Congratulations to the faculty and staff who have received funding through the Five Colleges to develop new courses that use blended approaches – incorporating digital materials and tools into their courses. Michele Hardesty and Alana Kumbier, Lili Kim, Jennifer Bajorek and Karen Koehler, and Uditi Sen.
The funds come from two consortial grants – one from the Mellon Foundation and the other from the Teagle Foundation. You can read about the programs here.
But here are our colleague’s projects:
Michele Hardesty (Humanities, Arts, and Cultural Studies, Hampshire College): Beyond the Riot: Zines in Archives and Digital Space will use online, classroom and site-specific learning to engage students with zines as primary sources for exploring feminist, queer, and POC cultural production in the 1990s. As the title suggests, these explorations will include, but go beyond, the well-known history of Riot Grrrl. With a blend of data visualization, digital annotation, DIY videogame creation, and physical zinemaking, students will create transformative means of researching zines and engaging with the contexts of their production. This course will be headquartered at Hampshire and taught by Dr. Michele Hardesty and Dr. Alana Kumbier, but will include multiple sessions and collaborators at other sites. This course will be offered to all Five College students in Fall 2016.
Lili Kim (Critical Social Inquiry, Hampshire College): The goal of this project is to utilize technology and digital resources to deeply engage students in conducting transnational historical research through identifying, investigating, and interpreting primary source materials that span across time, languages, and continents to produce histories of Koreans in the United States. The emphasis and incorporation of blended learning work will allow students to access a growing number of important digital archives on Korean American history and U.S. history, and to help overcome the logistical stumbling block of not being able to travel to the archives to conduct research. Using selected online tools, this blended learning course will enhance opportunities and access for students to work collaboratively and individually on organizing and analyzing primary sources as well as synthesizing scholarship in the field. Students will ultimately help fill in the gaps in and further our understanding of Korean American history through their collaborative research projects, which will be available and archived online.
Jennifer Bajorek and Karen Koehler (Humanities, Arts and Cultural Studies, Hampshire College): Reading Photography will take an innovative approach to teaching the history of photography by integrating the design and creation of online course modules, organized around selected photographs, with a slow teaching approach. The digital modules will be designed to increase student engagement, enhance opportunities for collaboration, and deepen the knowledgebase and resources that students will draw on in their assessed work. By allowing students to cultivate knowledge of historical context outside of class, the modules will actively enlist students in advance preparation, thus freeing up class time and allowing us to focus, during in-class interactions, on the development of mindfulness and critical concentration in looking at, and reading, photographs. Additional outcomes will include skills development in research methods, practice using digital tools to create and research image collections, and the sharing of the online modules to enhance public knowledge.
Uditi Sen (Critical Social Inquiry, Hampshire College): This project seeks to develop a blended learning curriculum that enables students to engage analytically and creatively with the memories of refugees in India and Pakistan. These are Hindu and Muslim refugees who often witnessed, and fled from, genocidal ethnic violence that accompanied the partition of British India into India and Pakistan. Their reminiscences, preserved as audio and video files in several online archives and blogs, offer a unique perspective, ‘from below’, of the partition of India, which is arguably the most formative event in South Asian History. They also encourage students to explore broad questions of universal relevance: how do refugees negotiate displacement? What impact does violence and trauma have upon identities? How does memory and identity interact in the telling of life stories? Oral history testimonies have often been describes as the ‘voices of the past’. However, since these testimonies are collected from refugees who not only inhabited a different time, but also a different place and culture, learning to ‘hear’ this voices is a challenge that requires not just careful study, but also creativity, analytical dexterity and empathy. It is here that traditional face to face learning in a classroom falls short of achieving the desired connection between the recorded, often disembodied voice, and the student who is set the task of hearing, analysing and understanding the narrative, in its full complexity. This project aims to develop a hybrid curriculum, entitled Refugees, Memory and History: Hearing and Interpreting Partition Voices, which blends together face to face or readings and lecture-based pedagogy with online resources and learning.
The chief goals achieves by this project will be to overcome student hesitation in creatively engaging with voices from a foreign context, to ensure collaborative learning while students work on their independent projects and to create a course website that maps the learning process and showcases the work of students. The key texts of this course, the interviews, are available in online archives. This project will also blend classroom teaching, that includes lecture, small group discussions and workshops, with online learning using wordcloud, voicethread and blogposts.
Come to celebrate the amazing work of our colleagues and to discuss critical and engaged teaching!
Apply now to work with Cathy Luna, an experienced faculty writing coach, for a six week online writing fellowship (May 19-June 30th). There is an option to continue through July and August. Contact Kristen Luschen at firstname.lastname@example.org for more information.
Faculty Development grants are supported by several awards from foundations and individual donors and may be used to support the production of scholarship and art, and curriculum development during the academic year. There is a call for Hampshire faculty – look for the proposal application in your email from 4/18
Forbes article on Alicia Ellis’ use of Pinterest
Ask people in academia what they think of social media, and you’re likely to hear laments about the rotting of students’ minds. An epidemic of hasty posting, sharing and up-voting creates the risk that no one wants to think anymore. But Hampshire College assistant professor Alicia E. Ellis has come up with an ingenious way of using Pinterest — yes, Pinterest! — to help her students analyze challenging novels, poems and essays.
Session #1: The art of file-building for reappointment and promotion
Thursday, April 14th, 5:00 p.m. in FPH 108
File-building involves much more that compiling the necessary documents and writing a statement. Come learn about what makes a reappointment & promotion file stand out as well-crafted, engaging, and user-friendly. This session features recent CCFRAP committee members discussing their insights about how to create a robust and well-organized reappointment/promotion file. This session will be relevant for all faculty – from new faculty who are eager to know more about the process to senior faculty who are preparing for a promotion to full professor!
Session #2: Fall 2016 Reappointment Information Session
Thursday, May 5th at 2:00 p.m. in Cole 101
This informational session focuses on the timeline and process for those individuals who will be standing for reappointment and/or promotion in Fall of 2016. While any who are interested may attend, this session will specifically benefit those who would like to consider their preparation and timeline for the upcoming academic year.
Congratulations Karen Koehler on the publication of the Art History Teaching Resources website. This is a great resource.
Dr. Sylvia Hurtado, one of the foremost researchers in higher education on diversity and student learning (particularly with regard to STEM), will be visiting Hampshire this Tuesday to give the Race Matters Lecture at 4pm. The lecture will address campus-wide conditions that support student learning, critical dialogue, perspective-taking, campus participation and belonging. In addition, Professor Hurtado agreed to give a lunch talk (noon-1:30pm) specifically focused on classroom teaching and advising. I encourage you to take this opportunity to learn about specific strategies and classroom conditions that would support critical and engaged dialogue.
Space is limited to 30 and lunch will be served. If the session becomes full and you would like to be placed on a waiting list, please email me at email@example.com. You can register at:
Chris Tinson, Assistant Professor of African American Studies, is the 2016 winner of the David Gruber Award for Excellence in Teaching. Professor Tinson’s recommendations described his unique ability to facilitate challenging discussions and utilize student questions to guide learning. In doing so, he provides powerful opportunities for education, healing and student development. He is committed to the well-being of all his students, engaging them with relevant, real-world learning experiences in the fields of African American and Africana Studies. Professor Tinson is continuously innovating his field and teaching, posing the hard questions about race and racism in the United States and internationally to his students and peers. He has also served as a mentor and guide for student activists in the Black Lives Matter movement and the Decolonize Media Collective (DMC).
Karen Koehler, the Marilyn Levin Professor of Architectural and Art History, is the 2016 winner of the David Gruber Award for Excellence in Advising. Professor Koehler received high praise for motivating students to accomplish their best work and for creating a supportive and inspiring community of peers and mentors for her students. She sets high standards and supports her students to achieve their goals. Each of the nominations also mentioned Professor Koehler’s Institute for Curatorial Practice, an innovative program that she created to help both students at Hampshire and others outside of our institution to engage with the field of curatorial studies and get connected to internships and jobs. Her crucial support and mentoring of students extends well beyond their time at Hampshire, as many enthusiastic letters from alumni attest.
Join 5CollDH this Thursday, February 25th at 4:30 PM in Frost Library’s Periodicals Room at Amherst College for another exciting speaker: Ben Chang!
Ben Chang (AC ‘98) is an electronic artist and Associate Professor and director of the Games and Simulation Arts and Sciences (GSAS) program at Rensselaer Polytechnic University (RPI). His work explores the intersections of virtual environments and experimental gaming with contemporary media art.
Using materials ranging from immersive visualization systems to modified surveillance cameras, hacked video games, and antique telegraphs, his work brings out the chaotic, human qualities in technological systems.
Chang’s recent projects include a suite of classic games rewritten for the Microsoft Kinect system, a virtual reality environment about remem- brance in memorial of the Holocaust, and “Becoming,” a computer-driven video installation that interchanges the attributes of two animated figures.