Summer Quarter Course Highlight: Writing and Social Engagement

Want to know more about teaching English? Want to support immigrant and refugee students in Chicago? Have a look at this Exp Learning class offered this summer.

WRD 377
Writing and Social Engagement: Language, Identity, Collaboration

In Writing and Social Engagement: Language, Identity, Collaboration, you will be working and collaborating with Chicago Public high school (CPS) students who have self-identified as Immigrant and/or Refugee. Throughout the summer quarter, we will examine the experiences and education of diverse immigrant communities in the U.S. as well as examine what it means to be an English Learner (English Emergent). We will work directly with students on literacy skills, and we will be collaborating with CPS high school students on writing our stories. Our work and collaboration will happen on site at their CPS high school.

Course Spotlight: Monsters, Gaming, and More

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English majors: consider registering for one of these fascinating courses taught by Professor Paul Booth in Media and Cinema Studies!

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MCS 364: Monsters in Pop Culture
In this course, students will examine monsters, spooks, scares, and–above all–fear. Through informed viewing of television, film, radio, literature, and graphic novels, we will explore the evolution of some of the most well-known monsters, including vampires, zombies, and aliens, as well as less-known varieties, like the Golem, the cyborg, and even the human being. Screenings will be paired with discussion and class activities. The concept of the monster itself will be interrogated, and we will explore how the monster reflects humanity’s fears as well as its desires. This is the one class that proves college is scary as hell.

Winter Quarter
MCS 260: Introduction to Transmedia Storytelling
Transmedia storytelling, or the distribution of narrative content across multiple technologies and media, is rapidly becoming a common trend in contemporary media making. Whether it’s television series sharing content with video games, films’ narratives continued (or begun) in graphic novels, or media systems in which no one medium takes precedence in telling the story, transmediation can take many forms. This class will introduce the concept of transmedia from a media studies viewpoint, will examine transmedia’s history, contemporary usage, and creation, and will have students work together to construct a transmediated narrative. Transmedia storytelling is an art form in the 21st century, but in this class we will also explore historical parallels, including very old forms of art and storytelling.

MCS 352: Alternate Reality Games
This course examines how games can make the world a better place. We will discuss games and play as concepts, analyze new types of games, and examine the “gamification” or the world. Students will design a game and learn how to manipulate variables to create a stronger play session. At the end of the course, we will play an Alternate Reality Game, a new form of game that involves multiple mediations and ubiquitous gameplay. We will look at the evolution of games as role-play, from tabletop simulations to MMORPGs and beyond. The concept of “gaming” will be interrogated for both its critical function in today’s society as well as its cultural role in the solution of social problems. Students will create their own ARG and will be encouraged to attend a gaming environment in the process of this class. Collaboration between students, the instructor, and the Chicago community will be encouraged.

Course Spotlight: Exploring Teaching in the Urban High School

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This course serves as the gateway to the TEACH program, a 5-year BA/MA combined degree program offered through the College of Education and the College of Liberal Arts and Social Sciences.

The course (TCH 320) is an invitation to secondary education as a profession, an opportunity for students considering education as a career to explore the reality of teaching and learning a disciplinary content area in a variety of Chicago-area schools. Students will become familiar with different narratives of teaching through teacher and student biographies, testimonials, literature, film, and classroom observations. They will explore the interrelationships between, for example, popular cultural beliefs about schooling; teacher and student identities; and classroom interaction. The instructor will coordinate observations in several classrooms as the basis for intensive, guided reflective work, aimed at supporting students’ initial and subsequent efforts of developing identities as disciplinary content educators (25 hours of high school classroom observation required). Course is also an introduction to the TEACH Program.

Winter 2018: Tuesday/Thursday 11:20-12:50
Also offered Spring 2018

Learn more about the TEACH program.

Questions? Contact Dr. Robert Meyer: rmeyer2@depaul.edu.

Newberry Library Undergraduate Seminar

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Attention DePaul undergraduates! Applications are now open for the

Newberry Library Undergraduate Seminar 2018:
Censorship and Freedom of Expression
in an Era of Religious Change: Western Europe, 1450-1789

  • Earn 9 credit hours in 2 disciplines
  • Check off the Liberal Studies “Experiential Learning” requirement
  • Explore the world-renowned collections of the Newberry Library
  • Meet students from UIC, Roosevelt, and Loyola universities

Applications due October 26, 2017

Learn more!

Questions? Contact Prof. Tikoff at vtikoff@depaul.edu.