What is so compelling about the idea of;development? Why does it fail much of the global;south? Do colonialism and capitalism have;anything to do with it? Why do hunger, poverty,;inequality, unemployment, and ecological crises;persist in the so-called developed world? What;are the parameters of the proposed solutions to;underdevelopment such as neoliberal market;reforms versus those of alternative models? What;are the connections between development and;environmental issues? development and war? Can;development be sustainable? Are gender and race;incidental or central to these issues?

Students will create and manage organizations,;learn from topical lectures, readings and case;studies, and hear from guest speakers. The course;will cover core organizations: not-for-profits,;"C" corporations, "S" corporations, partnerships,;and the LLC (limited liability company) plus;special variations like workers cooperatives and;social venture variations known as benefit;corporations and L3C companies. Students will;also learn how to analyze and present financial;information and gain competency with basic;spreadsheets and analytical tools.

This is a project-based experiential learning;course teaching entrepreneurial teams to rapidly;build, test, and cycle through models on the way;to discovering and implementing an organization,;designing and providing a product or service, and;offering a solution to a global-to-local problem.;Students will learn about and engage in the;creation and building process, while exploring;and discovering key issues in social impact,;organizations and groups, creative solutions,;economics, and finance.

In this foundation course, the class will select;and confront four major global problems having;local instances from a list of possible subjects;such as aging, health care, education, food and;housing security, employment, poverty,;sustainability and environmental health, and;crime.

True, pictures are worth a thousand words, but;how do we know which thousand words to use? In;this seminar, we will read a range of art;criticism, art history, and fiction in order to;examine the work of language in relation to;pictures. We will explore a basic question: Why;do pictures compel us to use words? We will;learn to distinguish among different kinds of;writing, visit the Mount Holyoke College Art;Museum regularly, and learn to craft thoughtful;words of our own about original works of art.

In the summer and fall of 1888, a series of;gruesome murders captured the attention of;Londoners and brought questions of class, gender,;race and social-economic change to the forefront;of public debate. Though the culprit was never;identified, Jack the Ripper became synonymous;with the perceived dangers of late-Victorian;London.

In this course, we will analyze fiction by women;writers located in the United States from 1900 to;the present. We will focus on themes of gender,;race, and sexuality, and explore experiments in;form as well as content. Writers may include;Gwendolyn Brooks, Willa Cather, Kate Chopin,;Sandra Cisneros, Lydia Davis, Jennifer Egan, Zora;Neale Hurston, Nella Larsen, Carson McCullers,;Gertrude Stein, Monique Truong, and Edith;Wharton.

Mount Holyoke's mission is "purposeful engagement;in the world" but in a multilingual world, our;goal can only be achieved with the help of;translators and interpreters. As the US Bureau of;Labor Statistics predicts a 46% increase in;translation work 2012-2022, we consider it as a;scholarly, professional and lay activity.;Challenging stereotypes of translation as;derivative or faulty, we reflect on the wealth of;languages and cultures at Mount Holyoke College;and how the curriculum depends on the work of;translation.

The seminar will introduce and discuss various;musical works and genres that fall under rock;critic Ann Powers' definitions of 'Violator Art,';exploring them within the context of their wanton;and disturbing appeal, as well as their often;scandalous social impact. Topics will include;the Second Viennese School, free jazz, protest;music, punk rock, hip-hop, works such as J. S.;Bach's 'Cantata No.

We explore how memorialization and reconciliation take place in societies that have experienced extreme violence. How do survivors, perpetrators and their descendants record the experience of atrocity through testimonials and memorials in ways that contrast with 'official' national narratives of the past? In what ways does memorialization end cycles of violence without re-triggering trauma? How does restorative justice, for example, address feelings of despair or guilt that get passed down from one generation to another?