Summer U Symposium

Section Themes & Final Presentations

In the summer of 2020, we hosted our symposium in an online, asynchronous format to maximize access and engagement. The student group presentations represented the culmination of ten weeks of learning and exploration in a particular thematic area.

The Present Moment’s Lit(erature)

Instructor: José Araguz
Section: WRI 100-A
Description: In this course, we focused on works at the intersection of literature and politics, how to analyze the rhetorical appeals at work in them, and ways to engage with the nuances of these works. Works ranged from poems and creative nonfiction as well as spoken word performances, music videos, comedy shows, vlogs, advertisements, articles, and comics. After practicing these analytical skills, they were put to use in the creation of infographic sequences that both inform and deliver insights on topics chosen by the student groups.

Mass.Art for the Public

Instructor: Ruth Prakasam
Section: WRI 101-A
Description: This course addressed the theme of public art regarding how it contributes to our national culture and its citizens—specifically, how the culture of the city of Boston and its residents are enriched through public art. The discussions focused around defining what the public views as art, understanding the purpose of public art, learning how it is funded, and realizing its physical, intellectual, and emotional benefits. In addition to reading articles and essays, students considered these issues by being exposed to a variety of other sources and experiences. They had the opportunity to listen to podcasts and music, watch films, view art online in museums and in public spaces, and talk to invited guests who work as professionals in the arts.

Visual Culture

Instructor: Barrett Bowlin
Section: WRI-101-B
Description: Our class addressed the intersections of visual culture and how we might change the influence visual media have on us as consumers and participants. From photography and infographics to video games and social media apps, we are constantly bombarded by the stark differences between reality and what we perceive to be real. Our project groups worked tirelessly to explore solutions to the problems of weaponized and warped imagery.

Problems of Loneliness, Problems of Belonging

Instructor: Jason Tucker
Section: WRI-101-CE
Description: In this class, we'll look at ways people use rhetoric in public discourse about just some of the problems of loneliness and belonging. We'll emphasize how loneliness leaves us vulnerable to ideological thinking and a loss of an autonomous sense of self, from individual psychological struggles during times of forced isolation to broad social manifestations of racist and classist hierarchies, conspiracy theories, cults, and totalitarian movements. We’ll focus on how authors' rhetorical techniques frame the subject and communicate messages beyond the obvious ones. We’ll uncover the deeper philosophies underpinning the texts we read and question the ethics of the rhetorical choices built on those philosophies. Armed with these skills and concepts, we will apply them, working in teams to research and create an original project related to our course theme.

Disability & Access

Instructor: Pamela Saunders
Section: WRI-101-D
Description: In this class, we will explore representations of ability and disability and the meaning these categories carry for all members of society, but particularly here at Suffolk and in the city of Boston: Who is included or excluded in definitions of disability on our campus or in this city? How does our understanding of disability inform approaches to accommodations or accessibility? Are there more ethical ways of thinking about and representing disability? How can we make Suffolk and Boston more accessible for all?

Free Public Transportation

Instructor: Rich Miller
Section: WRI 101-E
Description: During the semester we studied arguments for and against “free public transportation” in the US, with particular attention to the state of Massachusetts and the city of Boston. A popular issue in the upcoming Boston mayoral election, free public transportation was a topic new to all of us and allowed us to look at the history of Boston’s transit system, its current state of affair (and repair), and a host of related issues involving economics, finance, equity, accessibility, race, the environment, and the key question of what a “public good” is and its value. Students tailored their group projects to specific challenges and innovations “free public transportation” faces in Boston today and possibly tomorrow.

It’s Not Easy Being Green: Sustainability in the City

Instructor: Valerie Vancza
Section: WRI 101-FE
How do we currently define greenness, and why is sustainability so important globally and nationally? As we generally understand, greenness is a call to action in response to the many environmental concerns impacting our way of life. Climate change or pollution may come to mind. In our writing course, we will first explore these larger issues and then concentrate on a localized view: Is it easy being green in Boston? We will examine levels of sustainability and/or lack of greenness in the city’s main institutions. How are the city’s recycling programs mediocre? Which businesses are the least ecofriendly? Your final collaborative, multimodal writing project will focus on identifying such problems and formulating solutions.

What's the Use? Art, Influence, and Social Change

Instructor: Maren Schiffer
Section: WRI 101-G
Description: What is the relationship between art and cultural change? How is art used by governments, regimes, and social justice activists? Can art be harmful? These are examples of questions we asked and attempted to answer this summer, as we moved through multi-genre texts that presented various arguments and perspectives, and as students wrote about their own beliefs in response. Students researched and identified problems and opportunities at the intersection of art and social change, creating public-facing projects as a result. In this class, we identified art as a broad category that includes visual art, literature, performance art, music, and film.

Conspiracy Theories

Instructor: George Scala
Section: WRI 101-H
Description: Author Alan Moore confesses that “[t]he main thing that I learned about conspiracy theory, is that conspiracy theorists believe in a conspiracy because that is more comforting. The truth of the world is that it is actually chaotic. The truth is that it is not The Illuminati, or The Jewish Banking Conspiracy, or the Gray Alien Theory. The truth is far more frightening—Nobody is in control. The world is rudderless.” The purpose of this course is to focus sharply on conspiracy theories and conspiracy thinking. Together, we will examine critical definitions and historical examples; key figures and players; positive and negative contributions to society; criticisms and controversies; and, most importantly, reasons why people want to believe. Did Bigfoot really hire the Loch Ness Monster to kill JFK? We’ll find out (if Jay-Z and Beyoncé allow it…)

The Literacy Crisis in America

Instructor: Rosie Sultan
Section: WRI-101-L
Description: You’re in college, in part, because someone taught you to read. But consider this: the United States has a 99% literacy rate, so why do 43 million American adults possess low literacy skills? What is the cost to our society that 75% of state prison inmates are low literate? Why do women make up 2/3 of the world’s illiterate population? What does this suggest about the values of society? In this class, we explore the extent to which literacy is available to all members of society, including here in Boston. Who is included or excluded from the act of reading? How does income, race, class, and more relate to literacy? How has Boston contributed to or worked against literacy for everyone? In this class we will explore the assets and costs of literacy and illiteracy and create group projects that seek to remedy those costs.

The Costs of College

Instructor: Nick Frangipane
Section: WRI H103-A
Description: Why are we here? What should we be doing to make the most of our time here? In this class, we have discussed all aspects of the college experience—from the history to our current moment, from social aspects to classroom learning. The students have created projects that explore the most important aspects of college and ask how we can make the college experience more accessible, equitable and beneficial for all students.