French

This course reflects on the foundations and modalities of the advent of political modernity in the 19th century. It traces the major stages in the evolution of Europe and its imperial extensions, from the democratic revolutions of the end of the 18th century to the advent of the era of the masses at the beginning of the 20th century. Topics include the emergence of currents of thought such as liberalism, conservatism, and socialism; the changes in the instruments of mobilization, violent (wars, revolutions) or peaceful (civil society, electoral processes); the affirmation of nation states and the persistence of empires. Particular attention is paid to the place claimed and obtained by women in political society. The course also questions the place of Europe in the world and evokes the processes of political modernization (and its limits) on the other continents.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course is a practical workshop to explore painting based on reflective subjects proposed by the professor. Students complete several paintings while working individually according to a theme or subject of their choosing. The use of various media is welcomed. As well as deepening their technical skills, students develop their pictorial practice, knowing how to situate themselves in relation to the history of painting, and more specifically in relation to contemporary painting.

This course covers French literature from the Middle Ages to the Renaissance. It is an analysis of the French literary canon and the historical, cultural, linguistic, political and social parameters that took place during the time of the authors. The course also considers why these works are consistently taught and reads authors often left out of the school system, such as female authors and francophone authors not from France. The course examines the parameters linked to the identity of an author, the object chosen, the language chosen, sex (cultural and political construction), race (literature said to be francophone, or national allophone literatures), social classes (the nobility of literary genres, literature said to be "popular"), and religion.

This comparative literature course studies literatures of migration. It focuses on two books from different countries that have been translated into French and utilizes the French methodology for textual analysis.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course offers an introduction to Francophone cultures by discovering a space of the Francophonie and its components (society, culture, language, history, geography). The work is done from the reading of a literary work in the program. Excerpts from the work are studied in class and illuminated by various documents such as videos, songs, texts, and authentic documents. In this course students discover a region of the Francophonie, learn about francophone literature, develop language skills through literary study, and study documents of various types and how to present them.

This course introduces a field of sociology which is rapidly developing in France: ethnic and racial studies, the study of ethno-racial inequalities, and the process of racialization. The course provides an initial introduction to the field of race studies, as well as the main conceptual and methodological debates that are at the heart of this discipline, and more largely, in the public debate.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.