Explorations & Perspectives: Teach Your Fellow Undergrads Next Fall

Explorations and Perspectives are small seminars for first-year students designed and led by upper-level undergrads who teach in teams of two. Students choose a group as one of their advising options.  Explorations can delve into any topic; Perspectives topics have a media focus.  Applications are due March 18, 2016.

Perspectives: Race Representation in TV & Film

Perspectives: Race Representation in TV & Film

Who teaches an Explorations or Perspectives? One answer is juniors and seniors who are passionate about a topic and want to help guide incoming first-years.  Some work with an advisor to plan out a syllabus, and some were inspired by a class they took. Still others, go on to teach in the spring through the ExCollege’s peer teaching program.

 

Here’s what three leaders have to say:1454438455825

“Through the Perspectives program, my best friend and I had the opportunity to design and teach our own class about something we were both passionate about: advertising. We discussed, dissected, and digested advertisement campaigns and strategies through class discussion, debate, creative projects, and a guest speaker. As a peer teacher, I not only learned from my own research and experience, but I learned the most from my fourteen first-year students. Over the course of the semester, we became a family, and Tuesday nights became the highlight of my week.” – Kate Sienko, Perspectives leader, The Medium is the Message: The Evolution of Advertising in America

George Killian

I took an Explorations as a first-year about alternative education, and I remember it as a great experience: it was a way to break into the college world with these two upper classmen who could help you out and a bunch of other freshmen who were all going through the same thing.  It was this fun, more relaxing, outside-the-box class.  So when my friend asked me to be a co-leader, I thought back to my experience and thought, yeah, I’d like to be that mentor/advisor for someone like I had had my freshman year.” – George Killian, Explorations leader, Food & Society

The Perspectives class I taught last semester was such a success and reinforced the idea that I can do this, I can come up with my own ideas and teach about something that I’m passionate about.  I wouldn’t be teaching my own class now if it had not been for this Perspectives experience.  It’s opened the door to my ideas of what I can do later in life.  I’ve been interested in film, I’ve been interested in clinical psychology, but then when you add the idea that I can also be an educator – the intersectionality of those skills and all of my interests – it just opens the door to what I can do in my life in the future.”1381841_10201792729767595_34118891_n (1)  Sam Kitchens, Perspectives leader, Intro to Horror Film; current instructor for EXP-0053 Horror Film: Why We Make & Consume ItHorror

Check out all the info and download an application on our website.  Feel free to contact us at excollege@tufts.edu if you have ideas for an Explorations or Perspectives course that you want to develop.

A Pocket for Joseph

Everyone knows the feeling at some point… Your sock and underwear supply is running dangerously low and you just can’t put it off any longer. So, off I went last night to the nearest Laundromat – a fantastic spot on Somerville Avenue that has Wi-Fi and free drying!

Eventually, after some mumbling and grumbling, I had all my clothes in washers and I began to stare at the soapy colors going round and round. My grouchiness quickly disappeared when I suddenly remembered a children’s book my mother read to us.

Screen Shot 2013-11-21 at 4.53.15 PMA Pocket for Corduroy recounts the misadventures of a curious teddy bear. After seeing how his owner, Lisa, wears pants with pockets, Corduroy is determined to find cloth at the Laundromat to make his pocket. He is left behind at closing time, gets into some mischief overnight, and is reunited with Lisa the next morning. And, of course, Corduroy gets a pocket to hold a name card, just in case he gets lost again!

After reminiscinghqdefault about my own teddy bear – which my mother obviously sewed a pocket on to – I wondered whether the author was inspired during her own trip to the Laundromat. It would make sense, I suppose, but who else found similar inspiration?

Don’t ask me why, but my first instinct was to Google, “TED Talks laundry.” Sure enough, a global health expert and data analyst, Hans Rosling, spoke in 2010 about the washing machine being the greatest invention of the industrial revolution.

Rosling’s quirky lecture was derived from his own experience, as well as a tremendous amount of research and data. He explained global energy consumption, the factions of the population who have access to washer machines, and how economic growth and electricity can ”turn a boring wash-day into an intellectual day of reading.” He specifically mentions how women were freed from the laborious task of hand washing clothes to pursue new goals – Rosling’s mother could now read to her children, educate them, and teach herself English.

Moral of the story: find somewhere to inspire your “Corduroy…”

Or, just appreciate your washing machine!53129_10150106209853312_4839683_o

The Fandom Awakens

Alright… after trying to avoid reviews and conversations about The Force Awakens, and after seeing it crush box-office records, I finally watched the newest installment of the Star Wars saga!SW-THE-FORCE-AWAKENS

Let me preface the rest of this post, however, by saying that I never really considered myself a Star Wars fan – in fact, I was always rather indifferent to it…

So much so, that before heading to the IMAX Theater at Assembly Row last night, I realized that I either didn’t watch parts of the franchise or couldn’t remember much of what I did.

Personally, The Lord of the Rings is the first film series I ever fell in love with. I was the ripe age of nine when The Fellowship of the Ring was released, and my best friend’s father brought us to every opening night. I proceeded to fall in love with the books and all the product tie-ins that followed the films.

I suppose that – unlike Tolkien’s Middle-Earth – I never had anyone expose me to Lucas’ galaxy far, far awastarwarspostery. And this was a stark contrast to the two people accompanying me last night. Howard Woolf, for example, can only be described as a huge sci-fi fan, as well as a Jedi Master at Tufts when it comes to anything film related.

Consequently, sitting next to a couple longtime fans cemented some high expectations! The pressure was on, and I’m not sure I’ve ever been more focused during a recent movie.

But since I’m really not “qualified” to evaluate this or any of the Star Wars franchise, I’ll spare you my long-winded feelings about The Force Awakens. I will say, however, that my expectations were happily met.

More importantly, it also met the expectations of the two fans I was with! Episode VII seemed to stay true to its predecessors and the Star Wars brand, while also being open enough to welcome in new fans and leave me wanting more. I left wanting to delve deeper into Lucas’ universe and watch/re-watch its prequels. I even started watching some of the saga’s best moments online.

So what are you waiting for? If you weren’t a fan already, this is your chance to jump on board.

P.S. Don’t tell your little brother you’re going because he might throw out a huge spoiler…

Lesson learned…

It’s All in the Food…

The amazing thing about Thanksgiving – and really all holidays – is that everyone celebrates them differently. The one easy way to understand that: FOOD. Sure, turkey and pie have become mainstays in households across the county, but we all have unique traditions and customs that transform this national celebration into our own special day.

Anne-Marie sits down with her family on Thanksgiving Day to a table full of traditional Vietnamese dishes. Rachel, who came to the US from Cuba, digs into congris, roasted pork and maduros. And Adam, whose family is Italian, sits down to a spread that includes – you guessed it – meatballs!

As a first-generation American, our Thanksgiving dinner is infused with some Portuguese flare. At my aunt’s house, that means almost solely Portuguese dishes – they’ve stayed away from turkey, cranberries and stuffing somehow.

At my father’s house, however, you will find an interesting mix between Thanksgiving staples and Portuguese classics.

  • Sure, we have a roasted turkey, but it’s stuffed with linguiça and chouriço.
  • Next to that, you’ll find some carn e assada (roast beef) and bacalhau (cod fish).
  • Next to the mashed potatoes there are Portuguese-style roasted potatoes.
  • Next to the corn are some couves (sprouts).
  • And of course, the prequel to all of this is some kale soup, or calde verde!

338492_10150563764893312_221959095_oAs a child, I was always fixated on our family’s traditions. In fact, I would actually get upset if something didn’t go according to plan – or my perceived plan: “Mom, what do you mean you didn’t make the bean cake!?”

I actually hated bean cake… but it just didn’t seem the same without certain foods or individuals to share them with. But with age, I understood that traditions inevitably change or evolve. Our once gigantic Thanksgiving dinner, where my parents hosted twenty or so relatives, shrank to a more modest dinner with my immediate family.

Time changed our family dynamics because “life happens”– as a close friend likes to say. But it does. Children become adults with their own families, people move away, an325614_10150563820848312_1131881396_od others may no longer be with us.

I like to think the ten-year-old me had it half right, though, because there is one tradition that remained relatively constant: our FOOD.

I will look at our spread tomorrow and think simultaneously about how alike and different we are from other families. Anne-Marie, Rachel, Adam, and I may all be celebrating Thanksgiving – but our dinner tables will tell much different stories.

And that is something to be thankful for.

The Insides of a Thought or Emotion: An Interview with Colette Robbins

I met artist Colette Robbins in 1995 and recently had the opportunity to interview her for X. about some of the visual, psychological, and scientific themes she explores in her work. Robbins lives and works in Queens, New York. She attended the Maryland Institute College of Art and received her MFA from Parsons, The New School for Design. She is represented by 101/Exhibit in Los Angeles and teaches at Hofstra University.

Hippocampus_copy

Hippocampus, Graphite Painting on Paper, 2013

I’ve seen you refer to your pieces as “Rorschachs,” after the psychological test, but they also evoke body parts like pelvises, nipples, and anuses. It feels very Freudian. Can you talk a bit about this tension between the bodily and the psychological?

I love the Rorschach test as a format because its reference to mammalian symmetry makes our meaning-making brains start to see faces or demons. I love that adding a texture from water or a cave inside of the Rorschach format makes the viewer think of imagery from the body. I think our ideas are so linked to our psychological states, that I am happy to hear that translates in the work.

Parietal_Lobe_copy

Parietal Lobe, Graphite Painting on Paper, 2014

Your pieces have titles like “Hypothalamus” and “Basal Ganglia.” The texture of your work references geological forms and there is also a sense of artifact, of something being passed on or inherited. I recently read an article about new discoveries in epigenetics, that psychological traumas or resiliencies actually impact our DNA and are passed down to future generations, and it immediately made me think of your work. I am wondering if this, or any neurological research informs your work.

I think that the new discoveries in neuroscience like this one really help psychologists get better and better at helping people determine the roots of their anxiety and depression whether they are physiological or habitual. Also these discoveries help debunk much of the mythology we have built up around mental illness as a culture. I hope that my work helps open up a conversation about mental illness through the discussion of the Rorschach test, since that test has become an icon of psychology.

That is interesting that you see them as an artifact and then you think of genetic information being passed on from generation to generation. I think that our emotional states can be like very nuanced landscapes with cracks and crevices and with rough and smooth patches that very directly can influence those around us. I personally think of my pieces like the insides of a thought or emotion. Even though emotions or being emotional can be stigmatized as being bad, we are all made up of so many emotions and our interactions with the world are based on our emotions and emotional states.

2015_02_27_16.59

Basal Ganglia, Watercolor on Paper, 2015

I’ve known you for 20 years and I’ve followed your work. Your background is in painting, and then a few years ago you started working in graphite, and have recently started using watercolor and incorporating color again.  You also co-curated an exhibition that discussed uses of color among New York-based vs. LA-based artists. Can you talk a bit about this transition, why you went more monochromatic and then back to color?

I decided to go with an achromatic palette because color no longer became an important part of what I was trying to communicate. I wanted the focus to be on the values and textures, so removing color was a way to put the viewer in direct contact with what I was trying to say. However, I am always changing, and now I want to incorporate colors to create a different atmosphere in the mood of my work. The show I co-curated about LA-based artists using colors vs. NYC artists’ use of no colors was a show that allowed me to playfully observe why people living in different locations use color differently in general.

You teach painting at Hofstra University and have also done some consulting for emerging artists. Do you have any advice for aspiring artists or art historians who may be reading this?

For any career in the arts, in order to thrive, you need a community that supports you. Sometimes you have to build that community from scratch, one person at a time.

The ExCollege courses I’ve taken at Tufts

I have been at Tufts for four semesters, and I’ve taken three ExCollege classes during that time. The first was my Perspectives class, Superheroes in the Media, which introduced me to the wonderful world of the ExCollege and Tufts as a whole. I adored this class because I got to watch and talk about superhero movies with a bunch of cool people and two rad leaders, and then get a credit for the experience. (The only movie we watched that I didn’t like was “Daredevil,” which is generally considered to be one of the worst movies of all time anyway.)

Then, second semester freshman year I took a class entitled On the Record: Communicating for the Government. This course was taught by a woman who had worked for the Clinton administration, consulted for the television show “The West Wing,” and had been a spokesperson for the Department of Justice in the Obama administration. Her experiences and stories made lectures fascinating and fun, and it was wonderful to learn the behind-the-scenes workings of the White House. Occasionally I’ve considered entering politics after graduation, probably in a communications capacity (think Sam Seaborn on “The West Wing”), and this course made me aware of the difficulties and excitement that is entailed in such a job. We wrote mock communications memos for a hypothetical president. We had Skype interviews with the NBC News Washington Bureau Chief and writers for Politico and AP. It was an overall fascinating, fabulous experience that gave me insight into a possible future career path.

Unfortunately last semester I was too busy to take an ExCollege course, but was still able to be involved due to my position as a Board member. However, this semester I had the time to take the class Gender, Sexuality, and Comics. (It’s especially great because this course counts for my CMS minor as well as being generally fun.) I’m a feminist nerd, so GS&C was the perfect course for me to take. So far I’ve had the opportunity to read a variety of graphic novels, and even create my own DIY-comic. It’s a very different course from anything else I’m taking this semester    mainly Political Science requirement classes, alas    and so every Monday night I’m able to kind of let go and just talk about comics.

Experimental College courses give students the opportunity to learn more on a topic they’re passionate about, or branch out and try something new. They connect people with different majors and extracurriculars. Visiting lecturers are generally experts in their field, so courses allow students to really see first-hand what a person in a certain career path really looks like. All in all, I have loved the ExCollege courses I’ve taken, and I hope that I will take many more in my final two years at Tufts!

Don’t forget: applications to be a Perspectives of Explorations leader are due March 11.

 

Peer Teaching through the Years

We extended our Peer Teaching application deadline to November 8! If you have an expertise and want to share it in your own classroom, get in touch with us before filling out your application. We are very excited to see what classes will be proposed by undergraduates for the upcoming semester.

Giving in to a bit of nostalgia, we went through the past few years of peer-taught courses and compiled some great course descriptions. Based on the unique and innovative classes offered over the past 3 years, we know that we’ll have a fantastic line-up of peer-taught courses this spring!


The Art of Improvisation
Taught by Rachel Shoenbrun (A13) and Adam Bangser (A14)

Do you love to make people laugh? Are you spontaneous? Do you love to tell stories?

This course teaches the exciting art of improvisational comedy. Students in this course will explore the basics of improv performance, including scene building, agreement (“yes, and”), basic narrative skills, and physical characterization. At the same time, we will be reading important improv texts, discussing improvisational theory, and relating its principles to our daily lives. Our work will be inspired by the teachings of the improvisational experts and theorists such as Keith Johnstone, Del Close, Tina Fey, and Amy Poehler (founder of the improv troupe My Mother’s Flea Bag at Boston College). The structure of this course will be highly interactive and discussion-based, with field trips, guest speakers, and group performance. No experience necessary.


Architecture/Music: Sound and the Built Environment
Taught by Amelia Wellers (A13)

As Goethe once observed, “I call architecture frozen music . . .; the influence that flows upon us from architecture is like that from music.” Spaces speak—are you listening?

Sound is an omnipresent influence within our environment, but very few people actually listen to what they hear. This class will explore the many dimensions of how sound interacts within the built environment, exploring topics including archaeoacoustics, aural architecture, space and sound analysis, music and performance, visual art, film, hands-on sound production, and as many other applications as could possibly be deemed reasonable. We will take field trips to our own Granoff Music Center as well as to Boston Symphony Hall and engage in guest lectures given by some of the leading Boston area acousticians. Informal studio sessions and conceptual discussions invite students to synthesize their own diverse experiences in the soundscape of our world. The ultimate goal is to take creative license in forming your own perceived “point of audition.”


Game Strategy
Taught by Aaron Bartel (A12)

When playing Monopoly Scrabble or Clue, do you just go by the rules? Or have you ever thought about the strategy that’s involved? This course will explore the skills and understanding that’s necessary to actually win common household games. We will focus on the strategy implemented in these games by employing game theory, economics, statistics, and balance of power dynamics. Classes will consist of an examination of a certain strategic element within the context of a game, and then the exercising of that strategy in class by playing the game in question. Games explored will include students’ choices along with the following: Texas Hold’em, Risk, Monopoly, Settlers of Catan, Dominion, Hearts, Spades, President, Bridge, Connect 4, Checkers, Chinese Checkers, Chess, Scrabble.


Alpinismo: The Culture and Science of Mountain Climbing
Taught by Nick Levin (A11) and Ryan Stolp (A11)

Why do humans feel the need to travel into and immerse themselves in the highest and harshest environments on the planet?

This course presents the history of alpinism and how it has developed into one of the most extreme endeavors humans have undertaken. It will also include the practical skills of rock, ice, and mountaineering, as well as theoretical, philosophical and alpine environmentalist perspectives. Through skills practice, presentations, guest lecturers, reading responses, discussions, and a final expedition planning project, students will thoroughly explore the art of mountaineering.


Psychology, Magic, and Performance
Taught by Marcell Babai (A11)

This course will introduce students to an exploration of the psychology that makes magic work and makes it an entertaining art. As such, it combines study with performance.While specific techniques will be taught, the focus of the class is an analysis of how the techniques and psychological cues work together. To further the understanding of performance we will also briefly examine the history and evolution of technique, as well as examine how these concepts apply to other non-performance situations. In addition to a discussion of relevant theory, throughout the semester students will be preparing to perform short, close-up magic routines.


Investigations in Hypnosis
Taught by Aliza Howitt (A12)

Have you ever gone to a hypnotist show and seen your friends cluck like chickens? Maybe you thought it was a fluke or wrote it off to voodoo science. Well, not so! Hypnosis is a legitimate field that is often neglected by mainstream psychology curriculums.

This class is here to rectify that. In this course students will take a closer look at how hypnosis actually works. We will cover a variety of materials, providing students with an intimate knowledge of the history and science behind hypnosis, as well as an understanding of possible clinical applications and contemporary research on the subject.


HBO’s The Wire: TV and the American Inner City
Taught by Alex Hart (A11)

HBO’s The Wire has been called “a display … that must be considered alongside the best literature and filmmaking in the modern era.”

Through close analysis of of key episodes, this course will use The Wire to explore the societal and institutional processes that shape and influence the lives of inner-city Americans. We will journey through the first four of The Wire’s five seasons, examining the politics, societal influences, and institutional practices that affect the lives of the urban poor.

Readings will accompany viewings of the program, examining topics such as community policing, the economics of drug trade, the loss of jobs in America, underrepresented subcultures, and undocumented labor. The different academic viewpoints will provide a view into a disenfranchised community, located in the center of the American city. Participation and discussion will provide the fuel for the course.

 

The Interview Subcommittee: A Must-do Before You Graduate

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.

Here it goes, here it goes, here it goes again

As I write this, my computer screen displays this word document as well as one ginormous spreadsheet. This spreadsheet is not just any ordinary numbers-y (clearly I have been thoroughly trained in the secret arts of Excel) spreadsheet. This spreadsheet spans columns and columns and exists for one reason: to coordinate interviews for over 100 ExCollege applicants.

The ExCollege offers interviews to a good portion of potential instructors. The interviews serve as our method of getting into their heads, to sneak around a little bit and to understand how the paper version of the course will translate into real life. Subcommittees consisting of two current students and one faculty member interview all of the applicants. Each subcommittee usually meets for 2 to 3 hours and interviews 4 to 6 applicants. With the 100 or so applicants called in for an interview, it means that I get the oh so exciting task of piecing together the schedules of about 20 faculty members, 45 students, and 100 applicants into approximately 21 neat and tidy subcommittees.

When I first got this job, Melissa Burke (last year’s Program Assistant) fully warned me that this was a task that many would balk at. She showed me her spreadsheet, and my senior self giggled a little and thought “eh, not too bad.” My senior self was so so wrong.

Cindy Stewart (the ExCollege’s Assistant Director and secret wizard) told me that the subcommittee puzzle equated to one massive GRE puzzle. (She is absolutely 100% correct, and I’m glad that I am getting some GRE practice…because I have yet to open my GRE practice book, oops.) To solve this puzzle, I need a few things:

  1. Coffee (personal favorite: a Voldemort from the Res)
  2. A mountain of paper clips (to clip together the hard copies of everyone’s schedules into subcommittees)
  3. The correct brain mode (an awake brain = a productive brain)

When all of these things align, I begin madly scheduling for a few days. After the spreadsheet comes together, I sigh, take a victory lap, and call all of the applicants. Yes. I do call each and every applicant to let them know about their pending interview. Despite this taking a few hours, I love this part of subcommittee scheduling because people get excited!! Really truly excited! I feel like I’m magic and just raining down happiness on the people I call—it’s a pretty good feeling after the end of a very long process.

ExCollege Express: Everything Election

This week’s edition of the eXpress looks at the upcoming election week through the eye of the ExCollege!

 

 

 

 

 

Friday, November 2, 2012

The Who’s Who of the Election Night Extravaganza

With Election Night only 4 days away, the ExCollege is in high gear preparing for our Election Night Extravaganza! Following previous years’ trends, over 1,500 students will filter through the Campus Center on Election Night 2012. Such a large group of Jumbos deserves an equally large cast of student groups, faculty members, and comedy troupes to keep everyone up-to-date on all of the breaking election night news.

The Tufts Daily, The Observer, WMFO, and TUTV will all be located in the upper level lounge providing live coverage on the event and the election via the web, Twitter, and Facebook, and more!

Student groups will take over the Commons eatery as part of an Information Fair, feeding the crowd with extended coverage and analysis regarding key state races, ballot initiatives, the battle of both houses of Congress, and international perspectives. The Tufts Democrats, the Tufts Republicans, SSDP (Student for a Sensible Drug Policy), QSA (Queer Straight Alliance), ALLIES (Alliance Linking Leaders in Education and the Services), Tufts Sustainability Collective, Friends of Israel, SJP (Student for Justice in Palestine), and more will all claim spaces in the Information Fair.

Faculty members will be present throughout the event to answer questions, offer insight, and analyze statistics and news reports. Dean Jim Glaser (Political Science), Kent Portney (Political Science), and Steve Cohen (Education) will all provide commentary at key points during the night. Additionally, Dean Robert Mack, Dean Karen Garrett Gould, and Dean Bruce Reitman will be spotted among the masses. And, of course, President Anthony Monaco will attend the event to join the Tufts community on this very important night of the year! Student MCs Matt Stofsky, Mitchell Friedman, and Clay Grable will also keep the crowds entertained from the closing of the first polls to the announcement of the President!

The Election Night Extravaganza is the place to be on election night! Join your community and the Facebook event for this ExCollege and Tufts tradition.

Want to win $25 to Barnes & Noble?

Enter our raffle! The contestant who gets the most answers correct to the following questions will win a $25 Barnes & Noble gift card (stock up on some good reading or Tufts gear from the bookstore!). To enter, return your answers to the ExCollege office at 95 Talbot or email us at excollege@tufts.edu by 5pm on November 6. (Only one entry per person, please.) The winner will be announced at the Election Night Extravaganza!

1.     Who will win the U.S. Presidential Election?

              Obama ____                 b.    Romney ____

2.     Pick the party make-up of the incoming U.S. House of Representatives.

The current make-up of the U.S. House of Representatives is 190 Democrats to 240 Republicans, with five vacancies. RealClearPolitics, as of this writing, predicts 165 comfortable Democratic seats, 18 leaning Democratic, 216 comfortable Republican seats, 15 leaning Republicans, and 26 tossup races.

        Republicans ____                        Democrats ____         

(Hint: make sure your numbers add up to 435!)

3.     Pick the winner of the U.S. Senate race in Massachusetts.

         Scott Brown ____                       Elizabeth Warren ____

Tiebreaker: On what date and time will CNN call the Presidential Winner?

                     Date ______         Time ______ am/pm

 The ExCollege in Action

Kim Foltz and Rebecca Pearl-Martinez’s class Rising Ride: Climate Change Vulnerability and Adaptation teamed up with students from UMass Boston this past weekend to venture into East Boston and onto Constitution Beach. Students from both courses measured the projected sea level rise on the beach, and their adventure capped off with a visit and discussion at the Salvadoran Consulate with Vice Consul-General Ena Peña.

Did You Know…

Homelessness in America was first offered through the ExCollege in 1987, taught by Rob Hollister. The course later moved into the Urban and Environmental Policy and Planning (UEP) Department and continues to be a popular course taken by both undergraduate and graduate students!

Around Campus

Don’t let your excitement over the upcoming election end on November 6! Campus events span the entirety of next week and beyond, so be sure to scan through TuftsLife and Tufts Events to get your extended election fix. Keep reading for a sneak peek into two events focused on providing, analyzing, and discussing post-election news.

  • Why should you believe what you see on the news? Discuss this question and more with a senior producer from NBC News!

Marian Porges is a senior producer at NBC News and also received a 2012 Tufts P.T. Barnum Award for Excellence in Entertainment. Join Marian’s discussion Election Aftermath: Why Should I Believe What I See on the News? in order to delve into the complexities of the 2012 post-election news coverage. Head over to Eaton 201 on Friday, November 9 from 11am – 12pm if you are interested!

  • Want to understand what the election results mean for the future of American politics? Join IPC’s weekly policy forum!

The Institute of Political Citizenship (IPC) will be holding a forum titled “Election Recap and Looking Forward” to bring together Jumbos to talk about the final weeks of election campaigns and what a variety of election results mean for American politics moving forward. Join the IPC in the Rabb Room on Wednesday, November 7 at 9pm. Check out their main website for a list of all additional policy forums being held until the end of the semester!