University of Vermont

Faculty Resource Network

Network Summer Seminars

A series of concurrent one-week seminars at New York University's Washington Square Campus. Participants are exposed to the most recent scholarship in their fields while being given the opportunity to develop teaching and curriculum strategies for direct classroom application.

The summer seminar experience offers:

  • Lectures
  • Field trips
  • Presentations
  • Research
  • Hands-on demonstrations
  • Interactive discussions

Seminars run from Monday to Friday between nine thirty and five o'clock, with a break for lunch.

Network Summer 2017: Monday June 12th to Friday June 16th, 2017

Network Summer 2017 Seminars:

To apply for participation in a 2017 seminar and for more information, please visit the Faculty Resource Network website.

To Apply

Please submit all application materials in PDF to Jen Houghton on or before Wednesday, February 1, 2017.

A copy of the application can be found here: Network Summer Application.

The deadline for submitting applications to NYU is Monday, February 6, 2017. However, your application must be signed by Sherwood Smith, Senior Executive Director for Diversity, Engagement and Professional Development, to be considered by NYU. Jen Houghton will have your application signed by Sherwood Smith and will submit your application to NYU on your behalf. You will be cc'd on the application email.

The application packet for Network Summer seminars must include the following:

  • Application
  • Statement of intent*
  • Curriculum vitae
  • One letter of support from the Dean or Chair of your department

*The statement of intent should be at least one page in length indicating your intellectual and/or academic interests and the research or curricular development project you hope to produce as a result of participating in a Network faculty enrichment seminar. Indicate specific courses or programs which will benefit your institution as a result of your participation in Network Summer. The letter of support must indicate the value of your participation in Network Summer to your school or department.

About the Seminars

Cuba Now and Next

Often pictured as a country frozen in time, featuring 1950s Chevrolets, mid-century Latin jazz, and crumbling colonial facades, Cuba is now at the heart of swirling speculations about its future. The normalizing of relations between Cuba and the United States in December 2014 marked an end to the long political stalemate between the two countries and ushered in a whole new set of speculations about what's next for the island. For the US, these speculations tend to revolve around Cuba as a site of new markets: How fast will US tourism grow? Will Raúl Castro's government allow the growth of entrepreneurship on the island? What markets will be most favorable for new investors? Will new markets yield new freedoms for Cubans? The emphasis on the newness of Cuba's present moment obscures enduring questions of sovereignty and imperialism, democracy and repression, social welfare and social justice, and race and enfranchisement, which have informed Cuba's development since 1898 and which continue to complicate the futures that the new marketplace may promise.

In this seminar we consider Cuba's future beyond the market; we take as given that Cuba was never "frozen in time," and that the Cuban Revolution of 1959 brought about complex social formations that now shape what Cuba can or will be. We will study these formations through a range of sources, including accounts by historians, journalists, dissidents, and writers in the greater Cuban diaspora; and through photography, film, theater, and essays. Classes will be organized around these topics: Sovereignty and Imperialism; Revolution, Then and Now; Scarcity and Social Welfare; Neocolonialism and Race; and Cuba Now.

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Designing Innovative Curricula in Health Science and Public Health

Healthcare reform, personalized telemedicine, and health informatics have profoundly altered the way our society looks at the services that prevent, diagnose, and treat disease. At the same time, rapidly spreading infectious diseases have emerged that threaten global health. Given this changing healthcare landscape, it is imperative that today's students—future scientists and non-scientists alike—understand healthcare as both a global and a public issue.

This seminar will focus on curricula that effectively prepare students, whether as scientists or citizens, to understand the healthcare challenges of the future. We will explore how to develop an innovative module, conference, and/or course of study to enhance student knowledge in the context of general education programs, the biological sciences, or other fields concerned with global public health. In the process, we will review historical aspects of public health, healthcare delivery, and access to care in the United States, as well as past and current responses to emergent viral diseases, including HIV, Ebola, Zika, and drug resistant bacterial infections such as XDR tuberculosis.

This seminar is suitable for faculty members and administrators interested in promoting undergraduate knowledge of emerging public healthcare issues and their global context, through courses, modules, and other programs.

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Ethnic Identity in Antiquity

Ethnicity is a buzzword. The media seize upon it, activist groups exploit it, and political figures either wrap themselves in it or denounce its divisiveness. It can provoke passion for pride and distinctiveness or disdain for "otherness." It frames identity, it generates connection or justifies separatism, it emblematizes self-worth and stigmatizes those who differ. In contemporary society and discourse, ethnicity seems inescapable. Did ethnicity play a comparably volatile and contentious role in antiquity? The ancients did not have a word for "ethnicity." That has proved to be no deterrent for modern scholars. A veritable industry has developed to find ways of applying the concept to antiquity whether or not the ancients ever acknowledged it. This seminar, however, will endeavor to go back to the sources, to the ancient authors themselves, primarily Greek, Roman, and Jewish, who supply the vast bulk of our testimony. We will endeavor to tease out their own understanding of what constitutes ethnic characteristics; the relevance of lineage or tradition, race, or culture in shaping collective identity; and the role of ethnic or racial thinking both in developing a sense of community and in distinguishing the "other." How far did binaries like Greek and barbarian, Roman and alien, Jew and gentile, serve to mold self-identification?

The seminar will approach these complex questions from two general directions: the manner in which Greeks, Romans, and Jews defined themselves and the mode by which they characterized those peoples from whom they wished to distinguish themselves. We will read select Greek authors from Herodotus to Strabo, Roman writers from Cicero to Tacitus, and Jewish texts from Genesis to Josephus. And we will draw on a number of readings by modern scholars and interpreters.

Our hope is not only to gain insight into ancient perceptions of ethnicity but also to shed some light on its modern use and misuse. Participants will be expected to make presentations to the group on the basis of the reading and their own experience and to contribute actively to the discussions throughout. One or two guests with expertise in the subject will lead select discussions.

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Global Challenges and The Future of Business

The world is an increasingly complex place, with geopolitical forces continuing to impact the future of business in the United States, Europe, Asia, and beyond. Massive worldwide migration and changing demographics across the developed world are exacerbating economic inequality, while creating social and political divisions within a number of western nations. In this seminar we will study the network of causes and consequences wrought by these and other global developments.

The first half of the seminar will address issues of inequality, including the backlash against Wall Street and global corporations. We also will consider how aging populations and migrating immigrant populations affect the social, political, and economic landscapes of countries in radically different ways. We will examine the changing antitrust landscape in Europe and the United States, as governments and regulating agencies assess the interrelationships among mergers, markets, and changing patterns of competition and consolidation. During the week, seminar participants will visit the Museum of American Finance and the environs of Wall Street to gain a better understanding of the complexities of our financial system, how it developed over two centuries, and how, periodically, it has crashed on the rocks of excessive risk taking and speculation.

The second half of the seminar will examine three significant twenty-first century economic challenges: 1) the changing concept of "intellectual property" and its implications for business growth and innovation in the modern economy; 2) environmental concerns, and whether and how businesses can grow and develop sustainably with minimum or even positive environmental impact; 3) the Chinese economy, which is poised to shift from large state-run and government-supported business operations to a more independent free-market system. These three emerging challenges promise significant change to the global economic landscape.

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Hopes and Fears: U.S. Immigration and Migration Narratives

This interdisciplinary seminar will examine the immigrant and migrant experiences of varied racial and ethnic groups in the United States. In literature, on stage, in media, and in historical documents, we will trace the evolution of narratives relating to Irish, Chinese, Latino, and African Americans as they struggled for equal access to rights and citizenship in the United States. In the current public discourse, which has singled out Syrians and Muslim immigrants, how are issues of race, genetics, identity, ethnicity, and class articulated in terms that echo earlier narratives concerning Eastern Europeans, Jews, and Africans? Who is allowed to claim the United States as a homeland, and who is excluded by "Homeland Security"? How are these rationales articulated and reified in modern political debates?

Readings will include excerpts from such texts as Crossing the Boulevard by Judith Sloan and Warren H. Lehrer, The Warmth of Other Suns by Isabel Washington, Dance and the Railroad by David Henry Hwang, How the Other Half Lives by Jacob Riis, The Lucky Ones by Mae Ngai, How the Garcia Girls Lost Their Accent by Julia Alvarez, The Melting Pot by Israel Zangwill, and films such as Family Name by Macky Alston and You Are On Indian Land by George Stoney.

In New York, we will visit sites that will assist in our understanding of the complicated narratives surrounding this topic, including the Museum of the Chinese in America, the African Burial Ground, the Irish Hunger Memorial Site, El Museo del Barrio, the Tenement Museum, The Museum at Eldridge Street, and the Muslim Center of New York City.

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Integrating Humanities into STEM and Professional Studies

The goal of this seminar is to enhance study in STEM (science, techonology, engineering, and mathematics) and the professional disciplines with the ethical values, analytic approaches, and critical thinking skills fostered in the humanities.

We invite seminar participants to apply in teams of two or three faculty members, with at least one faculty member based in the humanities and the others from STEM and/or professional programs. The seminar will provide participating faculty with the opportunity to develop two or three linked courses that integrate the humanities into STEM and/or the professions.

Applicant teams should explain the possible forms their teaching collaboration might take; what theme or issue will link the courses they wish to develop or adapt; what kinds of student projects they envision; and what ancillary activities and events might support their educational collaboration.

Participating faculty should consider the following questions:

  • How do the linked courses benefit students, faculty, and the institution?
  • How does student engagement in research, service learning, or civic participation link to one or more of the courses?
  • What humanities values, skills, and approaches are infused in the course(s)?
During the seminar week, participants will develop their integrated courses and humanities-based projects. The convener and guest speakers will make presentations and lead workshop sessions on various topics, including course design, critical/creative thinking, and effective PowerPoint presentations. They will also provide models that integrate the humanities with STEM and Professional Studies courses. The goal is for each team to complete a plan for implementation at their institution, with full administrative support.

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Learning in the Digital Age: Theory and Practice

Beginning with the iPhone that records their birth, to LeapFrogs received on their first birthdays, to the tablets and smartphones tweens and teens use to message their friends, digital technologies are now ubiquitous in children's lives. This has led some to suggested that today's learners are "digital natives" who think and learn in different ways — and that we therefore should adapt radically different approaches to instruction that rely primarily on digital media, such as video games.

This seminar examines how growing up with digital technologies affects learning and cognitive development, and considers what this means for teaching and learning. We will start with an overview of foundational and contemporary theories about the role of digital media in learning and education. Some of the most promising current efforts to use digital media, including simulations and educational video games, will be reviewed, as will the evidence of what works (and doesn't work) for different learners. Finally, strategies for developing and implementing digital media for teaching and learning will be discussed.

The seminar will be interactive, combining readings, discussion, and hands-on opportunities to explore and design digital media for education. Guest speakers will present on topics relevant to these themes and discuss their own experiences with the use of digital media for teaching and learning. By the end of the seminar, faculty members will understand the theory and research behind the use of digital media for learning, be familiar with several examples of the successful use of digital media for teaching and learning, and, finally, be able to develop and implement digital media in their own courses.

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Rock and Soul: Race and Gender in American Music

American music is freedom written in sound. The nation's musical evolution provides an invaluable gateway into understanding the people's cultural values. It has enabled the individual artist to write his or her own destiny. The progression of blues and jazz into rhythm and blues, rock and soul has resulted in genres that deliver far more than popular entertainment. The late, great blues artist B.B. King once stated, "If it weren't for music, civil rights would have come much later." The music was indeed a revolution we could dance to; it made us think and was a catalyst for societal and cultural change. Issues of race, gender, and class, as well as major political and social causes, have been shaped by popular music. Races have been brought closer by a common love of music that challenged a once 'separate but equal' society.

This seminar will explore the musical and social trends that resulted in the emergence of rock and soul as an important musical and cultural force in America. We will trace the roots of gospel, blues, and country styles, showing how they merged to become popular music. Essential artists and their connections to critical issues from the inception of race records to the corporate domination of the music industry will be raised by examining the lives and careers of Bessie Smith, Robert Johnson, Billie Holiday, Muddy Waters, Little Richard, Elvis Presley, Chuck Berry, the Beatles, the Rolling Stones, Bob Dylan, Aretha Franklin, Nina Simone, and Jimi Hendrix. The west coast movement, folk music, Motown, the role of women in music, and the relationship between technology and the music industry will be analyzed along with race and gender issues as they pertain to music and its influence on American culture. Important musical geographic regions, such as Memphis, Chicago, Detroit, New York City and San Francisco, will provide a context for class discussions.

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Strategic Collaborations With Faculty: Intersections of Scholarly Communication, Teaching & Research

As librarians continue to extend their roles on campus beyond traditional library services, their collaborations with faculty become increasingly important. This seminar will focus on strategies for creating and deepening librarian and faculty collaboration with respect to teaching, research, and scholarly communication. The seminar seeks to create a dialogue among librarians at NYU and FRN-member institutions about building faculty collaborations.

Through readings, discussion, and hands-on exercises led by NYU librarians, participants will explore some of the challenges facing libraries and faculty and specific opportunities, methods, and tools for engaging with faculty. Topics will include: research data lifecycle support (with emphases on research data management, data visualization, and GIS support); user experience methodology and strategies for assessing faculty library needs; the development of scalable and sustainable scholarly communication and repository services; visual literacy tools and strategies; affordability and open educational resources (OER); author's rights; and primary source collections as outreach tools. Participants will have the opportunity to workshop their ideas into actionable programs for their home institutions. They will also be encouraged to share the programs they develop with the group in order to receive feedback and learn from each other's insights.

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Teaching Shakespeare

Using techniques honed over the past quarter century, Louis Scheeder, arts professor and founder and director of the NYU Tisch School of the Arts Classical Studio, will lead this seminar on William Shakespeare. Sessions will focus on the realization and use of argument in Shakespeare's iambic pentameter line. The seminar will begin with an overview of antithesis and argument as dramatic principles, including the importance of argument to the history of drama, before examining how Shakespeare's use of iambic pentameter facilitates argument among characters in his plays.

Participants will consider the fundamental dramatic principle of antithesis as it shapes individual lines, as in Hamlet's famous "To be or not to be" speech; they will also examine how opposition structures the plays themselves, often through the relationships between characters, as in the case of the multiple father figures inhabiting I Henry IV. Throughout the seminar, the text of the plays will provide the basis for identifying and analyzing Shakespeare's dramatic arguments, which are often conveyed through his use of antithesis. Participants will be asked to pay particular attention to the various effects produced by shared lines, short lines, and stylistic techniques such as alliteration and hendiadys.

Set speeches, soliloquies, and sonnets, as well as "improvised" bits of text will be analyzed. Participants will be assigned scenes, monologues, and other passages from the works of Shakespeare for dramatic reading and performance. Physical exercises dealing with performative speech, antithesis, and major soliloquies will be employed.

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The Global South and Cinemas of the Americas

In recent decades, cultural theorists have embraced the concept of the Global South as a way of exploring the many uneven relations of resources, development, and governance that exist between the wealthy industrial nations and their clients, external and internal. Since World War II, a considerable body of narrative film has issued from the Global South exploring these conditions. This course maps and explores the many cinemas of the Global South that have been created in the Americas. Close readings of films will be combined with historical, cultural, and theoretical texts.

We begin with foundational works from the 1960s and 1970s: Cuban revolutionary cinema (i.e. Memories of Underdevelopment); Brazilian Cine Novo (i.e. How Tasty Was My Little Frenchman); independent African-American films (i.e. Killer of Sheep); and others. Next we examine the emergent cinemas of recent decades. This may include such films as Sugar Cane Alley (Martinique), City of Men (Brazil), Embrace of the Serpent (Colombia), Sand Dollars (Dominican Republic), Ixcanul (Guatemala), Daughters of the Dust (USA) and Smoke Signals (USA).

Critical texts may include writings by filmmakers such as Julio Garcia Espinosa, Glauber Rocha, and Julie Dash, as well as theory by Boaventura de Sousa Santos (Epistemologies of the South), Walter Mignolo (Local Histories / Global Designs), Robert Stam & Ella Shohat (Unthinking Eurocentrism), and Gilles Deleuze & Felix Guattari (Kafka: Toward a Minor Literature), among others.

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Understanding Story for Social Justice in the Classroom

Story is all around us; we witness stories constantly through music, movies, games, images and books, to name a few. Story is essential to our lives. We experience joy and sadness through stories, and they influence us. But why do we need story, and how does it have such an impact on us? How can we understand story and use that knowledge in order to express what is important?

A fictional narrative, like an essay, must choose a point of view, support a theme, engage the audience and have a satisfying conclusion. So how can we use story in the classroom to be persuasive and say something meaningful? Understanding story, across all mediums, can be crucial to how we process our lives and the world around us. Showing important stories in our classes and allowing our students to use story to take a stand and say something important will benefit our students in life, during and after school.

Using story in the classroom, fiction or nonfiction, whether in a humanities, science or history curriculum, helps students connect to an effectiveness of creative and critical thinking that is important to their academic and professional careers. The depth of understanding that is achieved when using story, to explain an idea, or describe a thought, helps students gain confidence in their creative thinking process, leading them to have more trust in their own critical thinking skills.

This seminar will use stories across many mediums and from a diverse range of creators to show how story works and how to use story in the classroom. Through story we will practice and discuss teaching our students how to understand the world around them and work toward how to tell their own important stories. From creative idea development to thematic intent and the practical exercises for using story in the classroom, all elements will be presented as workshop exercises in order to develop or enhance the participants' curriculum.

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Last modified February 17 2017 02:49 PM