Non Divisional Courses
COURSE |
CRN |
TITLE |
BEGINS |
ENDS |
SCHEDULE |
PROFESSOR |
|
|||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
HUM 216 |
70243 |
Global History Lab |
06/22/2020 |
08/08/2020 |
Mon |
. |
Wed |
. |
. |
. |
9:00 am |
10:30 am |
TBA |
|
|
|
|
plus 4 hours per week of central,
asynchronous lectures |
|
||||||||||
|
4
credits This course takes you on a
voyage into the past. Like many of the
explorers you will meet along the way, you will explore the history of the
modern world since Genghis Khan’s armies conquered China and Baghdad in the
thirteenth century. You will learn about the past; you will also learn about
how to think about the past—to consider models and concepts for explaining
the cycles of world integration and disintegration to the present, like the
rise and fall of empire and the role of free trade, religious conversion and
global governance. Do earlier modes of globalization help us to understand
our own age? What forces matter? How can we understand new global divides?
The dynamics of combinations and divisions are many: environmental,
spiritual, economic, ideological, military, and political. The aim of this
course is to understand the forces that pull the parts together as well as
those that drive them apart. We have some driving questions, starting with
what makes our globalization so different from globalizations past? What
explains European global expansion in the fifteenth and sixteenth centuries?
How do we explain the staggering wealth of China in the centuries up to 1750,
as well as China’s recent ascent? Where did the United States come from, and
where is it headed? What are the significances
and legacies of empire in the world? What is the past and future of Islam?
How have world wars and revolutions shaped the international system over
time? How does integration redefine
the relationship between humans and nature over the centuries, especially in
the use of resources and the effects on world climate? What role have
diseases and pandemics played in bringing the world together or driving it
apart? Tackling these questions means learning about the past in an
integrative way, a way that connects parts of the world. It also means
developing analytical tools to make sense of complex patterns. This is a
blended learning class where a significant amount of work will be done in an
asynchronous manner. |
|||||||||||||
NDIV 131 |
70245 |
Women and Covid 19 |
06/22/2020 |
07/24/2020 |
. |
Tue |
. |
. |
. |
. |
9:00 am |
10:30 am |
Camilia Jones
& Elmira Bayrasli |
|
|
|
|
06/22/2020 |
07/24/2020 |
. |
. |
. |
Th |
. |
. |
9:00 am |
11:30 am |
|
|
|
2
credits It's 2020: how do we
understand women and leadership today in the context of the global COVID-19
crisis and a world economy in free fall? Women are playing a large role in
responding to the COVID-19 crisis, serving as frontline healthcare workers,
public health experts, leaders on the political stage, mobilizers in their
communities, and caregivers at home. As the crisis intensifies around the
world, it is clear that if we truly want to deliver health, wellbeing, and
dignity for all, women must be front and center in the emergency responses
now and post-pandemic. This summer course will examine the Covid-19 crisis
effect on women and the historical, cultural, and social reasons why women,
despite their majority in many other sectors of life, are greatly affected by
such disparities. Students will explore how the impacts of the pandemic are
felt differently depending on one’s identity.
Who has access--depending on class, race, and gender as well as age
and ability--to care and who does not?
Who is taking up the burdens of care and how is that form of
leadership valued and supported? The course will also identify solutions that
exist for individuals and groups, and what has been done historically and
presently to improve the path to leadership for women during a global crisis.
Widening the lens, this course will also look at female leaders handling the
coronavirus pandemic. How is their leadership different from male leaders?
What lessons can we take from both, including solutions for a number of areas
and groups? As a Network/ELAS course, this seminar will provide students with
the unique opportunity to bring theory and practice together in a very
immediate sense by connecting with women and partner institutions throughout
the global network to share their experiences on the frontlines and allowing
students to submit a women empowerment project proposal with the goal of
supporting women networks within their communities and/or networks front and
center in the emergency responses now and post-pandemic. |
|||||||||||||
|
|
|||||||||||||
NDIV 131 |
70247 |
Women and Covid 19 |
06/22/2020 |
07/24/2020 |
. |
Tue |
. |
. |
. |
. |
9:00 am |
10:30 am |
Jennifer Browdy |
|
|
|
|
06/22/2020 |
07/24/2020 |
. |
. |
. |
Th |
. |
. |
9:00 am |
11:30 am |
|
|
|
2
credits It's 2020: how do we
understand women and leadership today in the context of the global COVID-19
crisis and a world economy in free fall? Women are playing a large role in
responding to the COVID-19 crisis, serving as frontline healthcare workers,
public health experts, leaders on the political stage, mobilizers in their
communities, and caregivers at home. As the crisis intensifies around the
world, it is clear that if we truly want to deliver health, wellbeing, and
dignity for all, women must be front and center in the emergency responses
now and post-pandemic. This summer course will examine the Covid-19 crisis
effect on women and the historical, cultural, and social reasons why women,
despite their majority in many other sectors of life, are greatly affected by
such disparities. Students will explore how the impacts of the pandemic are
felt differently depending on one’s identity.
Who has access--depending on class, race, and gender as well as age
and ability--to care and who does not?
Who is taking up the burdens of care and how is that form of
leadership valued and supported? The course will also identify solutions that
exist for individuals and groups, and what has been done historically and
presently to improve the path to leadership for women during a global crisis.
Widening the lens, this course will also look at female leaders handling the
coronavirus pandemic. How is their leadership different from male leaders?
What lessons can we take from both, including solutions for a number of areas
and groups? As a Network/ELAS course, this seminar will provide students with
the unique opportunity to bring theory and practice together in a very
immediate sense by connecting with women and partner institutions throughout
the global network to share their experiences on the frontlines and allowing
students to submit a women empowerment project proposal with the goal of
supporting women networks within their communities and/or networks front and
center in the emergency responses now and post-pandemic. |
Social Studies Divisional Courses
ANTH 240 |
70236 |
Ethnography/Community Research |
06/20/2020 |
08/08/2020 |
. |
. |
. |
Th |
. |
. |
10:00 am |
11:30 am |
Laura Kunreuther |
|
|
3
credits In this course, we will
study the ethical, analytic, and methodological tools of ethnography in order
to design a research project within one's own community. Ethnography is the core methodology and
writing practice of cultural anthropologists, sociologists and other
'qualitative' social sciences. It includes both fieldwork and the
representation of one's research. While ethnographic research is often
engaged in by outsiders, in this course, we will explore what is entailed in
doing such research in a familiar context. We will study and critique
traditional ethnographic methods such as participant-observation,
interviewing (individuals and groups), genealogical/social network analysis,
archival research, and visual, sonic, textual and spatial analysis. The
course will address the possibilities and challenges of doing fieldwork in a
variety of contexts, including the virtual domain. In addition to reading articles about and
engaging in short exercises in ethnographic methods, we will also read one full
ethnography together to understand how an author frames a research question
and learn from the text about the author's methods for generating
ethnographic knowledge. By the end of
the course, students will design an ethnographic research proposal to conduct
in their own communities. |
|||||||||||||
EUS 208 |
70239 |
Climate Change & Communities |
07/13/2020 |
07/31/2020 |
Mon |
. |
Wed |
. |
Fri |
. |
7:00 am |
9:00 am |
Emily White |
|
|
2 credits
How
will climate change impact natural resources like drinkable water, fertile
soil, and clean air? What actions can be taken to support communities that
are likely to be disproportionately affected? This course provides an
overview of the science needed to understand Earth’s climate and the effects
of climate change on our natural resources. The concept of resilience will be
explored by investigating the ability of communities to prepare, withstand,
and adapt to the global and local impacts of climate change. Online course
content and activities will guide students from across the Open Society
University Network and Bard Network campuses through the process of
identifying potential local climate-related challenges, using climate science
and data as a foundation. Based on identified community needs, students will
design engagement initiatives that help to improve climate resilience,
resulting in a project proposal. Additional assignments will include
readings, video lectures, completion of modules, and one-on-one and small
group sessions. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
HR 2090 |
70238 |
Rehearsing Rights |
07/06/2020 |
07/31/2020 |
Mon |
Tue |
Wed |
Th |
Fri |
. |
9:00 am |
10:30 am |
Tania El Khoury & Ziad
Abu-Rish |
|
|
3 credits This class offers a
global and interdisciplinary survey of the intersection between politics and
performance, emphasizing student interaction with performing artists and
activists from around the world, representing a wide range of practices and
approaches. The objective is to interrogate how live art
and struggles for human rights have become entangled, intentionally moving
across geographic locations, political issues, and performance forms, and
using a variety of case studies and studio and creative exercises. Students
will develop an understanding of specific political dynamics and examples of
performance methods used to intervene in them. Artistically, each week of the
course will introduce a different form of contemporary performance (e.g.,
site-specific, durational, etc.) paired with a specific thematic focus (e.g.,
spatial justice, the right to movement, etc.). Exposure to contemporary
performance will be in parallel with readings and lectures that highlight
current academic insights into the relevant political issues, as well as
opportunities for students to create art projects using methods or themes
encountered in the course. The course is made up of five substantive thematic
units and a final assignment. Substantive units feature two framing lectures
by course instructors, 35-75 pages of readings, 20-45 minutes of assigned
viewing, guest presentation by an artist/activist, a discussion session
(either with the class or in breakout groups), and a 500-word response paper.
For the final assignment, students have the choice of writing up a formal
review essay or producing a short digital art piece. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
HR 224 |
70237 |
Human Rights Advocacy |
06/22/2020 |
07/24/2020 |
Mon |
. |
Wed |
Th |
. |
. |
10:00 am |
12:00 pm |
Janet Reilly Adam Braver Ester Gallo |
|
|
3
credits
The seminar is designed for students interested in academic freedom, freedom
of expression, human rights, foreign affairs, social justice, and advocacy
strategies. In collaboration with
Scholars at Risk (SAR), an international NGO based in New York City, the
purpose of this “living class” is to work as the case-responsible entity for
a scholar who is being persecuted for his/her ideas. This summer seminar will focus on Uyghur
scholars currently imprisoned in China. Initially, students work broadly,
looking at issues, concepts, and debates on academic freedom, working to
understand the practices, divisions, and lines that create the context for
scholars to be targeted. Specific to the Uyghur case, students conduct
background research on the region, the politics of the case, and the specific
issues, thus building a portfolio or dossier about it. With a completed dossier, they begin to
interact with the larger world and local community by developing and
implementing an advocacy strategy that may include preparing reports,
developing and maintaining outreach initiatives, working with other
organizations, lobbying government officials, generating public awareness and
interest, working on local press outreach, etc. For
this course, we will develop one or two advocacy plans, with the goal of
implementing them, and assessing their efficacy. Course materials will include the Scholars
at Risk MOOC, readings on academic freedom and human rights advocacy, reading
and films on the human rights situation in the Uyghur homeland, and a number
of guest lecturers. As part of this learning project, students begin the
conversation between expression, repression, and critical thinking. They look
at questions, such as: What are the consequences of the individual expression
of freedom? The effects of expression? How do styles of delivery alter the
intent and reception of an individual’s statement? What does freedom of
expression mean? And, what does
Academic Freedom mean? During class time, students can expect to engage in
discussions with faculty and guest lectures (e.g. SAR scholars, experts from
the field, etc.). In terms of the case research and advocacy, working groups
will be established to focus on the specific parts that form the whole. Once
the advocacy plan is in place, students can expect to spend some class time
implementing and evaluating it. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
HR 254 |
70246 |
Open Source Investigations |
06/22/2020 |
06/26/2020 |
Mon |
Tue |
Wed |
Th |
Fr |
. |
10:00 am |
12:30 pm |
TBA |
|
|
|
|
06/22/2020 |
06/26/2020 |
Mon |
Tue |
Wed |
Th |
Fr |
. |
1:00 pm |
2:30 pm |
TBA |
|
|
|
|
June 29-July 10 Supervised team research meetings: TBD |
TBA |
|
|||||||||
|
3
credits
The seminar is designed for students interested in academic freedom, freedom
of expression, human rights, foreign affairs, social justice, and advocacy
strategies. In collaboration with
Scholars at Risk (SAR), an international NGO based in New York City, the purpose
of this “living class” is to work as the case-responsible entity for a
scholar who is being persecuted for his/her ideas. This summer seminar will focus on Uyghur
scholars currently imprisoned in China. Initially, students work broadly,
looking at issues, concepts, and debates on academic freedom, working to
understand the practices, divisions, and lines that create the context for
scholars to be targeted. Specific to the Uyghur case, students conduct
background research on the region, the politics of the case, and the specific
issues, thus building a portfolio or dossier about it. With a completed dossier, they begin to
interact with the larger world and local community by developing and
implementing an advocacy strategy that may include preparing reports,
developing and maintaining outreach initiatives, working with other
organizations, lobbying government officials, generating public awareness and
interest, working on local press outreach, etc. For
this course, we will develop one or two advocacy plans, with the goal of
implementing them, and assessing their efficacy. Course materials will include the Scholars
at Risk MOOC, readings on academic freedom and human rights advocacy, reading
and films on the human rights situation in the Uyghur homeland, and a number
of guest lecturers. As part of this learning project, students begin the
conversation between expression, repression, and critical thinking. They look
at questions, such as: What are the consequences of the individual expression
of freedom? The effects of expression? How do styles of delivery alter the
intent and reception of an individual’s statement? What does freedom of
expression mean? And, what does
Academic Freedom mean? During class time, students can expect to engage in
discussions with faculty and guest lectures (e.g. SAR scholars, experts from
the field, etc.). In terms of the case research and advocacy, working groups
will be established to focus on the specific parts that form the whole. Once
the advocacy plan is in place, students can expect to spend some class time
implementing and evaluating it. |
|||||||||||||
PS 2090 I |
70240 |
Engaged Citizenship |
06/22/2020 |
07/10/2020 |
Mon |
. |
Wed |
Th |
. |
. |
9:00 am |
11:00 am |
Jon Becker & Erin Cannan |
|
|
2
credits This course will explore
historical, philosophical and practical elements of civic engagement while
exploring the underlying question of what it means to be an engaged citizen
in the early XXIst century. Together, students will
explore issues related to political participation, civil society,
associational life, social justice, and personal responsibility, with
particular references to civic engagement in the time of Covid-19. The course will include comparative
national and regional attitudes towards civic life. It will feature guest
meetings with civic leaders, including local officials, representatives of
not-for-profits, and volunteers from communities proximate to participating
OSUN campuses. Students will research civic life in their own region and
submit a project proposal or case study focused on a community issue of their
choosing. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
PS 2090 II |
70241 |
Engaged Citizenship |
06/22/2020 |
07/10/2020 |
Mon |
. |
Wed |
Th |
. |
. |
4:00 am |
6:00 am |
TBA |
|
|
2
credits This course will explore
historical, philosophical and practical elements of civic engagement while
exploring the underlying question of what it means to be an engaged citizen
in the early XXIst century. Together, students will
explore issues related to political participation, civil society,
associational life, social justice, and personal responsibility, with
particular references to civic engagement in the time of Covid-19. The course will include comparative
national and regional attitudes towards civic life. It will feature guest
meetings with civic leaders, including local officials, representatives of
not-for-profits, and volunteers from communities proximate to participating
OSUN campuses. Students will research civic life in their own region and
submit a project proposal or case study focused on a community issue of their
choosing. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
PS 243 I |
70242 |
Power of Public Intellectual |
06/22/2020 |
07/03/2020 |
Mon |
. |
Wed |
. |
. |
. |
9:00 am |
12:00 pm |
Walter Mead |
TBA |
|
|
|
06/22/2020 |
07/03/2020 |
. |
Tue |
. |
Th |
Fri |
. |
9:00 am |
1:00 pm |
|
|
|
3
credits This intensive two-week
course will introduce students to the role of public intellectuals through
the ages and give them hands-on experience working with a professional editor
in writing opinion pieces. Taught by Bard College professor and Wall Street
Journal “Global View” Columnist Walter Russell Mead and Allison Silver,
consultant to NBC News Think, whose long and distinguished career in opinion
journalism includes leadership editing roles at Reuters, Politico, the Los
Angeles Times and the New York Times Sunday Review, the program combines a
full week of intensive writing workshops aimed at helping participants learn
to devise and shape opinion pieces with readings and discussions about the
role of the public intellectual, the relationship of academic work and public
advocacy, career management, and the nuances of writing for both domestic and
international audiences. |
|||||||||||||
PS 243 II |
70235 |
Power of Public Intellectual |
07/20/2020 |
07/31/2020 |
Mon |
. |
Wed |
. |
. |
. |
9:00 am |
12:00 pm |
Walter Mead |
TBA |
|
|
|
07/20/2020 |
07/31/2020 |
. |
Tue |
. |
Th |
Fri |
. |
9:00 am |
1:00 pm |
|
|
|
3
credits This intensive two-week
course will introduce students to the role of public intellectuals through
the ages and give them hands-on experience working with a professional editor
in writing opinion pieces. Taught by Bard College professor and Wall Street
Journal “Global View” Columnist Walter Russell Mead and Allison Silver,
consultant to NBC News Think, whose long and distinguished career in opinion
journalism includes leadership editing roles at Reuters, Politico, the Los
Angeles Times and the New York Times Sunday Review, the program combines a
full week of intensive writing workshops aimed at helping participants learn
to devise and shape opinion pieces with readings and discussions about the
role of the public intellectual, the relationship of academic work and public
advocacy, career management, and the nuances of writing for both domestic and
international audiences. |