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The Power A Generation Holds: A Study On Students Generating Change In American Social Movements
Get PDFSocial activism ebbs and flows throughout American history. In the contemporary period, high visual coverage of activism has contributed to frustrations over the apparent decrease in change despite perceptions of increased participation. Young activists in the classroom ask questions to learn from their predecessors. This paper focuses on answering, “How can students create sustained change through social activism?” The present work recenters activism in the role of students and higher education institutions, noting their potential for creating change through a formula for future activists to engage with. The proposed formula targets methods and theories to bolster success towards the cause or organization. The research goes further to analyze how students can move support from the streets or online platforms into a solidified and protected change. Chapter one introduces theoretical frameworks to ground the proposed theory of the formula for effective student activism. Theorists used to inform the formula include work from Alexis de Tocqueville, Albert Camus, Political Processing Theory and Resource Mobilization Theory with supplementary support from Charles Tilly’s WUNC, Herbert Marcuse’s dialectic thinking and Paulo Freire’s conscientização. Chapter two examines historical events of student activism from the 1950s into 2025. Chapter three analyzes contemporary student activism in a deeper lens. Case studies are done on three higher education institutions: University California–Berkeley, Dartmouth College, and Columbia University. They are studied within the framework of the student activism formula. Chapter four employs a pragmatic approach to engaging with the formula within the scope of institutional and student responsibilities. Through a historical, theoretical, and pragmatic lens, this paper provides research tangible outcomes for audience utilization and engagement
An Introduction to Black Melisma Studies
Get PDFMelismas are a vocal technique where multiple notes are sung on a single syllable. Melismatic singing in the African American tradition is both part of the cultural dialogue and creative musical expression of Black people, and is a way in which Black people meditate on, receive, share, and create their own pleasure. That pleasure and joy derives from the practice of deep listening, which develops listeners’ pattern recognition and anticipation. Using Sisqó of Dru Hill fame as a case study, this research will help to lay the foundation for introducing ideas toward Black Melisma Studies, an emerging field which investigates and analyzes Black melismatic singing as an integral element of Black American music. Black Melismas Studies will also aid in the further study and historical preservation of Black melismatic singing to defend against the continued erasure of the contributions of African Americans as creators of American popular culture
Human-Centered Engineering Design - Lesson 01 - Design Thinking and Design Process
No full textPurpose and audience. This is the first lesson in a series called, “Human-Centered Engineering Design.” These lessons are intended to be integrated into introductory courses on engineering design at the undergraduate level, across any engineering discipline. They are designed to function either as a sequence or as stand alone lessons to fill an existing gap in a course.
This first lesson, Design & Design Process, is meant to introduce a human-centered design process experientially–students will do a design sprint in under an hour. This is best positioned before students begin a project within a course–perhaps even within the first class session of a term. We have found that this short experience serves as a preview for how engineering design will feel at various stages of a project, thus preparing students for a course project.
This lesson borrows heavily from “The Wallet Exercise / Gift Giving Project,” a free resource (also with Creative Commons license restrictions) by Stanford University’s Hasso Plattner School of Design (“the d.school”); we adapted it with select engineering design language and techniques–such as “specifications.”
This lesson series was funded by a Dartmouth Library’s Open Education Initiative grant. All materials have a Creative Commons license–they are free to use and adapt for non-commercial purposes with attribution to the authors and Thayer School of Engineering at Dartmouth College.
Structure at a glance:
Design sprint activity - 45 minutes
“What is Design?” slides - 5 minutes
Share and discussion - 10 minute
WATERMAN FUND ESSAY WINNER: Old Friends in the Alpine: Field Scientists on Vermont\u27s Highest Peak
Get PDFIn this winning essay of the annual contest sponsored by the Waterman Fund, a young scientist meets Bill Howland, who studied the same vegetation in 1991, at their study site high on Vermont’s Mount Mansfield
Skyline Sketches: Turning Around
Get PDFA backpacker turns around after a late start up the lonely Watson Path
Open Access Office Hours
No full textHave a burning question related to Open Access? Maybe you\u27re wondering how the new NIH Public Access policy affects you—or where you should deposit your dataset to make it openly available. Drop by to speak with our experts in Research Facilitation
Exquisite Corpse
No full textThroughout International Open Access Week, stop by the screen in Berry Main Street to build a unique (spooky!) character from our rotating selection of heads, torsos, and limbs. Simply swipe to make your selections and print out a keepsake sticker. Each character will be made up of images with Creative Commons licenses. These licenses are an essential feature of making academic research open to all. Learn more when you swing by