urban studies, and other creative media projects. We will practice methods for listening and recording the sounds we encounter, via place-based investigations of specific locations, creating a digital "archive" of city sounds. For the final project, we will make an album of sonic essays, for instance creating an audio portrait of a single street, which communicates a sense of the places we encounter in our everyday lives.

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Jonathan Banfill

Sound is an essential element of any place, including cities. The city is full of sounds both human and non-human, and through listening to them we can learn more about the world we inhabit. This course will ask you to listen to the city, in this case Burlington, to better understand the places we live in. Conceptually, we will examine different ways of understanding cities through sound, drawing from musicology, sonic art, urban studies, and other creative media projects. We will practice methods for listening and recording the sounds we encounter, via place-based investigations of specific locations, creating a digital "archive" of city sounds. For the final project, we will make an album of sonic essays, for instance creating an audio portrait of a single street, which communicates a sense of the places we encounter in our everyday lives.

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Christine Brooks

Do you want to explore new places and meet new people? Do you want to taste some of the best food and beverages on the planet? Do you want to see firsthand the wonders of the world and connect with different cultures rather than viewing them through the window of a bus? This course will guide you in creating a plan to travel within the United States or abroad on your own. Maslow's Hierarchy of Needs will keep us aware of things like where to get safe drinking water, where to get food, and how to find a safe place to sleep. As we think further up the hierarchy of needs we will, for example, discover where and how to make friends if desired and solve problems like where to get help in an emergency. We will tell stories about expected travels and make connections with the land, the history, the people, the food, and so much more. You will be able to analyze, speculate, and make your own decisions. This class will be an exploration of where you want to go, how you want to get there, and how long you want to stay. It might be forever, if you like.

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