SAS STUDENT HANDBOOK
University of Tyumen, Siberia Table of Сontents
INTRODUCTION 1. PART ONE: FINDING YOUR WAY 1.1. THE INITIAL DESIGN 1.2. LIBERAL ARTS AND SCIENCES 1.3. DIFFERENCES BETWEEN SAS AND UTMN 1.4. SAS BUILDING 1.4.1. ROOMS / BREAK-OUTS 1.4.2. 1ST FLOOR 1.4.3. 2ND, 3RD, AND 4TH FLOORS 1.4.4. 5TH FLOOR 1.4.5. WHAT IS PROHIBITED (DON’TS) 1.5. DORMITORY 1.6. OTHER PLACES YOU WILL NEED 1.6.1. EDUCATION 1.6.2. EATING / HANGING OUT 1.6.3. ENTERTAINMENT 2. PART TWO: STUDYING AT SAS 2.1. LEARNING NEVER ENDS (BUT THE ACADEMIC YEAR DOES) 2.2. COURSES 2.3. YOUR EDUCATIONAL JOURNEY 2.3.1. 1ST YEAR 2.3.2. 2ND YEAR 2.3.3. 3RD AND 4TH YEARS 2.3.4. MAJORS 2.3.3. MINORS 2.3.4. RESEARCH PROJECTS 2.3.5. INTERNSHIPS 2.4. EDUCATIONAL PROCESS 2.4.1. SYLLABI 2.4.2. COURSE REGISTRATION/ELECTIVES 2.4.3. MODEUS 2.4.4. COURSE EVALUATIONS 2.4.5. GRADING 2.4.6. EXAM & APPEALS 2.4.7. ACADEMIC INTEGRITY 2.5. RATING & SCHOLARSHIPS 2.6. LANGUAGE MATTERS Table of Сontents
2.7. HOLIDAYS & SAS PARTIES 3.PART THREE: SAS AS A COMMUNITY 3.1. RULES OF COMMUNICATION 3.2. PEOPLE OF SAS 3.2.1. ADMINISTRATION AND STAFF 3.2.2. FACULTY 3.2.3. STUDENTS 3.3. STUDENTS’ SUPPORT SERVICES 3.3.1. FACULTY LIAISON WITH THE STUDENT BODY 3.3.2. ETHICS OFFICER 3.3.3. PROFESSOR IN THE BOX 3.3.4. ACADEMIC WRITING CENTER 3.3.5. TEACHING COUNCIL 3.3.6. PSYCHOLOGISTS 3.3.7. GAP YEAR 3.4. STUDENTS’ CLUBS 3.4.1. PHOTO CLUB 3.4.2. ENGLISH SPEAKING CLUB 3.4.3. BOARD GAMES CLUB 3.4.4. $A$ FINANCIAL CLUB 3.4.5. PHILOSOPHY CLUB 3.5. STUDENTS’ PROJECTS 3.5.1. ZOO-VOLUNTEERING 3.5.2. ECO-PROJECTS 3.6. DISCORD 4. PART FOUR: INTERNATIONAL PERSPECTIVES 4.1.1. EXCHANGE OPPORTUNITIES 4.1.2. “I AM AN EXCHANGE STUDENT, AND I STILL HAVE QUESTIONS…” 5. ADDITION 5.1. “WHAT IS IT THAT FUTURE SAS STUDENTS SHOULD KNOW ABOUT SAS?” 5.2. “SAS DICTIONARY” 5.3. SAS ONLINE 5.4. MAJOR GUIDES 5.4.1. CULTURAL STUDIES 5.4.2. ECONOMICS Table of Сontents
5.4.3. FILM AND MEDIA STUDIES 5.4.4. HISTORY 5.4.5. INFORMATION TECHNOLOGY AND DIGITAL SOCIETY 5.4.6. LIFE SCIENCES 5.4.7. SOCIOLOGY AND ANTHROPOLOGY Introduction
This handbook that you are holding right now has been specifically designed for SAS students or people who are generally interested in our school. It is meant to answer all of your questions that you might have about study-related matters, our parties, or our community. Well, most questions. SAS opened in 2017, so the Student Handbook represents something that all of us were longing for three years. You are very lucky to have a book full of the answers and advice from our wise and thoughtful students and the administration!
Our names are Karina, Mariam, Valerie, and Vasiliy. We are the primary authors of the handbook. We have tried our best to come up with useful information related to the SAS/Tyumen life. The main principle for us was to give you something that would have drastically helped us when we thought about applying to SAS and, subsequently, got in. We always kept in mind the versions of ourselves from 2-3 years ago, when we knew nothing and were very anxious about the uncertainty of the whole process. Bear in mind that it is okay to feel that way. This is just another opportunity for us to help you reduce stress and panic.
The Student Handbook is divided into five parts. The 1st part is introducing you to everything from the initial design of SAS to fabulous and fun places you can explore in Tyumen. It refers to SAS as an institution and a building. The 2nd part covers everything you need to know about the curriculum, the study process, and your educational journey here at SAS. Our School has built a strong community as well. That is why we think it is essential to introduce you to our clubs, services, and projects in the 3rd part. The 4th part is dedicated to international perspectives. If you are an exchange student or at least want to be one, this section is for you! The 5th part gives you something that you are not going to learn from official websites or the administration - this is a section where we collected some of the best advice and experiences from students. Of course, no matter how much information about SAS is shared, there are still always going to be some questions left. So, the last part of the handbook includes some advice from students and additional information about the majors.
1 / 180 Introduction
On behalf of the team, we would like to thank all those who participated in the creation of this handbook. You have once again proved that SAS is a family where everyone can count on help and support. We appreciate this. Thank you!
Special thanks go to:
Students:
2nd-year: Dmitry Pakhomov, Polina Zhukova, and Tursunayym Badyshova.
3rd-year: Ahmed Elghandour, Alexander Dolgushin, Artyom Bologov, Asya Budagyan, Daria Grin, Darya Lupenko, Darya Makarova, Ekaterina Drozdova, Leonid Kharlov, Nikita Mogilnikov, Yaroslavla Streltsova, and Yuliya Khabibulina.
4th-year: Alina Zalyaletdinova, Anastasia Dier, Anastasia Nagornova, Daria Zykova, Ekaterina Fedorova, Elizaveta Krylova, Pavel Shlegel, Roman Starikov, Valeria Orlova, Vladimir Kibukevich, Vladislav Siyutkin, and Yana Trofimova.
Professors: Erika Wolf, Giacomo Andreoletti, and Melina Aarnikoivu.
Administration & Staff: Andrey Shcherbenok, Anastasia Rusakova, Ekaterina Selikhovkina, Daniel Kontowski, Alyona Bunkova, Darya Domracheva, Irina Telipko, Ludmila Malygina, Marat Agliulin, Shakhlo Makhmudova, Svetlana Kushnikova, and Valeria Savina.
We would also like to thank all of those who have participated in our anonymous polls!
2 / 180 PART ONE: Finding Your Way
Let us take you on a journey where you are about to find out everything from head to toe about our institution and its exciting life. Hold on, cause it is going to be an emotional rollercoaster!
3 / 180 The Initial Design
The School of Advanced Studies is a new and rapidly growing institution at the University of Tyumen. This is what our director Andrey Shcherbenok has to say about the initial design of SAS:
“When we designed the SAS BA curriculum, we aimed to create a school that would have valuable things that many universities lack. They include:
- Professors who have studied and taught in best universities across the world, rather than professors who spent all their lives in one place. We wanted to expose our students to different people from different countries who nevertheless all participate in the global academic community.
- Freedom to take a significant number of courses (=electives) based on one’s individual interests and aspirations, as well as the freedom to reinvent oneself by choosing the major after the 2nd year.
- The core curriculum that gives all students the breadth of knowledge and skills instead of limiting them to one narrow discipline.
- Academic integrity and meritocracy, as we wanted to create a program where students are rewarded for their hard work, intellectual capacities, and creativity, not for their ability to cheat and cut corners.
- High demands that stand in contrast to the prevailing laid-back attitude in many universities where studying does not require much effort and does not give many benefits, either.
All these valuable things are instruments that we believe are essential to graduate people who are more knowledgeable, smarter, more creative, and capable of doing greater things in their lives than their peers who were not exposed to the SAS BA curriculum. We have not yet found a magic formula that would guarantee that all SAS students become like that, but we definitely make it possible for those who come to SAS with a strong desire to get the most of our educational offering.”
4 / 180 Liberal Arts and Sciences
The strategic goal of SAS is to contribute to the global debate on the most critical problems in the area of social sciences and humanities, life sciences and IT, and to provide a unique, high-quality education for the best prepared, most talented, and most highly motivated students from Russia and abroad. This is how our Head of Education, Daniel Kontowski, elaborates on the academic side of SAS:
“SAS is a liberal arts and sciences institution, which generally means that we value connections between academic disciplines and encourage late specialization. SAS curriculum consists of core courses, major courses, and electives as well as research projects and various types of internships. Years 1 and 2 allow students to master a broad, common base for learning in the core as well as experience a broad range of elective courses before they officially declare their major. Now, I would like to offer you a few dos and don’ts that will help you feel the general difference between a ‘regular’ university and SAS.
Do: leave your comfort zone and be ready Do: get the most of other students that to change your mind. Some students enter make SAS intensive and diverse educational SAS with a strong idea of what they want space. SAS is a small community where to study; others are at a complete loss students from various educational tracks about their future; most are somewhere and years do not just share a building but between the two. Studying at SAS will take classes together. All SAS students give you a rare chance to question your take the same core courses in years previous ideas about who you are and 1, 2, and 4, which gives them a shared what you want to do. Use it. experience base and a bit of a common identity. Our elective courses are packed with people of different backgrounds Do: interact with the professor. The who share a common interest in the seminar method allows students to topic (and/or a teacher). A lot of our participate in all discussions actively: a courses include group work (in different professor helps the whole group search configurations) and peer feedback. The for a solution rather than simply transmit Academic Writing Center helps coordinate a ready-made answer. Outside of the the program of student buddies and classroom, bring any question you might student-to-student tutoring. Towards the have to a SAS professor -- even if they are end of the year, final presentations of TFY, not teaching a class that you are taking. Design Thinking, third and fourth-year Professor in the Box facilitates such Research Projects make every student communication about curricular issues seen by their peers inasmuch as by the (essays, electives, majors) but also about other members of the SAS community. possible future trajectories, dilemmas you Being part of SAS means more than small might be facing, or pretty much anything issues like what do you (plan to) major in. that you might want to discuss with a slightly older human being.
5 / 180 Liberal Arts and Sciences
Do: Be ready to work harder than your Don’t: obsess about firm guidance. peers at other universities. We assign many Whether it is choosing an elective or readings (and check it); we require class writing an essay, there is more than one preparation and participation; we require winning strategy, and different students you to do many assignments. This is since might have different priorities to match in we believe in a shared learning experience their actions. Some students consciously that is at its best when people in the room forge connections between the material are all engaged and prepared. But we also learned in different courses; others try reward regular work: apart from the grade, themselves in different matters on their SAS professors will give you detailed terms. Do not obsess about getting things feedback to your assignments that will “right,” as it may be that one right way help you improve, and very few students simply does not exist. ever go to exams.
Do: plan and predict. SAS has strict policies Don’t: violate the internal academic rules about lateness, absences, and missing of SAS. SAS has a zero-tolerance policy deadlines. The rule of the thumb is that against various forms of academic a deadline passed cannot be extended. If dishonesty, including cheating, copying you know you will have a lot of work due others’ work, citing without a proper over a short period of time, do not leave citation apparatus, signing other students it for the last minute (it never works). on attendance sheets, producing forged Learn how to manage your time, cut out documentation, etc. When it comes to distractions, and ask others to help you written assignments, do note that many -- study groups will help you do things on practices that could have been accepted time. Now is a good time to start acting in your high school (compiling resources like a professional you aspire to become without attribution, using Wikipedia after your studies. as a source of information, etc.) are not acceptable at SAS. When in doubt, always consult with a professor or a more Do: share your opinion. After each course, experienced student. At the beginning of you will have a chance to fill into the your studies, you will sign a pledge that course evaluations, which are carefully you understand and assure to follow our read by the teachers and administration Academic Integrity Regulations. Violating and affect course design and long-term those rules will get you expelled from SAS. hiring decisions. But you do not have to wait until then. Your professors and administration want to hear your opinion and suggestions at any point.”
6 / 180 Liberal Arts and Sciences
Don’t: fall for the “School” in SAS -- think of SAS as a preparation for life instead. You will see that many of the same rules apply to your summer internships and post-SAS trajectories. Uncertainty and excitement, the premium for starting early, the benefits of collaborating, and consulting with a broad range of people are not unlike what can get you ahead in life beyond SAS. Over four years, you will meet hundreds of interesting individuals, some of whom you will build close connections with. They will be people you can lean on.
7 / 180 Differences between SAS and UTMN
By now, you might have already developed the impression that the School of Advanced Studies is not like any other higher education institution. Its core concepts and the whole structure are quite different.
The School of Advanced Studies is bilingual. However, it is less and less Russian, to be honest. When it is said that SAS wants to contribute to the global debates, it means, first and foremost, that learning in English is the default mode for studying at SAS. Thus, we have a fantastic opportunity to interact with professors from all over the world and build up international communication. Our Head of Education, Daniel, finds it important to point out that English is a medium of communication, including with Russian administration, and English skills are necessary to stay and progress at SAS.
Opportunities for liberal education and the fact that you are allowed to “change your ways” after two years of studying are another fundamental difference. While you have registered to one of the study tracks, you can change it to any after two years since all students have the same basis. Elsewhere, you can only transfer and have courses to pass all over again. And, because of the flexible structure, you are more likely to grow and develop as a person in ways you did not imagine for yourself.
Our director always likes to bring out the story about how Steve Jobs got into the calligraphy class. It eventually inspired him and influenced Apple’s computer typography, making it the first-ever computer even to have one. Now we cannot imagine our machines without any fonts or distinctive designs. This example is the definition of how individual and unique experiences can make an impact on the world. And you are most definitely going to have a unique experience while studying here because you will collect your own set of courses and have an individual educational trajectory (on the structure of the academic year, see Part 2).
8 / 180 Differences between SAS and UTMN
Now being done with the official stuff, let us talk more about ‘real-life’ experience. We would say that there are two huge differences. The first one is in communication. You, as a student, will have to address professors, administration, and staff by their first names. They will treat you the same, but that might seem more ok. Besides that, you will see how much easier for you is to communicate with your professor or even professors who don’t teach you. (For that you can check Professor in the Box). It is also easy to communicate with the administration. You can always write an email if you have problems, ideas, suggestions, or even a project! Our administration is very open and always ready to talk to a prospective student. The second one is the amount of work. We would not dare say that ‘studying at SAS is harder’. It is just too different to compare! The studying (unlike the rest of the University) is cut into quarters of 8-9 weeks. Since we do not have official exams (only those who perform too badly, but for that check Exam & Appeals), all the work is done during the quarter. You will have assigned reading, probably for each course, essays, tests, small writing assignments, presentations, projects, depending on the course you have. We would say that studying at SAS is just more intense.
Of course, each one’s experience is different. Probably you will face much more difference. Let yourself experience it!
UTMN SAS
9 / 180 SAS Building
The SAS building is situated in the and cozy had to be created. Therefore, heart of Tyumen’s historical center. It is it means that we all need to take good specially designed to accommodate the care of it! See below. variety of spaces required for liberal arts education. The space organization is different, as well. Due to a wide variety of activities, the building was designed to be flexible and suitable for different types of work. Since the educational format of SAS is unique, something transparent
10 / 180 Rooms / Break-outs
Interactivity and individual participation All rooms are designed to create an (which are possible only in small interactive atmosphere. Break-outs are groups of students) are some of the extremely useful when it comes to group main principles when it comes to SAS works or individual small meetings. classrooms. There is only one auditorium During the studies, the SAS building is for hundreds of people (on the 5th floor), open 24/7, which means that a lot of which is purposely made for gathering all students spend time working in these the SAS people if necessary. SAS has a break-outs. variety of spaces for individual and group work, communication, and creativity.
11 / 180 1st Floor
SAS 1st floor functions as a public space. The first floor includes the following: From our observations, it is the most crowded place in SAS. Maybe it has to do The Stolovka, which is open on weekdays with the fact that you will need your pass from 8:30 am to 4:30 pm. The prices are to get to the 2nd floor. The SAS education very affordable - the average bill is 150 office (room 102) is just as interactive as Roubles (about 2 US Dollars). The menu the classrooms. Students can go there if is varied. There are some options for they have any questions related to the study vegetarians as well, and we hope they will process, upcoming events, or SAS life in improve that aspect very soon. It is better general. to have your meals in the mornings or during the early-lunch time because there will not be much food left. Just saying.
«Disciplina Coffeeshop,» which serves as the center of attraction of the building. This is where you can often meet SAS professors who prepare for classes, hold meetings, and, of course, drink coffee. This is a great place to talk to someone, work with a laptop, and experience the SAS atmosphere.
The Copy Center, where you can print, copy, scan anything from/to your flash drive. Bear in mind that all files need to be converted to PDF format. Otherwise, they will not be displayed on the printer screen. You can take A4 paper from the Student Service (102). Because SAS education requires a lot of reading, this lovely touch to the building comes off very handy sometimes. However, please remember that it is not ecologically-friendly to waste big amounts of paper. Unfortunately, students often leave their print jobs, so be sure to always collect what you have printed. Also, do not forget to respect each other by letting those who might be in a rush or have very little to print to go first. 1st Floor
The “Nikto ne spit” bookstore is connected to the 1st floor of the SAS building. The shop is cozy, and the staff is friendly. In combination, it just creates a perfect atmosphere, which is proved by the fact that this bookshop is arguably one of the most favorite places for a lot of students. You can both buy and read books.
13 / 180 2nd, 3rd, and 4th Floors
These floors function as a workspace. All the classrooms, computer rooms, break-outs are there. There are a couple of more administration and faculty offices as well. We also have beautiful bright couches, bathrooms, and water coolers on each floor.
The floors are very similar. However, There is a library on the third floor. It each of them has something unique and has got the books that we read during distinctive about it. For example, on the the courses and colorful happy chairs. second floor by the big bright orange Sometimes, lectures are taught there, and couches, there is a frame with poetry that some meetings are held. But usually, the is changed every day. library is tranquil, as it should be. By the way, you cannot take any books from the library outside of the SAS building. What you can do is write your name and the name of the book and take it for a class or two. And then you must bring it back.
14 / 180 2nd, 3rd, and 4th Floors
These floors function as a workspace. All the classrooms, computer rooms, break-outs are there. There are a couple of more administration and faculty offices as well. We also have beautiful bright couches, bathrooms, and water coolers on each floor.
The third and fourth floors provide The 4th floor has a cute wooden, house- us with computer rooms each. Do not like, and cozy workspace that everybody forget to take the key from the security seems to enjoy. Everybody thinks that to open them. Then return it after using there are not many people, and that is the room. Computer rooms are the only why they go there to work. However, if classrooms that are closed when no one everybody does that, there will be way is there. The rest of them are open, which more students or staff than expected. is nice because you can explore and work wherever you like unless you are not disturbing someone.
15 / 180 5th Floor
This floor has just one large conference room. However, we believe that the main thing that usually grabs everyone’s attention is the full-length window that opens up a fantastic view of the city center. You might have seen it on Instagram already because everybody likes to take photos there. Also, whenever we have a Christmas tree, we place it right at the center of the 5th floor. It looks magical!
16 / 180 What is prohibited (Don’ts)
SAS building is new and beautiful, but there are a few rules to follow: It is forbidden to bring and/or consume alcohol in the building (not to mention illicit substances); No eating above the first floor; Drinks above the first floor only in closed containers; No use of permanent markers on any surfaces; No sleeping; No moving furniture between classrooms and the floors.
17 / 180 Dormitory
The University of Tyumen has four active dormitories (№1, №3, №4, №5). When a student is placed in the SAS Students are usually placed in the dormitory, the Dormitory’s Students Dormitory №5. The address is Krasina Str., Council gives them a QR-code for the 19, which is relatively close to SAS. To get only-students “dormitory 5” chat in from one place to another, you will need VK. approximately 20 - 30 minutes on foot, 20 minutes by bus, or about 7 minutes by taxi. Work time: 8 am - 11 pm. You will need to show your pass card every Phone number: +7 (3452) 59-74-51. time you get in.
Structure of the Dormitory administration
All the Dormitories are united in the Joint Council of Student Dormitories of Tyumen State University. The Head of the Center for Work with Dormitories of the Youth Policy Department is Olga Stryukova. Dormitory 5’s superintendent is Bikchantaeva Mosfira (everyone calls her Vera Gennadievna). Dormitory 5 superintendent deputy is Palevina Inna.
18 / 180 Dormitory
Structure of the Dormitory’s Students Council
Nuriyakhmetova Guzyal Chairman
Galitskaya Yuliya Deputy Chairman
Emelyanova Yuliya Secretary
Tkacheva Ekaterina Large-scale cultural events sector
Antunevich Alina The headman of the 1st floor
Fazliev Akbulat The headman of the 2nd floor
The headman of the 3rd floor The Administrator of the Voronchikhin Ivan dormitory page in Vkontakte
Sumskii Aleksei The headman of the 4th floor
Bukin Andrei The headman of the 5th floor
Kurochkin Vladislav Sports Curator
Zavorotishcheva Liliya Zoo Volunteer, Deputy of Sports Curator
Aidbaeva Lyaisan Responsible for communication with foreigners
Zhilkina Kristina Responsible for safety and fire safety
Kolpashchikov Evgenii The large-scale cultural events sector
Korikov Kirill The large-scale cultural events sector
Titova Madina The large-scale cultural events sector
Frants Diana The large-scale cultural events sector
Bardadimova Vera The large-scale cultural events sector
Lizunova Viktoriya The Administrator of the dormitory page in Instagram
19 / 180 Dormitory
The official stuff is sorted. Now let’s get to the exciting things about the dormitory.
The dormitory has single, double, triple, The dormitory closes at 11 pm. Sometimes and four-bedrooms. A single room is due to working and studying at SAS till usually given only to graduate students, late evening, you might find yourself so do not get your hopes up, dear bachelor not making it before the closing time. degree person! Each room has a bathroom, However, it is okay, because the security a kitchen table, a mirror, beds, wardrobes, will let you in if you show your pass card nightstands.... everything you will need. or your student card. There is a particular You have one key for one place, which book, and you will have to put your name needs to be handed over every time you go on it every time such cases take place. out. You also have a cleaner coming for a check each week.
There are study rooms, laundry, and at least one kitchen on every floor. Student rooms are designed for working and studying. To use the laundry, you will need to take the key from the security post. You can also ask the commandant for iron if needed. After using the kitchen, you must clean up. There are people on duty every day, but still - take your time to make sure that everything is neat and clean. There is a gathering hall on the first floor. Rumor has it that something interesting happens there every evening. Students go there to chat with each other, play board games, have open mics, etc.
You will get a warning only in three cases: 1. When your room is dirty 2. When you are caught with alcohol 3. When you leave for longer than a week without any notification If you get three warnings, you will be evicted from the dormitory.
20 / 180 Dormitory
The official stuff is sorted. Now let’s get to the exciting things about the dormitory.
Don’ts:
1. Do not bring any pets.
2. People who do not live in the dormitory cannot stay over.
3. No alcohol.
4. Do not light any candles.
5. Do not hang posters or photos on walls.
6. Do not smoke in the building.
Advice from students:
1. Stay polite and do not make conflicts out of principle.
2. Buy some electrical splitters for yourself, because usually there are not enough power sockets.
3. There is no point in bringing too many things with you. It is uncomfortable, and you do not need that much.
4. It is better to have hair dryers or curling irons with a long wire because the power socket is far from the mirror.
5. Your multicookers and kettles are very handy.
21 / 180 Other Places You Will Need
Even though SAS takes a lot of your time (to be honest, it almost consumes your life), Tyumen and the life outside of SAS is something that you might want to pay attention to. Here is a list of other buildings/ places you will need as a student, as a friend, and as a wanderer.
22 / 180 Education
“Olympia” the sports complex The second most famous building in Tyumen for every SAS student is the new Przhevalsky Str., 37. UTMN sports complex - “Olimpiya.” Every Phone: +7 (3452) 59-75-55. PE class takes place there (unless some emergencies or special events happen). The classes are usually scheduled in the mornings. You have to sign up for one of the presented sections and visit the assigned room for it. Moreover, a student can learn the schedule for other departments of UTMN and pay a visit there (make sure that the instructor has signed you in). The building opened in September of 2019. It has several opportunities for sports, like, different GYMs, a pool, volleyball court, etc. It usually takes about 30- 40 minutes to get there from the SAS building.
Museum Complex of Slovtsov Another important building for SAS students. Some Interpreting Artworks Sovetskaya Str., 63. classes have taken place here. Students Phone: +7 (3452) 46-80-71. often visit it with SAS professor - Erika Wolf - to look at and interpret the workpieces and exhibits. After that students are required to write their interpretations for one of the paintings, chosen by the professor. Some interesting lectures are given there as well.
23 / 180 Education
UTMN Library If you think our Library is not enough, we highly recommend you visit the UTMN Semakova Str., 18. Library. It has a lot of different books Phone: +7 (3452) 59-74-00. related to various academic disciplines presented in the variety of languages (ask prof. Erika Wolf about it). It helps students both in studies and in entertainment.
The membership is free for UTMN Students. And it usually takes about 15 minutes to get there from the Dormitory, and about 25 minutes from the SAS Building.
24 / 180 Eating / Hanging Out
“Prokofiev” Prokofiev is a nice coffee-shop located not Respubliki Str., 26. far from the Dormitory. Phone: +7 (982) 787-27-85. It became pretty famous among students because of its delicious desserts (like Belgian waffles). Moreover, it has a beautiful interior and interesting light decisions, which is good. Some SAS students have worked there for some periods. So, don’t be surprised to see many familiar faces!
It usually takes about 15 minutes to get there from the Dormitory and about 25 minutes from the SAS Building.
“Garden Coffee” Garden is a coffee-shop right on the other side of the Sovetskaya street. It is Sovetskaya Str., 51/3. the most famous out of seven branches Phone: +7 (909) 186-05-51. among the students. You can visit “Garden” for lunch since its most robust feature is its menu. Another attractive thing about it is that it provides different milk choices (go, vegans!), and the prices are pretty affordable.
Usually, it gets about 3-5 minutes to get there from the SAS Building.
25 / 180 Eating / Hanging Out
“Borsch” “Borsch” is the most famous ‘restaurant’ (actually, it is a cafeteria) among Kirova Str., 37. dormitory residents. It has two branches. Phone: +7 (982) 988-17-82. However, the most popular one is located on Kirova street.
“Borsch” became vastly popular among students due to the cheapness of the food and a beautiful interior inside. The other attractive feature is that it works 24/7. Also, Borsch has a variety of opportunities for vegetarians/vegans, just look for the lenten dishes.
It usually takes about 10 minutes to get there from the Dormitory and about 25 minutes from the SAS Building.
26 / 180 Entertainment
Tsvetnoi Bulvar Tsvetnoi Bulvar is the most famous park in Tyumen. Some people consider it to be the center of the city.
The best feature of it is the amusement park. Most of the rides there are only for the summer. However, the Ferris wheel (which, by the way, was renewed this year for the bigger one) is working through the whole year. This wheel is pretty famous among the students mostly because of the fascinating view on it from the 5th floor. Bulvar has several sculpture installations and a fountain. It is a nice place to walk and relax after a hard and exhausting day. It is 10 minutes away from the SAS.
Embankment of Tura River The embankment of Tura River is the Closest Entrances: most popular place for people of any age Vodoprovodnaya Str., 1/1 / for the SAS in Tyumen. Having three different levels, Building you can choose how close you want to be Respubliki Str., 7 / for the Dormitory to the river. Providing a lot of space for maneuvers and speeding, the embankment became filled with all sorts of skaters, bicycle riders, etc. But the dominant part is, of course, the pedestrians.
If you go there, you are more likely not only to relax, but also to meet other students, faculty members, or even the administration. You will need about 10-15 minutes to get there either from the SAS Building or the Dormitory.
27 / 180 Eating / Hanging Out
“Kontora Parokhodstva” multicenter “Kontora Parokhodstva” is a mixture of both education, eating & entertainment. 25 Oktyabrya Str., 23A. Phone: +7 (3452) 69-17-19. This center leads to an active event life. There were some lectures and workshops held by our professors and visiting faculty. It has a beautiful coffee-shop, “Miyuki”, which serves fantastic handmade biscuits.
On top of that, Kontora holds all sorts of different events, always looking for new formats and experiences (what can be better for a SAS student?) and provides opportunities for different people to get involved in new things.
28 / 180 PART TWO: Studying at SAS
Now when you know the necessary information about SAS as a concept and the building in “the best city on Earth”*, it is time to move to a detailed description of the educational life here.
You will enjoy it!
*It is a reference to the well-known in Tyumen song (meme)
29 / 180 Learning never ends (but the academic year does)
Classes at SAS are offered in a quarter system. All courses have a grade at the end of the quarter, but some Core Courses can have more than one part. In 2020-21, the Academic Calendar is as follows:
Quarter 1: Quarter 2: September 14, 2020 – November 16, 2020 – November 7, 2020 December 26, 2020 + January 11, 2021 – January 23, 2021
2020
2021
Quarter 4: Quarter 3: April 26, 2021 – February 15, 2021 – June 26, 2021 April 10, 2021 + April 12, 2021 – April 24, 2021 (City as a Text)
*Quarter - an 8-week teaching period. Each academic year consists of 4 quarters. Q4 lasts nine weeks due to a significant number of federal holidays falling that quarter.
30 / 180 Courses
SAS courses fall into three general categories: Core Courses, Electives, and Major courses. (Research Seminars and Internships are a whole different animal and we will discuss them respectively). Their combination is intended to give you a versatile vision on academic issues and the world in general.
Core courses are mandatory for all SAS students. They provide a joint knowledge base and a basic set of skills that will help you in your academic work as much as in perceiving the world from many perspectives.
Electives are courses that you choose by yourself. You don’t need to pick up those electives that correspond to your intended major. You can choose any of them: for example, one year you could have studied time travel, anthropological archaeology, information systems architecture, and parallel computing. Everything depends on your interests (well, and also on the position in the school-wide rating).
Be wise: you will be immersed in the chosen topic for two months. Carefully read the syllabi* so as not to make a mistake in the choice. Choosing a course based on the title alone has proven a lousy strategy (checked a hundred thousand times)!
After the 2nd year, you will have to choose a major (out of 7). Major courses are the ones that are mandatory for specific majors. Each major has a unique list of courses. All courses at SAS can be taught by either SAS full-time professors or by visitors (typically coming for just one quarter); in the past, Core courses were almost always taught by “in house” professors, except for Great Books Literature.
*one syllabus → two syllabi
31 / 180 Your Educational Journey
What to expect?
The SAS curriculum started changing as soon as it was created, which is a typical situation for an institution focused on continuous improvement, but it might be difficult to wrap your head around it. But we can tell you the essential information regarding the foundations of the curriculum. More detailed descriptions of the courses you can find in the Course Catalogue 2019-2020.
But remember: your experience can be (and will be) different from the experience of the students of the previous years.
32 / 180 1st year
At the beginning of the academic year, you will have an English proficiency test. Based on its results, you will study either in English or in Russian during Q1-Q2.
1st quarter. Let’s call it a period of adaptation to the new educational system. It includes 3 Core courses. Two of them, English as a Second Language (ESL) and Quantitative Reasoning 1 (in simple words, Math), are very similar to school lessons. Do not be disappointed! Immersion in the liberal arts system should be gradual. Otherwise, there is a risk of drowning. Writing, Thinking, Analysis and Interpretation (WTAI) – is the beginning of your journey in SAS. Here you will learn to read and understand a text anew. Also, it is a training for active class participation, writing, and critical thinking. From the 2nd quarter, your life in SAS will become a little more interesting since you will have both Core Courses and Electives.
2nd quarter. Core courses: History 1 (be careful with this course, the test, in the end, is tough), Great Books: Philosophy 1 (GB) – the course that will allow you to join conversations about the tradition of European political and philosophical thought in the canteen, Quantitative Methods 2, and English Examination. Plus First-Year Seminar or ESL. Those of you who have the right level of English will be choosing one of three- four FYS. Those courses will be designed and run especially for you, expanding on the goals of WTAI and the academic interests of our faculty. English Examination (in December) is a mandatory test that will determine whether you can continue your educational journey at SAS or not.
The filling of the 3rd quarter is pretty similar but very different at the same time: History 2, Great Books: Philosophy 2. Academic Writing (AW), Information Technology 1, and 1 elective are an excellent addition to this combination. AW course will allow you not to avoid a professor because you are ashamed of your ridiculously written essay. IT course is mostly “the computer as a tool” course that will give you practical knowledge.
4th quarter. The last step in your first year. Here you are met by already loved ones: History 3, Great Books: Philosophy 3, and Information Technology 2. One elective is your companion as well. And the final challenge is the most important one: Topics of the First Year (TFY). Your opportunity to put everything you have learned this year into a single picture of the world. Read “A Reflection Piece on the Topics of the First Year Course by Peter Jones” to understand what you will be dealing with.
33 / 180 The City as a Text
“The City As a Text” is a unique educational course, which aims is to learn how to apply skills acquired during the course “Writing, Thinking, Analysis, Interpretation” to an interdisciplinary object – a Russian city with its unique culture, history, economy, and social structure, to enrich students’ knowledge with practical experience gained through field studies and teamwork practices.
This stage in the educational journey of SAS students is unequivocally exciting and enriching, but also tricky. Let’s see how it is described by the students of the last trip to St. Petersburg.
The City as a Text 2019-2020. Eyewitness Responses
“This week in SPB is called initiation among those who passed it. Some fear it; some anticipate the trip to the lovely city. Nobody lies to you when they say that it is intense. You are always on the run, trying to catch your breath and the most controversial details to show up later in your presentations. That’s the whole point. To work under pressure, in minimal time, and still manage to produce intellectual products.
Experience from this session depends on the position. When I was a student, everyone else looked like an enemy who dared to touch your baby-presentation that you managed to create without blood spilling (which is already an achievement). I grew out of it when I became a curator, and one of my tasks was to engage with students’ presentations critically, to ask tough questions. None of my purposes was to humiliate or to make fun of people - only to point out mistakes, or contradictions, or to clarify some issues. I believe that my fellow curators did the same. We don’t mean to bring you down, and we need you to learn. It is perfectly ok to be wrong sometimes, but you have to be aware of it.
A lot of us started smoking, just saying.
I know that a lot of things are confusing. They have to be. No one understands the task because they are vague, some things depend on a random distribution of the places, fights within the team complicate things on the way, and you always don’t have enough time. Those are the conditions. You have to know one crucial thing: Thesis, Argument, Evidence - are the three whales of an excellent presentation.
I noticed one flow in past years’ presentations. Undoubtedly, through time, they become more “academic” in a way but lose experimenting, playing with information, and a way of presenting. They are very dry and, seriously, just dull. I understand that your projects need to be so many things at the same time. But still. You can try to be bold. You can be creative. Remember about three whales, and don’t deny the experimentation.
34 / 180 The City as a Text
Now to the short advice column. So, if you become a curator in the following years:
1)DO NOT bring your ideas and thesis into your students’ heads - they need to produce arguments and statements on their own. Your opinions confuse them, and it is not fair to other teams also. 2)You are here to guide them and polish weak spots. Find the balance between taking them under control and giving freedom. 3)Suggest different approaches to your students. Give them the toolbox and instructions on how to work with it. Explain all about positions, points of view, the structure of the presentation, how to work with ideas visually (use stickers, blackboards, draw), how to highlight crucial points in the speech - all of that and more. 4)Be extremely careful with big and complicated frameworks. Once, I told my students about Roland Barthes and that the author is dead. They were scared and lost that day, and some of them probably still have the trauma from that news. It was just too early to comprehend successfully. 5)Consult with your colleagues and share experiences. They can suggest new ways of looking at your problems or unique solutions for them. Even if they do not, it is still good to make order out of your thoughts on the curator’s work to make it more clear. 6)Try to stay sane. Drink water. Breath.”
-Valeria Orlova, 4th-year student, curator
“An internship in Saint Petersburg is an event that is much talked about in SAS and is eagerly awaited by first-year students. But I advise you not to overthink the trip in advance. Most likely, students, teachers, and administrators will tell you a lot of interesting things about the course. After all, there may be too much information; advice will sometimes be contradictory; you may just be scared of the amount of work and «upcoming horrors.” Listening to someone else’s experience can be exciting and useful, but don’t put too much pressure on yourself. Everyone has their impressions of the trip. Each opinion is individual, so do not be nervous. I believe that getting rid of any expectations allows you to fully enjoy the city and your trip, open up to it. New tasks, places, and people will be unique to you because you haven’t gone over this situation in your head thousands of times. I didn’t make big plans and just went with the flow. This saved me from frustration and sometimes allowed me to stand back and analyze the situation without unnecessary stress. Try to catch every moment, not to panic or get upset if something went wrong. Everything is impossible to foresee; this internship is a challenge full of sheer spontaneities and sometimes just accidents.”
-Polina Zhukova, 2nd-year student
35 / 180 1st year 1st year
YEAR 1
Writing, Thinking, Analysis and Interpretation
Q1 Quantitative Reasoning 1
English as a Second Language
History 1
Great Books: Philosophy 1
Q2 Quantitative Reasoning 2
First Year Seminar or ESL
English Examination
History 2
Great Books: Philosophy 2
Academic Writing Q3 Information Technology 1
One elective
The City as a Text
History 3
Great Books: Philosophy 3
Q4 Information Technology 2
Topics of the First Year
One elective
36 / 180 2nd year
5th quarter. Core courses: Giorgio Vasari was one of the firsts to interpret artworks, came up with terms like «renaissance» and «gothic art», employed periodization in art study... You can be just as great. Make your first baby steps during the Interpreting Artworks 1 course! The next core courses that you will study: Global Issues 1 (GI) where you will have an opportunity to face with acknowledged experts from business, government and academic sectors and to learn about critical issues from their particular perspectives, and Problems of Modern Sciences 1 (PoMS) where you will learn some basic ideas, concepts, theories and methods in natural sciences, focusing on life sciences, but there will be physics, philosophy too. And for dessert, you will have 1 elective.
6th quarter. Core courses: Interpreting Artworks 2, Problems of Modern Sciences 2 and Global Issues 2 are still with you. Bored? 1 elective and the second English Examination will break the boredom.
7th quarter. Core courses: Great Books: Literature 1 - the course that will make you think about deleting your social media for fear of totalitarian control and Design Thinking 1 (DT)– in this part of the course, you will learn to create career plans that require you to research career options and potential employers and prepare a developmental roadmap that will lead you towards success along your chosen career path following graduation. Besides that, you will have 2 electives.
8th quarter. The final quarter of life without a major. Core courses: Great Books: Literature 2 - the course that will help you rethink the American Dream, and Design Thinking 2 the course that is designed to activate your individual competencies (emphasized in the previous quarter) by placing you within a real-world project-based, group work environment. And as you already know, 2 electives.
Oh yes, …during these two years, you will be accompanied by Physical Education. And in the third one, too.
37 / 180 2nd year
YEAR 2
Interpreting Artworks 1
Problems of Modern Sciences 1 Q1 Global Issues 1
One elective
Interpreting Artworks 2
Problems of Modern Sciences 2
Q2 Global Issues 2
One elective
English Examination
Great Books: Literature 1
Q3 Design Thinking 1
Two electives
Great Books: Literature 2
Q4 Design Thinking 2
Two electives
38 / 180 3rd and 4th years
At the end of the second year, you will declare one of the seven majors for the completion of your Bachelor’s degree.
The fact that you belong to a particular major in no way limits you and your interests. You will take a mixture of upper- level courses in your majors as well as freely chosen electives. It will allow you to find your unique path in the educational journey. It is especially useful since, in addition to the coursework, you will complete a research essay in the third year (for more information, see the section Research Projects) and a BA thesis in the fourth year. Here your academic interests, nurtured by the courses you have already completed, will help you.
Also, in the 3rd and 4th years of your study, you will be able to take other majors’ courses as electives if you meet the prerequisites. It will also allow you to gain the tools you need to develop an interdisciplinary vision of the world.
39 / 180 Majors
SAS OFFERS SEVEN MAJORS:
MAJOR LEADER
Information Technology and Vitaly Nikolaev Digital Society
Cultural Studies Erika Wolf
Krishna-K (Q1-Q2) Life Sciences Erzsébet Pásztor (Q3-Q4)
Economics Usvitskiy Andrey
Film and Media Studies Andrey Shcherbenok
Historical Studies Peter Jones
Sociology and Anthropology Maxim Alyukov
40 / 180 Majors
HERE IS HOW STUDENTS DESCRIBE THEM.
Everything can be different for you. But it will be useful for you to learn someone else’s experience!
INFORMATION TECHNOLOGY AND DIGITAL SOCIETY
“You don’t need a BA in IT to become a programmer — that’s an axiom. You can learn one Web-Development/Data Science framework and use it all over the place. You will solve some problems for your customers and have some income. But imagine your beloved piece of technology comes out of fashion and... what next?
You’ll need SAS BA in IT for transferable skills — Problem Deconstruction, Interdisciplinary Communication, and Critical Thinking. Don’t even ask me what the latter means, because I’m not good at this yet :) These weird words (or skills behind them) will make your life easier as a Software Engineer or whoever else you’d prefer to call yourself. You’ll understand the concepts behind the languages and frameworks you use. Moreover, you’ll have a better time adjusting to new fancy tech and ideas.
Of course, BA is not a silver bullet. You’ll need to work on your projects to complement your theoretical knowledge and have some grip on doing Software Development. And that’s where your fellow SAS-mates (including yours truly) can help you. There are lots of people that are eager to start new projects, whatever the knowledge area is.
To recap: - you’ll have a fundamental understanding of these strange beasts — Computers; - and you’ll have enough experience of doing projects with loads of different people from various disciplines, to be more than just a programmer..”
-Artyom Bologov, 3rd-year IT student
41 / 180 Majors
CULTURAL STUDIES
“If you wish to choose Cultural Studies as a major, be prepared for an academic roller- coaster ride for the first two years (and after that too, but not that intensive). It will probably be hard to define what you want to do precisely — here you can do philosophy, politics, art, study environment, culture, sometimes history, modern technologies, and even knowledge itself. But the advantage is definitely that you can easily attend ANY course marked as more or less related to the humanities and you still do not get trashed. Most of us here have experienced a vast range of courses (and topics), starting from courses on depression in literature and ending with courses on digital revolutions and hacking. It might seem to be a waste of time at first, but then you start to realize how the puzzle is done. And that’s the beauty of multidisciplinarity!
So if you are interested in anything related to culture, be it literature, art, politics, indigenous studies, or gender studies, then welcome to a Cultural Studies major! I dare say that this is the most diverse major with a wide range of interests and activities. Even though we rarely work in the field and interact more in dialogue with other academics, new ways of research are welcome. Any ambition and potential can be unleashed with enough diligence. See you in the new academic year!”
-Elizaveta Krylova, 4th-year CULT student
LIFE SCIENCES
“The LIFE major is a challenging one to be sure. While it certainly has its problems with the organization due to uniqueness from the humanities majors, the staff are working their hardest to fix the issues that arise. Another challenge arises for the problem of diving deeper into biological topics. Humanities, like philosophy, give you additional knowledge of the subject to pre-existing and pre-established notions. But biology is taught in all schools, to all students. How do you explain to children complex biological notions, like the one of Complex Systems? The current education system answers this way: «You don’t. :)» So schools teach outdated or merely incorrect biological ideas to children, giving some fundamental concepts of how the natural world works. Entering the LIFE major will require you to relearn everything you learned about biology, even the things you previously thought you understood completely. However, this challenge of deepening your understanding of the world is a very intriguing and promising one, wouldn’t you say?
If you are interested in biology as a subject and if you are ready to completely rewire the way your brain thinks about biological notions to have a more accurate understanding of the world, then the LIFE major is for you.”
-Ekaterina Fedorova, 4th-year LIFE student
42 / 180 Majors
ECONOMICS
“The ECON major is suitable for those who are generally impressed with the analytical thinking of economists, and who want to get knowledge and tools to study economic theories and cases. You will also learn how to program in a specific language for economists and statisticians to conduct your research project. I think you will like the courses of our major if you are not afraid of numbers and graphs, and at the same time want to understand the structure of the world more deeply, since nowadays everything (well, almost) is related to Economics.”
-Anastasia Dier, 4th-year ECON student
FILM AND MEDIA STUDIES
“The Film and Media Studies major is mostly about films rather than media. So far, cinema courses are more organized and coherent because they are an entire complex of related themes and topics. The media courses have been much more chaotic. The knowledge this major gives you is kind of fundamental – it means that you know something about everything, but you struggle with specific things. For example, if you want to write a paper about some particular film genre or media imperialism, you have to be patient and spend some time looking for information you need or don’t know by yourself. The major is not about film critique either – you do discuss some issues related to society, politics, and all this kind of stuff, but if you’d like to know more, then it’s your responsibility. Of course, you can always ask our professors who are happy to help and open to any questions. But, in this case, it is better to know what you are interested in or would like to learn here because then you can work in this area together with a professor and improve yourself. Our professors also try to make this major practical and fun. Students do a lot of different stuff here: watching, arguing, shooting, writing, and talking about films. We watch films that “make us think” and which aren’t widely known. We shoot shorts, and we do it either with our smartphones or with professional equipment the School allows us to borrow. We try to make sense of contemporary news and video games and the ways they communicate with us. Sometimes we meet people who work in this area at open lectures, which allows students to talk and work with them.” -Anastasia Nagornova, 4th-year FIME student
43 / 180 Majors
SOCIOLOGY AND ANTHROPOLOGY
“How do people become marijuana smokers if the first experience was terrible? How entering prostitution could be related to consumerist values? How I came to be who I am? Everyone taking ANSO as a major will be mastering these and many other “real-life” questions. Here, reading the greatest works of those who approached understanding their society, we aim to understand our own. Or at least its parts – institutions, such as family, friendship, romantic relationships, class, nation, state, and so on.
In contrast to most majors, ANSO major is a place where students’ life experience itself could be the precious database, as well as the source of insights and inspiration. There is a way you can proceed with no need to reject your biases and stereotypes. Instead, you can learn a lot about yourself, your social unit, and society by analyzing what you’ve already learned during socialization.
The main object of this track is to make your sociological inquiry (or several ones). Hence, all seminars and lectures are dedicated to learning and challenging the theories and methodology and helping peers to work up theirs. Since sociology focuses on human interactions, the application of what was learned in class outside, it is a foundational task. Don’t expect you’ll become a master of sociology when submitting the first research draft! There is also a space for debate because there are many people whom you need to prove what you know “for sure.” - One more feature of ANSO major is that students here should be willing to do self- education if they want to delve into their discipline. For example, at the end of the 3d year, all students are required to present the Third Year Research Project based on their small independent research projects. They can get constructive feedback from their supervisors and peers during Research Seminar sessions.
Besides this, some senior students lead research projects beyond the SAS curriculum. In 2019, a group of students went to Ekaterinburg a few times to collect interviews with participants of the protest against the building of an Orthodox church in a city square. Daria Zykova studied the process of production of ethnicity in museums of the Republic of Kalmykia. Vladislav Siyutkin studied biographies of active pensioners who belong to different political parties of Tyumen. Darya Lupenko traveled to Russia’s Northern regions to research the conflict over the Shiyes landfill site. Junior students have an opportunity to team up with their older colleagues to learn how to do science together in practice.”
-Vladislav Siyutkin & Darya Lupenko, 4th-year & 3rd-year ANSO students
44 / 180 Majors
HISTORY
“Replying to the question of my history major choice, I highlight three main reasons: match with my interests, attachment to the stories, and personal experience.
Firstly, one of my most cherished activities is solving puzzles. I derive pleasure from revealing hidden interdependencies, think of innovative solutions. And I perceive the process of studying history as solving puzzles. It allows me to use and develop abilities to analyze, introduce new interpretations and meanings for accomplished events.
Moreover, studying history is like reading a fascinating book, where the main characters are real people, states, and cultures. The process of revitalization of the past happens. It changes, and historians become an active participant in these changes.
However, this conclusion about the significance of history studies was possible only due to practical experience. Attendance of the history electives and comparative analysis of them with the knowledge of studying the other disciplines contributes to the definition of my present and future preferences.”
-Yuliya Habibulina, 3rd-year HIST student
45 / 180 Minors
Minor - an optional set of a minimum of five electives from a discipline different from your major, that will be mentioned on your SAS diploma.
THERE ARE NINE AVAILABLE MINORS:
Life Sciences
Informational Technology and Digital Society
History
Film and Media Studies
Economics
Cultural Studies
Sociology and Anthropology
Philosophy
Environmental Humanities.
To get a minor, you will need to pass five qualifying courses during all four years at SAS. Syllabi of all elective courses include applicable minor designation.
46 / 180 Research Projects
“During the third year of study, students will begin to pursue independent research by researching, writing, and defending a research essay. In the fourth year of study, students will build upon their initial research experience to complete a more comprehensive thesis. While there will be some disciplinary differences, the Third Year Research Essay should be 4,000-5,000 words, excluding citations, bibliography, and appendices. The Fourth Year Thesis will be more substantial, roughly 8,000-10,000 words. The third-year research essay may be further expanded into a fourth-year thesis, but this is not a strict requirement.“
SAS Research Project Guide 2019-2020
Specific learning objectives of the research project for all majors include:
- The development of the capacity to work independently; - The refinement of skills in identifying, accessing, and evaluating relevant information; - The ability to analyze material logically and coherently; - The articulation of ideas in the form of an extended academic discourse; - The development of habits of scholarship, in particular the ability to set high standards, to be self-critical, to critique sources, and to prepare and present material in a professional standard.
The research project presupposes working throughout the whole year. Don’t do everything at the last minute. It will affect not only the quality of the project but also your psychological state. Set yourself intermediate deadlines, and be sure to meet them.
47 / 180 Research Projects
Examination
The grade for the research project is determined by a formal examination process that includes the submission of the final draft, preliminary assessment by the examiner, an oral examination, and completion of any required corrections.
3rd year: Your projects will be assessed by SAS faculty -- but not by the supervisors. 4th year: Here SAS is adopting an external examination process to ensure fairness and objectivity in the assessment of student performance. The external examination also impacts the student-supervisor relationship to one that is more about support and intellectual dialogue.
You have a lot of work ahead of you. But do not be afraid, you can handle it, especially since you will not be alone. A SAS professor will supervise you. This is the person who will try to help you in any way it is possible. More than that, remember that you can consult with ANY PROFESSOR about your research. Just because someone is not your supervisor does not mean you cannot ask them for advice. Professor in the Box is there so that you can drop in and talk to ANY PROFESSOR. This is a part of the research!
48 / 180 Research Projects
The most exciting part: What 3rd-year students learned through the process?
Vladimir Kibukevich, 4th-year ECON student:
“Research process reminds me of gold panning. You know an area where you hope to find golden nuggets, but you do not know its size and quality. Besides, you do not know how much time it will take. You have only expectations and a straightforward plan: “Do not stop. Work harder and harder”.
Not only did the research process allow me to hone academic skills, but also it helped me to understand better what I want to do. The research allowed me to understand that behavioral economics is the field I am most interested in. It made me familiar with the routine that all researchers face during a research process. Nowadays, I know that a way from a proposal to the final draft is a long journey that requires a great deal of resilience, self-discipline, and utmost patience. So, I can safely say that the research process that I have gone throw put me on the higher level of self-development and my colleagues- researchers are persons I could count on*.
P.S. At the end of the day, I have extracted nuggets of medium quality.
*A researcher is a person with whom you can go on an exploration.”
Darya Zykova, 4th-year ANSO student:
“I am grateful for professors who taught me during the ANSO research seminars. I got so many benefits from each seminar. The main thing that I learn through the working process with professors is to organize many-many my thoughts in the limited research paper. Even though I have had the academic writing class in the second year, it was the biggest challenge to organize my text well. Thanks to the research seminar and responses of my colleagues, I learned to express the essence of my thought in two or three sentences instead of six. Also, I became almost an expert in APA style of citations and bibliographies.”
49 / 180 Research Projects
Roman Starikov, 4th-year IT student:
“There is only one thing that I learned through the IT research seminar. It is how to work enough to complete the project, but not too much. To be honest, it is a crucial skill for a career. I speak for myself because I work in IT, and it is important not to be burning out. It is about time management and selecting priorities at the same time. If you want to move, you should always choose the things you want to spend time on. SAS is just an instrument, and you can use some part of it, but not all (because there is much useless stuff here also). Education is only about you. Often (especially for IT), it is not about university at all. Therefore, do not think that SAS will help you to become someone. You are the only person who will.”
Alina Zalyaletdinova, 4th-year CULT student:
“I think my main discovery in this type of work was the experience of finding common points between completely different texts. It was difficult, but it helped me in the sense that I was able to achieve a deeper understanding of what my authors wrote. This is a useful skill since it can be used to build a general network of arguments that are used in the topic that you study.”
Yana Trofimova, 4th-year FIME student:
“This year, I learned how to analyze films from different theoretical standpoints, contextualize them in cultural, social, and political histories, work with academic resources more efficiently and handle a large amount of work in a short period. Besides, I realized that self-discipline is more important than talent, and you need to enjoy the process to succeed. Moreover, you don’t have to be afraid of such projects or postpone them, because it will hurt you in the future or discourage you from studying.”
50 / 180 Research Projects
Ekaterina Fedorova, 4th-year LIFE student:
“The process of research, especially in the field of biology, is very romanticized and made to seem glamorous by the movies and other media we consume. In the movies, you mess around with some vials and have a precise result where you know absolutely everything. In reality, you feel like you are wandering in a room with your eyes taped shut, trying to find where someone hid your keys. The only thing you know is that your friend told you that they saw how they saw the hider placed your keys in a drawer. But which drawer? Where is it in the room? And, if you even find a drawer, will the keys still be there, or did the hider move them? It’s the very same way with research. You are blindly searching for articles at first, trying to find something that resembles the metaphorical drawer you are looking for, anything that’s somewhat connected to your topic. Then you search the articles you found for any information that you can use and that is actually applicable to your case. However, even if it initially is very frustrating, if you force yourself to keep going and finish looking for your keys, the final result is very rewarding. The process of research tests your patience, your character, organization, and ingenuity. And if you are not ready, it might overpower anyone who’s not ready.”
51 / 180 Internships
3rd-year Summer Internship
“Internship experience provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom in a work setting. This experience also helps students gain a more definite sense of what they still need to learn and provides an opportunity to build professional networks.
Students are expected to see how the theory matches the practice, get introduced to the working environment, and obtain skills and competencies that are initial. The purpose of practical training is to systematize, consolidate, and deepen the knowledge gained within the courses completed. They are also expected to develop primary skills in independent research work. This internship does not have to align with the selected major. Instead, students should be focusing on the competencies they would like to build.”
2nd-year Summer Internship Syllabus 19-20
As we have already mentioned, you will have a different experience from ours. This internship will most likely be moved to after 3rd year of your education in connection to the minor.
Here you can see students’ responses on their first internship. Hope, in three years you will tell us how your experience differs from theirs.
Artyom Bologov, 3rd-year IT student:
“My internship made me turn from the abstract ideas of theoretical Computer Science to Design, User Experience, and personal productivity issues. I’m quite glad this rethinking happened to me so early :) Doing things for the first time / from scratch is the kind of experience you should have in your internship. It can show what you don’t know and what you don’t even want ever to know! It traumatically showed these areas of ignorance to me, and it was quite useful.
Nikita Mogilnikov, 3rd-year CULT student:
“At the time of internship: second-year student, the third year of existence of SAS, COVID-19 pandemic, chose Cultural Studies as his major. My internship was conducted at Cyland Media Art Lab via the internet (due to conditions at the time). In general, I can say that my experience was somewhat successful. The internship smoothly integrated into my study curriculum. We had both theoretical and practical parts. The first was constituted of interpreting and considering digital art with 52 / 180 Internships
curators. The second included writing various formal and public texts for both mediations for broad public and communication inside art archives. The internship expanded my knowledge of digital art and the work of institutions associated with it. It even provided me with the idea of a possible topic for my bachelor research. One of the crucial aspects shaping the overall experience of the internship was the lack of instructions from the curators and supervisors during the internship. It resulted in two significant consequences. On the one hand, you receive a lot of freedom for your self- organization and carrying out creative tasks as you wish. On the other, you may end up with too much spare time if you go through tasks too vigorously and, more importantly, no consultation on questions of formal and strict nature (as bureaucracy, for example).”
Feel free to ask other students questions about the internship. We all have something to share with the world.
53 / 180 Educational Process
In this section, we will acquaint you with the necessary information about the structure of the educational process. Here you will find out what exactly you can expect and what is expected from you.
54 / 180 Syllabi
The syllabus is an official document that provides all the necessary information about each course. In the syllabus, you can find a description of the course, its aims, schedule, grading policy, assessment breakdown, readings for each class, etc.
The syllabi for elective or majors-as-elective courses are usually sent in advance, so you can look through and choose your elective. Syllabi for core and major courses are posted before the beginning of each module.
During the first class, you will be allowed to ask questions about the syllabus - do not disregard this opportunity!
And one more thing. Before you ask a question, look for an answer at the syllabus! The professor spent hours preparing the syllabus. Chances are your question is already answered there.
Any changes to the syllabus must be approved by the Academic Council (AC) and communicated to students.
55 / 180 Course registration/electives
Once a quarter, you will choose the elective(s) (zero, one, or two, depending on the curriculum). You will be sent a special online registration form in advance to order the electives according to your priorities. Electives are typically capped at 20 students, so, usually, some courses have more fans than spots. The higher your position in the bi-annual SAS-wide student rating, the higher the chance for getting the elective of more top priority.
In case more people want to be enrolled in an elective than the maximal number of places offered, the priority is given to students placed higher in the latest SAS-wide academic performance ranking. If the elective, which is in the first place in a student’s list, is fully booked by students with higher academic performance results, the Education Office tries to enroll him/her in the elective which is in second place in his/her priority list, and so on. But due to scheduling clashes, sometimes a student might be placed lower than their rating permits; the schedule is built so as to minimize such cases. Students who do not fall into any of the chosen electives are enrolled in the elective at the discretion of the Education Office.
56 / 180 Modeus
For schedule management, SAS uses Modeus (Click to open web-page). Modeus accounts are personal and connected with Vmeste and other UTMN services. At the beginning of the year, you will be enrolled in Modeus by Alyona Bunkova.
Events, holidays, and professors’ conference travel mean that your class schedule may change frequently. Be attentive!
57 / 180 Course evaluations
Toward the end of the quarter, you will be asked to complete an anonymous evaluation of the course. The results of the evaluations will be reviewed by the instructor, the Head of the Education Office, and the Teaching Council to improve education at SAS.
This is your opportunity to influence the educational process! Take it seriously!
58 / 180 Grading
SAS uses a ten-point grading system. Grades from 0 to 3 are failing grades. Grades from 4 to 10 are passing grades. 10 is an excellent grade given in exceptional circumstances.
In most courses, SAS faculty are obliged to follow the 7-rule. This may be calculated either as a median (the number of grades above seven and the number of grades below seven does not differ by more than 1) or an average (the average final grade for all students should fall between 6.50 and 7.49). The 7-rule may be applied to each assignment OR only to the final course marks (you can find this information in the syllabus). If a teacher applies to the TC and is granted an exception, then the 7-rule might be waived. (There are several courses exempted from 7-rule. Here they are: “City as a Text,” “Global Issues,” “Topics of the First Year”, and “Design Thinking”).
59 / 180 Exam & Appeals
Commonly known fact: it is much easier to pass a course based on regular coursework listed in the syllabus than attempt to pass an exam.
Rumor has it that it is impossible to pass an exam at SAS. It is not valid; some people managed to pass an exam. But there are not many of them, because the examination process is not so easy. We do not advise you to check it for yourself!
You can find details about the examination process in the syllabus.
60 / 180 Academic Integrity
Academic integrity refers to a set of academic values that have to do with honesty, mutual respect, trust, and willingness to improve our intellect. Every member of SAS at any level is expected to adhere to the principles of academic integrity. The respect of academic integrity is of great value for SAS, and it is conducive to the establishment of the School at an international level. In fact, the absence of academic integrity would undermine the credibility of SAS and, as a result, the value of degrees and diplomas. For instance, if plagiarism were tolerated, the value of the study and research at SAS would become and be perceived as valueless, thereby negatively affecting everyone who studies and works at SAS, or will receive a degree from SAS. It is thus important to stress that violations of academic integrity would impact SAS as a whole and, therefore, cannot be tolerated.
Unlike in other places, SAS does punish students violating Academic Integrity rules. You need to know what the rules are, follow them, consult professors if in doubt.
Here is what the 4th year CULT student writes about Academic Integrity:
“When it comes to writing a paper, it is extremely important to be original and authentic. One time I was writing an essay and looked up some concepts to know what I am talking about better, and then explained it in my essay. This way, without even realizing it, I ended up plagiarising a Wikipedia page and almost got expelled. Sometimes it is indeed hard to think of a completely new idea to build an argument with, but it’s worth it. Nothing is better than realizing that you used your own brain to analyze pieces of information and create a concept. I assume that it is insecurity that makes us steal others’ ideas, we are afraid that our own concepts won’t be good enough. Be brave, be fresh, don’t be shy to use your own arguments. You are the best person to write a paper for you. It will be hard at first but no masterpiece is made overnight. You will see and you will learn, that’s how it’s done.”
SAS Academic Integrity Regulations
61 / 180 Rating & Scholarships
All first-year students studying in government-funded places receive a scholarship in the amount established by the UTMN from the beginning of the academic year until the end of the first session. From quarter 3 onwards, the scholarship is awarded, depending on the results of examinations. Also, all the SAS students can take part in the competitions for the RF President’s scholarship, RF Government scholarship and other scholarships (scholarship of the governor of the Tyumen Region, Oxford Russia fund, etc.).
SAS Director’s scholarship is assigned for the top-7 students of each study year. They receive a scholarship of 10,000 rubles per month for a semester. For first-year students, the Director’s scholarship begins accrued from the second semester.
Students who came to paid places also can get tuition fee discounts. If a student is in top-15, they can count on 100% cover. If they are in 16 to 30 places, they can count on 50% cover.
The new rating comes out each half of the year. Currently, SAS uses an arithmetical average of the grades earned by a student during that period.
More details
62 / 180 Language Matters
Firstly, say NO to Google Translate and other translation applications. It will not help you with in-class assignments, so it is better to get used to writing on your own from the very beginning. Skill comes with practice. And practice makes perfect!
Secondly, get ready to talk a lot. To do this, you need to practice speaking. You don’t have to speak perfectly, but you should talk in a way that is understood.
Thirdly, stock up on love. Love English. Do not treat it as an enemy, and everything will work out!
Moreover, as you may have noticed from the curriculum, SAS provides many opportunities to improve your English. For example, ESL as a mandatory course or elective. You may find these courses boring and ineffective, but give them a chance. Think of them as a necessary practice, not a useless pastime, and you will see the benefits.
Other than that, we have an English Speaking Club, where you can practice speaking in a more relaxing atmosphere. Here you can not only overcome the language barrier but also acquire skills needed for informal communication.
Also, for improving your listening skills, we recommend you to attend SAS open lectures/courses (or watch the past ones on YouTube).
63 / 180 Holidays & SAS Parties
SAS, as an open to experiments institution, provides a broad array of opportunities to its students. Concentrating not only on their studies but also on holidays and parties. If the party has a conception behind it, which suits the SAS brand, the administration is more than happy to help in making it real. Here are some successful examples of the past:
Greeting the First Years Party
At the moment when these lines were written, there were only two such events as “Greeting of the first-year students” in SAS history. And every time it is a very informal and friendly meeting. Usually, there is not much of an organization going on; people just meet and talk with each other. Senior students reunite with their peers after a summer break and also meet newcomers, telling them about life at SAS and sharing experience from previous years. Sometimes we sing songs with a guitar or play something together. Professors also visit such meetings and chat with students and each other. The first meeting was at the SAS building, whereas the second one was in the park, so the location of the meeting can vary.
- Pavel Shlegel, 4th-year IT student
SASquerade (New Year)
SASquerade was the name of one of the events planned for the New Year celebration. However, students started to call the whole thing this, and it became a tradition.
The main events of SASquerade each year:
Holiday Fair The initial idea of the fair was to bring a sense of holiday into SAS workdays. It is quite relevant to our professors, considering the fact that during this time they are far away from home and their families. That is why students think that it was important to make professors feel at home as much as possible so that they get the chance to experience the warmth and excitement from celebrating something. They reserved the most prominent table at Disciplina and tried to make it as festive as possible. The table was full of different decorations and food, Christmas songs were played, and everyone decided to dress for the occasion. For three years since then, students organize the same thing, trying to encourage everyone at SAS to participate.
The Wall Drawing On the 2nd floor, between rooms 203 and 207(?), there is a blackboard, on which you can draw with chalks. For the whole year, this wall is clean. However, the New Year is a particular time. For three years straight, students-artists drew their sketches on the wall.
64 / 180 Holidays & SAS Parties
The preparation for this starts almost a month before the New Year and usually ends a week before. For choosing the sketch, students publish each participant in the VK group and then do voting through students. The winner gets the materials and time to realize their idea on the wall. However, before that, the sketch should obtain approval from the administration. It must have a concept behind it, and the design must suit the brand of the school. Otherwise, it will be КВНщина which is absolutely unacceptable!
Secret Santa Secret Santa also starts a month or so before the SASquerade. Everyone at SAS can participate in it, even people from “Nikto ne spit?” and Disciplina. For a week, students leave a box and a sheet with rules on the 2nd floor. After that, they set the date of picking. Usually, people have two weeks to find and buy a present. All the presents should be gifted before the SASquerade because that is when all Secret Santas should reveal themselves. This year students added extra detail – the elves. The Elves (who volunteered themselves) start helping people who struggle with finding info about their gift receiver after a week from the name picking.
SASquerade SASquerade is like a masquerade, but even better! At the organized New Year party, people come dressed in SAS themed costumes. So far, we had people dressed as students, professors, admins, covered authors, courses, and even as essay drafts! Then the voting happens (each year, the criteria, judges, and nominations are different). The winners get the SAS merch.
Wish and Thanksgiving Box The box is also set 4 or 3 weeks in advance. Collecting anonymous and not notes, the volunteer students later on the New Year party give all the letters to the written receivers. Such notes can help the shy ones show their admiration, gratefulness, or just deliver the wishes for the great year. For the non-anonymous writers, it is just another way to deliver their thoughts in an original way.
Open Mic An open mic is a place where a person can show their talent, which is unrelated to the educational process. You can see there not only various talents (playing instruments, singing, performing), but also it being done by different people (not only students but also professors and staff). An open mic is an event that is bringing the people closer together than any other event of the New Year party. Even so, it is planned, it always comes to being just group singing accompanied by the guitar. Students, professors, and staff sitting together in a circle, trying to find words or accords for the guitar, laughing, and trying not to fail singing – this is what open mic usually ends up with.
65 / 180 Holidays & SAS Parties
Board Games Room For some strange reason, board games are about to become an indispensable element of all SAS activities. The newborn Board Games Club was active even before its official formation. One of their activities was organizing the board games room, where people can play the games even all night through. Fun fact! ‘The gamers’ for all three years show the tendency to be the people who leave the party last. Each year they take room 213, collect around twenty people, and play all night long.
Dancing Room The New Year party of 2019 has a unique feature: the dancing room. Organizers took room 501, took away all the chairs, and brought in specialized equipment to turn the ‘lecture’ room into the dance floor. They started to collect the music in advance, formed playlists, and even brought special light. The most amazing fact is that it was all made and organized fully by students.
Photo Zones Photo zones were created by a student activist for the New Year of 2018. This student printed themselves the ‘parts,’ creating not only the images referring to New Year but also some citations in the dialog bubble. The project was successful. However, it was not recreated in the next year.
SASMAN Day (Fatherland Defender Day)
By common consent, there is no such a holiday in SAS as a Fatherland Defender Day. Instead of this, the holiday created by us is celebrated - SASman Day. Here the stereotype of a man as a defender and patriot is destroyed. It is not necessary to serve in the army to be respected and loved. The brightest memories about this holiday are the portrait of a typical SASman created by professors and administration themselves and the handmade postcards with cats presented to men.
SASWOMAN Day (International Women’s Day)
This holiday is an attempt to recreate the original meaning of International Women’s Day. Quiz conducted by Vladislav Siyutkin was intended to remind us that this holiday is not a day of spring and beauty but a celebration of the emancipation of women and acquisition of rights equal to men’s.
66 / 180 Holidays & SAS Parties
The Day of The Vernal Equinox
March 21, 2020, The Day of The Vernal Equinox, was chosen as an excellent day to celebrate gender equality and the end of the third quarter. Unfortunately, due to the pandemic, the holiday was not realized.
There is no established tradition in celebrating these holidays. You can initiate a new incipient tradition!
67 / 180 PART THREE: SAS as a Community
Now when we are done with the cover, let us look closer on what is the inside - the SAS Community. Not relying on the existing classical Russian University norms, SAS has worked out its unique way of conversation and collaboration between its members. You will learn more about it in this section.
68 / 180 Rules of Communication
English is the main language of communication at SAS. With just a few exceptions in the first year, the official language of communication concerning teaching is English. Hence, students are required to set up formal communication tools to make use of English. Be sure to check your account settings for both Gmail and Canvas to make sure they are correct. Not doing this can create significant problems for things like assignments.
GMAIL
The primary way of communication between students, professors, and administrative staff of SAS is email.
For communication via email, all students must use Google-account in the a.ivanov. [email protected] format. We would highly recommend you to follow your international passport written names. If you don’t have one you can just transliterate it in accordance with the rules. You can check your transliteration here. You can find SAS staff and professors’ email addresses on the SAS website (sas.utmn.ru).
Set your name to appear in the Roman alphabet in emails that you send. To do this, go to the settings menu. Then select “Accounts.” In the row “Send Mail as” click on “edit info.” A window will come up with your name as it will appear in emails that you send. Enter your name in the Roman alphabet.
You are also encouraged to use English as the primary language for your Gmail account (which is doing a great job at correcting your grammar and syntax). You can do this in the general settings menu in Gmail.
69 / 180 Rules of Communication
CANVAS
For Canvas to function correctly for class lists and assignments, your Canvas account settings need to be set up correctly. In the account settings menu, make sure that the language is set to English (otherwise there are problems with things like sorting names -- and that will irritate your professors). You also need to set up your name to display correctly and select the correct time zone (Ekaterinburg).
Here is how your settings should look:
When you submit assignments as files on Canvas, they should be titled with your last name and first name in that order (for example, «Volkova_Darya.doc»).
70 / 180 Rules of Communication
OTHER
Short versions of the name of the School of Advanced Studies - SAS or School. (NEVER ШПИ)
Your feedback is essential for SAS. It is your main tool to influence an educational process.
We kindly ask you to treat filling the evaluation forms you will receive after completing each course as attentive as possible, be objective, and comply with the set deadlines. Course evaluations are mandatory elements of all courses. Besides that, you are always welcome to talk to any member of administration, staff, or faculty about your concerns. At SAS we value a lot being in an open conversation and provide the needed environment for its existence.
71 / 180 People of SAS
ADMINISTRATION AND STAFF
NAME ROLE EMAIL & OFFICE LOCATION
ADMINISTRATION
[email protected] Andrey Shcherbenok Director 301 [email protected] Anastasia Rusakova Associate Director 301 Academic Positioning [email protected] Ekaterina Selikhovkina Advisor 301 [email protected] Daniel Kontowski Head of Education 301
STAFF
[email protected] Alyona Bunkova Student Support Specialist 102 [email protected] Daria Domracheva Education Office Specialist 102 [email protected] Irina Telipko Manager 218 [email protected] Valeria Savina Education Officer 218 [email protected] Shakhlo Makhmudova Manager Library [email protected] Fedor Gook Faculty Support Specialist 102 [email protected] Lyudmila Malygina Legal Assistance Specialist 102 [email protected] Svetlana Kushnikova Building Administrator 102
72 / 180 People of SAS
ADMINISTRATION AND STAFF
[email protected] Svetlana Kushnikova Building Administrator 102
PART-TIME SUPPORT STAFF
Dmitry Abramov Lead Engineer [email protected]
Academic Writing Center Ahmed Elghandour [email protected] Coordinator
PROFESSORS WITH INSTITUTIONAL ROLES
[email protected] Erika Wolf Dean of Faculty 311 [email protected] David Dusseault Outreach Coordinator 311
73 / 180 People of SAS
FACULTY
Ayla Arslan / molecular biology and neuroscience / [email protected] [email protected] Alexander Usvitskiy / economics / [email protected] Dara Melnyk / higher education / [email protected] David Dusseault / political science / [email protected] Erika Wolf / art history, history, visual culture / [email protected] Erzsébet Pásztor / biology / [email protected] Giacomo Andreoletti / philosophy / [email protected] Jay Silverstein / anthropology, GIS / [email protected] Julie Reshe / philosophy, psychoanalysis, neuroscience / [email protected] Juliette Colinas / biology / [email protected] Krishna-K / social neuroscience / [email protected] Louis Vervoort / philosophy, physics / [email protected] Marko Turk / higher education / [email protected] Matvey Lomonosov / sociology / [email protected] Maxim Alyukov / media studies, sociology / [email protected] Melina Aarnikoivu / applied linguistics / [email protected] Munesh Singh Chauhan / IT / [email protected] Peter Jones / history, cultural studies / [email protected] Peter Lešnik / film and media studies / [email protected] Sergey Chuvakin / sociology, information technology / [email protected] Siyaves Azeri / philosophy / [email protected] Sulgi Lie / film and media studies / [email protected] Tomasz Blusiewicz / history, international relations, economics / [email protected] Vitaly Nikolaev / IT, computer science / [email protected]
74 / 180 People of SAS
FACULTY
ESL Instructors: Velemira Ivanova / literature / [email protected]
HITs Faculty: Denis Zmeev / IT / [email protected]; [email protected] Lidiya Ivanova / IT / [email protected] Viktor Skiba / IT / [email protected] Vladimir Prishchepa / IT / [email protected]
Faculty on a leave*: Anne Mulhall / cultural studies, comparative literature, critical theory / [email protected] Corinne Doria / history / [email protected] David Melbye / film and media studies / [email protected]
*These faculty are on a leave for a semester or so for different reasons, but will return to teaching eventually
The list of all visiting professors you can view on the SAS website.
75 / 180 People of SAS
STUDENTS
2nd year:
Badyshova, Tursunayym // [email protected] Popova, Maria // [email protected]
Bekmanova, Alisa // [email protected] Russkikh, Ekaterina // [email protected]
Belousova, Ekaterina // [email protected] Sergeyeva, Alisa // [email protected]
Bogatyrev, Ibragim // [email protected] Shatunova, Ekaterina // [email protected]
Borbotko, Alexey // [email protected] Shcherbakov, Vladislav // [email protected]
Budakhina, Anna // [email protected] Shishkina, Polina // [email protected]
Chekmareva, Maria // [email protected] Shmelev, Arseny // [email protected]
Kakenova, Dana // [email protected] Sidorenko, Valeria // [email protected]
Kazarnovich, Sophia // [email protected] Soboleva, Evelina // [email protected]
Klabukova, Ekaterina // [email protected] Steshenko, Diana // [email protected]
Kleshchenok, Anna // [email protected] Taratunina, Evgeniya // [email protected]
Kolusheva, Sophia // [email protected] Tikhonenko, Vladimir // [email protected]
Kopeeva, Maria // [email protected] Timofeeva, Ulyana // [email protected]
Kozhevnikova, Daria // [email protected] Tukhvatullin, Denis // [email protected]
Krupinkina, Daria // [email protected] Ukhaneva, Elina // [email protected]
Kuznetsova, Anna // [email protected] Vtorushina, Valentina // [email protected]
Lyapustina, Ekaterina // [email protected] Zagul, Kirill // [email protected]
Mysova, Anastasia // [email protected] Zhiryakova, Elizaveta // [email protected]
Okhmush, Alena // [email protected] Zhukova, Polina // [email protected]
Osokin, Arseny // [email protected] Zhuravleva, Anna // [email protected]
Pakhomov, Dmitry // [email protected]
Permyakov, Egor // [email protected]
Podterebkov, Anton // [email protected]
Poluykova, Evgeniya // [email protected]
76 / 180 People of SAS
STUDENTS
Majors:
Cultural Studies: Economics:
3rd-year: 3rd-year:
Bahareva, Violetta // [email protected] Banyukevich, Anna // [email protected]
Boyarinova, Anastasia // [email protected] Gorshkova, Sofya // [email protected]
Brudkova, Sofya // [email protected] Grin, Darya // [email protected]
Elghandour, Ahmed // [email protected] Malchihina, Anastasia // [email protected]
Kolesnikova, Elizaveta // [email protected] Masleeva, Elena // [email protected]
Krakovetskaya, Olesya // [email protected] Rozmanov, Alexander // [email protected]
Makarova, Darya // [email protected] Salmin, Nikita // [email protected]
Mogilnikov, Nikita // [email protected] Streltsova, Yaroslava // [email protected]
Scherbakova, Valerie // [email protected] 4th-year:
Uskova, Arina // [email protected] Dier, Anastasia // [email protected]
Vorobyeva, Sofya // [email protected] Dudnichenko, Alexander // [email protected]
4th-year: Kibukevich, Vladimir // [email protected]
Ivanchenko, Tatiana // [email protected] Kolosova, Evgeniya // [email protected]
Krylova, Elizaveta // [email protected] Malyshev, Ilya // [email protected]
Merinets, Julia // [email protected] Murzagulova, Regina // [email protected]
Meydi, Karina // [email protected] Rakhmatullina, Alina // [email protected]
Orlova, Valeria // [email protected] Strekalina, Anastasia // [email protected]
Yagafarova, Daria // [email protected] Yanisheva, Yana // [email protected]
Zalyaletdinova, Alina // [email protected] Zhuravets, Elizaveta // [email protected]
77 / 180 People of SAS
STUDENTS
Film and Media Studies: Nagornova, Anastasia // [email protected]
3rd-year: Patrakeeva, Sophia // [email protected]
Demuhametov, Maxim // [email protected] Petukhov, Vasiliy // [email protected]
Drozdova, Ekaterina // [email protected] Trofimova, Yana // [email protected]
Ekimova, Ksenia // [email protected] Vasenina, Maria // [email protected]
Evdokimova, Tatiana // [email protected] Zavarzina, Alisa // [email protected]
Evseyeva, Kristina // [email protected]
Farukov, Khaidar // [email protected] History:
Filatova, Elizaveta // [email protected] 3rd-year:
Gileva, Viktoria // [email protected] Fedorova, Sofya // [email protected]
Goncharenko, Anna // [email protected] Grebneva, Vladislava // [email protected]
Gracheva, Angelina // [email protected] Khabibulina, Yuliya // [email protected]
Moskvicheva, Elizaveta // [email protected] Morokov, Eugeny // [email protected]
Razumova, Kristina // [email protected] Rechapova, Yana // [email protected]
Rozhkova, Ekaterina // [email protected] Sklyuev, Ilya // [email protected]
Solovyova, Maria // [email protected] 4th-year:
Travina, Anna // [email protected] none
Turunov, Denis // [email protected]
Zemlyanikhina, Vladislava // [email protected]
4th-year:
Kaplunkov, Gleb // [email protected]
Kolisnichenko, Diana // [email protected]
Kozadaeva, Alexandra // [email protected]
Kravchenko, Alexandra // [email protected]
78 / 180 People of SAS
STUDENTS
Information Technology and Digital Society: Life Sciences:
3rd-year: 3rd-year:
Bologov, Artyom // [email protected] Alexandrova, Violetta // [email protected]
Bolshakov, Grigory // [email protected] Budagyan, Asya // [email protected]
Dolgushin, Alexander // [email protected] Oveian, Mariam // [email protected]
Gerasimov, Vasily // [email protected] 4th-year:
Kharlov, Leonid // [email protected] Belyaev, Vladislav // [email protected]
Simbirtseva, Yulia // [email protected] Kaverina, Elizaveta // [email protected]
Sinyutkin, Andrey // [email protected] Kudin, Nikolay // [email protected]
4th-year: Siyutkin, Vladislav // [email protected]
Chirkov, Ilya // [email protected] Zykova, Daria // [email protected]
Karasev, Ilya // [email protected]
Kashapov, Igor // [email protected]
Shlegel, Pavel // [email protected]
Starikov, Roman // [email protected]
Life Sciences:
3rd-year:
Avgustenyak, Polina // [email protected]
Chernigova, Polina // [email protected]
Kurepova, Kristina // [email protected]
Ponich, Alyona // [email protected]
Savchenko, Dmitry // [email protected]
4th-year:
Fedorova, Ekaterina // [email protected]
79 / 180 Students’ Support Services
One of the SAS aims is to encourage students to lead an active academic life. In order to achieve that, there are several students’ support services provided. These services cover almost all the needed areas where a student can need some help.
80 / 180 Faculty Liaison with the Student Body
The Faculty Liaison is a professor who is responsible for developing connections between the faculty and student body outside of the classroom. This position will replace the previously existing Pastoral Care Committee. The Liaison will work with students on such things as social events that include the entire school, supporting student clubs, and encouraging faculty involvement in various student initiatives.
Like anything at SAS, this Faculty Liaison is open to conversation and new suggestions. So, if you have ideas on events, programs, or general ways of improving the relations, you are more than welcome to contact the professor about it.
Current Faculty Liaison is prof. Matvey Lomonosov.
81 / 180 Ethics Officer
Here at SAS, we have many projects which involve human interactions. Consequently, it is not a surprise that ethical questions appear. To deal with them, the position of Ethics Officer was founded.
Ethics Officer participates in:
- Clearing research projects involving human participants (by students, faculty); - Advising the administration about regulations, disciplinary cases, potentially attending TC hearings (unconfirmed); - Facilitating ethics workshops for the SAS community.
Siyaves Azeri is the current Ethics Officer.
82 / 180 Professor in the Box (Room 212)
Professor in the box program was established to give students extra time to talk to the professors.
This provides students an opportunity:
- to discuss some points or tasks which they did not fully understand in class; - to address interesting questions with the professors, whose classes a student does not attend; - to learn about the professors’ academic experience and ask for advice (like choosing major, electives, career, etc.) - to discuss something in a group with the professor (group projects/assignments, group discussions, solving in-class and extra questions, etc.
There is a designated room for this program – 212. Each professor (who is teaching in the current quarter full-time or visiting) drops-in for 1 hour 2 times a week (with some exceptions). The schedule for the professor in the box is sent to each quarter on the student’s SAS e-mail. If you got any problems with receiving assistance from the professor, please contact Irina Telipko, the coordinator of the program: [email protected]
83 / 180 Academic Writing Center
The Academic Writing Center was formed to help students with writing academic papers, one of the main types of works at SAS. Such papers require not only a good level of English, but also following specific writing rules. AWC can help students with that since its tutors are experienced and fluent in both.
AWC Team: Coordinator: Ahmed Elghandour / 3rd-year student / [email protected] Tutors: Arseny Osokin / 2nd-year student / [email protected] Tursunaiym Badyshova / 2nd-year student / [email protected] Yulia Khabibulina / 3rd-year student / [email protected]
AWC provides five different types of services:
One-on-One Consultations
The consultations provide students with assistance at any stage of their writing process for any assignments, from short assignments to full-year research projects, and offer the opportunity to: - Engage in conversation about their writings with the tutors; - Receive feedback on the clarity of their thoughts, the organization of their ideas, or their approach to a particular writing task; - Identify the errors in writings in terms of English proficiency, structure, and style. The consultations can happen both online and on-campus. Usually, they take 5 to 60 minutes, depending on the request. To get more detailed info, contact one of the tutors, and you can plan the session together.
Online Feedback
Students who cannot meet offline may receive online feedback on their written work. Students can send their projects to tutors, who will provide them with feedback promptly. In their feedback, tutors will share their rigorous comments on the projects. Students should schedule consultation meetings in case they have any questions.
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Writing Workshops
The AWC organizes several workshops on a variety of topics each quarter. Past workshops have featured topics such as: - How to Enjoy Writing - Punctuation Marks and Grammar in Use - Revising Your Writing - Reading and Taking Notes - Strategies for Better Writing - How to Coin the Title of Your Project
Core Companion Seminars
These seminars provide an opportunity to discuss topics with other students, develop ideas, and initiate others so that the students have the chance to work on their assignments before the deadlines. Usually, these seminars take place before the main seminar with the professor alongside such courses as “Great Books.” The schedule of these seminars is announced before each quarter starts.
First Aid Cloud
The tutors have created an online resource with tips and recommendations, materials from past events, handouts, and other valuable resources. All SAS students are encouraged to propose materials to be added to this resource.
A student can agree on one-on-one consultation or feedback with the tutor personally. Then time and place will be chosen according to both comforts. Information about upcoming seminars and workshops students receive on their SAS e-mail from the coordinator – Ahmed Elghandour.
*Both Seminars and Workshops can be organized by the students. For more info, contact the coordinator.
85 / 180 Teaching Council
The Teaching Council is a committee that would deal with the questions related to teaching issues.
From all of its functions, here we would like to concentrate on the one related explicitly to students - it can solve the conflict between students and professors arising on the questions of teaching. For most students, this means the opportunity to change their grades. For such occasions, there is a particular meeting of three representatives from the faculty, two student representatives, and one administration representative. Faculty representatives are elected by the faculty members each year. Student representatives are also elected each year by all the SAS students. The elections will take place in September.
All the appeals are confidential.
Here is the opinion of one of last year’s student representatives about TC:
“From the position of student, I would say that TC is a beneficial body, which allows defending your rights and restoring justice if it was violated. And we have an experience of such cases. The same is applied to professors as well. From a personal point of view, I can say that it is often difficult to account for all aspects of each case and make an objective decision. Each new application brings new difficulties to consider and new lessons to learn.”
Pavel Shlegel, 4th-year IT student
Here are some instructions on appealing:
1. The TC deals with cases of alleged unfairness, not with the basic evaluation of the coursework. If you receive an 8 for an essay but think you deserve a 9, this is not an issue for the TC. However, if the syllabus was not followed, the grade breakdown was not respected, or general rules were broken, then it may be appropriate to initiate an appeal.
2. It is necessary to first attempt to solve conflicts with instructors directly. You may also want to consult with the TC’s student representatives (who will be elected in the
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nearest future). They can provide advice on resolving things with your instructor and filing appeals. If you submit an appeal, you need to explain how you attempted this and why it was unsuccessful.
3. Appeals must be sent to the official Teaching Council email, [email protected]. An appeal must be clear and contain all necessary information. It must state explicitly what is being contested (if it is a grade, specify which one -- e.g., for an individual element of assessment or the final course grade). You must argue for your position and state why you think the situation is unfair. You must provide evidence supporting your appeal (course syllabus, excerpts from written communication with your instructor, related assignments, final grade breakdown, etc.). The appeal must also clarify the timeline of the events contested.
4. You may contest a grade within 7 days of it being made available to you. Hence, a grade for an assignment early in the course cannot be contested at the end of the quarter. Similarly, the final grade and any assignment grades communicated after a course ends must be contested within 7 days.
5. Once an appeal is made, the TC (3 faculty and 2 student representatives) decides if the appeal merits further consideration. The decision is made by a majority. However, should the student representatives consider the appeal legitimate, while the faculty representatives think otherwise, a decision will be made in favor of the student opinions.
6. If an appeal is accepted, a meeting is held for all parties to the conflict with the TC and a representative of the Education Office. The student will have up to 10 minutes to present their case, with emphasis on what is being contested and the reasons behind it, supported by clear and specific evidence. The other party (usually, the instructor) will have up to 10 minutes to reply. Then the TC and Education Office representatives may ask questions. The parties involved will then leave the meeting, and the TC and Education Office representative will make a decision, which will be communicated to all parties involved via email.
Do note that instructors may also appeal to the TC with complaints about students. The decision making in such cases will be done following the same basic procedure.
87 / 180 Psychologist
SAS psychologist’s name is Natalia Peregudina.
Any student can contact her through Alyona Bunkova (for the first time).
Every SAS student has the opportunity to see the psychologist at least once. Then Natalia will decide if the student needs more meetings or not.
Before the meeting, a student can ask the psychologist any questions about her methods, experience, how her work is organized, etc.
The psychologist does not make any reports to the administration. Anything that happens between the psychologist and the students stays just between them.
88 / 180 GAP YEAR
Gap year/academic leave (Orig. Академический отпуск) is an opportunity to suspend studies at the university for two years (usually one year) provided to students. This mechanism can be used an infinite number of times while studying at the university.
To prove that a student cannot attend classes during a gap year, he/she needs to provide one of the following documents:
- Summons from the military (orig. повестка военного комиссариата) – academic leave is taken due to military service. - Certificate of the medical commission of a medical organization (orig. заключение вра- чебной комиссии медицинской организации) – academic leave is taken due to medical reasons. - Certificate of the medical commission of a medical organization or medical certificate proving that a relative needs long-term care and a document showing family relation - academic leave is taken due to care for a sick relative. - Copy of foreign University study invitation (in Russian) – if a student is invited to study in a foreign country for more than half a year. - A letter from the Department of Physical Culture, Sports, and Additional Education of the Tyumen Region or other sports organizations – academic leave is taken due to taking part in Russian/international sports contests. - Documental confirmation of necessity of academic leave – other reasons, including family problems
Students can take gap years despite having failing grades for some of the subjects. However, a gap year must be taken before a student takes the third attempt to pass the subject. (Orig. комиссионная пересдача).
To make an application for a gap year, you need to: a) Documents confirming extenuating circumstances b) Request made via personal cabinet on the web portal “ВМЕСТЕ.” To make the request, you need to: 1. Take login and password provided by the university (ask Alyona, if you don’t have those) 2. Authorize on the portal 3. Choose the option Education/Обучение on the menu on the left (on mobile: menu on the right) 4. Choose the option Request/Заявление 5. Press the button Make a request/Подать заявление and choose the option Taking gap year/Уход в академический отпуск 6. Fill in the form and send the request
89 / 180 GAP YEAR
The director of the school or other authorized official decides to grant the leave. The decision is given in 10 days from the date of receipt of the request. If a student takes leave for medical reasons, he/she is eligible for monthly compensation payments. To receive compensation payments, he/she must write an application to the Registry (Orig. Единый деканат).
No tuition fees will be charged during the academic leave. The payments of the state social scholarship (Orig. государственной социальной стипендии) remain. The academic scholarship (Orig. академическая стипендия) is not paid during the leave.
A gap year cannot be prolonged. The only option is to apply for another.
When taking a gap year, students receive individualized study curriculums. Consequently, they can re-enter university programs and receive passing grades on covered subjects. If the university study curriculum is changed during academic leave, a student is required to cover the difference between study subjects. The dates for covering the difference are set by the Deputy Director who also sets the schedule for consultations covering changed disciplines (and additional consultations).
Attestation commission (Orig. Аттестационные комиссии) is created with an order of the director. The attestation commission includes at least three members of the school employees.
Before the end of the academic leave, the student must visit the School to provide documents on ending the absence.
90 / 180 Students’ Clubs
Students’ clubs were created as an initiative of students and facilitated by faculty. Students were allowed to create clubs themselves. The only request was to gather at least 5 participants of the club. There were no restrictions on the theme. On November 5th of 2019, all the newly created clubs were introduced. Some of them, unfortunately, disbanded through the year. For the start of the new academic year, we have five active students’ clubs:
91 / 180 Students’ Clubs
Photo Club
What is it for
Photoclub is about sharing, helping each other, and growing artistically. Although that is not news that photography is a personal thing for many, we still want this club to exist. Regardless of how collective you are, one day, you might come across an ambitious project that is too big to handle on your own. You might need some help with the development of concepts, execution, and fighting procrastination, and that is when Photoclub may come in handy. And, by the way, it is also fun to work with other people at times.
What we did last year
Last year, we were looking for a format that would suit Photoclub best. We were walking, shooting, storyboarding, and discussing our photos. Plans for this year Photoclub 2020 is going to be project-based and open for different styles, activities, and ideas; the crew will be re-recruited each module.
You can view other Photo Club’s works on: Instagram VK
If you want to join the Photo Club, contact:
Leonid Kharlov /3rd-year student/ https://vk.com/leon_harlov Khaydar Farukov /3rd-year student/ https://vk.com/skybanez
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English Speaking Club
Our English Speaking Club is a place for language learners to use English in a casual setting. Practicing your skills in the classroom is important, but it is not like real life. In the English Speaking Club, you get a chance to practice many different skills in a setting that is more like real life. Asking questions and listening are crucial keys to your process of learning.
If you want to join the English Speaking Club, contact:
Ahmed Elghandour /3rd-year student/ [email protected]
Board Games Club
Board Games Club is a place where anyone can take any board game he/she wants, find the company, and spend the evening at an enjoyable activity. It is an opportunity to relax with friends or to make new ones. At the moment, we have about a dozen board games of different types and difficulties, starting from “Dixit” and “UNO” and ending with “Eldritch Horror.” Whether you want to think and make a complex strategy or just laugh with good friends, we have something for you! And our collection will expand in the future. It is also possible to make competitions of any game with nice prizes if there will be an interest in it. We have a new intention to introduce a unique genre of Role Playing Board Games, but these plans are in the stage of developing.
If you want to join the English Speaking Club, contact:
Pavel Shlegel / 4th-year student / https://vk.com/predicted_dice Roman Starikov / 4th-year student / https://vk.com/id206679791 Ilya Karasev / 4th-year student / https://vk.com/kilruvon Ilya Chirkov / 4th year student / https://vk.com/morderdesign
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$A$ Financial Club
$A$ Financial Club is the place uniting all the students anyhow interested in financials or economics. Mostly we dedicate our meetings and activities to investments into stock markets, but we are kindly open to any other financial-connected topics and activities. Moreover, we are accessible not strictly for SAS students, but for all other enthusiastic people beyond.
If you want to join the English Speaking Club, contact:
Alexander Dolgushin / 3rd-year student / [email protected] Darya Grin / 3rd-year student / [email protected]
Philosophy Club
Asking yourself what to eat in the morning is a pretty easy question. Asking yourself what life means is a damn hard question. You are not the only one who does it. People who pray are the toughest, the daring, and the challenging human beings. We are surrounded by them. It might be an old lady behind any desk in a former governmental agency. It might be a pharmacist. It might be the park rangers. But those who dare to attempt answering these types of questions are the philosophers. Since the dawn of time, philosophers have been trying to answer the same old questions of the human experience, and they are still working. Exploring philosophy is not only for nerds but for those who dare to ask. Welcome to SAS Philosophy Club, where we try to ask questions and attempt to find the answers.
If you want to join the English Speaking Club, contact:
Ahmed Elghandour / 3rd-year student / [email protected]
94 / 180 Students’ Projects
As you could see, SAS form not only some basis for an educated person. It also encourages its students to actively proclaim their position and try to change things they disagree with. You can see such influence in the students’ projects, which the students have made throughout the past three years.
95 / 180 Students’ Projects
Zoo-Volunteering
Having good intentions doesn’t mean producing a good impact. Sometimes the opposite might be true, especially when the gap between action and reflection is significant.
The temptation to save the planet and mainly, homeless or in-shelter-living animals using the collective power had made one of the SAS students crazy. Being reflective in class, he was pretty inertial outside. In March 2019 Vladislav organized a meeting of students from all the university in our Stolovaya to propose the following idea:
“Each month, students and faculty will bring food and stuff within the various university’s buildings, and then we’ll move it all to the shelter, where we also take care of animals.”
Since then, one could see the plastic bag from Fix-Price full of everything (later - not really) 7 days per month. Thanks to critical thinking, and other SAS members, he got that struggling with symptoms is less efficient than with the reasons for the disease. Now the team implements the educational project for youngsters, aiming to develop their zoo-awareness and related practices.
The lesson is: before becoming an activist, think twice, and after becoming an activist, think again.
If you want to join the English Speaking Club, contact:
Vladislav Siyutkin / 4th year student / [email protected]
Eco-projects
One of the most significant areas of SAS students’ projects is Eco-Projects. Many SAS Eco-activists actively participate in creating a culture of ecological thinking, providing all sorts of lectures, workshops, events, etc. The biggest help eco-project so far at SAS is ‘Philosopher-vs-Philosopher’ battery collection, organized by the female student of the 4th year Darya Zykova:
“The idea to collect batteries and caps was born in winter 2018. I thought that we are a progressive SAS community regarding education and modern values, which are well filed for doing the ecological project. As a person who knows much information about 96 / 180 Students’ Projects
recycling and ecology already, I know that it is difficult to collect garbage because it is tough to remember many types of plastic, paper, and distinguish one from another for people. I decided to collect something simple and compact among all types of recycled materials, such as batteries and caps. For me, the main questions were: How to attract people to bring batteries and caps at SAS? In which format, organize the collection? My boyfriend gave me an idea to make the «competition» between famous philosophers we read in the course «Great books.» Each battery and cap is the vote for favorite philosopher. Then, I created the poll among SAS students to choose two philosophers for «fight.» As I remember, it was Aristotle and Rousseau. In general, the SAS community collected more than 600 cap and batteries since the beginning of the spring 2019 year. I am proud of what I did and how our community reacts to my initiative.”
Any student can implement their project in SAS. They just need the approval of the administration.
97 / 180 Discord
Missing the informal communication and the SAS building during the quarantine, students have created our very own Discord server, which offers a virtual space for chats, parties, collaborations, and special interest groups. Everyone felt safe, as all communication was encrypted.
SAS Discord server is a place where you can chat about whatever you want: socialism, Nietzsche, cats, etc. And it is excellent for group works and online club meetings.
Just like in Zoom, you can make audio and video calls there, but you do not need to be a host or send links – everything is always ready; you just pop in and start talking.
To join the SAS Discord Server
98 / 180 PART FOUR: International Perspectives
99 / 180 PART FOUR: International Perspectives
One of the most significant features of SAS is its internationality. While most of our social media concentrate on the international aspects of the faculty, here we would like to look at the internationality of the students. For now, we have only one full-time international student, and here are his thoughts on SAS:
“I got myself actively engaged in the international students’ community during my first year in Tyumen. I did not know much about the local Russian community. I did not speak the language well, I did not have many Russian friends, and I was too focused on enrolling in the university. I joined SAS, and it seemed that a door of culture had been opened simultaneously. I had got friends, good and best friends, I improved my Russian language (thanks to City as a Text), and I knew a lot about the Russian community and Russia in general. So, SAS is not just a school for me. It is much more than this.”
-Ahmed Elghandour, 3rd-year CULT student
This section will give you an idea of what international opportunities you have in addition to already being a SAS student.
100 / 180 Exchange Opportunities
Although SAS is a very unique space that allows you to gain international experience since the first day of your studies, it is still useful and valuable to spend at least one semester abroad.
Why studying abroad?
- to improve your English language skills; - to get academic knowledge in the spheres you are interested in through different teaching methods; - to get prepared to continue studying abroad; - to gather international experience and be competitive in the labor market; - to explore new countries and cultures; - to have friends all over the world.
There are two types of exchange programs: a) organized by the University of Tyumen (UTMN); b) organized by the School of Advanced Studies (SAS).
Centre for International Education deals with all the partner-universities, except for the French ones. Regional Centre of Franco-Russian Cooperation deals with the French partner-universities only. Click on the Centers’ names to know much information about their deadlines and procedures.
For applying to the exchange programs you will need:
1. To acknowledge some important files: Положение, the booklet for International Semester, educational programs of the University’s partners (see below), and additional files. 2. Fill the online (here for the French Universities) forms for the international exchange in the period of 01.02-10.03 (for the autumn semester) or 01.09-30.09 (for the spring semester) 3. The decision for the application is made both by UTMN and host University. If they accept you, you will also need to take the interview with them. This will be the final step.
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Currently, UTMN has agreements with 41 universities in 21 countries:
Belarusian State University (Minsk, Belarus) Fluminense Federal University (Niterói, Brazil) Santa Catarina Federal University (Florianópolis, Brazil) State University of Campinas (Campinas, Brazil) Federal University of Minas Gerais (Belo Horizonte, Brazil) University of São Paulo (São Paulo, Brazil University of Passau (Passau, Germany) Wilhelm. University of Westphalia (Muenster, Germany) Osnabrük University of Applied Sciences (Osnabrück, Germany) University of Koblenz and Landau (Koblenz, Landau, Germany) Albert Ludwigs University (Freiburg, Germany) Kapodistria National University of Athens, Mr. Kapodistria (Athens, Greece) Chandigarh University (Chandigarh, India) University of Navarra (Pamplona, Spain) University of Salerno (Fisciano, Italy) L. N. Gumilev Eurasian National University (Astana, Kazakhstan) Eurasian Humanities Institute (Astana, Kazakhstan) North-East University Humanities Institute (Changchun, China) Zuyfu State Pedagogical University (Cuifu, China) Catholic University of Korea (Bucheon, South Korea) Soongsil University (Seoul, South Korea) St. Paul’s University of Information Sciences and Technology (Ohrid, Macedonia) Kuala Lumpur University (Kuala Lumpur, Malaysia) University of Guadalajara (Guadalajara, México) University Nord (Bodø, Norway) University of Belgrade (Belgrade, Serbia) Russian-Tajik (Slavic) University (Dushanbe, Tajikistan) Finis Terra University (Santiago, Chili) University of Zurich (Zurich, Switzerland) Tallinn University (Tallinn, Estonia) Kindai University (Osaka, Japan)
102 / 180 Exchange Opportunities
At SAS, we are working hard on developing as many exchange opportunities as possible. Currently, SAS has partnerships with the following universities*:
(1) Maastricht University (Maastricht, the Netherlands); (2) Tilburg University (Tilburg, the Netherlands); (3) Mondragon University (Mondragon, Spain).
*Information about the deadlines and procedure will be announced in due course.
What is important to know (in all types of exchanges)?
- Tuition fees are covered by the host universities; - However, students cover all additional costs, such as visa, insurance, flight, accommodation, food, etc.; - The average amount of expenses for different countries (except for France) can be found here; - Centre for International Education annually organizes an International Education Week during which students can learn about different exchange opportunities and talk to the exchange alumni.
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What are the important rules?
1. The first- or second-year student willing to go studying abroad shall take a gap year (academic leave). SAS core courses have no equivalents elsewhere.
2. The third- or fourth-year student willing to go studying abroad shall hold this opportunity only in case all courses taken at a host university are equivalent to the ones taught at SAS in the given semester and major based on their names, descriptions, and ECTS credits.
- The student is responsible for planning what courses they are to study abroad. The student can address the SAS Education Officer, in case they have questions about building their study abroad plan.
- SAS has a right to determine course equivalency.
- SAS has a right to stop the procedure if at least one course taken at a host university has no equivalent at the SAS curriculum in the given semester and major. In this case, the student has a right to take a gap year (academic leave) to go studying abroad.
- The fourth-year student shall take a gap year (academic leave) in case they want to go studying abroad during the spring semester.
3. The student shall officially inform (in written form) the SAS Education Officer, namely the SAS Head of Education, about their willingness to go studying abroad via UTMN beforehand:
- For the fall semester, the student shall show the acceptance letter and apply for the individual study plan not later than the 31st of May (inclusively);
- For the spring semester, the student shall show the acceptance letter and apply for the individual study plan not later than the 31st of December (inclusively).
- Failing to meet those deadlines will result in a negative decision about the course equivalency.
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If this wasn’t enough for you, you can try and reach out for our students, who have experienced going abroad for a semester:
Alisa Zavarzina // 4-th year FIME student // the Catholic University of Korea (South Korea) Olesya Krakovetskaya // 3rd-year CULT student // the Tallinn University (Estonia) Yana Yanisheva // 4th-year ECON student // the University of Applied Sciences (Germany) Evgeniya Kolosova // 4th-year ECON student // the University of Applied Sciences (Germany) Darya Makarova // 3rd-year CULT student // the University of Salerno (Italy) Maria Solovyova // 3rd-year FIME student // the University of Salerno (Italy) Ekaterina Drozdova // 3rd-year FIME student // the Maastricht University (the Netherlands) Alisa Zavarzina // 4th-year FIME student // the Soongsil University (South Korea)
105 / 180 Exchange Opportunities
“I am an exchange student, and I still have questions… ”
There is no need to panic! First of all, you are not alone. Be sure that Tyumen is becoming more and more international every year, and you can find a lot of international and exchange students at the University of Tyumen (pay attention to the dormitory!) and generally across the city.
If you are already in Tyumen and have questions related to your everyday life, you can always talk to your buddy.
If you have questions related to your studies at SAS, do not be shy to text SAS ambassadors or Valeria Savina, SAS Education Officer.
All of us will do our best so that you feel comfortable and confident. Communication is the key to success :)
106 / 180 ADDITION
In this section, you will see some additional information, which will be useful to look at before you enter the doors of our alma mater.
107 / 180 “What is it that future SAS students should know about SAS?”
While creating the Student Handbook, we thought it would be nice to get all the students involved. SAS is a place of growth and self-development. Therefore, everybody has something to advise you. We created a survey with just one question that said: “What is it that future SAS students should know about SAS?” I bet you want to know the answers!
Expectations:
- “SAS will swallow you and your life!” - “They need to form expectations that are most consistent with reality so that they can avoid unnecessary stress. Therefore, it is better to talk about assessment methods and ways of organizing group work at SAS.” - “SAS is a place where the faith in the possibility of change appears. SAS develops critical and global thinking, instills an interest in research. It is generally an ideal place for those who are interested in science, especially socio-humanitarian disciplines.” - “...The most intense weeks are the 4th week in the middle of the module and the last two weeks of the module. That is when you will have to submit a lot of assignments and do tests.” - “Explore and learn about the initial problems of the SAS system that might occur.” - “...Professors are selected for their teamwork and publications rather than teaching skills. So, sometimes teaching quality might not be so good…”
English:
- “You will need to master your English to be able to get the full experience at SAS. Surprise! I cannot emphasize enough how important it is to take your time and learn the language. Yes, there are opportunities to “catch up” in SAS, but still - you will find yourself regretting the fact that you can’t talk or read because you will feel like you are missing out.” - “English is needed! You will get opportunities to learn it if you don’t know it that well, but you might get expelled earlier.” - “...Spend your summer working on English…” - “...Pay significant attention to your English…”
108 / 180 “What is it that future SAS students should know about SAS?”
Stress / Health:
- “It’s okay to deal with a level of stress that has never been experienced in your life before. It can be overcome with the help of psychotherapy, and there is nothing to be embarrassed about.” - “... If you follow the daily routine (you must sleep!) and learn everything in advance (start writing essays as soon as the topics have been reported, after each lesson, learn the material), and not do everything at the last moment, stress will decrease significantly.” - “Please remember that it can be exhausting sometimes, but your life is not over.” - “Eat, sleep, breath, repeat.” - “...By the way, sleep is good. Sleep more!” - “Don’t worry too much. Save your nerves.”
Do’s / don’ts:
- “... Do not be afraid to interact with professors; ask them questions…” - “Professors are your colleagues, and they are there to help you. The more you talk to them, the more you learn.” - “Visit “professor in the box” as frequently as possible.” - “Learn about and get involved in SAS clubs.” - “Do not expect that once you go to SAS, there will instantly be “a bed of roses.” You will still have to put significant effort to learn and develop your competencies and skills. The maximum that the building and the system can give to you is the opportunity to become the person you want to be.” - “Learn everything on time...” - “Always complete all assignments. It’s better not to understand and do how it turned out than not doing it at all.” - “Recheck your work in the morning after writing it at night. It is an eye-opening experience!”
109 / 180 “What is it that future SAS students should know about SAS?”
“I don’t know what to do…”:
- “If you have doubts about whether to “change” the major or not, then definitely choose the former. And the sooner you do that, the better (especially for biologists and IT). The time (and knowledge) lost on another program cannot be returned. However, starting the whole thing all over again does not sound thrilling and exciting either.” - “SAS learning format is not suitable for all students for various reasons. There may be periods of doubt when you ask whether it is worth studying at this university or not. But you are the only one who can answer that question. Always follow your heart.”
110 / 180 “SAS Dictionary”
Seminar - the form of a practical session which implies students discussing various themes under the guidance of a professor. Subjects of such discussions are announced beforehand. Preparation for the seminar is a required condition for all students. Interdisciplinarity - the utilization of several disciplines for work with complex problems and objects.
Major - a set of disciplines that enables students to specialize in one of the seven possible areas of study. Students can choose their specialization after two years of studying at school. The chosen specialty may differ from the one student initially applied through.
Minor - an additional specialization that also can be chosen by students. There are nine possible options to choose from.
Сore - a series of mandatory courses that provide an interdisciplinary outlook and a set of universal soft skills. Each course is a significant share in the development of a multidisciplinary perspective.
Critical thinking - a person’s ability to question incoming information and his/her own beliefs.
Bilingual education - an active practice of studying in two languages at once. At SAS, we speak English and Russian*. * But if one of the participants in a conversation does not speak Russian, everyone uses English.
Electives – authors’ courses, which can be chosen by the students. Electives take 1/3 out of the bachelors’ study program. Typical elective format – 4 classes a week for a two- month quarter.
Plagiarism – copying or paraphrasing someone’s work and introducing this work as oneself. Copying from books, articles, websites without a reference can count as plagiarism. Also, it is plagiarism when one rephrases the other text without reference. Plagiarism is considered to be serious misconduct at SAS. For the first time, a student will be added to a special list and have their grades lowered, and the second will be expelled. You can see SAS policy on plagiarism HERE (eng) and HERE (rus).
Bachelor’s Degree - the first stage of receiving higher education. At SAS, receiving a bachelor’s degree takes four years of study. Application is possible after providing a diploma about school education.
111 / 180 “SAS Dictionary”
Master’s degree – the second stage of receiving higher education, coming right after the bachelor’s degree. SAS MA Programs last for two years. The applicants need to have a bachelor’s or specialist’s diploma.
Ph.D. (Latin Philosophiae Doctor) – the highest academic degree, which is given to scholars internationally. Ph.D. can be given to the scholars from all the academic fields and has nothing to do with the philosophy*. *Unless talking about Ph.D. in Philosophy
Honors College - a high-quality bachelor program with high requirements for students’ performance. Students of SAS must be prepared for intensive work, harsh intellectual discipline, and accept the SAS policy of academic integrity.
112 / 180 SAS Online
SAS website SAS Instagram YouTube Facebook ENG Facebook RU VK Very SAS-ные мемы SAS Info (межкурсовая)
113 / 180 Major Guides
In this section, you will find the accurate guides for all the majors. Note that any guide can be changed in the future.
Do not hesitate to ask any questions to the major leaders (see below), or the Head of Education, Daniel Kontowski.
114 / 180 Cultural Studies
MAJOR LEADER: Erika Wolf // [email protected]
CURRENT FULL-TIME PROFESSORS (1) David Dusseault // [email protected] (2) Irina Kotkina // [email protected] (3) Jay Silverstein // [email protected] (4) Julie Reshe // [email protected] (5) Maxim Alyukov // [email protected] (6) Peter Jones // [email protected] (7) Peter Lešnik // [email protected] (8) Tomasz Blusiewicz // [email protected]
DESCRIPTION The SAS offers a unique platform for studying culture in its widest range of forms. Our institution is home to a diverse internationally-trained faculty, with academic specialties including literary studies, critical theory, art history, performance studies, philosophy, anthropology and cultural history. At the SAS we recognize that culture and cultural expression are complex objects of study, demanding nuanced and interdisciplinary approaches. Our aim, in putting our specialties into contact with one another, is to develop a truly vibrant program, one that will set Russia’s unique artistic heritage into dialogue with global cultural critique. By choosing the Cultural Studies Major at SAS, you will be committing to learning how to blend diverse methodologies, practices, and critical perspectives to create innovative new interpretations of literature and culture. Across your time as a Cultural Studies Major, you will study seven core courses and eight elective courses. Each core course is designed to deepen and develop your knowledge of the practices of cultural criticism, while each elective is designed to broaden your intellectual and cultural horizons. Finally, together, we aim to establish the Cultural Studies Major as a locus of artistic and humanistic endeavor at the University of Tyumen by encouraging events, readings, plays, and student publishing alongside our teaching.
115 / 180 Cultural Studies
CURRICULUM: COHORT 2017 YEAR 3 (2019-2020)
Foundations of 2 electives Physical Education Q1/Q9 the Humanities (48 hours each) (30 hours) (48 hours)
Critical Theory: Key Thinkers, Research 2 electives Physical Education Q2/Q10 Texts, and Seminar (48 hours each) (30 hours) Concepts (16 hours) (48 hours)
Modernism and Research 1 elective Physical Education Q3/Q11 Modernity Seminar (48 hours) (30 hours) (48 hours) (16 hours)
Gender, Research Sexuality, and 2 electives Physical Education Q4/Q12 Seminar Biopolitics (48 hours each) (30 hours) (16 hours) (64 hours) YEAR 4 (2020-2021)
Politics and Research Effective Culture: Nation, 1 elective Q1/Q13 Seminar Communication Empire, Class (48 hours) (16 hours) (32 hours) (48 hours)
Russian Culture: Internship The Classics Research Effective 1 elective (during Q2/Q14 and the Avant- Seminar Communication (48 hours) studies, garde (16 hours) (32 hours) 72 hours) (48 hours) Digital Humanities and Research Effective 1 elective Q3/Q15 Contemporary Seminar Communication (48 hours) Culture (16 hours) (32 hours) (48 hours) Pre- Research Bachelor Thesis graduation Q4/Q16 Seminar (4 weeks) Internship (16 hours) (4 weeks)
116 / 180 Cultural Studies
CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Foundations of the Humanities (48 hours) Research Physical Education Q1/Q9 Politics and Seminar (30 hours) Culture: Nation, (16 hours) Empire, Class (48 hours) Russian Culture: The Classics Research 2 electives Physical Education Q2/Q10 and the Avant- Seminar (48 hours each) (30 hours) garde (16 hours) (48 hours) Digital Humanities and Research Contemporary 1 elective Physical Education Q3/Q11 Seminar Culture (48 hours) (30 hours) (16 hours) (48 hours)
Gender, Research Sexuality, and 3 electives Physical Education Q4/Q12 Seminar Biopolitics (48 hours each) (30 hours) (16 hours) (64 hours) YEAR 4 (2021-2022)
Gender, Research Effective Sexuality, and 1 elective Q1/Q13 Seminar Communication Biopolitics (48 hours) (16 hours) (32 hours) (48 hours)
Critical Theory: Key Thinkers, Research Effective 1 elective Q2/Q14 Texts, and Seminar Communication (48 hours) Concepts (16 hours) (32 hours) (48 hours) Internship (during studies, Research Effective Visual Culture 2 electives 72 hours) Q3/Q15 Seminar Communication (48 hours) (48 hours each) Pre- (16 hours) (32 hours) graduation Internship (4 weeks) Pre- Research Bachelor Thesis graduation Q4/Q16 Seminar (4 weeks) Internship (16 hours) (4 weeks)
117 / 180 Cultural Studies
CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Foundations of the Humanities (48 hours) Research Physical Education Q1/Q9 Gender, Seminar (30 hours) Sexuality, and (16 hours) Biopolitics (48 hours) Critical Theory: Key Thinkers, Research 1 elective Physical Education Q2/Q10 Texts, and Seminar (48 hours) (30 hours) Concepts (16 hours) (48 hours)
Research Visual Culture 1 elective Physical Education Q3/Q11 Seminar (48 hours) (48 hours) (30 hours) (16 hours)
Internship (during Gender, Research studies, 72 Sexuality, and 2 electives Physical Education Q4/Q12 Seminar hours) Biopolitics (48 hours each) (30 hours) (16 hours) Curricular (64 hours) Internship (144 hours) YEAR 4 (2022-2023)
Politics and Research Effective Culture: Nation, 1 elective Q1/Q13 Seminar Communication Empire, Class (48 hours) (16 hours) (32 hours) (48 hours)
Russian Culture: The Classics Research Effective 1 elective Q2/Q14 and the Avant- Seminar Communication (48 hours) garde (16 hours) (32 hours) (48 hours) Digital Humanities and Research Effective 1 elective Q3/Q15 Contemporary Seminar Communication (48 hours) Culture (16 hours) (32 hours) (48 hours) Pre- Research Bachelor Thesis graduation Q4/Q16 Seminar (4 weeks) Internship (16 hours) (4 weeks)
118 / 180 Cultural Studies
CURRICULUM: COHORT 2019 YEAR 3 (2022-2023) Foundations of the Humanities (48 hours) Research Physical Education Q1/Q9 Politics and Seminar (30 hours) Culture: Nation, (16 hours) Empire, Class (48 hours) Russian Culture: The Classics Research 1 elective Physical Education Q2/Q10 and the Avant- Seminar (48 hours) (30 hours) garde (16 hours) (48 hours) Digital Humanities and Research Contemporary 1 elective Physical Education Q3/Q11 Seminar Culture (48 hours) (30 hours) (16 hours) (48 hours)
Curricular Research 2 electives Physical Education Internship Q4/Q12 Seminar (48 hours each) (30 hours) (144 hours) (16 hours)
YEAR 4 (2023-2024)
Gender, Research Effective Sexuality, and 1 elective Q1/Q13 Seminar Communication Biopolitics (48 hours) (16 hours) (32 hours) (48 hours)
Critical Theory: Key Thinkers, Research Effective Texts, and 1 elective Q2/Q14 Seminar Communication Concepts (48 hours) (16 hours) (32 hours) (48 hours)
Research Effective Visual Culture 1 elective Q3/Q15 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Pre- Research Bachelor Thesis graduation Q4/Q16 Seminar (4 weeks) Internship (16 hours) (4 weeks)
119 / 180 Cultural Studies
COURSE DESCRIPTIONS
CRITICAL THEORY: KEY THINKERS, TEXTS, AND CONCEPTS
This major course introduces Cultural Studies students to the CONTACT HOURS: 48 most important interventions in critical theory from the mid- MANDATORY FOR: twentieth century to the present. We begin, however, with an COHORTS 2017, 2018, introduction to the three founding fathers of Western critical 2019, 2020 theory—the “masters of suspicion” as they were called by Foucault: Marx, Nietzsche, and Freud. We will then examine the development of critical theory in French Poststructuralism, the Frankfurt School of Critical Theory, and Psychoanalytic Theory. The course will conclude with an exploration of contemporary trends in the practice of critical theory. Overall, this course will help Cultural Studies Majors to develop the necessary tools for the thoughtful examination of diverse modes of culture—from social structures and political processes to art objects.
DIGITAL HUMANITIES AND CONTEMPORARY CULTURE
This course introduces the application of humanities theories, CONTACT HOURS: 48 tools, and methods to digital culture. It includes both the MANDATORY FOR: theoretical study of contemporary culture in its digital COHORTS 2017, 2018, and other media forms, and also the practices of making 2019, 2020 humanities projects with digital tools.
EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
120 / 180 Cultural Studies
COURSE DESCRIPTIONS
FOUNDATIONS OF THE HUMANITIES
Scholars in the humanities approach their research from CONTACT HOURS: 48 a variety of disciplinary angles. But whether they focus on MANDATORY FOR: literature, history, film and cinema, anthropology, political COHORTS 2017, 2018, theory, or visual culture, they all share a fundamental concern 2019, 2020 with the bigger questions of what it means to be human, and what it takes to create a good society. In Foundations of the Humanities we will explore how they approach these common purposes, taking a tour of the different disciplinary approaches to humanities research at SAS. With a series of guest lectures, we will have the opportunity of studying active researchers, critiquing how they formulate projects, and observing how they negotiate some of the key issues uniting scholars across the humanities. As well as engaging with cutting-edge research, in the process we will also gain unique insights into what makes a successful project materialize. GENDER, SEXUALITY, AND BIOPOLITICS
This course will be an introduction to the concepts and issues CONTACT HOURS: 48 related to topics of sexuality, gender, biopolitics, and their MANDATORY FOR: interrelatedness. Since the course is aiming at developing COHORTS 2017, 2018, an interdisciplinary understanding and analysis, students 2019, 2020 will learn about the historical, philosophical, political, psychoanalytic and biological perspectives on sexuality and gender issues. We will analyse and discuss the emergence and the impact of some of the most meaningful themes and analytic frameworks of contemporary social, political, and cultural theory: feminism, gender theory, sex and sexuality, and how their have been defined, framed, normalized, controlled, as well as their revolutionary, disruptive, and creative potential. At the end of the course, the students will achieve a basic understanding of concepts and issues related to these topics and have the to grasp the developments and shifting configurations in western thought, and be able to analyse a range of interdisciplinary tools and methods for understanding and analyzing gender, sexuality and biopolitics.
121 / 180 Cultural Studies
COURSE DESCRIPTIONS
MODERNISM AND MODERNITY
With the first industrial revolution, radical transformations CONTACT HOURS: 48 took place that changed the very experience of daily life in MANDATORY FOR: Western societies. “Modernity” refers to this transformed COHORTS 2017 nature of society, politics and daily life that accompanied the industrial revolution. “Modernism” was a cultural response to modernity; it presented a radical break in European culture that rejected tradition in favor of new and different modes of creation. This course provides a broad survey of modernism – from its emergence on the margins of 19th century culture to its ascendance as a major cultural force in the early 20th century and the assault on it with the rise of postmodernism. We will consider the broad cultural and intellectual history of modernism. We will examine major modernist works in art, architecture, and literature. We will also interrogate some of the key critics and theorists of modernism. POLITICS AND CULTURE: NATION, EMPIRE, CLASS
This class is concerned with how and where three major CONTACT HOURS: 48 signifiers—»Nation,” “Empire” and “Class”—intersect across the MANDATORY FOR: long twentieth century. During eight weeks we will interrogate COHORTS 2017, 2018, the intertwined histories of colonialism, nationhood and 2019, 2020 culture, combining analyses of literature, film and art with some of the most potent critical appraisals of imperialism, nationalism, race, gender and class of the past fifty years. Each week we will put a new set of theoretical works into contact with literary and cultural expression, potentially including the novels and short stories of E.M. Forster, Albert Camus, Tayeb Salih, Jean Rhys and Lu Xun. Among the theorists likely to appear on this course are Edward Said, Benedict Anderson, Frederic Jameson, Homi Bhabha, Gayatri Spivak, Chandra Talpade-Mohanty, Trin T. Minh-Ha, Frantz Fanon, Paul Gilroy, Aijaz Ahmad, Arif Dirlik, Xudong Zhang and Achille Mbembe. Topics that will be considered within this course include imperialism, postcolonial thought, theories of race and identity, geographical imaginaries and the representation of landscape, representations of self and “Other,” historical memory and violence, theories of hybridity, and writing and nationhood.
122 / 180 Cultural Studies
COURSE DESCRIPTIONS
RUSSIAN CULTURE: THE CLASSICS AND THE AVANT- GARDE
This course explores diverse aspects of Russian culture, CONTACT HOURS: 48 grappling with key aspects of Russian national identity both MANDATORY FOR: historically and in terms of their relevance to understanding COHORTS 2017, 2018, contemporary Russia. In this course we will examine a broad 2019, 2020 range of the facets that make up culture, including literature, poetry, visual arts, folklore, music, performance, and film. We consider both established “classics” of Russian high culture and “avant-garde” challenges to the status quo.
VISUAL CULTURE
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020
123 / 180 Economics
MAJOR LEADER: Alexander Usvitskiy // [email protected]
CURRENT FULL-TIME PROFESSORS (1) Matvey Lomonosov // [email protected]
DESCRIPTION The Economics major at SAS provides students with a wide range of tools for understanding current economic trends and how economics enhances our understanding of global societies. The multidisciplinary educational and research agenda at SAS encourages intensive dialogue between Economics and related fields of study. The structure of the major integrates mandatory study of the standard divisions of economics with the opportunity to apply economic theory to other disciplines available at SAS in independent research projects.
124 / 180 Economics
CURRICULUM: COHORT 2017 YEAR 3 (2019-2020)
Physical 3 electives Q1/Q9 Education (48 hours each) (30 hours)
Statistics (48 hours) International Physical Research Economics Education Q2/Q10 Seminar (48 hours) (32 hours) (16 hours) Economic History (48 hours) Econometrics Research Physical (48 hours) 1 elective Q3/Q11 Seminar Education Statistics (48 hours) (16 hours) (34 hours) (48 hours)
Macroeconomics Research Physical 1 elective Q4/Q12 1, 2 Seminar Education (48 hours) (48 hours) (16 hours) (32 hours)
YEAR 4 (2020-2021)
Microeconomics Research Effective 1 elective Q1/Q13 1 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Microeconomics 2 Research Effective Q2/Q14 (48 hours) Seminar Communication Game Theory (16 hours) (32 hours) (48 hours) Internship Research Effective Applied (during Q3/Q15 Seminar Communication Economics studies, 144 (16 hours) (32 hours) hours)
Pre- Research Bachelor Thesis graduation Q4/Q16 Seminar (4 weeks) Internship (16 hours) (4 weeks)
125 / 180 Economics
CURRICULUM: COHORT 2018 YEAR 3 (2020-2021)
Research Physical Microeconomics 1 1 elective Q1/Q9 Seminar Education (48 hours) (48 hours) (16 hours) (32 hours)
Microeconomics 2 Physical Research (48 hours) Education Q2/Q10 Seminar Game Theory (32 hours) (16 hours) (48 hours)
Internship Banking and Research Physical 1 elective (during Q3/Q11 Finance Seminar Education (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
Internship Behavioral Research Physical 1 elective (during Q4/Q12 Economics Seminar Education (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
YEAR 4 (2021-2022)
Macroeconomics 1 Research Effective (48 hours) Q1/Q13 Seminar Communication Statistics (16 hours) (32 hours) (48 hours)
Macroeconomics 2 Research Effective (48 hours) Q2/Q14 Seminar Communication Econometrics (16 hours) (32 hours) (48 hours)
Internship Research Effective Applied Economics 1 elective (during Q3/Q15 Seminar Communication (48 hours) (48 hours) studies, 72 (16 hours) (32 hours) hours)
Pre- Bachelor Thesis Research graduation Q4/Q16 (4 weeks) Seminar Internship (16 hours) (4 weeks)
126 / 180 Economics
CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Macroeconomics 1 Research Physical (48 hours) Q1/Q9 Seminar Education Statistics (16 hours) (32 hours) (48 hours)
Macroeconomics 2 Physical Research (48 hours) Education Q2/Q10 Seminar Econometrics (32 hours) (16 hours) (48 hours)
Internship Banking and Research Physical 1 elective (during Q3/Q11 Finance Seminar Education (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours) Internship (during Behavioral Research Physical studies, 108 1 elective Q4/Q12 Economics Seminar Education hours) (48 hours) (48 hours) (16 hours) (32 hours) Curricular Internship (144 hours) YEAR 4 (2022-2023)
Research Effective Microeconomics 1 1 elective Q1/Q13 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Microeconomics 2 Research Effective (48 hours) Q2/Q14 Seminar Communication Game Theory (16 hours) (32 hours) (48 hours)
Research Effective Applied Economics 1 elective Q3/Q15 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Pre- Bachelor Thesis Research graduation Q4/Q16 (4 weeks) Seminar Internship (16 hours) (4 weeks)
127 / 180 Economics
CURRICULUM: COHORT 2020 YEAR 3 (2022-2023)
Microeconomics Research Physical 1 elective Q1/Q9 1 Seminar Education (48 hours) (48 hours) (16 hours) (32 hours)
Microeconomics Physical Internship 2 Research Education (during Q2/Q10 (48 hours) Seminar (32 hours) studies, 72 Game Theory (16 hours) hours) (48 hours)
Banking and Research Physical 1 elective Q3/Q11 Finance Seminar Education (48 hours) (48 hours) (16 hours) (32 hours)
Internship (during Behavioral Research Physical studies, 108 1 elective Q4/Q12 Economics Seminar Education hours) (48 hours) (48 hours) (16 hours) (32 hours) Curricular Internship (144 hours) YEAR 4 (2023-2024) Macroeconomics 1 Research Effective 1 elective Q1/Q13 (48 hours) Seminar Communication (48 hours) Statistics (16 hours) (32 hours) (48 hours) Macroeconomics 2 Research Effective Q2/Q14 (48 hours) Seminar Communication Econometrics (16 hours) (32 hours) (48 hours)
Applied Research Effective 1 elective Q3/Q15 Economics Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Pre- Bachelor Thesis Research graduation Q4/Q16 (4 weeks) Seminar Internship (16 hours) (4 weeks)
128 / 180 Economics
COURSE DESCRIPTIONS
APPLIED ECONOMICS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 BANKING AND FINANCE
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020
BEHAVIORAL ECONOMICS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020
ECONOMETRICS
This course is dedicated to studying various forms of linear CONTACT HOURS: 48 and non-linear regression, time-series and panel data MANDATORY FOR: econometrics using real-world cases, Monte-Carlo simulations COHORTS 2017, 2018, and replication, and discussion of classic research papers. 2019, 2020 The course is built around a series of cases and datasets, described in the textbooks “The Statistical Sleuth: A Course in Methods of Data Analysis” (Fred Ramsey/Daniel Schafer) and “Econometrics” (Fumio Hayashi), as well as research papers reproduction, as described in “Time Series Econometrics. Learning Through Replication” (John D. Levendis). The goal of the course is to equip students with the tools, intuition, original ideas, and motivation to critically assess quantitative economic research, as well as develop their own research design.
129 / 180 Economics
COURSE DESCRIPTIONS
ECONOMIC HISTORY
The main focus of this course will be on tracing and explaining CONTACT HOURS: 48 the divergent and unequal growth trajectories of different MANDATORY FOR: continents in the five centuries after the birth of European COHORTS 2017 colonial empires. Among the main questions asked will be the following: What advantages allowed European powers to dominate world affairs for so long? What was the secret recipe beyond the industrial revolution? Which industrial revolution do we live in currently? What types of societies are conducive to technological progress and which tend to hinder it? What types of institutions help to launch and sustain economic growth? Are strong states necessary for economic growth or do they prevent it? Why do economic crises happen with regularity of a Swiss watch? Which economic theories helped to spur growth, and which slowed it? What can we learn from economic history to better govern world economies today? What is a business cycle? How mainstream economic views evolve, under pressure of what events?
EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
GAME THEORY
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
130 / 180 Economics
COURSE DESCRIPTIONS
INTERNATIONAL ECONOMICS
International economics class will provide students with the CONTACT HOURS: 48 knowledge and understanding of the complex topics related MANDATORY FOR: to: international trade theories; protectionism versus free COHORTS 2017 trade policies; political economy and international trade; different exchange rate systems (fixed versus floating); balance of payments and implications of its imbalances, and foreign exchange markets. Why do nations trade? What are the costs and benefits of protectionism versus free trade? Which exchange rate system (fixed or floating) gives a country more power to conduct its economic policy? Is a trade deficit good or bad for a country? This class will search the answers to these questions. Students will be active participants in the knowledge creation process.
MACROECONOMICS 1
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 MACROECONOMICS 2
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
131 / 180 Economics
COURSE DESCRIPTIONS
MICROECONOMICS 1
Microeconomics is a core discipline within greater Economics. CONTACT HOURS: 48 This course covers the economics approach to how economic MANDATORY FOR: decisions are made by individuals (households) and firms. It COHORTS 2017, 2018, shows how economic agents interact, how such interactions 2019, 2020 determine the quantities and prices of goods (or factors of production), as well as the allocation of resources. The course also investigates different market structures and their impact on economic agents’ behavior. Overall, the Microeconomics I course provides students with the knowledge of basic microeconomic models and utilizes analytical, intuitive, and graphical approaches to economic settings and real-world situations.
MICROECONOMICS 2
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 STATISTICS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
132 / 180 Film and Media Studies
MAJOR LEADER: Andrey Shcherbenok // [email protected]
CURRENT FULL-TIME PROFESSORS (1) Erika Wolf // [email protected] (2) Irina Kotkina // [email protected] (3) Maxim Alyukov // [email protected] (4) Peter Lešnik // [email protected] (5) Sulgi Lie // [email protected]
DESCRIPTION The SAS allows students to study film and media within a broad multidisciplinary context in an institution that brings together faculty from different disciplines and different countries trained at some of the world’s leading universities. You will learn to change your perspective and language rapidly and collaborate with philosophers, historians, performance artists, media sociologists and political theorists. You will deal with various theories, methodologies, analytical models, practices and critical approaches coming from psychoanalysis, semiotics, linguistics, Marxism, the literary theories of narrative, the theories of image and gender, postcolonial and cultural studies. You will learn to think historically, theoretically, and analytically about all forms of audiovisual expression, from photography and cinema to online media within and across national traditions. You will also be able to take practical courses and learn how to create media products with the faculty teaching in SAS professional masters’ program Digital Cultures and Media Production.
133 / 180 Film and Media Studies
CURRICULUM: COHORT 2017 YEAR 3 (2019-2020) Film Form & Physical Education 2 electives (48 Q1/Q9 History 1 (48 hours each) hours) (30 hours)
New Media Analysis 1 Research Physical Education (48 hours) 1 elective Seminar Q2/Q10 Film Form & (48 hours) (32 hours) History 2 (48 (16 hours) hours)
Media: Forms and Contexts (48 hours) Research New Media Seminar Physical Education Q3/Q11 Analysis 2 (34 hours) (48 hours) (16 hours) Film Form & History 3 (48 hours)
Transmedia Storytelling Research Internship (48 hours) 1 elective Seminar Physical Education (during Q4/Q12 Gender, (32 hours) studies, 36 Sexuality, and (48 hours) (16 hours) hours) Biopolitics (48 hours) YEAR 4 (2020-2021) Research Internship 2 electives Effective Seminar (during Q1/Q13 Communication studies, 72 (48 hours each) (32 hours) (16 hours) hours) Advanced Film Aesthetics Research Internship Effective (48 hours) Seminar (during Q2/Q14 Communication Avant-garde studies, 72 (32 hours) and Media (48 (16 hours) hours) hours) Q3/Q15 Digital 1 elective Research Effective Humanities and Seminar Communication Contemporary (48 hours) (32 hours) Culture (48 (16 hours) hours) Q4/Q16 Bachelor Thesis Research Pre-graduation Internship (4 weeks) Seminar (4 weeks) (16 hours) 134 / 180 Film and Media Studies
CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Film Form & History 1 Research (48 hours) Physical Education Q1/Q9 Seminar (16 Media: Forms (32 hours) hours) a n d C o n t e x t s (48 hours)
Film Form Research 1 elective Physical Education Q2/Q10 & History 2 Seminar (16 (48 hours) (32 hours) (48 hours) hours)
Film Form Research 1 elective Physical Education Q3/Q11 & History 3 Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Internship Transmedia Research 1 elective Physical Education (during Q4/Q12 Storytelling Seminar (48 hours) (32 hours) studies, 108 (48 hours) (16 hours) hours)
YEAR 4 (2021-2022)
New Media Research Effective 1 elective Q1/Q13 Analysis 1 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
New Media Research Effective 1 elective Q2/Q14 Analysis 2 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship Research Effective 2 electives (during Q3/Q15 Seminar Communication (48 hours each) studies, 72 (16 hours) (32 hours) hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 weeks) (16 hours) (4 weeks)
135 / 180 Film and Media Studies
CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Film Form & History 1 Research (48 hours) Physical Education Q1/Q9 Seminar Media: Forms (32 hours) (16 hours) a n d C o n t e x t s (48 hours)
Film Form Research 1 elective Physical Education Q2/Q10 & History 2 Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Film Form Research 1 elective Physical Education Q3/Q11 & History 3 Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Internship (during studies, 72 Transmedia Research 1 elective Physical Education hours) Q4/Q12 Storytelling Seminar (48 hours) (32 hours) (48 hours) (16 hours) Curricular Internship (144 hours) YEAR 4 (2022-2023)
New Media Research Effective 1 elective Q1/Q13 Analysis 1 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
New Media Research Effective 1 elective Q2/Q14 Analysis 2 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship Research Effective 2 electives (during Q3/Q15 Seminar Communication (48 hours each) studies, 72 (16 hours) (32 hours) hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 weeks) (16 hours) (4 weeks)
136 / 180 Film and Media Studies
CURRICULUM: COHORT 2020 YEAR 3 (2022-2023) Film Form & History 1 (48 hours) Research 1 elective Physical Education Q1/Q9 Seminar (48 hours) (32 hours) Media: Forms (16 hours) and Contexts (48 hours)
Film Form Research 1 elective Physical Education Q2/Q10 & History 2 Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Film Form Research 1 elective Physical Education Q3/Q11 & History 3 Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Transmedia Research Curricular Physical Education Q4/Q12 Storytelling Seminar Internship (32 hours) (48 hours) (16 hours) (144 hours)
YEAR 4 (2023-2024)
New Media Research Effective 1 elective Q1/Q13 Analysis 1 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
New Media Research Effective 1 elective Q2/Q14 Analysis 2 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Research Effective 2 electives Q3/Q15 Seminar Communication (48 hours each) (16 hours) (32 hours)
Internship (during studies, 72 Research Bachelor Thesis hours) Q4/Q16 Seminar (4 weeks) (16 hours) Pre-graduation Internship (4 weeks) 137 / 180 Film and Media Studies
COURSE DESCRIPTIONS
ADVANCED FILM AESTHETICS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017 AVANT-GARDE AND MEDIA
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017 DIGITAL HUMANITIES AND CONTEMPORARY CULTURE
This course introduces the application of humanities theories, CONTACT HOURS: 48 tools, and methods to digital culture. It includes both the MANDATORY FOR: theoretical study of contemporary culture in its digital COHORTS 2017 and other media forms, and also the practices of making humanities projects with digital tools. EFFECTIVE COMMUNICATION
This course introduces the application of humanities theories, CONTACT HOURS: 32 tools, and methods to digital culture. It includes both the MANDATORY FOR: theoretical study of contemporary culture in its digital COHORTS 2017, 2018, and other media forms, and also the practices of making 2019, 2020 humanities projects with digital tools. FILM FORM & HISTORY 1
This course will prepare students for further work in the CONTACT HOURS: 48 field of film studies, by providing them with the skills needed MANDATORY FOR: for a careful and discriminating analysis, interpretation, COHORTS 2017, 2018, and discussion of films. To achieve this goal we will move in 2019, 2020 four directions: 1) we will work to develop precise analytic vocabulary that will guide our “close readings” of individual films; 2) we will examine the ways in which historical and industrial contexts have shaped specific films; 3) we will attend to the cultural dynamics that inform the creation and reception of these films; 4) we will develop ways of articulating our experience of the movies and the skills required for scholarly writing about film. This is the first of a series of three courses, which will be offered in Modules 1-3.
138 / 180 Film and Media Studies
COURSE DESCRIPTIONS
FILM FORM & HISTORY 2
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 FILM FORM & HISTORY 3
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 GENDER, SEXUALITY, AND BIOPOLITICS
This course will be an introduction to the concepts and issues CONTACT HOURS: 48 related to topics of sexuality, gender, biopolitics, and their MANDATORY FOR: interrelatedness. Since the course is aiming at developing COHORTS 2017 an interdisciplinary understanding and analysis, students will learn about the historical, philosophical, political, psychoanalytic and biological perspectives on sexuality and gender issues. We will analyse and discuss the emergence and the impact of some of the most meaningful themes and analytic frameworks of contemporary social, political, and cultural theory: feminism, gender theory, sex and sexuality, and how their have been defined, framed, normalized, controlled, as well as their revolutionary, disruptive, and creative potential. At the end of the course, the students will achieve a basic understanding of concepts and issues related to these topics and have the to grasp the developments and shifting configurations in western thought, and be able to analyse a range of interdisciplinary tools and methods for understanding and analyzing gender, sexuality and biopolitics.
139 / 180 Film and Media Studies
COURSE DESCRIPTIONS
MEDIA: FORMS AND CONTEXTS
This course focuses on the history, nature, and structure CONTACT HOURS: 48 of mediated communication. Looking at a variety of media MANDATORY FOR: in the 20th and 21st centuries through historical and COHORTS 2017, 2018, interdisciplinary lenses, the course seeks to assist students 2019, 2020 in becoming more critical consumers of media and culture. This course has a threefold structure. In the first part, we will address mass communication technologies of the 20th century—newspaper, radio, and television. In the second part, we will focus on newer forms of mass communication, such as the Internet, video games, and social media. In the third part of the course, we will focus on the issues which arise when categories blur and different types of media and/or different genres intersect, as in convergence, hybridization, and infotainment. In addition to the history of media, this course touches upon several central issues and debates in media studies and communication research, such as media genres and their evolution under various economic, political, and social conditions, technological determinism, the nature of media influence, and the impact of new media on society, individuals, and other media. Finally, the course includes a production component. Instead of an academic essay, students will create their own blogs and use them as vehicles for reflection on their media consumption.
140 / 180 Film and Media Studies
COURSE DESCRIPTIONS
NEW MEDIA ANALYSIS 1
This course deals with the theory and methods for analysis CONTACT HOURS: 48 of and reflection upon the new media, as well as with the MANDATORY FOR: practice of critique through media. More than defining what COHORTS 2017, 2018, the term new media denotes, this course discusses some 2019, 2020 common elements of this heterogeneous field. Its relevance lies in the object of study – the new media itself which defines everyday life of a media user. The course should help students not only to become aware of the (horizons of the) media representations, but it should also empower them to see beyond the representation, to reflect about the infrastructure of media, the social consequences of the media industry, its role in everyday life, the culture and the economy. This course is rooted in the methodological pluralism. In other words, the texts we will be dealing with cover a wide range of disciplines – from philosophy (Agamben), over cultural studies (Manovich), image science (Grau) and sociologically oriented media studies (José, Srnicek) to Marxist media critique (Fuchs, Terranova). Furthermore, art works are included – they stand for important concepts which not only represent and/ or problematize new media, but also exercise social critique (Lombardi, Bureau D’Etudes, Joler). By covering all those disciplines, the students should develop an understanding of the Post Disciplinary age in science which allows a researcher to use various tools in order to tackle the problems of the socio-technological environment. Furthermore, they will also be able to exercise deliberative critique which takes into account various aspects of the problem.
141 / 180 Film and Media Studies
COURSE DESCRIPTIONS
NEW MEDIA ANALYSIS 2
This course deals with the theory and methods for analysis CONTACT HOURS: 48 of and reflection upon new media, as well as with the practice MANDATORY FOR: of social, cultural, and/or intellectual critique through media. COHORTS 2017, 2018, The relevance of New Media Analysis (NMA) lies in the object 2019, 2020 of study – new media define the everyday life of its users. The course will help students to become aware of the problems of media representations, to reflect about the infrastructure of media systems, the social consequences of the media industry, its consequences on the society, culture and economy. This course requires intense reading as it is oriented towards media theory (it is not oriented towards acquiring practical skills in media production). NMA 2 will cover the ways of material media production (e.g. Fab Labs), various kinds of actors that govern media content on a global level (e.g., the role of large companies as gatekeepers, media agencies), new technologies and the cultural/social practices connected to them (e.g. wearable media), the risks of its constant use (e.g., information bubbles), as well as theoretical speculation on how these new technologies might change existing and/or traditional societies (e.g., AI, social scoring system, swarm intelligence). NEW MEDIA ANALYSIS 2
A transmedia narrative integrates entertainment experiences CONTACT HOURS: 48 across a range of media platforms. Franchises, such as MANDATORY FOR: Star Wars, The Walking Dead, Game of Thrones, the Marvel COHORTS 2017, 2018, cinematic universe, Harry Potter, or Riverdale, move fluidly 2019, 2020 across media platforms (television, film, comics, games, the web, and even alternate or virtual reality) picking up new audiences as they go and allowing the most dedicated consumers to penetrate deeper. Such fans, in turn, may translate their interests in the franchise into concordances and Wikipedia entries, fan fiction, videos, fan films, cosplay, game mods, and a range of other participatory practices perpetually expanding the story world in new directions. Both commercial and grassroots expansion of narrative universes contribute to a new mode of storytelling, one which is based on an encyclopedic expanse of information, configured individually as well as processed collectively by social networks and online communities.
142 / 180 History
MAJOR LEADER: Peter Jones // [email protected] CURRENT FULL-TIME PROFESSORS (1) Corinne Doria // [email protected] (2) Jay Silverstein // [email protected] (3) Tomasz Blusiewicz // [email protected]
DESCRIPTION Studying History at SAS will give you the opportunity to work with a faculty trained at some of the world’s leading institutions. The professional study of History has been advancing rapidly in recent years, and our historians are all closely involved with the latest methods and debates in the field. But what truly makes History at SAS unique is the faculty’s broad interdisciplinary focus and expertise. As well as introducing an expansive scope of issues, SAS’s undergraduate curriculum will equip students with a range of analytical skills, methodologies, and theoretical foundations, allowing them to put their historical knowledge into dialogue with all of the other branches of the humanities. Although SAS’s History faculty has a breadth of expertise, we are particularly strong in: Medieval, Early Modern and Modern European History (including Russia and the former Soviet Union, Central and Eastern Europe, Germany, and Great Britain), American History, the History of Economic Thought, Visual History (including art, photography, and propaganda), Intellectual History, the History of Religion, and the History of Material Culture.
143 / 180 History
CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Artifacts, Documents, Testimonies: Working with Research Physical Education Q1/Q9 Primary Sources Seminar (32 hours) (48 hours) (16 hours) Essentials of Global History (48 hours)
Angels of History? Theory Research 1 elective Physical Education Q2/Q10 and History of Seminar (48 hours) (32 hours) Historiography (16 hours) (48 hours)
Digital Internship Humanities and Research 1 elective Physical Education (during Q3/Q11 Contemporary Seminar (48 hours) (32 hours) studies, 72 Culture (16 hours) hours) (48 hours)
When Civilizations Internship Research Meet: 1 elective Physical Education (during Q4/Q12 Seminar Europeans (48 hours) (32 hours) studies, 72 (16 hours) in the World hours) (48 hours) YEAR 4 (2021-2022)
Russia in Research Effective 1 elective Q1/Q13 World History Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship Research Effective Making History 1 elective (during Q2/Q14 Seminar Communication (48 hours) (48 hours) studies, 72 (16 hours) (32 hours) hours)
Internship Into the Research Effective 1 elective (during Q3/Q15 Archive 1 Seminar Communication (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
Into the Research Archive 2 Pre-graduation Q4/Q16 (36 hours) Seminar Internship Bachelor Thesis (4 weeks) (4 weeks) (16 hours)
144 / 180 History
CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Essentials of Global History Research (48 hours) Physical Education Q1/Q9 Seminar Russia in (32 hours) (16 hours) World History (48 hours)
Artifacts, Documents, Research Testimonies: 1 elective Physical Education Q2/Q10 Seminar Working with (48 hours) (32 hours) (16 hours) Primary Sources (48 hours)
Angels of History? Theory Research 1 elective Physical Education Q3/Q11 and History of Seminar (48 hours) (32 hours) Historiography (16 hours) (48 hours)
When Civilizations Research Curricular Meet: 1 elective Physical Education Q4/Q12 Seminar Internship Europeans (48 hours) (32 hours) (16 hours) (144 hours) in the World (48 hours) YEAR 4 (2022-2023)
Research Effective 2 electives Q1/Q13 Seminar Communication (48 hours each) (16 hours) (32 hours)
Internship Research Effective Making History 1 elective (during Q2/Q14 Seminar Communication (48 hours) (48 hours) studies, 72 (16 hours) (32 hours) hours)
Into the Archive 1 (48 hours) Internship Research Effective Co Digital (during Q3/Q15 Seminar mmunication Humanities and studies, 108 (16 hours) (32 hours) Contemporary hours) Culture (48 hours) Into the Archive 2 Research Pre-graduation Q4/Q16 (36 hours) Seminar Internship Bachelor Thesis (16 hours) (4 weeks) (4 weeks)
145 / 180 History
CURRICULUM: COHORT 2020 YEAR 3 (2022-2023) Artifacts, Documents, Testimonies: Working with Research Physical Education Q1/Q9 Primary Sources Seminar (32 hours) (48 hours) (16 hours) Essentials of Global History (48 hours)
Angels of History? Theory Research 1 elective Physical Education Q2/Q10 and History of Seminar (48 hours) (32 hours) Historiography (16 hours) (48 hours)
Digital Internship Humanities and Research 1 elective Physical Education (during Q3/Q11 Contemporary Seminar (48 hours) (32 hours) studies, 36 Culture (16 hours) hours) (48 hours)
Internship When (during Civilizations Research studies, Meet: 1 elective Physical Education Q4/Q12 Seminar 72 hours) Europeans (48 hours) (32 hours) (16 hours) Curricular in the World Internship (48 hours) (144 hours) YEAR 4 (2023-2024)
Russia in Research Effective 1 elective Q1/Q13 World History Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship Research Effective Making History 1 elective (during Q2/Q14 Seminar Communication (48 hours) (48 hours) studies, 72 (16 hours) (32 hours) hours)
Internship Into the Research Effective 1 elective (during Q3/Q15 Archive 1 Seminar Communication (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
Into the Archive 2 Research Pre-graduation (36 hours) Q4/Q16 Seminar Internship (16 hours) (4 weeks) Bachelor Thesis (4 weeks)
146 / 180 History
COURSE DESCRIPTIONS
ANGELS OF HISTORY? THEORY AND HISTORY OF HISTORIOGRAPHY
Although many historical facts have been known for a long CONTACT HOURS: 48 time, historians continue to disagree about how to interpret MANDATORY FOR: them. Which interpretation seems the most convincing, and COHORTS 2018, 2019, why? What, if anything, drives history forward? Does history 2020 actually progress, or does it just move in circles? What matters the most: great individuals or large collective forces, culture or economics, emotions or rational calculations, low or elite culture, governments or societies? These and other pivotal questions will be discussed in this course. Students will also be introduced to classical historiographical debates and controversies, as well as a wide range of different schools of history and research methodologies. ARTIFACTS, DOCUMENTS, TESTIMONIES: WORKING WITH PRIMARY SOURCES
Historians commonly distinguish between primary sources CONTACT HOURS: 48 and secondary sources. A primary source is some form of MANDATORY FOR: reflection of events created at the time when these events took COHORTS 2018, 2019, place. For instance, an eyewitness testimony, a newspaper 2020 article on current affairs, a piece of correspondence, diaries, photographs, a physical artifact of artistic or functional value, or an intelligence report, to name just a few, might be considered primary sources. A secondary source is an account of or an interpretation of past events which is based on some form of intellectual processing of primary sources. This course will equip students with skills helping them to read, understand, analyze and evaluate primary sources, while placing the source within the wider social, cultural, or political contexts necessary for understanding its meaning, message and significance. This course will give the students the necessary methodological foundation that will allow them to become independent researchers and scholars of the past in the future.
147 / 180 History
COURSE DESCRIPTIONS
DIGITAL HUMANITIES AND CONTEMPORARY CULTURE
This course introduces the application of humanities theories, CONTACT HOURS: 48 tools, and methods to digital culture. It includes both the MANDATORY FOR: theoretical study of contemporary culture in its digital COHORTS 2018, 2019, and other media forms, and also the practices of making 2020 humanities projects with digital tools. EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORTS 2018, 2019, 2020 ESSENTIALS OF GLOBAL HISTORY
What does it mean to study history on a global scale? CONTACT HOURS: 48 Introducing students to some of the most essential themes, MANDATORY FOR: methods, and topics in global history, this course will offer in- COHORTS 2018, 2019, depth case studies of six foundational events. Our focus will 2020 be on moments of cultural, intellectual and political contact between disparate regions, viewed through a range of primary sources and scholarly debates. We will explore the spread of Islam throughout the Middle East in the 600s; the emergence of print media and nation states in the European Renaissance of the 1400s; the transatlantic currents of the Haitian Revolution of the 1790s; the British colonization of Africa in the 1800s; the emergence of the Communist regime in China in the mid-1900s; and the tech boom in Silicon Valley at the turn of the 2000s. While we will assess each of these events as “global” in their own right, considering their transnational scope and impact, we will also use them to explore the limits and possibilities of a global historical method. By the end of the course, as well as being fluent in several foundational episodes in world history, students will be well-equipped to think critically about the global as a lens for work in the humanities more widely.
148 / 180 History
COURSE DESCRIPTIONS
INTO THE ARCHIVE 1
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020 INTO THE ARCHIVE 2
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020 MAKING HISTORY
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020 RUSSIA IN WORLD HISTORY
This course situated the entity traditionally referred to as CONTACT HOURS: 48 Russia (Rus’-Muscovy-Russian Empire-Soviet Union) in a wider MANDATORY FOR: context of world history, from the foundation of the Kievan COHORTS 2018, 2019, Rus’ in the tenth century until the collapse of the USSR in 1991. 2020 The main purpose of the course is to question the familiar framework of national historical narrative, taking a fresh look at the seemingly well-known facts and events of Russian history. In this class we will closely investigate domestic and foreign historical sources, as well as facilitating a comparative analysis of historical narratives around the globe.
149 / 180 History
COURSE DESCRIPTIONS
WHEN CIVILIZATIONS MEET: EUROPEANS IN THE WORLD
This course surveys 500 years of world history through the CONTACT HOURS: 48 prism of eight encounters between “the West” and “the Rest,” MANDATORY FOR: beginning with the arrival of the Portuguese explorer Fernão COHORTS 2018, 2019, Peres de Andrade in Ming China in 1517 and ending with US- 2020 China trade conflicts in 2018. The overarching theme of the course may appear to be the rise and fall of European empires between the fifteenth and twentieth centuries. However, this is only one of many possible narratives; civilizations mingled as much as they clashed, and only a minority of people saw their own lives as a subplot in this story. This course is not a comprehensive survey of modern world history. Rather, it is an introduction to historical methods. How do historical events and processes appear from different geographical or cultural vantage points? How does one relate macro- and micro- narratives of the same event? And how exactly do historians go about reconstituting past experiences from often fragmentary and conflicting viewpoints? All these questions will be addressed in the course “When Civilizations Meet: Europeans in the World”.
150 / 180 Information Technology and Digital Society
MAJOR LEADER: Vitaly Nikolaev // [email protected] CURRENT FULL-TIME PROFESSORS (1) Alexander Usvitskiy // [email protected] (2) Denis Zmeev, [email protected] // [email protected] (3) Lidiya Ivanova // [email protected] (4) Munesh Chauhan // [email protected] (5) Sergey Chuvakin // [email protected] (6) Viktor Skiba // [email protected] (7) Vladimir Prishchepa // [email protected]
DESCRIPTION As the world moves towards total digitization and computers become an integral part of our lives, computing devices are ubiquitous. We at SAS aim to leverage computing to solve all kinds of social and environmental challenges. Students will be able to assimilate and utilize their IT skills in diverse domains such as sociology, biology, economics, environmental science, to name a few. One important area where diverse domains intersect is simulating human activities, both mental and physical. The results of these simulations are visible in the form of intelligent robots, customized tailor-made medicines, self-driving cars, unmanned drones, and many others. At SAS, students will have an opportunity to study the fundamentals of information sciences starting with computer logic and then gradually enhancing their skills in areas such as database systems, big data and machine learning. These skills will be in greater demand in the future in domains as wide as media and arts, neuroscience and genetics.
151 / 180 IT
CURRICULUM: COHORT 2017 YEAR 3 (2019-2020) Math Tools for IT (48 hours) Computer 1 elective Physical Education Q1/Q9 Hardware and (48 hours) (30 hours) Operating Systems (48 hours)
Data Structures Research Programming 2 electives Physical Education Q2/Q10 Seminar with Python (48 hours each) (32 hours) (16 hours) (48 hours)
Information Systems Research Architecture 1 elective Physical Education Q3/Q11 Seminar and Parallel (48 hours) (34 hours) (16 hours) Computing (48 hours)
Project Management Research 2 electives Physical Education Q4/Q12 in Information Seminar (48 hours each) (32 hours) Technology (16 hours) (48 hours) YEAR 4 (2020-2021)
Research Effective Deep Learning 1 elective Q1/Q13 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Database Internship Research Effective Management 1 elective (during Q2/Q14 Seminar Communication Systems (48 hours) studies, 108 (16 hours) (32 hours) (48 hours) hours)
Information Internship Transmission Research Effective 1 elective (during Q3/Q15 Systems and Seminar Communication (48 hours) studies, 108 Networks (16 hours) (32 hours) hours) (48 hours)
Internship (during Research studies, 108 Bachelor Thesis Q4/Q16 Seminar hours) Pre- (4 weeks) (16 hours) graduation Internship (4 weeks)
152 / 180 IT
CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Object-Oriented Programming Development Research 2 electives Physical Education Q1/Q9 (48 hours) Seminar (48 hours each) (32 hours) Subject (16 hours) Domains (48 hours)
Internship Research Data Bases 1 elective Physical Education (during Q2/Q10 Seminar (48 hours) (48 hours) (32 hours) studies, 72 (16 hours) hours)
Internship Research Web-frontend 1 elective Physical Education (during Q3/Q11 Seminar (48 hours) (48 hours) (32 hours) studies, 36 (16 hours) hours)
Internship Research Web-backend 1 elective Physical Education (during Q4/Q12 Seminar (48 hours) (48 hours) (32 hours) studies, 108 (16 hours) hours)
YEAR 4 (2021-2022)
Research Effective Requirements 1 elective Q1/Q13 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Business Research Effective 1 elective Q2/Q14 Processes Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Software Research Effective Internship Development 1 elective Q3/Q15 Seminar Communication (during Process (48 hours) (16 hours) (32 hours) studies, 108) (48 hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 (4 weeks) (16 hours) weeks)
153 / 180 IT
CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Object-Oriented Programming Development Research Physical Education Q1/Q9 (48 hours) Seminar (32 hours) Subject (16 hours) Domains (48 hours)
Research 2 electives Physical Education Q2/Q10 Seminar (48 hours each) (32 hours) (16 hours)
Internship Research Web-frontend 1 elective Physical Education (during Q3/Q11 Seminar (48 hours) (48 hours) (32 hours) studies, 108 (16 hours) hours)
Internship (during Research studies, Web-backend 1 elective Physical Education Q4/Q12 Seminar 108 hours) (48 hours) (48 hours) (32 hours) (16 hours) Curricular Internship (144 hours) YEAR 4 (2022-2023)
Research Effective Requirements 1 elective Q1/Q13 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Business Internship Processes Research Effective (during Q2/Q14 (48 hours) Seminar Communication studies, 72 Data Bases (16 hours) (32 hours) hours) (48 hours)
Software Internship Research Effective Development 1 elective (during Q3/Q15 Seminar Communication Process (48 hours) studies, 72 (16 hours) (32 hours) (48 hours) hours)
Internship (during studies, 108 Research Bachelor Thesis hours) Q4/Q16 Seminar (6 weeks) (16 hours) Pre-graduation Internship (2 weeks)
154 / 180 YEAR 3 (2022-2023)
Object-Oriented Programming Development IT Research Physical Education (48 hours) Seminar Q1/Q9 (32 hours) Subject Domains (16 hours) CURRICULUM: COHORT 2020 (48 hours) YEAR 3 (2022-2023) Internship Object-Oriented Research Data Bases 1 elective Physical Education Seminar Programming Q2/Q10 (during Development Research Physical Education (48 hours) (48 hours) (32 hours) studies, 72 (16 hours) Q1/Q9 (48 hours) Seminar hours) Subject (16 hours) (32 hours) Research Domains Web-frontend 1 elective Physical Education (48 hours) Q3/Q11 Seminar (48 hours) (48 hours) (32 hours) Internship (16 hours) Research Data Bases 1 elective Physical Education (during Internship Q2/Q10 Seminar (48 hours) (48 hours) (32 hours) studies, 72 (16 hours) Research (during hours) studies, 144 Web-backend Physical Education hours) Q4/Q12 Seminar (48 hours) (32 hours) Curricular (16 hours) Research Internship Web-frontend 1 elective Physical Education Q3/Q11 Seminar (48 hours) (48 hours) (32 hours) (144 hours) (16 hours) YEAR 4 (2023-2024) Internship Research Effective Requirements 1 elective (during Seminar Communication Research studies, Q1/Q13 Web-backend Physical Education Q4/Q12 Seminar 144 hours) (48 hours) (48 hours) (48 hours) (32 hours) (16 hours) (32 hours) (16 hours) Curricular Internship Internship (144 Research Effective Business Processes 1 elective hours) Seminar Communication Q2/Q14 (during YEAR 4 (2023-2024) (48 hours) (48 hours) studies, 72 (16 hours) (32 hours) hours) Research Effective Requirements 1 elective Research Internship Q1/Q13 Seminar Communication Software Development Effective (48 hours) (48 hours) Process Communication (16 hours) (32 hours) Q3/Q15 Seminar (during studies, 108 (48 hours) (32 hours) (16 hours) hours) Internship Business Research Effective Internship 1 elective (during Q2/Q14 Processes Seminar Communication (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) Research (during hours) studies, 36 Bachelor Thesis hours) Q4/Q16 Seminar (6 weeks) Software Internship Pre-graduation Research Effective (16 hours) Development (during Internship Q3/Q15 Seminar Communication Process studies, 108 (16 hours) (32 hours) (2 weeks) (48 hours) hours)
Internship (during Research studies, Bachelor Thesis Q4/Q16 Seminar 36 hours) (6 weeks) (16 hours) Pre-graduation Internship (2 weeks)
155 / 180 IT
COURSE DESCRIPTIONS
BUSINESS PROCESSES
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020 COMPUTER HARDWARE AND OPERATING SYSTEMS
The course provides a complete understanding of how a typical CONTACT HOURS: 48 software program works at the level of hardware with support MANDATORY FOR: from the operating system. You will understand the nuances of COHORT 2017 memory management that involves cache and RAM as well as how multiple threads helps in executing a program faster. DATA BASES
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020 DATA STRUCTURES PROGRAMMING WITH PYTHON
The course provides an introduction to data structures CONTACT HOURS: 48 and algorithms, including their design, analysis, and MANDATORY FOR: implementation in Python programming language. The COHORT 2017 design and analysis of various data structures (e.g. arrays, lists, classes, maps etc.) has had a long history in computer science and now is a fundamental part of the core curricula in computer science and computer engineering degrees. The course covers the following content: - Basics of Python; - Algorithms Analysis; - Recursion; - Lists, Trees, Queues, Maps; - Sorting and Selection; - Text Processing; - Graph Algorithms; - Object-Oriented Programming. The key learning goal is that the students can apply different data structures and algorithms to solve problems in information technology and in different application fields.
156 / 180 IT
COURSE DESCRIPTIONS
DEEP LEARNING
The aim of this course is to give a solid introduction into CONTACT HOURS: 48 neural networks—a biologically-inspired computational MANDATORY FOR: paradigm, and deep learning—a powerful set of techniques, COHORTS 2017 which enables a computer to learn from supplied data using neural networks. Neural networks and deep learning give us the state of the art solutions to many problems in computer vision, image and speech recognition, natural language processing etc. Also, this course will teach how to write a programming code that uses deep learning to solve image recognition (or pattern classification) problems. Learning the core concepts of neural networks and deep learning will help to solve similar problems from different fields. In programming terms, the course will teach the core syntax, libraries and data structures of Python language needed for implementation of deep learning applications. It is recommended to have some programming experience to study the course. EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORT 2017, 2018, 2019, 2020 INFORMATION SYSTEMS ARCHITECTURE AND PARALLEL COMPUTING
The course examines a range of techniques for programming CONTACT HOURS: 48 multithreaded and distributed applications. Topics include MANDATORY FOR: synchronization mechanisms used for programs that COHORTS 2018, 2019, communicate via shared memory, and message passing 2020 techniques for programs that communicate across a network. Practical work involves implementing programs using these techniques in a modern concurrent language, such as Python and CUDA C/C++. Concurrent programming paradigms are well established in the areas of operating systems, computer networks and databases. Today, concurrency finds increasing use in sophisticated multithreaded and distributed applications, and the ability to construct concurrent programs is becoming an important skill for a modern programmer. 157 / 180 IT
COURSE DESCRIPTIONS
Concurrency is also a very rich area of both practical and theoretical study in Computer Science. This course will present both the theory of concurrent programming and a range of useful paradigms for the construction of concurrent algorithms INFORMATION TRANSMISSION SYSTEMS AND NETWORKS
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORT 2017 MATH TOOLS FOR IT
This course gives you the essential part of the mathematical CONTACT HOURS: 48 tools needed to work in appropriate subfields of computer MANDATORY FOR: science and their applications to other fields, where you need COHORTS 2017 to apply computational mathematical models. The aim of the course is to present and refresh basic mathematical tools such as discrete mathematics (sets, graphs, relations etc.), linear algebra (linear systems, matrices etc.), calculus (differential calculus, vector calculus etc.), and basics of optimization. The practical part of the course, apart from solving math exercises, will give you some examples of math applications, e.g. in image processing and visualization. OBJECT-ORIENTED PROGRAMMING DEVELOPMENT
This course is one from two initial courses for IT Major, main CONTACT HOURS: 48 goal of this course is achieve sureness that successful student MANDATORY FOR: can design and implement simple ideas and concepts in form COHORTS 2018, 2019, of source code at C# programming language using some of 2020 OOP principles to structure solution and optimization of implemented logic. Start of this course will be “Hello world”, but in a very short and intensive period of time students should achieve necessary skills in writing code, understanding main concepts of algorithms, and implementing ideas and concepts into a working solution.
158 / 180 IT
COURSE DESCRIPTIONS
PROJECT MANAGEMENT IN INFORMATION TECHNOLOGY
IT project management is a critical skill that is in high demand CONTACT HOURS: 32 in almost all medium to large tech companies. A software MANDATORY FOR: development task is primarily accomplished in a team setting, COHORT 2017 and thus it is essential to understand and be conversant with the existing tools and techniques that are employed for the successful completion of a project. Possessing software skill (in a required discipline) is essential but not the only prerequisite for being a successful developer. A current trend in the software industry is the establishment of startups where the key ingredient is a novel idea that works. Anyone can aspire to launch a startup as nowadays novel ways of funding are available in the form of venture capital and crowdsourcing. Unfortunately, most of the startups fail in the first few months of their inception. Among other reasons, one of the primary being the lack of skills to manage a setup. Hence, it becomes all the more imperative to develop this critical skill that always comes in handy in the management of an industrial enterprise. SOFTWARE DEVELOPMENT PROCESS (PROJECT BASE COURSE)
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017 SUBJECT DOMAINS
Subject domains are one of the essential courses in System CONTACT HOURS: 48 analysis major. The main quality of any system analyst is quick MANDATORY FOR: research/analysis/formalization of different subject domains COHORTS 2018, 2019, for any area of life society. So this course aims to teach some 2020 approaches to work with subject domains, mostly we will be focusing on formal notations suitable for software engineering methods and practices. All assignments are similar to business-like situations, so it is possible to meet the same type of task at work as a system analyst.
159 / 180 IT
COURSE DESCRIPTIONS
WEB-BACKEND
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020
WEB-FRONTEND
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2018, 2019, 2020
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MAJOR LEADERS: Q1, Q2: Krishna Muthukumarappan // [email protected] Q3, Q4: Erzsébet Pásztor // [email protected]
CURRENT FULL-TIME PROFESSORS (1) Ayla Arslan // [email protected], [email protected] (2) Jay Silverstein // [email protected] (3) Juliette Colinas // [email protected]
DESCRIPTION The following elements distinguish the Life Sciences program at SAS from traditional biology programs: World issues The SAS program teaches biology in light of current environmental and public health issues, such as global warming, environmental pollution, or the diseases of affluence. We believe that biology’s particular way of seeing the world can be fruitfully applied to an understanding of the current world problems. Holistic, integrative Given that world issues span multiple scales and disciplines, students will be trained to develop a holistic understanding of biology that meaningfully integrates its various scales of inquiry (molecular, cellular, evolutionary, etc.) with each other and with the natural sciences, the social sciences, and the humanities. Emphasis on complex systems and evolutionary principles Emphasis is placed on thoroughly understanding the principles governing complex and evolutionary systems and on using this lens to understand and integrate more specific biological topics. For example, what can we infer about genetics or ecology from the study of complex systems, or about physiology from the principles of evolution? Collaborative science Addressing world problems requires effective collaborative problem solving. Students are taught to truly collaborate with other biologists and other disciplines, in light of the recent developments in the field of collaborative science research. A core course is devoted to
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the topic, and the principles learned are applied in the research projects undertaken in the electives. Life Sciences at SAS are taught in collaboration with X-Bio Institute for Ecological and Agricultural Biology which will provide our students with the access to their lab infrastructure.
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CURRICULUM: COHORT 2017 YEAR 3 (2019-2020) Internship Cell Biology (48 hours) 1 elective Physical Education (during Q1/Q9 Brain and (48 hours) (30 hours) studies, Behavior (48 hours) 72 hours) History and Internship Philosophy of Biology Research 1 elective Physical Education (during Q2/Q10 (48 hours) Seminar (48 hours) (32 hours) studies, Development (16 hours) and Physiology 108 hours) (48 hours) Internship (during studies, Research Ecology 1 elective Physical Education 108 hours) Q3/Q11 Seminar (48 hours) (48 hours) (34 hours) Internship (16 hours) (during studies, 108 hours) Internship (during studies, 108 hours) Research Internship Physical Education Q4/Q12 Seminar (during (32 hours) (16 hours) studies, 108 hours) Curricular Internship (4 weeks) YEAR 4 (2020-2021) Internship Biochemistry Research Effective 1 elective (during Q1/Q13 Seminar Communication (48 hours) studies, 108 (48 hours) (16 hours) (32 hours) hours)
Internship Genomics Research Effective 1 elective (during Q2/Q14 Seminar Communication (48 hours) studies, 108 (48 hours) (16 hours) (32 hours) hours)
Public Health and the Research Effective Environment 1 elective Q3/Q15 Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours) Evolution (48 hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 weeks) (16 hours) (4 weeks)
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CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Internship Research Biochemistry 1 elective Physical Education (during Q1/Q9 Seminar (48 hours) (48 hours) (32 hours) studies, 108 (16 hours) hours)
Internship Research Genomics 1 elective Physical Education (during Q2/Q10 Seminar (48 hours) (48 hours) (32 hours) studies, 144 (16 hours) hours)
Public Health and the Internship Research Environment Physical Education (during Q3/Q11 Seminar (48 hours) (32 hours) studies, 144 (16 hours) Evolution hours) (48 hours) Internship (during Research 1 elective Physical Education studies, Q4/Q12 Seminar (48 hours) (32 hours) 216 hours) (16 hours) Field Internship (2 weeks) YEAR 4 (2021-2022)
Cell Biology (48 hours) Research Effective Q1/Q13 Brain and Seminar Communication Behavior (16 hours) (32 hours) (48 hours)
History and Philosophy of Biology Research Effective Q2/Q14 (48 hours) Seminar Communication Development (16 hours) (32 hours) and Physiology (48 hours)
Internship Research Effective Ecology 1 elective (during Q3/Q15 Seminar Communication (48 hours) (48 hours) studies, 108 (16 hours) (32 hours) hours)
Internship (during Research studies, Bachelor Thesis Q4/Q16 Seminar 72 hours) (4 weeks) (16 hours) Pre-graduation Internship (4 weeks)
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CURRICULUM: COHORT 2019 YEAR 3 (2021-2022) Cell Biology Internship (48 hours) Research Physical Education (during Q1/Q9 Brain and Seminar (32 hours) studies, 108 Behavior (16 hours) hours) (48 hours) History and Philosophy Internship of Biology Research Physical Education (during Q2/Q10 (48 hours) Seminar (32 hours) studies, 108 Development (16 hours) hours) and Physiology (48 hours)
Internship Research Ecology 1 elective Physical Education (during Q3/Q11 Seminar (48 hours) (48 hours) (32 hours) studies, 144 (16 hours) hours)
Internship (during Research studies, 1 elective Physical Education Q4/Q12 Seminar 216 hours) (48 hours) (32 hours) (16 hours) Curricular Internship (144 hours) YEAR 4 (2022-2023)
Internship Research Effective Biochemistry 1 elective (during Q1/Q13 Seminar Communication (48 hours) (48 hours) studies, 108 (16 hours) (32 hours) hours)
Internship Research Effective Genomics 1 elective (during Q2/Q14 Seminar Communication (48 hours) (48 hours) studies, 108 (16 hours) (32 hours) hours)
Public Health and the Internship Research Effective Environment (during Q3/Q15 Seminar Communication (48 hours) studies, 144 (16 hours) (32 hours) Evolution hours) (48 hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 weeks) (16 hours) (4 weeks)
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CURRICULUM: COHORT 2020 YEAR 3 (2022-2023) Internship Research Biochemistry 1 elective Physical Education (during Q1/Q9 Seminar (48 hours) (48 hours) (32 hours) studies, 108 (16 hours) hours)
Internship Research Genomics 1 elective Physical Education (during Q2/Q10 Seminar (48 hours) (48 hours) (32 hours) studies, 144 (16 hours) hours)
Public Health and the Internship Research Environment Physical Education (during Q3/Q11 Seminar (48 hours) (32 hours) studies, 108 (16 hours) Evolution hours) (48 hours) Internship (during Research studies, 1 elective Physical Education Q4/Q12 Seminar 144 hours) (48 hours) (32 hours) (16 hours) Curricular Internship (144 hours) YEAR 4 (2023-2024)
Cell Biology (48 hours) Research Effective Q1/Q13 Brain and Seminar Communication Behavior (16 hours) (32 hours) (48 hours)
History and Philosophy of Biology Research Effective Q2/Q14 (48 hours) Seminar Communication Development (16 hours) (32 hours) and Physiology (48 hours)
Internship Research Effective Ecology 1 elective (during Q3/Q15 Seminar Communication (48 hours) (48 hours) studies, 108 (16 hours) (32 hours) hours)
Internship (during Research studies,72 Bachelor Thesis Q4/Q16 Seminar hours) (4 weeks) (16 hours) Pre-graduation Internship (4 weeks)
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COURSE DESCRIPTIONS
BIOCHEMISTRY
Living organisms are made up of cells which operate under CONTACT HOURS: 48 the rules of chemical principles in the biological context. Thus, MANDATORY FOR: a good understanding of life sciences requires a perspective, COHORTS 2017, 2018, which studies life as a function of different molecular 2019, 2020 categories found in the basic unit of life, i.e., the cell. Thus, this course aims to introduce the knowledge about the basic molecules of life: The biological macromolecules. After a brief introduction, we will start to examine the structure and function of nucleic acids, proteins, lipids, and carbohydrates. An emphasis will also be given to metabolism. This is a fundamental course for those, aiming to acquire a solid background in life sciences.
BRAIN AND BEHAVIOR
This course is intended to provide an introduction to students CONTACT HOURS: 48 on current topics in brain, mind and behaviour with a special MANDATORY FOR: stress on social aspects. The course content will cover COHORT 2017 fundamental questions in the study of the human brain and main topics of neuroscience. Many of the topics discussed in this curriculum have evolved from various disciplines and the essence of knowledge comes from multidisciplinary study, such as neuroscience, psychology, political science, sociology, anthropology etc. It introduces students to the structure and function of the brain as it affects human behaviour. The specific content will stress on social behaviour of human. Social and political theories are discussed in the context of neuroscience, covering basic brain neuroanatomy and linking it to human behaviour and mind functions such as learning, memory, language, consciousness, emotion, motivation, eating, sleeping and sex etc. Our attempt to combine research ideas from all of these interdisciplinary fields will provide an excellent opportunity for students in academia.
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COURSE DESCRIPTIONS
CELL BIOLOGY
Cells are the fundamental units of any living being, and are CONTACT HOURS: 48 intricate, fascinating entities. (The human body contains MANDATORY FOR: approximately 37 trillion (1012) of them!) Though of course COHORTS 2017, 2018, different cell types can be quite different in form and 2019, 2020 function, all cells share some fundamental features. It is those fundamental features that we will study in this course, focusing on eukaryotic cells. What kinds of molecules are cells composed of? How are cells internally structured and organized? What molecular mechanisms are involved in their basic processes such as cell division, energy production, gene expression, intra-cellular trafficking, intra- and intercellular communication? Emphasis will be put on problem-based and active-learning techniques. Students will be expected to do the assigned readings before class, and about half of class time will be devoted to discussion and individual and group exercises or projects based on these readings and the lecture material. DEVELOPMENT AND PHYSIOLOGY
Physiology and Developmental Biology course will provide CONTACT HOURS: 48 students a basic understanding of how complex multicellular MANDATORY FOR: organisms with diverse forms and cell types arise from single COHORTS 2017, 2018, cells and how the major physiological systems function and 2019, 2020 integrate to sustain the lives of animals. The course will provide a conceptual framework for understanding the lives of animals at every level of organisation. It involves a detailed study of the functioning, integration and interrelationships of the following organ systems of the human body: Respiratory, Cardiac, Circulatory, Neurological, Muscular, Endocrine, Renal, Reproductive, Immune, Hematologic systems. Developmental biology part provides the mechanisms involved in growth and development of complex organisms. In many ways the basic understandings of developmental biology provide an invaluable foundation for other aspects of biology. We explore how embryo develop how the body axes are established. We ask how organs are formed. How does the brain develop? What is sex determination? This course aims to provide a broad, comprehensive look at embryology and functioning of different organs in the system.
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COURSE DESCRIPTIONS
The course thus intends to develop a basic understanding of how the single cell formed at fertilisation forms an embryo and then a fully formed adult organism. Physiology and Development is a multidisciplinary field that integrates genetics, molecular biology, biochemistry, cell biology, anatomy, physiology. ECOLOGY
Though most branches of the life sciences primarily focus CONTACT HOURS: 48 on understanding the functioning or evolution of individual MANDATORY FOR: living beings, ecology is the branch that takes these organisms COHORTS 2017, 2018, back into their real-world context of the ecosystem and of the 2019, 2020 intricate interactions within the living and non-living world. Understanding these ecosystems is not only necessary to fully understand the evolution and functioning of individual species, but also for us to know how to properly interact with these ecosystems in order to sustain them. However, as ecosystems are the most complex systems on Earth, the reductionist approach is conspicuously insufficient for their study; thus, a complex systems approach to ecology is arguably a way forward. EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 EVOLUTION
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 GENOMICS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
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COURSE DESCRIPTIONS
HISTORY AND PHILOSOPHY OF BIOLOGY
Learning the history and philosophical issues of a field is not CONTACT HOURS: 48 only important to better understand its current research MANDATORY FOR: questions and debates, but also to better grasp its important COHORTS 2017, 2018, concepts, its way of thinking and approaching problems and 2019, 2020 the particular conceptual and practical difficulties that it may face in doing so. Such understanding is essential for non- biologists and biologists who wish to better understand the field, and for researchers who wish to conduct better research. It is also useful for anyone interested in understanding how knowledge is created. This course aims at developing a sense of some historical and philosophical dimensions of research in biology. How have the currently held views developed and evolved throughout history? Mostly history will be framed in terms of the evolution of concepts within the field, but whenever appropriate mention will be made of influences from other spheres of human society, such as the economic or political context.
PUBLIC HEALTH AND THE ENVIRONMENT
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
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MAJOR LEADER: Maxim Alyukov // [email protected]
CURRENT FULL-TIME PROFESSORS (1) David Dusseault // [email protected] (2) Irina Kotkina // [email protected] (3) Jay Silverstein // [email protected] (4) Julie Reshe // [email protected] (5) Juliette Colinas // [email protected] (6) Matvey Lomonosov // [email protected]
DESCRIPTION The modern study of sociology and anthropology requires not only learning sociological and anthropological theories and practical research skills, but also a deep understanding of human life in light of the opportunities afforded us by modern technology. SAS major allows students to master key contemporary concepts of human, society, and culture. However, it also offers an intellectual immersion in affiliated disciplines that deal with the most pressing developments in the contemporary world such as market expansion, environmental degradation, digitalization, and intercultural communication. In first two years of the SAS program, before the selection of their major, students acquire broad knowledge in diverse disciplines including ancient philosophy and quantitative methods. The purpose of this approach to education is to boost student motivation, goal- orientation, and readiness for challenging methodological training – the qualities required for successful passage through the whole spectrum of complex disciplinary courses associated with the SAS major. SAS is a small and cohesive institution of leadership education with international faculty, whose PhD credentials come from leading world-class universities, a low students per professors ratio, and the seminar-based format of learning, which foster the development of individual potential for every single student. The SAS environment offers direct and close interaction with experts from different countries and develops a wide range of communication skills: intercultural dialogue, public presentation, teamwork, networking, and diversity management. Thus, the uniqueness
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of SAS allows students to acquire an internationally recognized university education and, thus, participate in a global discussion on contemporary issues. In the upper years SAS students will be able to apply knowledge derived from the program in their field work and internships in renown public institutions and corporations partnered with the School.
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CURRICULUM: COHORT 2017 YEAR 3 (2019-2020) Introduction to Culture (64 hours) 1 elective Physical Education Q1/Q9 Sociological (48 hours) (30 hours) Perspectives (64 hours)
Research Design and Methods Research (48 hours) 1 elective Physical Education Q2/Q10 Seminar Qualitative (48 hours) (32 hours) (16 hours) Methods (48 hours)
Anthropological Research and Sociological 1 elective Physical Education Q3/Q11 Seminar Theory 1 (48 hours) (34 hours) (16 hours) (48 hours)
Research 3 electives Physical Education Q4/Q12 Seminar (48 hours each) (32 hours) (16 hours)
YEAR 4 (2020-2021)
Research Effective 2 electives Q1/Q13 Seminar Communication (48 hours each) (16 hours) (32 hours)
Anthropological and Sociological Theory 2 Research Effective Q2/Q14 (48 hours) Seminar Communication Quantitative (16 hours) (32 hours) Methods (48 hours)
Anthropological Research Effective and Sociological 1 elective Q3/Q15 Seminar Communication Theory 3 (48 hours) (16 hours) (32 hours) (48 hours)
Internship (during Research studies, Bachelor Thesis Q4/Q16 Seminar 108 hours) (4 weeks) (16 hours) Pre-graduation Internship (4 weeks)
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CURRICULUM: COHORT 2018 YEAR 3 (2020-2021) Research Design Research 1 elective Physical Education Q1/Q9 and Methods Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Anthropological and Sociological Theory 2 Research 1 elective Physical Education Q2/Q10 (48 hours) Seminar (48 hours) (32 hours) Quantitative (16 hours) Methods (48 hours)
Anthropological Internship Research and Sociological 1 elective Physical Education (during Q3/Q11 Seminar Theory 3 (48 hours) (32 hours) studies, 72 (16 hours) (48 hours) hours)
Internship Research 2 electives Physical Education (during Q4/Q12 Seminar (48 hours each) (32 hours) studies, 144 (16 hours) hours)
YEAR 4 (2021-2022)
Anthropological Research Effective and Sociological 1 elective Q1/Q13 Seminar Communication Theory 1 (48 hours) (16 hours) (32 hours) (48 hours)
Qualitative Research Effective 1 elective Q2/Q14 Methods Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship Anthropological Research Effective 1 elective (during Q3/Q15 Issues & Ideas Seminar Communication (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
Research Pre-graduation Bachelor Thesis Q4/Q16 Seminar Internship (4 weeks) (16 hours) (4 weeks)
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CURRICULUM: COHORT 2019 YEAR 3 (2021-2022)
Research Design and Methods (48 hours) Research 1 elective Physical Education Q1/Q9 Anthropological Seminar (48 hours) (32 hours) and Sociological (16 hours) Theory 1 (48 hours)
Qualitative Research Physical Education Q2/Q10 Methods Seminar (32 hours) (48 hours) (16 hours)
Anthropological Research 1 elective Physical Education Q3/Q11 Issues & Ideas Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Internship (during 2 electives Research studies, Physical Education Q4/Q12 Seminar 72 hours) (32 hours) (48 hours each) (16 hours) Curricular Internship (144 hours) YEAR 4 (2022-2023)
Research Effective 2 electives Q1/Q13 Seminar Communication (48 hours each) (16 hours) (32 hours)
Anthropological and Sociological Theory 2 Research Effective Q2/Q14 (48 hours) Seminar Communication Quantitative (16 hours) (32 hours) Methods (48 hours)
Anthropological Research Effective and Sociological 1 elective Q3/Q15 Seminar Communication Theory 3 (48 hours) (16 hours) (32 hours) (48 hours)
Internship Research (during studies, Bachelor Thesis Q4/Q16 Seminar 72 hours) (4 weeks) Pre-graduation (16 hours) Internship (4 weeks)
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CURRICULUM: COHORT 2020 YEAR 3 (2022-2023)
Research Design Research 1 elective Physical Education Q1/Q9 and Methods Seminar (48 hours) (32 hours) (48 hours) (16 hours)
Anthropological and Sociological Theory 2 Research Physical Education Q2/Q10 (48 hours) Seminar (32 hours) Quantitative (16 hours) Methods (48 hours)
Anthropological Research and Sociological 1 elective Physical Education Q3/Q11 Seminar Theory 3 (48 hours) (32 hours) (16 hours) (48 hours)
2 electives Research Curricular Physical Education Q4/Q12 Seminar Internship (32 hours) (48 hours each) (16 hours) (144 hours)
YEAR 4 (2023-2024)
Anthropological Research Effective and Sociological 1 elective Q1/Q13 Seminar Communication Theory 1 (48 hours) (16 hours) (32 hours) (48 hours)
Internship Qualitative Research Effective 1 elective (during Q2/Q14 Methods Seminar Communication (48 hours) studies, 72 (48 hours) (16 hours) (32 hours) hours)
Anthropological Research Effective 1 elective Q3/Q15 Issues & Ideas Seminar Communication (48 hours) (48 hours) (16 hours) (32 hours)
Internship (during Research studies, Bachelor Thesis Q4/Q16 Seminar 72 hours) (4 weeks) (16 hours) Pre-graduation Internship (4 weeks)
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COURSE DESCRIPTIONS
ANTHROPOLOGICAL AND SOCIOLOGICAL THEORY 1
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 ANTHROPOLOGICAL AND SOCIOLOGICAL THEORY 2
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 ANTHROPOLOGICAL AND SOCIOLOGICAL THEORY 3
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 ANTHROPOLOGICAL ISSUES & IDEAS
To be added. CONTACT HOURS: 48 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020 EFFECTIVE COMMUNICATION
To be added. CONTACT HOURS: 32 MANDATORY FOR: COHORTS 2017, 2018, 2019, 2020
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COURSE DESCRIPTIONS
INTRODUCTION TO CULTURE
Anthropology is a global, historical and holistic study of human CONTACT HOURS: 48 diversity. Thus, the evolution of human culture and social MANDATORY FOR: organization lie at the core of anthropology. This course offers COHORTS 2017 a general survey of anthropological theoretical paradigms, methods, and key research areas. Specific cases exemplifying cultural and social dynamics of human behavior are taken from both traditional and contemporary societies with the goal of developing an intellectual platform for understanding world cultures and providing tools for cultural introspection. The course will emphasize the origins and reasons for cultural diversity and the role of culture in the past, present, and future survival of our species. Stress will be placed on the interaction of culture with the physical and social environment and the exploration of the forces which direct the evolution of cultures.
QUALITATIVE METHODS
The course covers the main methods of conducting qualitative CONTACT HOURS: 48 research, such as interview, observation, experiment, MANDATORY FOR: content analysis, and some others. Is it possible to conduct COHORTS 2017, 2018, scientific research just talking to or observing people? Is an 2019, 2020 experiment in social science possible? Why do contemporary social scientists not always trust only statistics and polls? What is the difference between a qualitative sociologist and a quantitative sociologist? And the most important, how to organize qualitative social research? The course will explore all these questions. We will also consider the problems researchers usually face when organizing their fieldwork: how to find informants, how to empathize with their feelings and to preserve emotional distance necessary for the analysis at the same time, how to work in a dangerous field, is it appropriate to hide the real goals of research, and so forth. QUANTITATIVE METHODS
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COURSE DESCRIPTIONS
RESEARCH DESIGN AND METHODS
This course has two objectives: (a) to help students in CONTACT HOURS: 48 understanding how empirical research in sociology, MANDATORY FOR: anthropology and other social sciences is organized and (b) COHORTS 2017, 2018, to provide an elementary survey of research methods which 2019, 2020 will enable you to take more specialized methods courses (e.g. Probability and Statistics, Quantitative Methods, Qualitative Methods). Courses in research methods similar to this one are given internationally in majors such as sociology, anthropology, political science, economics, administrative science and other to introduce students to the imperative, rules, logic and rigor of social scientific inquiry. On the practical level, the course equips students with conceptual, theoretical and methodological tools to construct their own research, complete third and fourth year research projects, and critically read materials related to social sciences. Thus, after this course you will be able not only do your own study, but also to professionally read academic sources, to assess the claims that appear in public debates and the mass media, but also to express an informed opinion on specific public policy alternatives. Importantly, this course includes a small research practice, calculations and MS Excel statistical analysis components. This being said, it does not require advanced familiarity with sociology and anthropology or math beyond basic algebra.
SOCIOLOGICAL PERSPECTIVES
The course aims to familiarize you with the discipline of CONTACT HOURS: 48 sociology and prepare to take additional specialized classes MANDATORY FOR: in social sciences. In North America and beyond this course COHORTS 2017, often serves as a prerequisite for several other classes and is a key requirement for many social science majors. The course has four leading objectives: (1) to introduce you to common sociological subjects and concepts; (2) to shed light on different perspectives within sociology; (3) to encourage you to think deeply, critically, and coherently about our social world; (4) to help you establish links between theory, problems, and policy. Notably, the Sociological Perspectives is purposefully designed to spark interest in social sciences. In class you will
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COURSE DESCRIPTIONS learn how to be a professional marijuana user, what are the social mechanics beyond student hook up, when education can lead to bigotry and ethnic violence, and what employers ultimately seek from you. In order to retain the greatest amount of knowledge, students are encouraged to raise both conventional and controversial questions in class and after. By the end of the Sociological Perspectives course you will develop sociological imagination and be familiar with the key theories, concepts, ideas and insights from a sociological perspective on the social world. In addition, you will likely be well-equipped to use social scientific tools to analyze and think critically on current topical issues.
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