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!
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.
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.
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:
- Coffee (personal favorite: a Voldemort from the Res)
- A mountain of paper clips (to clip together the hard copies of everyone’s schedules into subcommittees)
- 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.
Written by Madeline Hall (A13), who co-taught the fall 2012 Explorations seminar “Steinbeck’s Humanity.”
Teaching my Explorations seminar was perhaps the single most beneficial academic choice I made at Tufts; the curiosity and depth of the student’s inquiries shed greater light on the worth of John Steinbeck’s East of Eden than I could have ever guessed. Further, they held a mirror to my own experience at Tufts, launching my mind perpetually to the past of my own freshman year. Be it a trope or not, their genuine and committed involvement in the class taught me more about myself than any class in which I had ever been enrolled.
East of Eden served as my spiritual text from the day I finished it. Completely taken by the story of family strife, Biblical mystique, and the rage between good and evil, East of Eden quickly became the text by which I lived my life. The depth of its contents and every thematic helix that spiraled from its plot made the book an ideal candidate for intensive study. This logic made the absence of East of Eden from virtually every syllabus on Tufts’ campus that much more puzzling; how could it not be taught, with its rich understanding of the intricacy of human conflict and confusion?
My conviction in the book’s offer of salvation was shared by my Explorations seminar co-teacher, the friend who initially encouraged reading the book in the first place. Bolstered by our mutual love of the literature, we crafted a syllabus in the comfort of our own confidence – this book was the best, and surely others would feel the same, right?
Cue the crippling doubt that consumed me on the first day of class. Standing in front of the students called to mind what standing in front of a firing squad must feel like; the intimidating circle of first-years, armed with skepticism and adolescent insolence, were perfect soldiers suited to destroy my flimsy defenses. My understanding of body language became so acutely attuned to each student’s minor movement that a crossed pair of arms suggested utter disinterest and a yawn condemned my every effort to teach. I was certain of their suspicion as a result of my own disbelief: how did someone decide I was qualified to teach?!
As the semester passed and the students consumed the book, though, my own incredulity abated. I understood that they were as new to college as I was to instruction, and that our respective efforts had brought us together in this class. I knew the book, knew my own passions and abilities, knew the worth of the course; all it took was the introduction of the students, eager and incredibly bright, to turn this knowledge into true belief in myself.
Even now, I cannot fully grasp my good fortune. Perhaps, as I have done so often, Steinbeck can speak more clearly to my greatest marvel in regards to this experience: “It is one of the triumphs of the human that he can know a thing and still not believe it.” I know the class has changed me; I simply still cannot believe it.
The following blog post comes to you from John Dame, current junior and co-teacher of the fall 2012 Explorations class NCAA: Athletes, Sports, and Money.
In the spring of 2012, my classmate Jon Sobo approached me about teaching an Experimental College class that coming Fall. I had taken a class taught by my peers as a freshman, but I was fairly skeptical about teaching. The class I took my freshmen year was extremely productive but I was not sure I could handle leading a classroom on a weekly basis. Jon and I are heavily involved in the football program at Tufts, which marginalizes our schedules quite a bit. Therefore, I was concerned I was not going to be able to pledge enough time to the class due to our other commitments.
However, we were able to put forth a lot of energy into the course. We decided to teach about the National Collegiate Athletic Association (NCAA), doing classes on everything from recruiting and coaching to life as a Division I athlete. We arrived on campus in late August and engaged in extremely helpful training, learning how to teach the class with its long length of two and a half hours. After the training, we participated in orientation with our students, which was a rewarding experience. The opportunity to spend time with our freshmen on their first day away from their parents was valuable. We immediately became the people they looked to on campus, as they did not have anyone else. This allowed us to form some great relationships with our students.
Once orientation ended and our students settled in, they formed a great relationship with each other. Aside from teaching, this was the most enjoyable thing about running an Experimental College class for freshmen. On the first day, they were awkward, scared, and antagonistic towards each other. However, by the third week, students were bringing in birthday cakes and decorating our classroom for their peers. Their relationships quickly developed and they relied on each other as they endured their first few months of college.
Overall, the teaching experience worked perfectly. The students were respectful each week and we achieved our goals by the end of the course. Each student received a well-rounded education on the National Collegiate Athletic Association (NCAA) and they all delivered excellent final papers that displayed their knowledge of the subject. Each of them took the class very seriously and also made sure to let us know that they appreciated our efforts in teaching them. We had little to no problems in our class and it was an incredible experience that made me value my teachers and the Tufts community even more.
Join the ExCollege Board!
The ExCollege is beginning the search for new students to join its Board! The ExCollege Board consists of 5 Tufts faculty members as well as 5 current Tufts students. The ExCollege Board meets once a month and works toward setting policy, selecting new courses for each semester, planning campus events, and developing new initiatives for the ExCollege. Get a glimpse into the current ExCollege Board by reading our faculty and student Board members’ biographies!
If you are interested or have any questions, please don’t hesitate to call the ExCollege at 617-627-3384, email us at firstname.lastname@example.org, or drop by our office at 95 Talbot Avenue! The application is available on our website, and all applications are due Friday, February 22nd.
Did You Know…
The ExCollege Board included student members soon after convening for the first time, breaking from previous traditions. By the spring of 1966, the student board members were given full voting rights. It was also at the suggestion of a student board member that the ExCollege invited its first Visiting Lecturer to teach at Tufts in 1968.
Teach at Tufts: Explorations and Perspectives
Have you ever wanted to design a class, mentor first-year students, and become a part of a tight-knit community at Tufts? Apply to be a part of the Explorations or Perspectives program! These programs allow rising juniors and seniors to co-teach a course in addition to advising a group of first-year students through orientation and their first semester on the Hill.
The Explorations program allows leaders to select a topic about which they feel passionate or have an expertise and create a 13-week syllabus. The Perspectives program focuses around a shared topic area, the ‘Movies’ as Business, Art, and Culture. Perspectives leaders do decide on the approaches they will use to teach their class. The Explorations program is coordinated by Director Robyn Gittleman, and the Perspectives program is run by Associate Director Howard Woolf.
Read up on the FAQs for Explorations and Perspectives, and download the application! A GIM for all interested students of both programs will take place Friday, February 1st at 2pm in the conference room of our office, 95 Talbot Avenue.
Registration for all ExCollege (and Tufts courses) will continue until Thursday, January 31st at 5pm. There is still time to add that perfect class! Spots remain open in these ExCollege classes:
- EXP-0002-S The Ethnography of Religious Communities, Tuesdays from 6-8:30pm in Olin 107 (This course has been approved by the Religion department to count for Humanities distribution credit. You can reach the instructor at Kirsten.Wesselhoeft@tufts.edu.)
- EXP-0032-S Sexual Wellness on College Campuses, Thursdays from 6-8:30pm in Aidekman 13 (Review the preliminary syllabus here.)
- EXP-0060-S Authoritarianism in the Age of the Internet, Tuesdays from 6:30-9pm in Barnum 114 (This course will count toward the Mass Communications and Media Studies minor as a Social Sciences elective.)
- EXP-0061-S Enemies and Neighbors: Israeli and Palestinian Fiction, Wednesdays from 6-8:30pm in Barnum 114 (Review the preliminary syllabus here.)
Taste of Tufts: A Sampling of Faculty Research
Taste of Tufts is back for the spring! Meet your favorite professors as well as new Tufts instructors from across the Hill as they discuss their latest research. The first sampling of faculty research will take place one week from today! Sam Sommers, Psychology Department, will speak on Friday, February 1st from 12pm to 1pm, at Pearson 106. Save the date and keep reading for the preliminary Spring 2013 Taste of Tufts schedule!
- February 8: Ken Garden, Religion
- February 15: TBA
- February 22: Anthony Monaco, President
- March 1: Mary Davis, Urban and Environmental Policy and Planning
- March 8: TBA
- March 29 Ayanna Thomas, Psychology
- April 5: Ben Hescott, Computer Science
- April 12: Noe Montez, Drama and Dance
- April 19: David Harris, Provost
All Taste of Tufts gatherings will meet on Fridays from 12pm to 1pm and a light lunch will be served.
Do you want to win $500?
Tisch Library is currently on the hunt for submissions for the Undergraduate Research Award. This award recognizes outstanding use of library resources and the development of expertise in an exemplary research paper or project. Submissions can be made in the following categories:
- The first-year writing program (ENG 1-4 or any course taken to fulfill the college writing requirement)
- 001-099 level courses
- 100-200 level courses
Each category will name one student winner and recipient of $500. The runner-up in each category will receive $250. That is enough (and more!) to foot your Tower Café bill for your next research endeavor! Check out the full description and nitty-gritty details on the Tisch website.
Stay updated on all things ExCollege
Like tweeting, posting to Facebook, and blogging? So do we! Be sure to catch up with us online to stay on top of the latest ExCollege news.
Don’t be afraid to brave the cold for some amazing music events taking place around campus this week. Put on that extra scarf, wear gloves under your mittens, and head over to Granoff and Goddard! You’ll be invigorated after your brief stint in the cold, and you’ll be even more ready to appreciate the music (and warmth!) that awaits you.
- Support an important cause by attending Singing for Sudan!
Singing for Sudan is a benefit concert taking place in Goddard at 7pm on Saturday, January 26th. The suggested donation is $5, and proceeds will go to the Yida Refugee Camp. The concert will feature The Amalgamates, The Jackson Jills, the Ladies of Essence, S-Factor, Barbara Florvil, and Patrick Kabanda. Don’t miss out on this great event presented by the Chaplaincy and the Africana Center. Check out the Facebook event page!
- Immerse yourself in the music of the Ottoman Empire and the Middle East!
Mal Barsamian, performance faculty member, will take over Distler in Granoff this Sunday, January 27th to feature the music of the Ottoman Empire and the Middle East. Barsamian will be accompanied by percussionist Jay Baronian and will feature works by composers of Armenian, Turkish, and Arab descent. This installment of the Community Concert Series will run from 3pm to 5pm. Mark it on your calendar!
I asked our student workers to imagine a world in which you could major in the ExCollege. I asked them to tell me what courses they would take this spring to fulfill the requirements for this very unique major. This is the response I received from Lynne Koester, senior, English major, and ExCollege veteran.
First of all, I essentially am covertly majoring in the ExCollege. To date, I have taken ten ExCollege classes (including internships) which is more classes than in my declared major of English. Basically what I’m saying is that the ExCollege should give me a second diploma in May (hint, hint, Robyn).
The ExCollege’s mission is to add breadth to students’ educations that we might not get otherwise from our chosen paths. I, on the other hand, focus on ExCollege classes because I realized at the beginning of my sophomore year that I wanted to have a career involving Sports Film/Video. The ExCollege fills the gaps that Tufts’ offered majors leave, and I’ve consistently taken the film and sports classes that the ExCollege offers.
The End of the Year Evaluation for an ExCollege class asks how impactful the class was for each student. One of the answers is “life changing.” While that option seems a bit dramatic, I can say with absolute certainty that my college experience, career path, friends, activities—indeed, my life—would be radically different without classes such as Making Movies and Sports Journalism in the Internet Age.
Anyway, clearly I’m the ExCollege’s biggest groupie, so it should come as no surprise that I had a hard time picking which classes I would take if I could officially major in the ExCollege. Beky asked for four or five, so here are my top…eight.
1. EXP-0050-CS: Media Literacy
I am hoping to take this class somehow despite the fact that I need to have all my evenings free for my internship (also an ExCollege class…) because it sounds amazing and totally applicable for everyone.
2. EXP-0020-S: Forensic Science: An Exploration
I am unclear as to how a class can get cooler.
3. EXP-0030-S: Sabermetrics: The Objective Analysis of Baseball
This is certainly a class I should take, but I know that I would be SO, SO, SO BAD at it, which is exactly why I should take it. But, you know…got to keep my weeknights free. Cop out.
4. EXP-0014-S: The Art of Improvisation
One of the teachers of this class is the owner of overall-jorts, which is hilarity I think speaks for itself.
5. EXP-0026-S: Architecture/Music: Sound and the Built Environment
Here’s a combination of two things that always amaze me and that I know less than nothing about. Also, the teacher is probably one of the nicest people I know.
6. EXP-0033-S: Campus Community Emergency Response Team
Learning CPR and other, um…stuff that can save lives has been on my to-do list forever. Hopefully not getting around to it won’t have some seriously not good consequences. I feel like this class should probably just be mandatory for everyone.
7. EXP-0040-S: Positive Psychology Theory and Application
For when singing “Don’t Worry Be Happy” to yourself in the mirror stops working.
8. EXP-0056-CS: Making Movies
As an alum, I’ve got to throw this bad boy in there. If you have any interest in film, this class will be simultaneously the best and worst thing that will happen to you.
Written by Nick Golden, Marcy Regalado, and Beky Stiles
Every semester, a new list of Experimental College courses appears on our website. This magical listing jumps across disciplines and contains unique courses like “A History of Pir‘arrrgh’cy” (I’m sorry…I couldn’t resist…). Each hand-crafted class goes through an intensive series of steps (I would say the academic equivalent to the Tough Mudder) to make it from proposal to classroom. The competition for a spot at the ExCollege begins with approximately 150 applicants, and it is the difficult duty of the Board to whittle that number down to 22.
From scribbling down a thought in the middle of the night to being inspired by a project at work, ideas for courses pop up in very interesting ways. Professionals propose topics based on techniques and strategies used in the work place, grad students share ideas embedded within personal experience and their research, and current educators piece together dynamic courses related to contemporary issues. The ExCollege wants to hear from passionate and knowledgeable people; people who want to share their lives, knowledge, and ideas with Tufts students.
The idea wiggling around in an applicant’s mind manifests itself onto paper and slowly transforms into an elaborate 13-week course syllabus. Applicants research reading ideas, brainstorm class discussions, and carefully craft writing assignments. Even after the creation of the syllabus, applicants must answer 9 other questions posed on the application regarding their background and the creation of the course. (I can only imagine the amounts of caffeine necessary to finish this proposal!)
After completing the proposal, many happy applicants jump around excitedly while simultaneously hugging housemates and partners (this would be my chosen method of displaying post-proposal adrenaline-fueled excitement). The finalized proposal then finds itself sitting comfortably in an envelope destined for 95 Talbot Avenue. A few brave souls even follow their feet to Tufts to hand deliver their proposal to our front desk. (Note to self: invest in some ‘I submitted my ExCollege proposal!!’ stickers for future semesters.)
Bins & Processing!
New proposals get handed over to a student worker at our secret back desk. After skimming through the proposal to check out the syllabus, the student plunks the proposal in a bin to get copied, filed, scanned, and entered into our database.
Robyn Gittleman (our Director) reads through each proposal and pieces together which proposals get sent to which faculty members. The newly scanned PDF versions of proposals electronically zip over to approximately 115 faculty members all across the Hill. After clicking on the PDF attachment and reading through the proposal, faculty members provide input on the depth, challenge, and clarity of the syllabus in addition to any overlap with existing Tufts classes.
Subcommittees, Subcommittees, and Even More Subcommittees
Subcommittees represent one of the most important steps in the course selection process. Subcommittees comprised of one faculty member and two students interview each candidate. The schedules of over 40 super busy Tufts students, 20 faculty members, and 150 applicants must be coordinated into 20 neat and tidy subcommittees. Beky Stiles (me! the Program Assistant) drinks enormous amounts of coffee during this task.
The subcommittee members ask applicants about the proposal, its creation, their background, and the purpose of the course. Subcommittees allow the ExCollege to receive crucial feedback as to how a proposal would translate into the classroom environment.
The ExCollege Board (made up of 5 students, 5 faculty, and the ExCollege staff) holes up in the conference room for an all-day meeting to determine what courses will make it to the coveted ‘Upcoming Courses’ list on the ExCollege website. The Board spends hours drinking caffeine, voting, and (most importantly) discussing the proposals. At the end of the day, the Board hand picks 22 strong courses that exemplify the ExCollege’s commitment to providing Tufts with innovative classes meant to expand upon the existing undergraduate curriculum.
Tufts students scurry to register for their top ExCollege choices at 9am on the first day of classes. Classes fill up quickly, and a former idea nudging at the back of someone’s mind finally becomes a reality.
Take a Class!
Now you should check out the 23 classes that made it through this process! Our list of upcoming courses is on our website for Spring 2013! Make your list of ExCollege class to take, and register at 9am on Wednesday, January 16.