IN FOCUS Seminars: 2025

Investigating the Power of Ethics: Are There Two Sides to Every Issue? 

Instructor: Dr. Mark Sheldon
Program Dates: June 23 – July 4, M–F  (no class July 4)
Time: 9:15 AM- 12:45 PM CST

Course Description  

One could argue, as John Stuart Mill did in 19th-century England, that democracy depends on respect for reasoned argument and rational discourse. This course will introduce moral and political theory in the form of literature selected for balance and diverse perspective.  For example, one of the cases that we will analyze is the aftermath of the Nikolos Cruz decision in Florida where the jury imposed not the death penalty but life without parole in the Parkland School shooting. Many were appalled, taking the view that there are some circumstances where the death penalty seems to be the only appropriate punishment. Others disagreed, claiming that the values of our country and Constitution prohibit or should prohibit the imposition of death as a form of punishment. 

You will be introduced to high-level writing that reflects thoughtful attempts to deal rationally with topics that too often are used as vehicles of division and political advantage.

Topics include:

• affirmative action
• the treatment of animals
• hate speech and censorship
• physician assisted death
• abortion
• the just allocation of scarce medical resources

Academic Coursework and Activities

Developing an understanding of the nature associated with these controversial topics, you will:

• write a brief essay and give a group presentation. 
• debate different positions set out in assigned readings. 
• attain consideration of relevant real-life examples or court cases.
• acquire an understanding of how good arguments are constructed, how to further defend a stance, and how to subject good criticism.
• participate in mature and structured discussions and presentations which will create intellectual stimulating conversations with diverse student perspectives to share ideas and analysis.
• complete a culminating project by conducting research and presenting your findings.

In the past, students have also enjoyed a field trip to the Science and Industry or Holocaust Museum.

"I enjoyed having deep discussions correlating to specific cases, going in depth about opinions, and debating the opposite outcomes. My peers had relevant responses that changed my outlook on the case; collaborating at the end in smaller breakout groups assisted me in getting to know those in my class while participating in thoughtful discussions." -2024 CPP Participant 

Instructor Biography  

Mark Sheldon is Distinguished Senior Lecturer Emeritus in Philosophy at Northwestern University and is also faculty in the Medical Ethics and Humanities Program at Feinberg School of Medicine, Northwestern University. He received his PhD from Brandeis University, where he was awarded a travelling fellowship to study at Oxford University. He has served as Adjunct Senior Scholar at the MacLean Center for Clinical Medical Ethics at the University of Chicago, and Senior Policy Analyst at the American Medical Association. Formerly Professor of Philosophy and Adjunct Professor of Medicine at Indiana University (Northwest campus) and Indiana University School of Medicine, he has also served as an ethicist at Rush University Medical Center in Chicago. From 2004 until 2017 Sheldon also served as assistant dean in the Weinberg College of Arts and Sciences at Northwestern. Sheldon has published and presented talks on a variety of issues including informed consent, confidentiality, the forced transfusion of children of Jehovah's Witnesses, children as organ donors, disclosure, and the use of Nazi research. He has contributed book chapters and published in a variety of journals including The Journal of the American Medical Association, The Hastings Center Report, The Philosophical Forum, The Journal of Value Inquiry, and The New England Journal of Medicine. He has served as guest editor of two journals - Theoretical Medicine and The Cambridge Quarterly of Healthcare Ethics. He has served a three-year term as a member of the Committee on Philosophy and Medicine of the American Philosophical Association, and served as co-editor of the American Philosophical Association’s Newsletter on Philosophy and Medicine from 2000 until 2019. He also served as a member of the Task Force on Genetics for the Illinois Humanities Council. The focus of his research is the point at which the interests of children, the prerogatives of parents, and the obligations of the state often come into conflict in relation to medical decisions for children.

Brains in Distress: Exploring Clinical Neuroscience Anatomy

Instructor:  Dr. Justin Brown
Program Dates: June 23 - July 4, M-F (no class July 4th)
Time: 9:15 AM- 12:45 PM CST

Course Description  

What is the doctor looking for when s/he asks you to say “aaaah”, or shines a light in your eye, or taps your knee with a reflex hammer? Did you know that all three examples test the function of your brain and nervous system? In this class you will learn about your brain and nervous system through the perspective of medical biology. You will learn to use clinical reasoning to better understand the functions of the brain and nervous system by associating damage/disorder of specific structures with specific patient symptoms. We will use neuroscience as a tool to explore the broader topic of clinical reasoning and the critical thinking skills required for medical diagnosis.

Academic Coursework and Activities

This course will include lectures on clinical neuroanatomy, discussion of clinical case studies, and videos of brain dissection. Through these methods, you will learn how neurons communicate with each other, and how neurons are grouped into structures that play roles in various functions such as movement, language, and sensory perception. You will analyze basic clinical case studies, and through this process you will better understand the types of symptoms that a patient might report when part of the brain or nervous system is functioning abnormally. 

By the end of this class, you will be able to:

• describe the electrical and chemical signals that neurons use to communicate.
• describe the organization of the central and peripheral nervous systems.
• define basic clinical vocabulary terms.
• describe the symptoms associated with damage to various parts of the nervous system.
• analyze basic clinical case studies related to injury / disorder of the brain or nervous system.

"I loved this course completely as it opened up my whole view to the neuroscience field and gave me insight on how it feels to diagnose patients with neurological conditions." -2024 CPP Participant

Instructor Biography

Dr. Justin Brown is a Professor of Instruction at Northwestern University in the Department of Neurobiology. He earned his PhD in Neuroscience from Stanford University, and his BS in Physiological Sciences from UCLA. Dr. Brown has taught at all levels of the undergraduate curriculum including courses that help first-year students develop college success skills, and several courses for the Neuroscience Major, including introductory neuroscience, neuroanatomy, and the neurobiology of homeostasis. As an instructor and academic advisor, Dr. Brown is interested in developing students’ ability to think critically about scientific information and he is committed to helping students succeed in college.

Time, Space, and The Future: Quantum Mechanics and Relativity

 Instructor: Dr. Andrew Rivers  
Program Dates: June 23-July 4, M-F (no class July 4)
Time: 9:15 AM- 12:45 PM CST

Course Description 
In our world of intuitive everyday experience we travel together along a shared “time river” agreeing on what is happening now and when events happened in the past. We live in a world of predictable cause and effect - knowing the precise physical conditions, we can apply laws of physics and predict what happens next. According to our current theories of the physical world neither the shared time river nor the straight lines between cause and effect have basis in reality.

Academic Coursework and Activities

In this course, you will:

• take a tour of the ideas that led us to a new scientific view of the world.
• consider theories that turned our intuitive understanding of reality on its head.
• examine the two foundational and revolutionary theories of modern physics; relativity and quantum mechanics. 
• explore paradoxes that illuminate the contradictions between our intuitions and the world "as it is."
• examine the big questions and debate the road ahead.

Quantum mechanics and general relativity have been enormously successful - making accurate experimental predictions, suggesting new phenomena and leading to technological development that revolutionized the world. Despite unprecedented success, uncertainty remains. Theoretical physicists still disagree on the foundations of quantum mechanics and how to resolve matters such as wave-particle duality, entanglement and the measurement paradox. Experimentalists continue to test the accuracy of General Relativity in observations of black holes and gravitational waves, looking for clues and tiny discrepancies. Additionally, in their current forms, the quantum mechanics and general relativity are incompatible with each other. As part of the next generation of scientists you may resolve these paradoxes and disagreements about the nature of reality.

"The program dove deep into the functions of Quantum Mechanics and covered much more than I thought possible in two weeks." -2024 CPP Participant

Instructor Biography

Dr. Andrew Rivers joined the Northwestern University Physics department in 1999 and has since taught a courses in physics and astronomy including the introductory physics sequence, Modern Cosmology, and Highlights of Astronomy. Andrew was awarded the Weinberg College Distinguished Teaching Award in 2008 and has been named to the Associated Student Government faculty-administrator honor roll 6 times. Andrew serves as a Weinberg College adviser and has been active in Northwestern's Residential College (RC) system, serving as Faculty Master of the Cultural and Community Studies RC from 2004-2009. He assisted in development of the Gateway Science Workshop program in physics and has worked on other curricular innovations within the Northwestern community. Andrew's Ph.D. research included a large scale radio survey of the so-called "Zone of Avoidance": his project revealed 20 previously unknown nearby galaxies.

So You Want to Be a Prosecutor? Making Your Case and Presenting Your Argument

 Instructor: Dr. Rebeka Holman
Program Dates: June 23-July 4, M-F (no class July 4)
Time: 9:15 AM- 12:45 PM CST

Course Description 
Have you ever imagined yourself delivering a passionate legal argument to a jury? This class will take you beyond the “Law and Order” advocacy we see on television by showing you the real work of a prosecutor. You will learn about the role of the prosecutor in the American justice system, practice basic trial skills, such as examining witnesses, and conduct oral advocacy, ultimately delivering an opening statement or closing argument. You will also see advocacy in action by observing court practice and meeting judges and practitioners.

In this course you will:

• Preview the experience of law school and introduce strategies for successful student behavior (on the pre-law and law school levels).
• Learned how to read and analyze legal sources and apply the law to a client’s problem.
• Understand the unique ways that lawyers communicate with other lawyers, clients, and judges.
• Develop teamwork and collaboration skills.
• Understand the role of the prosecutor in the American legal system.
• Create direct and cross examinations and voice appropriate objections.
• Learn rhetorical techniques of persuasion.
• Deliver a jury address (opening statement or closing argument).
• Observe prosecutors in the “real world” by visiting Federal or State Court.

Academic Coursework and Activities

This course will include brief lectures on trial practice, evidence, and oral advocacy, discussion of readings, group work practicing trial skills, observing practitioners in court, and delivering an oral argument and receiving feedback. Through these methods, you will learn the role and responsibilities of the prosecutor, how to marshal and present your evidence, and be an effective oral advocate.

Examples of Academic Coursework include:

• Understanding the Socratic Method
• Law School 101: Understanding Legal Education -Open discussion of readings about the purpose of legal education, teaching methodologies employed by law professors, and the types of legal education (doctrinal, theoretical, and clinical).
• Reading and Briefing Cases. Lecture and discussion on reading a legal decision (a “case”) and preparing for a Socratic discussion of the case in a law school classroom
• Rule Development and Application. Introductory lecture on rule development. Analytical exercise: understanding rules and how to apply them to a client’s story
• Prosecutorial Conduct. Readings, lecture, and discussion on the role of the prosecutor in the justice system and ethical dilemmas.
• Basic Trial Practice. Introduction to evidence, with a focus on testimony. Exercise: create and practice direct and cross examination of witnesses.
• Oral Advocacy. Introductory lecture on persuasive rhetoric and discussion of samples of opening statements and closing arguments. Exercise: deliver an opening statement and closing argument.
• Advocacy in Action: Observe court practice and meet with judges and advocates.

Instructor Biography

Rebekah Holman, Clinical Assistant Professor of Law, teaches Communication and Legal Reasoning. Before joining the Northwestern Pritzker Law faculty, Professor Holman served as an Assistant United States Attorney in the United States Attorney's Office for the Northern District of Illinois and the District of Columbia, where she tried eighteen cases to verdict and briefed and argued cases before the courts of appeal. Prior to serving as an Assistant United States Attorney, Professor Holman was Deputy Associate Chief Counsel at the Bureau of Alcohol, Tobacco, Firearms and Explosives, and taught legal analysis, research and communication at DePaul University Law School. She has an undergraduate degree from Tufts University, and a JD from the University of Chicago, where she was an editor of the University of Chicago Roundtable, an interdisciplinary law journal.

It’s a Matter of Life and Death: Bioethical Decision-Making 

Instructor: Dr. Mark Sheldon
Program Dates: July 7-18, M-F 
Time: 9:15 AM -12:15 PM CST

Course Description  

On a seemingly daily basis, we are confronted by stories in the media that focus our attention on various issues in bioethics — the social, philosophical, and legal issues in medicine and the life sciences. Many of these issues stand powerfully at the center of our political discourse. Some of these issues stem from the development of new technologies — when does life begin, when does it end, when should it end? Other questions relate to the increasing cost of medical care — who should receive a heart transplant, what is our responsibility to the millions of individuals who do not have health insurance, should medical resources be allocated based on age? And then there are issues specific to the doctor/patient relationship — what should doctors tell and not tell patients, how much confidentiality should be protected by the doctor/patient relationship? In this thought-provoking seminar, students will expand their ability to analyze the ethical questions surrounding these types of challenging social issues.  

Academic Coursework and Activities

The main objective of this seminar is to enable you to develop insight into and appreciation for the way philosophical analysis and argument can contribute significantly to clarifying the ethical and conceptual issues in these very complex matters.   

Class discussion, activities, and group work are emphasized. Important and timely readings will drive class discussion topics, with brief lectures providing context. Topics will be intellectually, emotionally, and psychologically complex and discussions will strive to devote time to thoughtful exploration and reflection, consideration of different perspectives, and strengthening active listening skills. 

"I enjoyed our class discussions about the ethical issues brought up by the text we focused on. These discussions make me think hard and outside of the box and helped me understand how a class similar to this would function in college. I loved hearing everyone's perspectives and it opened my eyes to a more calm, accepting form of discussion." -2024 CPP Participant

Instructor Biography

Mark Sheldon is Distinguished Senior Lecturer Emeritus in Philosophy at Northwestern University and is also faculty in the Medical Ethics and Humanities Program at Feinberg School of Medicine, Northwestern University. He received his PhD from Brandeis University, where he was awarded a travelling fellowship to study at Oxford University. He has served as Adjunct Senior Scholar at the MacLean Center for Clinical Medical Ethics at the University of Chicago, and Senior Policy Analyst at the American Medical Association. Formerly Professor of Philosophy and Adjunct Professor of Medicine at Indiana University (Northwest campus) and Indiana University School of Medicine, he has also served as an ethicist at Rush University Medical Center in Chicago. From 2004 until 2017 Sheldon also served as assistant dean in the Weinberg College of Arts and Sciences at Northwestern. Sheldon has published and presented talks on a variety of issues including informed consent, confidentiality, the forced transfusion of children of Jehovah's Witnesses, children as organ donors, disclosure, and the use of Nazi research. He has contributed book chapters and published in a variety of journals including The Journal of the American Medical Association, The Hastings Center Report, The Philosophical Forum, The Journal of Value Inquiry, and The New England Journal of Medicine. He has served as guest editor of two journals - Theoretical Medicine and The Cambridge Quarterly of Healthcare Ethics. He has served a three-year term as a member of the Committee on Philosophy and Medicine of the American Philosophical Association, and served as co-editor of the American Philosophical Association’s Newsletter on Philosophy and Medicine from 2000 until 2019. He also served as a member of the Task Force on Genetics for the Illinois Humanities Council. The focus of his research is the point at which the interests of children, the prerogatives of parents, and the obligations of the state often come into conflict in relation to medical decisions for children.

So You Want to Be a Doctor? 

Instructor: Dr. Sarah B. Rodriguez  

2 timeframes to choose from: 

Course Description  

What does it mean to be healthy, what is medicine, what does the practice of medicine look like in the United States, and how may the practice of medicine change in the future? By framing this course around these fundamental questions, we will explore what it means to be a medical professional, why someone chooses to become a doctor, what the path to medical school consists of, and what it is like to go to medical school. Additionally, we will analyze how health care is paid for in the United States as well as alternative models for funding health care.

Further, we will consider the importance of medical ethics, what characteristics frame medical professionalism, and how doctors know what they know. We will consider what it means to be healthy and the importance of non-physiological factors (social, cultural, and environmental) on one’s health.

Finally, we will consider where medicine is (perhaps) heading in the future. Because the practice of medicine involves critically analyzing information and working in teams, you will be analyzing materials from a variety of sources and working on team-based projects.  

Academic Coursework and Activities

• write a 2-page paper talking about two insights you gained from the course, with supporting materials (lecture, readings, etc.).
  
• describe the variety of methods used in medical research.
• appraise the importance of socioeconomic impacts on health and illness.
• become familiar with using medical journal indexes and critically reading medical journal articles and case studies.
• articulate the importance of working in teams to solve a problem.
• outline possible routes regarding the future of medical practice.

“I really loved all the hands-on activities we got to participate in and scenarios where we were truly becoming a doctor. It really gave a great insight as to what the future will hold for all the future doctors in the classroom.” -2024 CPP Participant

Instructor Biography 

Sarah B. Rodriguez is a medical historian who focuses on the history of women’s health, clinical practice, and ethical clinical research. In 2020 she published her second book, The Love Surgeon: A Story of Trust, Harm, and the Limits of Medical Regulation. Her next project will concern the history of maternal health, especially maternal mortality, as a global health concern.  

Game Theory and Practice  

Instructor: Dr. Scott Ogawa
Program Dates: July 7–18, M–F
Time: 9:15 AM - 12:15 PM CST 

Course Description   

Why do candidates focus on such a small group of voters? Why do trees have such big trunks? We will examine the answers to these questions through the lens of game theory.  You will apply tools of game theory to a wide range of domains, including economics, politics, and biology. We may even dabble in less serious stuff like sports and, well, games!  Whenever possible we will play games with a focus on the concept of Nash equilibrium and how to find it using a bit of mathematics. We will also investigate how well theory matches practice. We will not be learning how to play chess or poker, though if you enjoy games like this you will still likely find this course particularly interesting. Some of the games we will play are The Prisoner’s Dilemma, The P-Beauty Contest, The Battle of the Sexes, and The Ultimatum Game. You will be involved in frequent small group and class discussions that will enable effective problem-solving, critical thinking, and peer interactions. Specific topics will include: rationalizability, backward induction, commitment, and evolutionary stability. You will acquire a better understanding of strategic interactions as they take place all around us.  

 Academic Coursework and Activities

•  solve and present solutions to problem sets.
  
• create your own game and have the opportunity to play it in class.
• participate in structured discussions.
• collect data and analyze results. 
• use mathematics to derive the equilibrium in games played with peers. 
• model real-world scenarios, apply newly acquired theories and solution concepts to economics, politics, and biology.

“The professor was always willing to answer questions, which really helped to fuel curiosity about the subject.” -2024 CPP Participant 

Instructor Biography

Scott Ogawa's research focuses on the economics of education and the decisions of students and teachers. He has applied the techniques of experimental economics to ask whether students who pay more for their education put forth more effort. More generally, he is interested in the behavioral effects of price on product utilization. He has been a fellow for the Searle Center for Teaching Excellence. Prior to attending graduate school, Scott taught high school math and economics at Lakeside School in Seattle. Scott sits on the AP Microeconomics Development Committee.  

Abnormal Psychology: Analyzing Life with Mental Illness

Instructor: Dr. Chanelle Doucette
Program Dates: July 7 - 18, M-F
Time: 9:15 AM – 12:15 PM CST

Course Description 

How do people experience, remember, and navigate life with mental illness? How does popular media—such as films, TV series, music, books and TikTok—shape the public narrative of mental health? This course will explore psychiatric conditions, including schizophrenia, anxiety, and personality disorders, as well as affective disorders like depression and bipolar disorder, and discuss how one might narrate these real-life experiences. As we look at the different characteristics, diagnosis, and the treatment of these disorders, we will examine case studies, individual narratives, and scholarly articles. We will also look at portrayals of mental illness in the media, including how to analyze whether someone is an expert versus an influencer. This course will include timely issues, including the criminalization of mental disorders and societal biases related to race, gender, and culture.

Academic Coursework and Activities

By the end of this course, you will:

• possess a well-rounded understanding of several common psychiatric disorders, informed by both scientific research and real-life experiences.
• define, describe, and distinguish between several major types of psychiatric disorders serving as a foundational knowledge for more advanced skills in careers in mental health (e.g., clinical psychology, psychiatry, social work, psychiatric nursing, medicine, and neuroscience).
• develop the ability to critically analyze how mental health is depicted in media, recognizing its influence on societal attitudes.
• grasp the complexities of current debates surrounding mental health, including the historical, social, cultural, and gender context of diagnosis and treatment of the various disorders.

This course is an open-discussion based seminar centered on reading about mental illnesses, with a focus on firsthand quotes and patient stories. You will enjoy Interactive lectures exploring the symptoms, diagnostic criteria, and available treatment options. Collaborative group activities will include responses to a set of prompts related to the video clips or topics discussed in class. As a small group, you will also develop a creative project depicting these themes.

"This was a wonderful experience in an academic and social sense that gives you a true taste of a college lifestyle." -2024 CPP Participant

Instructor Biography

Chanelle Ramos-Doucette, Psy.D. is a clinical psychologist and completed a postdoctoral fellowship at The Family Institute at Northwestern University. Dr. Ramos-Doucette works primarily with individuals, couples or families experiencing relationship conflict or who have experienced trauma. Dr. Ramos-Doucette has studied the psychological impact of oppression and the importance of community in healing. Dr. Ramos-Doucette believes a safe and collaborative relationship is essential for therapy and believes client’s voices are important in telling their stories.

So You Want To Be A Rocket Scientist? Aerospace Engineering  

Course Description

Do you want to build a spaceship? Do you want to break the sound barrier? In this class, you will begin to learn how to do both. 

Aerospace engineering is a complex discipline which represents the ultimate synthesis of fluid dynamics, materials design, control systems, physics, and engineering decision-making. This synthesis has enabled the accomplishment of feats considered by earlier generations to be completely impossible. Over the course of this two-week class, you will learn many of the key principles which will allow you to conquer the next wave of challenges faced by aerospace engineers of the present and future.  

Academic Coursework and Activities

By the end of this course, you will: 

• recognize common engineering parameters which guide the design process of air- and space-craft.
• examine how existing aircraft have been designed, and what principles led to the implementation of those design factors.
• implement principles of aerospace engineering into a novel aircraft design.
• describe and interpret the results of aerospace engineering tests using the language of the engineering design process.
• understand selected readings from textbooks.  e.g. Deep Space Propulsion by K.F. Long.  Introduction to Flight by Anderson & Bowden.
• apply conservation of energy and momentum principles to determine engineering requirements to generate lift and accomplish extraterrestrial travel.
• interpret experimental (e.g. wind tunnels) and modeling data on air flow around aircraft, to inform design decisions.
• design dissections of Mercury-Atlas-7, Apollo 11, the Wright Flyer, and F-22 Raptor aircraft, to extract guiding principles for aerospace design.  

Through the exploration of key aerospace engineering concepts such as propulsion, interactions between air flow and aircraft geometry, and stability control mechanisms, you will develop an appreciation for the design considerations which lead to the differences between passenger aircraft, military aircraft, and even interplanetary spacecraft. The course will lead you through some of the early, historical breakthroughs in air- and space-flight to develop a conceptual vocabulary for how these types of flight are achieved.    

The class consists of lectures, readings, videos, group discussions of novel problems and decision-making processes in the design of your aircraft, group work, quizzes and writing assignments.  As you study more recent innovations in the aerospace field you will integrate your findings into the design of your own model aircraft.

"I took the Aerospace session because I really like planes and rocketry. In this course, I learned the aerodynamic forces for the first time. It deeply inspired me to develop more advanced fins that can minimize air drag for the rockets." -2024 CPP Participant

Instructor Biography

Dr. Jeremy Keys is an Assistant Professor of Instruction in the Department of Mechanical Engineering at Northwestern University. Professor Keys has a diverse research background, having completed his PhD in Biomedical Engineering at Cornell University, and having done research on cancer cell biology, the biomechanics of bone metastases, and automotive component design. Professor Keys has taught courses at Northwestern on principles of System Dynamics, Engineering Design and Manufacturing, and the Senior Capstone Design Course for Mechanical Engineers where he has supervised projects on a variety of topics, including the design of satellites in low earth orbit. 

CAN I HAVE YOUR ATTENTION! Public Speaking, Persuasive Presentation, and Beyond 

Instructor: Dr. Daniel Moser
Program Dates: July 7 – 18, M-F
Time: 2:00 PM – 5:00 PM CST 

Course Description  

The desired goal in this course is that you discover and improve upon your own communication style and through practice, learn how to hone that style for academic success and professional development within the vast and diverse forum of public speaking. The class is a laboratory in which you will be encouraged to speak publicly about issues that concern you, to share information that interests you and has relevance to a larger audience, and to translate the public speaking forum in terms of your own professional pursuits. 

In this course you will: 

• build a powerful and dynamic presence and become the best version of yourself.
• effectively communicate and achieve persuasive influence. 
• increase your confidence and self-awareness.
• discover strategies for personal and academic success. 

You will use the PREP and START Methods to answer questions, Monroe's Motivational Sequence to persuade, and explore non-verbal body language and the “performance of self” to become an engaging public speaker.  Becoming aware of your physical and vocal qualities while overcoming nervousness and analyzing your audience will build your skillset to fully engage the crowd.  Improving your critical listening and storytelling skills and learning how to structure a clear message adds to your public-speaking toolbox.

Academic Coursework and Activities  

By the end of this course, you will: 

• engage with speech texts and videos.
• practice interviewing and pitch sessions.
• deliver persuasive speeches.  
• enjoy the art of conversation. 
• participate in a culminating activity which will be sessions on speed-interviewing where you practice the art of answering questions while fine-tuning the short story of you, your elevator speech. 

Through short speeches, engaging lectures, personalized coaching sessions, and team-building group projects, each student will receive personalized attention tailored to the realities of academic success. Students will leave the course with increased technical and soft skills in effective communication: non-verbal body language, critical listening, storytelling, leadership presence, managing anxiety, speech writing, and structuring a clear message through visual design.  

"I enjoyed meeting many people from around the world and I also enjoyed seeing my public speaking skills improve over the last 2 weeks. Having Daniel Moser was also very great; he made the classroom experience very fun and helped me become more confident when it comes to giving a speech." -2024 CPP Participant

Instructor Biography 

Dr. Daniel Moser specializes in the art and science of communications training for professionals in finance, business, engineering, design, and advanced technical fields. His unique expertise lies in the performance and presentation of self in everyday life and work. He holds a PhD in Performance Studies from the School of Communication, Northwestern University where he lectures in communication studies and directs programs in advanced professional and presentation skills at The Graduate School, McCormick School of Engineering and in the School of Professional Studies Business Leadership Program. His corporate consulting clients include Apple, BP, Goldman Sachs, Reckitt, Lockheed Martin, and Gilead Pharmaceuticals. 

So You Think This Stuff Is Easy? Using the Science of Psychology to Raise a Virtual Child 

Instructor: Dr. Alissa Levy Chung
Program Dates: July 21 - August 1, M-F
Time: 2:00 PM - 5:00 PM CST 

Course Description  

Have you ever wondered what makes someone a good parent or if your parents are doing things “right”? There is actually a science to parenting, but a lot of what parents worry about (violin lessons or trumpet? Travel soccer or club? Should I get an SAT tutor or enroll in a prep class?) has very little to do with how well their children develop. In this class, you will learn about research on parenting and get a chance to try it yourself with the My Virtual Child program. You will create your own virtual child, name your child, and raise your child to adulthood. Will your child resemble your personality, appearance, or not? Will you be nurturing? Strict? Indulgent? You will be asked a series of questions along the way, make decisions for your child and each decision will slowly shape the trajectory of your child’s life.   

You will work in small groups, each choosing a different kind of parenting style to learn the consequences of different kinds of decisions. Your choices will be grounded in research; we will also analyze the flaws in our research, such as limited information on parenting and child development outside of the U.S. Through these analyses, you will comprehend the science of parenting, how to think about your childhood experiences the way a psychologist would, and how parenting may differ in meaningful ways in other cultures. You will also receive writing and scientific thinking feedback from your professor.  

Academic Coursework and Activities

By the end of this course, you will:

• create a group presentation of the journey you experienced with your children. As a class, we will write to the company that produces the program to suggest areas of improvement. 
• raise a virtual child: guided group work and discussion to apply class findings to raising a “real” child.
• use lectures, discussions, video examples, examine popular books and films to examine parenting and child development.
• write responses to discussion questions.
• participate in child observation (condition permitting).

 “Our professor was so supportive and her passion for this course really contributed to my interest in psychology.” -2024 CPP Participant 

Instructor Biography

Alissa Levy Chung is a clinical and developmental psychologist who received her Ph.D. from the University of Minnesota (Institute of Child Development and Clinical Psychology). She is joining the department as an Associate Director of Clinical Training. Her early research focused on the intergenerational transmission of parenting and the role of early experience in the development of psychopathology. For the past several years, she shifted her focus to teaching and was an award-winning teacher as a member of the adjunct faculty in the School of Education and Social Policy at Northwestern, teaching courses in developmental and clinical psychology. Previous teaching experience also included participating in the development of and teaching classes in the infant mental health specialty program at Erikson Institute in Chicago. For the past 22 years, Alissa has been a licensed clinical psychologist in private practice, working with children, adolescents, adults, and families throughout Evanston, Chicago, and the North Shore. She is active in the Evanston public schools and has been a special education advocate for families.

Are You Ready? Writing for College Success

Instructor: Dr. Charles Yarnoff
Program Dates: July 21 - August 1, M-F
Time: 9:15 AM – 12:15 PM CST

Course Description  

Are you a high school student interested in improving your writing to help prepare yourself for college? This course teaches practical strategies for writing at the college level. You will learn about the conventions of writing in a range of academic disciplines, close analysis of texts, research-based persuasive essays, and techniques for drafting and editing your papers. The seminar will incorporate examples of high-level readings and writing assignments from various Northwestern University courses, along with handouts on editing techniques. Through creative exercises, peer editing, and discussion of thought-provoking articles and stories, you will develop advanced critical thinking skills and learn to communicate your ideas clearly and persuasively.

In addition to preparing yourself for writing papers in college, you will have the opportunity to work on producing a draft and revision of your college admissions essay. By reading examples of successful essays, you will learn methods for presenting college admissions officers with a compelling picture of who you are as an individual.  

Academic Coursework and Activities

By the end of this course, you will:

• Write a draft and revision of an essay analyzing the short story "The Ones Who Walk Away from Omelas".
  
• Write a draft and revision of your college admissions essay.
• Hear about college writing from NU faculty and student guest speakers.
• Take a field trip to the Northwestern University library to learn about research resources available to college students.

“It was very helpful in writing and learning about the college essays that we will be writing to apply to colleges.” -2024 CPP Participant 

Instructor Biography

Charles Yarnoff, who received his PhD from Northwestern University, teaches a wide variety of undergraduate writing courses, including Intermediate Composition, Writing and Speaking in Business, and Freshman Seminars. 

He was named a Charles Deering McCormick University Distinguished Lecturer, an award recognizing faculty members who “have consistently demonstrated outstanding performance in classroom teaching.” He has been voted to the Associated Student Government faculty honor roll three times, has been nominated for the freshman advising award, and has received the Distinguished Teaching Award from Northwestern's School of Professional Studies. 

Dr. Yarnoff especially enjoys teaching students who are preparing for and starting out in college. He has been a freshman advisor in Weinberg College at Northwestern since 2000, and is the academic director of the Summer Academic Workshop, a writing seminar for incoming Northwestern freshmen. He has taught InFocus seminars in the College Prep Program since 2014. 

"A Beautiful Mind:" Becoming A Clinical Psychologist

Instructor: Cheyenne Bates
Course Consultant: Dr. Alissa Chung
Program Dates: August 4 – 15, M-F 
Time: 9:15 AM– 12:15 PM CST

Course Description  

What makes a clinical psychologist unique from a psychiatrist or other licensed therapists and counselors? Well, there are a few things! In this course, you will become familiar with the ins and outs of clinical psychology, including the history and development of the field, the current strengths and limitations of clinical psychology as a practice, and the different schools of thought that drive clinical assessment and intervention approaches. By engaging in role play with other students, writing brief reflections based on class discussions and watching excerpts of clinical psychologists in action, you will begin to think like a clinical psychologist and gain critical skills that will give you a jumpstart in your future course material and career, if you decide a profession in mental health as a clinical psychologist may be the right fit for you.

Academic Coursework and Activities

By the end of this course, you will: 

• learn about the training required to become a clinical psychologist and the career opportunities available.
• explore what work can be done during your undergraduate education to increase your chances of becoming a competitive applicant for graduate school programs in clinical psychology.
• create a proposal for how to amend the current DSM-5 diagnostic system (group activity).
• discuss videos of a variety of therapy sessions found in popular tv shows and films.
• possess a better understanding of what your experience may be like in a clinical psychology graduate program as you consider a prospective career in the field.

This course consists of assigned readings, lectures, class discussions, group exercises, brief writing reflections and group presentations. For your final project, your small group will be assigned a mock client case and will use a specific approach to discuss and demonstrate how you would handle the case and formulate diagnoses based on your case presentation.

"It's fulfilling to be in an environment full of bright minds who are also here to learn. It's so cool to be surrounded by people who are passionate about a similar topic." -2024 CPP Participant

Instructor Biographies 

Lead Instructor: Cheyenne Bates received her B.A. in psychological science from Cal State University San Marcos in 2021 and is currently in her third year of the Clinical Psychology PhD program at Northwestern University. In addition to her clinical training, Cheyenne engages in research on how individual differences within racial/ethnic identity and personality traits influence leadership and psychopathology outcomes. Since beginning her graduate studies, Cheyenne has served as a teaching assistant for Introduction to Clinical Psychology three times and received the Florence Sales TA of the Year Award for her performance in the course. As a first-generation college student, Cheyenne has developed a personal and professional commitment to decreasing barriers of academic achievement for aspirational students facing marginalization—a passion that is demonstrated through her current and former roles as a peer mentor to fellow graduate students, a group leader in the Northwestern Office of Diversity and Inclusion Summer Research Opportunity Program, and a mentor in the Chicago Scholars high school leadership development program.

Course Consultant: Alissa Levy Chung is a clinical and developmental psychologist who received her Ph.D. from the University of Minnesota (Institute of Child Development and Clinical Psychology). She is joining the department as an Associate Professor of Instruction. Her early research focused on the intergenerational transmission of parenting and the role of early experience in the development of psychopathology. For the past several years, she shifted her focus to teaching and was an award-winning teacher as a member of the adjunct faculty in the School of Education and Social Policy at Northwestern, teaching courses in developmental and clinical psychology. Previous teaching experience also included participating in the development of and teaching classes in the infant mental health specialty program at Erikson Institute in Chicago. For the past 21 years, Alissa has been a licensed clinical psychologist in private practice, working with children, adolescents, adults, and families throughout Evanston, Chicago, and the North Shore. She is active in the Evanston public schools and has been a special education advocate for families. 

Talkin 'bout a Revolution: Protests From the 60's/70's to Present Day

Instructor: Jeff Rice 
Program Dates: July 21 - August 1, M-F
Time: 9:15 AM - 12:15 PM CST 

Course Description  

Ever wonder if things have really changed between the Civil Rights Protests in the 60’s and 70’s to the Black Lives Matter movement? Between the women’s liberation movement to today’s fight for reproductive rights? Between the Stonewall Uprising the the Gay Rights Movement? Between the “righteous” protests of the 60’s and the recent “horrifying” protests? Between anti-war protests and campus protests over Gaza? Between the "Day of Silence” and the “Day of (No) Silence”? Take a deep-dive into the causes, level of violence, student involvement and response by authorities to protests since the 60’s and 70’s to today!

Issues from Civil Rights to Vietnam to Affirmative Action; to the war in Iraq, ICE and the war in Afghanistan; and of course, free speech have driven people into the streets to raise banners, orate, disrupt classes and defend themselves against repression from the school authorities to the government.

Academic Coursework and Activities

In this course, you will:

• explore past and recent examples of protests; from the “Golden Age” of protests in the 60’s and 70’s to the political insurrection in 2021
• analyze what has happened on campuses, why, the roots of the causes and ways in which coalitions are formed and disintegrate.
• engage in a mock trial of protesters in an imaginary location which we will design ourselves
• investigate the issues and manner in which people choose to voice their opposition to authority through protests
• consider the role of Social Media in protests
• understand protest strategies still in use and those that have changed
• explore the response of authorities to protests
• understand the role of the ACLU in Free Speech

Since Abelard led a walk out of the Monastery and founded the University of Paris, people have revolted against authority and authority has punished protesters. We think of Kent State, Tiananmen Square, the Maidan (Independence) Square etc. which have reached monumental proportions as symbols of people fighting for causes in which they believed. Because these historical events were not only protests by students, we will also look at the reactions on the part of the broader population and the authorities.  These range from tolerance to suspension, police intervention, tanks, and snipers and even, in France, the near failure of the government.      

"It is a fantastic course that teaches you both sides of free speech and allows for a lot of intellectual conversations." -2024 CPP Participant

Instructor Biography 

Jeff Rice is a Senior Lecturer in Political Science and African Studies. He has been at Northwestern since 1968 as an entering freshman and has been associated with the University in one way or another since then. He pursued graduate work at the University of Edinburgh in African Studies after completing a dissertation entitled "Wealth Power and Corruption: A Study of Asante Political Culture". He returned to Northwestern full time in 2001 teaching in the History and Political Science Departments and became a Weinberg College Academic Adviser. He retired from that position in August 2018 and is presently teaching full time in Political Science. His courses have included West African History, History of the 60's in the U.S., Marx & Weber, Politics of Africa, Military Strategy, the Politics of Famine, Student Protest and Free Speech, and Africa in Fact, Fiction and Film.

So You Want to Be an Engineer? Biomedical Signals and Circuits

Instructor: Delan Hao
Course Consultant: Nicholas Marchuk   
Program Dates: July 21 – August 1, M-F 
Time: 2:00 PM – 5:00 PM CST

Course Description  

Do you want to learn how to design circuits that measure biometric signals directly from your body? This course is a hands-on introduction to electrical circuit analysis, electronics, and signal processing focusing on how biomedical engineers use these tools to monitor health. Throughout this class, students will not only learn the functions of circuit components but will also apply their knowledge to develop devices to interface directly with the human body. Students will also learn to write code to analyze these biometric signals to then measure heart rate or even control motors for a custom prosthetic! In each class you will work hands on learning how to design and build circuits in real time, culminating with a final project demonstrating a new bio device of your own invention. 

This course will include brief lectures, readings, tutorials, discussions, and a wide array of hands on lab sessions, based on Northwestern's "Lab in a Backpack" methodology.

Academic Coursework and Activities

Throughout this class, students will not only learn the functions of circuit components but will also apply their knowledge to develop devices to interface directly with the human body. Where other classes focus solely on theoretical knowledge of how signals are transmitted and received throughout the body, students in this class will learn how to apply this knowledge practically, creating circuits to read, acquire, and interpret electronic signals from the body. To this end, students will be exposed to many facets of circuit design, including: (1) DC and AC circuits; (2) circuit analysis; (3) temporal-spectral analysis of signals using the Fourier Transform.

By the end of the course, you should be able to: 

• Identify every component and its function in a circuit diagram and build a circuit based on the diagram
• Program a circuit to read an input signal and generate a frequency varied output based on the input
• Understand data acquisition and programming in python.
• Learn how to annotate and document your work in a lab notebook.
• Design and build a circuit which takes a physiological signal and converts it to accomplish a variety of tasks

"Before taking this class, I did not know much about how circuits worked and biomedical engineering as a whole, but now, I have a keen interest in learning a lot more of it." -2024 CPP Participant

Instructor Biographies 

Lead Instructor: Delan Hao is a PhD candidate in the Biomedical Engineering Department at Northwestern University. Delan is a part of the functional optical imaging laboratory under Professor Hao Zhang with a research focus on optimizing methods for single-molecule localization microscopy. In addition to his optical research, Delan is interested in engineering education and is an Associate of Northwestern’s Center for the Integration of Research, Testing, and Learning (CIRTL).

Course Consultant: Nick Marchuk is a senior lecturer in Mechanical Engineering at Northwestern University. Nick runs the Mechatronics Design Lab, and teaches a variety of classes in electronics, programming, mechatronics, and design. Nick is the cocreator of the nScope, a portable electronics lab tool that enables students to learn electronics with hands on, design driven experiences. 

So You Want To Be a Business Executive? Paths to Power and Leadership

Instructor: Richard Jolly
Program Dates: July 21 – August 1, M-F 
Time: 9:15 AM - 12:15 PM CST

Course Description  

This is not the ‘typical’ business course! It is about starting your journey down the path to becoming a great leader. The lessons can be applied to your career in the future, but more importantly will be incredibly powerful and useful to you immediately as you prepare for life after high school. This course will help you see the world around you differently, and tool you up for navigating it more effectively, wherever your career might take you, and however many turns there may be on your journey.

This course will be highly interactive, provocative, and practical – I want you to leave with the critical skills to understand yourself and the people around you better, and to be able to build relationships and influence a wide range of people more effectively. Taking up your personal power is going to be critical to your success.

By the end of this course, you will:

• Have learned a lot about who you are and how you can play to your strengths most powerfully
• Be able to build collaborative working relationships and teams
• Have developed your confidence and skills to influence others more effectively
• Be a more skillful communicator and negotiator
• Have a much better understanding of how organizations work – why they can be incredibly effective, or equally frustrating and ineffective

Academic Coursework and Activities

This course will be based around engaging in and reflecting on practical exercises and simulations, enhanced by readings, video content, and discussion amongst students. It will be provocative, eye-opening, and engaging – if we are not having fun, we are doing it wrong. Key Concepts include:

• The predictable mistakes that executives make and how to avoid them
• How to influence when you have no formal authority
• Core relationship-building skills
• Negotiating skills
• How to make effective decisions

Instructor Biography

Richard Jolly is an Associate Clinical Professor of Management and Organizations, Kellogg School of Management, focusing on leadership and organizational change. He has taught at Northwestern for four years and spent 22 years on the faculty at London Business School before that. He is also a director of a consulting firm that advises leaders and leadership teams for almost thirty years, working in 41 countries around the world in a wide range of industries.

How to Get Away With Murder: Forensic Chemistry 

Instructor: Dr. Shelby Hatch 
Program Dates: July 21 – August 1, M-F
Time: 9:15 AM- 12:15 PM CST

Course Description   

How does someone get away with murder – or not? This course will explore forensic chemistry techniques from those used by Sherlock Holmes to modern spectroscopic methods. Like Holmes, as amateur forensic chemists, you will solve murders by investigating clues left at crime scenes.  You will learn the basics of forensic chemistry through a series of murder mysteries both fictional and factual. Throughout the course, we will alternate between the theoretical underpinnings of various analytical methods and utilizing those same methods to solve murders. We will read books, watch films, examine court documents, take field trips, and welcome forensics experts into our classroom. 

Examples of forensic chemistry techniques we will study in this course are analyzing samples taken at a fire to find the cause; illustrating different fingerprinting techniques; using trace metal analysis to connect bullets to the manufacturer and/or specific weapon; identifying paper through spectroscopic techniques; analyzing pigments from documents and taking samples from car accidents; using multivariate analysis; identifying tools from their steel composition. You will evaluate analytical techniques and use statistical and multivariate methods to distinguish complex chemical traces collected from crime scenes. You will also critically analyze results obtained with different methods with respect to selectivity, specificity, and sensitivity. 

 Academic Coursework and Activities

By the end of this course, you will:

• attend classes taught as a combination of lecture, discussion, group work, individual projects, and “armchair analyses.” In class, the primary focus will be on how forensic chemistry is (or can be) used to solve each of the murders presented.  
• complete and present an individual project to the class and submit a final report.
• recognize the chemistry that undergirds methods used to analyze findings secured at crime scenes (such as fingerprints, paint, and chemical residues).
• explain the chemistry involved in the analysis of chemical substances used in possible criminal activities and be able to use these analytical techniques.
• utilize the principles of the instrumental analytical techniques presented during the course.
• virtually visit crime scenes and laboratories.
• meet guests (e.g., medical examiner, forensic anthropologist).
• study and present a particular aspect of forensic chemistry not otherwise included in the course, learning about a forensic method in another area of science – e.g., DNA analysis or forensic genealogy, and/or exploring another “case study” (factual or fictional).

“I enjoyed how much material we were able to cover and how much new information I was able to learn in two weeks. The course was nicely paced so that I never felt that I was falling behind or not able to understand or catch up, but I did always feel challenged and that I was learning lots of new and highly interesting information. ” -2024 CPP Participant 

Instructor Biography  

Shelby Hatch (she/her/hers) is a scientist focused on the intersections of chemistry, sustainability, and social justice. Shelby is a Weinberg College Adviser and an Associate Professor of Instruction in the Department of Chemistry. She has taught a variety of undergraduate chemistry courses - introductory lab classes, first year seminars, courses for non-scientists, and a capstone laboratory course for chemistry majors - plus firesides on the chemistry of beer & the chemistry of chocolate. Her research involves environmental justice and Youth Participatory Science, which centers and involves students in the entire research process, from creation of a hypothesis through disseminating results once data has been collected and analyzed. Since 2017, she has been a lead collaborator on a National Science Foundation grant Teachers and Students Synergistic Learning Through Youth. Shelby studies the distribution of heavy metal contamination in Chicago in relation to where low socio-economic status and communities of color are located. She enjoys teaching undergraduate chemistry courses that incorporate sustainability and environmental justice into the curriculum. Shelby is also very passionate about teaching in the Northwestern Prison Education Program (NPEP). She developed a course and compiled an open educational resource textbook for her NPEP chemistry courses, has taught at Stateville Correctional Center, and is currently teaching at Logan Correctional Center (Fall Quarter 2022). She received her BA from The College of Wooster and her PhD from The University of Rochester. 

Moneyball 2.0: Data Technology, and the Innovations Changing the Sports Industry

Instructor: Katie Krall
Program Dates: August 4 - 15, M-F
Time: 2:00 PM - 5:00 PM CST

Course Description  

When Michael Lewis published Moneyball chronicling the competitive advantages and data driven approach to player evaluation instituted by the Oakland A’s in the early 2000’s, he didn’t just change baseball, the entire sports landscape was forever altered. Today, modern front offices in the MLB, NFL, WNBA, NBA, NHL, NWSL, MLS, and EPL leverage these principles to scout and develop their players. In this course students will learn the frameworks and strategies deployed by General Managers to build championship caliber rosters and head coaches to foster talent.

This class will identify best practices to use in drafts, managing salaries, and negotiations as well as the business side of the game. As the sports operations side of the industry becomes ever more competitive, a foundational understanding in these philosophies is paramount for those who seek to raise trophies and win rings as members of a professional sports organization.

By the end of this course, you will:

• Describe the job responsibilities of various front office positions and departments including General Manager, Scouting, Analytics, Player Development, and Sports Science.
• Identify trends and similarities in roster management across sports.
• Develop negotiating strategies and tactics when considering acquiring or trading away a player.
• Analyze the evolution of data in sports and where pockets of resistance may exist in coaching, front offices, and talent evaluation.
• Explain the role of league offices across professional sports and the goals of the Office of the Commissioner of the NFL, NBA, MLB, NHL, WNBA, MLS, etc.

Academic Coursework and Activities

• Individual Assignment: Sports Organization Evaluation
  • Professional sports are a zero-sum game – when your team wins it means that another has lost. Therefore, being able to identify the strengths and weaknesses of other franchises can help organizations unearth competitive advantages.
  • Evaluate a team in the MLB, WNBA, NBA, NHL, NWSL, MLS, NFL, or EPL. How do they succeed or fall short? Describe the attributes of the coaching staff, front office personnel, and ownership. What factors (perhaps market size, state of the league, etc.) would impact the available roster payroll? What are the key attributes or deficiencies of their current group of players?
  • 2–3-page paper, 12-point font, double spaced, APA format
• Group Project: Expansion Team
  • Select a professional sports league (MLB, WNBA, NWSL, MLS, NBA, NHL, NFL, EPL) and build a front office apparatus as an expansion franchise. Consider and articulate your strategy for topics such as player development philosophy (what types of athletes will you target), hiring (how many data scientists vs. scouts), and competitiveness (winning now vs. establishing a pipeline of talent).
  • 10-minute presentation with slides will elucidate the group’s decision making and challenges of assembling this new team accompanied by slides.
• There will be time allotted in class to work on all assignments to ensure that the workload after hours is not too burdensome.

Instructor Biography 

Katie Krall spent 2022 as a Development Coach with the Boston Red Sox where she oversaw pitch design, advance scouting and integrating data into player plans. This was her first season in uniform and coaching 1st base wearing #43. She previously was part of the Global Strategy team at Google focusing on Google Workspace after two seasons at the Cincinnati Reds as a Baseball Operations Analyst, a position that combined the worlds of roster construction, analytics, and scouting. After graduating from Northwestern University, Krall worked for a year and a half at Major League Baseball in the Commissioner’s Office in New York City as a League Economics & Operations Coordinator. At MLB, Krall advised Clubs on 40-man roster management, MLB rules and compliance, major league administration, and salary arbitration. In 2016, Krall planned the World Series Trophy Tour for the Chicago Cubs. The previous summer, she was an Assistant General Manager in the Cape Cod Baseball League. She received her MBA from the University of Chicago’s Booth School of Business.

So You Want to Be a Lawyer: Legal Analysis and Communication  

Instructor: Maurine J Berens 
Pprogram Dates: August 4 – 15, M-F
Time: 9:15 AM- 12:15 PM CST

Course Description    
The American legal system is premised on the idea that legal rules are subject to creation, change, and interpretation. In our common law system, government actors and private citizens alike take part in the process of defining the legal principles and understanding how those principles apply to resolve disputes and controversies. In this intensive seminar, you will learn the fundamentals of creative legal interpretation, the cornerstone of law school learning, and the legal profession. This process of interpretation and re-interpretation of legal ideas (often called “thinking like a lawyer”) is what you learn through the Socratic dialogue in law school and must master to succeed on law school exams, and it serves as the foundation for oral and written communication in all areas of legal practice. You will preview the experience of law school and be introduced to strategies for student success on the pre-law and law school levels.  

Academic Coursework and Activities

• hone your critical thinking skills as you work on a client-based legal problem and communicate your analysis of how the law applies to the client’s problem in a clear, concise written form.
  
• develop teamwork and collaboration skills by working in groups inside and outside of class.
• argue your case in a moot court.
• learn practical perspectives on future careers in the law and insight into how the legal system operates.
• understand the unique ways that lawyers communicate with other lawyers, clients, and judges.
• take a field trip. Field trips may include: a visit to a law firm or legal clinic to meet with practice lawyers, the Federal Courthouse, or the Northwestern University Pritzker School of Law.

“I really enjoyed getting to learn some law school information early to help my discovery of the law, and I loved meeting people who also liked to learn and brought their fun perspectives and experiences from all over the world!” -2024 CPP Participant 

Instructor Biography

Maurine Berens is a Clinical Associate Professor of Law at Northwestern University Pritzker School of Law. She has been a professor for fifteen years. Professor Berens worked as a Cook County Public Defender and as a senior attorney at a legal services agency advising low to moderate income families. She is a graduate of Second City Improv Conservatory and Annoyance Theater, is a certified mediator and is a continuously aspiring musician.  

Defense Against the Dark Arts: The Psychology of Narcissism, Machiavellianism, and Psychopathy

Instructor: Dr. Matt Pryor
Program Dates: July 21 – August 1, M-F
Time: 9:15 AM – 12:15 PM CST

Course Description  

This course explores individual differences in personality that explain human behavior such as emotional intelligence and the dark triad (narcissism, Machiavellianism, and psychopathy). Few people would desire or express such traits however they are often seen in several aspects of day-to-day life as well as in the political arena. The Dark triad have also been associated with authoritarianism, anti-immigrant sentiment, and limiting the rights of marginalized groups.

This course enables participants to spot the signs, learn the pattens of behavior and look for areas where the Dark Triad is a common feature. We will particularly focus on political candidates and the electorate itself. We will identify the Dark Triad-learn how to spot manipulators-deal with bullying behaviors and cope with narcissism. We will also learn and understand personality traits and the powerful effects of Emotional Intelligence. And finally, we will understand those areas and aspects of electoral politics where the Dark Triad is often seen.

Academic Coursework and Activities

In this course, you will: 

• Understand narcissism, Machiavellianism, and psychopathy
• Demonstrate an in-depth knowledge of the established theories, as well as historical and contemporary perspectives in personality psychology and individual differences
• Reflect on and critically evaluate historical and conceptual issues underlying the fields of personality psychology and individual differences
• Compare and contrast the competing theories and empirical perspectives in the study of personality psychology and individual differences.
• Communicate effectively in oral and written language.
• Clearly present and defend an evidence-based argument.
• Develop skills in consuming and critically evaluating research and measurement methods that can be applied to topics beyond the scope of the course.

This course will include brief lectures on The Dark Triad, discussion of readings, peer editing of students’ writing, and in-class writing. There will also be a component where we collect and analyze original data pertaining to class readings and topics. Students will present findings and practice the skills needed to understand social science research conducted at the university level.

Instructor Biography 

Dr. Matt Pryor, Assistant Professor/Director of the Honors Program - Political Science, has a Ph.D.in Political Science. He holds an M.A. in Political Science from the University of Chicago, a B.A. in Secondary Education Social Studies, and a M.Ed. in Curriculum and Instruction from Arizona State University. His current teaching and research interests include political institutions, political behavior, personality and attitude formation, identity politics and health politics.

He came to Illinois from Arizona for graduate school but has lived here for over a decade now. He is married and has lots of cats but no kids. Previously, he was an AP US History, and AP Government teacher, and also coached football, softball, and track and field.

He loves music! Favorite bands include the Grateful Dead, Radiohead, Wilco, Black Keys, Pearl Jam, Nirvana, Jack White, Foo Fighters, Tribe Called Quest, The Roots. etc. etc. His favorite movies: Lawrence of Arabia, The Big Lebowski, Oceans 11, 12 and 13, Devil Wears Prada, Apocalypse Now, Crazy Rich Asians, Bridesmaids.

So You Want To Build a Robot? Mechatronics and Electromechanical Design

Instructor: Delan Hao
Course Consultant: Nicholas Marchuk   
Program Dates: August 4 – 15, M-F
Time: 2:00 PM – 5:00 PM CST

Course Description  

Robotics is no rocket science; it’s a multidisciplinary challenge requiring knowledge in vast diverse fields involving electronics, mechanics, programming, and control systems engineering. In this course, we will be combining all these disciplines together to learn everything we need to build a prototype autonomous mobile robot. Students will then compete with one another to see whose robot can complete a task the fastest. You will design your robot in CAD and rapid prototype it using both 3D printed and laser cut components. You will be creating your own electrical subsystems, working directly solder and test them to integrate with a microcontroller. We will then be using these microcontrollers to read sensors and control actuators to program your robot to successfully complete a task. As you test, debug, and iterate on your robot design, you will be exposed to many different mechatronic related fields, using this accumulated knowledge to engage in a dramatic bracket style competition with your classmates!

Academic Coursework and Activities

By the end of this course, you will: 

• use computer aided design to simulate parts, and rapid prototyping tools to produce them.
• breadboard circuits to read sensors and control actuators, and solder them into permanent designs.
• program algorithms in C and python to control your robot.
• learn the iterative process of robot design. 
• understand the need for proper documentation in a complex engineering project.
• attend a potential field trip. Previous field trips include a tour of the Northwestern Center for Robotics and Biosystems.

This course will include brief lectures, readings, tutorials, discussions, and a wide array of hands-on lab sessions, based on Northwestern's "Lab in a Backpack" methodology. 

This is a course in the field of mechatronics, or electromechanical design, containing: 

• computer aided design and rapid prototyping. 
• electronics design and prototyping.
• microcontroller programming in C and python.
• version control with git. 

"If I were telling a friend about my seminar, I would say that Northwestern is dedicated to providing a high-quality learning experience." -2024 CPP Participant

Instructor Biographies 

Lead Instructor: Delan Hao is a PhD candidate in the Biomedical Engineering Department at Northwestern University. Delan is a part of the functional optical imaging laboratory under Professor Hao Zhang with a research focus on optimizing methods for single-molecule localization microscopy. In addition to his optical research, Delan is interested in engineering education and is an Associate of Northwestern’s Center for the Integration of Research, Testing, and Learning (CIRTL).

Course Consultant: Nick Marchuk is a senior lecturer in Mechanical Engineering at Northwestern University. Nick runs the Mechatronics Design Lab, and teaches a variety of classes in electronics, programming, mechatronics, and design. Nick is the cocreator of the nScope, a portable electronics lab tool that enables students to learn electronics with hands on, design driven experiences. 

Uncovering Mysteries of the Mind: Psychological Research Methods

Instructor: Josie Holohan
Course Consultant: Dr. Ben Gorvine
Program Dates: August 4-15, M-F
Time: 9:15 AM – 12:15 PM CST

Course Description  

The magic number 7. The bystander effect. The placebo effect. These are all phenomena that have been discovered by psychologists. How were they discovered? By using psychological research methods to find, analyze and interpret information to answer questions and make discoveries about the world. In this class, you will learn about the core principles involved in research methods. You will learn about different types of methods that span across different areas of psychological studies. You will also be able to get experience with these methods by finding ways to answer your own questions about psychological phenomena and behavioral responses to different circumstances.

In this course, you will: 

• work in small groups to develop a research project about a unique topic you have interest in and build a research question
• engage with research articles on related topics and learn how to unpack and understand the findings
• receive feedback on all steps of the research process from your initial research question development to your final class presentation and abstract which will include your methods and outcomes
• apply research methodology to topics associated with psychological phenomena
• effectively create research ideas associated with these interesting topics
• execute a small-scale research project firsthand to attempt to find answers to questions you have about psychological tendencies and topics
• acquire tools to engage critically a with psychological research questions critically and effectively
• apply theories about interesting topics, questions, and past research to your own mini research project

Academic Coursework and Activities

This course will include brief lectures on psychological research methods and different types of psychological research. Additionally, there will be in-class discussions of readings and lecture topics, creation of research questions associated with the topics discussed, and the development of a research project associated with a question and topic relevant in class lectures and discussions. You will read academic research articles on the topics discussed in class and will learn how to understand this type of academic writing. On every step of the research project, you will be given feedback, from the initial questions to the final presentation.

• In preparation for each class: academic readings and preparation for final project
• Beginning of each class: small lecture by instructor or guest lecturer
• Culminating activity / final project: Group presentation and abstract on research project that was developed and (possibly) executed.

Instructor Biographies

Lead Instructor: Josie Holohan is a cognitive psychologist who has received her Master’s degree in Cognitive Psychology from Northwestern University and her Bachelor’s degree in Psychology and Film Production from Grand Valley State University. She is currently a PhD candidate in the Department of Psychology at Northwestern University. Josie is a member of David Rapp’s Reading Comprehension lab. Her research focuses on exploring inaccurate information from a cognitive psychological perspective including people’s retention, memory, reliance, and use of inaccurate information in the world. Her recent research projects focus on inaccurate information portrayed in the video modality. She is interested in exploring how inaccuracies might be disseminated through the video format (including TikToks and Reels) compared to other modalities such as text and audio. She has experience being a lead instructor teaching psychological research methods to undergraduate students at Northwestern. She also has experience being a teacher assistant in a variety of courses in the Northwestern Psychology Department including classes on personality and cognitive psychology.

Course Consultant: Ben Gorvine is a Professor of Instruction in the Department of Psychology at Northwestern, where he also serves as the Associate Chair. He is a clinical and developmental psychologist, and he received his Ph.D. from the University of Michigan. His research interests center on two broad areas: (1) pedagogical research on the best practices for instruction in psychology in general, and statistics (as it is taught in psychology) more specifically; and (2) fathers and children's socio-emotional development. He also recently co-authored an undergraduate research methods textbook. He teaches a range of courses for the department, including classes on statistics, research methods, developmental psychopathology, and a recently newly developed course on the psychology of the Holocaust.

How To Get Away With Lying: Understanding Deceptive Communication

Instructor: Dr. Brady Clark 
Program Dates: August 4 – 15, M-F
Time: 9:15 AM – 12:15 PM CST

Course Description  

Ideal uses of language involve cooperation, honesty, and trust. Real-world communication isn't like this at all. We often use language to lie, mislead, insinuate, and manipulate. In this seminar, you will examine communication in our non-ideal world. Your focus will be several forms of deceptive communication (lying, misleading, and "B.S."ing) in a range of settings with a special focus on deception in political speech (both how to expose it and how to resist it). Among other case studies, we will examine Donald Trump’s use of deceptive speech, focusing on the Washington Post compilation and analysis of the more than 30,000 falsehoods that Trump produced during his presidency. Along the way, we will address the following questions: what is the survival value of deception and self-deception? What are the linguistic cues to deceptive communication? does lying necessarily involve an intention to deceive? How is perjury related to lying? Why is there so much manipulation in political speech? Has technology made that problem worse? If so, how? Together we will develop the tools and concepts you need to understand and challenge the varieties of deception that characterize human language interaction.

Academic Coursework and Activities

• Writing assignments, revision of several short papers, and in-class peer review of students’ writing.   
• There will be two brief writing assignments. The first will focus on lying and misleading, examining the linguistic difference between these two forms of verbal deception and determining if they are morally distinct. The second writing assignment will a report on the final project for the seminar, described below  
• Identify the tools and concepts needed to understand and resist the varieties of deception that characterize human language interaction.  
• Develop an understanding of several dimensions of linguistic meaning and acquired a working knowledge of several analytical tools used to investigate meaning in linguistic communication.  
• Class discussion of lying and the lying-misleading distinction. How is lying distinct from misleading? Should we worry about the distinction? Can we lie about something without asserting it?  

By the end of this course, you will:

• Examine the different forms of deceptive linguistic devices used by members of the George W. Bush administration to justify the 2003 invasion of Iraq, before, during, and after the invasion. 
• Research teams will analyze multiple instances of verbal deception and present your findings to the other seminar participants on the final day of class.    

"Now I'm more equipped to identify people speaking mistruths and not be easily manipulated." -2024 CPP Participant

Instructor Biography 

Brady Clark is a Weinberg College Adviser and Associate Professor of Instruction in the Department of Linguistics. He received a B.A. in linguistics from the University of Washington and a Ph.D. from the Department of Linguistics at Stanford University. Since joining the Northwestern University faculty in 2004, he has taught courses on syntax, meaning, historical linguistics, and the origin and evolution of language. His publications cover topics such as international meaning, the history of English syntax, the application of game theory to problems in several areas of linguistics, and theories of language evolution. Currently his primary areas of teaching and research interest are semantics and pragmatics.