Dr. Csete develops courses and attends pedagogy workshop

Associate professor of Asian History Anne Csete has been developing courses in environmental history for the history department. Her course “Global Environmental History” has just been approved as a regular course and will carry Environmental Literacy credit. Dr. Csete hopes to develop several more environmental history courses in the next few years, including a global history of environmentalism and an environmental history of North America. Dr. Csete was recently accepted as a participant in a faculty development seminar organized by the National Endowment for the Humanities titled “Endangered Species Across the Years: Changing Philosophies and Policies". The seminar runs for four weeks in summer 2016. The seminar takes “an interdisciplinary approach that examines how human philosophies, social movements, and public policies have approached the relationship between humans and nature, and particularly species, over the past 200 years in the U.S.  Attention is also given to species loss around the globe.” The seminar is described here.

Dr. Csete has also been accepted into a week-long pedagogy workshop run by the Association for Contemplative Mind in Higher Education, an organization whose goal is “the transformation of higher education through the recovery and development of the contemplative dimensions of teaching, learning and knowing.”  This is the description of the summer seminar: “The Summer Session on Contemplative Higher Education is a week-long intensive that prepares higher education professionals with resources to: support innovation in curriculum development; create inclusive, inquiry-based environments in the classroom and on campus; and incorporate contemplative awareness and practice within all aspects of higher education… This year’s Summer Session will include sessions on the use of contemplative practices to cultivate compassion and awareness in students; discipline-based contemplative methods and student engagement; somatic awareness and the neuroscience of contemplative practices; explorations into how our social identities and varying positions of privilege and marginalization affect teaching, learning, and institutional culture; and the relationship between personal inquiry, engaged action, and societal change.”