19.5 required core course credits
CSP 600: Cultural Sustainability (3 credits) This course introduces cultural sustainability both through its interdisciplinary theoretical foundations in cultural policy, public folklore, anthropology, and community arts, and through reflection on cultural activism and inquiry. CSP 600 Sample Syllabus
CSP 605: Cultural Policy (3 credits) Culture matters to people, and is threatened by globalization and modernity in troubling ways. As a matter of public policy, culture has been defined and addressed in different ways. This course looks at the history of these formulations and the practices they have engendered, and suggests ways that the value of culture is of critical importance to policy makers seeking a sustainable and livable future. CSP 605 Sample Syllabus
CSP 610: Introduction to Cultural Documentation (3 credits) Cultural documentation provides an orientation and foundation in the methodologies used to understand and engage with the cultural processes and assets of value to communities. This course introduces best practices in cultural documentation, the use of ethnographic fieldwork and digital media to record and understand culture, and the ethical and practical issues involved in appropriately and effectively engaging with people in a variety of community contexts. CSP 610 Sample Syllabus
CSP 610F: Introduction to Cultural Documentation-Field Lab (1.5 credits) The Cultural Documentation Field Lab provides the opportunity for students to apply the skills, tools, and perspectives they have explored in Introduction to Cultural Documentation to their own work. In the seven weeks of this course students will undertake a cultural documentation inventory of a community selected in consultation with the instructor. Through the distance learning framework they will receive advice, support, and feedback on their fieldwork. They will be expected to submit a professional quality body of fieldwork material including notes, resource listings, and media along with a report detailing and reflecting on their findings. CSP 610F Sample Syllabus
CSP 615: Cultural Partnership (3 credits) What are effective strategies for scholars and organizations to work with communities to help develop the capacity for those communities to make choices about what matters to them? This course explores approaches to capacity and leadership development for cultural sustainability with/of communities. It suggests ways that effective enduring partnerships and programs can be developed that reflect the voices and aspirations of communities, their stakeholders, and the cultural organizations that serve them. This course will introduce students to community organizing skills, leadership development, facilitation, and collaboration and advocacy. CSP 615 Sample Syllabus
CSP 670 Ethnographic Methodologies (1.5 credits) At the heart of cultural sustainability is the ability to appropriately perceive need, value, cultural knowledge, meaning, and voice from the emic (insider's) perspective. Ethnography is a qualitative research strategy that engages cultural workers with community members to explore and represent cultural phenomena. Ethnographers are participant observers, taking part in the cultural events of a community, and reflecting from the point of view of the community members. This is community-action research. The results of an ethnographic process (i.e., case study, film, book, exhibition) substantially contributes to increased understanding of cultural life, has aesthetic merit, impacts awareness and has the potential to effect social change from within. Literally, ethnography is a means to represent graphically (in writing, photography, film) the culture (ethno) of a people. This course will be offered in several sections, each of which focuses on specific methodologies including: ethnographic research strategies, visual ethnography and ethnographic writing. CSP 670 Sample Syllabus A CSP 670 Sample Syllabus B
CSP 675: Capstone (6 credits) Students participate in an immersion fieldwork environment. Under the mentorship of faculty, the nature of expected research and experiences as well as the work to be accomplished by the student is determined. Activities, preparation, and evaluation criteria are determined prior to engagement. Students are expected to present a portfolio of work accomplished at the end of the capstone experience.