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 (firstname.lastname@example.org) 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 email@example.com 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 firstname.lastname@example.org.
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 email@example.com 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.
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.
Written by Samantha Tye (A13), co-teacher of the Perspectives seminar ‘Films of Genocide.’
I can only imagine the thoughts going through my students’ heads the first time that we met as a group. Sofi Shield and I started out full speed ahead asking for names and dorms and hometowns. We wanted to hear about summer adventures while we simultaneously spewed out advice. I knew we were talking a mile a minute, but our excitement to meet our freshmen was too strong to contain. After about ten minutes of our premature advice-giving, one brave student raised her hand and asked, “Wait, isn’t this a class about genocide?”
I guess it wasn’t clear to our freshmen that during orientation week we would act as their advisors; help them get acclimated to campus and registered for their first semester. The stark contrast between new school year excitement and the somber topic of genocide added to the hilarity of the moment. Sofi and I burst out in laughter, realizing how absurd we must have seemed. The class was sitting patiently, ready to delve into crimes against humanity, and there we were, blabbing about our favorite professors. We quickly explained the misunderstanding, and our students joined in with laughter of their own. Needless to say, this broke the ice and set a wonderful tone for the remainder of our semester together.
It is hard to say what my favorite part of each week’s class was. Even as the semester went on, our freshmen never ceased to amaze us with their insight and perspective on the films we watched. They expressed wonderful commentary about portraying genocide through film and thoughtfully spoke about ethical dilemmas within the genre. I truly believe that I learned as much as the students did about genocide films. Sofi and I learned even more about being leaders, working with others and conducting a class.
On a simpler but equally enjoyable note, our weekly check-in at the beginning of each class was refreshing and allowed for continual relationship-building. I think all of us—teachers and students alike—really appreciated the twenty minutes we took to shares highs and lows of the previous week. We got to congratulate successes and suggest solutions for troubles. Our classroom environment was unlike that of any “traditional” Tufts classroom experience. Sofi and I were much more our students’ equals rather than their superiors.
Sometimes, when Sofi and I would be drawing up lesson plans, we would refer to our students as the “little ones.” We would quickly correct ourselves, however, because it didn’t feel right to establish that much distance from our students. Far before the end of the semester, we realized the “little ones” were first and foremost our friends and peers.