The objective of the program is to expand undergraduate research in the humanities by providing an intensive summer research experience in which students are introduced to important research questions, trained in methods of research and analysis, and guided in the development of critical thinking, independent learning, and communications skills. The students enrolled in a two-week intensive seminar taught by Professor Katz and Professor Bracher. In the seminar the students were immersed in a focused topic and developed a research question that they continued to investigate under the mentorship of the faculty member for the remaining eight weeks of the summer. Students attended writing workshops created especially for this program through the Writing Center on topics including: How to Use the Library; How to Formulate a Research Question and Answer It (methods, research); Writing a Proposal Topic; and Peer Review of Draft.
Academic Year 2015-2016
Dr. Britt Mize, Associate Professor, Department of English
Erin Simoni, Department of English
Christina Owens, Department of English
During the first two weeks of this Glasscock Undergraduate Summer Scholar Seminar, the participants engaged in an intensive study of a number of films, literary texts, popular songs, comic book, and graphic novel appropriations of the Old English epic Beowulf. Students discussed the environment and conditions of the original tale’s making, which served as a common reference point for the group’s discussion of the extraordinarily diverse subsequent material. The seminar concluded with a discussion of the historical and present-day uses of Beowulf within the academy. Thus immersing themselves for more than four hours per day, morning and afternoon, each scholar gained an understanding of the place Beowulf continues to occupy in modern and contemporary culture, as well as theoretical perspectives and analytical tools that will enable them to set out on the path of an individual research topic related to the seminar’s themes.
“Life and Death at Sea in Ancient Greece and Rome”
Dr. Deborah Carlson, Associate Professor, Department of Anthropology
Brook Kaiser, Department of Anthropology
Victoria Hodges, Department of Anthropology
Holly Hayden, Department of Anthropology
Jonathan Ramos, Department of Anthropology
Steven Ramos, Department of Anthropology
The goal of this seminar was to examine the topic of death at sea in Greco-Roman antiquity. Students began with an evaluation of the literary and historical accounts of seafaring, shipwrecks, and death at sea, which will serve as a catalyst for evaluation of the meager but direct archaeological evidence for ancient seafarers, which includes epitaphs and so-called sailor cemeteries. Assigned readings were in translation, though students with classical language training had the opportunity to delve deeper into question of linguistic symbolism and etymology. Other students interesting in physical anthropology took up the challenge of determining why human remains are rarely found on ancient shipwrecks. In the process of exploring their individual interests, participants became familiar with the research methods, scholarly resources, conventions, and methodologies that classical philologists and archaeologists use as they develop their own research, writing, and oral presentation skills.
“Narrative, Conversion, and New Media from Augustine to the App”
Dr. Nandra Perry, Associate Professor, Department of English
Caroline Sonnier, Department of English
Kelsey Morgan, Department of Philosophy
This seminar used the genre of the Christian conversion narrative as a starting point for exploring the epistemological and ethical value attached to first-person narrative in the West, from pre-modern to post-modern times. How is our understanding of what counts as “truth” mediated through the telling of “real life” stories? How do “canonical” language, ritual, and story work to authorize narratives of personal assimilation and transformation? These questions were contextualized within an emergent critical discourse about the relationship of religious culture to the media through and within which they circulate. By the end of the immersive seminar, students were able recognize the major narrative features of Christian conversion narratives, theorize the relationship between medium and message as it relates to generic conventions of conversion, appreciate the influence of such narratives on modern and post-modern narratives of personal transformation, as well as formulate and pursue an independent research topic related to the seminar’s themes.
“Sociology of Community”
Dr. Sarah Gatson, Associate Professor, Department of Sociology
Hannah Klein, Department of Sociology
Heidi Jauregui, Department of International Studies
This seminar involved an analysis of the social construction, social experience, and community as an institution and as a set of everyday relationships and networks. Participants discussed particular concepts of community and its attendant institutions and roles as important cornerstones of ways to structure social interactions on various levels. Particular attention was paid to relations of power and inequality in society. The seminar sought to challenge our taken-for-granted notions about these topics and ask the sociological questions, “How constructed and/or natural is community? What is community, and what is it for?” The seminar dealt primarily with these issues over the last two decades, with an eye simultaneously towards a historical grounding of our understanding of contemporary issues.
Academic Year 2014-2015
“Faces of Evil in Philosophy, Religion, and Literature”
Dr. Daniel Conway, Professor, Department of Philosophy and Humanities
Humberto Gonzalez Nunez
This two-week seminar was an interdisciplinary investigation of several depictions and personifications of evil that has been influential in philosophy, religion, and literature. Over the course of this investigation, Professor Conway introduced students to his own interpretation of evil as the “unfamiliar familiar.” The seminar was designed to explain why attributions of evil tend to be minimal, remote, tentative, and ultimately unrealistic.
“Golden Age Theory Laboratory: Reading Spanish Renaissance Classics through a Postmodern Lens”
Dr. Hilaire Kallendorf, Professor, Department of Hispanic Studies
This two-week seminar was devoted to creating a “theory laboratory” where students could experiment with applying a variety of postmodern literary theories (feminism, Marxism, deconstruction, psychoanalysis, New Historicism, biopolitics, book history, etc.) to Renaissance Spanish literary texts. This involved teaching the basic principles of each of these theories as well as introducing the students, often for the first time, to primary texts by Cervantes, Quevedo, Calderon, Zayas, and other classic authors of the Spanish Golden Age. The process was cumulative in the sense that each primary text could potentially be analyzed in light of any and all theories we had discussed so far, in order to see which theory or theories might be most applicable in each case (our motto was Cinderella’s: “if the shoe fits, wear it”). The course thus sought to address the frequent disconnect between theory and practice by integrating theoretical abstractions with a hands-on, get-messy willingness to experiment in the literary realm.
“Mission on the Rhine: The American Occupation of Germany, 1945-9”
Dr. Adam Seipp, Associate Professor, Department of History
Matthew Lee Greeson
This two-week seminar focused on the history of Germany under occupation from 1945-1949 in order to understand the dramatic transformation the country made after the fall of Hitler’s Reich in Spring 1945. Surveying a range of topics including American military history, history of the Holocaust, democratization, gender and sexuality, modern German history, and the Cold War, students traced the emergence of a new and durable political and social order from the turmoil of the Second World War.
“The World of the Ballad”
Dr. Jennifer Goodman Wollock, Professor, Department of English
This two-week seminar was an intensive introduction to the study of the ballad, with the goal of familiarizing a new generation of student-scholars with this fundamental and too often neglected genre. Students assessed the impact of the ballad on English and American literature, international connections, and important as an ongoing vehicle of cultural transmission across time, space, gender and classes from the Middle Ages to the present.
Academic Year 2013-2014
“The Enlightenment and the Jewish Question”
Dr. Claire Katz, Professor, Department of Philosophy and Women’s and Gender Studies Program
The two-week seminar focused on the German Enlightenment and its limits. The readings could be divided into three categories: Readings addressing the question “What is Enlightenment?” (18th century German philosophers, e.g., Kant, Mendelssohn, Hamann); readings that addressed the failure of the Enlightenment: Arendt, Horkheimer/Adorno, Levinas, Levi, Amery; readings that recouped the values from the Enlightenment to argue for a return to humanism through humanities education (e.g., Martha Nussbaum). The students were asked to consider how the “self” is described in the enlightenment and what it means for a new description of the self that enlightenment ethics failed in the most spectacular way in the 20th century.
“The ability to have an office with my own computer in the center of campus was amazingly beneficial to my studies and enhanced community with other scholars.”
~ Michael Gonzales
“War, Memory, and Diversity in Contemporary France”
Dr. Nathan Bracher, Professor, Department of International Studies
During the first two weeks of this Glasscock Undergraduate Summer Scholar Seminar, the participants engaged in an intensive study of a number of films, literary texts, and historical studies illustrating the various ways in which the coexistence of peoples of widely varying cultural, linguistic, religious, and national origins in mainland France today stems from colonization, world war, and colonial uprisings from the era of the French Revolution up until the first decade of the twenty-first century. Thus immersing themselves for more than four hours per day, morning and afternoon, each scholar then set out on a path of individual research on a topic related to the various themes of war, memory, and diversity discussed during that initial period.
“This opportunity has been a highlight of not just college but my entire academic career.”
~ Mason Morgan
Academic Year 2012-2013
Dr. Marian Eide, Associate Professor, Department of English
There is much coverage in popular media concerning the numerous soldiers returning to the United States from lengthy wars in Iraq and Afghanistan and the particular challenges these veterans face in returning to civilian life. This research project seeks to tell the stories of combat and return from the perspective of combat soldiers. Drawing on research from popular accounts to academic studies, a series of interviews were conducted with combat veterans. Their stories were presented providing readers with a context for these anecdotes and accounts.
Student researchers have compiled an archive of popular and academic sources on combat in Iraq and Afghanistan from 2001 to the present. Having completed IRB-required ethics training, these students participated in interviews and produce transcriptions. Additionally they pursued their own research projects drawing on their training in literary studies and addressing combat narratives from Iraq and Afghanistan. Two of Stephen O’Shea’s creative writing pieces were published in Explorations the Texas A&M Undergraduate Journal.
Dr. Steven Oberhelman, Professor, Department of International Studies
Historical and literary criticism of the Hebrew Bible and the Christian New Testament began in the early modem period. This scholarly discipline seeks to recover when and where a particular text originated; how, why, by whom, for whom, and in what circumstances it was produced; what influences were at work in its production; what sources were used in its composition and the message it was intended to convey. The methods used include textual, source, form/tradition, and redaction criticism, postmodernism, gender and feminism, and literary critical tools. The students evaluated the following critical tools: what are the strengths, what are the weaknesses, what insights can be gained into the text (e.g., was Jesus a peasant who was executed for being a political revolutionary, or was he was put to death for disturbing the religious establishment, or was this part of salvation history?; or how did the transitions between the phases of Israelite social organization—from tribes to kingship to refugee status to re-colonization—affect the development of the Pentateuch?); and an assessment of the validity of biblical criticism.