Mary Leonard

Michael Murray

  T      4:40 pm – 6:00 pm


HEG 308

2 credits   This course is designed for Bard undergraduates who are working in one of the college’s many educational outreach programs and who are committed to the idea of civic engagement. Guided by readings in education, we will consider the inter-personal, cultural, social and ethical issues that arise in the context of civic engagement in schools.  In particular, we will consider:

·         What are our personal and professional aspirations as tutors, mentors and leaders?

·         What systemic or other changes might we like to see in our civic engagement and how might we best go about making or advocating for       them?

·         How can we improve our own communication skills so that we become better and more skillful listeners and responders?

·         What are the potential challenges we may face in supporting someone’s learning?

Throughout this course we will emphasize writing as a means of engaging with content, and we will workshop and critique problems that you may experience and encounter in your outreach work. It will include two “days of writing” in local high schools (dates TBD), when course participants will lead writing workshops for high school students. The course is required of all junior-year MAT 4+1 students and is recommended for tutors and mentors in TLS education programs. It will be graded pass/fail and carries two credits (non-distributional). 

Class size: 22



HIST 3224

 The Great War in World History

Wendy Urban-Mead

 T           4:40 pm-7:00 pm

RKC 101




This seminar examines changes and trends in the research and writing of history as practiced by professional historians. After brief consideration of the origins of history as a formal academic discipline in the 19th Century, and of the transition from political to social history in the mid-twentieth century, we also consider the shift from social history to the multiplicity of approaches that came out of the "theory explosion" between the 1960s and early 2000s. This course draws from the fields of modern European, African, and World History. Course readings shall consist mostly (but not entirely) of historical writing about the Great War from a variety of historiographical points of view. Readings   also include a wide range of primary materials. Conventional teaching on WWI tends to follow the diplomatic history approach, and to emphasize the war on the western front. To enlarge this view, we will read not only from the classic “causes of WWI" literature, but also from gender, cultural, and post­ colonial treatments of the war, and read about the impact  of the war on the eastern front, on China, in Africa. Working with this diversity of texts gives us the opportunity explicitly to discuss how different historiographical approaches change how we understand “what happened."  This course satisfies the historiography requirement for Historical Studies concentrators; it may also serve as a Major Conference if arranged with the instructor. This course is cross-listed with the MAT program for 4+1 students in social studies/history. Class size: 5



LIT 3048

 EXTRAORDINARY BODIES: Disability in American Fiction AND CULTURE

Jaime Alves

   Th       6:00 pm-8:30 pm






Cross-listed: Human Rights  The course explicitly takes up questions about the histories of people with disabilities in this country and how those histories are documented in literary and non-fiction texts across three centuries. Though the course is primarily an upper-level study of literary texts, we also examine social and medical models of disability, as well as current issues in disability activism and the implications of such activism for young people in the nation's educational, social, and cultural institutions.  This course is cross-listed with MAT for students in the 4+1 program in literature.  Class size: 5







Mary Krembs

  M          6:30 pm – 9:30 pm


RKC 114 / 115

2 credits  What does it mean for a student to be scientifically literate in the 21st century? What are the best ways to engage students in authentic scientific inquiry? What are the barriers to wider representation in the sciences, and how can education help overcome them? These will be some of the fundamental questions of this engaged liberal arts course. Students will read important works on science inquiry, engagement and literacy and work to fully understand all elements of the design, preparation and teaching of scientific inquiry.  This course is required for Citizen Science Laboratory Teaching and CCE Fellows. It will be graded pass/fail and carry two credits (non-distributional). The class meets Mondays 6:30-9:30pm starting September 10th.  Class size: 15