Finalperformancenarrativevisual

Home , Anthropology 101, Pilot (Community)

LG-46-13-0249-13

IMLS Sparks! Grant Final Report - Mapping Curriculum and Community: Visualizing the Claremont Colleges (2013-14) Submitted 29 October 2014 by Char Booth (Director of Research, Teaching, & Learning Services), Natalie Tagge (Social Sciences Team Leader), Dani Cook (Information Literacy & Learning Technologies Coordinator), Sara Lowe (Assessment Librarian), and Sean Stone (STEM Team Leader).

Overview The Claremont Colleges Library (CCL) received a 2013 IMLS Sparks! Ignition Grant to support its 2013-2014 efforts to visualize the interconnected learning communities of its seven institutions. The Visual Curriculum Mapping (VCM) project applied concept mapping software to produce and archive web-based interactive maps of fifty-two academic subjects and their consortial intersections in order to support information literacy (IL) across the curriculum and identify opportunities for community and capacity building at the Claremont Colleges (7Cs). This innovative approach combined visualization and knowledge management strategies to confront a range of information, change, and resource management challenges created by the rapidly shifting landscape of libraries and higher education. Charting our academic landscape created the foundation for an annual bird’s-eye snapshot of how the 7Cs coincide academically, highlighting strategic points for IL and collections intervention across the curriculum and providing our diverse academic communities with a unique means of identifying shared opportunities.

Project Activities & Changes The VCM Project consisted of four phases (subdivided into eight tasks) that were implemented between August 1st of 2013 and July 31st of 2014. The below table outlines these phases and tasks, indicating project roles and outlining deliverables. Adjustments to and expansions of project tasks are indicated in the Status column as well as in a bulleted list following the table.

Phase 1 - Pilot Map Archiving & Template Map Creation Schedule Roles Task Status

Export archival versions of 2011-13 VCM pilot maps from central Mindomo account to ID/T Librarian completed 8.28.13 multiple formats (Freemind, PDF, HTML, JPG and Excel). ID/T Upload to corresponding project completed 8.28.13 Librarian archive/backup folders in Google Drive. Activity One: Aug 1-7 2013 Upload to corresponding project ID/T archive/backup folders the Sakai VCM project completed 8.28.13 Librarian management space.

Update project status spreadsheet to reflect ID/T 2011-3 and 2013-14 mapping progress by completed 8.28.13 Librarian librarians. Activity Two: ID/T Librarian Review pilot VCM map template and edit to completed 8.28.13

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 1 LG-46-13-0249-13

Aug 8-31 & Project create 2013-14 master template. See Grant 2013 Lead Products section. ID/T Version/create 2013-14 maps in Mindomo for completed 9.9.13; Librarian & 48 academic disciplines and share with Project expansion to Project Lead corresponding CCL subject liaisons. 52 total maps

Workflow change: Create shortlinks for each map following Shortlinks created as ID/T convention established in pilot (bit.ly/ccl- needed upon map Librarian **map2013-14) in the CCL Bit.ly account. sharing requests and/or faculty outreach Update each subject liaison branch of the VCM Activity Three: ID/T Librarian project management map with their ‘published’ completed 9.9.13 Sep 1-7 2013 and ‘editing’ 2013-14 map template links.

Phase 2 - Map Building & Research-Intensive Course Identification Schedule Roles Task Status

VCM Project Team, Subject Build 2013-14 curriculum maps (with the Specialist exception of the "Prior Instruction and Future completed 4.15.14 Activity Four: Librarians, Targets" Branch). Sep 8 2013 - ID/T Librarian Feb 15 2014 Organize Library staff training opportunities VCM Project and appointments to support collaborative completed 2.21.14 Team mapping efforts. See Grant Products section. Identify and flag research-intensive required VCM Project courses in each VCM map to review as Team, Subject potential areas of information literacy Specialist curriculum integration and assessment completed 6.15.14 Librarians, ("Prior Instruction and Future Targets" Activity Five: ID/T Librarian branches added to template for this Feb 16 - Mar purpose). See Grant Products section. 15 2014 Preliminarily completed 6.15.14; Workflow Subject Use degree-requirements, course, and expansion to ongoing Specialist faculty branches to identify areas of over 2014-16 academic Librarians collection development need. year in additional collections projects

Phase 3 - Mapping Forums & Librarian Outreach Schedule Roles Task Status

Activity Six: VCM Project Organize four mapping forums to facilitate completed 4.15.14; Mar 16 2014 - Team Library/7Cs conversations and build Workflow change to

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 2 LG-46-13-0249-13

May 15 2014 (Disciplinary awareness of the VCM project. See Grant eliminate faculty Coordinators) Products section for sample forum incentive cards in favor announcement. of additional event catering Support Library subject liaison outreach to 7Cs faculty and academic departments to discuss maps, disciplinary connections, Preliminarily completed VCM Project collection development needs, and 6.15.14; workflow Team, Subject information literacy integration into majors expansion to ongoing Specialist and research-intensive courses in additional throughout the 2014-15 Librarians campus forums (meetings, teaching and academic year learning committees, etc.). See Grant Products section.

Phase 4 - Public VCM Archive Creation & Summary Report Schedule Roles Task Status

Export multiple format versions of 2013-14 subject maps from Mindomo and upload to ID/T Librarian completed 6.30.14 corresponding backup/archive folders in the Sakai VCM project management space.

Activity ID/T Create open VCM template in multiple Seven: May Librarian formats for use by other institutions. See completed 6.30.14 16 2013 - Grant Products section. June 30 2014 ID/T Upload/create metadata for 2013-14 subject Librarian and template map exports (PDF, HTML) to Scholarship@Claremont in order to establish completed 6.30.14 public-facing VCM archival collection. See Grant Products section. Publicize archival map collection in ID/T Librarian Scholarship@Claremont (7Cs open-access & Project institutional repository) to 7Cs community via completed 5.15.14 Lead Library News blog and other 7Cs channels. Activity Eight: See Grant Products section. July 1 2014 – July 31 2014 Project Lead and A&H Coordinator Write summary white paper. completed 10.28.14 (co-grant lead)

As highlighted in the Status column above, minimal workflow adjustments and/or expansions were made to Phases 1-3 of the VCM project plan:

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 3 LG-46-13-0249-13 ● In Phase 1, the creation of shortlinks for 2013-14 maps was adjusted from a mandatory early project task to an as-needed late-project task in order to allow maps to be published upon the point of completion and/or outreach need. Upon analysis of the proposed 48 subject areas requiring curriculum maps in consultation with Subject Specialist Librarians, this number was expanded to 52 to more accurately reflect the academic landscape of the Colleges. ● In Phase 2, the use of maps for collection development has been expanded through the 2014-16 based on the need for more comprehensive and managed projects relating to approval plan adjustment and shelf weeding. Similarly, IL outreach and strategic course targeting within academic subjects will be ongoing throughout the 2014-16 academic year due to local variations in implementation progress. ● In Phase 3, faculty forum attendance incentive cards were eliminated in favor of additional event catering based on attendee feedback indicating the desire for these events to be substantive opportunities to interact with their cross-colleges colleagues. ● No adjustments were made to Phase 4.

Project Results: Outcomes & Impact The Claremont Colleges Library (CCL) Visual Curriculum Mapping (VCM) project enabled by our 2013 IMLS Sparks! Innovation Grant has proven to be an effective response to shared information, change, and resource management challenges created by the shifting landscape of libraries and higher education. It has achieved significant knowledge-building outcomes among participating CCL Subject Specialist Librarians, and will continue to inform their instruction, outreach, and collection development efforts in the coming years. In addition, maps have become a useful resource to subject faculty in a number of departments, providing a unique perspective on the complex academic communities of the Claremont Colleges. An unanticipated but highly constructive impact area of this project has been the creation of productive connections to several ongoing cross-Colleges initiatives that have benefited from maps and project staff, including Teagle, Mellon, and Luce Foundation grants. A discussion of outcomes and impact of the VCM project follows below.

Outcomes - An October 2014 survey analysis of 88% of the Subject Specialist Librarians (n=141) who participated in creating curriculum maps over the course of the project indicates clear growth in skills and knowledge related to the core outcome areas of the project, namely a) greater facility with Mindomo, the tool used to create maps, b) increased insight into CCL academic programs and the learner experience within these programs, c) the impact of Subject Specialist IL instruction across the disciplines and greater strategic awareness of strategic IL intersections across the curriculum, and d) insight into collection development need. a) Curriculum mapping skill and support. A foundational aspect of the grant included staff development and support for map creation, which was ongoing in Phases 1-3 of the project in the

1 The remaining two project librarians were unable to participate due to out-of-country travel and retirement since the project date. Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 4 LG-46-13-0249-13 form of trainings, documentation, and 1-1 support for map creation by Lead Map Builder and Discipline Coordinators. The survey indicates that participants experienced a significant increase in skills related to building curriculum maps using Mindomo (see figures below).

Fifty percent of participants (n=7) took primary responsibility for creating their maps, 29% (n=4) sought partial support from project staff, and 21% (n=3) sought significant support. Open-ended comments from the latter two groups tended to express increasing confidence with the work as the project progressed and appreciation for the Lead Map Builder and other support resources (“Once I was shown the basics, I felt that I could do most of the work on my own; I appreciated having the template available”). b) Insight into academic programs and learner experience. Knowledge-building among Subject Specialist Librarians related to their respective academic subjects was a significant goal of this project. Survey responses on a 5-point Likert scale (strongly agree to strongly disagree) show unequivocal positive outcomes in this area (see figure below).

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 5 LG-46-13-0249-13 Seventy-two percent of mapping librarians also reported achieving better understanding of the learner experience within their subject areas (n=10 strongly agreed or agreed), whereas ambivalence or disagreement to this outcome was expressed by 28% (two neither agreed or disagreed, while two disagreed). The responses of these latter groups suggests that they either possessed a strong current understanding of learners within their programs, and/or required more guidance drawing connections revealed by their maps. It should be noted that three of these four respondents were among the group that sought moderate to high support, suggesting that an engaged independent process of information discovery and collocation during the mapping process could be a significant contributing factor to effective insight-building. c) Impact of IL instruction and strategic awareness of IL intersections. Seventy-two percent of participating librarians agreed or strongly agreed with the statement that they achieved a greater understanding of the impact and placement of their IL instruction efforts across the curriculum, while three remained ambivalent and one disagreed. Similarly to the learner experience outcome, those librarians who sought moderate or significant support creating their maps tended to express lesser degrees of knowledge growth in this area, a trend that follows throughout responses.

Significant gains were made toward the goal of facilitating more targeted and curriculum- integrated IL instruction among Subject Specialists, but it is clear that the implementation of work will be ongoing in the coming academic years. Seventy-nine percent of participating librarians agreed or strongly agreed that engaging in the VCM project has assisted them in developing strategies related to targeted IL instruction. One respondent reported that “What [mapping] really taught me is that it seems appropriate for there to be different approaches for different subjects both due to how they are organized and their size.” The expanded timeline of IL target course and faculty outreach implementation outlined in the Project Tasks & Changes section is reflected also in participant responses in this area: one reported that they expect their maps to facilitate this outcome in the future, but “since I haven't been able to meet with faculty and talk about the maps yet, I picked "neither agree nor disagree.” d) Insight into collection development need. While survey responses are more mixed in this outcome area, 65% of Subject Specialists reported that they strongly agreed or agreed with the

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 6 LG-46-13-0249-13 statement that VCM has been/will be useful to their collection development work (35% responded that they neither agreed or disagree with this statement). However, the programmatic application VCM to several collection development initiatives over 2014-16 will ensure that librarians engage in a collective process of applying their maps to approval plan adjustment, demand-driven acquisitions profile changes, and physical collections weeding projects.

This project has resoundingly affirmed the knowledge-building capacity of VCM, an outcome that has proven useful to in many situations related to our collective work as librarians (including the ever-important tasks of ongoing orientation, training, and self-education in subject areas). This process is eloquently expressed by one participant, who reported that “During this project, I was a new librarian with collection development responsibility for all STEM subjects, but with a relatively inexperienced understanding of most of these fields and incomplete knowledge of what students or faculty were studying here specifically. In that role, I often used STEM maps (those I created and those created by others) to inform my collection development recommendations and decisions. Re: outreach (again, from the POV of a new librarian here), the maps were a concrete way to start wrapping my brain around the complexity of this place, and an exercise that helped me learn faculty faces/names/research interests/classes taught so I had some prior knowledge once I did actually meet faculty in person. To be more specific, there were several times I attended a campus event and recognized faculty I hadn't met before, and felt more confident about approaching that person because I was already familiar with their work and their role within their department/college (and their name!)”

Impact - The VCM project has provided the basis for ongoing outward-focused work to create a more collaborative, engaged, responsive, and curriculum-focused library. Direct impacts from project tasks include IL integration efforts across colleges STEM programs arising from faculty mapping forums, while another forum motivated Politics faculty to initiate their own program review process. During the 2014-2016 academic year Subject Specialist librarians will continue to utilize their curriculum maps in concert with faculty input to more strategically provide scaffolded, strategic information IL instruction in their disciplines. Numerous librarians have codified this task as a goal to be evaluated in their end-of-year performance review, indicating the ongoing importance of maps in CCL’s efforts to effectively collaborate in student learning. Maps have provided a tangible, visual way for newly established discipline-focused teams (Arts & Humanities, Social Sciences, & STEM) to pursue IL outreach and collections aims. For example, the Social Sciences Team plans to develop a series of best practices for communicating maps to faculty in mediated and unmediated scenarios, with the goal of systematically understanding connections and differences between 7C Social Science subjects. As previously stated, several large-scale information resources review projects over 2014-16 will also apply maps as the basis for collections adjustments.

An unanticipated and highly positive impact of this project has been to provide CCL with a tangible basis for collaborating with 7C academic partners on cross-colleges initiatives that seek

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 7 LG-46-13-0249-13 to build connections between academic programs, and to, in the words of one Subject Specialist participant, “help the faculty work more closely across the colleges. The library is really acting as a bridge here.” This includes several major Colleges grant projects such as a 5C Teagle Curriculum Collaborations grant, which has leveraged the 2013-14 map archive as an integral element of its environmental scanning process and formally integrated VCM staff as project partners. Similarly, an ongoing Luce Foundation planning grant for a 5C “EnviroLab Asia” initiative has been directly informed by the creation of a hybrid environmental analysis and Asian Studies map requested by lead faculty stakeholders. Library staff involved in separate Mellon grants for a center of Pedagogy and Educational Technology and Digital Humanities will also utilize maps to identify stakeholders and curricular opportunities.

Challenges - Deliverables completed within proposed parameters and clear evidence of outcomes and impact indicate that VCM did not encounter insurmountable challenges over the course of this project. That said, the grant team and Subject Specialist Librarians met several difficulties over the course of the grant that merit enumeration. These include a heavy workload among librarians with larger subject maps, a technical learning curve for those unfamiliar with the software, difficulty effectively communicating maps and pertinent insights (particularly in terms of format) to some campuses stakeholders. and software problems related to exporting large maps.

Workload Challenges: Most VCM maps represent subjects spread across multiple Claremont campuses with completely autonomous and unique majors, departments, degree requirements, and course offerings. The larger and more distributed the subject, the more time maps took to complete (on average, anywhere between 4 and 20+ hours depending on the subject and individual). Accordingly, some Subject Specialists with complex maps found it difficult to find the time to complete them in their already busy schedules (open-ended survey feedback on ways to improve the mapping experience among librarians included “While I greatly appreciate the help [the Lead Map Builder] provided, I felt torn in a number of different directions and by competing priorities”, and ”The only negative thing was that this was a lot of work at a time we had a lot of other work to do. Even during summer, this seems unavoidable these days...” That said, the experience of the grant team indicates that larger and more complicated disciplines benefit most from a process of visual representation that allows librarians and faculty to form a clear perspective of a potentially confusing array of academic experiences and IL intersections.

Software Challenges: While VCM Project Partners found Mindomo to be the best mapping tool for the project due to its collaboration, export format, and interactive web publication features, not all librarians found it easy to master. Technical issues were mitigated through one-on-one assistance from the Discipline Coordinators and Head Map Builder. In limited instances the Head Map Builder actually completed all or parts of maps when a librarian was unable to master Mindomo or determined they did not have the time to complete a map(s). During the project archiving stage it was determined that a small percentage maps were too large to export from Mindomo. In these instances a link to the Mindomo map was placed in Scholarship@Claremont, but it was not possible to include a PDF file.

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 8 LG-46-13-0249-13

Communication Challenges: While ongoing feedback indicates that CCL faculty and other campus partners find the maps an extremely interesting and value-added way to visualize the 7C curriculum, the project team has learned through experience that the web-based Mindomo map format (particularly for large subject areas) is often initially confusing and intimidating for external stakeholders. Individual maps represent a vast amount of data in an interactive format and interface unfamiliar to most, which requires its own end-user learning curve. While the project team and Subject Specialist librarians will continue to determine best practices for sharing the maps in IL and collections outreach scenarios in response to requests from Subject Specialists, in most instances it is more effective to introduce maps in mediated interactions (such as in-person forums and meetings) as opposed to unmediated interactions such as email.

Ongoing Work Continuing collaborative analysis and distribution of VCM maps will support CCL in more effectively meeting the IL, collections, and academic community-building needs: ● The established series of curriculum maps will be updated by CCL subject specialist librarians prior to each academic semester, and new maps will be created by librarians when new courses of study are established at the Claremont Colleges. ● Target IL course collaborations will be pursued and evaluated by Discipline Teams in an ongoing and coordinated fashion through the 2015-16 academic year as a means of achieving more strategic IL instruction throughout 7C courses of study. ● Faculty outreach discussions and collaborations continue by subject librarians in the Research, Teaching, and Learning Services Division as formal goals in the 2014-15 year; progress toward these goals will be documented by librarians and Team Leaders in performance reviews. In the Spring of 2015 four additional VCM faculty forums will be organized by Discipline Team Leaders and the Information Literacy Steering Group. ● Collaboration between the VCM grant team and the Teagle 5C Curriculum Collaboration Grant will be ongoing during the cycle of the Teagle grant in order to identify, document, and encourage an environment of curricular collaboration among 5C faculty. ● Maps will be used through the 2015-16 academic year to review and revise information resource development projects by Discipline Team Leaders, the Director of Information Resources, and subject librarians including approval plan review and adjustment (2014- 15), demand driven acquisition plan review and adjustment (2014-15) as well as physical and digital collections weeding projects (2015-16).

VCM Project Partners • Char Booth, VCM Project Lead/ Interdisciplinary Coordinator, is CCL’s Director of Research, Teaching, & Learning Services. • Sara Lowe, VCM Social Sciences Coordinator, is CCL’s Assessment Librarian. • Sean Stone, VCM Science Coordinator, is CCL’s STEM Team Leader. • Natalie Tagge, VCM Humanities Coordinator, is CCL’s Social Sciences Team Leader.

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 9 LG-46-13-0249-13

• Dani (Brecher) Cook, Head Map Builder & Project Archivist, is CCL’s Information Literacy & Learning Technologies Coordinator. • Sixteen CCL Subject Specialist Librarians created on average three visual curriculum maps with varying levels of support from the core VCM team.

The Project Lead performed core organizational and project management functions. VCM Discipline Coordinators worked with teams of 3-6 Subject Specialists as they built maps for their disciplines and utilized them over the grant period to identify ways to better collaborate with faculty, customize collections, and improve student IL learning through targeted course collaborations. Each member of the VCM project staff provided technical and strategic support to librarians using interdisciplinary, social science, science and humanities maps to identify research intensive courses and support subject liaison outreach and faculty communication opportunities, and each organized and facilitated a cross-colleges faculty curriculum mapping forum for a map in their disciplinary area. The Head Mapper & Project Archivist provided project administrative, structural, map-building, and archival functions by creating and sharing map templates, building and maintaining subject maps in coordination with Subject Specialists, exporting maps for backup and archival purposes and building an archive of 2013-14 maps in our open access digital repository, Scholarship@Claremont.

Conclusion Hamilton and Graniero argue that “maps enable citizens of academic communities to perceive their environs in multiple, adaptable and evolving ways, delineating patterns that enhance or impede knowledge construction and exchange.”[1] Although intensified at the CCL by our need to serve multiple and largely autonomous academic institutions, the challenge of informing and empowering a comprehensive and strategic process of information literacy (IL) and information resource strategy-building has become a shared goal of 21st-century libraries regardless of their size or context. By charting the 7Cs landscape through concept mapping the Sparks! grant allowed CCL to broadly equip our staff with a strategic means of identifying how we can pursue the 21st century goal of “reposition[ing] libraries and information tools, resources and expertise, so that they are embedded into the teaching, learning and research enterprises” of our institutions.”[2] Furthermore, we have provided our academic stakeholders with a comprehensive platform for pattern recognition and knowledge exchange, particularly in the area of cross- collegiate program and relationship development. This initiative has succeeded in helping redefine the position of the Library in the 7Cs community “by looking beyond the role of [library as] collector and extending our activities across the entire continuum of scholarly activity”[3].

[1] Beverley Hamilton and Phil A. Graniero. "Disruptive Cartography in Academic Development," International Journal For Academic Development 17, no. 3 (2012): 243, accessed January 28, 2013, http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ974310&site=ehost- live&scope=site. [2] David W. Lewis. "A Strategy for Academic Libraries in the First Quarter of the 21st Century." College & Research Libraries 68, no. 5 (2007): 420, accessed January 15, 2013, http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=26749685&site=ehost-live&scope=site. [3] Isaac Gilman and Marita Kunkel. "From Passive to Pervasive: Changing Perceptions of the Library's Role through Intra-Campus Partnerships." Collaborative Librarianship 2, no. 1 (2010): 23, accessed January 16, 2013, http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=58034943&site=ehost-live&scope=site.

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 10 LG-46-13-0249-13 Grant Products

Public archive of 2013-14 Visual Curriculum Maps in Scholarship@Claremont: http://scholarship.claremont.edu/ccct_cmaps/

VCM Template Map in Scholarship@Claremont http://scholarship.claremont.edu/ccct_cmaps/52/

VCM Faculty Forum Events in LibCal: http://claremont.libcal.com/libraryworkshops#!/month/2014/04

VCM Project Section in the 2014 CCL “Vital Library” Annual Report (page 8): http://libraries.claremont.edu/site/downloads/_annual-report/cuc_tccl_ar_2013-14.pdf

ALA Annual 2013 VCM Poster Session: Lowe, M. Sara; Booth, Char; Chappell, Alexandra; Stone, Sean M.; and Tagge, Natalie, "Visual Curriculum Mapping: Charting the Learner Experience" (2013). Library Staff Publications and Research. Paper 18. http://scholarship.claremont.edu/library_staff/18

Claremont Colleges Library IMLS Sparks! Visual Curricuum Mapping Grant Project Report - 11 ANTH111 HM-01 Intro Anth Science & Technology De Laet, Marianne Fall 2013 T ANTH115 HM-01 War and Conflict Harvey Mudd r De Laet, Marianne

ANTH179B HM-01 SpecTop in Anthro: Rationalities Spring 2013 r De Laet, Marianne

ANTH016 PZ-01 Intro to Nepal Emily Chao

ANTH056 PZ-01 Run to the Forest Leda Martins

ANTH070 PZ-01 Psychological Anthropology Claudia Strauss

ANTH088 PZ-01 China: Gender,Cosmology & State Emily Chao

ANTH103 PZ-01 Museums: Behind the Glass Sheryl Miller

ANTH105 PZ-01 Field Methods in Anthropology Leda Martins Fall 2013

ANTH111 PZ-01 Historical Archaeology Sheryl Miller

ANTH153 PZ-01 History Anthropological Theory Emily Chao

ANTH192 PZ-01 Senior Thesis & Project Seminar r Daniel Segal

CLAS161 PZ-01 Greek Art and Archaeology Staff

HIST011 PZ-01 The World Since 1492 Daniel Segal Carina Johnson O'Rourke, Harmony

1. Introduction to Archaeology and Biological Anthropology r

2. Introduction to Sociocultural Anthropology r

3. Language, Culture & Society. r

Anth 11/Hist 11. The World Since 1492 r

12. Native Americans and Their Environments r

16. Introduction to Nepal r

Clas 20. Fantastic Archaeology:

23. China and Japan Through Film and Ethnography. r

28. Colonial Encounters: Asia. r

33. Caribbean Histories, Cultures and Societies. r

r 41. Social Movements and Other Forms of Political Struggles.

50. Sex, Body, Reproduction. r

r 52. Indigenous Societies: Histories of Encounters.

58. Doing Research Abroad. r

62. Embodying the Voice of History. r

EA 68. Ethnoecology.

70. Culture and the Self. r

76. American Political Discourses. r

Anth 77/Hist 77. Great Revolutions in Human History? The r Agricultural and Industrial Revolutions Compared.

83. Life Stories. r

r 88. China: Gender, Cosmology and the State.

89. The American Sixties r

r 90. Schooling.

95. Folk Arts in Cultural Context. r

99. China in the 21st Century: Gender, Culture, Nation. r

101. Theory and Method in Archaeology r

103. Museums: Behind the Glass. r

105. Field Methods in Anthropology r

Pitzer r 108. Kinship, Family, Sexuality. r Full course list

110. Nature and Society in Amazonia. r

r Marianne de Laet T HSA Harvey Mudd 111. Historical Archaeology.

MS 111. Anthropology of Photography.

MS 112. Anthropology of Media Emily Chao

117. Language and Power. r Lêda L. Martins

124. Illness and Health: Anthropological Perspectives. r Sheryl Miller

r Lee Munroe (Pitzer, Emeritus Faculty) Pitzer r 125. U.S. Social and Immigration Discourses.

Dan Segal (Pitzer) Clas 125. Ancient Spectacle: Glory, Games and Gore in Ancient Greece and Rome. Susan Seymour (Pitzer, Emeritus Faculty)

126. Gangs. r Claudia Strauss

Anth133/Arhi133. Indians in Action. r

134. Colonial Societies. r

Anth135/EA 135. Plants and People. r Dru Gladney T

EA 140. The Desert As a Place. (See Environmental Analysis 140).

EA 141. Progress & Oppression

EA 148. Ethnoecology

Clas 150. Archaeology of the Age of Augustus. T Faculty r 153. History of Anthropological Theory.

Lynn Thomas Anth 160. Native American Women’s Arts. r Pomona T

Clas 161. Greek Art and Archaeology.

Clas 162. Roman Art and Archaeology. T Clas 164. Pompeii and the Cites of Vesuvius.

Pardis Mahdavi r 168. Prehistoric Humans and Their Environments.

r 170. Seminar in Human Evolutio

178. Prisons: Theory, Ethnography and Action. r T

185. Topics in Anthropology of the Middle East/North Africa.

Ralph Bolton 190. Senior Seminar in Anthropology and Ethnographic r Writing.

191. Senior Thesis Seminar. r

MCSI 195. Advanced Seminar in Social Inquiry.

T Scripps r T ANTH001 PZ-01 Intro Archaeology & Bio Anthro Miller, Sheryl

Lara Deeb ANTH002 PZ-01 Intro Sociocultural Anthropology Staff

Seo Young Park T ANTH002 PZ-02 Intro Sociocultural Anthropology Staff

ANTH003 PZ-01 Language, Culture & Society Strauss, Claudia

ANTH012 PZ-01 Native Americans & Environments Miller, Sheryl

ANTH055 PZ-01 Brazil: An Introduction ECON 051 PO Spring 2014 r Martins, Leda L

ECON 052 PO ANTH098 PZ-01 State & History:The Israeli Case Segal, Daniel POLI 003 PO or PPA 001 PO

ANTH130 PZ-01 Women and Citizenship POLI 135 PO Staff

Statistical/Quantitative Methods course: ECON 057 PO or ANTH155 PZ-01 World Nexus: Special Topic POLI 090 PO unless otherwise noted below or approved by Martins, Leda L. the student’s academic advisor

HIST011 PZ-01 The World Since 1492 ANTH 051 PO Public Policy major with a concentration in Anthropology r T T Daniel Segal Carina Johnson

ANTH 102 PO Courses MCSI195 PZ-01 Ctr for Scl Inquiry: The City Daniel Segal

ANTH 109 PO

ANTH051 PO-01 Intro to Sociocultural Anth ANTH 105 PO or ANTH 110 PO r Gladney, Dru C.

wo of the following: ANTH 052 PO, ANTH 059 PO, ANTH 107 ANTH053 PO-01 Language, Thought, and Culture PO, ANTH 120 PO, ANTH 130 PO Thomas, Lynn L.

one elective ANTH102 PO-01 Applied Anthropology Martin, Sylvia J.

ANTH107 PO-01 Medical Anthropology Mahdavi, Pardis Two courses from: Human Sexuality (ANTH 052 PO), Language, Thought and Culture (ANTH 053 PO), Applied ANTH109 PO-01 Theory in Anthropology Anthropology (ANTH 102 PO) or Medical Anthropology (ANTH Gladney, Dru C. 107 PO) Anthropology r T Pomona r T

ANTH135 PO-01 The Social Life of Media Theory in Anthropology (ANTH 109 PO) Martin, Sylvia J.

Fall 2013 Methods in Anthropological Inquiry (ANTH 105 PO) or ANTH155 PO-01 Globalization r Required courses Archaeological Methods (ANTH 110 PO) Thomas, Lynn L.

Archaeology (ANTH 059 PO) ANTH191 PO Senior Thesis Gladney,DC

Anthropology major Introduction to Sociocultural Anthropology (ANTH 051 PO) ANTH191 PO Senior Thesis Mahdavi,P

Statistics r ANTH191 PO Senior Thesis Thomas,LL

any three courses from major r Electives ANTH192 PO Senior Project Gladney,DC

Senior project (ANTH 192 PO) r ANTH192 PO Senior Project Mahdavi,P Choose one of the following Senior Exercise r

Senior Thesis(ANTH 191 PO) r

ANTH 051 PO - Introduction to Sociocultural Anthropology r

ANTH 051 PO ANTH 052 PO - Human Sexuality r

ANTH 109 PO ANTH 053 PO - Language, Thought and Culture r Anthropology minor r T

ANTH 105 PO or ANTH 110 PO ANTH 055 PO - Power, Politics and Culture r

ANTH 057 PO - Introduction to Biological Anthropology r three approved electives in the discipline

ANTH 059 PO - Archaeology r

ANTH 102 PO - Applied Anthropology r Anthropology 2. Introduction to Sociocultural Anthropology r

ANTH 105 PO - Methods in Anthropological Inquiry r Anthropology 11. The World Since 1492 Required courses (no choices)

ANTH 107 PO - Medical Anthropology r Anthropology 153. History of Anthropological Theory

ANTH 109 PO - Theory in Anthropology r

Anthropology 105. Field Methods in Anthropology r ANTH 110 PO - Archaeological Methods r

Course A One methods course to be selected in consultation Anthropology 105 (Pomona). Methods in Anthropological with the major adviser, preferably taken prior to study ANTH 120 PO - Altered States of Consciousness r Inquiry abroad ANTH 124 PO - The Seacoast in Prehistory r Or other possibilities r Sociocultural Track T

ANTH 129 PO - Native California r

Anthropology 1. Introduction to Archaeology and Biological Pomona r T ANTH 130 PO - Sexual Politics of the Modern Middle East r Anthropology

ANTH 135 PO - The Social Life of Media r Anthropology 3. Language, Culture, and Society ( or another At least one course from another anthropology subfield Full course list approved course in linguistic anthropology). (linguistic, biological, or archaeology) ANTH 145 PO - Cultural Ecology r Anthropology 59 (Pomona). Archaeology A variety of upper- division courses. ANTH 150 PO - Religion, Myth and Ritual r

Four additional courses in sociocultural anthropology, which ANTH 152 PO - Ethnic Nationalism r may include courses at Pomona as well as up to three courses taken during study abroad. ANTH 155 PO - Globalization r Claremont Colleges Library: 7Cs ANTH 156 PO - Comparative Muslim Societies in Asia r Senior Thesis Anthropology Curriculum Map - r 2013-2014 ANTH 161 PO - Experimental Archaeology r Anthropology 190. Senior Seminar in Anthropology and r Ethnographic Writing. (Fall semester) Senior Thesis r ANTH 162 PO - Andean Cultures r Senior Seminar r Anthropology 191. Senior Thesis. (Spring semester) ANTH 168 PO - Seminar: Gay & Lesbian Ethnography r

ANTH 189H PO - Economic Anthropology r

achieve a minimum grade point average of 10.5 in the major ANTH 189I PO - Evolution of Culture and Society r

earn a grade of A or Aon her thesis ANTH 189J PO - The Origins of Virtue r Honors Program Orally defend her thesis before a faculty honors committee ANTH 191 PO - Senior Thesis r

Produce a more substantial thesis than those not working on honors ANTH 192 PO - Senior Project r

ANTH 199DRPO - Anthropology: Directed Readings r Anthropology major Anthropology 102. Museums and Material Culture ANTH 199IRPO - Anthropology: Indep Research r Anthropology 103. Museums: Behind the Glass Scripps r T ANTH 199RAPO - Anthropology: Research Asstship r Anthropology 111. Historical Archaeology

ANTH055 PO-01 Power, Politics & Culture Lynn Thomas Anthropology 124 (Pomona). The Seacoast in Prehistory

ANTH135 PO-01 The Social Life of Media Martin, Sylvia J. Anthropology 145 (Pomona). Cultural Ecology

ANTH150 PO-01 Understanding Religion Thomas, Lynn L. Classics 161. Greek Art and Archaeology.

ANTH189L PO-01 Production & Reception of Icons Anthropology 129 (Pomona). Native California Martin, Sylvia J. Two upper-level courses selected from the following Classics 150. Archaeology of the Age of Augustus ANTH025 PO-01 Anthropology of the Middle East Eileraas, Karina Astrid Classics 162. Roman Art and Archaeology.

Spring 2014 ANTH052 PO-01 Human Sexuality Classics 164. Pompeii and the Cities of Vesuvius Eileraas, Karina Astrid

Anthropology 161 (Pomona). Experimental Archaeology ANTH105 PO-01 Mthds in Anthropological Inquiry Mahdavi, Pardis Degree Requirements Anthropology 164. North American Archaeology Human Evolution, Prehistory, and Material Culture Track T ANTH140 PO-01 Love, Labor & Law Across Borders Mahdavi, Pardis Anthropology 168. Humans and Their Environments: the Prehistoric Perspective SubANTH156 PO-01 Comparative Muslim Std in Asia Gladney, Dru C.topic Anthropology 170. Human Evolution.

ANTH158 PO-01 The Anthropology of Sports Gladney, Dru C. Three additional courses in anthropology or related courses approved by adviser, which may iinclude courses taken at Pomona or during study abroad

ANTH002 SC-01 Intro Sociocultural Anthropology Anthropology 1. Introduction to Archaeology and Biological Park, SeoYoung Anthropology

Required Courses ANTH108 SC-01 Kinship, Family, Sexuality Anthropology 2. Introduction to Sociocultural Anthropology Deeb, Lara

Anthropology 11. The World Since 1492 ANTH119 SC-01 East Asia and Global Futures Park, SeoYoung

Fall 2013 Anthropology 101. Theory and Method in Archaeology r ANTH190 SC-01 Senior Seminar Park, SeoYoung

One methods course Anthropology 110 (Pomona). Field Methods in Archaeology GWS 187P SC-01 Gender Justice & Social Movement Chatterjee, Piya

Other possibilities MUS 066 SC-01 Music Cultures of the World Cronk, Sam

ANTH190 SC Senior Seminar Park, S

Either Anthropology 1 or 2. Anthropology Minor 21. Introduction to Sociocultural Anthropology r Five additional anthropology courses.

20. Anthropology of Latin America.

25. Anthropology of the Middle East. 1. Introduction to Archaeology and Biological Anthropology r

29. Anthropology of Africa r 2. Introduction to Sociocultural Anthropology

47. Other People's Beliefs: The Anthropology of Religion.

3. Language, Culture, and Society (or another course in linguistic anthropology) 87. Contemporary Issues in Gender and Islam.

11. The World Since 1492 Required Courses The Sociocultural Track 97G. Political Anthropology. r

105. Field Methods in Anthropology Theory 108. Kinship, Family, Sexuality.

Scripps r Media Studies 111. Anthropology of Photography. 153. History of Anthropological Theory

Media Studies 112. Anthropology of Media A minimum of four electives in Anthropology. Courses taken on Pitzer Study Abroad programs may be eligible, if they are approved by the Anthropology Field Group. Music 112. Introduction to Ethnomusicology.

113. Ethnographic Tales of the City: Anthropological r 1. Introduction to Archaeology and Biological Anthropology Approaches to Urban Life. Full Course List

2. Introduction to Sociocultural Anthropology 118. Visual Anthropology. r

120. Studying Up: The Anthropology of Elites and Other r 110. Theory and Method in Archaeology Dominant Social Groups.

121. Science, Medicine, and Technology. Anth 110PO, Field Methods in Archaeology r Requried Course (one of the following)

130. Anthropology of Gender and Health r Approved summer field school 137 Food and Culture. r

110. Theory and Method in Archaeology (cannot satisfy two 171. Seminar in Sexuality and Religion. requirements)

178. Prisons: Theory, Ethnography, and Action. r 102. Museums and Material Culture

185. Topics in Anthropology of the Middle East/North Africa. r 103. Museums: Behind the Glass

185U. Topics in Anthropology of the Middle East/North Africa: 110. Field Methods in Archeology (Pomona) The Uprisings of Winter 2011.

Requried Courses The Human Evolution, Prehistory and Material Culture Track 111. Historical Archaeology 190. Senior Seminar in Anthropology and Ethnographic r Writing. 128. Pre-history of the Americas Senior Thesis Seminar r 161. Greek Art and Archaeology Two upper level courses selected from the following ANTH191 SC-01 Senior Thesis Seminar Anthropology major Spring 2014 r 164. North American Archaeology Park, SeoYoun

r 168. Prehistoric Humans and Their Environments Pitzer

160. Human Evolution Natalie Tagge, Anthropology librarian

Classics 125. Ancient Spectacle Classics Library Resources Course and Subject research guides

150. Archaeology in the Age of Augustus. Classics Subject Databases

162. Roman Art and Archaeology. Classics

2011-12 r w Pomona Anthro 105: Methods in Sociocultural Anthropology 164. Pompeii and the Cities of Vesuvius.

A minimum of four electives in anthropology Senior Seminar

Pitzer Professor supplied syllabus, don't know if there are course Anthro Field Methods in Sociocultural Anthropology learning objectives 3. Language, Culture and Society

Anthro 051: Introduction to Sociocultural Anthropology No course learning objectives 2. Introduction to SociCultural Anthropology Required Courses

11. The World since 1492 Describe the theoretical and historical underpinnings of ethnographic methods Combined Major: Sociocultural track r

students will normally take Introduction to Archaeology and Apply fundamental ethnographic skills, such as doing Biological Anthropology (Anth 1) or one course primarily in participant observation, writing fieldnotes, conducting archaeology, biological anthropology, or material culture Prior Library Instruction interviews and analyzing data, to an existing cultural Students normally take classes phenomena 2012-13 w Pomona Anthro 105: Methods in Sociocultural Anthropology Course learning objectives

field methods (e.g., Anth 105) is strongly recommended. Intrepret ethically problematic aspects of ethnographic methods

Combined Major Present ethnographic data in a poster-style format Introduction to Archaeology and Biological Anthropology (Anth 1) Write a final report based upon ethnographic data

Introduction to Sociocultural Anthropology (Anth 2) or the World Since 1492 (Anth 11) Senior Thesis and Project No course learning objectives

Theory and Method in Archaeology (Anth 101 or the PO field Combined Major: Human Evolution, Prehistory and Material methods course, or an approved summer field school) Required Courses r Culture Anthro 2: Introduction to Sociocultural Anthropology Professor did not have syllabus at time of colloboration Scripps students will take two courses from the advanced courses listed in the catalog for the major; normally, this will include Anthro 190: Senior Thesis Course Objectives Historical Archaeology (Anth 111)

Finally, students will take at least three other courses in anthropology, chosen in consultation with the adviser. Students should be able to clearly articulate an information This course has both practical and intellectual ends. need, define appropriate keywords, and revise them as Practically it aims to help students who plan to write theses necessary. on topics involving cultural representation to (a) formulate Students who wish to graduate with a minor in anthropology research questions; (b) situate their work in and against a must satisfactorily complete at least six graded anthropology Anthropology minor relevant body of existing writing, and (c) structure their own Students should be able to show an undestanding of courses, at least two of which are listed in the requirements descriptions and arguments. Intellectually, it aims to scholarship within the discipline of Anthropology and beyond for one or both of the anthropology tracks.ic introduce students to some of the ways anthropologists have 192 Senior Thesis and Project Seminar r and other nonscholarly sources related to their topic. thought about the processes and politics of writing about culture(s) and people(s). Required for Scripps anthropology majors choosing the sociocultural track, the course is open Students should be able to use proper AAA citation style. (with the instructor’s permission) to students whose thesis or other major writing project would be enhanced by an Students in this class should be able to integrate and examination of the issues and debates surrounding synthesize comprehensive and well-chosen outside evidence ethnographic writing. into their ethnography.

Students in this class should be able to clearly define their information need.

Pitzer Students in this class should show an understanding of scholarship within the discipline of Anthropology and beyond) 105 Field Methods in Anthropology No course objectives at this point and other nonscholarly sources related to their topic.

Students in this class should be able to integrate and synthesize some outside evidence into their ethnography.

Students should be able to use proper AAA citation style.

Students in this class should be able to clearly define their 2 Introduction to Sociocultural Anthropology No course objectives at this point information need.

Students should be able to search and select one Anthropology article from the library's databases.

Students should be able to use proper AAA citation style.

Prior Instruction & Future Targets Students in this class should be able to clearly define their Introduction to Sociocultural Anthropology No course objectives at this point information need.

Students should be able to search and select one Anthropology article from the library's databases.

Students in this class should be able to clearly define their information need.

Students in this class should show an understanding of scholarship within the discipline of Anthropology and beyond) IL Learning Outcomes and other nonscholarly sources related to their topic.

Students in this class should be able to integrate and synthesize some outside evidence into their ethnography.

Students should be able to use proper AAA citation style. Future IL Instruction/Intervention Targets & Outcomes r

105 Methods in Anthropological Inquiry Describe the theoretical and historical underpinnings of ethnographic methods

Apply fundamental ethnographic skills, such as doing participant observation, writing fieldnotes, conducting Pomona interviews and analyzing data, to an existing cultural phenomena Course learning objectives

Intrepret ethically problematic aspects of ethnographic methods

Present ethnographic data in a poster-style format

Write a final report based upon ethnographic data

Demonstrate an understanding of complex research problems, and apply appropriate methods and theories to Students should be able to clearly articulate an information the study of these problems. need, define appropriate keywords, and revise them as Design and carry out an anthropology research project, necessary. understand both qualitative and quantitative research methods, and identify the underlying assumptions in theoretical orientations and methodological approaches. Students should be able to show an undestanding of Critically evaluate humans as social, cultural, and scholarship within the discipline of Anthropology and beyond biological beings; how people and groups vary across time 191 and 192 Senior Thesis and Project r and other nonscholarly sources related to their topic. and place; and the effects of such variation. Think holistically and comparatively in describing human ways of life, and recognize how ethnographic, Students should be able to use proper AAA citation style. archaeological, and biological knowledge contribute to that understanding. Students in this class should be able to integrate and Demonstrate anthropological skills applicable to solutions synthesize comprehensive and well-chosen outside evidence to present day concerns, both locally and globally. into their ethnography. Effectively communicate anthropological knowledge through writing and oral presentation in various formats for diverse audiences.

Students should be able to use proper AAA citation style.

Students in this class should be able to clearly define their Anthro 2: Introduction to Sociocultural Anthropology No course objectives at this point information need.

Students should be able to search and select one Anthropology article from the library's databases.

Students should be able to clearly articulate an information This course has both practical and intellectual ends. need, define appropriate keywords, and revise them as Scripps Practically it aims to help students who plan to write theses necessary. on topics involving cultural representation to (a) formulate research questions; (b) situate their work in and against a relevant body of existing writing, and (c) structure their own Students should be able to show an undestanding of descriptions and arguments. Intellectually, it aims to scholarship within the discipline of Anthropology and beyond introduce students to some of the ways anthropologists have Anthro 190: Senior Thesis r and other nonscholarly sources related to their topic. thought about the processes and politics of writing about culture(s) and people(s). Required for Scripps anthropology majors choosing the sociocultural track, the course is open Students should be able to use proper AAA citation style. (with the instructor’s permission) to students whose thesis or other major writing project would be enhanced by an Students in this class should be able to integrate and examination of the issues and debates surrounding synthesize comprehensive and well-chosen outside evidence ethnographic writing. into their ethnography. 1. Create a space for the production of new knowledge about the interaction between nature, the built environment, and human populations in Asia, leveraging and mutually enhancing Asian Studies and Environmental Analysis;

2. Establish a firm foundation for the continuous production of new knowledge about Asia and the environment by building a robust infrastructure of expert networks that will Program Goals facilitate ongoing cross-disciplinary communication and the exchange of resources between members of the Claremont Colleges; and

3. Increase faculty and students’ capacities to effectively influence debates on environmental issues as well as present innovative solutions to challenges resulting from environmental problems.

Asian Studies T z

Environmental Analysis

Natural Sciences z

Honnold-Mudd Library z

Pacific Basin Instiutute Claremont Programs & Resources

Roberts Environmental Center

Keck Center for International and Strategic Studies

Institute for Global/Local Action and Study (IGLAS)

Robert Redford Conservancy for Southern California Sustainability

China z

Germany z

Japan z Highlighted Programs By Country Korea z

Singapore z

Thailand z

Center For Global Education z CMC Internships Partnerships, Internships and Other z Opportunities

Study Abroad z HMC Internships

Study Abroad r Pitzer Internships z

Study Abroad z Pomona Internships z

Scripps Off-Campus Study r T

Courses z

r Environmental Policy, Third World Issues, Public Policy

William Ascher

r Banking, Central Bank Policymaking, Inflation, Macroeconomics, Money and Finance, Political Economy

Richard C.K. Burdekin

Hinduism, Non-Western Religions, Goddess Worship r Traditions, World Religions, Technology in Liberal Arts Education

Cynthia A. Humes

Korean

Minju Kim

History

Nita Kumar

r Pacific Basin

Chae-Jin Lee

CMC Policy r Research Clusters r Communicationm r Religious Studies

Daniel Michon

Korean History, Modern Japanese History, East Asian History & Political Economy, Design & Architecture T

Albert L. Park

Albert Park

EnviroLab Asia Clinic Project Comparative Politics, U.S./Asia Relations, Pacific Rim T Principal Investigators

Minxin Pei Char Miller

China, Contemporary Chinese Society, U.S.-China Relations, U.S./Asia Relations T

Arthur L. Rosenbaum

Kyoko Kurita

r Inflation, International Trade and Finance, Macroeconomics, Political Economy

T Thomas Willett

Branwen Williams

r Financial Economics

Fan Yu T Program Leadership

Samuel H. Yamashita

Harvey Mudd Chinese Language and Culture, Art History EnviroLab Asia at the Claremont r w Colleges

Chang Tan T

Pitzer z

Pomona Anne Harley z Steering Committee

T T

Tamara Venit-Shelton Bruce Coates z

T T

Melinda Herrold-Menzies YouYoung Kang z

T Asian Studies Asian art history Faculty T Garden history 18-19th century European cultural history

Chang Tan Bruce Coates Scripps