• Sam Demas, college librarian and senior lecturer, published a chapter, titled "From The ashes of Alexandria: what’s happening in the college library" in an edited volume titled "Library as Place: Rethinking Roles, Rethinking Spaces," and published by the Council on Library and Information Resources.

  • Joel Weisberg, the Herman and Gertrude Mosier Stark Professor of Physics and Astronomy and the Natural Sciences, delivered two lectures in Beijing. The first, titled "Studies of Relativistic Gravity with Binary Pulsar B1913+16" was given at the National Astronomical Observatories of China and the second, titled "Recent Pulsar Discoveries from Australia," was given at the School of Physics of Peking University.

  • Marion Cass, the Charles "Jim" and Marjorie Cade Professor of the Sciences, was accepted as a participant in the Gordon Research Conference on Visualization in Science and Education to be held at Queen's College, Oxford during summer 2005.

  • Fred Hagstrom, professor of art, was selected as one of 150 Hamline University alumni to be noted in "150 Lives," a publication that is part of Hamline's 150th anniversary. Hagstrom also completed a one-week visiting artist residency at Illinois State University, in Bloomington/Normal.

  • Kathleen Ryor (art) presents and lectures.

    April 26, 2005 at 12:30 pm

    Kathleen Ryor, associate professor of art history, led an interdisciplinary roundtable discussion titled "A Reign of Great Significance: Reassessing the Wanli Era" at the Association of Asian Studies annual meeting. Ryor also delivered a lecture titled "Role Playing and Ritual in Qing Imperial Portraiture" at the Crow Collection of Asian Art.

  • Naran Bilik, the Jane and Raphael Bernstein Professor of Asian Studies and Anthropology, chaired a panel titled "Traditional/Indigenous Knowledge Systems in Asia: Perspectives and Practices" and presented a paper titled "Local Knowledge, Ancestral Soul: Minority Languages as Indigenous Knowledge Systems in China" at the Association for Asian Studies annual meeting.

  • Kathleen Galotti, professor of psychology and cognitive studies and director of cognitive studies, has authored a chapter titled "Setting goals and making plans: How children and adolescents frame their decisions" in a forthcoming edited volume, The Development of Judgment and Decision Making in Children and Adolescents, edited by Janis Jacobs and Paul Klaczynski and published by Lawrence Erlbaum Associates.

  • Michael Wittgraf, the Dayton-Hudson Distinguished Visiting Professor of Music, attended the premiere of his new work for bass clarinet, percussion and piano, titled "Sagacity's Perdition." The work was performed on the campus of the University of North Dakota in Grand Forks by the world-renowned new music ensemble Zeitgeist.

  • Steven Schier, the Dorothy H. and Edward C. Congdon Professor of Political Science, has become a consulting editor for M.E. Sharpe academic publishers and has signed a contract with them to write a book on the presidency of George W. Bush that will be published in 2008.

  • Adriana Estill, assistant professor of English and American studies, presented a paper titled "Where's the Home in Transnational Latinidad? Caramelo's Chicago," and chaired a session titled "In Their Own Words" at the Mid America American Studies Association (MAASA) conference.

  • Justin London, professor of music, has been awarded a Fullbright Distinguished Scholars Lecturing/Research Grant. He will spend the 2005-2006 academic year as a senior scholar at the Centre for Music and Science and visiting member of the faculty of music of Cambridge University.

  • Carleton's writing program is one of two winners of the Conference on College Composition and Communication’s (CCCC’s) Writing Program Certificate of Excellence for Winter 2005. Established in 2004, this CCCC award is presented to 20 writing programs each year. In particular, the Carleton program was noted for encouraging extensive faculty involvement in offering writing intensive courses throughout the curriculum and for using a sophomore writing portfolio assessment to guide students' improvement as writers and to help shape decisions about faculty and curricular development.