COURSES

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Spring 2020 (Undergraduate)

AMST 150 (FGB) » America and the World

Instructor

Jeffrey Tripp

Course Description

This course examines formations of “America” in a global context, beginning with its emergence as a European colonial outpost imposed on indigenous peoples, to its emergence as an imperial and military power in the modern era. We will survey major world-historical events in which the U.S. has played key roles as well as consider the significant impacts that other world cultures have had on the American social, political, cultural and economic fabric (and vice versa). Central to the organization of this course is a consideration of race, class and gender as crucial axes for the formation of “America” and Americans.

Required Text(s)

  • Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African
  • Spiegelman, Art.  Maus I: A Survivor’s Tale
  • Spiegelman, Art.  Maus II: A Survivor’s Tale
  • Stannard, David.  American Holocaust
AMST 201 (DH) » An American Experience – Institutions and Movements

Instructor

Brian Dawson

Course Description

This interdisciplinary course examines diversity and changes in American lives and values in a historical context as manifested in social institutions and social movements. It introduces students to various types of primary sources (such as laws, sermons, political manifestoes, memoirs, music, popular culture, et cetera) and to different methods of reading and analyzing such materials. Using social and analytical categories such as race, ethnicity, gender, class, and sexuality, the course examines several critical periods in U.S. history as well as situates Hawai‘i in the context of American experience. This course fulfills a Manoa Core humanities requirement.

Required Text(s)

  • Butler, Octavia E. Kindred.
  • Yang, Kao Kalia. The Latehomecomer: A Hmong Family Memoir. 
  • Zinn, Howard.  A People’s History of the United States: 1492-Present.
  • **All books are available at Revolution Books: 2626 King St #201, Honolulu, 96826
  • **Additional readings will be posted on the course website
AMST 202 (DH) » American Experience: Culture and the Arts

Instructor

Yilan Hu

Course Description

If contemplation of any aspect of America must include a consideration of culture, so too must any study of American culture include a discussion of the arts.  Surveying a variety of cultures practiced by people (s) (with) in America, this course investigates just what may be talking about when we use such words as “America,” “culture,” or “art,” and how our ideas about these words have developed.

Largely focusing on the ways in which power, beauty and belonging have been constructed, contemplated and asserted through the arts, we will conclude the semester by asking the question of whether we might analyze and shape our own lives — as people living (with) in America — as we might a piece of art?

Required Text(s)

The following may be purchased at the UH Bookstore.

  • Alexie, Sherman. Reservation Blues. New York: Grove Press, 2005.
  • Morrison, Toni. The Bluest Eye. New York: Vintage International Press, 2007 ed (any older edition acceptable).
  • Yamashiro, Aiko and Noelani Goodyear-Ka‘ōpua, eds. The Value of Hawai‘i 2: Ancestral Roots, Oceanic Visions. Honolulu: University of Hawai‘i Press, 2014.
AMST 211 (DS) » Contemporary American Domestic Issues

Instructors

Spencer Oshita

Course Description

Power, Rights, and Space in Modern and Postmodern America

French philosopher and Nobel laureate Albert Camus is credited with saying the apt phrase, “The only way to deal with an unfree world is to become so absolutely free that your very existence is an act of rebellion.” We live in a world made up of spaces, but very few of those spaces go unpoliced.  Someone, somewhere, seems to always be rather attentive to what we do and don’t do in the spaces that make up our lives.  But why?  And who put them in charge? 

Investigating space means trying to understand how to exist in a world constantly beset by powerful people trying to control who we are and what we do.  This course explores the connections between that power and the rights we are supposed to have in the spaces that make up our lives.  To that end, we will begin with physical spaces, investigating the American educational system and the imperial and carceral states that have been built around us.  We will engage powerful and central texts concerning education, pedagogy, empire, and prisons while addressing both real and theoretical concerns.  But space isn’t always physical and neither are the systems of control and power that operate within them.  This course also turns toward investigating the institutions of memory, the body, identity, and epistemology to understand that even what we know and how we know it is also intimately wrapped up in systems of power and control.

Even as we analyze the important issues of addressing injustice and inequity across the sites of schools, prisons, courthouses, streets, or our own bodies, and tackling such topics as prison reform, immigration, disabilities, colonial occupation, criminal justice, public education, and more, the contemporary moment asks for more: it asks for solutions.  And while this course closes with a unit on the future as the final contemporary issue of the semester, the entire course will be structured around providing the students with the tools needed to engage in critical thinking and evalution, which are some of the best remedies for societal maladies of the worst variety.

AMST 211 is for anybody who has ever wondered about the world they live in, but is also, and perhaps more importanly, for anybody who has not.

[NOTE:  All interested students should attend the first day of the class.  Any questions or doubts about the course or its content will likely be addressed then.]

Required Text(s)

All readings will be provided to individuals via Slack, a mobile and desktop app available online and through the App Store and Google Play Store.  Two books, Writing Tools and The Death of Truth, will be available for purchase at the bookstore for those who might want or need to secure hard copies for those readings.


AMST 212 (DS) » Contemporary American Global Issues

Instructor

Katherine Achacoso

Course Description

This course explores contemporary global issues within their historical, political, economic, and cultural contexts. It will track the influence of American values and institutions in the world and analyze how globalization has impacted and changed society. Key concepts for this course will include, but will not limited to, international inequality, imperialism, militarism and capitalism.

Course Requirements

Quizzes: 30% (Two lowest scores will not be counted)
Class Participation discussion and peer review: 20%
Leading class discussion: 10%
Four 4-pages analytical papers: 40%

Required Text(s)

  • Butler, Smedley D. War is a Racket. Washington: Feral House, 2003.
  • Foer, Jonathan Safran. Extremely Loud & Incredibly Close. New York: Mariner Books, 2011.
  • Louie, Miriam Ching Yoon. Sweatshop Warriors: Immigrant Women Workers Take on the Global Factor. Cambridge: South End Press, 2001.
  • Simon, Bryant. Everything but the Coffee: Learning about America from Starbucks. Berkeley: University of California Press, 2009.
  • Dower, John W. War Without Mercy: Race and Power in the Pacific War (New York: Pantheon, 1987).
  • Kinzer, Stephen. Overthrow: America’s Century of Regime Change from Hawaii to Iraq (New York: Times Books, 2006).
  • Sturken, Marita. Tourists of History: Memory, Kitsch, and Consumerism from Oklahoma City to Ground Zero (Durham: Duke University Press, 2007).
AMST 220 (DH) » Introducation to Indigenous Studies

Instructor

Jesi Bennett

Course Description

Interdisciplinary survey that examines the histories, politics, popular representations, self-representations, and contemporary issues of the indigenous peoples of the U.S. and its territories, including Native Americans, Alaska Natives, Kanaka Maoli, Chamorro, and Samoans. 

Required Text(s)

TBA

AMST 225 (DH) » Art and Social Change

Instructor

Taylor Wray

Course Description

Will analyze examples from the visual and performing arts, murals, digital art, film, poetry, and music, paying particular attention to the connections and influence upon social and political movements, both historically and today. 

Required Text(s)

TBA

AMST 310 (DH) » Japanese Americans: History, Culture, Lifestyles

Instructor

Dennis M. Ogawa

Course Description

Japanese American life in Hawaii and American society at large. Historical and cultural heritage. Biographical portraits, changing family ties, ethnic lifestyle, male and female relations, local identity and the nature of island living.

Course Requirements

  1. Oral Communication Assignments: 46%
  2. Japanese Cultural Center of Hawaii Paper: 8%
  3. Quizzes: 6%
  4. Two Tests: 20%
  5. Final Examination: 20%

Required Text(s)

  • Ogawa, Dennis.  Jan Ken Po
  • Ogawa, Dennis.  Kodomo No Tame Ni
  • Various handouts (online)
AMST 316 (DH) » U.S. Womenʻs History (Crosslisted as HIST 361 and WS 311)

Instructor

Elizabeth Colwill

Course Description

History of U.S. women and gender relations.  Topics include womenʻs work in and outside the household, womenʻs involvement in social movements, changing norms about gender and sexuality, and shared and divergent experiences among woman. 

Required Text(s)

TBA

AMST 318 (DH) » Asian America

Instructor

Joyce Mariano

Course Description

This course broadens attention to the experiences and perspectives of Asian Americans through interrelated contexts of race, class, gender, policy, immigration, war, and citizenship.  We will work to understand how course materials highlight the dynamic dimensions of Asian America and the implications of how Asian America has been imagined both historically and today.

Required Text(s)

  • Carlos Bulosan, America is in the Heart: A Personal History
  • Yasutaro Soga, Life Behind Barbed Wire: The World War II Internment Memoirs of a Hawaii Issei
  • Jane Jeong Trenka, The Language of Blood: A Memoir 
AMST 319 (DH) » America, Hawaiʻi and World War II

Instructor

Dennis Ogawa

Course Description

Examines WWII as a watershed in American and Hawaiʻi history and outlook from a humanities perspective.  Topics include: Pearl Harbor, American concentration camps and the question of war and peace.

Required Text(s)

Handouts to be posted on Laulima

AMST 325 (DH) » Religion and Law in the United States (Cross-listed as POLS 325)

Instructor

Kathleen Sands

Course Description

This course introduces students to Church-State jurisprudence in the United States, with particular attention to the difficulty of defining religion.  We begin by mastering constitutional concepts that underlie religion jurisprudence.  Then, by studying key Supreme Court cases, we gain perspective on the development and present state of the law.  In the final part of the course, students engage in a group project concerning on a case or controversy that highlights the limitations of, contradictions in, and prospects for “religion” as a constitutional concept.  Your final paper will be your own opinion on the issue presented by your group.

Required Text(s)

TBA

AMST 348 (DH) » American Design: An Historical Survey (online)

Instructor

Will Temple

Course Description

Examination of design in American culture over the last century.  Readings in industrial, graphic, interior, architectural, landscape, and user interface design used to study issues of gender, race, and class in the U.S.

Required Text(s)

TBA

AMST 352 (DH) » Screening Asian Americans (online)

Instructor

Keiko Fukunishi

Course Description

Survey of Asian and Asian American representations in American film and television from the silent era to the present, with an emphasis an Orientalism and multiculturalism, as well as performance and spectatorship.

AMST 353 (DH) » Indigenous Lands and Waters

Instructor

Brandy McDougall

Course Description

Examines indigenous practices born of and located in Indigenous places.  Analyzes how indigenous knowledge of place informs Indigeous culture, linguistic, intellectual, and political survivance and sovereignty, and resistance. 

Required Text(s)

TBA

AMST 360 (DH) » American Cinema

Instructor

Jonna Eagle

Course Description

Introductory history of American cinema from the silent to the digital era, with an emphasis on criticism, genre and style, as well as cultural and sociopolitical context. 

Required Text(s)

TBA

AMST 365 (DH) » American Empire (Crosslisted as HIST 379)

Instructor

Suzanna Reiss

Course Description

Examines the interplay between an “American culture of empire” and the rise of the U.S. as a superpower. Topics: imperialism and political culture, social movements and international affairs, race, gender and class relations. 

Required Text(s)

TBA

AMST 383 (DH) » American Studies Approach

Instructor

Robert Perkinson

Course Description

Materials and methods for the study of American life and thought. AMST majors only.

Required Text(s)

TBA

AMST 431 (DH) » History of American Workers (Crosslisted as HIST 477)

Instructor

James Kraft

Course Description

Conditions of labor major phases of American development; response of labor and community to changing work environment.  Capitalism, unionism, race, gender, law, etc. Emphasis on 20th century.

Course Requirements

TBA

Required Text(s)

TBA

AMST 440 (DH) » Race and Racism in America (Crosslisted as HIST 476)

Instructor

Robert Perkinson

Course Description

Racial ideas and ideologies, and their effects throughout American history.

Required Text(s)

TBA

AMST 455 (DL) » U.S. Womenʻs Literature and Culture (Cross-listed as ENG 455 and WS 445)

Instructor

Elizabeth Colwill

Course Description

Reading of selected works of U.S. womenʻs literature and cultural texts (such as art and film).  Emphasis on historical and cultural context and diverse expressions of womenʻs gendered identities.

Required Text(s)

TBA

AMST 457 (DH) » Museum Interpretations (Cross-listed as ART 481)

Instructor

Karen Kosasa

Course Description

This course focuses on the interpretive practices of museums and related institutions in the continental U.S., Hawai‘i, and other parts of the world. Museum exhibitions can become sites of public controversies and battles over the “politics of representation.” Individual viewers or whole communities may feel that a particular display undermines “traditional family values” or inappropriately challenges long-held beliefs about a nation’s history. Others may feel that a curator’s interpretive framework inadvertently denigrates a minority community or overlooks the importance of ethnic, racial, class, gender, or sexual differences. Thus, museum professionals must carefully consider and examine the ethical dimensions of their institutional practices. Through readings on a wide range of related subjects, brief lectures, discussions, field trips, and writing assignments, the class will engage with theoretical, historical, ethical, and practical issues. Students will develop skills to analyze interpretive programs as well as practice writing labels and developing didactic materials for visitors. The course is structured to weave back and forth between the study of three distinct but related activities: 1) the interpretation or representation of objects and phenomena by museum professionals, 2) the reception of the interpretative materials by museum visitors, and 3) the ethical implications of the interpretive materials produced by museums. Museums are dependent on staff members who combine strong conceptual, analytical, research, and writing skills, along with creative problem-solving abilities and a knowledge of the contemporary ethical issues facing the profession. Multiple opportunities to develop these skills and abilities will be available throughout the semester. Students who take this course may be inspired to work within museums in the future as professionals or volunteers; to develop projects as artists; or to participate in programs as informed visitors and patrons.

Course Requirements

  • In-class: Learning Log Entries
  • Three 1-2 page: Interpretive Exhibition Texts
  • Four 2 page papers: Response Papers, Interpretive Exhibition Critiques
  • One 3 page Critical Paper (plus rewrite of this paper)
  • One 1 page Peer Review of critical paper
  • One 1/2 page Final Project Proposal Final Project: Development of an exhibition proposal, narrative tour, research paper or related project. This project must be well researched and related to the class material. Students are expected to submit a written proposal to initiate the project and make an oral presentation

Required Text(s)

  • Luke, Timothy. Museum Politics: Power Plays at the Exhibition. 
  • Serrell, Beverly. Exhibit Labels: An Interpretive Approach. 
  • Course Reader. (Instructions for purchasing the reader will be given in class.)
AMST 474 (DH) » Preservation: Hawaii, Asia, and the Pacific (Cross-listed as ARCH 474)

Instructor

Jeffrey Tripp

Course Description

This O-focused course is an overview of issues in conservation and historic preservation facing peoples of Hawai‘i, Asia, and the Pacific.  The course covers the range of historic and cultural resources found in the region, steps taken in the past to preserve these resources and present threats to their preservation.  Issues of past colonial interventions, the rights of indigenous peoples to have a say in what is preserved and how, and the means by which traditional cultures might best be saved and recognized are treated in detail throughout the course.

Although significant emphasis is placed upon examples of tangible cultural and historic resources-buildings, structures, landscapes, and archaeological sites-more recently identified cultural preservation issues, as embedded in language, food, ceremonies, and other cultural practices, will also feature in course readings, lectures, and discussion.

Course Requirements

Readings/discussions (O-focus): 10% (O-focus 5%)
Book report (O-focus): 20% (O-focus 10%)
Country/Regional Reports (O-focus): 20% (O-focus 10%)
Mid-term exam: 10%
Research paper/Final Pres. (O-focus): 30% (O-focus 15%)
Final exam: 10%

Required Text(s)

  • COURSE READER on-line on Laulima
AMST 484 » Senior Capstone Project

Instructor

Joyce Mariano

Course Description

Capstone course for American studies students to undertake a major research-based project.  AMST majors only.

Fall 2019 (Undergraduate)

AMST 111 » Introduction to American Studies Writing

Instructor

Robert Perkinson

Course Description

Introduction to different types of college-level writing and information literacy with a focus on American culture and society.

Required Text(s)

TBA

AMST 150 (FGB) » America and the World

Instructor

Jeffrey Tripp

Course Description

This course examines formations of “America” in a global context, beginning with its emergence as a European colonial outpost imposed on indigenous peoples, to its emergence as an imperial and military power in the modern era. We will survey major world-historical events in which the U.S. has played key roles as well as consider the significant impacts that other world cultures have had on the American social, political, cultural and economic fabric (and vice versa). Central to the organization of this course is a consideration of race, class and gender as crucial axes for the formation of “America” and Americans.

Required Text(s)

  • Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African
  • Spiegelman, Art.  Maus I: A Survivor’s Tale
  • Spiegelman, Art.  Maus II: A Survivor’s Tale
  • Stannard, David.  American Holocaust
AMST 201 (W) » An American Experience – Institutions and Movements

Instructor

TBA

Course Description

This interdisciplinary course examines diversity and changes in American lives and values in a historical context as manifested in social institutions and social movements. It introduces students to various types of primary sources (such as laws, sermons, political manifestoes, memoirs, music, popular culture, et cetera) and to different methods of reading and analyzing such materials. Using social and analytical categories such as race, ethnicity, gender, class, and sexuality, the course examines several critical periods in U.S. history as well as situates Hawai‘i in the context of American experience. This course fulfills a Manoa Core humanities requirement.

Required Text(s)

  • Butler, Octavia E. Kindred.
  • Yang, Kao Kalia. The Latehomecomer: A Hmong Family Memoir. 
  • Zinn, Howard.  A People’s History of the United States: 1492-Present.
  • **All books are available at Revolution Books: 2626 King St #201, Honolulu, 96826
  • **Additional readings will be posted on the course website
AMST 202 (W) » American Experience: Culture and the Arts

Instructor

TBA

Course Description

If contemplation of any aspect of America must include a consideration of culture, so too must any study of American culture include a discussion of the arts.  Surveying a variety of cultures practiced by people (s) (with) in America, this course investigates just what may be talking about when we use such words as “America,” “culture,” or “art,” and how our ideas about these words have developed.

Largely focusing on the ways in which power, beauty and belonging have been constructed, contemplated and asserted through the arts, we will conclude the semester by asking the question of whether we might analyze and shape our own lives — as people living (with) in America — as we might a piece of art?

Required Text(s)

The following may be purchased at the UH Bookstore.

  • Alexie, Sherman. Reservation Blues. New York: Grove Press, 2005.
  • Morrison, Toni. The Bluest Eye. New York: Vintage International Press, 2007 ed (any older edition acceptable).
  • Yamashiro, Aiko and Noelani Goodyear-Ka‘ōpua, eds. The Value of Hawai‘i 2: Ancestral Roots, Oceanic Visions. Honolulu: University of Hawai‘i Press, 2014.
AMST 211 (W) » Contemporary American Domestic Issues

Instructors

TBA

Course Description

American domestic issues are full of conflicts that intersect with foreign affairs and enduring racial issues.  The objective of this course is to challenge students to consider American domestic issues in transnational contexts.  In order to do so, we will begin the semester reading some theoretical works that engage with US empire in transnational frameworks.  We will then read cultural productions that represent topics such as race and the Cold War and related theoretical articles. Students will be encouraged to reconsider the notions of the domestic and the foreign by critically interrogating the boundaries of America.


AMST 212 (W) » Contemporary American Global Issues

Instructor

TBA

Course Description

This interdisciplinary course explores contemporary global issues in historical, political, economic, and cultural contexts. It will track the influence of American values and institutions in the world and how globalization has changed society. Key concepts for this course will include, but will not limited to, international diplomacy, economic development, American militarism and environmental protection. This course is designed to draw on a variety of materials including historical monograph, film, literature, documentaries, current news reports and other primary source materials such as government documents.

AMST 220 (H,W) » Introduction to Indigenous Studies

Instructor

Brandy McDougall

Course Description

The lands that are now the United States and its territories have witnessed a long history of conquest against their Indigenous peoples.  Many of the details of this violent conquest are either absent from most American history textbooks, or when they are exploded, they are often discussed in terms of “the distant American past.”  By and large, this constructed history has resulted in a relegation of native peoples to the primitive past and/or an ambivalence toward various native groups in terms of their efforts to redress injustices, both historic and contemporary, and to maintain their inherent sovereignty.

Using film, literature, and scholarship, this interdisciplinary course aims to overturn these dominant constructions of history in order to explore contemporary issues of Indigenous cultural identity, representation, sovereignty, and legal frameworks.  For the purposes of this course, Indigenous Americans includes Native American tribes, Alaskan Natives, and Native Pacific and Atlantic Islanders whose lands are U.S. states, territories, or “freely associated” within the U.S.  We will examine the varied experiences and situations of Indigenous peoples in the United States, how indigeneity is framed dominant American culture, and the complex ways in which Indigenous Americans are made to continuously negotiate between traditional and settler cultures as they struggle for their lands, their rights, and their futures.

AMST 318 » Asian America (Cross-listed as ES 318)

Instructor

Brian Chung

Course Description

This course broadens attention to the experiences and perspectives of Asian Americans through interrelated contexts of race, class, gender, policy, immigration, war, and citizenship.  We will work to understand how course materials highlight the dynamic dimensions of Asian America and the implications of how Asian America has been imagined both historically and today.

Required Text(s)

  • Carlos Bulosan, America is in the Heart: A Personal History
  • Yasutaro Soga, Life Behind Barbed Wire: The World War II Internment Memoirs of a Hawaii Issei
  • Jane Jeong Trenka, The Language of Blood: A Memoir 
AMST 334 » Digital America: Online Communities and Virtual Worlds (Online)

Instructor

David Goldberg

Course Description

Seminar on the impact of the digital revolution and virtual communities on American culture and society, with an emphasis on questions of identity and participatory democracy.

Required Text(s)

TBA

AMST 340 (W)» War and Media

Instructor

Jonna Eagle

Course Description

How does media shape our understanding and experience of war?  What is the relationship between the waging of war and its cultural representation?  How do first-person shooter games, Hollywood blockbusters, and “embedded” newscasts relate to the longer history of war and media in American culture?  And what is their relationship to the changing technology of warfare itself?

In this course, we’ll explore these and other questions through the examination of a variety of media–including photography, print journalism, film, television, and videogames–as they have shaped popular representations and experiences of war from the Civil War through the present.  Among the issues we’ll consider are the relationship between technologies of representation and technologies of destruction; the significance of race and gender to the cultural representation of war; the ascendance of the military-entertainment complex; and the ethical implications of consuming images of suffering and violence.

Required Text(s)

TBA

AMST 345 (E, O) » Religion and Conflict in American History

Instructor

Kathleen Sands

Course Description

Over the course of American history, people have fought bitter, protracted, and often violent battles about religion, yet in retrospect these battles are represented as inexplicable.  This disjuncture between conflicts and their historical recollection reflects the contradictory metaphors through which Americans conceive the relationship between religion and public life.  Sometimes we imagine that religion and public life occupy separate spheres, as if divided by a wall; other times we imagine religion as the very foundation of public life.  By investigating selected historical examples, this course will show that most religious conflicts have been about foundational issues such as race relations, war, taxes, education, sex, wealth, and political influence.  When the conflict is ongoing, disputants defend their foundational claims in religious terms. But when the conflict ends, the losing side is force behind the metaphorical wall, and people begin to forget why they ever found it necessary to fight about “religion.”  In this course, we try to remember who was fighting, what they were fighting about, and what principles were at stake.

Course readings will be primary source materials (e.g., convent “escape narratives, “letters, autobiographies, speeches, court rulings, government reports, etc.) and among the important skills you will gain is the ability to independently tackle those original sources.  Your grade will be based on a midterm and final exam (30% each) and on your participation in Friday discussion sections (40%).  This course carries an E (Ethics) and an O (Oral Communication) Focus.

AMST 348 (E) » American Design: An Historical Survey (online)

Instructor

Will Temple

Course Description

Examination of design in American culture over the last century.  Readings in industrial, graphic, interior, architectural, landscape, and user interface design used to study issues of gender, race, and class in the U.S.

Required Text(s)

TBA

AMST 352 » Screening Asian Americans (Online)

Instructor

Keiko Fukunishi

Course Description

Survey of Asian and Asian American representations in American film and television from the silent era to the present, with an emphasis on Orientalism and multiculturalism, as well as performance and spectatorship.

Required Text(s)

TBA

AMST 373 (E) » Filipino Americans: History, Culture & Politics (Cross-listed as ES 373)

Instructor

Joyce Mariano

Course Description

An introduction to the study of Filipino Americans in the U.S. and the diaspora.  The course pays special attention to labor migration, cultural production and community politics.  Pre: sophomore standing.

AMST 423 (O) » History of American Architecture (cross-listed as ARCH 473)

Instructor

Jeffrey Tripp

Course Description

History of American architecture in terms of style, techniques, and symbolic meaning.

AMST 432 » Slavery and Freedom (Crosslisted as HIST 473)

Instructor

Elizabeth Colwill

Course Description

Examines the history of slavery, race, and abolition in the Americans from a comparative, global perspective, and traces the legacy of slavery in the post-emancipation societies of the New World.

AMST 442 » Social Movements

Instructor

Robert Perkinson

Course Description

Varieties of radicalism that have provided a continuing critique of prevailing values and structures.

AMST 483 (W) » Elements of Research

Instructor

Joyce Mariano

Course Description

Capstone course for American Studies students to undertake a major research and writing project.  Requires a 20 page minimum final research paper.  For AMST majors only.  Pre: consent.

AMST 499 » Readings in American Studies

Instructor

TBA

Course Description

Directed readings and research for majors. Pre: consent.

Spring 2020 (Graduate)

AMST 601 » Patterns of American Cultures

Instructor

Mari Yoshihara

Course Description

This course covers a broad chronological span of American history from the colonial to the late Cold War period, with particulr emphasis on (1) interdisciplinary approaches to American history and (2) examining American history from the vantage point of the Pacific and Asia. To that end, rather than aiming for comprehensive coverage of all periods and themes, we will discuss select works that take up critical issues and concepts–e.g. colonialism, indigeneity, and sovereignty; history, memory, and representation; geography, environment, and mapping; race, slavery, emancipation; capitalism, labor, empire; gender, sexuality, modernity; liberalism, state, agency–to understand how scholars have interrogated them.  We will pay special attention to what interdisciplinary methods of American Studies bring to understanding American history and also how putting the Pacific and Asia at the center adds to and/or alters our understanding of “American” history.

Required Text(s)

Lisa Brooks, Our Beloved Kin: A New History of King Philipʻs War (New Haven: Yale UP, 2018)

David Chang, The World and All the Things Upon It: Native Hawaiian Geographies of Exploration (Minneapolis: University of Minnesota Press, 2016)

Maria Josefina Saldaña-Portillo, Indian Given: Racial Geographies across Mexico and the United States (Durham: Duke UP, 2016)

John Ryan Fischer, Cattle Colonialism: An Environment History of the Conquest of California and Hawaiʻi (Chapel Hill: University of North Carolina Press, 2015)

Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic Reprint ed. (New York: Beacon Press, 2013)

Tiya Miles, Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom 2nd ed. (Oakland: University of California Press, 2015 [2005])

Lisa Lowe, Intimacies of Four Continents (Duke: Duke UP, 2015)

Moon-Ho Jung, Coolies and Cane: Race, Labor, and Sugar in the Age of Emancipation (Baltimore: Johns Hopkins UP, 2006)

Laura Brigges, Reproducing Empire: Race Sex, Science, and U.S. Imperialism in Puerto Rico (Berkeley: University of California Press, 2002)

J. Kēhaulani Kauanui, Hawaiian Blood: Colonialism and the Politics of Sovereignty and Indigeneity (Durham: Duke UP, 2008)

George Chauncey, Gay New York: Gender, Urban Culture, and the Making of the Gay Male World, 1890-1940 New ed. (New York: Basic Books, 1995)

Amy Sueyoshi, Discriminating Sex: White Leisure and the Making of the American “Oriental” (Urbana: University of Illinois Press, 2018)

Penny von Eschen, Satchmo Blows Up the World: Jazz Ambassadors Play the Cold War (Cambridge: Harvard UP, 2005)

Mari Yoshihara, Dearest Lenny: Letters from Japan and the Making of the World Maestro (New York: Oxford UP, 2019)

Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures (Cambridge: Cambridge UP, 2012)

Gary Y. Okihiro, American History Unbound: Asians and Pacific Islanders (Oakland: University of California Press, 2015)

Course Requirments

  • Participation 25%
  • The Page 99 Test 10%
  • Keyword essay 40%
  • Book review 25%
AMST 603 » Advanced Research and Professional Development

Instructor

Kathleen Sands

Course Description

Assist graduate students in producing dissertation proposals, chapters, theses, journal articles and other scholarly writing, while also fostering skills such as teaching, grant-seeking, and presenting papers at conferences.

Required Text(s)

TBA

AMST 625 » Material Culture

Instructor

Karen Kosasa

Course Description

According to Daniel Miller, a noted material culture scholar, the field of Material Culture is an “undisciplined” and often quirky exploration of “stuff.”  For him, “stuff” creates us.  In other words, contrary to previous studies on the relationship between objects and people, objects do not simply represent or symbolize the complexity of human identities and activities, they constitute them.  This course will consider what this means by examining the field of material culture–its development and history, theoretical approaches, collection practices, and recent reconceptualization using cross-cultural and comparative studies.

Through the required texts, students will be introduced to a range of theoretical approaches including semiotics, psychoanalysis, Marxism, and phenomenology.  It will be important to recognize how scholars from different disciplinary fields (Anthropology/Archaeology, Art History, American Studies, Communication, English, History, and Political Science), have mobilized theories to understand the production and meaning of material culture.

In one of the required texts, Sensible Objects: Colonialism, Museums and Material Culture, the authors challenge the witting and unwitting priority given to the sense of vision in previous studies of material culture.  They argue that Western ocularcentrism or visualism has been over-stated. They advocate for utilizing a cross-cultrual study of the senses to obtain a more holistic view of the role of material culture in human relations.  For these scholars objects are “sensible,” the physicality of their concrete existences are embedded in phenomenologically experienced worlds.

Other required texts will introduce students to the field of American material culture studies, a poetic meditation on the ways everyday objects are incorporated into narratives about the world, and an important case study on the globalization of soft drinks and the creation of new forms of consumer citizenship in Papua New Guinea.  In 2016, Windward Community College chose Ē Luku Wale Ē as a “common book, common theme” for its faculty shortly after the book was published.  Students in AMST 625 will see/read this extraordinary photographic text that functions as both a document and a lament.  Over an 8-year period (1989-1997), Mark Hamasaki and Kapulani Landgraf photographed the controversial construction of the H-3 freeway on the island of Oʻahu and its destruction of the land, and desecration of cultural sites and burial grounds.

Finally, the course content will turn to the social and cultural significance of collecting practices on both personal and professional levels.  Here, contemporary consumer culture and new virtual technologies are examined for the ways they have transformed access to traditional collections, altered the role of objects in our lives, created new kinds of collection objects (e.g., “friends” via social media) and undermined canons of popular taste through the recognition of previously overlooked art/music forms circulating outside established centers or venues.

Required Text(s)

TBA

AMST 632 » Mass Media

Instructor

Jonna Eagle

Course Description

Mass Media provides students doing work in cultural studies, media studies, and related fields with a solid foundation in critical approaches to mass culture and an interdisciplinary survey of both seminal and cutting-edge works in the field of media studies. The course serves students undertaking fieldwork in media studies, cultural studies, cultural theory, popular culture, and related areas, as well as those whose research and teaching engage questions of popular/mass culture and media.

In the course, we will work to establish a basic foundation in critical approaches to mass media, including:

  • theories of nation, nationalism, and the mass media, including those articulated by affect studies
  • semiotic, structuralist, and psychoanalytic approaches to the analysis of cultural texts
  • Marxist analyses of the culture industry
  • theories of reception and alternative or oppositional modes of consumption
  •  

In addition, we will engage an interdisciplinary collection of case studies, to give us a broad sense of how scholars have grappled with different forms of mass media and the methodological tools they have used to do so. Case studies will likely include:

  • Janice Radway, Reading the Romance: Women, Patriarchy, and Popular Literature
  • Lynn Spigel, Make Room for TV: Television and the Family Ideal in Postwar America
  • Anna McCarthy, Ambient Television: Visual Culture and Public Space
  • Alison Landberg, Prosthetic Memory: The Transformation of American Remembrance in the Age of Mass Culture
  • Henry Jenkins, Convergence Culture: Where Old and New Media Collide
  • Judith Halberstam, The Queer Art of Failure
  • Nick Dyer-Witheford and Greig de Peuter, Games of Empire: Global Capitalism and Video Games
  • Aubrey Anable, Playing with Feelings: Video Games and Affect
  • Nicole Starosielski, The Undersea Network
  • Wendy Hui Kyong Chun, Updating to Remain the Same: Habitual New Media

Required Text(s)

TBA

AMST 645 » Historic Preservation (Cross-listed as ANTH 645)

Instructor

Sara Collins

Course Description

A complex suite of Federal, State and local laws and regulations govern the protection and treatment of historic properties.  The intent of these laws is to encourage the preservation and wise managment of these significant resources.  In the first part of the course, the major environmental and historic preservation laws and associated regulations will be reviewed and discussed.  In particular, we will be looking at the differences and similarities between Federal and State law, including where and when each set of laws is applied.  We will also consider historic preservation law and practice as they apply to the various types of historic properties, including archaeological and architectural sites, and traditional cultural properties.  In the second half of the course, we will analyze and assess historic preservation law in the larger contexts of environmental law and policy as well as societal norms and expectation. Topics to be covered will include repatriation, curation and archives, and international historic preservation issues such as trafficking.  Selected readings and case studies will be used to illustrate how historic preservation laws and regulations are applied in practice.

Students are expected to attend all classes and participate actively in each class meetig.  A brief (1 – 1.5 pages) comentary on each weekʻs assigned readings will be due by the stated day and time prior to each class.  Students will undertake a written research project pertaining to historic preservation that will culminate in a written paper approximately 25 – 30 pages in length.  The paper topic will be chosen in consultation with the instructor.  The paper will be due at the end of the course but each student will give an in-class presentation on the results of his or her research.  There will also be a field trip to downtown Honolulu to visit portions of the Hawaiʻi Capital and Merchant Street Historic Districts to see historic properties.  All work — including class attendance, submission of the weekly written summaries, in-class presentation, final paper, and attendance on the field trip — must be completed in order to receive a final grade for the course.

Course Requirements

Attending every class and participating in discussion: 25%
Completion of weekly reading assignment prior to class and submission of written summaries of the readings the day before class: 15%
Class field trip to downtown Honolulu to see historic properties and discuss their regulatory histories: 10%
Final research paper and presentation of the paper topic to the class: 50%
Project and Final Presentation: 35%

Required Text(s)

  • There will be Laulima readings and a book available electronically through Hamilton. 
AMST 650 » Field Mastery

Instructor

Kathleen Sands

Course Description

AMST 650 is designed for Ph.D. students to reinforce and deepen content knowledge in the general field of  American Studies and in specialized subfields within American Studies.  By the time that Ph.D. students begin their dissertations, students are expected to have engaged at a sophisticated level with the major themes, problems, and interdisciplinary methods of the field of American Studies, and to have developed specializations in two subfields that will serve as their professional teaching and research fields.

AMST 650, offered each semester with variable content, aims to provide students with a defined pathway toward field mastery, and thus to facilitate progress to degree.  To prepare for the qualifying examination, students read 40-50 texts in their major field, and in each of two subfields under the supervision of a faculty member.  Each of the three fields requires intensive preparation.  By consequence, advanced Ph.D. students will be permitted to register for this course, with different content, up to three times (up to 9 credits)–each with a separate field adviser.

AMST 650 involves substantial intellectual content and regular meetings with a faculty member, receives a letter grade, and counts toward the 45-credits required for the Ph.D. It requires the approval and signature of the supervising instructor and the graduate chair prior to receipt of the CRN.

To register

  • Obtain the 650 Form and the Ph.D Qualifying Exam Fields Approval Form from the graduate coordinator or the AMST website;
  • Obtain the consent of professor who will supervise the field, in person or via email;
  • Consult with the supervising professor concerning the specific texts and writing assignments required for completion of AMST 650 in that field.
  • Complete the forms, and obtain first the professor’s, and then the graduate chair’s signatures;
  • Give the forms to the graduate coordinator, who will provide the CRN needed to register for one or more 650s.
AMST 685 » Museums and Education (Cross-listed as EDCS 685)

Instructor

Noelle Kahanu

Course Description

Museums and related sites (e.g., art galleries, historic homes, parks, festivals) hold important roles in civil society.  Through their exhibitions and programs they represent and shape a culture’s knowledge about itself and the surrounding world.  This course will examine museums as educational institutions and the significance of informal leaning in helping to build a vibrant, informed, and participatory society.  Students will be introduced to a constellation of topics that will enable them to evaluate the educational effectiveness of museums by looking at national museum policies/mandates, theories of learning, critical pedagogical practice,  museum education programs, visitor studies and audience research, innovative art curricula, and new technologies and online learning.

Required Text(s)

TBA

AMST 686 » Museum Studies Practicum

Instructor

Karen Kosasa

Course Description

This course is designed as the final requirement for the Graduate Certificate in Museum Studies. It is generally taken as the last course in the sequence of required courses for the certificate, although students may be enrolled simultaneously in the Practicum/Internship and other courses in the program. This course is restricted to “majors” in the Museums Studies Graduate Certificate Program.

The Practicum/Internship is intended to advance the student’s knowledge of the field of museum work and to provide an opportunity to research areas of special interest. Since the course is meant to be of a practical character, students are encouraged to take advantage of work-related opportunities in museums and related places (art galleries, historic sites, parks, zoos, aquariums, festivals, etc.). Students should consider new areas of exploration, or build on and consolidate projects in which they have had prior involvement. The Practicum/Internship may include research reports for non-profit organizations, research projects for museum exhibits or collections, or other similar activities.

Required Text(s)

TBA

AMST 690 » Awakening the State (Research Seminar)

Instructor

Allison Hedge Coke

Course Description

Awakening the State: Liberty & Artistic Activism

Though understudied, literature and art have been vital forms of activism within social justice movements in the Americas, with writers and artists using their works to describe the interiority of social and politcal violence, economic disparities, racial discrimination, ecological devastation, and other issues, as well as to envision and share new empowering and decolonial visions. This course will examine art and literature devoted to social justice and intended to urge social, political, and environmental change.  Throughout the semester, we will examine the relationship between literature, land, borders, race indigeneity, class, non-violent protest, and social justice movements.  We will also map, historicize, and contextualize the art and literature we will read, as well as discuss how contemporarty artists and writers have been using their works, performances, and social media to build awareness and inspire movement.

In my own art and activism, I have found that words, images, and performances can be powerfully transformative and inspirational in “awakening the state” of consciousness and activism among people that is crucial to building movements people care about and feel they can meaningfully contribute to.  Sometimes a shift in a movement can come in stillness, or through a strategic utterance, or spray of color or splash of word, what once posed a danger dissipates and the world can split open to a deep thrum, a resonant restoration, or a new pathway.

In this class, we will work together to identify these sites of confluence and follow certain movements through the lens of artistic and literary activism attending to the impact and interventions by writers and artists.  Among those movements, collectives, authors, and artists we will discuss are Alcatraz, Cave Canem, Dark Room Collective, Zoeglossia, Ai, ,Ai Wei Wei, Ai Qing, Paula Gunn Allen, Maya Angelou, Gloria E. Anzaldúa, Josephine Baker, Amiri Baraka, Nancy Cádenas, Lucille Clifton, Bunky Echo Hawk, Juan Felipe Herrera, Frida Kahlo, Maxine Hong Kingtson, Winona LaDuke, Isabelle Madrigal, Nancy Morejon, Toni Morrison, Craig Santos Perez, John Trudell, Zora Neale Hurston, #MMIWG, Bears Ears, Idle No More, Standing Rock, Taos Blue Lake, and Mauna Kea. 

Required Text(s)

  • Rader, Dean. Engaged Resistance: American Indian Art, Literature, and Film from Alcatra to the NMAW
  • Anzaldua, Gloria (author) & Keating, AnaLouise, ed. The Gloria Anzaldúa Reader
  • Derricotte, Toi & Eady, Cornelius, eds. Gathering Ground: A Reader Celebrating Cave Canemʻs First Decade
  • Rankine, Claudia & Dowdy, Michael, eds. American Poets in the 21st Century: Poetics of Social Engagement
  • Herrera, Juan Felipe. 187 Reasons Mexicanos Cannot Cross the Border: Undocuments 1971-2007
  • Kingston, Maxine Hong. Veterans of War, Veterans of Peace
  • LaDuke, Winoma (author) & Cruz, Sean Aaron, ed. The Chronicles of Winoma Laduke: Stories from the Front Lines in the Battle for Environmental Justice
  • Carroll, Clint. Roots of Our Renewal
  • Simpson, Leanne Betasamosake. As We Have Always Done
AMST 695 (Restriction: Instructor Approval) » Historic Preservation Practicum

Instructor

Jeff Tripp

Course Description

The Practicum/Internship is the final requirement for the Certificate in Historic Preservation. It is restricted to “majors” in the Historic Preservation Program and is generally taken as the last course in the sequence of required courses for the certificate, although students may be enrolled simultaneously for the Practicum/Internship and other courses in the program. Students not enrolled in the program may take the Practicum/Internship as part of their other studies, with the permission of the Director, although this is not encouraged.

To enroll in AmSt 695, you must submit a practicum/internship topic and proposal to the Director for approval. Upon receipt of approval, the student will be given a special approval code for registration.

The Practicum/Internship is intended to advance the student’s knowledge of the field and to research areas of special interest. Since the project is meant to be of a practical character, students are encouraged especially to take advantage of work-related opportunities in the field. Past Practica/Internships, for example, have included research reports carried out for Cultural Resource Management firms, studies conducted for non-profit organizations, research and exhibits undertaken for museums, and results of ongoing advocacy projects. Students should view the Practicum/Internship as an opportunity to explore areas they have never had an opportunity to consider, and to build on and consolidate projects in which they have had prior involvement.

Course Requirments

  • The practicum should seek to apply general preservation theory to the student’s specific discipline.
  • Internships must be taken with an organizational entity such as a public or private agency or an architectural or planning firm, which is involved in some aspect of preservation.
  • The director must approve selection of internship program and affiliated organization or agency.
  • Internship activities shall involve exploration and application of knowledge gained in course work of the Historic Preservation Certificate Program.
  • Students are expected to devote between 8-10 hours per week to the internship plus a biweekly meeting with the faculty member in charge, alternating with a biweekly meeting with the contact of the sponsoring entity.
  • The individual shall record the process undertaken.
  • At the completion of the internship, the student shall submit a copy of the internship report or project to complete the practicum to the Director.
  • The practicum may be taken at any time after the completion of American Studies 675 (628/421/410). It may be undertaken during the academic year or during summer.

Required Text(s)

TBA

AMST 699 Directed Readings/Research

American Studies 699V is a directed reading/directed research course. Such courses are not intended as routine alternatives to regular course offerings but rather as opportunities to explore themes and topics that are not covered in any available course within the American Studies Department or other departments within the University.

A directed reading/research 699 will be counted as a course towards an American Studies degree only if it carries 3 credits.

Students must first discuss with the graduate chairperson what is to be studied and with whom as well as justify why a 699 is the only feasible alternative.

Master and doctoral students are limited to three (3) credits to count towards their degree.

To enroll in a 699, you must obtain the consent of a particular professor with an expertise on the topic you wish to pursue. This professor may be in American Studies or in any department. Within a week after registration, you must submit to the department office a one-page account of the work to be done. This account must contain the following:

  • The theme or topic to be explored
  • The nature of the work to be done
  • Grade Options (letter grade or CR/NC)
  • Justification as to why 699 is the only feasible alternative
  • The list of books to be read (if a directed reading course)
  • The number of credits to be awarded
  • The basis upon which the credits are to be awarded–a paper, exam, etc.
  • Include information on the frequency of student/professor meetings.

This one-page account must be signed by you, the professor, and the graduate chair and submitted to the American Studies Department Office (Moore 324). Without it, you will lose the right to have your directed work count towards your degree. Procedure for Registration: You may obtain appropriate forms/approvals from the American Studies Department office (Moore 324) or download these forms.

Directed Reading Consent Form
Directed Reading Approval Form

AMST 700 Thesis Research

Before registering for a Thesis 700 (for Plan A students only), the student must have completed and obtained an approved thesis committee approved/thesis topic/proposal progress form from Graduate Division.

If the above have not been submitted and approved by Graduate Division, the CRN for AmSt 700 WILL NOT BE ISSUED. Please see graduate chair (in Moore 324) one month prior to registration to process the necessary forms.

NOTE

Master’s Plan A students MUST register in 700 in the semester they plan to graduate.

AMST 800 Dissertation Research

Before a doctoral student can register for a Dissertation 800 course, the student must have achieved the following:

  • Passed the written and oral qualifying examination
  • Received approval of doctoral committee/dissertation topic/proposal
  • Passed the oral comprehensive examination

The CRN for AmSt 800 WILL NOT BE ISSUED unless all the above have been completed.

NOTE

Doctoral students MUST register in 800 in the semester they plan to graduate.

Fall 2019 (Graduate)

AMST 600 » Approaches to American Studies

Instructor

Jonna Eagle

Course Description

This seminar covers the basic historiography of American Studies and introduces students to the theoretical frameworks and methodological tools used in the field. Tracing the key moments in American Studies historiography from the “myth and symbol” school of the 1950s-1960s to the transnational approaches to American experiences taken in recent years, we will examine how the interdisciplinary projects of American Studies have developed through generations of scholarship. Topics include: intellectual and ideological origins of American Studies; Marxist traditions and social history; the crisis of the canon and issues of “representation”; theorizing identities and communities; and re-situating American Studies in the age of transnationalism and globalization; locating Hawai’i in American Studies. Readings are organized into thematic clusters: (1) images, representations, narratives; (2) identities, communities, cultures; and (3) nation, state, empire. Through the study of both classic and recent texts in the field, students will gain familiarity with the field of American Studies and various interdisciplinary research methods as well as acquire the skills of critical reading, analytical thinking, and academic writing.

Required Text(s)

  • Henry Nash Smith, Virgin Land: The American West as Symbol and Myth (Cambridge: Harvard University Press, [1950] 1978)
  • Melani McAlister, Epic Encounters: Culture, Media, & U.S. Interests in the Middle East since 1945 Updated ed. (Berkeley: University of California, [2001] 2015)
  • Erika Doss, Memorial Mania: Public Feeling in America (Chicago: University of Chicago Press, 2010)
  • Heather Diamond, American Aloha: Cultural Tourism and the Negotiation of Tradition (Honolulu: University of Hawai’i Press, 2008)
  • Paul Gilroy, The Black Atlantic : Modernity and Double-Consciousness (Cambridge: Harvard University Press, 1993)
  • Saidiya Hartman, Lose Your Mother: A Journey Along the Atlantic Slave Route (New York: Farrar, Straus, and Giroux, 2007)
  • Nayan Shah, Stranger Intimacy: Contesting Race, Sexuality, and the Law in the North American West (Berkeley: University of California Press, 2012)
  • Ty P. Kãwika Tengan, Native Men Remade: Gender and National in Contemporary Hawai’i (Durham: Duke University Press, 2008)
  • Lisa Lowe, The Intimacies of Four Continents (Durham: Duke University Press, 2015)
  • Laura Brigges, Somebody’s Children: The Politics of Transracial and Transnational Adoption (Durham: Duke University Press, 2012)
  • Inderpal Grewal, Saving the Security State: Exceptional Citizens in Twenty-First-Century America (Durham: Duke University Press, 2017)
  • Adria Imada, Aloha American: Hula Circuits through the U.S. Empire (Durham: Duke University Press, 2012)
  • American Quarterly special issue, “Pacific Currents: (2015)
  • American Quarterly special issue, “Tours of Duty, Tours of Leisure” (2016)
  • American Quarterly special issue, “The Chinese Factor” (2017)
  •  

AMST 603 » Advanced Research and Professional Development

Instructor

Kathleen Sands

Course Description

Prepares advanced graduate students to present original research findings to colleagues, write for peer review, design undergraduate classes in their areas of expertise, and participate actively in their fields.

AMST 616» Gender and the African Diaspora

Instructor

Elizabeth Colwill

Course Description

Explores the impact of the African Diaspora on the cultures and histories of the Americas through interdiscplinary and feminist scholarship and cultural sources including fiction, foodways, film, poetry, religion, music, and dance.

AMST 620» Indigenous Identity

Instructor

Brandy McDougall

Course Description

Interdisciplinary and comparative focus on how Indigenous identity is constructed, negotiated, asserted, ascribed, and deconstructed within and without Indigenous communities with attention to the U.S.

AMST 650 » Field Mastery

Instructor

Kathleen Sands

Course Description

AMST 650 is designed for Ph.D. students to reinforce and deepen content knowledge in the general field of  American Studies and in specialized subfields within American Studies.  By the time that Ph.D. students begin their dissertations, students are expected to have engaged at a sophisticated level with the major themes, problems, and interdisciplinary methods of the field of American Studies, and to have developed specializations in two subfields that will serve as their professional teaching and research fields.

AMST 650, offered each semester with variable content, aims to provide students with a defined pathway toward field mastery, and thus to facilitate progress to degree.  To prepare for the qualifying examination, students read 40-50 texts in their major field, and in each of two subfields under the supervision of a faculty member.  Each of the three fields requires intensive preparation.  By consequence, advanced Ph.D. students will be permitted to register for this course, with different content, up to three times (up to 9 credits)–each with a separate field adviser.

AMST 650 involves substantial intellectual content and regular meetings with a faculty member, receives a letter grade, and counts toward the 45-credits required for the Ph.D. It requires the approval and signature of the supervising instructor and the graduate chair prior to receipt of the CRN.

To register

  • Obtain the 650 Form and the Ph.D Qualifying Exam Fields Approval Form from the graduate coordinator or the AMST website;
  • Obtain the consent of professor who will supervise the field, in person or via email;
  • Consult with the supervising professor concerning the specific texts and writing assignments required for completion of AMST 650 in that field.
  • Complete the forms, and obtain first the professor’s, and then the graduate chair’s signatures;
  • Give the forms to the graduate coordinator, who will provide the CRN needed to register for one or more 650s.
AMST 675 » Preservation: Theory & Practice (Cross-listed as ARCH 628/PLAN 675)

Instructor

Don Hibbard

Course Description

The course serves as a basic introduction to the field of historic preservation.  Students will be introduced to the language of the field, will come to understand key concepts and assumptions and will become familiar with the overall background of the subject.  Emphasis will be placed on the history of historic preservation in the U.S. and in other countries, on basic theoretical precepts and on current practice. Subjects include the role of house museums in historic preservation, historic districts and their regulation, architectural and other resource surveys, the National Register program, historic preservation law, the relationship of preservation to planning, the economics of preservation and landscape and rural preservation. Historic preservation, as students will come to realize, is a many-faceted subject, touching upon art, social values, economics and law.  However, the discipline remains strongly tied to architecture and planning; and these core interests will continue to take priority in the course.

Course Requirements

The course combines lectures and in-class discussions that build a knowledge base intended to support your completion of a Preservation Research Project.  Students will be expected to attend class sessions and participate in discussions and question periods. Weekly reading assignments will serve as a basis for classroom discussions; so students are expected to come to class prepared. Participation in classroom discussions will constitute a significant portion of your class grade.  This course also includes a Mid-Term Term Exam and a Research Project, which will serve as a Final Exam.  The Research Project may be a draft of a National Register nomination OR a 10-12 page Research Paper on a Preservation Site or Issue of your choice.  The grading will be based on the following:

1. Participation 30%
2. Mid-term Exam 30%
3. Research Project (with Preservation) 40%

Required Text(s)

1. William J. Murtagh, Keeping Time: The History and Theory of Preservation in America, Revised ed., New York: John Wiley and Sons, 1997. [original edition (Sterling Publishing/Main Street) may be used].

2. Robert E. Stipe, A Richer Heritage: Historic Preservation in the 21st Century, Chapel Hill: UNC Press, 2003.

3. A Course Reader is also required and is available either for download or purchase at Marketing and Publications Services (MAPs), Curriculum Research & Development Group.  A copy will also be available for download on laulima.

Supplemental Texts (not required for purchase)

1. Robert E. Stipe and Antoinette J. Lee, The American Mosaic: Preserving a Nation’s Heritage, Washington, D.C.: US/ICOMOS, 1987.

2. National Park Service, U.S. Dept. of Interior, Respectful Rehabilitation, Washington, D.C., 1982 [now out of print, available in on-line edition through NPS, Heritage Programs]

AMST 679» Elements of Style (Cross-listed as ARCH 679)

Instructor

Ralph Kam

Course Description

The manifestations, visual characteristics, and social/cultural meaning of “style” in American architecture and decorative arts from the early settlement period through the present.

AMST 683 » Museums: Theory, History, Practice

Instructor

Karen Kosasa

Course Description

This class is designed to introduce students to a range of theoretical, historical, and practical issues important to the study of museums and related places (art galleries, historic sites, aquariums, and parks). Museums are knowledge-producing institutions that orchestrate the experiences of visitors through the collection and organization of exhibition materials. Students will utilize theories and methodologies from a wide range of fields (museology, art history, anthropology, geography, cultural studies, literary criticism) to analyze the links between the function and practices of museums and the production of cultural knowledge, especially by privileged social groups. In the past, successful exhibits effaced all evidence of the pedagogical objectives and efforts of their makers. Hence, museums appeared to simply present and not interpret what they exhibited and their institutional authority allowed their interpretations to be accepted as “universal truths.”

In recent years, museums have undergone significant changes. Along with shifts in the study of collections, design of exhibitions, and educational programming, museums are rethinking their relationship and obligations to the communities represented in their collections. According to Eilean Hooper-Greenhill, museums are moving from being “sites of authority” to becoming “sites of mutuality.” Many are actively soliciting the views and needs of social groups previously ignored or considered unimportant. Some have actively or inadvertently challenged widely-held social practices and beliefs. In these instances, they have been at the frontlines of “culture wars,” becoming embattled sites over the role of public institutions, government funding, and diverse viewpoints. This course will examine these recent shifts and some of the theoretical and pragmatic issues that underlie them—the politics of representation, the importance of visual practices/culture, and legal and ethical problems concerning access to and ownership of cultural objects and collections.

In an early section students will briefly look at the history of museums in Western Europe, especially the emergence of large exhibition halls in the nineteenth century which offered new state-sanctioned forms of entertainment and education to lower- and middle-class visitors. In another section it will review issues pertinent to museums and colonial history in Hawai‘i, and efforts to consider the “Host Culture” and Native Hawaiian views on museums, collections, and the growth of cultural tourism. Finally, students will consider pragmatic issues concerning museum governance, management, planning, ethics, and public policy. While this class will focus most of its attention on museums in Western Europe and the United States, it will also examine institutions and cultural centers in other geographic locations.

AMST 684 » Museums and Collections

Instructor

Karen Kosasa

Course Description

Work of museums and professionals (registrars, collections managers, conservators, curators ad others) in the care of collections, interpretive studies of museum displays and collections and field trips.  Pre: 683 (or concurrent) or consent.

AMST 686 (Restriction: Instructor Approval) » Museums Studies Practicum

Instructor

Karen Kosasa

Course Description

This course is designed as the final requirement for the Graduate Certificate in Museum Studies. It is generally taken as the last course in the sequence of required courses for the certificate, although students may be enrolled simultaneously in the Practicum/Internship and other courses in the program. This course is restricted to “majors” in the Museums Studies Graduate Certificate Program.

The Practicum/Internship is intended to advance the student’s knowledge of the field of museum work and to provide an opportunity to research areas of special interest. Since the course is meant to be of a practical character, students are encouraged to take advantage of work-related opportunities in museums and related places (art galleries, historic sites, parks, zoos, aquariums, festivals, etc.). Students should consider new areas of exploration, or build on and consolidate projects in which they have had prior involvement. The Practicum/Internship may include research reports for non-profit organizations, research projects for museum exhibits or collections, or other similar activities.

AMST 695 (Restriction: Instructor Approval) » Historic Preservation Practicum

Instructor

jeffrey Tripp

Course Description

The Practicum/Internship is the final requirement for the Certificate in Historic Preservation. It is restricted to “majors” in the Historic Preservation Program and is generally taken as the last course in the sequence of required courses for the certificate, although students may be enrolled simultaneously for the Practicum/Internship and other courses in the program. Students not enrolled in the program may take the Practicum/Internship as part of their other studies, with the permission of the Director, although this is not encouraged.

To enroll in AmSt 695, you must submit a practicum/internship topic and proposal to the Director for approval. Upon receipt of approval, the student will be given a special approval code for registration.

The Practicum/Internship is intended to advance the student’s knowledge of the field and to research areas of special interest. Since the project is meant to be of a practical character, students are encouraged especially to take advantage of work-related opportunities in the field. Past Practica/Internships, for example, have included research reports carried out for Cultural Resource Management firms, studies conducted for non-profit organizations, research and exhibits undertaken for museums, and results of ongoing advocacy projects. Students should view the Practicum/Internship as an opportunity to explore areas they have never had an opportunity to consider, and to build on and consolidate projects in which they have had prior involvement.

Course Requirements

  • The practicum should seek to apply general preservation theory to the student’s specific discipline.
  • Internships must be taken with an organizational entity such as a public or private agency or an architectural or planning firm which is involved in some aspect of preservation.
  • Selection of internship program and affiliated organization or agency must be approved by the director.
  • Internship activities shall involve exploration and application of knowledge gained in course work of the Historic Preservation Certificate Program.
  • Students are expected to devote between 8-10 hours per week to the internship plus a biweekly meeting with the faculty member in charge, alternating with a biweekly meeting with the contact of the sponsoring entity.
  • The individual shall record the process undertaken.
  • At the completion of the internship, the student shall submit a copy of the internship report or project to complete the practicum to the Director.
  • The practicum may be taken at any time after the completion of American Studies 675 (628/421/410). It may be undertaken during the academic year or during summer.
AMST 699 Directed Readings/Research

American Studies 699V is a directed reading/directed research course. Such courses are not intended as routine alternatives to regular course offerings but rather as opportunities to explore themes and topics that are not covered in any available course within the American Studies Department or other departments within the University.

A directed reading/research 699 will be counted as a course towards an American Studies degree only if it carries 3 credits.

Students must first discuss with the graduate chairperson what is to be studied and with whom as well as justify why a 699 is the only feasible alternative.

Master and doctoral students are limited to three (3) credits to count towards their degree.

To enroll in a 699, you must obtain the consent of a particular professor with an expertise on the topic you wish to pursue. This professor may be in American Studies or in any department. Within a week after registration, you must submit to the department office a one-page account of the work to be done. This account must contain the following:

  • The theme or topic to be explored
  • The nature of the work to be done
  • Grade Options (letter grade or CR/NC)
  • Justification as to why 699 is the only feasible alternative
  • The list of books to be read (if a directed reading course)
  • The number of credits to be awarded
  • The basis upon which the credits are to be awarded–a paper, exam, etc.
  • Include information on the frequency of student/professor meetings.

This one-page account must be signed by you, the professor, and the graduate chair and submitted to the American Studies Department Office (Moore 324). Without it, you will lose the right to have your directed work count towards your degree. Procedure for Registration: You may obtain appropriate forms/approvals from the American Studies Department office (Moore 324) or download these forms.

Directed Reading Consent Form
Directed Reading Approval Form

AMST 700 Thesis Research

Before registering for a Thesis 700 (for Plan A students only), the student must have completed and obtained an approved thesis committee approved/thesis topic/proposal progress form from Graduate Division.

If the above have not been submitted and approved by Graduate Division, the CRN for AmSt 700 WILL NOT BE ISSUED. Please see graduate chair (in Moore 324) one month prior to registration to process the necessary forms.

NOTE

Master’s Plan A students MUST register in 700 in the semester they plan to graduate.

AMST 800 Dissertation Research

Before a doctoral student can register for a Dissertation 800 course, the student must have achieved the following:

  • Passed the written and oral qualifying examination
  • Received approval of doctoral committee/dissertation topic/proposal
  • Passed the oral comprehensive examination

The CRN for AmSt 800 WILL NOT BE ISSUED unless all the above have been completed.

NOTE

Doctoral students MUST register in 800 in the semester they plan to graduate.