Class Spotlight Archives | 91�Թ�� News

91�Թ�� Students, Emmy-Winning Professors Team Up to Give a Voice to the Dead

Natalie Fedor ’26MA — Thu, 29 Oct 2026 13:00:02 +0000

What happens when students from an entertainment law class and a podcasting class walk into a graveyard together? At 91�Թ��, they bring to life the most ambitious cross-college collaboration yet from an Emmy-winning faculty duo.

Legal studies senior lecturer was inspired one day when she came across a video of someone wandering through cemeteries, reading headstones and telling the stories of the people buried beneath them. The videos were pulling in millions of views. Pons, who teaches both entertainment law and funeral law at 91�Թ��, saw a learning opportunity for her legal studies students.

Rick Brunson ’84 and Irene Pons ’00 brought their two classes together for an in-person day of collaboration. (Photo courtesy of Irene Pons ’00).

She reached out to , a senior instructor in 91�Թ��’s Nicholson School of Communication and Media (NSCM) and veteran broadcast journalist, as the first step to what would go on to become a student-produced podcast, The Dead Speak.

Pons’ entertainment law students paired with Brunson’s audio reporting and podcasting students during the Spring 2026 semester — creating a cross-disciplinary collaboration unlike anything either department had attempted before.

The two faculty members are repeat collaborators. Their prior work legal studies-related documentaries that have earned five regional Emmy awards.

But this project presented a whole new challenge. It required bringing together nearly 100 students of very different skill sets to deliver a finished product that would both accurately and legally “bringing the dead back to life.”

Bringing the Dead to Life in Sound

Each class took on a distinct role in the production. Pons’ legal studies students were the researchers. Using legal databases, death records, obituaries and cemetery records — while exercising the entertainment law and copyright skills they were developing in class — they identified deceased Floridians or people with strong Florida ties whose stories were compelling, historically verifiable and legally safe to tell.

A few students even ventured into cemeteries to find their subjects, while others utilized websites for virtual tours of burial grounds.

“Law comes into play because a lot of research goes into databases where death records are kept,” Pons says. “The entertainment law aspect comes in because we have ethical considerations, like copyright, public domain and how to verify the veracity of a record. ‘Did that person really die in 1867?’ Those are the kinds of questions that sharpened our legal research skills.”

“The entertainment law aspect comes in because we have ethical considerations, like copyright, public domain and how to verify the veracity of a record.” — Irene Pons ’00, senior lecturer

Once initial research was completed, the classes met together in person, divided into groups, in NSCM’s state-of-the-art podcasting studio. They pitched their research and determined which subjects would make the strongest episodes.

“My students were coming at this from what I call ‘seeing with your ears,’” Brunson says. “Does this subject and the time period they’re in present rich audio and sound opportunities? Does their story present rich opportunities to tell it in a sonic way?”

From there, Brunson’s students took over, writing scripts that would be narrated in first person and finding voice actors to give an accurate voice to the deceased.

Some students reached out to professional voice-acting collectives, and several professionals were so intrigued that they volunteered their voices. Other students recruited friends, family members or peers who matched the voice characterization they needed.

They further enhanced the production by recording real-world ambient sounds like crickets chirping, musical instruments or an audience cheering to create the backtracks that bring each episode to life.

In total, the collaboration produced 12 publicly accessible episodes that can be streamed on .

Everlasting Benefits

The response from students on both sides was immediate and enthusiastic. Pons’ law students were so enamored by the experience that many asked if they could come into the studio themselves to see their research brought to life.

“They were so invested in what they were doing,” Pons says. “At the end of class, they were like, ‘Do we have to leave?’ That was their favorite part of the whole semester.”

For Brunson’s podcasting students, the project offered an avenue for creativity while still adhering to journalism’s standards of accuracy and reporting and will ultimately serve them well on their resumes.

“The benefits are two-way. You get smarter by working with really smart and creative people, and you push understanding of ourselves as humans and as a community forward.” — Rick Brunson ’84, senior instructor

“We have dead-set rules against making things up over here,” Brunson says. “They really enjoyed this opportunity to go out, get sound, create a period of time and make it immersive in a listener’s mind. It stretched their muscles as audio storytellers. Students can say, ‘This is something I built. This is something that went out and is public-facing.’ I think that is so much more valuable to students than just getting an A on a test.”

He adds that the experience reaffirmed what he’s always believed about project-based learning.

“It’s cross-pollination,” he says. “The benefits are two-way. You get smarter by working with really smart and creative people, and you push understanding of ourselves as humans and as a community forward.”

Pons hopes to continue The Dead Speak podcast and partnership with Brunson’s class with her Entertainment Law course in Spring 2027 and her Death, Dying and the Law course in Fall 2027.

“When faculty have the opportunity, they should take advantage of collaborating like this,” she says. “It was so rewarding for the students and for us as professors just to see the smiles on their faces. That says it all.”

Lessons to Learn From the Odyssey as a 91�Թ�� Student

Anthony Moore — Fri, 04 Sep 2026 12:59:41 +0000

With this summer’s release of Christopher Nolan’s blockbuster The Odyssey, Associate Lecturer Stacey L. DiLiberto ’03 ’11PhD is excited to see a renewed public interest in classic texts. A teacher of humanities in the Department of Philosophy, she says she believes the film acts as a lens for refocusing our view of mythology, philosophy, literature and the enduring influence of humanities fields on society.

Lecturing within the College of Arts and Humanities since 2019, DiLiberto is on a quest to show 91�Թ�� students how the timeless classic relates to their own journeys.

“The central premise of the Odyssey places the main character, Odysseus, on a journey home following the Trojan War. Along the way, he perseveres through personal tragedies, overcomes impossible odds, and grows as both a king and a human being,” DiLiberto says. “From personal growth to resilience to rising to the occasion, the core themes within the Odyssey are relevant to the lives of all 91�Թ�� students, regardless of their personal background or professional majors. It is a deep and thoughtful examination of all the things that makes us human.”

91�Թ�� Courses Inspired by the Odyssey

DiLiberto and several faculty from the College of Arts and Humanities often consider new and innovative ways to integrate classics into coursework applicable to students across all majors.

HUM 2020: Encountering the Humanities –��Monsters & Mad Scientists

In 2023, DiLiberto was awarded the forHUM2020 which was partly inspired by characters and concepts found within the Odyssey. DiLiberto designed a “Monsters & Mad Scientists” theme within the general education course she teaches to analyze the unique relationship between science and the humanities as well as answer philosophical questions on human nature.

“Monsters —– whether they be imaginary creatures or bad actors throughout world history —– aren’t just born, they are created through unfortunate events and life circumstances,” says DiLiberto, who was also recognized with the College of Arts and Humanities’ 2025 Excellence in Undergraduate Teaching Award. “Using monsters as the launching point in these general education courses sets up philosophical discussions [for students studying many disciplines] on society, our culture, and how ‘monsters’ are created.”

HUM 2020: Athleticism as an Aesthetic

Lecturer Terri Pyle ’92 ’95MA, who earned a doctorate in visual arts: philosophy, aesthetics, and art theory from the Institute for Doctoral Studies in the Visual Arts, explores how Odysseus maintains his physical prowess to endure his journey and ultimately uses sport — archery —�� to take back his kingdom. Nolan’s film as well as the 2024 film The Return��with Ralph Fiennes as the lead, and pieces from the Louvre’s art collection are among several Odyssey-related reference materials covered in the semester.

PHH 3800: Research Methods in Humanities and Cultural Studies

Senior Lecturer Jeanine Viau, who earned a doctorate in theology and ethics from Loyola University Chicago, prominently features the Odyssey in the course by incorporating selections from Emily Wilson’s 2017 translation of the Odyssey as well as Madeline Miller’s novel, Circe, to discuss some of the darker themes of the epic in relation to violence, power and social dynamics.

PHH 3100: Ancient Philosophy

The Athenian philosopher Plato engaged deeply with the works of Homer and often refers to them in his dialogues. In this course taught by Brian Reese, an assistant professor and specialist in ancient philosophy, students read selections from Plato’s Republic, which can be understood as a reinterpretation of the Odyssey—one that presents the philosopher, rather than Odysseus, as the epic hero.

Associate Lecturer Stacey L. DiLiberto ’03 ’11PhD plans to explore the Odyssey’s relationship between place and storytelling — including the Strait of Messina pictured here, the water channel that is home to the mythological sea monsters Scylla and Charybdis — in her Summer A 2027 Italy-based course HUM 2100: Studies in Culture: Ancient World to the 17th Century. (Credit: Adobe Stock)

91�Թ�� Study Abroad: The Odyssey in Real Life

In Summer A 2027, DiLiberto ��— ��a 91�Թ�� foreign languages (French and Italian) and texts and technology alum — will lead a group of 91�Թ�� students on an abroad experience in Rome. Utilizing a city-as-text approach, the experience will merge on-site visits to Roman monuments, museums and urban spaces with in-depth classroom discussion.

In addition to both historic and contemporary explorations of modern-day Rome, DiLiberto looks forward to philosophical conversations with her students centered on unique Italian locations referenced within the Odyssey.

In these discussions, DiLiberto will emphasize how the Italian regions west of Greece served as the “unknown” locations that Odysseus encountered throughout the text. She will also discuss the Odyssey’s relationship between place and storytelling. As one example, DiLiberto will focus on the Strait of Messina, the water channel that is home to the mythological sea monsters Scylla and Charybdis.

“Odysseus faced a lesser-of-two-evils decision between losing a handful of his soldiers to the six-headed monster, Scylla, or possibly losing his entire ship to the whirlpool, Charybdis,” DiLiberto says. “Like Odysseus, we are often faced with difficult decisions with no good options. How we navigate those decisions speaks to our morals, our character and who we are as people. These are the type of philosophical conversations I look forward to having with my students, and the types of discussions I hope they are having amongst themselves.”

Students interested in HUM 2210: Studies in Culture: Ancient World to the 17^th Century as part of the Study Abroad opportunity can learn more information and apply at the . The deadline to apply is Feb. 15, 2027, but please note space is limited and DiLiberto encourages students to apply as soon as possible.

91�Թ�� Class Spotlight: Space Policy and Management

Danielle Hendrix ’15 ’24MA — Wed, 12 Aug 2026 16:37:19 +0000

Class Name: PAD 5309 — Space Policy and Management

Gregg Buckingham

Instructor: Gregg Buckingham, a�� adjunct instructor and retired associate lecturer.

During his 28-year NASA career, Buckingham served in various roles in Washington, D.C., and at Kennedy Space Center (KSC), including positions in the NASA Administrator’s Office, the Space Shuttle Logistics Program and external relations at KSC.

When is the class offered?

The class will be offered fully online in Fall 2026.

What is the class about?

For many people, astronauts and engineers are among the first things that come to mind when thinking about space exploration. What they may not picture is the host of professionals working behind the scenes whose jobs are crucial to managing and implementing space policy.

��’s Space Policy and Management course offers graduate students — as well as select undergraduate students — a historical overview of the policy and administrative issues surrounding space exploration, from presidential initiatives and congressional oversight to governance, infrastructure, international competition and cooperation, and commercial participation.

From the Instructor

Gregg Buckingham

What is space policy?

A policy is simply a direction that an organization wants to go in. In 1961, President John F. Kennedy stood before Congress and proposed that the United States should land a man on the moon and return him safely to Earth in a decade — and Congress agreed. That’s a policy statement.

Over NASA’s history, the United States has shifted direction from the moonshot to the Space Shuttle and International Space Station, and now to increased commercial involvement in space, while also carrying out a host of scientific missions. Each direction was sponsored by a president, funded by Congress and implemented by NASA. Many variables drive these policy and management changes, including national prestige, efficiency and technology development.

How do public administration and public policy intersect with the space industry?

NASA is a government organization, and like any organization, it has administrative needs involving budgeting, procurement, organizational structure and leadership. With 10 primary field centers nationwide, various components of NASA’s mission are carried out across the centers.

When people think about space, they often think about rocket launches, engineers, scientists and astronauts — and they are certainly very important. But behind that technical work are contract specialists, finance and accounting professionals, public affairs professionals and many other necessary roles to support the agency’s technical work.

Emergency management is crucial, too. NASA has valuable facilities and hardware to protect during events such as hurricanes, and for launches, public-safety planning and preparation in case something doesn’t go as planned.

What will students learn in this course?

This course uses NASA as a case study for government infrastructure and governance in space exploration. We’ll discuss the organization and structure of the NASA network over the last 70 years, from policymaking and implementation to collaborative governance and communication.

In the space policy arena, students will learn about the many stakeholders that affect policy in one way or another. The president and Congress set policy and determine the budget, but other organizations — including commercial firms such as SpaceX and Boeing — also have an ongoing interest in NASA’s work.

Some of the resources we’ll use include NASA’s oral histories with astronauts and administrators, as well as recordings from the Presidential Library system of presidents discussing the space program with NASA administrators and engineers. The goal is for students to gain a sense of different approaches to and perspectives on space policy and space management. They’ll also look at leaders from around NASA and the impact they’ve had on programs and policy.

Who should take this course?

This graduate-level course is open to students across the university, including those studying engineering, business, political science and public administration. It’ll also be available to outstanding undergraduate students.

Anyone interested in working in the space industry or government in some capacity could benefit from gaining perspective on policy and management, especially those who plan to move up from a technical position to a managerial one. Many of the variables that affect policy are similar whether you’re at NASA, the Department of Defense or another government agency.

What do you hope students take away from the experience?

My goal is to convey the excitement, innovation and creativity that goes into the space program and the role policy, management and administration play in making it possible. The course focuses on the space program, but students will also gain a broader understanding of the relationship between industry and government and how it can be applied to whichever sector they choose to pursue.

Couples, Families and Intimate Relationships Course Teaches Students How to Build Strong Connections

Natalie Fedor — Thu, 13 Feb 2025 20:17:31 +0000

Although Valentine’s Day serves as a celebration of love, there is more to building strong foundational relationships than flowers and heart-shaped chocolates.

Fostering healthy relationships — both romantic and platonic — is something that counselor education doctoral student Shazia Mirza teaches in the online Couples, Families and Intimate Relationships course. Offered in the fall, spring and summer as part of the human services undergraduate minor in the , the course provides foundational knowledge of the dynamics of families, dating and marriage, how to establish stable and satisfying couples and families, the impact of divorce and couples’ education. Notably, the course challenges students to consider their own relational experiences within the academic content.

“This class is about couples, families and intimate relationships, so the name itself is very attractive — after all, we all have relationships, so why not learn about them in a professional way?” Mirza says. The class includes assignments to help students get to know themselves, assess where they’re at in their relationships, and asks them to look at whether they’re building positive relationships and connections.”

Despite being a mental health services course, it’s a good elective open to any student, Mirza says. No matter a student’s career aspirations, they still have relationships with family, clients and peers that can grow from the deeper introspection and foundational knowledge the class provides.

“This class helps students gain awareness of where they are in life and how they can be successful personally, professionally and academically,” she says. “When we are not fully connected with our relationships, whether it is family, friends or partners, we are not satisfied. It can also help students realize if their relationships are negative and how they can change them.”

Some of the other important skills the course teaches are the primary issues that arise in dating and marital relationships, like decision-making, power and control issues, and how to problem-solve through conflict resolution and effective communication.

One interactive assignment students enjoy is creating a relationship genogram — a family tree specifically about relationships. The fun part, Mirza says, is that they can base it on a fictional family from a television show of their choice.

“Their job is to find a popular show, identify those characters, put those characters in the genogram, and describe their relationships and connections with each other,” Mirza says. “For example, Modern Family is a very popular show with many interesting relationships.”

Although students will have to take the class to learn all the ins and outs of maintaining healthy relationships, Mirza offers one key piece of relationship advice that applies to everyone: be flexible.

“In any relationship — it doesn’t matter if it’s with our parents or romantic partners — flexibility is key,” she says. “Don’t have rigid expectations for how your relationship must be. It’s not compromising because you should still establish boundaries, but being flexible is one important thing we can do to maintain possible connections.”

91�Թ�� Class Spotlight: Rhetoric in Popular Culture (Taylor’s Version)

Robert Stephens — Wed, 17 Apr 2024 14:04:34 +0000

Class Name: ENC 3375 — Rhetoric in Popular Culture

Program Director: Stephanie Wheeler, associate professor of writing and rhetoric, director of undergraduate studies for the College of Arts and Humanities

Instructor of the Taylor Swift class: Emily Proulx, associate instructor of writing and rhetoric

When is the class offered?
The class themed around Taylor Swift will be offered again in Fall 2024. Topics for future semesters are to be determined. Students may take this course twice with a different topic covered for the each class.

How many students are typically in a class?
40

Prerequisites: Composition II (ENC 1102)

From the Program Director

Stephanie Wheeler

How would you describe this course?
A lot of people have a limited understanding of the “theories of rhetoric” because, frankly, it doesn’t sound interesting. We learn from what we enjoy. So, every semester we offer an engaging topic as a gateway into rhetoric. We’ve themed this class around fantasy football, hip-hop, podcasting and Lady Gaga. People are talking about Taylor Swift and we thought it was time to make space for her. The conversations around her music and her life provide us a great runway to develop better written and oral persuasive skills.

What’s the coursework like?
The discussions might delve into Taylor Swift’s music, videos, interviews and what’s being said about her on social media. She’s at the center of public discourse almost daily — politics, complex issues, even her visibility at football games. By digging into all of it, students learn concepts of rhetoric and how to apply them — and they enjoy it.

Do students need to be Taylor Swift fans?
It isn’t a requirement. Whether you’re a fan or not, you need to be open to different ideas and critiques, and you need to be willing confront uncomfortable truths. One student in my Lady Gaga class a few years ago was not a fan, but he came to understand what he’d been missing in Gaga’s work. He still sends me updates about her.

What should be the key takeaway(s) from the course?
If you want to make positive change in the world, you need to know how to move ideas effectively. You do that by understanding rhetorical strategies and appeals in everyday conversations. The takeaway, then, is being a better communicator.

How can a course like this prepare students for a variety of careers?
I tell students if you’re undecided about a major, give writing and rhetoric a closer look — or use it as part of a double major. Good rhetorical skills lend themselves to any profession. We’ve had graduates go into fields like law, psychology, entrepreneurship, Disney Imagineering, and the Peace Corps. They do well because they’ve learned how to think critically through different angles of messages and also shape their own. Think about it: Writing has a place in all parts of our lives, even our Taylor Swift lives.

From the Student

Emma Drauer, junior, writing and rhetoric major

Did you take this class because of your interest Rhetoric in Pop Culture or because of your interest in Taylor Swift?
It’s a mix for me. As a writing and rhetoric major, I’ve enjoyed learning in unique classes — disability rhetoric and marketing your writing have been among my favorites. But this is the first time I’ve taken a course with such personal appeal. I like Taylor Swift and her music, and because of that the class motivates me to think more deeply about her work, the conversations around her and the relevance in an academic sense.

What has surprised you about the class?
I expected to discuss Taylor’s speeches and interviews, and not her music so much. So, I was surprised when our first assignment focused on the visual rhetoric of her music videos and live performances. We even analyzed how her clothes help tell a story. That was a great way to introduce a few concepts of rhetoric alongside the assigned reading.

Describe a typical day in a rhetoric class that analyzes Taylor Swift.
Our instructor, Emily Proulx, usually starts the day by showing memes to spur thought. The memes summarize what people have posted on social media: “She sings too many songs about her exes” or “I want to watch football instead of Taylor Swift in a luxury box” or “Why did she have to announce her new album at the Grammys?” Comments like that help us recognize the difference between being persuasive and being opinionated.

Tell us a concept you’ve learned.
I’d heard about parasocial relationships, which is basically a one-sided relationship. It’s what we have with public figures. To Taylor Swift’s credit, she writes so authentically that we develop this strong sense of knowing her, when we don’t. People who criticize her are doing the same thing. Either way, the parasocial relationship can immediately weaken any rhetorical appeals.

What has been most challenging about the class?
Keeping my papers academic, with a meaningful thesis. I have to catch myself ranting or from falling into the parasocial mode in my writing. It’s easy to casually refer to “Taylor.” I’m learning to be better about properly citing sources.

Your most important takeaway?
If we want to influence people, then we need to articulate our thoughts carefully. Look at Taylor Swift. Nearly everything she does or says will be criticized by someone. How does she respond? I’m sure she’s mindful of her rhetorical strategies. We can learn a lot from her.

91�Թ�� Class Spotlight: Encountering the Humanities – Monsters and Mad Scientists

Madeleine Mulford — Mon, 30 Oct 2023 13:58:42 +0000

Class name: HUM 2020: Encountering the Humanities

Theme: Monsters and Mad Scientists

Instructor and creator: Stacy DiLiberto, lecturer of in the .

When the class is offered: Every semester

Number of students in a class: Class section sizes have ranged from 45 to 300

Prerequisites: None, HUM 2020 is a part of the cultural and historical foundations requirement within the General Education Program (GEP).

From the Instructor

Stacey DiLiberto,

How would you describe the theme of your course?
The “Monsters and Mad Scientists” theme allows for an interdisciplinary study of the humanities, specifically how science has influenced the humanities and vice versa. We explore these connections by studying various monsters and manifestations of monstrosity throughout world societies.

Since HUM 2020 is an introductory humanities course, we cover various types of humanistic disciplines and cultural productions such as literature, film, art, myth, music and philosophy from various periods in history (ancient to contemporary). Monsters are a great case study for all these approaches since they’ve existed throughout human history in various forms and they often reflect our anxieties about ourselves, the natural world and science.

Describe your thought process behind creating this course. What inspired you to explore both science and the humanities together?
When designing classes, I try to imagine what students might like to learn about. I think about what I would want to learn about if I were a student again now, too! I taught a variation of this course at a previous institution, but it was limited, and I knew that I wanted to expand what I already had into a fully developed class. 91�Թ�� students seemed like a great audience for what I wanted to do, especially since a majority of them are non-humanities majors.

HUM 2020 is a course that offers a lot of flexibility. I’d say no two courses are the same — my colleagues and I approach it differently, which is great. I thought, “If this is a GEP course (it’s required), there will be reluctant students; students who question, ‘Why do I have to take this, especially if I’m a STEM major?’ How, then, can I best reach those students and maybe, just maybe, show them that the humanities are ‘cool’ and relevant to their studies by making that science-humanities connection?” It’s not either, or: science or humanities. The two are connected.

An interdisciplinary course that centers around monsters seemed to, therefore, become appealing. These are subjects I enjoy and feel comfortable teaching and will give me the ability to draw from all sorts of humanities topics and contemporary culture. Plus, who doesn’t want to talk about monsters?

How can students benefit from this course in their future classes or careers?
The skills that students learn in the humanities — to think critically and creatively, to develop cultural literacy, to build empathy for others and their experiences, to look within and outside of themselves — are skills that are useful in any career. For instance, ethics are an important component to medicine or business, and the humanities can help instill that.

What does the coursework entail and what is unique about it?
In every module, we examine a different type of monster, their purpose and function in history and culture, and we make conclusions on what they represent. We start out with monsters from ancient myth and then move to more “popular” monsters such as Frankenstein’s Creature, vampires (including Dracula), and zombies, to more contemporary monstrous representations like Godzilla and artificial intelligence (AI). As a result, we do somewhat of a historical survey of culture, science and humanity.

Depending on the size of the class, assignments range from traditional tests and quizzes to creative projects and presentations. In all sections, we discuss and write about topics in new and interesting ways.

Why is the theme of this course especially important for today and the future?
By the end of the semester, students realize that monsters are representations of our faults and our anxieties. By the last unit, it’s difficult to distinguish between monsters and humans: we can be monsters, too. So, with that lesson, we end with how NOT to be monstrous: how can we do better and be better? That lesson is important today and in the future.

Variations of the same monsters, like vampires or zombies, feature in cultures across time and space and continue to endure in modern popular culture. What do you think this says about human nature?
We humans are always looking for ways to explain ourselves and the world, and to make sense of it all. Monsters have always helped us do that. We find that monsters reflect our fears and anxieties at any given time. Whether it is monsters such as Frankenstein’s Creature to keep us from going too far with science, or zombies reflecting our loss of individuality and even societal collapse, monsters help us exorcise our fears and find meaning.

Who is your favorite science fiction monster and why?
I like so many monsters for different reasons (hence the class), but I always come back to Frankenstein’s Creature. He is such a sympathetic monster. I love Mary Shelley and her work; it’s one of my all-time favorite books to read and teach, and it’s a core part of the class. I learn something new from it every semester, and I always love when students realize that the Creature is not the grunting hulk of a monster we see in the classic Hollywood film, but a thinking, feeling, misunderstood creation created by an individual whose downfall is hubris. Knowing Shelley’s backstory makes me appreciate him even more.

From a Student

Aniqa Sikder ’22, ��health sciences alum with a pre-clinical track

Why did you decide to take this course?
I decided to take HUM2020 because as a pre-medical student, I had never gotten the chance to learn about philosophy and ancient history at the college level.

What do you think is the most challenging aspect of the course?
I initially had a difficult time with historical text analysis, but as I progressed through the course, I improved my critical thinking skills and found myself wanting to learn more about the humanities.

What have you enjoyed most about the course?
I really enjoyed learning about monsters and how they can teach us so much about human nature. This interdisciplinary course has allowed me to truly understand the strong relationship between science and the humanities.

91�Թ�� Class Spotlight: History of the Caribbean

Wed, 01 Feb 2023 14:00:49 +0000

Class Name
LAH 3470 – History of the Caribbean

Instructor
Luis Martínez-Fernández, Pegasus Professor of history and member of the

When is it offered?
Spring, summer and fall semesters

How many students are in a class?
About 35

Prerequisites
EUH 2000 and EUH 2001

From the Professor

How would you describe this course?
This course is a multidisciplinary introduction to the historical trajectory of the Caribbean. The word multidisciplinary is key because even though it is a history course we read works from literature, anthropology and other fields.

For example, many people have a perception of the Caribbean as an island paradise, beaches and rum. So when I start the course I show students a video from the Antigua and Barbuda Tourism Authority and it presents a perfect view of everything. Then I ask them to read A Small Place by Jamaica Kinkaid and they get a completely different view of Antigua, where the legacy of slavery and colonialism is still pretty much alive.

The course begins with the pre-Columbian era and ends with the present and it covers topics such as the Amerindian societies, European colonialism, the struggle for freedom and nationhood. More contemporary topics such as U.S. expansionism, dictatorships, revolution and challenges to socio-economic development are also discussed.

Why should students take this course?
I start this course talking about why the Caribbean matters. If you measure the areas of the various islands and continental components of the Caribbean it’s not enormous, but this is a [region] where so many first events happened that relate to modernity.

Slavery goes back to antiquity, but in the Caribbean, there was a new form of slavery that was closely related to race, particularly Africans. We also see the beginnings of modern colonialism. Some of the islands, Puerto Rico and maybe a couple more are still colonies. That’s where we find the development of the plantation system, things that were later repeated in the colonies of the U.S. South. So for being a relatively small area of the world it has played a significant role in what we call globalization, colonialism, the exchange of staple products and modern slavery.

This course is part of the Africana Studies program. How does African history and culture relate to what is taught in this course?
The Caribbean is not monolithic, but every island has been touched to some level by the experiences of slavery, resistance, and emancipation and we study common experiences, for example, the slave trade. I like to teach cultural history, so we see the impact of West African culture is still alive in the islands. Haiti is the biggest example of that kind of influence. Haiti can be seen as an African country that was chipped off the coast of Africa and moved to the Caribbean because it has a much stronger African influence. An island like Puerto Rico has that influence but to a smaller level.

What do you hope students learn?
I have three major objectives. The first, that students learn about the developments and the very rich history and cultures of the Caribbean. The second is to learn the historiography of the Caribbean. That means they don’t just learn what happened [through readings] but they also study the people who wrote about it and therefore understand [what they’ve read] is a particular individual’s point of view and they need to be critical of those sources. And the last one is they learn skills that they will use later in life, whether they pursue a career in history or not. For example, reflective reading, not just reading to get done with the reading but actually think in-depth about it, and the ability to put together ideas and arguments in written form.

What does the coursework entail?
There are several course readings and class discussions. Every student also needs to make an oral presentation on some subject related to the Caribbean. They also need to identify a primary document about the Caribbean and analyze it. There are two essay exams, I’m a strong believer in essay questions. Lastly, there is a final discussion paper that’s about 5-6 pages where students must select one writing from the course and they need to connect it and contrast it with another writing they find on their own. Over the years, students have come up with some very creative selections and sources, such as songs sung by slaves in Jamaica.

From the Student

Janine Galindo, public history master’s student

Why did you take this course?
I’ve always been into history, but specifically public history because I think that the main point of knowing history is to teach it to others. It’s really important for people in general to understand history, where we come from, where we are now and where we are going.

I want to become a museum curator and Caribbean history is one of my areas of interest. I’m interested on Caribbean history because my family is from Puerto Rico and I feel like the Caribbean is kind of marginalized. Many people [in the U.S.] don’t really know much about it even though it’s right there next to the U.S. They have a lot of strong ties historically, so I really wanted to know more.

What did you enjoy most about the course?
I liked the readings and learning about the many close ties between the United States and the Caribbean. They have a lot of shared history and it was really interesting to read more about that. But I really liked an assignment we had that required us to look at a painting, analyze its symbolism and elements, and write about it. We wrote about our feelings, contextualized the painting, and applied it to historical events and culture.

What was the most challenging aspect of the course?
I earned a bachelor’s degree in animation at another university in 2008. So getting used to being a student again — especially in 2020 — was my biggest challenge. Not only are things done differently now because of COVID, just getting use to digital learning and meeting on Zoom. It was a little difficult, but once I got the hang of it, it was fine.

What were some of the lessons you took away from this course?
There was a god named Ogun from the Yoruba culture in West Africa and he, like many other gods and goddesses from that region, were transferred over to the Caribbean and transformed in a way that slaves could still worship them under the guise of Catholicism. To this day there are celebrations, rituals and paintings in his honor.

The process these African gods underwent is called syncretism,��which is the blending of certain characteristics of different cultures to create something new — in this case, Santeria and Voodoo.�� It was interesting to see how African slaves living in the Caribbean had to be creative so they could hold onto certain aspects of their culture.

As someone whose family is from the Caribbean, having a country of origin that is a tiny island feels pretty insignificant compared to someone from France, Scotland or [other European countries]. Being in this class made me realize that not only is Caribbean culture very rich, but it does have an impact and significance to the world even to this day.

91�Թ�� Class Spotlight: Macro Level Roles and Interventions in Social Work

91�Թ�� School of Social Work — Mon, 23 Jan 2023 18:55:27 +0000

Class name

SOW4343: Macro Level Roles and Interventions in Social Work

Faculty
Susanny Beltran, an assistant professor in ��’s

When is it offered?
Summer and fall

Prerequisites
SOW 3300��Practice I: Generalist Practice��and��SOW 3352��Practice II: Interpersonal Skills

From the Professor

There are 27.6 million victims worldwide at any given time. — U.S. Department of State

Why should a student take this class?
This class is all about action. The entire course centers around creating change at the macro level, whether it be at the organizational, community, or policy level. Students are often eager to get out in the “real world” and have an impact, especially after several semesters of learning to assess problems and apply theories to inform their practice. They get an opportunity to partner with a community group or organization and apply all the skills they’ve learned. This includes interpersonal skills, assessment skills and planning and implementing of interventions. They find it rewarding to see the impact their projects have.

What does the coursework entail?
This course has a service-learning designation and as such, a main component involves partnering with an agency to develop and implement a macro-level intervention to support their needs. Students have worked with mental health organizations, high school sports teams, and support groups, where they help to develop training programs, write grants, fundraise, and more.

“Students are often eager to get out in the ‘real world’ and have an impact, especially after several semesters of learning to assess problems and apply theories to inform their practice.” — Susanny Beltran, 91�Թ�� faculty

What role do social workers play in helping survivors of human trafficking?
Social workers are involved in supporting survivors of human trafficking in a variety of ways. They are often in the frontlines providing support for survivors interacting with systems such as healthcare and law enforcement. They are also involved in providing trauma-informed care, coordinating medical services, and helping survivors access resources to rebuild their lives. At a macro level, social workers work with populations to provide education, raise awareness and develop programming to both prevent human trafficking as well as build capacity for supporting survivors. More broadly, social workers are involved in policy help to impact the systems that contribute to human trafficking.

What do you hope students will learn?
I hope students learn the importance of engaging in the sanctioning process, regardless of the nature of their social work practice (micro, mezzo, macro). All social workers are called to engage in supporting and there are many big and small ways to make a difference.

From the Student

Daniel Tiongco, a senior studying social work

Why did you take this course?
We usually look at the micro side of social work — how does this impact the person? But in Dr. Beltran’s class we were able to study the macro part of social work, where we understand that the community and society have a lasting impact on the individual’s life. I was interested in seeing how social workers can impact an individual’s life on a broader scale.

What did you like most about the course?
Our service project where we donated backpacks with supplies to survivors of human trafficking helped me see how we can make a difference firsthand. When they receive a backpack and our support they have hope to start school again and start their life toward the person they want to be: a survivor.

“It’s surprising to learn how human trafficking doesn’t happen on a micro level, but it’s a community issue. I learned that Waterford Lakes is a prime location for human trafficking.” — Daniel Tiongco, 91�Թ�� student

What is the most interesting thing you learned?
It’s surprising to learn how human trafficking doesn’t happen on a micro level, but it’s a community issue. I learned that Waterford Lakes, (which is located near main campus) is a prime location for human trafficking. For example, there’s a residual effect of what we post on social media — our geotags specifically, can unknowingly make us vulnerable to traffickers. It’s closer to home than we think.

What was the most challenging aspect?
Our service project was completed as a group so coordinating everyone’s schedule may have been the most challenging aspect. Beyond that, understanding that as we learn, each social work student has their own application of the methods, so collaborating with everyone to meet the client’s needs was the most important.

Class Spotlight: Hispanics in the Media in the U.S.

Wed, 06 Oct 2021 19:30:46 +0000

Class name: MMC4303 – Hispanics in Media in the U.S.

Course description: Examines history and growth of Hispanics/Latinos in U.S. media, including early depictions in media and current landscape of Spanish and English Hispanic/Latino media.

Instructor:��Katidia “Katie” Coronado, Nicholson School of Communication and Media associate instructor

When is this course offered?:��This class is typically offered in the fall

How many students are typically in a class?: About 80 students

Are there any prerequisites for this course?: Must be an undergraduate students who has taken SPC 1608 (Fundamentals of Oral��Communication) SPC 1603C (Fundamentals of Technical Presentations), COM 1000 (Introduction to Communication), or C.I.

How would you describe this course in one sentence?
A unique class that gives students an opportunity to learn about Hispanics and LatinX contributions in media in the United States.

Why should students take this course?
Students will learn about communities that are typically underserved and how media impacts and has impacted them.

What are three major things students learn in this course?
They will learn about the impact of Hispanics/LatinX professionals in media. One professional is Cuban singer, Celia Cruz, migrated from Cuba because of the communist regime. She was one of the most recognized artists in Spanish language music. She is known internationally, and her work remains a legacy in the U.S. and beyond. Also, news anchor Ilia Calderon, the first Afro Latina to anchor a [major U.S.] network newscast in Spanish is featured in [the textbook for the course Latinx Voices: Hispanics in Media in the U.S.]. Another example is Hollywood actor, John Leguizamo, who wrote the foreword and expressed his support for this type of coursework at a university level.

[Students will also] learn about industry research from respected academics and experts and how they can use this information proactively when they graduate.

What do you hope stays with students after they have completed this course?
I hope students can make informed decisions about the media industry based on what they learn in the class, whether they choose careers in management, on-air or behind the scenes.

Virtual Class Offers 91�Թ�� Students Rare Opportunity with Live NASA Mission

Zenaida Gonzalez Kotala — Fri, 28 Aug 2020 12:00:50 +0000

Thirty-seven students will have a once-in-a-lifetime opportunity this semester to observe what it takes to be part of a historic NASA mission.

91�Թ�� physics Professor Humberto Campins is part of NASA’s OSIRIS-REx mission, which aims to bring back to Earth a sample from asteroid Bennu, which is between Mars and Jupiter. The near-earth asteroid could pose a hazard to the planet sometime in the future, but because of its location may hold clues about how the solar system formed. The attempt to recover a sample from an asteroid is a first for NASA.

The mission is being led by the University of Arizona in Tucson. The spacecraft is expected to perform the “touch and go” maneuver to collect a sample in October. It’s the climax of a mission 10 years in the making.

Campins, an international expert on asteroids, is part of the imaging team and he temporarily relocated to Tucson to avoid travel back and forth from Florida during the pandemic. He didn’t want to risk getting sick and missing the big moment. Then he had an idea: ��His move could give students an amazing opportunity to not only hear about concepts and absorb book knowledge, but to get a first-hand look at science in action.

“Because I can teach remotely [during the pandemic], it provided me a golden opportunity for my students to live a NASA mission with me,” says Campins, who is leading the Comets, Asteroids and Meteorites class.

Campins kicked off the semester Tuesday via Zoom with a lecture that began with a single slide. It had the phrase “Welcome to an Unusual Semester” on it. The word “unusual” was crossed out. On the next line it said “Welcome to a Unique Semester,” but “unique” was crossed out. On the final line it said “Welcome to a Historic Semester.”

“This is a historic time in so many ways,” Campins says. “There’s a lot of loss, but there are also moments of opportunity. This is the most exciting time of my career. Nature is surprising us and there is excitement in that. I want to share that with my students and there’s no better way than doing it right from where it is happening.”

Campins promises that his students will get to hear about the mission in real time and he plans to provide a tour of the facility, which is not open to the public. The students will also get to hear about how scientists collaborate, argue and resolve disagreements.

“They’ll get to hear about it all,” he says.

The students will also have to keep up. Aside from OSIRIS-REx, Japan’s Hayabusa2 is on its way back from asteroid Ryugu with a sample. Ryugu is located between Earth and Mars and the Japanese Space Agency mission collected the sample in 2019. The information expected from those missions and the data already collected from the European Space Agency’s Rosetta mission to comet Churyumov-Gerasimenko should keep the students busy. This will all be part of class discussions.

The OSIRIS-REx mission has already made news. Several peer-reviewed papers in the journals Nature and Science have been published based on observations made getting to Bennu.

“There are a few more surprises we’ll be sharing very soon,” Campins said. “And we’ll have to see what else we find when we actually complete the mission. My students are going to be among the first who will get to digest and discuss what we are publishing. For scientists, it doesn’t get better than this and I hope my students get a taste for it and continue to pursue it.”

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Lessons to Learn From the Odyssey as a 91�Թ��� Student

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91�Թ��� Study Abroad: The Odyssey in Real Life

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Couples, Families and Intimate Relationships Course Teaches Students How to Build Strong Connections

91�Թ��� Class Spotlight: Rhetoric in Popular Culture (Taylor’s Version)

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91�Թ��� Class Spotlight: Encountering the Humanities – Monsters and Mad Scientists

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From a Student

91�Թ��� Class Spotlight: History of the Caribbean

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From the Student

91�Թ��� Class Spotlight: Macro Level Roles and Interventions in Social Work

From the Professor

From the Student

Class Spotlight: Hispanics in the Media in the U.S.

Virtual Class Offers 91�Թ��� Students Rare Opportunity with Live NASA Mission

Class Spotlight Archives | 91�Թ�� News

91�Թ�� Students, Emmy-Winning Professors Team Up to Give a Voice to the Dead

Lessons to Learn From the Odyssey as a 91�Թ�� Student

91�Թ�� Courses Inspired by the Odyssey

91�Թ�� Study Abroad: The Odyssey in Real Life

91�Թ�� Class Spotlight: Space Policy and Management

91�Թ�� Class Spotlight: Rhetoric in Popular Culture (Taylor’s Version)

91�Թ�� Class Spotlight: Encountering the Humanities – Monsters and Mad Scientists

91�Թ�� Class Spotlight: History of the Caribbean

91�Թ�� Class Spotlight: Macro Level Roles and Interventions in Social Work

Virtual Class Offers 91�Թ�� Students Rare Opportunity with Live NASA Mission