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.