Nick Frangipane’s SF 1176 “What is a Fact?” course was recently profiled in a Suffolk news story: read Homing in on the Truth here!
Students in the class, “Cinéma-monde: Global Challenges on Film” watched the riveting documentary “Danseur” at the GlobeDocs Festival on October 13, 2018 at 11am in the Brattle Theatre. The film interviews male ballet dancers who discuss their passion for ballet, despite bullying and gender norms.
Students in Leslie Eckel’s SF1148 “Brave New Worlds” explored Boston’s North End, stopping at Mike’s Pastry to sample their famous cannoli.
Barbara Abrams’ SF116 class, “Enlightened Insanity,” made a visit to the Isabella Stewart Gardner Museum, where they contextualized the idea of the Salon, focusing on artistic and intellectual inspiration.
The “Revolutions in Thought” Seminar for Freshman” visited The Museum of African American History on Beacon Hill on October 4. This is the site of the oldest African American church building in the nation, the birthplace of the American abolitionist movement, and home to an exhibit of photos of Frederick Douglass — the most photographed American of the nineteenth century. Our trip enriched student understanding of the revolution in thought that led to the condemnation and abolition of slavery.
*Photos by Jacob Michael Pimenthal
On Saturday, September 29th, 2018, Professor Paul Lewis of Boston College led Suffolk University students in the American Gothic Seminar for Freshman (taught by Peter Jeffreys) on the “Raven’s Tour” which focuses on Edgar Allan Poe’s complex relation to the city of his birth.
On Friday, November 4, 2016, Dr. Rich Miller lead two sections of his Seminar for Freshmen on an all-day field trip to Springfield, MA, to visit the Naismith Memorial Basketball Hall of Fame (or “The Hoop Hall”) to study, enjoy, and experience the rich history and cultural legacy of basketball in the US and beyond.
For ten weeks, the “Hoop Dreams” classes studied basketball history in the US looking at issues of race and gender and the importance of high school and college basketball in paving the way for racial integration and equal rights for women and minorities. Students began their visit on the top floor of the Hoop Hall star gazing at all the legends of basketball and learning about the often difficult roads many had to success.
Moving to the lower levels, students enjoyed interactive exhibits as well as the many exhibits showcasing uniforms, famous games, players, and the impact of basketball, past and present, on race relations, gender equality, and the role sport, played, and still plays, in the fabric of American identity.
In addition to teaching his usual SF 178 in the Fall semester, Miller also taught an Honors section of the same course but themed this section around female and Native American hoop history and concerns. This Honors section blazed new ground and may be the first undergraduate course taught with this particular focus.
Ending the day, Dr. Miller joined the students on the Hoop Hall’s full size basketball court to shoot some hoops and discuss how returning to the Hoop Hall again and again with his classes opened his eyes to new ways basketball may be studied using a variety of media, texts, and themes.
From “Witches and Wizards” Seminar for Freshmen to “American Literature” with Professor Armbruster
When you grow up in New England you have to learn about the Salem Witch Trials. I lived in Wethersfield, Connecticut, where there is a history of witch trials and I was fascinated to learn more about this period of history. When I had to choose a freshman seminar I was drawn to Professor Armbruster’s “Literary Witches and Wizards” course. The course turned out to be perfect because it blended classical literature and history such as reading books like Macbeth and The Crucible and reading current events essays and news articles such as those found in the New York Times and the Huffington Post. In class we would talk about the past, but we would also discuss how the term “witch” is used today, particularly since the election of 2016.
I’m a Witch! What about you?
Are you- A witch- as well?
Then we should join forces!
Don’t confess! We would be shamed- understand!
Very dull- to be- Normal!
Very common- like a Thread-
To stitch a record- the sharp needle-
With all our faults!
A poem inspired by Emily Dickinson’s “I’m Nobody! Who are you?” by Chianna Calafiore
Women are knocked down for trying to have the confidence to rise above social norms and expectations. We might think the Salem Witch Trials are over, but the witch hunts will never end. It was also very exciting to get the chance to visit Salem, MA, with some of my fellow classmates. It was a real eye-opener to visit a beautiful place but know that in the same place women suffered for being accused of witchcraft. Nobody will ever truly understand a time in history unless they explore the place where it all happened, which is what we got to do with Professor Armbruster.
Because I enjoyed the classroom environment created by Professor Armbruster, I enrolled in her American Literature survey course the next semester, English 217 (Spring 2018). Early in the semester, we received an assignment to write a poem on any subject we wanted but in the style of Emily Dickinson, the poet we were studying alongside Anne Bradstreet. Dickinson’s poems are unique because she wrote with dashes and used metaphors that hold numerous meanings. I chose her poem “I’m Nobody! Who are you?” because in this poem, Dickinson is telling someone not to publicize themselves in order for the word not to spread.
This poem made me think about how today women are scared of being called and publicized as a witch. But, in another way, contrary to Dickinson, some women like to be referred to as a witch because this makes them feel empowered and different from the rest. That’s what the last stanza of my poem reflects on. What I meant by the words “to stitch a record” is that documents are there forever, so if people see you as a witch in your day, then people in the future will think the same way. I wanted mine to be a poem where the reader would have to sit back, think, and take in the words within each line. I really loved this assignment, and I especially liked the way Professor Armbruster enabled me to connect content from my Seminar for Freshman to content in my American Literature course.
Chianna Calafiore, class of 2021