Coursework

MSLS
MAT
B.A. in History

Master of Science in Library Science degree, School of Information and Library Science, University of North Carolina at Chapel Hill

  • INLS 461: Tools for Information Literacy (Bergquist)
    • INLS 461 will explore some basic concepts related to how standards connect computers using various versions of software and hardware.  We will spend quite a bit of time gaining practical experience with several Internet tools and resources.  We will also introduce concepts and practice skills germane to effective use of the power built into word processing, spreadsheet, relational database management, and presentation graphics software.
  • INLS 465: Understanding Information Technology for Managing Digital Collections (Lee)
    • The fundamental motivation for this course is that anyone responsible for digital collections will have to understand and be conversant in various aspects of the associated information technologies, in order to evaluate the work of developers, delegate tasks, write appropriate requests for proposals (RFPs), and establish reasonable management and preservation policies.  Course objectives include: assess many of the opportunities and challenges associated with digital information systems that you have not seen before and explain them to those who have less technical background than you; actively contribute to discussions about design, maintenance and changes to the information systems that support digital collections for which you are responsible; read and understand the information technology trade press, recognizing opportunities and strategic implications for the management of digital collections; contribute substantive recommendations for policies related to the management of digital collections.
  • INLS 500: Human Information Interaction (Sheble)
    • INLS 500 is concerned with the behavioral and cognitive activities of those who interact with information.  The role of information mediators is emphasized.  This course provides an overview of literature on information needs; use and dissemination of information; contexts of information interactions, and the roles of information professionals with respect to supporting human-information interactions.
  • INLS 501: Information Resources and Services (Gollop)
    • This course will focus on various information and reference systems, services, and tools provided in libraries and information centers.  We will examine reference sources in a variety of current formats, both print and digital.  In general, the course is divided into the following areas of concentration: overview of the reference function and the role of libraries; the history and future of reference service; basic database searching; major categories of information and referral tools, including bibliographies, dictionaries, encyclopedias, directories, geographical materials, and other ready-reference tools; and reference interviews and consultations.
  • INLS 520: Organization of Information (Crystal)
    • In this course, we will explore some of the persistent problems of organizing
      information (at both the small, personal scale and the large, institutional scale) and the attempts to solve them.  This class integrates theory and practice.  We study theory in order to avoid reinventing the wheel—much has been learned in the past 50 years of information science research that we can take advantage of in our work.  We examine practice to ensure that we’ll be able to apply techniques in the context of real business and professional challenges.
  • INLS 523: Database I (Mostafa)
    • This course will provide instruction in both fundamental principles and user-centric methodologies for effective database design.  The course will be driven by design activities conducted for a semester-long project.  It will begin with a description of data flow through organizations based on tasks and operations.  Then, abstraction of metadata using data modeling will be covered.  Subsequently, requirements-specification will be taught, and students will generate their project descriptions based on in-depth analysis of design problems.  This will be followed up with discussions on the relational model and translation of data models to schemata. Next, the focus will shift to hands-on design tasks involving queries, forms, and report generation.  After a prototype design is implemented, students will perform small-scale evaluation of the system.  Following this, students will learn about life-cycle issues and database maintenance.  The final part of the course will concentrate on advanced database systems.  Includes work with both Access and Oracle.
  • INLS 525: Electronic Records Management (Lee)
    • In this course, we will begin by considering the messy recordkeeping environment in which we currently live. We will then gradually build up a set of concepts, tools and strategies that information professionals can use to help shape more appropriate, valuable and sustainable recordkeeping systems.  Course objectives include: gain awareness of trends and practices in contemporary recordkeeping environments; understand the nature of electronic records in different organizational, technological, legal, cultural, and business environments; be aware of social, legal, and policy implications for individuals and organizations keeping records in electronic form; be able to analyze a variety of problems related to electronic records and propose solutions that are appropriate in particular contexts; understand the differences between recordkeeping systems and other types of information systems; be able to evaluate the effectiveness of different approaches, methods, and technologies for managing electronic records; understand the technical and institutional requirements associated with long-term retention and preservation of electronic records; be able to evaluate various electronic recordkeeping strategies.
  • INLS 556: Introduction to Archives and Records Management (Lee)
    • This course provides a survey of principles and practices that archivists and records managers apply, as well as issues that they confront.  We will discuss the nature of documentation and recordkeeping in contemporary society and the different types of institutions with responsibility for records.  We will also examine the archival profession, its internal diversity and its relationships with allied professions.
  • INLS 582: Systems Analysis (Shearer)
    • This course will introduce the basic concepts underlying systems analysis, focusing on contextual inquiry/design and data modeling, and the application of those analysis techniques in the analysis and design of organizational information systems.
  • INLS 585: Management for Information Professionals (Moran)
    • The focus of the course is on management in information agencies of all types both in profit and not-for profit organizations, but the principles taught are applicable in any management setting.  A wide range of topics will be covered including planning, budgeting, organizational theory, staffing, leadership, organizational change and decision-making.
  • INLS 740: Digital Libraries (Pomerantz)
    • Research and development issues in digital libraries, including collection development and digitization; mixed mode holdings; access strategies and interfaces; metadata and interoperability; economic and social policies; and management and evaluation.
  • INLS 752: Digital Preservation and Access (Tibbo)
    • This course focuses on integrating state-of-the-art information technologies, particularly those related to the digital curation lifecycle, digital repositories, and long-term digital preservation, into the daily operations of archives, records centers, museums, special collections libraries, visual resource collections, historical societies, and other information centers. Issues, topics, and technologies covered will include the promise & challenge of long-term digital preservation and curation; creating durable digital objects, approaches to preservation; development of institutional repositories; image processing; selecting materials for digitization and managing digitization projects; resource allocation and costing, risk management, digitization and metadata; rights management and other legal and ethical issues; digital asset management; standards; file formats; quality control; funding for developing and sustaining digitization projects and programs; and trusted repositories.
  • INLS 755: Archival Appraisal (Tibbo)
    • This course will explore what has been termed the archivist’s “first” and arguably most important responsibility, appraisal.  Students will investigate the theories, techniques, and methods that archivists use to identify documents and other materials of enduring value for long-term preservation.  Students will study the history of appraisal and compare contemporary approaches from around the globe and study the work of various repositories.
  • INLS 757: Principles and Practices of Archival Description (Dean)
    • This course is based on the principles of archival description as expressed in Describing Archives: A Content Standard (DACS).  Students will explore implementation of DACS and examples of other relevant data content standards useful in archival description, and data structure standards used by U.S. archivists, primarily Encoded Archival Description (EAD) and MARC.  We will consider how these descriptive standards intersect with archival arrangement and the decisions that archivists must make in balancing arrangement and description needs of collections, perceived needs of users, and the pressures to intelligently manage human and financial resources available for processing archival collections.  The course will also provide students with theoretical and practical aspects of authority and subject analysis work as it applies to archival collections; the history and development of archival standards in the U.S.; the use of content management systems in archival description; the impact of arrangement and description on users; and descriptions of special formats and born-digital records.
  • INLS 890: Libraries and Librarianship in the Czech Republic
    • This course is a twoweek summer seminar which provides an intensive introduction for library science students and professionals to all aspects of librarianship in the Czech Republic.  The course features lectures and tours both in Prague, the Czech capital, and in outlying towns within the country.  Students will become familiar with libraries of many types, including public, academic, special and monastic, and will also visit archives and museums relating to librarianship.
  • INLS 890: Making the Humanities Digital (Shaw)
    • Topics to be investigated include: computational methods for humanist research, new ways of presenting and disseminating humanist thought, new media as objects of humanistic inquiry, interdisciplinary work in the humanities, and critiques of the digital humanities.

     

Masters of Arts in Teaching degree, Graduate School, Duke University
SUMMER 1994

  • History 262.01: Problems in Soviet History (Lerner)
    • Studies in the background of the Revolution of 1917 and the history and politics of the Soviet state.
  • History 214: Class, Public Opinion, and the French Revolution (Reddy)
    • The current state of the ongoing controversies over the origins and character of the first modern social revolution.
  • MAT 302: Educating Adolescents (Bingham)
    • The focus of this course is on understanding the adolescent as a learner.  Toward that aim, we will examine selected theories of adolescent development, emphasizing educational implications.  We will also study theories and principles of educational psychology with an emphasis on secondary school education.
  • MAT 303a: Effective Teaching Strategies (Teasley)
    • This course is designed to prepare you to be a high school teacher.  The daily session will focus on generic methods of teaching adolescents in American secondary schools, viewed within the framework of Dimensions of Learning by Robert Marzano, et al.  Throughout the course you will complete writing assignments to help you reflect on your learning.

FALL 1994

  • Cultural Anthropology 399.16 (Starn)
    • This course introduces the culture and politics of Latin America.  The first half of the class examines the history of the region, from indigenous civilizations before the European conquest to modern times.  In the second half, we will explore contemporary Latin America, ranging across issues from human rights and development to religion and economics.
  • History 399.05: The Shadows of History (independent study, Keyssar)
    • This independent study investigated how history is recorded and who the participants are in this process.  It considered the various phases and modes of historical writing, including narrative history, “new history,” and social history.
  • MAT 341: Reflective Practice (Bingham)
    • This course provides the opportunity for the MAT intern to apply, in the high school classroom, theory, principles, and concepts learned in the college classroom; to reflect on those efforts through journal writing and sharing with MAY colleagues; and to emerge as a competent professional who understands that development as a teacher is a continuous process requiring action followed by reflection.

SPRING 1995

  • History 175S.01: The Southern Plantation, 1790-1990: Odyssey in Black and White (Nathans)
    • This course examines the Southern plantation as a microcosm of Southern social history from 1790 to 1990.  The course looks at the parallel evolution of black and white communities, families, economies, cultures, mutual perceptions, and political interactions.  The class examines four stages in the plantation’s history from the Old South to the New Deal, from Reconstruction to the Civil Rights Movement, and ends with the impact of the 20th century exodus from the plantation South on the rest of the nation.
  • Sociology 282S.01: Women’s Movements in the United States and Canada (LeClerc)
    • This course compares women’s movements in Canada and the United States.  It examines the differing ways the movements organized, chose priorities, dealt with internal and external conflict, and addressed the State.  We will understand the political, cultural, historical and structural differences which shaped the movements and the outcomes for women and for society.  Particular attention will be paid to the many diversities within the movements.
  • MAT 342: Reflective Practice (Bingham)

Bachelor of Arts, Trinity College of Arts and Sciences, Duke University

  • History major
  • certificate in Women’s Studies

FALL 1991

  • History 093S.02: Modern American History (Watson)
    • The purpose of this course is to provide a historical background for the other courses in the Twentieth Century America Program; to try to explain historically the development of significant social and political issues; to try to gain some understanding of why things happen and why things happened the way they did; to try to think critically, and to try to write more clearly and persuasively.
  • French 101.05: Introduction to French Literature (Meyer)
    • French 101 is designed as an introductory course in literary analysis focusing on literature from the Middle Ages through the 18th century.  We will read selected texts as representative of the periods from which they date, as vehicles of certain ideologies, and as commentaries on the particular culture which they have contributed to shape.  The readings are organized around the following topics: l’amour, l’étranger et l’indigène, l’éducation, langage et révolution.  As well as considering the texts’ common features, we will be attentive to the specific ways these topics are represented at different historical moments.  Consequently, our semester’s work will chart the interaction and intersection between French literature and culture.
  • Religion 060.02: Ethical Issues in 20th Century America (McCollough)
    • Social ethics presupposes a moral context.  A major aim of our study will be to try to understand the development of the moral traditions and ideology which inform 20th century American society.  The core values in American morality derive from Western religious and political traditions.  A social ethic relevant to the needs of our own day will recognize and affirm these – but not in an unqualified way.  The challenge of new problems and changing conditions calls for thoughtful and critical assessment of moral values, ideals and principles.  This is the project of ethics.  A very important part of our investigation will be the continuous effort to raise the right questions.  We may disagree about the answers.  But we should be able to reach agreement on those questions that are timely, interesting, intrinsically important and heuristic.  The process of formulating the right questions and examining their implications will be demanding but quite rewarding.
  • University Writing Course 007.02
    • Designed for the 20th Century America Program.

SPRING 1991

  • French 102.01: Introduction to French Literature (Cobos)
    • French 102 is designed as an introductory course in literary analysis focusing on literature of the 19th and 20th centuries.  The approach will be both thematic and critical, developing parallels between questions raised and methods used in literary texts.  The readings are organized around genres: la narration, la poésie, le théâtre, and around themes: le modernisme, la francophonie post-colonialiste, des voix féministes.  Through comparisons of different works within these generic categories, we will trace shifts of sensibilities and concerns that mark the shaping of what might be understood as our current cultural thought, and, through attention to contemporary themes, we will consider salient preoccupations that characterize our perception of the world, textual and otherwise.
  • Art History 049S.02: The “Life” of a Monument: The Cathedral of Notre-Dame in Paris (Bruzelius)
    • The class will spend a semester examining the history of the cathedral of Notre-Dame in Paris from antiquity to the present.  We shall start with Roman Paris and proceed from there to the emergence of Paris as a Bishopric and the first Christian complex of buildings.  We shall examine how the building of the present cathedral in the twelfth century, by far the largest building of its time, may have been important to both the emergence of the idea of Paris as a capital in the late twelfth century and the increasing prestige and authority of the French monarchy.  The cathedral of Notre-Dame was also a pivotal monument for the Gothic Revival in France.  The cathedral itself is the central “character” in Victor Hugo’s novel Notre-Dame de Paris; the novel thus was pivotal in awakening interest in France’s medieval heritage and to the emergence of the idea of Gothic as the national style of France.  We shall conclude the semester with a study of the implications of this nationalism in the writings of Viollet-le-Duc.
  • Religion 049S.01: The Belief Structure of Recent Jewish Fiction (Kort)
    • Narratives by four male Jewish writers will be read in order to study the various ways among them that the potential of narrative to provide coherence and identity in situations of stress can be employed.  The focus of the course, then, is on narrative discourse, its role in granting or achieving coherence and identity, and the relation of belief to those projects.
  • History 049S.03: Speaking About the Past, Writing About the Past (Ewald)
    • This course looks at literacy from the perspective of face-to-face, spoken communication.  The world of the spoken word – i.e., orality – is not simply the lack of writing.  Instead, orality represents an active and often valued alternative to literacy.  We will explore the possibility that speaking and writing each create distinctive ways of thinking – including thinking about the past.

FALL 1991

  • English 091.01: Introduction to the Study of English Literature (Williams)
    • Methods of literary analysis through the selected works of Chaucer, Shakespeare, Milton, and Pope.
  • Religion 050.02: The Old Testament (C. Meyers)
    • This course has three broad goals: (1) to acquaint the student with the variety of Old Testament writing; (2) to introduce the student to the critical study of those writings; and (3) to investigate, as recorded in Scripture, the emergence of Israelite society with its distinctive religious ideals, moral values, and institutional structures.
  • History 169.01: Social History of American Women (Scott)
    • This course examines American social history from the point of view of women’s participation in the society and their life experience, particularly as it is affected by region, by when they happen to be born, by race and class.  As much as possible we will try to study women in context, realizing that they are always part of the larger social structures (family, church, community, even politics and business).
  • Art History 069.01: Introduction to the History of Art
    • The history of western architecture, sculpture, and painting in a cultural context, from prehistory to the Renaissance.

SPRING 1992

  • Distinguished Professor Course 203.01: Proust (Fowlie)
    • The aesthetics of the novel Remembrance of Things Past in terms of its structure, characters, and the social classes of France.
  • Political Science 140.01: Feminist Theory (Curtis)
    • This course will be devoted to the exploration of some of the multitudinous voices of feminist thinkers in the U.S. today who challenge us to re-think our understandings of “the political” itself, the dichotomy between public and private life, the relationship between reason and the passions, the formation of gendered identity, the challenge of theorizing diversity especially in terms of the formative forces of class, race, ethnicity and sexual identity, the nature and functioning of a form of power feminists variously call patriarchal, phallocentric or masculinist, and the content and quality of ethical thinking more generally.
  • History 145B.01: Afro-American History (Gavins)
    • The black experience in America from slavery to the present.
  • French 159.01: French Feminist Fiction (Orr)
    • Works by women in the modern period, including George Sand, Colette, Simone de Beauvoir, and others.

FALL 1992

  • French 162.01: French Drama of the 20th Century (Tufts)
    • The objectives of this course are two-fold: first, we will study French drama from the end of the 19th century to the 1980s.  In particular, we will examine le théâtre du boulevard, le théâtre d’avant-garde, le théâtre sous l’occupation et au moment de la libération, and le “nouveau théâtre” of 1945-1980.  Secondly, we will try to discover what is drama, a genre unlike any other because it is a social act that demands a public.
  • History 195S.33: Voting Rights and Political Participation (Keyssar)
  • History 135A.01: Germany, 1871 to 1933 (Koonz)
    • Course objectives: (1) to acquaint students with the social and cultural impact of the political transitions fro monarchy to democracy and then to dictatorship in recent German history; (2) to encourage critical thinking in class debates about methodological problems and interpretative issues, and (3) to improve paper-writing skills: research, logical development of a thesis, and polished writing.
  • Biology 053.01: Introductory Oceanography (Searles, Lozier and Baker)
    • Basic principles of physical, chemical, biological, and geological oceanography.

SPRING 1993

  • Environment 101.01: Introduction to Environmental Sciences and Policy (Christensen, Kramer, Jacobs, Miranda, Hamilton and Hasselblad)
    • Application of basic principles of natural science, resource policy and economics, engineering, and ethics to local, regional, and global environmental issues.  Topics may include ecosystem disturbance and restoration, benefit-cost analysis, environmental politics, simulation, risk assessment, and geographic information systems.
  • Economics 051D.01: National Income and Public Policy (Goodwin)
    • Basic economic analysis emphasizing current public policy issues.  Means of determining the level and rate of growth of aggregate national income and output.  Causes of unemployment, inflation, and international payment problems.  The effects of monetary policy and fiscal policy on these problems.
  • History 156A.01: The Reformation of the 16th Century (Hillerbrand)
    • This course deals with the major upheaval in European Christianity – the 16th century Reformation.  The Age of the Reformation can be studied in a number of ways – from a theological, religious, political, or social perspective.  This course will attempt a synoptic view, that is, accommodate various perspectives.  Its basic them will be how religion interacted with culture.
  • History 196S.54: Community Service and the Documentary Tradition (Coles, Harris, C. Chafe)

SUMMER 1993

  • History 100Y and 100Z: Modern British History: The Political Economy in Decline, 1880-1980 (Green – New College in Oxford)
    • This course traces Britain’s journey from a position of economic and imperial hegemony in the late 19th century to its present position as a relatively minor European state.  Students will study the way in which British political, social and economic groups and institutions interacted to propel Britain into its “long decline” and will examine whether recent Governments have conquered the “British disease.”

FALL 1993

  • Biology 043D.01: Ecology and Society (Bush)
    • The aim of this course is to provide you with the necessary background to evaluate environmental arguments from an ecological point of view.  We will consider some fundamental ecological principles and then apply them to some of the topical environmental debates, including: human population growth, global warming, pollution, acid rain, deforestation, and sustainable lifestyles.
  • English 117A.01: Advanced Composition (Askounis)
    • This course will help you discover what you need to know to become a more effective writer.
  • English 159.01: Modern Southern Writers (Applewhite)
    • Writers who came to maturity following World War  I, and their successors: Faulkner, Wolfe, Porter, Tate, Warren, Welty, Taylor, Percy, O’Connor, Dickey, Hurston, Walker, and others.  Works analyzed in the historical and cultural context of the region.
  • History 195S.66: Sex, Class, and Race in America (Hewitt)
    • The purpose of this course is to explore the ways that sex, class and race have shaped the development of history from the 18th to the 20th centuries in North America.  We will focus primarily on the United States, though links to other regions of the world will be explored at various points in the course.

SPRING 1994

  • Women’s Studies 195S.01: Senior Seminar in Women’s Studies (DeLamotte)
    • Original research project in feminist scholarship, applying multidisciplinary perspectives.
  • History 160.03: United States Since the New Deal (Chafe)
    • This course will attempt to understand and explain pivotal developments in American society from World War II to the present.  Although significant attention will be paid to foreign policy issues and domestic politics, issues of social history will constitute the dominant focus – the emergence of the civil rights movement and Black Power, the rise of feminism and the student protest movement, and the response to all of these in the form of a strong anti-feminist movement, the Moral Majority, and the conservative politics of Richard Nixon and Ronald Reagan.
  • English 117B.02: Advanced Expository and Persuasive Writing (Askounis)
    • Emphasis on the connections between substance and structure; revision techniques and inventional procedures.
  • Education 192: Curriculum in Secondary Schools (independent study, Malone)
    • As a building block of education, the curriculum used in our schools comes under the scrutiny of many interest groups – students, parents, teachers, administrators, publishers – for the lessons that it teaches.  I want to look at curriculum through three lenses: the theory about the purpose and use of curriculum as a tool of education; the development of curriculum – its writing, publishing, and marketing; and the approval of curriculum.  There are many questions which I hope to answer: Is there a core of knowledge which all people need to share?  Who has the most formal and informal power over the shape of a curriculum?  Who creates changes in textbook issues – the publishers, or are they petitioned by educators to do so?  What is the importance of the opinion of a textbook reviewer in the approval of a curriculum by a board of education?

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