Bryn Mawr College
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Deviant Origins: Hesiodic Theogony and the Orphica
Get PDFHesiod’s Theogony provides one of the most widely authoritative accounts of the origin of the cosmos, but his account has always been challenged by rivals claiming to be older, wiser, and better, and the name of Orpheus has always been privileged in the evidence for ancient rivals to Hesiod. The Orphic accounts play their variations on the Hesiodic themes, riffing in different ways on the idea of the ultimate origin of the cosmos; the processes of reproduction by which subsequent entities were generated; the conflicts between these divinities that created the changes from the original state to the current one; the way in which humans entered the story; and the final resolution of the conflicts and changes that created the current, normal order of Zeus. The shocking innovations they introduce in the images of the theogonic narrative serve to bolster the authority of their often less shockingly innovative cosmological ideas
An adjunction formula for the Emerton-Jacquet functor
Get PDFThe Emerton–Jacquet functor is a tool for studying locally analytic representations of p-adic Lie groups. It provides a way to access the theory of p-adic automorphic forms. Here we give an adjunction formula for the Emerton–Jacquet functor, relating it directly to locally analytic inductions, under a strict hypothesis that we call non-critical. We also further study the relationship to socles of principal series in the non-critical setting
Using Digital Library Collections in the Classroom
No full textThe digitization of library collections not only enhances discoverability of library resources but also suggests new uses for those resources in teaching and learning. Princeton University has a long tradition of bringing students into library and museum archives to gain first-hand experience with collections. But as collections become digitized, platforms can be developed that encourage other forms of student interaction with those materials and allow for new types of creative assignments. This presentation will highlight two recent courses supported by Princeton University\u27s McGraw Center for Teaching and Learning in which students were involved in the crowd-sourced tagging, categorizing, and annotating of digitized books from library collections
Getting more Nuanced Readings of Test Results
No full textIn reviewing Language Placement exams a group of Language Faculty at LACOL institutions determined that one of the short comings of existing placement exams is the lack of nuanced information about student mastery of certain skills. We\u27ve come up with a modification to the moodle quiz data export that allows results to be compared to tagged information about the questions so that results can be broken down by skills, difficulty levels etc. Results would be presented in a group dashboard, where results can be compared, or an individual dashboard where more information about the results of a particular student can be looked at
Reimagining Peer Review in the Comics Classroom Using Digital Writing and Publication
No full textTraditional ways of thinking about peer review have involved peer-to-peer interaction among students reading and responding to each other’s work as part of the teaching of writing. I propose we can leverage the model of peer review that is essential to our scholarship in our disciplines to transform students into our peers through collaborative work in the digital context. Through an experiential learning project involving collaborative research and writing in a digital space, combined with peer review and scholarly communication using WordPress, the students and the faculty member work together to generate and share new knowledge as peers beyond the walls of the classroom
Using Primary Sources to Support Student-Centered Pedagogy
Get PDFIn this hands-on workshop, attendees will navigate the Digital Public Library of America and its instructor-vetted Primary Source Sets, which draw on diverse resources—from newsreel footage to oral histories—held by libraries, archives, and museums across the US. Presenters will lead an interactive exploration of these free resources; share student-centered implementation strategies including guided questioning, class openers, and media analysis; and collaborate with participants to develop approaches to incorporating primary sources that are optimized for their students and curricula. Laptops/devices highly recommended
Using Blended Learning to Support Interdisciplinary Professional Development for Teachers
Get PDFThis presentation will share how a group of liberal arts faculty from Departments of Education, Biology, Chemistry, Math, and English used blended learning support the professional development of master teachers. 25 participating teachers from three diverse school districts attended several sessions and a 3 day summer workshop that was supplemented by ongoing blended learning support using Critical Friends Groups and Google Hangouts. Each university faculty member was assigned to a school as a disciplinary mentor and helped them improve their teaching and lesson plans with a goal of integrating a more interdisciplinary approach to the classroom teaching
