Summer Session Course Descriptions

Mills students can take up to eight credits to finish up with a Mills degree  from the course offerings for the intensive six-week summer session being offered in 2022. 

2022 Courses

The Splendor of Venice Travel Course

ARTH 180V (1 credit)

Description: A medieval marvel rising from the green waters of the Venetian lagoon, the city of Venice is an extraordinary sight. In this travel and research course, students will research Venetian monuments and works of art, present their findings, and then experience the splendor of Venice’s art and architecture first-hand. Day trips to monuments on the mainland (the Scrovegni Chapel, a Palladian villa) will also be included.


ARTS 091/191 (3 credits)

Core: Critical Analysis, Create, Innovate & Experiment

Description: Introductory course dealing with conceptual, formal, traditional, and technical issues using clay as the primary medium. The class will feature regularly scheduled demonstrations, slide lectures, and critiques. The course is idea based and will focus on ceramics as it fits into the art mainstream as well as traditional ceramics and pottery concerns. Three assigned projects and work outside of class are required.

General Chemistry II with Lab

CHEM 018 (4 credits)

Description: A continuation of an overview of chemical principles and reactivity. Topics include thermodynamics, chemical equilibrium, acid-base theories, solubility, electrochemistry, and chemical kinetics. Lecture and lab.

Information Literacy-Information Technology Skills

COLL 005 (0 credits)

Core: Information Literacy

Description: Exploration of aspects of information technology as they relate to liberal arts education. Students develop an understanding of the basic operations of computers and computer networks; an ability to search databases and the Internet as sources for reliable information; skill in evaluating resources; and an appreciation of ethical and legal issues related to the use of these technologies.

Thesis: Writing

DNC 250B (2 credits)

Prerequisites:  DNC 250A

Description: Victorians excelled at telling ghost stories. In an age of rapid scientific progress, the idea of a vindictive past able to violate the present held a special potential for terror. Haunting—the structure, the ghost, the uncanny—was a means to wrestle with history, memory, deep time, industrial labor, conceptions of self, the limits and possibilities of the human, and the known.

Thesis: Concert

DNC 250C (2 credits)

Prerequisites:  DNC 250A and DNC 250B

Description: In section B of the Thesis series, candidates, under supervision of a thesis advisor, will complete original scholarly research begun the previous semester and write a formal 30-50 page paper that contributes to scholarship in the field. Students will also complete an oral comprehensive exam with both a written and verbal component.

Sources & Inventions

DNC 285 (2 credits)

Prerequisites:  DNC 181

Description: A wide range of sources are investigated as possible tools to cultivate new processes of personal expression. Some of these sources can originate in theater, literature, video, film, spoken word, music, current events, and digital art.

Introduction to Statistics

ECON 081 (3 credits)

Core: Quantitative Literacy

Description: This course covers the following topics: descriptive statistics, probability, probability distributions, random variables, sampling, estimation, hypothesis testing, statistical inference, and linear regression. Examples used are drawn largely from social science.

Research & Inquiry Methods in Education: MEET

EDUC 210A (3–5 credits)

Description: Students review and analyze current and pertinent research literature. Students design and develop a series of inquiry projects. Drawing on the collective experiences of the teacher/learners in the class, a body of scholarship and writing of other practicing teachers, and the research literature of the university scholarly community, students collectively examine the phenomena of teaching and learning in urban school settings to begin a final master's project.

Research & Inquiry Methods in Education: MEET

EDUC 210B (3–5 credits)

Description: Students review and analyze current and pertinent research literature. Students design and develop a series of inquiry projects, and present a final research project at the end of the semester. Through a combination of lectures, demonstrations, hands-on exercises, and workshops, this course provides students the continued support and guidance necessary to make progress on their master's degree project.

Individualized Professional Plan

EDUC 217OL (4 credits)

Description: As required by the California Credential Accreditation Commission, candidates for the administration services credential (ASC) develop, in consultation with their advisor, an individualized professional plan that maps out course work as well as non-college experiences that lead to the development of required competencies.

Urban Education

EDUC 220OL (4 credits)

Description: Forth part of a four-semester fieldwork sequence for secondary credential students. The introduction to classroom teaching responsibility begins during the fall semester with observation, individual tutoring, small group leadership, and team teaching. Team teaching, observation, and assistance in additional classes may also be part of fieldwork.

21st Century Learning

EDUC 223OL (4 credits)

Description: The course is organized as a Think Tank/Professional Learning Community, to explore resources and empower students to promote collaborative design of effective 21st century learning environments. Special attention is given to: (1) emerging technologies that are driving systemic change on a global scale and resources for understanding the implications and potential for unintended consequences of Artificial Intelligence, 2) strategies for facilitating organizational change and personal transformation, and (3) pedagogies that support features of 21st century learning.

Educational Program Evaluation

EDUC 224OL (4 credits)

Description: Students will study efforts of school systems to establish systems of accountability. In doing so, they will encounter and learn the uses and limitations of evaluation as an instrument of policy and for improving educational programs, as well as develop skills and awareness of the important role well-designed evaluation systems play in the operation of an effective educational institution..

Curriculum Leadership

EDUC 228OL (4 credits)

Description: This course focuses on the role of educational administrators as curriculum leaders. Emphasis is given to the concept of schools as communities of learners and to the use of inquiry as a basis for curriculum planning and development.

Hip Hop Pedagogy

EDUC 240OL (4 credits)

Description: Grounded in constructivist philosophy, this course draws connections between youth culture, popular culture, and “liberal” learning while examining the interconnectedness of Hip Hop and community. Because of its ubiquitous academic reach, Hip Hop has emerged in primary, secondary, and postsecondary classrooms as both liberatory and culturally relevant pedagogy. Students will examine educational theories, Hip Hop instructional strategies and their applications in the modern day classroom. Focus is on critical pedagogies that emphasize education, social capital, race, and ethnicity.

Inquiry into Leadership

EDUC 285OL (4 credits)

Description: Introduces students to the theory and practice of action research, with a special focus on issues of leadership in education. Emphasis on designing and implementing an action research project related to one's practice.

Human Resources Management

EDUC 287OL (4 credits)

Description: This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and develop personnel; create policies and conditions to retain the best; and provide opportunities for their growth and advancement to enhance the quality of education for students. This course draws from the substantial literature on the management of human resources, organizational development, human relations, professional development, and other areas of study relevant to the purposes of this course.

California Community College History, Politics & Policy

EDUC 438 (4 credits)

Description: California community colleges operate in between K-12 schools and state run universities: they have more autonomy than K-12 schools, but less autonomy than universities. Understanding the specific history, mission, and politics of the community college system in California will allow leaders to be more effective in their work with partners in federal, state and local government, CSU and UC systems, as well as with independent colleges.

Dissertation Research/Thesis Research

EDUC 450 (2–4 credits)

Description: The dissertation research course provides an opportunity for students who are working on their dissertations to receive ongoing support and guidance. Students are only eligible to enroll in this course once they have completed all their doctoral course work. Students must enroll in this course during the time they are working on their proposals and their dissertations. Students may take this course for up to six semesters.

Flex MFA: Workshop

EDUC 238A (3 credits)

Description: MFA students complete the equivalent of one creative writing workshop via individual study with a creative writing faculty mentor. Must be taken concurrently with at least one and up to two additional Flex MFA courses. With the exception of thesis, which may be completed with a different faculty member, students enrolled in Flex: MFA Workshop complete all coursework for the semester using portfolio-based Flex curriculum under the guidance of a single creative writing faculty mentor.

"All Power to the People!" The Politics & Pedagogy of Community-Based Education in the Bay & Beyond

ETHS 180A (3 credits)

Core: Race, Gender & Power

Description: This course will trace the history of community-of-color-based educational movements as models for worldwide educational equity and innovation. We will begin with antebellum Black schools in the US South as the historical model for contemporary “public schools for all,” followed by an introduction to community-led Hawaiian Cultural charter schools as an example of the contemporary and future potential for schooling as an emancipatory project when led by the people being served. We will then focus on modern-day Bay Area movements for emancipatory education, from the Black Panthers’ Oakland Community School (1973–1982), to the Oakland Small Autonomous Schools Movement (2000–2005). We will also consider the ways educational law prevents communities from creating meaningful educational experiences outside of traditional classrooms, and will analyze the current top-down, neoliberal charter school takeovers happening in Oakland and across the US in comparison to real community-led efforts for change rather than "reform." In addition to understanding the legal, historical, political, and social implications of community-based education, this class serves to understand communities of color from an asset rather than a deficit model by exploring the ways in which colonized / oppressed communities have always prioritized and made universal innovative and emancipatory education.

Introduction to Social Impact Consulting

MGMT 180N/280P (1 credit)

Description: This course will actively engage students in critical social challenges seeking innovative solutions. We will investigate the legal, policy, financial, resource, and business needs of leaders, entrepreneurs and small business owners facing barriers to growth in our most vulnerable communities, with the goal of supporting those we are serving in developing solutions to address those needs. Where possible, student teams will work directly with mission-driven organizations to provide hands-on support in catalyzing social impact.

Persuasive Oral Presentations

MGMT 250 (1 credit)

Description: This five-week course explores the basics of persuasive oral presentations. Each student will have at least three opportunities to present to the class, receive feedback, and develop a personal plan for improvement. The assignments will include at least one exercise requiring the use of slides and data to persuade. The course will be taught in a workshop style where each student will experience a safe environment in which to try new things, succeed, fail, and receive feedback.

Gamelan Ensemble

MUS 028/128 (2 credits)

Description: The performance practice and theory of Javanese gamelan music are studied through playing and composing in this traditional Indonesian percussion ensemble, using the famed American gamelan built by composer Lou Harrison with William Colvig. All levels of musical expertise are welcome.

PE Special Topics

PE 180 (2 credits)

Description: In this course, students will be introduced to a wide variety of activities throughout the semester. Activities may include hiking, bowling, yoga, meditation, and more! Students will also be required to complete some physical activity independently each week, outside of class time.

PE Independent Study

PE 180 (1 credit)

Description: In this course, students will design and implement an individualized exercise/wellness program for the semester. Students will set personal goals and track their progress. Students will be responsible for documenting and submitting a record of physical activity each week.

Fundamentals of Psychology

PSYC 049 (3 credits)

Core: Critical Analysis

Description: The subject matter, methods, and current status of psychology, including brain function, child development, perception, learning and thinking, motivation and emotion, personality, abnormality, and social psychology. The focus is on human behavior, with only limited reference to animal research, and includes cross-cultural issues where applicable.

Communication, Presence and Public Speaking

THS 120 (3 credits)

Core: Written and Oral Communication II

Description: Communication, Presence, and Public Speaking will train students to be persuasive, embodied communicators, which is especially vital now that technology compels us to engage with speed, flexibility, and efficiency in the public sphere. Through this course, students will build an understanding of communicative clarity, rhetorical force, and authenticity by honing vocal delivery, physical presence, and embodiment. They will acquire refined skills in text analysis, bodily carriage, and gestural clarity that will support successful communication in a variety of public settings.