Who can take our courses?
First, undergraduate students who can take the courses and transfer the credits to their own institutions. Those attending universities with high tuition fees will realize substantial savings given the cost of our program. Regarding credits and transferring them to your own institution, please see the information following the list of courses in this page.
Second, high school juniors and seniors who will be applying to college. Attending a program such as ours adds to the strength of the application, not to mention they can also transfer the credits once they are accepted to college. In addition, those students who achieve a grade of A or A- will also be entitled to a reference letter from their professor.
Third, adults who wish to take advantage of everything a vacation in Greece has to offer but also seek intellectual stimulation. Adults do not have to participate in the grading requirements of the course by taking exams nor do they have to claim the credits, if they so choose.
Finally, we offer a discounted price for room and board, and the excursions to those who escort one of our students but do not wish to register for a course themselves (please see the registration page).
Minimum registration: Each of our courses has a minimum registration requirement of three. In the unlikely event this figure is not reached, it will be up to our discretion to retain the course in question. If we choose to cancel it, the registered one or two students will have the option to choose another course in the other programs.
THE PROGRAMS AT A GLANCE
program 1: June 11th-24th 2017
Looking Into the Brain/Andreano Social History and Diasporas/Kostarelos
Earth Resources/Bizimis Travel in the Ancient Mediterranean World/Lazaridis
The Rise of the West and the Great Divergence/Gekas Big Data in a Pocket/Mila
pROGRAM 2: jULY 9TH-22ND 2017
Public Art and Political Theory/Boros Villains, Victims, and Forensic Evidence/Kranioti
Puzzles and Paradoxes/Cohen Managing Conflict and Collaboration/Richards and Mulvey
The MacDonaldization of the West/Chalari Engineering Secure Software/Skevoulis
Truth/Chatzopoulou and Giannakidou Drawing in the 21st Century/Xenakis
Principles of Macroeconomics/Costa
PROGRAM 3: JULY 23RD-AUGUST 5TH 2017
Sharp Minds/Coron Lighting in Architecture/Savvidou
Ancient Greek Myths and Gender Constructs/Evangelatou Scepticism 101/Shermer
Culture and Consumption/Postrel Mobile Device Application Development/Spachos
looking into the brain: principles and applications of neuroimaging
In this course, we will examine how the remarkable technology of neuroimaging has changed our understanding of our brains, ourselves, and multiple disciplines across the sciences. The course will begin with a review of the history and principles of neuroimaging, focusing on MRI and fMRI, as well as a discussion of the statistical methods necessary to interpret the rich and detailed data these methods provide. Next, we will consider what the insights derived from neuroimaging can tell us about fundamental processes in psychology such as emotion, learning and memory, and sensory perception. In the third part of the course, we will examine what a deeper understanding of the workings of our brains means for other disciplines, including philosophy, economics, clinical psychiatry, and the study of sex and gender.
instructor: Joseph Andreano, Harvard university and northeastern
Joseph Andreano is a Research Fellow jointly appointed at the Martinos Center for Biomedical Imaging at Massachusetts General Hospital, and the department of Psychiatry at Harvard Medical School. He is also a Lecturer in Psychology for Northeastern University, where he teaches courses on learning and memory as well as sensory systems in the brain. His research interests are focused on how the brain forms memories, and how stress and sex hormones influence this process across the lifespan. He currently co-manages a large longitudinal project studying the neural correlates of successful cognitive aging at Massachusetts General Hospital, studying a group of remarkable ‘super-agers’ who maintain youthful memory abilities well into their 70s and 80s. He is also beginning another project examining how the menstrual cycle influences the communication of the brain’s intrinsic networks, in the hopes of understanding sex differences in the incidence of disorders of affect. He received his PhD in Neurobiology and Behavior from the University of California, Irvine, and his work has been published in multiple journals including Journal of Neuroscience, Psychological Science, Human Brain Mapping, Neuroimage, and many others. His work has been featured in the popular press by Nova, Scientific American Frontiers, PBS’ This Emotional Life, and 60 Minutes.
At the most basic level, every resource we use comes from the Earth. Water, oil, metals, precious minerals, all originate from the Earth through a series of basic physical and chemical processes. The availability and global distribution of specific Earth Resources has influenced the rise and fall of civilizations, has fueled the economic expansion of the 20th century, and still dominates geopolitics. Therefore, understanding how a resource is created and where it is found on the globe is a fundamental underpinning of resource management, global economics and politics. Perhaps most importantly, Earth Resources play a central role in planning for the future of an ever-growing global population, both in size and affluence. This course will introduce the basic principles and fundamentals of geology. It will provide a broad overview of mineral, energy, and water resources, their formation, distribution and the impacts of resource use on the environment and society. Emphasis will be placed on the geological processes governing resource formation and distribution, and the geopolitics related to the use.
instructor: Michael bizimis, university of south carolina
Michael Bizimis is an Associate Professor at the School of Earth, Ocean and the Environment, University of South Carolina. His research interests are in primarily in Radiogenic Isotope Geochemistry and Igneous Processes. He uses the isotopic and elemental compositions of rocks and minerals to understand the evolution of different terrestrial systems over various time and length scales. As a Geochemist, however, he is fundamentally interested on how matter transfers from one reservoir to another, from the mantle to the crust, from the continents to seawater, or from contamination sources to drinking water reservoirs. He received his Bachelor’s degree in Geology from the National University of Athens, Greece, and his PhD in Geochemistry from Florida State University. He continued as a postdoctoral research fellow at Florida International University, and then back at Florida State University as Research Scientist. He has been at the University of South Carolina since 2008 and he is currently the Director for the Center for Elemental Mass Spectrometry laboratory (CEMS), a state of the art geochemical facility. He has over 50 peer reviewed publications and multiple research awards from the US National Science Foundation. He has graduated several masters and PhD students, and regularly teaches Earth Resources, Introduction to Geochemistry, Radiogenic Isotope Geochemistry, and Igneous and Metamorphic Processes, and has led student field trips to Hawaii and the Azores to study volcanic processes.
PuBLIC ART AND POLITICAL THEORY
Public art brings the experience of art to the general public. By doing so, it is inherently democratic. This course is a study on aesthetics or the philosophy of art, of theories that relate and combine art and politics, as well as an introduction to public and interactive art. We will discuss works of political philosophy and art theory that acknowledge the various political components of art making. Using the ideas put forth by notable thinkers such as Nietzsche, Camus, Marcuse, and others, we will explore and reflect on art and creativity through political and philosophical lenses by considering how artistic experience influences our political language and culture. The ultimate purpose of this course is to provide students with an introduction to the many links between art, creativity, political life, revolution, and community-building.
instructor: DIANA BOROS, ST. MARY'S COLLEGE OF MARYLAND
Diana Boros is Assistant Professor of political theory in the SMCM Department of Political Science. Her research interests include several intersections of art and politics such as public art as a tool of political intervention, contemporary and continental political philosophy, Critical Theory and the Frankfurt School of social theory and philosophy, as well as American political thought. She is particularly interested in how artistic experiences can energize public life, strengthen democracy, and promote social justice. She has published two books: Creative Rebellion for the Twenty-First Century: The Importance of Public and Interactive Art to Political Life in America (2012), and Re-Imagining Public Space: The Frankfurt School in the 21st Century (2014). The courses she has taught include: Democratic Political Thought; Democracy & Inequality; and Feminist Political Theory.
NONLINEAR WAVES: THEORY, APPLICATIONS, AND COMPUTATION
The study of nonlinear systems has quietly and steadily revolutionized the realm of science over recent years. Nonlinear systems support emerging structures that have unique features and peculiar ways of interacting. Examples of such structures abound in nature and include: vortices (like tornadoes or eddies in water tanks), solitons (bits of information used in optical fiber communications, matter/plasma waves, water waves, and even tsunamis!), spirals (biological aggregates and chemical reactions), etc. This course is intended as an introduction to Nonlinear Waves and their applications. It is designed for senior undergraduates and graduate students in Applied Mathematics, Physics, Computational Science, Engineering, etc. Most of the concepts and examples will be supplemented with Matlab-based codes and visualizations. The course will include a unique hands-on computer component where students will actively learn to develop and use codes to study nonlinear wave dynamics. Applications to water waves, optical fiber transmission and matter waves will be covered.
iNSTRUCTOR: RICARDO CARRETERO, SAN DIEGO STATE UNIVERSITY
Prof. Carretero obtained his Ph.D. in Applied Mathematics and Computation from Queen Mary University of London. Subsequently he was awarded postdoctoral research fellowships from University College London and the Pacific Institute for Mathematical Sciences, Canada. Since 2002, Prof. Carretero has been a faculty member in Applied Mathematics at San Diego State University (SDSU) and Full Professor since 2009. He co-established the Nonlinear Dynamical Systems (NLDS) Group at SDSU and a new graduate program in Dynamical Systems and Chaos. He is a firm advocate for the dissemination of science contributing for the past decade to the San Diego Science Festival as well as helping with the design of a couple of museum exhibits on chaos and fractals. Prof. Carretero has obtained several grants from the National Science Foundation and has published more than 100 articles and a couple of books at the intersection between Applied Mathematics, Physics and Computation. His research includes the study of spatio-temporal systems using dynamical systems ideas and techniques. In particular, he focuses on coherent structures (e.g., solitary waves, vortices, vortex lines, vortex rings) in nonlinear media, their formation, existence, stability and complex mutual interactions. He has devoted a considerable effort in the past few years to the study of nonlinear structures in Bose-Einstein condensates (the coldest matter in the Universe that behaves as a quantum superfluid) and nonlinear optics.
The McDonaldization of the west
Sociology, like several other disciplines, emerged in a rudimentary form at the time of the 18th century Enlightenment and was seen as part of a wider movement bringing reason to bear on all aspects of modern society. But that was a time of intense contradictions. Adam Smith marveled at the explosion of productivity brought by capitalism but condemned the standardization of work routines, rendering people ‘stupid and ignorant’, as he put it. A century ago Max Weber developed the idea of ‘rationalisation’ and more recently Herbert Marcuse spoke about the cultural homogeneity in the context of our economic system in his book One-Dimensional Man. These ideas were revived with some force in the last 20 years by George Ritzer who coined the term ‘McDonaldization’. The concept, in its original form, referred to aspects of economic life and management practices but soon came to denote a cultural mindset with much broader implications. The term refers to several preeminent features of western economies: the endless drive to improve efficiency through the minimization of time it takes to complete a task; the notion that maximizing the quantity produced has been (falsely) reduced to being synonymous with quality; the growing trend towards homogenous and standardized products; and the increased control of production processes which has made feasible the replacement of humans by technology. But while these phenomena emerged in the sphere of economics, they came to define our cultural identities in a much broader fashion. One may argue that there is something irrational about this endless drive towards rationality in capitalism in the sense that it peels away layers of our individualism and thus denies our basic humanity. This course explores the nature of McDonaldization as it affects the contemporary world. It considers how this process permeates different aspects of life, including personal relationships, and asks the question as to whether it should be thought of as an inevitable ‘iron cage’ (Weber) or in more optimistic terms.
INSTRUCTOR: ATHANASIA CHALARI, UNIVERSITY OF NORTHAMPTON
Dr. Athanasia Chalari is a Principal Lecturer in Sociology and the Subject Leader in Sociology and Criminology at the University of Northampton. She is also a Research Associate at the Hellenic Observatory, London School of Economics. She has worked as a Lecturer in Sociology at the University of Manchester, as a Postdoctoral Research Fellow at the Hellenic Observatory, LSE and as Senior Lecturer in Sociology at Worcester University. She has also conducted research at Harvard University as Visiting Fellow in Sociology and more recently at the University of Toronto as Visiting Professor. Her research focuses on Social Theory and Modern Greek Society. She is the author of several books, among others Approaching the Individual (Palgrave McMillan, 2009) and The Sociology of the Individual (Sage, 2017).
truth: from ancient greek thought to modern linguistic semantics
This course studies the concept of truth and truth judgement (veridicality). We examine philosophical and linguistic theories of truth from antiquity to the modern day. We discuss logical, epistemic and moral truth— and distinguish between objective and subjective dimensions of truth and veridicality. Subjective truth relies crucially on how speakers use knowledge to assess what is true and what is a fact. We discuss also the relation between truth, perception, memory, and evidence; as well as the relation between truth and desire. Some of the philosophers and logicians whose contributions on the topic will be examined are the Pythagoreans, the Sophists, Plato, Aristotle, prominent Stoics, Pyrrhonean and Academic Sceptics, Cicero, Frege, Tarski, Nietzsche, Pierce, Wittgenstein, Grice, and Giannakidou, among others. This course will involve quizzes and in-class games that further develop metalinguistic and metacognitive awareness, while a new appreciation of language, reality and of human cognition is an anticipated desirable outcome.
instructor:Katerina chatzopoulou, founder and president, syn
Athena;guest lecturer: Anastasia giannakidou, university of chicago
Dr. Katerina Chatzopoulou is an Instructor of Ancient Greek Political Thought in the Association of Ancient Greek Philosophy syn Athena which she founded and is currently acting as its president. She is also an Instructor of Linguistics at the New York College in Thessaloniki, Greece which collaborates with the University of Greenwich, UK; she teaches courses on Semantics, Sociolinguistics, and Second Language Acquisition. Her research interests span from Historical Semantics and Language Change to Moral Epistemology and the Popularization of Science. She received her Bachelor’s degree in Classical Philology and Linguistics from the Aristotle University of Thessaloniki, Greece, where she also obtained a Master’s degree in Ancient Greek Philology, with focus on the philosophy of Plato and ancient Greek linguistic theories. She received a PhD in Linguistics from the University of Chicago in 2012 in Historical Syntax and Semantics. She has presented her research in various conferences in the US and Europe and contributed a number of publications in international journals, conference proceedings, and popular online magazines.
Anastasia Giannakidou is a Professor of Linguistics and the College at the University of Chicago. She studied Classical Philology and Linguistics in Greece (Aristotle University of Thessaloniki), holds an MA in the Philosophy of Language, and received her PhD in Linguistics (1997) from the University of Groningen, the Netherlands. She was a Fellow of the Royal Dutch Academy of Sciences (1997-2001), and held positions at the University of Amsterdam (Dept. of Philosophy) and University of Groningen (Linguistics), prior to moving to University of Chicago in 2001. Prof. Giannakidou has also held visiting professorships at the University of Cyprus and Ecole Normalle Superieure in Paris. Prof. Giannakidou’s broad professional interests lie in the area of meaning. She has studied extensively the modern Greek language, and also has done comparative work between Greek and German, Dutch, Spanish, Basque, Korean, and Mandarin Chinese. Prof. Giannakidou's main foci of study are the concepts of truth, negation, and the intermediate area known as nonveridicality, and she is particularly interested in subjectivity, i.e. the ways in which individuals perceive truth and to what extent subjective (non)veridicality influences grammar. Prof. Giannakidou is also interested intensely in the issue of language, culture, and identity— and contemporary treatments of questions addressed in classical Greek thought.
PUZZLES & PARADOXES: THE LIMITS OF COGNITION
Part of what it is to be a fully rational agent is thinking about what it means to be a fully rational agent, but thought can get in its own way when thinking about itself. Reason ties itself into knots. These knots range from playful and amusing paradoxes to paralyzing “antinomies of reason.” From the paradoxes of Zeno and Epimenides in Ancient Greece to their more recent progeny, including Russell’s Paradox, Cantor’s Paradox, and the Prisoner’s Dilemma, these problems have bedeviled philosophers and catalyzed thinking in epistemology, metaphysics, mathematics, ethics, and beyond. We will explore the variety of analytic techniques, critical skills, and logical tools that have been developed in response, in order to disarm those paradoxes, insofar as that is possible, but also to deploy those powerful strategies on traditional problems in philosophy.
INSTRUCTOR: DANIEL COHEN, COLBY COLLEGE/TED TALK 2013
Cohen has taught Philosophy at universities on three different continents, published in journals on four continents, and lectured on a total of five (and counting). He was introduced to Plato and Aristotle, Descartes and Spinoza, Hume and Kant, and the immensely compelling but even more exasperating Ludwig Wittgenstein as an undergraduate at Colby College in the 1970s, but he did not realize that they were to be lifelong partners-in-conversation until he found that their voices were constant companions with him while hiking the Appalachian Trail from Georgia back to Maine after graduation. And it was on that hike that he realized that he really would have to pursue graduate studies and a career in Philosophy. He did his graduate work at Indiana University and he returned to take a position back at Colby College in 1983 where he has taught ever since, apart from visiting positons at University College Cork in Ireland and Victoria University in Wellington, NZ. His early professional interest in formal logic (and Wittgenstein) soon broadened to include topics in philosophy of language and epistemology (and Wittgenstein), especially the logic, semantics, and cognitive roles for metaphors. More recently, his research interests have taken him to topics in Argumentation Theory (and Wittgenstein), at the intersection of logic, rhetoric, semiotics, epistemology, and the philosophy of language. In addition to publishing regularly in top journals and lecturing at major conferences, he has also contributed in various roles to several academic associations.
TED Talk: http://www.ted.com/talks/daniel_h_cohen_for_argument_s_sake
SHARP MINDS: CUTTING DESIGN MANUALLY AND DIGITALLY
This class is for both beginners and advanced students to learn about the long multi-cultural history of paper cutting as well as the unique world of paper cutters and public art today. Participants will discover the incredible variety of applications of this art form from fine arts to illustration and public art commissions. During the class, we will conceive and produce amazing works: unique story-telling images, stencils, pop-ups, multi-dimensional work, wearable sculptures or short stop-motion animation. We will learn transition from hand cutting to digital work, sometimes combining both techniques. Creating vector files in Illustrator program we will learn how to prepare them for cutting metal, glass or paper to make editions. We will be experimenting with scale and keep an open mind to explore new territories. Tips, tricks and resources will be provided.
INSTRUCTOR: BEATRICE CORON: INDEPENDENT ARTIST/TED TALK 2011
After briefly studying art at the Ecole des Beaux-Arts of Lyon, and Mandarin Chinese at the Université of Lyon III, Coron experienced life with a series of odd jobs. She has been, among others, a shepherdess, truck driver, factory worker, cleaning lady and a New York City tour guide. Coron has lived in France (her native country), Egypt and Mexico for one year each, and China for two years. She moved to New York in 1985 where she reinvented herself as an artist. Coron's oeuvre includes illustration, book arts, fine art and public art. She cuts her characteristic silhouette designs in paper and Tyvek. She also creates works in stone, glass, metal, rubber, stained glass and digital media. Her work has been purchased by major museum collections, such as the Metropolitan Museum, The Walker Art center and The Getty. Her public art can be seen in subways, airport and sports facilities among others.
TED Talk: https://www.ted.com/talks/beatrice_coron_stories_cut_from_paper
PRINCIPLES of macroeconomics
This is a typical introductory course examining basic principles of macroeconomics. The material covers three main conceptual entities: 1) Certain introductory topics fundamental to the discipline of Economics at large such as the scarcity problem, opportunity cost, production possibilities frontier, and supply and demand analysis. 2) Business cycles, the main topic of macroeconomics, by looking at the three main indicators used to assess the state of the economy (GDP growth, unemployment and inflation rates) and the causes of instabilities. 3) The third main entity engages in a thorough discussion of fiscal policy and the public debt as well as monetary policy.
Instructor: Lawrence Costa, Georgetown University
Lawrence Costa is an advanced PhD student (ABD) at the Economics Department, Georgetown University. His instruction experience includes several stints at both Georgetown and New York University (NYU). He is active in research which focuses on agricultural economics as well as on technological diffusion; he has published a journal article on the former subject and authored econometric and statistical analysis on the latter one as a contributor to a book by a major academic publisher.
ANCIENT GREEK MYTHS AND GENDER CONSTRUCTS: FROM ANTIQUITY TO THE
How and why were myths created and visualized in the ancient Greek world and how have they been used ever since? We will discuss the stories, images and cultural impact of ancient Greek myths in order to explore the power of textual and visual narratives to shape social and cultural identities of "self" and "other" and to encode ideas on a wide range of subjects, from politics and religion, or the natural word and the afterlife, to interpersonal relations and family life. We will focus on the construction of gender roles (both male and female) through myths and their visual representations. Our material will be mostly sculptures and paintings of various periods, with emphasis on the ancient Greek and Roman world. We will also consider less conventional sources, such as modern films, comics, and videogames. The multiplicity of meanings myths carry in different cultural context and the subjectivity of interpretations people develop in response to them will be constantly recognized in our explorations. The ultimate purpose will be not just to learn the myths and their function, but to develop critical and interpretative skills that can enhance our understanding of human societies and their visual production, regardless of time period and culture.
INSTRUCTOR: MARIA EVANGELATOU, UNIVERSITY OF CALIFORNIA/SANTA CRUZ
Maria Evangelatou is Associate Professor of Mediterranean Studies at the History of Art and Visual Culture Department, at the University of California, Santa Cruz, where she teaches courses on the visual cultures of Ancient Greece, Byzantium, and the Islamic world. Her classes focus on the analysis of social and cultural structures and ideologies that are involved in visual production. Her ultimate aim is to help students develop their visual literacy and critical thinking skills so as to become more engaged consumers and producers of culture in their daily lives, and more empowered interlocutors in social developments. Evangelatou earned her BA in archaeology at the University of Ioannina, Greece, and her Masters and Ph.D. in Byzantine studies at the Courtauld Institute of Art, London. She holds a Diploma in art history from the University of East Anglia, Norwich, and a degree in museology and conservation of works of art from the Universitá Internationale dell'Arte, Florence. She has held postdoctoral fellowships at Dumbarton Oaks, the Program in Hellenic Studies at Princeton University, the Radcliffe Institute for Advanced Study at Harvard, and the Pontifical Institute of Mediaeval Studies in Toronto. Her publications focus on Byzantine visual culture, with special emphasis on manuscript illumination, the interaction of textual and visual production in the realm of religion, the cult of Mary and gender. Her research interests and publications also include the role of mythology, the afterlife and gender in the ancient Greek world, as well as personal aspirations and religious beliefs in the work of El Greco.
The Rise of the west and the great divergence: an economic history
This course offers an in-depth understanding of how the world economy developed during the pre-modern period (1500-1800) and all the way to the present. When did globalization begin? Why are some countries rich and others poor? When did the divergence and the gap between different parts of the world widen? During the period 1500-1800 income differences were fairly small, but since then the interplay between geography, globalization, technological change and economic policies have widened the divides when it comes to the wealth and poverty of nations. The material will be taught through a comparative approach of global history which utilizes contrasts and connections between different parts of the globe and between political and social developments. Topics include the ‘great divergence’ and the ‘rise of the west’; the role of imperial expansion in world trade; the rise of the financial economy; the role of institutions and state building; the role of economic crises and war in the shifting of economic centers of gravity.
Instructor: sakis Gekas, York university
Sakis Gekas is Associate Professor and the Hellenic Heritage Foundation Chair of Modern Greek History at York University. Gekas has taught History of Industrialization, European Economic History, Economic History of Globalization, and Global and World History at the London School of Economics, European University Institute and University of Manchester. He joined York University in 2010 teaching courses in the History of Modern Greece, the History of Colonialism in the Mediterranean and the History of Greek Migration and Diaspora. He has published Xenocracy. State, Class and Colonialism in the Ionian Islands, 1815-1864, articles and book chapters on the same subject, as well as on the history of merchants and ports in the Mediterranean.
social history and diasporas: Greece and the balkans
This course examines nationalism, migration, and ethnicity as forces that have shaped historically the identities, settlement patterns, and institutional development of people in Greece and the Balkans as a whole. The course will direct attention to political, social, educational, and religious institutions that shaped conflicting discourses on personhood and national identities. In doing so, it aims at providing analytical frameworks and concepts that will clarify the modes through which Greek and Balkan people engage and transact on wider European, transnational, and global stages.
Instructor: frances kostarelos, governors state university
Dr. Frances Kostarelos is Full Professor in Social Sciences and the Anthropology and Sociology Programs at Governors State University in Illinois. She was trained at the University of Chicago in cultural anthropology, comparative politics, and sociology and has published on American evangelicals and Eastern Orthodox Christians. She has received multiple grants from the Lilly Endowment in support of her research and publication on religious institutions and culture. Her recent research is focused on sustaining Greek agriculture and rural village life in a time of crises, 2008-2016, in the wider context of debt restructuring demands made by the Central European Bank, the International Monetary Fund, and the European Union. She teaches in the areas of the anthropology and sociology of religion, symbolic anthropology, cultural ecology, rural/urban sustainability, political economy and culture, and ethnographic research methods.
Villains, VICTIMS AND FORENSIC EVIDENCE: AN INTRODUCTION TO FORENSIC
ANTHROPOLOGY THEORY AND PRACTICE
Forensic anthropology involves using a variety of methods and theories about human biology to answer medical and legal questions. Forensic anthropologists collaborate closely with police officers, lawyers, doctors, medical examiners, and other specialists to analyze heavily decomposed and often skeletonised remains, and assist in police investigations. Whether recovered from crime scenes, war graves, or mass disasters, the human remains of a deceased person can provide such information as age at death, sex, stature, and indications of general health and lifestyle, all of which can assist in the personal identification of that individual, and provide an insight into the circumstances surrounding death. This course will provide an insight on the history of the discipline of Forensic Anthropology and current methods and practice. While proficiency in forensic methods will not be the focus of this course, general identification techniques will be addressed. Previous knowledge in anatomy is not a requirement. An overview of skeletal anatomy will be given in the beginning of the course.
INSTRUCTOR: ELENA KRANIOTI, UNIVERSITY OF EDINBURGH
Elena Kranioti is a medical doctor, graduate of the University of Crete (2003) and a certified Forensic Pathologist (2007) in Greece. In 2007 she was awarded with a Marie Curie Fellowship at the Natural History Museum in Spain, within the framework of EVAN, a European training network with focus on Virtual Anthropology and Geometric-Morphometrics. In 2009 she completed her PhD at the University of Crete and in 2010 she was appointed as a Lecturer in Forensic Anthropology at the University of Edinburgh. Elena participated in the Fascinating Mummies exhibition of the National Museum of Scotland presenting results of the virtual study of the Rhind mummy in the form of videos. She collaborated with Holoxica for the creation on a 3D hologram of the Rhind providing the 3D models, and she has been interviewed by BBC Radio 4 and BBC channel for this project. She is currently Director of the MSc program in Forensic Anthropology at the University of Edinburgh, founding member of the Edinburgh Forensic Radiology and Anthropology Imaging Centre (EFRAIC) and the Edinburgh Unit for Forensic Anthropology (EUFA) research group, as well as board member of the Forensic Anthropology Society Europe (FASE). She acts as an external consultant for the Department of Forensic Sciences at the University of Crete and the Division of Forensic Pathology of the Hellenic Ministry of Justice, mainly for cases of heavily decomposed and/or skeletonized remains that require identification and for trauma related cases. Her research focuses on virtual methods of biological profiling, trauma analysis, bone biomechanics and sorting commingled remains, among others.
travel in the ancient Mediterranean world
In this course, we will examine travel practices and geographical knowledge as attested in the cultures of ancient Greece, Egypt, and Rome. In an attempt to reconstruct, as much as possible, the ancient traveling experiences of voyagers who crossed the Mediterranean Sea, of caravan members who sweated on the sandy paths of Near Eastern deserts, or of explorers who dared distant lands to collect information about unknown cultures, we will do close readings of a selected corpus of ancient sources which mainly comprises documentary and fictional travel accounts. Our own insight into these ancient sources will be then tested against current travel-related theories developed by famous experts in this field. In this way, we will be touching upon a number of intriguing questions about life in the ancient Mediterranean world, such as “how difficult was to travel in different parts of the ancient Mediterranean?”, “how were foreign travelers treated in ancient Egypt, ancient Greece, or Roman Italy?”, or “to what extent did the contact with foreign cultures shape the native identities of ancient Egyptians, Greeks, and Romans?”.
instructor: Nikos lazaridis, California state university/sacramento
Nikolaos Lazaridis is an Associate Professor of Ancient Mediterranean History at California State University, Sacramento. He left Greece in 1996 to study Egyptology at the American University in Cairo and Oxford University, and later became a postdoctoral fellow at the Institute for Historical, Literary and Cultural Studies at the Radboud University of Nijmegen. He is one of the few Greek Egyptologists and currently is the vice president of the Hellenic Society for the Study of Ancient Egypt. His doctoral dissertation, Wisdom in loose form: The language of proverbs in Egyptian and Greek collections of the Hellenistic and Roman periods, was published by Brill Publishers in 2007. Since then he has authored numerous articles on comparative ancient literature, ancient epigraphy, and Egyptian culture. He is currently preparing two monographs: “Let me have Your Majesty hear a marvel”: Aspects of narrative writing in ancient Egypt and North Kharga Oasis-Darb Ain Amur Survey (the latter co-authored with S. Ikram, and L.-A. Warden Anderson). In 2003 he joined the North Kharga Oasis Survey team, which explores ancient travel routes in Egypt’s Western Desert, and after 2007 he has become the team’s chief epigrapher. In 2014 he was one of the recipients of the prestigious National Endowment for Humanities award for Scholarly Editions and Translations, and in 2015 he received Sacramento State’s university award for research, scholarship, and creative activity.
big data in a pocket: call it a smartphone
How can one think like Leonardo Da Vinci in the 21st century? Leonard Da Vinci, one of the greatest minds of all times set the principles of most modern sciences. He did it in an era in which very little information was available and experimentation and data collection were not well defined? Nowadays we live in an era in steroids when it comes to information with data coming in all forms, volumes, and means. Data is the promise for innovation for the future. In this course we will discuss what data is, the similarities and differences in data between physical and social sciences, how data and models are related to each other, and how today’s technology has created huge volumes of data, sometimes called Big Data, and blended them together in unprecedented ways. The last part of the course will be devoted to data visualization, an indispensable part of data science. The course will be delivered with lectures, videos, in-class discussion and hands on practice.
instructor: mina mila, north Carolina state university
Mina Mila is an associate professor at North Carolina State University where she teaches undergraduate and graduate courses in epidemiology, introduction to data science, and modeling in life sciences. Her research interests include identifying patterns in agriculture using diverse sources of data such as sensors and image processing, and quantifying uncertainty in biological phenomena. She graduated from the Agricultural University of Athens with degrees in Crop Science and Agricultural Economics. Soon after she was granted a full scholarship from Iowa State University to pursue a PhD in plant epidemiology. After shoveling snow for 3.5 years in Ames, IA she was happy to drive to California where she spent two years as a research fellow working in over ten different cropping systems developing predictions for pests. In 2005 she came to North Carolina State University. Her hobby, beyond discovering patterns and information in data, is painting. She has exhibited in Istanbul, Athens, Raleigh, Crete, and Riverside.
culture and consumption: why people buy things they "don't need"
This course will explore a question that has inspired social criticism and challenged marketers since at least the 18th century: Why do people buy things they “don’t need”? Economists take consumer preferences as given, while moralists condemn unnecessary purchases as self-indulgent or worse. Between these extremes is the territory we will explore, drawing on classic and contemporary social science along with personal and journalistic accounts of consumer experiences. What are the subjective sources of economic value? Beyond function, what purposes does consumption serve? How does the nature of consumption change with social conditions? What are the personal and social consequences? This course blends theory and application. It should appeal to students who want to delve into the meaning of life in a consumer society as well as those interested in practical marketing applications.
instructor: Virginia postrel, author and columnist/ted talk 2004
Virginia Postrel is an award-winning author, columnist, and speaker whose work spans a broad range of topics, from social science to fashion, concentrating on the intersection of culture and commerce. Writing in Vanity Fair, Sam Tanenhaus described her as "a master D.J. who sequences the latest riffs from the hard sciences, the social sciences, business, and technology, to name only a few sources." She is the author most recently of The Power of Glamour: Longing and the Art of Visual Persuasion, published by Simon & Schuster, and is doing research toward a future book on textiles and technology, from prehistory to the future. Her previous books are The Substance of Style (2003) and The Future and Its Enemies (1998). She is a regular columnist for Bloomberg View. A popular speaker for business, design, and university groups, she has taught seminars on "Glamour: Theory and Practice" in the Branding MPS program at the School of Visual Arts in New York. She has been a columnist for The Wall Street Journal, The Atlantic, The New York Times, and Forbes. From July 1989 to January 2000, she was the editor of Reason magazine. Postrel graduated Phi Beta Kappa from Princeton University, with a degree in English literature, specializing in the Renaissance, and a heavy concentration of economics coursework.
TED Talk: https://www.ted.com/talks/virginia_postrel_on_glamour
MANAGING CONFLICT AND COLLABORATION
Conflict is a force for change and collaboration is a force for stability. Both are needed in any organization but both are feared and avoided for different reasons. However, healthy collaboration between people and groups requires us to simultaneously not only accept but actually value the conflicts that inevitably occur when people work together. Likewise, healthy conflict between people needs to be based on a degree of collaboration in order for it to be constructive. But how do we engage these dynamic forces that shape every aspect of our lives and organizations, permeating every personal and group interaction? Dr. Sam Richards and Dr. Laurie Mulvey have been addressing this question by working for nearly three decades on race relations in the United States as well as on conflicts in locations such as Afghanistan, Northern Ireland, Colombia, Israel-Palestine. This course will be the first time they will translate what they have learned about the ways in which larger social conflicts can illuminate day-to-day organizational dynamics. Some of the course sessions will occur through virtual-dialogues with real people immersed in their own conflict and collaboration. The rest of the sessions will be based on readings, classroom discussions and practical skill development. As a result, you will complete the course with a few solid principles that shape the forces of conflict and collaboration--along with some practical ways to manage both in different organizational settings.
Instructors: Samuel Richards and Laurie Mulvey, Penn State
University/Ted Talk, 2010
Dr. Samuel Richards is an award winning teacher and sociologist at Penn State University and the instructor of the largest race, gender and cultural relations course in the United States. With over 760 students each semester and a twenty-year legacy, that course has become the subject of a proposed nationally broadcast television series called, “You Can’t Say That.” The course is currently streamed live to the world every Tuesday and Thursday from 4:35-5:50pm (EST) at www.twitch.tv/soc119. Sam’s willingness to take risks and push new ideas is what led him to be named one of the “101 most dangerous professors in America.” Sam obtained his Ph.D. from Rutgers University with a focus on socioeconomic development of Africa and Latin America. His current work focuses on inequality stemming from racial and gender differences and he works to develop programs that bridge cultural divides. Arguing that empathy is the core of Sociology, his "Radical Experiment in Empathy" is one of the most widely viewed TEDx talks online, having reached over 3 million people. In that talk, he walks the audience through how an average Iraqi citizen might experience U.S. military policies in their country. As the Director of Development at the World in Conversation Center, Sam is currently co-director of a research project sponsored by NATO’s Science for Peace and Security Programme to develop a virtual, facilitated cross-cultural dialogue tool for NATO military personnel and civilians in conflict zones. The primary goal of the project is to offer people in conflict regions opportunities to humanize their enemies. The work of Dr. Richards has been reported on in The New York Times, MSNBC, The Christian Science Monitor, and PBS, as well as many other national and international media outlets.
Dr. Laurie Mulvey is the Executive Director and Co-Founder of the World in Conversation Center for Public Diplomacy at Penn State University. Under her leadership, World in Conversation has developed the largest university-based cross-cultural dialogue program in the United States. Her commitment to student-centered learning catalyzes over 3,000 peer-facilitated dialogues about contemporary cultural issues each year, with special emphasis on U.S. race relations, gender dynamics, and climate change. Laurie's "Social Conflict” course, in which she and her students examine the Israeli-Palestinian conflict by speaking virtually with citizens on all sides of the border, has been recognized for its innovative pedagogical approach. With this class as its inspiration, the World in Conversation Center has forged alliances with international partners such as the United National Development Programme, UNESCO, NATO, Islamic Development Bank, along with local and regional organizations in Pakistan, Iran, Palestinian Territories, Israel, Kuwait, Qatar, China, Afghanistan, Saudi Arabia, and twelve nations in the NATO Alliance. Much of her work revolves around post-conflict transformation through alliance building between conflicting parties to disputes. Through her ongoing research and development of a methodology for cross-cultural dialogues, Dr. Mulvey is making it possible for university students all around the globe to become the first line of diplomacy between nations, as they have conversations that begin to transform legacies of conflict into real collaboration.
TED Talk video of Sam Richards: https://www.ted.com/talks/sam_richards_a_radical_experiment_in_empathy
Lecture video of Profs. Richards and Mulvey: https://vimeo.com/45335463
STRANGELY FAMILIAR: FAMILY STORIES, CULTURAL HISTORIES
How do stories of families record histories of cultures? Contemporary writers, like most of us, cannot stop telling stories of their families—and in doing so they invariably tell stories of their cultures. What happens when family members emigrate, what is the nature of home, how does memory work, how do patterns survive or change across generations, how does sexual desire create and subvert families? We will also study the literary forms that give shape to these familial and cultural experiences—why narrative has often been conceived as a quest for origins, how mundane experience gives rise to metaphor, how allusion locates stories within larger cultural traditions. Readings will include contemporary American, English, Canadian, and South Asian fiction and (graphic) memoir—almost all written within the last twenty years. Some possible titles: Jhumpa Lahiri’s Unaccustomed Earth, Kazuo Ishiguro’s Never Let Me Go, Alison Bechdel’s Fun Home: A Tragicomic, Roz Chast’s Can't We Talk about Something More Pleasant?: A Memoir, Alice Munro’s Runaway, and Arundhati Roy’s The God of Small Things.
INSTRUCTOR: JULIE RIVKIN, CONNECTICUT COLLEGE
Julie Rivkin is Professor of English at Connecticut College, and earlier in her career she taught at the University of Notre Dame and (as a graduate student) at Yale University. She teaches a wide variety of courses on American and Canadian literature, literary theory, contemporary transnational fiction, gender and literature, and topics like racial passing, commodification and waste, and family narratives across cultures. Both her Ph.D and B.A. degrees are from Yale University, where she studied with many of the theorists known as the Yale School of Criticism. Her scholarship has focused on Henry James, and she is the author of a book (False Positions, Stanford UP) and numerous articles on his fiction, including his fictional afterlives in the writers whom he has influenced. She is currently working on a critical edition of James’s What Maisie Knew for Cambridge UP. She has also turned her attention to the fiction of recent Nobel prize winner and Canadian short story writer Alice Munro, a new subject for both her teaching and research. In addition, she is the co-editor of a widely used textbook, Literary Theory: An Anthology (Wiley Blackwell), which has served for many students, including her own, as a clear path into the complex work of literary theory. Just as the seminars in literature that she once took as an undergraduate at Yale University gave her life direction, the seminars in literature that she now teaches will, she hopes, spark something essential for her students.
LIGHTING IN ARCHITECTURE
Light allows us to see, it defines what we see. It creates a world of magic, emotions, sparkle, shadow, glow, color, brilliance, mood, movement and volume. The study of light is a union of science and art. An Architectural Lighting Designer has an understanding of light, vision, and how they jointly define our built environment. The course provides a basic understanding of vision as affected by light, color, texture, and form. It is an introduction to basic principles of lighting design, including lamp and fixture criteria, calculation guides, planning, and layout, all coming together to influence a design approach. These subjects are addressed to architects, urban planners, engineers, as well as interior, landscape, and product designers who wish to familiarize themselves with the intricate details of how the technology and aesthetics of light work. The course will be structured around lectures and discussions covering various technologies as well as current practices and standards on natural and electric lighting design. Assignments will allow you to learn the process and applications of lighting on various projects, will test your artistic side and make you think creatively.
inSTRUCTOR: eLENI SAVVIDOU, DELTA LIGHTING DESIGN, DUBAI
Eleni Savvidou’s interest in Lighting Design started following her undergraduate degree in Electrical Engineering. She received a Master’s degree in Acoustics from the Polytechnic of the Aristotelian University (Greece) and worked at the Goulandris Museum in Athens. She then moved to New York where she obtained a Master’s of Fine Arts in Lighting Design from the Parson's School of Design. While in New York she worked as a senior lighting designer at L’Observatoire International managing various projects and in 2010 she established her own lighting design company. Her projects have drawn multiple awards and have taken her to the US, Europe, Singapore, India, and Australia. Her expertise has been mainly in high-end residential projects, galleries, private yachts, and art installations. Savvidou joined Delta Lighting Design in Dubai in 2013 as a design director, getting herself involved in several award-winning projects in Dubai, Qatar, and the UAE region. Her teaching experience includes courses on Lighting, Sound, and Video at the School of Journalism, Aristotelian University, Technical Lighting and Calculations at the Parson’s School of Design, and Lighting Design at the School of Visual Arts in New York. She has presented her work on various projects in several conferences in New York and Dubai. She is a leading member of the Illuminating Engineering Society (IES) and of the Design Lighting Forum Association (DLF).
SCEPTICISM 101: HOW TO THINK LIKE A SCIENTist
In this comprehensive course on science and skepticism Dr. Michael Shermer addresses the most mysterious, controversial, and contentious issues of our time involving: science and pseudoscience • science and pseudohistory • science and religion • science and morality • the psychology and neuroscience of belief • science and politics • science and economics • evolution and intelligent design creationism • the Baloney Detection Kit • how beliefs can be changed • how science works (and sometimes doesn’t work) from the history of science • and many specific examples of the power of belief. Using numerous examples from three decades of research on and lecturing about this subject, Professor Shermer will teach you how to think scientifically and skeptically, and he will show you how to be open-minded enough to accept new ideas without being so open-minded that your brains fall out. This unique course includes lectures accompanied by in-class demonstrations, videos, and examples from pop culture along with rigorous scientific research, plus student presentations and discussions.
Instructor: Michael Shermer, Chapman University/Ted Talks, 2006 and
Dr. Michael Shermer is the Founding Publisher of Skeptic magazine, a monthly columnist for Scientific American, a regular contributor to Time.com and Huffington Post, and Presidential Fellow at Chapman University. His latest book is The Moral Arc: How Science and Reason Lead Humanity Toward Truth, Justice, and Freedom. He is also the author of The Believing Brain: The Mind of the Market; Why Darwin Matters; The Science of Good and Evil; How We Believe; and Why People Believe Weird Things. He has been a college professor since 1979, having taught at Chapman University, Occidental College, Glendale College, and Claremont Graduate University. As a public intellectual he regularly contributes Opinion Editorials, book reviews, and essays to The Wall Street Journal, The Los Angeles Times, Science, Nature, and other publications. Dr. Shermer received his B.A. in psychology from Pepperdine University, M.A. in experimental psychology from California State University, Fullerton, and his Ph.D. in the history of science from Claremont Graduate University. He appeared on such shows as The Colbert Report, 20/20, Dateline, Charlie Rose, and Larry King Live. His two TED talks, seen by millions, were voted in the top 100 of the more than 2000 TED talks.
TED Talk videos: http://www.ted.com/talks/michael_shermer_on_believing_strange_things
engineering secure software & information infrastructures:
introduction, theory, and applications
Over the past 60 years, the applications and uses of computers have grown at a staggering rate. Software plays a critical role in all aspects of our everyday life: finance, banking, government, transportation, education, etc. The size and complexity of software applications has grown dramatically, and billions are spent every year developing and maintaining these applications. Software engineering is based on computing and mathematical foundations in developing models and reliable techniques to produce high-quality software. The need to engineer secure software systems and secure enterprise level information infrastructures has become apparent. While secure software engineering is focused on the engineering of secure software, secure information engineering is the “application of interlocking set of techniques for the planning, analysis, design and development of secure information infrastructures on an enterprise-wide basis”. This course is intended to provide students with an introduction to expert perspectives and techniques that will help them to ensure the security of essential software. Students will learn how to consider threats and vulnerabilities early in the development cycle so that they can learn how to design and build security into their software systems. Students will learn how to determine an acceptable level of risk, how to develop security tests, how to manage secure information and they will be exposed to a detailed list of Web application threats.
INSTRUCTOR: SOTIRIS SKEVOULIS, PACE UNIVERSITY
Sotiris Skevoulis is a Professor of Software Engineering and Chairman of the Software Engineering Program at the Seidenberg School of Computer Science & Information Systems at Pace University in New York City. He has more than 20 years of teaching experience at both undergraduate and graduate levels. His research interests include: object-oriented software development, formal software development methods, software design and secure software & information engineering. He holds a Bachelors in Mathematics from University of Patras, Greece. He also holds a Master’s degree in Artificial Intelligence from Fairleigh Dickinson University, Teaneck NJ and a Ph.D. in Software Engineering from DePaul University in Chicago IL. He has received a number of research grants from academic and federal sources (National Science Foundation). He has an extensive record of publications in scientific journals and participation in international conferences and research symposia, in some cases as a keynote speaker. He is a member of IEEE, ACM, Formal Methods Europe and IAENG (International Association of Engineers).
mobile device application development
Every day more computer-based devices are connected to the internet. Most of these devices have at least one sensing unit, creating opportunities for more direct integration between the physical world and computer-based systems. This is the idea behind the Internet of Things (IoT), a development of the Internet in which everyday objects have network connectivity, allowing them to send and receive data. At the same time, the sensor node market continues to grow rapidly, as the cost to build custom nodes decreases due to technology scaling. Moreover, the use of embedded sensors in smartphones, phablets, tablets and mobile devices has enabled a number of popular applications. This course provides an introduction to developing mobile applications for the Android platform. The emphasis will be on the fundamentals of mobile application programming. This is primarily a project-based course in which the goal is to produce a working app by the end of program. You will develop an app from scratch, assuming a basic knowledge of Java, and learn how to set up Android Studio, work with various Activities and create simple user interfaces to make your apps run smoothly. This course serves as a foundation for further academic or industry work in Smart Cities and Internet of Things.
Note: Android smartphone devices will be available, upon request, for every registered student in the course to be used during the course time.
instructor: petros spachos, university of guelph
Petros Spachos is an Assistant Professor in the School of Engineering at the University of Guelph, Canada. He received his undergraduate degree in electronic and computer engineering from the Technical University of Crete and the M.A.Sc. and Ph.D. degrees in electrical and computer engineering from the University of Toronto where he was also a Post-Doctoral Researcher. He is involved in research relating to protocol design, real world experimentation, and performance analysis. His research interests include wireless networking and network protocols with a focus on wireless sensor and cognitive networks, Smart Cities and Internet of Things. He has received a number of research grants from academic and federal sources as well as from industrial partners. He has several publications in scientific journals and participation in international conferences and research symposia. He has received a number of IEEE Best paper, Best demo and Best poster awards. He is a member of IEEE and ACM.
DRAWING IN THE 21ST CENTURY: mOBILE DIGITAL ART OR
VISUAL COMMUNICATION FROM PAPER TO iPAD AND IPHONE
This introductory course investigates basic principles of visual communication through traditional drawing and their applications to mobile digital media and technology. Drawing as visual language will be explored on paper to help create art works for the iPad and iPhone or technology equivalents. The students will learn the basic elements of art and principles of composition from the sketch pad with an emphasis of adapting this information to create a portfolio of digital art. Understanding line, value, color, texture, pattern, space, perspective, and dimension in a variety of subjects will be explored. The still life, landscape, portrait and figure will be visually addressed in a variety of locations with on-site drawing. Documentation of the experience will be made through a portfolio of images in drawn and digitally saved examples. Critical analysis of these efforts will be shared and catalogued through portfolio presentations and review.
Instructor: Thomas Xenakis, Georgetown University and Marymount
Thomas Xenakis is a Lecturer in Drawing at Georgetown University and Marymount University in the Washington, DC Metro area. He has a Master’s in Art as Applied to Medicine from the Johns Hopkins University School of Medicine and a Master’s of Fine Arts in Painting from the Maryland Institute, College of Art, both in Baltimore, Maryland. He is also a two-time recipient of a Senior Fulbright Scholarship, Artist in Residence/Research Award to Greece (1994/1995 and 2000/2001). Thomas’ research focuses on contemporary applications to Medieval Byzantine media and techniques. He has teaching experience in six study abroad tenures to Greece and Italy. He maintains an art studio in Washington, DC and near Perugia, Italy. He exhibits nationally and internationally. Additionally, Thomas has taught drawing, design, painting, and cross-cultural visual language on a variety of university levels.
course credits and credits transfer
It is common for students officially enrolled at one university to take summer courses in study abroad programs at other institutions. The number of U.S. students studying abroad for credit during recent academic years exceeded 300,000. The reason is very simple: immersing yourself in a different culture and images can be one of the most rewarding experiences of your life. Bonus points, of course, when a study abroad program offers you a diverse range of courses taught by professors who have an excellent reputation.
Each of our courses is given for 4 1/2 ECTS credits, the way course credits are called in Europe. The number of ECTS are awarded on the basis of the amount of time involved in the teaching hours of a course and the amount of work students expect to put into preparing for tests and exams; these provisions are specified by legislation of the European Union. US universities tend to acknowledge 2/3 of ECTS credits, hence students coming from US universities should anticipate earning 3 US credits. However, in light of the quality of instructors in our courses and the fact that they have been designed to meet the standards of rigor of an equivalent 4-credit summer course in a top US university, US students may wish to request from their schools the award of 4 US credits.
Upon completing a course students will be issued an official transcript by the Technological and Educational Institute of Kavala (TEI), an institution which is part of the national education system in Greece and fully accredited by the Greek Ministry of Education. The transcript will have the grade of the student as well as the number of credits obtained and it can be used for transferring the credits to the student’s home institution. Please bear in mind that U.S. colleges usually require obtaining a grade of C or higher in order to accept credits from a different institution. Colleges in other countries may have similar requirements. Depending on the student's major and the course one takes in a summer program, the credits can either count towards your major or, in most cases, can be applied toward other "general education requirements."
Universities throughout the world have in place relatively uncomplicated measures to transfer credits. For those students interested in participating in our program, the first step should be to stop by the office of summer programs at your own institution. This is the best venue for getting information that will help you navigate through the process. Advisors in these offices will most likely ask you to present them with the syllabus of the course you are interested in taking (our syllabi will be posted in this page very soon). The decision to accept a course may also involve in some cases the signature from someone in the department of your own major. If there is any way we can facilitate the entire process, please don't hesitate to contact us at: email@example.com.