Self Study Report

Home , BLISS, Jon Wiener, KCAA, Peter Laufer

American Studies Program School of Humanities and Liberal Studies College of Liberal and Creative Arts

Seventh Cycle Program Review – Self Study Report

June 2017 Revised August 2017

The enclosed self-study report was sent to reviewers on November 2, 2017. Table of Contents

Executive Summary 3

Section One: Overview of the Program 4

Section Two: Program Indicators 7 2.1 Program Planning 7 2.2 Student Learning and Achievement 9 2.3 Curriculum 13 2.4 Faculty 19 2.5 Resources 22

Section Three: Conclusions, Plans, and Goals 22

Section Four: Appendices 23 4.1 Faculty CVs Courtney Donovan 24 Peter Richardson 30 Cristina Ruotolo 47 Steve Savage 53 Christoper Sterba 57 Nancy Wilkinson 62 4.2 B.A. in American Studies Degree Requirements 71 4.3 B.A. in American Studies Roadmap 76 4.4 AMST 300 revision 79 4.5. SJS Associate Degree for Transfer Roadmap 82 4.5 Alumni Questionnaire 84

!2 Executive Summary

The American Studies program at San Francisco State University offers students a unique opportunity to study U.S.-focused curriculum across disciplines in a largely self-designed major. The flexibility of this major, which includes 24 elective units chosen under advisement, allows students to assemble a series of courses that speak to their particular interests and goals while also highlighting the campus’s rich and growing diversity of scholarship and pedagogy centered on U.S. topics. The program’s core courses, which also serve GE and the Humanities major, maintain healthy enrollments. The relatively small number of American Studies majors has allowed us to manage the heavy advising required by a largely self-designed major.

American Studies has no dedicated faculty or resources as such. From the outset, the program has depended on supportive faculty spread out over various academic units. Only two faculty advise in and co-coordinate the American Studies program, only three core courses carry the American Studies prefix, and two of those courses are cross-listed with Humanities. Our influence on our students’ experience, then, is limited in three ways: how we review and revise the 15-unit core curriculum; how we advise students in choosing their electives; and how we assess and teach the core courses housed in our School.

This self-study comes at a transitional moment for American Studies. The program is housed in a newly formed unit, the School of Humanities and Liberal Studies, which is building itself as a hub for interdisciplinary research and teaching at SFSU. Having merged the faculty of Liberal Studies and Humanities two years ago, the School has hired two Assistant Professors and one full-time lecturer since that merger and is generating new interdisciplinary curriculum in visual culture, science and culture, and California studies.

We have come away from this self-study with several plans of action, as well as a commitment to continued research into and reflection on how the American Studies program might best utilize and serve the university community. Our focus moving forward is on the core curriculum and the faculty pool involved in its review and revision.

We propose four interdependent goals for improving the major: 1) to raise the program’s profile on campus and to attract more student and faculty engagement with it; 2) to create dedicated introductory and capstone courses; 3) to reactivate an all-university American Studies council that will advise the coordinator on curricular matters and generate intellectual community among Americanists on campus; 4) to create several advising paths for electives that direct students to coherent clusters of courses on campus. These clusters include, but are not limited to, Ethnic Studies, California Studies, History and Literature, Urban Studies/Urban Cultures and Environmental Studies.

!3 We are not asking at this point for a significant increase in resources, but we do emphasize the importance of maintaining the release time that has allowed Peter Richardson, our full-time lecturer, to devote time beyond his 3/3 teaching load to overseeing the American Studies major, the American Studies minor, and the California Studies minor.

Section One: Overview of the Program

Six years after the American Studies Association (ASA) was chartered in 1957, San Francisco State College launched its American Studies program. Lacking a dedicated faculty and departmental resources, American Studies was described as “a cross- disciplinary program offering students an opportunity to create an individualized major.” Students were expected to acquire and display broad knowledge of American history and culture. Toward that end, majors took two courses in English literature, two in American literature, two in U.S. history, one in the history of civilization, two in American thought, one in the American arts, and two electives in American literature, history, social science, art, or music.

Since then, both the core curriculum and the ratio of core courses to electives have undergone several revisions. The effect of those revisions has been to increase the major’s flexibility and to tap a growing number of programs focused on U.S. history and culture. In 1967, the number of core courses was reduced to five, with one additional course of directed study. In the late 1970s, the program reduced the number of core courses to four (Social Perspectives on American Culture, Artists in America, American Regional Cultures, and California Culture), and the number of electives was increased to eight.

The major still reflects this general orientation. It requires five core courses and a junior- level writing intensive course (GWAR) in Humanities, Ethnic Studies, or History. It also requires eight electives that can be drawn from a wide array of disciplines in the social sciences, humanities, creative arts, and sciences. Students with a 3.0 GPA or higher are encouraged to write a senior thesis (independent study) for elective units.

In its earliest years, the American Studies program emphasized teacher training and graduated an average of 20 students per year. In the early 1970s, however, the College of Ethnic Studies was created, the Ryan Act transformed teacher training, and the Liberal Studies program was created to prepare prospective K-8 teachers. By the late 1970s, these changes left the American Studies program with fewer majors and roughly seven graduates per year.

By 1980, the program described its mission as follows:

!4 The purpose of the major is to study the unity and diversity, the consensus and conflict, the continuity and change, that characterize the many cultures and social structures of past and present United States. Each student creates a program, drawing upon courses from throughout the University, designed to accomplish this attempt to understand the United States as whole.

This statement, which is still reflected in the bulletin, is largely consistent with the ASA’s current description of the field (“the interdisciplinary study of U.S. culture and history in a global context”). In keeping with the ASA’s emphasis, however, we also encourage our students to pursue elective courses that focus on the United States in a global context. Likewise, our core courses, and U.S.-focused courses in general, have adopted more global perspectives in the last twenty years.

Until the late 1990s, the American Studies program was jointly coordinated by two professors—one in the Humanities department and the other in the Social Sciences department—and overseen by an American Studies Council that met biannually. With the discontinuation of the Social Sciences department and the retirement of the two professors who were the program’s longtime administrators, American Studies became housed solely within the Humanities department. Around this time, the release time that had gone to the program’s coordinators was discontinued, and one faculty person (Cristina Ruotolo) did all its advising and curricular assessment as an extra, albeit rewarding, task.

Two years ago, the Humanities department merged with the Liberal Studies program to create the School of Humanities and Liberal Studies. This change brought together two smaller faculties that shared a primary commitment to interdisciplinary research and teaching. Since then, the school has converted Peter Richardson, whose teaching focuses on American Studies and California Studies, from part-time to full-time status. We also hired two new assistant professors in Visual Studies and Science and Culture. Finally, the school has also taken over the California Studies minor (which used to be housed in History) and created a new Comics Studies minor. We find ourselves at an exciting moment of new possibilities for faculty collaborations and curricular development, and we have used these two years to launch serious discussions about how we might bring our still-distinct B.A. and minor programs (in Humanities, Liberal Studies, and American Studies) into productive relationship with one another.

This self-study has given us an opportunity to begin thinking about how we might build on our new School’s resources, faculty, and various curricula to revitalize American Studies.

That thinking reflects our current institutional arrangements as well as larger trends in the field. Our American Studies program is one of nearly 300 in the United States. Before 1960, most of these programs were located in private liberal arts colleges. In a 2007

!5 survey, however, almost three-quarters of the responding institutions identified themselves as public colleges and universities. Other CSU campuses that offer a B.A. in American Studies include San Jose, Fullerton, Long Beach, and San Bernardino. (Sonoma State offers a B.A. in American Multicultural Studies, which the CSU system lists under American Studies programs.) Here and elsewhere, these programs continue to be cross-disciplinary, usually overlapping with history, English, political science, journalism, geography, ethnic studies, women and gender studies, film studies, art history, and other disciplines. Yet only American Studies is designed to study American culture as such.

In keeping with the urge to study U.S. culture and history in a global context, the American Studies program at San Francisco State University interacts frequently and productively with Germany’s Fulbright Commission and the Center for American Studies (CAS) at the University of Heidelberg. Every other year for the last decade, we have hosted a dozen or more advanced graduate students and recent Ph.D.s from Germany for two weeks. Along with invited faculty from Stanford, UC Berkeley, and UC Santa Cruz, we host rigorous and fruitful seminars on topics of interest—most recently “Black Lives Matter” (2016) and “The Continuing Influence of the 1930s” (2014). Last year, we also hosted the founding director of CAS and several of his staff members. That traffic runs both ways; one of our colleagues (U.S. historian Charles Postel) recently spent a year at CAS on a Fulbright grant, and three core faculty (Cristina Ruotolo, Steve Savage, and Chris Sterba) have taught American Studies abroad through the Fulbright Program.

From the outset, American Studies has been a stable and low-cost program for San Francisco State University. In 1979, the Chancellor’s Office considered phasing it out due to low graduation rates (fewer than 10 per year), but it soon became clear that there was no mechanism for phasing out a program that lacked dedicated faculty, clerical support, and resources reserved for program purposes. On this point, little has changed since 1979; supportive faculty from various departments and schools continue to maintain the program with virtually no additional human or physical resources.

A recent alumni survey, along with more anecdotal evidence, suggest that our majors have appreciated the opportunity to study the United States from a multiplicity of disciplinary perspectives. They have also capitalized on the chance to design a large part of their major around their own particular interests. Our survey also suggests, however, that some students would prefer a larger, higher-profile program with a stronger feeling of community and intellectual coherence.

A major challenge for American Studies programs in the United States today is maintaining the active participation of faculty members, departments, and programs across campus. We share this challenge and believe that addressing it is the first step toward raising the program’s profile, recruiting majors, and creating or revising core courses that speak more specifically to American Studies majors. Most of our majors

!6 discover the program through word of mouth or by enrolling in upper-division classes that satisfy GE requirements. More institutional support would allow us to create and offer lower-division courses that would, in turn, draw majors earlier in their college career.

We believe the university’s students and faculty would benefit significantly from a more robust and visible American Studies program, one that draws more effectively from the changing strengths of U.S.-focused curriculum and expertise across campus.

Section Two: Program Indicators

2.1 Program Planning

As stated above, the American Studies mission statement has remained the same since 1980:

The purpose of the major is to study the unity and diversity, the consensus and conflict, the continuity and change, that characterize the many cultures and social structures of past and present United States. Each student creates a program, drawing upon courses from throughout the University, designed to accomplish this attempt to understand the United States as whole.

We feel this mission statement remains relevant and mostly true to the spirit and structure of the program today. Its careful equipoise acknowledges the complexity of American culture, grounds that complexity in history, and promotes critical thinking about American history, culture, and values. In that sense, the mission statement continues to reflect the program’s goals, strengths, and achievements. It also chimes well with the university’s mission statement—especially its emphasis on diversity, equity, community, and citizenship with a global perspective.

Nevertheless, we have revised the mission slightly for our assessment report this year as a result of this self-study. The revised version is as follows, with the new language in italics:

The purpose of the American Studies major and minor is to study the unity and diversity, the consensus and conflict, the continuity and change, that characterize the many cultures and social structures of past and present United States. Building on a core that introduces major disciplinary perspectives in American Studies, students draw upon courses from throughout the University to create an elective program that will both further an understanding of the United States as a whole and allow them to pursue their specific areas of interests.

!7 In conducting this self-study, we have discovered that American Studies apparently lacks a set of Program Learning Objectives (PLOs). The reason for that lack can be traced to the fact that we have proposed no new AMST courses in recent years, and we therefore have had no occasion to call upon PLOs. We have drafted a provisional set of PLOs, also submitted with this year’s program assessment, and expect to revise it, perhaps along with the mission statement, once we are able to assemble and convene a new American Studies council.

The provisional PLOs call for students finishing the American Studies B.A. to:

• Demonstrate understanding of and facility with research methods and analytical skills from several disciplines, including history, geography, humanities, and cultural studies

• Integrate disciplinary methods and perspectives to explore significant questions about American society, culture, and history

• Articulate the relationships between regional, ethnic, racial, or subcultural histories, peoples, experiences or conditions and larger, national narratives, events and trends.

Prior to this semester, American Studies had not submitted assessment reports for quite some time. Long ago, the major required students to produce a senior thesis in the context of an independent study (699), which was used to conduct program assessment. The dearth of faculty willing to supervise these independent studies, which constitute extra and uncompensated teaching assignments, led the associate dean to recommend discontinuing the requirement and to offer the independent study as an option for those with a GPA of at least 3.0, which is the usual minimum requirement to enroll in 699. Since that time, American Studies has not conducted any systematic program assessment. Instead, we have relied on the coordinator’s extensive interactions with students through advising, as well as more occasional interactions with faculty teaching the core, to gauge the effectiveness of the core curriculum in fulfilling the program’s mission. Clearly, this is not an ideal way to conduct program assessment, and it highlights the program’s lack of a culminating experience for all majors.

Going forward, we plan to invite American Studies majors to join the Humanities capstone course, and to add it to our core curriculum. We are also recasting AMST 300 (which has not been taught for years) as a GWAR course that will introduce new majors and minors to current topics and methods in American Studies. We have included the proposal for this new version of AMST 300 in our appendix. Once in place, the introductory GWAR course and the capstone course can serve as key touchstones (before and after snapshots) for program assessment going forward.

!8 Largely because the program encourages students to create an individualized major, program planning has been minimal while advising is typically intensive. Although we have monitored changes in SFSU faculty and elective course offerings, most of that effort has been informal and conducted by the coordinator on his or her own. Years ago, there were annual or bi-annual meetings of an American Studies council, who would share diverse disciplinary perspectives on American Studies curriculum at SFSU, and propose, review, or approve curricular revisions. This council’s activity petered out in the 1990s, however, when there was a general drop in what minimal funding there had been for American Studies. More specifically, the .20 per semester release time (alternating between a Humanities professor and a Social Science professor in the then College of Behavioral and Social Science) was discontinued. With the hiring of Peter Richardson as a full-time lecturer tasked with coordinating American Studies and California Studies, we have restored that .20 funding, and the time is ripe for resuming a more collective and systematic approach to program planning.

A thorough program review and revision, one that considers the rationale behind our core requirements as well as typical and potential electives, would be timely and productive. Toward that end, we propose:

• Holding regular meetings among the faculty teaching our core courses (in the School of Humanities and Liberal Studies, History, and Geography), to share information and to work toward continuous improvement. We can call this group the “curriculum committee” for American Studies;

• Holding bi-annual meetings of an American Studies Council, to which all faculty teaching courses that fall into the broad purview of “American Studies” across campus would be invited to offer advice and feedback on the major’s curriculum.

We believe these regular meetings will improve our program planning by building intellectual community around American Studies topics and by developing research groups and collaborations in research and teaching.

2.2 Student Learning and Achievement

We believe that our program goals for student learning are not only suitable, but also more relevant than ever. Since the creation of the field in the 1950s, sweeping changes have altered American culture, politics, media, technology, and higher education. We therefore maintain that studying American culture has never been more important. Our cross-disciplinary approach is consistent with the current understanding of learning in this field, as is our emphasis on diversity, social justice, and citizenship with a global perspective. Moreover, this cross-disciplinary approach allows both faculty and students to continuously broaden and deepen their understanding of American culture and history.

!9 The number of American Studies majors rose from 19 in Fall 2011 to 25 in Spring 2016, with a low point of 16 majors at various times, including Fall 2016, the most recent semester for which we have data.

Academic Year Major Enrollment

Fall 2011 19 Spring 2012 20 Fall 2012 25 Spring 2013 21 Fall 2013 16 Spring 2014 16 Fall 2014 16 Spring 2015 18 Fall 2015 25 Spring 2016 25 Fall 2016 16

These figures are in keeping with historical averages. The number of majors peaked (in 1973) at 29 but has dropped as low as 9 (in 1980).

Degrees awarded in American Studies

2010-2011 2011-2012 2012-2013 2013-2014 2014-15 Degrees 10 4 4 7 4 awarded Average 12 13 13 9 25 Time to Degree Average 3.13 2.83 3.26 3.12 2.93 GPA

Between 2010-11 and 2014-15, the program awarded 29 degrees, or an average of almost 6 per year. The average time to degree during the first four of those years was 11.75, significantly lower than the averages of LCA (14.4) and the university (14.2). The outlier of 25 in the last year for which we have records reflects the fact that one of the four graduating students that year returned to school after a decades long hiatus. During the same period, the average GPA of American Studies graduates was 3.05, slightly lower than the LCA average of 3.22 and the university average of 3.21.

!10 Average unit load for American Studies majors

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 11.5 11.9 12.5 13.4 12.0 11.8 11.8

The average unit load (AUL) since 2009-10 is 12.1; the comparable college average is 12.8. In Fall 2011, a little more than half (53% of students) were full-time; that number rose to 69% in the 2014-15 academic year before falling to 60% in Spring 2016.

We strive to know all of our students personally, but we have little aggregate data about them from CSU sources.1 We know that the proportion of female majors rose from 54% to 68% in the last five years, but degree-progress data for declared majors are too sparse to permit reliable conclusions; cohort data and four-year and six-year graduation rates are not available due to the low number of observations (fewer than 10); and the data on the racial and ethnic composition of American Studies majors are inconclusive for the same reason. (In Spring 2016, when the number of majors peaked, 52% of majors were “Other Ethnicity.”) Nevertheless, our informal but shared understanding is that our majors are both demographically and intellectually diverse.

We know a bit more about non-majors who take American Studies courses. In Fall 2016, the enrollment in AMST-prefix courses was evenly split between males and females. Almost a third (31%) were underrepresented minorities; the same proportion was Hispanic/Latino. Only 6% were white, while 13% were Asian. Exactly half identified as “Other.” A full 56% were seniors; the other 44% were juniors.

The alumni survey data, which are included in the appendix, include only 12 responses from those who completed the undergraduate major. Although those responses suggest that the program is on track, the relatively low response rate suggests that we would benefit from developing our students’ sense of community before they graduate as well as afterward.

Eight respondents began the program as transfer students. The same number pursued graduate education after finishing the program. Of those students, five received teaching credentials, one took a master’s degree in history from San Francisco State University, one earned a master’s in women’s and gender studies at the University of Texas, and one took an M.A. and Ph.D in American Studies at Yale University. Only one respondent said he or she wasn’t working in the field for which he or she was trained.

1See https://csudata.calstate.edu/SASPortal/navigate.do? PortalPage=PortalPage%2Bomi%3A%2F%2FFoundation%2Freposname%3DFoundation%2FPSPortalPage%3Bid%3DA 5HTN79N.BN0003QX

!11 Most respondents (75%) said they were “very satisfied” with the quality of the instruction in their major. When asked whether they had ideas for improvements, one respondent replied, “None—it was very ‘Choose your own adventure,’ and I loved that.” Another respondent thought there should be more options for the GWAR requirement. He or she also felt that the effort to promote the major “is sadly lacking. Whenever someone asked me about my major, they always looked quizzical when I told them it was American Studies. Few know what this field is all about. We need to emphasize how relevant it still is.” Although this sentiment is not peculiar to San Francisco State University alumni—the ASA also mentions it in their communications—we believe it should be addressed locally as well as nationally.

Nine out of ten respondents felt that the number of required courses was right; the other respondent wanted more required courses. Most (80%) strongly agreed that they would recommend the program to prospective students. Nine out ten agreed or strongly agreed that they would choose the same major again.

Shifting away from the survey and toward teaching practices, we note again that much of the American Studies major curriculum (the 24 units of electives) is spread out across campus. As a result, we cannot review the full range of those teaching practices with any regularity. What follows instead is a report on the teaching practices in the relevant courses we offer in or through the School of Humanities and Liberal Studies.

The School of Humanities and Liberal Studies has made pedagogical innovation a top priority. Our recent openness to developing hybrid and online courses reflects this priority, as does our intention to pursue a series of faculty discussions and workshops with the goal of sharing and developing our different pedagogical approaches to the challenges of our students’ changing needs, circumstances, and literacies. We began these discussions at our faculty meetings this year and plan to devote time each month to focus exclusively on interdisciplinary pedagogy with our Liberal Studies, Humanities, and American Studies faculty.

With CSU support, Peter Richardson developed a hybrid course on Bay Area Culture (A_U 302) whose course attributes include UD-C: Arts and/or Humanities, American Ethnic & Racial Minorities, Environmental Sustainability, and Global Perspectives. The course was designed to help students satisfy GE requirements and to avoid scheduling bottlenecks; but it was also intended to raise retention rates for transfer students who arrive on campus with little knowledge of the Bay Area and its cultural history. Insofar as it targets new transfer students, that course also presents an opportunity to recruit new American Studies majors and minors.

This course has been taught only once, and it is therefore too soon to assess its impact. The early evidence, however, suggests that the course will help students avoid bottlenecks and orient them to the Bay Area, its history, and its cultural offerings. Much

!12 of the course was conducted online, and the impact of technology was itself an important theme. Both online and in face-to-face meetings, students energetically discussed the so- called sharing economy and its relationship to various descriptions of “San Francisco values.” Most students also took advantage of an extra-credit assignment to attend lectures prepared for de Young Museum docents before the museum opened its Summer of Love exhibit. (One lecture was given by a de Young curator, the other by Peter Richardson.) Those lectures explored the San Francisco counterculture, its cultural antecedents, its artistic achievements, and its durable legacy.

Student evaluations of this course were positive. On a scale of 1 to 5, with one representing strong agreement with ideal outcomes, students gave the course an overall rating of 1.42. (For Spring 2017, Richardson’s other courses received an average overall score of scores of 1.65.) Many students also commented favorably on the format, course materials, and use of iLearn. Three students recommended more structure in the single 50-minute weekly in-class session. That suggestion is well taken. More structure will be necessary next semester, when the enrollment for that course will double.

The School of Humanities and Liberal Studies also launched online versions of a popular American Studies elective, HUM 376: San Francisco. These online sections were taught by two long-time lecturers, Steve Savage and Rob Thomas. Like the Bay Area Culture course, HUM 376 meets the UD-C university requirement along with Environmental Sustainability. These courses fill quickly, and their instructors have undergone rigorous training through our Academic Technology program to create new versions of their San Francisco courses that deliver an engaging, interactive online experience.

In reflecting on the data for student achievement, learning, and satisfaction, we believe we can do more to improve our enrollment rates, graduation rates, and students’ academic engagement and success. We further believe we must start by raising the program’s profile, promoting more regular communication among its core faculty about curriculum and pedagogy, and identifying new faculty across campus who teach interesting and engaging courses that could serve as American Studies electives and who might join the American Studies Council.

2.3 Curriculum

From the outset, the American Studies curriculum has been designed to accommodate a wide range of coherent student pathways. It strives to reflect high standards of academic excellence and aligns well with the “Educational Goals for the Baccalaureate at San Francisco State University.” In particular, our program goals emphasize broad intellectual competencies and attainments, an appreciation for diversity, ethical engagement, the integration and application of knowledge, and a strong disposition toward lifelong learning and growth. All of our courses showcase the program’s signature strengths,

!13 feature our most gifted teachers, and directly serve the university’s mission and shared values.

Our core and elective courses satisfy various GE requirements and reflect the university’s commitment to liberal education. This correspondence allows our students to complete much of their GE coursework while also completing the major. At the same time, the overlap between GE requirements and our core curriculum serves to attract prospective majors, who typically discover us through these GE courses.

Most of courses in the American Studies program do not have an American Studies prefix. In fact, only two courses are still regularly taught with this prefix: AMST 310 and AMST 410, both of which are cross-listed with Humanities offerings. In the following discussion, then, when we refer to “our courses,” we mean the courses included in our core curriculum, a number of which are offered by different programs (i.e., History, Ethnic Studies, Geography).

The American Studies major requires 15 units of core courses.

• One upper-division course in U.S. history, selected from a menu of options (some of which satisfy UD-D): This core requirement is currently “unofficial” in the sense that it has been offered as a substitution for AMST 300, which was originally housed in and taught by faculty in Social Science, a program that has been discontinued. The History faculty at SFSU is among our most accomplished, particularly in the area of U.S. history, and we plan to continue to include U.S. history as a core requirement after we reintroduce AMST 300, which will replace our GWAR course options spelled out below.

• AMST 310 The Arts and American Culture. Figures in visual, literary, and performing arts who have reflected American culture through mastery of their arts; relationships between arts in periods of American cultural development. Satisfies UD-C, AERM.

• AMST 410 California Culture. Dynamics of California society and culture in recent times; world oasis, flawed paradise, lifestyle crucible, and creative milieu; function in American culture and Pacific relations. Satisfies UD-C.

• One of three U.S. geography courses:

GEOG 455: Geography of Ethnic Communities. The spatial structure and organization of ethnic communities as illustrated by reference to San Francisco and other American cities.

!14 GEOG 550: Geography of the United States and Canada. Anglo-America’s physiography, climates, vegetation, soils, natural resources; the effect on development of industry, commerce, and population distribution.

GEOG 552: Geography of California. Location and description of California's natural resources; influence of land surface, climate, natural vegetation, soils, and minerals upon economic development, routes of commerce, and population distribution. Current water problems. Satisfies UD-D, AERM, SJ, ES.

• One of the following GWAR courses:

ETHS 300GW: Writing in Ethnic Studies—GWAR. Foundations of writing in the disciplines of Ethnic Studies: Africana Studies, American Indian Studies, Asian American Studies, and Latina/Latino Studies. Draws on the behavioral and social sciences, the humanities, and the creative arts to prepare students for advanced work in Ethnic Studies, and for careers requiring breadth and depth of knowledge.

HIST 300GW: Seminar in Historical Analysis—GWAR. The nature and sources of historical evidence and the tools and techniques of historical writing and interpretation; the philosophy of history.

HUM 300GW: Junior Seminar Humanities Writing—GWAR. Introduction to the practices of observation, comparison, and expression characteristic of interdisciplinary humanities as a field; development of skills in interpreting and writing essays on various expressive forms.

As noted earlier, we are in the process of proposing a revision of AMST 300. The revised course will serve as both a GWAR course and an introduction to the American Studies major. By Fall 2018, we hope that this course will replace the trio of GWAR courses that currently satisfy that requirement for our majors. We are also cross-listing HUM 690 Senior Seminar with AMST to give American Studies students a capstone experience.

The major also requires 24 units of electives that focus on American topics. These courses, which must be drawn from at least two disciplines, allow our majors to study with some of the university’s finest faculty in various disciplines. Our students have used that freedom to focus on a broad range of topics, including public health, race and resistance studies, music, food and wine, even stand-up comedy.

Students with a GPA of 3.0 or higher may arrange a senior-level Independent Study (699) on a specific topic connected to prior course work, to be developed through consultation with the coordinator and faculty from the appropriate department. This arrangement guarantees that students can synthesize the strands of their undergraduate education, that

!15 the upper-division courses feed that experience, and that it holds students to the program’s highest expectations of undergraduate education.

Both AMST courses that are currently in rotation satisfy UD-C, the upper division Humanities requirement in General Education; one of them satisfies, in addition, the university requirement in “American Ethnic and Racial Minorities.”

What courses does the Why were these courses How does the program offer in the general chosen for GE by the program assess education curriculum? department? their effectiveness?

AMST 310/HUM 485: Arts and American Offers an overview of American In addition to SETE Culture (UD-C, AERM) visual, literary, and performance scores, and occasional arts, and a ﬁrm foundation for a peer reviews, our lifelong development of American assessment of its cultural literacy. effectiveness has been mainly informal but fairly regular conversations between the faculty who teach it about their materials, assignments and activities, and students success.

AMST 410/HUM 450 California Culture Offers students a broad In addition to SETE (UD-C) introduction to the cultural history scores, and occasional of California – which makes it peer reviews, our broadly appealing to the general assessment of its student population, as well as an effectiveness has been important focus for American mainly informal but fairly Studies at SFSU. regular conversations between the faculty who teach it about their materials, assignments and activities, and students success.

Other courses that satisfy GE in the American Studies core but are offered by departments outside the School of Humanities and Liberal Studies:

US History courses in menu of options that satisfy GE:

HIST 451 Bay Area History and Society (UD-D, AERM, SJ) HIST 464 American Ethnic and Racial Relations to 1890 (UD-C, AERM, GP, SJ)

!16 HIST 465 American Ethnic and Racial Relations, 1890 to present (same) HIST 466 History of People of Color in the US (UD-D, AERM, SJ) HIST 468 Women in the US: 1890-present (UD-D, AERM, SJ) HIST 470 US Constitution to 1877 (UD-C, AERM, SJ) HIST 471 US Constitution since 1877 (same as above) HIST 478 American Mass Culture II: Gilded Age to Digital Age (UD-C, AERM) HIST 484 Disability and Culture in American History (UD-C, SJ)

Geography core course option that satisfies GE:

GEOG 552 Geography of California (UD-D, AERM, ES, SJ)

By completing the American Studies core, majors can also satisfy almost all of their upper division GE and university requirements, including UD-C, UD-D, AERM, SJ, GP and ES. The only upper division GE requirement left out of the AMST core is UD-B (Physical and/or Life Sciences).

There is currently no scaffolding or strict sequencing of courses in the American Studies major. Although we encourage students to take the core courses before they choose their electives, students typically put scheduling considerations first. The looser structure of our core curriculum, in addition to the flexibility students have in developing their elective coursework, makes the program easier to complete compared to majors with a scaffolded curriculum. On the downside, students may miss the experience of building from foundations to more specialized areas of study during the course of their major.

How often? When When Where Enrollments for the last (Semester)? (Weekly) ? 3 years

HIST core Fall, Spring Multiple options HSS N/A (Too many courses to track: course scheduled in these courses serve History virtually every majors and tend to ﬁll.) time slot of week

AMST 310/HUM Fall, Spring Usually MW HUM F14: 47 S15: 53 485 mid-day Usually two F15: 43 S16: 49 sections/year F16: not offered S17: 64

HUM 490 Fall, one section M or W early HUM F14: 54 (alternative to per year evening AMST 310) F15: 32

F16: 22

!17 AMST 410/HUM Fall and Spring, M, T, or W HUM F14: 72 (1 sec) S15: 71 (1 sec) 450 two-four sections evening and MW per year mid-day. F15: 92 (2 sec) S16: 95 (2 sec)

F16: 88 (2 sec) S17: 91 (2 sec)

GEOG 455 Fall and Spring, HSS F14: 28/S15: 9 two sections/year F15: 16/S16: 16

F16: 23/S17: 6

GEOG 552 Fall and Spring, HSS F14: 59 S15: 79 (alternative to two sections/year GEOG 455) F15: 77 S16: 76

F16: 73 S17: 84

HUM 300 Fall and Spring, T/Th late HUM F14: 25 S15: 24 two sections/year morning or early afternoon F15: 28 S16: 26

F16: 20/9 S17: 25/13

ETHS 300 Fall and Spring, F14: 21/26 S15: 28/19 four sections/ year F15: 25/37 S16: 18/28

F16: 24/19 S17: 24

All core courses in the major are offered regularly and fill with AMST and HUM majors as well as GE students. AMST 410, for example, is offered in large, multiple sections each semester. It satisfies a GE requirement, is cross-listed with HUM 450, and is mostly taught by Chris Sterba and Peter Richardson, both of whom are experienced lecturers. Every semester, at least one section is offered at night; its enrollment ranges from 45 to 75 students (depending on classroom size), most of them non-majors.

AMST 310 is offered almost every semester, taught by Cristina Ruotolo (professor), or Steve Savage (lecturer), with enrollments that hover around the cap of 48. A second option for fulfilling this arts/humanities requirement, HUM 490, is taught by Chris Sterba. This pair of courses is offered in different time slots/days during the week to give our majors scheduling options. The lone core course that hasn’t been offered regularly is AMST 300, the revised version of which will be offered in Spring 2018. That requirement can also be satisfied with any upper-division U.S. history course.

As noted earlier, the American Studies program has been eager to recruit transfer students whenever possible. These students are provided equal access to coursework and faculty supervision, and they are not burdened or delayed by excessive prerequisites or entry requirements. Due to the major’s flexibility, American Studies students typically

!18 experience few bottlenecks in completing their degrees. A roadmap for navigating the program’s curriculum appears in the Appendix.

While we experience few bottlenecks or other accessibility problems in the major, we nonetheless plan to roll out a revised American Studies curriculum for Fall 2018. These changes are motivated by a desire to create a more coherent experience for our students, one that is bookended by introductory and culminating experiences. Our revised AMST 300 will serve as a GWAR course and an introduction to the American Studies major; both features respond to alumni feedback. With input from our colleagues across campus, we will consider keeping a selection of U.S. History courses as a core requirement, revisiting the place of Geography in the core curriculum, consider incorporating Ethnic Studies courses more explicitly in our curriculum, perhaps in the form of an advising pathway, and add a culminating experience to the core, possibly cross-listing it with HUM 690, the Humanities B.A.’s senior seminar in which students develop their own culminating research projects.

A related curricular initiative involves producing more advising paths to the American Studies degree from coherent course clusters that overlap with American Studies themes and topics. One such sample advising path—for students with associate degrees in Social Justice Studies—now lives on the American Studies web page. It notes that students with an AA-T in Social Justice Studies have already completed six elective units in the major and have satisfied all lower division GE requirements. It encourages these students to check with a major advisor about the most appropriate course sequence. It also guarantees degree completion with 60 additional units.

2.4 Faculty

The program strives for faculty diversity, workload equity, and an appropriate balance of teaching, research, and service. Insofar as the program lacks a dedicated faculty, however, we have limited control over staffing. We rely instead on faculty with wide- ranging backgrounds and intellectual interests. What evidence we have indicates that we meet our students’ curricular, advising, and supervisory needs.

Below is a list of faculty who regularly teach core courses.

• Cristina Ruotolo, professor and director, School of Humanities and Liberal Studies, teaches undergraduate and graduate courses focusing on American culture, music and society, literary and musical modernisms, literary and cultural theory, and the culture and history of New Orleans. Her courses include AMST 310 (The Arts and American Culture), HUM 375 (Biography of a City: New Orleans), HUM 470 (American Autobiography), HUM 485 (Arts and American Culture), and HUM 711 (American Form and Culture). She has coordinated or directed the American Studies program since 2003 and has served as director of the German American Studies Fulbright

!19 Institute at San Francisco State University. Her scholarly work has focused on music’s place in American cultures and imaginations. In a series of conference papers, articles, and her book, Sounding Real: Musicality and American Literature at the Turn of the Twentieth Century (Oxford University Press, 2013), she explores a pivotal moment in American music as it was registered by and in American fiction. She holds a Ph.D. in English from Yale University.

• Peter Richardson, lecturer, School of Humanities and Liberal Studies, teaches courses on California culture and coordinates the American Studies and California Studies programs. He teaches HUM 375 (Biography of a City: Los Angeles), HUM 376 (San Francisco), HUM 450/AMST 410 (California Culture), and A-U 302 (Bay Area Culture). His publications include critically acclaimed books about the Grateful Dead, Ramparts magazine, and Carey McWilliams, the accomplished California author and former editor of The Nation. The Ramparts book was an Editors’ Choice at the New York Times, a Mother Jones Top Book of 2009, and a San Francisco Chronicle Notable Bay Area Book of 2009. A frequent book reviewer, he received the National Entertainment Journalism Award for Online Criticism in 2013. His many public speeches and media appearances typically focus on San Francisco in the 1960s. He has chaired the California Studies Association and continues to serve on its steering committee. He also serves on the board of directors and program committee of the Bay Area Book Festival, where he organizes and moderates panels on politics, history, culture, music, sports, and other topics related to American Studies. He received a Ph.D. in English from the University of California, Berkeley.

• Steve Savage, lecturer, School of Humanities and Liberal Studies, teaches Arts and American Culture and is an active music producer and recording engineer. He has served as the primary engineer on seven records that received Grammy nominations. He teaches AMST 310 (The Arts and American Culture). His book, Bytes & Backbeats: Repurposing Music in the Digital Age (University of Michigan Press, 2011), uses personal recording ethnologies to reflect and comment on the evolution of musical genre and the cultural impact of sound reproduction technologies. Two other books, The Art of Digital Audio Recording (2011) and Mixing & Mastering: In the Box (2014), were published by Oxford University Press. In 2016, he was a Fulbright Scholar in Greece. He and Peter Richardson are organizing a multidisciplinary conference commemorating the Summer of Love on its 50th anniversary; that event will be hosted by Northwestern University and held in downtown San Francisco. He holds a Ph.D. in musicology from the University of London.

• Christopher Sterba, lecturer, School of Humanities and Liberal Studies, teaches courses on American art, literature, California culture, San Francisco, Boston, New York, and Chicago. He teaches AMST 410 (California Culture) and HUM 490 (American Images: Photography and Literature). His book, Good Americans: Italian and Jewish Immigrants During the First World War, was published by Oxford

!20 University Press in 2003. His peer-reviewed essays have appeared in Journal of American Studies, Western Historical Quarterly, California History, Journal of American Ethnic History, and other scholarly journals. In 2012-13, he was a Fulbright Professor of American Culture at the University of Bergen in Norway. He has a Ph.D. in American history from Brandeis University.

• Courtney Donovan, associate professor, Department of Geography & Environment, teaches Geography of Ethnic Communities (GEOG 455) and describes her interests as the politics of health and health care, visual methodologies, medical humanities, graphic novels and comics, art and geography. Her co-edited book, Writing Intimacy into Feminist Geography, was published in 2017 by Routledge.

• Nancy Wilkinson, professor, Department of Geography & Environment, teaches Geography of California (GEOG 552) and Geography of the United States and Canada (GEOG 550). She teaches specializes in “the range and variety of stakeholder perspectives on California environmental issues, especially relating to water projects, watershed restoration, and agricultural preservation.” She is also interested in women’s influences on California's environmental history. She chaired her department from 1997 to 2010, received the Outstanding Educator Award from the California Geographical Society in 2006, and has served on nine program accreditation reviews.

The split between professors and lecturers is reasonable for a university that relies heavily on lecturers to teach at all levels. Both the tenured faculty and lecturers are actively engaged with scholarship and creative activities. As noted earlier, however, the program’s administrative structure is atypical. The tenured faculty in geography, for example, are expected to meet the RTP criteria of that department, whereas the lecturers are evaluated and supported by the School of Humanities and Liberal Studies and LCA.

With three women and three men in the core faculty, the gender balance is not a pressing concern. The core faculty is exclusively white; we hope to remedy that but lack even the formal ability to hire new faculty. We believe the program’s inherent flexibility— especially in its electives, which make up most of the required course work—is the surest way to ensure diversity and to make the best use of existing faculty generally.

Cristina Ruotolo directs the program, manages its scheduling, and handles most of the communication with new and prospective majors. Last year, she asked Peter Richardson to serve as program coordinator; under her direction, he does most of the advising. That change, which reduced Cristina’s advising load and coincided with Peter’s switch to full- time status, was largely a response to Cristina’s expanding administrative responsibilities. In 2014, she became chair of the Department of Humanities and was later elected director of the newly formed School of Humanities and Liberal Studies. By adding slightly more administrative support to the American Studies program, we are better positioned to advise our students and to raise the program’s profile both on and off campus.

!21 2.5 Resources

The American Studies program has no faculty, resources, or facilities of its own. It depends in large part on the faculty, resources, and facilities of the School of Humanities and Liberal Studies. Courses that bear its prefix have historically been cross-listed with Humanities, Geography, and Social Science; now only those courses cross-listed with Humanities remain on the books. The bulk of courses taken by American Studies majors are housed in other departments and colleges, which have responsibility for their staffing and scheduling.

The only direct allocation of resources to the program is in the form of .20/.20 released time to the program’s coordinator, Peter Richardson, who is responsible for advising the program’s majors and minors. He does so during scheduled office hours, by appointment, and through email. In addition to helping students choose classes, he checks their progress toward degree, usually in face-to-face meetings, by consulting their transcripts and helping them fill out prepared checklists. He also answers student questions, especially about which electives may be counted toward the major or minor. In a program that encourages a make-your-own-major spirit, these questions do not always have obvious answers; they are often settled by the degree to which these courses emphasize American culture and history. Our experience has been that students find the advising satisfactory; that is, they are consistently well informed about degree requirements, course scheduling, and pathways and timelines to degree.

While the lack of dedicated resources does not significantly diminish the program’s unique contribution to the university community, it has been a key factor in our hesitation to invest time in recruiting majors or other efforts to raise our campus profile. With the coordinator’s release time, however, in addition to the process of data collection and reflection generated by this review, we now welcome the opportunity to bring more campus attention to the program, and target more potential majors and minors.

Section Three: Conclusions, Plans, and Goals

The first goal is overarching and encompasses the other three. It also subsumes smaller but important routines and gestures: for example, representing the American Studies

!22 program at campus events, or asking core faculty members to mention the major, especially in large courses that target non-majors.

For the second goal, we are already revising our core to include a gateway/GWAR and capstone course. We believe this will create more coherence and cohorting in the major. It will also furnish students with focused attention and direction in constructing American Studies research and writing projects.

Our third goal reflect a renewed commitment to an American Studies council to keep our faculty, students, alumni, and other stakeholders in regular conversation about the program’s goals and strategies. This effort includes discussion of teaching, research, service, professional placement and advancement, and the challenges, opportunities, and accomplishments in each area. Part of that mission involves scanning the horizon for new opportunities to collaborate with unaffiliated faculty, chairs of related departments, key administrators, community leaders, scholars on other campuses, and other American Studies programs. In addition to acquiring new connections and partners for the program, this effort will also alert us to fresh ideas about best practices, leads for visiting speakers and funders, and other ways to grow the program and raise its profile. These discussions may produce disagreement over goals, strategies, and the program’s future, but we believe that such discussions, if carried out regularly, will benefit the program. Toward this end, we will encourage participants to put their positions in writing for general circulation.

To accomplish our fourth goal, we will continue to create new advising paths for Ethnic Studies, California Studies, History and Literature, Urban Studies/Urban Cultures, Environmental Studies, and other programs.

Section Four: Appendices

!23 COURTNEY J. DONOVAN Department of Geography San Francisco State University (415) 405-0921 1600 Holloway Avenue [email protected] San Francisco, CA 94132 www.mapadernic.com

EDUCATION

200 1-2008. The University of Washington. Seattle, Washington Ph.D. in Geography “Pregnant Immigrant Women in Paris and the Boundaries of New Public Health”

2004-2005 Université de Paris Vil-Denis Diderot. Pre-doctoral student, Sociology. URMIS (Unite de Recherche Migrations et Sociétés)

1999-2001. The University of Arizona, Tucson, Arizona M.A. in Geography (2001) “Rationalities, Identities, and Place: Mapping the Coordinates of Reproductive Cancer in Appalachia.”

1995-1998. Syracuse University, Syracuse, New York B.A. surna curn latide with honors in French, May 1998 “Resident Algerians in France and the New French Nationality Code.”

Areas of specialization

Health geography; feminist geography; political geography; narrative medicine; medical humanities; critical geographies of race and ethnicity.

Teaching specialization

Geographies of Health; Geographic Perspectives on Gender; Qualitative Field Methods; Ethnic Communities; World Regional Geography.

TEACHING EFFECTIVENESS

Master’s Degree Committee Membership

• Katherine Dicker (2016) “Scistainable Scuba Diving? Exploring Conscious Underwater Impact as Influenced by Eco-Perception” Department of Geography and Environment, Chair. • Rachel Cunningham (2013) “Public Perceptions of Levees and Risk: A Natomas, Sacramento, California Case Study” Department of Geography and Human Environmental Studies, Second Reader. • Caleb Feldman (2013) “Grassroots Science: Power, Knowledge, and Participation in the San Francisco Bay Area.” Department of Geography and Hciman Environmental Studies, Second Reader. • Alan Wiig (2009). “Prodcicing Heritage, Presentations of the Gold Rush in Columbia, California.” Department of Geography and Human Environmental Studies, Second Reader. • Nichole Kain (2010). “Naturally Occurring Retirement Communities.” Department of Gerontology, Second Reader.

I • Alan Kwok (2011). After the Fire: Disaster Perception and Preparedness of Older Adults.” Department of Geography and Human Environmental Studies, Chair. • Chad Steacy (2011). “Discocirse in the Abandoned Small Town: Toward a Critical Geography of Decline.” Deprtrnent of Geography and Human Environmental Studies, Second Reader • Stephanie Carnow (2012) ‘Volunteer Perspectives on Ethical/Geographical Dilemmas in Marine Mammal Rescue and Rehabilitation.” Department of Geography and Human Environmental Studies, Second Reader.

Current Masters Committee Membership

• Finn Black, Chair • Reece Golz, Chair • Gregory Joscz, Second Reader • Stephanie Larzelier, Chair • Michelle Matranga, Second Reader • Ralph Meneghetti, Chair • David Prigge, Second Reader • Jack Swallow, Chair • Khristina Wenzinger, Second Reader

PROFESSIONAL ACHIEVEMENT AND GROWTH

Publications

Moss, P. and C. Donovan. (eds). Writing Intimacy into feminist Geography. London: Routledge, 2017.

Donovan, C. “Accelerating Intimacy with Digital Health?” in Moss, P. and C. Donovan (eds). Writing Intimacy into feminist Geography. London: Routledge, 2017.

Donovan, C. “Representations of Health, Embodiment, and Experience in Graphic Memoir” Configurations vol.22 (2014): 237-253.

Donovan, C. “Graphic Pathogeographies.” Journal of Medical Humanities vol. 35, issue 3 (2014): 273- 299.

Kain, N., Donovan, C., and Yee-Melichar, D., (Feburary 2014) “Naturally Occurring Retirement Communities.” Melichar-Yee, D., et al (eds,) in Long-Term Care Administration and Managen?ent: Effective Practices in Elder Care. Springer Publishing: New York, NY.

Donovan, C. and Duncan, R.l. (2009) “Situating Politics in Medical and Health Geography” in Moon, G, McLafferty, S., and Brown, T (eds.) A Companion to Health and Medical Geography. Blackwell: Oxford, United Kingdom.

Work Under Review

Donovan, C. “Re-lmagine-ing Anthropology and Academic Work: A Response to Manuel Joao Ramos.” Submitted August 2016, $omatosphere.

Donovan, C. “The Visual Field and Sequential Art in Health Geography.” Submitted August 2016, Health and Place. Work in Progress

Donovan, C. “Exploring the Importance of Home in Pathogeographies.” To be Submitted to Frontiers of Narrative Studies.

Donovan, C. and E. Ustctndag. ‘Contesting Clinical Accounts of Traumatic Experiences: Exploring Graphic Novel Discourses.” To be submitted to Emotion, Space, and Society.

Grants and Awards

Donovan, C. “Narratives for Social Jcistice.” San Francisco State University, Office of Research and Sponsored Programs.

Faculty Affairs Travel Award, San Francisco State University, July 2014.

Faculty Affairs Travel Award, San Francisco State University, September 2012.

Donovan, C. “Data Visualization in Medical and Health Geography.” San Francisco State University, Office of Research and Sponsored Programs.

Submitted Grants

National Storytelling Network, Brimstone Award, Sctbrnitted April 2017.

Cal Humanities Quick Grant, $5000, Submitted February 2017.

National Endowment for the Humanities, Digital Humanities Advancement Grant, $40,000, Submitted January 2017.

Donovan, C. “Healing Arts.” National Endowment for the Arts Media Arts Grant, August 2013.

Donovan, C. “Healing Stories: Military Veterans and Art Therapy.” Cal Humanities Community Stories Grant, submitted August 2013

Conference participation and papers presented

Donovan, C. and E. Ustcindag 2016. “Contesting Clinical Accounts of Traumatic Experiences: Exploring Graphic Novel Discourses.” Association of American Geographers. San Francisco, CA. March.

2016. “The Visual Field and Sequential Art in Health Geography.” Association of American Geographers. San Francisco, CA. March.

2016. Co-organizer (with De Leeuw, S.) “Health Geography, Medical Humanities, and Narrative Medicine.” Association ofAmerican Geographers. San Francisco, CA. March.

2014. “Tracirna and Embodiment in Graphic Memoir.” Comics and Medicine Conference. Johns Hopkins Medical Campus. Baltimore, MD. June.

2014. “Representations of Health, Embodiment, and Experience in Graphic Memoir.” Feminist Geography Conference. Omaha, NE. May.

3 2014. “Naturally Occurring Retirement Communities.” Center for Healthy Aging in Multicultural Populations (CHAMP) Conference on Health and Aging. San Jose, CA. April.

2014. “Geographic Representations of Trauma in Graphic Novels” Association ofAmerican Geographers. Tampa, Fl. April.

2014. Co-organizer (with McKinney, K.) “Geographies of Comics and Graphic Novels.” Association of American Geographers. Tampa, Fl. April.

2014. Co-organizer (with Moss, P.) and panelist. “Methodologies of Intimate Writing.” Association of American Geographers. Tampa, Fl.

2013. “Healing Arts: Art Production in Health Geography.” International Medical Geography Symposium. East Lansing, MI. July.

2013. “Of Politics and Praxis: Graphic Novels in the Academic World.” Comics and Medicine Conference. faculty of Medici tie, University of Brighton. July.

2013. “Art as Healing: Military Veterans and the Role of Art Therapy in Managing PTSD.” American Association of Geographers. Los Angeles, CA. April.

2013. “Gender, Health, and the Environment.” Women and Environment Panel Discussion. Sustainable Initiatives, San Francisco State University. April.

2012. “Visualizing Medical Data through Graphic Novels.” Comics and Medicine Conference. Faculty of Medicine, University of Toronto. July.

2012. “Graphic Pathogeographies” American Association of Geographers. New York, NY. February.

2011. Invited talk, “Graphic Pathogeographies? Graphic Novels as a Tool for Conveying Health Geography Concepts,” Department of Geography, Colloquium Series. September.

2011. “Graphic Pathogeographies in David B.’s Epileptic.” Comics and Medicine Conference. Northwestern Medical School, Chicago, 111.June.

2008. Invited Chair, “Russia, Geography, Gender, and Sexuality.” American Association for the Advancement of Slavic Studies. Philadelphia, PA. November.

2008. Invited talk, “Governing Pregnant Immigrant Women in the Paris Banliecie.” San Francisco State University, Department of Geography Colloquium Series. Mardi.

2007. “Managing Pregnant Immigrant Women in the Paris Banlieue. The Differential Approaches of Health and Immigration Policy.” Association of Pacflc Coast Geographers. Long Beach, California. October.

2007. “Experiencing Perception in the Paris Banlieue.” Association of Pacific Coast Geographers. Long Beach, California. October.

2007. Organizer and presenter, “Critical Perspectives on Globalization and Public Health.” International Medical Geography Symposium. Bonn, Germany. July.

4 Service SERVICE Department Environmental

Service

March March

Service May March

• • • • • •

• • • • • • •

• • • • • • • • • •

201

2017-present. 201 201

Undergraduate

(GEOG Developed Graduate design Faculty Hospitality to 2009 Developed Represented Graduate Undergradciate Geography Department Faculty Affiliated Developed Department

Selection San University, Faculty Community, Limited-English-Speaking 5/2010-10/2010. to San 2008. Faculty Advancement Faculty Association

6-present.

the

academic

TO 7-present.

7-present.

academic

Francisco

and

Department,

Invited

Studies and

CAMPUS

Coordinator,

423, Search

representative, Marshal,

Marshal,

Program

Admissions Spring

faculty,

proposal

Committee, Committee, a

(“The

The October

program Curriculum

“Geographic

Geography

community Environment Medical course

Gender,

course

community: and

cotirse

Chair.

State

Program

Cultural

Committee,

Pacific

Canadian

2012

Slavic

Commencement Commencement

Geography

AND Geographic Health

Advisor,

Consciltant

writing

University

San 2013.

Graduate proposal

proposal

review,

“Russia.

Committee,

Anthropology, Place,

proposal

Coast

Honors

2010-present

Geography

Advisor,

Studies.

Committee,

COMMUNITY

Francisco

Rosenblatt

Department

Equity

Perspectives

Geographer

and

journal Chinese

July

Geographers,

and

(2011)

Geography, Student

(2009)

Factors

Planning

Convocation

Sustai

Human

2007-2008,

for

(2008)

Health

2009-August

Philadelphia,

Institute,

August 2008-2009

Culture

2008-present

2013.

2009,

State

Advisor,

refereeing Women.”

2007-present

UCSF

Cross-Cultural

nabi

Commcinity

masters

Affecting Subjects

and

University,

revise

2012-present. University-wide

establish

August

Gender”)

ity

Planning

Gender,

cultivate

2008-2009

Health

Society

2010.

2008-present 5

project,

Committee,

2012

PA.

proposals,

and

Review

Mammography 2016-present.

November.

Care”)

Service

and and

Department Committee,

streamline

Studies

graduate

“Exploratory

relationship

Space

Sexuality.”

Board,

August AY

event

Scholarship.

2009-20

program Health

alternate,

of 2008-20

for

2014-present.

Access

existing

Geography

American

in-coming

with

Study

and

requirement

June

and

Illness

Health

San

undergraduate

2013-present.

Association

and Use

freshman,

Francisco

Organizational,

Education

Human

Among

for

research

course

Spring

for

Older

State

and

the April 2016-present. Journal of Medical Humanities January 2014-present. Health and Place December 2005 — present. Social and Cttltural Geography

Service to community

• August 2012-March 2014. Veterans Creative Arts Event, steering committee. • January 2011-February 2012. San Francisco General Hospital Volunteer Doula Program, San Francisco, CA. o Task Force member: contributing to outreach and edcication. o Volunteer doula. • September 2010-present. Board member, The Bike Hut Foundation, San Francisco, CA. • Participant, Clean Air Bayview! Community Dialogue Meeting o Providing recommendations to the Bay Area Air Quality Management District regarding air quality and health in the Bayview neighborhood

MEMBERSHIP

Association of American Geographers • Geographic Perspectives on Women Specialty Group, Association of American Geographers • Medical Geography Specialty Group, Association of Americans Geographers (student representative 2007-2008) • Urban Geography Specialty Group, Association of American Geographers • Political Geography Specialty Group, Association of American Geographers • Qualitative Methods Specialty Group, Association of American Geographers American Public Health Association Association for Bioethics and Hcimanities

REFERENCES

Available upon request

6 PETER RICHARDSON

2275 Jackson Street, Apt. 11 San Francisco, CA 94115 415.420.0372 peterrichardson805(,grnai1 .com www.peterrichardson.blogspot.com

PROFESSIONAL EXPERIENCE Coordinator,American Studies and California Studies, San Francisco State University,2015-present

Lecturer, School of Humanities and Liberal Studies, SanFrancisco State University,2006-present

Senior Literary Advisor, BayArea Book Festival, 2014-present

Instructor, Osher Lifelong Learning Institute, Sonoma State University,2015-16; University of California, Berkeley, 2014 & 2010

Book Review Editor, TheNational Memo, 2014-15

Acquisitions Editor, University of California Press, 2012-14

Editorial Director,PoliPoint Press, 2005-11

Instructor.Publishing and Editing Program, UC Berkeley Extension, 2001-2004

CommunicationsAnalyst, Public Policy Institute of California, 1999-2004

Associate Professor, Department of English, Universityof North Texas, 1997-2000

Fuibright Senior Scholar,Iceland, 1994

National Endowment for the Humanities SummerSeminar Fellow, Harvard University, 1993

Assistant Professor, Department of English, University of North Texas, 1991-97

3d Instructor, Department of English, Diablo Valley College, 1988-91

Acquisitions Editor, Harper & Row, Publishers, 1984-87

Publisher’s Representative, Harper & Row, Publishers, 1982-84

EDUCATION Ph.D., English with linguistic emphasis, University of California, Berkeley, 1991

Graduate Fellow,Labor Economics, International Graduate School, Stockholm University, 1981-82

B.A., Economics, University of California, Santa Barbara, 1981

BOOKS No Simple Highway: A Cultural Histoiy of the Grateful Dead, St. Martin’s Press, 2015

A Bomb in Every Issue: How the Short, Unruly Life of Ramparts Magazine Changed America, The New Press, 2009

American Prophet: The Lfe and Workof Carey McWilliams, University of Michigan Press, 2005

Style: A Pragmatic Approach, 2 edition, Longman, 2002

Literature: Reading and Writingthe Human Experience, 7th edition, with Richard Abcarian and Marvin Klotz, St. Martin’s Press, 1998

Style. A Pragmatic Approach, Allyn & Bacon, 199$

REPORTS & PAMPHLETS VitalChange: Reconsidering Wate,;food, Conservation, Healthcare, and Commerce, co-edited with Norman Solomon, Commission on a Green New Deal for the North Bay, 2010

Always in Fashion? Carey McWilliams,Caflfornia Radicalism, and the Politics of Cool, UCLA Library,2008 School Budgets and StudentAchievementin caflfornia: The

Principal s’Perspective, co-authored with Heather Rose and Jon Sonstelie, Public Policy Institute of California, 2004, http:// www.ppic.org/content/pubs/report/R_604HRR.pdf

School finance and Calfornia Master Plan for Education, co edited with Jon Sonstelie, Public Policy Institute of California, 2001, http://www.ppic .org/content/pubs/report/r 60 lisr. pdf

ARTICLES & ESSAYS “The Media and the Summer of Love,” California Historical Society, Jan. 14, 2017, h tip:/ / summerof.love / rnedia-surnrner-love/

“Between Journalism and fiction: Hunter S. Thompson and the Birth of Gonzo,” BOOM TheJournal ofCaflfornia, Vol. 6, Number 4, Winter 2016, 52-61

“The Crisis of Conservative Intellectuals?” Truthdig,Nov. 21, 2016, ht: / / www.truthdig.com/report/iterni the crisis of conservative intellectuais 20161120

“Please Don’t Dominate the Rap: The Grateful Dead and the Columbia University Student Strike,” TheSixties:A Journal of History, Politics and Culture, Vol. 9, Number 2, Nov. 10, 2016, 295-97, http://dx.doi.org/i0J080/1754132S.20I6.1246835

“Warren Hinckle: Remembering the Godfather of Gonzo,” Trztthdig, Aug. 26, 2016, http: / / www.truthdig.com/ arts culture/ item/ warren hinckle remembering the godfather of goio 20160826

“In a Minor Key,” Guernica Daily, May 7, 2015, https:// wwwguern icamag.corn/daily/peter-richardson-in-a-minor-key!

“The San Francisco Kid,” Grateful Dead: Celebrating 50 Years(1-5 Publishing, 2015), pp. 5-11

“The Age of Reagan,” Grateful Dead: Celebrating 50 Years,I-S Publishing, 2015, 42-47

“The Grateful Dead in the Age of Reagan,” TheHistory Reader, http://www.thehistoryreader.com1contemporary-history/rateful- dead-aze-reagan!

z foreword, A Rare and Different Tune. TheSeventeenthAnnual Meetu?g of the GrcttefulDead Scholars Caucus, Nicholas Meriwether (ed.), Dead Letters Press, 2014

“Jerry’Garcia’sAnnus Mirabilis,” BOOM. TheJournal of Calfornia, Vol.2, No.4,2012,44-59, http://www.jstor.org/stable/10.l525/boom. 2012.2.4.44’?seg=1#pae scan_tab contents

“Carey McWilliams,” Densho Encyclopedia, 2012 http:// encyclopedia.densho.org/Carey McWilliams!

Introduction, TheRoad to John Fante LosAngeles, Stephen Cooper, UCLA Libraiy, 2012

“Let fate Decide the Rest: The Grateful Dead, Quietism, and the Politics of Utopia,” Dead Studies, Vol. 2, 2012, 81-94

“Dugald Stermer Wanted to Change the World,” Truthdig, Dec. 4, 2011, http://www.truthdig.com/report/item/dugald stermer want ed_to change the world 2011 1204/?ln

“Carey McWilliams,” HistoryAccess.corn, 2011, http://www.his torvaccess.com/carevmcwil1iams_.htmi

Response to Paul Saffo, Calfornia Northern, Issue 4, Summer/Fall 2011

“Why Having Political Hot Heads and Heated Debate Are a Good Thing,” AlterNet, Sept. 29,2010, http://wwwaiternet.org/story/148342/ why having political hotheads and heated debate are a goodt hing/’?page=entire

“Why Did It Take a Rock Magazine to Report the Military’s Total Disaster in Afghanistan?” AlterNet, July 1, 2010, http:// www.alternet.org/mediall47398/ why did it take a rock rnaazine to report the rnilitary%27s tot al_disaster in afghanistan/?page=entire

“Why Small Media Breaks the Big Stories,” TheAmerican Conservative, July 1,2010, ht:// www.thearnericanconservative.com/ articles / peter-richardson/

33 Book excerpt, A Bomb in EveryIssue, Mother Jones, Oct. 16, 2009, hap ://www.rnotheijones.com/medi&2009/10/bomb-every-issue- ramparts-magazine-excerpt

Book excerpt,A Bomb in Every Issue, New YorkTimes,Oct. 6, 2009, hap ://www.nytirnes.comI2009/10/07/books/excerpt-a-bomb-in- every-i ssue.httnl

“Bombs Bursting in Air: RctmpartsMagazine and the Crisis of 1968,” ColdType,Oct. 2009, http:/ / www.co1dipe.net/ Assets.11/ pdfs/ 0911.Ramparts.pdf

‘Radical Slick,” California, Fall 2009, http://alumni.berkeley.edu/ call Fornia-magazine/fali-2009-constant-change/radical-slick

“The Havoc of War:How Ramparts Magazine ChallengedAmerican Culture,” Truthdig,Aug. 21, 2009, http://www.truthdig.cornl arts culture/itern/20090821 a bomb in every issue!

“Hunter S. Thompson and Ramparts Magazine,” Hunter S. ThompsonBooks,Aug. 21, 2009, http:/stbooks.org/2009/08!2 1/ hunter-s-thompson-and-ramparts-magazine!

“The Perilous Fight: The Rise of Ramparts Magazine, 1965-66,” California History, Vol.86, No. 3, 2009, 22-43, https://www.jstor.org/ stablc/404952I8?seg 1#pagc_scanjah_contcnts

“Carey McWilliams:Local Hero, American Prophet,” Echo Park Historical SocietyNews, Vol. 11,No. 9, 2005

“Carey McWilliams:The California Years,”Charles E. Young Research Library Department of Special Collections, UCLA, Paper 068, 2005, http://repositories.cdlib.org/cei/viewcontent.cgi? article=1010&context=uclalih/dsc

Book excerpt, “American Prophet: The Life and Workof Carey McWilliams,” Michigan Daily, Oct. 27, 2005

“Lights, Camera, Taxation,”Sacramento News & Review,Feb. 2, 2005, hap:/Avv. ncwsrevicwcornlsacrarncnto/]ights-camera taxatioiVcontent’?oidz=33754 “The

“Making www.guestia.com/IibrarynoutnaI/1 Saxon “Vera

Arkiv in “Point 289—98, 1

“Tense,

“Saints www.jstor.org/stable/23739701

“The index.php/anf/article/viewFile/ 10.1 English seg “Imperfective The Neophilologica www.j “Experienced Review, “Chaucer’s 1994, 25095831 “Tense, and iterature-rhetorie—and—state—tbrmatiori 343-49, seg

10.1

Grettir

023%2FA%3A1

080/003932794085881 Centennial

the

I Great

for #pae_scan_tabcontents Consolation

#pagc_scantab_contents

stor.org/stahle/277 England,”

1—13,

Varô

and

Structure,

http://link.springer.com/articIe/

and

Green Discourse,

Vol.

hp://www.stor.org/stab1e/43

Thanes:

Nordisk

View

‘s

?seg’’1

Exception,”

Saga,”

Subversives: Final httpi/www.jstor.or/stabIe/43

Germanic

2$,

Time Aspect

Knight,”

and

Nöldcur’:

Review,Vol.

66,

#pagescan_tahcontents

Philological

Literature,

No.

—E: Filologi,

and of

Arkiv

Identification 004268632102

and

1994, in

Philology,”

and Some

Reception

Old

Philology,

California

Style: 1101

Neuphilologische

1993,

for

How

The

27-34, 2$?journa1Codesnec20 Episode

English

1995,

Discourse

6?seg

Rhetoric,

Nordisk

38,

11541/10230

?seg=1#page_scan_tab_contents

Quarterly

The Reader,

83—93, Magazines

Modern

No.

http://www.tandfonline.com/doi/abs/ in 41-55,

July

I Journal,

Historical

Structure

Texts

I -65493906/making-thanes-

Thorste 3eowittf”

#page

345

filologi

http://www.istor.org/stab1e/ 1,

and

the

Considerations,”

1994,

8220? $60? 1994,151-60,

http://journals.Iub.Iu.se/ojs/

78,

and

Philology,

Figure Mittethingen

Women,

State

scan

Apr. ins

1999,

Present

313-25,

illuminations,”

Neophilologus

113,

thattr

Beowulf”

formation

tab

2004,

215-32,

and

1998,

Vol. contents

stangarhoggs,” Professors,”

http://

46-49

Sir

92.3,

the

Chaucer

92,

Journal

65-76

hftps://

Gawain in

Berserks

No.

Stztdia

1991,

Anglo-

1997,

of BOOK

REVIEWS

Angeles

“Ravine Politics ravine-polihcs-dodger-stadium-defined-los-angeles/

“San

doi/ “Altamont: C/iron, “Remembering

2016, the-air/ www. Toel-Selvin-9136729.php “American Story Trial american

whats May “What’s “Rise

A1ational “Dreamland: rise “Here Trttthdig, review—dreamland-the-true-tale—of—americas-opiate—epidem Business “Reagan: www.truthdig.com/arts http://www.nationa(memo.com/book—review—here—comes—the—night/

full

Francisco

http:

of uthdig.com/

Comes

Aug.

yours

2016,

the and

Patty

Review

Politics:

Rock’s

Yours

the

Alemo, 10.1080/17541328.2016.1260296

Aug. of

The

heiress

Heiress:

The

robots

Culture,

Rhythm

Robots:

15,

The

Hearst,”

www.sfchronicle.com/books/artic1e/Altamont_by- http:

the

Life,”

21,

and

Ralph

Darkest Rolling

2016,

June How

mine

Mine:

Night:

True

Books,

201 / 2015,

20160806

the

The

Technology Nov.

and

Truthdig, arts

www.truthdig.com/

Gleason,

14,

50821 http: Dodger

Truthdig,

cuIture/item/reaan

Tale Long

20160502

Against

Stones,

Day,”

Wild

The

http://www.truthdig.com/arts Blues,”

https:/

2015,

23, culture!

60s,”

Dark

2016,

Saga

www.beyondchron.org/

America’s

San

Stadium

May

Legendary

the

Aug. http://www.nationalmerno.com/book—

the

and

The

lareviewothooks.org/

Francisco The

item! Soul

of Hells

Sharing

29,

ht:

the

National

the

Sixties:

Defined

2105,

2016, of

Threat

Angels,

Opiate

Kidnapping,

the

Bert

arts

www.tandfoniine.com/

Economy,”

Chronicle,

http://

Jazz

http://

Memo, A

Bems

culture! le

Los

Epidemic,”

Journal

and

a 20150529

Writer,”

Angeles,” Jobless

culture/itern/

the

and

May

Crimes,

Ic!

music-in

Truthdig,

Aug.

item/

article!

Inside

the

31, Beyond

History,

Future,”

The

Dirty

10,

Los

and 2015, “The Long Sixties: What Did WeKnow,and When Did WeKnow It?” TheNational Memo, May 10,2015, http:// www.nationalmemo.corn/hook-revietv-the-Iong-sixties-what-did-we know—and—when—did—we—know—it!

“They Know EverythingAbout You,” TheNational Memo, Mar. 29, 2015, hp:!/wv.nationaIrnerno,com/book-review-they-know-eve thine—about—you/

“The Utopia of Rules,” TheNational Memo,Mar. 15, 2015, hp:/! www,nationalmerno.corn!book-review-the-titopia-of-rules/

“Hacker, Hoaxer, Whistleblower, Spy,” Truthdig, Mar. 6, 2015, http :!!www.trutIidig.com/artscuhure!itern/hackerhoaxerwhistIc. hlower_spy_20 150306

“Becoming Richard Piyor,” TheNational Memo, Feb. 21, 2015, ht-tp:/!wwwnationalrnerno.com!hook-review-hecoming-richard pryor!

“The Stranger,” TheNational Memo,Dec. 27, 2014, http:!! www.nationalrnerno.corn/book-review-stranger-barack-obarna white—house!

“The Georgetown Set,” TheNational Memo, Dec. 13, 2014, Imp:!! wwwnational rnemo.com!book-review-georgetown-se

“On Highway 61,” TheNational Memo,Nov. 28, 2014, http:// www.nationalrnerno.com/book-review-higbway-6I/

“You Lie!” TheNational Memo, Oct. 10, 2014, Imp:!! wvw.nationa1rnerno.cornIbook-review-Iie/

“Seven Bad Ideas,” TheNational Memo, Sept. 26, 2014, Imp:!! www.nationalrnemo.com/book-review-seven-had-ideas!

“Against Football,” TheNational Memo, Sept. 19, 2014, http:!! www.nationalrncrno.com/hook-review-football!

“The Invisible Bridge,” TheNational Memo, Sept. 12, 2014, htlp:!! www.nationalmerno.com/book-review-invisible-bridge! “The 2014, “The the_hi

arts xv.truthdig.conarts_culture/iten “The the_watchdog_that_Uidnt_bark_20 the www.truthdig.cornlartsculture/iteni’ “The

“Digital w.truthdig.conartscuhure/itendigita1_di “Illustrating

“Game http://www.truthdig.com/artscufture/itern! arts_culture/item/game “Reagan reaganandhooversittminatree20 “How 13

www.truthdie.com/arts 2009 how_to “Life

“Democracy’s Right goodman2D-20091an23,0.4554273 richardson “Re-imagining http://www.latiines.conIfeatures/1a—bk—

3-38

science

culture/item/the

History

Divide,”

Watchdog

Science

http://www.truthdig.conas

story_of

http:!!www.latirnes.com/fèatures!books/la-ca-susan After

Over,”

Disconnect,”

bui Dissent,”

Build and

‘Little

ld_a_guagmire_20 5-200Xjun

the

delusion

Hoover,

Delusion,”

Truthdig,

rock_n_rofl_in_ten_songs_20 Prisoner: A

That Rock the

Dead:

Quagmire,”

Rain,”

Los

Literary

Didn’t

divide

‘n’

Truthdig,

Sittin’

20130620/

Two 1

Angeles

5,0.474

Apr.

over_20

culture/item!

Jan. Eugene

Roll

Truthdig,

Los

Views,”

Bark,” West,”

18,

16,

Trtithdig,

Angeles

120621/!

162$

14041$

Times

Mar.

Ten

2014, 13011

V. Tree,”

2013,

140316

.story June

Truthdig,

Debs, West

Dead

.storv

Songs,”

ulture/iternl 27,

Book

http://www.tnithdig.cornl

http://www.truthdig.com!

Times

June

Truthdig,

20,

120$

Mann

2013,

The

Studies,

Review,

2013,

21,

Mar.

140829

Truthdig,

Book

15/

Great scoimect_20

http://

Citizen,

2012,

Aug.

http://

Vol. 16,

Review,

June

War,

2014,

http:// Aug.

15,

Mar.

(2013):

15,

and

2012,

130326/

Jan.

http://

29,

20,

2008

the

25,

200$ “He Wrote the West,”LosAngeles TimesBookReview, Feb. 10,

200$, htp ://anicles.latimes.comI200$/feb/10/books/bk-richardson10

“Truth and Consequences: Intentions, Conventions, and the New Thematics,” Studies in the Novel, Vol.35 (2003), 564-66

“The Cambridge Introduction to Narrative,” Style,Vol. 37, No. 3, Fall (2003), 346-48

“The Cultural Worldin Beowulfand ThinkingAbout Beowulf” Modern Philology Vol.94, No. 2 (1996), 207-14

“The History of the English Language: A Source Book,” Southwest Journal of Linguistics,Vol. 10,No. 2 (1992), 129-31

SELECT PRESENTATIONS “Ralph J. Gleason and the Long 60s,” Revisiting the Summer of Love, Rethinking the 60s, San Francisco. 2017

“Before the Summer of Love: A Brief History,”presented at:

• Humanities West, San Francisco, 2017 • California Historical Society, San Francisco, 2017 • Legion of Honor, San Francisco 2017

Moderatoi; “The Long 60s,” Bay Area Book Festival, Berkeley 2017

“Between Journalism and Fiction: Hunter S. Thompson and the Birth of Gonzo,” DaDa Bar art gallery, San Francisco, 2017

Moderator, “Finks: How the CIA Tricked the World’sBest Writers,” Books Inc., Berkeley,2017

Moderator, “Beyond Watchdogs and Lapdogs,” Bay Area Book Festival, Berkeley, 2016

Moderator, “RightOut of California,” Bay Area Book Festival, Berkeley, 2016

“Looking Back: The Dawn of the Grateful Dead,” panel discussion, Trips Festival 50 YearCelebration, California Historical Society, 2016 “The Berkeley Barb and the Bay Area Media Ecology,”Berkeley Barb’s 50thAnniversary Celebration, Berkeley Main Library, 2015

“So Many Roads: 50 Yearsof the Grateful Dead,” panel discussion, Bay Area Book Festival, Berkeley,2015

Moderator, “Welcometo the Jungle: A Brief History of the Music Business,” Bay Area Book Festival, Berkeley, 2015

Moderator, “The NFL and Its Discontents,” Bay Area Book Festival, Berkeley, 2015

“Creating a Lasting Cultural Community: The 50th Anniversary of the Grateful Dead,” panel discussion, California Historical Society, 2015

“No Simple Highway: A Cultural History of the Grateful Dead,” related presentations at:

• Kepler’s Books • Santa Cruz Museum of Art & History • San Francisco Public Library,Excelsior branch • South San Francisco Public Library • Copperfield’sBooks, Sebastopol • Book Passage, Corte Madera (with Paul Liberatore) • The Booksmith, SanFrancisco • Diesel: A Bookstore, Oakland

“Jerry Garcia’sAnnus Mirabills,” presented at “So Many Roads: The World in the Grateful Dead,” San Jose State University,2014

Writing Cultural History,panel discussion, Los Angeles Times Festival of Books, 2014

“Every Silver Lining: The Grateful Dead and ‘Touchof Grey’ in the Age of Reagan,” Southwest Popular/American CultureAssociation, Albuquerque, 2014

Moderator,“Universities andLiterary Communities,” Writing from California Conference, San Francisco Public Library,2013

1K “A Cog in Something Turning: The Grateful Dead and the Back to the Land Movement,” Southwest/Texas Popular Culture Association, Albuquerque, 2013

“Jerry Garcia and the San Francisco Renaissance,” Southwest/Texas Popular Culture Association, Albuquerque, 2012

“Untold Stories of the Bay Area,” California Northern magazine reception, San Francisco, 2011

“Let Fate Decide the Rest: The Grateful Dead, Quietism, and the Politics of Utopia,” American CultureAssociation, San Antonio, 2011

“Citizen Journalism and the New Media Ecology,”The Booksmith, San Francisco, 2011

“Starting Out in the Thirties: Writing California,” American Literature Association, San Francisco, 2010

“Should California Be Its Own Country?” Zocalo Public Square, Los Angeles, 2010

“A Bomb in Every Issue: How the Short, Unruly Life of Ramparts Magazine ChangedAmerica,” California Studies Dinner Seminar, Institute for Research on Labor and Employment, Berkeley, 2009. Related presentations at:

• San Francisco Public Library • All Saints Episcopal Church, Pasadena (with Robert Scheer) • Revolution Books, Berkeley • Village Books, Pacific Palisades (with Derek Shearer) • USC, Ethics in Communication (with Robert Scheer) • USC, Media and Society (with Robert Scheer & Larry Gross • Huntington-USC Institute for California and the West, San Marino • Book Soup, Hollywood • Book Passage, Corte Madera (with Norman Solomon and Reese Erlich,) • Berkeley Arts & Letters (with Robert Scheer and Susan Griffin) • City Lights BooksNesuvio Café, San Francisco (with Warren Hinckle and Larry Bensky) • Peninsula Peace and Justice Center, Palo Alto (with Steve Keating)

“Writing California,” California Studies Association Conference, Berkeley, 2008

“American Prophet: The CivicEngagement and Public Scholarship of Carey McWilliams,” California State University, Channel Islands, 2007

“California Dreams, 1939-2006,” SanFrancisco State University, 2006

“Always in Fashion? Carey McWilliams, California Radicalism, and the Politics of Cool,” Bonnie Cashin Lecture, UCLA,2006

“Carey McWilliams:The California Years,”The SleepyLagoon Case, Constitutional Rights, and the Struggle for Democracy: A Commemorative Symposium, UCLA, 2005. Related presentations at:

• Huntington-USC Institute for California and the West, San Marino • Public Policy Institute of California, San Francisco • California Studies Dinner Seminar, UC Berkeley • Department of Chicanalo Studies, California State University Northridge • Dawson’s Book Shop, Los Angeles • Black Oak Books, Berkeley • Oxnard Public Library • Echo Park HistoricalSociety

“Carey McWilliams and the Wagesof Dissent,” All Saints Church, Pasadena, 2003

SELECT MEDIA APPEARANCES “City Visions,” KALW,April 2017, http: / / kalw.org/ post/ cit visions-why-surnmer-love-rnatters#stream/ 0

“UpFront,” KPFA, July 2015, hps ://kpfa.or/archives/2015/7/2/ thursdav-june-25-201 “q,”

dead- “Dead

a-novel- “A

radioaiice.cbslocal history-of-the-grateful-dead] “Weekend

“Grateful

“KQED iorum/R20 “Your

what-explains-gratefu “Unplugged

www.997theiox.comlonair/arroe-cotlins-492

totallv-unccit-peter-richardson- onpomt.whur.org/20 “On dead-heads “Dead “All

www.npr.org/2012/07/25/1

american-j “Late “History

“The

KWMR, Guest

Novel

Point,”

1.3

Things

Insighters”

Air,”

Night Call,”

host,

idea/episode/peter-richardson-march-

127100

forum,”

for

Idea.” Radio, the

Dead

2009-10

Magazine,”

am-band

KLCC,

5t)

National

“America

Considered,”

Live,” and

KALW,

the

World,”

1291000

Marathon,”

KCRB,

Future,”

June

Totally

KQED,

with

.comJ2O

ABC

5-1.3

April

15/01

January

Public

KPFA, 1-deads-durable-popularity

2015,

Alice

Maria

Offline”

Mar.

Uncut,”

127090/eulogy-for-the-gratcful-

Radio

WRCT,

January

/20/grateful-dead-tour-cultural-history-

2015

National

57356379/the-practical-side-of-the-great-

5/01

KPFA,

hif

Radio

97.3

Armoudian,

September

2015,

and

National,

/28/no-simple-highway-a-cultural-

://www.cbc

WRFX

198021

FM,

March

2015,

January

(WBUR),

Public

“Politics

http://kalw.org/post/your-call http://www.podcasts.corn/krcb-fm

January

http://www.kged.org/aJ

/ 2014

99.7,

2011

KPFK,

February

Radio,

.ca]rad

1-201

2015

with

January

3/unplugged-and-

2015,

January

io/g/schedule-for

January

July

Norman

2011

hUp://

2015,

2012,

2015,

2011

Solomon,”

hmp://

http://

‘(3 Guest host, “Politics and Possibilities” and “The Solution Zone,” Progressive Radio Network, 2010

“Integral Investigations” with Tom Friedley, KOOP 91.7, July 2010

“Your Call,” KALW,January 2010

“No Alibis,” KCSB, December 2009

“Media Matters with Bob McChesney,”WILL 580AM, December 2009

“The Politics of Culture,” KCRW,November 2009

“four O’Clock with Jon Wiener,”KPFK, October 2009

“CounterSpin,” Pacifica Radio, October 2009

“Connect the Dots” with Lila Ganett, KPFK, October 2009

“A Public Affair,” WORT,October 2009

“Uprising,” KPFK, October 2009

“The Agony Colunrn”with Rick Kieffel, KUSP, October 2009

“Edge of Sports” with Dave Zirin, XM Channel 167, September 2009

“The John Rothmann Show,”KGO, September 2009 and May 2006

“Sunday Sedition,” KPFA,August 2009

“This is America with Jon Elliott,” San Diego 1700AM, August 2009

“Politics with Norman Solomon,” KWMR, August 2009

“Sunday with Peter Laufer,” KKGN, April 2008

“America Offline,” KWMR, September 2009 and August 2007 SELECT

AWARDS

“The “From “The Simple Amazon

Simple Bestseller

Criticism, Notable Editors’

Top October Francisco

Prophet, Honorable 1St Human

2004 Historical National Thayer

Fulbright Harvard

faculty Panhellenic

1994,

Place,

Book

Patt

Morning

Left

1993

Highway

Fellowship,

Rights,

Choice,

Research Bay

18, Best

University,

Gustavus National

Endowment

Morrison

List,

Senior 2012/2013,

Society

Chronicle

Mention,

Field,”

2009

Outstanding

Area

2009,

Book

Review”

NCIBAlIndieBoundISan

2006

New

Scholar

Grant,

Books

Entertainment

KCAA,

Myers

for

Show,”

UCLA

Outstanding 1993

Southern

York

for for

the

with

Bomb

University

Award,

Professor, of

the

“The

Center Month

Times,

May

KPCC,

Library,

2009,

Gabriel

Humanities

Califomia!Haynes

Science

2006

Iceland,

Journalism

for

(history),

Book

for

Every

for

June

University 2003

the

Gutierrez, A

North

Bomb

Award,

Delusion”

Bomb

2006

Issue,

Francisco

Study

Summer

1993-94

January

Award

Texas,

Mother

for

KPF

Every

North Bigotry

Foundation

Seminar American

Chronicle,

2015,

for

1999,

Jones

Issue,

March

Issue,

Online

Texas,

and for

1995,

Award,

San

Grant,

for

2006

1996

No SELECT

SELECT

OFFICES

SERVICE

Berkeley. Outstanding Treasurer, Board

Chair,

present Chair. Summer Editorial

Editorial

19899-0 Member, Commissioner, Senior

Advisor,

Visiting

California, Steering Rhetoric Universities, Faculty Faculty

1994-97

California California

Old

Literary

Salary Senate, Journalist

ofLove Directors,

Committee.

advisory

Board,

Program

Humanities

1991

“The

California

English

2001

Graduate

1995-99

Study

Advisor,

1968 Green

University

Dead

Studies Studies

Conference

board,

Committee,

Selection Colloquium,

Bay

Studies

Project”

California

Advisory

Committee,

Student

New

Studies,

Area

Association Association, Bay

BOOM:

Deal

Association,

Committee,

Area

Book

Committee,

(NEH-ftmnded

North

Instructor,

Federation 2016-present

Team,

University

Studies

for

University

Book

festival,

Journal

Texas,

the

Annual

2008-11

Monterey

Association,

North

Festival,

University

Public

2012-present

2017

1993-96

museum

2015-present

North

Conference,

California,

Bay,

California,

North

Policy

Museum

2014-present

Texas

2009-10

2007-present

exhibition)

Texas,

California,

Institute

Berkeley,

Area

2008

2016-

Art

of CONSULTING REVIEWING

Dean’s

Sciences, Texas, Executive

1996 Chair,

Chair,

Chair, 1996 Presiding Association NBC

1996 Random

HarperCollins

Cornell

University

Longman

University

Universal

Old Medieval

Beowulf

Committee

1995-96

University

House

College

Officer,

Committee,

Norse

of of

California

Oklahoma Nebraska

the

session,

Iceland

Discussion

Beowulf

Pacific

Press

Arts

the

Department

Texas

Press session,

Press

future

and

Press

Coast,

and

Group,

Sciences,

Medieval

1991-92

the

Modern

English,

ABC Humanities

Bloomsbury

St.

Academic Prentice

Allyn

Harcourt

University Topics,

Association,

Martin’s

Academy,

Language

University

Philological

Hall

Bacon

Brace

Press

and

Press

North

1994

Kansas

Social

Association,

Texas,

North

City, San Cristina Email: Professor E

1600 Proftriona/ 1997 1993

1985 1989 2014-present 2012 2003-2014

Pzthhtations 1997-2003 Book: 1996-97 1989-90 2013 1989

In Refereed 2007 2002

dziation

progress

Francisco

Holloway

[email protected]

and

Articles:

E,eriente

Ruotolo

Director,

State

Avenue,

M.Phil., Ph.D., A.B., MM.,

Associate Visiting Professor State Assistant

Assistant Lecturer

First

Souzdth,g

Realism Demotrutiin,g Literuture/ “Savage

“Whence Reatism

University

Violin,

University English

Violin

English,

School

San

Yale

35:1

Associate

and

Reah

Blonde’:

Professor

Principal

Professor and

Compass

the

Francisco,

American

Pepsico

(fall Naturalism, Performance, University

jli,,szt

(with

Americaii

Director,

Song’:

Yale

Humanities

2002)

Professor,

Wifia

4/2

Second

distinction),

Emgré of

University

Theodore Summerfare

Studies,

Humanities,

1-lumanities, A’Iusica/i/y

(2007)

School

Cather

University

94132

European

Violin,

New

University

and

Yale

and

of Dreiser’s

Stanford

England

Liberal

Opera

Humanities

San

the

San University

San

the

Modernists

Turn

Jose

Alabama

Making Francisco

of Francisco

Orchestra

Musical Studies University

Conservatory

Bergen

of/he

Symphony

and

Press

Twentieth

Elaborations,”

Amenian

State

(Norway)

Liberal

American

University

Centu0’,

Studies, Music

musicat

Musician,”

Amesican

Series

titeratj

San

Francisco

Literaiy

American 2000

Book

2015 2007

2006

2005

2005 2000

2004

2003 2004

2015 Confireuces 1996

2014

2013 2012

chapters,

and

Ta/ks

reviews

Amencan

Jablonski’s

“James in

“James “From Rossini’s Reviews

Cooperstown “Whence Thomson Critical Jojce,and “Autobiography

“Delivering

“James Review Humanities “Eva Harlem

“Reimagimng

Association “I—Ianns

“Rescoring Vhginia \VNYC “Cultivating University

“Exiled Modernism,”

Norton

Jessye,”

and

\Veldon

Evolution Weldon

Renaissance,

\Veldon Edition,

Litmiture of

Stein,

Eisler’s ]VoolfMisce/tcuD

in radio

Barber

Critical Gale, the

other

Magaine

Brad Skin:

Glimmerglass of Albuquerque:

Gertrude

Grapes

Conference,

‘a

Chamber Encj’ctopedia

Song’:

Nottingham,

Shakespeare’s

American tVoolfStudiesAnnuat

project,”

Johnson

serious of

Johnson’s

A 2005

Bucknell’s 3rJ

publications:

American

to Sevi//e,

72.2

Edition

Naturat

edition, an

(Spring

Expression:

Theodore

Jl7rath:

utledge,

Stein:

Ex-Colored

Guiie

and

Music

Nordic Janacek’s

(Spring

and

Studies

Trans-Atlantic

University opera

Autohioraphj’

modernism,” Hijtoe3, Litera0’Modernism

living April

2005

2000) the

the

Hanns

2000) Sister:

the

Autohioraphy

the

2004

festival,

Hartem

Dreiser’s

Association

1934 season

1996)

Autobio&rapiiy

Autobioraphji

Association

(one

2015

relationship

Jenufri,

F-Iistory Museums

(Vol.

Man,”

Eisler’s

Premiere

Look of

Renaissance,

The

Montana,

(Gilbert

of 9,

Musical Modernist

Hartke’s

Musical

six

American

of 2003) of Freeman

Film

and

for

new

Ex-Coto

and

Human

with

\Villiam

Socia/

Ex-Colored

American

Nonvay,

and

Music

Musica/Aesthetics:

Encounters

Elaborations,” essays

October

Four Routledge,

The

Mttsicr

rJournal,

Ex-Cotored music’:

Ex-Cotored

Histoy

Sullivan’s

red

Issues

Skin,”

Greater

Saints

Black’s

Project,”

included Man,”

and

October

Studies,

Man

Throu,gh

Theodor 2014

2:1

Cooperstown

review

PotiticatAesthetics,

Good)

2004

and

Musician,”

Musician

Pirates

Judith

Encjciopedia (Spring

Three

(2015)

Sister

Literature

the

Literature, 2012

May

Pater,

and

essay

this

Adorno’s

Acts,”

Shakeipeare,”

Project

Carrie,

2007) ,“

Penance,

2013

edition)

Pound,

reprinted

and

Nina

the

Norton

Film

£141 2010 “Exiled in Albuquerque: Trans-Atlantic Musical Encounters,” California American Studies Association, April 2010

2009 “Émigré Musician as American Pedagogue,” position paper for “Musical Languages, Musical Cultures” seminar, Modernist Studies Association Annual Conference onference, November 2009

2009 “Kolisch String Quartet and American musical culture,” NEI-I Summer Seminar Presentation, “German Jewish Exiles in California,” Stanford University, July 2009

2006 “Music and Nation in Wila Cather’s Sons of/he Lark,” American Literature Association Conference, June 2006

2002 “\Vhat are we talking about when we talk about music,” Faculty Colloquium, SFSU, 2002

2000 “An Alien in our Midst’: American Divas and National Identity in Early Twentieth- Century Fiction,” invited speaker at In and Out ofOpera:A conferenceon theMedia and Spacesofthe Operatic,UC Santa Cruz, October, 2000

2000 “Willa Cather, Kate Chopin and the Musical Woman,” invited speaker for The Hu&hesLectureSeries,Southern Methodist University, March, 2000

1999 “Music, Audience and Femininity in Turn-of-the-Century America,” invited speaker for ‘The Colloquium Series,” Center for Cultural Studies, UC Santa Cruz, November 1999

1999 “Performing Race, Performing Brahms: Figuring the Black Classical Musician in 1934,” NeivModernisrnsco,zfereiite,Penn State University, October, 1999

1998 Interview on KUSF, “James Weldon Johnson and Ragtime,” November 1998

1997 “Things Breath’d into the Unguarded Ear’: Tin Pan Alley and Urban Space in Turn- of-the-Century America,” MLA Convention, Toronto, December 1997

1997 “Ragging the Classics’: Music, Race and the Marketplace in James Weldon Johnson’s Autobiograpty ofan Ex-colored Man,” American Studies Speaker Series, Lafayette College, April 1997

1997 “Bringing Music into the Literature Classroom,” invited speaker for Oregon State University’s Department of English, February 1997

1996 “Singing the Commodity’: Dreiser, Tin Pan Alley and Sister came,”Interdistiptinalll Nineteenth-Centu StudiesEleventhAnnual con/irence,Yale University, April 1996

1995 “Music, Consumerism, and Feminine ‘Awakening’ in Turn-of-the-Century America,” FeministTheoiyand MusicconferenteIII, UC Riverside, June 1995

Service

University Service: 2012-2014

2003-present

2011-12 2011 2009-2012 2011 2008-9

2001-2003 2007-8

Service

2014,

2014 2012-present

2012-present 2006 2002-05

HUM HUM 1998-99 Coin:ies HUM HUM HUM HUM HUM HUM 1-IUM HUM

HUM HUM

2016

301 425 320 375 303 470 485

701 690 700 702 711

beyond

Taught

Styles

Biography Thought Music, American Cultural Arts

Senior American Fine Literature Introduction

SFSU:

Member,

Coordinator, Acting Chair,

Director,

University Chair,

Member,

Chair,

Director,

External

Editorial Manuscript

Concert group Grant and

Program

Arts

and

Seminar

Ideas

Periods

American

and

and Autobiography

Expressive

Form

and

Liberal

writer Chair,

and

Reviewer, University a Image

Liberal Reviewer,

Liberal

Board,

German

Notes

the

the Area

Senate,

City:

Integrative

and reader, and

Culture

American

and Department

1-lumanities

Studies 1-lumanities

Studies

Culture

C (“Images

New

Styles

writer, Culture

Studies

Pop

Studies

Forms

program

Subcommittee Academic

American

The

University CSU

Fellowships

A1usi,

(“Musical

Orleans

Council

(“Romantic

Study

(cross

Studies Freeman

Classical

Program

Council

Northridge

notes

C’u/tttre

Self

Policies

Studies

Humanities

listed

Program Modernisms”)

Committee

Journal,

and Philharmonic,

for

Alabama

and

Love”)

Worn

Fulbrighr

Humanities Ocher”)

Committee

AMST

Identity

Coopers

Press

Chamber

310) series

Institute

1998-99

town

(Paigrave)

Ensemble

program

season

SFSU

(Modern

music ENGMAU 642 Ways of Reading (University of Bergen, Norway)

cz EDUCATION

ACADEMIC

Distinguished Royal

MA, Ph.D.,

Arts BA, Undergraduate Humanities Mttsic, Classes SAN Biography

Seminars FULLBRIGHT

Recording Classes Pro Instructor, Values LOS Art The

DIABLO Classes Humanities

Music BLUE The emphasis popular Developed

& Philosophy

Recording

& American FRANCISCO Tools

MEDANOS Humanities.

Holloway

Musicology,

BEAR

Ideas

American

Ideas

Instructor

taught:

music VALLEY

American

taught EXPERIENCE Proditction

Studio

AND

and

Recording

Lecturer,

SCHOOL

Instructor,

SCHOLAR

rhythm

Achievement

work Multicultural

Arts

genres City:

COLLEGE

Culture

delivered Overseas

STATE

2004,

Culture CREDENTIALS

COLLEGE

Technolog’

Religion,

2008.

Life

Workshop

The

San

and

& and

Oberlin

2005 —

San

UNIVERSITY

Arts,

MUSIC

Editing

Athens,

Francisco

2004

University — drums, Royal

Entrance

individualized

African

Award

Pittsburgh, —

Francisco

1999, —

Experience

Pittsbcirgh,

1997

Present

College, —

Holloway, STEVE

1433

audio

Greece

510-525-1922

for

San

music. —

Scholarship —

of 2015

Washington

Academic

State

Francisco,

San

Francisco CA

recording,

Athens

Oberlin,

and

www.SteveSavage.net

Francisco,

University

University,

Curriculum

group

SAVAGE,

and

Excettence

OH,

State

Ave.

[email protected]

artist

instruction

the

Aristotle

CA and

University,

Albany,

management, San

Thomas

London,

Vitae

U.C.

Francisco,

University,

PH.D.

Santa CA

Holloway

music

London,

San

94706

and

Cruz,

Francisco,

theory

music

Greece

Studentship

Santa

and

business

Cruz, CA —

performance

2016

strategies.

with

Focused

special

on ARTIST

RESEARCH

PROFESSIONAL

Audio

environments,

collaborative Provide

including

Research Musicological African interdisciplinary Creative Current

The

American American

The The Stanford

International

Blue Board Spirit

• • •

•

• •

•

Society

Association

Recording

AND

Bear

Producer

Series:

Cray, Acted Served wide-ranging

movies. Experience Professional Previously

From cultural ability The historical The Semiotics will

rather

folk

research

interfacing work

Jazz

Governors,

also

TOPICS

Musicological

Society

School

CREATIVE

evolution be implications

for

producer

music,

Elvin

Association

the

including Board as

Workshop: than

and encompasses

to as

a encom

Academy

communities

ASSOCIATIONS Ethnornusicology

/ primary

for

hit

create

primary iPod

and context.

Recording

and

of topics:

signed

with

ethnomusicological

Beethoven Bishop.

musician,

with the

Member rock,

Music: creative

Composers,

President,

ccdtural

and

passing

to interface

explore

engineering

and

all

Study

producer

tribute ACTIVITIES Facebook

behind Society

video

for

(The Advisory recording

mix

jazz

aspects

John

disseminate

major

Founder;

cultural

the

with

Engineer direction

evolution

playing

classics of engineer,

repu

the

Grammy

and

elements

design

1998—

bands

the

Hammond,

Study

the

(AMS)

Authors

(SEM)

and/or

strong

cultural

publishing

Board, rposed

engineer and Western

Hit

Art

studies,

GarageBand,

President.

drums

(will

1999;

of explorations

Song STEVE

production

original

utilizing

Organization):

Musician

musical 50

recording digital

actdio

production,

Popular

and

conditions the

former

corn

provide Record

our

years?).

Jr.

National

music.

company

Science

performance

recording

Publishers

Page

and

production,

concert

rock positional

audio

Board

music

Pro

interests,

Grammy

Mcisic Board

SAVAGE Production

technologies engineer

in The locked

bands,

Tools

that

DVD of

all service

tvorkstations—tracing

Trustee,

of recordings.

(Almo,

Chair,

halls

Gospel

process. 4

President (IASPM)

project

(ASCAP)

Trustees

surrocind

variety

projects audio

creating

nominated

system. jazz production, recording

studies

become

that

Education

(ASARP)

now

2000

Hummingbirds. 100+

bands

(including stages

for

from

the

Expertise

and

Universal)

supposed

and

final

—2003

genres

the

profound

commercial

and

CDs,

and

cycles

and

1998— ethnographic

Committee;

home critical

DVD

performance

African

the

musical

audio

including

and

recent

with

democratization as for Internet)

production.

Present

music

theory

music

CDs

songwriter.

production

re-creations

5.1

music

able

developments

genres.

San

records

surround

and

popularity. in explorations

technologies.

have

diverse

Francisco

ensembles.

predict

DVDs.

Primary

for

seeded

for

mixing,

Beatles Robert

back

people’s

what

Chapter

continued...

and

cross- focus within

song

the

as Articles: Receizt PuBLIcATIoNs Etirlier Presentations: 2. 2. 3. 4. 3. 4. 1. 6. 7. 5. 4. 2. 1. 3. 6. 7. 5. 1. Books Books: Studies, Savage, Savage, collection Savage, Press, Savage, http://www.charrn Analysis Savage, Savage, Savage, Savage, Savage, “The Savage, 2006 “Lipsrnacks, Savage, for “The “Ignorance UK; England; Seminars, Music “Why “Creating h Study the 2009 Scrubber Benefits “Tracking Project Music Steve, Steve, Steve, Steve, Steve, 3rd Steve, Steve, Steve, Steve, Steve, Steve, of panelist of radio the Recorded is QLlarter essays, Mouthnoises of is Bliss: of hyperreal in Mixing Bytes “‘It “Ignorance “Strip The “Creating Rhythm, Tool: The The The Easy: production Popular Pop Seattle, Fraitd: with .rhLll Could Art Rhythm Billboard Drummer 2006 The & Why Analog Series,” Silence: Music) & i Song Hit .ac.uk/contentlevents/wf3 of noted Backbeats: Notation in Cambridge Mastering: Music) Art the Digital WA. Have the is and classical Book, techniques, hyperreal & Bliss: Antecedents musicologists Book Seminar, 2011 s Tool Best 2005, Heavy Artifice Happened’: Workbook, Science,” biennial Audio and ArtistPro RepurposingAudio Recordings of for Capturing recordings,” In Companion 2004 STEVE Analysis, Rhythm, Breathing,” creation in Published the Recording, Women’s in conference, classical of Popular Joint Box, Consolidated Page Simon The Publication. the the Billboard are Consolidated or Oxford .htm IASPM/SAM SAVAGE Evolution DAW,” to 3 Creative online Conference Unintentional The destrLtction?” recordings,” Frith of Music Unintentional,” Oxford Recorded I Rome, 4 Art in University and at: The Music Books. the Recordings,” production of of University Paul Italy, DigitalAge, Art Record Music Music, Music on conference, CHARM Pciblishers. Nutida Performance,” of Radio Theberge, 2005 The Press, Record Publishers. Construction,” Fall Production for Press, Pop IASPM Music, Production, classical (Center 2009 2014. The Cincinnati, Production Conference, 2005 2011. University 3/2009. Journal (International conference, for music invited Jalapa, the OH. conference, of The History seminar, of Popular contribution 2011. Mexico, Michigan London, Experience Association and continued... London, Music Wales, 2004 to PROFESSIONAL

DISCOGRAPHY

Grammy students Grammy Blue Judge school

and

Contract.”

Audio Dynamics, Small Participant

ARTIST: Selected

Art Robert Robert Robert Otis Vicki Elvin John The John Phantom The The The

Tommy Frankie Holcombe

Maria Harvey Mike Harvey Bonnie Bonnie Toni!

Bonnie

B Sista The E.C.

guest

Farmer Bear

Gospel Potato Bobs Gospel

Rush

label Sneetches

Hammond Hammond

students

Scott

Software:

Bishop

Monica

Randle

Levy

Tone!

Marquez

Cray and Cray Cray

Songwriting

nominated

Hayes Hayes

Lee Hayes Mandel Mandel

panelist

Career

Castro listing

School

PSP

owner

WaIler

30+

Eaters

the

Humrningbirds

Hurnmingbirds

panelist

Tony!

ACTIVITIES

Vintage

Opera-S.F.

part-time

Day

Pro at

with

behalf

record

their

Music,

Competitions

Tools

recording national

Grammy

Warmer,

CALA

annual

faculty

The

Plug-ins:

Cast

San

(California

distribution.

Recording

conference.

Francisco,

projects:

members

for

the

Space

TITLE: Shame Some

I Live Steep The

Long Found Christmas

The Shut Otis Here Steppin’ Extravagant The

Planetary Right iVature Planetary Taking Fireflies Empty Shelly Soundtrack Good People

Hard

Blow O;tt

West

Was

STEVE

Streets

Blues

Potato

Waves

Rush at

Academy As

I Rainy Lawyers

City composed CA:

Reverb,

as Act Warned

Out

Clean

Coast

‘s

Stanford True Go

Sky

the

flight ‘s

Love

and IHave

Boyfriend

Rain

A Out

Page

Princess

Live,

Rolls

Again

Board Center

The Warrior programs: Btu Warrior

Sin

Eaters

Platinum

Morning

Love

Sing fun Songwriters

Gesture

the

SAVAGE

Auto-tune,

for

Sun

(Organizing

Part

You Jazz

of of

Blues

President

Stage

the

professional

bundle,

Workshop

Arts)

Music

Association

McDSP,

of$l.2M

Symposium

Committee

SSL

education

musicians.

bundle,

Amplifier

educational

(multiple

Chair,

titled

career

URS

LABEL:

Polygram* Polygram Polygrarn* Monarch

Cabana Delta

Virgin* Wolf Virgin* Napoleon Blues

Rastascan Rocinder Blues Blind

Adventure Blind Blind

Guitar

Viceroy Parasol

Beacon Slash Mo’ Bondage modeling,

Motown Polygram Blind SpinArt/Sony

“From

times)

‘Neve’

counseling

institution

years).

Muscle

Moon

Groove*

Express

Pjg* Pig

Pig Express

Pig

Nine

Boy

Demo

EQ,

etc.

for

Sony

with

Record

high

800+

Oxford Education Christopher El (510) 796 E-mail:

Publications

2003 1999 Book: 2017 Articles 2016 1991 2015 1 198$

2001 2015

2001

2000

987

Cerrito,

Colusa

495-4373

[email protected]

Peer-Reviewed

Avenue

94530

Goes

M.A., Ph.D. B.A.,

Syracuse Good Oxford 1917-1919.”

“Transcultural “Qttién

Legend,” Review, “‘We Forgotten

“Taming (Summer “Your Francisco “‘More Bay

2001): World “The

Haven 7:2

Sterba

(Winter

Area,”

History Americans:

Built in

American Education

War

Colonia, 70-106

Country

University

\Var:

Than

American

85:1

the University

es?

2015):

Scandinavian-American

Journals:

Bay

Our

1,”

CalUornia

appear

2000):

Wild

Committee: Italian

i,Quien

(February

and

Ever,

Area, San The

Own

Wants

History, of

1917-191

191-215

liciflan

Spanish,

West

History,

Press

iVew

Francisco: an

in We

and

DIPA

1-50

es?’: 1940

School:’

Journal

Italian

History

You’:

Feel

2016)

England in

Jewish

Yale

and

Morton

8,”

to the

Program

Revisiting

Bucknell

Brandeis

Protid

the New

Priest

Jewish

Journal

University

Andrew

The

1940s: ojAmerican

92:1

Immigrants

Present,”

Quarterly,

Keller,

Havens

Cooperative

Experience,”

(Spring

University

University.

Immigrants

the

Suburban Be

America,”

ojAmerican

Madrid,

Furuseth,

Jacqueline Italians’:

Racial

Western

Italian

Studies,

in 2015):

74:2

Americas

Spain

Preschool

Progressives

Context

Olaf

The Dissertation:

during

(June

Machine

World

Ethnic Historical

appear

27-52

51:3

Jones

Italian

Tveitmoe,

2001):

tl?e

(August

Great

War

History,

Movement

the

Gun

First

American

Facflc

Quarterly, I

“The

179-209

Billy

Crusade,

and

the

Company

and

2017)

World

20:2

San

the

Melting

Historical

the the

Review,

New

Francisco

(Winter the

Kid

War,

XLV

Enters

San

Pot

1:3 2012-2013 200$-present Teaching 2005-2007 1996.

Courses

1993-1995 HUM Department HUM HUM 1989-90 HUM

Cooperstown HUM HUM HUM

HMUS HMUS HMUS HMUS HISC HISC Asociaciön University HISC HIST American English

225:

375: 375:

485: 375: 490: 376:

502: 503: 530:

120:

69$: 520: 699: 523:

Taught

Experience

History

a Arts Values American American Biography of American Biography Biography History San Class,

Cultural

Thesis Thesis

Field Research Second

Graduate

San

Humanities,

“family,

April

Lecturer F

Assistant San

Norteamericano, Teaching Francisco Cooperstown,

English University,

and

tilbright

Textiles,”

Race

Francisco:

Work

Through

Writing Francisco, Research

American

Language Hispano-Norteamericano:

1996):

Cultures Cultures

Images:

the

of ofa of

Program,

and

Work,

Assistant

Professor Professor

United

a City: City: City:

American

‘Waltham,

San

Gender Pennsylvania

Film

3-35

Second

Photography

Culture

I II CA

and --

Life

Francisco

New

Chicago

Boston

Madrid,

States

SUNY

Beginner

for

Nation:

of of

Language

Studies MA

York

American American

undergraduate

Oneonta:

Spain

Magazine

State

through

and Hazleton,

and

Instructor,

Literature University:

Culture,

History,

Humanities,

Advanced

cotirses

Pennsylvania

History

Cooperstown

University

Asociaciön

Courses

San

and

American

Francisco

Biography,

and

Cultural

and Gradtiate

Bergen,

the

History,

TOEFL

1934

State

Hispano

Norway

120:1/2

Program,

General

University,

Brandeis

Preparation

(January!

Strike Masters Theses Directed

Benway, Sarah, “Uncovering an Underground History: Ethnicity and Enforcement in Prohibition Era Albany” (2007)

Clothier, Anne, “Prisons, Petticoats and Phrenology: Eliza Farnham and Reform at Sing Sing Prison, 1844-1848” (2007)

Emery, John, “For Prosperity’s Sake, Buy an Automobile: Motor Car Consumption in Cooperstown, New York During the Great Depression” (2006)

Henning, Robert, “The Advertising of E. Remington and Sons: The Creation of a National Brand, 1854-1888” (2006)

Hollis, Sylvea, “More Than a Passing Notice: Tracing the Lives of African American Workers in Cooperstown, New York, 1860-1900” (2006)

Mtise, Joshua, “The Show that May Save Your Life’: Fear, Security, and the Alert America Convoy, 1951-1953” (2007)

Peden, Sydney, “Very Btisy Now a Day’: Diaries and Personal Reflections of Young Women in Rural New York, 1850-1870’ (2007)

Poling, Lesley, “Artist, Teacher, Farmer: John Calvin Perry and Rural Arts Education in Nineteenth Century America” (2007)

Kajsa Sabatke, “‘Tremendous Possibilities’: Stephen C. Clark, Louis C. Jones and the New York State Historical Association. 1947-1960” (2007)

Vadney, Jon Gregory, “Soccet Sunday: The Fall River Marksmen of the American Soccer League” (2006)

Other Publications

20 16 Review of Edward A. Gutiérrez, Doughboys on the Great War: How American Soldiers ViewedTheir Military Experience in Journal ojAmerican Histoiy (to appear in 2016)

2016 Review of Andrew J. Cherlin. Labors Love Lost: The Rise and fall of the Working-CIcissfamily in America in PacUic Historical Review, to appear in 2016

2007 Co-Guest Editor, New YorkHistory Special Issue, 88:1 (Winter 2007)

2007 Review of Deborah R. Weiner, Coalfield Jews: An Appalachian History in American Historical Review (Volume 112, October 2007)

2007 “Not a Lost Generation: James M. Cain, Al Dubin and the Making of American Popular Culture Between the Wars,” in Proceedings of the “War and Nation Building in the TwentiethCentury” Conference, SUNY—Farmingdale. 2007 “American Jews and World War 1,”entry in Eunice Pollock and Stephen Norwood, eds., The Encyclopedia ofAmerican Jewish Histomy,ABC-CLIO Press, 2007 2006

2000

Papers

2016

2014 2013

2012

2007

2005.

2004

2004.

2003

Presented

Review Immigrants

J1’ir Review

“From

American Association 1999), “‘Then

“The Levinson (NAAS) “Raising Labor

(ASANOR) “Private San

“Race Drafted

presented

“Quién Detroit, 1914-1945 “The Scottsdale, Legend,”

Association “The Early Growth,” annual “Suburban Cal 2004 “Rethinking Annandale-on-Hudson, Study,”

Francisco

iforn

Viking in

Trial

Bay Movement,

Twentieth 174-176 Immigrant

and

My of

Italian

conference,

Soldier,”

MI,

James annual

es?

presented the

Memorial

Nancy

Response Jack

presented at

presented

Area’s

Across

Rights

Real

of Conference,

Studies AZ, annual

Desires

annual

Origins

Quien the Cotinterculture March annual

the

Alfredo

Bay American

Glazier,

conference,

October Troubles

Race

Gentile

Century

Ethnic

Radical

presented

Liberal

Advocacy

America

1890-1934.”

Cain:

conference, Area, at

Association es?’:

conference,

to 3, Lectcire,

for San conference,

the

and

Cocchi

2007

World

the

Dispersing Left

Community

Annapolis,

Jose,

Politics The

NY,

Crime ford, Review,

Conference 12-15,

1940-1955,”

America,”

Consensus: to

Began’:

Citizenship

Western

Pacific

Coast

Karlstad,

Child: Pro-war

San before

Forgotten War

June

American

CA, and

the

Americans

Atlanta,

Nordic

annual

Fiction Frederikstad/Halden, 2005

Albuquerque,

Jose

9:2

Experience 1,”

the New

Coast Politics:

August 7,

the

History The

World

MD.

Sacco

presented

to Patriot: 2003

on (Fall/Winter

Middle-Class

Sweden, Significance

American State

Conference,

Ghetto:

the Association

conference,

and York Racial

GA, Cooperative be

Jewish

New

Branch-American Ji.ine

All:

War

and

6-8, Postwar

presented

Association

Scandinavians

the University,

January

Jews Onorio

York of

8,2007

Foreign NM, Context

Vanzetti

2004 The

May

Narrative

Archives

War

Sttidies

New

the

2002),

and

Wayne of

Bay for State Relocation Los

April

Progressivism

24-26,

Preschool

Ruotolo Western at

10,

October

‘Ethnic

York’s

American the

Born

November

the and

Angeles, annual

Area,” the

Association

2016

Jottrnal, History,

Voice

the 153-156

13-16,

and

Great

State

American

Historical 2013

the Space

Soldiers

Jews and Billy Social

Crimes’

19-21,

the

of conference,

presented

Movement

Scottsboro

University,

2005 War,”

CA,

Studies Jewish

Bard

the

Between, 51:1

San the

and

13,

the

Science

2012

Italian— April Historical

a in Association

Common

2014

Francisco

Suburban Kid

College, Robert

(June

Case

Norway

World

in Boys,”

21-23, the

the 1999 ‘Not Quite ‘At Home in America’: New York Jewry and the Great War,” presented at the American Jewish Archives, Cincinnati, OH, May 5, 1999

1997 The View from the Pulpit: Father Milanese and the Italian Working Class of Lawrence, Massachusetts, 1902-1935,” presented at the Lost World of Italian American Radicalism conference, New York, NY, May 12-14, 1997

Honors, Grants, and Awards

2012-2013 Fulbright fellowship, Professor of American Literature and Culture, Department of Foreign Languages, University of Bergen, Norway

1998-9 Dissertation Year Fellowship, Graduate School of Arts and Sciences, Brandeis University

1999 Rabbi Marc H. Tanenbaum Foundation Fellowship for Research in Interreligious Affairs, Jacob Rader Marcus Center, American Jewish Archives, Cincinnati, Ohio

1995 Polish American Teachers Association Grant for 4-Week Intensive Course in the Polish Language at Jagiellonian University, Krakow, Poland

1994 Qtiali1’ing examinations cited for “distinction,t Brandeis University

1992-1996 Crown fellowship, Histoly of American Civilization Program, Brandeis University

Re/’rences

Dr. Paul Sherwin Dr. Myron Lunine Former Dean of the College of Humanities Department of Humanities San Francisco State University San Francisco State University San Francisco, CA San Francisco, CA

Dr. Gretchen Sullivan Sorin Dr. Jacqueline Jones Director and Distinguished Service Professor Department of History Cooperstown Graduate Program, SUNY University of Texas-Austin Cooperstown, NY Austin, TX

Dr. Cynthia Falk Dr. Jane Karnensky Professor of Material Culture Department of History Cooperstown Graduate Program, SUNY Harvard University Cooperstown, NY Cambridge, MA

1 Ph.D. M.A. BA.

Affirmative Outstanding Distinguished Meritorious

BSS

San Educational

California Graduate

•

• • • • • • • •

Francisco Research

University

San

Associate

Environmental Lecturer, University

Geography

Geography Environmental Bay Environmental Geography Scope Seminar Proseminar

Teaching

Polytechnic

Jose

Area

Action

Performance

Equity

Educator

and Fellows

Service

State

1982-1986.

Environmental

Professor,

Method

Department

of Faculty of

Human

Faculty

Fellow,

University:

Oregon,

Water

University,

Garbage, California

415/338-1439

Award,

Program Award, Geography

Studies, State

ACADEMIC

Perception Problems TEACHING

San

and Development

Nancy

University Development

1990-1997;

Professional

Resources

University,

Eugene,

Geogi-aphy Eugene,

Francisco

Association

California

Waste

Social

1997-2010;

Award,

Chair,

Issues

1975

(GWAR)

Lee

EDUCATION

Geography

AND HONORS

Solutions

1978

Reduction Geography

1984

Department

Wilkinson

SFSU ([email protected])

Lecturer

Assistant State

ADMINISTRATION

Geographical

Awards,

Oregon, Promise

Grant,

Professor

Pacific

AND

(1987]

University

SFSU

and

1976-1979. Environment

SFSU

Award,

Professor,

AWARDS

Social

Coast

Recycling

Geography

(1986)

Society,

(1985,

Geography

SFSU

Geographers,

Sciences,

1986-1989;

1987,

2006

(1989]

and

Spring

since

1988]

Human

2007

Fall

1981.

1997; PROFESSIONAL GROWTH AND ACHIEVEMENT

Publications:

Anne K.McTavish and Nancy Lee Wilkinson, 2014. “Critical Cartography and the Case of the Winnemem Wintu,” in Imre Sutton & Daniel G.Cole, eds, Mapping Native America: Cartographic Interactions between Indigenous Peoples, Government, and Academia. Amazon via Washington, D.C.:Smithsonian Institution Scholarly Press.

“Recruiting and Retaining a Diverse Faculty in a Public University,” Association of Pacific Coast Geographers Yearbook 69: 168-172 (2007.)

Review: Alice Fothergill, Heads Above Water: Gender, Class,and Family in the Grand Forks Flood, International Feminist Journ at of Politics 9: 597-598 (2007.)

“Water and the Geographic Imagination,” Association of Pacific Coast Geographers Yearbook 65: 9-19 (2003.)

“Geography’s Covert Operation in Water Resource Management,” Association of Pacific Coast Geographers Yearbook 63: 121-127 (2001.)

Review: Katherine G.Morrissey, Mental Territories: Mapping the Inland Empire, Journal of Historical Geography, January 2000.

Review: Blake Gumprecht, The LosAngeles River: Its Life,Death and Possible Rebirth, California Coast and Ocean, December 1999.

“No Holier Temple: Hetch Hetchy Revisited,” Landscape 31(1): 1-9 (1991.)

Review: Annette Kolodny, The Land Before Her: Fantasy and Experience of the American Frontiers, 1630— 1860, Journal of Historical Geography 11(3): 325-326 (1985.)

Review: Alexander Campbell McGregor, Counting Sheep: From Open Range to Agribusiness on the Columbia Plateau, Landscape 27(2): 35-36 (1983.)

“Women On The Oregon Trail,” Landscape 23(1): 42-47 (1979.)

“Report on the Geographic Perspectives on Women Seminar at the University of Oregon,” Journal of Geography 77(5): 172-174 (1978.] Masters

Crowley,

Draganova, Schiffmann, Woodard, Halliday, Sproul,

Masters

Golan,

Hummer,

Sloan, Brenner,

Miller,

Finck,

Kilduff, Sian,

Ely, Horrisberger,

Charlotte.

Lourdes.

Jess. Yael. Underground

Hilary.

landscape

Jill.

Andrea.

Rescaling Valley. concerning

in and

Kate. perceptions

Committees

Brian.

Diana. Committees

Naama.

Charlotte.

Jessica.

a San

innovation

2016.

Dariya.

2016.

Southwestern Bettina.

the

2017.

2015.

Francisco.

Christina.

The

2015.

2013. Environmental

2014 Evaluating

Opportunities

2016.

Visitor

water

NPDES Evaluation

Gendered

Learning

Kern

Pilarcitos

DBCP 2017.

Plastic of

Water

earthquake.

Redwood

Investigating

Chairejcornpicj]

study.

lijj(jprogress)

potable

Vulnerability

Environmental

conservation

Perceptions

2013. Water

requirements

Contamination

Watershed.

small

Infrastructure.

bag

about

WalkabiUty:

of examination

Creek

pereptions,

for

Uniform reuse.

Bank: Creek

participation

legislation

dam

bat

our

Parcel

Restoration

programs.

The

removal

interpretation

neighborhoods

History

Don

stormwater

Building

San

and Political

industrial

of Changes

values

Edwards

San

and

the

Mateo

Environmental

Francisco

the

San

the and

water

Economy

Daytime

governance

Muir

community:

County, San

National

San

Francisco

attitudes

Understand

through

the

savings

Lorenzo

Francisco

Beach.

State

California.

Walkability

Justice

Bay

Wildlife

California’s

web

BayArea:A

in in

Napa

University

River

residents

Historic

Area’s

EBMUD’s

map

Bay

diverse

Refuge.

Valley

the

Area.

stories.

Index

state

Santa

Land

San

Students’

diffusion

landscape:

wineries

parks for

joaquin

Cruz,

Use

Women

CA. Cunnningham,

Roa, Dillon, Aquino, Carnow, Grant,

Creed,

Dolmage, Tatman, Harling, Livia, Andres,

Etheridge, Wilson, Heiser, Nygaard,

Alex.

Diane.

Cassa.

since Aaron. Joaquin construction Motivations

San Mammal

District. Graydon.

Assessment.

Bolinas Olivehurst, Conservation

Education

California.

Shawn.

Adrienne.

Tracy.

Pamela.

Sarah.

Stephanie.

Jaime.

Allison Mann Ann.

2013.

Leigh.

Francisco.

1940.

2011.

2012.

2013.

Rachel.

2011.

Lagoon, 2011.

2010.

2011. Valley,

2010.

Large-Area

Rescue

County,

2011.

2010. Hughes.

2010.

Program. 2011.

California

2012.

and

Involvement

Selling

offlood

Planning

Recycled

Conflicting Foreign

2013. Flood

Living

The 1928-1934.

Animal,

environmental

Going

Attitudes

and

Impact

California.

Volunteer

2010.

Mann

Specter

the

hazard.

Hazard

Development, Rehabilitation. Private

Aid

Process.

City

Water

Vegetable, Observing

of the

the

County, stakeholder

about

for

Environmental

Edge:

Awareness Perspectives

NagarKirtan:Sikh

Landowners

Youth

Depletion:

Clean

and

Oz:

history

Conservation

California.

Promoting

Environmental

High-Value

Mann: levees

the

Public

Water

perceptions

Outcomes

and

Drought

the

and on in

Art

The

Supply

Organizations

San

Understandings

Ethical/Geographic

Bay

Development

Program

the

Easements.

Crops Motivations

connections

Mateo

of Area

Natomas

Conditions

History

and

ecosystem

Place-Based

Sanitation:

nursery

San

County,

San

with of

Basin,

Benito

Mussel

the

Organic

Francisco’s

industry

Vuba

CA:

the

Flood-Prone

restoration

Green

Bay

Dilemmas

CA: Environmental

County,

Southern

Rock,

Geographical

Delta

City,

the

Agriculturalists

Branding

social

Daly

Mission

California

Areas,

San

Marine

the

City,

xç Yelensky,

Mclavish, Hermstad, Allison, Overgard, Wiig, Armstrong,

Bauer,

Jackson, Kunze, Miller,

Quinlan,

Madrid,

Askevold, Mcllvaine,

Chan,

Olson, McDonald,

Alan.

KaMan. activists

conflict ocean

Jon.

Jessica. California. Sustain

urban-nature.

Annette.

Oakland, sensing

landscape Marshal. Texas.

the

Wendy.

Reese.

Jenifer.

Becky.

Erica.

Natural

Ingrid.

Anne.

Dan.

Ruth.

Jenny.

Santa

2009.

Kelsey.

2008. Geordie.

noise

ability. at

2004.

200$.

2009.

influence

vegetation

2006.

2010.

2004.

200$.

2006.

200$. 2005. 2007. 2009.

CA.

Shasta

2009.

Clara

Producing

2005. Potemkin

preservation

Hazard

2004.

pollution.

2008.

Diffusion Asessing

Seed

Equitability

Fire

Regional The

Individual

Sources Pure, Environmental Interpreting

From

Valley.

Conflict

Dam,

San

environmental

A response.

Evolution

Networks

indices.

creek:

case

Heritage: plentiful,

empty

Pedro

The

California.

risk

reporting

study

the

Response

Berkeley Endocrine

San

ecological

perception:

collaboration:

space

Creek

Historical

Acequia

Chinese

perpetual? justice Francisco’s

Presentations

California’s

Master

policy.

women

Flood

about to

Hilts:

Disrupting global

Evangelical

restoration

Water

and

Flooding

Maps

Gardeners

mid-Ohio

Control

A Kiamath

and

ecological

Presidio. tribal

The

Geographic

Graywater

commons:

Delivery:

public

Edwards

Reconstruct

the

Chemicals

Project:

recognition:

Valley

free

River

in the

Gold

the

restoration space

Trinity

perception

Analysis.

Code: Church

pollution.

management.

Aquifer:

reinvention

Monterey

Rush

Integrative

analysis

Past

River land-use

Wastewater,

Goleta,

case

landscapes

Columbia,

Conflict and

the

and

using

Bay

Basin,

study

Analysis

U.S.

historic

mitigation

Area.

remote

in how

of Signer, Ian. 2003. Diverse Land, Diverse Peoples: Exploring Native California.

Witt, Justin. 2003. Regulatory and Geographical Wastewater Disposal Constraints, Sonoma County.

Marcellino, Sara. 2003. Evolution of the University Avenue Asian Indian Shopping District, Berkeley.

Jackson, Kevin. 2002. The Changing Landscape of a Gay Neighborhood: San Francisco’s ‘The Castro 1979-2001.

Cuip, John. 2002. Shell Mounds to Cul-de-Sacs: The Landscape of San Pedro Valley, California.

Johnson, Douglas. 2002. From Wasteland to Shrine: Wilderness Meanings in Southwest US. Canyon Country Parklands.

Garcia, Carole Taylor. 2002. Lessons Learned: Effective Mitigation for Large Dams in SEAsia.

Wilson, John. 2002. Earthquake Hazard Perception in San Francisco’s South of Market.

Ahern, Ken. 2001. CentralArizona Project: Water Policy Changes and Implications.

Gear, Karyn. 2001. Developing Conservation Plans at the Local Level: A Useful Tool in the Preservation of California’s Landscapes.

Jebens, Brandon. 2001. A Historical Geography of Disturbances Within the Redwood Creek Watershed, Mann County, California.

Latedjou, Elise. 2001. Geography of Regional Cuisine.

Karacas, Cary. 2000. The Haight-Ashbury’s Trial By Public Space: A Case Study in Locational Conflict.

McAfee,Kimra. 2000. Post-Audit of New Melones Dam, Central Valley Project, Stanislaus River, California.

Milliken, Jeff. 2000. Water Resource Issues Along the Lower Colorado River.

Campbell, James. 1999. In Harm’s Way: Urban Development of a Deep Floodplain, Sacramento County, California.

Johnson, Lauren. 1999. The Diffusion of Organic Agriculture in Yolo County, CA.

Keller, Elspeth. 1999. Napa and Its River. Woods, Sean. 1998. Changing Perceptions of an Urban Waterway: The Los Angeles River.

Melamed, Ann. 1998. To Eat Dusty Bread: Migration Experiences of Middle-Class, African- American & Mormon Women in thel 9th Century.

Walsh, Linda M. 1997. Gender Differences in the Use of San Francisco’s Downtown Public Open Spaces.

Baird, Christine. 1996. Suburban Landscapes: Tracts Built By Eichler Homes in the 1950s

Cook,Warren. 1996. A Geography of San Francisco Bay Area Crafts Fairs.

Ivanoff, Mary Lou. 1996. A Study of Recycling in the CaliforniaArmy National Guard.

Noil, Karen. 1996. Regional Identity in California.

McElhinny, Ellen. 1995. Mapping Ethnic Change in North Beach Since 1940.

Beck, Karen Clement. 1994. A Land Use Analysis of San Francisco Bay Wetlands in Mann County, CA.

Carroll, Bonnie. 1994. The Landscape of Divorce in Reno, Nevada, 1931-1960.

Richardson, Andrew. 1994. Identification and Prioritization of Prescribed Burn Sites in the Crystal Springs Watershed.

Basinger, Douglas. 1992. Changes in the Distribution and Membership Characteristics of Mennonite Congregations in the Western United States, 1950 and 1990.

Lawrence, Jennifer. 1992. Graffiti Sites and Youth in the Suburban Landscape.

Skartvedt, Stephen. 1992. The Plowshare Program: Environmental Perceptions and Impacts.

SERVICE TOTHE UNIVERSITYAND THE COMMUNITY

Community Service:

San Pedro Creek Watershed Coalition: Executive Board, 1999-present

Service to Professional Organizations:

National Science Foundation: Panelist, Geography & Regional Science, 2005-2007 Association of American Geographers: Healthy Departments Committee, 2010-14; Finance Committee 2009-11; Treasurer 2009-10; Regional Councillor, 2007-10; Local Arrangements Chair, 2007; Local Arrangements Committee 2015-16. Association of Pacifica Coast Geographers: Local Arrangements Chair, 2011; Nominating Committee, 2003-06; President, 2002; Vice President, 2001; Secretary-Treasurer, 1989-93; Women’s Network Newsletter Editor, 1988; Distinguished Service Award, 2007. California Geographical Society: Outstanding Educator Award, 2006. California Studies Association: Board Member, 1997-1998; Program Chair, 1997 Annual Meetings, February 6-8. Northern California Geographic Alliance: Co-Coordinator, 1988-89

Program Accreditation Reviews:

CSULong Beach (Geography), December 2007 Northern Arizona University (Geography & Public Planning), March 2007 Chico State University (MAin Geography and Planning), January 2006 California Polytechnic University, San Luis Obispo (Social Sciences), February 2006 Sacramento State University, June 2005 Miami University of Ohio, Novemver 2005 Fresno State University, April 2004 CSUNorthridge, 2003 CSUFullerton, 2001

University Service:

Campus Sustainability Committee, 2012-present General Educaiton Area D Committee, 2011-present AVP-Academic Affairs: Operations Search Committee, 2012 AVP-DoITSearch Committee, 2010-11 Romberg Tiburon Center Master Plan Committee, 2007-08 SFSUPhysical Master Plan Steering Committee 2005-07 SFSUAcademic Senate 1996-98 SFSUCurriculum Review Committee 199 7-98 APRC(Academic Program Review Committee) 1996-97 SFSUGraduate Council, 1994

Service to the College of Behavioral and Social Sciences, SFSU:

College Council, 1997-2010 Strategic Planning Committee, 2003-2010 Curriculum Committee, 2004-20 11 Grad Council, 1995-present Public Administration RTP Committee, 2006-present Criminal Justice RTP Committee, 2006-present (Chair, 2010) Urban Studies and Planning RTP Committee, 2008-present California Studies Search Committee, 1996-9 7 BSSCollege Space Committee, 1995 MPPPACommittee, 1990 Service to the College of Science & Engineering, SfSU:

Review Committee, Kenneth Fong Translational Research Award (2016)

Departmenta) Service:

Chair, Department of Geography & Human Environmental Studies, 1997-2010 Graduate Cordinator, Geography Department, 1989-present Chair, Geography Dept. Curriculum Committee, 1996-97 Chair, Geography Dept. Graduate Literacy Committee, 1992-1997 Chair, Geography Dept. Retention & Tenure Committee, 1993-94, 2010-present Chair, Geography Dept. Hiring Committee, 1991-92 Coordinator, Geography Department Program Review/Self-Study, 1991-92; 2007-09 i3achelor of Arts in American Studies < San Francisco State University 8/22/17, 206 PM

Bachelor of Arts in American Studies

The Bachelor of Arts in American Studies is divided into two parts: a set of required designed to introduce the themes of American studies, and a set of chosen from at least two disciplines related to a particular topic or theme in American studies.

Students entering this major should choose their theme or topic at least by the middle of the junior year in order to take advantage of courses in various departments appropriate to their topic. The program is directed by a coordinator and a council consisting of faculty from participating departments and students currently completing the major. Each student’s program is developed in consultation with the .oordinator and advisors.

American Studies (B.A.) — 39 Units

Required Courses (15 Units)

AMST 300 Perspectives on American Culture 3

or Upper Division U.S.History Course

HUM 450/AMST 410 California Culture 3

HUM 485/AMST 310 The Arts and American Culture 3 or HUM 490 American Images: Photography and Literature

Select one of the following: 3

GEOG 455 Geography of Ethnic Communities

GEOG 550 Geography of the United States and Canada

GEOG 552 Geography of California

Select one of the following: 3

ETHS300GW Writing in Ethnic Studies - GWAR

HIST300GW Seminar in Historical Analysis - GWAR

HUM 300GW Junior Seminar Humanities Writing - GWAR

or another course that satisfies the Graduation Writing Assessment Requirement (GWAR)on advisement.

Elective Courses (24 Units)

Courses, by choice and advisement, on a topic or theme in American Studies, drawn from at least two disciplines. Up to six units may be in community college or lower division course work. For students with GPA 3.0 or higher, electives can include a senior course on advisement: Independent Study (699) on a specific topic connected to prior course work, to be developed through consultation with the coordinator and faculty from the appropriate department (3—6units).

Courses especially appropriate as electives for the American Studies major are offered by the following departments (not an exclusive list):

• Africana Studies • American Indian Studies • Art

Paz-i 5 8/22/17, 2:06 PM lachelor of Arts in American Studies < San Francisco State University

• Asian American Studies • Cinema

• English • Geography • History • Humanities • journalism • Latina/Latino Studies • Music • Political Science • Race and Resistance Studies

• Social Science • Urban Studies and Planning • Women and Gender Studies

Complementary Studies to fulfillthe Complementary Studies requirement, all students completing a BA. degree must take twelve units from courses outside of the )rimary prefix of their major and not cross-listed with the primary prefix for the major. This requirement is automatically fulfilled when ;ompleting an American Studies major, so no additional units beyond the major are required to fulfillthe complementary studies cequirement.

Genera IEducation Requirements

Requirement Course Level Units Area Designation

Oral Communication CD 3 Al

LD 3 A2 Written English Communicatiort I

Critical Thinking CD 3 A3

Written English Communication II LD 3 A4

Physical Science CD 3 81

Life Science LD 3 82

Lab Science LD 1 B3

Mathematics/Quantitative Reasoning CD 3 84

CD 3 Cl

Arts or Humanities LD 3 Cl or C2

Humanities: Literature CD 3 C3

Social Sciences CD 3 Dl

Social Sciences: US History CD 3 D2

Social Sciences: US &CA Governernent CD 3 D3

Pag_of 5 3achelor

Note:

First Eor Transfer ADT This California

Community An Fhis Note: major.

Upon units to

A Idmission Degree

Road

;redential.

Arts Lifelong Social Physical American

Global Social Environmental

•

• • sample

the

ADT

students

Courses

roadmap

and/or

Which

How

maps

if LD

verification

Sciences

Justice

CSU

Students

of Perspectives

degree

pursuing

lime

Learning

and/or completion

totals = specific

Arts

Ethnic

advising

legislation

to many and

Lower Humanities

certified tab

campus

Social

Colleges.

lower-division

(Si)

with

complete

opens Sustainability

Student

Life

graduation,

and and

American

and

pursuing

Student lower-division

degree

Science

Division;

units an

that

(GP)

roadmap

Racial

Self-Development

similar”

program

displays:

AA-T

meeting

Justice

Two

primary

the

and

Studies

Minorities new

1440

units an (ES)

ADT

types

required and

remaining

requirements

major Roadmap includes

the

for

ADT

Social

tab.

Roadmap

(2009)

choice. < =

cannot is

units

has

students

San

Upper

designed

(AERM)

are

Studies

after

is State

(Lt

ADTs

Justice

been

for

Francisco

completion

an required

guaranteed

mandated

Studies

transfer.

admission

Division.

units

who ate awarded

guaranteed

approved

are

Studies.

awarded: State

clarify requirements

considered

have

for

Year)

the

of Determinations

admission

the

Year) University

prior

all

earned

This

creation

the

when major degree

lower-division

Associate

upper-division

to transfer

roadmap

complete

may

pathway

matriculation

have

in be

student

ADT

the

four the

upper

State

process about

been

opens

CSU

and

upon

Associate

Arts

semesters.

General

Studies

simultaneously

completed

student.

continue

lower

similar”

(“similar” tot

LD UD UD UD

entry LD LD at in LD LD

and

minimum

or SF

or or

Transfer

division

new

strengthen

Education

UD Degree UD UD UD

State,

based

However,

majors

tab.

upon

eligibility

‘similar

students

(AA-T)

General

pursues

for

at major) entry

requirements

award

lower-division

Transfer

the

and

Education

State

requirements

based

major

ADT

are

Associate

3 3

additional

guaranteed

(ADT)

for

includes

are

specific

on at

(GE),

and

made

award

preparation

students

State

ADT;

are

major, specific

Science

least

major UD-C UD-B

UD-D

BA.

awarded

is met,

faculty

available

specific

or a

guarantees

minor,

though

for

minor,

B.S.

units

earning

the

Transfer

completion

the

ADT;

the

certificate,

major.

not

8/22/17

a discipline.

the

California

specific

elective.

necessarily

(AS-T).

Pa-of

2:06

the

5 Students

General

visit determine: For

course tachelor Additional Remedial units Before

AP/IB/CLEP Credit Credit

Students

Transferring admission Pattern Review Qf :ertification Students eneral tutomatically Identify

;tudents

nformation

freshman

• •

ivision/#AAEL.

the

information

http://www.assist.org.

Which Which

The

these

Before (IGETC

for

was is • • four • of leaving

SF education

are

who

and

based

pursuing

following Arts

pursuing courses

should

a a a Advanced

units meet

State’s

comp” units

not courses courses

course course

2nd-semester

requited

available

transfer,

to examination(s)

about Advising

complete or in

have

transferred

the

Admissions,

passed American

CSU

about

for

Al,

before

attempt

are

course,

lower the

associate last earned

majors

in nU.S. in

the

courses

at at

A2,

from

areas

Placement,

basic

U.S.

complete

not

academic satisfying

a a

on California

a A3

transfer;

CCC CCC Studies most A3,

Breadth).

2nd-semester division

transferable

to & History

with the

from

in course

an requirement,

skills

C Check

are Information

California

but

for

that

and

identify

degree science,

and

satisfy satisfy

ADT institutions

two-year

first

a <

as not

details

the students

year

courses,

the focus B4 San

International are

General

doing

community D

any

This

many

attempt, should

required

until

written

completion

requirements any CSU Francisco

repeated

and

technology,

during

geographically

the

Government

on and

regarding

written

and

lower

please

lower

after

take

often

should

GE,

writing,

seek

Education

will

do course

four-year

English

which

for

institution. State State college

not

transfer

was provide

division

Baccalaureate,

division advising

referred

visit

English for

admission,

before

other retain

appropriate History,

the

engineering

not

apply

reading

in University

described taken

exams

composition

http://bulletin.sfsu.edu/undergraduate-education/general-education/lower

requirements.

critical

Transfer

award

apply accessible

colleges

pattern.

in requirements this

composition major

transfer.)

attendance,

Units

order

and

were

the and than

the

document

but earn

thinking of

flexibility

a course

requirements US

major and the

critical minimum

are credit and

GE Courses

are to

taken. (1)

CCCs;

College-Level

focus minimum

transferred mathematics CCCs better

certification

and universities.

CA required

Students

Note

obtain

course

department

(GE for

analytical

for

in Refer

Government.

sometimes (2)

that electives on later

AP/IB/CLEP. 60

course

that,

A3)

grade).

verifying

above

preparation

units/90 before

for

to for

fulfill

summary

than

may

only

the units

Examination

worksheet. this

(STEM) graduation.

selection

skills

CSUs

described

at during

for

not

the the

options

transfer.

University

degree

when

major,

quarters required

this

California

for

term

remaining

courses

disciplines

the

widely

academic

major

completion

after

including

progress

include

below, SF

This

first

Students

official

Program

for

Bulletin required application

State

transfer.

as Community

for

offered

semester

areas

upper

possible.

the

usually more

often

purposes,

the

score

after

does 2nd-semester

are

courses:

four

for

major.

lower division

outside

than

effect

defer

transfer. strongly

not

report

the

admission.

basic

College

State’s the

attendance.

and require

one

(This

division next

AP/IB/CLEP

6-9

during

the

transfer CSU.

skills

developing

college.

encouraged

delivered

composition; units

course

advice

lower

CCC

(CCC),

delivery

courses

the

General

review

(for

and

division

Use year

after does

lower

please

credit

to 8/22/17,

example,

skills

CSU

ASSIST

required

of Education

the not

this

division

complete

systems. State.

in Pa>A_of

typical apply

not 2:06

for PM

to 5 composing, Waiting

All

admission. 3ppropriate

lachelor

Students Search

uick

eneral rint \hout

\cadernic save rint

• • • • ourses • lass

Complete standard. Earn Complete The Be

semester students

this

Options this

Schedule

Links

the

2. 4. 3.

of 1.

Bulletin

until

Education

four

following

page

a Arts

page

good

Calendar One One One One

Bulletin

college

revising,

option,

after

basic

prior

course course course

course

standing

American

For

semester

transfer

grade

PDF

skills earlier

must particularly

and

in in fall in

Studies

the

written courses critical oral

mathematics

point

admission,

transferable

‘Bulletin’ to

the

units

meet use

communication

take

average

last <

thinking

information,

composition San

and

(45 transferring

rhetorical

college

single

Francisco

requirements

the

quarter

or a

minimum

semester of

(same

quantitative

2.00

course

the

transfer

strategies.

State

(same university

units)

(same

from

fall

units

better

CSU

University

semester

can

outside 60

visit

reasoning,

general

CSU

transferable

CSU

access

GE State

attended

eligibility

area

all

GE of

prior

the

that

transferable

California. the

education,

area

A3)

with

meets to

appropriate

Undergraduate

semester

Al)

A2) spring

quarter

intermediate

requirements both

including

courses.

admission.

units

year

and

(90 four

Non-local

using

algebra

CA/local

Earn

quarter

basic

this

Admissions

“C

skills

link:

area

government

outlined

units)

prerequisite

residents

courses:

better

must

grade

requirements

Bulletins.

may

(same

below

completed

section.

each

held

CSU

for

basic

may

the

8/22/17,

higher

skills

area

spring

course.

B4)

2:06

GPA

5 l3achelor

Minimum 120 Bachelor

GE GE First GE GE GE Second GE GE

GE GE Third GE

GE GE GE Complementary

GE Fourth Complementary Major AMST

Select Fifth

Area Area Area Area

Area Area

Area Area Area Total

Area

Semester

ETHS HIST HUM

Semester

Elective

One Written

300

Complementary

Semester Semester

A: C:

A: D: A: D:

C: D: B: A:

Arts

300GW

Arts Oral Written

Written

Oral Social 300GW Quantitative 300GW U.S. Arts

Written Units

Physical U.S. Humanities: Life

Number GWAR

(24

History

English

Science History (Cl) Communication

Communication (Cl)

American

Studies

Sciences

units

Course

English Required

English

English Science

Humanities

Communication

)D2)

(D2) of

)B2)

Studies

Literature

total)

Reasoning

(Dl)

Studies

Communication

Units SF

SF Communication

(El)

and or

Arts — State

State

U.S.

Take

(Al)

Laboratory and

(C3)

Roadmap )C2)

and

)B4)

and in

Studies

Laboratory One or

State

the

California

Critical

California

)A2)

Critical

Units

Studies Units

Writing Seminar Junior Perspectives )A2)

or Major:

Science Stretch <

)A4)

fA4)

University

San

University

Thinking

American

Science

Government

Seminar

Francisco

)B3) not

University

Ethnic

Historical

already

)A3) on

)B3)

)A3)

Elective

Humanities

American

Studies

‘

State

(D3)

satisfied

Analysis

Elective - —

University Take

Take -

Culture

GWAR

Writing

Two

Three -

GWAR

Studies -

GWAR

Roadmap

8/22/17

Pag-of

2:01

Units

15-16

3-4

3 3 3

3 3

3 3 3

3 3

6 3

9 3

3 2:01 PM i3achelor of Arts in American Studies Roadmap < San Francisco State University 8/22/17

6 3 Major Elective (24 units total) — Take One

GE Area UD—B:Upper Division Physical and/or Life Sciences (Consider SF State Studies Course) 3

Complementary Studies or SF State Studies or University Elective

Units 15

Sixth Semester

HUM45O CaliforniaCulture 3

HUM 485 The Arts and American Culture 3 or HUM 490 American Images: Photography and Literature

6 3 Major Elective (24 units total) — Take One

GE Area UD—D:Upper Division Social Sciences (Consider SF State Studies Course) 3 3 Complementary Studies or SF State Studies or University Elective

Units 15

Seventh Semester

Select One Geography Course 3

GEOG 455 Geography of Ethnic Communities

GEOG 550 Geography of the United States and Canada

GEOG 552 Geography of California

6 6 Major Elective (24 units total) — Take Two

6 Complementary Studies or SFState Studies or University Elective — TakeTwo Units 15

Eighth Semester

6 9 Major Elective (24 units total) — Take Three

6 Complementary Studies or SF State Studies or University Elective — TakeTwo

Units 15

Total Units 120-122

To avoid taking additional units, it is recommended that you meet LID and SFState Studies requirements (AERM,GP,ES,SJ) within your GE.

2 ENG 114 can only be taken ifyou complete Directed Self-Placement (DSP)and select ENG 114; ifyou choose ENG 104/ENG 105 through DSP you will satisfy A2 upon successful completion of ENG 105 inthe second semester; multilingual students may be advised into alternative English courses.

MATH60 and/or MATH70 are required prerequisites to Area B4 unless you score 50 or higher on ELMor have an ELMexemption.

Consider taking a class combined with a laboratory or a separate lab to fulfillB3 if not already satisfied.

Complementary Studies To fulfillthe Complementary Studies requirement, all students completing a B.A.degree must take twelve units from courses outside of the primary prefix of their major and not cross-listed with the primary prefix for the major. This requirement is automatically fulfilled when completing an American Studies major, so no additional units beyond the major are required to fulfillthe complementary studies requirement.

6 Major Elective Courses Courses, by choice and advisement, on a topic or theme in American Studies, drawn from at least two disciplines. Up to six units may be in community college or lower division course work. For students with GPA3.0 or higher, electives can include a senior course on advisement: Independent Study (699) on a specific topic connected to prior course work, to be developed through consultation with the coordinator and faculty from the appropriate department (3-6 units). Courses especially appropriate as electives for the American Studies major are offered by the following departments (not an exclusive list): • Africana Studies • American Indian Studies • Art

Pagy(of 3 2:01 achelor of Arts in American Studies Roadmap < San Francisco State University 8/22/17, PM

• Asian American Studies • Cinema • English • Geography • History • Humanities • Journalism • Latina/Latino Studies • Music • Political Science • Race and Resistance Studies • Social Science • Urban Studies and Planning • Women and Gender Studies

Quick Links bout the Bulletin \cademic Calendar ourses lass Schedule eneral Education Students following earlier Bulletin requirements can access the appropriate year using this link: Previotis Bulletins. Search Bulletin Print Options print this page ave this page as a PDF

Pag%of 3 ______

3/7/20 17 AMST 300 — Course Revision Course Revision Request

Proposed by: Cristina Ruotolo APD only E-mail: [email protected] AMST 300 Phone: 8-1099 Catalog number: 41860 New catalog number: Processed by/date: Bulletin year: Effective date: Spring 2018

Current Revised

ID AMST 300 ID AMST 300

Status A Status A

Abbr. Title PERSPECTIVES-AMER CULTURE Abbr. Title PERSPECTIVES-AMER CULTURE

FullTitle Full Title Perspectives on American Culture Perspectives on American Culture

Required in American Studies Required in American Studies BAand minor

Elective in None Elective in Humanities BAand minor Type Regular Type Regular Requirements GE Requirements GWAR

Staffing C2 (3) Staffing C5 (3) Repeats Not repeatable Repeats Not repeatable

Grading System P Grading System R

Restrictions • Class level(s): Junior Restrictions • Open to all

Current Description Revised Description

American culture from the perspectives of different social Examination of particular topics in U.S. culture and society sciences. American national character, social thought, and through the interdisciplinary lens of American Studies. political order.

Current Prerequisites Revised Description

Prerequisite: Upper division standing or consent of instructor. Prerequisite: ENG 214 or equivalent

Current Cross-Listing Revised Cross-Listing

HUM400

Summary of Changes • Requesting GWAR certification • Remove GE certification • Staffing Classification 1 changed from C2 (3 units) to C5 (3 units) • Access restrictions changed • Changed description • Changed prerequisites • Changed cross-listing information • Submitted new course outline Reason for changes Would like to make course into GWAR for American Studies major (and option for Humanities major) https://courseproposal.sfsu.edu/course/revise/review 3/7/2017 AMST 300 — Course Revision

Course Revision Request — Course Outline

AMST 300 (41860)

Course outline Thematic focus would vary by semester, within the parameters of the learning objectives. Heres an outline for a sample theme: Hollywood and the American Dream. their cinematic portraits of American 1. 1920-40s: focus on immigrant/Jewish studio moguls, their drive to assimilate to whiteness”, values and aspirations, the early history of Hollywood’s power to define and shape American values and ideas of what it means to be American.

2. Post-war McCarthy-era attacks on Hollywood: rise of Nixon and Reagan, Cold War conservatism, Hollywood responses to these political attacks.

3. Critiques of Hollywood and Hollywood critiques of the American Dream: more recent challenges to the myths of “America” promulgated by Hollywood, particularly in terms of race, class, gender and sexuality. Student learning outcomes 1. Students become familiar with a major topic in American cultural and society through an interdisciplinary lens; historical 2. Students develop skills in writing analytically about cultural objects, with attention to questions of style and form as well as and political contexts; 3. Students develop skills in developing narrowly focused writing projects into larger, more broadly focused writing projects; 4. Students become familiar with the major questions and concerns of American Studies scholarship. Program Learning Objectives Evaluation procedure to be used in determining final grades Participation (including attendance and in-class writing assignments): 15% Response papers: 10% Short paper: 20% Peer-Review Feedback (twice during semester): 20% Long Paper first draft: 10% Long Paper final draft: 25% List of textbookslreading assignments Possible texts (from which excerpts would be assigned):

Cultural History: NeilGabler, An Empire of Their Own: How the Jews Invented Hollywood Otto Friedrich, City of Nets: A Portrait of Hollywood in the 1940’s Victor Navasky, Naming Names Peter Biskind, Easy Riders, Raging Bulls: How the Sex-Drugs-and-Rock ‘N’Roll Generation Saved Hollywood Michael Rogin, Blackface, White Noise: Jewish Immigrants and the Hollywood Melting Pot

Fiction: Evelyn Waugh, The Loved One Joan Didion, Play it as it Lays Nathaniel West, Day of the Locust

Films: Simcha Jacobovici, Hollywoodism: Jews, Movies and the American Dream David Halpern, Hollywood on Trial BillyWilder, Sunset Boulevard Fred Zinnemann, High Noon Elia Kazan, On the Waterfront Stanley Kubrick, Spartacus Peter Fonda, Easy Rider Francis Ford Coppola, The Godfather Robert Altman, Nashville

hnps://courseproposal.sfsu.edu/course/revise/review ______

3/7/2017 AMST 300 — Course Revision Instructions and Signatures

AMST 300 (41860)

In order to have your course revision approved, you must submit this form to your department chair or director for his/her signature on this page. The form must then be forwarded to your associate dean for approval, Ifyou need to revise this form after printing, you can login at https://courseoroosaI.sfsu.edu/submissions/11O38 to view, edit, and print this submission.

Consultations

Department/Program Chair/Director Date

ArovaIs Department/Program Chair/Director Date

College Dean (or Designee) Date

University Provost (or Designee) Date

hrrps://courseproposaI.sl’sU.edu/course/revise/revie 2:01 PM 3achelor of Arts in American Studies — S]S Associate Degree for Transfer Roadmap < San Francisco State University 8/22/17, Bachelor of Arts in American Studies - SJS Associate Degree for Transfer Road map

Thisisa sample pathway for students who transfer to San Francisco State University in 2017—2018 with an AA-Tin Social Justice Studies. Sixunits in the major (electives) and all lower division GE requirements have been satisfied. Check with a major advisor about the most appropriate course sequence. Degree completion guaranteed in 60 units; see the Associate Degree for Transfer (ADT)section for more nformation.

First Semester Units

AMST310/HUM 485 The Arts and American Culture 3

AMST410/HUM 450 California Culture 3

Major Elective 3

GE Area A:Written English Communication II(A4) 3

or University Elective ifA4 was met in transfer

University Elective 3

Units 15

Second Semester

A15460 Power and Politics in American Indian History 3 or RRS600/HIST 466 History of People of Color in the U.S.

3 Major Required - Also FulfillsUniversity GWAR — Take One

ETHS300GW Writing in Ethnic Studies - GWAR

HISTGWARcourse

HUM GWARcourse

Major Elective

US and California Government Course 3

or University Elective ifUS/CAGovernment met in transfer

University Elective 3

Units 15

Third Semester

3 Major Required — Select One

GEOG 455 Geography of Ethnic Communities

GEOG 550 Geography of the United States and Canada

GEOG 552 Geography of California

6 Major Elective — Take Two

GE Area UD—B:Upper Division Physical and/or Life Sciences 3

University Elective 3

Units 15

Fourth Semester

6 Major Elective — Take Two

Pag..rof 2 Bachelor of Arts in American Studies — S]S Associate Degree for Transfer Roadmap < San Francisco State University 8/22/17, 2:01 PM

University Elective — Take Three 9

Units 15

Total Units 60

To Do at SF State: Enough total units to reach 120 minimum for graduation; 40 units minimum at the upper division level; to include the following:

University-Wide Requirements: 3-9 Units

• ENG 214 if not completed prior to transfer (0—3units)

• American Institutions (0—3units): USGovernment/California State and Local Government requirement if not completed prior to

transfer. The AMSTmajor includes a requited upper division course which also satisfies the US History requirement for graduation — view course descriptions.

• Upper division GE (3 units): Take a course to satisfy UD-B.Courses approved for UD-C and UD-D also satisfy major requirements - view course descriptions.

• Students entering the major with the AA-Tin Social Justice Studies are not required to fulfill SF State Studies requirements.

• Complementary Studies: consult with a department advisor on how transfer units and/or SF State units can be applied to ensure degree completion within 60 units.

American Studies Major: 33 Units Apply up to six units from the ADTto the Elective Courses area.

• Requited courses (15 units) — includes GWAR-designated course

• Elective courses (18 units) — Courses, by choice and advisement, on a topic or theme in American Studies, drawn from at least two disciplines.

Consult University Bulletin for a list of appropriate departments.

University Electives: 18 Units or Mote Units depending on course choices made at the community college, how transferred units ate applied to the requirements above, and course choices at SF State. Some courses may meet mote than one requirement, e.g., both in UD GE and the major. Upper division electives recommended in order to meet the minimum 40-unit requirement.

Quick Links \bout the Bulletin cademic Calendar Courses :lass Schedule 3eneral Education Students following earlier “Bulletin’ requirements can access the appropriate year using this link: Previous Bulletins. Search Bulletin Print Options rint this page 5ave this page as a PDF

Pay’2 of 2 4.3 Alumni American

April

Q2 #

L1/

American -

12th

Please

Curriculum

2017,

Answer

Studies

indicate

Total

7:22

Studies

Survey

100.00%

the

100%

PDT

program -

FEB2017

Count

which

you

studied

State: Q3 #

2 4 3 5 6 undercrdu -

Completed Cornpktcd qrathAat graJot€

Which n t’ UdQ1ddJt cde Co,ptet3d Corpkc dotibe dajraa daqi Crt.pleto:i dp dIrtrnen mnct dpart€nt dcl;

r Ifl m3ster5 oe i Mt r?cut ;j Lotl

of Vn majo

both n in R:l 00 th The

the J-. a a nt ti a a a

following

undergraduate

Completed 1 I 2 I

best

degree

Completed

describes 3

Completed

undergraduate

and 4

an graduate

graduate

your 5

undergraduate I

undergraduate

double

program

masters

masters I

major 7 I

degree

involving

minor

major

of 8 I

study

in in in

the the the the the I

department department department department

department

the 10

Answer I

Other

Total 1! I 92.31% 0.00% 0.00% 0.00% 7.69% 0.00% 100% 2 I % 13

Count 12 13 0 0 0 0 1 Q47 - What year did you graduate?

Data source misconfigured for this visualization Q48 - Ifyou completed an undergraduate degree, did you enter SFState as a Freshman or as a transfer student?

3 t€ Su_1.

I I I I I I

0 1 2 3 4 5 0 7 8

# Answer ¾ Count

1 Freshman 33.33% 4

2 Transfer Student 66.67% 8

Total 100% 12 Q49 - Did you pursue further graduate education after graduating from SFState?

I I I I 0 1 2 3 4 5

# Answer % Count

1 yes 61.54% 8

2 no 38.46% 5

Total 100% 13 Q50

Teaching Master’s Please Elementary MA Graduate Secondary Masters Several

and -

Women’s

indicate

Please

Extension

PhD in

credential

classes

Education,

Credential

History,

Teaching

degree

American

and

indicate

Courses

for

University

SFSU

Gender

Credential

Program Concentration:

programs

K-S

Studies

grades

degree

Studies

enrolled

Oregon

SF at

Yale

State

Adult programs

University.

Austin

Education.

meet

completed:

requirements

enrolled

for

completed:

Standard

Secondary

credential

Oregon What Q51

Substitute

Executive Executive Retired Retired retired Volunteer Full Santa Retired

Retired Have Curator

Executive Professor

time

taught -

Clara

What

elementary

your

High

graduate

Assistant Assistant

Assistant of

Teacher

locally

County

OLLI American

current School

classes

your

student.

Employee

school

Quarryhill

English

primary

Studies

current

teacher

the

Not Teacher

occupation?

Botanical

North

employed

the

from primary

University

Bay

San Garden

Francisco

the

occupation?

moment.

Hawaii.

Unified

School

District jobs

Q52

Briefly,

My None Francisco Graduate Receptionist. constraints. Started Level “standard” Registrar’s opinion? 2013 Temp Look I some After Secretarial/administrative now? Worked not field Sonoma North

Professor, Hawaii.

went

last

applicable

(American ...

Exec -

receiving

job

Douglas from

what

Briefly,

year

1 retirement

them 19

Valley

have

internships I

Assistant

signed

then and

Office

astounded.

schedule,

years

Student

Westmoor

in was Was

I’ve

under

his school,

my HS

was

Studies)

tell

your what

for

been

laid up

org.

for

PhD

planning

the

offered

Teaching

you

for

Drain, the

this

off

path

here

HS school,

I was

I this

was

led

was same

LGBTQ/Women’s ...

years after

started

major.

jobs

after

this to

OR compete

ever

and a

early

major

you

hired

to your Corporate

your

Prop.

organization

over

and

credential And

accepted day

working

since

absolutely an

English

because

current

then

13 life. many

to for English to

path

your

and

day passed.

avoid

position

Concierge

Assistant started

teacher

years

Center

position? grown

substitute. to

the

Admissions

position

teacher

ridiculous.

current

English

the

current

your

classes

Re-entered

change.

draft.

Professor

for UT

my Dept

For

current

employer

current

the

Then I

position?

After Really? remote

Austin,

current already

example,

Got

years

American

teaching

had

almost

Art

the

company

American

Office

concierge

position?

Executive had

but

College.

Curator

what memory

years

50 in

taken

field

Studies

Manager

different

years

pr...

Studies

firm.

position

From

work Assistant

were

one

1984

Department --

For

that

After

50 there

year

field.

similar,

and

7 video

years

example,

time

Yale,

bag

position,

years

contracts

graduated,

Needed

taught

transferred

manufacturer

and -- might games)

promoted

ago.

you

the

where

until

received

Masters

due

really

what

University

useful

wanted

2011

retired

want

the

support

budget

Associate

credit

San

‘If

in a

you

new

for

June

C- Q53

Tough Do American Studies Regarding Studies, sorts

and yes no Yes I’m somewhat Sort not Yes.

a preservation

collection

you

doing

applicable

of.

of -

feel

minor

interesting I

say. was

the American

Studies

Social

NYC

like you

field. I

trained

best

and

was

large

you’re

history,

Studies

feel

was

changed thing

people

Studies

objects

American

a working

curate

logical

I’ve

and

you’re major.

(historic

ever

Social

final

fit.

cultures in museum

mind

Studies

done the

paper

Science

will

structures, in working

field

for

say

(that’s

major

objects

for

myself.

third

that -

‘Don’t

yes

which

because

America,

(photos,

year. archeological

really

Ask

the

you

needed

Don’t

enjoyed

right?).

started

were

field

documents,

Tell’,

trained? sites

for

From

degree

really major,

which

Journalism

cultural ephemera)

Female

that

appreciate

you

I it

American

landscapes)

could

gave

major

but

were

dump me

the

with

current

Jewish

the

time

trained?

freedom

many

that

work

American

writers,

position,

credits

in spent

historic

study

Indian I

Gender

“curate”

into

SFSU,

all - Q54 # 2 1 introductory/co Very - coursework instruction instruction intermediate Please Satjs 3at re Quality Quality Question ea courses courses N/A ed

rate 0 ot or of

I in in I

your Very satis 75.0 66.6 2%407 I tied 0%

satisfaction 8 I Satisfied 16.67% 8.33% 80 I

with 2 1 Neutral

the 8.33% 8.33% S S S S Quality Quality Quality Quality

quality 1 1 of of of of Dissatisfied instruction instruction instruction instruction

of 0.00% 8.33%

instruction in received in received 0 1 introductory/care intermediate dissatisfi

in 0.00% 8.33% from from Very

your ed faculty teaching coursework 0 1

major: courses members 0.00% 0.00% assistants N/A or courses 0 0 Total 12 12 Quality of instruction 66 6 3 received from 8 16.67% 2 8.33% 1 8.33% 1 0.00% 0 0.00% 0 12 faculty members Quality of instruction 4 received from 4 8.33% 1 8.33% 1 0.00% 0 0.00% 0 50.00% 6 12 teaching assistants Q55 - Please rate your satisfaction with your coursework in your major:

Very atsed

Satsfec

S Breadth and depth of material covered in courses S The sequencing (order) and integration of courses offered 5 Level of intellectual engagement —Appropriateness and clarity of grading methods Relevance of coutsework to your career plans * The availability of courses when you wanted to take them

Vydat%sfeL

N/A

I I I I I 0 2 3 4 5 7 8 9

Very Very # Question satis Satisfied Neutral Dissatisfied dissatisfi N/A Total fled ed Breadth and of material 66.6 depth 70/ 8.33% 1 25.00% 3 0.00% 0 0.00% 0 0.00% 0 12 covered in / /0 courses The sequencing (order) and 66.6 2 8 16.67% 2 16.67% 2 0.00% 0 0.00% 0 0.00% 0 12 integration of courses offered 4 3

5 6

The

your

grading

Appropriateness

you

coursework

courses

availability Relevance

and

engagement

career

intellectual

wanted

take

methods clarity

Level

when

them plans

to of of of to

75.0

66.6

58.3

0% 0%

8 9

25.00%

0.00%

0.00% 8.33%

1 3

25.00%

33.33%

16.67%

3 4 2

0.00% 0.00%

0.00%

0.00% 0.00%

0.00%

¶1

12 12

12 Q56 The All Jewish James, degree The American NYC Various Geography, Please Cinema who requirements. I I all

was have

really

faculty.

Gender

courses

american

History

chaired

able -

all

describe

American

the

don’t

and

Please

courses Lit

History

courses, Studies

world’s

History

didn’t

the marbles

incorporate

recall....This

literature

Those WGS

the ,

describe

program

Women

which

courses

dullest

care

courses

Humanities,

courses --

SESU

all

were

classes for

was

Writers

the

writer;

three

them

that

were

the

those

were

equally

courses

were

ot and were

courses

and

most

days,

awesome. them

than

art

most

great.

from another

most

useful

classes

and --

forty

interesting

but

useful that

various

For

years

I minor

have

me.

other some

were

ago.

History

you. The

electives aspects

Women

idea

other

most

Department

only

what

courses

useful

and

real Victoriana.

took

courses

Gender

recollections

were

faculty.

lot

took.

you.

mandatory

Studies

U.S.

had

think

are

History,

into

positive

for

there

the

Professor

Geography

overall

was

experiences

American

one

Stanley

degree

and

Studies

Henry

with

Bailis, Q57 - Please describe the courses that were least useful to you.

Please describe the courses that were least useful to you.

Freshman core classes - CriticalThinking - Philosophy was the worst.

CaliforniaHistory - it was very focused and had a bizarrely racist bent

none Ifound I used information for all my courses in the field of teaching elementary grades due to the fact you have to teach ALLsubjects. Sadly,the actual core courses for American Studies were the least useful and interesting. That California Culture course really stands out as a waste of time and resources. Math & PE the american history classes were most boring

See above. Q58 - Please describe any obstacles you encountered to completing your program of study.

Please describe any obstacles you encountered to completing your program of...

Me being lazyand not understanding the value of money or how fortunate Iwas to be able to go to college. Navigatingthe administration at SFSUis incredibly difficult - advisors change all the time and nobody seems to know how to get things done none

I The draft would have been a big obstacle, but Iwas able to obtain conscientious objector status about the time was forced to finally graduate.

None. Ichose this major for its flexibility in elective choices. I never had any issues acquiring courses with American themes! subject matter. Had to work 30 hours a week usually to pay for college after the death of my father, having been accepted to UC Berkeley.Could not afford that institution, but no regrets, very positive about the quality of my education at SF State.

having to stand in line on the campus at 4AM to register for the classes Iwanted

Cant remember any.

None.

QLI Which your

An Q59 A Cultural A Researching general them How Writing, through helped education, I Correspondence I I recognizing prepared I developed know believe am desire love appreciation full to - basically,

career for skills, how

Which me get knowledge competency to James. particularly of I in those received gain the understand things useless and to terms a skills competencies, broader take foundational don’t

or Just a for around understanding

skills, and little done of

life? a information of a the sayin. papers; well bother. all street writing geography, understanding insight other rich myself me things

competencies, rounded or car. culture knowledge time Even cultures into content about without barriers and At management; history though the view least that my America, of better appeal knowledge help. American and I at I is U.S. sdto. used gained background I’m our the

or obstacles history, of 72, diversity country particularly

content a cross-curricular from life Studies I Donald from can politics, is to my tell short. of the higher American knowledge Trump. cultures

knowledge people lit, courses society There history, education. approach the and Studies do are and contributes politics, plots viewpoints you things culture.

from to us... of major considering and several much

the to Now has we culture that more

courses James humans been that subjects; fun I’m really novels, to experience. entering

do do helpful very

you and than well the I in plod

use can /60 It filed has tell

in of Q60 - Please describe any skills, competencies, or content knowledge that you feel should be added, changed, or subtracted from the curriculum?

Please describe any skills,competencies, or content knowledge that you fee...

None - it was very “Choose your own adventure” and Iloved that. none

Ithink there should be better core courses! more options. There should also be more options for the GWAR requirement. Toearn the minor in Women and Gender Studies, I had to take their GWAR.Ifa student is getting a minor or has an interest in a particular field that relates to American Studies, they should be able to take the

GWARin that discipline. I also think that promotion of this major is sadly lacking. Whenever someone asked me about my major, they always looked quizzical when I told them it was American Studies. Few know what this field is all about. We need to emphasize how relevant it still is. Perhaps more about USminority cultures, but at the time these areas were only beginning to be seen as valid pursuits in university education. Have been out of touch since 1973

I really wanted to learn more about museum conservation (conservation of materials such as paper, photographs,

plastics, metals etc) but unless Iwas going to select Conservation as my subject of specialization (which I didn’t

because of my lack of chemistry knowledge), I don’t remember a course in Conservation of Materials being offered to “non-majors”. Ialso would have benefitted in more than an introductory level class in NHPASection 106 law and historic preservation of structures, landscapes and archeo sites.

I have no idea what the curriculum looks like today.

/bf Q61 Answer 0 Field • Total 5 7 8 9 10 -

How Minimum 20.00% 20.00% 10.00% 10.00% 30.00% 10.00% 100% 0.00

confident ¾ Maximum Count 10 10.00 2 1 2 1 1 3

are

you Mean 7.40

your Std Deviation

quantitative 2.84 Variance 8.04

reasoning? Count 10 1(72— Q62 Answer Field 4 Total 7 5 9 10 -

Minimum How 27.27% 27.27% 18.18% 18.18% 9.09% 100% 4.00

well ¾ Maximum

did Count 11 10.00

your 3 2 2 1 3

program Mean 7.36 Std

prepare Deviation 2.23

you Variance

to 4.96

write Count

in 11

your

field? Q63 - Lookingback, did your studies at SFState prepare you for your career?

Lookingback, did your studies at SFState prepare you for your career? no yes

I I became an independent bookseller (owner of Gallery Bookshop in Mendocino CA)for a 26 year run. would say that having an eclectic education did help me in that occupation.

I’mstill in school , at the graduate level. Iteel prepared for any new academic challenges or rigors.

Yes

Absolutely!

I It provided me the degree that I needed but not the specific training I needed to perform my job. The training received at SFSUwill likelybenefit me in my post-retirement subsequent employment.

I t’( Q64 - Please rate the overall number of required courses (units) in the degree program:

too ry quw*3 cou (ntti)

not cnocg eqIwoi cois (in.

Jrr c.f oquirei cociro

I I I I I U 1 2 3 4 5 6 7 8 9

# Answer ¾ Count

1 too many required courses (units) 0.00% 0

2 not enough required courses (units) 10.00% 1

3 right number of required courses (units) 90.00% 9

Total 100% 10 Q65 - Please rate your satisfaction with faculty efforts in each area:

Very Edt ec

ti ?C

Neutr& Facilitating your learning Availabi’ity and accessibility * Research experiences, internships, and practica * Appropriate knowledge of trends in the field Assistance in preparing students for career goals

N/A

I I I I I 0 1 2 3 4 6 T

Very Very # Question satis Satisfied Neutral Dissatisfied dissatisfi N/A Total fled ed Facilitating your 6W3 1 6 30.00% 3 10.00% 1 0.00% 0 0.00% 0 0.00% 0 10 learning Availability and 50X 2 30.00% 3 10.00% 1 10.00% 1 0.00% 0 0.00% 0 10 accessibility Research experiences, 3 7 10.00% 1 10.00% 1 10.00% 1 0.00% 0 0.00% 0 10 internships, and practica

toç. Appropriate knowledge of 60.0 6 10.00% 1 20.00% 2 10.00% 1 0.00% 0 0.00% 0 10 trends in the 0% field Assistance in preparing 40.0 5 20.00% 2 40.00% 4 0.00% 0 0.00% 0 0.00% 0 10 students for 0% career goals Q66 - Which activities did you participate in as part of your degree program at SFState? (Check all that apply)

First-year sminvs

Cormrtiriit rvic .ar r nc

3rF.c5I ptcct Q idpnd.i’t rcse3!ch b cufty

Underqtctiat roarch

Compijnit ternng

3roup work

0 1.5 2 2.5 3 3.5 4

# Answer % Count

1 First-year seminars 14.29% 1

2 Community service learning 28.57% 2

3 Special project or independent research guided by faculty 57.14% 4

4 Undergraduate research 42.86% 3 2 5 Community-engaged learning 28.57%

6 Group work 57.14% 4 or 7 Master’s thesis 0.00% 0

8 Other 14.29% 1

Total 100% 7

Other

Internship This

Q67 Wonderful and As American Please and Enjoyed new Professor being

very American

was

courses -

undergraduate

admitted

add

Please

learning

collaborative

Luby,

Quarterly,

new

teachers

any

that

Studies

further

program

whom

add

from

were

Yale’s

the

had I

faculty.

any

with wrote

I Dr.

comments

added.

also

PhD at

leading

are

Ellis

the

students further

enjoyed

program.

now

Prior

but

research time

journal

regarding

wasn’t

dead,

and

comments

choosing

paper

but

whom

always

graduation

was

the

advising

well

that field

exciting

topics convinced

felt

remembered

regarding

revised

with injected

American

for

your

exploration.

her

BA into

major

the

from on

knowledge

Studies.

advising

department

scholarly

the

dept/progr...

ground

State,

base

article

floor.

certain with

your was

was

with

some

accepted The

current

this

major

assistance

faculty

current

was

with

for

dept/program.

was

key

relevancy

publication trends,

from

factor

extraordinary

History

unlike

gto

with

in Q68

statements # Strnçj recommend - Stwn to dept/program

Please prospective students. Question I Ajr would

regarding N/A

indicate this

I 1111111 Stron Agre 8 gly e

the

overall 8 *

$ — $

extent The There Students’ There Faculty My would 0.00% Agree

quality: dept/program intellectual is is

to recommend in adequate good the knowledge,

which 0 communication dept/program Neutral 10.00% climate experiences flexibility

you this understanding, in dept/program

agree 1 the in are Disagree dept/program between the (courses, 0.00% committed

or dept/program

disagree and to faculty research, 0 prospective skills to is hi teaching. their stimulating. and are Disagree with Strongly to projects, 0.00% adequately students pursue students.

each electives 0 etc) regarding

of assessed. 10.00% were

the N/A for relevan...

following student p. tt 1 Total 10 2 4

dept/program

between

flexibility

The

corn

understanding,

are student

dept/program

climate dept/program

concerns,

Faculty

were There

and and

projects,

electives

suggestions.

stimulating.

experiences

knowledge,

intellectual

mu adequately

committed

directions.

adequate

interests. my Students

assessed. teaching. regarding

goals

personal

research,

(courses, students skills

There

relevant

pursue

faculty

ication

needs,

career

good

their

the

the the and

etc)

and

for are

70.0

60.0

70.0

50.0

20.0

10.00%

30.00%

10.00%

10.00% 20.00%

30.00%

0.00%

1 2

0.00%

10.00%

20.00%

30.00%

20.00%

2 1

10 Q69 - If I had to do it again, Iwould choose this dept/program for my major/minor/graduate study.

Stngy A1Jre

N/A

I I I I 0 1 2 3 4 5 6 7

# Answer % Count

1 Stronigy Agree 70.00% 7

2 Agree 20.00% 2

3 Neutral 10.00% 1

4 Disagree 0.00% 0

5 Strongly Disagree 0.00% 0 0 6 N/A 0.00%

Total 100% 10 Q70 - In general, how would you characterize the academic material/content taught in the dept/program?

Very CnjHenqne

AUeqz ) Challri;i re;

Sore ewhre Cha1tencj ng

NotAtAN :.:.‘:• Chatvngmg

N/A

0 v.5 1.5 3.5 4

# Answer % Count

1 Extremely Challenging 20.00% 2

2 Very Challenging 40.00% 4

3 Adequately Challenging 30.00% 3

4 Somewhat Challenging 0.00% 0

5 Not At AllChallenging 10.00% 1

6 N/A 0.00% 0

Total 100% 10 What Q71 American graduating! Focusing teach The of Finishing The to enjoyed Just interdisciplinary I professors part. My received courses address internship faculty affair the was - in

What the overall the on Studies I a the in and concerns had were special WGS elementary rapport other most opportunity. students.

was with intellectual nature diverse and offered disciplines rewarding award or I my

the had creating receive of teacher school and a with American

most from stimulation major welcoming which experience my guidance. the level. the

rewarding with own department Studies. department enabled a curriculum and wide in Its you their support. a It eto me great range had was

experience coordinator, approaches in through in empowering. broaden major recognition of the courses dept/program? that the professor to my

you flexibility that curriculum should of knowledge I was my was

had academic and be able very of

in expanded. advisor. and the to base,

the suitable design student American and

dept/program? and There personal Most for my meet interaction someone was major Studies of all, other always achievements. and I curriculum enjoyed for wanting great take opportunity the a I most variety the (7 to

/ I also