Blended Learning Approaches to Teaching Early Modern France in a

Blended Learning Approaches to Teaching Early Modern France in a

AALAC Collaborative Workshop Proposal Blended Learning Approaches to Teaching Early Modern France in a Liberal Arts Context May 28, 2014 Designated Wo...

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AALAC Collaborative Workshop Proposal Blended Learning Approaches to Teaching Early Modern France in a Liberal Arts Context May 28, 2014 Designated Workshop Liaison: Hélène Bilis, Assistant Professor, French, Wellesley College ([email protected])   AALAC Workshop Co-Organizers: Jean-Vincent Blanchard, Professor, French, Swarthmore College David Harrison, Professor, French, Grinnell College Thomas Parker, Assistant Professor, French, Vassar College Hélène Visentin, Professor, French, Smith College Project Description: As professors of French studies who work in liberal arts colleges, we are well aware that the pedagogy of foreign languages and cultures is currently undergoing a profound shift on American campuses. Courses taught in French, once a core area of study for a liberal arts education, draw lower enrollments as students register instead for languages that they perceive to be more strategic in the geo-political landscape of the twenty-first century. French professors, in particular those whose expertise lies in historically distant periods (pre-nineteenth century), must find new means of attracting students who may be dubious that material from such far-removed times will have much significance and contemporary pertinence to them. Moreover, in our increasingly global world and in the digital information age, models of knowledge production are being transformed, and new online tools and approaches for engaging with cultural artifacts are developing at a rapid pace. We recognize that online technologies have created new opportunities to generate deep learning outcomes for our students. Furthermore, such models foster collaboration not only among disciplines, but also among cultural institutions and the public sphere. Given the emphasis liberal arts colleges place on pedagogical expertise and on institutional investment in student learning, we are convinced that faculty from these colleges are ideally suited to collaborate in the development of new strategies and tools that will enhance how the pre-modern era is taught in an undergraduate context. Our proposed workshop has three main goals: 1) Pedagogical: to focus on flipped/blended approaches to teaching early modern France with the aim of enhancing the learning experience of our students through an informed use of new media. 2) Philosophical: to reflect on how best to convey the relevance and importance of the French early modern period to twenty-first-century undergraduates in the liberal arts. That is to say, as new technological trends in teaching emerge, we wish to reflect on how to help students learn most effectively through finding the right balance between technology, archival research, and close reading. If the goal is to teach students to think historically, how can we best foster in them an understanding of the past and a value for languages and cultures seemingly distant from them? 3) Collaborative: to build professional connections through the implementation of shared pedagogical projects across campuses.

We have identified the following questions to guide our meetings: • What pedagogical opportunities do archival and digital humanities projects, interdisciplinary partnerships and collaborative teaching initiatives offer specifically to students in the liberal arts? • How can we enhance the student learning experience in early-modern studies through the use of new technologies? What already constituted online materials could we draw on? What does not yet exist that we could put in place? • How can we incorporate the on-campus resources of liberal arts colleges (museums, rare books collections, humanities centers, internships, etc.) into earlymodern coursework most effectively? • How should we promote student sensitivity to the specificities of time and place? Would a larger emphasis on geographical spaces (the Mediterranean, the Americas, Oceanic Studies) or conceptual categories (Authorship, Sovereignty, Narrative) enable students to gain a broader and clearer picture of the early modern era? What other markers and categories would be helpful in bridging temporal gaps? • What has our experience on liberal arts campuses, where there are often only one or two French professors of the early modern era, taught us about alternating between our clearly-defined research focus and the necessity of covering large historical swaths of time? Participants:     Our primary focus will be to seek out faculty from institutions across the AALAC who have experimented with incorporating innovative materials in their teaching to make the study of early-modern France attractive to today’s undergraduates. We intend to recruit from various ranks in order to bring together the innovations of younger professors and the experience of established faculty. This combination will allow us to reflect from a variety of perspectives on the changing face of the field. Our goal is that these demonstrations provide specific ideas for faculty to incorporate into the design of their courses and disseminate them to colleagues on their home campuses. We have already identified ten faculty members from different AALAC institutions (Grinnell, Barnard, Swarthmore, Reed, Bryn Mawr, Smith, Vassar, Middlebury, and Wellesley) who would like to participate in this project. Dan Edelstein, Associate Professor of French at Stanford University and Director of Undergraduate Studies, has agreed to join us as a guest speaker. His acclaimed digital humanities project “Mapping the Republic of Letters” represents the sort of innovative and integrative approach undertaken by a research institution that we seek to draw upon, but also to tailor to the resources of our undergraduate institutions. Workshop schedule: We plan to organize a workshop in the fall of 2015 to be held at Wellesley College. We would meet for a day and a half, starting on a Friday afternoon with a panel on best practices with presentations by a selection of AALAC participants to foster initial group discussions on innovative approaches to teaching early modern France. Following this panel, participants will attend the presentation by our guest speaker. A full-day workshop will follow on Saturday with presentations by faculty members on potential collaborative endeavors and online activities, group discussion based on pre-assigned

readings, and, in smaller groups, a brainstorming session on the elaboration of a collaborative and innovative pedagogical set of assignments and tools to be shared online. Workshop Outcomes and Follow-up Activities Within the first year after the workshop, we plan to create a digital resource as an integral part of the Teaching Resources section of the Society for 17th-Century Studies website. It is our hope that this will become the go-to place for innovative pedagogy in the early modern. The site will draw upon the participants’ syllabi, assignments, research, and campus resources to provide a set of models that would be applicable to all courses dealing with the early modern era. We also plan to identify several courses that will be digitally connected between the different campuses on which they are taught, to allow students to share research projects. In subsequent years, we plan to monitor and report back on the use of our digital resource and the learning outcomes attained by the digitally connected courses. Finally, the journal, Cahiers du dix-septième: An Interdisciplinary Journal (ISSN: 1040-3647), has already invited our group to publish a series of articles as a contribution to the new teaching section that will appear beginning in Fall 2014. Estimated Budget (for 15 participants): Workshop Meeting 1 (Wellesley College) Travel expenses for 6 @ 300 each 1800 Travel expenses for 5 @ 600 each 3000 Travel expenses for 4 @ 1000 each 4000 Lodging $150 per person, 1 night, 14 participants 2100 Food, 1 dinner, 1 lunch, 1 end-of-the-day reception 1500 Stipends for 4 organizers @ $250 each 1000 Expenses for guest speaker 1800* Workshop materials 100 Logistical, administrative support Wellesley will provide 200 TOTAL

$15,500

*Including travel and lodging expenses and an honorarium of $500.

     

Hélène E. Bilis Assistant Professor • French Department Wellesley College • Wellesley, MA 02481 [email protected] • (781) 283-2430 ACADEMIC POSITION 2008-present: Assistant Professor of French, Wellesley College EDUCATION Ph.D. University of California, Berkeley, French, Spring 2008. Dissertation: Passing On: Dynastic Succession and the King's Body in French Tragedy, 1637-1749. Chair: Prof. Nicholas Paige. M.A. University of California, Berkeley, French Literature, Fall 2002. B.A.

Rutgers University, New Brunswick, N.J., Highest honors, French major, Spanish and Italian minor, Fall 2000.

MONOGRAPH IN PROGRESS:

“Passing Judgment: The Politics and Poetics of Staging Sovereignty in French Tragedy from Hardy to Racine.” (Under Review) EDITED VOLUME:

L’Eloquence du Silence: Dramaturgie du non-dit sur la scène théâtrale des 17e et 18e siècles eds. Hélène Bilis and Jennifer Tamas. Paris: EDPS Classiques Garnier, 2014. PUBLICATIONS

“L’Héritage de la souveraineté dans l’Œdipe de Voltaire” in Voltaire, homme de théâtre, Actes de Colloque Genève-Fernay eds. Christophe Cave and Martial Poirson (Paris: Classiques Garnier, Forthcoming). “Solo on Stage: The Single Mother’s Solitary Path to Tenure” in Staging Women's Lives in Academia: Performing Life Stages in Language and Literature Workplaces eds. Nan Bauer-Maglin and Michelle Massé (Forthcoming, SUNY Press). “The Silence of Subjects: Tragedy and the Refusal to Speak in Tristan’s La Mort de Sénèque.” L’Eloquence du Silence : Dramaturgie du non-dit sur la scène théâtrale des 17e et 18e siècles eds. Hélène Bilis and Jennifer Tamas. Classiques Garnier, 2014. “Voir la Sorcière de Colchis d’un nouvel œil ou comment rendre visible la dignité.” Littératures Classiques 83 (winter) 2013.

“Corneille’s Cinna, Clemency, and the Implausible Decision.” The Modern Language Review Volume108, Number 1, January 2013: 68-89. “Poétique tragique et pensée politique: mise en scène de la souveraineté dans l’Œdipe de Voltaire.” Symposium Volume 64, Issue 4, October 2010: 258-274 “Corneille and the Politics of Seventeenth-Century Succession.” MLN Volume 125, Number 4, September 2010 (French Issue): 873-894. “Tragic Succession in Racine's Mithridate and Phèdre.” Fortune and Fatality: Performing the Tragic in Early Modern France, ed. Hosford and Wrightington (Oxford: Oxford Scholars Press, 2008). AWARDS, GRANTS, and PROFESSIONAL SERVICE MLA French Seventeenth-Century Division Executive Committee Officer (20122017) Conference Organizer and President: 31st Annual Conference of The Society for Interdisciplinary French Seventeenth-Century Studies, Wellesley College (Nov. 8-10, 2012) Faculty Fellow for “Teaching with Books and other Text-Technologies: Book History, Book Arts, and Book Studies in the Wellesley Curriculum.” Madeleine Korbel Albright Institute for Global Affairs, Faculty Fellow (2012) Wellesley College Faculty Research Grant (2009-2011) Theodore E. Braun Travel Grant, American Society for Eighteenth-Century Studies (2009) Educational Research and Development Grant, Wellesley College (2009) Effectiveness in Teaching Award, UC Berkeley Graduate Division (2006) Outstanding Graduate Student Instructor Award, UC Berkeley French Department (2004) COLLEGIATE SERVICE Wellesley College Agenda Committee, Group A non-tenured member-elect (2012-2015) Trustee Committee on Academic Affairs Member, 2012-2013 Wellesly-in-Aix Committee Member, 2012-2013 Associate Director Medieval-Renaissance Program, 2012-13

CURRICULUM VITAE (Abridged): JEAN-VINCENT BLANCHARD, Ph. D. Swarthmore College, Professor of French Studies I. EDUCATION AND AWARDS Programs 1992-1997, Yale University, Ph. D. French Studies 1991-1992, Université de Montréal, M.A. French and Québec studies 1988-1991, Université de Montréal, B.A. French and Québec studies Other 2003 School for Criticism and Theory at Cornell University (T. Conley’s seminar) 1997 Dartmouth College, Institute for French Cultural Studies (Dir: L. D. Kritzman) 1994-1995 École Normale Supérieure, rue d’Ulm, Paris: Pensionnaire étranger Prizes, Grants, and Fellowships 2004 Fédération canadienne des sciences humaines (FCSH): aide à l’édition savante. 1994 Social Sciences and Humanities Research Council of Canada Doctoral fellowship II. RESEARCH INTERESTS History of rhetoric in early modern France Late Renaissance and XVIIth-century culture, history, and literature PUBLICATIONS Monographs and edited volumes: State of Stone: The Monuments to Louis XIV and the Rhetoric of Sovereignty. Manuscript completed. Éminence: Cardinal Richelieu and the Rise of France. Walker and Co/Bloomsbury USA, September 2011. French version published under the title Richelieu: Son Éminence in Paris: Éditions Belin, 2013. L'Optique du Discours au XVIIe siècle: De la rhétorique des jésuites au style de la raison moderne (Descartes, Pascal), Presses de l’Université Laval, Québec, Collection La République des Lettres, éd. T. Belleguic and E. Van der Schueren, Summer 2005. L’Invraisemblance du Pouvoir: Mises-en-scènes de la souveraineté au XVIIe siècle. Schena-Presses de l’Université de Paris-Sorbonne, 2005 (edited volume with H. Visentin of Smith College). Other monographs: At the Edge of the World: Maréchal Lyautey and the Golden Age of the French Foreign Legion. Under contract at Walker and Co/Bloomsbury USA, manuscript due January 2015. Articles: “Rhétorique,” “Littérature.” Forthcoming in Dictionnaire des Jésuites, ed. B. Pierre. Paris, Laffont, 2014. “Beyong Belief: Sovereignty and the Spectacle of Martyrdom in Early Modern France.” Accepted for publication at French Seventeenth-Century Studies.

“De quoi donner une jaunisse à Richelieu: Autour d’une lettre de Descartes à Guez de Balzac.” Littératures classiques, no 82, 3-2013, p. 219-232. “La Description des Grandes Cascades de Saint-Cloud,” in Corps et Interprétation (XVIe-XVIIIe siècle), ed. C. Thouret and L. Wajeman, Amsterdam, Rodopi, 2012. “Dies Irae: le Coup d’État de Louis XIII, les pamphlets et l’institution du public.” Littératures classiques, no 68, 1-2009, p. 31-42. “Claude-François Menestrier and the Querelle des Anciens et des Modernes.” Biblio 17, no 71, 2009, p. 507-514. PUBLIC LECTURES Invited lectures and conferences Université de Louvain, “Descartes et l’optique de l’économie politique,” Conférence La Vision comme opérateur de figurabilité, Université de Louvain-la-Neuve, June 12-14, 2014. “Richelieu: Machiavellian despite himself,” NEH seminar on Machiavelli, Hood College, March 26, 2014. “Cardinal Richelieu: History’s Favorite Villain.” Cooper Union, September 16, 2011; Yale University, February 14, 2012. Conferences “Le Mercure Galant, Architecture, and the Public Sphere,” SE17, UC Long Beach, November 8-10, 2013. Conference Direction and Organization SE17 - 2009 The Society for French Interdisciplinary Seventeenth-Century Studies Annual Meeting, Philadelphia and Swarthmore, October 22-24. 45 speakers and 2 guest-speakers (A. Zanger and J. Soll). Conference panel chair SE17, October 2014, London (Ontario), session “Centres et marges.” III. PROFESSIONAL ACTIVITIES AND EXPERIENCE PROFESSIONAL ACTIVITIES Member at large, Executive Committee, North American Society for Seventeenth-Century French Literature (2007-2009). President, SE17, The Society for French Interdisciplinary Seventeenth-Century (2009-2010). Manuscript and peer reviews Social Sciences and Humanities Research Council of Canada (post-doctoral fellowships, research grants) Université du Québec (Masters’s and PhD Thesis committee). Barnard College/Columbia University; CUNY Hunter College: tenure review. EMF, Comparative Literature (article manuscript reviews)

 

David  Harrison   Abbreviated  Curriculum  Vitae     Professor  of  French  and  Chair,     Department  of  French  and  Arabic   Grinnell  College   Grinnell,  IA    50112   [email protected]     EMPLOYMENT  HISTORY         2007-­‐‑2013   Director,  Center  for  International  Studies,  Grinnell  College,  Grinnell,         Iowa     2012-­‐‑present   Professor  of  French,  Grinnell  College,  Grinnell,  Iowa         2005-­‐‑2012   Associate  Professor  of  French,  Grinnell  College,  Grinnell,  Iowa       2001-­‐‑05   Assistant  Professor  of  French,  Grinnell  College,  Grinnell,  Iowa       1999-­‐‑2001   Instructor  of  French,  Grinnell  College,  Grinnell,  Iowa     EDUCATION       2001   Ph.D.,  French,  University  of  Wisconsin-­‐‑Madison   Dissertation:  “Satire  and  the  Ambiguous  Comic:  The  Verbal  Portrait  and   Saint-­‐‑Simon’s  Mémoires.”    Director:  Richard  Goodkin.           1994   M.A.  with  distinction,  French,  University  of  Wisconsin-­‐‑Madison       1989   B.A.  with  Highest  Honors,  French,  Swarthmore  College     SELECTED  PUBLICATIONS        “Comic  Epitaphs:    Lucian,  Scudéry,  and  Boileau.”    Seventeenth-­‐‑Century  French  Studies.     35.1  (2013):  38-­‐‑53.     “L’art  de  Saint-­‐‑Simon:    Une  relecture  de  la  ‘Catastrophe  de  Fargues’.”    Cahiers  Saint-­‐‑ Simon.    39  (2011):  123-­‐‑132.         “The  Politics  of  Politesse.”    Teaching  Seventeenth-­‐‑  and  Eighteenth-­‐‑Century  French  Women   Writers.    Ed.  Faith  Beasley.    New  York:  Modern  Language  Association,  2011.         303-­‐‑309.     “Portrait  of  the  Courtesan:  The  ‘Two  Bodies’  of  Ninon  de  Lenclos.”    Papers  on  French   Seventeenth-­‐‑Century  Literature  34.67  (2007):  309-­‐‑17.  

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  “The  Feminine  Signature:  Saint-­‐‑Simon,  Elaine  Marks  and  the  Esprit  Mortemart.”    In   Memory  of  Elaine  Marks:  Life  Writing,  Writing  Death.    Ed.    Richard  Goodkin.     Madison:  UW  Press,  2007.    183-­‐‑203.         “The  Problem  of  Friendship  in  Tartuffe.”  Dalhousie  French  Studies  76  (Fall  2006):  3-­‐‑12.       “Saint-­‐‑Simon  and  the  Ambivalence  of  Hate:  The  Portrait  of  Achille  de  Harlay  III.”    French   Review.    78.3  (2005):  536-­‐‑545.     Forthcoming     “Les  femmes,  le  roman,  et  l’enjouement  :    De  Madeleine  de  Scudéry  à  Germaine  de   Staël.”    Chapter  of  Mélanges  en  honneur  de  Jean  Garapon,  ed.    Christian  Zonza.     “Empowering  Faculty  to  Develop  and  Share  Global  Knowledge.”    Chapter  of   Undergraduate  Global  Education:  Issues  for  Students,  Faculty,  and  Student  Services   Staff,  ed.  Ann  Highum.    San  Francisco:  Jossey-­‐‑Bass.         COURSES  TAUGHT  REGULARLY  AT  GRINNELL  COLLEGE     Introductory  French  I  and  II   Intermediate  French  I  and  II   Sites  of  Myth  and  Memory:    French  Civilization  I     From  Knights  to  Libertines:  Introduction  to  French  Literature  from  the  Middle  Ages  to   the  Revolution     Power  and  Resistance  in  Seventeenth-­‐‑  and  Eighteenth-­‐‑Century  French  Literature     Theatre  and  Society  in  Seventeenth-­‐‑  and  Eighteenth-­‐‑Century  France           PROFESSIONAL  SERVICE  OUTSIDE  OF  GRINNELL  COLLEGE     Consultant  for  Committee  on  International  Programs  at  Williams  College,  October  2012.   Reviewer  of  Department  of  Modern  Languages  and  Literatures,  Beloit  College,  April   2012.   Reviewer  of  McCulloch  Center  for  Global  Initiatives,  Mount  Holyoke  College,  April  2012.     Reviewer  of  Department  of  French,  Reed  College,  November  2011.   Reviewer  of  Department  of  Foreign  Languages  and  Literatures,  Lewis  &  Clark  College,   February  2009   Reviewer  of  manuscripts  submitted  to  Cahiers  du  Dix-­‐‑septième:  An  Interdisciplinary  Journal.     Outside  reader  of  scholarship  for  a  promotional  review  at  Colorado  College.      

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THOMAS PARKER 69 Bishop Street New Haven, CT 06511 [email protected] 203-823-8220 EDUCATION Ph.D.

Columbia University, New York, NY (2005) Dissertation: “Pascal and the Divided Will: Rhetoric, Volition, and Emotions in the Work of Pascal.” Director: Pierre Force.

DEA

Université de Paris IV, Paris, France (1998) Thesis: “Le Travail de l’intention chez Pascal.” Director: Gérard Ferreyrolles.

M.A.

Columbia University, New York, NY (1997) Thesis: “La Notion de vague dans la littérature.” Directors: Pierre Force and Michael Riffaterre.

B.A.

Cornell University, Ithaca, NY (1993) Honors thesis: “The Conception of Love in La Princesse de Clèves.” Director: Philippe Lewis.

TEACHING EXPERIENCE Assistant Professor

Vassar College, Poughkeepsie, NY (2012-present)

Mellon Post-Doc Fellow

Vassar College, Poughkeepsie, NY (2010-2012) Investigate trends in pedagogy and research in field of French and Francophone literature. Teach language and literature classes and seminars.

Visiting Assistant Professor

Vassar College, Poughkeepsie, NY (2005–2010) Teach language and literature classes and seminars, direct theses, advise premajors and majors, perform administrative work.

Full-time Lecturer

Princeton University, Princeton, NJ (2003–2005) As course head, taught variety of language courses and mentored graduate students.

BOOKS Taste, Identity and Nation: A Cultural History of French Terroir. (under contract, UC Berkeley). Volition, Rhetoric, and Emotion in the Work of Pascal (2008). Routledge, Studies in Philosophy, New York. PUBLISHED PAPERS/ARTICLES “Terroir and Red Wine: Grounding French Vitality, Aesthetics, and Philosophy in the Eighteenth Century,” under review. “Le Terroir du terroir: rencontres entre science et mythe à l’époque prémoderne,” dans « De Jules Guyot à Robert Parker : 150 ans de construction des territoires du vin », Éditions Universitaires de Dijon (2011).

Thomas Parker

“Saint-Évremond and the Case of Champagne d’Ay: Early Modern French Aesthetic Theory Viewed through the Optic of Terroir,” forthcoming in Papers on Seventeenth-Century French Literature 37:72 (2010): 129-146. “Montaigne and the Spanish Mirror: Art and Nature Reflected in the New World,” Montaigne Studies 22 (2010): 23-37. “Beauté Poétique, Beauté Véridique et Badiou,” delivered for NASSCFL conference, Columbia, SC, April 2005. Proceedings in Burford Norman, ed., Formes et formations au dix-septième siècle: actes du 37e congrès annuel de la North American Society for Seventeenth-Century French Literature (Tübingen: Narr, 2006), 118–27. “La Bruyère Gives His Two Cents,” delivered for “The Knowledge Economy in the Long Seventeenth Century, 1580–1715,” Glasgow, Scotland, September 2004. Seventeenth-Century French Studies 27 (2005): 163–73. “Intensionality with an 's' and Non Causa Pro Causa in Pascal,” delivered for NASSCFL conference, Tempe, AZ, May 2001. Proceedings in David Wetsel and F. Canovas, eds., Pascal/New Trends in Port-Royal Studies, Actes du 33e congrès annuel de la North American Society for SeventeenthCentury French Literature (Tübingen: Narr, 2002), 173–80. BOOK REVIEWS Peter Shoemaker, “Powerful Connections: The Poetics of Patronage in the Age of Louis XIII,” forthcoming in Papers on French Seventeenth-Century Literature. Philippe Sellier, “Essais sur l’imaginaire classique: Pascal, Racine, Précieuses et Moralistes, Fénelon,” Romanic Review 97:1 (2004). John Boitano, “The Polemics of Libertine Conversion in Pascal’s Pensées,” Papers on French Seventeenth-Century Literature 31:60 (2004). HONORS Mellon Emerging Humanities Network Grant- for “Subnature and Culture project (spring 2014) Duke University Visiting Fellow “Humanities Writ Large” program (spring 2014) Vassar Faculty Research Fund for terroir book project research in France (summer 2008) Mellon Conversations Grant for “Salon” project, Vassar College (2005–2010) Carolyn Grant for terroir research in France (summer 2007) Mellon Grant for class development in France (2007) Mellon Grant at NITLE for expanding technology in the classroom, Middlebury, VT (2003) President’s Fellowship at Columbia University (1996–2002) Paris American Club Fellowship (1999) Mellon Grant for Early Modern Salon at Columbia University (1997–99) Fellowship for exchange at École Normale Supérieure (1997) American Society of the French Legion of Honor Fellowship (1996) REFERENCES (Reference information available upon request) Pierre Force, Columbia University Susan Hiner, Vassar College François Rigolot, Princeton University

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Hélène Visentin Professor of French Studies Smith College, Northampton, MA 01063 [email protected] ! (413) 585-3359 Academic Employment Professor, Smith College, 2013- present Associate Professor, Smith College, 2005-2013 Junior Year Abroad Paris Program Director, Smith College, 2006-2007 and Spring 2012 Junior Year Abroad Geneva Program Director, Smith College, 2007-2008 Assistant Professor, Smith College, 1999-2005 Education Doctorat de l’Université, Université Paris-Sorbonne-Paris 4, French Literature/Theater Studies, 1999 Diplôme d’Études Approfondies, Université Sorbonne Nouvelle-Paris 3, French Literature, 1994 M.A., Université de Montréal, French Literature, 1993 B.A., Université de Montréal, French and Quebec studies, 1991 Selected Competitive Grants Five Colleges Digital Humanities Mellon Grant, 2012-2013 Student-Faculty Summer Research Grant, Smith College, Summer of 2010 and 2012 Social Sciences and Humanities Research Council of Canada, Major Collaborative Research Initiatives Grant, 2002-2008 (co-investigator and principal researcher) Smith-Wesleyan Grant Course Release, Mellon Foundation, Fall 2004 Selected Publications Books - Les Sosies, comédie (1638). Texte établi, annoté et présenté par Hélène Visentin. In Jean de Rotrou, Théâtre complet 8. Eds J.-Y. Vialleton, H. Visentin et N. Courtès. Paris: Société des Textes Français Modernes, 2005. P. 275-491. - Chapoton, François de. La Descente d'Orphée aux Enfers, tragédie (1640). Établissement du texte, notes et postface par Hélène Visentin. Rennes: Presses Universitaires de Rennes, "Textes Rares", 2004. 179 p. Edited Volumes - French Ceremonial Entries in the Sixteenth-Century: Event, Image, Text. Eds N. Russell and H. Visentin. Toronto: Center for Reformation and Renaissance Studies/Essays and Studies 11, 2007. 275 p. - L'Invraisemblance du Pouvoir. Mises en scène de la souveraineté au XVIIe siècle en France. Eds J.-V Blanchard et H. Visentin. Paris: Presses de l’Université Paris-Sorbonne/Schena Editore, 2005. 186 p. Books in Progress - Andromède (1650). Texte établi, annoté et présenté par Hélène Visentin. In Théâtre complet de Pierre Corneille. Dir. Liliane Picciola. Paris: Classiques Garnier (book under contract). - Bolduc, Bolduc, Visentin, Hélène. Corpus des entrées solennelles sous les règnes de Henri II et de François II. Paris: Éditions Honoré Champion (book under contract.) Selected Articles and Book Chapters - "La Pratique des tableaux vivants dans les entrées royales françaises." In Le Tableau vivant : sources iconographiques et textuelles. Eds J. Ramos and L. Pouy. Paris: Institut National d’Histoire de l’Art. Submitted to the editors; forthcoming in 2014. - "The Louvre Towards Political, Social and Urban Transformations in the Grand Siècle." In Building the Louvre: Architectures of Politics and Art. Eds P. Bray and P.J. Usher. Forthcoming in L’Esprit Créateur, fall 2014. - "The Status of the Printed Accounts of Henri II’s Royal Entries (1547-1552)." In Writing Royal Entries in Early Modern Europe. Eds M.-C. Canova-Green, J. Andrews and M.-F. Wagner. Turnhout, Belgium: Brepols Publishers, 2013. 1-30. - "Au cœur d’une mutation socio-politique et esthétique de l’art dramatique en France: le théâtre à machines à la Cour et à la Ville (1630-1650)." In Rome-Paris, 1640. Transferts culturels et renaissance

d’une centre artistique. Dir. M. Bayard. Rome: Collection d’histoire de l’art de l’Académie de France à Rome, Villa Médicis, 2010. 509-520. - "The Multilayered Production of Meaning in Sixteenth-Century French Ceremonial Entries" (coauthored with N. Russell.) In French Ceremonial Entries in the Sixteenth-Century: Event, Image, Text. Eds N. Russell and H. Visentin. Toronto: Center for Reformation and Renaissance Studies/Essays and Studies 11, 2007. 15-27. - "La souveraineté est-elle une poétique de l’exception?" (co-authored with J.-V. Blanchard.) In L'Invraisemblance du Pouvoir. Mises en scène de la souveraineté au XVIIe siècle en France. Eds J.-V. Blanchard et H. Visentin. Paris: Presses de l’Université Paris-Sorbonne/Schena Editore, 2005. 9-28. Pedagogical/Digital Mapping Project "Mapping Paris, A Cultural Capital": An interactive web-based platform of the city of Paris by using a hypermedia environment with the Geographic Information Systems (GIS): http://www.smith.edu/insight/stories/paris.php Selected Recent Public Lectures and Conferences - "Using GIS Technology for a Blended Learning Approach in a Foreign Language Course." Bryn Mawr College, Blended Learning in the Liberal Arts Conference, 20-21 May 2014 - "Mapping Paris’: Engaging Students Through a Digital Humanities Project." Smith College, Liberal Arts Luncheon, May 2013. - "Paris, A Multi-Layered City." Bard College, ‘Thinking The City’ Symposium, April 2013. - "Digital Mapping Paris: How to Work on Plans anciens in the Classroom." Wellesley College, Annual Conference Society for Interdisciplinary French Seventeenth-Century Studies (SE17), November 2012. - "The Louvre Towards Political, Social, and Urban Transformations in the Grand Siècle." Building the Louvre: Architectures of Politics and Art, Columbus Museum of Art, October 2012. - "Formes et fonctions des tableaux vivants au sein du dispositif scénographique de l'entrée royale (15151615)." Seminar on the ‘Tableaux Vivants.’ Institut national d'histoire de l'art (INHA), Paris, France, October 2011. Conference/Panel Organization - Workshop Co-organizer (with Dana Leibson): From Hypercities to Big Data and #alt-ac: Debates in the Digital Humanities, Kahn Liberal Arts Institute, Smith College, October 2012; February 2013 ; and November 2013. - "Teaching the Seventeenth-Century from a Comparative Perspective." Wellesley College, Annual Conference Society for Interdisciplinary French Seventeenth-Century Studies (SE17), November 2012. - "Teaching and Technology." Philadelphia, The Society for Interdisciplinary French SeventeenthCentury Studies (SE17), October 2009. - International Symposium Co-organizer: French Royal Entries in the Sixteenth Century: Event, Image, Text, Smith College, October 2004. - International Conference Co-organizer: L’Invraisemblance du pouvoir, Swarthmore College, September 2002. Relevant Professional Activities - Participant and presentation, AALAC Workshop “Visual Studies in the Liberal Arts College.” Smith College, 2-3 May 2014 - Participant, Digital Humanities Group, University of Massachusetts, Spring 2010 - Participant, Mellon 23 Workshop: "Digital Archivalism: the Liberal Arts College and the Humanities." Haverford College, April 2009 - Member of the Editorial Board, @nalyses Revue de critique, 2005-present Selected College Services - Committee on Educational Technology - Online Learning Task Force Committee - Technology Steering Committee - Paris Junior Year Abroad Advisor

2010-2011; 2013-2015 2013-2015 2013-2015 2005-present

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