This required orientation course introduces all Library and Information Science, and Dual Degree students to the full range of academic, administrative, and social expectations for students, and the environment in which they must meet those expectations. Intended for and appropriate to both online and face-to-face students, this course describes program requirements; college, school, and program policy; and offers information about the full range of resources available to the students in support of their program. It also offers basic tutorial and instruction related to the use of Moodle (the learning management system used in online and face-to-face courses), library resources, and other key tools used to support student learning.

Designed to acquaint students with the basic management functions of planning, organizing, staffing, directing, and controlling. The course is intended to help provide understanding of human interactions in the workplace and develop the practical problem-solving skills needed to handle managerial problems professionally. Approaches to managing, from authoritarian to participative to laissez-faire, are examined. Readings, case studies, critical incidents, simulations, and discussions. This is a required course for the Libraries & Librarianship concentration.

A critical review of the issues and trends in management, program development, and evaluation of contemporary school library media centers at the elementary, secondary, and district levels in the United States. Students in this course will complete 15 pre-practicum fieldwork hours in the context of an assignment involving the development of an observation protocol (a method associated with evaluation research) and an interview with a school library media specialist.

This course focuses on topics related to services, information sources and information seeking processes as manifested in a variety of information centers. Introduces information concepts and services, including: question-negotiation (the reference interview), customer service, ethics, evaluating the collection, management, user service philosophy, service in different institutional settings and for diverse populations, and the assessment of services. Students learn about the creation, packaging, access and presentation of information in different types of sources and formats. This is a required course for all MS students.

This course offers an overview of user instruction and assessment of related learning outcomes across information settings. The course will introduce basics of pedagogy, including backwards design, universal design, assessment of learning outcomes, and learning theories. Students will critically examine concepts of information literacy and analyze its role in instruction across information settings, and apply best practices in development of information literacy learning outcomes and instructional programming to design program modules in various formats.

The phenomena, activities, and issues surrounding the organization of information in service of users and user communities. Topics include resource types and formats, information service institutions, markup, descriptive metadata, content standards, subject analysis and classification, and the information life cycle. Readings, discussions, examinations, and oral and written exercises. This is a required course for all MS students.

This course addresses the theories, principles, and practices of bibliographic description and the application of national standards to the construction of catalogs in libraries. It covers the fundamental concepts of descriptive cataloging including: the elements of bibliographic description, the choice of descriptive detail, the description of print and non-print resources , the choice of access points, the formulation of authorized names and titles, the principles and practices of authority work , and the application of encoding standards. The course also includes examinations of current trends and future directions of descriptive cataloging. May include readings, discussions, presentations, exams, exercises, and individual or group projects.

The course focuses on the book publishing industry and its relationship to the library profession. Students examine all the segments of the publishing process: editorial, design, manufacturing, marketing, and sales. The course explores current issues in the book publishing industry; it helps librarians develop critical skills to evaluate books; it clarifies aspects of copyright as related to printed material; and it provides information about ways libraries can influence what appears in print and can take advantage of current conditions in the publishing marketplace. Also included are guest speakers from the publishing industry, media presentations, and individual research papers.

Social Informatics refers to the body of research and study that examines social aspects of computerization - including the roles of information technology in social and organizational change and the ways that the social organization of information technologies are influenced by social forces and social practices. This graduate seminar is for students interested in the influence of information technology in the human context, including cultural heritage, professional concerns, and social inequities. The course introduces some of the key concepts of social informatics and situates them into the view of varied perspectives including readers, librarians, computer professionals, authors, educators, publishers, editors, and the institutions that support them.

This course examines cultural origins and contemporary practices of oral storytelling. It explores the psychological and social value of stories and practical and ethical issues in selecting, adapting, and presenting story materials. Students observe and practice storytelling and develop a personal repertoire of stories. Readings, class discussion and exercises, and course assignments will acquaint them with a wide variety of story types, skills of story presentation, and the development of story programs.

The course will cover a wide variety of topics concerned with the history and development of the book, both as a physical object and as the bearer of intellectual content. Therefore, the lectures/discussions will look at two different kinds of phenomena: the physical properties of the objects that carried written and pictorial texts and the intellectual use to which books have been put. A third area that the course will address picks up the miscellaneous but important issues of the world of libraries; the antiquarian and out-of-print book trade; book collecting; remainders; handling, storing, caring for, repairing, and conserving books; legal considerations of book/text ownership and use; and other areas of book history. Students will be introduced to the extensive vocabulary of the book world. With a mastery of this new vocabulary, the students will have a grasp of a subject of extraordinary breadth, boundless fascination, and endless debate. As Milton said, "A good book is the precious life blood of a master spirit." This course will explain why.

This courses serves as a foundation course for students who seek careers as information professionals in archives, museums, libraries, and other cultural heritage settings. Working with representative partner sites, the course introduces students to diverse information organizations. With a focus on the purpose, mission, and history of these institutions, the course examines key concepts and activities in an interdisciplinary context. Differences in the purposes and missions of these institutions are also considered. Specific topics include: collection building, organizing knowledge structures, conserving and preserving collections, collection use, exhibitions, education, the application of technology, and cultural politics. Assignments include case studies, presentations, and group projects. This is a required course for the Cultural Heritage Informatics concentration.

Scope, types, and functions of music libraries; their physical and intellectual organization and administration. Included are principles and techniques of selection, acquisition, classification, cataloging, binding, storage, and dissemination of music materials; principles, techniques, and materials of music reference and research; music publishing and recording, including listening facilities; and philosophy and functions of the music librarian. Ability to read music and substantial music literature background required.

Fundamentals of archival theory and practice, including the issues, values, methods, and activities in archival settings. Introduction to core archival functions of appraisal, acquisition, arrangement, description, reference, and access. Overview of history and terminology of the profession. Discussion of the types and varieties of archival repositories and the value of historical records beyond traditional research use. Engagement with contemporary issues in the archival profession. The course includes a required 60-hour field experience.

This course covers the fundamentals of the prevention and remedial treatment for the preservation of collections in libraries, archives, and museums. The study of the structure and deterioration of many types of cultural heritage materials serves as a foundation. Preservation and collections care topics, such as environmental management, pest management, disaster planning, housekeeping, available treatment and reformatting options, and best storage practices, provide students with opportunities to learn practical skills they can apply right away.

Explores access to and use of archives and manuscript collections within the framework of archival description and representation. How archives are described and the surrogates that are used to represent them profoundly impact their access and use and are central to the archives profession. Students will explore various types of archival use including exhibits (physical and virtual) in addition to the creation of surrogates for primary sources and will gain a theoretical and practical understanding of EAD (Encoded Archival Description) as well as other emerging metadata standards.

Archival appraisal, or the assessment and evaluation of archival records to determine their continuing value for long-term retention, is one of the central and most critical challenges and responsibilities of the archivist. Building on the introductory exposure to appraisal offered in LIS 438, this course will focus on developing a theoretical framework for appraisal by introducing students to the strategies and methodologies of appraisal, through case studies and by exploring appraisal models developed and implemented within the profession. It will place the issues and activities of appraisal within the context of the documentation of society and the preservation of organizational and community memory.

Developing a knowledge base that encompasses a variety of competencies around sustaining an archives is vital for archivists who often work in small one or two person repositories or may face the challenges of establishing new repositories. This course will analyze the requirements of such small or emerging programs and focus on the ways to develop strategic plans, locate and pursue sources of funding, market and design outreach, understand the physical and intellectual resources of an archival facility,; and sustain program growth. The class will also examine these issues within the context of different types of archives (i.e. government, academic, historical societies).

This is a bridge course between Archives and History that explores the relationship between historical events, the creation and maintenance of archival records, and the construction of collective memory. It analyzes the role of archives and records in the process of documenting and remembering (or forgetting) history. Focusing on twentieth century events, it considers such archival issues as repatriation, records destruction, contested history, and memory construction. These issues are presented within the context of various types of records such as genealogical records, oral records, and records of material culture (artifacts) in addition to traditional print materials.

This course explores theories and practices for preservation of digitized and born-digital materials. Students focus on a variety of environments, repositories, infrastructure, policies, and procedures necessary to care for digital content. Topics include sustainability of media; file formats; metadata; rights issues; asset and risk management; digital forensics; and certification.

This course will cover the theory and practice of metadata as it is applied to digital collections. It will provide students with a comprehensive overview of current metadata standards in the library, archives, and visual resources communities, and offer them an opportunity to get hands-on practice using selected standards. It will examine the role of metadata in the discovery, delivery, administration, and preservation of digital objects, and consider current and emerging issues in metadata. The course will address all aspects of metadata, including creation, management, and use. In-class exercises and assignments will provide students with the opportunity to apply specific content and structure standards. Prerequisite: LIS 415.

This course teaches the core concepts and skills needed to create and manage digital collections and repositories. It covers the digital convergence of cultural heritage information in libraries, archives and museums. It introduces strategies for managing digital objects over the long term through active, ongoing oversight of the total environment (content, technologies, and user expectations) during all phases of the information life cycle. The course also includes extensive discussion of policy issues affecting digital collections, including sustainability issues for digital repositories, and open access to digital resources.

With the growth of the Internet and the proliferation of electronic applications in librarianship, the role of the Special Collections and Rare Book library has not gotten simpler. In fact, the new technology has added a layer of complexity to the life of the librarian, while many operations remain unchanged. Often, Special Collections/Rare Books Departments are like a library in microcosm, for many of these departments do all of what the parent institution does, in both technical and public services. On top of this, many administrators look to the Rare Books Department and use the department's facilities and holdings for public relations and other fund-raising activities. This course is designed as a practical introduction to Rare Book and Special Collections Librarianship, to cover the many issues of these departments' responsibilities for the neophyte as well as the experienced librarian.

This course surveys the history, staffing, organization, development, and future of public libraries, addressing the principles and techniques associated with planning and delivering public library services to individuals and communities. Students will examine the governance and service structure of metropolitan and town libraries and consider the political, fiscal, and societal trends affecting them. Special attention will be given to the analysis of the library needs of specific groups and relationship of these needs assessments to the implementation of particular programs and services.

This course surveys the history, staffing, organization, development, and future of college and university libraries. Common issues-including managing change, scholarly communication, publishing, information technology, advocacy, evaluation and assessment, planning, budgeting, and higher education-will be addressed within a context that connects academic libraries, and their infrastructure, with their parent institutions.

Activities through which library collections are systematically developed and managed are explored, especially the formulation and implementation of written collection development policies. Other specific topics include identification of user needs; collection evaluation; fund allocation among competing departments, subjects, and/or media; selection methods; intellectual freedom; storage alternatives; and cooperative collection development. Course includes readings, guest lectures, and a term project in which a collection development policy for a real information agency is prepared.

This course covers the conceptual frameworks and applied methodologies for user-centered design and user experience research. Emphasis is placed on learning and practicing a variety of usability research methods/techniques such as scenario development, user profiling, tasks analysis, contextual inquiry, card sorting, usability tests, log data analysis, expert inspection and heuristic evaluation. Rather than a Web or interface design course, this is a research and evaluation course on usability and user experience with the assumption that the results of user and usability research would feed directly into various stages of the interface design cycle. Assignments may include usability methods plan, user persona development, scenario and task modeling, card sorting, usability testing project, and user experience research project.

Principles and practices of database management and database design. Discussion and practice cover database application lifecycle, data modeling, relational database design, SQL queries, reports and other interfaces to database data, and documentation. Lectures also cover Web databases, XML, multimedia databases, and ethical and privacy issues associated with database systems. Individual and group projects.

Students complete structured field experience activities in elementary and secondary school libraries. Students will document their field experiences, make reflective written responses to readings and activities, and complete carefully designed learning projects that will help them develop professional skills, knowledge, and resources. This course fulfills 30 of the mandated 75 hours of pre-practicum field experience in preK-12 libraries for Massachusetts initial certification.

This course provides an in-depth look at the pedagogy of teaching and learning including an analysis of the research base that informs the application of specific strategies used for effective instruction. Students will examine the organization, structure, and content of the Massachusetts Curriculum Frameworks, the Common Core State Standards, and the AASL Standards for the 21st Century Learner. Students will prepare lessons, teach, participate in peer reviews, and begin to develop as reflective practitioners. Students will develop an understanding of the wide range of instructional strategies as they learn to create and implement standards-based lesson plans. Students will learn how to assess these lessons, resulting in data that correlates to student achievement.

This course will introduce students to the components of the medieval manuscript codex and teach them how to localize and date this kind of material, introducing them to the fields of paleography, codicology and manuscript illumination from the reign of Charlemagne in the ninth century to the invention of printing in the fifteenth. They will trace the development of book production and literate culture from its monastic origins to the later commercialization of the book trade. Different types of texts, such as Books of Hours, will be introduced. Students will learn the fundamentals of manuscript bibliographic description, and issues involving the modern book trade and curatorship of this type of material will be addressed.

Organizing and structuring content to help individuals, communities, and organizations find and manage internal and external Web-based resources and services. Application of current coding, metadata, and style standards to create Web documents. Evaluation of Web site quality and usability, and assessment of resource discovery tools. Strategic planning and user needs analysis for information architecture. Content inventory, organization, and management in support of wayfinding and navigation. Design documents for prototyping large Web sites. Readings, essays, design projects, in-class presentations.

Photographs as visual information. Problems of meaning, context, and definition. Responsibilities of the photo archivist. History of major types of photographic artifacts and development of photographic genres. Characteristics of 19th century processes. Special problems of subject access and remote access. Utilization by scholars, visual researchers, and communication industries. Onsite examination of management practices in a variety of institutions. Guest specialists include, when possible, visitors from special libraries, historical societies, major archives, museums, and picture agencies.

This course explores the primary formats, technologies, approaches, and social dimensions of archiving and preserving motion picture film, magnetic video tape, and digital moving images. We study the preservation of moving images from historical, theoretical, and critical perspectives that inform archival practice. Course topics include: the field of moving image archives; histories of moving image technologies; preservation approaches, field-specific standards; ethics; and the presentation of moving images.

The increasingly digital nature of the cultural heritage milieu is driving convergence of practice in LAMS (libraries, archives and museum). Before appropriate technological solutions can be determined and implemented, requirements need to be defined and convincing use cases developed. Students taking this course learn the theoretical underpinnings and the practical skills specific to ascertaining user requirements, management and access of digital resources, focusing on commonalities among practice in libraries, archives, and museums. Three areas crucial to the effective management of digital assets are emphasized: use-case analysis, technological skills, and project management.

This course addresses the evaluation, selection, and organization of materials for children (ages 0 - 12) in public and school library collections. Students will become familiar with materials for children in various formats, including the picture book, easy reader, transitional book, and chapter book; and will attend to fiction and nonfiction published to meet young people's recreational and curricular reading and information needs and interests. This course places strong emphasis on the evaluation of both individual items and library collections of children's material as well as on the selection of material for children for the purposes of collection development.

This course examines trends and techniques in planning and delivering public library services to children and their families. Attention is paid to the learning needs and recreational interests of children through the various stages of childhood. Students have opportunities for observation and practice of storytelling and other program techniques. Emphasis on planning, developing, funding, publicizing and evaluation of services and programs.

This course addresses the evaluation, selection, and organization of materials for young adults (young people ages 12 - 18) in public and school library collections. Students will become familiar with materials for young adults in various formats and genres, including traditional and graphic novels, and will attend to fiction and nonfiction published to meet young adults' recreational and curricular reading and information needs and interests. This course places strong emphasis on the evaluation of both individual items and library collections of young adult material as well as on the selection of material for young adults for the purposes of collection development.

Introduces computer science and programming using a high-level programming language (currently Python). Teaches program design in the context of contemporary practices both object oriented and procedural. Presents fundamental computer science topics through initiation and design of programs. Students learn to think logically and to apply this thinking to debugging computer programs.

Libraries and archives rely on data. While data is ubiquitous, the formats in which data is stored can vary widely. The differences in formats can hinder the accessibility of useful information and lead to difficulties in finding answers to questions. This class examines different data formats, and how the information they store can be transformed into other formats, and the inherent difficulties in some of these transformations. This class uses the Python programming language and related libraries to examine and transform data in a variety of formats, including .txt, CSV, XML, and JSON. By the end of the course, students will be able to write programs to perform these transformations accurately, and with awareness of potential ways that data can be lost or mistranslated.

This course provides the conceptual foundation and context of computing, Internet and related technologies as used in information-intensive professions. With an emphasis both on concepts (along with an emphasis on terminology that appears in the professional literature) and skills (interactive demos and/or hands-on sessions), the course encourages students in trying out and learning new pieces of technology. The course provides an overview of topics such as how computers work (hardware, software, history of IT); networking; internet, related technologies and the future of WWW; content management systems; RDBMS and XML; ethics; security; information search and retrieval; the impact and implications of technological change on libraries, archives and other information centers; technology today and tomorrow; and other related topics. Along with providing the general technology foundation needed before taking other technology courses offered at SLIS, this course also introduces some of these other courses.

This course is designed to teach students how to meet the popular reading needs of adult public library users. Genre fiction, literary fiction and non-fiction titles along with readers� advisory resources and tools are explored. The relationship of readers� advisory services with reference, and other library programs, research on adult reading, and with popular reading in an information society will be examined. While the course introduces the basic principles of reader�s advisory work, subjects or genre, because of the immense body of literature available, will be covered in a brief, introductory manner. The fiction genres included are adventure, western, mystery/crime, science fiction, fantasy, romance, historical fiction, Christian fiction, and horror. Non-fiction subjects include how-to-do-it, biography, self-improvement, and consumer health. Readers� advisory services including the interview, book lists, and book discussion groups are examined. Relevant research, trends and issues related to readers� advisory are discussed.

The Practicum Equivalent Experience provides students with the opportunity to apply in a school setting the skills and knowledge that he/she has learned throughout the School Library Teacher Program. If a student is currently working in a school library as "the teacher of record," he/she can choose to substitute one of the practica with a Practicum Equivalent Experience. The Practicum Equivalent Experience allows the student to receive credit for work experience gained at the school in which he/she is employed. The Practicum Equivalent Experience is done under the direction of a college supervisor and supervising practitioner. The minimum time requirement for a Practicum Equivalent Experience is 300 clock hours. Registration is made by arrangement with the Director of the School Library Teacher Program. LIS 495 is a capstone experience which is completed after all pre-practicum course work has been completed.

This is an educational field-based experience at the preK-8 grade level for students needing a practicum as certification requirement. Students will have the opportunity to practice school library skills and methods under the direction of a college supervisor and supervising practitioner. A minimum of 150 clock hours will be arranged. Registration is made by arrangement with the Director of the SLT program.

This is an educational field-based experience at the 7-12 grade level for students needing a practicum as certification requirement. Students will have the opportunity to practice school library skills and methods under the direction of a college supervisor and supervising practitioner. A minimum of 150 clock hours will be arranged. Registration is made by arrangement with the Director of the SLT program.

The independent study program provides an opportunity for the student with a distinguished academic record, who has achieved degree candidacy, to pursue an individual topic related to his/her own interests for use in a substantial paper or project. A faculty member guides and advises the student in conferences, reviews preliminary drafts, and assigns the final grade. Academic credit is dependent upon substantial accomplishment at a distinguished level of quality. Members of the faculty actively encourage publication of those completed seminar studies that represent useful contributions to professional literature. The study proposal must be initiated by the student at least eight weeks before the semester in which it is to be undertaken. The student bears responsibility for formulating the study, approaching an appropriate faculty member, securing his/her consent to act as a sponsor, and submitting a full written statement outlining the study to that sponsor at least four weeks before the semester opens. Ask your advisor for instructions and Independent Study proposal forms.

This is a course open to a variety of subjects and topics. This provides faculty with the opportunity and flexibility to develop courses based on current interests and trends in the field. After a course has been offered several times, the faculty consider whether it will be entered into the regular curriculum or remain a special topics course. Please note that these courses are offered occasionally and are not part of the SLIS course rotation.

Course focuses on the specific settings, requirements, opportunities and challenges faced by organizations charged with the collection, preservation, access and retention of records created through the activity of governing. Starting from the notion of a "record' as it applies in a government context, this course explores the unique legal, social and ethical responsibilities of government archives. It investigates the imperative of the appraisal, preservation and access to those records in a democratic society. Government archives represent a key category of archival institutions that confront the tensions between access and recordkeeping, and this course explores traditional archival functions, using the National Archives and Records Administration (NARA) as a point of analysis. In addition, the course will look at the challenges faced by State Archives as well as municipalities or towns. Topics covered will include the relationship and development of legislation and record keeping, the impact that that legislation can have on the mission of government, and the public's understanding and expectations of the institution. While the course primarily focuses on government agencies in a U.S. context, international government archives will be explored.

This course provides a theoretical and practical introduction to Museum Studies. Students will read academic scholarship on the history of museums, the cultural and epistemological functions they have served and the ethical dilemmas they face. Through a combination of lectures, site visits and conversations with leaders in the field, they will also examine how real-world institutions organize, preserve and exhibit their collections, serve their audiences and make use of new technologies. Students will learn about professional roles including curation, collections management, registration, education and fundraising. The class will examine the continuing divide between arts institutions and historically marginalized communities, and analyze how (and how well) a variety of organizations are reaching out to diverse audiences today. Students taking this class at the graduate level will complete supplementary assignments and readings.

This course is a focused field experience combined with a related academic components. The field experience involves a minimum of 130 hours in an LIS setting and approximately 20 hours of coursework completed online. As a 3-credit course, it has a significant hands-on learning component. Through discussion with key personnel in the organization and working under professional supervision, the student gains hands-on experience in the information environment. Examples of coursework include: readings; discussion forums; reflections or journal entries; and/or examples of field work. Prerequisite: 18 credit hours including all SLIS core and concentration requirements.

Open only to students in the doctoral program. Required of all such students (1) not in residence in any regular semester in order to maintain matriculation, (2) not taking a course for credit during the fall or spring semester, and (3) working on their concept paper, proposal, or their field research project. Supervised study may not be applied toward academic credit requirements for the doctoral degree.

LIS 620 serves as a foundation and a cohort-building course. The course takes an international perspective in exploring historical developments, current issues, and research activities of interest to library and information science, archival studies, and related information fields. It reviews the history and major developments in LIS education and considers the role of scholarship in higher education. It introduces key topics related to the research process, including problem identification, funding opportunities, the communication of findings, use of human subjects, research ethics, and research misconduct. Assignments include papers, presentations, leading classroom discussion and completion of the Simmons College Institutional Review Board "Investigator 101" module. This is the required first course for SLIS Ph.D. students. MS students admitted with the permission of the instructor.

This course covers basic statistical methods and tools for exploratory data analysis in social sciences, focusing on basic concepts of probability theory, experimental design, descriptive statistics, inferential statistics, and regression analysis.

Introduces the practice of contemplative writing, with a focus on private writing and freewriting. Includes readings of classic and contemporary writers� diaries and essays, equips students with techniques of reflection, and incorporates communal writing and workshop sessions in a supportive setting.

Examines myths about the principle gods, goddesses, and heroes of ancient Greece, and the influence of Greek mythology on later literature, language, and the visual arts. Includes readings from Homer, Hesiod, Sappho, Ovid, and Greek dramatists.

Analyzes repeated themes and rhetorical patterns found in literature by African American authors.  Investigates how social experiences and cultural productions (like music and religion) frame the literature. Readings extend from slave narratives to contemporary short stories and novels by African American writers

Serves as an introduction to film analysis by teaching the basics of mise-en-scene, cinematography, editing, and sound as well as fundamental principles of film narrative, style, genre, and theory. Films chosen from a number of different historical periods and national contexts, including classical Hollywood cinema.

An introduction to the English major, 199 provides a grounding in the skills and questions basic to the study of literature: how to trace an image, how a novelist constructs a character, what a poet is doing with meter and rhyme, and how to make comparisons between different texts. Required for all English majors.

So you want to do something to help save the planet. Awesome. But how? This integrative learning seminar will help you to build the research and writing skills you will need to express your own environmentalist vision.<br /> Faced with planetary extinction, we must pay attention to the nonhuman world as well as the human world. We need science. We need policy. We need ethics. We need art. In this course, we will explore the perspectives of poets, philosophers, activists and scientists. We will sharpen our own rhetorical skills in informal conversations, formal presentations, and �" most importantly �" in writing. Assignments will include creative non-fiction, Op-Eds, reviews, and essays stacked with scientific data.

What does political resistance look like when it takes literary forms? In this course, we will explore how writers, filmmakers, activists, and thinkers have engaged in significant acts of political resistance across the 20th and 21st centuries, but those in positions of authority rarely recognize the superpowers of literary production. Let's change that. In this course, we'll ask how fiction, cinema, poetry, memoir, and song work to oppose tyranny and to create a more just world. We'll put literature into action by making politically relevant zines, pamphlets, playlists, and videos informed by significant theoretical writings from the modern age. Resist!

Considers the innovations of the modernist novel in English, from the end of the Victorian era through High Modernism (1901-1945). Writers studied may include Virginia Woolf, James Joyce, E.M. Forster, Henry James, Radclyffe Hall, Rebecca Wells, and Winifred Holtby. Focuses may include war; suffrage; women and education; women and work.

Serves as an advanced-level workshop for creative writers seeking a space in which to concentrate on craft and participate in sophisticated discussions of their writing. Requires completion of a manuscript worthy of being submitted for publication and an essay on theory and practice. Will focus on a specific genre each semester (Public Humanities, Creative Non-Fiction, Fiction, or Poetry).

Investigates psychoanalysis as a theoretical discourse that has been forced continually to rewrite itself as it rethinks and makes room for the concepts of race and gender. Focuses upon Freud, Lacan, and more recent scholars and theorists who have used race and gender to redefine psychoanalysis.

Investigates psychoanalysis as a theoretical discourse that has been forced continually to rewrite itself as it rethinks and makes room for the concepts of race and gender. Focuses upon Freud, Lacan, and more recent scholars and theorists who have used race and gender to redefine psychoanalysis.