Ca' Foscari - Harvard Summer School

Now in its 13th year of the programme, the Ca’ Foscari – Harvard Summer School is a unique, unprecedented joint partnershp between two universities passionate about providing students with an international education of excellence. The programme is interdisciplinary and multi-disciplinary, offering courses taught by professors from both Ca' Foscari and Harvard to 120 students rigorously selected from both institutions.

In addition to providing a stimulating and challenging intercultural study environment over the summer, the CFHSS also gives its participants the opportunity to take part in extra-curricular activities in various locations around Venice and its surroundings, allowing students and professors alike to learn, interact, adventure and grow alongside their peers/colleagues from across the Atlantic.

Students enrol in two classes from a range of courses in Social Sciences, Environmental Sciences, Math, and the Humanities, and credits (6 ECTS per course) are recognised at both Universities.


Winner of the CFHSS Creative Experience Competition, 2016

2018 Programme

Dates: 18 June - 9 August, 2018 (6 weeks of lessons + 2 weeks activities/evaluation)

Regular Courses

Economics

International Business Law

Fabrizio Marrella

Classroom & Schedule: TBC

Course description
In today's global village, business decisions are no longer local. Even the smallest company may engage in transactions that have international legal implications. As the world gets smaller the ability to access foreign markets grows ever wider. Companies may seek new sources of supply overseas, sales may cross national borders to customers located abroad, joint ventures and other forms of direct investment in a foreign country abound. Resolving disputes arising from such operations may lead to multistate litigation and/or to arbitration. Many legal systems may become relevant in arbitration including transnational principles (such as the Unidroit Principles) or the Lex mercatoria, expressions of the on-going process of formation of a global law for international commercial contracts. This course is designed to introduce students to the problems affecting cross-border transactions from a legal standpoint. International Private and Public Law aspects of business transactions will be examined. We will examine the legal framework of international commerce pointing out the potential constraints posed by multiple sources of law, cultures, ideologies, currencies, and government policies to effective international business negotiations.

Prerequisites: none

Job Discrimination and the Gender Pay Gap

Matija Kovacic

Classroom: 0E

Course description
Gender equality is not just about economic empowerment. It is a moral imperative, it is about fairness and equity, and includes many political, social and cultural dimensions. In the aftermath of the Great Recession, there is now an urgent need to focus on the economic case and on how changes in the labor market might provide better economic opportunities for both men and women. In this course we will study a wide range of economic issues faced by women, and examine how these issues have changed over the course of the 20th century in Europe and in the USA. We will learn and use the tools of microeconomic analysis to understand how economists model women's economic decision‐making, and to gain insight into how microeconomic theory can explain some of the changes faced by women. The course will be comprised of lectures and student‐led discussions.

Prerequisites:Econ S-10ab or equivalent is highly recommended.

Dispute Resolution

Marco Licalzi

Classroom: 0F

Course description
The purpose of this course is to provide students with a sound understanding of the main theories underlying the search for equity or fairness in a dispute. This knowledge is used to set up and solve typical negotiation or bargaining problems arising in business and economics. The necessary skills are developed by working out common applications and examples in typical setups. The examples range from the Bible to Wall Street, and are often inspired by the news. The target audience includes any undergraduate student with a serious interest about negotiation, bargaining, fair division, and equity. The course has a theoretical bent, and
tries to balance case studies and formal arguments.

Prerequisites: You are expected to have completed one year of college mathematics, or otherwise being able to differentiate elementary functions, compute the expected value of a random variable, and solve small systems of linear equations (Econ S-10a or equivalent; Math S-1a or equivalent). Some previous exposure to worksheets and basic game-theoretic reasoning is helpful. (If you know what Excel and a Prisoners' Dilemma are, you should be fine.)

Redeeming Keynes

Steve Marglin

Classroom & Schedule: TBC

Course description
This course explores the birth, death, and resurrection of The General Theory of Employment, Interest and Money from the Great Depression (1929-1939) to the Great Recession (2008-?). A major goal is to lay out a coherent argument that, for all its theoretical innovation, The General Theory did not deliver: the argument why a market system, even an idealized system with all of the warts removed, may fail to provide jobs for willing workers. In the process we will examine the orthodoxy that Keynes attacked and that resurfaced in the 1960s and '70s; the key concepts underlying the models implicit in The General Theory; and the attempts of the "Keynesian" mainstream to make peace with both Keynes and orthodoxy. We will also explore the applicability of The General Theory to the long run. A final section will view the present economic difficulties through a Keynesian lens.

Prerequisites: introductory economics (at the level of Economics 10 or US & W 17 for Harvard students; for Ca' Foscari students a good command of Economia Politica (Principles of Economics), Politica Economica (Economic policy)); a year of college calculus allowing students to understand mathematical notation and concepts (derivatives, maximization, etc) even though mathematics will be used very sparingly.

Organizational Theory and Design: how to design a company of strangers

Andrea Pontiggia

Classroom: 0F

Course description
We spend a large part of our life in several different types of organizations. Some organization theorists state that organizational identity is [or structures are] a collective result of personal interactions, strongly affected by cultural and cognitive differences. It seems almost impossible to design organizational structures because they emerge naturally as a collective set of shared beliefs. It follows that a “company of strangers” is an indefinite product, an amalgam of experiences, beliefs, cultural values and personal attitudes. This course explains why organizational forms can or must be designed, how to use organizational rationality to structure activities and processes, how to get the most from our competences and skills following design methods, and how it is possible to deal with individual and collective intentions and goals. Members of a “company” are still strangers and their individual efforts and aspirations can be connected through a common design process. The art of conceiving of and producing a design plan is presented, using the experiences of international firms and new management practices.

Prerequisites: none

Mathematics

Math 1b

Robin Gottlieb / Brendan Kelly

Classroom & Schedule: TBC

Course description
The language of mathematics has evolved over time, but Galileo's famous statement that, "the book of the universe is written in the language of mathematics," is as true today as it was then. In this course, students deepen their foundation in modern mathematics and learn more about mathematical applications in other disciplines. The course focuses on three related topics which together form a central part of the language of modern science: applications and methods of integration, infinite series and the representation of functions by power series, and differential equations, with an emphasis on modeling and qualitative analysis. The material introduced in this course has applications in physics, chemistry, biology, environmental science, astronomy, economics, and statistics. NB: This course will be held over 8 weeks.

Prerequisites: Students are expected to be familiar with trigonometry, inverse trig, exponentials, and logarithms, and have a basic understanding of elementary calculus, including the notion of a derivative, differentiation using the product, quotient, and chain rules, and definite and indefinite integrals.

NB: Successful Ca' Foscari applicants will have the possibility of participating in a brief trigonometry refresh course prior to the beginning of the programme. More information available soon.

Environmental Science

The Earth's Climate: past, present and future

Carlo Barbante

Classroom & Schedule: TBC

Course description
This course deals with past present and future climate changes as evinced from the most recent studies on palaeoclimate archives, such as marine sediments and ice cores. The techniques available for the study of climate will be carefully reviewed and the most recent results will be presented. Climate changes involve multiple interactions among different components of the climate system, such as the atmosphere, the ocean, the earth, the biosphere and the ice sheet. One way to make sense of this complex system is to understand the inherent rate at which each of its components respond both to the primary causes of climate change and as part of a web of interactions within the system. Testing of hypothesis by means of climate models strongly supports the experimental data presented in the course.

Prerequisites: none

Humanities

American Literary Expatriates in Europe

Glenda Carpio

Classroom & Schedule: TBC

Course description 
This course explores the fiction and travel literature produced by American writers living in Europe, from Henry James to the present. In the course of this period the relationship between old to new world continuously evolves. While Europe becomes the battlefield for two bloody World Wars as well as a museum of the past, the United States assumes a dominant role on the world stage. At the same time, America also betrays key fundamental ideals as it seeks to extend its sphere of influence. American writers living and traveling in Europe reflect on these shifts and changes while also exploring the complex set of contradictions that expatriate life reveals. For African American writers, for instance, Europe represents both a site of liberation from the oppression of American color codes and also an area of the world where they are often exoticized. We focus on American literature set in Europe with readings that include but are not limited to essays, travelogues, poems, novellas, novels, and short stories. 

Prerequisites: none

The Ethics of Identity

Jay Harris

Classroom & Schedule: TBC

Course description 
Personal identity is, to say the least,a slippery concept. Yet insofar it constitutes whoand what we are—whether it is explicitly acknowledged or not—identity has deep ethical and political implications, and “identity politics” is one of the most significant contemporary dimensions in political and social thought. This class, which is structured around Anthony Appiah’s 2005 book The Ethics of Identity, delves into the ethical, social, and political questions around identity. Each section of the book will be complemented by readings that put the issue in a larger context.These textsinclude a few of the foundational philosophical works for contemporary debates around identity, contemporary philosophical analyses of the underlying issues, and critiques of the discussion of identity as understood by philosophers like Appiah. The purpose of the course is not to try to answer the questions, but to have a rich and open discussion of the issues, and help shapea richer and more nuanced private and public deliberation on identity and ethics beyond the classroom.

Prerequisites: none

Venetian Art and the Bible

Gordon Teskey

Classroom & Schedule: TBC

Course description
William Blake called the Bible “the great code of art.” Nowhere was this statement truer than in the famous Italian centers of art, Rome, Florence, and Venice. But the biblical culture of Venice was special because of her rich contacts with the East: with Islam, with the Greek culture of the Eastern Mediterranean,and with the Holy Land itself.  The great cathedral of Venice, Saint Mark’s, is named for the city’s patron, who wrote the oldest and most venerable of the Christian gospels. The Bible provided the artists of Venice with a rich fund of subjects for painting and sculpture. This course proposes to give students an outline of the contents and structure of the Bible similar to what most people in Venice would have had during the period when its greatest art was produced. The aim is for students to be able to look at a work of Venetian art and “read” not only its biblical subject but also its biblical thinking, especially the subterranean connections between episodes.We will also consider how extra-biblical subjects—e.g., saints’ legends and episodes from the apocrypha—are themselves extensions of biblical reading. Meeting times will be about equally divided between classroom discussion and field trips to sites around Venice. Among the more important of these are Saint Mark’s cathedral, the Doge Palace, the Basilica dei Frari, the Scuola di San Rocco (with its amazing Tintorettos), the Basilica di Santi Giovanni e Paolo, the Basilica della Salute (with Titian’s biblical paintings in the sacristry), and the Accademia gallery, with its great hall containing Veronese’s gigantic and exuberant “Feast in the House of Levi” and Titian’s large but intimate“Pietà,” with its subtle biblical meanings adopted to personal expression. The course’s final class will conclude in this room, in front of these contrasting visions of the meaning of life, seen through the lens of the Bible.

Prerequisites: none

Nature

Joyce E. Chaplin

Classroom & Schedule: TBC

Course description 
It may seem that questions about human responsibility toward the natural world are new, but there are long-standing traditions within Western philosophy of arguing for ethical behavior in relation to nature, whether to benefit humans or to help non-humans. This course offers a critical and historical analysis of selected texts that identify human beings as a distinctively ethical species within the natural world, with particular attention to the emergence of normative theories that rank humans with and against other natural beings. Topics include: definitions of wilderness and property; agriculture, industrialization, and consumerism as historic transformations of humanity; social hierarchies based on perceived natural abilities; ideas of natural rights; conservation and environmentalism; and animal rights. Readings include Aristotle, Locke, Kant, Rousseau, Bentham, Malthus, Mill, Emerson, Marx, Darwin, Nietzsche, and Singer. We also examine how contemporary debates over the human place within nature have continued to cite and critique normative traditions defined in the past.

Prerequisites: none

Shakespeare's Venice: Jews, Blacks, Muslims, and Christians at the Origin of the Modern World

Shaul Bassi & Stephen Greenblatt (guest lecturer)

Classroom & Schedule: TBC

Course description 
A great early modern metropolis and a richly symbolic landscape, Venice is the setting of two seminal plays by Shakespeare, a comedy and a tragedy. The Merchant of Venice and Othello have made the Jewish moneylender Shylock and the Moor Othello the emblematic ethnic and cultural outsiders, figures who both foreshadow and challenge the modern notion of a multicultural community. This course will analyze the Shakespearean texts, read their principal sources, and chart their controversial critical and theatrical histories.  We will examine the rich cultural and literary material that informs the plays, including the representations of African, Jews and Muslims;, and their multiple resonances in different times and places, including modern adaptations in fiction and film. Our presence in Venice will be crucial to our understanding:  we will explore why the setting for these plays had to be here and not elsewhere, and we will visit Venetian sites that illuminate the Biblical, classical, and ethnographic contexts that forged Shakespeare’s notions of cultural and religious difference. 

Prerequisites: none, but a background in Shakespeare is highly advisable.

Venice and the Classical Past

Lorenzo Calvelli

Classroom & Schedule: TBC

Course description
Venice is probably the largest city in Italy that did not grow on top of a classical settlement. Venetians often supported the idea that their hometown was born from the ashes of the Roman Empire, thus remarking their political independence since the earliest stages of their history. At the same time, however, numerous objects dating to the Classical period, including both artworks and simple building materials, can be found in Venice and in the main islands of the lagoon. The course intends to explore the shifting relationship that Venice had with the Greco-Roman world, investigating in particular how classical antiquities were used and re-used in Venice itself, in the islands of the lagoon, and in the Venetian maritime empire.

Prerequisites: none; an essential understanding of Latin would be useful, but the language basics necessary to reach course requirements will be covered in class.

Applications for Ca' Foscari students will open in February 2018.

Admission Requirements (Ca' Foscari students):

To apply for the Ca' Foscari - Harvard Summer School as a Ca' Foscari student you must meet the following requirements:

  • be regularly enrolled (degree seeking) as of 31 January, 2018
  • hold a good working knowledge of English: all applicants are required to sit an assessment in the form of an interview which counts for 60% of the overall selection grade
  • have an above average academic record, counting for 40% of the total points used in the selection process

Minimum academic requirements

The CFHSS is a programme for students of excellence, and to be eligible for selection, students must therefore have a minimum grade, which makes up 40% of the total points used in the selection process.

NB: students without the minimum requirements can still apply, but will be placed in a waitlist, and considered separately by the commission.

Undergraduate students:

1st year students: 85/100 in the High School completion exam ("esame di stato / maturità") or equivalent
2nd year students: an average grade of 26/30 and the completion of 40 ECTS
3rd year students: an average grade of 26/30 and the completion of 90 ECTS

Graduate students:

1st year students: a grade of 100/110 for your Bachelor's Degree (degrees in Sciences, Economics) or 105/110 for your Bachelor's Degree (degrees in Languages and Humanities)
2nd year students: an average grade of 28/30

Please note that Harvard students, as well as all students coming from other Universities, must apply through the Harvard Summer School.


Credit recognition

All credits gained during the Ca’ Foscari – Harvard Summer School are recognised by both institutions. To receive an academic transcript from the Harvard Summer School, you will need to fill out their application form.

CFHSS courses can be included on your academic transcript at Ca' Foscari in one of three ways:

  1. Elective credits (“esami a libera scelta”)
  2. Extra credits (“esami in sovrannumero”)
  3. Substitution of obligatory – core – credits

Students will be required to fill out a recognition request (available online following selection) in which they specify how they wish the credits to be recognised, in accordance with the guidelines issued by the Head of Studies for each degree programme.

The Ca' Foscari - Harvard Summer School was established in 2006 in an unprecedented joint venture between two universities eager to develop a unique bond. The programme was to be based on the principle of an equal footing; both universities contributing equally, same number of professors and students, same requirements, same procedures of admission, a board with an equal number of members from each university directing the course of studies.

Throughout the numerous summers, one after another, this unparalleled programme has not only strengthened academic and professional bonds between the two Universities and its students, but has also formed long-lasting memories and friendships across the Atlantic. The uniqueness of the CFHSS comes from its direct cross-cultural exchange, its distinguished academic schedule supported through a rich array of activities and events, and - of course - its magical location!  

Decennial edition

“What was Venice and what is Venice? The center of an Empire, a visitable past, a modern tourist’s extravaganza? Big questions that touched the students, we are being  turned into pioneers, said one of them, pioneers in making Venetian culture new by becoming part of it. They visited San Marco at night, confronted its mosaics with those of Sant’Apollinare in Ravenna, made mosaics, and potteries, took photographs of Venetian types, went along the Brenta, roamed in the lagoon, paused in front of the Carpaccios, the Veroneses and in front of Tiepolo’s Mondo Novo. And congregated in Campo Santa Margherita,  at the end all together rooted for Italy in the soccer world cup.  Friendships in and outside the classrooms, studying hard and helping each other, celebrating July 4th and the Redentore. Understanding differences and embracing similarities. And now, ten intensive years later, this for me is the accomplished mission of the Ca’ Foscari – Harvard Summer School, and it is most deserving of celebration”

Alide Cagidemetrio
Director, Ca’ Foscari – Harvard Summer School 2006 - 2015

In 2015 the Ca' Foscari - Harvard Summer School celebrated its 10th year. The programme organised a weekend of activities and events in order to celebrate, continue, and consolidate the bond that has formed between Venice, Ca' Foscari and Harvard over the years. 

In occasion of the 10 year benchmark, the Summer School also published a collection of works, thoughts, experiences and memories, as recounted by students, Faculty and staff of the programme.