Winter 2008: Agents of Change- Students and Research
- Created 26 February 2008; Published 22 October 2008The Faculty Role in Providing Access to a Carleton Education
Melissa Eblen-Zayas, Assistant Professor of Physics; Adriana Estill, Associate Professor of English and American Studies; and Devashree Gupta, Assistant Professor of Political Science
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.
- Created 21 February 2008; Published 19 May 2008Googled: What Research Reveals about How We Use the Web
Ellen Iverson, Web Programmer, Science Education Resource Center; Heather Tompkins, Reference and Instruction Librarian, Gould Library; and Ann Zawistoski, Science Librarian, Gould Library
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.
- Created 14 February 2008; Published 8 December 2008Politics in the Classroom: Do We Have a Problem Here?
Barbara Allen, Professor of Political Science; Mike Hemesath, Professor of Economics; and George Vrtis, Assistant Professor of Environmental and Technology Studies and History
Politics is often an implicit or explicit element in many classroom topics. To what degree should faculty share their own views on controversial matters? Does expressing faculty opinions shutdown conversation or lead to a more honest discussion?
Cosponsor: Ethical Inquiry at Carleton (EthIC)
- Created 7 February 2008; Published 19 May 2008Liberatory Education Behind Bars: Teaching Literary Theory in Prison
Deborah Appleman, Professor of Educational Studies
What is the value of education for the incarcerated? In this forum, Professor Appleman describes her teaching experience at the Minnesota Correctional Facility in Stillwater, MN.
- Created 31 January 2008; Published 19 May 2008Diversity in the Sciences: Creating Climates of Success
Freeman Hrabowski, President, University of Maryland, Baltimore County; and Sam Moore, Project Director, NSF LSAMP-North Star STEM Alliance, and Director, Academic Programs for Excellence in Engineering and Science, University of Minnesota
Freeman Hrabowski has directed one of the most remarkable success stories concerning minorities and higher education in the sciences (the Meyerhoff scholars program). He is an exceptionally inspirational and energizing speaker as well. Joining him for this discussion will be Sam Moore, who is in charge of LSAMP Northstar Alliance, a Minnesota-wide effort to increase the diversity of students in STEM (Science,Technology and Mathematics) fields.
- Created 22 January 2008; Published 19 May 2008How Do Students Benefit from Undergraduate Research in the Sciences?
Sandra Laursen, Codirector and Research Associate, Ethnography & Evaluation Research (E&ER), Center to Advance Research at Teaching in the Social Sciences (CARTSS), University of Colorado-Boulder
Many liberal arts colleges have a long tradition of undergraduate research (UR) in the sciences. But only recently has any empirical evidence been available about the role of undergraduate research in students' personal and professional growth. I will present findings from a large interview study with students and faculty who participated in undergraduate research. A few provocative findings from a comparison group who did not participate in UR reveal whether and how these benefits can be gained from other sources.
- Created 17 January 2008; Published 24 January 2008When You're in the Hot Seat: Talking About Your Research with the Public
Ken Tape '99, University of Alaska-Fairbanks
When scholars describe their research results to the public, particularly if the topic is controversial, they commonly have to take care to make the results and context are understandable. Both the causes of climate change and the projected impacts are highly controversial and the key pieces of evidence are complicated. Ken Tape, Headley Distinguished Young Alumni Scholar-in-Residence, has a wealth of experience talking to the public about climate change. Using this issue as an example, he will share with us some of the general principles that help scholars communicate effectively. Through his background in photography, Ken has developed several stunning techniques for making landscapes and climate change come alive and he will illustrate some of those techniques. (Mary Savina)
Mr. Ken Tape discusses how to talk about climate change with the press and public.
Of particular interest to those of you interested in visual presentation of material, he is going to demonstrate some novel visualization techniques, including the use of spherical panorama pictures stitched together on the computer to create a "bubble," meshing detailed one-m resolution air photos into Google Earth, doing fly-bys with a special mouse and perhaps some other things.
Cosponsors: Environment & Technology Studies, Geology Department, and Dean of the College Office
- Created 10 January 2008; Published 24 January 2008Weasel Words: Using QR to Teach Precision in Argumentation
Nathan Grawe, Associate Professor of Economics
A recent survey of college graduates reveals that students especially appreciate faculty members who have advocated precision in language. While this precision can take many forms, research at Carleton points to a particular need in the area of quantitative reasoning. In this seminar we will examine how quantitative reasoning can be applied across the curriculum to improve students' ability to think and argue effectively. The discussion will include teaching tips and notes on available support resources.
Cosponsor: Quantitative Inquiry, reasoning, and Knowledge Initiative (QuIrk)