The California Bay Area has been at the forefront of culinary cuisine, movements, and innovation for decades. The area has been the birthplace of everything from Mai Tai’s and Rocky Road Ice Cream to the Farm to Table movement and the commercialized Rice-A-Roni packets (“Bay Area Foodie”). At the same time, the Bay Area is home to a plethora of different technological advancements, as people from all over the world flock to Silicon Valley to pursue their technology startup dreams. These two worlds — the culinary community and Silicon Valley — intersect as local restaurants are beginning to adopt and implement new technologies.
Crowdsourcing Trenton is a project related to the Trenton Project, a project researching topics relating to the history of Trenton in the 1960s. Members of the Trenton community who might have insight into the events that took place in Trenton during the 1960’s and the people involved with those events, are invited to contribute information. Over the past several years, the Trenton project has collected hundreds of photos from dozens of sources. The images we’ve found have told us much about Trenton in the 1960s and answered many questions about the events of April 1968, the main focus of our work. But some photos raise further questions.
After the COVID crisis, illness, contagion and healing became central figures of a new global reality. This course will provide a collective space for conversation and analysis in Spanish to help navigate the anxieties that the new virus brought to our lives and societies. We will discuss sickness, infection, immunity and epidemics from a historical, political and cultural perspective using media, literary texts and films.
What does it take to increase youth voting in 2020? Students will collaboratively design, implement, and evaluate concrete interventions to register and turn out young Americans. Interventions might provide information on how to vote, explain issues at stake, activate social relationships or identities, work with community groups, motivate by entertaining, or highlight how voting matters. Students will read existing studies, consider what is effective, apply it, and evaluate it. Most of the work is in small groups. Planning and implementation will be completed before Reading Period. This course is faculty guided but student led.
Students in this course chart media and data as agents of social inequality and cultural ideology, and learn how people subvert them. We excavate the assumptions that frame representations of reality and difference in documentary film, track the global circulation of mass media, see indigenous filmmakers as cultural activists, and explore the datafication of organic life and analogue culture. To make the most of our online setting, we adopt tools of media-making and data visualization to probe our objects of study from the inside. From there, we learn to critique them as human constructions and to produce new counter narratives and images.
The course blog for Religion 239, Sufism, hosted course materials, a reading schedule, student recitations, discussions, and annotations on images.
The course blog for Religion 333, Interpreting the Qur’an: Text, Context, and Materiality, hosted course materials, a reading schedule, student recitations, discussions, and annotations on images.
A series of course websites facilitated student written reflections on topics in the news..
A course blog for African American Studies 303, Topics in Global Race and Ethnicity, served as a platform for students writing and as a gateway to student-developed digital projects.
The course blog for Politics 334 hosted student reflections on news of the day and final projects in this course from the Spring of 2019