Course description
In a world shaped by accelerating climate change and political instability, understanding human movement and connection has never been more urgent. Despite living during an era defined by global travel, interdependence and interconnection, we are witnessing the burden of sedentary lifestyles, social fragmentation and an epidemic of loneliness. We can send instant messages to people on the other side of the world, yet many of us do not even know our next-door neighbours. This course invites students to consider not only why populations migrate, but also how individuals sustain their physical and mental health in the context of uncertainty and the pressures of digital life. At its core, the course argues that kindness, connection and informed action are essential for navigating an increasingly complex world.

Students will explore human movement at multiple scales, from global migration flows to the beating of the human heart. The course introduces the drivers of mobility, including forced displacement due to war and climate-related hazards. It also encourages critical reflection on “natural” disasters, exploring how settlement patterns and environmental degradation shape risk and vulnerability. Alongside these global perspectives, the course turns inwards to consider the human body in motion. It draws on the principles of lifestyle medicine - particularly physical activity, stress management and human connection - to understand how individuals can optimise their health and resilience. An introduction to environment-related illnesses and basic life support will provide accessible entry points into applied clinical knowledge, reinforcing the course’s interdisciplinary approach.

Learning will take place through interactive sessions that combine lectures, workshops, guided discussions, and problem-based learning. A flipped-classroom approach will allow class time to focus on applying concepts, asking questions, and debating ideas through structured activities. Students will be encouraged to contribute their own experiences and cultural perspectives, learning from peers in a supportive environment where viewpoints are shared, challenged, and refined.

Co-curricular activities will deepen learning through direct engagement with Venice as a living context for health and society. Students will visit The Human Safety Net exhibition at the Procuratie building to explore initiatives that support and empower refugees, developing empathy alongside analytical insight into how social systems shape wellbeing. A city-wide scavenger hunt using the Health Venice app will introduce students to the location of automated external defibrillators (AEDs) and the wider geography of community health resources, blending physical exploration with practical, place-based knowledge. Students will also take part in a guided visit to Venice’s Natural History Museum, which will provide a broader anthropological and ecological perspective and help connect human health to environmental systems.

The course equips students to grapple with emerging global challenges, from food insecurity and protracted conflicts to the mental health implications of social isolation. By examining innovative responses and ongoing debates, students will gain the tools to think critically about the future and their role within it. The course aligns closely with the UN Sustainable Development Goals, particularly those related to health and wellbeing, reduced inequalities, sustainable cities, climate action and global partnerships. Ultimately, students will leave with a deeper understanding of human movement, a strengthened sense of global citizenship and the capacity to contribute curiously and compassionately to more connected communities.

Learning outcomes
On completion of the course, students will be able to:
1. Analyse the drivers of human mobility and recognise challenges faced by migrants.
2. Describe human physiological responses to stress and extreme environments.
3. Demonstrate safe and effective basic life support (cardiopulmonary resuscitation).
4. Apply principles from lifestyle medicine to explain how individuals can optimise their
physical and mental health.
5. Demonstrate collaborative teamworking and cross-cultural communication skills.
6. Reflect on their role and priorities in a global context. 

Virtual component
This is designed to support student learning before and after the in-person programme in Venice, ensuring a coherent learning journey. It provides structured preparation, fosters early community-building and offers a reflective and collaborative space once students have returned home. All sessions will be delivered on Zoom, with captions enabled to support accessibility.

Part 1: July 2026: Pre-Course Introductory Webinar: “Where have we come from?” (Approx 60 minutes, synchronous, Zoom)
This introductory webinar takes place several weeks before the cohort arrives in Venice. Its purpose is to orient students to the course themes of human movement and connection, and to create an inclusive environment for an international group meeting for the first time. I will guide the discussion, clarify any initial questions and explain how the virtual and in-person components will complement each other.

Students will be briefed on an asynchronous preparatory task: producing a map that traces their personal movements and life journey so far. This activity encourages reflection on mobility, identity and place, and will be shared during the first in-person session to support intercultural dialogue. A recommended reading list will also be provided to help students engage with key ideas in advance.

Part 2: September 2026: Post-Course Final Webinar: “Where are we going?” (Approx 2 hours, synchronous, Zoom)
The second virtual component takes place after the in-person teaching has concluded, offering an opportunity for consolidation and reflection. All students will present their video projects on “Human Connections in Venice,” drawing on insights from field activities, site visits and collaborative work. As cohort size may vary, the session is designed with flexible pacing to ensure that every student has time to present.

I will facilitate the session and as a group we will provide constructive peer feedback. A reflective discussion will follow, allowing students to articulate how their understanding of human movement and connection has developed. This reflection aims to reinforce key learning outcomes and help students link their experience to future academic, professional or personal pathways.

Across both virtual components, active participation and clear, open and compassionate communication will be encouraged. Together, these sessions aim to ensure that students complete the programme with a sense of purpose, community and forward-looking engagement.

Syllabus Teaching and Evaluation Methods

Bibliography

Cacioppo, J.T. and Cacioppo, S. (2018) Loneliness: Human Nature and the Need for Social Connection. New York: W.W. Norton.

Holt-Lunstad, J., Smith, T.B. and Layton, J.B. (2010) 'Social relationships and mortality risk: A meta-analytic review', PLoS Medicine, 7(7), p. e1000316.

International Committee of the Red Cross and European Union Institute for Security Studies (2016) Migrants: Vulnerabilities and Protection. Conference report. Available at: https://www.icrc.org/sites/default/files/document/file_list/071217_brochure_cicr_2018_fichierdefinitif_inp.pdf (Accessed: 26 February 2026).

International Organization for Migration (2023) World Migration Report 2024. Available at: https://worldmigrationreport.iom.int (Accessed: 26 February 2026).

Kearns, G. (2006) 'The social shell', Historical Geography, 34, pp. 49–70.

Lippman, D., Stump, M., Veazey, E., Tanigawa Guimarães, S., Rosenfeld, R., Kelly, J.H., Ornish, D. and Katz, D.L. (2024) 'Foundations of Lifestyle Medicine and its Evolution', Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 8(1), pp. 97–111.

Médecins Sans Frontières (n.d.) Natural Disasters. Available at: https://msf.org.uk/issues/natural-disasters (Accessed: 26 February 2026).

Salas, E., Reyes, D.L. and McDaniel, S.H. (2018) 'The science of teamwork: Progress, reflections, and the road ahead', American Psychologist, 73(4), pp. 593–600.

The European Resuscitation Council (2025) Guidelines 2025 on Resuscitation for Everyone. Available at: https://www.erc.edu/science-research/guidelines/guidelines-2025/guidelines-2025-english/ (Accessed: 26 February 2026).

The Human Safety Net (n.d.) Homepage. Available at: https://www.thehumansafetynet.org/ (Accessed: 26 February 2026).

World Extreme Medicine (2025) Expedition and Wilderness Medicine Guide, v7. Available at: https://worldextrememedicine.com/expedition-wilderness-medicine-guide (Accessed: 26 February 2026).

 Last updated: April 10, 2026