HIST 82600 First-year Seminar in History
5 credits, Tuesday, 10:30 AM - 12:30 PM, Professor Francesca Bregoli
Class nbr 56533
This seminar, meant to familiarize students with the professional study of history, is conceived as an introduction to historical research and writing. Each first year PhD student in History is expected to write a research-based article-length paper by the end of the Spring semester. The goal of this course is to help students conceive this project and make continued progress towards it. Over the course of the semester, each student will identify and formulate a research topic, explore primary and secondary sources, produce a bibliography, and compose a historiographical essay. By the end of the semester, students are expected to craft a substantial research proposal, which will be presented and workshopped in class in peer review sessions. In addition to strategies and assignments to craft a cogent and successful proposal, each week we will also read a variety of approaches to historical analysis and discuss questions of methodology, historiography, and theory. The course is open to first-year, first-semester PhD students specializing in European and non-US history.
Open only to PhD Program in History students.
HIST 84900 First-year Seminar in History
5 credits, Tuesday, 10:30 AM - 12:30 PM, Professor Andrew Robertson
Class nbr 56536
This seminar is the first half of a two-semester course for first-year students whose major field is the United States. By the end of the second semester each student will have written an article-length paper, substantially based in primary-source research that advances the scholarly literature on its topic. Looking towards that goal, the first semester seminar focuses on the craft of history, historiography and historical methodology. Each student in the seminar will focus on the development of a research proposal. In the seminar and in conferences with the professor, students will identify their research topic, sharpen their questions, identify and explore archival and other primary sources and develop a bibliography of the relevant secondary literature. Each student will write a historiographic essay. During the semester each student will circulate drafts and engage in constructive criticism of one another’s work. The course will include seminars focusing on library research, historians’ ethics, and recent trends in historiography and theory. At the end of the semester, each student will defend before the seminar a formal proposal for a clearly-defined project they will complete at the end of the following semester.
Open only to PhD Program in History students.
HIST 80020 Literature of European History l
5 credits, Monday, 2 PM - 4 PM, Professor Helena Rosenblatt
Class nbr 56541
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
HIST 80010 Literature of American History l
5 credits, Wednesday, 2 PM - 4 PM, Professor John Dixon
Class nbr 56539
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. Covering major historiographical themes, debates, and developments, the course broadly considers how historians have organized, researched, and written pre-1865 American history. Simultaneously, it examines and compares a multitude of specific works, ranging from large narrative histories to specialized monographs and articles. Students will assess methodologies, discuss the geographical parameters of U.S. history, and confront fundamental questions of periodization and historical causation. Recent achievements and trends in the scholarship will be highlighted. The assigned workload for this reading-intensive, five-credit course is hefty. It is designed to prepare students both for the exam and to teach pre-1865 U.S. history at the college level.
Open only to PhD Program in History students.
HIST TBD - Literature of Colonial Latin America
5 credits, Professor Herman Bennett
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of colonial Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of Latin American history. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on Latin American historiography. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing historiography.
This year-long course is specifically designed as an introduction to both the early modern/colonial field and modern Latin American History. It is designed to prepare History graduate students for the two major field exams in Latin American history. Courses, despite their prominence in structuring graduate programs, merely introduce students to some of the overarching historiographic and conceptual themes defining a field. To this end, a course identifies some areas of inquiry but in doing so obscures others. Full description here
HIST 72600 Biography and International History
3 credits, Thursday, 6:30 PM - 8:30 PM, Professor Manu Bhagavan
Class nbr 56583
Biography is a popular form of historical writing, often appreciated for its narrative form and accessibility. Generally, biography follows the life of a particular individual (or of ideas, disease, or material objects) and sees the world unfold from the point of view (or in relation to) their chosen subject of study. This course explores the global history the twentieth century through a series of such narratives. Each book we read will offer a unique perspective and set of insights onto overlapping events, focusing especially on, but not limited to, the stories of pioneering women who made contributions of international consequence. How do we remember major events of the twentieth century? Who gets credited for their action and who does not? Who gets left out entirely? Why? And how do our understandings of the past change as we look at it through new eyes?
HIST 72300 Psychoanalysis and Politics: History and Theory
3 credits, Tuesday, 2 PM - 4 PM, Professor Dagmar Herzog
Class nbr 56557
Instructor permission is required to enroll in this course. Please write to DHerzog@gc.cuny.edu with a cc to firstname.lastname@example.org
This is a course in intellectual history and theory; but it is also, and above all, a course in the history of ideas about human selfhood, motivation, and behavior – and the endless mystery of the relationships between fantasy and reality. The course arcs from Freud’s and his contemporaries’ writings in the 1890s-1930s through WW2, Cold War and decolonization to the post-postmodern present. Themes explored include: trauma, aggression, anxiety, destruction, and prejudice; obsession, love, desire, pleasure, attachment, dependency; models of selfhood (conflict vs. deficit vs. chaos), compulsion, neurosis, perversion, narcissism, psychosis; therapy, including neutrality, interpretation, holding, transference, and countertransference; and the myriad relationships of psychoanalysis to politics. Most of the texts focus on Europe and the U.S., but we will explore as well examples from the Middle East, Africa, and Latin America.
Our aim is not only to acquire a deepened understanding of the interactions between individual subjectivities, social conditions, and ideological formations (and to consider how psychoanalysis-inspired commentators have theorized these interactions), but to inquire into whether and, if so, how the mechanisms of these interactions may perhaps themselves have changed over time (and this will require situating the assigned texts contextually, but also often reading them against their own grain).
Requirements include careful reading of assigned materials and active and informed participation in class discussions; one final paper on a psychoanalysis-related topic relevant to the student’s dissertation or related intellectual development. The final week is reserved for student presentations to the class; drafts will be circulated ahead of time; students are expected to provide helpful written responses to their peers.
HIST 71100 Printing Belief
3 credits, Thursday, 6:30 PM - 8:30 PM, Professor Allison Kavey
Class nbr 56558
The history of print is deeply intertwined with the history of belief in early modern Europe. This course will look at primary and secondary literature to investigate the ways in which the print revolution contributed to the proliferation and regularization of religious practice, the popularization of emerging sects, and the emergence of competing systems for thinking about nature and natural change. Cheap print, broadsides, pamphlets, books of secrets, and plays will provide the majority of our primary source material, but students are encouraged to bring their own interests and interesting sources to the course with them.
HIST 72800/PSC 71908 Neofascism: from the New Right to the Alt-Right
3 credits, Monday.6:30 PM - 8:30 PM. Professor Richard Wolin
Class nbr 56570
How did the far-right reestablish political legitimacy after its crushing defeat in 1945? How did it recertify the discredited ideas of race, hierarchy, anti-parliamentarism, autocracy, and patriarchy after seemingly hitting rock bottom? To what extent – and by what methods – have its efforts to counteract the intellectual hegemony of left-wing thought by popularizing a “Gramscism of the right” been successful? To what extent have New Right ideas influenced the political self-understanding of the leading authoritarian populist parties, whose proliferation has been one of the hallmarks of twenty-first century global politics? Finally, to what extent have the depredations of “neo-liberalism” prepared the terrain for the New Right’s success?
Here, it is worth noting that the slogan, the “Great Replacement,” which was invoked by the mass murderers in Utoya, Norway, Christ Church, NZ, El Paso, and Pittsburgh, was originally a New Right slogan.
One explanation for the New Right’s success pertains to its successful rehabilitation of German conservative revolutionary thought from the 1920s: the political doctrines of Carl Schmitt, Martin Heidegger, Oswald Spengler, etc., while cleansing their work of its ties to Nazism.
Finally, at what point in time did the New Right worldview cross the Atlantic to provide ideological support for the Alt-Right? In what ways do the New Right and the Alt-Right differ from the traditional Right? Did the Alt-Right contribute to Donald Trump’s victory in the 2016 presidential election? Is the Alt-Right still a force in contemporary American politics, or was it merely a passing political fad?
C. Schmitt, The Crisis of Parliamentary Democracy
M. Heidegger, Nature, History, and State
A. de Benoist, View from the Right
A. Dugin, The Fourth Political Theory
T. Bar-On, Where Have All the Fascists Gone?
Y. Camus and N. Lebourg, Far-Right Politics in Europe
Woods, Germany’s New Right as Culture and as Politics
K. Belew, Bring the War Home: The White Power Movement
T. Mann, The Rise of the Alt-Right
Boggs, Fascism: Old and New
Syllabus - Wolin_Neofascism
HIST 75900 Black Women in Slavery and Freedom
3 credits, Wednesday, 4:15 PM - 6:15 PM, Professor Tanisha Ford
Class nbr 56542
Instructor permission is required to enroll in this course. Please write to TFord1@gc.cuny.edu with a cc to email@example.com
This course will introduce students to key works, major debates, and recent developments in the field of black women’s history. Some of the first texts were published in the mid-1980s, making it a relatively nascent field that has seen exponential growth over the past few decades. Scholars have developed frameworks, theories, and methods to center black women in American histories wherein their narratives are typically omitted and/or distorted. Using “freedom” as our guiding analytical term, we will also read texts from non-historians, allowing us to explore the intersections of black women’s history, feminist studies, and queer studies—particularly “queer of color critique.” The course will devote considerable attention to black feminist practices of archiving. Students can expect to lead discussions; produce short critical book reviews; and submit a longer review essay, theoretical essay, or methodological essay as a final paper.
HIST 75200 Slavery and Capitalism
3 credits, Thursday, 11:45 AM - 1:45 PM. Professor James Oakes
Class nbr 56543
No scholar seriously doubts that there was a strong relationship between the development of capitalism and the emergence of New World slave plantations. Where they disagree is over the nature of that relationship. Was slavery itself a form of capitalism, or was the master-slave relationship fundamentally different from capitalist social relations? Did slavery give rise to capitalism, or did capitalism give rise to slavery? This course will address these questions, beginning with a survey of the way scholars have addressed them. Then, with a particular focus on the United States, we will address the theoretical and empirical question of whether the slave economy of the Old South was or was not capitalist. Finally, we will shift to the very different question of the relationship between southern slavery, especially the cotton economy, and the industrialization of the North.
Syllabus - Fall-2020-Slavery-and-Capitalism_2
HIST 75800 Environmental History of Urban America
3 credits, Wednesday, 6:30 PM - 8:30 PM, Professor Michael Rawson
Class nbr 56565
Americans often think of cities and nature as being mutually exclusive. “As the pavement spreads,” wrote the great urbanist Lewis Mumford, “nature is pushed farther away.” But scholars in the rapidly developing field of urban environmental history challenge this view and argue instead that cities and the natural world have deep connections and shared histories. With urbanization a central theme of the American story, and over eighty percent of present-day Americans living in urban areas, we cannot fully understand the American past or even the places that most of us call home today without understanding how nature and cities have shaped each other. Over the course of the semester, students will explore such topics as early reactions to industrialization and urbanization; relationships between cities and their hinterlands; urban interactions with water; moral environmentalism and the development of parks and suburbs; concerns about pollution, public health, and environmental justice; the changing place of animals in the city; and the consequences of contemporary urban sprawl.
• Michael Rawson, Eden on the Charles: The Making of Boston (2010) (e-book through library).
• Thomas Bender, Toward an Urban Vision: Ideas and Institutions in Nineteenth-Century America (1975).
• William Cronon, Nature’s Metropolis: Chicago and the Great West (1991).
• Charles E. Rosenberg, The Cholera Years: The United States in 1832, 1849, and 1866 (1962) (e-book through library).
• David Schuyler, The New Urban Landscape: The Redefinition of City Form in Nineteenth-Century America (1986).
• Frederick L. Brown, The City is More than Human: An Animal History of Seattle (2016) (e-book through library)
• Kate Brown, Plutopia: Nuclear Families, Atomic Cities, and the Great Soviet and American Plutonium Disasters (2013) (e-book through library)
• Adam Rome, The Bulldozer in the Countryside: Suburban Sprawl and the Rise of American Environmentalism (2001).
• Mike Davis, Ecology of Fear: Los Angeles and the Imagination of Disaster (1998).
• Andrew Hurley, Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980 (1995) (e-book through library).
• David Owen, Green Metropolis: Why Living Smaller, Living Closer, and Driving Less Are the Keys to Sustainability (2009).
HIST 78000/ MES 78000: Religion and Society
3 credits, Mondays,, 4:15-6:15, Professor Samira Haj
In this class, religion is approached as a social and historical fact with political, legal and economic attributes and ramifications. As a historical social fact, religion (in general and Islam in particular) is compelled to undergo continuous redefinitions to accommodate change in circumstance and social setting. The objective of this seminar is to explore some of these changes in light of the dramatic changes and concerns engendered by modern structures, institutions and power. These changes are drawn out through familiar oppositional yet problematic categories like the secular and the religious, state sovereignty vs. religious authority, modern law vs. divine prescriptions among others. The course is comparative and interdisciplinary; it draws on different areas of study and bodies of knowledge including anthropology, political theory, philosophy and religious studies.
HIST 78110 Violence in Islamic History
3 credits, Wednesday, 6:30 PM - 8:30 PM, Professor Anna Akasoy
Class nbr 56561
In this course, we will consider a wide range of examples of violence in Islamic history, primarily in premodern times. Our main focus will be on religious dimensions of violence. Throughout the class, we will be discussing a range of methodological issues such as violence as an analytical concept and violence as an ethical challenge for historians. Recent public debates and much scholarship concentrate on religiously validated public violence in Islamic contexts, especially the ‘inter-state’ violence of conquests and wars. Such violence is widely associated with the concept of jihad and sometimes described as ‘holy war’. While we will be exploring these high-profile subjects, this class will expand its perspective on violence by considering cases that unfold in the context of war, but are not part of combat. We will be discussing enslavement, especially with regard to its gendered dimension. While some enslaved men became soldiers and took on a new role in the exercise of violence, women often became concubines and were subjected to sexual violence. Furthermore, we will be discussing public violence in the context of riots, executions and public corporeal punishments such as flogging. A second set of topics is derived from what may be considered the private sphere. In this context, we will mostly be looking at Islamic law and the way legal scholars understood and approached domestic violence. Apart from violence against wives we will be considering violence against enslaved individuals in private households. To expand our discussion of Islamic law, we will be considering other examples of interpersonal violence, in particular homicide. While most of our material will be textual, a small number of visual sources will be discussed as well, especially with regard to an aestheticization of violence. Depending on student interest, other cases of violence such as violence against the self and violence against non-human animals can be taken into account as well. This course is suitable for students without prior knowledge of Islamic history.
MALS 78500/ HIST 71000/ PSC 71902 Comparative Revolutions: From 1688 to the Arab Spring
3 credits, Monday, 4:15 PM - 6:15 PM, Professor Helena Rosenblatt
Class nbr 56586
What makes a revolution a revolution? Scholarship has recently moved away from social-scientific, Marxist-inspired explanations to approaches that explore how revolutionaries themselves understood what they were doing, how they interpreted their contexts, and how their ideas shaped their actions. With such questions in mind, we will look at and compare a number of revolutions, including the so-called “Glorious Revolution” of 1688, the American, French and Haitian Revolutions, the Russian Revolution of 1917 and the recent Arab Spring. In the eyes of their participants, what characteristics did these revolutions share? What might they have learned and borrowed from each other? Is there something we can call a revolutionary “script”?
HIST 75500 Public History Scholarship and Practice
3 credits, Thursday, 2 PM - 4 PM, Professor Anne Valk
Class nbr 56568
This course introduces the practice of public history and its intellectual foundations. Through our readings, class discussions, and assignments, we will examine the activities of public historians and the complex issues they face when preserving, interpreting and presenting history. Reading a series of case studies and theoretical essays, we will discuss how theory plays out in practice and in a variety of arenas in which historians engage with historical sites, objects, and publics. The course will be organized into three parts. In Part 1, we will address the idea of the public. Who are the “publics” in public history? What kinds of relationships do (or should) public historians have with them? Can authority be shared? How do public historians handle “the other” – issues of cultural appropriation or cross-cultural interactions? Part 2 considers “history” – how does society decide what’s worth remembering and saving? What role do public historians play in shaping, sharing, and interpreting public memories? How do we resolve the tension between memory and history? And what is the relationship between public history and the historical discipline? Part 3 considers political activism and the politics of public history practices. How have both conservative and radical agendas shaped the work of public history in the past, including sources of funding, methods of engagement, and institutional collecting priorities? And how do politics, personal and professional, shape the work of public historians today? Class readings will be augmented by conversations with practioners and, if possible, visits to select public history sites.
HIST 78500 Quantitative Methods for Social Scientists and Humanists
3 credits, Thursday, 4:15 PM - 6:15 PM, Professor Laird Bergad
Class nbr 56584
This course is designed to develop introductory skills needed for the analysis of large-scale data bases such as those provided by the U.S. Census Bureau, other government agencies such as the National Institute of Health, the Bureau of Labor Statistics, or census data bases provided by other countries throughout the world. After you conclude this course you should be able to use the skills you have learned to analyze any kind of data base, large or small, including those which you may develop independently in your future research. There are three broadly based skill sets you will learn in this course: 1) how to download data from specific web sites; 2) how to analyze these data to extract the specific information you want; 3) how to present these data in tables and graphic materials. If time permits, we may even teach you how to present data in maps. The course will first focus on the skills needed to download data files to your computer using the IPUMS web site (Integrated Public Use Microdata Series) from the Minnesota Population Center, University of Minnesota (https://usa.ipums.org/usa/) which maintains a repository of every census of the United States from 1790 on. There is also a number of ‘companion’ sites such as IPUMS International which maintains an ever-growing archive of census materials from around the world which you may register for and use as you develop your skills. - https://international.ipums.org/international.
WARNING: There is a learning curve which may lead to extraordinary frustration, irrational acts caused by despair, and other behavioral manifestations typical of neophyte data analysts! These should pass with patience and perseverance and soon you will be ‘experts’ at how to access real data on the internet. You may also wonder why all you have ever thought of in your graduate careers until this transformative moment is something called ‘culture.’ (OK, not all of you!) The course will then move to the real nuts and bolts of data analysis and teach you how ask questions of, and to extract specific data, from any data base (such as the number of males/females, their age structures, race/ethnicity, their incomes and on and on into infinity) using SPSS, the Statistical Package for the Social Sciences first developed at the University of Chicago in 1968, and now owned by IBM (since 2009) under the name IBM SPSS STATISTICS. Other programs such as SAS or STATA can perform the same statistical procedures. (See WARNING above). Finally, we will teach you how to present complex data in easy-to-understand (hopefully) tables and graphs so that mere mortals may comprehend them. Here we revert to Excel and PowerPoint which I’m certain many of you are already familiar with.
COURSES FROM OTHER PROGRAMS
BAM 70500: The Ethics of Public Biography: Historicizing ACT UP (The AIDS Coalition to Unleash Power)
3 credits, Mondays, 2:00 PM - 4:00 PM, Sarah Schulman
Class nbr 58422
1987-1993 were the most effective years of the AIDS Coalition to Unleash Power (ACT UP), New York. Perhaps the most recent American social movement to be effective, its history can be helpful to those of us working for social transformation today. Yet, the most rewarded representations have narrowed the story of ACT UP to a parody, focusing on white male individuals, instead of the diverse and extended community of which ACT UP was an organizational nexus. Using film, primary documents and relying on interviews from the ACT UP Oral History Project www.actuporalhsitory.org , students will examine how false histories get told and contrast these dominant myths with the actual evidence.
MSCP 80500: Migrations, Displacement, and Slavery in a Global Medieval Perspective.
4 credits, Wednesdays, 4:15PM-6:15PM, Professor Francesca Sautman
What is known as the “medieval period” is largely thought of as a Western European temporality. It did not, however, exist in isolation from or without consequences for other peoples, cultures and polities located even far beyond its confines. There were vast population movements across Asia, Europe and North Africa throughout the early “medieval” period into early modern times that impacted and informed each other in many ways. These transnational or transcultural connections, as well as simultaneously occurring foundational events across regions, are what contemporary approaches to a “global history” seek to grasp and decipher, rather than narrowly defined histories based on current nation-states.
Full description can be found here. If interested in the course, please contact instructor for further information and for initial lists of readings before the summer (firstname.lastname@example.org).
SOC 84501: Comparative Sociological Methods
3 credits, Tuesday, 2 PM - 4 PM, Professor John Torpey
This course explores patterns of difference and inequality at the global, national, and regional levels. It seeks to make sense of the historical roots of these patterns in political, economic, ethnoracial, religious, and demographic systems. The course will explore diverse times and places in order to make sense of contemporary patterns of inequality in comparative and historical perspective. The emphasis throughout is on comparison across time and place as a distinctive method in the social sciences. Students will gain an appreciation for the centrality of comparison to all sociological understanding.
NON-CREDIT COURSES FROM THE WRITING CENTER
The Writing Center manages a range of professional development courses designed to help students at the Graduate Center in their careers and professional activities. These courses do not carry credit, are ungraded, and do not appear on the student’s transcript. Students register for these courses as they do their academic classes: log into CUNYFirst; go to Student Center and select “Search,” which takes you to the “Search for Classes” page. Select the institution (Graduate Center) and term, and enter the course number (listed below).
Note: Because these course are zero-credit, Level 3 students are eligible to enroll.
Public Writing for Academics (PDEV 79406)
0 credits, Prof. Briallen Hopper—Wednesdays, 4:15-6:15 PM
Public Writing for Academics (PDEV 79406)
Prof. Briallen Hopper – Wednesdays, 4:15-6:15
More and more, academically trained writers are writing for public audiences. Participating in public writing can be a way for academic writers to contribute to important conversations, to make their work meaningful in new ways, to expand and advance their careers, and to re-engage with their own research on a personal level. Taught by a faculty member with broad experience in public writing, and featuring a range of similarly experienced guest speakers who write in genres including personal essays, political journalism, cultural criticism, op-eds, and public-facing books, this course offers practical guidance and workshop opportunities to students who want to convey their academic expertise to a wider public.
Dr. Briallen Hopper, who will be teaching this course, is Assistant Professor of English at Queens College, CUNY. Her first book, Hard to Love (Bloomsbury, 2019), is a collection of essays about love and friendship. Her essays, reviews, op-eds, profiles, listicles, and sermons have appeared in Avidly, Beliefnet, Black Business Now, The Chronicle of Higher Education, Columbia Journal, The Conversation, Crosscurrents, Document Journal, HuffPost, KtB, Los Angeles Review of Books, The New Inquiry, The New Republic, Newsweek, New York Magazine/The Cut, Not Coming to a Theater Near You, Religion & Politics, Sacred Matters, The Seattle Star, The Stranger, Take Part, Talking Points Memo and The Yale Review. She is the editor of the online literary magazine KtB and an associate editor at the UK-based independent press And Other Stories.
- Sarah Blackwood, Associate Professor of English at Pace University and author of The Portrait's Subject: Inventing Inner Life in Nineteenth-Century America (UNC Press, 2019). Co-founder and co-editor of Avidly and co-editor of the book series Avidly Reads, published by NYU Press. Her writing has appeared in The New Yorker, The New Republic, Slate, The Hairpin, and the Los Angeles Review of Books.
- Scott Poulson-Bryan, Assistant Professor of English at Fordham University. Author of The VIPs: A Novel (Random House, 2011); Hung: A Meditation on the Measure of Black Men in America (Doubleday, 2006); and co-author of What’s Your Hi-Fi Q? 30 Years of African American Music. Founding co-editor of VIBE Magazine and author of over seventy articles in venues such as The New York Time, Rolling Stone, Spin, Ebony, The Village Voice, The Source, and London’s The Guardian.
Effective Academic Writing for Native English Speakers (PDEV 79403)
0 credits, Prof. David Hershinow—Mondays, 6:30-8:30 PM
This course grounds students in the fundamental elements that inform all argument-based academic writing in order to help them better understand and navigate the sometimes bewildering away of genres in which they are expected to write, from seminar papers and conference presentations to grant applications and dissertation proposals to theses, dissertations, job letters, abstracts, and journal articles. At once a seminar and a workshop, this course combines opportunities for peer review with instruction in the genres of academic writing, revision techniques, advanced outlining, the art of the paragraph, methods for overcoming writer’s block, and other skills. The syllabus will be developed in coordination with students’ stated interests and needs.
Effective Academic Writing for Non-Native English Speakers (PDEV 79403)
0 credits, Prof. Sharon Utakis—Tuesdays, 11:45 AM-1:45 PM
This course is a workshop that aims to help non-native English-speaking students take control of their writing process as they move forward in their graduate studies. We look at the conventions that shape academic writing, keeping in mind that these conventions vary from discipline to discipline and from genre to genre. We focus on the writing process by looking at various steps we can take in order to create “effective academic writing,” with emphasis on discussing writing in progress. Students work on improving writing projects connected to their coursework. We deal with grammar and other writing convention issues as needed.
Teaching Strategies (PDEV 79401)
0 credits, Prof. Luke Waltzer—Fridays, 11:45 AM-1:45 PM
This course provides Graduate Center students with community and structure to help them prepare for and reflect on their development as teachers. This work proceeds from an understanding of the social contexts of teaching, as well as the positionalities of graduate student instructors and adjuncts. This discussion-based course will use brief theoretical readings to facilitate participants’ development of their own teaching philosophies and materials. The curriculum and structure will be responsive to the needs of the group, and to the instructional realities of the moments in when we are teaching. The course will have particular utility for instructors who are preparing for, or are in the process of adjusting to, teaching online as a result of the 2020 public health crisis. Foundational topics include classroom community, student-centered and active learning approaches, accessibility, course design and policies, lesson planning, assignment design, assessment, educational technology, writing pedagogy, affective responses in classroom settings, and Critical University Studies. This course is designed for those who are preparing to (or are) teaching for the first time, as well as more experienced instructors who want a communal, reflective space on pedagogy.