Selected Spring 2016 Course Offerings From Across Campus
AAS 561: Race and Cultural Critique (CRN 52839), T 4:00-6:30 p.m., Junaid Rana
Introduction to graduate level theoretical and methodological approaches in Comparative Race Studies. As a survey of theories of race and racism and the methodology of critique, this course offers an interdisciplinary approach that draws from anthropology, sociology, history, literature, cultural studies, and gender/sexuality studies. In addition, the study of racial and cultural formation is examined from a comparative perspective in the scholarship of racialized and Gender and Women's Studies. Same as AFRO 531, ANTH 565, GWS 561, and LLS 561.
ANTH 515: Interdisciplinary Approaches to Evidence (CRN 58678), W 5:30-8:30 p.m., 209A Davenport, Virginia Dominguez
This graduate course examines the role of ideas and ideologies of evidence in the production of knowledge across the disciplines. Interdisciplinary explorations will concentrate on (1) ideas of evidence, (2) their role in the production and testing of knowledge, (3) a range of sociopolitical sites in which evidence is privileged as an idea, (4) a range of sociopolitical sites in which it does not appear privileged, (5) claims made in terms of "evidence," (6) ideologies of knowledge in terms of evidence and of evidence in terms of knowledge, and (7) the legal range of experience with "evidence," including jurisprudential debates.
Students will explore their own assumptions about evidence in their current and past work as well as in non-work areas of life, and they will explore the consequences different stances on evidence would have in their own dissertation research and writing.
Materials for the course are drawn from selected scholarly debates across a range of disciplines including anthropology, history, feminist psychology, law, statistics, literary theory, psychiatry, political science, sociology, and science studies.
In addition, we will have visiting scholars with expertise in different issues and approaches to evidence: Professor Jasmin Habib (cultural anthropologist in the Department of Political Science at the University of Waterloo, Canada) on February 27, and Professor Michael Chibnik (University of Iowa economic anthropologist and current Editor-in-Chief of American Anthropologist) on March 27.
ANTH 523: Dynamic Embodiment (CRN 63490), W 2:00-3:50 p.m., Krannert Art Museum, B. Farnell
Examines anthropological theories and methods for understanding systems of body movement and performance in cultural contexts. Explores the study of everyday skills as well as the expressive complexities of dances, gestural systems, sacred and secular ritual, sign languages, sports, theater, and martial arts.
ARTE 480: Popular Visual Culture (CRN 53016), W 4:00-6:40 p.m., 244 Art and Design, Paul Duncum
Focuses primarily on contemporary popular culture, but also draws upon fine art, folk art, and indigenous art from both the past and the present. Considers the often troubled relationships between the pleasures of visual culture and its ideologies. Students examine the literature of visual culture studies and develop research skills by examining a specific site of visual culture of their own choosing in terms of aesthetic pleasures and ideology including but not limited to sexism, class, ethnicity, religion, homophobia, and xenophobia. Theories of the body, consumerism, and globalization, among others will be considered.
ARTE 501: Issues in Art Education: Writing for Publication (CRN 47913) T 5:00-7:40 p.m., 224 Art and Design, Laura Hetrick
The focus of this course is on the writing, presentation, review, and revision of students' scholarly writings destined for future publication in specific journals or other professional venues identified by individual students. We will participate in a community of scholarship through guided discussions, formal presentations, and extensive peer reviews of professional writings-in-process with the goal of submitting a strong draft to a self-selected scholarly entity. This could also include preparation for theses and dissertations, prelims and oral defenses, early field research and pilot studies, and/or preparation for scholarly conferences.
ART 550: Writing With Video Workshop (CRN 55785), R 2:00-4:40 p.m, 15 Art and Design, Joseph Squier
Explores the use of video in research, scholarly, and/or creative endeavors. Students engage in a comprehensive examination of video as a rhetorical narrative medium, with a focus on the actual production of video work. Emphasizes the use of video as a tool for inquiry, engagement, composition, and communication across a broad range of cultural and professional practices. A student registered in one or more Art & Design course(s) exhibiting this message, may be assessed a $95 facility use fee once each term.
CI 570: Issues and Trends in Reading (CRN 32009), T 4:00-6:50 p.m., 389 Education, Arlette Willis
The timing of beginning reading, the influence of certain linguistic findings on methodology and terminology in instructional materials, and the influence of research on methodology are addressed in a way that provides a historical perspective for evaluating the merit of emerging issues and trends.
CI 590 BT: Border Theories (CRN 54375), M 4:00-6:50 p.m., Luz Murillo
Border Theories, Transnationalism, and Im/Migrant Education This doctoral seminar approaches the study of transnational and im/migrant literacies and education from the lens of border theory. Using work by Gloria Anzaldúa, Walter Mignolo, Arturo Escobar, Maria Braidotti, Néstor GarcÍa Canclini, Jan Blommaert, and others, we will read and discuss border theories and how these theories can help us understand how immigrants? uses of language and literacy cross political and geographic boundaries. We will consider also borders between languages (Makoni & Pennycook, 2007), modalities of literacy, and academic disciplines. We will look at immigrant/transnational literacies in and out of contexts of formal schooling. Students will develop a case study of a transnational/immigrant learner as means of applying border theories presented in the course. Doctoral students and advanced masters students from diverse language, cultural, and disciplinary backgrounds will enrich our collective learning of how transnationalism and migration are changing education and schools in the U.S. and around the world.
CMN 429: Race and the Mass Media (CRN 52652), TR 9:30-10:50 a.m., 1024 Lincoln Hall, C. Bigman-Galimore
Presents an overview of racial stereotypes in the mass media and the effects of stereotypical imagery on viewers. Discussion of the structural and social origins of stereotypic media from multiple perspectives focusing on published scholarship that systematically assesses the content and effects of racial representations from a social scientific perspective. Intersections between race, ethnicity, class, and gender also will be explored.
CMN 529: Language, Culture, and Identity (CRN 51998), TR 5:00-6:20 p.m., 4103 Lincoln Hall, Michelle Koven
We will discuss how people use language in ways that signal a range of interactional and socio-cultural meanings. We will explore a number of classic and contemporary approaches that address how language use both seems to ?reflect? and create interpersonal and sociocultural contexts.More specifically, we will cover a range of approaches to the study of the relationships between language use and processes of social identification, often understood in terms of seemingly more durable, broader-level rubrics, such as ethnicity, race, class, gender, sexuality, the nation-state, diaspora, generation, etc. Although no previous background is required for this course, students must be willing, however, to read, synthesize, and discuss material from a range of disciplines.
CMN 538: Visual Rhetoric (CRN 50680), W 2:00-4:50 p.m., 4103 Lincoln Hall, Cara Finnegan
This seminar will take up theoretical, critical, and historical approaches to the study of visual rhetoric through an extended case study of the Farm Security Administration's documentary photography project (1935-1943). After a brief introduction to the history and status of scholarship in visual rhetoric, we will read published work on the FSA from within the field of Communication as well as Art History, History, and American Studies. Students will develop a set of critical practices for reading photographs, learn strategies for working with archives, and identify conceptual resources from rhetorical theory that help us understand various aspects of the FSA's work. The course's major assignment will be a research project on a specific aspect of the FSA's corpus, the product of which will be a seminar paper or, with prior approval, a multimedia work. Students do not need previous coursework in rhetoric to take this seminar.
ENGL 402: Descriptive English Grammar (CRN 32124), TR 2:30-3:45 p.m., Dennis Baron
This is a course in English linguistics. We will study the English language: how we use it; how it uses us. We will learn and practice techniques for describing English, both its words and sentences and larger elements of discourse in context. We will look at the social, historical, and political forces that shape language and its use. And we will suggest ways to use what we learn about language both in the classroom and in the professional world. Text: Curzan, Anne, and Michael Adams, How English Works: A Linguistic Introduction. Latest edition.
ENGL 481: Composition Theory and Practice (CRN 44165), MW 2:00-3:15 p.m., Kristi McDuffie
In this course, we will investigate writing pedagogy theory and practice primarily focused on future teachers of writing with a consideration of current standards. We will learn about the composition theories that provide a foundation for writing pedagogy, from cornerstone concepts like writing as a process to contemporary research on genre and transfer. We will develop practical approaches for writing instruction, including but not limited to: methods for scaffolding researched and argumentative writing; tactics for addressing language diversity, from second language writing to varieties of American English; strategies for commenting on, evaluating, and assessing student writing; and techniques for teaching digital literacies and teaching with technology. The required work for this course includes weekly readings, reading responses, a philosophy of teaching statement, several lesson plans, teaching demonstrations, and a professional portfolio.
ENGL 581: Queer Theory (32282), T 1:00-2:50 p.m, 123 English Building, Shiobhan Somerville
This course will trace key moments in the development of the field of queer theory over the past three decades (or so). While one familiar genealogy of queer theory locates its origins in the development of a theory of sexuality (as distinct from theories of gender), a range of queer theorists have instead critiqued any attempt to give exclusive priority to sexuality over other categories of analysis. The full potential of queer theory, it was argued early in the field, is to dislodge ?the status of sexual orientation itself as the authentic and centrally governing category of queer practice, thus freeing up queer theory as a way of reconceiving not just the sexual, but the social in general? (Harper, et al., 1997). Still other queer theorists have located the full potential of queer critique in its refusal of the social and political altogether. While we will remain skeptical of origin stories and attentive to the stakes of competing genealogies, our readings will include texts that have been understood as foundational to the field, as well as well as emerging work in areas such as queer indigenous studies and queer disability studies.
ENGL 582: (CHAT) & Research in Writing (CRN 32283), R 1:00-2:50 p.m., 113 English Building, Paul Prior
This seminar explores how to engage in theoretically-grounded research on writing practices. It centers on cultural-historical activity theory (CHAT) conceived broadly, with particular attention to the traditions associated with Vygotsky, Luria, Bakhtin, and Voloshionov as well as to related work on situated semiotic activity (e.g., Hanks, Irvine, Goodwin) and on actor-network theories (Latour). Together, these theories suggest the need for research to trace complex relationships among situated semiotic action, cultural artifacts/practices, genre systems, and writing. In the seminar, we will take up examples of theoretical and empirical work in CHAT as well as of varied research on writing. To examine how to implement CHAT approaches in studies of literate activity, we will do several, informal inquiry activities (practicing in effect how to conduct and analyze research on writing). Finally, each student will explore the application of CHAT approaches to their current or projected research project.
EPOL 585: Ethnographic Methods in Education (CRN 63531), W 4:00-6:50 p.m., 33 Education Building, Anne Haas Dyson
This is the same course previously offered under EPS 590, Qualitative Research methods. The course focuses on the goals and nature of qualitative, observational study of life in educational settings, with an emphasis on ethnography, including the ethnography of communication. We discuss the nature of schools, classrooms, and other educational settings as dynamic places of relationships, power struggles, and learning. We consider qualitative educational research that approaches issues of teaching and learning as situated in particular places in complex societies. We will have an ongoing examination of how one conducts qualitative research in educational settings and, also, of the social and ethical issues involved. Members of the class will be guided in conducting a small scale but formal study in an educational setting; topics are wide-open to student interest. Writing Studies students are always welcome.
GWS 580: Queer Theories and Methodologies (CRN 52453) W 3:00-5:50 p.m., 102 1205 W. Nevada, F. Ngo
Interdisciplinary study in queer theories and methods produced in and across various disciplines. Contemporary philosophical and theoretical developments in queer studies specific to histories of class, race, ethnicity, nation and sexuality.
GWS 459: Gender, Sex, & Postcoloniality (CRN 63267), M 9:00-11:50 a.m., Jodi Byrd
Explores the relationship of imperialism, sexuality, and race through the lens of postcolonial theory.
LING 490: Pragmatics of Social Media (CRN 63366), TR 12:30-1:50 p.m., 1018 FLB, M. Terkourafi
Have you ever wondered: How do we interpret language when we know little about how produced it, when and where? Do men and women have different styles of communicating online? Are people more rude online and why? Do we tend to misunderstand each other more when communicating online?
This new advanced undergraduate/graduate course offered in Spring 2016 seeks to answer these and more questions about the relationship between communicating online and face-to-face. We will introduce basic notions in pragmatics (context, speech acts, cooperative principle, politeness, culture, critical discourse analysis) and apply them to different genres of online discourse (social networking sites, blogs, Twitter, and more). There will be plenty of opportunity for hands-on application through homeworks and a final project.
Readings will include: PRagmatics: A resource book for students, 3d ed by Joan Cutting and Cyberpragmatics by Francisco Yus, as well as select journal articles.
LING 588: Age and Language Acquisition (CRN 38727), W 3:00-4:50 p.m., 169 Davenport, R. Foote
In this course, we will examine theories about the role of age in acquiring a language. We will also discuss major research findings on age effects in both native and second language acquisition.
LIS 543: Sociotechnical Info Systems (CRN 63679), T 9:00-11:50 a.m., J. Grant
The character, success, and costs/benefits of information technologies are socio-technical matters. Because of this, best practice for IT design and integration relies on participants' ability to understand and create for the totality of those settings, including social and technical dimensions. This course provides students with analytic tools for examining socio-technical settings and experience in applying that knowledge in IT modeling, design and management.
LIS 590: Qualitative Methods (CRN 63675), W 9:00-11:50 a.m., L. Kendall
LIS 590: Understanding Multimedia Information: Concepts and Practices (CRN 40229), W 5:00-7:50 p.m., J. Downie and A. Ehmann
Designed for those with an interest exploiting multimedia information in web and electronic publishing projects, students will be introduced to the theory behind, and the tools associated with, a wide variety of audio (e.g., MP3, WAV, WM9, RealAudio), graphic (JPEG, GIF, PNG, etc.), music (MIDI, GUIDO, etc.) and text information formats (e.g., PS, PDF, etc.). After completing this course students should be empowered to make intelligent choices in selecting appropriate multimedia formats to match particular design requirements. A mix of lectures, demos and hands-on work. Students should have access to a personal computer upon which they can experiment on their own with downloaded multimedia software tools. SKILLS: Students must be competent in basic computing including the installation and configuration of software packages. Must understand basic HTML and simple web site construction tools (e.g., FTP, text editing, etc.)
LIS: 590: Seminar in Social Informatics (CRN 44503), R 12:00-2:00 p.m., L Gasser
Social Informatics (SI) studies relationships between social systems and information/communication technologies (ICTs). The course teaches major SI concepts and how to apply them to analyze and solve practical SI problems. Key concepts include functional, symbolic, situational, media-centric, and social-process views of ICTs, and ICT dimensions of social power, social choice, social organization, social complexity, and social agency. Sample applications include explaining successes, failures, and specific qualities of ICTs in practice; design/implementation of ICTs in dynamic social settings; ICT policy and resource decisions; dilemmas of information privacy/security; information access in groups and society. (Note: Covers basic material for Field Exam in Social Informatics.)
MACS 496: Co-Design: Media, Technology, and Politics (CRN 64162), M 3:30-4:20 p.m., A. Chan
Design has emerged as an essential ? if enormously fraught -stake for contemporary ecologies and economies of knowledge production. While it has long been central in the development of knowledge practices and data collection in the modern sciences, new information infrastructures have extended potentials for knowledge sharing and learning across communities of difference in diverse fields. This course will explore the politics of design and collaboration in knowledge work, considering the continuing promise and problem that surround distributed collaboration in data collection, archive building, and analysis ? but that now express themselves in new inter-disciplinary ventures (including ?biodiversity informatics,? ?para-taxonomy,? and ?big data? itself) that invite distinct forms of global participation from diverse lay-experts and publics. Key to the course will be a consideration of emergent experiments in design and collaborative interventions by transnational hacktivist groups, global citizen labs, and lay science networks.