I haven’t written a Teaching Thursday for a while, and this semester, my teaching has been particularly invigorating (aside from having to fix a million broken links in an online class!).
Teaching the Controversy: The UND Budget
First, my class on the University of North Dakota’s budget cuts has been a joy to teach. (Here is my syllabus). In fact, I’m doing far less teaching and mostly working hard to stay out of the way as the students explore the complexities of higher education. They’ve already wrestled with the big picture issues related to state-supported higher education as a “public good” and the small scale complexities of the methods used to distribute funds on campus. They chatted with our budget gurus, a dean, and, this week, with UND’s Provost. Next week, we welcome a vice chancellor, the following, an important legislator, and then the VP of Research and the Dean of the Graduate School at UND. We’re working our way through Christopher Newfield’s book, The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them (Johns Hopkins 2016). As we gain momentum in the next six weeks, I’ll post some more substantial information here.
Abandoned Campus Buildings as Laboratory Classrooms
Second, because I just can’t leave well enough alone, I decided to teach a one-credit (well, this is pending our ability to create a class at his point in the semester and allow students to enroll!) class on two buildings on the UND campus slated to be destroyed this year. The buildings are hybrid structures and twins with the original buildings dating to the first decade of the 20th century and additions dating to the 1920s. They were originally part of Wesley College, a Methodist institution that from its early days was associated with the University of North Dakota and offered classes in arts, music, and religion. They are beaux arts classical in design. A. Wallace McCrea was the architect of at least Sayre and Corwin halls, if not the entire complex. They form the east and west sides of a lovely quad that opens onto University Drive and stand as a orderly counterparts to the college gothic of most of the UND campus. They’ll be missed!
My plan to document these buildings currently involves three phases. First, we make sure that the architecture of the buildings is thoroughly documented – including plans, 3D scans, and photographs – and the location of the buildings and the surrounding space and situation is documented as carefully as possible. Second, we need to do some archives work and sift through the relatively extensive records on the history of Wesley College and these two hybrid-buildings. Finally, and perhaps most interestingly, I’m going to put together a team to comb through the buildings looking for the traces of their past lives in both the building fabric and the things left behind. In short, the last intervention in the life of these buildings will be an archaeological one.
Open Education Textbooks
The last week or so, I’ve been working my way through a pretty complete draft of an open access textbook on Late Antiquity. The book offers a compelling political and ecclesiastical framework for the Late Antique world. In fact, I’d go so far as to argue that some of the author’s discussions of the religious controversies in Late Antiquity are among the clearest that I’ve ever encountered.
What is intriguing to me is that Late Antiquity, despite being defined by political events and institutions (whether the fall of Rome or the reign of Diocletian, Constantine, Justinian, or Heraclius), has become increasingly described as a series of cultural phenomena ranging from the rise of Christian practices (and various forms of syncretism) to architectural forms, decorative practices (like spoliation), urban transformation, tastes in movable goods, literature, art, and even ritual practice. A political narrative is not necessarily outside the realm of culture, of course, but for Late Antiquity, the long shadow of Peter Brown and his amazing lineage of students has ensured that cultural issues have eclipsed political ones. The concept of the “long late antiquity” is almost always a culture one which argues that despite political and religious differences, certain aspects of the Late Antique world persist into the 7th, 8th, or 9th century. While this sometimes harkens to Pirenne’s old argument that the end of the ancient world occurred when the caliphate moved its capital to Bagdad and the Mediterranean moved from the front yard of both Western Europe and the Early Islamic world to their collective backyard, it also embraced similarities and connection around the Mediterranean that produces common cultural affinities.
In the next month or so, I’ll be returning to this project and asking for folks to help me navigate this unique open educational resource into the public realm! Stay tuned!