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Jing Wang, Associate Professor of Chinese, ���߲ݴ�ý University

Is Chinese universally perceived as a difficult language? If so, how come? Can it possibly be otherwise? If so, in what ways? This course exposes students to these inquiries by engaging them with examples and scholarship supporting both views, while also including short introductory lessons in speaking, reading, and writing. Students complete the course without having to commit to either position, and they can develop their own view based on their learning experiences now and in the future. The specific goal is language learning, but in general the course regards demystification of received opinion, which is hopefully applicable to other areas of life and learning.

Gabe Sosa Castillo, Assistant Professor of Mathematics, ���߲ݴ�ý University

The course will explore how different ancient cultures represented numbers and how they carried out operations. We will take a compare and contrast approach to better understand why we represent numbers the way we do today and how we operate. 

Jeff McArn, Program Coordinator for Chapel House and Great Religions Fund, ���߲ݴ�ý University

We will explore a variety of meditative practices, and the ancient wisdom traditions that support them. Yoga, sitting meditation, walking/ nature meditation, sound healing meditation and relaxation techniques are some of the methods we will encounter along with the spiritual foundations of these experiences. What music brings you into an introspective, reflective state? Which poets do the same for you? Join us on the journey to personal meaning, reflecting on how to keep your balance in an environment which can lead you to lose yourself. Limited to 12 students.

For the first meeting of this class, students will meet Jeff McArn at the dining hall, he will escort them to Chapel House. Students will also eat later (~5:40pm-6:25) for every class meeting.

Andrew Brawner, Visiting Assistant Professor of Psychological and Brain Sciences, ���߲ݴ�ý University

Learn how impacts can directly affect brain functioning on the neurologic level, why repeat traumas can be so dangerous, why the developing brain is so vulnerable, and how best to heal.

Esther Rosbrook, Director ALANA Cultural Center, ���߲ݴ�ý University

In an always-connected world, students are constantly managing their presence, interactions, and self-image online. This workshop explores how purposeful and mindful social media use can support, not harm, mental health. Students will reflect on their digital footprint, cyberbullying, social comparison, and screen-time stress. Through interactive polls, real-life case studies, and peer-led discussions, students will identify emotional triggers, establish boundaries, and build a personal “Digital Values” to guide their use of technology. Emphasis will be placed on recognizing when and how to disengage, how to say “no” online, and how to prioritize their mental and emotional well-being in digital spaces.

Sam Mathews, Assistant Director of Outdoor Education, ���߲ݴ�ý University

Have you ever wanted to climb a wall like Spiderman? Take this course and learn how to tie knots, use ropes to belay (hold) other climbers and move up the wall using good technique. At the end, you'll know what rock climbing is really like - not just how it is in the movies or on social media. This class guarantees great fun and that you will be hungry for dinner! Limited to 15 students.*

* Students in this class will not eat at the regular time, they will meet at the climbing wall, climb for 1.5 hours and eat afterwards. Wall waiver required for participation.

James Watkins, Professor of Biology, ���߲ݴ�ý University

This seminar introduces high school students to the world of plant environmental biology—the study of how plants respond to and interact with their environment. Through lecture discussions, and lab observations, students will discover the adaptations plants have evolved to thrive in diverse conditions. Limited to 16 students.