This Division III seminar will be organized around students' Division III Independent Study Projects. Students will be responsible for presenting their Division IIIs in progress several times during the semester and for providing serious, thoughtful written feedback on one another's work. We will also address general and shared issues of conducting research, formulating clear and persuasive analysis, and presenting results both orally and in writing. The primary purpose of the seminar is to provide a supportive and stimulating intellectual community during the Division III process.

In this advanced seminar we will critically examine ideas about children and youth through readings in childhood and youth studies, sociology of childhood, and critical developmental psychology. An important component of students' work in this course is to critically evaluate ideas, practices, and methodologies related to childhood and youth in their own academic studies, including areas not listed above such as education, literature, and the arts.

This course will look at globalization and contemporary art through the lens of border culture, a term that refers to the "deterritorialized" experience of people when they move or are displaced from their context or place of origin. Their experience of belonging and understanding of identity are affected by borders within the realms of language, gender, ideology, race, and genres of cultural production as well as geopolitical locations.

The course offers a sustained engagement with words and images, understood as constructions of the unconscious. We will work with words as images, and words with images. The unconscious is constructed in both psychoanalysis and art-making through associative processes: the convergence and divergence of elements (through repetition, variation, gaps, erasures, and contradictions) create emergent meanings that dissolve into nonsense, paradox, and questions. Students will create a poetics grounded in these processes.

This is part II of the Oral History Theory and Method seminar that started during the Fall 2015 semester. Only students who registered and completed the Fall semester section of the seminar are permitted to enroll in this class. The second part of the research seminar involves analyzing and interpreting the oral history interviews completed during the fall term and interweave this primary source with other primary and secondary sources to construct a historical narrative/analysis.

While many have criticized "postmodernism" as a-political, Judith Halberstam has argued that conventional radical politics is not postmodern enough, insofar as it accepts a stable relationship between representation and reality, foreclosing any space (in fantasy, in representation) for political rage and unsanctioned violence on the part of subordinate groups against their powerful oppressors.

While American schools tend to reproduce the status quo, they can also serve as sites of possibility, in which students and teachers work to redress inequalities and power imbalances. Students in the class will analyze the complex and conflicting social, political and economic conditions from which educational policies and practices emerge.

Students will learn Lacanian psychoanalysis through working both in solitude and in collaboration. We'll read primary and secondary literature on Lacanian psychoanalysis, including cases by Freud. Students will work in groups to create scenes in which Lacan visits Freud and advises him on a case, and perform that scene. We'll also explore Lacan's concept of desire, the Other of language, and the Real unconscious.

This history and writing seminar will explore different forms of personal narratives - historical memoirs, fiction, films, and oral histories - interpreting American immigrant and migrant lives to examine critical historiographical issues in U.S. immigration history. Through reading seminal historical narratives along with award-winning novels and memoirs, we will investigate on-going construction of major issues in U.S.

This course will introduce the students to ideas and controversies related to the concept of abnormality/normality in psychology. In order to discuss and explore these concepts, we will present an overview of contemporary diagnostic categories as described in the DSM-V, the diagnostic manual used in the field of mental health. The course will emphasize the social and historical context for our culture's ideals and assumptions about mental illness. In order to reflect on the experience(s) of mental illness, films, case studies, and memoirs will be included.