Courses

Dive into Settler Colonial Studies & Native American History– Seats in American Studies FYS course

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 Check out this new course in AMST, which has seats available. Here is the info:

AMST 150: Indigenous Middletown: Native Histories of the Wangunk Indian People

 Tuesdays and Thursdays from 10:20-11:40am in CAMS 1

This is a writing intensive course in which students will be introduced to the new field of settler colonial studies, the rapidly transforming field of critical indigenous studies, along with Native American history and historiography addressing southern New England. Taking up a decolonizing methodological approach, the class will focus on the sparsely documented history of the Wangunk Indian Tribe, the indigenous people of the place we call “Middletown,” also known as Mattabesett. The Wangunk people, part of the Algonquin cultural group, historically presided over both sides of the Connecticut River in present-day Middletown and Portland. Although regarded as “extinct” by settlers by the time the American Revolution broke, Wangunk individuals continue to live into the 21st century.

Archeology Course open to first-years!

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There are spaces available in ANTH/ARCP314 “How to Think Like an Archaeologist.”  While this course has a 300-level designation, it has been retooled and opened to first-years, although this did not happen in time for summer pre-registration. Any first-year (or any other students) are welcome.

New Courses with Seats!

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RELI216: Jesus through Jewish Eyes is a FYS. It allows students to gain knowledge and appreciation of the complex relation between the Jewish and Christian traditions. Alongside developing academic writing skills, this course also lets students experiment with the analysis of visual representations (https://iasext.wesleyan.edu/regprod/!wesmaps_page.html?stuid=&facid=NONE&crse=015029&term=1179).

RELI272: Thinking after the Holocaust. is a more advanced seminar, designed for juniors and seniors. It combines reading of philosophical works that deals with the questions raised by the Holocaust (first half of the semester) with an eye toward cultures of remembrance, in particular in the US, Israel, and Germany (second half). I could not quite fit it into the course description, but if there are students interested in pursuing careers in museums and memorial sites, they might find it of special relevance, as I hope to share reflections on some of my own work as a curator at the Jewish Museum Berlin in the latter part of the course.

(https://iasext.wesleyan.edu/regprod/!wesmaps_page.html?stuid=&facid=NONE&crse=015030&term=1179)

Course with Seats: MUSC 109–Experimental Music

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Introduction to Experimental Music (MUSC 109)

Fall 2017; Tuesdays & Thursdays, 2:50 p.m. – 4:10 p.m., RHH 003

This course is a survey of recent and historical electronic and instrumental experimental works, with emphasis on the works of American composers. Starting with early experimentalists, germinal works of John Cage and Henry Cowell, Earle Brown, Christian Wolff, and Morton Feldman will be studied; followed by electronic and minimal works of La Monte Young, Terry Riley, David Behrman, Gordon Mumma, Alvin Lucier Robert Ashley, Steve Reich, Philip Glass, Meredith Monk, Laurie Anderson, Arthur Russell, John Zorn, Julius Eastman and including discussions of recent work by composers, performers, and sound artists such as Pamela Z, Tristan Perich, Jacob Cooper, Lesley Flanigan,  Nick Hallett, Jace Clayton (DJ /rupture), Jennifer Walshe, and Object Collection. The course includes lectures, demonstrations, and performances, occasionally by guest lecturers.

Seats Available in FYS Course: Ethnicity, Race & Religion in the Middle Ages

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Why does some characters’ skin change color in medieval romances? What did Ghenghis Khan’s family think about Europeans? And why do US white supremacist groups wear symbols from the twelfth-century crusade era? These are all different kinds of questions, but we address them in:

English 153, “Ethnicity, Race, and Religion in the Middle Ages.”

Professor Ruth Nisse     MW 1:20-2:40PM

This course concerns the invention of premodern ideas of ethnicity and race. Our focus will be on a selection of medieval texts dealing with the encounters–real and imaginary–of Western European Christians with other cultures, from the Celtic borderlands to the Mongol Empire. The readings will begin historically with the Crusades and the (often grisly) chronicles written by Christian, Muslim, and Jewish authors. Other genres will include religious polemics, autobiographical narratives of religious conversion, and travel accounts by missionaries, spies, and colonial propagandists. We will also read some later “romances” that re-imagine the crusades in terms of exoticized sexuality, racial transformation, cannibalism, and nationalist fantasy.

New Course Added: Musical Theater Workshop–THEA 279

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There’s a great opportunity in the upcoming semester (F 2017) for students interested in making musical theater.   Please note that there are prerequisites, but prerequisite over-rides may be available for students who have the appropriate skill set.  This can be done during the Adjustment period or Drop/Add period after consulting with the instructor.

Tony and Obie Award Winner, Greg Kotis (Urinetown) will be teaching the Music Theater Workshop, THEA 279.

Greg Kotis’s webpage lists this info about him:

Greg Kotis is the author of many plays and musicals including Michael von Siebenburg Melts Through the Floorboards, Yeast Nation (Book/Lyrics), The Unhappiness Plays, The Boring-est Poem in the World, The Truth About Santa, Pig Farm, Eat the Taste, Urinetown (Book/Lyrics, for which he won an Obie Award and two Tony® Awards), and Jobey and Katherine.  His work has been produced and developed in theaters across the country and around the world, including Actors Theatre of Louisville, American Conservatory Theater, American Theater Company, Henry Miller’s Theatre, Manhattan Theatre Club, New York Stage and Film, Perseverance Theatre, Roundabout Theatre Company, Soho Rep, South Coast Rep, and The Old Globe, among others.  Greg is a member of the Neo-Futurists, the Cardiff Giant Theater Company, ASCAP, the Dramatists Guild, and is a 2010-11 Lark Play Development Center Playwrights Workshop Fellow.  He grew up in Wellfleet, Massachusetts and now lives in Brooklyn with his wife Ayun Halliday, his daughter India, and his son Milo.

Additional information about Greg Kotis is at http://gregkotis.com/

Study Abroad, Cultural Immersion, and Language Courses

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A warm welcome to Wesleyan from the Office of Study Abroad, located in the Fries Center for Global Studies. Wesleyan considers study abroad to be an essential part of a liberal arts education for students majoring in any subject. A meaningful cross-cultural experience sharpens our understanding of ourselves in relation to the world in which we live. It is the best means for achieving the intercultural expertise and multilingualism that our students will need for exercising leadership in an increasingly interconnected world.

It may seem early to think about something that typically happens your sophomore, junior, or senior year, but advance planning is key to making sure you are academically prepared when the time comes to  apply for a program. It is important to keep up with your language courses – some programs require the equivalent of five semesters as a prerequisite. You should also work with your advisor and the Study Abroad staff to identify the best year or semester to fit study abroad into your academic plans. With this careful planning, students of any major may participate in this unique opportunity for global learning.

Contact information: Fries Center for Global Studies, Fisk Hall 201, studyabroad@wesleyan.edu, (860) 685-2550, www.wesleyan.edu/studyabroad

Deadline for Course Registration Preferences — August 1, 5 p.m.

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The time is drawing near to submit your ranked preferences for seven First Year Seminars and seven intro/general courses.  Check that you have a balanced schedule and that your plan of study:

  • has three of four courses in each of the three divisions (NSM, SBS, HA);
  • includes at least one in a subject you love and at least one in a new area to explore;
  • is distributed over the week and within the day (not all jammed up together);
  • has diversity in size and and format (small seminar, bigger lecture); and
  • has courses with different kinds of assignments/assessments.

If your interests lie with a more structured major, keep an eye on the introductory/gateway course, but other than that explore, explore, explore.  Take advantage of Wesleyan’s great liberal arts curriculum, and you will begin fulfilling the GenEd Expectations and refining your Competencies (see 7/26 posting).

On Thursday, the second day of orientation, you will be meeting with your faculty advisor, who needs to approve your plan to make it official.  You may revise your plan after that discussion or after you talk to department faculty at the Academic Forum that afternoon.  You can make these course changes during the Adjustment Period the next day on Friday morning and/or during the Drop/Add period, which runs through the first two weeks of classes.

So don’t sweat it now.  Read the Advising Guidelines, view the videos, and enjoy your exploration of WesMaps, Wesvising, and the planning process.  Then press submit!

Check your WesPortal after 9:00 a.m. on Tuesday, August 22 for the results of the scheduling program—your course enrollments for the semester.  You will also see your faculty advisor assignment as well .

The Four Competencies at Wesleyan

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COMPETENCIES AT WESLEYAN:  Approaches to Consider in Your Plan of Study

Flexible Framework for Considering Competencies

While at Wesleyan, students engage in the deep study of an academic field once they have declared a major, and they develop academic breadth through their general education coursework. In addition, they will also build broad, interdisciplinary skills through all of their curricular, co-curricular, and extracurricular activities. Wesleyan has developed a flexible framework built on four competencies to allow students to engage voluntarily in a process of reflection (both in conjunction with advisors and on their own).

The four competencies:

  • Mapping = navigating complex environments (NCE)
  • Expressing = writing, expressing, communicating (WEC)
  • Mining = quantitative analysis and interpretation (QAI)
  • Engaging = negotiating intercultural differences (NID)

Mapping = Navigating Complex Environments (NCE)

Mapping is defined as the ability to examine the relationship of objects and spaces in the material and imagined worlds. It involves developing tools to create, manipulate, and navigate constructed and natural environments and charting movement through and interactions with space and its consequences.

Mapping courses may include courses across the curriculum, from the arts (e.g., dance, studio art, and art history), to the natural sciences and mathematics, as well as courses from interdisciplinary programs. Example skills include typography, computation, material science, modeling, and mapping.

Expressing = Writing, Expressing, Communicating (WEC)

Expressing is defined as the ability to express thoughts, ideas, and emotions to others effectively and concisely through a variety of media.

Expressing courses are principally but not solely in the humanities, arts, and social and behavioral sciences. These courses assign written, verbal, and creative projects, and performances that help students develop their ability to express thoughts and ideas to others.

Mining = Quantitative Analysis and Intepretation (QAI)

Mining is defined as the ability to use numerical ideas and methods to describe and analyze quantifiable phenomena. It involves learning about the measurement, analysis, summary, and presentation of information, including about the natural world, as well as answering questions, solving problems, making predictions, and testing and constructing theories by employing mathematical, statistical, logical, and scientific reasoning.

Mining courses are principally but not solely in mathematics, natural sciences, and social and behavioral sciences.

Engaging = Negotiating Intercultural Differences (NID)

Engaging is defined as the ability to comprehend and respect diverse cultural heritages and perspectives in relation to their wider historical and social contexts. It involves reading, speaking, or understanding a second or third language (contemporary or classical); gaining experience working, studying, or traveling abroad or in other unfamiliar cultural contexts; and participating in the political and social life of local and global communities.

Engaging courses may include courses across the curriculum, from language, literature, and culture courses, to courses in history, science in society, religion, government, and philosophy, among other areas.