Upper-Division

Students learn models for increased accessibility and efficacy in higher education, and implement leadership through those models within transfer student- and reentry student-focused communities. Engage in dialogue about university policy, identify structural barriers faced by minoritized and other disadvantaged communities when pursuing higher education, and collaboratively design projects to address them. Implement and lead civic-engagement activities and reflect on personal experience and knowledge to meet student-defined goals. With additional guidance from the STARS director and STARS staff, interns create plans and implement projects that reflect the learning of the course.

Explores fundamental vocabulary, discourses and concerns of the social sciences through critical engagement of texts. The final paper may be on a topic assigned in a course in the student's discipline.

Addresses the fundamentals of scientific observations/interpretations and effective writing. Students engage in response groups and faculty conferences to produce a collaborative trail guide, and, a lab report or essay-one which may have been assigned in another course.

An examination of oral history as a historical method and a study of narrative strategies and meanings. Readings include a range of work based on interview techniques. Both critical writing and individual oral history projects are required.

Collaborative learning in service of building thriving, just, and sustainable communities locally and globally. Learn about Ecovillages and reclaiming the commons while also discovering collective and wise action through guest lectures, intergenerational dialogue, and engagement with long-term projects.