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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.

This cluster of three courses is about the constraints and agency of individual actors in social spaces, with a particular focus on the institutional settings of colleges and prisons and the “critical spaces” that can open up within them.

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.”

This cluster focuses on the rich geologic and linguistic history and present of Nicaragua to explore the ongoing interconnectedness between landscape and language.

Through the College’s Ellery Yale Wood Collection of children’s and young adult books, students will investigate childhood, explore literature, and creatively engage in the process of writing children’s literature.

This cluster focuses on the idea that food is a medium, a cultural vehicle that transports and is transportable and transportive.

This 360°, taught by professors of chemistry, psychology, and East Asian Languages and Cultures (formerly East Asian Studies), examined the history, science and practice of meditation and other mindful practices.

This Eco-Literacy 360° cluster considers our participation in the environment from the perspectives of economics, education, and various forms of literary and visual expression. Our goal is to develop a vocabulary for thinking, feeling and talking about the ways in which the places we live affect each of us, and how each of us affects the places we live.

Incorporating a visit to the Titagya school in rural Ghana, this 360° explores how children grow and develop in different contexts (e.g. schools, communities, households) and cultures (e.g., the United States, West Africa, Sub-Saharan Africa) and how this growth and development is conceptualized and represented–in texts and theories–mainly by adults, across cultures and fields of study.

In a fundamentally decolonial spirit, this course cluster examines the ways colonialism has contained, collected, captured, and commodified Blackness, a practice that circulates objectified images of the peoples, cultures, and cultural objects of Africa and the African Diaspora.

Students will explore the ways in which African societies are trying to overcome colonial legacies, promote well-being, and contribute to fashioning our interconnected world.

This year-long cluster explores the intersections of scientific, philosophic and humanistic ways of thinking about, writing about, and visually representing ways we look at origin stories.