This seminar will afford participants an introduction to the complexity of Chinese cultural identities and their transformations over time, and will place particular emphasis on the dynamics of Chinese cultures and histories into the early 20th century, on the great variety of China’s natural and human geography, and on China’s complex engagements with cultural others. In addition to the content-driven interdisciplinary lectures and discussions around which each Seminar will be designed, Chinese language teachers will participate in a series of afternoon sessions focused on leading edge approaches to Chinese language pedagogy, on how best to address the range of learning styles found among American undergraduates, and on infusing significant cultural elements into language sessions. Humanities and social science faculty will participate in afternoon sessions on pedagogical strategies, primary sources and online resources, and will meet with program leaders for feedback on both curricular and institutional projects.
Over the course of each Summer Seminar, institutional teams will be responsible for outlining a specific core course for a planned Chinese studies certificate or minor. Individual participants will be responsible for developing a 3-4 week course module that can be used to infuse Chinese content into courses already being taught on their campuses in the humanities and social sciences. Teams will also develop concrete plans for how their home institutions can best and most practically realize greater symbiosis between undergraduate course content in the humanities and social sciences with “best practices” for Chinese language learning.
Bodhisattva Avalokiteshvara (Guanyin); Yuan
Dynasty, 1282, China; Wooden sculpture;
Photo credit: metmuseum.org
In each year of the project, Core Course Workshops will be hosted on each of the four consortium member campuses. These workshops will bring two relevant Chinese area studies specialists and the Project Director to each campus for two days. Following content-based presentations in a seminar-like setting for the 6-member campus team and other interested faculty members and students, the visiting specialists and Project Director will meet with the team members to assess revisions of the course curriculum designed the previous summer. The visiting experts will also: offer feedback on the host institution’s progress in improving and expanding Chinese language and area studies offerings; make presentations to the entire campus community; lead discussions in two to three classrooms; and meet with appropriate administrative personnel.
The Core Course Workshop in Years 1 and 2 will be organized to further explore the content areas focused on in the Summer Seminars that precede them. The Year 3 program will be organized around themes, identified by the five-person teams at each institution, around which to organize a student study abroad course.
Click on the school logs to find out details about the scheduled workshops.