Spring 2008: Learning from Others, Teaching Ourselves

  • Created 29 May 2008; Published 13 June 2008
    Integrating and Supporting the Visual: How We Work

    Egohsa Awaah '08, Student Researcher; Andrea Nixon, Director of Curricular and Research Support; and Heather Tompkins, Reference and Instruction Librarian

    Members of the Carleton community have been actively engaged in discussions about visual culture and visuality. Given the resource-intensive nature of the visual, discussions of curricular growth must be paired with careful considerations of the kinds of support and resources on campus. Are the sources of support that the College provides well suited to the work demanded of students and faculty as they make curricular use of visual materials? This panel will present findings from a mixed-method study about the curricular use of visual materials at Carleton. This project includes four case studies centered on assignments (film short creation, group presentation, film critique, and science writing) and the preliminary findings of a set of surveys that gauge sources and demands for support. These results give insights into how students and faculty are working, formal and informal sources of support, and provide a context for a broader conversation about coordinated approaches to supporting visual modes of expression. Additionally, this project also provides interesting insights into the ways in which Carleton students can play critical roles in designing and conducting educational research.

  • Created 15 May 2008; Published 15 January 2009
    Visualizing the Victorian Novel

    Susan Jaret McKinstry, Helen F. Lewis Professor of English

    How can we teach old books to new students? How can visual technologies help students understand historical objects? How can one professor's research on the relation between word and image in the Victorian period teach students visual as well as literary analysis? Susan Jaret McKinstry will consider the delights and dangers of one assignment--a visual "serial project"--from her recently retooled class on the Victorian novel. Examples of extraordinary student work will help frame a discussion of the growing role of the visual in our teaching and research.

    Co-sponsored by Gould Library, Co-sponsored by the Visuality Working Group, Perlman Center for Learning and Teaching

  • Created 8 May 2008; Published 29 January 2009
    The Program on Intergroup Relations: Lessons from a Social Justice Education Program

    Charles Behling, Co-Director of The Program on Intergroup Relations and Professor of Psychology, University of Michigan

    The Program on Intergroup Relations: A social justice education
    program on the University of Michigan's Ann Arbor campus which works proactively to promote understanding of intergroup relations inside and outside of the classroom. IGR offers multidisciplinary courses distinguished by their experiential focus, teaching philosophy, and incorporation of dialogical models of communication.

  • Created 1 May 2008; Published 12 May 2008
    He Said, She Said: Teaching Citation and Academic Honesty to Today's Students

    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

    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.

  • Created 24 April 2008; Published 19 May 2008
    How do we Teach Quantitative Reasoning? Foster a Curricular Conspiracy

    Deborah Hughes Hallet, Professor of Mathematics, University of Arizona, and Adjunct Professor of Pubilc Policy, Kennedy School of Government, Harvard University

    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). She has been a central, national figure in both the quantitative reasoning movement and the drive to reform Calculus education.

    Deborah Hughes Hallett, 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.

  • Created 17 April 2008; Published 19 May 2008
    Innocence in the Age of Apology: Why James Baldwin Now?

    Lawrie Balfour, Associate Professor, Department of Politics, University of Virginia

    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

  • Created 8 April 2008; Published 19 May 2008
    Empirical Methods in Humanities Research (Particularly Music)

    Eric F. Clark, Heather Professor of Music, University of Oxford

    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.

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