No laboratory component in this course General Rule for Course Equivalencies Equivalent courses at different institutions are identified by the same prefixes and the same last three digits of the course number and are guaranteed to be transferable between participating institutions that offer the course, with a few exceptions, as listed below in Exceptions to the General Rule for Equivalency. For example, a freshman composition skills course is offered by 59 different postsecondary institutions. The level code is the first digit and represents the year in which students normally take the course at a specific institution. In the sciences and certain other areas, a C or L after the course number is known as a lab indicator. The C represents a combined lecture and laboratory course that meets in the same place at the same time.
During this class, we will explore the myriad ways that African American authors have constructed gender and asserted sexualities while establishing complex black identities at multiple intersections.
Students will be responsible for leading discussion once throughout the semester, presenting a conference paper, and producing a longer seminar paper of 20 pages.
LIT Mark Reid This course extends the Harlem Renaissance and the geographical place of Harlem to embrace an international movement in Black creative and intellectual production between the s and the end of the s.
During this period between the war years, Harlem was in vogue and Caribbean, African, and American Blacks began a consorted effort to redefine Blackness in their literatures, arts, and political writings.
In discussing this period, the students should critically and theoretically discuss issues of class, gender, race, and ethnicity. In this course, we will study classic positions in the theory of aesthetic judgment Plato, Aristotle, Hume, Kant. We will also read more recent works in the theory of value and evaluation, and works in the sociology of value and taste, covering such topics as the formation of canons, and protocols of academic judgment.
Finally, we will look into the culture and politics of accountability, in higher education and in society in general. This course is widely interdisciplinary, and should be of interest to students wanting to expand their knowledge of the history and theory of criticism and aesthetics, and to explore social scientific approaches to the study of culture.
Students interested in taking the course should feel free to contact me about the specifics of the reading list as it is finalized.
Students will be expected to produce approximately 25 pages of written work for the course. Suzan Alteri, the Curator of the Baldwin, will work with us closely and co-lead the course.
Everyone will develop one or more research projects in the Baldwin and give reports on such. Students in previous iterations of this course have published their Baldwin-based research. The course will simultaneously function as a graduate proseminar, addressing topics such as research methods, writing and publication, grant applications, graduate school life, and general matters of professionalization and career planning.
Course assignments will likely include research exercises, conference abstracts, grant proposals, peer reviews, and paper revisions. LIT Terry Harpold As we move into an era of greater climate instability, the physical reality and cultural imaginary of climate will shape how we imagine the collective futures of humans and other living creatures of the Earth.
In this course we will investigate the contribution of the arts and humanities to our understanding of the significance of climate change. We will read a wide range of climate-related texts from the twentieth and twenty-first centuries, some nonfiction climate studies, animal studies, plant studies, environmental humanities , but mostly from the emerging textual and graphic genres of climate fiction, stories that are grounded in realities of planetary climate crisis, mass extinction, climate-induced migration, and economic collapse: a world in which former habits of mind and body are incompatible with situations on the ground, in the air, and under the water.
Much of what we will read is, implicitly and explicitly, an indictment of the blind hubris, cruel appetite, and reckless improvidence that have pushed us all toward terrible ends.
This course proposes that the literary imagination of climate, haunted by the allures and negations of crisis, may also point in the direction of an ethic of climate that embraces critical reflection, shared responsibility, and hopeful resolve.
LIT Laura Gonzales This course is grounded in an acknowledgement and understanding that all technologies are culturally, historically, and rhetorically situated. Structured as a hypertext Haas, , course readings will thread together scholarship in digital writing and cultural rhetorics with the goal of having students develop research trajectories and approaches to their teaching that do not separate, but instead purposely connect digital and cultural approaches to writing studies.
Questions to be addressed in the course include: 1 How do technologies both facilitate and limit the work of specific communities? Students will leave the course with a digital project e.
To begin with, there is one: timeless, universal, purposive. In addition, it is essentially good. Denying, against Augustine or Hobbes, that humans are either fallen or selfish, most Enlightenment thinkers contended that human nature affords all the resources we need for virtuous and peaceful lives.
They rekindled the old fears that, under the politeness of social surfaces, Satan still roamed around; that codes of conduct were fictions created by liars who deceived everyone including themselves; that beyond the limits of civilization that is, Europe , human nature expressed itself in ways deeply at odds with the Enlightenment program.
In this course we will discuss the role played by these figures — rakes, vixens, and savages — in the imaginative literature of the period.
We will discuss the ways in which they challenged contemporary understandings of human nature and set limits to Enlightenment universality; and we will consider the strategies writers used to either deflate or leverage this challenge.
LIT Tace Hedrick We will be reading some of the better-known novels and short stories from United States feminist movement, published from around through the first two decades of the twenty-first century. Class requirements include reading response papers, final paper proposal, annotated bibliography, and a page final paper.