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Midd Sciences Formaldehyde Safety Training (Midd Lab Safety Training Module #5)

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Sleep 101
Intro to CAT Tools FA17
EDUC 8562A: Teaching of Reading

Books/Materials: Required:b> Hedgcock, J., & Ferris, D. (2009). Teaching readers of English: Students, texts, and contexts. New York, NY: Routledge. Recommended: No texts/materials recommended Prices may vary - check multiple resources
WRPR 0101A: Writing Workshop II

Writing Workshop II All sections of this course will address a variety of writing techniques and communications tools. Each section will focus on a particular theme. This course does not fulfill the college writing requirement. 3 hrs. lect./disc.
META Lab Online Data Bootcamp

An online resource for numeric literacy, quantitative skills, and more created by the MIIS META Lab
ENGL 7705A: The Novel before the Novel
ENGL 7768A: Literature of the HolocaustStolen Years Youth Under Nazis

This course examines the experiences of childhood and adolescence, male and female, under the Nazis in World War II as witnessed, remembered, and represented, through a variety of means and genres in text and image. Through their writings, two 16-year olds in 1944, Anne Frank (Dutch) & Elie Wiesel (Hungarian), are probably the best known-adolescents of this period. But our reading introduces a host of other remarkable voices that attest to the creative power of the written word to grapple with the extraordinary and often unspeakable, along with a selection of relevant films. All the major books assigned in this course (with a few exceptions) have genuine literary merit, mostly written by gifted, even professional authors. Memoirs are a dime a dozen; many are worth reading; but there needs to be something more to engage the mind, to probe the uses of language where language is insufficient and to explore the aesthetics of persecution and atrocity. Fiction and semi-autobiographical fiction too are essential to our project. All these readings are meant to challenge us as to how to reconcile the child-self with the adult-narrating self; how to represent versions of the trope, 'coming of age,’ in such appalling conditions, along with issues of ethical complexity (and complicity), and finally, the significance of gendered differences. Likewise, the films in the course are for the most part by equally well-known directors (e.g., Holland, Wajda, Malle, Shortland). Although we focus on the fate of Jewish youth, who were specific targets of genocidal policy, not just unintended victims, we will also attend to others in the occupied countries (Poland, USSR, Hungary, Italy, Romania, France, Netherlands) as well as in Germany itself. Some recurrent themes: childhood and its ramifications (metaphorical or otherwise): coming of age: (premature, foreshortened, achieved): memory, recollection, and retrospection (with attendant problems), confused identities with evidence of emotional trauma as well as coping mechanisms of resilience and adaptation.
SPAN 3411A: Practicum: Adv Written Comm.

Practicum in Advanced Written Communication This course is designed for those students who need to develop their writing production skills, and who are making the transition from fourth-semester (Intermediate) to Advanced coursework in Spanish. Throughout the course, students shall analyze different discursive genres (text types), establish the base from which to improve their syntax, learn orthographical rules, refine their use of discursive connectors, and expand their vocabulary. The main goal is for the students to create their own texts intended for different communicative objectives, and acquire the necessary tools to develop their own style in Spanish writing. (1 unit) Required text: Material in electronic format will be made available upon arrival at Middlebury
FRLA 8377A: Resources Conflict & Security

During weeks 1-2, this class examines the concepts of conflict, violence, and security as they apply to our age. During weeks 3-10, we study the role of unequal distribution of and access to water, land (international land acquisitions), agriculture and food in fostering insecurity and conflict. Students choose the topics / types of resources and conflicts that they want to cover during weeks 11-15. In addition to linguistic development and knowledge of topic, we also seek to develop key professional skills such as technical reading, social presentation of self, public speaking, debating skills and group management. This is an excellent introductory or bridge class at an intermediate level for 1st semester students who wish to progressively hone their language and analytical skills. Emphasis is on aural, oral and reading proficiency development, and to a lesser extent, writing skills in French. The level of French proficiency recommended is Advanced Low to Advanced Mid on the ACFTL language proficiency scale. Students at the Intermediate High level may be accepted (after interview with me) if they are very motivated and have a strong work discipline. <a href="http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english">http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english</a>
Cultural History of the Computer—The Computerized Society

The Computerized Society: A Cultural History of the Computer Since WWII What theorist Jean-Francois Lyotard called “the computerized society” turns out to be about far more than just machines. Technological developments are inextricably linked to other factors: culture, politics, economics, war, identity, race, class, gender, the law, region. In this course we will take an American studies approach to the evolution of the modern computer to grasp its history—and therefore its present significance. Students will encounter a wide range of sources and complete three analytic essays that begin with creative prompts to generate compelling historical interpretations of technology and its contextualized importance in America and the world. 3 hrs. lect.
INTD 0210A: Sophomore Seminar/Liberal Arts

Sophomore Seminar in the Liberal Arts This course is designed for sophomores who are interested in exploring the meaning and the purpose of a liberal arts education. To frame this investigation, we will use the question "What is the good life and how shall I live it?" Through an interdisciplinary and multicultural array of readings and films we will engage our course question through intellectual discussion, written reflection, and personal practice. There will be significant opportunities for public speaking and oral presentation, as well as regular writing assignments, including a formal poster presentation. Readings will include reflections on a liberal arts education in the U.S. (Emerson, Brann, Nussbaum, Oakeshott, Ladsen-Billings, bell hooks); on "the good life" (excerpts from Aristotle, sacred texts of different traditions); on social science analyses of contemporary life; texts on the neuroscience of happiness; as well as literary and cinematic representations of lives well-lived.

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