Third-Year Experience

Core Year 3 Students on International Travel

In your third-year Core classes, you'll build serious skills in field research and data contextualization. From in-person observation to digital archiving, you'll explore the world and make connections using a wide variety of tools and methods.

Each major at Champlain is designed to allow a semester abroad in your third year—and some majors can accommodate a full year of global exploration. Our campuses in Dublin and Montreal provide a seamless study-abroad experience, while numerous exchange and third-party programs open up a whole world of possibilities. If you spend a semester abroad through another program, you'll work with your international advisor to ensure your courses help you meet your academic goals.

COR 301 | Core Foundations: Connecting Place and Identity

Where we are shapes how we understand ourselves and each other. In this course, we will dig into the relationship between place and identity. We will learn how to think spatially, recognizing how one's identity is situated within and constructed through movement through different spaces—be they natural and built environments, rural and urban, or actual and virtual. COR 301 will help us understand the complex meanings of identity in a world defined by movement and change.

COR 302 | Field Methods

Field methods are a collection of practices used in the sciences, arts, and humanities to understand phenomena in situ or as it is happening in a specific time and place. In this course, we will apply one or more field methods to research a topic, theme, or question that varies by section. We will learn practices associated with research in the field, including but not limited to participant observation, data collection, and experimentation in order to navigate an uncontrolled environment. We will also examine the power dynamics between the researcher, informant, and subject matter to help us understand how, if not practiced ethically, field methods can create or reinforce biases rather than help us learn with and make sense of the world around us.

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Jonathan Banfill

This course explores the ongoing dynamics of urban change in our city of Burlington in this applied social science research methods course. Situated in a small city grappling with issues like housing costs, gentrification, changing demographics, and inadequate infrastructure, students will unravel the intricate layers of urban life. The course focuses on themes of gentrification, spatial injustice, and the "right to the city," encouraging students to engage with space, place, and the surrounding community. Using observational methods from Urban Studies, Geography, and Anthropology, students will embark on fieldwork projects, exploring the city through a lens that unveil and address inequalities within the built environment. From deciphering the nuances of public and private spaces to understanding city policies, students will create micro-ethnographies and other creative projects. This immersive experience not only equips you with valuable research skills but also empowers you as citizens capable of effecting tangible change, here and in the future, where academic exploration meets real-world impact, acting as a catalyst for positive transformation in our urban landscape.

Link to this FAQ

Jonathan Banfill

This course explores the ongoing dynamics of urban change in our city of Burlington in this applied social science research methods course. Situated in a small city grappling with issues like housing costs, gentrification, changing demographics, and inadequate infrastructure, students will unravel the intricate layers of urban life. The course focuses on themes of gentrification, spatial injustice, and the "right to the city," encouraging students to engage with space, place, and the surrounding community. Using observational methods from Urban Studies, Geography, and Anthropology, students will embark on fieldwork projects, exploring the city through a lens that unveil and address inequalities within the built environment. From deciphering the nuances of public and private spaces to understanding city policies, students will create micro-ethnographies and other creative projects. This immersive experience not only equips you with valuable research skills but also empowers you as citizens capable of effecting tangible change, here and in the future, where academic exploration meets real-world impact, acting as a catalyst for positive transformation in our urban landscape.

Link to this FAQ

Marianne Bhonslay

This course explores the ongoing dynamics of urban change in our city of Burlington in this applied social science research methods course. Situated in a small city grappling with issues like housing costs, gentrification, changing demographics, and inadequate infrastructure, students will unravel the intricate layers of urban life. The course focuses on themes of gentrification, spatial injustice, and the "right to the city," encouraging students to engage with space, place, and the surrounding community. Using observational methods from Urban Studies, Geography, and Anthropology, students will embark on fieldwork projects, exploring the city through a lens that unveil and address inequalities within the built environment. From deciphering the nuances of public and private spaces to understanding city policies, students will create micro-ethnographies and other creative projects. This immersive experience not only equips you with valuable research skills but also empowers you as citizens capable of effecting tangible change, here and in the future, where academic exploration meets real-world impact, acting as a catalyst for positive transformation in our urban landscape.

Link to this FAQ

Marianne Bhonslay

This course explores the ongoing dynamics of urban change in our city of Burlington in this applied social science research methods course. Situated in a small city grappling with issues like housing costs, gentrification, changing demographics, and inadequate infrastructure, students will unravel the intricate layers of urban life. The course focuses on themes of gentrification, spatial injustice, and the "right to the city," encouraging students to engage with space, place, and the surrounding community. Using observational methods from Urban Studies, Geography, and Anthropology, students will embark on fieldwork projects, exploring the city through a lens that unveil and address inequalities within the built environment. From deciphering the nuances of public and private spaces to understanding city policies, students will create micro-ethnographies and other creative projects. This immersive experience not only equips you with valuable research skills but also empowers you as citizens capable of effecting tangible change, here and in the future, where academic exploration meets real-world impact, acting as a catalyst for positive transformation in our urban landscape.

Link to this FAQ

Marianne Bhonslay

This course explores the ongoing dynamics of urban change in our city of Burlington in this applied social science research methods course. Situated in a small city grappling with issues like housing costs, gentrification, changing demographics, and inadequate infrastructure, students will unravel the intricate layers of urban life. The course focuses on themes of gentrification, spatial injustice, and the "right to the city," encouraging students to engage with space, place, and the surrounding community. Using observational methods from Urban Studies, Geography, and Anthropology, students will embark on fieldwork projects, exploring the city through a lens that unveil and address inequalities within the built environment. From deciphering the nuances of public and private spaces to understanding city policies, students will create micro-ethnographies and other creative projects. This immersive experience not only equips you with valuable research skills but also empowers you as citizens capable of effecting tangible change, here and in the future, where academic exploration meets real-world impact, acting as a catalyst for positive transformation in our urban landscape.

Link to this FAQ

Weiling Deng

Eerie architectural thresholds, such as a tunnel, a hotel hallway, an empty room, a freeway, an airport, an obsolescent shopping mall, an underground city, a metro station, or even a credit card reader, are called "liminal spaces," where it is hard to tell where one space ends and another begins. Different from "weird," which describes an exorbitant presence that exceeds our capacity to represent it, the eerie sensation conveys the misplacement of presence and absence: something that should be present but is not and vice versa. The prevalence of this uncanny kind of space raises critical questions about global late capitalism: how cities are planned and built to fulfill capitalist needs, how time feels bent (e.g. the permanent present of consumerism), how people are shaped into homogeneous citizens of supermodernity, and how the future is haunted by unresolved pasts, in both sci-fi and realist terms. This course offers a variety of methods -- including photography, sound recording, mapping, cataloging, and listening -- to document the spatial and temporal manifestations of liminal spaces within the greater Burlington metropolis. It trains students to be sensitive to both the historical and ongoing spatial and demographic changes in Burlington. Students will be able to take these same research and analytical tools to observe other cities' economic and infrastructural sustainability as well as the visual and audio production of liminal spaces in video games, films, and other media.

Link to this FAQ

Weiling Deng

Eerie architectural thresholds, such as a tunnel, a hotel hallway, an empty room, a freeway, an airport, an obsolescent shopping mall, an underground city, a metro station, or even a credit card reader, are called "liminal spaces," where it is hard to tell where one space ends and another begins. Different from "weird," which describes an exorbitant presence that exceeds our capacity to represent it, the eerie sensation conveys the misplacement of presence and absence: something that should be present but is not and vice versa. The prevalence of this uncanny kind of space raises critical questions about global late capitalism: how cities are planned and built to fulfill capitalist needs, how time feels bent (e.g. the permanent present of consumerism), how people are shaped into homogeneous citizens of supermodernity, and how the future is haunted by unresolved pasts, in both sci-fi and realist terms. This course offers a variety of methods -- including photography, sound recording, mapping, cataloging, and listening -- to document the spatial and temporal manifestations of liminal spaces within the greater Burlington metropolis. It trains students to be sensitive to both the historical and ongoing spatial and demographic changes in Burlington. Students will be able to take these same research and analytical tools to observe other cities' economic and infrastructural sustainability as well as the visual and audio production of liminal spaces in video games, films, and other media.

Link to this FAQ

Erik Shonstrom

In 1999 and 2000, conservationist Michael Fay trekked over 2,000 miles across equatorial West Africa to catalog biodiversity and environmental issues. Fay's "megatransect" is iconic in field research, setting a new standard for how to measure, record, and assess data over wide areas. This course uses the technique of transect - a straight line through a landscape along which standardized measurements and observations can be catalogued - to introduce students to the challenges of scientific observation in the real world. While students won't cover ground quite like Fay, they will perform multiple transects of natural areas and urban environments, recording and monitoring data along the way. They will also devise their own research transect to be performed at the end of the semester. Bring your walking shoes - we're going to cover some ground!

Link to this FAQ

Erik Shonstrom

In 1999 and 2000, conservationist Michael Fay trekked over 2,000 miles across equatorial West Africa to catalog biodiversity and environmental issues. Fay's "megatransect" is iconic in field research, setting a new standard for how to measure, record, and assess data over wide areas. This course uses the technique of transect - a straight line through a landscape along which standardized measurements and observations can be catalogued - to introduce students to the challenges of scientific observation in the real world. While students won't cover ground quite like Fay, they will perform multiple transects of natural areas and urban environments, recording and monitoring data along the way. They will also devise their own research transect to be performed at the end of the semester. Bring your walking shoes - we're going to cover some ground!

Link to this FAQ

Steve Wehmeyer

Ghosts, Djinn, Spirit Possession, Sorcery, Miracles...Scholars in the Social and Behavioral sciences have-for generations-been fascinated by, and have struggled with their encounters and explorations of supernatural belief and practice in traditional cultures the world over. How do Anthropologists, Sociologists, and Ethnographers explore, explain, and negotiate these beliefs and practices associated with the other-than-ordinary? And how do they effectively and critically engage with beliefs and worldviews other than their own, while maintaining scholarly integrity? In this course, *you'll* learn at first hand the methods of ethnographic fieldwork and field based research, while also exploring the ways scholars in a variety of disciplines have navigated these strange waters. Are you ready to take a trip to the Upside-Down?

Link to this FAQ

Steve Wehmeyer

Ghosts, Djinn, Spirit Possession, Sorcery, Miracles...Scholars in the Social and Behavioral sciences have-for generations-been fascinated by, and have struggled with their encounters and explorations of supernatural belief and practice in traditional cultures the world over. How do Anthropologists, Sociologists, and Ethnographers explore, explain, and negotiate these beliefs and practices associated with the other-than-ordinary? And how do they effectively and critically engage with beliefs and worldviews other than their own, while maintaining scholarly integrity? In this course, *you'll* learn at first hand the methods of ethnographic fieldwork and field based research, while also exploring the ways scholars in a variety of disciplines have navigated these strange waters. Are you ready to take a trip to the Upside-Down?

Link to this FAQ

Steve Wehmeyer

We are the way we play. We can learn as much (and frequently more) from watching a community at play as we can from watching it at work. From Oktoberfest to Burning Man, Comic-Con to Coachella - festivals are striking intersections of different forms of expressive culture - times and spaces in which performance, ritual, art, food, music, social commentary, and narrative history all come together. Festivals are inherently interdisciplinary and inherently multi-media. Festival is the means by which a culture or a community tells itself (and outsiders) its own unique story. This course will introduce students to the tools and techniques of field-based ethnographic research through hands-on, participant-observation experience, as well as through the analysis and evaluation of published accounts of field studies focused on festivals that express ethnic, regional, and inter-cultural identities throughout time and around the world.

Link to this FAQ

Steve Wehmeyer

We are the way we play. We can learn as much (and frequently more) from watching a community at play as we can from watching it at work. From Oktoberfest to Burning Man, Comic-Con to Coachella - festivals are striking intersections of different forms of expressive culture - times and spaces in which performance, ritual, art, food, music, social commentary, and narrative history all come together. Festivals are inherently interdisciplinary and inherently multi-media. Festival is the means by which a culture or a community tells itself (and outsiders) its own unique story. This course will introduce students to the tools and techniques of field-based ethnographic research through hands-on, participant-observation experience, as well as through the analysis and evaluation of published accounts of field studies focused on festivals that express ethnic, regional, and inter-cultural identities throughout time and around the world.

Link to this FAQ

Kristin Wolf

In this section of Cor 302, we will explore the layers of an ecosystem from bedrock geology to the impacts of land use policy and cultural perspectives. Using methods from the environmental and ecological sciences, we will study the rocks, soils, water, biological communities, and ecosystem functions and eventually broaden our perspective to understand the human systems (economic,political, and cultural) that shape and reflect the local landscape. The course will offer a holistic perspective on the environment from the large-scale changes of geologic time to the recent impacts of humans, as we build foundational skills in observation, conducting fieldwork, collecting data, technical writing, and learning about the natural world through first-hand experience. The course and its environmental subjects also will be complimented and contextualized through environmental documentaries in order to understand the rhetorical and narrative development of this popular visual story-telling. Join us for hands-on outdoor fieldwork, stunning visual stories, and thought-provoking class discussions as we examine, experience, and enjoy the landscape in which we live.

Link to this FAQ

Katheryn Wright

In "Field Methods: Printmaking in the City,'' the city of Burlington will transform into our canvas for the semester. You will learn how to use alternative methods of printmaking like urban screen printing, monoprinting, and eco-art as a field method to analyze local places. As part of this process, you will create mobile print kits that you can take with you to collect information about different locations. In turn, we will use that information to ask important questions about the intersection of place, power, and access. Printmaking will also be positioned as a posthuman research methodology that can be used by artists and scholars to question the boundaries between humans, nonhumans, technologies, and environments. This course combines creative practice with academic research, experimentation, and analysis. This course is designed for students who are interested in art - both making art and studying art - philosophy, history, geography, and exploring urban spaces.

Link to this FAQ

Katheryn Wright

In "Field Methods: Printmaking in the City,'' the city of Burlington will transform into our canvas for the semester. You will learn how to use alternative methods of printmaking like urban screen printing, monoprinting, and eco-art as a field method to analyze local places. As part of this process, you will create mobile print kits that you can take with you to collect information about different locations. In turn, we will use that information to ask important questions about the intersection of place, power, and access. Printmaking will also be positioned as a posthuman research methodology that can be used by artists and scholars to question the boundaries between humans, nonhumans, technologies, and environments. This course combines creative practice with academic research, experimentation, and analysis. This course is designed for students who are interested in art - both making art and studying art - philosophy, history, geography, and exploring urban spaces.

Link to this FAQ

Blake Randell

In this section, we will explore how taking care of pets among people with a disability and people who are 65 years and over (and people who represent the intersection of these vulnerable, and diverse, populations) provides them with social and emotional support, which motivates them to take care of themselves. The "field" of this section is a network of independent-living, assisted-living, and special-purpose housing communities (in the Greater Burlington area) where students have the option of going off-campus for class activities, which combines home and community health, mental health, and productive aging settings. Students will learn about the specific ethics, communication, wording, and working condition of this instrumental activity of daily living (IADL), a category of occupation within this field, to understand how these populations can experience physical and/or cognitive disability, social isolation and loneliness, and no less importantly, how the care of pets is being forgotten among direct service providers of these populations. Using ethnographic field methods such as note-taking, interview, and attentive listening, the section covers how people and their pets reciprocally improve each others' health, well-being, and quality of life through this mutually beneficial relationship. Community-wise, these methods are useful tools through which to better understand the barriers to this IADL. Through this section, students will improve their active and reflective listening skills, inductive and deductive reasoning skills, and verbal and nonverbal communication skills, which are invaluable skills in your future endeavors, wherever they may lead.

Link to this FAQ

Blake Randell

In this section, we will explore how taking care of pets among people with a disability and people who are 65 years and over (and people who represent the intersection of these vulnerable, and diverse, populations) provides them with social and emotional support, which motivates them to take care of themselves. The "field" of this section is a network of independent-living, assisted-living, and special-purpose housing communities (in the Greater Burlington area) where students have the option of going off-campus for class activities, which combines home and community health, mental health, and productive aging settings. Students will learn about the specific ethics, communication, wording, and working condition of this instrumental activity of daily living (IADL), a category of occupation within this field, to understand how these populations can experience physical and/or cognitive disability, social isolation and loneliness, and no less importantly, how the care of pets is being forgotten among direct service providers of these populations. Using ethnographic field methods such as note-taking, interview, and attentive listening, the section covers how people and their pets reciprocally improve each others' health, well-being, and quality of life through this mutually beneficial relationship. Community-wise, these methods are useful tools through which to better understand the barriers to this IADL. Through this section, students will improve their active and reflective listening skills, inductive and deductive reasoning skills, and verbal and nonverbal communication skills, which are invaluable skills in your future endeavors, wherever they may lead.

Link to this FAQ

COR 303 | Core Foundations: Connecting Past and Present

By learning from the past, we can make sense of the present and prepare for the future. In this course, we will learn how the 21st century has been and continues to be shaped by past social practices, ethical frameworks, power relations, and discourses. COR 303 is a course about how we know what we know about the past, and the ways different narratives about the past shape the present. Making connections between past and present will help us better understand how to live and make decisions in a globalized world defined by constant change.

COR 304 | Digital Methods

Digital methods are widely used forms of inquiry that employ technological tools to interrogate research questions important to the humanities and sciences (including the social sciences). Some examples include digital archiving, data mining, and story mapping. In this course, we will use one or more digital methods or tools to research a topic, theme, or question that varies by section, with the express purpose of critiquing and reflecting on its application. This includes an examination of the values, flaws, and impacts of the methods or tools we are using, paying particular attention to their ethical implications and power dynamics.

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Jonathan Banfill

In this section of Core 304, we will explore the history of immersive environments and their connected technologies. Beginning with the 19th-century panorama, an antecedent of today's immersive experiences, and through retro-futuristic immersive architecture like Buckminster Fuller's geodesic domes and environmental biospheres (such as the Montréal Biosphere, Biosphere 2 in Arizona, and the proposed Winooski Dome), we will trace the conceptual evolution to contemporary digital tools for representing place, including panoramic photography, screen installations, virtual reality (VR), and augmented reality (AR). We will theorize immersive environments as vehicles for connecting distant spaces together, conveying their essence to remote audiences. A substantial facet of the course is hands-on deployment, exploring local places and histories, and creating thematic projects that use these tools to tell critical stories about local places in Burlington and beyond.

Link to this FAQ

Jonathan Banfill

In this section of Core 304, we will explore the history of immersive environments and their connected technologies. Beginning with the 19th-century panorama, an antecedent of today's immersive experiences, and through retro-futuristic immersive architecture like Buckminster Fuller's geodesic domes and environmental biospheres (such as the Montréal Biosphere, Biosphere 2 in Arizona, and the proposed Winooski Dome), we will trace the conceptual evolution to contemporary digital tools for representing place, including panoramic photography, screen installations, virtual reality (VR), and augmented reality (AR). We will theorize immersive environments as vehicles for connecting distant spaces together, conveying their essence to remote audiences. A substantial facet of the course is hands-on deployment, exploring local places and histories, and creating thematic projects that use these tools to tell critical stories about local places in Burlington and beyond.

Link to this FAQ

Kristian Brevik

In this section of Core 304, we will explore the history of immersive environments and their connected technologies. Beginning with the 19th-century panorama, an antecedent of today's immersive experiences, and through retro-futuristic immersive architecture like Buckminster Fuller's geodesic domes and environmental biospheres (such as the Montréal Biosphere, Biosphere 2 in Arizona, and the proposed Winooski Dome), we will trace the conceptual evolution to contemporary digital tools for representing place, including panoramic photography, screen installations, virtual reality (VR), and augmented reality (AR). We will theorize immersive environments as vehicles for connecting distant spaces together, conveying their essence to remote audiences. A substantial facet of the course is hands-on deployment, exploring local places and histories, and creating thematic projects that use these tools to tell critical stories about local places in Burlington and beyond.

Link to this FAQ

Kristian Brevik

In this section of Core 304, we will explore the history of immersive environments and their connected technologies. Beginning with the 19th-century panorama, an antecedent of today's immersive experiences, and through retro-futuristic immersive architecture like Buckminster Fuller's geodesic domes and environmental biospheres (such as the Montréal Biosphere, Biosphere 2 in Arizona, and the proposed Winooski Dome), we will trace the conceptual evolution to contemporary digital tools for representing place, including panoramic photography, screen installations, virtual reality (VR), and augmented reality (AR). We will theorize immersive environments as vehicles for connecting distant spaces together, conveying their essence to remote audiences. A substantial facet of the course is hands-on deployment, exploring local places and histories, and creating thematic projects that use these tools to tell critical stories about local places in Burlington and beyond.

Link to this FAQ

Weiling Deng

This section takes a feminist/queer approach to understand and ethically interrogate new forms of digital surveillance technologies that subject human bodies to the punitive state power worldwide. As a key part of the digital humanities debates about the apparatuses of surveillance and their complicity in human rights abuses, the feminist/queer focus on the body and bodily movements highlights the material, affective, labor-intensive, and situated characters of contacts with computation. Also highlighted are the artistic projects that negotiate with the porous human-machine boundary. This section will bring together theoretical literature and case studies from around the globe to engage, make complicated, and decolonize technologies that may on the surface seem politically neutral. Students will gain critical insights into the intersection of feminism/queerness and technology, and put these into practice via contributions to a digital project.

Link to this FAQ

Weiling Deng

This section takes a feminist/queer approach to understand and ethically interrogate new forms of digital surveillance technologies that subject human bodies to the punitive state power worldwide. As a key part of the digital humanities debates about the apparatuses of surveillance and their complicity in human rights abuses, the feminist/queer focus on the body and bodily movements highlights the material, affective, labor-intensive, and situated characters of contacts with computation. Also highlighted are the artistic projects that negotiate with the porous human-machine boundary. This section will bring together theoretical literature and case studies from around the globe to engage, make complicated, and decolonize technologies that may on the surface seem politically neutral. Students will gain critical insights into the intersection of feminism/queerness and technology, and put these into practice via contributions to a digital project.

Link to this FAQ

Joyce Farley

Michael Jackson. The Beatles. Motown Record Label. Beyonce. Hip-Hop. NSync. MTV. Madonna. TGIF on ABC. Pop culture is a powerful amorphous structure-driving, motivating, and regulating what is and isn't socially acceptable; it is also the currency and language we use to communicate in various mediums with diverse groups domestically and abroad. Pop Culture from 1940-2020 in the U.S. was canonical, iconic, and molded by significant societal, racial, gender, political, and economic change and shifts in which much, if not all, the innovation was an interdisciplinary and cross-cultural effort across the arts and technology creating new categories and ushering decades of explosive growth and creativity solidifying the genre and multidimensional position. The result of this first-ever collaboration was many historical firsts and a writing of history that included qualitative, first-person, and/or reflective testimony(ies) that involved all of the arts and was easily accessible to all. This experimental survey course celebrates the genesis of pop culture post-Great Depression to the onset of the COVID pandemic influence and its dominance that includes new media and old media: TV, radio, movies, music, dance, digital evolution and platforms, news media, edutainment, and the arts (culinary, theatre, painting, sculpture, etc.) and how it will continue to alter every facet of society.

Link to this FAQ

Joyce Farley

Michael Jackson. The Beatles. Motown Record Label. Beyonce. Hip-Hop. NSync. MTV. Madonna. TGIF on ABC. Pop culture is a powerful amorphous structure-driving, motivating, and regulating what is and isn't socially acceptable; it is also the currency and language we use to communicate in various mediums with diverse groups domestically and abroad. Pop Culture from 1940-2020 in the U.S. was canonical, iconic, and molded by significant societal, racial, gender, political, and economic change and shifts in which much, if not all, the innovation was an interdisciplinary and cross-cultural effort across the arts and technology creating new categories and ushering decades of explosive growth and creativity solidifying the genre and multidimensional position. The result of this first-ever collaboration was many historical firsts and a writing of history that included qualitative, first-person, and/or reflective testimony(ies) that involved all of the arts and was easily accessible to all. This experimental survey course celebrates the genesis of pop culture post-Great Depression to the onset of the COVID pandemic influence and its dominance that includes new media and old media: TV, radio, movies, music, dance, digital evolution and platforms, news media, edutainment, and the arts (culinary, theatre, painting, sculpture, etc.) and how it will continue to alter every facet of society.

Link to this FAQ

This section is not currently available.

Link to this FAQ

Amy Howe

If the famous adage "history is written by the victors" is true, what does it mean to preserve marginalized histories, voices, material, and data? In this course, we will explore and examine the ethical and political questions of a set of digital archival databases ranging from Ukrainian art/culture digital preservation, LGBTQ independent archives, international truth and reconciliation commissions, and local historical society efforts to create digitized archives of Vermont's racial histories, among others. Students will create a portfolio that analyzes digital objects, participates in the digitizing of marginalized material, and develops statements about inclusive archival cultural preservation.

Link to this FAQ

Amy Howe

If the famous adage "history is written by the victors" is true, what does it mean to preserve marginalized histories, voices, material, and data? In this course, we will explore and examine the ethical and political questions of a set of digital archival databases ranging from Ukrainian art/culture digital preservation, LGBTQ independent archives, international truth and reconciliation commissions, and local historical society efforts to create digitized archives of Vermont's racial histories, among others. Students will create a portfolio that analyzes digital objects, participates in the digitizing of marginalized material, and develops statements about inclusive archival cultural preservation.

Link to this FAQ

Amy Howe

If the famous adage "history is written by the victors" is true, what does it mean to preserve marginalized histories, voices, material, and data? In this course, we will explore and examine the ethical and political questions of a set of digital archival databases ranging from Ukrainian art/culture digital preservation, LGBTQ independent archives, international truth and reconciliation commissions, and local historical society efforts to create digitized archives of Vermont's racial histories, among others. Students will create a portfolio that analyzes digital objects, participates in the digitizing of marginalized material, and develops statements about inclusive archival cultural preservation.

Link to this FAQ

Bob Mayer

People everywhere play video games, but the creation and contextualization of games is concentrated in a handful of geographic, conceptual, and cultural centers. While games can be liberating and inspiring, the current landscape of video game creation mimics traditional colonial and imperial geographies of power. This class uses digital and analog methods to research, analyze, and report on the ways video games reinforce systems of oppression, and to discover ways in which we can start to dismantle those systems using the same sets of tools.

Link to this FAQ

This section is not currently available.

Link to this FAQ