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Books and Treatises on Shipbuilding
Anthropology 614

Spring Semester 2007

Instructor: Dr. Filipe Vieira de Castro / Dr. Ayse Atauz
E-mail:
fvcastro@tamu.edu
Class Time: Mondays, 9:10 - 12:20 AM.
Room: Anthropology Rm. 150
Office hours:
2-5 Wednesday or by appointment.

Syllabus

Readings

Timelines

On line resources (ShipLab Webpage)

Guidelines for writing your paper

Intellectual content

This course examines a group of theoretical books on shipbuilding from the early 15th to the early 19th centuries. It is an overview of the theories and conceptual models with which ships were designed and built from the Renaissance to the 19th century.



Teaching strategy

ANTH689 is a seminar in which students meet weekly for three hours. The format consists of a 45 to 50 minutes lecture - with Power Point slide aids - in which I present an historical overview of the period pertaining to the shipwrecks that will be analyzed in each particular week. This is followed by a period of questions and a brief break. After the break we analyze case studies related to the period under analysis. Each case-study is assigned to a student in the first class of the semester. The student introduces the subject with a 15 to 20 minute Power Point presentation, supported by a handout with the main points and consulted bibliography.

The two most important learning opportunities of this course - besides the material taught - are the training in public speaking it provides, and the development of professional writing skills.



Learning assessment

Fifty percent of the final course grade is determined on the quality of a term paper, which must be submitted following the style and format of a peer reviewed journal chosen from a list given by the professor. The oral reports are also assessed, and contribute to the remaining fifty percent of the final grade.

Because the course is built around student contributions, its quality varies from semester to semester. It is difficult to ensure that all students are completing the homework. It is especially challenging to make certain that every student delivers a strong oral report, thus contributing to a dynamic and exciting class climate. Some students are less exciting than others presenting their cases orally, some students may not do their work, and we all have our days. I want all students to understand that I am available to assist in the preparation and to critique their performance. My role is not to judge but rather to guide them through the course, strengthening their presentation skills in the best possible way.

Since 2004 I submit an anonymous mid-term questionnaire to assess the success of my teaching strategy.

   

Read the "Guidelines for writing your term paper" before you start.

Start early: papers delivered after the deadline will be graded to 90 points.

 
 

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Last Updated: 10/14/08