Instructor: Jessica Hautsch (she/her) Student Hours: via Zoom
Email: Jessica.hautsch@stonybrook.edu

EGL 309: CogSci & Scifi on the Screen

Summer II 2022

Asynchronous Online

Course Description:

EGL 309: CogSci & Scifi on the Screen
What is the mind? How do we make meaning of the people and things around us? What does our thinking look like? How do we represent it in popular culture? In this class, we will interrogate questions about the human mind by pairing scientific and theoretical texts focusing on cognition with science fiction films that address issues of consciousness, the brain, the body, and the self. We will explore the role of the body, emotions, and environment in how we think about and make sense of the world. We will ask ourselves how cognition is represented in science fiction films and television shows, like Eternal Sunshine of the Spotless Mind, Get Out, and Altered Carbon, what these films and shows can teach us about how we understand the mind, and we will ask ourselves what representing cognition that is embedded, extended, embodied, and enacted might look like.

Student Learning Outcomes:

Write Effectively in English– You will produce coherent texts across different genres that meet college-level writing expectations as demonstrated by the completion of six blog posts and a final project.
Prepare for the World Beyond Graduation – In your five analytical blogs and your final project, you will think critically about literary, popular culture, and media forms and write for various audiences.
Critical and Creative Engagement with Texts – Over the course of the required five blog posts, you will analyze literary works, performing close and thematic readings and will interpret both the rhetorical and visual language of popular genre films to understand how and why they communicate messages to audiences. You will connect your close reading and analysis of the films to the material you are learning about through the course’s VoiceThread Lectures.
Rhetorical Strategies – You will create various analytical pieces that allow you to make different arguments for different audiences. Specifically, you will work to develop style, voice, and multimodal communication styles of blogs as a rhetorical genre.

Additionally, this course meets the following learning outcomes required by the English department at Stony Brook for courses which fulfill HFA+ requirements:

Students must use the skills expected from their Versatility courses to study and practice them in greater depth, with further study applied to the area in which they are certified. In this class, you will continue to develop your analytical and critical thinking skills by putting science fiction films and television shows in conversation with each other and work being done in cognitive science and philosophy.

Texts and Materials:

In this class, we will be watching science fiction films and television shows that focus on the mind, the self, and the body. While the films will be available through Stony Brook University’s streaming service, you will be responsible for accessing the television shows on your own. Here is a breakdown of where each text can be found:

Altered Carbon (2018-2020) Netflix

Futurama (1999-2013) Hulu

Star Trek: The Original Series (1966–1969) Paramount+

Star Trek: The Next Generation (1987–1994) Paramount+

Possessor (2020) SBU Library Streaming

Arrival (2016) SBU Library Streaming

Inside Out (2015) SBU Library Streaming

Marjorie Prime (2017) SBU Library Streaming

Course Delivery Mode and Structure:

This is an asynchronous online course, delivered in the Blackboard learning management system (LMS) and via our class blog, which will be hosted on SB You. Students must be mindful of all course expectations, deliverables and due dates. All assignments and course interactions will utilize internet technologies. See “Technical Requirements” section for more information. On Blackboard, you will access online lessons, course materials, and resources. The course is structured across 6 weeks, represented by 7 learning modules.

Please note that we have more modules than weeks. This will mean that due dates will shift throughout the semester. At the start of each module, I will email you with a reminder of the module assignments and deadlines, but it is the responsibility of students to access the most up-to-date version of the syllabus in order to keep track of assignments and when they are due.

Course Expectations:

What I Expect From You:

You are expected to abide by the Course Schedule and all deadlines. To help accommodate your other obligations, all materials and assignments will be available on Blackboard 24/7. I advise you to check the respective module at the start of each one (all modules indicate the time frame within which they should be completed) so you have a clear sense of what’s coming. I strongly recommend printing a copy of this syllabus so you can keep track of where you should be on any given date. If you are unable to meet a deadline, contact me as soon as possible.
Be motivated and disciplined; remain mindful of all deadlines and seek help promptly if you are having any difficulties. Note that this is not a self-paced course. Although course materials are available 24/7 and you may work at any time that is convenient for you, you must meet all course deadlines. If you find you’re struggling to adapt to or keep up with the course work, don’t hesitate to reach out to me through email.
Hopefully it goes without saying, but as participants in an online course we will rely on online tools for communication. Through online discussion forums and technologies such as Blackboard, VoiceThread, etc., you will have the opportunity to interact with your classmates, develop and share ideas, pose questions, receive and give feedback, and share experiences. However, in order for the communication to be effective, interesting, and useful, you must know how to use the technology. After you have reviewed the syllabus, you may want to check out SBU’s tutorials and FAQs for Blackboard and Zoom.

What You Can Expect From Me:

I will be logging into Blackboard, our course blog, and my email every day (M-F) and at least once every weekend. I’ll provide you with feedback on your progress via our blog, Grade Center, and email.
There is a “General Questions” forum for any questions related to the course. You can find this forum on the Blackboard, by clicking on “Discussions.” Unless your question is intensely personal, please confine your questions to the forum, which is the best way to get the timeliest response. If you need to contact me about a private matter, use email. You can generally expect replies within 24 hours.

A Word to the Wise: The extent of your progress depends on the extent of your participation. Because of the condensed and accelerated nature of summer courses, you should plan on spending a minimum of 10-12 hours a week on all class activities, including VoiceThread lectures, blogs, and watching the assigned films and television shows.

While this class is largely asynchronous, it is not self-paced. All activities have specific deadlines designed to ensure interaction. If you fall behind, it will be difficult for you to catch up, so plan accordingly. Please also reach out to me as soon as possible if you know in advance that you will not be able to meet a deadline for whatever reason.

How We Will Communicate:

Course-related questions should be posted in the General Questions Forum in the course Blackboard Discussion Board. These posts can be written anonymously, and I highly recommend “subscribing” to this forum. You can subscribe to a forum by clicking the forum name, which will take you to the forum page, and you can then click “Subscribe” at the top of the page. When you subscribe to a forum, an email will be sent to your Stony Brook address every time someone posts in it. I will answer questions posted here within 24 hours.

For questions specific to your work and private issues, my preferred method of contact is via email. You must have an active Stony Brook University e-mail account and access to the Internet. All instructor correspondence will be sent to your SBU e-mail account. Please plan on checking your SBU email account regularly for course-related messages. To log in to Stony Brook Gmail, go to www.stonybrook.edu/mycloud and sign in with your NetID and password.

It is important to remember that while the internet is available 24 hours a day, I and your fellow students are not. For this reason, please allow ample time for communication and collaboration before deadlines. I will do my best to respond within 24 hours and will respond to all emails within 48 hours. If you would prefer to discuss your questions over Zoom, I am happy to do so. Simply email me and we can set up an appointment.

As a gentle reminder, it is important to remember that when communicating through text we will not have the non-verbal cues that you get in the traditional face-to-face classroom. I cannot see the confused, frustrated, or unhappy expressions on your face if you encounter problems. So, you must explicitly communicate those feelings with me so that we can help. To make the experience go smoothly, remember that you’re responsible for initiating more contact, being direct, persistent, and vocal when you don’t understand something and communicating often and early.

On Using Zoom: You can access and set up your own free Zoom account by going to Blackboard and clicking “Zoom Meeting” on the side menu. This will take you to Zoom’s main page and prompt you to download the Zoom app. I suggest that you do this if you can. Zoom’s app is much easier to use than its mobile/browser options. I will be sending Zoom links to your email for weekly student hours.

Online Student Hours:

I will also be holding online student hours once a week. This means that I will set aside three hours every week for anyone that would like to chat over zoom. One of the benefits of having an online class is that you have a great deal of freedom in completing class tasks at times that work for you; however, this also means that we’re all operating on vastly different schedules. Accordingly, my online student hours will shift each week to accommodate as many different schedules as possible. I am also available by appointment. All time below refer to EST.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Tuesday, July 5

10:00 a.m. – 1:00 p.m.

Thursday, July 14

2:00 p.m. – 5:00 p.m.

Friday,

July 22

11:00 a.m. – 2:00 p.m.

Tuesday,

July 25

1:00 p.m. – 4:00 p.m.

Thursday, August 4

4:00 p.m. – 7:00 p.m.

Friday, August 12

11:00 a.m. – 2:00 p.m.

Technical Requirements:

This course uses Blackboard and the SB You Blog for the facilitation of communications between faculty and students, submission of assignments, and posting of grades. The Blackboard course site can be accessed at https://blackboard.stonybrook.edu. If you are unsure of your NetID, visit

https://it.stonybrook.edu/help/kb/finding-your-netid-and-password for more information. You are responsible for having a reliable computer and Internet connection throughout the remainder of the term. (Note that phones and tablets may not allow you to access all of the features on Blackboard. Using a computer is strongly recommended.) If you have concerns about accessibility, please get in touch with me right away.

The following list details a minimum recommended computer set-up and the software packages you will need to have access to, and be able to use:

PC with Windows XP, Vista 7 or 8
Macintosh with OS 10.4 or higher
Latest version of Chrome, Firefox or Explorer; Mac users may use Chrome, Firefox or
(Please note that VoiceThread works best with Chrome.)
2 GB RAM
High speed internet connection
Word processing software (Microsoft Word, Pages, etc.)
Speakers (either internal or external) or headphones
Audio recording capabilities through either your computer or a phone.
Ability to download and install free software applications and plug-ins (note: you must have administrator access to install applications and plug-ins)
Adobe Flash player with the latest update is crucial for playing multiple videos throughout the course

Technical Assistance:

If you need technical assistance at any time during the course or to report a problem with

Blackboard you can:

Visit the Stony Brook University Student Help Desk Page
Phone:
- (631) 632-9602 (technical support and Blackboard issues)
- (631) 632-9800 (client support, wifi, software and hardware)
E-Mail: helpme@stonybrook.edu
Live Chat: Chat Live with the TLT Student Help Desk!
For assistance after 5 PM or over the weekend, please contact the Open SUNY help desk at 1-844-673-6786 or OpenSUNYHelp@suny.edu

How to Be Okay: Although things are slowly starting to feel a bit more normal, we’ve all be through a lot this past year and none of us is really okay. If you tell me you’re having trouble, I’m not going to judge you or think less of you. I hope you will extend me the same grace.

So, let’s lay out some ground rules:

· You never owe me personal information about your health (mental or physical).

· You are always welcome to talk to me about things that you’re going through. The level of detail you are comfortable with sharing, though, is up to you.

· If I can’t help you, I can likely find somebody else who can.

· If you need extra help, or you need more time with something, just ask. I’ll work with you. Promise.

Grading Breakdown:

Film Term Glossary 5%

Introductory Blog Post 5%

Analytical Blog Posts 40%

Blog comments 10%

VoiceThreads 10%

Accountability Group Meetings 10%

Final 20%

Grading Scale:

	B+ = 87-89	C+ = 77-79	D+ = 67-69
A = 94-100	B = 85-86	C = 75-76	D = 65-66
A – = 90-93	B – = 80-84	C – = 70-74	D – = 60-64

Course Requirements

Participation & Classwork:

In an online class, participation is incredibly important. In order to earn a passing grade for the class, students are expected to participate fully in assigned films, Voicethread lectures, blog posts, accountability groups, and final projects.

You should plan to log into blackboard multiple times a week. (Please see the course schedule in this syllabus for a full breakdown of due dates.)

Film Term Glossary (5%):

In this class, we will be watching and analyzing science fiction films and television shows. Film has its own vocabulary for talking about what we see on the screen. During the first module of the semester, we will be working together to put together a glossary of film terms for you to refer to as you write your blogs.

Introductory Blog Post (5%):

Your first blog post of the semester, your introductory blog post is your opportunity to let us know a bit about you. Please include the name you would like us all to use, as well as your pronouns. Let us know about any interest, hobbies, summer plans, etc. you have. In addition, I’d like for you to also include a bit about why you selected to take this class and what you are hoping to get out of the course. These posts should be a minimum of 250 words.

Analytical Blog Posts (40%):

Over the course of the module, you will each be keeping a class blog. This is a space for you to analyze the films and television shows we are watching and connect them to the course material. Blog posts should be a minimum of 500 words each.

For each module you will be responsible for contributing a post to our class blog. Our blog is an informal space where we will be analyzing the films we are watching and drawing connections between them and my lectures on VoiceThread.

Style of posts:

Make sure to give your blogs a title that will hook the attention of your reader, something that will pique their interest and make them want to read what you have to say. Be creative!
Blogs are generally written in an informal manner, using a conversational tone.
I encourage you to incorporate images and gifs (especially from the films we are watching!) to illustrate or react to key points in your blog.
Your writing style and image choices should reflect voice and personality.

Quality of posts:

Your post should demonstrate your understanding of the assigned texts and you must include direct quotes/pieces of textual evidence from the films.
There is a big difference between summary and analysis. These posts are designed to prompt you to think about details of the films we are watching—making connections between them and what you are learning about through the VoiceThread lectures. The more specific you are in your posts, the more likely your post will be successful. Do not summarize, generalize or simply recite facts from the films or lectures. In your posts, you should be attending to the formal elements of the film as well as its themes. Be sure provide evidence to support your claims about what your blog is claiming about representations of the mind.
You can always relate new information that we cover with material previously covered in the class.

Blog Responses (10%):

Each module, you will be responsible for responding to two of your accountability group member’s blog posts. These responses should be detailed an in-depth, a minimum of 100 words each. In this responses, you should comment on specific details of your groupmates’ posts, asking questions, expanding what they have said, and connecting it to your own findings. These responses should go beyond simply agreeing with what the author had said or summarizing the main points of their blog posts; rather the goal should be to expand on and continue the discussion.

Final Project (20%):

The final project for this class will be due at the end of the last module. You will have a choice of two projects to select from.

Option 1:

Throughout the course of the semester, we will watch and analyze a number of science fiction films. We have thought about how the mind, the brain, the body, and the self has been portrayed, what these reveals about how we think about perception, thinking, and ourselves. For this final project option, you will be responsible for developing and pitching your own scifi film that explores cognition, the mind, and the brain.

Option 2:

There are far more science fiction films and television shows that explore the brain, the mind, and human and non-human cognition than we could possibly cover during our 6-week summer course. This final project asks you to make the case for three additional films or television episodes. You will be responsible for accessing and watching these films or television episodes. Then you will write a 400-450 word mini review for each one. In this review, you should briefly describe the plot or premise of the film and evaluate how successfully it executes its ideas. You should also connect the film explicitly to what we have discussed in class by making specific reference to topics covered in our course VoiceThread lectures in your analysis and assessment of the films.

VoiceThread (5%):

Every week I will post a VoiceThread lecture discussing the main ideas of the module. On VoiceThread, I will introduce you to some key ideas, concepts developed by cognitive linguists, psychologists, neuroscientists, and cognitive scientists and philosophers. Once you have listened to my lecture, you will click the “Submit” button in order to earn credit for completion.

Accountability Groups:

In asynchronous online classes, we are geographically and temporally separated and it can be difficult to feel like you are getting to know classmates, to connect with them over class blogs and comments. I also realize that many of you have multiple classes with multiple deadlines a week, which can be overwhelming and confusing. While I will be sending out two emails a week to remind you of what’s due, it can be a lot to keep track of.

In order to start to address both of these issues, this semester we will forming accountability groups. Accountability groups is a term used to describe any group of people who share goals and support each other in reaching them. You all have a shared goal of being successful in this course. Accountability groups are one way we are going to try to support each other while we work toward that goal.

During the first module of the course, you will sign up for accountability groups. Over the course of the semester, you will be responsible for meeting with group members and responding to their work. On the blogs, when you reply to classmate’s work, it should be to one of the other members of your group. The reason for this is twofold: one, it helps you to develop a rapport and connection with some of the students in the course; and two, it allows you to check in with and check up on one another. If you notice that a group member is not posting on that module’s blog, you might want to send a quick text or email to make sure that they are doing okay.

Twice during the course of the semester, you will be required to meet synchronously with the other members of your accountability group for short discussions. These small group sessions will require you to arrange with your other group members at a time when you will be able to meet synchronously (in real time) and virtually. This might mean that you exchange phone numbers and have a group text. Or you might meet up on Zoom. Your method for communicating is up to you and your group. However you want to meet is fine, but I suggest arranging a time and method through emailing one another via Blackboard. In facilitating your group discussion, you’ll have to make sure that everyone has set aside at least 20 minutes to focus on the conversation.

Meeting 1 (5%): During this meeting, you will introduce yourself to the members of your group and discuss how your group wants to function over the course of the semester. You should consider your individual concerns for the course and come up with a plan of action for how you would like to address those concerns. You should also discuss how to best support one another needs, and the most effective ways to check in with each other. Is it helpful to text the group once a week to let everyone know how you are doing? Do you want to meet together during a designated time to make sure everyone is getting their blog post done? Are you going to email the other members of your group once you have posted your comments to the blogs? There is no one right way for the accountability group to function, but you should figure out a way to check in which each other at least once a week.

Once you have come up with a plan, your group will complete a google form answering the following questions:

What are the group members’ collective goals for the class?
What are the general concerns that the group has about the course?
What can the group do to address those concerns?
How do members of the group plan to support one another on a weekly basis as you work toward your group goals?
What can I, as the instructor, do to address concerns that you have about the class and support your group as you work toward your goals in the course?

How your group goes about supporting one another is up to you. I am, however, happy to meet with you to discuss your options. I want you have to have a lot of flexibility in how your group works. To that end, please note that this statement is not binding. If, as the semester progresses, you decide that you can support each other better in other ways, go for it!

Meeting 2 (5%): This meeting will occur during the final week of the semester. During it, you will be workshopping your final project. You should go into this meeting prepared with a rough draft of your final. You do not need to have the entire project completed, but you should have a solid draft of your story. The more prepared you are, the better feedback you can get from your peers.

For this meeting, you will need to bring a draft of your final paper. You will read each other’s drafts and provide meaningful feedback. If you are able to, it would be helpful to let your peers know what your questions or concerns about your essay are so that you can get feedback that directly addresses those issues. Any questions or concerns that you have that remain after the meeting should be sent to me, either individually or as a group.

You should have at least 2 of your accountability mates read your draft. And you should read at least 2 of your group mates’ final papers.

After your meeting, you should individually submit a paragraph reflecting on your peer review experience that answers the following questions:

What questions or concerns do you have about the final project? What questions did you bring to your group meeting?
What feedback did you get on your story? What were the most helpful suggestions you received?
How do you plan to go about revising or further developing your story?
What questions or concerns do you still have about the final?

Accessibility and Accommodations:

I understand this is a difficult time. If there is something that I can do to support and aid in your success in this class, please let me know. We all learn in different ways, and I will do my best to make sure that the material we are covering in class is accessible to everyone. But I need your help to do so.

If there is something in your personal or professional life that might be interfering with your ability to complete assignments for class, please get in touch with me before the assignment is due. I know that it can be difficult to share personal information with some one that you do not know well, and I am not requiring that you disclose any person information to me. But if I do not know that there is something going on in your life (and again, I do not need details), I can’t help.

A Final Word of Advice: I’m an instructor because I like working with students, and I want to help you on your academic journeys. If you’re struggling, need an extension, or are simply feeling frustrated, I strongly recommend coming to speak with me in office hours or via e-mail. I might not be able to give you exactly what you want, but I promise I will listen and will strive to make reasonable accommodations when necessary. In this classroom it is always better to ask for permission than forgiveness.

Policies

Formal Written Assignment Formatting
This course will help you to become familiar with the MLA citation style, used by literary scholars. All papers should be formatted with 1” margins, 12-point font, double-spacing, numbered & stapled pages. Tutors in the Writing Center (Humanities 2009) are available to help you with citation, along with brainstorming, organization, clarity, and other writing questions you may have.

Blackboard & Email
Many course readings and audiovisual materials, along with announcements, will be posted on Blackboard. You are responsible for checking Blackboard and your Stony Brook email regularly.

Names and Pronouns
Stony Brook University affirms all gender identities and expressions. If you go by a name other than that on the class roster, and/or if you would like to be addressed with a specific pronoun, do not hesitate to inform me. In addition, it is the Office of the Registrar’s policy that any student may set a name through SOLAR that will appear on the roster of all of their classes. For instructions on how to do so, as well as for more information on the University’s preferred name policy, please go to https://www.stonybrook.edu/commcms/registrar/policies/namepolicy.html. For further assistance with issues regarding name and pronoun usage, please contact Stony Brook LGBTQ* Services at (631) 632 2941 or lgbtqservices@stonybrook.edu.

Counseling Services

Counseling and Psychological Services (CAPS) offers free and confidential services to currently enrolled students taking at least six credit hours. Included are crisis intervention, brief counseling for individuals, couples, and groups; consultation to students, faculty, staff, friends, and parents; assistance with referrals to community resources.

The West Campus offices are located on the Second Floor of the Student Health Building (by the stadium and SB Union). To schedule an appointment, call 632-6720 (on campus dial 2-6720). Web site: http://www.studentaffairs.stonybrook.edu/caps/

Academic Integrity Statement
Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person’s work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/commcms/academic_integrity/index.html

Academic Success and Tutoring
Please take advantage of the Academic Success and Tutoring Center: https://www.stonybrook.edu/commcms/academic_success/.

I also encourage you to schedule a tutoring session through the Writing Center if you ever need help with any of the written assignments for this class: https://www.stonybrook.edu/writingcenter/.

If you take advantage of either of these resources, please have your tutor email me letting me know what you worked on- I will award you with some bonus points!

Instructional/Student Responsibilities

The University Senate’s Undergraduate Council updated the University’s statement of Minimal Instruction and Student Responsibilities in Fall 2008. Please review it carefully. Also listed are the Minimal Undergraduate Student Responsibilities. Both statements may be found in the Academic Policies and Regulations section of the on-line Undergraduate Bulletin: http://sb.cc.stonybrook.edu/bulletin/current/policiesandregulations/policies_expectations/min_instructional_student_resp.php

Americans with Disabilities Act/ Student Accessibility Support Center Statement

If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Student Accessibility Support Center, ECC (Educational Communications Center) Building, Room 128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and the Student Accessibility Support Center. For procedures and information go to the following website: https://ehs.stonybrook.edu/programs/fire-safety/emergency-evacuation/evacuation-guide-people-physicaldisabilities

and search Fire Safety and Evacuation and Disabilities.

Student Accessibility Support Center Statement

If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact the Student Accessibility Support Center, 128 ECC Building, (631) 632-6748, or via e-mail at: sasc@stonybrook.edu. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Critical Incident Management Statement

Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students’ ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures.

Course Schedule

Date	Film	Assignments
Module #1: Introductions 7/6-7/10		Thursday, 7/7, by 11:59: Syllabus Quiz Register for Class Blog Sign Up for Accountability GroupSunday 7/10, by 11:59: Film Term Glossary EntryBlog post introduction (250 words): Tell us a little bit about yourself! Please include the name you would like us all to use, as well as your pronouns. In addition, let us know about any interest, hobbies, summer plans, etc. you have. In addition, I’d like for you to also include a bit about why you selected to take this class and what you are hoping to get out of the course.
Module #2: 4-E Cognition 7/11-7/16	“Out of the Past” Altered Carbon “Return to Tomorrow.” Star Trek: The Original Series “The Day the Earth Stood Stupid.” Futurama	Tuesday, 7/12, by 11:59 pm: VoiceThread: Watch the video lecture and then click the “Submit” button.Thursday, 7/14, by 11:59 pm: Analysis Blog Post #1: In this week’s VoiceThread, you learned about some of the different ways that the mind has been theorized by philosophers and scientists. In addition, you watched three television episodes that offered different representations of the mind, the brain, and the body. Select one or two scenes from each of these episodes and do a close reading, connecting the scene to what you learned about in the VoiceThread lecture. Consider the approaches to thinking about the mind and the brain outlined in the lecture. Which of these approaches does the scene(s) you selected take? How do these texts understand the mind and consciousness? Where is it located? How are bodies talked about in the episodes—and what seems to be the relationship between mind and body? Do we see cognition as embedded or enacted? Is it extended through any of the science fiction technology featured in the scene? Please note that you are not required to answer all of these questions in your blog response. The questions are meant as a starting or jumping off point. Try to put the scenes you selected in conversation with each other and the material from the VoiceThread. I encourage you to explore the aspects of episodes that were of most interest to you—just remember to explicitly connect your analysis to the VoiceThread lecture.Saturday, 7/16, by 11:59 pm: Blog Comments: Please respond to 2 members of your accountability group. Comments should be at least 100 words.**Accountability Group Forms**
Module #3: Embodied Cognition and Empathy 7/17-7/22	Possessor (2020) “I Second that Emotion.” Futurama	Monday, 7/18, by 11:59: VoiceThread: Watch the video lecture and then click the “Submit” button.Wednesday, 7/20, by 11:59 pm: Analysis Blog Post #2: In this week’s VoiceThread, we learned about Theory of Mind, Empathy, and Embodied Cognition. How are these ideas explored in Possessor and “I Second that Emotion.” Select a scene or two from each of these texts to analyze. How is theory of mind demonstrated or explored in them? What do they seem to be suggesting about empathy and its role in our interactions with other? What roles does the body play in our understanding of other people and ourselves? What is the relationship between the mind and body? How are identity, the body, and empathy connected? Please note that you are not required to answer all of these questions in your blog response. The questions are meant as a starting or jumping off point. Try to put the scenes you selected in conversation with each other and the material from the VoiceThread. I encourage you to explore the aspects of episodes that were of most interest to you—just remember to explicitly connect your analysis to the VoiceThread lecture.Friday, 7/22, by 11:59 pm: Blog Comments: Please respond to 2 members of your accountability group. Comments should be at least 100 words.
Module #4: Cognitive Linguistics 7/23-7/28	Arrival (2016) “Darmok” Star Trek: The Next Generation	Sunday, 7/24, by 11:59 pm: VoiceThread: Watch the video lecture and then click the “Submit” button.Tuesday, 7/26, by 11:59 pm: Blog Post #3: This week’s VoiceThread and films focused on the relationship between mind, language, body, and communication. How does what you learned about cognitive linguistics relate to the film and television episode you watched for this week? Select one to two scenes from each text to do a close reading of. What is the relationship between language, culture, and the body in these films? How are conceptual metaphors referenced and explored? How are these different conceptual metaphors anchored in body and cultural and social experience? What role do conceptual frames play in our ability to communicate and make meaning? What is the effect of shifting ones cognitive frames and conceptual metaphors? How is the linguistic/conceptual system represented in these texts? Please note that you are not required to answer all of these questions in your blog response. The questions are meant as a starting or jumping off point. Try to put the scenes you selected in conversation with each other and the material from the VoiceThread. I encourage you to explore the aspects of episodes that were of most interest to you—just remember to explicitly connect your analysis to the VoiceThread lecture.Thursday, 7/28, by 11:59 pm: Blog Comments: Please respond to 2 members of your accountability group. Comments should be at least 100 words.
Module #5: Emotions 7/29-8/3	Inside Out (2015) “Man of the People” Star Trek: The Next Generation	Saturday, 7/30, by 11:59 pm: VoiceThread: Watch the video lecture and then click the “Submit” button.Monday, 8/1, by 11:59 pm: Blog Post #4: This week, you learned about different theories of emotions. In the VoiceThread lecture I talked about the way in which emotions function as part of our cognitive system and are inseparable from it. I also introduced you to the Theory of Constructed Emotion, which maintains that emotions are not something that happens to you, but that you create. Select one or two scenes from the texts that you watched this week. How are emotions represented in these texts? What is the relationship between emotions, mind, and body? Are emotions presented as something that happens to us or something we construct? Are emotions basic and universal or varied and culturally specific? What the relationship between emotions and cognition? How do we know, understand, and experience the emotions of others? Please note that you are not required to answer all of these questions in your blog response. The questions are meant as a starting or jumping off point. Try to put the scenes you selected in conversation with each other and the material from the VoiceThread. I encourage you to explore the aspects of episodes that were of most interest to you—just remember to explicitly connect your analysis to the VoiceThread lecture.Wednesday, 8/3, by 11:59 pm: Blog Comments: Please respond to 2 members of your accountability group. Comments should be at least 100 words.
Module #6: Memory 8/4-8/10	Marjorie Prime (2017) “Measure of a Man” Star Trek: The Next Generation	Friday, 8/5, by 11:59 pm: VoiceThread: Watch the video lecture and then click the “Submit” button.Monday, 8/8, by 11:59 pm: Blog Post #5: This week in our VoiceThread, I discussed different theories about memory, particularly as it is tied to the autobiographical self. Select a scene or two from each of the texts you watched this week and do a close reading of. How is memory represented or discussed in each of these? How do we see memory being extended through and offloaded onto the environment? How does memory relate to the construction of the self? What are the social dimensions of memory and remembering? What is the relationship between memory and emotion? For your post this week, you might also want to reference our film from last week, Inside Out, which also addressed the theme of memory and emotion. As always, please note that you are not required to answer all of these questions in your blog response. The questions are meant as a starting or jumping off point. Try to put the scenes you selected in conversation with each other and the material from the VoiceThread. I encourage you to explore the aspects of episodes that were of most interest to you—just remember to explicitly connect your analysis to the VoiceThread lecture.Wednesday, 8/10, by 11:59 pm: Blog Comments: Please respond to 2 members of your accountability group. Comments should be at least 100 words.
Module #7: Final Project 8/11-8/16	No film	Saturday, 8/15, by 11:59 pm: ***Accountability Group Meeting****Tuesday, 8/16, by 11:59 pm: *****Final Projects Due****