Category: Composition

Weekly Reports – 2024 Week One – Morning Classes

Posted on June 17, 2024 by - Academics, Composition, Humanities, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors. We will be posting the first issue of The Thinker (the student newspaper) as soon as the online version is ready.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshman (First Year) and Sophomore (Second Year) Classes:

Flex Science (Ryan Patin, Instructor)

To be updated.

Flex Composition (Meilyn Woods, Instructor)

Students answered the question, “What is a Story?” and used those answers to brainstorm and develop their own personal aesthetics. Those aesthetics informed their reading of several works of fiction in order to write their own short stories. We read, The Handsomest Drowned Man in the World by Gabriel García Márquez, There Will Come Soft Rains by Ray Bradbury, and The World is Ending Tomorrow by Kimberly Terasaki. Students also did in class writing and brainstormed their short story assignment.

Monday- students did icebreakers and got to know each other before we all set goals for what we wanted to achieve this summer. After setting our goals we did a spontaneous writing sprint where they had to impress me with their writing.

Tuesday- Students learned the basics of fiction writing, especially the Short Story. As a class we answered, “What is a story?” then we read The Handsomest Drowned Man in the World by Gabriel García Márquez and used their definition to decide if we considered this a story as well as commenting on the craft elements such as theme, metaphor, form, and structure.

Wednesday- Started class with a writing sprint to begin writing their short stories. We also set rules for our creative writing workshop (establishing the environment that we want to embody) for the summer. Then we did in class writing.

Thursday- Read “There will come soft rains” by Ray Bradbury and discussed its craft, his voice and aesthetic. Then we did in class writing.

Friday- Went over the guidelines for grading and deadlines. Then we read “The World is Ending Tomorrow” and did a mini workshop on it. Then in groups of 2 the students shared their ideas for their weekly project with each other. Then we ended with in-class writing.

Freshmen Humanities  (Chris Hebert, Instructor)

On Monday, I sat with the Freshmen and held introductions. I told them of my educational background and what I do during the normal school year. We discussed what grades they were advancing into and where they were from. I discussed with students my plan for the class—a three pronged approach to the large area that is “Humanities”: that we would discuss history (in particular of that of the Mediterranean world), philosophy (heavily focusing on Plato’s Republic), and literature (applying the concepts of “right and wrong” and “justice” to Shakespeare’s Julius Caesar). Tuesday, we began with history and started with the different groups that immigrated to Greece, with focus on the Minoans and the Mycenaeans. We discussed how the myth of Theseus is now thought of as a metaphor for how Greece overthrew the Minoan civilization through the conflict between Theseus and the Minotaur. Students and I drew parallels to this myth and The Hunger Games series. We explored the topic of the Greek Dark Ages and the earliest writings of Greek Antiquity—those being the surviving epic poems of Homer. (We also discussed the real life Troy and how archaeology has found burnt ruins and rubble in modern day Turkey, which correlated with the area that was thought to be Troy.) Students then were assigned to investigate the idea of foundational myths and summarize it and share it with everyone else on Wednesday. For rest of the week, we continued looking into foundational myths of the various city-states of Greece and how these myths influenced their various outlooks on governance and took a crash course through the overall concept of Greek mythology, as it will be referenced more than once throughout various points in history, philosophy, and literature.

Sophomore Humanities  (Jessica Markstrom, Instructor)

This week served as an introduction to utopias and dystopias.  Concepts included power and social structures (top-down versus bottom-up organization), censorship, happiness, developing meaningful relationships, communication, access to information, personal expression, the role of technology in our lives, and government oppression.  We read through part 1 of Fahrenheit 451 (50th-anniversary edition).

Monday – we went over the syllabus.  Students learned about how Thomas More’s book transformed the word utopia.  Utopia used to mean “no place” and eutopia meant an idyllic or perfect place.  More intentionally changed the term eutopia to mean utopia.  We discussed how this meant that creating a utopia would be difficult.  We defined dystopia and we discussed whether our current society is a dystopia or utopia.  The students agreed it was a mixture of both but leaned more towards dystopia and shared their reasons for that answer.  To highlight critical thinking, I provided students with information from Steven Pinker’s Enlightenment Now regarding how much society has progressed since the Enlightenment.

Tuesday – We discussed pages 3-24 of Fahrenheit 451.  We discussed censorship, happiness, the effect book banning had on that society, the role technology plays in that society, reasons why that society is a dystopia, meaningfulness in communication, government regulation of people’s activities, pressure to conform to society, and ways in which our society is like and different from the society in the book.

Wednesday – We discussed pages 24-46 of Fahrenheit 451.  I played the song “Fake Happy” by Paramore and asked them to apply it to a character in the novel.  Discussion topics included how it’s important for people to recognize (or “see”) us, why it’s important for society to value the lives of children, how technology can isolate us from others, the importance of meaningful communication in order to build relationships with others, authoritative government structures, literary motifs like foreshadowing, and post-trauma responses.

Thursday – We discussed pages 47-68 of Fahrenheit 451.  The class discussion focused on how societies that limit thinking and promote immediate satisfaction can impart short attention spans (several students related TikTok and other social media platforms to the society in the novel); how constant stimulation can make it difficult to think and communicate with others; that oppressive societies will force uniformity and equality, will attack intelligent people, and will attack people that are seen as different or that refuse to conform; that authoritative government systems will suppress freedom of expression, freedom of speech, access to information, and access to communication; parasocial relationships and how societies will sometimes use technology as a means to supplant person-to-person interactions; and how do we determine happiness.

Friday –Students worked on the first assignment for the Utopia Project.  The assignment was Utopia Project:  Describing Your Utopia.  This requires the students to think about the size of the population, territory, social structures, inclusions of family, use of technology, and access to concepts like religion within their utopia.

Senior (Third Year) Classes:

Senior Science (Josh Brown, Instructor)

To be updated.

Senior Composition (Meilyn Woods, Instructor)

Seniors are required to produce a piece of creative writing every week. Before writing, students answered the question, “What is a Story?” and used those answers to critique other works in order to help students indirectly think about their own writing for their portfolios. On top of in class writing we read the following craft essays: Perfectionism by Anne Lamott, Beginnings by Anne Hood, and Endings by Elissa Schappell. We read Thrush, a poem by Gabrielle Grace Hogan, The World is Ending Tomorrow, a short story by Kimberly Terasaki, and The Weatherman’s Heart, a flash fiction piece by Tessa Yang.

Monday- students did icebreakers and got to know each other before we all set goals for what we wanted to achieve this summer. After setting our goals we did a spontaneous writing sprint where they had to impress me with their writing.

Tuesday- Students learned the basics of fiction writing, especially the Short Story. As a class we answered, “What is a story?” then we read The Handsomest Drowned Man in the World by Gabriel García Márquez and used their definition to decide if we considered this a story as well as commenting on the craft elements such as theme, metaphor, form, and structure.

Wednesday- Started class with a writing sprint to begin writing their short stories. We also set rules for our creative writing workshop (establishing the environment that we want to embody) for the summer. Then we did in class writing.

Thursday- Read “There will come soft rains” by Ray Bradbury and discussed its craft, his voice and aesthetic. Then we did in class writing.

Friday- Went over the guidelines for grading and deadlines. Then we read “The World is Ending Tomorrow” and did a mini workshop on it. Then in groups of 2 the students shared their ideas for their weekly project with each other. Then we ended with in-class writing.

Senior Humanities  (Jessica Markstrom, Instructor)

This week served as an introduction to power and government, as these themes coincide with the subject “man and the state.”  Concepts included power, division of power within governments, where governments get their power, use of government power with a focus on oppression, censorship, control of information, public goods and the distribution of public goods, and loneliness.  We read halfway through Part 2 of 1984.

Monday – we went over the syllabus. Students learned why we have government by examining anarchy, the social contract, and the use of force through Locke and Hobbes.   We discussed public goods with a focus on the government being responsible for providing public goods.  We defined government and explained sources of power in government with a focus on government types (autocracy, oligarchy, and democracy).  We examined limited power governments (constitutional governments, separation of powers, checks and balances, and federalism) and compared them to governments that have little to no limits on their power (authoritarian governments and totalitarian governments).

Tuesday – We discussed pages 1-48 of 1984.  We discussed censorship, surveillance, public goods, happiness, meaningfulness in communication, government regulation of people’s activities and thoughts, and ways in which our society is like and different from the society in the book.  The students were fascinated by the two minutes hate and the watchful eyes of Big Brother posters.

Wednesday – We discussed pages 49-81 of 1984.  There was a strong focus on public goods and the lack of quality provided to the people in the book.  Propaganda was a central discussion, especially in relation to the lack of public goods versus the state’s propaganda regard production.  We discussed the extreme lengths of the government to use power as a tool of oppression by making thoughts and facial reactions crime.  Students were very interested in Syme, an intelligent character, and were worried that he would be “vaporized” by the government.  The students were particularly interested in the following statements by Orwell: “the past was erased, the erasure was forgotten, the lie became the truth,” “in the end the party would announce that 2 and 2 were 5 and you would have to believe it,” and “the party told you to reject the evidence of your eyes and ears.  It was their final most essential command.”  The students were surprised to find out that Orwell did not come up with 2+2=5 but repurposed the concept from Soviet Union Propaganda for their 5-year plans.

Thursday – We discussed pages 82-117 of 1984.  The class discussion focused on how the government prevented a person from developing their ownlife.  The students recognized that in order for the totalitarian state to have full control there could only be allegiance to the government.  The students also noted how the society had become numb to violence.  They learned about the proletariat aka “proles.”  We discussed the importance of language, especially due to Orwell’s inclusion of newspeak, doublethink, and thoughtcrime.

Friday – We discussed pages 118-156 of 1984.  The class discussion focused on how the government prevented a person from developing relationships with other people as a means of control.  We discussed loneliness and the importance of human connection.  The students understood that Julia wearing makeup was a political act, as well as noting that most of the acts within this section were both personal and political.  Again, we explored the theme of oppression within totalitarian governments.

Musically Gifted Studies  (Brandon LaFleur, Instructor)

To be updated.

Weekly Reports – 2023 Week One – Morning Classes

Posted on June 15, 2023 by - Academics, Composition, Humanities, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors. We will be posting the first issue of The Thinker (the student newspaper) as soon as the online version is ready.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

In the first week of science I, we focused on fundamentals: the scientific method, the mathematical underpinnings of scientific claims, and the basics of physics, from matter and energy to Newton’s laws. The students kicked off their summer-long Plant Experiment, in which each student is entrusted with a plant (this year, flat leaf parsley) and is allowed to change any one “variable” of its care, from what it’s watered with to where it’s located, to explore the concepts of variables, controls, and the importance of accurate and precise data collection. The students saw some exciting demos like flame tests, used laboratory-grade chemistry equipment such as graduated cylinders and electronic balances, and learned the basics of laboratory safety. 

Freshman Composition (Abigail Skinner, Instructor)

We focused on annotating/reading like a writer, although we used the story “The Beginning” by Radha Zutshi Opubor to practice. The students read their copy for five minutes and annotated and then swapped papers to keep reading and annotating. I encouraged the students to read each other’s annotations and respond to them. We had a really good class discussion about the story and craft elements such as description, personification, and conflict. The students then selected their favorite craft element from the story and had free writing time to practice with the prompt “I remember”. We also discussed motivation and goals for writing and the students wrote a “Why I Write” statement. They also wrote questions for their favorite writer. 

Freshmen Humanities  (Chris Hebert, Instructor)

In Humanities I, we started the week getting familiar with the many empires that have risen in the Mediterranean area that gave way to the Greek empire. We discussed differences between Sparta and Athens, resulting in a brief exploration of the Peloponnesian wars. Seeing that so much of their history is rooted in mythology, students were exposed to foundational myths about the various city-states of Greece. We also took a crash course in Greek myth and looked at The Iliad and The Odyssey. We ended the week looking at Alexander the Great which will lead into Socrates, philosophy, democracy, and eventually into Plato and his Republic next week.

Sophomore (Second Year) Classes:

Sophomore Science (Calvin Runnels, Instructor)

Sophomore science has so far been focused on the study of biology. After an engaging discussion about the origins of life, symbiosis, and the genetic relationships among living organisms, we spent much of the week learning about the chemical basis for life: the importance of water and the functions and structures of the basic biomolecules (DNA/RNA, protein, lipids, and carbohydrates). We used homemade lava lamps, bubble “membranes” and strings of colored beads to bring to life the concepts of the hydrophobic effect, cell membrane structure and the genetic code.

Sophomore Composition (Abigail Skinner, Instructor)

We focused on annotating/reading like a writer this week to prep for the rest of the reading they’ll do this summer. We read and annotated various interviews and articles by various writers that discussed their experiences and motivations as writers. These included Terry Pratchett, Joan Didion, John Greene, and Jennifer Lynn Barnes. We discussed motivations for writing and our own personal goals for our writing. The students ended the week by writing a “Why I Write” statement that included their goals. I’ve passed these on to Meilyn. The students also wrote questions to their favorite living authors. I made it optional if they actually want to send the questions, but for the couple students who wanted to, I’ll send off their questions and forward any responses on to Meilyn. 

Sophomore Humanities  (Jessica Markstrom, Instructor)

This week served as an introduction to utopias and dystopias.  Concepts included power and social structures (top-down versus bottom-up organization), censorship, happiness, developing meaningful relationships, communication, access to information, personal expression, the role of technology in our lives, and government oppression.  We read through part 1 of Fahrenheit 451 (50th-anniversary edition).

Monday – we went over the syllabus.  Students learned about how Thomas More’s book transformed the word utopia.  Utopia used to mean “no place” and eutopia meant an idyllic or perfect place.  More switched out Utopia for eutopia.  We discussed how this meant that creating a utopia would be difficult.  We defined dystopia and we discussed whether the current society is a dystopia or utopia.  The students agreed it was a dystopia and shared their reasons for that answer.  To highlight critical thinking, I provided students with information from Steven Pinker’s Enlightenment Now regarding how much society has progressed since the Enlightenment. 

Tuesday – We discussed pages 3-24 of Fahrenheit 451.  We discussed censorship, happiness, the effect book banning had on that society, the role technology plays in that society, reasons why that society is a dystopia, meaningfulness in communication, government regulation of people’s activities, pressure to conform to society, and ways in which our society is like and different from the society in the book.

Wednesday – We discussed pages 24-46 of Fahrenheit 451.  I played the song “Fake Happy” by Paramore and asked them to apply it to a character in the novel.  Discussion topics included how it’s important for people to recognize (or “see”) us, why it’s important for society to value the lives of children, how technology can isolate us from others, the importance of meaningful communication in order to build relationships with others, authoritative government structures, literary motifs like foreshadowing, and post-trauma responses (some students did not understand that Guy was having a post-traumatic nervous breakdown and had questions regarding that portion of the reading).

Thursday – We discussed pages 47-68 of Fahrenheit 451.  I played the song “Shiny, Happy People” by R.E.M. and had the students relate it back to the novel.  Then, I explained how the song was written as a critique of the Chinese government’s propaganda after Tiananmen Square.   I briefly described the Tiananmen Square democratic protests of 1989 and the Chinese government’s response to those protests.  I also showed the students pictures of the protest and pictures of Chinese propaganda after the protests.  The class discussion focused on how societies that limit thinking and promote immediate satisfaction can impart short attention spans (several students related TikTok and other social media platforms to the society in the novel); how constant stimulation can make it difficult to think and communicate with others; that oppressive societies will force uniformity and equality, will attack intelligent people, and will attack people that are seen as different or that refuse to conform; that authoritative government systems will suppress freedom of expression, freedom of speech, access to information, and access to communication; parasocial relationships and how societies will sometimes use technology as a means to supplant person-to-person interactions; and how do we determine happiness.

Friday –Students worked on their Utopia Project.

 

Weekly Reports – 2022 Week Five- Morning Classes

Posted on July 16, 2022 by - Academics, Composition, Creative Writing, Humanities, International Relations, Psychology, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

Second to last week! This week we focused on physics and math, learning about Newton’s laws of motion and probability.

Tuesday: We discussed the four fundamental forces, Newton’s laws of motion, velocity, acceleration and free fall. We explored these concepts through demos involving dropping various objects.

Wednesday: We talked about probability — I showed them the Monty Hall Problem, discussed the law of large numbers and expected vs. experimental values using dice and Rock Paper Scissors, and then worked more probability problems using a deck of cards and various games such as High-Low and Blackjack.

Thursday: We continued our discussion of basic physics and Newton’s laws, diving more deeply into the concepts of inertia, force, mass vs. weight, and velocity vs. speed. Then we built balloon-powered cars out of water bottles, balloons, skewers, and bottle caps to demonstrate Newton’s 3rd law.

Friday: We watched nature documentaries about bugs, mammals, and the arctic and ate snacks!

Freshman Composition (Reese Menefee, Instructor)

This week, students were introduced to found poems, epistolary poems, and prose poems. They typed and finished their poems for class and workshopped those poems together. They shared their work aloud and gave constructive feedback to each other. In addition to finishing poetry, students also discussed positive workshop practices and started working on their final writing project.


Tuesday- Students were introduced to found poetry and epistolary poetry. They read “Dear Universe” by Wendy Videlock, “Dear” by Jill Osier, and a hybrid poem by Aimee Nezhukumatathil.

Wednesday- Students worked in the library. They were asked to turn in their typed poems by the end of class.

Thursday- Students read “Poetry Workshop 101” before workshopping their poems. They read their work aloud and gave constructive feedback to each other.

Friday- I discussed the final writing portfolio with the class and they participated in an in-class writing activity.

Freshmen Humanities  (Christine Bertrand, Instructor)

This week we read and discussed Plato’s “Allegory of the Cave,” one of the most widely-read passages from The Republic. It addresses the struggle of humans to face new understanding and knowledge and our natural resistance to accepting that we may have been wrong. Next week students will close the summer humanities class with a researched written paper applying the concept of the allegory to an event or topic of their interest, explaining how some new understanding or discovery faced resistance by the majority of people and how some revolutionary thinkers pushed past that resistance to new understanding of their world.

Graduate Classes:

Grad Psychology (Dr. Linda Brannon, Instructor)

Our topic for the weeks was memory, which included a review of concepts related to learning (because there can’t be memory without learning) and then information about sensory memory, short-term memory, and long term memory. We covered the topic of amnesia later in the week.

Monday was a holiday, so Tuesday was our first class day of this week. We reviewed the concepts of Pavlovian conditioning, operant conditioning, and observational learning.
We began the topic of memory on Tuesday, but the discussion continued on Wednesday. On those days, we examined three different types of memory—sensory memory, short-term memory, and long-term memory. Sensory memory is based on physical sensory input, such as light falling on the retina, which creates an image on the retina. However that image fades very rapidly—in less than a second. When people attend to that information, it may get the person’s attention, and transfer to short-term memory (STM). That memory system can hold information for up to 30 seconds, which allows processing that can move the information to long-term memory.


On Wednesday, we discussed some of the flaws of memory, focusing on a series of experiments that confirmed how incorrect long-term memory can be. That research has become very influential because it showed that people are prone to mistakes in memory, which affects legal testimony. That is, eyewitnesses are not always accurate in giving evidence or identifying perpetrators. I arranged an activity that confirmed that gifted children are as prone to these memory distortions as are others.


On Thursday we began to discuss amnesia and identified two types—retrograde and anteriograde amnesia. Retrograde amnesia affects individuals by making parts of long-term memory inaccessible. However, most recover those memories, which indicates that the information does no disappear from memory. The media are a main source of misinformation about amnesia, and we covered some of those inaccuracies.
We also had our weekly quiz on Thursday, and the grades were good.

On Friday we discussed anterograde amnesia, which occurs due to damage to the hypocampus, which is a brain structure. That disorder results in individuals who are unable to form new memories, but their existing memories are not affected. That description may not sound all that serious, but it is devastating—people with this type of memory have a very short time to notice and process information, and that information will never become long-term memory.

Conflict and Diplomacy (Jessica Markstrom, Instructor)

On Tuesday we discussed how colonialization and decolonialization affects civil conflict outbreak and relapse. We watched War Don Don, a documentary on the International Criminal Court’s trial of Issa Sessay regarding his actions as a leader for the RUF in the Sierra Leone civil war, Wednesday and Thursday. On Friday we continued the state development project with several students deciding to engage in international conflict.

Graduate Creative Writing (Reese Menefee, Instructor)

This week, students began discussing hybrid forms. They were introduced to the lyric essay, zuihitsu, prose poem, and found poem. As a class, we discussed their final project. Students began working on their choice pieces and final reflections. They were given time to type in the library.

Tuesday- Students were introduced to the lyric essay and the zuihitsu. As a class, we discussed the final choice piece and the final reflection.

Wednesday- Students were introduced to found poetry and prose poetry. They spent the remainder of class brainstorming for their choice pieces.

Thursday- Students worked on their choice pieces in the library.

Friday- Students worked on their choice pieces in the library

Weekly Reports – 2022 Week Four – Morning Classes

Posted on July 7, 2022 by - Academics, Composition, Creative Writing, Humanities, International Relations, Psychology, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

Last week was short, but packed! We kicked it off making batteries out of fruits and veggies, held a moving funeral for those departed servants of science, the plants from our plant experiment that died in the first few weeks, and exploded gummy bears.

Freshman Composition (Reese Menefee, Instructor)

Students began discussing poetry this week! Students were introduced to various forms, such as the persona poem, ode, abecedarian, epistolary poem, and haiku. We discussed lyric vs narrative poetry and students participated in literary analysis, as well as in-class writing activities!

Monday: Introduction to Poetry! Discuss lyric vs narrative poetry. Students read and discussed “Wild Geese” by Mary Oliver.

Tuesday: Students read and discussed “Mirror” by Sylvia Plath and “Love Song of the Demogorgon” by Jenny Molberg. Students wrote persona poems in class.

Tuesday: Students read and discussed “Oranges” by Lauren S Cook, “Ode to the Flute” by Ross Gay, and “Ode to French Fries” by Pablo Neruda. Students wrote odes in class.

Wednesday: Students read and discussed “Hummingbird Abecedarian” by Aimee Nezhukumatathil. Students wrote abecedarians in class.

Thursday: Free Write Friday!!!

Freshmen Humanities  (Christine Bertrand, Instructor)

This week we took our first peek at Plato’s tome The Republic. Students read some of the first part of Book II, which considers the question of justice, right vs wrong, and the motivators that drive human behavior. This section includes the story of the ring of Gyges, leading to discussion of the impact of power on choices.

Graduate Classes:

Grad Psychology (Dr. Linda Brannon, Instructor)

The topic for Week four was sleep and dreams.

We began the week with a history of the study of sleep, beginning with the discovery of the sleep cycle, which occurred in the early 1950s. Before that discovery, the assumption was that asleep and awake were the variations, but the discovery revealed five different stages of sleep.


On Tuesday, we talked about the stages, focusing on Rapid Eye Movement (REM) sleep, which was of great interest because it is associated with dreaming. We discussed the physiological process of dreaming and how EEGs allow the study of the stages. I pointed out that the content of dreams is not currently possible to study completely objectively—we have no technology that measures dreaming; that technology measures brain activity.


On Wednesday we explored the controversies over the meaning of dreams, with Freud’s view that dreams are messages from the unconscious and a more modern view that explains dreams as the sleep brain’s attempt to make sense of the activation that accompanies REM. We also covered the effects of sleep deprivation and the case of Randy Gardner, who set the world record for sleep deprivation—264 hours.


On Thursday we had our weekly quiz (good grades this week) and talked about sleep problems, which include phenomena such as “jet lag” and disorders such as insomnia, sleepwalking, narcolepsy, and apnea. I said that many sleep disorders are due to problems in coordinating the changes in brain function that occur in the sleep cycles. However, some are dangerous (such as apnea).


No class on Friday; everyone went home for 4th of July break.

Conflict and Diplomacy (Jessica Markstrom, Instructor)

We ended our discussion of interstate conflict this week. Our last discussion dealt with mediation. We began investigating intrastate conflict (civil war). This included learning about the causes of civil conflict with a special focus on failed states and the likelihood of civil conflict and civil conflict relapse, the resource curse, the challenge of group action, and how economics plays a role both in state success and civil conflict outbreak. Students read from chapters 6 and 12 of Leashing the Dogs of War. The state development activity continued on Friday with 3 of the 4 countries actively engaging in treaties.

Graduate Creative Writing (Reese Menefee, Instructor)

Students continued discussing poetry this week. They were introduced to a variety of forms and pieces. The class read work from Frank O’Hara, Tom Hunley, Wendy Videlock, Aimee Nezhukumatathil, and Jane Wong. Students began writing their two poems and preparing for an in-class poetry workshop. Students shared their poems aloud in class during workshop and received constructive feedback from each other.

Monday: Students listened to a recording of Frank O’Hara reading “Having a Coke With You.” The class discussed the poem, as well as O’Hara’s use of rhythm and structure. Students participated in an in-class writing activity.

Tuesday: Students were introduced to the elegy and the epistolary poem. Students read “Dear Universe” by Wendy Videlock. Students participated in an in-class writing prompt.

Wednesday: Students worked in the library on their poems for workshop.

Thursday: Students read their poems aloud as a group and gave constructive feedback during in-class workshop.

Weekly Reports – 2022 Week Three – Morning Classes

Posted on June 28, 2022 by - Academics, Composition, Creative Writing, Humanities, International Relations, Psychology, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

This week, we dove into more advanced topics in chemistry, especially polarity and how it affects the properties of different materials. We used experiments involving oobleck (a non-newtonian fluid), and paper chromatography to animate these concepts in a way the kids found engaging and intuitive. We also took a detour into biology, discussing natural selection, mutations, genetic drift, and the central dogma of molecular biology (the relationships among DNA, RNA and protein). On top of that, we “cooked” eggs in different kinds of alcohols, imploded soda cans, and put balloons to the test on a bed of nails!

Freshman Composition (Reese Menefee, Instructor)

Students were introduced to creative non-fiction this week. They read, discussed, and analyzed essays before working on their CNF pieces in class.

Monday: The class was introduced to creative non-fiction as a genre. The class read, analyzed, and discussed “Peacock” by Aimee Nezhukumatathil. After reading, the class participated in an in-class writing activity where they were asked to apply a memory of home to each one of their five senses.

Tuesday: The class read, discussed, and analyzed “The Jacket” by Gary Soto. We continued discussing creative non-fiction. Students were asked to respond to an in-class writing prompt centered around a meaningful object in their lives.

Wednesday: The class continued to analyze and discuss creative nonfiction. We went over the instructions for their creative nonfiction piece that is due on Monday. Students had time to begin working on their CNF pieces in class.

Thursday and Friday : Students worked on typing their CNF pieces in the library. They were able to ask questions and receive feedback if they wanted.

Freshmen Humanities  (Christine Bertrand, Instructor)

This week the students in Humanities I concluded our study of persuasive techniques and fallacies used in attempts to persuade audiences. Students evaluated their peers’ use of rhetorical devices in application letters by anonymously voting on which applicants they would include in their zombie apocalypse survival camp. We’ve now begun a brief overview of the development of civilization beginning in the Fertile Crescent of Mesopotamia and expanding around the entire Mediterranean region. This historical context will lay the foundation for our study and discussion during Week 4 of the Greek philosophers and their influence on western civilization.

Graduate Classes:

Grad Psychology (Dr. Linda Brannon, Instructor)

The topic this week in psychology class was mental disorders as well as some information about treatment and the effectiveness of treatment.

Monday’s discussion focused on characteristics of mental disorders, such as distressing changes in behavior, socially unacceptable behaviors, etc. We also discussed the Diagnostic and Statistical Manual of Mental Disorders, which is the document that specifies criteria for diagnosing mental disorders. I explained how the term “insanity” is not a psychiatric or psychological term but rather a legal one.


Tuesday’s topic was Anxiety Disorders, which include phobias, panic disorder and panic attack, and agoraphobia (and how it can be extensively debilitating).
We also began a discussion of depression and how dangerous depression can be, with its connection to suicide. We also discussed bipolar disorder (manic-depression) and how that disorder is different from how most people and can be difficult to live with, live around, and even difficult to treat.


On Wednesday, we talked about schizophrenia. Point that I wanted to convey included how seriously debilitating schizophrenia can be and the personal and social problems that often happen to people with schizophrenia. Also, I wanted to impress the students with the difference in behaviors for people with schizophrenia and the media image, which associated schizophrenia with violence. That stereotype is incorrect.

On Thursday, we began class with our weekly quiz on the topics we discussed over the week. We continued to talk about the difficulties of living with obsessive-compulsive disorder and also some of the treatments for the disorders we discussed this week.

On Friday, we looked at movie clips of portrayal of mental disorders, and students critiqued the accuracy of these portrayals.

Conflict and Diplomacy (Jessica Markstrom, Instructor)

This week covered concepts including bargaining, crisis escalation, negotiation, and deterrence. The evaluation of negotiations and deterrence included students reading excerpts from chapters 4, 5, and 6 from Arms and Influence as well as chapters 8 and 9 from Force and Statecraft. These chapters included problems facing long terms disarmament and the potential issues facing states who desire to deescalate a standoff between major powers. On Friday students continued the state development project. While some students want to create a peace treaty, other students are engaging in other forms of limited conflict.

Graduate Creative Writing (Reese Menefee, Instructor)

Students were introduced to poetry this week!

Monday: Introduction to poetry! The class was introduced to lyric poetry and narrative poetry. The class read, analyzed, and discussed an excerpt from Madness, Rack, and Honey by Mary Ruefle. In addition to examining a craft essay, students read and discussed “Road Trip” by Andrea Cohen, “July” by Cristin O’Keefe Aptowicz, and “In Blackwater Woods” by Mary Oliver.

Tuesday: The class continued to discuss poetic form and structure. Students were introduced to epistolary poems and persona poems. The class read, analyzed, and discussed “Mushrooms” by Sylvia Plath, “Love Song of the Demogorgon” by Jenny Molberg, and “Letter to N.Y.” by Elizabeth Bishop. Students wrote their own persona poems and had the opportunity to share at the end of class.

Wednesday: The class continued to discuss poetic form and structure. Students were introduced to abecedarians. Students read, analyzed, and discussed “Hummingbird Abecedarian” by Aimee Nezhukumatathil. Students wrote an abecedarian in class and had the opportunity to share their work at the end of class.

Thursday: The class continued to discuss poetic form and structure. Students were introduced to the golden shovel and the ode. Students listened to Gwendolyn Brooks read “We Real Cool” before reading “A Golden Shovel” by Terrance Hayes. We discussed the golden shovel form before reading “Ode to French Fries” by Pablo Neruda, “Ode to the Flute” by Ross Gay, and “Ode to the Mattress on the Side of the Interstate” by William Fargason. Students spent the end of class writing odes.

Friday: Free Write Friday! Students participated in a collaborative writing prompt and had the opportunity to share any writing from earlier in the week.

Weekly Reports – 2022 Week Two – Morning Classes

Posted on June 25, 2022 by - Academics, Composition, Creative Writing, Humanities, International Relations, Psychology, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

This week we continued to explore chemistry, using exciting experiments ranging from dissolving magnesium in acid to inflating balloons with dry ice to learn about solution concentration, gas laws, electromagnetic radiation, and the organization of the periodic table! I was very impressed with the students’ commitment to laboratory safety. Their curiosity about the world around them continues to encourage and inspire me!

Freshman Composition (Reese Menefee, Instructor)

Students shared their first finished fiction piece this week and participated in a writing workshop. In the writing workshop, the class was respectful, collaborative, and communicative. I am impressed with their feedback and creativity! In addition to workshop, they have become more comfortable with literary analysis. Overall, this was a great week! I am looking forward to seeing the class grow in their writing as the summer continues.

Freshmen Humanities  (Christine Bertrand, Instructor)

This week we continued learning about communication in society by learning about logical fallacies that often pop up in arguments to distract audiences from the main purpose of a message or to attempt to defend a weak position. If an audience can recognize fallacies, they can better analyze the true purpose behind a speaker’s message. After learning about persuasive techniques last week and logical fallacies this week, students wrote a letter of application for acceptance into a zombie-proof compound during a zombie apocalypse, hoping to convince the staff at the compound of their value to the community and the future of humanity. This week, students will vote based upon the merits of the contents of the letters, which are written anonymously using fake names and identities.

Graduate Classes:

Grad Psychology (Dr. Linda Brannon, Instructor)

For week two, the students chose to focus on gender issues, the details of which appear in the day-by-day breakdown. The week went well.

Monday: I carried over one of the concepts from Freud by explaining one of the most famous psychological assessments—the Rorschach Inkblot Test. That test dates back to the early part of the 1900s, when Hermann Rorschach borrowed Freud’s concept of projection (seeing our own faults in others rather than in ourselves). He constructed blots of ink as ambiguous stimuli and asked psychiatric patients to interpret these images. The test became very popular and continues in the present, although its validity as a psychiatric diagnostic is questionable.


Tuesday: We began the material on gender with an examination of gender stereotypes and how stereotypes can lead to prejudice and discrimination. We also reviewed the history of gender stereotypes and how those beliefs still echo in our society. Our discussion included both how men and women are subject to stereotyping, as well as prejudice and discrimination based on these stereotypes.


Wednesday: I led them through a review of the “bad old days” when sex discrimination was legal and some of the changes that have occurred as a result of legal changes.


Thursday: We ended the week with an assessment that I intended to test how well they had paid attention and remembered some of the terminology that we discussed.


Our continuation of the topic of gender consisted of a discussion of some of the big changes that have occurred in gender roles and how those changes are well-accepted by some people but not others.


The students asked for next week’s topic to focus on mental disorders, which is always of interest.

Conflict and Diplomacy (Jessica Markstrom, Instructor)

This week we discussed three major paradigms of international relations (realism, liberalism, and constructivism). We discussed the rise of weapons of mass destruction and the impact they had on conflict and diplomacy during the Cold War and in a post Cold War environment. Coercive diplomacy, the use of force, and interstate conflict were explained. Students learned about game theory and how it relates to conflict including the Prisoner’s Dilemma, Chicken, and Stag Hunt games. Bargaining theory and a basic theorem for bargaining was introduced.

Readings for the week included: Arms and Influence, Chapter 1, by Thomas Schelling; Night of the Living Wonks by Daniel Drezner in Foreign Policy, June 15, 2010; Leashing the Dogs of War, Chapter 2, International Sources of Interstate and Intrastate Conflict, by Jack Levy, 2007.

Graduate Creative Writing (Reese Menefee, Instructor)

This week was great! Students shared their flash fiction pieces. They were enthusiastic, focused, and collaborative. They effectively communicated their goals for each piece and provided constructive feedback for each other as a class. They are making progress in their writing and I am excited to see them continue to grow as writers.

 

Weekly Reports – 2022 Week One – Morning Classes

Posted on June 13, 2022 by - Academics, Composition, Creative Writing, Humanities, International Relations, Psychology, Science, Weekly Reports

Throughout the summer we will be posting weekly reports from the classes. Please let us know if there’s anything else you’d like to see or if you have any questions for specific instructors. We will be posting the first issue of The Thinker (the student newspaper) as soon as the online version is ready.

We are also posting regularly on Facebook. You don’t have to join Facebook to see our posts. The link is: https://www.facebook.com/gpgcla/

Freshmen (First Year) Classes:

Freshmen Science (Calvin Runnels, Instructor)

We had an excellent first week in science. The students were each assigned a plant for the summer, and they were asked to choose any ONE aspect of its care to change — we’ll compare each plant’s growth to a control plant over the course of the summer. The kids got pretty creative, from watering their plants with Gatorade instead of water to depriving their plant of light. In class this week, we carried out experiments to explore important topics in chemistry such as density, precision versus accuracy, and acid-base reactions. We are emphasizing laboratory safety, scientific note taking, and above all, excitement and curiosity about the world around us!

Freshman Composition (Reese Menefee, Instructor)

During the first week of class, students were exposed to major literary genres. They discussed and analyzed works of short fiction and wrote stories of their own. Students are becoming more comfortable with their own writing and the class atmosphere is encouraging and community-focused. Students have been excited to share their work aloud with the class and their feedback has been constructive and thoughtful. Overall, this was a wonderful first week of class! I am impressed by the students’ creative ideas, writing capabilities, and critical thinking skills!

Freshmen Humanities  (Christine Bertrand, Instructor)

We all differ in our beliefs and values, holding a wide diversity of opinions on everything from politics to popsicles. While these differences could and should present opportunities for fascinating, engaging civil discourse, a quick peek at Facebook proves that instead of celebrating and embracing others’ views and taking the time to find commonalities, many of us instead attack and disparage one another. It should be clear to anyone living in our society today that humanity as a whole needs better communication skills.

Considering the need for better communication skills overall and as a foundation for continued discussion, this week the Humanities I class has focused on the art of discussion and persuasion, identifying various means of conveying one’s message. We’ve considered various categories of thought and evidence, including illogical, emotional reasoning, scientific reasoning based on empirical proof, and philosophical reasoning based on subjective but logical assumptions. We then explored the three primary categories of rhetorical appeals used in persuasion (logos, pathos, ethos) to equip students to recognize them in texts or media and to use them for developing their own arguments.

Graduate Classes:

Grad Psychology (Dr. Linda Brannon, Instructor)

Psychology includes a wide range of topic, which even a full college semester cannot cover adequately. No chance to do so during the 6-week GPGC session. Therefore, I chose to ask students what they were most interested in so that we could cover information about their interests.
I began by showing them a 40-item True/False quiz that includes some of the “myths” of psychology—things that are “common knowledge” yet incorrect. As expected, the students did poorly (but I did not score the activity or count it for a grade). The activity worked to prompt a discussion that covered many topics in psychology.


I asked students to write down topics that were covered in the quiz or that they had heard about and wanted to know more. This list forms the basis for the class this summer.

Conflict and Diplomacy (Jessica Markstrom, Instructor)

Students watched the movie Dr. Strangelove. It provides an understanding of the Cold War international system and brinksmanship. The class engaged in a discussion regarding the Russian invasion of South Ossetia and Abkhazian regions of Georgia in 2008, the Russian invasion of Crimea in 2014, and the ongoing Russian-Ukrainian conflict. The students started the state development project on Friday. Each student will run their own country and engage in international relations with the other countries in the fictitious international system.

Graduate Creative Writing (Reese Menefee, Instructor)

During the first week of class, students were introduced to creative writing! We discussed genre, craft, and literary elements of fiction. Students were introduced to flash fiction this week. They read, analyzed, and discussed three pieces of flash fiction in class, as well as an article relating to craft. In addition to literary analysis, students participated in daily writing activities. Overall, this was a great first week of class! Due to the small size of the class, every student was able to share their work aloud and receive constructive feedback from each other! The work each student produced this week was creative and included strong sensory details and imagery. Each student has their own style of writing rooted in tone and interest! I am proud of their participation this week and very excited to read more of their work as their writing progresses in my class!

Weekly Reports – Composition, Final Weeks

Posted on July 22, 2019 by - Academics, Composition, Creative Writing, Weekly Reports

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Freshman Composition (Mrs. Cecile Tate, Instructor)

Composition I continued working on adding concrete details and commentary to their literary response using one of the short stories they read in class. The plan was for the students to write  a topic sentence then structure the paragraph using one concrete detail from the story and two sentences explaining the concrete detail. This pattern was repeated and the paragraph ended with a concluding sentence. I wanted the students to be aware that literary responses are more meaningful if they have structure.

Senior Composition and Grad Composition (Ms. Sarah Harshbarger, Instructor)

With the seniors, we discussed poems from various periods of American literature. We talked about narrative poetry and lyric poetry and what differentiates each from flash fiction. The students began brainstorming for their poems to turn in on 7/3.

The Grads discussed poems from different periods of American literature and how each period influenced the poetry that came after it. We discussed different kinds of poetic technique and how to make writing choices based on the subject matter and tone of the poem. The students began brainstorming for their poems which are due on 7/3.

 

Weekly Reports – Composition, Week Three

Posted on June 30, 2019 by - Academics, Composition, Creative Writing, Weekly Reports

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Sophomore Composition (Ms. Stacey Simien, Instructor)

This week’s focus was on What is Rhetorical and the Art of Persuasive. Students began the week learning about ethos, logos, and pathos. They were assigned a topic then wrote an argumentative essay based on their stance on the issue. Then we spent some time learning about rhetorical analysis, by analyzing nytimes student written editorials and then wrote a rhetorical analysis of Steve Job’s Commencement Speech from 2005.

 

Weekly Reports – Composition, Week Two

Posted on June 23, 2019 by - Academics, Composition, Creative Writing, Weekly Reports

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Sophomore Composition (Ms. Stacey Simien, Instructor)

This week was short story week. We started the week off learning about, reading, and writing flash fiction pieces. We used the 8pt story arc, instead of the Freytag’s plot pyramid. Student flash fiction pieces were the best I’ve read in years and what made it challenging for the students is that they couldn’t have more than 500 words, this was a real struggle for many of them. We ended the week with each student analyzing an assigned short story and creating a Google Slides presentation about their story to present in class next week. (kind of a book report)