Jun 22, 2024

2015-2016 Caspersen School of Graduate Studies Catalog

2015-2016 Caspersen School of Graduate Studies Catalog [ARCHIVED CATALOG]

Course Descriptions

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	MAT 805 - Introduction to Teaching All Learners 3 credits This introductory course provides a foundation for the profession of teaching, professional expectations of future practitioners and introduces the topics of regular and special education to teacher candidates. This course examines the foundations of education from a historical and philosophical perspective, including introductory knowledge of lesson planning, classroom management, generic teaching methods, special education methods and techniques, learning styles, child development, legal issues, and a code of ethics, multicultural education, and the role of reflection in teaching. Current issues are discussed such as vouchers, charter schools, teacher evaluation and the roles of local, state, and federal governments in funding public education. Students conduct twenty hours of unsupervised classroom observations and assess their own abilities in relation to the New Jersey Professional Teaching Standards. Students assess their attitude toward being a caring professional, and develop an educational philosophy. Teacher candidates learn and apply skills that will allow them to write successfully for multiple audiences in the profession (students, parents, colleagues, and administrators). EDUC 301
	MDMH 852 - History of Scientific Medicine 3 credits The science-based medicine of our time may not be the only medicine, but it is the one on which most of us rely. It affects our lives in countless ways, and an appreciation of its historical development is warranted. This course deals with the great scientific discoveries that made modern medicine possible. It tracecs the growth of anatomy, surgery, physiology and pathology in the 16th, 17th, and 18th centuries, and examines more fully the extraordinary expansion and proliferation of medical sciences in the 19th and 20th centuries
Arts & Letters
	ARCR 800 - Religion Culture and Conflict: Intro to Peace and Conflict Studies 3 credits This course begins with a study of theory for understanding conflict and models for conflict transformation and peacebuilding. We examine a range of themes relating to conflict involving religion, culture, ethnicity, nationalism and identity. What happens during the encounter between two vastly different ideological systems? When peoples’ histories seem to collide or when identities seem incompatible? The course will explore these and other issues through a series of case studies from both inside the US and abroad. We will also study the various methods that have been employed in efforts to resolve these conflicts. This seminar style course will incorporate perspectives from a variety of different inter-disciplines.
	ARCR 801 - Introduction to Mediation and Conflict Management: Practicum 3 credits This course will provide a theoretical and practical foundation in the practice of mediation. It will begin by placing mediation in the context of the spectrum of alternative dispute resolution processes and examining the various ways in which mediation is utilized in contemporary society. The course will then give students exposure to both theory and practical experience in the various stages of mediation – i.e., preparation for mediation, opening statements, first joint sessions, separate caucuses, subsequent joint and separate sessions, guiding the parties to agreement, and memorializing the agreement. The many simulation exercises in the course will focus on individual and collective disputes. This course is designed to prepare students for a career in mediation and alternative dispute resolution. This course will be offered in a “hybrid” format, with both online and face-to-face meetings. The distance learning component will include both synchronous and non-synchronous sessions. Students will come together twice during the semester for face-to-face meetings in order to engage in role-playing and other exercises. Students will also learn fundamental competencies for mediators such as active listening, conflict management, idea generation, consensus decision-making, facilitation and group dynamics. The course will conclude with exposure to the model of interest based problem solving, an integrative, multi-step process that is applicable to many mediation and joint problem-solving contexts. The many simulation exercises in the course will focus on individual and collective disputes. This course will be offered in a “hybrid” format, with both online and face-to-face meetings. The distance learning component will include both synchronous and non-synchronous sessions. Students will come together four times during the semester for face-to-face meetings in order to engage in role-playing and other exercises.
	ARCR 802 - Conflict Resolution: Cross-Cultural Approaches 3 credits
	ARCR 805 - Advanced Mediation and Conflict Management 3 credits This course will provide a theoretical and practical foundation in the practice of mediation. It will begin by placing mediation in the context of the spectrum of alternative dispute resolution processes and examining the various ways in which mediation is utilized in contemporary society. The course will then give students exposure to both theory and practical experience in the various stages of mediation – i.e., preparation for mediation, opening statements, first joint sessions, separate caucuses, subsequent joint and separate sessions, guiding the parties to agreement, and memorializing the agreement. The many simulation exercises in the course will focus on individual and collective disputes.This course is designed to prepare students for a career in mediation and alternative dispute resolution. This course will be offered in a “hybrid” format, with both online and face-to-face meetings. The distance learning component will include both synchronous and non-synchronous sessions. Students will come together four times during the semester for face-to-face meetings in order to engage in role-playing and other exercises.
	ARCR 808 - The Anthropology of Peace and Conflict: World Wisdom for Conflict Resolution 3 credits All societies experience conflict. Any society, no matter where or what size, will have within it individuals and groups with varying and often competing needs and interests, inevitably leading to conflict. Accordingly, whether pursuing a utopian ideal of social harmony or simply avoiding self-destruction, all societies have developed tools and methods for resolving internal conflict and disputes. With the proliferation of conflict resolution and alternative dispute resolution practice in the United States, however, and with the tendency of Western powers to leading the way in global conflict resolution (e.g. the UN), non-Western models of conflict resolution that are effective and powerful have often been neglected. In this course, we will examine the various ways that peoples around the world, over the millennia, have developed sophisticated conflict resolution strategies: from individual mediators and informal councils of elders, to formal structures for lodging grievances and sanctioning solutions, and all the tools used therein. We begin with a general theory of conflict resolution, examining different models for understanding conflict (e.g. harmony vs. confrontational). This is followed by an exploration of case studies from cultures around the world, both past and present. The course concludes with a series of exercises wherein students compare conflict resolution strategies and practice implementing these strategies by engaging in role-playing simulations.
	ARCR 810 - Homeland Security in New Jersey: Intelligence, Counterterrorism, and Cyber Security 3 credits This course will explore the overall homeland security enterprise in the State of New Jersey. Students will gain an appreciation for the capabilities, products, and relationships that define the intelligence and homeland security mission in the State. Guest lectures will include leading figures from both the public and private sectors, who have direct experience in law enforcement, emergency management, and first response.
	ARCR 812 - The Evolving Media and Conflict Management: Social and conventional media skills for conflict resolution 3 credits The news media is a powerful tool around the world. Proper use of conventional and newer social media can be a path to resolving conflict or, in some cases, creating and encouraging conflict. The historical transition from newspapers, to television news, to the internet culminating with present day citizen journalists using social media, has created tremendous opportunity to inform and educate. Yet, the same technology also poses unique challenges. A survey of these issues will be undertaken focused on conveying best practices to prevent and resolve conflict working in partnership with the media. The present course intends to provide students with a skills based interdisciplinary introduction to media types, messaging strategy, social media, journalistic ethics and the legal framework the press operates under in the USA. Each topical area will be grounded in skills students can apply as a leader or advisor to a public figures facing a crisis or attempting to convey a message. A final exercise will give students the opportunity to perform realistic analysis of a challenging messaging issue, determine options and delivery of solutions via conventional and other forms of media. (This course will be taught as a hybrid course, with online and face-to-face meetings.)
	ARCR 814 - The Lore of War and Peace 3 credits All societies have conflict and all societies have mechanisms for resolving conflict, including individuals that serve in the vital role of peacemaker. In many cases, the instruments of conflict resolution are embedded in parables, fables and myth. This course explores folklore, religious texts, drama and literature through time and across the world in order to understand cultural expressions about conflict and warfare and the various responses to it. Discussion will focus in particular on the role played by peacemakers and mediators in these narratives, examining what is both common and unique to various traditions over time. Readings will include ancient texts from Genesis, the Iliad, Persians, and Bhagavad Gita, along with folklore and oral traditions from around the world.
	ARCR 815 - The Political Economy of War and Peace 3 credits (Same as ECON 29)
	ARCR 818 - Social and Conventional Media Skills for Conflict Resolution 3 credits The news media is a powerful tool around the world. Proper use of conventional and newer social media can be used to resolve conflict or in some cases, create conflict. The historical social transition from newspapers, to television news, to the internet culminating with present day citizen journalists using social media has created tremendous opportunity to inform and educate, while the same technology also provides unique challenges. A survey of these issues will be undertaken focused on conveying best practices to prevent and resolve conflict working in partnership with the media. The present course intends to provide students with a skills based interdisciplinary introduction to media types, messaging strategy, social media, journalistic ethics and the legal framework the press operates under in the USA. Each topical area will be grounded in skills students can apply as a leader or advisor to a public figures facing a crisis or attempting to convey a message. A final exercise will give students the opportunity to perform realistic analysis of a challenging messaging issue, determine options and delivery of solutions via conventional and other forms of media. This course will be offered in a “hybrid” format, with both online and face-to-face meetings. The distance learning component will include both synchronous and non-synchronous sessions. Students will come together twice during the semester for face-to-face meetings in order to engage in role-playing and other exercises.
	ARCR 820 - Policing, State and Security: Gender, Race and Citizenship 3 credits The relation between police, state, and security has been a source of much interest in democracies. How does one define the state and the police and their role in ensuring security? Philosophers and theorists have defined the state in different ways –some thinking of it as an ideal entity, or as representing the interests of the ruling classes, or as a Weberian bureaucratic rational state. For some theorists, state has been completely replaced by the idea of government and a decentered entity. In the course, we will first discuss theories of state and their critique by Feminists and Critical Theorists. Next, we discuss policing- including the history of policing, global trends from Argentina, India, and Egypt, and the role policing plays in societies. U.S. debates on policing emerging out of Ferguson, MO and Baltimore, MD will also be analyzed in this context. Finally, we relate state and policing to the use of science. From the high number of crime shows such as CSI, Law and Order and Dexter impacting jury trials and the increasing use of DNA evidence, neuromapping technologies and even truth serums (in some contexts) has made police and the legal system extremely dependent on the ability of scientific evidence to get to the truth. Drawing from Political Theory, films, TV shows and stories, we will trace the way in which state and policing interacts with science. Whether we discuss state, policing, or science, the experience of any of these institutions is mediated centrally by particular identities such as race, gender, and class, which will be discussed throughout the course. same as PSCI 232
	ARCR 821 - Torture: Pain, Body and Truth 3 credits Torture has become a subject of much debate in the post-9/11 world. In this course, we start with this fascination with the subject to historically, philosophically, and conceptually analyze the debates on torture. The aim is to analyze the different dimensions of torture: its existence in different societies, its nature, its relationship with pain and truth, its impact, and finally the control of the state over bodies and lives in modern society.
	ARCR 822 - Muslims and the West 3 credits This course is a comparative analysis that draws upon Muslim experiences in the United States, Britain, and France. While situating Muslim experiences in the broader discussions on racial and religious minorities, the course engages with a dominant framework that puts forward the view that the West and Islam are irreconcilable. The social, cultural, religious, and political inclusion of Muslim immigrants has been contentious and these countries have adopted similar as well as divergent approaches to deal with it. The language of the global war on terror in the post-9/11 period has brought many of the lingering questions regarding Muslim inclusion to the fore. This course is aimed not only at understanding some of the salient issues faced by Muslim communities, but also looks at the ways in which a particular set of discourses on Islam has come to define the Muslim immigrant experiences in the West.
	ARCR 823 - The Arts of Peace and Conflict 3 credits Explore and participate in visual response to violent conflict. From ancient mosaics to video games, the visual arts offer tangible evidence of the effects of war on contemporary culture. In this class we will investigate art historical trends related to conflict, and develop a collaborative project over the course of the semester to experience the transformative effects of social practice. Students will experiment with traditional media in addition to current principles and tools of social movement in order to engage with contemporary practice of inventive reaction to violent confrontation. Individual research, development and realization of a team project are the cornerstones of this interdisciplinary program of study.
	ARCR 830 - Grassroots Peacebuilding and Global Action 3 credits While Track 1 diplomacy, at the national level, tends to grab the headlines, much of the most important work in the field of peacebuilding takes place at the grassroots level. This course will examine a range of methods employed in grassroots, people-to-people peacework. We will study direct methods of peacebuilding, such as the Saville Commission on Bloody Sunday in Derry, northern Ireland as well as indirect approaches such as humanitarian work in healthcare and education that are also crucial for achieving and maintaining lasting peace. This course offers a unique opportunity to learn directly from humanitarian and peace activist Don Mullan, who has been involved in peacebuilding efforts around the world.
	ARCR 831 - Conflict Resolution for Clergy 3 credits Religious leaders from virtually all faiths view serving their communities as peacemakers as part of their calling, and they are inspired by their faith to do so. Congregations inevitably experience conflict – internal and external – and in many cases they turn to the clergy for leadership in transforming those conflicts. In this course, learn from conflict resolution specialists and experienced clergy/chaplains about the roots, the dynamics and the types of conflicts that religious leaders encounter. Participate in simulated mediations, and learn about the various strategies used for conflict resolution.
	ARCR 832 - Conflict Resolution for Educational Professionals 3 credits Conflict is endemic to classrooms and campuses around our nation. Teachers, counselors, administrators face a range of issues, and as School Resource Officers aim to maintain decorum, they themselves sometimes become a part of conflict. In this course, learn about the roots, the dynamics and the types of conflicts that are encountered in the schools. Participate in simulated mediations, and learn about the various strategies used for conflict resolution. Learn strategies for working and maximizing cooperation with SROs.
	ARCR 850 - Supervised Internship 3 credits The student engages in an internship in a government or private agency related to their program interests and goals. The internship is supervised by an appropriate Drew faculty member in conjunction with the onsite intership supervisor. The student will undertake readings, short papers, and other assignments as determined by the faculty supervisor.
	AREL 803 - Shakespeare 3 credits By examining five of his most controversial plays, this course will introduce students to the various genres of Shakespeare while generally tracing his career arc. The plays are: 1) The Taming of the Shrew—marriage and gender; 2) Henry V—war and imperialism; 3) The Merchant of Venice—anti-Semitism; 4) Othello—race; 5) The Tempest—colonialism. In addition to the five plays, we will view several cinematic adaptations of Shakespeare’s works and will examine his sonnets. We also will discuss strategies to teach Shakespeare effectively in the secondary school classroom.
	AREL 804 - British Romantic Extremes 3 credits Several years ago, the Byron Society of America and the Jane Austen Society of North America Greater New York Region sponsored a conference called: “Austen and Byron: Together at Last.” In the spirit of such fantastic union, this course will examine, contrast, and celebrate one writer whose subject has been described as “the autonomy of the gentlewoman” and another whose subject has become an adjective, “the Byronic.” Readings in both figures will address issues including representation of gender and power; local and global contexts in Regency England and post-Congress of Vienna Europe; genres such as narrative and lyric, comic novel and comic epic; the Romantic self and the trouble with love; “two inches of ivory” and seventeen cantos; Mr. Darcy and Manfred; Anne Elliot and Annabella Milbanke; resistance and acceptance; and contemporary critical discourse about the cultural formations called “Romanticism.” The seminar will include selected films of Austen novels and feature the extraordinary Byron Society Collection now housed in the Drew Library.
	AREL 805 - The Importance of Being Witty 3 credits While Greek and Roman myths have grounded the Western cultural imagination for more than two millennia, many artists have struggled to transform these ancient stories. Twentieth-century Ireland produced two writers whose work represents different approaches to such metamorphoses: Yeats, who turned to regional models, and Joyce, who localized the Greco-Roman ones. This course will explore mythic transformation, with some attention to Yeats’ mythic worlds and special emphasis on Joyce’s early processes and works.
	AREL 806 - Victorians: Visionary Ones, Impossible Ones 3 credits This course features some of the outrageous, visionary, irritating and challenging statements of Victorian literature, such as: Never encourage the manufacture of any article not absolutely necessary, in the production of which Invention has no share; We get no Christ from you; Barking, mewing, hissing, mocking, Tore her gown and soiled her stocking; Life imitates Art far more than Art imitates Life; King Arthur made new knights to fill the gap Left by the Holy Quest; Sentence first, verdict afterwards; A spectre is haunting Europe … . Situating these and other pronouncements in their literary, historical, and cultural contexts, these five sessions seek to weather again “the storm-cloud of the nineteenth century.” Among the writers featured are Elizabeth Barrett Browning, John Ruskin, Christina Rossetti, Karl Marx and Friedrich Engels, Alfred, Lord Tennyson, Lewis Carroll, and Oscar Wilde.
	AREL 807 - British Romantic Extremes: Byron & the Shelleys 3 credits Lady Caroline Lamb first glimpsed Lord Byron and wrote, “Mad-bad-and dangerous to know.” In various ways Byron, Percy Bysshe Shelley and Mary Godwin Shelley explore the boundaries of reason, morality and revolution. This seminar charts the extremes in the biographies and inter-textual debated of three British writers of the early 19^th Century (roughly) who took Romanticism to its limits in life and art. Promethean rebellion, political radicalism, sexual and gender border-crossing, defending poetry, infusing the Gothic with the apocalyptic, and dying with/without a cause converge in these legendary writers of personal, political, and artistic transformation. Works read include: Byron’s Manfred, Childe Harold’s Pilgrimage, and Don Juan; Percy Bysshe Shelley’s “Mont Blanc,” Prometheus Unbound, and A Defense of Poetry; and Mary Shelley’s Frankenstein and Mathilda.
	AREL 808 - The Literature of Late Medieval Britain 3 credits In many ways, what happens at the end of the Middle Ages in Western Europe can be paralleled to what happens to Western culture during the 20^th c. In either case, a well-established vision of society falls apart, and a new one begins to take shape. We’ll be looking at the three major authors of the 14^th c in England: Langland, Chaucer, and the Gawain poet. While doing so, we’ll consider how vernacular literacy is impacting notions of literature, and we will see the birth of English author-ship with Chaucer. Texts to include Chaucer’s Troilus and Criseyde and selections from The Canterbury Tales, Langland’s Piers Plowman, and the Gawain poet’s Sir Gawain and the Green Knight. We’ll conclude by looking at the shift in the 15^th c from the Cycle or Corpus Christie drama to the morality play. (Most texts read modernized versions.)
	AREL 809 - Medievalist Visions of the Nineteenth Century 3 credits A comprehensive understanding of the 19th century must account for its enduring fascination with the Middle Ages. In large part, the cult of the medieval was a reaction against the ascendancy of industrialism and the newly empowered middle classes. As such, medievalism’s influence extended into the realms of religion, art, architecture, novels, poetry, prose, and politics. This course will survey the various guises of 19th-century medievalism and explore the connections between them in an interdisciplinary manner. From the novels of Sir Walter Scott to the religiously motivated architecture of Augustus Welby Pugin, from the polemical prose of Thomas Carlyle and John Ruskin to the fantasies of William Morris, from the evocative art of the pre-Raphaelites to the opportunistic politics of Benjamin Disraeli, a vast array of figures offered their medievalist visions as they sought to influence the course of the 19th century.
	AREL 815 - The Poetry of Robert Frost 3 credits This course centers on a close reading of about two dozen poems, but, by grouping others around this core, we will survey the poet’s whole output. Following Frost’s notion of “sentence sounds,” our discussions will rely heavily on oral interpretation, both listening to recorded performances and working with our own voices in the classroom. Each participant will get to choose one of the poems we discuss as a group.
	AREL 820 - Willa Cather and William Faulkner: A Conversation 3 credits The course will explore the lifelong dialogue and rivalry between these two major American modernists. Growing out of the work of Merrill Skaggs in her ground-breaking work, Axes, we will consider the major novels and short fiction of each writer. We will explore the pervasive themes and tropes in each of their works and consider how these giants respond to and undercut each other’s conclusions.
	AREL 821 - Willa Cather: The Development of the Writer 3 credits This course will explore Willa Cather’s body of work, with particular emphasis on her novels and short fiction. A unifying theme is Cather as a writer who constantly challenged and reversed the questions explored and conclusions reached in her novels. Students will take advantage of the remarkable material in The Willa Cather Collection in the Drew Library to develop their presentations and critical papers.
	AREL 822 - Literature of the Harlem Renaissance 3 credits The extraordinary achievements of African American political activists, intellectuals, dancers, painters, sculptors, photographers, musicians, and writers between 1917 and 1935 mark the movement we now call the Harlem Renaissance. While Fats Waller’s song “This Joint Is Jumpin’” (1929) describes the good-time feeling much of the movement engendered, the Harlem Renaissance was in fact a multifaceted effort to improve race relations. Its intent was to gain access for African Americans’ fuller participation in American life. In this course we will discuss literary texts that articulate the broad preoccupations of the period. And most importantly, we will focus on the special qualities that have earned these texts a permanent place in our national literature.
	AREL 824 - Short Fiction and Essays of Willa Cather 3 credits This course will use the Cather collection in the Drew library to delve into the conversations among Cathe’sr short stories and her longer fictions. We will consider Cather’s non-fiction prose and her reviews and essays. One of our goals will be to consider Cather’s understanding of the nature and purpose of art. Students will be encourage to develop projects that consider Cather’s practice in multiple genres.
	AREL 825 - Blood America: Reading Cormac McCarthy 3 credits In his summary survey of great books, The Western Canon, the critic Harold Bloom included Cormac McCarthy’s Blood Meridian. The reclusive novelist came into even more prominence recently when the film version of No Country for Old Men won the Academy Award for best picture of 2008. McCarthy’s is a frightening humanism, a verbal artistry of heroic scale and risk, and a vision of historical American character having a dark beauty that both appalls and renews. He has created American characters that seem to come out hard from our collective memory, such as Judge Holden, Billy Parham, and most recently and simply, “the man” and “the boy.” This course will concentrate on six of McCarthy’s novels from Blood Meridian to The Road. It will ask questions about their representations of traditional male journeys; regeneration through violence; Southwest American nature, borders, and their peoples; narrative technique; roots in and contrasts with genre Westerns, Faulkner, and other American writers; immedicable evil; and intransigent courage and goodness.
	AREL 826 - Literary Modernism in America 3 credits This course will explore fiction, poetry, and essays written between 1914 and 1945. We will consider the work of Hemingway, Fitzgerald, Cather, Faulkner, Pound, Eliot, Stevens, among others.
	AREL 829 - Contemporary Poetry 3 credits This course will explore poetry written in the United States and Europe from 1960 to the present, with special emphasis on works published in the last 30 years. We will consider the influence of literary Modernism on contemporary poets, as well as themes of loss, grief, survival, and resilience. We will read and respond to the works of Heany, Szymborska, Hirshfield, Oliver, among many others.
	AREL 830 - Staging the Nations; Contemporary American Drama, Its Protestations, Portayals and Proclamations 3 credits This course will consider a rich spectrum of American dramatists from a cultural perspective and will center around expressions of identity, gender, sexuality, race, ethnicity and regionality. Included in this exploration of contemporary multicultural and global voices will be the study of late 19^th-century immigration theatre and other antecedents. Material relevant to the themes and topics of the plays will augment their study. Students will participate in in-class readings of the plays. (No theatrical experience is needed.) Attendance at a selected theatre performance is required..
	AREL 831 - Contemporary Fiction 3 credits This course addresses significant American fiction written since 1945 and answers the question: what is post-modernism and how are its characteristics reflected in recent short stories and novels? The course traces the roots of postmodernism in Modernist thought and literature. Special attention is paid to innovative works written in the last 20 years.
	AREL 832 - Transatlantic Modernisms 3 credits This course will explore the profound and ongoing conversations between American and British writers during the height of literary modernism and the ways in which their works respond to and question each other’s conclusions.. We will also consider the influence of the visual arts on these writers. We will read Willa Cather and Virginia Woolf, William Faulkner and James Joyce, William Butler Yeats and Wallace Stevens, E.M. Forster and F. Scott Fitzgerald, among others.
	AREL 833 - The Novels of Marilynne Robinson 3 credits While most recent fiction has been more mindful of its porous border with film, the novels of Marilynne Robinson have reclaimed ground on other fronts, fiction’s borders with poetry and the reflective or lyrical essay. The four books are both freestanding and highly interrelated. Gilead, Home, and Lila share key protagonists and events, and the latest of these, Lila, pairs well in both style and theme with Robinson’s first novel, Housekeeping. Read together, the four imply a larger vision out of which each seems to be cut. This is surely a sacral vision, but made of the same facts and materials with which another writer might have built a worldly or even a cynical one. Robinson has given the world a hard-headed, convincing portrayal of the life of the spirit in a secular civilization.
	AREL 834 - Flannery O’Connor: Short Fiction 3 credits
	AREL 840 - Noir Fiction and Contemporary Male/Female Identities 3 credits This course will examine the issues of identity, sexuality, and gender in the noir fiction writings of authors ranging from Edgar Allen Poe to Ernest Hemingway, Patricia Highsmith, Norman Mailer, and Robert Parker. The noir fiction genre, often overlooked by literary scholars, offers insight into the social and moral climate of its times. The themes of masculinity in crisis and protagonists alienated from the permissible cultural parameters of male identity dominate the genre. This course will study and discuss noir novels along with scholarly essays that examine the genre’s portrayal of the American male and the noir genre’s abiding influence on the way men see themselves in relation to other men, women, and modern American culture.
	AREL 845 - Women and Theatre: Playwriting Their Lives 3 credits Women have long claimed the stage as a means of telling their stories and embodying their personal responses to the world around them. Like the 10th century canoness, Hrosvit of Gandersheim, considered to be the first woman dramatist in the West, a spectrum of women playwrights have brought their own form of Hrosvit’s appellation of “forceful testimony” to the stage. This course will move in two directions: We will study a variety of writers including those who have been underrepresented as well as others who are now emerging in American theatre. Critical essays, memoirs, interviews, and other material relevant to the playwrights’ lives and to the context from which they write, will also be studied. Secondly, through in-class writing development, the students will move toward the theatrical telling of individual stories and have the opportunity to script a short dramatic piece.
	AREL 851 - The Graphic Novel 3 credits The graphic novel is an intense convergent medium of word and image which combines into an immediate and powerful confrontation with the subject at hand. Graphic novels can compel a visceral means of engaging and understanding socio-historical events that for many are distanced by time, space, or place. This sequential art form is no longer the “pow” and “zap” realm of the caped crusaders of yesterday’s comic books, but is a vast array of varying styles, perspectives and content. In this course, we will begin with a discussion of the theoretical framework of graphic novels and an overview of their historical antecedents, before moving to specific works. Readings are in English or in English translation. Readings will vary each semester that the course is taught, but may include Bosnia-Herzegovina, The Sudan, Rwanda and Cambodia with attention given to new and emerging global resources.
	AREL 852 - Beyond Words: The Graphic Novel and Representations of Ethnic and Racial Violence, the Holocaust and Genocide 3 credits The graphic novel is an intense convergent medium of word and image which combines into an immediate and powerful confrontation with the subject at hand. Graphic novels can compel a visceral means of engaging and understanding socio-historical events that for many are distanced by time, space, or place. This sequential art form is no longer the “pow” and “zap” realm of the caped crusaders of yesterday’s comic books, but is a vast array of varying styles, perspectives and content. In this course, we will begin with a discussion of the theoretical framework of graphic novels and an overview of their historical antecedents, before moving to specific works. Readings are in English or in English translation. Readings will vary each semester that the course is taught, but may include Bosnia-Herzegovina, The Sudan, Rwanda and Cambodia with attention given to new and emerging global resources.
	AREL 853 - Not Simply ‘Betty’ or ‘Veronica’: Women and the Graphic Novels They Write: Alternative Narratives 3 credits Although this seminar will consider the role of Betty and Veronica in “Archie Comics,” “Tessie the Typist,” and a parade of vixens, perky teens, and romance-stricken damsels in the historical compendium of comics as well as in the comics evolution into graphic novels, it will begin with elemental theory of visual and material culture. Despite the fact that the graphic novel has been formalized into scholarly discourse, university libraries, and other educational settings, the study of women writers and artists and the graphic novels they create still lags behind. In this course, we will engage a distinctive collection of memoirs, ‘self’-conscious representations, the confessional and the fanciful. We will begin with the work of Nell Brinkley [1907-1930’s] and the depiction of challenges for ‘the new woman of the 20th century’, then move to Jackie Ormes, the first African American woman comics artist [1930’s-1950’s], whose satirical critiques were aimed at the supreme court, environmental issues and racial and gender equality. From there, we’ll direct our focus to a selection of modern American and international texts. Additional contextual material will accompany the assigned graphic novels. In conjunction with the readings and discussions, students will engage in imaginative exercises meant to move them toward creating their own representative storytelling in word and image.
	AREL 860 - The Novella Tradition in Spain and Latin America 3 credits This course examines the origins, tradition, impact, and currency of the novella or short novel as an important subgenre of Spanish and Latin American literature. Beyond addressing the distinguishing characteristics of novellas (versus short stories and full-length novels), the course critically analyzes the elements of fiction of each novella considered. The readings present the Hispanic novella as a genre especially suitable for the artistic expression of certain social, cultural, and intellectual concerns within Spanish and Latin-American contexts, including recurring themes around race, gender, and sexuality. The course pays particular attention to: the reshaping of the Italian genre in the “exemplary” novellas of Spain; the use of the genre by authors of the Latin-American boom of the 1960s; and more recent articulations connected to postmodern and neorealist tendencies. This course will be taught entirely in English, with all readings available in translation. Readings will be drawn from the following, among others: Miguel de Cervantes’ Exemplary Novels, María de Zayas’ Disenchantments of Love, Ana María Matute’s Celebration in the Northwest, Juan Rulfo’s Pedro Páramo, Elena Poniatowska’s Dear Diego, Carlos Fuentes’ Aura, Gabriel García Márquez’s No One Writes to the Coronel / Chronicle of a Death Foretold, Reinaldo Arenas’ Mona, Mario Vargas Llosa’s Who Killed Palomino Molero?, Clarice Lispector’s Hour of the Star, Ana Lydia Vega’s Miss Florence’s Truth, and Mario Bellatín’s Beauty Salon.
	AREL 861 - Memories and Migrations: U.S. Latinos in Literature and Film 3 credits This course studies works that follow the tradition of the (auto)biographical and life writings modes of self-representation as they examine the migration, dislocation and settlement in the U.S. of individuals and communities and their process of cultural negotiation and integration. We will focus on their discursive strategies in relation to the past, nostalgia and memory. We will engage these works with current social elements, such as mass media and local and national policies. Using postcolonial theories of discourse, we will also examine how these works situate themselves in light of emerging cultural identities and new cultural realignments. Authors include Julia Alvarez, Sandra Cisneros, Esmeralda Santiago, Christina Garcia, and Judith Ortiz Cofer; films include ”The Ballad of Gregorio Cortéz, ” “The Mambo Kings Play Songs of Love,” “Before Night Falls,” and “Maria Full of Grace.”
	ARFA 804 - Art History: Collage and Beyond 3 credits This class examines the history and influence of collage across disciplines. We will trace the history of collage in the visual arts and then investigate its impact in other fields, including film, music and literature. Lectures and readings will expose students to a wide range of modern and contemporary art forms. In addition to discussion and writing, students will make short creative exercises throughout the semester (no previous art experience is required) and a final capstone project in a field of their choice.
	ARFA 805 - Art History: The Value of Art 3 credits
	ARFA 806 - Art as Global Communication 3 credits Art can be a language we can use to connect with distant and different cultures, to communicate with artists, students and people from around the world. Today we have media tools at our disposition that we can use for virtual travel to interface with people who live in distant places and live different lives. Whether they are 30 or 3000 miles from here, we can exchange opinions, cultural values, worldviews, our needs and desires. Through this exchange, we can expand our understanding of the world and of ourselves through Art. From global to local: one of the important roles of Urban Art is to express and render evident the great cultural and ethnic variety of our modern cities. Urban Art has been recognized by the administrations of modern cities as an important tool of bringing people together, urban beautification, expression and promotion of cultural identities. In the East coast, specific programs have been created to promote Urban Art such as the beautiful mosaics in the NYC Subway or the Murals program in Philadelphia. We will analyze this phenomenon from a social point of view: how urban art, both organized and spontaneous, expresses the multifaceted identity of our modern urban centers and ameliorates the quality of life of the people that live in them.
	ARFA 810 - The Watercolourist’s Craft: Color, Light and Line 3 credits
	ARFA 811 - Watercolorist’s Craft: Book Arts/Word and Image 3 credits This course provides a hands-on approach to painting, using watercolor as a medium. In this class, we will explore watercolor’s particular relationship to ‘the art of the book’. This connection ranges from historic, cultural artistic works (like The Book of Kells, and the prints of William Blake, etc.), to artists’. illustrated journals and publications (i.e., Andy Warhol, Edward Gorey, William Morris), to illustrated children’s literature (for example, Beatrix Potter, Antoine de Sainte Exupery, Maurice Sendak, Edmund Dulac, Jerry Pinckney, among others), to visual works by literary figures (such as Elizabeth Bishop, W.B. Yeats, Zelda Fitzgerald, the Bloomsbury Group, Derek Walcott, and others). These varied examples will provide context and inspirational possibilities for our own creative works and research, considering the interconnections of word, image, and book form. Students will create their own watercolor paintings (and even illustrated book forms) in this class, experimenting with various treatments of the medium. No previous painting experience is required, and all levels of experience are welcome.
	ARFA 815 - The Value of Art 3 credits What is the value of Art? How can it be quantified? In this course we will discuss how in the recent decades the prices of artworks sold at auction skyrocketed and how Art has become a branding phenomenon. Starting from a list of the 10 most expensive artists of this decade we will take museum trips to see these works from life. We will also compare these 10 artists to 10 artists of 10 years ago and to 10 artists from 100 years ago with the purpose of understanding how the Art market works but also how Art was valued then and how it is valued today.
	ARFA 816 - Medical Illustration 3 credits The purpose of this course is to introduce students to the history and theory of scientific illustration, both Western and non-Western and the methods for organizing, developing and producing illustrations capable of conveying a message. The course focuses on three main points: the history of medical illustration; the methods of planning and organizing of scientific illustrations, including research, narration of a process, technique; and field trips. Students need not have artistic ability, but are encouraged to think visually and try out some basic skills to better understand the process of moving from concepts to images.
	ARFA 817 - Mystical Imagery in Art 3 credits One of the peculiarities of the mystical experience is its inscrutability. Artists try to describe with images what cannot be said in words. Throughout the centuries many images of mystical experiences have been produced around the world, some for magical or healing purposes, others for worship. These images are a window into the human soul that let us look at the projections, desires or hopes of the visionary. In this course we will study these images to explore the figure of the mystic and the nature of mystical experience. The course includes a practicum component in which students create their own image of a divinity: a painting, an idol, etc., using any medium and technique they want or feel comfortable with. Topics to explore are: Shamanistic Art: Cave paintings of Paleolithic Europe and Shamanistic Art from the Paleolithic to today throughout the world. The Gods of the Silk Road: The Silk Road permitted cultural exchanges between the East and the West: we will analyze examples of art that show this communication/contamination as well as temples decorated with frescoes dedicated to the Buddha that have been recent subject of study and restoration. Everlasting Iconoclasm: Iconoclasts versus Iconodules: the problems related to the depiction of God and the various iconoclastic occurrences from the Byzantine period to the destruction of the statues of Buddha by the Taliban. Holy Murals: Great fresco cycles in Italy, 1300’s to 1500’s. The Eye of God: Images of heaven, cupolas and mandalas Mystical Wanderlust: Pilgrimages in various religions; the concept of Magus in the Renaissance; the Crusades. From Pagan to Christian: How pagan concepts and gods were Christianized. Blasphemous Art: What is and what is not acceptable in depicting the divinity?
	ARFA 830 - Music and America 3 credits Music has played a major role in American culture for centuries. During the nineteenth century American songs and compositions began to take on a distinctive tone. By the end of the century, America was asserting itself in the arts. The Broadway musical became a major center for compositional creativity. Jazz spread from New Orleans up the Mississippi and across the country. American dances in the twentieth century set world styles and fads. Film, and later to a less central degree television, became a medium for musical expression. American composers filled concert halls with their music. American popular music and musicians became world stars in jazz, swing, country, folk, rock & roll, rock, hip-hop, rap and musical theater. This course will explore various topics relating American music to American culture. In doing so, it will draw upon the wide diversity of American composers such as Stephen Foster, Louis Moreau Gottshalk, Amy Beach, Scott Joplin, Duke Ellington, George Gershwin, Aaron Copland, Florence Price, Leonard Bernstein, John Cage, Laurie Anderson, Bright Sheng, Anthony Davis, Meredith Monk, and others.
	ARFA 831 - Music in America 3 credits Music has played a major role in American culture for centuries. During the nineteenth century American songs and compositions began to take on a distinctive tone. By the end of the century, America was asserting itself in the arts. The Broadway musical became a major center for compositional creativity. Jazz spread from New Orleans up the Mississippi and across the country. American dances in the twentieth century set world styles and fads. Film, and later to a less central degree television, became a medium for musical expression. American composers filled concert halls with their music. American popular music and musicians became world stars in jazz, swing, country, folk, rock & roll, rock, hip-hop, rap and musical theater. This course will explore various topics relating American music to American culture. In doing so, it will draw upon the wide diversity of American composers such as Stephen Foster, Louis Moreau Gottshalk, Amy Beach, Scott Joplin, Duke Ellington, George Gershwin, Aaron Copland, Florence Price, Leonard Bernstein, John Cage, Laurie Anderson, Bright Sheng, Anthony Davis, Meredith Monk, and others.
	ARFA 831 - Music in America 3 credits Music has played a major role in American culture for centuries. During the nineteenth century American songs and compositions began to take on a distinctive tone. By the end of the century, America was asserting itself in the arts. The Broadway musical became a major center for compositional creativity. Jazz spread from New Orleans up the Mississippi and across the country. American dances in the twentieth century set world styles and fads. Film, and later to a less central degree television, became a medium for musical expression. American composers filled concert halls with their music. American popular music and musicians became world stars in jazz, swing, country, folk, rock & roll, rock, hip-hop, rap and musical theater. This course will explore various topics relating American music to American culture. In doing so, it will draw upon the wide diversity of American composers such as Stephen Foster, Louis Moreau Gottshalk, Amy Beach, Scott Joplin, Duke Ellington, George Gershwin, Aaron Copland, Florence Price, Leonard Bernstein, John Cage, Laurie Anderson, Bright Sheng, Anthony Davis, Meredith Monk, and others.
	ARFA 835 - Opera and Society 3 credits
	ARFA 854 - The Representation of Writers, Visual Artists, and Musicians in Film 3 credits This course will explore inspiration, the creative process, the role of failure, and the tension between the demands of life and work. Among other films, we will consider Capote, Basquiat, Girl With Pearl Earring, Finding Neverland, A Late Quartet, Pirate Radio, Frida, The Hours, and Reaching for the Moon.
	ARFA 855 - Representations of Aging in Film 3 credits
	ARFA 856 - Birth of a Black Nation: A Century of African Americans in Film 3 credits This course offers students the opportunity to look at the racial connections and differences that develop through the 20^th and 21^st century, the role blackface plays in film, and representations of black masculinity and femininity. Exposing students to the long history of African Americans in film, students will explore over a century of representations of black people through multiple genres and by a diverse set of directors and actors. this course offers students an opportunity to trace visual representations from the early 20^th-century to the present.
	ARFA 857 - “Stuff”: What is it? Why DO We Buy It? Who Collects IT? 3 credits Among those who’ve attempted to explain the role of “stuff” in our lives are anthropologist, Mary Douglas and comedian,George Carlin. This course will explore how “stuff” makes us known not only to ourselves– self-portraits of sorts–but to others as well. We will look at the social life of “things” and the role they play in constructing identity, as repositories of memory, and how they create and sometimes disrupt relationships are some of the questions to be considered. With a look backward to the era when ground beef on a roll was simply a burger, we’ll move forward to not only its elevation into a notable foodscape but to a panoply of other objects, of everyday ‘things’ in this age of heightened branding and binging. This course will offer critical readings from several areas, including aesthetics, anthropology, memory and material studies. Representations of social media, the Internet, on-line auctions and shopping will be augmenting resources.
	ARGS 810 - Dante: The Inferno 3 credits This course offers the student the rare luxury of the medieval “lectio,” a careful reading of Dante’s Inferno with relevant commentary. The vast scope of the Divine Comedy invites the reader to explore, by way of poetic imagination, a wide array of topics pertinent to understanding the late medieval/early Renaissance world: its history, politics, philosophy, theology and spirituality. In the Inferno, Dante takes us through the nine circles of Hell, a paradigm of human existence.
	ARGS 811 - Dante: The Purgatorio 3 credits This course is intended as a sequel to “Dante: The Inferno”; therefore only students who have taken that course or who are very familiar with the Divine Comedy should enroll. The goal of this course is an in-depth reading of the complete Purgatorio, the second canticle of Dante’s magnificent epic poem. Here we have the opportunity to reflect upon the experience of spiritual transformation or purification in its psychological, philosophical, theological, and existential dimensions. Here we encounter the very concept of purgatory, the seven-storey mountain, where, with the guidance of Virgil, one is purified of the seven capital sins and is led laboriously up the mountain to the Earthly Paradise. Preq: Dante I or permission.
	ARGS 812 - Boccaccio’s “Decammeron” 3 credits Another aspect of the medieval mind is gloriously expressed in Boccaccio’s magnificent collection of 100 short stories, or novella. In the midst of the raging Black Death in mid-14^th-century Florence, Boccaccio gathers ten young aristocratic men and women to pass their time in exile by telling stories, many ribald and risqué, but all of them enormously entertaining. Anyone who is interested in the development of the novella will want to read this astonishing collection.
	ARGS 813 - Life and Times of Bede the Venerable 3 credits Within a hundred years following the death of the Venerable Bede in 735, A.D., England, once an enclave of violent Anglo-Saxons, had become the home of a Christian culture which influenced the whole development of letters and learning in Western Europe. Bede at once became one of the first and greatest of English writers. In fact, Bede was one of the most learned and prolific writers that England has produced. Besides his unique History of the English Church and People, we shall read a sampling of his many letters, poems, homilies, and educational treatises
	ARGS 815 - The Renaissance in Italy 3 credits The importance of the Renaissance in the development of Western culture cannot be overstated. In this course we will approach all the fundamental aspects of the Italian Renaissance and the historical-cultural period that preceded and influenced it, such as the age of Classical art and thought and its adaptation to the Christian world. The works of literary figures such as Petrarch and Dante had a very important influence on the development of the Renaissance. We will analyze some of their work as well as works by other authors such as Machiavelli and Giordano Bruno, to name a few. We will also compare the Italian Renaissance with the Northern Renaissance to better understand the differences and peculiarities of the cultural turmoil in Europe at that time. Field trips to the Metropolitan and the Frick Collection in New York City will permit us to study and enjoy some of the actual masterpieces produced by artists such as Perugino, Raphael, Botticelli, Ghirlandaio, giving the students a closer, more intimate experience of Renaissance art.
	ARGS 820 - Tools of the Titans: Psychodynamic Myths 3 credits While modern psychology and psychiatry assume familiarity with names like Oedipus, Orestes and Orpheus, neither terminology nor clinical descriptions provide the awareness, understanding and insight that the ancient Greek stories themselves offer. This course examines foundational figures like the Olympians (Demeter, Zeus, Hera, Hermes, Athena, Apollo and Dionysus), as well as divinities and humans whose skills and labors form instructive patterns (Prometheus, Atlas, Heracles, Sisyphus, Daedalus and Pygmalion). Students also explore concepts of “fate” (including potential medical manifestations) and “freedom” through the individual choices and family relationships that haunt the houses of Cadmus (Oedipus, Jocasta and Antigone) and Atreus (Agamemnon, Clytemnestra, Electra and Orestes) and motivate those engaged in or affected by the Trojan War (Odysseus, Penelope, Helen, Telemachus and Nausicaa).
	ARGS 821 - Contemporary Uses of Mythology: The Journey Back to Self 3 credits Odysseus’s journey to reclaim his kingdom also challenged him to recognize and reclaim his own “shadow,” his fearfulness, and his feminine aspect. This course examines Odysseus’s struggle as a pattern for the adult journey back to self. Readings include works by Homer, Jung, Rilke, Akhmatova, Neruda, Eliot, Paton, Wilder, Sexton, Bly, and Joyce.
	ARGS 829 - History of Modern India through the Novel 3 credits The course traces India’s modern history from colonialism to postcolonialism to globalization through bestselling novels. Readings and discussion focus on modern Indian perspectives in fiction that define people and their relationships to one another in society. Often these stories transform tradition, in the interest of highlighting and challenging traditional aspects of Indian culture. In particular, the course explores times of transition and changes and continuity in the social fabric at those moments, including colonialism/British Raj, Independence and Partition in 1947, Postcolonial India, and Globalized India. The majority of the course readings were originally written in English; a running theme through the course is the significance of English in India from colonial times to the present day, and how Indian authors have distinctively used and created `English.’ Prior knowledge of Indian culture is desirable, but not required for this course. [same as REL 360]
	ARGS 830 - India in Literature, Religion and Art–Classical to Modern 3 credits This course introduces students to India’s rich religiously-inspired artistic heritage, focusing on classical and medieval foundations in literature and art with some consideration of their expressions in modern art. We read key texts in Buddhism, Hinduism, and Islam, and explore their representation in sculpture, monument, and painting. The challenge of the course is to complicate our understanding of the relationships between the two major avenues of historical record that are available to us: Classical literature and classical art. Does literature: Describe art? Philosophize art? Provide a sequential context for art? Other ideas? Does art: Illustrate literature? Symbolically represent literature? Embody literature? Other ideas? In exploring their dynamic interaction, we take into consideration the respective properties of each medium, including literature’s unfolding of story over the time it takes to read, while art favors an immediate visual impact. We also explore contextual issues in Indian history, aesthetics, mode of production and authorship.
	ARGS 831 - A Cultural History of Food from 1492 to the Present 3 credits This course explores the cultural, economic, and geopolitical roles of food in world history from the sixteenth century to the present. Some of the topics we will discuss include: how the introduction of new foods (including spices, sugar, coffee, tea, chocolate) transformed empires and global trading networks; food as a site of cultural exchange and interaction; food practices as expressions and markers of identities based on race, class, gender, nationality, religion and community, and sexuality and body image; how wars, industrialization and other political upheavals transformed food production and consumption; the history of food retailing and public dining; the morality of eating and drinking; and the successes and failures of various movements to reform food production and consumption. This course will draw links between global questions and everyday life, gender and politics, social class and identity.
	ARGS 833 - East Asia: Tradition and Today 3 credits The course analyzes religion as cultural traditions that have influentially defined the East Asian region across the centuries and up to the present, largely through a consideration of literature, arts and practices of China and Japan. Thematic topics include social definitions of community, traditional depictions of status according to class and gender, and the creation of paths of ethical behavior that promote social cohesion. We will explore these themes through historical interactions among traditions as well as challenges to and the use of tradition in the present day. The course includes required field trips to Japanese traditional institutions devoted to the practice of Zen and the Way of Tea (Chado) in New York City. (same as Rel 270)
	ARGS 840 - The Evolution of the Empire 3 credits The course concerns the inception and development of empires and expansionist systems through history. The course begins with a review of theoretical work on the question of expansionism and globalization in order to develop models that can be used in the specific case studies. We then conduct a survey of expansive interaction systems though history, following key cultural systems around the world. Beginning with the early empires of Ancient Greece and Rome, we turn to the rise and spread of Christianity and Islam, the Mughals, the Ottoman Empire, and the Age of Colonialism. Ultimately, we will explore the set of new meanings that the term empire has taken on in the post-colonial world, with a special focus on expansionist systems of the United States in the 20th and 21st centuries. This survey takes a comparative approach, examining the similarities and differences between these expansionist systems. We also pay special attention to the perspectives of those being conquered and colonized.
	ARGS 841 - Science, Spade and Scripture: History, Archaeology, and Religion in the Bible Lands 3 credits There has long been a close connection between the scientific and academic study of the Ancient Near East and the tradition of Biblical Studies. In this course we will examine the “triangular” relationship between the scientific evidence for social, political and religious life, the extra-Biblical texts (e.g. tablets and inscriptions) from the Biblical Lands of Canaan and Israel (along with Egypt and Mesopotamia), and the Bible text itself. Recent scholarship has called into question many of the basic assumptions of the original paradigm of “Biblical Archaeology”. And where most scholarship in the past has emphasized problems of a historical nature (e.g. the historicity of kings and various biblical figures), the field has since seen an increasing interest in anthropological issues (e.g. social structure and anthropology of religion). Today, matters involving science, anthropology, history, and religion loom outside of the academies and seminaries in the world of everyday lives, presenting us, the scholars, with the critical challenge of explaining the complex relationship between fact and faith.
	ARGS 842 - History, Culture and the Environment 3 credits This class focuses on the relationship of societies and their physical environments in various historical and cultural contexts. As such, I have set three primary teaching/learning goals: The first is to help students develop an integrative understanding of the core debates and theoretical positions that have informed anthropological and historical considerations of human-environment relations for the past century. The second is to elucidate the historical, political, and cultural underpinnings of contemporary environmental debates. Lastly, I want students to think beyond the strictly “academic” and attempt to apply what they will be learning in this class to questions of public policy, environmental justice, and personal practice. Upon completion of this course, students will not only be able to articulate various intellectual approaches to human-environment relationships, but will also appreciate the practical value of this knowledge in a world of mounting environmental concerns.
	ARGS 845 - Gender and Globalization 3 credits In this class we will explore how globalization shapes and is shaped by gender norms with a particular focus on questions related to ‘work,’ mobility and well-being. The importance of policy in shaping the mobility of humans, financial assets, goods and services, and ideas is key to understanding globalization processes and will provide an overarching set of themes for the course. The course will be interdisciplinary in its approach, drawing on economics, history, cultural studies, anthropology, sociology, political science, feminist and post-colonial theory to better understand economic globalization and the ways it is gendered. Both theoretical contributions to the question of how gender is shaped by/shapes globalization, as well as empirical case studies from a range of countries will also inform our understanding. We will also analyze various novels through the lens of gender and globalization.
	ARGS 850 - Diaspora and Space in Hispanic Fiction and Film 3 credits This course will examine current theories on migration, borderlands, displacement , and deterritorialization/reterritorialization that occur as a result of real or virtual global movements of peoples and artifacts. We will rethink notions of roots, routes, and the experience of separation and entanglement in diasporic communities as they selectively preserve and recover traditions, and acquire new ones. Identity is seen as occupying a “thirdspace” -no longer the home of origin, nor fully integrated into the new one– tentative and flexible, which is constantly shifting and changing in an endless process of reformulation. We will consider the role of space and the environment as sites of power and contestation, and the transformation of private and public spaces in hybrid and transnational communities. The above theories will be applied to case studies, as follows: a) contemporary Latin American migrants to the United States and Spain; b) cultural artifacts, such as food and music; c) historical diasporas of Africans and Jews in Latin America seen through a colonial and postcolonial lens.
	ARGS 863 - Banned Books: Russian Literature and Censorship 3 credits In this course, Russian literary works of the 18^th to 21^st centuries (in English translation) are studied in the context of the system of controls placed on the production of literature in the Imperial Russian, Soviet and post-Soviet periods. We examine the various mechanisms by which the Russian state, under various regimes, attempted to control the production and dissemination of literature by writers who did not support its ideological positions. The texts are examined for the ways in which writers used Aesopic language, allusions and other literary devices to subvert official ideology and offer alternative visions of Russian national identity. All of the fictional readings are previously “banned books.”
	ARGS 877 - How Soccer Explains the World: Sports, Nationalism and Globalization in the Modern World 3 credits The global power of soccer might be a little hard for Americans, living in a country that views the game with the same skepticism used for the metric system and the threat of killer bees, to grasp fully. But in Europe, South America, and elsewhere, soccer is not merely a pastime but often an expression of the social, economic, political, and racial composition of the communities that host both the teams and their throngs of enthusiastic fans. Yet some say the United States is the most sports crazy society in the world, with nearly every sport ever invented being played here. What do sports say about societies and cultures, about globalization (Fox Soccer Channel broadcasting games from Asia and Setanta Sports showing hurling every week) and modernization. Franklin Foer, author of How Soccer Explains the World posits that globalization has eliminated neither local cultural identities nor violent hatred among fans of rival teams, and it has not washed out local businesses in a sea of corporate wealth nor has it quelled rampant local corruption. The crude hatred, racism and anti-Semitism on display in many soccer stadiums is simply amazing, and we will look at how current economic conditions are affecting these manifestations. In Scotland, the management of some teams has kept religious hatreds alive in order to sell tickets and team merchandise. Yet in Iran, for example, soccer works as a modernizing force: thousands of women forced police to allow them into a men’s-only stadium to celebrate the national team’s triumph in an international match. Soccer is not the only sport with such a powerful impact in the modern world and we will explore others as well. Sources will include Foer’s book, Fever Pitch, The Game of Their Lives, and movies such as “Bend it Like Beckham,” “A Shot at Glory,” and “Glory Road.”
	ARHI 805 - The Digital Revolution: An Interdisciplinary Seminar 3 credits This interdisciplinary seminar explores the digital revolution’s social, economic, cultural, personal, ethical, and intellectual impacts through a series of public lectures and smaller classroom gatherings. It is university and community-based, drawing upon faculty from Drew’s three schools, staff engaged in promoting digital learning on campus, and visiting scholars. The seminar’s learning objectives include exposing participants to the revolution’s many dimensions in ethics, finance, the humanities, cognitive science, publishing and new media, information literacy, and the arts. Participants will also engage with the issues surrounding digitization including big data and social profiling, financial systems stability, privacy and security, open access and intellectual property rights, best practices in teaching and learning, problems of access, communications and social interaction. Lastly, the seminar aims to provide participants with hands-on training in digital skills useful for professional and scholarly success in the knowledge economy. Open to graduate students in the CSGS and GDR and to juniors and seniors in the CLA with instructor approval.
	ARHI 806 - Archives: History and Methods 3 credits A study of the theory and practice of religious archives, arranging, describing, evaluating, and using primary source documents in the collections of the United Methodist Archives and History Center. Focuses on preservation, micrographics, scholarly editing, and oral history. Guest lecturers. Each student develops a project based on a collection in the Archives. 14 Signature of instructor required for registration. Same as: CHST 735
	ARHI 807 - George Washington: The Indispensable Man 3 credits Thomas Flexnor titled his biography of Washington, The Indispensable Man, and Robert Leckie called his volume on the Revolutionary War, George Washington’s War. Though scholars and laymen may cringe equally to hear Washington called the Father of His Country, these books and many more—as well as countless places, schools, and streets named for Washington—are compelling testimony to the fact that most Americans do indeed see Washington as the father of the nation. This course will explore Washington’s life and legacies, with special attention to the Revolutionary War, the Constitutional Convention and his presidency. The guiding principle will be to attempt to go beyond the marble statues and the Stuart paintings in order to learn about the man, his times, and what he means for Americans in the 21st century
	ARHI 808 - The Great Visionaries: Frederick Douglass, Wm. Lloyd Garrison and the Antebellum Reformers 3 credits The period from 1807 when the Anti-Dueling Society was founded until the end of the Civil War was a time of enormous societal change and great intellectual ferment. One exciting component of the antebellum period was the many reform movement efforts to remake American society. Prohibition, antislavery, prison reform, women’s rights, and the peace movement were all significant aspects of this extensive social and political network. Each reform society considered their issue the most important facing the United States, and many believed that if their proposed reforms were implemented, then America would be truly “The Shining City on a Hill.” While most reformers would grow disillusioned, their efforts still live with us today and they should not be ignored. This course will explore these path breaking attempts at societal renewal and reform, with a focus on the rank and file members as well as the leading lights of the movements, and with an effort to place these efforts within a broader political theory framework. Readings will include works written by the reformers themselves, as well as secondary sources.
	ARHI 809 - Abraham Lincoln: Many and Myth in American Memory 3 credits Over 150 years after his death Abraham Lincoln is still one of the most (if not the most) praised, studied, glorified and quoted citizens in our history. He is consistently selected as the best president in American history in the various polls done among academicians. More books have been written about him than about any other American. Numerous stage, radio, movie and television productions have been centered on him. No politician ignores the opportunity, as David Donald put it 40 years ago, “to get right with Lincoln.” And yet, Lincoln still remains a mystery. There are as many rumors and half-truths known about him by the public (and scholars) as there are actual events. Many argue that it was Lincoln who changed the course of American history with his redefinition of the Civil War as seen in the Emancipation Proclamation, the Gettysburg Address and the Second Inaugural Address. Most welcome his vision, but many criticize it, blaming him for the problems of today. This course seeks to take a deeper look at our 16th president, trying better to understand him in his own time and his significance for Americans ever since. Readings include Lincoln’s own writings and the best of recent scholarship.
	ARHI 810 - The American Civil War in History and Memory 3 credits “The Civil War is our felt history—history lived in the national imagination,” wrote Robert Penn Warren in 1961. Indeed the Civil War occupies a prominent place in our national memory and has served to both unite and divide Americans. One purpose of this course on the 150th anniversary of the start of the conflict will be to study what actually caused the Civil War and many of the major (and some of the minor) battles of the war, as well as key cultural, literary and political themes that emerge from the war. We will explore the battles themselves; their impact on the war, the strategy and politics of both sides; and the key figures in the conflict.
	ARHI 812 - “A Splendid Little War”: The Spanish American War and The Dawn of the American Century 3 credits “A Splendid Little War” is Teddy Roosevelt’s famous description of the Spanish-American War. A war that lasted only a little longer than the Gulf War with casualties that would barely merit the designation “war” today—except for the lasting consequences of this “splendid little war.” Cuba achieved its independence, the United States acquired its first real colonies (the Philippines and Puerto Rico, among others), America was launched onto the international state, Roosevelt was catapulted into national prominence, and the American tradition of protecting the oppressed and/or intervening for our own selfish reasons—depending on one’s point of view—was started. This tradition continues to this day with our recent involvement in Somalia, Iraq, Bosnia, and Kosovo. This course will examine the powerful forces that led up to the war itself, its lasting effect and its portrayal in history, key historical treatments, and depictions in film and literature.
	ARHI 818 - War Without Mercy: World War II in the Pacific 3 credits World War II began in 1937 with the Japanese invasion of China and didn’t end until 1945 with the final defeat of Germany and Japan with the loss of upwards of 60 million lives. Most histories of World War II concentrate on the war in Europe and the Allies’ efforts to defeat Hitler. While one cannot argue that the war in the Pacific has been ignored, it does receive less attention than the various European campaigns, particularly in popular culture and general audience histories of the war. Yet the war in the Pacific was very different than in Europe–almost from the very beginning no quarter was given and few prisoners were ever taken on either side. In this it more resembles the war between Russia and Germany than the American experience in Europe. The Pacific War was the largest geographic conflict in history. Across the huge expanses of the Pacific, the two most powerful navies in the world found themselves locked in a death struggle. The war was fought in every possible climate, from Arctic conditions in the Aleutians, to the appalling heat and swelter of the South Pacific. For these reasons alone the war is worthy of study, but many other questions persist. Why did the Pacific war degenerate into a war without mercy? Why are many Asian nations still angry at Japan about the war and how it is portrayed in modern Japan? Why does the debate over the morality of dropping the atomic bombs on Japan still rage? Clearly, racism played a part–as evidence, consider the execution of Allied POWs by the Japanese while American planes were dropping bombs on Tokyo on the final day of the war. We will take advantage of the exciting new scholarship over the past 15 years (such as the full exposure of the torture and massacre of 300,000 Chinese civilians in the Rape of Nanking, the deaths of hundreds of thousands of slave laborers in the Japanese-held Netherlands East Indies, and the latest scholarship on the last days of the Japanese war government) to explore these issues and others, including what were the causes of the war, what was combat like in the Pacific, and what is the legacy of the Pacific War for today’s world, and how does it differ, it at all, from the legacy of the War in Europe.
	ARHI 831 - The Great War in Modern Memory 3 credits The Great War is now considered to be the first phase of a 30 year conflict. Some scholars even argue that World War I ended with the fall of the Soviet Empire. This may be an extreme interpretation, but it takes no hyperbole to say that the Great War changed Western culture and its subsequent history forevermore. In this conflict where at least 10 million died, nothing escaped unscathed; not beliefs, values, literature, politics, or families. As the last few World War I veterans pass from the stage, the impact of their actions remains strong with us today. It is hard to imagine Eliot, Hemingway, or Fitzgerald; the “Roaring Twenties” or the Great Depression; and Fascism and Communism without the war. According to Paul Fussell, the dominant characteristic of the Great War was satire and irony–the absurdity of almost every aspect of daily life in the trenches. In this course we will attempt to explore these issues through readings about the war itself and in the memoirs and poetry of some of its most literary participants.
	ARHI 832 - Modern British and Imperial History 3 credits The world as we know it today was shaped very largely by Great Britain and its Empire. This course surveys the political, social, economic history of modern Britain and its relationship to the larger world. It will cover the rise and fall of British power, industrial society, popular culture, “Victorianism”, social reform, “the English national character”, the First and Second World Wars, the “Swinging Sixties,” and the Thatcher Revolution.
	ARHI 833 - Modern British Intellectual History 3 credits This seminar explores the major observers and critics of British society in the twentieth century, including the Fabian Society, the Bloomsbury Group, the modernists, left-wing and right-wing intellectuals of the 1930s, and the “Angry Young Men.” It deals with the great public controversies over socialism, feminism, imperialism, the world wars, sexuality, Britain’s role in the world, and the theater of ideas. (Same as HC 840)
	ARHI 834 - The Victorian Mind 3 credits This course surveys the great public intellectuals of nineteenth-century Britain, including Thomas Carlyle, John Stuart Mill, John Henry Newman, Charles Darwin, Matthew Arnold, Lewis Carroll, John Ruskin, William Morris, and Oscar Wilde. It addresses such issues as industrialism and its discontents, the class system, democracy and elitism, the definition of culture, educational policy, religion and science, and the social role of the artist. (Same as HC 834) .
	ARHI 855 - Psychology of the Holocaust 3 credits
	ARHI 856 - Claude Lanzmann’s Shoah: The Greatest Holocaust Film Ever Made 3 credits SHOAH, Claude Lanzmann’s 9.5 hour film about the Holocaust, has been described as one of the greatest uses of film in the 20^th century. Unlike other Holocaust films, SHOAH has no scenes of atrocities or horrors..Rather Lanzmann takes the viewer to the places where these atrocities occurred (now often amazingly pastoral and peaceful) and “re-tells” the story of the Holocaust through interviews 35-40 years later with people who were there “then.” In this course, we will engage in close study of the film, looking at its structure, its philosophy, and the “story” it tells. Why—after 30 + years—is it still considered to be a transformative document in the way the world understands the Holocaust?
	ARHI 860 - History of Sexuality in the Contemporary West 3 credits This seminar explores some of the major themes and milestones in the history of sexuality in the United States and Europe. Our examination begins in the late nineteenth century, with the emergence of a “modern” sexuality. Following a theoretical introduction to the field, the course will address, among other topics, the invention of homo- and hetero- sexuality; sexual citizenship; challenges to sex- and gender- binaries; sex work and the regulation of sexual bodies; and race and disability in the construction of normative and queer sexuality. (Same as HC 889)
	ARHI 870 - Leadership and Democracy 3 credits As we enter an election year, it’s appropriate to revisit the perennial questions regarding the nature of leadership in a democratic society and whether or not the United States suffers from a “leadership crisis.” Drawing from literature in sociology, history, political science, leadership studies, and the instructor’s current participation in the Council of Independent Colleges (CIC) Senior Leadership Academy, this seminar examines the theories and realities of political and institutional leadership from the Revolutionary Era to the present. Readings include de Tocqueville, Weber, McGregor Burns, Steven B. Sample, and more. same as HC 818
	ARHI 880 - Utopias and Utopian Thought 3 credits This seminar considers “Ideal alternative communities” in theory, imagination and practice, from the Bible to the World Wide Web. Topics, drawn from literature, religion, politics, and film may include Plato’s Republic, More’s Utopia, Mercier, Marx and Engels, utopian socialist communities, the French and Soviet Revolutions, Edward Bellamy, William Morris, Gilman’s Herland, Zamyatin’s We, Isaiah Berlin, Karl Popper, and world’s fairs.
	ARHI 890 - Archives: History and Methods 3 credits A study of the theory and practice of archival management, arranging, describing, evaluating, and using primary source documents in the collections of the United Methodist Archives and History Center. Focuses on the place of archives in the history of institutions along with such issues as preservation and description. Same asHC 801
	ARIS 803 - Ireland and the World 3 credits The purpose of this course is to allow students to assess the impact of Ireland and its migrants upon the wider world. Although we will examine the influence of Irish immigrant populations in different countries around the world, we will also be seeking to complicate the traditional narrative of Irish history, which sees Ireland as an oppressed nation whose impoverished residents fled to seek economic sustenance elsewhere. We will debate whether Ireland itself was guilty of colonizing, or participating in the colonization of other peoples of the world, as well as being a victim of this process. We will also challenge some of the triumphant popular histories that have sought to place the Irish nation on a pedestal in world history. Finally, we will look beyond the impact of Irish people living abroad, to examine what role the spread of Irish political ideology had in other countries. Looking at world history over a broad expanse of time, we will try to come to some consensus as to how the measure the influence of the Emerald Isle upon the rest of the globe.

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Course Descriptions

MAT 805 - Introduction to Teaching All Learners

MDMH 852 - History of Scientific Medicine

ARCR 800 - Religion Culture and Conflict: Intro to Peace and Conflict Studies

ARCR 801 - Introduction to Mediation and Conflict Management: Practicum

ARCR 802 - Conflict Resolution: Cross-Cultural Approaches

ARCR 805 - Advanced Mediation and Conflict Management

ARCR 808 - The Anthropology of Peace and Conflict: World Wisdom for Conflict Resolution

ARCR 810 - Homeland Security in New Jersey: Intelligence, Counterterrorism, and Cyber Security

ARCR 812 - The Evolving Media and Conflict Management: Social and conventional media skills for conflict resolution

ARCR 814 - The Lore of War and Peace

ARCR 815 - The Political Economy of War and Peace

ARCR 818 - Social and Conventional Media Skills for Conflict Resolution

ARCR 820 - Policing, State and Security: Gender, Race and Citizenship

ARCR 821 - Torture: Pain, Body and Truth

ARCR 822 - Muslims and the West

ARCR 823 - The Arts of Peace and Conflict

ARCR 830 - Grassroots Peacebuilding and Global Action

ARCR 831 - Conflict Resolution for Clergy

ARCR 832 - Conflict Resolution for Educational Professionals

ARCR 850 - Supervised Internship

AREL 803 - Shakespeare

AREL 804 - British Romantic Extremes

AREL 805 - The Importance of Being Witty

AREL 806 - Victorians: Visionary Ones, Impossible Ones

AREL 807 - British Romantic Extremes: Byron & the Shelleys

AREL 808 - The Literature of Late Medieval Britain

AREL 809 - Medievalist Visions of the Nineteenth Century

AREL 815 - The Poetry of Robert Frost

AREL 820 - Willa Cather and William Faulkner: A Conversation

AREL 821 - Willa Cather: The Development of the Writer

AREL 822 - Literature of the Harlem Renaissance

AREL 824 - Short Fiction and Essays of Willa Cather

AREL 825 - Blood America: Reading Cormac McCarthy

AREL 826 - Literary Modernism in America

AREL 829 - Contemporary Poetry

AREL 830 - Staging the Nations; Contemporary American Drama, Its Protestations, Portayals and Proclamations

AREL 831 - Contemporary Fiction

AREL 832 - Transatlantic Modernisms

AREL 833 - The Novels of Marilynne Robinson

AREL 834 - Flannery O’Connor: Short Fiction

AREL 840 - Noir Fiction and Contemporary Male/Female Identities

AREL 845 - Women and Theatre: Playwriting Their Lives

AREL 851 - The Graphic Novel

AREL 852 - Beyond Words: The Graphic Novel and Representations of Ethnic and Racial Violence, the Holocaust and Genocide

AREL 853 - Not Simply ‘Betty’ or ‘Veronica’: Women and the Graphic Novels They Write: Alternative Narratives

AREL 860 - The Novella Tradition in Spain and Latin America

AREL 861 - Memories and Migrations: U.S. Latinos in Literature and Film

ARFA 804 - Art History: Collage and Beyond

ARFA 805 - Art History: The Value of Art

ARFA 806 - Art as Global Communication

ARFA 810 - The Watercolourist’s Craft: Color, Light and Line

ARFA 811 - Watercolorist’s Craft: Book Arts/Word and Image

ARFA 815 - The Value of Art

ARFA 816 - Medical Illustration

ARFA 817 - Mystical Imagery in Art

ARFA 830 - Music and America

ARFA 831 - Music in America

ARFA 831 - Music in America

ARFA 835 - Opera and Society

ARFA 854 - The Representation of Writers, Visual Artists, and Musicians in Film

ARFA 855 - Representations of Aging in Film

ARFA 856 - Birth of a Black Nation: A Century of African Americans in Film

ARFA 857 - “Stuff”: What is it? Why DO We Buy It? Who Collects IT?

ARGS 810 - Dante: The Inferno

ARGS 811 - Dante: The Purgatorio

ARGS 812 - Boccaccio’s “Decammeron”

ARGS 813 - Life and Times of Bede the Venerable

ARGS 815 - The Renaissance in Italy

ARGS 820 - Tools of the Titans: Psychodynamic Myths

ARGS 821 - Contemporary Uses of Mythology: The Journey Back to Self

ARGS 829 - History of Modern India through the Novel

ARGS 830 - India in Literature, Religion and Art–Classical to Modern

ARGS 831 - A Cultural History of Food from 1492 to the Present

ARGS 833 - East Asia: Tradition and Today

ARGS 840 - The Evolution of the Empire

ARGS 841 - Science, Spade and Scripture: History, Archaeology, and Religion in the Bible Lands

ARGS 842 - History, Culture and the Environment

ARGS 845 - Gender and Globalization

ARGS 850 - Diaspora and Space in Hispanic Fiction and Film