Engaged
Liberal Arts and Sciences (ELAS) courses are designed to link coursework
and critical thinking skills developed and practiced by Bard
undergraduates in the classroom with civic and other forms of engagement activities
that contextualize course materials and enhance learning. A significant portion
of the learning takes place outside of the classroom: students learn
through engagement with different geographies, organizations, and programs
in the surrounding communities or in the national and international
venues in which Bard is involved. ELAS courses challenge students to
develop creative approaches to social, cultural and scientific issues.
Students are exposed to an array of perspectives and contexts and given
the opportunity to apply theory to practice.
Engaged liberal arts and sciences classes may involve a variety of activities,
but emphasize reflective learning. Community engagement is not based on
“service,” but on respect and reciprocity. Such an emphasis encourages
open exchanges, collaboration, and the potential to produce new forms of
knowledge.
17408 |
ANTH 220 Doing
Ethnography |
Jonah Rubin |
T Th 3:10pm-4:30pm |
OLIN 204 |
SA D+J |
SSCI DIFF |
Cross-listed:
Environmental & Urban Studies This course is designed to provide an orientation for students
in the methods, ethics, and concerns that guide anthropologists when we conduct
our research. We do not conceive of methods as simply a means to an end, or the
application of established techniques for generating answers to prior problems
developed in anthropological theory. Rather, students will be encouraged to
think about the types of data that various ethnographic techniques can produce,
the epistemological and theoretical assumptions embedded in them, and, most
importantly, the ways different strategies for data collection can be combined
to form an anthropological research project. To that end, students will develop
and execute a short fieldwork-based anthropological research project over the
course of the semester. Readings and discussions will guide students through
the process of developing research questions, choosing a field site, generating
data, and re-presenting that field site in writing. To complement the fieldwork projects, we
will also read exemplary – and sometimes controversial - texts of ethnography in practice. Class
size: 18
17371 |
ART 206 ED Sculpture II:
Air, Water, Earth |
Ellen Driscoll |
W 1:30pm-4:30pm |
FISHER |
PA |
PART |
Cross-listed: Environmental & Urban Studies We will look at air,
water, and earth as sites, subjects, and material for making sited sculptural
installations. We will look at historical work on an environmental scale from
ancient sites like the Nazca lines in Peru, to contemporary work like Eve
Mosher’s High Water Line focused on rising sea levels. Students will learn to create site
installations responsive to both architectural scale and to the scale of
nature. Our work will include a field
trip to Storm King and Opus 40, and research into local issues of air and water
quality as a platform for creating exciting sculptural work that is
environmentally responsive and responsible. Class size: 14
17077 |
BLC 215 Essays and
Evidence |
James Keller |
M W 11:50am-1:10pm |
OLIN 101 |
|
|
This course will
sharpen students’ skills in writing persuasive analytic essays. Paying
particular attention to the variety of ways we use other people's voices in our
own work—to support, qualify, or broaden the scope of our argument; to get at
the underlying assumptions of another writer's claims; or to acknowledge and
offer alternate viewpoints—we will examine and practice rhetorical devices
available to us as we use textual evidence to convey complex ideas. A total of
25 pages of revised prose will be expected.
Class size: 20
17116 |
EUS 102 Introduction
TO EnvironMENTAL & Urban Science |
Christopher Bowser |
T Th 6:20pm-7:40pm |
HEG 308 |
SA |
SSCI |
This course offers
an integrated exploration of the science underlying environmental issues. The
primary objective is to provide students with a
systems-oriented understanding of biological, chemical, physical, and
geological processes that affect earth, air, water, and life. Students
will gain a solid understanding of the fundamental scientific principles
governing environmental systems including the cycling of matter and the flow of
energy. By practicing the application of these scientific concepts, students
will develop their ability to predict potential outcomes of complex
environmental issues. Regional examples of elemental cycling, hydrology,
ecology, climate change, and food systems will be used
to teach and practice concepts, including through field trips to local
environmental points of interest. This class will include some fieldwork
which may require longer class meeting times on Tuesdays specifically. Class size: 22
17597 |
EUS
/ SOC 319 EUS PRACTICUM: Hudson Valley
Cities and Environmental (In)Justice |
Peter Klein |
W 1:30pm-4:30pm * |
FISHER ANNEX |
SA D+J |
SSCI DIFF |
Cross-listed:
American Studies; Sociology How do urban processes of growth, decline, and revitalization
affect different groups, particularly along dimensions of race, class, and
gender? This place-based research seminar course looks closely at this question
by examining the historical, political, and social landscape of Hudson and
Kingston. We will use these nearby cities as cases to explore theories on urban
transformation and the contemporary challenges that face small urban centers.
In particular, the course will use the lens of environmental inequality, or the
ways in which some people are more likely to be exposed to environmental
hazards than others, to examine the effects of historical processes, as well as
to investigate how residents and government officials are addressing pressing
problems. The course will look specifically at issues of food justice,
pollution, access to resources, and environmental decision-making processes. We
will visit these cities as a class, and students will develop and carry out
their own research project about one or both places. (Students should be
moderated into their program of study; the course fulfills the practicum
requirement for moderated EUS students.) Admission by permission of the
instructor. Class
size: 15
17436 |
HIST 117 Inclusion at
Bard |
Myra Armstead |
T 4:45 pm-6:05 pm |
OLIN 202 |
HA D+J |
HIST DIFF |
Cross-listed:
American Studies
2 credits The
nation's colleges and universities have clearly served as stepping stones, remediating
against racial inequalities by providing pathways toward upward mobility for
blacks and other minorities. At the same
time, historian Craig Wilder's EBONY AND IVY (2013), linking elite American
institutions to slavery, Brown University's disclosures of the fortune made in
the transAtlantic slave trade by its founders, and the recent acknowledgement
by Georgetown University of its sale of slaves to pay off antebellum debts are
just a few examples of the ways in which the role played by institutions of
higher learning in reproducing racial and other social hierarchies in the
United States has been proven. How have
these contradictory dynamics manifested themselves at Bard College? In this Engaged Liberal Arts and Sciences
(ELAS) course, we will explore this question by reviewing the College's
evolving admissions policies toward blacks and the experiences of alumni of
color at the College, and after graduation over time. Social profile, oral history, and mapping
methodologies will be utilized. While the focus will be primarily on African
Americans, we will also consider the history of similar student populations at
the College. Class
size: 22
17595 |
HR 347 social
action: theories and practice |
Paul Marienthal |
F 10:10am-12:30pm |
OLIN 101 |
SA |
SSCI |
Why, at crucial moments in people’s lives, in
the face of disturbance/injustice/pain does one person pick the road of maximum
engagement and another picks a different, perhaps easier road? What drives
human motivation? What is collective
responsibility? Where does existential
pain come from? Is there a self apart
from the social? There are, of course,
multiple forms of action, not all of them entirely visible, and we will discuss
these. There is a wide spectrum along
the path of being and action. Who are
you on this spectrum? What made
you? What drives you toward social
action? How is this determined by the family you grew up in? Your
culture? If this sounds personal,
it’s because it is meant to be! This is
a course about thinking and
reflecting. What does social action mean
to you, and why are you involved? We
will examine many ways of looking at what makes human beings and culture:
including the political, the psychological, the economic, the biological. I am not selling one right path; I am raising
questions and opening avenues of thought.
Consider this the beginning of a lifetime of insight gathering. We are going to encounter multiple, even
opposing viewpoints on what makes a human, what creates character and drive and
compassion. I only want you to be open
to considering and weighing and wrestling with the often complex and
contradictory ways of looking at human experience. Please note that this is not a survey class
on social movements or particular organizations. We will not, for example be studying the
history of Doctors Without Borders, the way they
organize or the way they deal with hierarchy. That is a different kind of
class, one that certainly could be extremely useful, but one that falls into
the category of History or Organizational Development. In this class we will be exploring the seeds and roots of human behavior – especially as that behavior manifests in
social formation and socialized behaviors.
We will dig into human development, psychology, sociology, philosophy
and literature that traces its roots back to the
basics of human activity and motivation. In other words, this course is about
what makes us tick. Bard has recently joined Mid-Hudson Refugee Solidarity
Alliance. Starting in January 2017 the
Alliance will be sponsoring refugee families from Syria. The class, as a class, will participate in
supporting these refugee families. This
will take many forms: advocacy, childcare, ESL training, etc. This real world work will give us an ongoing
framework for evaluating theory. Admission by
permission of instructor. Class
size: 15
17533 |
HR 355 Scholars at
Risk |
Thomas Keenan |
W 10:10am-11:30am |
HAC CONFERENCE |
SA |
SSCI |
2-credits. Scholars, students, and other researchers around
the world are routinely threatened, jailed, or punished. Sometime they are
simply trapped in a dangerous place, while in other cases they are deliberately
targeted because of their identity or their work. Academic freedom, or freedom
of thought and inquiry, is usually considered a basic human right, but its
definition and content is essentially contested. This seminar will explore the
idea of academic freedom by examining — and attempting to intervene in —
situations where it is threatened. In conjunction with the human rights
organization Scholars at Risk, we will investigate the cases of scholars
currently living under threat and develop projects aimed at releasing them from
detention or securing refuge for them. This will involve direct hands-on advocacy
work with SAR, taking public positions and creating smart and effective
advocacy campaigns for specific endangered students, teachers, and researchers.
In order not to do this naively or uncritically, we will explore the history
and theory of human rights advocacy on behalf of ‘prisoners of conscience,’ the
genealogy of ‘academic freedom,’ and the ethics and politics of risk and
rescue. This course is part of the Courage To Be
College Seminar Series; students are required to attend three lectures in the
in Courage to Be Lecture Series sponsored by the Hannah Arendt Center.
Class size: 12
17922 |
LIT 217 LGBTQ in
Rural and urban america |
Natalie Prizel |
M 10:10am – 11:50am |
OLIN 309 |
|
|
Cross-listed: Gender & Sexuality
Studies; Human Rights 2 In an article published in the New
York Times shortly after the election, Columbia University professor,
Mark Lilla, wrote: “In recent years. American liberalism has slipped into a
kind of moral panic about racial, gender, and sexual identity that has
distorted liberalism’s message and prevented it from becoming a unifying force
capable of governing.” Colin Jost, of Saturday
Night Live’s “Weekend Update” joked that: “The dating app Tinder
announced a new feature this week, which gives users 37 different gender
identity options. It’s called: Why Democrats Lost the Election.” Since the election of Donald Trump, the media
has pitted minorities against working-class whites, with particular vitriol
towards to LGBTQ community. Why has this presumed divide become the scapegoat
for the Democrat’s electoral loss? 2016 also saw the release of the film Loving, which demonstrates how the legal impetus to
overturn anti-miscegenation laws came from the working class. This ELAS class
will work to counter that perceived divide by focusing on LGBTQ populations,
particularly working-class ones—white and of color—in both rural and urban
America. In additional to critical academic essays, texts will include works by
Justin Torres, Leslie Feinberg, Dorothy Allison, Samuel Delaney, and E. Patrick
Johnson. Films will include Boys Don’t Cry, Tongues Untied, Pariah,
and others. As this is an ELAS class, our work will also focus on engagement
within the community. We will welcome various speakers, and, most importantly,
you will each do a community-oriented project—at Bard, in the Hudson Valley, or
in New York City. Class size: 18
17927 |
MAT ED521 SCIENCE AND THE YOUNG LEARNER |
Meagan Mazzarino |
M W 11:50am – 1:10pm
Mar 27th – May 22nd |
HEG 300 |
|
|
What does it mean for a young person to be
scientifically literate in the 21st century? What are the best ways to
engage children in authentic scientific inquiry? What are the barriers to wider
representation in the sciences, and how can early education help overcome them?
These will be the fundamental questions of this engaged liberal arts course.
Students will read important works on science engagement and literacy, learn to
design substantive lessons for K-8 students, and teach science workshops with
Bard’s partner elementary and middle schools through the Citizen Science
Program. This course is open to all and is recommended for Citizen Science
fellows and students interested in pursuing careers in STEM education. It will
be graded pass/fail and carry two credits (non-distributional). The class
meets for half of the semester, March 27th
– May 22nd. Class size:
15