Engagement of Faculty with Students


PRESENTER: In the Division
of the humanities, we provide our students
with the opportunities to engage with
different disciplines and to build strong
relationships with our professors. NADINE MOELLER: In
our research project in Egypt, the field work we
do, we always involve students. So every year we take about
three to five graduate students who are in the
Department of [INAUDIBLE] and we train them in all
aspects of field work in Egypt. Archeology is not something
you learn from books. You have to really do it. And the more experience you
get in the field excavating, the better you get at it. We really try to train
students in all aspects from the mapping, to
photography, to excavation. And they’ve been regular
and part of this. And actually, the
latest discovery, it’s one of our students who has
been playing a major role in us and actually excavating some
of the really cool objects we found. PATRICK JAGODA: One of the
products that we worked on was called Transmedia Collage. We worked with a group
of high school students to study the history
of different Southside neighborhoods. And after we studied
those histories, we started to think
about what the future of those neighborhoods
might be like. And then we started
to create short films, fabricate 3D masks, and make
various interactive objects to think about what the future
of Woodlawn or Hyde Park might be 20 to 30
years from now. And part of the
project was to think about more equitable futures to
think about areas like health and wellness, policing,
and infrastructure in the city of Chicago. This was really an
intergenerational collaboration between faculty, staff, and
students from the community. EDGAR GARCIA: The workshops
were an important venue for graduate
students and faculty to talk to one another
about one another’s work, that is to say that
some of the graduate students were workshopping papers,
and possible articles, and chapters, and books, but
faculty doing so as well. And that creates a real
intellectual environment of collaboration
and conversation, rather than a singular
heroic scholarship. LAUREN MICHELE JACKSON: I
presented the second chapter of my dissertation in
front of medical students and anthropology
students, who all provided really
important insight and engaged my work with
generosity, and seriousness, and excitement, and just seeing
the way that a literary project can be legible and read by so
many different types of people with so many different
types of things. It just kind of reinforces
why I’m doing what I’m doing and why it’s so applicable to
so many wide swaths of people. SIMONE LEVINE: Prior to coming
to the University of Chicago, I spent three years living
and working in Beijing, primarily working with
artists and galleries there. From my work there, I felt
I needed more formal context on China. I did not study anything related
to East Asia, an undergraduate. And I thought that
the University of Chicago with the diverse
course offerings across Art History and East Asian Languages
and Civilizations department would be able to give me
that contextual knowledge. NADINE MOELLER: I
learned enormously from the interaction
with my students and it really challenged
the way I think about things and the way I do my research. We actually tailor the program
according to the interests and needs of the students. So it’s very flexible. You tell us what you want to do. And we’ll make it happen. PRESENTER: In the
Division of the Humanities at the University of Chicago,
you can follow your passions across disciplinary boundaries. Learn more at
humanities.uchicago.edu.

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