University Honors College - The Honorable mention
Friday
03/16/18

Boys Run On Seeks Looking for Volunteers

Posted by Tim on March 16, 2018 in Community Announcements, Event, Honors Experiences, Volunteering, Volunteers Needed

Boys Run On is seeking energetic and highly motivated individuals who enjoy working with kids and are interested in volunteering their time, 2 days per week over the course of 9 weeks as BRO Mentors. The 9-week program will run between April 9 – June 8, 2018.

Boys Run On (BRO) is a Fun, Physical Activity based personal growth and development program for elementary school boys, grades 3-5, in our local Buffalo, NY communities.

Our focus is to deliver a Health, Wellness, Life Skills Development and Environmental Awareness program, providing the Tools, the Head and the Heart to make our boys physically fit, internally healthy, and successful in life.

This program is not just for athletes. It’s designed to encourage ALL boys that doing healthy things can be FUN! Through the BRO curriculum, we provide the necessary tools that will help carry these boys through life successfully. Inspiring them to navigate this world wisely and thrive in any environment. Please help us as we focus on providing this great program to more schools and after-school programs in our local community. Over the last three years, Boys Run On has experienced tremendous success, connecting with boys throughout Buffalo.

In 2018, our goal is to make sure the BRO program is accessible to boys in Buffalo, seeking a program that will expose them to teamwork, healthy lifestyles, and FUN!
2018 Mentor Volunteer Position Description:
As a volunteer mentor you will have an incredible impact on boys in grades 3 – 5. You will be providing them with the skills necessary to be healthy and successful regardless of what they choose to do in life. We want your skills and talents to be part of that success.
Boys Run On will train and equip you with our BRO curriculum. This will include all of the easily followed daily plans (designed by Doctors, PTs, Exercise Physiologists) for you to follow. This is an invaluable opportunity to gain work-related experience, build a resume, and support youth in our local communities.
Program Goals & Objectives:
• Provide a safe atmosphere for emotional expression, growth and development
• Provide necessary life and social skills not always acquired elsewhere
• Provide proper neuromuscular growth, strength and balance development
• Support BRO participants complete a 5K run at the end of the 9-week session. Here they will see their hard work payoff.
Time Commitment:
• Pre-program Mentor Training Session (Saturday, March 24th 8:30 am – 1:30 pm)
• Two days per week after school for an hour and forty-five minutes (assigned location to be determined)
• CPR Certification
• 5k Celebration Run (Friday, June 8th @ 7 pm. Buffalo State Harbor Park)
Is this for you?:
• Are you in alignment with our beliefs?
• Do you enjoy working with kids?
• Do you want to help inspire our BRO participants?
If YES, then we’d love to hear from you!
Mentor Volunteer placements and assignments will be determined based on one-on-one phone interviews with students. For more information or to submit your resume, please email Xander@BoysRunOn.org or call Xander Covert at 716-361-4799.

Thursday
03/01/18

UB ACES Project is Looking for Summer Research Students

Posted by Tim on March 1, 2018 in Academics, Honors Experiences, Research Information and Opportunities, Summer Research

The UB ACES project is looking for summer students:

The UB Activity in children’s environment (UB ACES) project is looking for highly motivated undergraduate research assistants to help with : data collection, administering questionnaires, recruitment of children and families, measuring children’s food environments.

This project involves examining children’s choices between food and fun activities. Research Assistants will be asked to work with study staff on data entry and recruitment. Qualified students will also be trained to collect data and work with families, both in laboratory and home visits. Students will be asked to schedule evening (3 – 8pm) availability and will be asked to do training during April.

We are looking for individuals with the following qualifications: Organized and detail oriented, highly motivated, independent, strong GPA, good communication skills, ability to interact with families and the ability to solve problems independently.

 

To apply:

Complete the answers to the questions below and send to : dbmstudentapply@gmail.com

Name: 

E-mail:

Phone number:

Overall GPA:

Major GPA:

  1. What year are you in school?
  2. Have you have any prior research experience?   If so, with whom?
  3. What do you want to do when you graduate?
  4. How do you feel this research experience will benefit you?
  5. How would you describe your communication skills?
  6. What are your strengths and weaknesses?
  7. What is your availability for summer 2018? What is your availability for training in March/April of Spring 2018?
Wednesday
02/21/18

UB Organic and Stable Isotope Biogeochemistry Lab Group Seeks Student Research Assistants

Posted by Tim on February 21, 2018 in Academics, Honors Experiences, Research Information and Opportunities

The UB Organic and Stable Isotope Biogeochemistry Lab group is looking for a motivated researcher to join our team!

This is a paid opportunity.

Our ideal candidate is a rising sophomore, junior, or senior who can work at least 5 hours per week this semester, and can work 20 to 40 hours per week for at least 8 weeks during summer 2018.

Required skills: The research employs chemical techniques, so the ideal candidate for this position will have mastered chemistry courses, be able to work safely in a chemistry lab, and has steady hands able to work with small samples. The candidate will also need strong organizational and communication skills, and be detail-oriented. An interest in chemistry research, in addition to climate, environmental, and/or geology research is preferred.

If you are interested, please send the following to Allison, aacluett@buffalo.edu, by March 4:

  • Major, class year, GPA
  • CV, including any prior lab experience
  • Paragraph about why you’re interested in working in the lab and what you hope to get out of the experience
Monday
02/12/18

Honors College TA Information Session February 23

Posted by Tim on February 12, 2018 in Honors Experiences, Honors Program Announcements, Teaching Opportunities

Honors Teaching Assistants (TA) facilitate HON 102: Freshmen Honors Colloquium sections in the spring semester. Freshmen Honors Colloquium is a required two-credit service learning course that provides first-year Honors students an opportunity to participate in civic engagement opportunities in the city of Buffalo.  In addition to leading course discussions, grading assignments, providing feedback and assistance to the course instructor, maintaining office hours, serving as a mentor to students, TA’s will act as a liaison between the students and community partners.

Join us for an information session on Friday, February 23, 2018 at 3 p.m. in 108 Capen Hall to learn more!

Monday
02/12/18

UB LSAMP Summer Research Program Applications Due February 28

Posted by Tim on February 12, 2018 in Academics, Fellowships, Honors Experiences, Internships, Research Information and Opportunities, Scholarship Opportunities, Summer Research

LSAMP Summer Program Highlights include:

  • Summer Research Internship with a UB Faculty Member
  • A $4000 stipend
  • Presenting a research poster at the UB Undergraduate Research Conference in Niagara Falls

See the details below and apply online at: engineering.buffalo.edu/home/outreach/diversity/lsamp/summer.html

Applications are due February 28th!!!

For more details, visit: f9f.us/180228-lsamp-research-experience

Monday
02/05/18

WNY Prosperity Fellowship Deadline to apply is March 1 (Info Session Feb 7, 13 and 15)

Posted by Tim on February 5, 2018 in Academics, Fellowships, Honors Experiences, Workshops

Information Sessions: 2018-19 Western New York Prosperity Fellowship Program | Open to all UG majors and select GRAD programs 

Seeking students with an entrepreneurial drive who want to make a difference in Western New York

Application Deadline: March 1, 2018 continuing UG/GRAD students & April 1, 208 for all new GRAD applicants.

Application Link:  https://tinyurl.com/WNYPFP2018

All students will be awarded a paid summer internship; scholarship support will be awarded during the academic year will vary in size and may be up to $25,000 based on a student’s unmet financial need.  This fellowship program will assist undergraduate and graduate students who are actively preparing for careers that further economic development and growth, especially in the Western New York region. Open to all undergraduate majors and select graduate programs including students in the School of Management, School of Engineering and Applied Sciences, and School of Architecture and Planning.

Fellowship eligibility:  

  • current sophomores, juniors, seniors and graduate students are eligible to apply;
  • open to all undergraduate majors and select graduate programs including students in the School of Management, School of Engineering & Applied Sciences, and School of Architecture & Planning;
  • should have minimum 3.0 cumulative UG GPA / 3.5 cumulative GRAD GPA;
  • have an interest in bolstering the WNY economy through job creation;
  • complete the 2018-2019 Free Application for Federal Student Aid (FAFSA) by the advised deadline;
  • open to US Citizens or students holding permanent residency. Not intended for international students.

For full details, visit the fellowship website at:

http://www.buffalo.edu/content/www/entrepreneurship/programs/wny-prosperity.html

Candidates are encouraged to attend Fellowship Application Information sessions
(all held in 220 Student Union):

  • Monday, February 5……………………………………4PM
  • Wednesday, February 7……………………………..11AM
  • Tuesday, February 13…………………………………..5PM
  • Thursday, February 15………………………………….1PM
Monday
02/05/18

2018 Study Abroad: Tanzania Registration Deadline is March 1

Posted by Tim on February 5, 2018 in Academics, Honors Experiences, Study Abroad

A Unique Study Abroad Experience

Are you looking for a once in a lifetime adventure for this summer?  Join us for our 2018 study abroad course to Tanzania led by Drs. Mara Huber (Associate Dean for Experiential Learning and Director of the UB Experiential Learning Network) and Dan Nyaronga (Associate Professor, Empire State College) and featuring Dr. Melinda Lemke from the Graduate School of Education. The course, offered to students of all majors and backgrounds will focus on “Community Development in Context: Girls Education in the Mara Region of Tanzania.”

Trip highlights will include:

  • 2-week trip will begin and end in Dar Es Salaam, the dynamic port city on the Indian Ocean
  • After flying from Dar to Mwanza , we will drive along Lake Victoria to the Mara Region for 4 days of learning and engagement
  • During our visit in the Mara Region, we will engage with projects and partners that are working to build capacity for girls and women
  • Along with students and UB faculty, we will participate in a day-long conference on girls’ education in this region
  • Following our time in Mara, we will enjoy a 2-day guided safari through the Serengeti Game Preserve and Ngorongoro Crater with a 1-night stay inside the park
  • The course is co-led by Huber and Dr. Dan Nyaronga, a Psychology Professor from Empire State College who is from the Mara Region. Additional faculty from UB will be participating as well.

Lodging and accommodations:

The trip will include accommodations that range in luxury from basic (hostel-type setting) to 4 stars (equivalent). Although specific accommodations have not been finalized, the following have been included in past trips and will most likely be featured:

Academic and professional benefits:

  • Enhanced global knowledge
  • Enhanced cultural competence
  • Opportunity to focus final project on topic of interest
  • Customization of trip to ensure that all students have high-impact/interest experiences
  • Stories, pictures and memories to last a lifetime
  • Past participants have leveraged experiences to support graduate school and fellowship/scholarship opportunities while also helping to clarify graduate, civic and professional interests

Course instructors

 Mara Huber:

Associate Dean

Undergraduate Research & Experiential Learning

Director of the UB ELN.

 Dan Nyaronga:

Associate Professor, Empire State College

(from the Mara Region of Tanzania)

Melinda Lemke (featured faculty member)

Assistant Professor

Educational Leadership & Policy

Graduate School of Education

Registration deadline: March 1st

Please contact Mara Huber with questions about the trip  mbhuber@buffalo.edu

Monday
02/05/18

Latino Studies Course Available to Honors Students

Posted by Tim on February 5, 2018 in Academics, Honors Experiences

Syllabus  Mainland Caribbean Experience (sp 2018)

LLS 305/AAS 382/AMS 324

Instructor: Craig Centrie, Ph.D.

Time and location: Tuesdays and Thursdays 3:30 pm to 4:20 pm Office: 1036 Clemens Hall

Office hours: Tuesdays and Thursdays 6:30 to 7:30 and by appointment

Tele: 645-6000 ext. 1204

E-mail: centrie@buffalo.edu

Credits: 3

Description: Mainland Caribbean Experience is a multi-disciplinary course which explores the urban experiences of the United States’ largest Latino immigrants including Puerto Ricans, Mexicans, Cubans and compare their experiences with those of West Indians from Jamaica and Barbados in the second half of the course. We will draw on the methodology of film/documentary, history, and sociology, to examine our topics. We will further explore the socio-cultural and economic experiences of Caribbean immigrants to better understand the identity formation of these immigrant groups in the United States. Why do Latinos and West Indians immigrate to the United States?  A  focus will be a case study of Puerto Ricans in New York City which has produced a new ethnicity called Nuyorrican.  In addition, we will explore the ways in which the Caribbean identity in the US has changed over a century of colonization, and how this fluid identity construction influences social and economic outcomes. Within the context of globalization the transnational experiences of Caribbean immigrants have changed the traditional means of assimilation creating new forms of identity.  Concluding, we will examine how the United States is changing and inscribing Latin and Caribbean culture and idiom into mainstream US values.

 

Student Learning Outcomes

 

Having completed this course, students will be able to:

  1. Think critically using multiple modes of inquiry.
  2. Analyze disciplinary content to identify contexts, learn fresh perspectives, and 
debate and discuss problems in the field.
  3. Understand and apply the methods of close reading, note taking, analysis, and 
synthesis.
  4. Recognize and debate ethical issues and academic integrity in a variety of 
settings.
  5. Demonstrate proficiency in oral discourse and written communication.
  6. Develop essential research and study skills such as time management.
  7. Understand the academic expectations pertaining to studentship at the University 
at Buffalo and to higher learning at a research university.

Academic Integrity: Our commitment to standards of Academic Integrity is at the very core of a UB education. Students must adhere to all UB policies on plagiarism.   For further information on all aspects of academic integrity please review the UB Undergraduate Academic Integrity Policy found on line. If you use anyone’s work in your responses you must give them credit by quoting and citing their work.

Accessibility Services:  Students with disabilities sometimes require accommodations to ensure their ability to participate fully in a class.  Any student requesting such accommodation any time during the term should refer to UB’s Accessibility Resources Office, where your individual circumstances are assessed and appropriate accommodations may be determined.

Requirements:

 

Course Discussion Forum (on line): Students will post one or two paragraph responses to the discussion questions. The questions and dates are listed below.  These posts are due on Mondays with comments due on the following Friday. Analysis is more valuable than summary. (1, 2, 3, 5). Netiquette must be used at all time during the discussions and response.  The forum closes at midnight. The dates and topics are:

  1. Racial and ethnic identity- discussions are due at midnight on February 12 and responses are due February 16.
  2. The American Dream- discussions are due midnight on February 19 and responses are due February 23.
  3. The Myth of America- discussions are due midnight on March 12 and responses are due March 16.
  4. Transnationalism- discussions are due midnight April 9 with class responses due 13.
  5. Pan-ethnicity- discussions are due midnight April 30 with class responses due May 4.

Weekly Discussion (In class): Every week we will discuss readings as a group. Come to class prepared to comment on the author’s main arguments and the evidence s/he marshals in support of that argument (for secondary sources), and on what the readings tell us about identity construction (for primary sources) To pass this course you must have active participation. (1, 2, 3, 5)

Identity Formation Interview: Find someone on campus, a friend or acquaintance, from the Caribbean. Do an oral history with the person to understand their experiences and how those experiences have contributed to their identity.  In a five-page paper, describe the person’s childhood, where they lived, their educational experiences and how their university experience has influenced their present identity. Relate the themes to the readings by Fraga. Include a discussion of the ethics of writing about a living informant. (1, 2, 3, 4) Due March 16 midnight through Blackboard

Student presentations (in Class): will follow the Revolving Chair model.  Students will select a topic based on available chapters from Black Identities: West Indian Dreams, American Realities, Waters, Mary. Specific dates will be assigned each presentation. Under no circumstances may students change the dates or not show for the presentation.  To do so will give you a 0 for that grade. Because we are on a tight time schedule, it is not possible to return to your chapter later.

You will be graded on promptness of presentation, your ability to understand the material and explain it to the class, how well you theorize your material and relate your information to the course objectives, and finally your ability to create class discussion.  The instructor must receive a e-copy of your group presentation through Blackboard. The presentation must contain a power point presentation of your abstract, analysis, a comparative of perspective to another article(s) which agree or disagree with Water’s perspective, and one or two questions for class discussion.  You may include on line video clips or links. The time limit for the presentations will depend on the size of the class.  Presentations articulate to goals or outcomes 1 through 5 and objectives 1 through 4.  Student presentations will articulate to Black Identities. Suggested medium for compiling materials: Google Docs. (1, 2, 4, 5 ,6 )  Everyone must submit a copy of their group presentation. Presentations are to be submitted at midnight the class they are presented.

 

Research /Term Paper: Each student is required to submit an 5 to 8 page term paper on a topic of his or her interest as it relates to the course topic and material. If you are unsure of your topic, check with the instructor before researching and writing. Undergraduate term papers should be double spaced, have a Title page with all pertinent information including your name, and title of the paper. The paper should contain a clear introduction, thesis statement, body with 2 or 3 subsections or subtitles, conclusion, and reference section. The reference page and title page do not count as pages in your work. The body of the paper should be subtitled and contain at least 2 to 3 sub topics related to your thesis question.  A good undergraduate paper should reference at least 2 books and 3 peer reviewed articles.  Web material such as news articles can be used but will be in addition to the above criteria. (1, 2, 3, 6)  Research/Term paper is due April 20 at midnight on Blackboard.

Academic Integrity: Find online statements about academic integrity published by the University at Buffalo, American Historical Association, and Organization of American Historians. Write a two-page paper summarizing the key points of each document. Have these organizations kept up with a rapidly evolving digital world? (4, 8)

Journal (encouraged but optional): Enter two types of information in your weekly journal. First, keep a record of how much time you spend on course assignments. Second, take notes on course readings. What are the most important points in each reading assignment? This will be graded (check / check minus) every other week. (6, 8)

Course behavior and etiquette: There are no make-ups for missed assignments.  If you miss a class in which dates and times have been agreed upon for papers or other assignments, it is your responsibility to get all the appropriate information from class members. \  In consideration of all religious and ethnic holidays, I recognize that the University does not provide for all holidays for all communities, therefore I will excuse any holiday such as the beginning and end of Ramadan,  with advanced notification. It will however be your responsibility to get class notes, due dates, and assignments from someone in class. This course respects all University and State policies on disabilities. If a student requires additional assistance in the course, please speak with the instructor.

There has been a major increase in plagiarism in recent years, particularly as it pertains to web based information. Plagiarism at UB is not tolerated.  If plagiarism is detected in your work, you will receive an F for the assignment. On the other hand, a paper may be nearly entirely cited works. Please cite everything that you use from other’s work!

I also understand that all students are not as comfortable in discussions. For this reason students will have additional opportunities to fulfill participation work.

 

Required TEXTS: There will be two texts available at the University at Buffalo Book Store and Talking Leaves Book Store on Main Street: Latino Lives in America: Making It Home,  Fraga, Luis, Garcia, John, et al. and Black Identities: West Indian Dreams, American Realities, Waters, Mary. If you are interested in learning more about the history of the Caribbean, I recommend The Penguin History of Latin America by Edwin Williamson.

Grading Policy: Rubrics for each assignment will be distributed at least two weeks before the assignment’s due date.

The final course grade will be determined based on the following formula:

Class Participation and attendance: 25%, Discussion Questions: 10%, Class presentation, 15 %, Interview: 25%, Research Paper: 25%. (Please note that all assignments are not weighted the same.)

 

 

 

Grading System

 

High distinction, an exceptionally                  100-95                     A

High achievement                                           94-90                       A-

 

Above Average                                               89-87                       B+

86-84                       B

83-80                       B-

_________________________________________________________

 

Average, average achievement                       79-77                       C+

  • C

73-70                       C-

_________________________________________________________

 

Pass, below average achievement                   69-67                       D+

Minimal effort expended                                66-65                       D

64-60                       D-

_________________________________________________________

 

Failure, unsatisfactory grade                           Below 50                 F

Failure to hand in an assignment                        0

Or DQ will be averaged in as a Zero (0)

 

 

 

This course will also include documentary and film as appropriate.

 

Tentative Schedule of discussions:

 

Week 1: Discussion of the syllabus and course etiquette

General History of the Caribbean

 

Week 2:  American Relationships with its neighbors to the South:

How do people become Hispanic? They Journey of Mexicans, Cubans and Puerto                            Ricans; Readings: “The Growing Presence of Latinos in the United States, Intro. Fraga

 

Week 3:  Colonialism and citizenship, Puerto Rico, Mexico, and Cuba

Class discussion of Chapter One: “The American Dream: Barriers to Making the United States Home, pages 1-27.

 

Week 4:  The development of identity,

Discussion of Chapter 2: Latino’s Great Hope, America’s Harsh Realities, pages 53-68, Fraga.
Week 5: Understanding discrimination in the United States and creating the other; Readings:

Intergroup relations and Intragroup relations among Latinos, pages 69-95, Fraga.

 

Week 6:  Urban, Suburban and Rural living, the differences. Readings: New Homes and

Communities: Living in Rural America, pages 96-118, Fraga.

 

Week 7: The new face of identity in the 21st century-

Discussion: chapter 6, Transnationalism and the Language of Belonging, pages 97-144,      Fraga.

 

Week 8: The fluidity of identity and the pan ethnic experience,

Discussion: The Evolving Latino Community: The Confluence of Interaction,     Networks and Identity, chapter 7, pages 145-176, Fraga.

 

Week 9:  Understanding the difference between being Caribbean and being West Indian.

Readings: Historic Legacies, pages 16-43, Waters.

 

Week 10: Understanding Race and Ethnicity- Group 1 and 2 presentations, Readings: Racial and

Ethnic Choices, pages 44-93; and Encountering American Race Relations, pages 140-

191, Waters.

Week 11: Understanding the influence of age and generation on identity, Readings:

Intergenerational Dynamics, pages 192-242, Waters.

Group presentation

 

Week 12:  Toxic neighborhoods and the West Indian experience, Readings: Segregated Neigh-

borhoods and Schools, pages 243-284.

Group presentation

 

Week 13:   Second and third generations, how does identity change, Readings: Identities of the

Second Generation, pages 285-326, Waters.

Group presentations

 

Week 14:   Group panels, group debates and discussion.

 

 

 

 

 

 

 

Thursday
01/18/18

Rutgers Summer Undergraduate Research Opportunities

Posted by Tim on January 18, 2018 in Academics, Honors Experiences, Research Information and Opportunities

RUTGERS, The State University of New Jersey, invites talented undergraduates to apply for our nationally acclaimed SUMMER RESEARCH PROGRAM, RISE (Research Intensive Summer Experience). Please forward to students who have strong credentials, passion for research, and interest in graduate study.

Why RISE at Rutgers?

** CUTTING-EDGE INTERDISCIPLINARY RESEARCH at one of the nation’s top 25 public universities.

** PERSONALIZED MENTOR-MATCHING

** EXCELLENT FUNDING: Stipend up to $5000 + housing + travel

** PARTNERSHIPS with REU programs: Cellular Bioengineering, Pharmaceutical Sciences & Toxicology, Green Energy Technology, Physics & Astronomy, and Advanced Materials. RISE applicants can opt to be considered by partner REUs. One Application – Multiple Opportunities!

** DIVERSE COMMUNITY: Rutgers is one of the nation’s most diverse public research universities.

** OUTSTANDING PROFESSIONAL DEVELOPMENT: scientific speaking & writing, GRE prep, grad school and career workshops, field trips

** ALUMNI SUCCESS: Awards at national meetings & placement at top graduate schools.

** FELLOWSHIPS valued up to $100,000 for top RISE alumni who return to Rutgers for graduate school.

** GREAT LOCATION: Easy access to the powerhouse New York-Philadelphia-Washington DC corridor.

Apply now. Rolling admissions starts in January and is highly selective.

Questions? rise@grad.rutgers.edu or 848.932.6584.

Wednesday
01/10/18

LAW 683: Telling Stories with Dr. Schlegel Accepting Undergraduates

Posted by Tim on January 10, 2018 in Academics, Graduate School Programs, Honors Experiences

Law 683, Telling Stories                                                                                                 Schlegel!

M/W 4:00                                                                                                                   Spring 2018

SYLLABUS

“The legendary Supreme Court litigator John W. Davis once remarked, “A case well stated is a case half won.”  By this, Davis meant that cases are more often won or lost on how well lawyers weave the facts into a compelling story than on how well they articulate the law.  Thus, former students who are, and faculty who were, trial lawyers regularly remind me about the crucial importance in any litigator of the ability to tell a story.

However, stories do not tell themselves, whether they are seen on the page or on the screen.  Stories are shaped by the author, and, in the case of movies, derivatively by the director.  What that shaping accomplishes is the subject of this course.  Thus, it is designed to improve your ability to tell a story by examining how master storytellers shape their stories.

During the semester we will read three great novels and a good play, chosen because there exist at least two contrasting movie versions of each.  The novels are Pride and Prejudice, Sense and Sensibility and Emma, all by Jane Austen.  The play, Sabrina Fair by Samuel A. Taylor formed the basis for two movies called Sabrina.  In order for you to have time to read the first novel we will begin the course with two films — Mostly Martha and No Reservations that share a text, though the text is unavailable to me and, in any case, is written in German.  In the third class we will discuss, and thus compare, how each director shapes the implicit story.  Thereafter, we will first discuss how the author shapes the story, and then, after seeing the two film versions, discuss how each director shapes/reshapes the pre-existing story.  Papers will be due throughout the semester.  Initially they will be short analyses of the films and text.  About the middle of the semester the papers will lengthen and shift to the job of shaping the kind of stories that lawyers tell

One more thing ought to be noted.  I am neither a film scholar nor a literary theorist.  Indeed, I do not enjoy reading either film scholarship or literary theory.  It is as a lawyer/law professor that I have gotten interested in the romantic comedy as an exemplar of the art of storytelling.  If you cannot abide the form, you best not take the course.

Note:  The duration of the movies is listed on the syllabus to provide you with advanced warning of the duration to the class that day.  It is not unusual for these times to turn out to be under estimated due to either my technological boobishness or DVD formatting or both.  Studey tardiness can add to the problem too. For the longer films I recommend that you bring sustenance and be prepared to clean up your mess.

 

Interested students should contact Tim Matthews for more information at: trm7@buffalo.edu