DEPT OF ARTS, CULTURE, MEDIA,
UNIVERSITY OF TORONTO, SCARBOROUGH
VPAA12H3: Developing Audience, Resources, and Community
Time/Location:
Instructor:
Monday 10:00 am – 1:00 pm, HW 216 via asynchronous web-option
Claudia Sicondolfo, PhD (ABD)
(Pronouns: She/Her)
Office Hours:
Email:
AA335, Mondays 2-3 pm (first-come, first-served) *
claudia.sicondolfo@utoronto.ca (allow 48-72 hours for my response)
Teaching Assistants: Fahimeh Ghorbani, Joyce Yip, 1-2 more TBA
***Please note: scheduled office hours may need to be postponed, ended early or cancelled due
to administrative meetings, emergencies, etc. If you have an urgent request, please email me
first to confirm a date and time that we can meet.
The University’s Statement of Acknowledgement of Traditional Land:
We wish to acknowledge this land on which the University of Toronto operates. For thousands
of years it has been the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas
of the Credit. Today, this meeting place is still the home to many Indigenous people from across
Turtle Island and we are grateful to have the opportunity to work on this land.
Course Description
An introduction to the work involved in building and sustaining relationships with audiences,
funders, and community, and the vital connections between marketing, development, and
community engagement in arts and media organizations.
Rationale
This course is designed as the companion course to VPAA10: Introduction to Arts and Media
Management. While VPAA10 is intended to provide an overview of the ecology of the arts and
media sector and its systems and practices – and to offer a basic introduction to the field, the
discipline, and the Arts Management/Arts and Media Management programs at UTSC – this
VPAA12 course allows students to delve a bit more deeply into three particularly important and
interconnected areas of work in the field (and areas of study in the discipline): (1)
fundraising/resource development, (2) marketing/audience development, and (3) community
development and engagement.
Learning Outcomes
Upon successful completion of this course, students will be able to demonstrate an
understanding of:
● the relationship between the artistic ambition of an arts organization and the
resources required to achieve it.
● the similarities within and differences between fundraising, marketing, and
community engagement.
● a range of revenue development-related issues in arts management including: the
steps involved in planning for, organizing, managing, directing, controlling and
VPAA12H3 S LEC01 – Syllabus Winter 2023
evaluating an arts organization’s development efforts; concepts and theories involved
in development strategies and management; and the effect of development strategies
on both the management and artistic sides of an organization.
● a range fundraising strategies and theories, including the importance of developing
strong member, donor, funder, and sponsor relationships.
● topics related to the importance of the marketing function to a Canadian arts or
media organization including: how marketing informs and influences arts and
media management, particularly fundraising, sponsorship, special events management
and media relations; major marketing concepts, key strategic tools, and their practical
application; the “four Ps” of the conventional marketing mix; how conventional
marketing wisdom does, and does not, apply to the cultural sector; and internal and
external factors affecting the marketing function in the arts.
● how relationships between cultural sector programming and marketing influence
pricing strategies and promotional tools used in the cultural sector.
● key theories, philosophies, and models of arts-based community engagement to
reflect on the various ways arts organizations use the arts to engage and foster
community.
and have the knowledge and skills necessary to:
● discuss issues of immediate practical import to arts and media managers.
● apply the principles and theories discussed in class in real-world circumstances.
● identify and define the steps in the resource development process, including the
roles and responsibilities of different stakeholders.
● identify appropriate funding opportunities.
● demonstrate a basic understanding of the considerations involved in grant writing.
● analyze the marketing activities and challenges of cultural organizations.
● analyze an artistic product, service or program and its potential market, using
appropriate arts marketing concepts; and identify strong and appropriate promotional
materials.
● define “community” and “communities” within both socio-cultural and arts
management contexts.
● explore the connections and conflicts between community and the marketing and
fundraising-related work of arts and media organizations.
● situate the work of community arts organizations within the larger arts and media
ecosystem.
● explore ethnographic and participatory knowledge-making practices related to
youth and contemporary Indigenous communities.
● manage discussion using strong interpersonal communication and oral skills.
● integrate the knowledge, skills and abilities acquired from this course and apply theory
and research results to an organization’s processes via a case study.
Required Course Materials
Course information, course readings, additional material and resources, and announcements
will be handed out in class and/or be made available on the course Quercus Portal.
Required tools: You will also need a subscription to Top Hat, which we will use to help assess
your comprehension of readings and topics, and to identify emerging interests, through in-class
participation opportunities. See detailed instructions below to set you your mandatory Top Hat
VPAA12H3 S LEC01 – Syllabus Winter 2023
subscription. Note: you only need one annual subscription for Top Hat, no matter how many
courses you take at U of T.
Top Hat Instructions: We will be using Top Hat (www.tophat.com) for in-class participation
and assessments. If you already have a Top Hat account, click on this course link: Developing
Audience, Resources, and Community to be taken directly to our course. If you are new to Top
Hat:
• Go to https://app.tophat.com/register/student
• Click "Search by school" and input the name of your school
• Search for our course with the following join code: 613189
Should you require assistance with Top Hat at any time please contact their Support Team
directly by way of email (support@tophat.com), the in-app support button, or by calling 1-888-
663-5491. Specific user information may be required by their technical support team when
troubleshooting issues. Next to the option of purchasing your subscription online with a credit
card, you can also redeem a bookstore code if you decide to purchase your subscription
through the campus bookstore.
Assignments
Assignment Name and Description Weight Due Date
Midterm Exam (In-Class)
An in-class midterm exam will ask you to develop a resource
development plan for a mock arts organization. You will have
a choice between 3 scenarios. You will be asked to pull
together a plan that considers lessons learned from Weeks
2-5. You will have 2 hours to write your midterm within a 24-
hour window (Feb 13)
10%
Week 6 – Feb
13
Contribution to Learning (participation through Top Hat
and/or quercus discussion boards)
10% of your participation mark comes through the 10
weekly Top Hat quizzes (it doesn’t matter if you get the
answers right; just participate). 5% comes from contribution
to discussion boards. You are expected to post a minimum of
3 posts to receive this 5%. You can post more than 3, and
are in fact, encouraged to.
** NOTE 1: A bonus mark of 2% is available to students who
volunteer to be note-takers for the class quercus (10 weeks
of uploading your notes), and another 2% for those who are
accepted into the note-taker program at the U of T
AccessAbility Office per online instructions:
https://www.utsc.utoronto.ca/~ability/involved_notetaker.html.
**NOTE 2: This course is signed up as a CTL Collaborating
Course. If you are completing an RWE 1-month program
please let me know and you will receive a 2% bonus. If you
15%
Ongoing
VPAA12H3 S LEC01 – Syllabus Winter 2023
complete your Academic English Health Check (AEHC)
through the CTL, you will receive a bonus 1%.
Group Assignment
You will be placed into a group made up of 6-8 students and
you will be assigned one of the themes of the course. As a
group, you will decide on a case study to present on based
on a provided list from your professor. You will upload a 5-
minute video to Quercus within your assigned group
submission portal. One week later, you will be required to
submit a 300-word personal and individual reflection of the
assignment. Full assignment guidelines and rubrics will be
provided by the third week of class.
15% total
(10% group)
(5% indv)
Feb 6
March 6
March 20
Original Research: “All but the research paper”
Students will choose one arts or media arts organization, OR
funding program, OR development opportunity, OR arts
marketing opportunity/event, OR fundraising event. This
OBJECT/ITEM/TOPIC will act as your case study across the
three original research components assigned below will
Topic and Research Questions (5%): You will introduce
your topic and identify how it relates to the course. You will
also identify 3-5 research questions you aim to address in
relation to your case study/object. We will review what some
questions might look like in class when we overview the
assignment guidelines. One, or a combination of these
questions, will end up becoming your thesis which you will
continue to workshop in the subsequent components.
Initial literature review and reflection (10%): You will
provide 250-300-word reflection using two relevant
academic articles to analyse your chosen case study. Your
reflection should identify what kinds of realizations you have
made in relation to your initial questions and if those sets of
questions may have change over the last month. You will
also identify what kind of research is missing that you still
need to locate.
Thesis and Annotated Bibliography (20%): You will
provide an overarching thesis that you have eventually
settled upon over the course of the two previous
assignments and in relation to your accumulated research.
You will address this thesis statement in all of your entries for
your annoted bibliography while will require (at minimum) 5
academic sources and 2 public-facing sources. Each
entry will be made up of a 250-word entry that explains why
you chose this entry, how it relates/responds/helped to
35%
(total over 3
components)
Component 1
due January
30.
Component 2
due February
27.
Component 3
due March 27.
VPAA12H3 S LEC01 – Syllabus Winter 2023
inform your thesis/and what you learned from it/this is
relevant.
Final Examination
As with your in-class midterm exam, you will have final exam
2 hours to write your exam within a 24-hour window (by a
date chosen by the registrar). The exam will be made up of
multiple choice, short answer, and long answer questions.
25%
Exam Period,
Scheduled by
Registrar
Course Policies
Readings: Please come to class having read the required readings for the week, unless
otherwise specified. There may be specific weeks, for example, where I will require you to read
the assigned readings following the class. Readings for this course are chosen for their ability to
give context and add to the students’ foundational and overall understanding of the concepts
that are discussed in class.
Work Submission/Lateness Policy: Assignments are due by 11:59 on the deadline date
(unless otherwise noted on the assignment outline). Submissions received any time after this
are considered late. Late penalties shall be instituted at a 5% grade reduction each day
following due date submission.
Extensions can be granted. Any student seeking an extension (not beyond 5 business days)
must submit a request to the professor, which will include a proposal for a new deadline 5
days in advance of the original deadline. Other (truly exceptional) circumstances may be
considered after the fact, at the instructor’s discretion.
Email Policy: Students are encouraged to contact me with questions and concerns about the
class after they review the syllabus and do not find any answers there. I am happy to discuss
assignments and to brainstorm ideas, though I ask that e-mail be used to set up appointments
for lengthier conversations. I will try to reply to e-mails promptly, however please allow 72
hours (3 Business days) for a response. This means last minute assignment needs may not
be accommodated.
Cell Phones: Cell phones are to be muted during class. Please use our breaks to catch up on
your messages.
Voice Recorders: Recordings are not permitted to be made of any aspect of this course
without explicit permission. Recording without permission is a breach of the professor’s
copyright. Should there be a specific need to record a class, please speak with the instructor in
advance.
Masking: The University of Toronto’s mask mandate has been paused as of July 1, 2022, and
is subject to change in accordance with public health guidelines. As of Dec 1, 2022, the
University has issues a STRONG RECOMMENDATION to mask within all learning settings
VPAA12H3 S LEC01 – Syllabus Winter 2023
across all 3 U of T campuses. In this class, I will ask you—and strongly encourage us all—as
members of the UTSC community, to mask if you are able to. We cannot provide an equitable
and just atmosphere for learning if we are not protecting one another by masking. Masking has
been proved to be a safe, effective, and affordable method to reduce community transmission
and it is an act of community care. I encourage you to mask to help protect those of us with
compromised immune systems, those of us with family members unable to mask or to get
vaccinated, those of us who not wish to transmit the virus to others, and those of us who want to
avoid re/infection. As I encourage you all too practice with care in this classroom, I remind us all,
again, masking is an act of community care and, and to wear a mask if you are able to.
Academic Honesty: "The University treats cases of cheating and plagiarism very seriously. The
University of Toronto’s Code of Behaviour on Academic Matters, 2019
(http://www.governingcouncil. utoronto.ca/policies/behaveac.htm) outlines the behaviours that
constitute academic dishonesty and the processes for addressing academic offences. Potential
offences in papers and assignments include using someone else’s ideas or words without
appropriate acknowledgement, submitting your own work in more than one course without the
permission of the instructor, making up sources or facts, obtaining or providing unauthorized
assistance on any assignment. On tests and exams cheating includes using or possessing
unauthorized aids, looking at someone else’s answers during an exam or test, misrepresenting
your identity, or falsifying or altering any documentation required by the University, including
(but not limited to) doctor’s notes."
If a student has questions or concerns about what constitutes appropriate academic behaviour
or appropriate research and citation methods, this student is expected to seek out additional
information on academic integrity from the instructor or from other institutional resources.
Last Date to Drop a Course: Students may add courses or drop courses without academic
penalty through ACORN up to the dates stated in the Academic Dates. The deadlines for adding
or dropping courses are strictly applied. The deadlines for adding or dropping courses are
strictly applied. For more information and a calendar of dates, please see the UTSC Calendar
at: https://www.utsc.utoronto.ca/registrar/fall-2022-winter-2023-academic-dates.
Course Resources
In addition to these tri-campus resources, there are a number of offices at UTSC that provide
support on matters related to equity, accessibility, anti-racism, and Indigeneity on the campus.
They include:
• AccessAbility Services
"Students with diverse learning styles and needs are welcome in this course. In particular, if you
have a disability/health consideration that may require accommodations, please feel free to
approach me and/or the AccessAbility Services Office as soon as possible. AccessAbility
Services staff (located in Rm AA142, Arts and Administration Building) are available by
appointment to assess specific needs, provide referrals and arrange appropriate
accommodations 416-287-7560 or email ability.utsc@utoronto.ca. The sooner you let us know
your needs the quicker we can assist you in achieving your learning goals in this course."
**Reminder: A bonus mark of 2% is available to students who volunteer to be note-takers for the
class quercus (10 weeks of uploading your notes), and another 2% for those who are accepted
into the note-taker program at the U of T AccessAbility Office per online instructions:
https://www.utsc.utoronto.ca/~ability/involved_notetaker.html.
VPAA12H3 S LEC01 – Syllabus Winter 2023
• Equity, Diversity and Inclusion Office
The Equity, Diversity and Inclusion Office (EDIO) is a central resource for all UTSC community
members (students, staff, and faculty), providing training, programming, and engagement
initiatives related to equity, access, discrimination, and harassment. The EDIO promotes an
equitable and inclusive campus community, free from discrimination or harassment based on
age, disability, race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex,
gender expression, gender identity, sexual orientation, family status, marital status, and / or
record of offences.
The EDIO provides advice and assistance with programs relevant to inclusion, cultural diversity
and religious accommodation; responds to concerns, resolves conflicts and manages
complaints of discrimination and harassment; and consults and advises on policy matters. You
can expect confidentiality, a safe and supportive environment, a respectful and non-judgmental
approach to your concerns, and a timely response. You should contact EDIO when you need
assistance in resolving an issue that involves equity, discrimination or harassment; you want to
become involved in making UTSC a more equitable and inclusive space for everyone; and you
have questions or concerns about university policy on equity or diversity issues.
• Office of Indigenous Initiatives
The Office of Indigenous Initiatives at UTSC is located within the EDIO and includes supports
for
programming, outreach, and working with the UTSC Elders and Knowledge Keepers Circle.
• UTSC Health & Wellness Centre
The UTSC Health & Wellness Centre offers convenient and confidential health, counselling and
health promotion services for all registered students at UTSC. It is a safe, accessible and
culturally responsive environment that works to optimize students’ personal, academic and
overall wellbeing. For more information see section 5.2 Students with Disabilities.
• UTSC Healthy Campus
The Healthy Campus Website is a one-stop hub for staff, faculty, librarians and students to
access mental health and wellness resources. Includes links to resources such as campus
safety, wellness related events, and trainings.
• The Centre for Teaching and Learning (CTL)
CTL programs and services include:
• Writing support and English language development support - appointments, workshops, peer
groups, online resources and more;
• Facilitated study groups - weekly study sessions for specific courses;
• Experiential learning - opportunities for students to deepen their understanding of their
academic discipline and gain hands-on experience and guidance for instructors on integrating
experiential learning into courses;
Religious Observances: Students at UTSC hold a wide range of religious beliefs. In
accordance with the University Policy on Scheduling of Classes and Examinations and Other
Accommodations for Religious Observances (June 2005) reasonable accommodation must be
arranged for students who observe religious holy days other than those already accommodated
by ordinary scheduling and statutory holidays.
VPAA12H3 S LEC01 – Syllabus Winter 2023
Accommodations for term work in a course are the responsibility of the instructor. If the date of a
final examination falls on a holy day observed by a student, the student should consult with
Registrar’s Office as soon as possible.
Schedule
The topics of discussion, their order and length of time spent on each may vary depending on
the interests and the needs of the students, the availability of guest lecturers, and world events
occurring in arts and media management-related areas; the following schedule is therefore
offered as a tentative outline. Changes to this schedule will be recorded, with as much notice as
possible, on the course Quercus site.
Week 1: January 9, 2023 – Introductions, review course syllabus and expectations;
Introduction to the three overarching course concepts.
In-class screening: An assortment of Film Festival and Gallery Exhibit trailers.
Required Reading/Playlist: Read about the 2022 AGO Exhibition, I Am Here and listen to the
exhibition’s “official” playlist. Both found here: https://ago.ca/exhibitions/i-am-here-home-movies-
and-everyday-masterpieces.
Week 2: January 16, 2023 – Developing Audience, Resources, and Community within
Canadian Cultural Policy Contexts
Topics to Cover and Key Terms: Making connections between A10-A12; Relationships between
cultural policy and audience, resource, and community development in Canadian cultural arts
contexts; Overview of key influencers (stakeholders and terms) as applied to arts and media
arts development
Visit by Paulina Rousseau, Arts Management Resource Librarian (30 min)
Required reading:
• Thompson, Cheryl and Miranda Campbell. (2022). “Introduction” in Creative Industries in
Canada. Toronto: Canadian Scholars. (14 pages)
Please spend time browsing:
• Dewing, Michael. (2010). Federal Government Policy on Arts and Culture. Ottawa:
Library of Parliament. Publication No. 2008-41E (13 pages).
https://publications.gc.ca/site/archivee-
archived.html?url=https://publications.gc.ca/collections/collection_2016/bdp-
lop/bp/YM32-2-2008-41-1-eng.pdf.
Week 3: January 23, 2023 – Resource Development (1 of 2): Public Funding and Grant
Writing
Topics to Cover and Key Terms: Public arts funding; Overview of tri-governmental granting
structure; Canadian funding model landscapes; “mixed” and/or “balanced” funding models;
distribution of public, private, and earned revenue; Massy Commission (1951); (de)colonial
funding models; economic vs. cultural “value”; defining and attributing artistic “value”
VPAA12H3 S LEC01 – Syllabus Winter 2023
Required reading:
• Wilhelm, Kelly. (2019). “A Balancing Act: Supporting the Arts in Canada.” The
Philanthropist. (5 pages, online) https://thephilanthropist.ca/2019/05/a-balancing-act-
supporting-the-arts-in-canada/.
• Thorsby, David (2010). “The Scope of Cultural Policy – Section 3. Value and Valuation.”
The Economics of Cultural Policy.” 17-22 (6 pages)
Optional Reading:
• Marisol J. D'Andrea (2017). “Symbolic Power: Impact of Government Priorities for Arts
Funding in Canada.” The Journal of Arts Management, Law, and Society, 47:4, 245-258.
(12 pages).
Please spend time browsing:
• Canada Council for the Arts (2018). “2021-2022 Annual Report.” Ottawa, ON.
https://canadacouncil.ca/about/governance/corporate-reports.
• “Granting bodies for the Arts,” UTSC Granting Bodies Toolkit and Funds Guide:
https://guides.library.utoronto.ca/c.php?g=469580&p=5139802
Week 4: January 30, 2023 – Resource Development (2 of 2): Private funding, fundraising,
and for-profit financing
Topics to cover and Key Terms: Introduction to fundraising; Fundraising resources;
Philanthropic ecologies in Canada; revenue models; psychologies of philanthropy; Foundations
for building fundraising strategies; Volunteer involvement and managing the fundraising
process; Tax credit incentives
Guest Lecture by Dr. Mary Elizabeth Luka
**COMPONENT 1 of your Original Research Assignment due: Topic and Research
Question.**
Required reading:
• Houston, Sandy. “Setting the Stage: A New Series on the Public Value of Arts and
Culture in Canada.” Metcalf Foundation. April 29, 2019 (online, 4 pages)
• Trent, Michael. “A Leading Role: How Philanthropy Can Support Arts and Culture in
Canada.” Metcalf Foundation. November 11, 2019 (online, 4 pages)
• Sandals, Leah. “Hard Lessons from the AGO's Kusama Crowdfunding Problems.
Canadian Art.” Canadian Art. https://canadianart.ca/features/hard-lessons-from-the-
agos-kusama-crowdfunding-problems/. Dec 6, 2018. (online, 7 pages)
• TBC Reading assigned by Dr. Luka
In-Class Screening:
• “AGO’s fundraiser for Yayoi Kusama Infinity Room ends today.” CBC News. Nov 30,
2018. https://www.youtube.com/watch?v=mD1yPIRy25o
Week 5: February 6, 2023 – Case study 1 (Resource Development): Film Festivals as
Incubators
(Potential Guest Lecture: TBC)
**Group Presentations Due for RESOURCE DEVELOPMENT GROUPS (13 groups)**
VPAA12H3 S LEC01 – Syllabus Winter 2023
Required Reading:
• Manori Ravindran, “The Risks and Rewards of International Pitch Forums.”
Documentary Magazine. January 17, 2017. https://www.documentary.org/feature/risks-
and-rewards-international-pitch-forums
• Marc Glassman, “Hot Docs at 26: Brilliant Business, As Usual.” Documentary Magazine,
May 22, 2019. https://www.documentary.org/online-feature/hot-docs-26-brilliant-
business-usual.
In-Class Screening:
• Select pitches from RIDM’s “Cuban Hat Pitch” sessions (found online)
• Hot Docs’ Forum pitch trailers
Week 6: February 13, 2023 – Midterm (In-class examination).
>>> Reading Week!! — February 20, 2020 — Reading Week (No class) <<<<
Week 7: February 27, 2023 – Marketing and Audience Development (1 of 2): The Basics
Topics to cover and Key Terms: Defining Marketing, Marketing Strategies and Arts-Based
Marketing; Branding; Targeting; Segmentation; Positioning; The 4 Ps; Trends; Demographics;
Consumers vs. Audiences; Market research; media relations; publicity, public relations;
advertising; viral marketing; digital and social media (SEO’s), community relationships; the
marketing plan (To note: Some of these topics will carry over to Week 8)
Guest Lecture by Prof. Sherri Helwig
**MASKS WILL BE REQUIRED FOR IN PERSON ATTENDANCE FOR THIS CLASS**
**COMPONENT 2 of your Original Research Assignment due: Initial literature review and
reflection.**
Required Reading:
• Alli Houseworth, A. (2017). “Introduction and Chapter One: Understanding Where We
Are,” in The Experts' Guide to Marketing the Arts. Third Edition, 15-25 (10 pages).
• Botti, S. (2000). “What Role for Marketing in the Arts? An Analysis of Arts Consumption
and Artistic Value.” International Journal of Arts Management, 2:3: 14-27 (13 pages)

Case Study 2 (Marketing and Audience Development):
Harlow, B. and Heywood, T. (2015). [Snippet From] Getting Past "It's Not for People Like Us":
Pacific Northwest Ballet Builds a Following with Teens and Young Adults. Wallace Foundation.
https://www.wallacefoundation.org/knowledge-center/Documents/Getting-Past-Its-Not-For-People-
Like-Us.pdf. [multiple pages, will overview in class].
Week 8: March 6, 2023 – Marketing and Audience Development (2 of 2): Arts marketing in
action
Topics to cover and Key Terms: Marketing Strategies and Arts-Based Marketing; Branding cont;
Historical Arts Marketing + Re-defining Arts Marketing; co-creation; developmental paradigm
shifts; audience engagement vs. promotion
Visit by Manaal Houssain, ACM Program Manager (30 min)
VPAA12H3 S LEC01 – Syllabus Winter 2023
Required Reading:
• Walmsley, B. (2019). “Chapter 6: From Consumption to Enrichment: The Long Slow
Death of Arts Marketing.” Audience Engagement in the Performing Arts: A Critical
Analysis. pp. 141-163 (22 pages).
**Group Presentations Due for MARKETING AND AUDIENCE DEVELOPMENT GROUPS
(13 groups)**
Week 9: March 13, 2023 – Community Development and Engagement (1 of 2): From
“outreach” toward community-engaged arts
Readings and screenings TBC
Week 10: March 20, 2023 – Community Development and -Engagement (2 of 2):
Community-engaged arts in action
**Group Presentations Due for COMMUNITY DEVELOPMENT AND ENGAGEMENT(13
groups)**
Readings and screenings TBC
Week 11: March 27, 2023 – Case Study 3 (Community Engagement): Big Dreams, Little
Budgets
Topics to cover and Key Terms: Comparison of small, medium, and large cultural organizations
audience and resource development strategies.
**COMPONENT 3 of your Original Research Assignment due: Thesis and Annotated
Bibliography.**
Readings and screenings TBC
Week 12: April 3, 2023 – Understanding Connections: Course wrap-up and review
Readings and screenings TBC