| |
Arts & Letters |
| |
-
ARIS 804 - The Isle of the Saints: Ireland from Celts to Normans 3 credits
This course explores the history and literature of Ireland from the arrival of the Celts around 350 BC to the invasion of the Normans in 1171. This is a rich period in Irish history, and fortunately the monks who copied texts were not averse to putting down in writing the ancient Celtic sagas, such as the Tain Bo Cuailnge, as well as the Gospels and the lives of the saints. Many scholars argue that it is this 1500 year period of being left alone by the outside world, excepting Christianity, that allowed a distinctive Irish culture to develop that could withstand 800 years of concerted attempts to change, modify, reform or destroy it. Certainly it is true that in 1845 on the eve of the Great Famine the majority of Catholic Irish spoke little or no English—nearly 700 years after the arrival of the Normans. So our focus is on the pre-Christian Celts, the advent of Christianity in Ireland, and the formation of the great monastic settlements and Christian communities. We also explore the gradual centralization of power, culminating with the victory of High King Brian Boru over his Irish and Viking enemies at Clontarf in 1014. We read some of the early Irish sagas like the Tain, lives of saints like the Voyage of Brendan, and historical accounts of this lively and fascinating era.
|
| |
-
ARIS 805 - An Gorta Mor: The Great Irish Potato Famine 3 credits
Many historians believe that the Famine (1845-1852) known as The Great Hunger or An Gorta Mor in Irish, is the defining event in all of Irish history. While this claim may be debatable, there can be no doubt that the Famine had profound effects on Ireland, Britain and the United States. When the potato blight struck in 1845 the population of Ireland was over 8 million. By the time the Famine “ended” seven years later, the population was about 5 million, with parts of the west of Ireland nearly totally depopulated. Of the three million, over a million died and the rest emigrated to England, America, Australia, New Zealand, Canada and many other nations around the world. The Potato Famine has been included in the New Jersey State curriculum on genocide and Holocaust because some see a clear record of government complicity in this tragedy. This course seeks to explore the causes of the Famine, to discover why hundreds of thousands starved while tons of food was exported to England and Europe, to look at the long-range impact of the Famine on Ireland and America, and to engage the profound question of whether or not this horrible event can be properly classified as genocide as defined in the modern period.
|
| |
-
ARIS 806 - From Éire to Ireland – Irish History, 1600 – 1922: 3 credits
This course has two purposes: to provide a broad overview of the major historical developments in Ireland from the seventeenth century to the twentieth century, and to introduce students to the historiographical debates that shape the study of modern Irish history. We will read about and discuss pivotal moments in Irish history during this time period, trying to understand what the primary agents of historical change in the country were, and what variable factors might have allowed the country’s history to follow a different path. We will also study how Irish historians have portrayed these events, how they have constructed their arguments, and ask what can we learn from Irish historiography that will make us all better historians.
|
| |
-
ARIS 808 - The Construction of Irish American Identity 3 credits
“It’s not that the Irish are cynical. It’s rather that they have a wonderful lack of respect for everything and everybody.” Brendan Behan
“To be Irish is to know that in the end, the world will break your heart.”
Daniel Patrick Moynihan
In the study of Irish-American identity, a common question must be, “How do you define Irish?” This question is especially visible around Saint Patrick’s Day, when diverse people wear green, display pictures of leprechauns and shamrocks, drink green beer, and the like. Is this what it means to be Irish? Many in Ireland look at this with puzzlement and wonder where it all came from. Much of what we assume to be Irish is instead peculiarly American phenomena. It is often said that the Irish only became Irish once they reached America, where county and parish distinctions were meaningless to their fellow citizens. This course explores the development of a distinctly Irish-American identity, focusing on the key events and forces that helped construct an Irish-American world view. These include the evolution of St. Patrick’s Day celebrations, ethnic organizations like the Ancient Order of Hibernians, and the role of the Catholic Church, as well as major events such as the Great Famine, the Civil War and the growth of Irish American political power. Our goal is to understand how being Irish-American came to be defined as Catholic, Democratic and urban with a distinctive belief system, when half of all Irish-Americans have Protestant ancestry. We also explore what the future may hold for Irish America.
|
| |
-
ARIS 810 - Northern Ireland: The Rocky Road to Peace 3 credits
Following its inception in May 1921, politics within the Northern Ireland state was dominated by sectarianism and religious conflict. In order to maintain Protestant hegemony, the civil rights of the minority Catholic population were eroded, both overtly and covertly. Tensions came to a head in the 1960s, but his course will demonstrate how the seeds of violence were sown much earlier. Key events of the conflict such as Bloody Sunday, internment, the murder of Lord Mountbatten, the hunger strikes, the Enniskillen and Omagh bombings, and the steps to the Peace Process will be examined. We will attempt to understand the troubled history of Northern Ireland from the perspective of the two communities that live within it, as well as that of the British and Irish governments. There will be a special emphasis on how peace has been achieved in the wake of the “Troubles” and we will examine whether the Good Friday Agreement can offer lessons to other conflict zones around the world.
|
| |
-
ARIS 815 - The Representations of the Irish in Film 3 credits
This course will consider how the Irish and Irish American are viewed in classic and contemporary film. We will consider issues of identity, exile, guilt, immigration, family, violence, and religion. .Among other films, we will work with Brooklyn, Angela’s Ashes, The Departed, The Gangs of New York, In America, Philomena, and The Quiet Man.
|
| |
-
ARIS 911 - Irish Studies Travel Course: Ancient and Modern Ireland 3 credits
The small country of Ireland has played a significant role not only in American history, but also in world history. This significance is only recently being more fully appreciated. This travel course to Ireland normally begins with the invasion of Ireland by the Normans in the 12th century and continues through the 300 year assimilation process up to the Reformation, followed by an exploration of the 16th century, in which the English Tudors launched the conquest and colonization of Gaelic Ireland. Over the next two centuries the English were able to establish a Protestant Ascendancy and a profound sectarian division occurred in the country. We will look at the Penal Laws which facilitated the Ascendancy, the rebellions against it, the development of populist Catholic politics in the early 19th century under Daniel O’Connell and the impact of the Great Famine. The impact of significant ongoing emigration is also considered, both for Ireland and the countries of destination. We will also examine the changing status of Catholics within Ireland and of Ireland within the United Kingdom at the dawn of the 20th century. The key developments and forces since partition in 1922 including “The Troubles” and the current peace process will be explored with the goal of understanding the current situation in the Republic and in Northern Ireland, with some attention to the possible future for the island as a whole. During the course, students will visit many of the key historical sites associated with these events, and will have an opportunity to interact with Irish historians, scholars of literature and culture, and the Irish people.
|
| |
-
ARLT 800 - Summer Institute for Advanced Placement Teachers 3 credits
No description is available for this course.
|
| |
-
ARLT 801 - Graduate Liberal Studies: What They Are, What They Do 3 credits
This entry seminar introduces D.Litt. students to the work of multiple disciplines in the Arts and Letters Program. It produces initial familiarity with fields of humanistic inquiry from among the program’s seven concentrations: Historical Studies; Literary Studies; Global Studies; Studies in Spirituality; Irish/Irish American Studies; Fine Arts and Media Studies; and Writing. The seminar features a team of professors from several fields of study and practice taught in the CSGS, each of whom leads the seminar for two weeks. Through broad discussion and specific readings and assignments, classes preview what the individual disciplines “do” in our time. Students participate in the weekly conversations and write six short papers. The goal is to ground and enable each student’s broad choices for D.Litt. work, from taking courses to conceiving the doctoral dissertation.
|
| |
-
ARLT 807 - Topics in Archival Research 3 credits
Topics include: The Irish Immigrant Experience. Course may be repeated. 14
|
| |
-
ARLT 900 - Tutorial 3 credits
Course may be repeated. Signature of instructor required for registration. Offered in fall and spring semesters annually.
|
| |
-
ARLT 901 - Tutorial 3 credits
Course may be repeated. Signature of instructor required for registration. Offered in fall and spring semesters annually.
|
| |
-
ARLT 911 - Travel Course 3 credits
Topics include: Lost City Found: Biblical Bethesda; Isle of the Saints: Ireland from the Celts to the Normans.
|
| |
-
ARLT 921 - Writing Center Theory & Practice 3 credits
Description pending.
|
| |
-
ARLT 922 - Theory and Practice of Teaching Composition 3 credits
14
|
| |
-
ARLT 990 - M.Litt. Thesis 3 credits
|
| |
-
ARLT 999 - D.Litt. Dissertation 9 credits
|
| |
-
ARSP 810 - Spirituality in the Age of St. Patrick 3 credits
|
| |
-
ARSP 814 - British Spirituality in the Age of Chaucer 3 credits
Inquiry into the character of Christian spirituality in the British Isles during the 14th and 15th centuries. Readings include material from Chaucer, the Gawain poet, William Langland (Piers Plowman), Julian of Norwich, Dafydd ap Gwilym, The Cornish Ordinalia (mystery plays), and other sources.
|
| |
-
ARSP 815 - Charles Williams and the Inklings 3 credits
A close reading of texts from the pen of Charles Williams (1886-1945), selected to represent his work as poet, dramatist, theologian and novelist. Included will be “Region of the Summer Stars”, “Descent into Hell”, “Seed of Adam”, “Forgiveness of Sins”, “The Figure of Beaqtrice”, and “Witchcraft”. Williams’ role as a member of the Inklings–CS Lewis, JRR Tolkien, Warren Lewis, and Owen Barfield, among others–and their literary interactions will be a particular focus of this class.
|
| |
-
ARSP 816 - C. S. Lewis 3 credits
Reading and discussion of the primary texts selected from both the fiction and nonfiction works of Lewis. These range from Till We Have Faces to Surprised by Joy. References are made to such secondary materials as Shadowlands and A Severe Mercy. The controlling objective of the course is to identify Lewis’s developing understanding of imagination, faith, love, and suffering.
|
| |
-
ARSP 826 - Religion and Spirituality of the Black Diaspora 3 credits
This s seminar is a study of the African religious heritage brought by African people who came to the Americas through the forced migrations of the Trans-African slave trade. It uses the history of religions method to explore how African the fundamental worldview of the [African] captives was. Using “Transformationalism” as discursive category the seminar posits that eventually, as a result of their environment, the Africans created a coherent faith/spirituality which preserved and revitalized the basic aspects of indigenous African religions and spirituality while blending them with Christianity, as well as other traditions native to the Americas. Historical developments, syncretism, “transreligiosity” (simultaneous participation), and cultural camouflage are some of the themes explored in this seminar. The religious traditions discussed include: Candomble: Afro-Brazillian Religious Culture; Cuban and Cuban-American Santeria; Haitian Vodou; Trinidadian Shango; the Rastafarian Movement of Jamaica; and the Black Church in the United States. In this seminar, we approach the study of religion as:
- a socio-cultural construction (something created and given meaning and importance through human agency and interaction)
- located within the broader social and historical contexts of society, in this case global community with an overwhelming economic basis
- a structure for organizing life on both macro (societal) and micro (individual) levels, in this case the religious dynamic in shaping the life of the African diaspora in the Caribbean basin, North and South America.
|
| |
-
ARTT 701 - Teaching In The Two Year College 3 credits
Taught by an Arts and Letters faculty member and faculty from the County College of Morris, this course focuses on cultures, missions, and practices of teaching in community colleges, especially in New Jersey. The Drew/CCM teaching team will introduce participants to central issues of teaching and learning in the community college sector of higher education. The course will explore the unique characteristics of community college students as well as the mission and history of the colleges. In terms of issues which present themselves, the course will consider the role of general education requirements, assessment, distance education, and the changing nature of the collective bargaining environment. Finally, the course will focus on practical issues: career transitions, syllabus design, writing courses and pedagogy, and the development of ones own teaching ethic as a potential faculty member.
|
| |
-
ARTT 702 - Two Year College Internship 3 credits
This internship involves spending a semester shadowing a senior professor at a local two year college. Limited to invited D. Litt. students in the two-year college concentration who have completed ARTT 701 with a grade of B or better. Dean’s signature required.
|
| |
-
ARWR 903 - Writing to Heal 3 credits
If words can hurt, words can also heal. This course shows the non-professional writer how to use simple written forms (including journals, letters, and stories) to “diagnose,” “treat,” and “cure.” Class members learn to use these forms for their own explorations. Brief, relevant readings provide models by Paton, Cheever, and O’Connor, among others.
|
| |
-
ARWR 905 - Joy of Scholarly Writing 3 credits
|
| |
-
ARWR 908 - Poetry Workshop 3 credits
This workshop is for beginners and experienced poets alike. Most of class time is spent in workshop: an open and sensitive discussion of each other’s poems-in-progress. But some time is also given to stretching exercises for the imagination, to ear training in the English language, and to coming to grips with the curious logic of metaphor.
|
| |
-
ARWR 910 - Fiction Workshop 3 credits
|
| |
-
ARWR 911 - Creative Writing 3 credits
All writing begins in autobiography. This workshop course encourages students to move from composing stories of the self to creating fully realized poetry and short fiction. It emphasizes finding and trusting one’s own voice, understanding one’s own writing process, using metaphor, respecting the reader, resisting cliche, and valuing revision
|
| |
-
ARWR 912 - Imagining History 3 credits
|
| |
-
ARWR 914 - Fiction and Non-Fiction: From Concept to Written Form 3 credits
This course is designed for students who have a basic concept for a fiction or non-fiction book or other substantial story or article project and want to take it to the next level. You will learn how to create a detailed outline that will become the roadmap for your project. Additionally, you will learn how to supplement your outline with appropriate research and to employ elements of narrative, plot, and character development to take your idea from concept to written form. On the way to accomplishing this goal, you will read substantive works on the mechanics of writing along with a selection of writers (Joyce Carole Oates, Norman Mailer, Ernest Hemingway, Graham Greene) who have unique and identifiable voices. Writing exercises will help you refine and expand your own voice and style. The workshop process emphasizes class critique informed by active engagement with your own work and the work of your peers. In the course, you will develop a full-length outline along with one finished chapter (novel or non-fiction book) or a detailed outline and finished revision of an article. No previous experience is required, though seasoned writers are more than welcome.
|
| |
-
ARWR 915 - Memoir Writing Workshop 3 credits
Memoir: popular and scandalous, important and historical, amusing and essential. In this workshop, we will explore the art and craft of remembering in its many forms and uses. To imagine what was and might have been in one’s life – and in others’ – to recognize the patterns, connect the dots, uncover the story and transcend… while hopefully encouraging the reader to do so. Voice, perspective, narrative arc and credibility will be examined, both in the work of established memoirists and students. A supportive environment to recall, write and refine
|
| |
-
ARWR 920 - Playwriting 3 credits
Writing the one-act play from rough draft through polished revision. Exercises in characterization, plot, setting, dialogue, theme, metaphor and dramatic structure. Course focuses on developing material based on observation, adaptation, and imagination through the use of journals, newspapers and improvisation. Class meetings focus on the reading and discussion of student work and selected published plays.
|
| |
-
ARWR 921 - Advanced Playwriting 3 credits
A writer’s workshop with an emphasis on form, language, theatricality, and deep revision. Students complete a full-length play or two one-act plays. Class meetings focus on the reading and discussion of student work and selected published plays as well as preparing manuscripts for production and publication.
|
| |
-
ARWR 921 - Advanced Playwriting 3 credits
A writer’s workshop with an emphasis on form, language, theatricality, and deep revision. Students complete a full-length play or two one-act plays. Class meetings focus on the reading and discussion of student work and selected published plays as well as preparing manuscripts for production and publication.
|
| |
-
G CR L7P - D.Litt. Dissertation Prospectus Prep 3 credits
For Doctor of Letters Students not registered for courses while preparing for the D.Litt Dissertation; not repeatable
|
| |
-
G CR L8F - D.Litt. After Dissertation Semester I Full Time 6 credits
Restricted to D.Litt students in the first semester after completing the dissertation semester, ARLET 999. This can be taken for one semester only;
|
| |
-
G CR L8P - D.Litt. After Dissertation Semester I Part Time 3 credits
Restricted to part-time D.Litt students in the first semester after completing the dissertation semester, ARLET 999. This can be taken for one semester only;
|
| |
-
G CR L9F - D.Litt. After Dissertation Semester II Full Time 6 credits
Restricted to D.Litt students in the second semester after completing the dissertation semester, ARLET 999. This can be taken for one semester only; Requires Dean’s approval to repeat. Students needing additional registration of this status should register for CRL9P.
|
| |
-
G CR L9P - D.Litt. After Dissertation Semester II Part Time 3 credits
Restricted to D.Litt students in the second and subsequent semesters after completing the dissertation semester, ARLET 999. Requires Dean’s approval to repeat.
|
| |
-
G CR MLP - M.Litt. Thesis Prep 3 credits
For Master of Letters students preparing for the Master’s Thesis. Repeatable with signature of the Dean.
|
English Literature |
| |
-
ENGG 818 - Middle English Literature 3 credits
A study of the major genres of English literature from 1100 to 1500, including drama, allegory, and lyric poetry. Offering to be determined. Signature of instructor required for registration.
|
| |
-
ENGG 819 - Special Topics in Middle English Literature 3 credits
Intensive readings in a specific author (Chaucer, Langland), topic (Arthurian romance, Celtic legend), or genre (drama, lyric poetry). Offering to be determined. Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 820 - 17th-Century Studies 3 credits
Writers or topics studied vary from year to year. Offering to be determined. Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 821 - 17th-Century Studies 3 credits
Writers or topics studied vary from year to year. Offering to be determined. Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 822 - Major American Authors 3 credits
A thorough reading of the work of two or three major American authors. Writers studied vary from year to year. Course may be repeated. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 823 - Topics in American Literature 3 credits
Topics vary and are announced before registration. Course may be repeated. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 826 - Literary Criticism 3 credits
Topics include contemporary criticism, feminist criticism, and history of literary criticism. Offering to be determined. Course may be repeated. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 827 - Milton Studies 3 credits
Topics vary and are announced before registration. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 829 - 18th-Century Studies 3 credits
Topics vary and are announced before registration. Offering to be determined. Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 831 - 19th-Century Studies 3 credits
Topics vary to include Romantic and Victorian authors. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 832 - 19th-Century Studies 3 credits
Topics vary to include Romantic and Victorian authors. Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 834 - Shakespeare 3 credits
An examination of about six major plays-comedy, tragedy, history, romance-accompanied by some discussion of various critical approaches to Shakespeare. Signature of instructor required for registration.
|
| |
-
ENGG 837 - Renaissance Studies 3 credits
Topics vary and are announced before registration. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 838 - Topics in British Literature 3 credits
No description available.
|
| |
-
ENGG 840 - British Literature and World War I 3 credits
This course explores the impact of World War I on modernist American and British writers. We will be reading 20th-century writers such as Ernest Hemingway, Virginia Woolf, T.S. Eliot, Katherine Mansfield and others. The course seeks to explore such questions as: how did modernist writers find language and literary forms to express the horror of war? How did war impact on issues such as gender and nation? How did World War I contribute to modernist themes such as alienation and changing conceptions of “time” and “reality.”
|
| |
-
ENGG 841 - 20th-Century Studies 3 credits
Writers or topics studied vary from year to year. Course may be repeated. Signature of instructor required for registration. Offering to be determined.
|
| |
-
ENGG 842 - 20th-Century Studies 3 credits
Writers or topics studied vary from year to year Course may be repeated. Signature of instructor required for registration.
|
| |
-
ENGG 843 - Growing Up Stories: Crossing Borders, Inventing Cul. Def. Sel. 3 credits
The course focuses on colonial, transnational, and immigrant Bildungsroman, looking at issues of border crossing, ideas of home, and reconstructions of identity in shifting sites. Reading of narratives and poetry are contextualized and theorized through criticism on Bildungsroman and on literatures of immigration and identity as well as other theoretical texts that look at questions of cultural exchange, the transnational, the postcolonial, and the multicultural.
|
| |
-
ENGG 844 - Caribbean Literature 3 credits
Description Pending
|
| |
-
ENGG 845 - Poetry Crossing Borders 3 credits
This course seeks to strengthen teachers strategies for evaluating their own interpretations of poetry and responding to their students interpretations of poems. In addition, the course will introduce current scholarship in transnationalism, working on issues related to translation, reception, and revision as texts and people cross borders. We will look both at poetry from other parts of the world (such as African oral poetry and Korean poetry) and at American poets engagement with poets from other linguistic, cultural, and national traditions. Teachers will have an opportunity to use the Dodge Poetry Festival archives to conduct research and/or build curriculum units. Archival Studies students will be able to work with archival materials as well as learn about, and possibly participate in, the process of constructing the archive.
|
| |
-
ENGG 850 - Theory and Practice of Teaching Composition 3 credits
A systematic review of research in and theories of composition, designed to provide experienced writing teachers with the tools to analyze and strengthen their pedagogies and new teachers with a variety of frameworks within which to locate themselves and develop effective pedagogies. Surveys the history of composition theory and reviews the major theoretical movements in the field today. Explores the practice of composition in light of the various composition theories. Practices examined include textbook selection, syllabus preparation, classroom strategies, assignment design, drafts and revisions, responses to writing, peer-group editing sessions, one-to-one conferences, computers and computer networks, and methods of evaluation. Signature of instructor required for registration.
|
| |
-
ENGG 900 - Tutorial 3 credits
Course may be repeated. Signature of instructor required for registration. Offered in fall and spring semesters annually.
|
| |
-
ENGG 901 - Tutorial 3 credits
Course may be repeated. Signature of instructor required for registration. Offered in fall and spring semesters annually.
|
| |
-
ENGG 990 - M.A. Thesis Tutorial 3 credits
Signature of instructor required for registration. Offered in fall and spring semesters annually.
|
| |
-
ENGG 998 - Dissertation Research I 9 credits
|
| |
-
ENGG 999 - Dissertation Research II 9 credits
No description available.
|
History and Culture |
| |
-
G CR P4F - PhD Capstone Essay Prep 1st Semester 6 credits
For Ph.D. students in their first semester of capstone essay preparation after courses, research tutorial, and language certification; not repeatable (Full-time status)
|
| |
-
G CR P5F - PhD Capstone Essay Prep 2nd Semester 6 credits
For Ph.D. students in their second semester of capstone essay preparation after courses, research tutorial and second language certification; not repeatable; Prerequisite: P04F (Full-time status)
|
| |
-
G CR P6F - PhD Capstone Essay Prep Additional Semester I 6 credits
For Ph.D. students in their third semester of capstone essay preparation; not repeatable; Prerequisite: P05F (Full-time status)
|
| |
-
G CR P7P - PhD Capstone Essay Prep Additional Semester II 3 credits
For Ph.D. students in their additional semester of capstone essay preparation; repeatable with signature of the Dean; Prerequisite: P06F (Full-time status)
|
| |
-
G CR P8F - Dissertation Prospectus Prep, 1st Semester 6 credits
Restricted to Ph.D. students in the first semester of approved prospectus preparation or field research (If required, students may petition the Dean to continue in this status for one additional semester by registering for P09F); P08F is not repeatable.
|
| |
-
G CR P9F - Dissertation Prospectus Prep, 2nd Semester 6 credits
Dean’s written permission required. Restricted to Ph.D. students in the second semester of approved prospectus preparation or field research (follows P08F. Second of only two total semesters permitted; subtracts from total full-time maintain matriculation semesters available after dissertation research); not repeatable; Prerequisite: P08F.
|
| |
-
G CR 1F - Language Prep 1st Semester 6 credits
For Ph.D. Students not registered for course work while preparing for the first language examination; not repeatable (Full-time status)
|
| |
-
G CR 2F - Research Tutorial 1st Semester 6 credits
For students in their second semester after completing courses and language certification. Not repeatable.
|
| |
-
G CR 3F - Research Tutorial 2nd Semester 6 credits
For M.A. students in the first semester after completing courses. Not repeatable. Prerequsite: G CR 2F
G CR 2F
|
| |
-
G CR 4P - Research Tutorial 3rd Semester 3 credits
For M.A. students in their third semester after completing courses and language certification. Repeatable with the permission of the Dean. Prerequisite: CR2F and CR3F
|
| |
-
G CR 10F - After Dissertation Year Work I 6 credits
Restricted to Ph.D. students in the first semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only.
|
| |
-
G CR 11F - After Dissertation Year Work II 6 credits
Restricted to Ph.D. students in the second semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only.
|
| |
-
G CR 11P - After Dissertation Year Work V 3 credits
Restricted to Ph.D. students in the fifth semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only
|
| |
-
G CR 12F - After Dissertation Year Work III 6 credits
Restricted to Ph.D. students in the thrid semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only.
|
| |
-
G CR 12P - After Dissertation Year Work VI 3 credits
Restricted to Ph.D. students in the sixth semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only
|
| |
-
G CR 13F - After Dissertation Year Work IV 6 credits
Restricted to Ph.D. students in the fourth semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only.
|
| |
-
G CR 13P - After Dissertation Year Work VII 3 credits
Restricted to Ph.D. students in the seventh semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only
|
| |
-
G CR 14P - After Dissertation Year Work VIII 3 credits
Restricted to Ph.D. students in the eighth semester after completion of DISSG 998 and DISSG 999. This can be taken for one semester only
|
| |
-
HC 800 - Foundation Seminar 3 credits
A basic survey of the history, methods, theory, and philosophy of historiography. Students will be introduced to diverse approaches to historical research and writing, and they will learn how to assimilate and criticize bodies of scholarly literature. Required for all students in the History and Culture program. First semester annually.
|
| |
-
HC 801 - 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.
|
| |
-
HC 802 - Interdisciplinary Seminar 3 credits
This seminar, team-taught by instructors from different departments, will investigate a common theme from two disciplinary perspectives, comparing and synthesizing the methods used and the questions asked. Topics vary with instructor expertise. For Spring 2016, the course description is as follows:
The Digital Revolution
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.
Required for all doctoral students in the History and Culture program, but open to other students as well. Offered in alternate years.
|
| |
-
HC 805 - Public Humanities Seminar 1 credits
Participation is required for PhD students with fellowships, optional for all other students. Students will participate in normally attend this Workshop during their first year. It will meet 7 times (including an introductory session) for two hours every other week in the fall semester. Sessions will have readings and discussions as well as experiential learning activities, such as field trips and guest speakers. There will be a required paper for the class. The workshop will meet less frequently during the spring semester, when students will explore opportunities for internships. During the Spring semester, students will be required to write a public humanities project proposal that will frame their internship. This workshop will be an engaged learning environment that will introduce the vibrant work of public humanities to students, giving them students a sense of the kinds of public humanities projects that exist, the opportunities and challenges in the field, and some backg It is a 1-c Credit pass/fail course, with a fee to offset the experiential learning activities. Graded Pass/Unsatisfactory.
|
| |
-
HC 806 - Writing as a Public Intellectual Workshop 1 credits
A distinguishing component of H & C is public engagement. This writing workshop introduces advanced Ph.D. students to the practice of writing for the larger public, that is, for intellectually and culturally engaged readers of non-academic print and online media. The goal of the workshop is for each student to learn how to modulate the discursive practices of academic writing into the substantial but accessible writing of a genuinely public intellectual. There will be six sessions over the course of the spring semester.
|
| |
-
HC 811 - Liberalism and Its Critics 3 credits
Liberalism, as John Gray points out, is “the political theory [whose] postulates are the most distinctive features of modern life.” As a coherent, albeit far from homogeneous, philosophy of government, law, and politics, liberalism prioritizes individual liberty, toleration of different religions, beliefs, and lifestyles, egalitarianism, universalism, limited government, and the free market. But from its inception in the thought of classical liberal thinkers such as Locke, Kant, and Mill, to its more recent expressions by contemporary political philosophers including John Rawls, Judith Shklar, and Karl Popper, liberalism has not gone unchallenged. This seminar will investigate the philosophical foundations and major political principles of the liberal tradition, as well as explore the challenges it faces from communitarian, postmodernist, feminist, conservative, libertarian, and socialist perspectives.
|
| |
-
HC 812 - Making America: Intellectual History of the Early Period 3 credits
This seminar takes up the main threads of American intellectual history from exploration to the period of the Early Republic. Our primary focus will be upon how European explorers and colonists described and then defined America, and of how these definitions were received, contested, and revised by Native American and African populations. Our readings will not be limited to the Anglophone tradition in British North America, but will range across the hemisphere. Readings include Anibal Quijano’s “Coloniality of Power,” Cotton Mather, David Hall’s Worlds of Wonder, Days of Judgment, James Sweet’s Domingos Alvares, African Healing, and the Intellectual History of the Atlantic World, Perry Miller, the Jesuit Relations, Bernard Bailyn’s Soundings in Atlantic History, Sarah Beckjord’s Territories of History, Daniel Richter’s Facing East from Indian Country, and more.
|
| |
-
HC 814 - The American West in Myth and History 3 credits
The West had long been a mythic abode, where the realities of exploration, settlement, resource exploitation, federal control, and commercial development often clash with the image of the West as depicted in popular culture. This seminar explores the roots of the myth and its impact on political, social, and cultural outcomes, as well as the historical realities that have shaped the region. Course materials include both texts and film.
|
| |
-
HC 815 - African-American Social and Intellectual History 3 credits
A study of the intellectual arguments and social institutions that have empowered African-American leaders and the masses to assert and maintain their humanity within a world of oppression. Focuses on how gender, race, and class have created diverse ideas and opinions among African-Americans and the methods used by African-American intellectuals to analyze these ideas and opinions.
|
| |
-
HC 817 - The United States and the World 3 credits
This course will explore US foreign relations during the twentieth century. We will attempt to explain what has historically motivated the architects of US foreign policy and how US leaders have changed within a changing international context. The course will also examine US interaction with the world beyond the realm of traditional policy makers: we will explore the role of state as well non-state actors, private corporations, NGOs, missionaries, and the internationalization/impact of ideas through the writings of scholars, policymakers, and activists as well as historical documents.
|
| |
-
HC 818 - Topics in American History 3 credits
Topics vary with instructor expertise. Course may be repeated.
|
| |
-
HC 820 - Topics in American Literature 3 credits
This topics course presents a variety of subjects within American literatiure, including as examples, Willa Carter, Blood America–Cormac McCarthy, the American Political Novel, and the Literature of the American Civil War.
|
| |
-
HC 825 - Introduction to American Environmental History 3 credits
This graduate-level seminar will introduce students to the foundational works and general historiography of American Environmental History. While the course will be framed from an American perspective, it will also include global components, covering the European Age of Exploration/Colonial Era, and modern globalization. In addition to the historiography and major trends in American Environmental history, students will also have the opportunity to see how environmental history is utilized in conjunction with other historical sub-disciplines (political/economic history, social/cultural history, foreign policy, etc…). The weekly readings will be organized generally chronologically, with a historiography paper required at the end of the semester
|
| |
-
HC 830 - Topics in British Literature 3 credits
Topics vary and are announced prior to registration. Course may be repeated. Offering to be determined.
|
| |
-
HC 831 - Shakespeare 3 credits
This course studies six major plays and the controversies surrounding them: The Taming of the Shrew (gender and marriage), The Merchant of Venice (anti-Semitism), Henry V (war, imperialism, monarchy), Twelfth Night (sexuality/crossdressing), Othello (racism), and The Tempest (post-colonialism). The readings will also include critical and historical studies.
|
| |
Page: 1
| 2
| 3
| 4
| 5
|
