Why does art matter? Because images, sculptures and buildings shape our ways of understanding our world and ourselves. Learning how to look closely and analyze what you see, therefore, is fundamental to a liberal arts education. Within a global frame, this course provides an introduction to art and its histories through a series of case studies, from Egypt's Queen Nefertiti to Jean-Michel Basquiat's Street Art. Meeting three times weekly, each section will draw on the case studies to explore concepts of gender and race, nature and landscape, culture and power, repatriation, and other issues. Assignments focus on developing analytical and expressive writing skills and will engage with the rich resources of Wellesley College and of Boston's art museums. The course fulfills both the Writing requirement and the ARTH 100 requirement for art history, architecture, and studio majors.

American women often hear messages that they can "have it all"--a meaningful career, a loving family, and a fulfilling personal life. Yet popular culture is also filled with images of working mothers as stressed-out and miserable. In this course we will examine the highly varied aspirations, opportunities, and experiences of American women as they relate to work. We will consider some of the advice high-powered professional women have given to college graduates looking to advance their careers and "balance" that ambition with family life. We will read memoirs of low-wage earners, including many single mothers, about the particular challenges they face, and the limits that discrimination and systemic inequities place on their personal and professional goals. We will also explore what social scientists have to say about how cultural norms and economic markets generate the opportunities and constraints that women face. Finally, we will analyze how public policy at the local and national level influences the choices women and families face, and how those choices affect society more broadly.

"Boy meets girl" has long been a classic starting point, in both literature and the movies. This course will focus on romantic comedy in American cinema, with significant looks backward to its literary sources. We will view films from the classic era of Hollywood (It Happened One Night, The Awful Truth), the revisionist comedies of the 1970s and beyond (Annie Hall, My Best Friend's Wedding), and recent romantic comedies that extend our sense of the possibilities of the genre (Appropriate Behavior, Medicine for Melancholy). We will also read one or two Shakespeare plays, and a Jane Austen novel, to deepen our understanding of the literary precedents that inform romantic comedy onscreen.

In this course, we will examine the role that work plays in contemporary life and investigate how the value and experience of working get shaped by modern capitalism. We’ll start by reflecting on the character of the 21st century “gig” economy: Does working now mean something fundamentally different than it did for previous generations? Are we really working harder for less reward, as some argue? Is the recommendation to “pursue your passion” good advice? Next, we’ll examine theoretical perspectives on work, looking at how capitalism shapes the relationship between people and their work, how it structures our relationship to time and leisure, and how it codes certain forms of work as gendered labor. Last, we’ll take up questions about workers’ rights, worker power, and the extent to which we have a responsibility, as a society, to ensure stable and fulfilling work for all. This course asks students to think about the problem of work in both personal and structural terms, considering how it features in their own lives and how it reflects the larger social structures within which our lives play out.

“Free time is shackled to its opposite,” writes the critic Theodor Adorno. In a world full of incessant demands for productivity, our free time, he observed, never feels truly free. We’re always watching the clock, trying to get the most out of our workday and then using our down time to ready ourselves to work again. We may be managing our time, but we don’t really own it. This course asks: what does it mean to live your life ‘on the clock’, and what might it look like to get ‘off’ of it? What would make your time feel like it is genuinely your own? We’ll seek answers to these questions first by exploring the issue of time management, reading theories about how to do it as well as histories and critiques of the impulse to maximize your time. Next, we’ll take up political and theoretical perspectives on how capitalism shapes our relationship to time. We’ll discuss where we get the idea that time is money and something we can spend or save. We’ll also consider what it means that our time is something we can sell and that someone else can own, and we’ll ask what the stakes are of commodifying time that way. Last, we’ll examine the idea and practice of leisure and explore what it takes for free time to be truly free.

In this course, we will examine Black feminist essays and speculative fiction as resources for thinking about the future of feminism and its impact on the broader culture. These texts are helping to shift paradigms of what is understood by the term “feminism”. They also contain critical information that students need not just to survive but thrive in the future. We will discuss how these works offer new ways to think about kinship, gender, reproductive rights, abolition, and representations of selfhood. In addition, they will provide a springboard for looking inward to our own lives and perspectives, as we explore how writing, reading, and action are influenced by the personal. Indeed, if the “personal is political,” as Audre Lorde aptly stated, then what we write from our own experience can shape and change our world.

Why does art matter? Because images, sculptures and buildings shape our ways of understanding our world and ourselves. Learning how to look closely and analyze what you see, therefore, is fundamental to a liberal arts education. Within a global frame, this course provides an introduction to art and its histories through a series of case studies, from Egypt's Queen Nefertiti to Jean-Michel Basquiat's Street Art. Meeting three times weekly, each section will draw on the case studies to explore concepts of gender and race, nature and landscape, culture and power, repatriation, and other issues. Assignments focus on developing analytical and expressive writing skills and will engage with the rich resources of Wellesley College and of Boston's art museums. The course fulfills both the Writing requirement and the ARTH 100 requirement for art history, architecture, and studio majors.

We are living in an age of unprecedented access to information and have the means for immediate communication, thanks to advances in technology. Connecting to this virtual, ceaselessly changing world, however, often means turning away from the physical realm and prioritizing immediate reaction over thoughtful reflection. In this interdisciplinary course, we will investigate the boundless opportunities, and the real challenges, of living and writing in the age of distraction. How do we understand one another and ourselves as we toggle between the virtual and physical worlds? How do we create meaningful ideas and united communities? How does the reading and writing we do in the classroom inform what we read and write on social media, and vice versa? Students will consider these questions as they study literature, art, psychology, and technology, and as they explore both virtual spaces and physical ones, including the Wellesley campus and other area locales.

This course will provide students extra academic support as they make the transition to writing at the college level. It is appropriate for students who did not do much academic writing in English in high school, or who lack confidence in their writing.

How have writers and artists in the U.S. used the power of words, images, and sound to promote social change? We will explore this question by examining an array of texts within their specific cultural contexts,  including abolitionist narratives, intersectional feminist theory, and contemporary art from the Davis Museum. Students will analyze the rhetorical strategies of these works of protest literature, assessing their influence on laws, social practices, and cultural values. Students will also practice protest as they write for the change they want to see in the world today.

This course will provide a supportive learning community for first generation college students. It will also provide them extra academic support as they make the transition to writing at the college level. Students with questions about the course should contact the director of the Writing Program.

As college in the US becomes increasingly expensive and competitive, it’s worth asking what role institutions of higher education play in our society. Do they promote equity and equality? Do they transform or preserve the status quo? Do we prioritize their value as a private or as a public good, that is, as something that benefits the individual, or as something that the public invests in for some broader social goal? Students will read and write about the work of political theorists and educators in order to consider what the political and social mission of the university should be. We will also investigate the business of higher education, examining what happens when a college’s financial considerations might conflict with its educational mission. Other topics we’ll explore include the public financing of college, student debt, practices of for-profit universities, and the size of college endowments.

This course will provide a supportive learning community for first generation college students. It will also provide them extra academic support as they make the transition to writing at the college level. Students with questions about the course should contact the director of the Writing Program.

Behind every name there is a story. In this course, we will explore those stories, learning the history and meaning of the labels that we affix to people, places, and things. We will pay particular attention to the power, responsibility, and consequences that come with naming and re-naming. We'll examine recent controversies on college campuses involving the names of buildings, monuments, mascots, local flora, and landmarks. We will also study how the producers of all kinds of things–from poems to consumer products–use metaphor and neologism to refresh our understanding of the familiar, introduce us to the unfamiliar, and name the unnameable. In addition, we'll explore how names and name changes can frame political discourse, sway opinion, influence behavior, and alter history.

Have you ever wondered why some places evoke strong emotions, or why particular locations are charged with powerful meaning? Through the lenses of cultural geography and anthropology, this course explores the complex relationship between human beings, their emotions, and their environment. Key questions include: How can feelings for the places from our past and present be written into words? What are the qualities of a place that evoke certain emotions and memories? How do our memories of places change over time? What effect do collective memories have on individual remembrances? By reading memoirs, cultural histories, and critical essays, students learn how space and place can be translated into texts. Students will create their own written geographies of memory and analyze popular conceptions of space and place.

In this course, we will examine Black feminist essays and speculative fiction as resources for thinking about the future of feminism and its impact on the broader culture. These texts are helping to shift paradigms of what is understood by the term “feminism”. They also contain critical information that students need not just to survive but thrive in the future. We will discuss how these works offer new ways to think about kinship, gender, reproductive rights, abolition, and representations of selfhood. In addition, they will provide a springboard for looking inward to our own lives and perspectives, as we explore how writing, reading, and action are influenced by the personal. Indeed, if the “personal is political,” as Audre Lorde aptly stated, then what we write from our own experience can shape and change our world.

 This course supports senior McNair Program Scholars as they prepare to apply to graduate schools and post-baccalaureate programs. Students will become more confident, effective writers as they produce drafts of personal statements, fellowship applications, and other scholarly materials. Students in this course will engage in professional development activities, practice communicating their scientific knowledge and research results to different audiences, and gain the benefits of being part of a community of scholars. Open only to seniors participating in the McNair Scholars Program.