Stockton Institute for Lifelong Learning

SCOSA is pleased to sponsor the Stockton Institute for Lifelong Learning (SILL), spearheaded by SCOSA Fellow and Associate Professor of Psychology Christine Ferri, Ph.D.  SILL's Spring 2021 offerings are listed below, followed by brief descriptions and biographies of the presenters. Space is limited, tuition is reasonable, and we hope to expand this programming that let you learn from and interact with Stockton’s accomplished faculty. For further information please contact SCOSA Director, or Fellow or call 609-652-4311.  

SUMMER 2021 Programs

Each course (Four one-hour sessions via Zoom) costs $45.

Click here for step-by-step instructions about registering for any of the courses.


Bob Dylan:  An American Phenotype

John O’Hara, Ph.D., Associate Professor of Critical Thinking & First-year Studies

July 9, 16, 23 and 30, Fridays, 12:30 - 1:30pm

This short course will examine Bob Dylan as an American phenotype: the hardscrabble folk artist and poet, the visionary sage of Yankee consciousness and conscience, the American poet par excellence. His songs hearken to a diverse array of musicians, poets, troubadours, evangelists, preachers and pitch men: “I always thought of myself as a song and dance man,” he joked sarcastically in D.A. Pennebaker’s film, Don’t Look Back (1966). Despite his humble assertion, the striking lyrical quality of Dylan’s work, and his inscrutable character, have captivated scholars and the general public alike for six decades. 

Stockton Institute for Lifelong Learning Faculty

John F. O’Hara joined the faculty of General Studies in the FRST program at Stockton University in 2013 after teaching for ten years at the University of Miami, FL, and Temple University. He earned his Ph.D. in English in 2003 from the University of Miami with a focus on twentieth-century American literature, war literature and arts, and critical and interpretive theory. His primary academic interests include the Vietnam War, American countercultures, postmodernism, gender studies, and writing/teaching pedagogies.

John OHara