ANTH 180: Field Anthropology of the Bay Area
Instructor: Maura Finkelstein
What is a city? How do we understand urban spaces and regions? How do we experience and study them? In this course, students will gain a measure of history and geography of the San Francisco Bay Area in order to be able to make sense of everyday features. Therefore, at its heart, this course is about noticing the cultural environment around us. Why do built elements (buildings, parks, roads, monuments, etc.) look the way they do, why are they there, and when did they come into being? Reading the urban landscape demands curiosity, an ability to seek out sources of information, and careful observation of even the most seemingly banal and insignificant features. Everyone in this class will work together, making observations, and accumulating more knowledge of the city than any of us previously had.
In doing so, we walk—a lot! But walking is an art form that is commonly devalued. Through this course we will be inspired to self-examine how we move through space. We will use all of our senses to understand the space we move through, as well as considering who does and does not have access to certain “public” space. By being alert and talking to colleagues, strangers, experts, and other urbanites, we perfect our walking skills and geographical knowledge. Each week will focus on a particular Bay Area “neighborhood” or series of neighborhoods and ask, “how do we tell the story of our city?”
ARTH 180: Myths and Mysteries: Ancient Art
Instructor: Hannah Tandeta
ARTS 180: Contemporary Art Ecosystem
Mondays and Wednesdays 6:45-9:15 pm, June 2-July 18, 2014
The world’s oldest artistic heritage will be explored in this survey of art from the Upper Paleolithic Era to the 4th Century. As new discoveries continue to challenge our understanding of the ancient world’s most impressive achievements, students will explore the earliest cultures of Europe, Mesopotamia, Egypt, India and China. The session will end with an investigation of the fate of ancient cultural properties, their role in today’s global society, and their preservation for future generations.
Instructor: Glen Helfand
EDUC 180/280, Section 1: Dilemmas of Difference About Race, Class, Language, Gender, and Culture in Schools
This summer course offers students an immersive introduction to the wide variety of arts organizations in the Bay Area as a means of illuminating the roles each plays within a cultural ecosystem. The summer session will follow a trajectory from small artist run space, to commercial spaces and hybrid projects, to kunsthalles, community arts workshops, art publishers, and major museums. The class will meet the people who make these spaces run: curators, gallerists, directors, technicians, educators, and preparators. Students will research, evaluate, write and compile resources about each site visited into a web-based publication. Through this fast-paced course, students of art and art history will gain awareness of the region’s diverse and vital range of cultural institutions, develop an ability to evaluate successful presentations of artistic practices, and gain a clearer view of careers in cultural fields.
Instructor: Tomás Galguera
EDUC 180/280, Section 2: Child Life: Children and Families in Healthcare Environments
Through an historical analysis of education policy and accounts of schools and education in popular media, students will examine enduring issues commonly associated with diversity in education. Relying on Martha Minow’s “dilemma of difference” framework, students will engage in a critical analysis of national, state, and local school policies targeting race, class, language, and culture as categories of difference. In addition, students will study depictions and narratives involving one or more of these categories to uncover prevailing views of the role of schools in a diverse American society. Students will select one or more of these categories as their focus and collect materials from academic and popular sources on a blog or similar online space they will build over the duration of the course.
Instructor: Betty Lin
This course considers special problems arising through hospitalization of children from infancy through adolescence. It focuses on psychological and social issues associated with illness and the impact that medical trauma may have on life experiences in childhood. Developmental perspective used in this course has applicability for understanding children's responses to other critical experiences.
The course is designed to meet the child life course requirement, as mandated by the National Child Life Council. A certified child life specialist teaches this course and diligently covers the six applied areas identified by the Child Life Council: child life documents; scope of child life practice in direct and non-direct services; impact of illness, injury, and health care on patients and families; family-centered care; therapeutic play; and preparation. At the completion of this course, a Child Life Course Document will be issued to those who wish to enter the child life field.
EDUC 180/280, Section 3: Research Seminar in Child Development: Cross-Cultural and Interdisciplinary Perspectives
Instructor: Priya Shimpi
ENG 180, Section 1: Summer Grammar Camp For Academic Writers
This seminar and workshop-based course would be open to undergraduate and graduate students. Students will read, view, and
discuss cutting-edge, interdisciplinary research in early childhoodeducation, developmental psychology, human development, and cultural
anthropology. Students will learn to critically evaluate research onchildren's learning and development. In addition, students will have the opportunity to actively engage in a mentored research project, by receiving support for thesis projects, or by participating in ongoing
developmental studies. Students will receive human subjects training. By the end of the course, students will gain key skills in observation, interviewing, experimentation, and survey design. The format will include discussions, student presentations, and guest
lectures, using a multi-media format.
Instructor: Kate Brubeck
ENG 180, Section 2: Creative Writing Bootcamp
This course provides a fun, creative, challenging and effective approach to strengthening your writing skills, skills you can easily implement, regardless of your field, through many examples and methods of practice. In this intensive but supportive workshop, students will have the opportunity to strengthen their writing and editing skills in a stimulating but pressure-free environment. Assisted by the instructor, all students will determine on the first day of class what particular writing skills they would like to focus on to improve their confidence, mastery, and performance at Mills and beyond. While the particular focus of the class will be determined by the needs and goals of the participants, you should expect to strengthen college- and graduate-level skills in grammar, punctuation, and editing, among others, while exploring your academic writing voice. You do not have to know a lot about grammar to take this class.
Instructor: David Buuck
ENG 180, Section 3: New Playwright’s Workshop
One of the hardest—and hardest to teach—challenges for the creative writer, especially in a time of multiple other obligations and distractions, is simply to find and commit the time to focused, productive work. This summer course is thus designed to help writers produce new work, with collective feedback and support, not to privilege productivity for its own sake but to push ourselves and our writing in new directions. Whether you are working on your thesis, beginning a new work, writing poetry, fiction, creative nonfiction, or young adult fiction, we’ll design a game plan for the summer, with the goal of producing at least 50 pages of new writing in our time together. This will be a challenging, writing-intense workshop, but also structured to provide mutual support, feedback, and encouragement in each of our unique practices, so that writing can be the rewarding, enjoyable, and focused work we all want it to be. Additionally, the instructor pledges to do all of the assignments with you, including the minimum pages of writing. After all, we’re in this together as writers, and we all can learn from each other’s struggles and breakthroughs!
Instructor: Chinaka Hodge
ENG 180/280, Section 4: Americans in Paris
This course will introduce students to the craft of playwriting as both a seminar and as practicum. We will investigate form by studying plays from the West African, Greco-Roman, contemporary/Western and Future Aesthetic canons. Students will see new and classic plays in and around The Bay Area, as well as complete a draft of their own one act by the course's close. We'll discuss character development, dialogue construction, traditional dramatic structure, experimental forms, choreopoems and dance theater. Course reading may include works by Aeschylus, Shakespeare, Beckett, Jeff Chang, Suzan Lori-Parks, Lemon Andersen and August Wilson.
Instructor: Tarah Demant
ENG 180/280, Section 5: Contemporary Queer And Trans Writers Of The San Francisco Bay Area
Jazz, booze, art, and literature: Paris in the 1920s was a dizzying array of literary and artistic creativity, much of it generated by American artists and expatriates living and playing in the City of Light. This summer’s course, Americans in Paris, will explore the diversity of American literature and art produced in Paris in the 1920s and 1930s, including American literary modernism and the “Lost Generation,” jazz music and dance, avant-garde African-American art, and the growing film industry. Our class will read a number of literary texts, including Gertrude Stein, F. Scott Fitzgerald, Earnest Hemingway, Langston Hughes, Djuna Barnes, and Henry Miller. Alongside our reading, we will listen to American composers like Cole Porter, Aaron Copland, and George Gershwin who found inspiration in Paris, and, through music and film, we will explore the “Paris Jazz Age” and the impact of such American entertainers as Ada “Bricktop” Smith and Josephine Baker. We will also explore the visual art of the 1920s by American artists and by those, like Picasso and Matisse, who inspired a generation of Americans in Paris—including a potential museum trip to the Matisse collection in San Francisco to see the paintings in person. Join us as we relive la vie en rose!
Instructor: Ajuan Mance
In this course, we will read a diverse sampling of contemporary queer and trans writers based in the San Francisco Bay Area. We will combine close reading and analysis with cultural studies and queer and trans theory-based approaches as we explore a range of contemporary poetry, fiction, non-fiction, and graphic novels that reflect the breadth of genders, sexualities, races, and ethnicities represented by today's queer- and trans-identified Bay Area authors.
Our focus on Bay Area writers will enable us to explore the relationship of queer and trans literature of the region to the community that inspires their work. To that end, we will attend literary events at the National Queer Arts Festival and the San Francisco International LGBT Film Festival. In addition we will invite local authors to visit our class and we will attend local author readings and presentations.
ETHS 180, Section 1: Visions of Apocalypse, Trauma and Survival in Literature and Popular Culture
Instructor: Vivian Chin
ETHS 180, Section 2: Arab-Americans: Diaspora Feminisms and Social Movements
From the horrors of plagues and zombies to the aftereffects of historical trauma, such nightmares have long been invoked by storytellers. How do these stories of disasters reveal human and political truths? Literature, film, television, song lyrics, and more have expressed both fears and methods of surviving different forms of devastation caused by humans, by natural events, and by a combination of the two. We will consider how expressions of anxiety and hope, and the metaphors of horror can displace everyday realities onto the realm of the fantastic. Looking at a wide variety of examples through an Ethnic Studies lens that considers race, class, gender, sexuality, nation, and ability, we can better understand the dynamics of power at play in narratives of destruction and renewal.
Instructor: Zeina Zaatari
ICL 180: Mentorship for Social Change
This course explores Arab-American feminists’ activism and their engagement in social movements. Students will explore questions such as: Where do Arab Americans "fit" within the U.S.' racial classification system? What are the gendered dimensions of their existence in the US? What is the significance of gender and sexuality to anti-Arab racism? What social movements did Arab Americans and particularly feminists create and participate in? How have those shifted over the years? How did September 11th impact Arab American communities and what kind of activists’ responses did it generate? How have Arab American feminists used the arts for cultural and political expression? How has U.S. foreign policy impacted Arab American histories, experiences, and activism? How have significant political and social changes at ‘home’ impact their activism and engagement in social and political movements in the US? This course explores questions such as these in an interdisciplinary context aiming to provide a historical overview as well as emphasis on current engagements with various social justice, racial justice, and gender justice movements including anti-war activism, the occupy movement, queer organizing, immigrant rights, people of color organizing, and anti-violence campaigns. It will address issues of identity and racism as well as the effect of the global war on terror on community and activists.
Instructor: Michaela Daystar
LET 180: Luso-African Diaspora and Cultural Production
The Institute for Civic Leadership, in partnership with 2-time Olympian Marilyn King and Oakland youth service providers, present this innovative course rooted in community partnership, engaged learning and social change. Students will be trained as onsite mentors for Oakland middle school-aged youth using the transformational education tool Olympian Thinking. The goal of the mentoring relationship is to assist youth in aligning the three things common to all high achievers, while also supporting the Mills mentors in applying this model to their own goals and passions. As a process that disrupts educational inequities tied to the cycle of poverty, Olympian ThinkingÔ is a strategy for social change within Oakland. The program curriculum will present a framework for mentorship as social change. The course is divided into a training phase and a mentoring phase, during which students will be paired with middle school mentees. This course fulfills an elective course for the Women, Leadership and Social Change minor.
Instructor: Mena Borges
This course on Luso-African and Luso-African Diaspora cultural production will investigate literary, cinematic and musical expression from Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique and Portugal. It will examine texts from Africa and Portugal focusing on themes related to the 20th-century colonial years, the era of the Wars of Independence and the postcolonial years while examining Brazilian texts on the human condition as related to the Afro-Brazilian experience. The course seeks to highlight common and disparate themes among these works of the Luso-African and Luso-African Diaspora
Objectives: Introduce students to cultural production which reflects the varying realities of Lusophone Africa and Luso-Afro-Brazil andexamine representative literary, cinematic and musical works and accentuate thematic and contextual topics.
Themes to be explored include Saudade; memoir as testament; historical context of Portuguese colonialism in Africa and Brazil;
colonial wars and their human impact; Pan Africanism and comparative perspectives; criticism of colonial society; women’s role in colonial society, war and Luso-Africa; and metaphorical and literal escape/pursuit of freedom.
MGMT 280, Section 1: Gender and Leadership
Instructor: Stacy Blake-Beard
MGMT 280, Section 2: International Business Consulting
This leadership course focuses on how specific dimensions of identity -- gender, race, ethnicity, sexual orientation -- shape women's leadership opportunities, roles, expectations, and assessment of performance. Dr. Blake-Beard is a nationally recognized expert on mentorship with particular emphasis on the role of gender, race, and ethnicity in shaping mentoring opportunities and relationships.
Instructor: Darcelle Lahr
WGSS 180: Queer Arts and Community
This course will actively engage students in real-world business challenges and issues within a global business framework. Students will work directly with U.S. organizations with international operations and with international organizations seeking entry into U.S. markets, providing analyses, recommendations, strategies, and assessments critical to the firms’ growth and viability. Students will gain a richer global perspective, develop skills in communication across social, cultural and transnational boundaries, and apply sound leadership and decision-making principles in a global environment.
Instructor: Rebekah Edwards
This course delves into the world of contemporary queer arts and queer community formations. As our central site of focus, students are expected to attend and prepare to discuss several events taking place at the National Queer Arts Festival this summer. The examination of these artistic sites of queer communal congregation, coupled with select theoretical and literary readings, will facilitate our exploration of key concepts in the interdisciplinary field of Queer Studies. This field of study frequently focuses on the figure of the queer body, and on the communities that might be labeled “queer,” both as objects of study in their own right and in the ways that “the queer” functions as that which defines and defies what is normative. Through utilizing a queer theoretical framework, we will examine that which upsets, opposes, or subverts ideas and practices of normality, particularly in relation to (but not limited to) the binary relationship of “homosexuality” and “heterosexuality” as the main axis on which human desire is mapped. In considering ways we can “queer” norms, and our relationship to them, this course investigates situated epistemologies, performativity, and the relationships forged between content, form, and context in the field of Queer Studies.
Furthermore, we will explore questions such as: What epistemological moves can queer art make? When is (queer) theory performative, and how do visual and embodied performances defer from and overlap with textual ones? When, and with which tools, do queer and trans*-cultural productions generate a distinctive aesthetic analytic? Ultimately, we will address queer self-representation as deployed in the National Queer Arts Festival and the ways in which these artistic productions illuminate structures of normalcy in both queer and non-queer culture.
Assignments will include performance attendance and reviews and a creative or critical final project/paper. This class may be taken to fulfill the Introduction to Queer Studies requirement for the WGSS degree.
The class is scheduled to meet on Tuesday from 5:00–10:30 p.m.; however, certain class sections will be shorter to facilitate attending performances, art shows, and lectures that do not fall on that night. (Please note that this course runs June 2nd through July 18th).
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