Showing posts with label Summer 2020. Show all posts
Showing posts with label Summer 2020. Show all posts
Thursday, May 21, 2020
WMST/LGBT Summer Courses
Summer Courses In WMST & LGBT
Please register for any Summer 1 courses you are interested in ASAP. If you have questions about any of our classes please contact womensstudies@umd.edu.
Session 1: June 1 – July 10, 2020
LGBT200 Introduction to Lesbian, Gay, Bisexual, and Transgender Studies
Section WB11 CORE: SB, D GenEd: DSHS, DVUP Instructor: Dr. Iván Ramos
An interdisciplinary study of the historical and social contexts of personal, cultural and political aspects of LGBT life. Sources from a variety of fields, such as anthropology, history, psychology, sociology, and women’s studies, focusing on writings by and about LGBT people.
An interdisciplinary study of the historical and social contexts of personal, cultural and political aspects of LGBT life. Sources from a variety of fields, such as anthropology, history, psychology, sociology, and women’s studies, focusing on writings by and about LGBT people.
WMST250 Introduction to Women’s Studies: Women, Art and Culture
Section WB11 Core: HA, D GenEd: DSHU, DVUP Instructor: Clara Montague
An examination of women’s creative powers as expressed in selected examples of music, film, art, drama, poetry, fiction, and other literature. We will examine women’s creativity in relation to families, religion, education, ethnicity, class, sexuality, and within a cultural tradition shaped by women. This class explores women’s roles as producers, subjects, consumers, and critics of art in the past, present, and future. Drawing on music, literature, performance, crafts, visual, and multimedia genres, we will situate art in conversation with sociopolitical movements on behalf of social justice. We will focus on how women’s creativity intersects with other dimensions of identity, including race, class, sexuality, and ability, in our increasingly digital world.
An examination of women’s creative powers as expressed in selected examples of music, film, art, drama, poetry, fiction, and other literature. We will examine women’s creativity in relation to families, religion, education, ethnicity, class, sexuality, and within a cultural tradition shaped by women. This class explores women’s roles as producers, subjects, consumers, and critics of art in the past, present, and future. Drawing on music, literature, performance, crafts, visual, and multimedia genres, we will situate art in conversation with sociopolitical movements on behalf of social justice. We will focus on how women’s creativity intersects with other dimensions of identity, including race, class, sexuality, and ability, in our increasingly digital world.
WMST298N Racialized Gender and Rebel Media
Section WB11 Meets June 1, 2020 – July 10, 2020 GenEd: DSSP Instructor: Tangere Hoagland
Rebel Media: media for and by women of color that work to resist discrimination, oppression, and controlling images about women of color.
How do different forms of media shape the stories which circulate about race, femininities, masculinities, ethnicities, sexualities, religiosity, power and difference? How have various media formats been used to disrupt dominant stories, to tell new stories, and to create differing understandings of citizenships?
As a Scholarship in Practice course, students will analyze existing media campaigns, have a chance to develop their own ideas and media campaign to address a current social justice issue. Over the course of the semester students will explore the work of activists, scholars, and artists who have produced media that is used as a platform for racial justice, feminist activism, and cultural transformation, with a focus on the expressions of women of color. Students will explore activist media such as blogs, posters, zines, pamphlets, wearable media, sound, film, and more.
Rebel Media: media for and by women of color that work to resist discrimination, oppression, and controlling images about women of color.
How do different forms of media shape the stories which circulate about race, femininities, masculinities, ethnicities, sexualities, religiosity, power and difference? How have various media formats been used to disrupt dominant stories, to tell new stories, and to create differing understandings of citizenships?
As a Scholarship in Practice course, students will analyze existing media campaigns, have a chance to develop their own ideas and media campaign to address a current social justice issue. Over the course of the semester students will explore the work of activists, scholars, and artists who have produced media that is used as a platform for racial justice, feminist activism, and cultural transformation, with a focus on the expressions of women of color. Students will explore activist media such as blogs, posters, zines, pamphlets, wearable media, sound, film, and more.
WMST379L/ LASC 348A /HIST 328I Topics in Women’s Studies; Online & In the Streets: Women’s Struggles for Justice in Latin America
Section WB31 (accelerated June 1, 2020 – June 19, 2020) Instructors: Dr. Cara Snyder and Sabrina González
Women’s struggles for justice in Latin America are at a critical historical juncture. Feminists throughout the hemisphere are organizing en mass to demand change and justice, to denounce pervasive misogyny and gender violence, and to envision and realize another world. They are mobilizing in digital and physical spaces under the hashtags #NiUnaMenos and #AbortoLegalYa, to condemn femicide, to advocate access to legal abortions in public hospitals, and to introduce comprehensive sex education in public schools. Women are fighting together for the right to live without fear, the right to make decisions about their own bodies, and the right to exist in a more feminist and just world.
Women’s struggles for justice in Latin America are at a critical historical juncture. Feminists throughout the hemisphere are organizing en mass to demand change and justice, to denounce pervasive misogyny and gender violence, and to envision and realize another world. They are mobilizing in digital and physical spaces under the hashtags #NiUnaMenos and #AbortoLegalYa, to condemn femicide, to advocate access to legal abortions in public hospitals, and to introduce comprehensive sex education in public schools. Women are fighting together for the right to live without fear, the right to make decisions about their own bodies, and the right to exist in a more feminist and just world.
WMST400 Theories of Feminism
Section WB11 Prerequisite: one course in WMST or cross-listed with WMSTInstructor: Dr. Sydney Lewis
A study of the multiplicity of feminist theories which have been developed to explain women’s position in the family, the workplace, and society. Major feminist writings are considered in the context of their historical moment and in the context of the intellectual traditions to which they relate.
A study of the multiplicity of feminist theories which have been developed to explain women’s position in the family, the workplace, and society. Major feminist writings are considered in the context of their historical moment and in the context of the intellectual traditions to which they relate.
WMST498M/ HIST360 Advanced Special Topics in Women’s Studies; Women and the Civil Rights Movement
Section WB31 (accelerated June 1, 2020 – June 19, 2020) Instructor: Dr. Elsa Barkley Brown
Twentieth-century U.S. civil rights movement from the vantage point of women, considering both women’s involvement in the legal campaigns and political protests and the impact of civil rights struggles on women’s condition, status, and identity.
Twentieth-century U.S. civil rights movement from the vantage point of women, considering both women’s involvement in the legal campaigns and political protests and the impact of civil rights struggles on women’s condition, status, and identity.
Session 2: July 13 – August 21, 2020
LGBT 327/ ENGL 359F: LGBTQ+ Film and Video
Section WB41 (accelerated July 13, 2020 – July 31, 2020) Core: D GenEd: DSHU and DVUP Instructor: Dr. James Goodwin
Comparative analysis of forms, themes, and the politics of representation in film and video by and/or about LGBT people. This course begins from the premise that movies are designed to give us a variety of meaningful viewing experiences, sometimes pleasurable, sometimes not. The class teaches a range of analytical approaches for understanding how films create meanings and what those meanings may be. In this course, we will trace both the diversity and similarities between global and Western representations of what we call homosexuality, bisexuality, and transgender identities as represented in film and video.
Comparative analysis of forms, themes, and the politics of representation in film and video by and/or about LGBT people. This course begins from the premise that movies are designed to give us a variety of meaningful viewing experiences, sometimes pleasurable, sometimes not. The class teaches a range of analytical approaches for understanding how films create meanings and what those meanings may be. In this course, we will trace both the diversity and similarities between global and Western representations of what we call homosexuality, bisexuality, and transgender identities as represented in film and video.
WMST250 Introduction to Women’s Studies: Women, Art and Culture
Section WB21 Core: HA, D GenEd: DSHU, DVUP Instructor: Cheyenne Stevens
An examination of women’s creative powers as expressed in selected examples of music, film, art, drama, poetry, fiction, and other literature. We will examine women’s creativity in relation to families, religion, education, ethnicity, class, sexuality, and within a cultural tradition shaped by women. This class explores women’s roles as producers, subjects, consumers, and critics of art in the past, present, and future. Drawing on music, literature, performance, crafts, visual, and multimedia genres, we will situate art in conversation with sociopolitical movements on behalf of social justice. We will focus on how women’s creativity intersects with other dimensions of identity, including race, class, sexuality, and ability, in our increasingly digital world.
An examination of women’s creative powers as expressed in selected examples of music, film, art, drama, poetry, fiction, and other literature. We will examine women’s creativity in relation to families, religion, education, ethnicity, class, sexuality, and within a cultural tradition shaped by women. This class explores women’s roles as producers, subjects, consumers, and critics of art in the past, present, and future. Drawing on music, literature, performance, crafts, visual, and multimedia genres, we will situate art in conversation with sociopolitical movements on behalf of social justice. We will focus on how women’s creativity intersects with other dimensions of identity, including race, class, sexuality, and ability, in our increasingly digital world.
WMST 265/AASP 298B Constructions of Manhood and Womanhood in the Black Community
Section WB21 CORE: HO, D GenEd: DSHS, DVUP Instructor: Dr. Michelle V. Rowley
This course investigates the ways that African Americans are represented and constructed in public and private spheres and explores the social constructions and representations of Black manhood and womanhood from various disciplinary perspectives. We will use art, poetry, statistical data, film, theory, concepts, and documentaries to examine the varied and multiple understandings and experiences of wearing a black identity within the U.S. and to a lesser extent the African Diaspora.
In our time together, we will center the experiences of cis and transgender black people. We will leave the course knowing more about the Black Arts Movement, right alongside the Blaxploitation Genre. We will read Lorraine Hansberry’s A Raisin In The Sun and best-selling author, Tressie McMillan Cottom’s THICK. Reproductive Justice, Rethinking Prisons, Labor/Class, these are just some of the issues we will discuss.
This course investigates the ways that African Americans are represented and constructed in public and private spheres and explores the social constructions and representations of Black manhood and womanhood from various disciplinary perspectives. We will use art, poetry, statistical data, film, theory, concepts, and documentaries to examine the varied and multiple understandings and experiences of wearing a black identity within the U.S. and to a lesser extent the African Diaspora.
In our time together, we will center the experiences of cis and transgender black people. We will leave the course knowing more about the Black Arts Movement, right alongside the Blaxploitation Genre. We will read Lorraine Hansberry’s A Raisin In The Sun and best-selling author, Tressie McMillan Cottom’s THICK. Reproductive Justice, Rethinking Prisons, Labor/Class, these are just some of the issues we will discuss.
AASP498Z Special Topics in Black Culture; Black Women in Popular Culture: From the Blues to Beyoncé
Section WB 21 Instructor: Renina Jarmon
Students will develop a broad understand of African American women in popular culture through the study of a variety of cultural forms such as literary texts, films, documentaries, visual art and novels. Students will develop an understanding of the connections between African American women’s cultural forms and the historical contexts our of which these cultural traditions arose.
Students will develop a broad understand of African American women in popular culture through the study of a variety of cultural forms such as literary texts, films, documentaries, visual art and novels. Students will develop an understanding of the connections between African American women’s cultural forms and the historical contexts our of which these cultural traditions arose.
Friday, May 8, 2020
Tuesday, May 5, 2020
INST408N
Course Announcement for Summer 2020 - INST408N Becoming A Social Media Influencer
By the end of this course students will be able to:
- Understand and interpret social media analytics
- Generate high quality photos and text content for social media
- Implement strategies for building engagement with social media content
- Build influential social media profiles
Thursday, April 30, 2020
Carbon180 Internship
Carbon180 is launching a virtual summer internship program to build the carbon removal field, and support the next generation of carbon removal researchers, policy makers, thought leaders and doers. Interns will work closely with the Carbon180 team and subject-matter expert mentors to research engineered and nature-based carbon drawdown solutions to scale carbon removal to the gigaton level.
Carbon180 welcomes undergraduate students and recent graduates (class of 2020) from all academic institutions to apply, including 2-year colleges, specialized and mission-driven colleges, and 4-year universities.
You will work with our Chief Scientist to identify specific carbon removal topics of interest and then be connected with a subject matter expert who will mentor you and oversee the specifics of your internship project.
What you’ll do
Carbon180 welcomes undergraduate students and recent graduates (class of 2020) from all academic institutions to apply, including 2-year colleges, specialized and mission-driven colleges, and 4-year universities.
You will work with our Chief Scientist to identify specific carbon removal topics of interest and then be connected with a subject matter expert who will mentor you and oversee the specifics of your internship project.
What you’ll do
- Participate in a virtually-held summer internship cohort and work with policy interns on group projects that bring science and policy together;
- Learn more about nature-based and technological carbon removal pathways;
- Work with a subject-matter expert mentor and a member of the Carbon180 team to carry out secondary research and analysis on a selected carbon removal pathway (for example, direct air capture or soil carbon sequestration);
- Participate in weekly intern cohort check-ins and meet periodic internship milestones;
- Use existing research and analysis to inform policy recommendations on a selected carbon removal pathway
- Submit a final internship project document.
To learn more or to apply, click here!
Tuesday, April 28, 2020
START Summer Courses
Interested in taking an online terrorism studies course? Consider taking one of these 3-credit classes this summer through the University of Maryland's National Consortium for the Study of Terrorism and Responses to Terrorism (START)! These courses are completely online and open to students from all majors and universities.
The following courses are offered online this summer:
Summer I: June 1-July 10, 2020
BSST338E/638A: Political Assassinations**Summer I: June 1-July 10, 2020
BSST370/638F: Financing Terror and Hate**
Summer II: July 13-August 21, 2020BSST338O: School Shooters and Spree Killers
BSST372/638B: Terrorist Hostage Taking**
Non-Standard Summer: June 1-August 21, 2020
BSST386: Experiential Learning in Terrorism Studies
**Also available at the graduate level
For more information visit this link or contact the Education Team at START: education-start@umd.edu.
Wednesday, April 22, 2020
Tuesday, April 21, 2020
Thursday, April 16, 2020
Green & Prosperous Internship
SUMMER INTERNSHIP: GET EXPERIENCE GROWING AN ONLINE, GREEN BUSINESS
ABOUT GREEN & PROSPEROUS AND THE INTERNSHIP
Interested in starting your own business at some point in your career?
Want to learn how to develop an online business?
Green & Prosperous is a Maryland-based online business that promotes healthy living through smarter shopping and gardening. Founded and operated by Kelly Pemberton, Ph.D., Green & Prosperous offers online classes, books, blog posts, product reviews and consumer guides to empower consumers.
Dr. Pemberton is now accepting resumes from graduate and undergraduate students interested in interning with Green & Prosperous either in metro D.C., or remotely. Depending on each student’s interests and skills plus our organizational needs, interns assist with a variety of tasks including research and writing, email, website and social media communications, website design, photo and video recording and/or editing, and more.
The internship tentatively starts Friday, May 15, and ends in mid-August, with some accommodation for later start or earlier end as needed. During this period, interns must be able to commit a total of about 8 hours/week consisting of:
1. A weekly 30-60 minute videoconference meeting with Dr. Pemberton to review work completed, and discuss new assignments.
2. About 7 hours of independent work completed each week.
The internship is unpaid, but offers substantive, resume-building experience in starting and growing an online business, and a formal reference and/or recommendation letter upon request given satisfactory performance.
THE INTERNS WE ARE LOOKING FOR
Applicants should be interested in business, communications, health, nutrition and/or the environment. Applicants should be organized, detail-oriented, motivated and punctual. Demonstrated skill in building online audience, photo and video editing, and/or writing is a plus.
HOW TO APPLY
Email Dr. Pemberton at kellyp@greenandprosperous.
Learning Life Internship
SUMMER INTERNSHIP: HELP BUILD FAMILY DIPLOMACY IN THE WORLD
ABOUT LEARNING LIFE AND THE INTERNSHIP
Learning Life is a nonprofit education and citizen engagement lab based in Washington D.C. Our flagship program, the Family Diplomacy Initiative (FDI), connects families in different nations via the internet to nurture a family form of citizen diplomacy. We also run an International Mentoring Program to help open the world to children from lower-income families, and Democracy Dinners to nurture deeper conversation across specialty silos among democracy sector activists, academics, professionals and elected officials in metro D.C.
Learning Life is now accepting resumes from graduate and undergraduate students interested in interning with us either in D.C., or remotely. Depending on each student’s interests and skills plus our organizational needs, interns assist with a variety of tasks including research and writing; local to global outreach via social media, email and phone; document translation and/or live language interpreting; website and design; photo and video recording and/or editing; fundraising and more.
The internship tentatively starts Friday, May 22, and ends in mid-August, with some accommodation for later start or earlier end as needed. During this period, interns must be able to commit a total of 8-10 hours/week. Assuming the coronavirus pandemic continues in May-August, the internship will consist of 8 hours/week of independent work + a live one-on-one 45-minute meeting online once per week with Learning Life’s Director, Paul Lachelier, to go over work completed and assign new tasks. If we are able to resume in-person meetings some time during the summer, interns’ work will consist of our usual:
1. A five-hour work meeting on Fridays, at 12-5pm or 1-6pm usually at George Washington University’s Marvin Center in DC (2-3 blocks from the Foggy Bottom Station on the Orange/Silver/Blue Lines) with fellow interns and Learning Life’s Director, Paul Lachelier.
2. 2-3 hours of homework or a weekend world-learning field trip or meeting with lower-income families or children Learning Life works with in DC.
The internship is unpaid, but offers substantive, resume-building experience working on innovative international education and citizen engagement initiatives, and a formal reference and/or recommendation letter upon request given satisfactory performance.
THE INTERNS WE ARE LOOKING FOR
Applicants should be interested in international affairs, social media (including Facebook), education, and children and families, and also be outgoing, organized, detail-oriented, motivated and punctual. The ability to read, write and speak French, Spanish or Arabic at an advanced to fluent level is a plus, as are graphic design skills. For those interning in D.C., having a car is also a plus but not required if the pandemic ends during the summer.
HOW TO APPLY
Email Paul Lachelier at paul@learninglife.info with your resume and times you are available in the next seven days, including weekends, for a phone interview. Please indicate in your email whether (a) you would be interning in D.C. or remotely/online, and if in D.C. whether you have a car, and (b) you speak Spanish, Arabic and/or French and at what level (basic, intermediate, advanced, or fluent). Paul will contact you to schedule a phone interview if your resume matches what we are looking for. Thank you for your interest!
Tuesday, April 14, 2020
RESEO GIS Summer Internship
GIS Summer Intern - Description
The Alion Radio Frequency and Electromagnetic Spectrum Engineering Operations (RESEO) GIS Team would like to hire a summer intern to help with the processing, editing, and delivery of LiDAR data and other GIS products. The ideal candidate would be someone who is currently an undergraduate studying GIS or remote sensing and has an interest in LiDAR and other remotely sensed data types, cartography, and computer programming with languages like Python to automate processing workflows. The candidate must have good organizational skills and a willingness to learn.
Requirements
-Current GIS/Geography/Remote Sensing undergraduate student
-Knowledge and interest in remote sensing, GIS, cartography, and computer programming in languages like Python
-Knowledge of GIS data types, processing methods, and coordinate systems.
-Good organization and communication skills
-Ability to multi-task and keep the team updated on status of work
-Examples of course-work and/or personal projects are a plus
Please send resumes and examples of work (if applicable) to Scott Clevenger – Geospatial Design Engineer
The Alion Radio Frequency and Electromagnetic Spectrum Engineering Operations (RESEO) GIS Team would like to hire a summer intern to help with the processing, editing, and delivery of LiDAR data and other GIS products. The ideal candidate would be someone who is currently an undergraduate studying GIS or remote sensing and has an interest in LiDAR and other remotely sensed data types, cartography, and computer programming with languages like Python to automate processing workflows. The candidate must have good organizational skills and a willingness to learn.
Requirements
-Current GIS/Geography/Remote Sensing undergraduate student
-Knowledge and interest in remote sensing, GIS, cartography, and computer programming in languages like Python
-Knowledge of GIS data types, processing methods, and coordinate systems.
-Good organization and communication skills
-Ability to multi-task and keep the team updated on status of work
-Examples of course-work and/or personal projects are a plus
Please send resumes and examples of work (if applicable) to Scott Clevenger – Geospatial Design Engineer
More info about The Alion Radio Frequency and Electromagnetic Spectrum Engineering Operations GIS Team found at https://www.alionscience.com/
Tuesday, April 7, 2020
Bright Futures Scholarship 2020
The Bright Futures Initiative awards students with need-based scholarships ranging from $100-$1,000 to help offset expenses incurred during unpaid internships with non-profit organizations and government agencies.
The Bright Futures application for summer 2020 is now open!
DEADLINE: Monday, May 18, 2020 at 5 p.m.
Access to the Application: go.umd.edu/BrightFutures
Eligible Candidates
All registered University of Maryland, College Park undergraduate students returning to campus for the fall 2020 semester, who have an internship for summer 2020, are eligible to apply. Graduating seniors (May 2020 & August 2020) are not eligible. Preference will be given to juniors and seniors graduating in December 2020 and to those who have not previously received an award. In order for a student's internship to qualify for funding support, it must satisfy the following criteria:
- Unpaid on-campus or off-campus internship with a non-profit organization or government agency
- Offered during the summer and completed by the start of fall semester
- Supervised by a professional in the field
To Apply: go.umd.edu/BrightFutures
Submission Deadline: Monday, May 18 at 5 p.m.
Questions?
Visit go.umd.edu/BrightFutures
Subscribe to:
Posts (Atom)