What do students need to know about properly citing the sources they use? How do we best teach them both the details of citation (down to the commas and colons) and the big picture of responsible academic discourse? Does the new world of internet research demand new ways of teaching attribution? This panel will discuss ways of teaching students to see citation as stylized communication within a community of inquiry. We will also discuss ways of encouraging students to think about the ethical underpinnings of attributing sources honestly and how plagiarism abuses the trust of readers. The panel will draw from experience acquired in the classroom, at the library reference desk, and surveys of students’ understanding of citation techniques. Presenters: Iris Jastram, Reference & Instruction Librarian for Literature and Languages, Gould Library; George Shuffelton, Assistant Professor of English; and Heather Tompkins, Reference and Instruction Librarian, Gould Library.

Drawing on her experience teaching quantitative reasoning (QR) skills to her students at the Kennedy School of Government, Professor Hughes Hallett will argue that faculty must work cooperatively to achieve effective general education goals like (QR). Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona Adjunct Professor of Public Policy at Harvard's Kennedy School of Government. She has been a central, national figure in both the quantitative reasoning movement and the drive to reform Calculus education.

Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona Adjunct Professor of Public Policy at Harvard's Kennedy School of Government. Having previously played a central role in the revision of Calculus education (including organizing the Calculus Consortium for Higher Education), she now is a leader in the quantitative reasoning movement. She has authored or co-authored seven books ranging from a top-selling calculus text to_A Mathematical Exploration of Apportionment Procedures Around the World_ (with Lotfi Hermi and William G. McCallum), an examination of voting systems throughout history. Professor Hughes Hallett graduated from Cambridge University.

2008 David and Marian Bryn-Jones Distinguished Program in the Humanities, co-sponsored by African/African American Studies, History Department, Mellon Faculty Life Cycles grant, Gould Library, and the Perlman Center for Learning and Teaching

Eric Clarke was appointed as James Rossiter Hoyle Professor of Music at Sheffield University in 1993, and took up the post of Heather Professor of Music at the University of Oxford in October 2007. His research and teaching cover a number of areas within the psychology of music, music theory, and musical aesthetics/semiotics. He is the author of a recent monograph on listening (Ways of Listening. An Ecological Approach to the Perception of Musical Meaning OUP, 2005), co-editor of a volume on Empirical Musicology (OUP, 2004), and has published more than 60 papers and book chapters on topics including expression in performance, the perception and production of rhythm, musical meaning, the relationships between music and language, the analysis of pop music, the history and aesthetics of recorded music, and music and the body.

After our admissions staff successfully attracts diverse students to campus, how do faculty members help ensure that students are welcomed and successful from their first campus visit to graduation? We will discuss the impact of faculty hiring, how relationships between faculty and staff matter, and suggest ways of building trust between students and faculty.

As the availability of online resources becomes pervasive, the use of
those sources has increasing importance for teaching and scholarship in
the liberal arts. What experiences and attitudes about research do
students come with to Carleton? How do Carleton faculty use online
resources in their teaching? And what do we know about how students
change in this respect?

This panel will discuss key data from Carleton's participation in two
national surveys to encourage a broader conversation about the
implications for teaching and learning at Carleton.