College at 60 Courses
Registration will start on Tuesday, May 5, 2026, at 10:30 a.m.
The Fall 2026 schedule is available below:
New students should complete the new student course request form on the How to Register page.
The Fall 2026 College at 60 term will run from September 21–December 18.
Monday: September 21–December 14
Tuesdays: September 22–December 8
Wednesday: September 23–December 16
Thursdays: September 24–December 17
Fridays: September 25–December 18
Classes will not be held on the following holidays observed by Fordham University:
Columbus Day - October 12, 2026 (Monday)
Thanksgiving Recess - November 25, 26, 27, 2026 (Wednesday - Friday)
All classes are held on-site at the Lincoln Center campus unless noted otherwise.
MONDAYS
September 21–December 14
The Examined Life: Classic Philosophical Texts on Being Human (CASP-1130-C01)
Monday 1:30pm-3:30pm
Lisa Holsberg
CRN: 55532
“What does it mean to be human?” / “Why are we here, where are we going, and what is it all
for?” / “How do I know what I know, and how do I know that I know it?” / “Can I make sense of death?” / “What is good? truth? beauty?” / “Do I have responsibilities in the face of injustice
and/or suffering?”
Through the ideas, arguments, and achievements of fundamental philosophical thinkers in Western history, this course invites students to explore “big” questions such as these. Students will be encouraged to foster the disposition of “thinking philosophically.” Class sessions will be
conducted in a seminar style, which means that students will be asked to discuss and debate ideas actively with each other. Together, we will read classic texts of Western philosophy by Plato, Aristotle, Augustine, Aquinas, Descartes, and others.
Great Traditions of Chinese Civilization (CASP-1270-C01)
Monday 1:30pm - 3:30pm
Jim Levey
CRN: 55537
This course offers a comprehensive exploration of major traditions in Chinese philosophy,
including Confucianism, Taoism, and Buddhism, as well as a deeper examination of China’s
dynastic history. Students will engage with foundational texts, key thinkers, and the historical contexts that shaped these intellectual and spiritual traditions, while also revisiting the major political, cultural, and social developments across successive Chinese dynasties. This is the second course in a three-course series devoted to the study of Chinese American
détente. Building on the foundations established in the first course, US-China Relations in the
21st Century, this course further explores the philosophical traditions, historical developments,
and cultural expressions that have shaped China’s intellectual and social landscape. In the
spring, we will explore further differences between US and Chinese systems within the context of geo-economics, geo-politics, and soft power with the class, A Blueprint for US Leadership.
TUESDAYS
September 22–December 8
George Eliot, Past, Present, and Future (CASP-1190-C01)
Tuesday 10:30 am – 12:30 pm
Nicholas Birns
CRN: 55534
This course explores George Eliot as a novelist of the historical past, her own nineteenth-
century present, and someone whose imaginative power extends to the future of our own day.
We will start by spending four sessions reading Romola (1862–63), her Renaissance Florence-
set historical novel, which delves into themes of duty, betrayal, faith, loyalty, and personal
integrity amid the challenge to humanistic values posed by Savonarola’s religious revolt. We
will then spend eight weeks on Middlemarch (1871–72), Eliot’s masterpiece of provincial life,
examining ambition, imperfect marriages, social expectations, reform, gender roles, and the
interplay of chance and self-determination. Together, these works illuminate Eliot’s braiding of
social realism with a poignant sense of the possibilities and limits of our social and ethical
aspirations.
Stages of Conscience: Theatre in a Time of War (CASP-1320-C01)
Tuesday 10:30am-12:30pm
June Ballinger
CRN: 55543
Can theatre alter the moral imagination of a society? Or does its power lie in its ability to
preserve humanity, humor, and complexity when history is at its most destabilizing?
This course examines drama written and produced during periods of armed conflict from World
War I through the wars of the twenty-first century. Focusing on the playwright as moral
witness, we will explore how theatre responds to nationalism, censorship, propaganda,
occupation, and ideological division. When official narratives dominate, what can the stage
reveal?
Some plays challenge patriotic myth and expose the psychological and moral costs of war.
Others operate as coded resistance under surveillance or serve as documentary testimony, preserving memory when governments attempt to control it. We will look at plays such as David Rabe’s The Basic Training of Pavlo Hummel , J.T.’s Oslo, and Rajiv Joseph’s Bengal Tiger at the Baghdad Zoo. At the same time, wartime theatre has often offered audiences something very different: laughter, romance, glamour, and deliberate escape. Works such as The Man Who Came to Dinner and Joseph Kessering’s Arsenic and Old Lace provided buoyant comedy
during World War II, sustaining morale and reinforcing a sense of normalcy even as global
conflict raged.
Through exploring the plays and their historical context, students will examine how dramatic form—realism, expressionism, satire, farce, documentary theatre, and spectacle—shapes public understanding of war. When does theatre function as resistance? When does it distract or
unify? How does theatre influence national and international conscience? Discussions will benefit from participants' diverse perspectives and life experiences, creating a collaborative learning environment where we wrestle with both the art and the politics of truth-telling on stage. *No previous course participation required.*
The Torah and Prophets of Ancient Israel (CASP-1530-C01)
Tuesday 10:30 am-12:30 pm
Byron Shafer
CRN: 55547
A study of two of the three sections of the Hebrew Bible (Old Testament): the Torah (the books
of Genesis through Deuteronomy, with their accounts of Creation, the Patriarchs and
Matriarchs. the Exodus from Egypt, the giving of the Commandments, and the 40-year Wilderness Wandering); and the books of the Prophets (Joshua through Second Kings, excluding Ruth, and Isaiah through Malachi, with their testimony first to the controversies between kings and prophets as Israel and Judah sought to live in accordance with God's will and then to the reconstitution of the Jewish people following the fall of monarchy and the nation- state).
Studies in Philosophy: Freedom and Responsibility (CASP 1130 C02)
Online Synchronous Schedule: Tuesdays 10:30 am – 12:30 pm
Instructor: Nathan Metzger
CRN: 55555
This course investigates several enduring philosophical questions about freedom, responsibility,
and the morality of punishment. Is it possible to speak of having a ‘free will’ in a world
governed by physical laws? To what extent can individuals be held accountable for their ideas
and behavior when upbringing, education, and environment are largely matters of luck? What
exactly is in our control? If we do indeed have free will, how are we to make sense of this
strange feature of our being?
The course will also examine the complex issue of punishment and assess if and how the
practice of punishing wrongdoers can be morally justified. At the end of this course, students
will be able to understand the profound phenomenon of human freedom better, appreciate the
complexities of assigning praise and blame, and see why the debate between free will and
determinism is so important.
Please note that this class is online, with weekly Zoom sessions.
The Hebrew Bible in Film: Portrayals, Interpretations, and Comparisons (CASP-1100-C01)
Tuesday 1:30pm - 3:30pm
John Garza
CRN: 55529
In this fall class, we will explore films based on the Hebrew Bible (Old Testament), ranging from
classic Hollywood epics to animated features and modern reinterpretations. We will watch
together and explore the foundational stories found in the books of Genesis and Exodus as
portrayed in films such as The Ten Commandments (1956), The Prince of Egypt (1998), Darren
Aronofsky's Noah (2014), and Ridley Scott's Exodus: Gods and Kings (2014). We will then discuss, compare, and contrast each film with the biblical text, seeking to understand both
the text and each filmmaker's attempts to portray it. In the spring, we will explore film
portrayals of the Gospels and New Testament.
Shakespeare: Hamlet, The Merchant of Venice, and A Midsummer Night’s Dream (CASP-1160-C01)
Tuesday 1:30 pm – 3:30 pm
Barbara Parker
CRN: 55533
Explore three Shakespearean masterpieces and the cultural forces that helped to shape them.
Widely considered Shakespeare’s greatest tragedy, Hamlet is founded on the towering disparity between appearance and reality, in which intrigue lurks in every cranny of the Danish court and no character is what he seems—including, quite possibly, the Ghost. Is the Ghost really Hamlet’s father, as it claims to be? Or a force of evil bent on Hamlet’s destruction?
A Midsummer Night’s Dream ingeniously fuses four disparate plots: the marriage of the Athenian
duke to the Amazon queen; a spat between the fairy king and queen in an enchanted wood; the
follies of four runaway, star-crossed lovers who escape to the wood; and the glorious blundering of an amateur group of actors heroically striving to stage a tragedy of doomed love whose trajectory coincidentally—and perhaps unironically—replicates that of the four runaways.
The Merchant of Venice, which concerns the place of Jews in sixteenth-century Venice, is arguably Shakespeare’s most controversial and most troubling work. Is Merchant, as is widely alleged, anti-Semitic given its seemingly obvious contrast between the rectitude of the Christians and the wickedness of the Jew? Or is it, as others argue, a plea for tolerance? And why does the play end with a dirty joke?
Art of Film: Film and Television of Hitchcock (CASP 1110 C02)
Online Synchronous Schedule over Zoom: Tuesday 1:30 pm – 3:30 pm
James Grimaldi
CRN: 55554 (online class)
Why do Alfred Hitchcock’s films still grip audiences decades after they were made? In this lively, discussion-driven course, we explore how the legendary “Master of Suspense,” director of more than 60 films and 368 television episodes, transformed storytelling and shaped the language of modern cinema. From his early British masterpieces, where he forged his unmistakable cinematic voice, to the iconic Hollywood thrillers that made him a global cultural phenomenon, we’ll discover how Hitchcock perfected the art of suspense while keeping audiences laughing, gasping, and on the edge of their seats.
Together, we will watch and analyze some of his most celebrated films and television episodes, uncovering the secrets behind his craft and the famous “Hitchcock touch.” Along the way, we’ll explore the darker psychological terrain beneath the thrills: voyeurism, obsession, manipulation, gaslighting, and the unsettling nature of evil in modern society. Through engaging conversations and guided analysis, you’ll see how Hitchcock draws viewers into the story, collapses the distance between screen and audience, and turns spectators into collaborators in suspense. We’ll conclude with his groundbreaking television series and how it reinvented horror for the home while influencing generations of filmmakers. Films include: Vertigo, Rear Window, Rope, The Birds, North by Northwest, Psycho, Suspicion, Marnie, and Frenzy. TV episodes include: Bang You’re Dead, Method Actor, Help Wanted, A Man Greatly Beloved, and The Jar.
Please note that this class is online, with weekly Zoom sessions.
WEDNESDAYS
September 23–December 16
Art of Film: To Strive, to Seek, to Find: Journey and Discovery on Film (CASP-1110-C01)
Wednesday 10:30 am – 12:30 pm
John Bach
CRN: 55530
Humanity’s fascination with journey and the discovery of new worlds has been a film topic since the beginning of filmmaking. Sometimes these films have been based on fact, sometimes they have been based on what we imagine, and sometimes they’ve reflected our worst fears. Sometimes the film involves the world as we know it, sometimes we are taken to a new, unknown realm. This course will explore this topic through a variety of cinematic genres.
Our analysis and discussion will include character and plot; direction; cinematography; film score; costume, lighting, and scenic design. Possible films to be explored include The Spirit of St. Louis, Hidden Figures, The Motorcycle Diaries, Star Wars, The Little Prince, Little Miss Sunshine, The Twilight Zone, The Right Stuff, Catch Me If You Can, The Triplets of Belleville, Gravity, and Around the World in 80 Days.
Art in America (CASP-1301-C01)
Wednesday 10:30 am – 12:30 pm
Gail Miller
CRN: 55539
During and after World War II, Europe’s leading artists fled fascism and war, shifting the center of modern art from Europe to New York and transforming the United States into a global cultural force.
This course traces that transformation—from the influence of the Bauhaus and European modernism to the rise of Abstract Expressionism and Color Field painting. We will examine how artists such as Wassily Kandinsky, Josef Albers, and Piet Mondrian laid the groundwork for a new American avant-garde, and how figures like Jackson Pollock, Mark Rothko, and Helen Frankenthaler redefined scale, surface, and artistic identity.
Broadening our lens, we will explore Western and Native American Art, African American Art, Fiber Art, Women’s Art, and Conceptual Art, highlighting artists such as Andy Warhol, Faith Ringgold, and Judy Chicago. The course concludes with Contemporary American Art, including installation, interdisciplinary practices, and the integration of digital technologies and AI, examining how migration, identity, politics, and innovation continue to shape American art today.
The Question (and Answer) of Architectural Sculpture (CASP-1301-C02)
Online Synchronous Schedule over Zoom: Wednesday 10:30 am – 12:30 pm
Sharon Suchma
CRN: 55540 (online over Zoom)
In 1892, famed architect Louis Sullivan posited the idea that architecture and ornamentation shared a “poetic unity” in which they were “no longer two things but one.” Historically, one of
the most consistent forms of ornamentation has been sculpture. This class will explore the various forms of architectural sculpture around the globe and throughout time. Students will
also learn about the histories of both architecture and sculpture, while considering their relationship to one another and how they affect the cultures in which they were made.
Some of the lecture topics include Ancient Near Eastern citadels; the sculpted facades of European Medieval churches; Buddhist and Hindu temple forms; Indigenous carving traditions of the Americas and Africa; Movements such as Art Nouveau and Art Deco; and contemporary experiments in understanding space. Students will ultimately be encouraged to question how the inclusion of sculpture changes both the shape and meaning of a building.
Please note that this class is online, with weekly Zoom sessions.
It also has a separate Fordham Blackboard page with class recordings, additional lecture materials, and resources.
Work and Play: Adventures in Writing (CASP-1120-C01)
Wednesday 1:30 pm – 3:30 pm
Nina Goss
CRN: 55531
In this course, you will develop—or discover—your writing self through work designed to exercise playfulness and invention as well as craft and commitment. From wordplay and fantasy to dramatic use of imagery to refining emotional arcs, this course invites you to experience unexpected ways writing can move and inspire the writer and their readers. Whether you have an established writing practice or are new to creative and expressive writing, you’ll surprise yourself with what happens on the page. We’re a supportive and motivating community for all writers—prose and poetry welcome.
International Human Rights in Peace and War (CASP 1270 C02)
Online Synchronous Schedule over Zoom: Wednesday 1:30 pm – 3:30 pm
Martin Burke
CRN: 55538 (online class)
This course explores some of the most pressing questions of our time: How are human rights defined, defended, and—too often—violated in peace and war? And what, if anything, can the international community do about it? We’ll trace the remarkable story of how the modern human rights movement emerged after the devastation of World War II and how it has evolved to the turbulent present. Together we’ll examine how governments both protect and abuse the rights of their own people, looking at current notable and controversial cases—major powers such as China, widely viewed as a significant challenge to the global human rights system, to growing concerns about democratic backsliding and rights protections in the United States, and the impact of war on civilians in places such as Ukraine, Gaza, and Iran.
Along the way, we’ll discuss how institutions and advocacy groups—such as Amnesty International, the International Committee of the Red Cross, and the United Nations—attempt to promote accountability and protect vulnerable populations, and the challenges they face. The course surveys major areas of rights, including those involving women and minority groups. It considers what happens to human rights during armed conflict, focusing on war crimes, genocide, and crimes against humanity. The only requirements are curiosity, an interest in world affairs, and a willingness to explore complex questions together in an open, engaging environment. At the end of this course, students will possess a substantive understanding of the foundations, structure, and contemporary challenges of the international human rights system—enabling them to read, interpret, and critically evaluate developments as they unfold in the news, and to articulate informed perspectives on the ethical, legal, and political challenges involved in defending
human dignity worldwide.
Please note that this class is online, with weekly Zoom sessions.
WEDNESDAY
September 23 - October 28 (6 weeks)
Special Topics: Spanish and Cultures for Beginners II (CASP-1520-C01)
Wednesday 10:30am - 12:30pm
CRN: 55546
Luz Lenis
Spanish and Cultures for Beginners II builds on the foundational skills developed in the first course and continues to strengthen students’ ability to communicate in everyday situations while deepening their understanding of the diverse cultures of the Spanish-speaking world. Students expand their conversational and writing skills by reviewing and reinforcing the regular present tense and learning to describe daily activities, obligations, and routines using reflexive pronouns. The course emphasizes practical communication, including talking about places and giving directions, discussing physical and emotional states through the use of ser and estar, and expressing possession with possessive adjectives and tener.
Learners develop the ability to make plans and express preferences using high-frequency verbs such as ir, hacer, and stem-changing verbs in the present tense. They practice pointing out people and objects with demonstrative adjectives and pronouns, and refine their understanding of conocer and saber to discuss what and whom they know. Comparisons and the present progressive are introduced to help students express ongoing actions and future intentions.
Cultural themes are integrated throughout the course as students explore traditions, daily life, food, and social customs across the Spanish-speaking world. Practical language skills are reinforced through discussions about food and ordering meals using gustar and similar verbs. Finally, students are introduced to the preterite tense to talk about completed events in the past, enabling them to narrate personal experiences and cultural topics with greater confidence.
By the end of the course, students will be able to communicate more fluently in present and past contexts while gaining a broader appreciation for the richness and diversity of Spanish-speaking cultures.
WEDNESDAY
November 4 – December 16 (6 weeks)
Special Topics: Faith and Reason: An Introduction to Theology (CASP-1520-C01)
Wednesday 1:30 pm – 3:30 pm
Robert Parmach
CRN: 55545
This course studies the intricate relationship between faith and reason within theology and philosophy. Our methodology is to unpack, situate, and challenge this relationship. At the same time, we tackle the themes of God, epistemology (the nature and basis of making knowledge claims), religious and non-religious belief, language, and the Ignatian charism. We analyze texts, critique theories, and consider multiple perspectives of key topics: evidence, truth, falsity, doubt, belief, goodness, evil, and love.
The course begins by prompting students to articulate criteria for forming one’s rational belief structure (what and why you believe and do not believe); next, it examines classical and contemporary arguments for and against belief in God and seeking faith; last, it equips students with a critical appraisal of today’s consciousness regarding things termed spiritual and religious.
THURSDAYS
September 24–December 17
History of the Chief Justices of the Supreme Court (CASP-1540-C01)
Thursday 10:30am - 12:30pm
Bruce Bettigole
CRN: 55548
In our 250-year history, the United States has had only 17 Chief Justices of the Supreme Court, out of 116 total Supreme Court Justices. By contrast, we have had 45 Presidents, 56 Speakers of the House, over 2,000 Senators, and over 12,500 Representatives. The longest-serving Chief Justice was in office for 34 years; the longest-serving President, 12 years. In this course, we will examine the Chiefs’ place in history, including the contexts of their times, their backgrounds, their appointments, and some of the most consequential decisions issued by their Courts. Those decisions will span the power of the Court, the power of the Presidency, women’s right to vote, immigration, racial and ethnic discrimination, labor rights, abortion, and criminal procedure, among other issues that continue to resonate today.
We will begin with the first Chief Justice, John Jay (1789-1795). We will then continue with the two Chiefs whose lengthy terms covered the first two-thirds of the 19th Century, John Marshall
(1801-1835, including Marbury v. Madison) and Roger Taney (1836-1864, including Dred Scott). We will then cover two lesser-known but long-tenured Chiefs, Morrison Waite (1864-1878, including a decision rejecting women’s suffrage and a judgment invalidating the Civil Rights Act of 1875, which prohibited discrimination in access to public services) and Melville. Weston Fuller (1888-1910, including Plessy v. Ferguson (upholding “separate but equal” segregation), In re Debs (upholding the conviction of labor leader Eugene Debs), and cases
relating to the Chinese Exclusion Act of 1882.
As we reach the 20th and 21st Centuries, we will discuss Charles Evans Hughes (1930-1941,
including decisions invalidating some of FDR’s Depression era programs), Fred Vinson (1946-1953 (Youngstown ruling on Truman’s seizure of the steel mills), Earl Warren (1953-1969, including Brown v. Board of Education, Miranda v. Arizona, and Loving v, Virginia (interracial marriage), Warren Burger (1969-1986, including Roe v. Wade and US v. Nixon), and William Rehnquist (1986-2005, including Bush v. Gore). We will conclude with John Roberts, already one of the longest-serving Chiefs at 21 years and counting (2005-present, including Citizens
United (campaign financing), Dobbs (overturning Roe v. Wade), Trump v. United States (presidential immunity), and Learning Centers, Inc. v. Trump (tariffs).
The Collapse and Regeneration of Complex Societies (CASP-1550-C01)
Thursday 10:30 am – 12:30 pm
Richard Hresko
CRN: 55549
Throughout human history, great civilizations such as the Egyptian Old Kingdom, the Western
Roman Empire, the Maya, and, more recently, the USSR have seemed, to many in their day, “too big to fail.” But they did. In this course, we will examine the factors that contributed to
their demise, drawing on the work of Oswald Spengler, Joseph Tainter, Jared Diamond, and
others. Building on our understanding of why societies fail, we will then turn our attention to how societies rebuild themselves. Much of this work is comparatively recent, and exciting work has been done by Ian Morris, Alan Kolata, and many others on how the mechanism of re-forming a society can be understood. Through dynamic case studies and comparative models, students will develop a framework for understanding the life cycles of civilizations—the forces that drive their growth, the stresses that test them, and the pathways that lead either to collapse or renewal.
The Piano (CASP-1310-C01)
Thursday 1:30 pm - 3:30 pm
Kathryn John
CRN: 55541
The Piano: History and Development of the Instrument, its Most Important Composers and its
Three Most Important Categories: Solo Works, Concerti, and Chamber Music.
In this course, we will trace the physical innovations that gave new form and new life to previous keyboard instruments such as the clavichord and the harpsichord. As the warmer tone, wider keyboard span, and larger dynamic possibilities of the new instrument developed, we will see and hear the newly expanding formal structures and the broader range of emotional expression to be found in works for solo piano, in concertos for piano plus orchestra, and in chamber music for piano with a small group of strings or wind instruments. These open the way to examining social situations in which the new music, and especially this new instrument, played such an important role.
Music and Meaning (CASP-1310-C02)
Robert Galvan
Thursday 1:30 pm – 3:30 pm
CRN: 55542
The class will explore extra-musical meaning in instrumental works, compositions that express ideas without words, sometimes referred to as “Programmatic Music.” We will explore the mystical meaning of Bach’s counterpoint and the more overt pictorial expressions of composers such as Beethoven, Berlioz, Liszt and Mahler.
Through listening, score study, and critical discussion, students will consider how composers translate philosophical ideas, literary themes, personal narratives, and spiritual visions into purely instrumental sound. By the end of the course, students will gain a deeper understanding of how music can function as narrative, symbolism, and expression—speaking powerfully without a single spoken word.
Imagined Communities: Christian Nationalism and Its Soulmates (CASP-1500-C02)
Thursday 1:30 pm – 3:30 pm
Donn Mitchell
CRN: 55544
What is nationalism, and what, specifically, is Christian nationalism? Why is it suddenly on the tip of everybody’s tongue? In the past 200 years, collapsing empires have given rise to various nationalisms, all seeking self-determination and often turning violent. Does contemporary Christian nationalism have anything in common with Pan-Slavism, Zionism, or Islamic, Hindu, and African nationalisms? This course will examine the history and meaning of the very concept of nationalism. It will attempt to locate the modern American Christian phenomenon (and its overseas counterparts) within this history.
We will draw on the work of Cornell political scientist Benedict Anderson, Imagined Communities: Reflections on the Origins and Spread of Nationalism; City University historian Eric Weitz, A World Divided: The Global Struggle for Human Rights in the Age of Nation-States; and Princeton University historian Kevin Kruse, One Nation Under God: How Corporate America Invented Christian America. N.B.: It will not be necessary to buy all three of these books. We will discuss in class how to obtain them.
FRIDAYS
September 25–December 18
France - A History of Revolution and Turmoil (CASP-1250-C01)
Friday 10:30 am – 12:30 pm
Jess Velona
CRN: 55535 (onsite)
and 55536 (online section)
Online Synchronous Schedule over Zoom: Friday 10:30 am – 12:30 pm
Chinese revolutionary Zhou Enlai, asked in 1972 about the impact of the French Revolution, answered, "It's too early to tell." In fact, he misunderstood and was referring to the student barricades and general strike of May 1968 in France. Yet even today, historians debate the meaning of both events, as well as the many French revolts, repressions, and republics in between.
This course addresses these two tumultuous centuries of modern French history, mixing accounts by modern historians with works by politically engaged French writers, from
Voltaire and Zola to Camus and Sartre. Among the questions to be considered: how could France, in three short years, go from proclaiming the universal rights of man and citizen to a Reign of Terror that sent thousands to the guillotine?
How did Napoleon expand the reach of the French Revolution, and how did he betray it? Why did 19th-century France boomerang from reactionary regimes to left-leaning revolutions in 1830 and 1848 and the Paris Commune in 1871? How could the first country to proclaim civil equality for Jews be torn apart by antisemitic hatred in the Dreyfus Affair? How could De Gaulle be at once the savior of the French Republic and the man who swept to power in a military quasi-coup? And finally, how much have revolutionaries in Russia, China, and elsewhere followed the French model?
Please note that the online section has weekly Zoom sessions.
College at 60 Online
These courses meet live on Zoom once a week for two hours over 12 weeks. Students can interact with the instructor, ask questions, and engage in real-time discussions with classmates.
For more information about a course, please refer to the course description in the brochure.
TUESDAYS
September 22 – December 8
Studies in Philosophy: Freedom and Responsibility (CASP 1130 C02)
Online Synchronous Schedule: Tuesdays 10:30 am – 12:30 pm
Instructor: Nathan Metzger
CRN: 55555 (online over Zoom)
Art of Film: Film and Television of Hitchcock (CASP 1110 C02)
Online Synchronous Schedule over Zoom: Tuesday 1:30 pm – 3:30 pm
James Grimaldi
CRN: 55554 (online over Zoom)
WEDNESDAYS
September 23 – December 16
The Question (and Answer) of Architectural Sculpture (CASP 1301 C02)
Online Synchronous Schedule over Zoom: Wednesday 10:30 am – 12:30 pm
Sharon Suchma
CRN: 55540 (online over Zoom)
International Human Rights in Peace and War (CASP 1270 C02)
Online Synchronous Schedule over Zoom: Wednesday 1:30 pm – 3:30 pm
Martin Burke
CRN: 55538 (online over Zoom)
FRIDAYS
September 25 – December 18
France - A History of Revolution and Turmoil (CASP 1250 C01)
Online Synchronous Schedule over Zoom: Friday 10:30 am – 12:30 pm
Jess Velona
and 55536 (online over Zoom)