The Interdisciplinary Studies Program at Lawrenceville is not a separate department, but a series of courses that emerge from our core disciplines of history, math, science, english, foreign language, art, and religion and philosophy.
Beginning in the Second Form, students become familiar with the insights, methods, and approaches of these core disciplines. Interdisciplinary courses then attempt to build on these disciplinary groundings in the Fourth and Fifth Form by encouraging students to integrate two or more disciplines. Increasingly, the most complex intellectual and practical problems in the world lie beyond the boundaries of a single discipline. As such, the goal of the Interdisciplinary courses is to answer a question, solve a problem, or achieve an understanding impossible through a single discipline alone. At Lawrenceville, we specifically define Interdisciplinary Studies as “Inquiries which critically draw up two or more disciplines leading to an integration of disciplinary insights.”
“Inquiries”: Interdisciplinary Courses should focus on a question or a problem that requires analysis from multiple disciplinary perspectives.
“Which Critically Draw Upon Two or More Disciplines”: Interdisciplinary Courses should emerge from our core Departments and the disciplinary groundings students have acquired during their first two to three years at Lawrenceville. The purpose of Interdisciplinary Courses is to leverage the insights of two or more disciplines while also encouraging students to reflect critically on the limitations of each discipline.
Leading to an Integration of Disciplinary Insights”: Once a course's essential question is examined from the perspective of the contributing disciplines and each discipline reaches the limits of its explanatory or problem-solving power, Interdisciplinary courses should then become a search for a "third way"—a strategy that builds on the insights and approaches of the contributing disciplines but then "integrates" them in the service of answering a question, solving a problem, or achieving an understanding impossible through a single discipline alone.
This course is intended as the main conduit to the Lawrenceville Mock Trial Team and, as such, has as its practical goal the preparation of students to participate in those competitions. On a more broad front the course seeks to educate students on both the principles of the American legal system and the ways those principles are expressed during the course of an actual litigation. The course will take up differences between civil and criminal litigation; the rules of direct vs. cross-examination; and the definitions of various rules of evidence like hearsay. What, for instance, is its definition, and what might be considered exceptions to that rule? Students should expect to read extensively and closely the details of an individual case and to write a number of openings, closings, and witness statements. They will also be expected to master the rules of courtroom procedure and to engage in extensive role-playing. Grants: Honors Interdisciplinary NCAA** 1IN/1EN Cr.; Terms: T1; Forms: V; Prereqs: EN401 **IMPORTANT: This is NCAA approved as a Social Science and can not be counted towards the English requirement for NCAA
The Cold War was a political as well as a cultural and philosophical war between the Soviet Union and the West, putting a tremendous amount of pressure on writers and artists to be political spokespeople fighting for the hearts and minds of everyday people in support of their respective ways of life. Writers composed novels, poems, and films rich in social and philosophical complexity, but always with underlying political commentary and agendas. In doing so, they re-examined the foundations of western values, such as individual rights, social commitments, duty, freedom, power, sense, spirituality, and sanity. The questions they raised will be the same ones we raise and answer using literary texts. Is there something essentially "human," such as a human spirit, and what is its constitution? What is the purpose of poetry when tanks are in the streets? To what degree does an individual owe allegiance to her moral ideals? Does language serve to reveal or to mask reality? Is sanity socially or transcendentally defined? We will read novels, poems, essays, and films by writers from both sides of the Iron Curtain, possibly including Schneider, Koestler, Milosz, Havel, Kundera, Le Carré, Greene, Kubrick, Wajda, von Dannersmarck, Jean-Luc Godard, Brodsky, Barthes, Derrida, Nabokov, Tarkovsky, Sontag, Cavell. Experiential Component: Spring Break Trip to Berlin, Gdansk, Warsaw, and Prague Grants: Honors Interdisciplinary NCAA; 1IN/1EN Cr.; Terms: T2; Forms: V
“Are you doing STEM in college? Or are you an English/History person?” Although our culture tends to these unfortunately popular binaries are all too seductive, leading us to believe that we have to reduce our life-paths to these facile categories because they accurately organize our world. Nothing could be further from the truth. In fact, the sciences and the humanities have long influenced each other. Some scientists say the universe acts poetically; some poets say poetry is a form of knowledge about the universe. We will read poets, playwrights, and novelists engaged with, inspired by, and in critical conversation with science, and we will read scientists writing poetry, fiction, and philosophy. Given the explosion of writing in recent years about the intersection between these two fields, this course has been expanded to two terms. The Fall Term will focus on the Science and Philosophy of Consciousness, Cognition, Artificial Intelligence, Memory, Ecology, and Physics as represented in Literature. Authors will include Albert Einstein, Philip K. Dick, William Wordsworth, Michael Frayn, Wallace Stevens, Forrest Gander, and Susan Blackmore.
Grants: Honors Interdisciplinary NCAA 1IN/1EN Cr.; Terms: T1; Forms: V
The guiding question, the subtitle of this course, has been a philosophical or theological project for millenia. Happiness, love, well-being, joy were states of mind ascribed to both moral and pragmatic choices, the consequences of a life well-lived. The independence of mind and body (or what is called Cartesian dualism) seemed to have been cemented by Descartes, and Cartesian dualism continues to be the way most people continue to understand themselves. Recently, however, science seems to offer other insights into the state and health of our inner lives, emotional and psychological states, our relationships, even our thoughts, desires, and hopes. Feeling depressed because of a loss? We have pills for that. Want to know why you feel so great after winning? Neurotransmitters. But… does that seem right? Starting with the positive psychology movement, this section of Science and Literature will use novels, poems and essays to examine the intersection between science and the philosophical projects of building a good life. In addition, this course will ask students to apply the theories throughout the term. The Winter Term will include literature representing the science and philosophy of Health, Medicine, Physiology, Psychology, Well-Being, and Happiness. Authors will include Hippocrates, Oliver Sacks, Aristotle, Atul Gawande, Miroslav Holub, Aldous Huxley, Lewis Thomas, Albert Camus and Susan Blackmore. Grants: Honors Interdisciplinary NCAA 1IN/1EN Cr.; Terms: T2; Forms: V
In Franz Kafka’s Metamorphosis, Gregor Samsa wakes up one morning to discover that he’s not the person he thought he was—that everything he thought he knew about the world was somehow wrong. At the heart of this interdisciplinary course is a sustained exploration of and confrontation with the radical uncertainty that characterizes modernity. The technological, cultural, and social changes of the past two centuries have undermined and called into question our most basic values and foundational assumptions about how the world works, challenging us to wrestle with some fundamental questions: How do we know what we know? What is right and good and beautiful—and how can we be certain? What does it mean to live a meaningful life? What does it mean to be human? Through readings in literature and philosophy, we’ll consider the ways a number of 19th- and 20th-century writers explored and tried to answer these imperative if perhaps unanswerable questions. Readings for the course will include Marx’s Communist Manifesto, Baudelaire’s poetry, Nietzsche’s Twilight of the Idols, Kafka’s Metamorphosis, Woolf’s To the Lighthouse, and Beckett’s Waiting for Godot; at the end of the term, we will visit The Met in New York city. Major assignments will include creative and critical papers and a final project. Grants: Honors Interdisciplinary NCAA; 1IN/1EN Cr.; Terms: T3; Forms: V
Each week is a separate unit organized around a concept which becomes our heuristic -- our path to discovery. The concept might be Freud's theory of the unconscious mind, Heisenberg's Uncertainty Principle, Chomsky's theory of Universal Grammar, Natural Law as envisioned by Thomas Aquinas, Coleridge's notion of the "willing suspension of disbelief," Jack Kerouac's vision of a global felahim, degeneration as understood in immunology, or homeostasis as defined by Claude Bernard. All of these constitute powerful gears of thought within their own discipline or context. But can they be usefully applied to problems beyond their native boundaries? We select and define a new heuristics at the start of each week, explore its uses and implications mid-week, and close the week by attempting individually to discover, and write up, a novel application for the concept beyond the confines of its home court. Grants: Honors Interdisciplinary 1IN/1EN Cr.; Terms: T3; Forms: V
This is a unique course combining the study of poverty in the classroom with community service. Poverty is a two-trimester course that examines the historic, economic, and cultural roots as well as the impact of poverty in the developing world and in the United States. In particular we will try to understand the cyclical nature of poverty and the interaction between causes and effects. We will then study many of the different approaches taken to alleviating poverty—from big aid programs to microfinance, social entrepreneurship and more, looking at the strengths and weaknesses of each and the lessons we can learn along the way about how to effectively alleviate poverty. As we turn to the US, we will look especially at poverty in Mercer County, exploring how domestic issues are similar or different from those studied in the developing world.
Integral to the course is our service learning work with Home Front during our extended block. We learn about all the aspects of Home Front in their efforts to provide full-service assistance to homeless families in Mercer County. In addition, we will do various tasks at their Family Campus, from childcare and arts and crafts to cooking, programming and whatever they need us to do. In turn, this service will inform our understanding of poverty and the poor communities throughout the world. The course will culminate in students devising a plan of action for addressing a specific aspect of poverty in the world. Independent and group research are central components of the course, so students need to be able to research independently. Grants: Honors Interdisciplinary NCAA; 2IN/2HI Cr.; Terms: T2 and T3; Forms: V (IV Form only with permission of instructor)
The Lewis and Clark Expedition offers us a real-life mythical tale full of adventure and danger as Meriwether Lewis and William Clark lead their ‘Corps of Discovery’ through the American West from 1804-1806. You’ll relive their experience in the Northern Great Plains, the badlands of the Dakotas/Montana, the rugged Rocky Mountains, and the Columbia River basin in the Pacific Northwest--and back--as you track their progress and consider the multiple primary source journals that have been preserved, full of detail and emotion that comes alive through their work. We’ll study this important expedition through the explorers’ and the Native Americans’ lens as this American epic comes alive through the fascinating and accessible academic research along with their incredible journal documentation. We’ll study the Corps’ contributions to science as they classify and catalogue new species while collecting scientific data daily as they search for a navigable route to the Pacific. You’ll have a parallel historical experience as we set forth to build our own canoe and paddles--by hand-- in the newly expanded Gruss Art Center to better understand the art and science of the North American canoe on this expedition, both in form, structure, and as Native American expressions of cultural identity. This epic journey will capture your imagination as you reconsider what you knew about Native American culture, the natural history or the West, and how a scientific body of knowledge comes to fruition. This three dimensional, interdisciplinary course will draw on the history, science, and visual arts disciplines so you can learn, ‘remake,’ and appreciate this piece of classic Americana in the epic tale of adventure of Lewis and Clark. You’ll leave the course with a deep understanding of the early 19th century west, a love of natural history, knowledge of the scientific discoveries of the Corp--and the experience of crafting a canoe and using it in a traditional style! Grants: Honors Interdisciplinary; 2IN/2HI Cr.; Terms: T2 and T3; Forms: V (IV Form only with permission of instructor)
How has the Russian national identity been created by its culture? What is remembered? What is commemorated? What is preserved? How does what is remembered differ from the historical record? This course is an opportunity to explore not only the history of Russia, but also its rich culture, including Russian art, music, architecture, literature and language. The span of time covered will be from Kievan Rus in the 10th century through the present day, including the rule of the tsars of Russia, the Russian Revolution, the Soviet Union under Stalin, and the fall of communism. Particular attention will be given to the late 1800's, the time widely recognized as Russia's Golden Age, when Dostoevsky, Tolstoy, Tchaikovsky, Borodin, Rimsky-Korsakov and the great Itinerant painters were all creating great works of Russian literature, music and art that represent an essential aspect of Russian national culture. A focus of the course will be to try to understand how Russians see themselves, through an examination of what they remember, value, and preserve and the implications of this in the current global community. Grants: Honors Interdisciplinary NCAA; 1IN/1HI Cr.; Terms: T2; Forms: IV or V; Prereqs: HI301
The largest country in South America defies easy generalizations. Brazil’s national flag reflects its imperial past while proclaiming “ordem e progresso” (order and progress), to be the country’s future-oriented vision. One of the largest economies in the world, Brazil is a thriving democracy of over 200 million people spread over a territory larger than the continental United States. Multiracial, multicultural, home to millions of immigrants, politically open, economically vibrant, and socially tolerant, Brazilian civilization has emerged from the crucible of political instability, military dictatorship, hyperinflation, religious syncretism, and racial discrimination. The course will explore Brazil’s history, economics, national ideology, language, music, religions, sense of space, and aesthetic sensibility through the lenses offered by four cities; Salvador, Rio de Janeiro, Brasilia, and Curitiba. Students will learn that while scars from the colonial past are still visible today, a future of sustainable development and urban renewal is already part of Brazil’s present. Grants: Honors Interdisciplinary NCAA; 1IN/1HI Cr.; Terms: T2; Forms: IV or V; Prereqs: HI301
This course will evaluate recent events and the current state of Africa and to look at the themes and issues which have contributed to the history of the continent. This course can be taken as a one or two term course. Students begin the 1st term course by acquiring a general sense of Africa today through a study of geography, resources, and current events. Our exploration of Africa will highlight the greatness of its history as we begin chronologically with a study of Africa in the Middle Ages, a time of great power and world influence. This study of Africa's history is necessary to further evaluate and debate the impact of the transatlantic slave trade and further understand it in the context of the indigenous as well as Arab slave trade. We will also celebrate the continent’s rich diversity as we explore the arts: visiting museums, working with our own collection of masks and visual art, and drumming and dance lessons utilizing local instructors. Chronologically the 1st term course ends with a study of colonial rule and the legacy of imperialism. Content studied in the second term includes decolonization and independence, the influence of the Cold War, genocide studies, and modern topic debates focused on environmental, social, economic, and political issues. Both terms end with independent research projects which are shared within the class as final presentations. Grants: Honors Interdisciplinary NCAA; 2IN/2HI Cr.; Terms: T1 and T2; Forms: IV or V; Prereqs: HI301
This course will focus on common misunderstandings and misperceptions of the cultures and religions that meet at the complex crossroads of the Middle East, through an examination of the historical record and cultural interactions from varying points of view. By taking this course focused on the history, religions and cultures of the Middle East, the students will gain a broader world view of this critical and complex region of the world. For students to more fully understand the modern Middle East, they must investigate the roots of conflict and misunderstanding by understanding the historical memory of the peoples that coexist in this complex region and looking through various cultural lenses. Grants: Honors Interdisciplinary NCAA; 1IN/1HI Cr.; Terms: T1 or T2; Forms: IV or V; Prereqs: HI301
Civil liberties – the choices and actions individuals are entitled to embrace even in the face of great social opposition – are ultimately claims about the meaning and limits of morality and justice. Claims about what is moral, good, or right have become embedded in the fabric of American law because, in its the efforts to contract, preserve, or expand civil liberties, the Supreme Court has relied on such claims to limit the powers of the state. What competing conceptions of justice do our laws embrace? What ideas about human nature, politics, and morality have guided the Supreme Court in its adjudication of claims? By critically examining court opinions as well as readings in moral philosophy and science, students will explore what have been – or should be – the boundaries of governmental regulation of contested areas such as freedom of speech, religious liberty, and personal privacy. We will discuss hate speech, flag burning, exemptions from the law based on religion, abortion, pornography, privacy, and assisted suicide, among others topics, as we explore the confluence of liberty, justice, and the law. Grants: Honors NCAA; 1IN/1HI Cr.; Terms: T1; Forms: V; Prereqs: HI421 or HI511
“There is a limit to our powers of assimilation, and when it is exceeded, the country suffers from something very much like indigestion,” bemoaned a The New York Times editorial in 1880, in response to the greatest wave of immigration our country had ever seen. Since then, the United States has become the refuge, the workplace and the home to millions more immigrants, legal and not, from countries near and far. What explains this massive influx of people? And what are its implications - both for the immigrants who leave home, family and history behind to reinvent themselves in America - and for America itself? Can this nation of immigrants continue to absorb, economically and socially, wave upon wave of newcomers? Can we afford not to? And how will a new administration’s immigration policies affect our nation, our national identity, and our position in the world? In this two-term interdisciplinary course, students will explore these questions through the lenses of history, economics, memoir and literature. Grants: Honors Interdisciplinary NCAA 2IN/1HI/1EN Cr.; Terms: T1 and T2; Forms: IV or V; Prereqs: HI423 or HI513
From the very beginnings of cinema, France has produced internationally recognized films, and many historians consider France as the birthplace of cinema. France is also responsible for many early significant contributions to film and for the creation of important cinematic movements. Today, France continues to have a strong film industry due, in part, to measures undertaken by the French government to protect it. The course will follow the development of the film industry from the 1930's through the present. Students will watch films representing each significant period and/or film movement; they will become familiar with the appropriate cinema terminology and will be introduced to general rules governing film critique. Grants: Honors; Terms: T3; Forms: All Prereqs: LA562, LA566 or IN526
Florida was initially claimed by the Spanish. About one-third of the current continental United States originally belonged to Mexico. While U.S. history books often focus on our English origins, Spanish-speaking countries and peoples significantly contributed to the development of our country. This course explores our Hispanic roots, beginning in the early 16th century during the age of exploration, and continues through the centuries, concluding with the study of prominent Latinx figures of the 20th century. Students read first-person accounts of the Spanish explorers, watch history documentaries and create a final project for the end of the trimester. This honors elective will be taught in Spanish. Grants: Honors Interdisciplinary; Terms: T3; Forms: IV or V; Prereqs: LA495 or LA511
This interdisciplinary course explores Nicaragua and its unique link: politics and poetry. Covering a chronological view of historical events and poets, students will read primary documents, discuss and write about events and topics, and participate in several group and individual projects using Spanish. Some select, lengthy history readings may be done in English. Available to IVth and Vth Forms only. Grants: Honors Interdisciplinary NCAA 1IN/1LA Cr.; Terms: T2; Forms: IV or V; Prereqs: HI301 and LA495 or LA511
Through an inquiry-based approach, this course explores key principles of physics and the calculus methods related to them. The study of each physics topic requires students to create hypotheses, develop computer models, design experiments, and craft components. Topics of calculus are introduced in support of this process, allowing students to model their understanding mathematically. Among the calculus topics included are derivatives and integrals and applications including velocity and acceleration, linearization, extreme values, accumulation, area, and volumes. Some independent study is required of students preparing for the AP® Calculus AB exam.
Grants: Honors Interdisciplinary NCAA; 1IN/3MA Cr.; Terms: All; Forms: IV or V; Prereqs: MA 407 or MA421 and SC321 co-requirement with IN531 **NOTE: Only one IN credit will be granted for the pair.
This class will be a deep dive into a Broadway phenomenon. From an historian’s perspective, we will ask “What does the musical get right?”, “What does it get wrong?”, and “Does it matter?” “Does Lin-Manuel’s take on the Founding Fathers misrepresent the past or does it communicate a vision for our future?” We will study the source material that Lin-Manuel studied himself, not only the historical documents but also the hip-hop, rhythm & blues and musical comedy songs that influenced him. From the artists perspective we will ask, “What theatrical, musical and visual techniques did Lin-Manuel’s team use to communicate to their audience?” A collaborative final creative project will synthesize your disciplinary studies so students must be willing to do one or more of the following: rap, hip-hop dance, sing, act, write original music and/or lyrics, write original scenes, create a visual art piece (poster, program, costumes, set design), reimagine and perform actual selections from the show.
Grants: Honors Interdisciplinary 1IN/1PA Cr.; Terms: T2 or T3: Forms: IV or V; Prereqs: taking or completed 400/500 level American History and Completion of arts requirement
Every civilization has its myths; great stories of gods and mankind that have been passed down, enduring over time. Through theatre we can pass on these myths, capturing their purpose and significance in the present. In this interdisciplinary course we take a critical look at mythology, identifying what roles myths hold in different cultures, past and present, and their social importance. We will ask "What is myth?", "What purposes do myths serve?”, and “How does performance help us to see or know these stories anew?" We will study Greek, Norse, Eastern, and Western mythology, identifying important cultural markers, patterns, roles and conflicts, and create our own stories from these findings. Students will collaborate on a new theatrical work, weaving classical myths with these modern interpretations, presented through live performance. Grants: Honors Interdisciplinary 1IN/1PA Cr.; Terms: T3: Forms: IV or V; Prereqs: Completion of arts requirement or Departmental Approval
Life of Galileo explores the complex relationships among faith, reason, and the social responsibility of the scientist. This play becomes a catalyst for our examination of the real-world conflicts between the intellectual and authority, science and politics, the Church and the State, all of which both Galileo and the playwright, Bertolt Brecht, struggled with through their lives. In addition to investigating the scientific and historical context of Galileo’s paradigm-shifting discoveries, we will explore Brecht’s concepts of Theatre of Alienation and its impact on the development of modern theatre. Our exploration will include a field-trip to NYC to view a performance in the style known as Brechtian Theatre. The culmination of our experience will be research projects based on performance studies and written analysis of a chosen “radical thinker”. Grants: Honors; Terms: T1; Forms: IV or V; Prereqs: Completion of arts requirement or Department Approval.
This course traces the evolution of music as cultural product in the U.S., focusing on its relationships with important historical and social movements. We explore what is meant by the term "popular" in relation to emerging musical styles, and how those practices have been important for the rise of a uniquely American entertainment industry. We will also look at how popular music has been used as a marker for identity (including class, race, and gender) throughout our history. Grants: Honors Interdisciplinary; 1IN/1PA Cr.; Terms: T1 or T3; Forms: IV or V; Prereqs: Completion of arts requirement
The intention of this course is to bring religion and philosophy to bear on the study of literature, while using the authors and great works studied as windows into religion and philosophy. The Karma of Words will focus primarily on the classic and modern literature of Japan. The Confucian, Taoist, Zen Buddhist traditions and aesthetic treatises of medieval Japanese poets and Samurai will provide the religious and philosophical materials. Grants: Honors Interdisciplinary 1IN/1RP Cr.; Terms: T2; Forms: IV or V; Prereqs: Any 400 or 500 level Religion and Philosophy (RP) course.
Our perception of the natural world and the environment, and man's responsibility toward the natural environment is shaped by many influences. Human-nature interactions are shaped by cultural constructions, cosmology, and ethics. Science can describe the relationships but it cannot prescribe meaning to these ecological verities. What makes a place sacred, and what is man's place in the natural world? In this course, we will explore how spirituality and world religions understand and value the natural world, and how geography, nature, and ecology itself influence the development of religious thought and practice. As the global environmental crisis grows, what is the potential role of religions in managing this crisis? Grants: Honors Interdisciplinary 1IN/1RP Cr.; Terms: T3; Forms: IV or V; Prereqs: Any 400 or 500 level Religion and Philosophy (RP) course.
A two-term offering, Makers of the Modern Mind will address itself to the history of ideas at the end of the 19th century and the beginning of the twentieth. The first part of the course will establish the elements of thought and practice that constitute “Modernism” through Kant, Darwin, Marx, and Kierkegaard. In the second part, while those thinkers will still come under discussion, the course will focus more on literature and language as we examine the deconstructive implications that emerge from the modern consciousness as represented by Dostoyevsky, Nietzsche, and Wittgenstein. Students will write original philosophical papers and fiction as well as the standard critical papers. Accordingly, extensive reading and seminar papers are an integral part of this course. Grants: Honors Interdisciplinary NCAA 2IN/2RP Cr.; Terms: T2 and T3; Forms: IV or V; Prereqs: Any 400 or 500 level Religion and Philosophy (RP) course.
Pick up a newspaper. Flick on Fox or MSNBC. What do you see? Bioethical dilemmas… everywhere. Should the government quarantine health workers returning home from fighting Ebola? Should we treat infected people with experimental drugs? Should parents vaccinate their children against measles and pertussis? Is it a problem if they decide to opt-out? Then, there are those perennial favorites: Abortion. Death-with-Dignity. Human Enhancement. Even if you try to avoid the news, change your homepage to Facebook, and hide under a virtual rock… you won’t escape bioethics. All you have to do is go to Abbott for lunch. Should you eat that juicy hamburger? Or spare the cow and make a hummus sandwich, instead? What is Right? How do you know? And what should you do about it? This two-term course challenges students to blend science and ethics to develop thoughtful positions on complex issues. Grants: Honors Interdisciplinary NCAA 2IN/1SC/1RP Cr.; Terms: T2 and T3; Forms: IV or V; Prereqs: SC321 or SC325 and any 400 or 500 level Religion and Philosophy (RP) course.
Race is both a biological myth and a social reality. Human biological variation is not reducible to race, yet the idea of race continues to have a profound effect on the lives we live. This course explores race through biological, historical, psychological and social perspectives. We will examine the science of human biological variation, the construction of the idea of race, and the impact of that idea on Western society, particularly the United States. Grants: Honors; Interdisciplinary 1IN/1SC Cr.; Terms: T3; Forms: IV or V; Prereqs: SC321 or SC325 and Department Approval
In Food Studies, we address the questions "What is the significance and value of food to humans?" and "How do we know that?" All animals need food; humans, however, have elevated this basic biological requirement to a symbol of cultural significance and value. We'll seek answers from history, biology, geography, anthropology, environmental studies, visual art, literature, technology, politics, economics, ethics, and will remain open to other fields of inquiry and discovery. Grants: Honors Interdisciplinary 1IN/1SC Cr.; Terms: T3; Forms: IV or V; Prereqs: SC325 and Department Approval
Design-thinking is a user-oriented process that utilizes concepts found in both art and engineering to develop solutions that have the potential to impact individuals, communities, and societies. In Design for Social Change, students take on the role of design-thinkers, identifying and solving problems through a discrete process that includes deep observation, imagination, creativity, prototyping, and iteration. Focused on the intersection of art and engineering, we examine the foundational concepts of both fields and consider design-thinking as the domain where these two disciplines overlap. As students learn how to solve problems through design and work on projects relevant to our community, they engage in discourse on the potential of solving real-world problems with an interdisciplinary approach. In the past, projects have ranged from improving campus dining services, redesigning and repurposing what we recycle in our community, creating new learning environments in our classrooms, strengthening student involvement and participation in school events and traditions, and implementing lasting programs that impact all areas of student life, including social life, arts, athletics, academics and the house system. Additionally, students read and discuss Change by Design by Tim Brown, a leader in the design-thinking movement. Projects range from collaborative enterprises designed by small student groups, as well as individual inventions and interactive presentations, whose goals are to implement designed solutions to make a short or long-term impact on our community. Students are eligible if they have completed their graduation requirement for the arts in any of the three arts disciplines. Grants: Honors Interdisciplinary; 1IN Cr.; Terms: T1; Forms: IV or V; Prereqs: Completion of arts requirement.
This service learning course examines urban education in the United States through a combination of scholarship and service in a local charter school. With input from an experienced charter school educator from Philadelphia, students explore the economic, demographic and social issues that impact student learning, issues like poverty, funding, race, teacher quality, curriculum and instructional strategies. We will ask: What is the achievement gap? What are the factors inside and outside the classroom that contribute to the problems in public education in our cities? How is the crisis in urban education related to other issues of social justice? Through visits to urban classrooms and conversations with teachers, administrators, students, and parents, we’ll hear first-hand about the challenges and successes of some local schools. We’ll consult scholarly articles and media portrayals to offer additional perspective from researchers, educators, and policy-makers. And we will evaluate alternative educational models such as charter and community schools. Students in Urban Education spend a significant portion of time outside of class working directly with a partner, a 7th grade student from a charter school in Trenton or Philadelphia. This mentoring relationship illuminates the challenges facing students at home and at school and challenges participating Lawrentians to reflect on ways to authentically and reciprocally connect with peers beyond the gates. Grants: Honors, Interdisciplinary 1IN Cr.; Terms: T3; Forms: V
The Senior Capstone Course will focus on the major issues and candidates of the 2020 Presidential Election. An incumbent President facing a wide field of Democratic candidates will make the spring of 2020 a fascinating time to consider the key issues facing our country and citizens this election year. Grants: Honors Interdisciplinary; 1IN Cr.; Terms: T3; Forms: V
Through House and Harkness, Lawrenceville challenges a diverse community of promising young people to lead lives of learning, integrity, and high purpose. Our mission is to inspire the best in each to seek the best for all.