Over several semesters, students in my undergraduate class “A Biocultural Approach to War” have played a version of the game called the Prisoner’s Dilemma. Two of the game’s main premises are that (1) it is an abstract simulation of choices we make when considering whether to cooperate with someone, and (2) that there may be tensions between what is best for the individual versus what is best for the group. This presentation will summarize the principles of the Prisoner’s Dilemma, the rules we employ in the classroom, the actual gameplay and student experiences including prizes to incentivize students, the various strategies students choose, a statistical overview of the results of the game over multiple semesters, and some of the larger lessons students learn. Ultimately, it is a fun and enlightening way to begin a semester, with some lessons about how we treat, and are treated by, others.

With an increase in mental health issues amongst higher education students, researchers have sought to identify ways to help young adults alleviate their increased stress in school. Clinical studies, however, often overlook an individual’s personal perception and experience. Utilizing a mix of surveys and interviews, this study reveals how Skidmore College students use meditation apps and journals, two well-known objects associated with biomedical mental health. Calling on themes of materiality and commodification, the research argues that the value of objects used in aiding mental health is related to how students engage with them amidst their beliefs about biomedical health care. Students did not relate object value to descriptions and factors reported in psychological studies. Rather, students derived object value from mediation apps and journals based on how they fit into daily life. This research encourages continued collaboration amongst psychologists and anthropologists in tackling the collegiate mental health dilemma.

This research explores the integration of mental health education in the case of Southington Public Schools, focusing on the roles of educators, counselors/health services, and administrators in advocating for student mental well-being. Through a sociological lens, this analysis examines how mental health programs are structured in public school systems, how advocates take responsibility for their roles in student mental health and work together to ensure their contributions have the intended impact. It also examines systematic obstacles school districts face such as funding and public policy. This research seeks to contribute to understanding the practical application of mental health education in schools and offer an insight into a specific community that may bring light to improvements or successes in mental health education.

Education is a polarizing topic in today's discourse, with differing perspectives of what it should include and how it should be executed. Through analyzing current debates, this research seeks to understand what education really is. One prevailing issue in education has been the conflict over standardized testing. Another is the rise of curriculum aiming to limit discussions of diversity. Similarly, there is a push from certain state governments for patriotic values to be taught in schools. It can be hypothesized that these elements create extra demands on teachers, leading to a decrease in morale. Analysis of these components reveal that there is a tension between the values of bureaucrats and teachers. This can be understood through the lens that bureaucrats view education as a science and teachers view it as an art. This research will explore these ideas and seek to understand what this argument over education reveals about society.