Click here to read a CT Humanities article written by Dr. Jeff Partridge and students Woody Exley and Trishan Lakha.
Click here to readProfessor Ken DiMaggio's article on the English 220 Twain and Stowe course.
English 220 Studies in American Literature: Stowe and Twain
August 31 - December 14, 2016
Wednesday 2:00 - 4:42pm at the Mark Twain House Hybrid schedule: One Wednesday on Site, one Wednesday on line.
English 220 focuses on the lives and selected works of Harriet Beecher Stowe and Mark Twain. The course is taught on site at the Harriet Beecher Stowe Center and the Mark Twain House & Museum, located in Hartford’s west end. Students read and discuss works by two of American Literature’s most influential authors, learn from staff experts at the Stowe and Twain Museums, access archives and library materials unique to these national landmark museums, and get a behind-the-scenes look at the houses, archives, and exhibits.
Do you want to take English 220 for college credit?
Do you want to take English 220 for fun – no college credit, with papers and assignments optional?
Please register to AUDIT this course by contacting Amy Lemire at 860-906-5185 or email@example.com. Cost: $579.
My favorite was taking the tour of the houses. We can actually experience what times were like back then.Kevin Dinh
Student Photos - Fall 2015
Architecture- ARC 205 and ARC 205L Design I
As taught by Ira M. Hessmer, R.A.
Architectural Design I students complete a special project based on their study of Hartford. For example, in the Small Theaters as Precedents for a Theater Design project, students are given the task to design a theoretical small scale performance theater for Capital Community College. They study the physical layout of downtown Hartford and tour relevant sites, such as Hartford Stage and TheaterWorks. They also attend relevant events such as plays or attend lectures at places like the Old State House when relevant to the project.
ARC 102- Architecture of the World
As taught by Ira M. Hessmer, R.A.
Students visit the visit the Old State House to see physical examples of the Greek, Roman and Neo-Classical architecture related to their readings and classwork on Thomas Jefferson and his contribution to architecture. Students take a walking tour of Main Street to learn about structures form different eras from Art Deco, including Capital’s building on 960 Main Street and the building across the street, to Gothic, such as Christ’s Cathedral across the street from the college. Students sketch several buildings in Hartford in their sketchbooks for the class and visit the Wadsworth Athenaeum to see the furniture of Frank Lloyd Wright and modernist paintings in the Avery Memorial wing tying into their studies of modern architectural movements of the 20th century.
BIO 111 Introduction to Nutrition
As taught by Carmen Yiamouyiannis, Science
Introductory course, including nutritional requirements of the body, nutrient interrelationships, major nutritional problems.
Representatives from Knox (formerly, Knox Parks Foundation) speak to the class about the mission of Knox and urban gardening. They talk about community gardens available in Hartford and the resources that are offered: seeds, soil, garden tips, water, equipment. They also talk about the benefits of community gardening, including eating nutritious food, education, an opportunity to make money at farmers markets, and socialization. The class might also include a tour or an assignment requiring students to visit a community garden or farmer’s market. Through this project, the class develops an understanding of the role of nutrients and energy balance on the well-being of the human body.
BMK201 Principles of Marketing
As taught by Nancy LaGuardia, Business
An introductory study of how organizations market their products and services.
In support of the module on advertising, public relations, sales promotion, and personal selling, students learn from marketing experts at non-profits such as the Hartford Stage and the Mark Twain House. The speakers focus on budgeting, target market, social media, creating posters/flyers, special promotions, and free advertising. Through this, students gain contextualized knowledge of difficult marketing concepts when they actually hear how the marketing is implemented in a non-profit here in Hartford. Students are encouraged to see a play or visit the museum before they create a marketing plan, and from this, students consider how to transfer this knowledge to the marketing of other products.
ENG 102 Literature and Composition
Study of literature and the writing process necessary for responding critically to reading in written compositions. Students study three genres of writing: fiction, poetry, and drama.
In most sections of English 102 (excluding online sections), students attend live theater performances in Hartford in order to experience the genre of drama as it was meant to be experienced: live on stage. Students may see a play in conjunction with the One Play program, a partnership between Capital and the Hartford Stage that offers low-priced tickets and on-campus events such as the popular Meet the Actors session, or they may see a play at TheaterWorks as part of the course. Some sections of English 102 include opportunities to read works by Mark Twain, Harriet Beecher Stowe, or Wallace Stevens and visit the Hartford homes of these authors.
ENG 200: Advanced Composition
As taught by Daniela Ragusa, English
Students conduct Field Research and engage in Ethnographic Writing by exploring various subcultures, interviewing appropriate informants, and observing and participating in pertinent activities related to the people, places and things associated with their chosen subculture.
This course grounds student ethnographic research in the city of Hartford. Place-based activities include an interactive tour of downtown Hartford, where students learn about changes in the city’s layout over time and significant historical sites; an exploration of Hartford’s Ancient Burying Ground that links critical readings on cemeteries as multipurpose field sites with discoveries in the oldest cemetery in Hartford; and a visit the Connecticut Historical Society to view home and family artifacts in multiple realms, including needlework and functional and decorative fabrics, that makes connections with course readings.
ENG 222 American Literature II
As taught by Jeff Partridge, English
Study of selected readings in American Literature from the Civil War period to the contemporary period.
As a Hartford Heritage Course, English 222 makes use of resources in our city that help to illuminate our study of American literature, including the Harriet Beecher Stowe Center, Mark Twain House and Museum, Old State House, Wallace Stevens Walk, Connecticut Historical Society, and Wadsworth Atheneum.
Jeff Partridge’s American Literature class in front of Wallace Stevens’ house. Stevens, one of America’s great modernist poets, worked at the Hartford Insurance Co. for most of his life. His walk to and from work is now commemorated in The Wallace Steven’s Walk.
ESL 023 Reading & Writing II and ESL 027 Oral Communication II
As taught by Carl Guerriere, Coordinator ESL and Foreign Languages
A high-beginning/low-intermediate course for non-native speakers of English who need to develop their reading, writing, and oral/aural communication skills.
The Power of the Written Word
Students learn about Harriet Beecher Stowe and Mark Twain and the power of the written word. The course introduces students to American History, particularly the Victorian Era, the Industrial Revolution, the Civil War and slavery in order to have the background for reading the authors’ biographies, Who Was Harriet Beecher Stowe? and Who Was Mark Twain? The students visit the authors’ homes and learn more about the Stowe Center and social justice. In an effort to experience the power of writing first hand, students also write letters to leaders in an effort to bring about change for immigrants and ELL (English Language Learner) students.
ESL 162 Reading/Writing IV
As taught by Peggy Schuyler, English as a Second Language
ESL 162: Writing and Reading V prepares students for academic college classes by providing them practice in developing critical writing and reading skills and strategies.
Students investigate whether Hartford offers "windows of opportunities" for immigrants. To complete this research project students participate in an immigrant symposium at the Hartford Public Library, examine sources at the History Center of the Hartford Public Library, and attend a play at Hartford Stage. In order for students to understand that doing research requires looking at different perspectives, they also examine issues affecting immigrants in Hartford by surveying immigrants and learning about the work done by Catholic Charities. While practicing the English skills of reading, writing, listening and speaking, students also gain an awareness of the resources and heritage in Hartford.
HIS 202 U.S. History II
As taught by Marcus Lawson, History
Institutions and forces at work in the United States since the Civil War, with emphasis on the historical background of contemporary political, social, and economic problems.
In this section of History 202, students visit the Wadsworth Auerbach Library to facilitate the completion of their research project on Samuel Colt. The research assignment has an abstract, outline, annotated bibliography, and associated participatory, writing assignments that require a student to delve into the history of Colt. The widow of Samuel Colt, Elizabeth Jarvis Colt, left parts of her and her husband’s estate to the Wadsworth. She also donated proceeds that resulted in a wing of the Wadsworth to be constructed. The head librarian at the Auerbach Library introduces students to a variety of Colt artifacts and orientates them to the library for their independent research.
IDS 250 Liberal Arts Capstone: Immigration-Hartford and the Nation
As taught by Jeff Partridge, English
Using Hartford as a case study, this course investigates U.S. immigration-its history, laws, impact and trends. With the help of guest professors who are experts in their fields, visits to Hartford museums and other institutions, and readings that provide a multidisciplinary perspective, we will examine immigration through the lenses of such academic disciplines as History, Literature, Math/Statistics, Music, Religious Studies, Film, Health Sciences and Philosophy.
Nursing Clinical Instruction
All nursing and Health Careers students engage in place-based education through clinical placement in local facilities.
Unique to Capital’s Nursing Clinical program is a place-based component on art that is held at the Wadsworth Atheneum in Hartford. Students attend a structured, docent-led tour of the art museum to practice critical observation, consultation with colleagues, and to stimulate their engagement with aesthetic and creative dimensions of the human psyche.
THR 110 Acting I
As a first step in acting, students will focus on developing the fundamental tools of a an actor, including the development of imagination; creative interpretation; characterization; script analysis; improvisation; voice and movement.
Viewing of live theater in Hartford is an integral component of THR 110.
THR 101 Introduction to Theater
This course will cover readings within the context of several theatrical traditions, an introduction to theatre practice and performance techniques, and will showcase class work.
Viewing of live theater in Hartford is an integral component of THR 101.
Past Learning Communities
English 220 Studies in American Literature - Twain & Stowe
Hybrid (Online and in person)
Class meets every other Wednesday 2:00-4:42pm at 351 Farmington Ave Hartford, CT.
Take a class at the homes of Mark Twain and Harriet Beecher Stowe!
Read and discuss works by two of American Literature’s most influential authors
Learn from staff experts at the Stowe and Twain Museums
Access archives and library materials unique to these national landmark museums
Get a behind-the-scenes look at the houses, archives, and exhibits
Enjoy a hybrid course schedule – one week at the Stowe/Twain classroom, and the next online
The Good Citizen, Speaking Well in Hartford: Classical Greco-Roman Thought and First Year Composition
Learning Community Schedule:
TR 10:05-11:26 ENG 101 Composition Daniela Ragusa
TR 11:40-1:01 PHL 101 Introduction to Philosophy Femi Bogle-Assegai
R 1:15-2:09 IDS 101 College Seminar Bogle-Assegai/Ragusa
Total Credits: 7
Students who enroll in this Learning Community learn how to think critically and speak and write effectively about issues important to people living, working, and studying in the city of Hartford through the disciplines of Philosophy and Rhetoric. Students in this "LC" will be enrolled in both an Introduction to Philosophy course and a Composition course (essentially an Introduction to Rhetoric.) While each course can operate as a "stand alone" class in which students learn specific course content, when paired together as an "LC", students taking both courses together will learn how to think, speak, and write as a group about issues related to Hartford from philosophical and rhetorical perspectives. At the same time, students will be introduced to "academic discourse" by engaging in college-level inquiry in the communities found within and around their city-campus.
While Philosophy can be defined as a love of learning, according to Aristotle, Rhetoric is the art of persuasion. One's "philosophy" can refer to the beliefs a person holds, but more specifically, Philosophy is the study of general and fundamental problems in an attempt to answer questions about reality, human existence, knowledge, values, reason, the mind, and language. Philosophy attempts to answer such questions by its critical and systematic approach and its reliance on rational argument. In addition to rationality, a convincing argument depends upon what Aristotle calls "appeals," that is a person's credibility (ethos) and use of logic and emotion (logos and pathos) to successfully persuade others through argument in any debate related to matters of humankind. For Aristotle, Rhetoric requires "the faculty of observing in any given case the available means of persuasion," which means that a successful thinker, speaker, and writer is able to win intellectual arguments with whatever it takes to move an audience to "adherence." In other words, a successful rhetorician is the person who gets an audience to agree with one's personal philosophy by understanding how to use whatever beliefs the audience holds to convince them of new ideas. For example, a smart rhetorician knows how to find common ground with one's audience and use it to change people's minds and hearts for the better stance. Furthermore, Rhetoric is the art of language, the arrangement of ideas, writing for an audience, the ability to decipher another person's arguments and persuasive tactics and to engage in debate.
For the educator Quintilian, Rhetoric is "The art of a good citizen speaking well," whereas for the orator Cicero, successful Rhetoric depends on the Invention of ideas, the Arrangement of words, the Memory needed for thinking, speaking, and writing, the confidence for one's successful Delivery of ideas in a persuasive way, and the Style of language necessary for the successful use of words. In a world where in the events of humankind anything is possible, philosophers like Aristotle are not interested in "the Truth" with a capital "T" because they know all truth depends on context; instead they are interested in what is "the good" for the benefit of humankind. Therefore, Aristotle's brand of Rhetoric calls for critical thinkers, effective communicators, and secular humanists interested in engaging in debate to move audiences to change their minds and act on important issues for the good of all people.
Students in this Hartford Heritage Learning Community will learn how to use Philosophy and Rhetoric to think and write about issues important to the people in their city, their campus, and their world.
The Faces of Spiritualism – A Hartford Heritage Learning Community
Learning Community Schedule:
TR 10:05-11:26 am ESL 157A Oral Communication Peggy Schuyler
TR 11:40 am-01:01 pm ESL 153 Writing/Reading Peggy Schuyler
F 10:00 am-12:42 pm ESL 185 Fundamentals of Research Jennifer S Kriksciun
Students in the learning community combining ESL 157A, ESL 153, & ESL 185 will compare the concept of spiritualism between Western culture (in particular the ideas of Hartford luminaries) and their own cultures. As part of the Hartford Heritage Project, students will visit various landmarks in Hartford and explore the ideas of Mark Twain, Harriet Beecher Stowe and Elizabeth Colt.
ESL By Design Speak, Read, Write, Design!– A Hartford Heritage Learning Community
COM 105 Visual Communication Jennifer Thomassen
ESL 157 Oral Communication Peggy Schuyler
ESL 153 Writing/Reading Peggy Schuyler
ESL 185 Modes of Communication Jennifer Kriksciun
This Learning Community, as part of the Hartford Heritage Project, offers ESL students an alternative to traditional ESL classes by pairing ESL 157: Oral Communication and ESL 153: Reading/Writing with Communication 105: Visual Communication. The team-teaching approach offers students greater support while they earn credits toward a degree, gain marketable skills and complete ESL requirements. Students will explore the history of G.Fox and Capital Community College at 950 Main St. while they learn design skills and strengthen their command of the English language.
Hartford Heritage Project Faculty
Hear directly from some of the faculty involved in the Hartford Heritage Project.
"I have a particular interest in the global connectedness of the peoples of the world, and the ideas that make connection possible. I began visiting the city of Hartford at the age of fourteen, before my family and I migrated here. I have always wondered about the apparent disconnectedness of the various neighborhoods and peoples within the city, and indeed, have asked civic and political leaders questions about this fragmentation. The answers convinced me that the people of Hartford – predominately of African and Latino descent today – are too often viewed a "a nuisance factor." The HHP has provided a better answer for me. The disconnectedness of the people can be attributed to their lack of knowledge about the city of Hartford and its rich and sometimes controversial history. The ideas of liberty, justice, altruism and benevolence all have their roots in the intellectual tradition of New England, of which Hartford is a part. By understanding that Hartford was one of the wealthiest cities in 19th Century America and a key seaport in the triangular trade between, the Americas, Europe, Africa and Asia, the students of Capital Community College can all lay claim to its heritage. I am convinced that HHP – using the heritage of the city as its foundation and the city itself as the college campus – can produce a new generation of enlightened and connected citizens of Hartford… this is possible.""
Femi Bogle-Assegai, MBA,
University of Westminster/University of London, England,
PIER Fellow, Yale University,
UMass Amherst (exchange student)
"Participating in the Hartford Heritage Project has been one of the more exciting experiences I’ve had as a teacher at Capital. "Try to avoid Hartford" was a phrase I often heard traveling from my home in upstate New York to Vermont or Boston, but now the Colt building’s blue dome has begun to resonate differently in my mind. There seems no end to the adventure of exploring with students the many ways to bring the rich contexts of this city into the poems and stories of an English class."
John S. Christie, Ph.D. Professor of English and co-editor of Latino Boom: An Anthology of U.S. Latino Literature, 2006.
"Some people express great affection for the city of Hartford while others see only negatives. This project allows us to connect to one another by exploring the common threads in the historical fabric of the city that surrounds us. Together we can contribute to a positive definition of what it means to be from Hartford. It is up to those of us who work and live in the city to define Hartford’s legacy for ourselves and future generations."
Jennifer Thomassen, Communications Professor and Program Coordinator of Communication Media
"Growing up in Bridgeport and having lived in New Haven, I know a lot about the Park City and the Elm City, but even though I’ve lived in Connecticut my entire life, I knew very little about the Capital City. Since participating in the Hartford Heritage Project, I’m excited to share everything I’ve learned about the history, culture, and people of Hartford with my students. I teach First Year Composition paired with Introduction to Philosophy in a learning community themed on poverty. As students study issues tied to social justice, they read about various philosophies and then apply new ways of thinking to class discussions and writing projects. Using a genre based approach to writing pedagogy allows me to assign essays that require students to write about places we visit during field trips in academically rigorous ways. For example by using rhetorician Diana George’s theoretical lens, students write textual analyses about paintings from the Wadsworth Atheneum; using Peter Singer’s philosophy on poverty, they write proposals for change ordinary individuals can act upon to alleviate poverty in their own communities. Helping students make connections between the ideas they study and the place where they live results in an empowering, transformative education."
Daniela Antonina Ragusa, Ph.D. '09, University of Rhode Island
"When I started teaching at Capital in 2005, I knew absolutely nothing about Hartford--and for good reason: I grew up in California, went to graduate school in Minneapolis, and lived in China for a year and Singapore for 10 years before moving to Connecticut. The Hartford Heritage Project opened my eyes to the wealth of history and culture in Hartford and I have, as my colleagues and students can attest, become obsessed with the place. I love teaching Hartford Heritage courses and exploring Hartford with students."
Jeffrey Partridge, Ph.D. National University of Singapore, author of Beyond Literary Chinatown, 2007 American Book Award winner.
"When I joined CCC, my friends warned me to be careful about the city, but I was excited to be teaching on a culturally diverse campus. Upon joining the HHP, and learning about the historical, cultural richness and the subsequent socio-economic mileu of the city, I was awed by the Hartford’s rich heritage. Through my eclectic reading selections, I have always tried to encourage students to "peek beyond" just reading and writing, to explore different aspects of life and culture that connect with their lives. Now, I can make this objective concrete through the HHP learning community class using the city of Hartford as a resource. This class has the potential for students to engage in the history, read, and write, visit the Mark Twain House and other historical places in Hartford, increase critical thinking abilities and make connections to their own lives and the society they live in."
Minati Roychoudhuri, Associate Professor
"Even though I am familiar with the various cultural institutions in Hartford, I had seldom taken my students to visit them. Since getting involved with the HHP, I've incorporated some aspect of Hartford history or culture into my courses each semester - whether it is offering a learning community focusing on G.Fox and Beatrice Auerbach or taking students to the Atheneum, Old State House, Hartford Public Library, etc. Our students walk by these buildings every day, but few have gone into them. It's rewarding to watch their eyes light up and hear their comments when we step inside. Most importantly is that after our initial visits, students have returned to these places with their families."
Peggy Schuyler, ESL Professor
Capital Community College - 950 Main Street Hartford CT 06103