Next week, the ExCollege will be making its decisions regarding which classes will be offered to Tufts students in the fall! Mimi Arbeit went through this process last semester, and before jumping into the classroom, she wrote about what she hoped to bring to her students. Now teaching ‘Sexual Wellness on College Campuses,’ Mimi demonstrates the type of ExCollege instructor dedicated to establishing a vibrant and innovative classroom for her students in order to expand upon their current experiences at Tufts.
Written by Mimi Arbeit, Visiting Lecturer
I’ve wanted to teach at the Experimental College since I first accepted the offer to join the MA/PhD program at the Eliot-Pearson Department of Child Development here at Tufts. And I knew what I wanted to teach, too. I even had the name of my class: Sex on Campus.
I came to Tufts after spending two years as the sole Health teacher at a middle school in Quincy. I loved teaching Health, and I really loved teaching the Sex Ed portions of Health. I loved being the one cool and collected person in the room while explaining the human reproductive system in detail. But I was also keenly aware that there’s a lot that I can cover with college students that I couldn’t cover in that middle school classroom.
Prior to my first job as a middle school Health teacher, I was, in fact, a college student, much like the people taking my class. I was a student on a campus with its own sexual culture that, over the course of four years, I observed and tried to understand. But what helped me most in college both personally and professionally was becoming a sexual health advocate—hearing from, counseling, and teaching my peers about how to engage in safe and fulfilling sexual experiences and relationships while at college.
And that’s exactly what students in my class will learn to do. I’m not an undergrad at Tufts and this isn’t my campus, so I can’t tell you what’s going on or how to understand it. In my class, the students will collaborate with each other to describe the sexual arena at Tufts as they understand and experience it. Then, they will weigh the strengths and limitations of various research and theories that might help explain what is going on and why. Furthermore, throughout the semester each student will work step by step to plan and prepare an advocacy project designed to optimize some aspect of sexual wellness on campus in some specific way.
I can’t wait to see what my students share with each other and how they choose to impact and contribute to their community here at Tufts. I can’t wait to see how much I learn, personally, from teaching the class.
We could even extend our impact beyond ourselves and beyond our campus. Scholars from many disciplines are paying increased attention to the sexual behaviors and attitudes of our nation’s college students, and they are making all sorts of claims. Journalists, activists, psychologists, sociologists, public health researchers, and other scholars argue over whether hooking up is “bad” for young women, whether hookup “culture” contributes to high rates of sexual assault on college campuses, or whether long-term relationships “should” be a priority for college students. What is the value in these arguments? Whose agenda are they actually serving?
I think all of these questions are distractions from real conversations about sexual justice and communal wellbeing. I think that Tufts students—that my students—need to talk back to these scholars and tell them about the complexity of sex, relationships, safety, and decision-making on campus. In order to do that, students need the opportunity to assess the institutional and cultural forces that constrain and facilitate what they want and what they do. And then, together, they can think critically and creatively about how to promote positive possibilities for sex on campus that make room for themselves and others in a multiplicity of ways.
And I consider it a pleasure and an honor for me to be starting that process with them.
Written by Sarah Moser, currently teaching ‘Asian Cities in the 21st Century’
This January marks my third semester teaching a course at the Experimental College. I quickly became a fan and promoter of the ExCollege and its unique set of offerings. For me, teaching at the ExCollege is an amazing opportunity to explore topics relating directly to my research interests and expertise that I would not ordinarily get to teach at other institutions. I have taught my fair share of first year requirement courses, and while there is a sound logic behind having a core curriculum for majors, I find my ExCollege courses to be particularly energizing. Designing a one-of-a-kind course that overlaps with my current research and consulting experience is a breath of fresh air that stimulates my research and gives me a chance to integrate the most current and leading-edge material into the classroom.
The main thing that keeps me coming back is the students who take ExCollege courses. I have found Tufts students to be energetic, passionate, engaged in the world around them and rarely shy to take up a debate. They do not take ExCollege courses to simply fill a requirement, but to learn in some depth about a topic that is not offered in any other department. Because my own interests and background are interdisciplinary in focus, I structure my course content to be as interdisciplinary as possible, with readings from urban studies, planning, anthropology, geography, environmental studies, architecture and more. As a result, my classes tend to attract students from a variety of majors and nationalities. In one of my ExCollege classes we did a tally and discovered that there were more languages spoken by people in the class than there were people in the class!
This diversity of views, backgrounds and life experiences greatly enriches the discussions in the class. And it is the class discussions that form the core of each ExCollege class I have taught. From what I have experienced, Tufts students are keenly aware of the value of class discussions and are active learners. Jumbos are generally not the students who are content to sit quietly in the back row and just take notes. Out of the muddiness, confusion and at times tension of classroom discussions emerge flashes of understanding, of new insights, of original ideas and true critical thinking.
It is these ‘flashes’ of collaborative thought and originality that make teaching so deeply satisfying. To me, the ExCollege is the ideal mechanism to engineer such moments. As professors, we are provided with the tools we need to teach to our maximum potential: a group of passionate and highly capable students and the freedom and creative space to teach to our strengths and interests.
I have taught a course called ‘Planned Cities: Power, Ideology and Identity’ twice over the past two years and am now teaching ‘Asian Cities in the 21st Century’. In my current class, we are examining cities in a broad variety of geographical locations and a range of themes, including ‘green’ cities, social / cultural / economic / environmental sustainability, ‘creative’ cities, heritage, tourism, etc. While we are still at the beginning of the semester, I can tell already that it is going to be another fun, stimulating and dynamic class. When students asked last week if we could celebrate Lunar New Year in class this February, I decided to add a component about Chinatowns in Asian cities to justify eating Chinese take-out in class as part of the festivities. Never a dull moment in ExCollege classes!
Written by Erica Rigby, A’15 and student interviewer
There’s something to be said when students are offered the chance to sit on the other end of the interview table, influencing whether the prospective instructor before them is going to drive home all of the ExCollege values we’ve come to know and love. Being on an interview subcommittee sheds light on the vast number of intellectuals in our world who can teach classes. For the student who volunteers, it’s a mere three hours in a morning or afternoon that suits your schedule. Being on a subcommittee reveals the best qualities of our learning community, and ultimately deepens your Jumbo pride.
The handful of enthusiastic Tufts alumni who propose courses, some of whom graduated in the 1950’s and 1960’s, provided the most touching moments for me as the student interviewer. These folks brought you a huge grin. They entered the room garnered in Tufts jerseys and baseball caps, carrying a briefcase of photos from their glory days as a student here. When asked why they wanted to teach their course, they expressed heartfelt desires to be present on the big hill and give back to the learning community that enriched them as a youth. This one older, eccentric Jumbo came into the room with the idea to watch detective films each week and discuss them with students over popped corn. They are thrilled by the prospect of an intergenerational, intellectual Jumbo journey.
How will you treat the topic sensitively? Can you describe how you envision the 2 ½ hours your class meets once a week? What sort of student do you envision signing up for this? How can we pull in students who are international? Does it aim to integrate humanities and sciences? How will this strengthen the student as an active citizen? Can we make this global? These are some of the things we pin on our prospective instructors when we’re learning their visions for the semester. Through the series of inquiries, the values of Tufts arise: social consciousness, active citizenship, interdisciplinary thought, and global mindedness. Being an interviewer in general brings you a deeper pride in this Jumbo nation.
Now is the time of year when we are actively gearing up for Fall 2013 courses. The journey is a long one for the courses proposed, and right now we are at the point where we will be interviewing candidates for the 22 positions open in the fall. Check out this infographic to see the steps required for choosing upcoming ExCollege classes!
Would you like to teach about television? online media? computer-based gaming? digital photography? or the interconnections among them? Now you can!
For twenty years, Perspectives — one of two ExCollege peer-taught seminar programs for entering students — has focused on the movies.
It’s time for a change.
Starting this fall (2013), Perspectives will expand beyond film and invite rising sophomores and juniors to apply whose passions involve many aspects of “media culture.”
As importantly, teaching Perspectives can now be used as an alternative for CMS minors instead of a Senior Project.
The process for applying to be a Perspectives Leader has been reopened in order to accommodate people who want to take advantage of these new opportunities.
Interested? E-mail Howard Woolf (email@example.com) ASAP to set up a time to talk!
Are you a Tufts senior looking for a job for next year? Consider being the next Program Assistant for the ExCollege. The Program Assistant position is a full-time, academic-term, paid position with benefits. The Program Assistant is involved in all aspects of the ExCollege operations, from course selection to filmmaking equipment management and much more! For an application, contact the current Program Assistant, Beky Stiles, at firstname.lastname@example.org or 617-627-3384. Applications are due on April 12th.
Interested in MOOCs (massive open online courses) and how they will impact higher education? Consider taking a Quidnunc (a group independent study) through the ExCollege next fall. You’ll have a chance to take a MOOC of your choosing while studying MOOCs with other students and faculty. In the end, you’ll put together a presentation with the group about MOOCs to be shared at a professional conference. For more information, go to an info session on Monday, April 1st at 9:30pm at the ExCollege or contact Howard Woolf at email@example.com.
Were you thinking about being an Explorations or Perspectives Leader, but didn’t get your application in before break? Here’s your chance! We’ve extended the deadline, so get in touch with us ASAP. Call 617-627-3384 or email firstname.lastname@example.org to discuss the timeline. DO IT NOW!
Written by Marcy Regalado, A’15.
The Experimental College: an idea that bubbled into my mind when attempting to figure out what exactly this could mean to a small freshman looking for an ordinary student job on campus, though this was no ordinary department executing ordinary tasks. No, the Experimental College reconfigures the rigid frame of what courses a university may offer to its students. The interdisciplinary ExCollege courses allow students to dive into topics with a new lens or focus, assisted by the expert(s) teaching the class.
There are always people here pushing the envelope and reinventing the ordinary and the expected; people who bring attention to exciting topics and subtopics yet to be examined. Our instructors are the experts in their fields. Wouldn’t you want to have a full-access pass to the expert of a burgeoning subject that enables you to look at a topic through a unique perspective? Working behind the scenes at the ExCollege allows me as a student worker to get first-hand access to these fresh ideas—to the ideas that add an edge to a subject, draw attention to an obscure (but very important!) field, or build a bridge between two topics that you never would have thought possible.
Working for the ExCollege has given me a look into what education can really do. Education at the collegiate level becomes more of an investigation rather than a fact collecting anthology. The ExCollege brings the investigative topics that students deem important off of a piece of paper (the application) and into the classroom. It is fascinating to take part in the process of determining what course proposals will ultimately make it into Tufts’ classrooms.
We receive about 145 course applications for approximately 23 spots. Getting to work one-on-one with Robyn Gittleman (Director), Howard Woolf (Associate Director), and Cindy Stewart (Assistant Director) on these course proposals is always the best part of my job. It’s refreshing to be in conversation and working with adults that are looking out for the best interests of the students. The ExCollege openly welcomes the opinions of Tufts’ students, and the college respects, listens to, and considers all suggestions made. The course evaluations that we receive at the end of each semester are taken into account for future courses, and the ExCollege continuously uses these evaluations to enhance the student experience through new initiatives, programs, and classes.
My friends are always asking me what the ExCollege is doing, what courses we are offering, and what resources we have for Tufts students. The ExCollege is a department that puts the student first. It highlights interdisciplinary subjects.
It’s where ideas are made into challenging and insightful courses. The ExCollege gives me the privilege to be a part of a department that puts innovative ideas in the classroom for Tufts students to challenge themselves and to gain new perspectives.