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Division of Literatures, Cultures, and Languages

Contacts

Office: Building 260, Rooms 114-128
Mail Code: 94305-2005
Phone: (650) 724-1333; Fax: (650) 725-9306
Email: dlcl@stanford.edu
Web Site: http://dlcl.stanford.edu

Courses offered by the Division of Literatures, Cultures, and Languages are listed under the subject code DLCL on the Stanford Bulletin's ExploreCourses web site.

The Division of Literatures, Cultures, and Languages consists of five academic departments (Comparative Literature, French and Italian, German Studies, Iberian and Latin American Cultures, and Slavic Languages and Literatures), five focal groups (Digital Humanities, Humanities Education, Philosophy and Literature, Poetics, and Renaissances) as well as the Language Center, which oversees language instruction at Stanford. All the departments of the division offer academic programs leading to B.A., M.A., and Ph.D. degrees. The division brings together scholars and teachers dedicated to the study of literatures, cultures, and languages from humanistic and interdisciplinary perspectives. The departments in the division are distinguished by the quality and versatility of their faculty, a wide variety of approaches to cultural traditions and expressions, and the intense focus on the mastery of languages. This wealth of academic resources, together with small classes and the emphasis on individual advising, creates a superior opportunity for students who wish to be introduced to or develop a deeper understanding of non-English speaking cultures.

The division's departments and the Language Center offer instruction at all levels, including introductory and general courses that do not require knowledge of a language other than English. These courses satisfy a variety of undergraduate requirements and can serve as a basis for developing a minor or a major program in the member departments. The more advanced and specialized courses requiring skills in a particular language are listed under the relevant departments, as are descriptions of the minor and major programs.

The DLCL itself offers one undergraduate minor program, an undergraduate multimedia laboratory course, and several graduate courses focused on the teaching of second languages, the teaching of literature, and academic professionalization.

Focal Groups

While the five departments in the Division of Literatures, Cultures, and Languages serve common interests in literary and cultural traditions and their languages, the DLCL's Focal Groups bring together faculty members and graduate students who share topics and approaches that range across languages and national literatures. These groups are designed to respond directly to the research interests of the faculty as a community, and reflect long-term commitments by the participants. They are conceived as portals that open from the Division outward to the wider community of literary and humanities scholars at Stanford. The membership may include any member of the Stanford faculty or any Ph.D. student with an interest in the topic. Most Focal Groups include participants from several humanities departments outside the DLCL.

Thus the DLCL is characterized by two axes of intellectual inquiry:

  • the departmental axis, which is organized by language, nation, and culture
  • the focal axis, which may be organized by genre, period, methodology, or other criteria.

The convergence of the two axes, departments and Focal Groups, locates faculty members and graduate students in at least two intersecting communities. The DLCL believes that this convergence gives institutional form to the intellectual conditions under which many scholars of literature and culture presently work.

Each Focal Group maintains a standing research workshop at which both faculty and graduate student members discuss their work. Some Focal Groups offer formal courses; and all groups are responsible for overseeing research-oriented activities and extracurricular events in the relevant area, including sponsoring conferences, publications, podcasts, and other activities that disseminate the outcomes of their research.

Digital Humanities

Chairs: Dan Edelstein (French and Italian), Mike Widner (Academic Technology Specialist)

Faculty Members: Russell Berman (Comparative Literature, German Studies), Amir Eshel (Comparative Literature, German Studies), Alexander Key (Comparative Literature), Marília Librandi-Rocha (Iberian and Latin American Cultures)

The Digital Humanities Focal Group (DHFG) promotes faculty and graduate research in the digital humanities through lectures series, praxis workshops, curriculum, and the identification and development of digital humanities research projects, especially those eligible for grant-funding opportunities. DHFG sponsors a lecture series and convenes regular workshops alternating between praxis and theory. These activities provide fora in which faculty and graduate students can share work in progress, discuss the state of the field, and identify important research that should be shared with the DLCL and broader academic communities. Crucially, the DHFG promotes digital research on underrepresented literatures and cultures to counteract the English-language dominance of much work in the field.

The DHFG also establishes strategic partnerships with similar endeavors at Stanford such as the Center for Spatial and Textual Analysis, the Literary Lab, HCI, etc. and with the larger academic community through organizations like the Association for Computers and the Humanities, the Praxis Network, and HASTAC.

Humanities Education

Chair: Russell A. Berman (Comparative Literature, German Studies)

Faculty Members: Elizabeth Bernhardt (German Studies, Language Center), Eamonn Callan (School of Education), Adrian Daub (German Studies), Thomas Ehrlich (School of Education), Marisa Galvez (French and Italian), Pam Grossman (School of Education), Orrin Robinson (German Studies), Gabriella Safran (Slavic Languages and Literatures), Mitchell Stevens (School of Education), Jennifer Summit (English), Guadalupe Valdés (School of Education)

Web Site: http://dlcl.stanford.edu/groups/humanities-education

The Focal Group on Humanities Education explores issues concerning teaching and learning in the humanities, including research on student learning, innovation in pedagogy, the role of new technologies in humanities instruction, and professional issues for humanities teachers at all educational levels.

Philosophy and Literature

Chairs: R. Lanier Anderson (Philosophy), Joshua Landy (French and Italian)

Faculty Members: Keith Baker (History), Russell Berman (Comparative Literature, German Studies), Alexis Burgess (Philosophy), Martón Dornbach (German Studies), Jean-Pierre Dupuy (French and Italian), Amir Eshel (Comparative Literature, German Studies), Gregory Freidin (Slavic Languages and Literatures), Robert Harrison (French and Italian), David Hills (Philosophy), Héctor Hoyos (Iberian and Latin American Cultures), Michelle Karnes (English), Alexander Key (Comparative Literature), Sianne Ngai (English), Marília Librandi Rocha (Iberian and Latin American Cultures), Joan Ramon Resina (Iberian and Latin American Cultures, Comparative Literature), Nariman Skakov (Slavic Languages and Literatures), Blakey Vermeule (English), Laura Wittman (French and Italian), Lee Yearley (Religious Studies)

Web Site: http://philit.stanford.edu

The Focal Group on Philosophy and Literature brings together faculty and students from nine departments to investigate questions in aesthetics and literary theory, philosophically-inflected literary texts, and the form of philosophical writings. Fields of interest include both continental and analytic philosophy, as well as cognitive science, political philosophy, rational choice theory, and related fields. The group offers undergraduate tracks within eight majors, a graduate workshop, and a lecture series.

Workshop in Poetics

Chairs: Roland Greene (Comparative Literature, English), Nicholas Jenkins (English)

Faculty Members: Marisa Galvez (French and Italian), Michael Predmore (Iberian and Latin American Cultures)

Web Site: http://dlcl.stanford.edu/groups/workshop-poetics

The Workshop in Poetics Focal Group is concerned with the theoretical and practical dimensions of the reading and criticism of poetry. During the four years of its existence, the Workshop has become a central venue at Stanford enabling participants to share their individual projects in a general conversation outside of disciplinary and national confinements. The two dimensions that the workshop sees as urgent are:

• poetics in its specificity as an arena for theory and interpretive practice.

• historical poetics as a particular set of challenges for the reader and scholar.

The core mission is to offer Stanford graduate students a space to develop and critique their current projects.

Renaissances

Chair: Roland Greene (Comparative Literature, English)

Faculty Members: Cécile Alduy (French and Italian), Shahzad Bashir (Religious Studies), Paula Findlen (History), Tamar Herzog (History), Bissera Pentcheva (Art and Art History), Morten Steen Hansen (Art and Art History), Jennifer Summit (English)

Web Site: http://dlcl.stanford.edu/groups/renaissances

The Renaissances Group brings together faculty members and students from over a dozen departments at Stanford to consider the present and future of early modern literary studies (a period spanning the fourteenth through the seventeenth centuries). Taking seriously the plural form of the group's name, we seek to explore the early modern period from a wide range of disciplinary, cultural, linguistic, and geographical perspectives. Topic for 2013-14: "Nodes, Networks, Names."

Ph.D. Minor in Humanities

Faculty Director: Lisa Surwillo

The Ph.D. minor in Humanities is a sequence of interdisciplinary seminars covering the following five periods: antiquity, medieval, early-modern, enlightenment, and modern. A framing seminar that leads students to reflect on what it means to teach and study the humanities in the 21st century is also required. The program is designed to provide students with broad historical knowledge and skills for conducting interdisciplinary research; to prepare students to teach beyond their area of expertise; and to create communities of students and faculty from different departments working on similar periods.

This degree is declared by submitting a Ph.D. minor form by the end of Winter Quarter during the first year of studies. Students who wish to enroll in the program after Winter Quarter of their first year must demonstrate that their participation will not delay their time to TGR. If the application is successful, a student is admitted into the program during Spring Quarter. 

  • At the time of declaration of the minor, a student must have taken at least one of the core seminars, and must enroll in a second one during the Spring Quarter of that year.
  • By Spring Quarter of the second year, students must have taken at least two more seminars from the series below, including the framing course; the other may be either a core seminar, or the extra-departmental course in their field.
    • If the student has not completed these requirements by this time, participation in the program may be terminated.
  • A student must finish course work for the Ph.D. minor in his/her third year of study.  

To pursue the Ph.D. Minor in Interdisciplinary Humanities, students must fulfill the following requirements, for a minimum of 20 units.

Units
DLCL 320Humanities Education in the Changing University3
Complete three of the five core seminars
Classical Seminar: Rethinking Classics
Medieval Seminar
Early Modern Seminar
Enlightenment Seminar
Modern Seminar
Take one additional graduate course (numbered 200 or above) on one of these periods (usually corresponding to the student's area of specialization) in a department other than the student's home department.
Demonstrate the ability to use at least one foreign language for scholarly work (for instance, by engaging with a primary or secondary source in a seminar paper for any class). Students may petition to have this requirement waived, if it is deemed to be irrelevant to the student’s course of study.

Minor in Modern Languages

The Division of Literatures, Cultures, and Languages offers an undergraduate minor that draws upon courses in literature and language within the division's departments and elsewhere in the University.  The minor in Modern Languages is offered to students who want to supplement the course work in their major with course work in modern languages and literatures. The minor must be approved by the chairs of undergraduate studies of the respective language departments. Students in any field qualify for the minor by meeting the following requirements:

Units
A minimum of 20 units (10 units per language) at the intermediate level (second year) or beyond, not including conversational, oral communication, business, or medical language courses in two languages other than English offered by the DLCL.20
At least one additional course, at the 100 level or above, in each modern language being studied in the minor. These courses must be taught by DLCL Academic Council members or other senior members of the DLCL faculty.6-10

Students are recommended to study, work, or intern abroad for at least eight weeks at a location where one of the languages is spoken.  Course work in this minor may not duplicate work counted toward other majors or minors. Advanced Placement credit and transfer credit do not apply to this minor. All courses must be taken for a letter grade. By University policy, no more than 36 units may be required in this minor.  Students declare the minor in Modern Languages through Axess. 

Minor in Middle Eastern Languages, Literatures, and Cultures

Director: Khalid Obeid

The African and Middle Eastern (AME) program is part of the Stanford Language Center and is affiliated with the Center for African Studies, the Abbasi Program in Islamic Studies, and the program in Jewish Studies. The program offers beginning, intermediate and advanced classes in Arabic, Hebrew, Swahili, and other African languages as well as classes in AME literatures and cultures. Additional languages such as Hausa, Chichewa, Amharic, Tigrigna, Igbo, Zulu, Kinyarwanda, and Twi are offered upon request, providing funding is available. Students may also request an AME language course by applying online.

The undergraduate minor in Middle Eastern Languages, Literatures, and Cultures has been designed to give undergraduates majoring in other departments an opportunity to gain a substantial introduction to the Arabic and Hebrew languages, as well as an introduction to the cultures and civilizations of the Middle East. Students declaring a minor must do so no later than the last day of the Spring Quarter of their junior year, or four quarters before degree conferred. If a student is not able to meet this deadline, he or she may petition the Language Center director and request a revised declaration date, which may be granted at the director’s discretion. Requirements for the degree can be found in the "Language Center" section of this bulletin. 

Minor in Translation Studies

Director: Cintia Santana

The Division of Literatures, Cultures, and Languages, in cooperation with East Asian Languages and Cultures and the English Department, teaches undergraduates to develop and apply their foreign language knowledge to the production and analysis of translations. The minor is designed to give students majoring in a variety of fields the tools to consider the practical and theoretical issues brought up by translation as an aesthetic, cultural, and ethical practice. Students must take a minimum of 26 units for a letter grade, in fulfillment of the following requirements:

Units
1. Prerequisite: Complete or test out of a first-year course in the language of interest.
2. Core course: At least 5 units in a Translation Studies core course:5
Translating Japan, Translating the West
Literary Translation
3. Language study: At least 8 units, second year or beyond (not including conversationan/oral communication) and/or relevant literature courses taught in the Language Center with language prefixes (e.g. SPANLANG), focusing on translation from a specific language. OSP and transfer units may be considered in consultation with the minor advisor.8
4. Literature study: At least 5 units in a relevant literature course at the 100-level or above, taught in a DLCL department, East Asian Languages and Cultures, or Classics, and determined in consultation with the minor adviser. For students interested in translation from English into another language, an appropriate literature course in the English Department could be substituted.5
5. Electives: At least 5 units in a creative writing course, or a course that foregrounds translation in departments such as Anthropology, any DLCL department, English, East Asian Literatures and Civilizations, Classics, Linguistics (e.g. LINGUIST 130A), or Computer Science (e.g. CS 124), detemined in consultation with the minor advisor.5
6. Final project: up to 3 units for a significant translation and/or translation studies project (including the original translation of 20 pages of prose, 10 poems, or similar appropriate amount to be determined in consultation with the minor advisor) to be carried out under the supervision of an instructor; this can be completed in one of the courses for the minor or as an independent study.3
Total Units26

Course work in this minor may not duplicate work counted toward other majors or minors. Course selection must be approved by the minor adviser. For further information, contact the minor adviser, Cinita Santana.

Certificate in Language Program Management

Faculty Director: Elizabeth Bernhardt

Programs in contemporary foreign language teaching preparation entail a knowledge base that has grown over the past 30 years, rooted in data from an explosion of linguistic as well as applied linguistic research. In tandem with the language center's primary focus on learning research and theory, which graduate students explore in the teaching preparation program, the Language Program Management certificate focuses on developing the professional leadership and academic skills necessary for a career that includes the coordination and management of language learning. The program funds summer internships which enable the completion of a certificate in Language Program Management and are intended to help Stanford graduate students prepare themselves for such work in complement to their literary studies. The certificate program is not declared on Axess and does not appear on the transcript or diploma.

Prerequisites:

  1. Foreign language acquisition: Oral Proficiency Interview (OPI) rating of at least advanced mid
  2. Academic and professional development:
  • DLCL 301 The Learning and Teaching of Second Languages
  • Modified Oral Proficiency Interview (MOPI) Assessment workshop (2 days)
  • Limited OPI Tester Certification (average 6 months)
  • Teaching of three first-year language courses through the Language Center

These are generally met by the end of a graduate student's second year in the PhD program. Once meeting these criteria, the student may be admitted to the Program.

Upon admission to the program, students must complete the following:

  1. DLCL 302 The Learning and Teaching of Second-Language Literatures: a course designed to focus student attention on the development of oral language proficiency through the upper levels and emphasize the need for upper register speaking and writing for literature learning and teaching.
  2. OPI workshop (additional 2 days of training at the Advanced and Superior levels): this workshop is the extension of the MOPI. It focuses on upper register performance on the FSI-ACTFL scale. Hosted by either the Language Center, regional workshop, or at the national meeting of the ACTFL.
  3. Completion of Writing Proficiency Familiarization workshop (Winter Quarter): Workshop conducted by a certified writing tester and structured in parallel to the MOPI/OPI assessment paradigm.
  4. DLCL 303 Language Program Management (Summer Quarter): an administrative internship including, but not limited to, experiences with the following:
  • Shadow faculty and staff in select areas of administration and supervision within the Language Center and DLCL
  • Placement testing and student advisement
  • Technology in teaching and learning
  • Processes for teacher observation and feedback
  • Procedures in staff supervision and Human Resources
  • Course scheduling, budgeting, staffing, and searches
  • Interface with external programs (e.g., BOSP, Bechtel, CTL)
Division Chair: Gabriella Safran

Courses

DLCL 1. History and Theory of Novel Group. 1 Unit.

For undergraduates in English, the DLCL, and East Asian literatures interested in the novel and the events sponsored by the Center for the Study of the Novel (CSN) and to prepare them to attend CSN events with some understanding of the material presented. Each CSN event¿the New Book Events, the Ian Watt Lecture on the History and/or Theory of the Novel, and the Center's annual conference¿will either be preceded or followed by a colloquium, led by a member of the graduate student staff. In these colloquia, students will engage with the material under discussion, usually written by the speaker(s) on whose work the events are based. Participation at 75% of events and colloquia is mandatory for course credit. Precirculated readings will be made available for all colloquia preceding an event, and often for those held after the event, to enable students to develop a familiarity with issues pertaining to the theoretical and historical study of the novel.
Same as: ENGLISH 1.

DLCL 152A. DLCL Film Series: Crime and the City. 1 Unit.

This DLCL Film Series seeks to explore the various ways in which "Crime and the City" is reflected in different national cinemas in the past 70 years. .Maybe repeat for credit
Same as: DLCL 354A.

DLCL 189A. Honors Thesis Seminar. 4 Units.

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.

DLCL 189B. Honors Thesis Seminar. 2-4 Units.

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.

DLCL 189C. Honors Thesis Seminar. 2-4 Units.

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.

DLCL 199. Honors Thesis Oral Presentation. 1 Unit.

For undergraduate majors in DLCL departments; required for honors students. Oral presentations and peer workshops. Regular advisory meetings required.

DLCL 202. Humanities+Design. 1 Unit.

How might visualization tools effect the way Humanities scholars work in the digital age? Humanities research relies increasingly on digitized source material and, consequently, on data visualization as an interface for organizing and assessing as well as analyzing information. We will explore different ways of thinking about data visually, using visualization software under development to discover themes, questions and relationships.nIn an age where visual forms hold the force of persuasion, data visualization skills not only shape arguments but also help researchers engage critically with the information behind their analyses. Humanities+Design investigates the role of the humanities in the challenges of interpreting data - especially 'big data'. Each student will participate in the design of visualization tools for humanities research, learning about the design process and design theory as it applies to digital humanities research. nThe course is targeted to students interested in using visualization in their own work, as well as students new to data-driven research. All of our course meetings will take place in the at CESTA (Center for Spatial and Textual Analysis) on the 4th floor of Wallenberg Hall. There are no prerequisites for the class and the class is open to graduate students as well as advanced undergraduates.

DLCL 209. Paleography of Medieval and Early Modern Manuscripts. 3-5 Units.

Introductory course in the history of writing and of the book, from the late antique period until the advent of printing. Opportunity to learn to read and interpret medieval manuscripts through hands-on examination of original materials in Special Collections of Stanford Libraries as well as through digital images. Offers critical training in the reading of manuscripts for students from departments as diverse as Classics, History, Philosophy, Religious Studies, English, and the Division of Languages Cultures and Literatures.
Same as: CLASSGEN 311, ENGLISH 209, HISTORY 309G, RELIGST 204.

DLCL 220. Humanities Education. 1 Unit.

Humanities Education explores issues concerning teaching and learning in the humanities, including research on student learning, innovation in pedagogy, the role of new technologies in humanities instruction, and professional issues for humanities teachers at all educational levels.

DLCL 222. Philosophy and Literature. 1 Unit.

The Focal Group in Philosophy and Literature brings together scholars and students from eight departments to investigate questions in aesthetics and literary theory, philosophically-inflected literary texts, and the form of philosophical writings. Fields of interest include both continental and analytic philosophy, as well as cognitive science, political philosophy, rational choice theory, and related fields.

DLCL 223. Renaissances. 1 Unit.

The Renaissances Group brings together faculty members and students from over a dozen departments at Stanford to consider the present and future of early modern literary studies (a period spanning the fourteenth through the seventeenth centuries). Taking seriously the plural form of the group's name, we seek to explore the early modern period from a wide range of disciplinary, cultural, linguistic, and geographical perspectives. Topic for 2012-14: "Nodes, Networks, Names.".

DLCL 224. Workshop in Poetics. 1 Unit.

The Workshop in Poetics is concerned with the theoretical and practical dimensions of the reading and criticism of poetry. During the three years of its existence, the Workshop has become a central venue at Stanford enabling participants to share their individual projects in a general conversation outside of disciplinary and national confinements. The two dimensions that the workshop sees as urgent are: poetics in its specificity as an arena for theory and interpretive practice, and historical poetics as a particular set of challenges for the reader and scholar.

DLCL 225. Digital Humanities. 1 Unit.

The Digital Humanities Focal Group (DHFG) will promote faculty and graduate research in the digital humanities through lectures series, praxis workshops, curriculum, and the identification and development of digital humanities research projects, especially those eligible for grant-funding opportunities. DHFG sponsors a lecture series and convenes regular workshops alternating between praxis and theory. These activities provide fora in which faculty and graduate students can share work in progress, discuss the state of the field, and identify important research that should be shared with the DLCL and broader academic communities. Crucially, the DHFG will promote digital research on underrepresented literatures and cultures to counteract the English-language dominance of much work in the field.

DLCL 265. Histories and Futures of Humanistic Education: Culture and Crisis, Books and MOOCs. 5 Units.

Features of online education as they relate to the humanities and notions of engaged critical learning. Collaborative course, working in tandem with Professor Cathy Davidson's Duke course, The History and Future of High Education, using live chats, Google documents, and other forums to interact with students at Duke and other universities nationally. Each campus uses a syllabus linked to each instructor's angle into this general subject, but many readings and exercises in common. Seeing this as a critical moment in education, to connect this topic to its historical, cultural, political, and ethical implications. The Stanford course looks at early discussions about education and culture (Arnold's Culture and Anarchy) and then works through a key moment in the mid-20th century whose premises still have influence: the Two Cultures (humanities, sciences) debate. Radical responses to educational reform in France and the US in the late 60s, and the changing state of funding, value, and cultural critique in the late 20th and early 21st centuries. The idea of education as a personal, collective, and intellectual endeavor which is shaped by and shapes societies. Focus on the idea of the public good and the relation between education and a democratic society.
Same as: COMPLIT 265, EDUC 217X.

DLCL 293. Literary Translation. 3-5 Units.

An overview of translation theories and practices over time. The aesthetic, ethical, and political questions raised by the act and art of translation and how these pertain to the translator's tasks. Discussion of particular translation challenges and the decision processes taken to address these issues. Coursework includes assigned theoretical readings, comparative translations, and the undertaking of an individual translation project.
Same as: ENGLISH 293.

DLCL 300. Medieval Methodologies. 3 Units.

An introduction to the essential tool-kit for medievalists, this course will give all medievalists a great head start in knowing how to access and interpret major works and topics in the field. Stanford's medieval faculty will explain the key sources and methods in the major disciplines from History to Religion, French to Arabic, English to Chinese, and Art History to German and Music. In so doing, students will be introduced to the breadth and interdisciplinary potential of Medieval Studies. A workshop devoted to Digital Technologies and Codicology/Palaeography will offer elementary training in these fundamental skills.
Same as: ENGLISH 300, MUSIC 300C.

DLCL 301. The Learning and Teaching of Second Languages. 3 Units.

"Formally known as DLCL 201" Learning perspective rather than traditional teaching methods. Focus is on instructional decision making within the context of student intellectual and linguistic development in university settings to different populations. Readings in second-language acquisition. Restricted to PhD students in the DLCL.

DLCL 302. The Learning and Teaching of Second-Language Literatures. 1-3 Unit.

Focuses on the research on advanced level reading and writing in second language contexts with a special focus on upper-level cultural texts. Discussion of second language writing and reading assessment including a writing familiarization workshop. Participants will focus on their cognizant language and literature for the completion of their assignments.

DLCL 303. Language Program Management. 1-3 Unit.

Administrative Internship in Language Program Management. Experiences can include, but are not limited to, the following: Shadow faculty and staff in select areas of administration and supervision within the Language Center and DLCL; Placement testing and student advisement; Technology in teaching and learning; Processes for teacher observation and feedback; Procedures in staff supervision and Human Resources; Course scheduling, budgeting, staffing, and searches; Interface with external programs (e.g. BOSP, Bechtel, CTL).

DLCL 311. Professional Workshop. 1-2 Unit.

Meets regularly throughout the year to discuss issues in the professional study of literature. Topics include the academic job market and the challenges of research and teaching at different types of institutions. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.

DLCL 320. Humanities Education in the Changing University. 3 Units.

Advanced study in the humanities faces changes within fields, the university and the wider culture. Considers the debate over the status of the humanities with regard to historical genealogies and current innovations. Particular attention on changes in doctoral education. Topics include: origins of the research university; disciplines and specialization; liberal education in conflict with professionalization; literature and literacy education; interdisciplinarity as a challenge to departments; education policy; digital humanities; accountability in education, assessment and student-centered pedagogies.
Same as: COMPLIT 275, GERMAN 250.

DLCL 321. Classical Seminar: Rethinking Classics. 4-5 Units.

Literary and philosophical texts from Antiquity (including Homer, the Greek tragedians, Plato, Aristotle, Virgil, and Augustine). In each case, we will examine the cultural contexts in which each text was composed (e.g. political regimes and ideologies; attitudes towards gender and sexuality; hierarchies of class and status; discourses on "barbarians" and resident aliens). We will study various theoretical approaches to these books in an effort to "rethink" these texts in the 21st century.

DLCL 322. Medieval Seminar. 3-5 Units.

The cultural,literary, and artistic evolution of the Middle Ages. The barbarian invasions and the Germanic ethos, the Celtic heritage,and the monastic tradition. Romanesque art and architecture,pilgrimages,and the Crusades. Gothic aesthetics, chivalry and courtly love, scholasticism, and the rise of universities. The late Middle Ages, humanism, and the threshold of the Renaissance. Texts include: Beowulf, Mabinogion, Song of Roland, Chretien de Troyes' Lancelot and Yvain, Dante's Divine Comedy, Boc­caccio's Decameron, and Chaucer's Canterbury Tales.nn3-5 units.

DLCL 323. Early Modern Seminar. 3-5 Units.

Explores some of the key texts of European early modernity and the critical paradigms according to which the idea of the "Renaissance" has been formed, analyzed, and questioned since the 19th century. Will aim to provide a broad introduction to Early Modern studies from the point of view of the Italian Renaissance and its reception in different European contexts. Taught in English.
Same as: ITALIAN 220.

DLCL 324. Enlightenment Seminar. 3-5 Units.

The Enlightenment as a philosophical, literary, and political movement. Themes include the nature and limits of philosophy, the grounds for critical intellectual engagement, the institution of society and the public, and freedom, equality and human progress. Authors include Voltaire, Montesquieu, Rousseau, Hume, Diderot, and Condorcet.
Same as: HISTORY 334, HISTORY 432A, HUMNTIES 324.

DLCL 325. Modern Seminar. 3-5 Units.

The postmodern condition as post-WWII rupture in Western tradition; moral, political, cultural, and aesthetical dimensions. Sources include literature, philosophy, essays, films, and painting. Authors and artists include: Primo Levi, Hannah Arendt, Alain Resnais, Samuel Beckett, Georges Bataille, Michel Foucault, Theodor Adorno, David Riesman, Georges Perec, Juliet Mitchell, and Francis Bacon.

DLCL 354A. DLCL Film Series: Crime and the City. 1 Unit.

This DLCL Film Series seeks to explore the various ways in which "Crime and the City" is reflected in different national cinemas in the past 70 years. .Maybe repeat for credit
Same as: DLCL 152A.

DLCL 369. Introduction to Graduate Studies: Criticism as Profession. 5 Units.

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.
Same as: COMPLIT 369, FRENCH 369, GERMAN 369, ITALIAN 369.