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Academic Highlights

What’s Inside Tutorials 1 Electives 4 Advanced Topics Tutorials


Senior Exhibitions


Tutorials VI Form students with a demonstrated commitment to independent work have the option of taking a spring tutorial. Comprised of four students or fewer, tutorials are offered in all disciplines, and provide a culminating academic experience for seniors as they work closely with a faculty member on a topic of their particular interest. Tutorials meet slightly less frequently than regular classes, but are reading and writing-intensive. Students are required to write weekly essays which they read aloud, critique, and debate with their teachers and classmates, in the spirit of the Oxford tutorial system. The tutorial framework allows students a degree of academic independence that more closely approximates the collegiate experience, and an opportunity to further hone their analytical, problem-solving, and written and oral argumentation skills. For more information, please visit


ANNA KARENINA BY LEO TOLSTOY INSTRUCTORS: MR. ROACH AND MR. SPEERS In this tutorial, we will read Tolstoy’s tremendous novel of family, identity, love, marriage and self-exploration. This novel, labeled by many as the greatest ever written, bursts with memorable and riveting scenes, one after another. Students will take turns leading discussions, and write weekly essays.

One Hundred Years of Solitude is one of Latin America’s novels of excellence and one of the most important novels of the 20th century. Nobel Prize Winner Gabriel García Márquez wrote it in 1967, and in the novel he breaks with all “realism” and introduces myth in fiction, constructing a mythical past in which fantastic elements are part of daily existence. Macondo, the town founded by Buendía family at the center novel, is more than just a place in the world; it is a state of being. We will discuss the novel within the frame of Latin America’s history and the creation of memory.

CONTEMPORARY AMERICAN FILM AS LITERATURE INSTRUCTOR: MR. TORREY Although we don’t typically think of film as literature, cinema is a serious art form that adheres to many of the same narrative structures as novels and short stories. Like any good book, a film begins with a break in routine that disrupts the life of the protagonist and ends when the protagonist experiences a life-altering change of perspective. Over the course of this tutorial, we’ll watch, discuss and carefully dissect nine of the most significant and acclaimed films produced by American directors in the 21st century. In addition to weekly viewings and group discussions at the Motter House, students will write essays on each film, and, in some cases, put their own assertions in conversation with those of scholars and film critics. Overall, the tutorial aspires to expose students to a broad spectrum of contemporary film while continuing to hone the critical thinking and analytical writing skills they’ve developed over the past four years at St. Andrew’s.

A NATURAL & HUMAN HISTORY OF THE UPPER APPOQUINIMINK RIVER, DELAWARE & VICINITY INSTRUCTOR: DR. MCLEAN Do you know much about the natural history of your backyard, whether here or at home? What do you know of the plants, the flowers, the fruit that surround you? What do you know of the animals these plants support? How about the surrounding soil, water, and air? Is our land richer than that of the Great Plains? What’s been the effect of these resources on the quality of life for humans and our communities? Did Native Americans sleep and hunt here, on this very spot, 800 years ago? Why do we build houses on some of the richest land in America? What’s been the human influence on the natural resources over time? Where are we heading as a community, as a civilization? What will be the local effects of climate change, on you, and on your immediate environment? In this tutorial we will explore the outdoors, to help us better understand sustainability and encourage its practice while having a fun, rewarding time trying to answer some of these question. In the process, we will further appreciate the natural world and apply what we learn from our explorations and readings to our “backyard”—our natural world. The more we appreciate our natural environments, the better care we will give them for years to come.

COMPARATIVE ART HISTORY: DIVERSIFYING THE CANON INSTRUCTORS: MS. GAHAGAN AND MR. MCGIFF In this tutorial, we will compare art across time and space to explore the ways in which different peoples and communities have processed themselves, and their surroundings, through the creation of art. Through considering thematic pairings, students will develop skills of visual literacy, and visual, contextual and comparative analysis. Some of the themes we will grapple with include: glory of empire, female representation, the male gaze, violence and technology, toxic masculinity, and queer and gender-bending art. Students will draw from a variety of text and video resources to understand the historical forces that gave rise to the 1


astonishing richness of imagery produced by such diverse groups. Students will design visual presentations that seek to compare given works across cultures and time periods, and will then write short comparative analysis essays that articulate how different artists have addressed the given theme. This tutorial attempts to specifically challenge the traditionally Western, male, heteronormative, art historical canon.

In 1886 Thomas Huxley asked, how it is that “anything so remarkable as a state of consciousness comes about as a result of irritating nervous tissue?” In this tutorial we will study how our perceptions relate to our thoughts, how our thoughts produce our experiences, and how our experiences give rise to a sense of self. Although cognitive scientists are still struggling to answer Huxley’s question, their struggle has generated abundant insights and fascinating follow-up questions. We’ll read books and papers by Lisa Feldman Barrett, who challenges the conventional view that emotions are produced in response to external events; Anil Seth, who asks us to consider that we are all hallucinating all the time; Donald Hoffman, who argues that natural selection favors animals that misperceive reality; and V.S. Ramanchandran, who dissects the different forms of self that each of us generates.

GLOBAL HEALTH INSTRUCTOR: DR. O’CONNOR The delivery of health care to underserved populations poses unique challenges for physicians, public health officials, and governments. This tutorial will expose students to the stories of three physicians who made it their life’s work to address some of these challenges. We will read Mountains Beyond Mountains by Tracy Kidder and Second Suns by David Oliver Relin. Mountains Beyond Mountains tells the story of Dr. Paul Farmer, founder of Partners in Health, who began travelling to Haiti during medical school. The profound lack of access to health care among the Haitian people motivated him to work to change that disparity. The success of his work in Haiti with HIV and tuberculosis altered the paradigm for managing those conditions across the world. Second Suns chronicles the work of Dr. Sanduk Ruit and Dr. Geoff Tabin, two physicians working in the mountains of Nepal to provide eye care to remote populations. Their work, and particularly their development of a new surgical technique, have changed the approach to the treatment of cataracts all over the world. Together, these books will expose students to the challenges of global public health and explore how individuals can make a profound difference in this field.

POPULAR POETS INSTRUCTOR: MRS. HURTT Poetry reaches well beyond our English classrooms, and lines from famous poems persist over decades—“Just like hopes springing high/ still I’ll rise” … “Two roads diverged in a yellow wood/ and sorry I could not travel both” … “Tell me, what is it you plan to do/ with your one wild and precious life?” This tutorial will explore some of the most well-known, popular poets of the 20th and 21st century— Robert Frost, Maya Angelou, Mary Oliver, Seamus Heaney, Billy Collins, Sylvia Plath and others. What made these poets so engaging and enjoyable to the average reader? Can poetry have popular appeal and still merit a place in the academy? Focusing on a different poet each week, students will have some input on the poets and the poems we focus on. Through readings, research, and writing, we will experience each writer’s unique voice, context and style.

ELENA FERRANTE’S MY BRILLIANT FRIEND: IN PRINT AND ON THE SCREEN INSTRUCTOR: MRS. ROACH Ferrante (a pen name—in fact, no one actually knows her real identity) has said that she likes to write narratives “where the writing is clear, honest, and where the facts—the facts of ordinary life—are extraordinarily gripping when read.” Indeed, I have never read a writer who is so raw, so candid. Set in Naples, Italy, her novels explore, in vivid detail, the complexities of friendship, love, gender, motherhood, family, and identity. From page to page, Ferrante takes her reader on a ride of real-time psychological and emotional upheaval: rage, tenderness, lust, abuse, betrayal, violence, and loyalty. In this tutorial, we will study the first novel in her Neapolitan series, My Brilliant Friend, both in print and in its recent iteration as a mini-series (for which Ferrante, herself, consulted) as we consider how the author depicts the many layers of this friendship within the world of Naples in the mid-twentieth century.

THEORY AND REALITY: AN INTRODUCTION TO THE PHILOSOPHY OF SCIENCE INSTRUCTOR: MR. SANCHEZ How does science work? Does it tell us what the world is “really” like? What makes it different from other ways of understanding the universe? The goal of this course is to address these kinds of questions by taking a tour of roughly one hundred years of philosophical debate about science. In doing so, we will introduce some main themes of the philosophy of science through epistemological, metaphysical, sociological, psychological , and historical lenses. The foundation of this course is the book Theory and Reality: An Introduction to the Philosophy of Science by Peter Godfrey-Smith.

NATIVE AMERICAN AND HAWAIIAN MYTHOLOGY INSTRUCTOR: MR. KUNEN AND MR. MUFUKA This course is a study of the unique features and shared themes of North, Central, and South America, and Hawaiian indigenous traditions as expressed in myths, 2

stories, and folktales. The course begins with the question of how mythology is defined and understood in the context of indigenous lifeways, and an exploration of how to cultivate mythological literacy through a survey of the archetypes commonly found in these stories. Through reading myths on creation, the hero’s journey, and communication with animals and the natural world, students will learn how these traditions frame the individual’s place in the world, the individual’s relationship to the community, and the connection between the community and the cosmos.

from Spain. (Indeed, Cuban independence followed directly from United States military intervention.) The relationship has gone through many phases, beginning when both were colonies of European powers, through independence for one, then the other, through revolution, the Cold War and a fifty year estrangement during the Revolutionary Period, to the brand-new age of regularized relations, to a horizon which is again cloudy on both sides of the Florida Straits. In this tutorial, politico-historical in nature, we will explore the entire span of this relationship, and will follow current events in U.S.-Cuban relations as they occur. We will make our best guesses as to how the next phase of the relationship between the U.S. and Cuba will develop. There is no more timely a moment to take on this case study than right now.

PRACTICAL WISDOM INSTRUCTOR: MRS. CARROLL What virtue will make one a better firefighter, teacher, doctor, or friend? Practical wisdom: The ability to do the right thing, in the right way, at the right time. In our pursuit to learn the moral skills required to make difficult decisions, we will examine the following questions: What is practical wisdom? When and why do we need it? How do we learn it? What systematic rules and principles may threaten practical wisdom? We will investigate these questions through a variety of lenses including friendship, the workplace, and parenting. Readings pertaining to ethical theory and case studies will provide the background for our discussions. Students’ personal stories will enhance conversation as practical wisdom is often learned through reflection on experiences and practices.

A SENSORY EXPLORATION OF RALPH ELLISON’S INVISIBLE MAN INSTRUCTOR: MRS. FURLONGE This tutorial will center on reading and exploring Ralph Ellison’s Invisible Man. Using the novel as our primary text, we will use a sensory approach to consider the questions around “race” that Ellison presents, such as: What is “race” and how has it changed over time? How and why does race matter? How might listening to and seeing differences lead to a fuller understanding of “race”—and to fuller understandings between people across racial lines? We will explore these questions as we read, write, think, and listen to cultural ideas of race and racial identity. Our work will ultimately invite us to explore ideas about our own developing racial identities of our distinctly American cultural selves. In addition to reading Invisible Man, we will also explore other artists, musicians, and writers such as James Baldwin, Cornel West, Sherman Alexie, and Shamus Khan. Our tutorial will culminate in a walking tour of Harlem, the principal setting for Ellison’s novel.

U.S. FOREIGN POLICY TOWARD LATIN AMERICA & CUBA—A WHOLE NEW BALLGAME INSTRUCTOR: SR. MILLER The United States has a unique relationship with Latin America due to historical coincidence and geographical proximity. Perhaps no other country in Latin America has as complex a relationship with the United States as Cuba. Cuba’s destiny has been inextricably tied to the foreign policy decisions of the U.S. since before its independence


Electives In the pages that follow, you will find a sample of the semester-long electives we offer students across a variety disciplines—computer science, history, math, religious studies, and science. AS stands for “Advanced Study”, our designation for courses offered at the collegiate level (St. Andrew’s does not offer Advanced Placement courses). Our faculty selects and designs these rigorous and creative courses, which go beyond preparation for multiple-choice exams that simply test retention of content, to work that ask students to demonstrate deep understanding and authentic exploration of complex questions, issues, and challenges. For more information, visit


in a world where so many religions and worldviews coexist. As a complement to History of Religious Thought, students study traditions including (but not limited to): Hinduism; Buddhism; Confucianism; Taoism; Jainism; and Sikhism. The course seeks to understand historical and contemporary expressions of the world’s religions through readings, films, current events, site visits, written reflections, and classroom discussions. Students consider why religions exist in the first place, and how, as global citizens, we might enter into a more effective dialogue with various traditions.

How is change—social, economic, political—achieved in American society? What role can individuals play in social change? In this Advanced Study course, we will seek answers to these questions through historical study of social reform movements that have created—or attempted to create—that change. The course pays particular attention to issues of race, ethnicity, gender, sexuality, religion, class and power in our study, examining how these issues can both unite and divide efforts for social change. We will also examine how participation in social movements shapes the identities of the individuals involved in them. While the focus of the course is historical, in understanding how and why some efforts to create change in society have succeeded while others have failed, students may begin to see how social change may be possible today. Topics for the American portion of the class may include: utopian societies, abolition, women’s suffrage, eugenics, the civil rights and black power movements, women’s liberation, the conservative movement, and the environmental movement. (The interests of the students who take the class will help to shape this list.) The course approaches this history with extensive reading in primary sources (including literature, film, art and music), immersing students in the ideas, tactics and challenges of these movements. Articles and chapters from secondary scholarship supplement these readings, allowing us to consider and respond to the arguments historians have made about the movements we study.


Astronomy students will investigate the solar system’s key components and their features and formations; the methods for exoplanet discovery and the search for extraterrestrial life; the formation and evolution of stars and galaxies; the study of the Universe as a whole, including the Big Bang theory, dark matter and dark energy. Each week, students will be working in teams on a research project, based on which they will prepare a poster or presentation. Some of the many, varied, and exciting topics of research will include: the search for habitable exoplanets, solar system missions such as Cassini-Huygens, historical asteroid impacts and their effects, the source of life on Earth, constellations and comets in history and folklore, the mechanics of galaxy collisions, and the evidence for the Big Bang theory.



We humans seek solutions to all sorts of questions. However, unsolved problems exist despite dedicated work by teams of highly trained experts. One subset of such experts are the engineers, who seek pragmatic solutions and who utilize highly valuable resources to make progress in their search. Resources include the team’s limited time, its domainspecific tools and its aggregate brain power. Throughout our intellectual history, humans have solved problems again and again. Some solutions are invented, whole-cloth, using human ingenuity. Others are on loan from the natural world: consider the piece of fruit that exactly matched an ancestor’s daily caloric need. Still other solutions are inspired by the natural world: as George de Mestral was inspired to invent the hook and loop system of velcro after noticing burdock burrs clinging to his socks. Stationary, brainless burdock had solved the problem of being fixed in space. It had learned

Anatomy and physiology is the study of the structure and function of human biology. This course will cover the general principles of anatomy and physiology, including cells, tissues and organs, homeostasis and embryology, and we will use readings, lab work and case studies to accomplish learning. The following systems will be studied in detail: respiratory, circulatory, muscular, and nervous. Emphasis will be on interrelationships among systems and regulation of physiological functions. The lab will provide a hands-on learning experience for exploration of human system components and basic physiology, and case studies will provide insight into the pathology of these systems.


What happens when my truth and your truth are not the same? In this class, students explore what it means to live 4

advantage, structural engineering concepts, aeronautical concepts, and a culminating independent design project. In each part of the course, students will learn the basic principles associated with the subject and conduct hands on projects using the principles learned. Students will leave the course with a greater appreciation of engineering problems and solutions.

to attach its genes to moving animals. In Bioengineering, students will study nature-inspired solutions. Students will learn to take the view that evolution through natural selection is primarily an engine of innovation. From the smallest viruses to the largest organisms on earth, we are all problem solvers. And, it is the view of bioengineers that there are many hidden solutions left to find. Our work is to become better collaborators with Nature.



As we seek to wrestle with the complex threat of racism and anti-Semitism today, we must understand the long and pervasive histories of these ideas and how they have grown and gained traction. This course will consider two parallel and occasionally intertwined histories in conversation with one another: American racism—particularly against African-Americans, focusing especially on the years described as the “nadir of race relations,” from the waning days of Reconstruction through the early 20th century—and German anti-Semitism, culminating in the Nazi Holocaust in the 1930s and 1940s. We will look at the rise and emergence of these ideologies of hate in their specific cultural contexts, tracing their codification in law and reinforcement through violence, and how these histories have—and have not—been engaged in national memory. In addition to primary and secondary historical sources, we will draw on the work of social psychologists who have sought to understand racism; the course will work from a reader of primary sources, and scholarly secondary sources, such as journal articles and excerpts from monographs. Following our shared study, in the final third of the course, students will major research paper, grounded in significant work with primary source material.

This course examines the intellectual, moral, and spiritual mandates for community service as an integral part of human development. By participating in service-learning work, students develop a sense of their individual link to the larger world, and a sense of responsibility to care for it. Students explore concepts such as vocation, voluntarism, and the “ethic of care.” The aim of the course is to find links between school coursework, opportunities to serve our world, and how students react to those opportunities. Weekly journals reflect on both classroom discussions and various service activities. Guest lecturers—advocates for the homeless and those with disabilities; blood bank executives; United Way representatives; Habitat for Humanity builders—join us in the classroom to share their insights and experiences of serving others.


Ninety percent of all the data in the world was created in the past two years, and the rate at which we are creating new data is only increasing. As the world adds more information of every possible variety at an ever-increasing rate, how can we possibly keep up? This course will teach you the tools of data science, a new and growing field that uses powerful computing tools to collect, manipulate, analyze and visualize data, grounded in mathematics. We will focus our efforts on using data to explore compelling and intriguing questions drawn from current political topics, current trends in economics and science, popular culture, and student interest. We will study statistical and mathematical modeling, and learn how we can analyze a dataset to make powerful predictions. This class will culminate in a project where students will use the tools they’ve learned to tell a story using data about a question of interest to the student (not unlike stories on The Upshot or FiveThirtyEight). This class will also spend a significant amount of time considering the ethics of “big data”—who owns all of the data you’re generating when you carry a smartphone around with you every day, and what exactly can a company do with that “anonymous” data? What are the promises and perils of being able to sequence your genome for less than the cost of a new pair of sneakers, and how will you be able to comprehend and safeguard that data?


This course endeavors to introduce students to the history of Latin America via both primary and secondary sources. Despite being a major trading partner of and the closest geographic region to the United States, Latin America is usually one of the least studied areas of the world. While a great deal of this course will follow chronological progression, we will also track themes that thread through the experience of the region over time and transcend modern international borders, such as colonialism, independence and neo-colonialism; democracy and dictatorship; development and exploitation; and revolution and response. In addition, we will explore the distinct histories of many of the nations of Latin America, thereby gaining an appreciation for how they fit into the current global and regional systems, as well as for their individual and unique experiences.


A basic understanding of economics is fast becoming a requirement for effective citizenship in a modern democracy. This course aims to provide students the necessary tools to understand and participate in discussions of economic policy. In any authentic economics curriculum students study decision-making: they learn to recognize the myriad constraints in life—not only those of budget and how to


The goal of Introduction to Engineering is to provide an introduction to design thinking and a variety of engineering disciplines. The course will be broken into six parts that include: design thinking, experimental design, mechanical



spend one’s money, but also those of time and how to spend one’s life—and then study how to maximize various goods in the face of those constraints. This is not a course in finance. Stocks and bonds are largely just an example of a particular marketplace. Their role in macroeconomic policy is important to understand, but the real focus of the course will be the study of scarcity in general. Heavy emphasis will be placed on the application of mathematical techniques drawn from algebra, calculus and statistics. Some new techniques will be introduced, but much of the focus will be on the application of previously studied concepts.

Throughout history, there has existed an uneasy relationship between religion and violence. In this course, students will critically examine the intersection of religion and violence, studying two central questions: How is it that violent acts are committed and justified in the name of religion? What is, for example, the path from “blessed are the peacemakers” to the brutality of the Crusades? How have religious movements actually sought to alleviate violent conflict? What role, for example, did religious traditions have in the Civil Rights Movement and the Indian Independence Movement in the 20th century? Students will look both to historical and present-day examples, focusing on conflicts noted above as well as those located in Latin America, the Middle East, and Africa.


This course develops a student’s ability to program microcontrollers and other embedded devices. This specific type of programming is essential for developing products and devices that physically interact with the environment through sensors, actuators, and information display. Students will engage in electronic development skills including circuit design, implementation via breadboarding and soldering, and product deployment. As a final project, students will design and contribute a collaborative project build to aid the School community.


How did the people of the Middle East negotiate their various identities under the pressure of modernization? How did the involvement of outside powers shape the region? What can the recent history teach us about paths toward a more stable and prosperous Middle East? This course introduces the students to the political, religious, and social history of the Middle East from the late 19th century to the present day. We will examine the late Ottoman Empire, the colonial period, the establishment of nation-states, the Israeli-Palestinian conflict, the rise of political Islam, the Iranian revolution, and the Arab Spring of 2011. We will discuss issues of colonization, nationalism, religious and ethnic identity, security and physical resources. Students will examine primary sources and write an in-depth research paper.


Advanced Topics Tutorials Advanced Topic Tutorials (more commonly referred to as “ATT” courses) provide upperformers who have excelled in a particular discipline the opportunity to engage in independent exploration, research, and projects beyond the standard curriculum in that discipline. Although most ATT courses are taken by VI Form students, any student in any Form may enroll in an ATT provided they have demonstrated mastery in the subject area.



This advanced course is designed to be equivalent to the first semester of a second-year college-level course for students who have mastered basic Chinese language skills. Students learn the full complexity of Chinese society from the point of view of an American student living in China. Students discuss themes such as population and housing, education and employment, privacy, women and children, and economic development issues. Challenges and opportunities facing China are explored through analysis, explanation, and debate. Students lead discussion in class and write weekly essays. Text: Chih-ping Chou, A Trip to China: Intermediate Reader of Modern Chinese (Princeton University Press)

This individualized course allows the advanced student to explore further literature in Latin according to the interest of the student and instructor. Readings may include selections from lyric poetry and elegy (Catullus, Horace, Tibullus), Roman comedy (Plautus and Terence); orations of Cicero; and histories (Livy, Sallust, and Tacitus).


Advanced Topics Tutorial in Mathematics is a course designed for students who have completed Advanced Studies in Calculus BC. Each quarter is a different topic of advanced mathematics taught by a different teacher in the department. Recent topics have included cryptography, recreational mathematics, discrete logic, and proving Euclidean geometry from scratch. Topics can vary each year based on student and faculty interest.


This individualized course, to be taken in the VI Form concurrently with AS English 4, allows the advanced student to explore further literature according to the interest of the student and instructor. This course offers the opportunity for student-directed reading and research. Departmental permission required.


This college-level course is the culmination of a student’s progress through the St. Andrew’s Spanish program. The course is designed by student interests and research inquiries, and it is primarily project-based. Students will also be expected to read works of literature in Spanish as well as do major presentations, analytical papers,and oral exhibitions with mastery of advanced grammar.


This individualized course allows the advanced VI Form student to explore further topics and research in history outside of normal departmental curriculum. For example, in a recent tutorial, students researched the antebellum Episcopal Church in Delaware and its dual participation in and opposition to slavery. Students studied the broad history of slavery in the mid-Atlantic region and then worked through extensive diocesan and individual church archives to understand the church’s fluctuating stance on slavery. Their research contributed to a larger ongoing contemporary history project. Students experienced reallife deadlines for their written work and presented their papers and findings to the Diocesan Committee on Slavery in Delaware intermittently during the school year.


Senior Exhibitions In their VI Form year, students participate in the “senior exhibition”: an public expression of academic mastery in the model of the artist’s exhibition (an idea originally conceived of by educational reformer Ted Sizer). For the culminating project of English 4 (taken in the senior year), a student reads a novel (chosen from a list established by the English Department) over the summer, re-reads it throughout the school year, then develops an original thesis and sophisticated argument in a 10-15 page paper. The student then assesses and further complicates his arguments in oral exhibitions with at least two English Department faculty members. Students also participate in exhibitions in Religious Studies and Modern Languages courses. We find our students embrace the exhibition process, which provides them with the opportunity to advance their thinking; discover new analytical approaches; expand, refine, and reflect on their writing; and imagine what the next, stronger version of their papers might become. Students learn to self-critique and revise both their thinking and writing, and to engage in complex, dialogic reading and writing processes. The exhibition process is born out of an approach to learning that assumes learning never truly concludes, and creates a collaborative space for deep learning, rather than strategic learning “for a grade.” For more information, visit www. “Best academic experience of my life was the Senior Exhibition. It was harder than I thought it was going to be, and I thought it was going to be very hard. But it was so rewarding to work out those difficult thoughts, and to go into that exhibition feeling confident that I could identify the strengths and weaknesses of my argument and have an insightful conversation about the book with some really awesome teachers.” —VI Form student

A SAMPLE OF RECENT SENIOR EXHIBITION TITLES The Confluence of Time: The Responsibility of the Present to Confront the Past and Accept the Ramifications of their Actions on the Future in Ward’s Sing, Unburied, Sing Individual Insecurity as a Catalyst for Global Justice: An Analysis of Narrative and Identity in The Sympathizer Lily Briscoe and the American Transition from the Victorian Era to Modernism in Woolf’s To the Lighthouse McCann’s Exploration of the Past: Exploring “Moments of Grace” in the Midst of Division TransAtlantic: Forging Space for Personal Narratives the Realm of Public Memory Para My Vida: The Purpose of Storytelling in Allende’s The House of the Sprits The Impact of Community, Representation, and Normality in Adichie’s Americanah


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On Academics: A Look Inside St. Andrew’s  

On Academics: A Look Inside St. Andrew’s