The Master of Arts in Cultural Studies program at UWB emphasizes interdisciplinary study, community and project-based work, and liberal arts skills like research and critical thinking. Students complete 60 credits over 2 years, including required core courses and cultural studies electives. The program focuses on areas like literature, social movements, performance, and post-colonial studies. It prepares students for careers in arts organizations, community development, research, and advanced degree programs. Benefits include flexible evening classes, a low student-faculty ratio, and a collaborative cohort model.
The Master of Arts in Cultural Studies program at UWB is a 2-year interdisciplinary program that emphasizes theory and practice. Students take required core courses and cultural studies electives, completing a capstone project. The program takes an interdisciplinary approach and focuses on skills like research, critical thinking, and communication. Courses are offered in the evenings to accommodate working professionals. Graduates find careers in arts organizations, community development, research, and more.
Presentation of the 2014 Notable Social Studies Trade Books for Young People. Books were published in 2013. Presented by Karen Hildebrand, member of the selection committee sponsored by the Children's Book Council and the National Council for Social Studies.
This document provides guidance for families on helping students succeed academically at the University of Oregon (UO). It outlines the UO degree requirements including 180 total credits, general education courses in various subject areas, and options for majors. It also describes academic resources and programs to support students' transition like Freshman Interest Groups (FIGs) that pair courses, Academic Residential Communities that combine living and learning, and advising and research opportunities. The goal is to help families understand the academic experience and how to support their student's intellectual and personal development.
21st Century Skills in Social Studies ClassroomsTutti Jackson
This document discusses ways to incorporate primary sources into social studies classrooms to promote 21st century skills. It provides examples of primary and secondary sources and activities teachers can use. One activity involves students analyzing primary sources about a topic like immigration to Ohio to create an exhibit telling that story. The goal is for students to develop historical thinking skills like analysis and using evidence to support an argument. Incorporating primary sources and digital history tools engages students and mirrors how historians work.
This presentation was prepared to present my research paper titled" Stigma of disability and Self-conception in Salman Rushdie's The Moor's Last Sigh during International Summit - 5th Indian Social Sciences and Humanities Congress, Samagam, 2019 at Jadavpur Uni, Kolkata, India during 7-8 Sept, 2019
This document is a curriculum vitae for Hilary A. Braysmith, an interim art department chair and associate professor. It outlines her professional goals, highlights from her CV, and details her education and employment history, as well as her extensive scholarship, teaching experience, and community service. Notable achievements include developing an innovative public art project called "Sculpt EVV" and receiving over $191,000 in research grants.
This Presentation was given as PhD Progress Review Presentation for Term 3 before Department Research Committee at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar ( India) on April 27, 2019.
Intercultural communication and education Tatiana Indina
This document discusses challenges and opportunities in cultural education across different contexts. It touches on:
1. Challenges of teaching native culture in the Russian republics of Chechnya and Ossetia, such as differing religious values and establishing common education standards.
2. Methods used in Ossetia to improve cultural education, like lessons on history, language, and celebrations of national holidays.
3. Ways to develop intercultural competence, such as learning about other cultures, developing cultural identity, and training conflict management skills.
4. Challenges of native culture education in Kyrgyzstan, including lack of funding, qualified teachers, and conflicts between traditional and modern values brought by different
The Master of Arts in Cultural Studies program at UWB is a 2-year interdisciplinary program that emphasizes theory and practice. Students take required core courses and cultural studies electives, completing a capstone project. The program takes an interdisciplinary approach and focuses on skills like research, critical thinking, and communication. Courses are offered in the evenings to accommodate working professionals. Graduates find careers in arts organizations, community development, research, and more.
Presentation of the 2014 Notable Social Studies Trade Books for Young People. Books were published in 2013. Presented by Karen Hildebrand, member of the selection committee sponsored by the Children's Book Council and the National Council for Social Studies.
This document provides guidance for families on helping students succeed academically at the University of Oregon (UO). It outlines the UO degree requirements including 180 total credits, general education courses in various subject areas, and options for majors. It also describes academic resources and programs to support students' transition like Freshman Interest Groups (FIGs) that pair courses, Academic Residential Communities that combine living and learning, and advising and research opportunities. The goal is to help families understand the academic experience and how to support their student's intellectual and personal development.
21st Century Skills in Social Studies ClassroomsTutti Jackson
This document discusses ways to incorporate primary sources into social studies classrooms to promote 21st century skills. It provides examples of primary and secondary sources and activities teachers can use. One activity involves students analyzing primary sources about a topic like immigration to Ohio to create an exhibit telling that story. The goal is for students to develop historical thinking skills like analysis and using evidence to support an argument. Incorporating primary sources and digital history tools engages students and mirrors how historians work.
This presentation was prepared to present my research paper titled" Stigma of disability and Self-conception in Salman Rushdie's The Moor's Last Sigh during International Summit - 5th Indian Social Sciences and Humanities Congress, Samagam, 2019 at Jadavpur Uni, Kolkata, India during 7-8 Sept, 2019
This document is a curriculum vitae for Hilary A. Braysmith, an interim art department chair and associate professor. It outlines her professional goals, highlights from her CV, and details her education and employment history, as well as her extensive scholarship, teaching experience, and community service. Notable achievements include developing an innovative public art project called "Sculpt EVV" and receiving over $191,000 in research grants.
This Presentation was given as PhD Progress Review Presentation for Term 3 before Department Research Committee at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar ( India) on April 27, 2019.
Intercultural communication and education Tatiana Indina
This document discusses challenges and opportunities in cultural education across different contexts. It touches on:
1. Challenges of teaching native culture in the Russian republics of Chechnya and Ossetia, such as differing religious values and establishing common education standards.
2. Methods used in Ossetia to improve cultural education, like lessons on history, language, and celebrations of national holidays.
3. Ways to develop intercultural competence, such as learning about other cultures, developing cultural identity, and training conflict management skills.
4. Challenges of native culture education in Kyrgyzstan, including lack of funding, qualified teachers, and conflicts between traditional and modern values brought by different
Aahuti- International Conference on Globalization, Literature and Culture_201...Aahuti Dhandhukia
This is the presentation prepared to present my research paper" Disability and Identity Crisis in the Light of Globalization in Salman Rushdie's The Moor's Last Sigh in International Conference on Globalization, Literature and Culture organized by Higher Education and Research Society, Pune ( India) on 7-8 Sept, 2018. This is Conference Paper Presentation as a part of my ongoing PhD research at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University ) India).
This presentation is prepared as a part of Coursework for my PhD research and was presented at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India.
This is the presentation of my PhD progress given before Departmental Research Committee, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India. It was scheduled on April 29, 2020 and COVID-19 nationwide lockdown-2 was going on and hence it was presented virtually through Google Meet. This presentation has the details about seminar/ conference presentation, research paper publication, training program completed from eminent institutes of India. I also completed MOOC on Disability Studies from Swayam, NPTEL with 83%.
Library, Museum, Archival & Historical Societies: Resources for Emerging Bili...Manhattan College
This presentation discusses ways in which English as a second language teachers can use resources from library, museum, archival & historical societies. Frequently, librarians, museum educators/librarians, archivists, and historical society coordinators & researchers provide outreach to schools and education programs. Explore these ideas! Perhaps, one will be suitable to use in your classroom!
During my PhD Coursework I had participated All India English Teachers' Conference on " Globalization: Emerging Trends in English Language and Literature" at Osmania University, Hyderabad ( INDIA) during 18-20 Jan, 2018. I had presented my research paper on Jan 20, 2018 in the session before Dr. B Krishnaiya sir from University of Hyderabad.
Oral tradition is the means of transmitting cultural knowledge through spoken words rather than writing. It includes various forms of folk literature like myths, legends, and folktales that are composed and shared through storytelling performances. Effective storytelling requires skills in composition, performance, self-assessment, and accepting feedback from others to craft narratives with strong structures, characters, and delivery.
This presentation is prepared of my PhD Coursework and was presented at the department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India. This presentation throws light on salient aspects of significance and relevance of Disability studies and Literature.
Challenges of international and multicultural education / Tatiana Inidina/ Fu...Tatiana Indina
This document discusses challenges and methods related to tribal and cultural education. It addresses:
1) Specific challenges of tribal education including establishing trust, mentoring, addressing individual needs, and balancing education with culture.
2) Methods used in tribal education like storytelling, games, art projects, and drawing on community experiences.
3) Broader challenges of cultural education programs in countries like Russia, Kyrgyzstan, addressing issues like lack of resources, cultural differences, and balancing tradition with modernization.
The Chicago Humanities Festival is hosting their 16th annual Summer Institute for Teachers on July 10-11, 2012 at the Harold Washington Library Center. The theme is "Literature and Citizenship" and will use the book The Book Thief to discuss civic participation, tolerance, courage and morality. Teachers will work with digital media mentors to incorporate various media like graphic design, audio, and video to engage students. The session will also cover assessing student digital media projects.
NOTABLE SOCIAL STUDIES TRADE BOOKS FOR YOUNG PEOPLE 2014hildebka
This slideshow presents the Notable Social Studies Trade Books for Young People, 2014. Outstanding books in the area of social studies are chosen annually by a committee sponsored by the Children's Book Council and the National Council of Social Studies. Karen Hildebrand, a member of the committee, prepared this powerpoint for conference presentations and professional development opportunities.
This brief presentation was prepared for paper presentation " Changing Social Perspectives to Disability in Hindi Films Dosti and Barfi in one-day National Seminar on" Social Exclusion and Social Inclusion: Issues and Challenges" organized by Department of Sociology, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, INDIA on Feb, 29, 2020. Leap Day of 2020 was made memorable through academic participation and performance.
This Presentation was given before Department Research Committee, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (India) on July 15, 2018 as a part of my PhD Coursework Progress Review Presentation for SEM 1 & 2 ( 23/06/2017-22/06/2018). This presentation shows various research activities, searching, collecting and reading of Primary and Secondary sources, Papers presented at Conferences and Published Papers, Assignments, Short literature Review Writing, Presentation and examination completed under Coursework.
This document describes a role play activity called "Foochow Road, Shanghai" designed to help students learn about Chinese history. Students can choose roles like a businessman, concubine, or missionary living in Shanghai in the late 19th to early 20th century. As their character, students write a short piece from that character's perspective to share with others. The goal is to help students develop historical thinking skills and consider different cultural viewpoints. The role play can be adapted for various class sizes and learning objectives. It provides an interactive way for students to engage with history online in a fun, low-stakes manner to build their confidence with the course technologies and communication.
The document summarizes the activities of the Dallas Jewish Historical Society for the 2012-2013 year. It discusses the board of directors and officers, the society's mission and goals to preserve Jewish history in Dallas. It provides details on the oral history project, photo archives, annual meeting, exhibits, Andres Family Lecture Series which featured talks on Jewish women in the West and Jewish artists in Dallas, and the 2013 Ann Sikora Humanitarian Award Luncheon.
Through long-term community engagement, research, and cultural documentation projects, TAEC works to empower source communities and safeguard their intangible cultural heritage for future generations in a culturally sensitive way.
Sarah Pashagumskum is the executive director of the Aanischaaukamikw Cree Cultural Institute in Oujé-Bougoumou, Quebec. The institute works to preserve and share Cree culture and language. It houses hundreds of Cree artifacts and runs educational programs. Sarah attended Branksome Hall in Toronto and obtained several advanced degrees. She is committed to maintaining Cree traditions and making the culture accessible to both Indigenous and non-Indigenous people. Under her leadership, the institute has received several awards and is working to build its permanent collection and outreach programs.
The Practicalities of Cultural Competence - CARL 2014kairyth
This document summarizes a presentation on cultural competence given by Katherine Becvar and Sarah Naumann at the 2014 CARL conference. The presentation covered literature on cultural competence, diversity standards from professional organizations like ACRL, developing cultural awareness and cross-cultural skills, challenges with training in cultural competence, and next steps for libraries. It provided an overview of the 10 ACRL diversity standards for cultural competency in academic libraries, which address areas like cultural awareness, collections, services, workforce diversity, and continuous learning.
The Practicalities of Cultural CompetenceSarah Naumann
This document summarizes a presentation on cultural competence given by Katherine Becvar and Sarah Naumann at the 2014 CARL conference. The presentation covered literature on cultural competence in professional organizations and libraries. It discussed the ACRL diversity standards, which provide a framework for cultural awareness, cross-cultural knowledge, developing inclusive collections and services, and organizational dynamics that promote cultural competence. The presentation also addressed challenges libraries face in achieving cultural competence.
The author grew their Instagram following from 200 to over 7,500 followers in 8 months using a simple daily strategy. They also grew a secondary account to over 11,000 total followers using the same approach. The document advertises an opportunity to join the author's program to learn their Instagram growth strategies and techniques. Membership includes bonuses like coaching calls, exclusive training, and access to leveraged content to help grow an affiliate business.
The National Screening, Brief Intervention, and Referral to Treatment, Addiction Technology Transfer Center (National SBIRT ATTC) aims to:
1) Serve as the national subject matter expert and key resource for SBIRT.
2) Broaden implementation practices and system transformation for SBIRT through developing SBIRT services.
3) Expand the SBIRT workforce and ensure consistent application of the SBIRT model to ensure fidelity and sustainability.
The National SBIRT ATTC provides technical assistance, training, and resources to implement SBIRT across sectors to benefit individuals and health systems.
Aahuti- International Conference on Globalization, Literature and Culture_201...Aahuti Dhandhukia
This is the presentation prepared to present my research paper" Disability and Identity Crisis in the Light of Globalization in Salman Rushdie's The Moor's Last Sigh in International Conference on Globalization, Literature and Culture organized by Higher Education and Research Society, Pune ( India) on 7-8 Sept, 2018. This is Conference Paper Presentation as a part of my ongoing PhD research at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University ) India).
This presentation is prepared as a part of Coursework for my PhD research and was presented at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India.
This is the presentation of my PhD progress given before Departmental Research Committee, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India. It was scheduled on April 29, 2020 and COVID-19 nationwide lockdown-2 was going on and hence it was presented virtually through Google Meet. This presentation has the details about seminar/ conference presentation, research paper publication, training program completed from eminent institutes of India. I also completed MOOC on Disability Studies from Swayam, NPTEL with 83%.
Library, Museum, Archival & Historical Societies: Resources for Emerging Bili...Manhattan College
This presentation discusses ways in which English as a second language teachers can use resources from library, museum, archival & historical societies. Frequently, librarians, museum educators/librarians, archivists, and historical society coordinators & researchers provide outreach to schools and education programs. Explore these ideas! Perhaps, one will be suitable to use in your classroom!
During my PhD Coursework I had participated All India English Teachers' Conference on " Globalization: Emerging Trends in English Language and Literature" at Osmania University, Hyderabad ( INDIA) during 18-20 Jan, 2018. I had presented my research paper on Jan 20, 2018 in the session before Dr. B Krishnaiya sir from University of Hyderabad.
Oral tradition is the means of transmitting cultural knowledge through spoken words rather than writing. It includes various forms of folk literature like myths, legends, and folktales that are composed and shared through storytelling performances. Effective storytelling requires skills in composition, performance, self-assessment, and accepting feedback from others to craft narratives with strong structures, characters, and delivery.
This presentation is prepared of my PhD Coursework and was presented at the department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India. This presentation throws light on salient aspects of significance and relevance of Disability studies and Literature.
Challenges of international and multicultural education / Tatiana Inidina/ Fu...Tatiana Indina
This document discusses challenges and methods related to tribal and cultural education. It addresses:
1) Specific challenges of tribal education including establishing trust, mentoring, addressing individual needs, and balancing education with culture.
2) Methods used in tribal education like storytelling, games, art projects, and drawing on community experiences.
3) Broader challenges of cultural education programs in countries like Russia, Kyrgyzstan, addressing issues like lack of resources, cultural differences, and balancing tradition with modernization.
The Chicago Humanities Festival is hosting their 16th annual Summer Institute for Teachers on July 10-11, 2012 at the Harold Washington Library Center. The theme is "Literature and Citizenship" and will use the book The Book Thief to discuss civic participation, tolerance, courage and morality. Teachers will work with digital media mentors to incorporate various media like graphic design, audio, and video to engage students. The session will also cover assessing student digital media projects.
NOTABLE SOCIAL STUDIES TRADE BOOKS FOR YOUNG PEOPLE 2014hildebka
This slideshow presents the Notable Social Studies Trade Books for Young People, 2014. Outstanding books in the area of social studies are chosen annually by a committee sponsored by the Children's Book Council and the National Council of Social Studies. Karen Hildebrand, a member of the committee, prepared this powerpoint for conference presentations and professional development opportunities.
This brief presentation was prepared for paper presentation " Changing Social Perspectives to Disability in Hindi Films Dosti and Barfi in one-day National Seminar on" Social Exclusion and Social Inclusion: Issues and Challenges" organized by Department of Sociology, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, INDIA on Feb, 29, 2020. Leap Day of 2020 was made memorable through academic participation and performance.
This Presentation was given before Department Research Committee, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (India) on July 15, 2018 as a part of my PhD Coursework Progress Review Presentation for SEM 1 & 2 ( 23/06/2017-22/06/2018). This presentation shows various research activities, searching, collecting and reading of Primary and Secondary sources, Papers presented at Conferences and Published Papers, Assignments, Short literature Review Writing, Presentation and examination completed under Coursework.
This document describes a role play activity called "Foochow Road, Shanghai" designed to help students learn about Chinese history. Students can choose roles like a businessman, concubine, or missionary living in Shanghai in the late 19th to early 20th century. As their character, students write a short piece from that character's perspective to share with others. The goal is to help students develop historical thinking skills and consider different cultural viewpoints. The role play can be adapted for various class sizes and learning objectives. It provides an interactive way for students to engage with history online in a fun, low-stakes manner to build their confidence with the course technologies and communication.
The document summarizes the activities of the Dallas Jewish Historical Society for the 2012-2013 year. It discusses the board of directors and officers, the society's mission and goals to preserve Jewish history in Dallas. It provides details on the oral history project, photo archives, annual meeting, exhibits, Andres Family Lecture Series which featured talks on Jewish women in the West and Jewish artists in Dallas, and the 2013 Ann Sikora Humanitarian Award Luncheon.
Through long-term community engagement, research, and cultural documentation projects, TAEC works to empower source communities and safeguard their intangible cultural heritage for future generations in a culturally sensitive way.
Sarah Pashagumskum is the executive director of the Aanischaaukamikw Cree Cultural Institute in Oujé-Bougoumou, Quebec. The institute works to preserve and share Cree culture and language. It houses hundreds of Cree artifacts and runs educational programs. Sarah attended Branksome Hall in Toronto and obtained several advanced degrees. She is committed to maintaining Cree traditions and making the culture accessible to both Indigenous and non-Indigenous people. Under her leadership, the institute has received several awards and is working to build its permanent collection and outreach programs.
The Practicalities of Cultural Competence - CARL 2014kairyth
This document summarizes a presentation on cultural competence given by Katherine Becvar and Sarah Naumann at the 2014 CARL conference. The presentation covered literature on cultural competence, diversity standards from professional organizations like ACRL, developing cultural awareness and cross-cultural skills, challenges with training in cultural competence, and next steps for libraries. It provided an overview of the 10 ACRL diversity standards for cultural competency in academic libraries, which address areas like cultural awareness, collections, services, workforce diversity, and continuous learning.
The Practicalities of Cultural CompetenceSarah Naumann
This document summarizes a presentation on cultural competence given by Katherine Becvar and Sarah Naumann at the 2014 CARL conference. The presentation covered literature on cultural competence in professional organizations and libraries. It discussed the ACRL diversity standards, which provide a framework for cultural awareness, cross-cultural knowledge, developing inclusive collections and services, and organizational dynamics that promote cultural competence. The presentation also addressed challenges libraries face in achieving cultural competence.
The author grew their Instagram following from 200 to over 7,500 followers in 8 months using a simple daily strategy. They also grew a secondary account to over 11,000 total followers using the same approach. The document advertises an opportunity to join the author's program to learn their Instagram growth strategies and techniques. Membership includes bonuses like coaching calls, exclusive training, and access to leveraged content to help grow an affiliate business.
The National Screening, Brief Intervention, and Referral to Treatment, Addiction Technology Transfer Center (National SBIRT ATTC) aims to:
1) Serve as the national subject matter expert and key resource for SBIRT.
2) Broaden implementation practices and system transformation for SBIRT through developing SBIRT services.
3) Expand the SBIRT workforce and ensure consistent application of the SBIRT model to ensure fidelity and sustainability.
The National SBIRT ATTC provides technical assistance, training, and resources to implement SBIRT across sectors to benefit individuals and health systems.
SBIRT and SAMHSA's 8 Strategic Initiativessideponytail
Slides from a webinar held by the National SBIRT ATTC. Video is on TheIRETAChannel on Youtube: http://www.youtube.com/watch?v=f6NrKuGlGRs&feature=share&list=PLiML4AFpuB72LBaPShcu2yQv_WpsGY9a9
This document contains statistics on workplace injuries and illnesses in the United States in 2011. It shows that local and state government workers had higher injury rates than private industry workers. It also provides data on injury rates and median days away from work for different occupations, industries, genders, age groups, injury types and causes. Transportation, healthcare, protective and education occupations commonly had high injury rates. Sprains, strains and injuries to the back and upper extremities were the most frequent types of injuries reported. Overexertion, falls and contact with objects were leading causes of workplace injuries.
The only time someone worries or asks questions about Workers' Compensation is typically after they have been injured. This short presentation covers the most common questions injured workers have about their workers compensation benefits. To find out more about Workers' Compensation and the rights of the injured, please visit http://www.comp7777.com
Startup Career Bootcamp: Explore Opportunities at Startups Bita Shahian
Curious about the job availabilities at startups? This presentation will provide aspiring startup employees with a high-level view of the essential skills and the dynamics that shape them.
Presentation by Bita
@bitashahian
The Aboriginal Studies 2 Unit covers both traditional and contemporary Aboriginal communities in Australia and internationally. Topics include Aboriginality and the land, heritage and identity, and social justice and human rights issues. Students complete a major project on a topic of their choice and a comparative study of another indigenous group. The course provides opportunities for interaction with the Aboriginal community, develops research skills, and offers small class sizes. It is relevant to several fields of further study and careers related to law, health, education, the arts and more.
The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.
This document summarizes diversity initiatives and resources at the University of Colorado Denver. It provides statistics showing the racial and ethnic diversity of the student body. It then describes specialized databases, resources, and services available to support research and learning about diverse communities and identities. These include databases focused on ethnic studies, gender studies, and LGBTQ+ topics. It also describes the resources and internship opportunities available through the Center for Colorado & the West that highlight the state's racial and ethnic history. Disability services and assistance available at the library are outlined as well. Contact information is provided for subject librarians and specialists who can help incorporate diverse perspectives into courses.
This document summarizes several reports and projects led by Sophia Krzys Acord and Diane Harley regarding scholarly communication and digital scholarship. It discusses findings from interviews with faculty across disciplines that found diversity in views on publishing and promotion, with adherence to traditional high-impact journals but also heavy consumption of electronic formats. It also outlines challenges to being evaluated for tenure and promotion when doing digital scholarship, and provides suggestions for digital humanities scholars to effectively communicate the intellectual merit of their work.
Washington State American Indian Educator's Conference March 2012. Project to share culturally relevant youth resources for Northwest Coastal and Inland Plateau tribes as well as Pan-Indian and Urban experiences.
Historical Thinking Skills in the 21st CenturyTutti Jackson
This document outlines goals and strategies for teaching historical thinking skills in the 21st century. It discusses defining history as a process of critical analysis and interpretation using primary and secondary sources to construct supported narratives. Key skills highlighted include differentiating sources, understanding bias and perspective, chronological thinking, and having students take the role of historians. A variety of activities are presented to model these skills, such as analyzing primary sources and considering how historical events might appear on social media. The document argues these "21st century skills" have long been practiced by historians and can improve history education.
This is a report for my Anthropology 299 class in Field Methods under Dr. Francisco Datar, Medical Anthropologist, as part of my PhD Media Studies at the College of Mass Communication, University of the Philippines Diliman
The document discusses digital humanities at UNC. It outlines six kinds of digital humanities work: digital pedagogy, online social networking, digital libraries and repositories, digital publishing, data visualization and digital mapping, and text mining and data analysis. It also discusses common values, funding sources, training opportunities, and campus resources available for digital humanities projects at UNC.
Discusses a research study of librarians serving diverse populations to determine challenges and issues they encounter, as well as their advice of how to be successful.
Living learning communities are becoming more common on campuses. A living learning community that focuses on the library is rare. Patrick Rudd and Joan Ruelle describe how it was done at Elon University's Belk Library.
This document provides an overview of ethnographic research designs. It discusses the history of ethnography and key developments in the field. There are several types of ethnographic studies described, including realist ethnographies, case studies, intrinsic case studies, and critical ethnographies. The key characteristics of an ethnographic design are explored, such as exploring cultural themes, examining shared patterns of behavior, and collecting data through fieldwork. The document outlines the steps to conducting ethnographic research and criteria for evaluating ethnographic research quality.
Research Methodology: Syllabus Design and IntroductionDilip Barad
Research Methodology in Humanities, especially, in English literary studies is important to the aspirants of M.Phil, Ph.D. or to the research scholars/teachers who wish to apply for minor or major research projects to UGC or similar funding agencies. This presentation gives an outline of model syllabus for such courses. It also presents some views of Richard Altick and John Fenstermaker from 'The Art of Literary Research'.
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...JenniferRaye
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
Turning Outward: Museums and Libraries as Sites for Community Innovation and ...West Muse
Presenter(s):
Chris Siefert, Deputy Director, Children's Museum of Pittsburgh
Leilani Lewis, Director of Marketing and Communications, Northwest African American Museum
Gerry Garzon, Library Director, Oakland Public Library
Moderator:
Margaret Kadoyama, Principal, Margaret Kadoyama Consulting
Would you like your museum to be an anchor in your community? Explore the roles of museums and libraries in community revitalization through “turning outward,” a comprehensive approach to civic change centered on our communities instead of ourselves. Hear about the Children’s Museum of Pittsburgh’s creative place-making efforts, the Northwest African American Museum’s role as a vital gathering place, and the Oakland Public Library’s redefinition of library services inside, outside, and online. Learn about the skills and attributes that are critical in sustaining effective community revitalization.
Fulbright teacher exchange global competenceHonor Moorman
This document outlines strategies for teaching students to develop global competence. It discusses finding global connections, raising awareness of different perspectives, embracing diversity, and using case studies, visuals and personal examples. Some key approaches are developing empathy, seeing the world from others' viewpoints, investigating other cultures through research, guest speakers and celebrations, and communicating ideas through projects, presentations and technology. Students are encouraged to take action by engaging in service learning, fundraising, problem solving and communicating with international partners.
The Oak Park and River Forest High School Library monthly report summarizes activities in October 2011. Key highlights included preparing to circulate Nook eReaders, attending conferences on eBooks and library assessment, reclassifying series fiction, and attending various trainings. The librarian collaborated with many teachers by creating pathfinders and book displays for various class projects covering topics like mythology, architecture, and debates. Database usage statistics are also included.
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1. Master of Arts in Cultural Studies
Information Session
www.uwb.edu/culturalstudies
2. Master of Arts in Cultural Studies
Educational Approach
Cultural Studies
An interdisciplinary field of scholar-practitioners
engaged in a reflexive, interactive study of
culture.
Master of Arts in Cultural Studies emphasizes
– Interdisciplinary study linking theory and
practice
– Community and project-based work
– Multiple forms of documentation and project
development
– An Interdisciplinary approach - faculty in the
arts, humanities, social and natural
sciences
– Liberal arts skills: research, critical
thinking, communication
2
3. Master of Arts in Cultural Studies
Course Sequence
Autumn Winter Spring
Year one BCULST 500 (10 cr.) BCULST 501 (5 cr.) BCULST 502 (5 cr.)
Formations of Cultural Cultural Studies Cultural Studies as
Studies Research Practices Collaboration
Cultural Studies Cultural Studies
Elective (5 credits) Elective (5 credits)
Year two BCULST 510 (5 cr.) BCULST 511 (5 cr.) BCULST 512 (10 cr.)
Capstone Design and Capstone Research Capstone
Portfolio Seminar and Portfolio Seminar Presentation and
Portfolio Seminar
Cultural Studies Cultural Studies
Elective (5 credits) Elective (5 credits)
60 credits of course work and related degree requirements:
• 40 credits – Required core curriculum 3
• 20 credits – Cultural Studies electives
4. Master of Arts in Cultural Studies
Research Areas
Areas of focus: Examples of Recent Student
Research:
• Avant-garde Literature • Inequality • Performance-based research on
intimacy among adults with
• Class Issues • New Social Movements intellectual disabilities
• Communication • Performance in Music
• Participatory action research
• Conflicts/Tensions • Performance in Theater developed with Gay-Straight Alliances
• Cultural Anthropology • Post-Colonial Studies in regional high schools
• Culture and Power • Queer Issues • Collaborative research on the role of
• Current Politics • Race arts in civic engagement in Brazil
• Environmental Theory • Sexual Theories • Ethnographic research about
homelessness and homelessness
• Ethnicity • Social Justice
activism in the Seattle region
• Film Studies • Social Power
• Dramatic production: "Nietzsche! The
• Gender Studies • Subjectivity Musical (Antichrist, Superstar)"
• Globalization • Women Studies • Auto-ethnographic research on sex
• Identity and Representation work and sex workers in the academy
• Textual and ethnographic research on
youth, activism, and media literacy
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5. Master of Arts in Cultural Studies
Career Development
Cultural practice careers in Examples of Arts and Cultural Organizations
social, cultural, and arts
organizations •826 Seattle
•911 Media Arts
• Community development •Cultural Studies Association U.S.
•Cultural, Communication, and Media Studies,
• Program-building UKZN
• Community-based arts •Curriculum for the Bioregion
•Imagining America
• Grant writing •Northshore Family Center
• Research •Northshore YMCA
•Panama Hotel
• Advanced degree opportunities •Pat Graney Company
•Placing the Humanities
•Powerful Voices
Cultural Studies Career •Richard Hugo House
•Safe Schools Coalition
Development Support •SCAN TV
• Community-based learning •Seattle City Club
•Tent City
• Community Relations Manager •The September Project
•Tulalip Tribes Cultural Resources
• Career workshops and events •Wing Luke Asian Museum
• Job and internship listings
• Portfolio
5
6. Master of Arts in Cultural Studies
Core Faculty
• Bruce Burgett: Director and Professor
• American Studies, Cultural Studies, Gender and Queer Studies, Critical Race Studies, Public Culture
• Ben Gardner: Assistant Professor
• Global, Cultural and Environmental Politics, Africa, Development, Cultural Geography
• Susan Harewood: Assistant Professor
• Communication Studies, Caribbean Studies, Cultural Studies
• Jeanne Heuving: Professor
• Cultural Studies, Gender and Sexuality Studies, Cross Genre Writing
• Kanta Kochhar-Lindgren: Associate Professor
• Performance Studies, Disability Studies, Cross-Cultural Performance, Creativity
• Ron Krabill: Associate Professor
• Social Movements, Media, Postcolonial Studies, Southern Africa
• Kari Lerum: Associate Professor
• Adjunct Professor (Women Studies, UWS)
• Gender, Sexuality, Organizations, Culture, Visual Studies
• Julie Shayne: Lecturer
• Feminism and Revolution in Latin America, Social Movements and Culture, Political Exile, Diaspora, and
Critical Development Studies
• Eric Stewart: Assistant Professor
• Community Psychology, Prevention and Promotion, Theories of Change, Queers, Cultural History of
HIV/AIDS, Research Methods
(Affiliate faculty listed on the program web site). 6
7. Master of Arts in Cultural Studies
Application Materials
• An application to the Graduate School and
$75 application fee
• A letter of application
• A current resume or curriculum vitae
• 3 letters of reference (including one
academic)
• Writing sample
• All official transcripts from prior academic
work.
• [Optional] 1 - 2 items representative of your
best work. Items may include an additional
writing sample, your media or creative
work, products of your research
activities, documentation of community-
based or activist projects in which you have
played a central role, or any other materials
that you consider relevant to your 7
application.
8. Master of Arts in Cultural Studies
Summary of Benefits
• Interdisciplinary Master of • Twice a week evening
Arts degree emphasizes classes offer scheduling
academic skills and flexibility for working
collaboration, and practical professionals
application • Cohort model builds a
• Low student-faculty ratio resource network
• Graduate Computer Lab
• 2004 Excellence in and study area
Academic Libraries Award-
winner, UW library with
dedicated librarian
8
9. Thank You!
How did you hear of us?
Faculty referral
Friend/family referral
Grad school/professional fair
Internet search
Newspaper or magazine ad
Promotional email/flyer/letter
Radio ad
Social networking (i.e. Facebook, etc.)
UW event (lecture, career event, etc.)
UW in-class presentation
Work/colleague referral
Call us at 425-352-3406
Or email us at macs@uwb.edu
www.uwb.edu/culturalstudies
9
Editor's Notes
Welcome to our online information session! My name is Jeremy, and I'll be giving you detailed information about the Master of Arts in Cultural Studies program at the University of Washington Bothell. I’m going to be covering numerous aspects of the program, including the educational approach, the course sequence, research areas, the program portfolio, career development, the faculty, and application requirements. This presentation will give you an overview of the program and help you gather the information you need. During the session, click the buttons at the bottom of the screen to move backwards and forwards. Let’s get started…
One of the questions we hear most frequently is, "What is Cultural Studies?” There is plenty of debate about this question even among our own students and faculty, not to mention scholars around the world, but one basic definition is that Cultural Studies is an interdisciplinary field of scholar-practitioners who are engaged in a reflexive, interactive study of culture. Keeping this definition in mind, the program trains you to be a scholar and a practitioner, not just one or the other. You’ll be exposed to Cultural Studies literature as it has developed nationally and around the world over the last few decades, and you’ll engage and interact with cultural workers in the region and develop skills that you can apply in cultural organizations. Our program is interdisciplinary, which means that our faculty have academic interests and expertise in a wide variety of fields, ranging from the natural sciences to social science to the humanities to the arts. They collaborate with each other with the assumption that reaching across traditional disciplinary boundaries leads to discovery and the production of knowledge. The curriculum they have developed draws from this richness of disciplines and actively engages multiple perspectives. I encourage you to take a look at the Starting Points web page to get a sense of how Cultural Studies is represented in our program.
The Cultural Studies program is designed to take roughly 18 months to complete. Students begin the program in Autumn Quarter, and they are expected to register for 10 credits per quarter starting in Autumn of Year One and ending in Spring of Year Two. You will notice that courses are not scheduled during Summer Quarter of Year One. However, some students use this time to conduct independent research or to participate in an internship or a study abroad program.All of our core classes and almost all of our electives are scheduled in the evening, from 5:45 – 10:00 pm. Your schedule will most likely require that you attend class two evenings per week. Beyond the time you spend in class, you can expect to put in about 10 to 20 hours a week outside of class working on research, collaborative projects, and writing. In the first year, you will start to frame your understanding of Cultural Studies, with an emphasis on exploring research methods and forms of community engagement. You will also begin constructing a portfolio that serves as an integral part of your learning process and an archive of your academic work.In the second year, you will continue to build your portfolio by developing a capstone research project. This project gives you an opportunity to pursue a specific topic within cultural studies and hone your skills in ethnographic, textual, or performance-based research.In both years you will benefit from individual faculty advising. Your Portfolio Advisor will guide you in your academic work throughout the two years, and the Capstone Advisor will guide your Capstone research in the second year.The program offers a number of electives in Cultural Studies, and you’re required to take at least 10 credits, or two classes) from these courses. With faculty approval you can take classes in other departments, including the UW Seattle campus, to fulfill the other 10 credits of electives. Your Portfolio Advisor can assist you in making these decisions.
Here’s a list of some of the general themes that make up the “landscape” of Cultural Studies: Avant-garde Literature, Class Issues, Communication, Conflicts/Tensions, Cultural Anthropology, Culture and Power, Current Politics, Environmental Theory, Ethnicity, Film Studies, Gender Studies, Globalization, Identity and Representation, Inequality, New Social Movements, Performance in Music, Performance in Theater, Post-Colonial Studies, Queer Issues, Race, Sexual Theories, Social Justice, Social Power, Subjectivity, Women Studies, and much more. Some recent examples of student research include Performance-based research on intimacy among adults with intellectual disabilities, Participatory action research developed with Gay-Straight Alliances in regional high schools, Collaborative research on the role of arts in civic engagement in Brazil, Ethnographic research about homelessness and homelessness activism in the Seattle region, and a dramatic production of "Nietzsche! The Musical (Antichrist, Superstar)"These examples are designed to demonstrate possible research projects that align with the areas of research among the faculty.
Cultural Studies students develop the range of skills needed to succeed professionally within arts and cultural institutions, advocacy groups, non-profit organizations, and with freelance and cross-sectoral projects. The program also positions you for further graduate education across the arts, humanities, and social and natural sciences, if you are considering graduate education at the doctoral level.Some of the specific career pathways in which our alumni are engaging include community development, program-building, community-based arts, filmmaking, radio, and academic research.Our program has a number of professional development support structures in place. The curriculum itself integrates community-based learning into the actual coursework. In the context of one of your classes, you might visit a regional organization (such as the ones listed here) or engage in dialogue with a cultural worker. Our Community Relations Manager can help you arrange an internship that results in academic credit that counts toward your degree. Throughout the year we host career workshops and events, and we publish job and internship listings in Coordinates, our monthly newsletter. Finally, the portfolio itself can serve as a valuable professional development tool because it showcases the work you do during your course of study.
The Cultural Studies faculty started laying the groundwork for this program a number of years ago through a consortium called Cultural Studies Praxis Collective. The first student cohort enrolled in the program in Autumn Quarter of 2008 and graduated in Spring of 2010. The faculty members have academic interests and expertise in a wide variety of fields, ranging from the natural sciences to social science to the humanities to the arts. We encourage you to read their individual biographies on our web site to get a sense of what kind of work they are doing. You can also contact a professor if you would like to ask questions or initiate a dialogue about possible directions within Cultural Studies.
The application process for Cultural Studies is fairly straightforward. Start by creating a New Applicant Profile on the UW Graduate School web site. Then, fill in the form and upload the following documents: a letter of application, a resume, and a writing sample. Type in the names and emails of three recommenders, at least one of whom should be an academic source. These recommenders will be notified that you’re applying to the Cultural Studies program, and they’ll be directed to a web page where they can upload or type their letter of recommendation. Then, make sure you order official copies of academic transcripts from any college or university you attended, even ones where you didn’t complete a degree. Finally, consider sending one to two additional items representing your best work. These items are optional but might give you the opportunity to “round out” your application with work that is not represented in the other materials. Past applicants have submitted things like additional writing samples, photography, video, audio, and three-dimensional artwork.You can save your application multiple times while you’re working on it before you officially submit it to us and pay the $75 application fee.The application deadline is February 1st of each year, and we only admit students in Autumn Quarter.Before you begin the program, you must have completed a bachelor’s degree, and your GPA from the last 90 credits of undergraduate work must be above 3.0.Contact the Program Manager at any point if you have questions about the application process.
To summarize some of the main benefits of the master’s degree in Cultural Studies:The degree is an interdisciplinary Master of Arts degree that emphasizes academic skills, community engagement, and research.We have a low student-faculty ratio.The UW Bothell library is part of the University of Washington tri-campus library system, so you have access to the same journals, books, and datasets as all other UW students. Also, a dedicated Cultural Studies librarian is available to support your research projects.Classes are scheduled just twice a week in the evening, offering flexibility for students working during the day.The cohort model is essentially a learning community, where you and your classmates work together, network, and learn to use another as resources.
Thanks for viewing our online information session. I hope you found it useful. If you have any follow-up questions, please contact the Program Manager by phone or email. If you’re in the Puget Sound area, you might consider signing up for an in-person information session because it will give you a chance to hear directly from the Program Manager and a current student, and you can ask questions to get clarification.We hope to see you in the program soon!