Course Syllabus
Contact Information
About Your Instructor
I'm a historian of technology focusing on the visual culture of the American space program in the 1960s. I have a BFA from the University of New Mexico (studio/printmaking) and a Ph.D. from OU in the History of Science, Technology, and Medicine. I'm the co-editor of Lady Science Magazine, co-author of the new book Forces of Nature: The Women Who Changed Science, and co-founder and co-curator of the late Vitrine gallery in Albuquerque, NM. My pronouns are she/her.
Learn more about my work on my website: Writing | Projects
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Materials
Required Books
- Kimberly Drew and Jenna Wortham, eds., Black Futures (Penguin, 2021)
- Alison Kafer, Feminist, Queer, Crip (Indiana University Press, 2013)
These required texts are available for free online.
- Thomas S. Mullaney, Benjamin Peters, Mar Hicks, Kavita Philip, eds., Your Computer Is on Fire (MIT Press, 2021)
- To access this digital resource, log in to the OU Libraries site using your OU 4x4 and password
- Heather Davis and Etienne Turpin eds, Art in the Anthropocene: Encounters Among Aesthetics, Politics, Environments and Epistemologies (Open Humanities Press, 2015)
- This book is open access. You can download the entire book or view it in the browser.
Required Articles & Other Materials
All materials are free to access on the open web or online through the OU Library catalog.
- Marx, Leo. Marx, Leo. Technology: The Emergence of a Hazardous Concept. Social Research 64:3, 1997. pp 965–988.
- "Transhumanism," by PhilosophyTube:
- Smithsonian Air and Space Museum Topics: Afrofuturism (Links to an external site.)
- Metropolitan Museum of Art: Before Yesterday We Could Fly: An Afrofuturist Period Room
- Laura Herman and Molly Bloom, "What Can We Learn From Crip Futurity?" (Society for Cultural Anthropology)
- Julian Posada, "Family Units," Logic.
- Michelle Kuo interview with Jordan Wolfson "Real Violence," Artforum.
- Stephen Marche, "Does Artificial Intelligence Really Have the Potential to Create Transformative Art?" LitHub.
- Josh Dzieza, "The Great Fiction of AI," The Verge.
Optional reading recommendations are listed on each week's Resources page under "Additional Resources"
Grades
Breakdown
| Activity | Description | Percentage |
|---|---|---|
| Weekly Writing | Reading responses and speculative writing exercises | 40% |
| Discussion/ Participation | Attending Live Session (or viewing recording and writing a response) | 40% |
| Final Project | Speculative writing assignment (750 words) | 20% |
| Total | 100% |
Grading Model
All assignments are graded as credit/no credit (worth 1 point each).
The percentages in the table above reflect the number of each type of assignment (writing, participation in Live Session, final project components).
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Reading & Looking
We'll read several books, articles, and essays about emerging technology, theories of the future, and contemporary art. We'll also look at digital exhibitions and videos. This is the most important component of the course.
Writing
Every week, we'll write reading responses or complete speculative writing exercises to broaden our perspective on the future.
Speculative Writing
- Practice writing short speculative pieces that imagine future worlds.
- Spend time thinking about the chains of cause and effect that might shape the future. Spend time imagining future technologies and their place in our social and cultural worlds.
- Draw on the reading assignments to push your future thinking further: consider perspectives other than your own when envisioning future worlds.
Reading Responses
- Practice taking detailed notes in your own words when you read.
- Identify the main argument or thematic exploration in what you read. Become familiar with different styles of writing and learn to quickly identify essential structures like argument and evidence.
- Improve retention and organize ideas from reading into your own thinking and work by writing short responses.
Discussion
In each week's Live Session, we'll have a critical discussion of the week's reading and writing assignments where you'll have an opportunity to share ideas and insights with your classmates and gain a deeper understanding of the reading.
Final Project
The final project for this course is to write a proposal for a future project in your discipline. This could be an exhibition proposal for a gallery or museum, a grant proposal, a book proposal, a lesson plan, or anything else that would be helpful for you to work on in this course. This should be something you actually want to do in the future. If possible/applicable identify the institution or entity to whom you want to propose this future project and write your proposal in line with their guidelines. For example: if your proposal is for a large-scale public project or a teaching initiative for the National Endowment for the Arts, identify the appropriate granting scheme at the NEA and use those guidelines to draft your proposal.
This assignment will result in a very useful boilerplate document that you can adapt when you decide to move forward with the project.
| Section | Content | Developing | Competent | Exemplary |
|---|---|---|---|---|
| Introductory Statement | 1-3 sentences that give the reader essential pieces of information: the title of the project, the basic form of the project (type/media), and the overall theme of the installation. | Introductory statement is not descriptive or specific enough, vague about the themes and execution of the project. | Introductory statement is descriptive and specific. Themes may not be fully developed. | Introductory statement is descriptive and specific, well written to be concise. Themes are fully developed and described efficiently. |
| Project Description | 1-2 paragraphs that go into deeper detail about the particulars of the project. Use rich description that allows the reader to more fully envision the project. Expand on the thematic and/or theoretical contribution your project makes to its discipline/media/subject. Cite the sources you selected for your bibliography and include these in a list of works cited at the end. | Description is thin or vague, no sources are cited from the bibliography, or are cited incorrectly or without relevance to the text. Thematic contribution is not discussed, or not connected to the discussion. | Description is moderately detailed and specific, all or most sources are cited appropriately. The thematic contribution of the project is discussed, but not entirely in relation to the description. | Description is rich and evocative. Sources are cited appropriately throughout, and the thematic contribution is strongly connected to the description. |
| Project Fit | 1 paragraph about why your project is a good fit for the institution you're pitching. If you don't have a place in mind yet, use this space to outline what your ideal installation location, institutional partner, granting organization etc. would be. | Little or no information about a possible installation location/partner, or type of location. | Some information about a potential location/partner, with an attempt to justify the choice. | Specific information about a location/partner, type of location with a detailed justification for the choice. |
| Material Considerations | What are the physical needs of the project? Does it need power, specific lighting, special acoustics, routine maintenance, etc. | No thinking about the physicality of the project. | Minimal thinking about the physicality of the project. | Specific and detailed discussion of the physicality of the project. |
| Personal Artist Statement | 3-5 paragraphs outlining how this project fits into your larger project and advances your goals for your artistic practice. | Vague, confusing, off-topic or misleading discussion of your artistic practice, little or no connection made to the proposed project. | Attempts to connect the proposed project to a larger artistic practice. Connection may be vague. | Clear and confident description of how the project furthers the larger artistic practice, with specific examples. |
| Works Cited | Include a list of citations for any works you cite in any part of the proposal. | No citations | Some incorrectly formatted citations | All citations are included and formatted correctly. |
Course Policies
Communication
For questions about the course, to make an office hours appointment, or for anything else you need, please email me (preferred) or message me through Canvas. You can expect to receive a response from me within 24 hours.
Late Policy
Late work is accepted until the last week of regular instruction, but you are strongly encouraged to keep up with writing assignments on a weekly basis. No late work will be accepted after the Friday of Week 14.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events.
If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.
The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").
You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).
Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.
For more information, please visit the Institutional Equity Office.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Required Policies for Students On Campus
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional Weather Safety Information is available through the Department of Campus Safety.
Severe Weather Preparedness Video
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:
- Leave the building. Do not use the elevators.
- Know at least two building exits
- Assist those that may need help
- Proceed to the emergency assembly area
- Once safely outside, Notify first responders of anyone that may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|