BA / MAT 4+1 PROGRAM
92087 |
MAT ED151
Pedagogy AND
Practice: SOCIAL, CULTURAL AND EDUCATIONAL ISSUES IN Civic EngagEMENT |
Mary Leonard
Michael Murray |
T 6:30
pm-7:45 pm |
OLIN
205 |
|
|
Time: Tuesdays, 6:30-7:45 pm and four Saturdays
between 9:00am-12:30pm (10/7; 10/14; 10/28; 11/4). There will also be one
required day in which you will be teaching ninth graders from the Rhinebeck
High School, scheduled for Friday from 9:00-2:00.
Credits: 2 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. This course is required of all junior-year MAT 3+2 students, who
will be expected to tutor in Bard College’s Hudson-based programs. It is also
recommended for tutors and mentors in all TLS education programs. It will be
graded pass/fail and carries two credits (non-distributional). Class size: 22
92086 |
LIT 355
American
Realisms |
Jaime Alves
|
Th 6:00
pm-8:20 pm |
HEG
308 |
LA |
ELIT |
This course is centered around American literary texts produced between (roughly) 1865
and 1914, by a variety of writers seeking to convey the “realities” of American
life and culture in this turbulent period. A conventional understanding of
Realism has, for many years, been defined by the works of James, Howells,
Twain, Crane, Dreiser, Wharton, and Chopin---a handful of writers whose
influential and significant contributions to the aesthetic movement of Realism
are uncontested, but whose positionality (especially as white, privileged, and,
for the most part, male) severely limited their ability to record, shape, or
criticize the diverse whole of “real” American life. Alongside works by these
writers, then, we will also examine texts by writers of color, of varying
ethnicities, and by greater numbers of women, in order to access and better
understand the different realities they were striving to document and
influence. Texts by Zitkala-Sa, Charles Chesnutt,
W.E.B. DuBois, James Weldon Johnson, and Sui Sin Far---whose contributions are
now, finally, garnering attention as responsive to and constitutive of a larger
Realist aesthetic---flesh out our shared reading list, enriching and
complicating our encounters with American languages, stories, and forms. In
addition to the course readings, students will work closely with essays in
contemporary criticism to analyze how current scholars wrangle with problems of
defining Realism and its offshoots, among them Naturalism and Regionalism. A
variety of writing assignments will afford us the opportunity to consider how
small groups of texts converse about Realism’s major themes and
preoccupations. This course is
cross-listed with the MAT program for 3+2 students in literature. Class
size: 10
92120 |
HIST 3224
The Great War
in World History |
Wendy Urban-Mead
|
Th 4:40
pm-7:00 pm |
OLIN
201 |
HA D+J |
HIST |
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 3+2 students in
social studies/history. Class size: 15