150 research outputs found
The Motherlines of Asclepius: Ancestral Female Healers in the Origins of Medicine
No full textThere is a need to retrieve subsumed women’s stories and traditions from Western patriarchal overlays and to recentre empowered matristic ways of knowing in present-day consciousness. This paper is an organic inquiry examining symbols in the myth of the Greek healer god Asclepius and tracing these to earlier sources, while relating its origins to this critical moment in time when species loss, climate change, and widespread violence devastate our planet. I approach the power of the secret accompanying the underground dream temples this god is known for, and discover ancestral female healers personifying the union of microcosm and macrocosm. Honouring the natural and cyclic processes of birth, life, death, and regeneration, I illuminate the deep origins of the caduceus symbol. Considering how medical care and the process of attending to dreams are fields that have been dominated by androcentric worldviews, I ask what dreams may come when empowered women and mothers create definitions of health and wellbeing for themselves and unite in the creation of interdependent futures that may still have a chance to come into being
Sheets
No full text4 leaves (folded into house shape). Sheets is a cycle of haiku by Dolores Connelly, each poem capturing a moment within a season. These haiku are excerpted with permission of the author from A Twisted Balance, One-Line Haiku and a Few Senryu, an unpublished collection of one hundred haiku dedicated to people forced from their homelands or houses --Colophon. Title and statement of responsibility from colophon printed on the inside bottom of the cardboard box. The text and ornaments are handset and letterpress printed on handmade abaca [paper] and housed in boxes made with Paper Studio\u27s recycled cardboard box paper .. printed and bound by Jessica Spring in an edition of 30. --Colophon. The paper is folded into house shapes with the text printed on the roof of each house. The ongoing cycle of homelessness throughout a year is reflected in the patterns and cycling colors printed on the interior of each paper house, muted but shining through translucent fiber --Jessica Spring. Library has copy no. 6.https://digitalcommons.risd.edu/specialcollections_artistsbooks/1490/thumbnail.jp
Fish out of water
No full text4 p.Paper written by Jessica Matel in the spring semester 2012 at the University of Wisconsin-River Falls for Dr. Greta Gaard's English 251 class. In this paper, the author speaks on the idea that humans need to look at the world like a fish in order to recognize the one-directionality of their actions and curb them before the natural environment is destroyed
Consumerism, Commodification, and Beauty: Shiseido and the Rise of Japanese Beauty Culture
No full textEditors' Note: The following essay ["Consumerism, Commodification, and Beauty: Shiseido and the Rise of Japanese Beauty Culture" by Jessica Guerra] was originally accompanied by eighteen images, which the author discusses in detail throughout the piece. Unfortunately, the Rice Historical Review was unable to obtain permission to print these images alongside the essay. Nonetheless, we felt this essay had great value and deserved to be included in the journal. We encourage readers to view the images in the online gallery from MIT Visualizing Cultures, about which more information can be found in the bibliography.This research focuses on the development of advertising in interwar period Japan (between World War I and World War II) and the growing prevalence of the Modern Girl. As women with a certain aesthetic were popularized through advertisement campaigns, this aesthetic was disseminated to a wider audience and incited cultural change. For the purposes of this research, the cosmetics company Shiseido and its advertisements will be used in order to illustrate the effects of one major Japanese company on the spread of the Modern Girl throughout Japan and the surrounding regions. Advertisements from an MIT database were examined from the period, and are analyzed in the following work I have attempted to gauge the prominence of the Modern Girl figure, her appearance, and various other visual factors. After conducting this project, I have concluded that Shiseido played an integral rote in the rise of Japanese beauty culture and in the spread of the Modern Girl phenomenon.Rice History Departmen
Memory Lame
No full text1 portfolio (5 folded sheets). Title from portfolio. Statement of responsibility taken from publisher\u27s website. Edition of 25 copies, signed by the artist. The contents of Memory Lame build from a central pentagonal memory palace composed of metal ornaments, cuts and borders. Opposite are excerpts from Rhetorica ad Herennium printed on Magnani paper. Forgetfulness from Questions about angels by Billy Collins, ©1991, is reprinted by permission of the University of Pittsburgh Press. Common mnemonic devices tease our memory, printed on sheets of handmade Saint-Armand. Tucked in each chapter are illustrations of plants that aid cognitive function, printed on transparent abaca. Text set in geometric shapes share the artist\u27s grueling experience of cognitive and memory testing. Memory Lame is composed of metal, wood type and photo-polymer plates letterpress printed by Jessica Spring with binding by Gabby Cooksey. Abaca paper was handmade in residency at the Morgan Conservatory. The project was possible with Tacoma Arts Commission funding and support from the University of Puget Sound. --Colophon. Memory Lame focuses on retention and loss of memory. The book structure must be built by the reader with content emanating from a central, pentagonal memory palace-the most common mnemonic place system-aided by cues of geometric shapes and large numerals. Surrounding the palace are excerpts from Rhetorica ad Herennium, the oldest known book on rhetoric and memory. Billy Collins\u27 poem \u27Forgetfulness\u27 is repeated in each chapter, the text moving from black to gray as the reader circles the book. Common mnemonic devices tease the memory, printed on sheets of handmade Saint-Armand. Tucked in each chapter are illustrations of plants that improve cognitive function, printed on transparent abaca. Text set in geometric shapes share the author\u27s grueling experience of cognitive and memory testing. --Artist\u27s statement, Vamp & Tramp website.https://digitalcommons.risd.edu/specialcollections_artistsbooks/1234/thumbnail.jp
French Ecocriticism / L’écocritique française | L'Esprit créateur | 2017
No full text"French Ecocriticism / L’écocritique française", L'Esprit créateur, 57:1 (2017) Spring Editor(s): Daniel A. Finch-Race, Julien Weber Read on Project MUSE Table of Contents Éditorial: L’écocritique française Author(s): Daniel A. Finch-Race, Julien Weber Pages: 1 - 8 Jules Verne, l’homme et la terre: Une lecture écocritique des Voyages extraordinaires Author(s): Lionel Dupuy Pages: 9 - 19 The Climate of Naturalism: Zola’s Atmospheres Author(s): Jessica Tanner Pages: 20 - 33..
Alternative splicing controls pan-neuronal homeobox gene expression
No full textThe pan-neuronally expressed and phylogenetically conserved CUT homeobox gene ceh-44/CUX orchestrates pan-neuronal gene expression throughout the nervous system of Caenorhabditis elegans. As in many other species, including humans, ceh-44/CUX is encoded by a complex locus that also codes for a Golgi-localized protein, called CASP (Cux1 alternatively spliced product) in humans and CONE-1 ("CASP of nematodes") in C. elegans How gene expression from this complex locus is controlled-and, in C. elegans, directed to all cells of the nervous system-has not been investigated. We show here that pan-neuronal expression of CEH-44/CUX is controlled by a pan-neuronal RNA splicing factor, UNC-75, the C. elegans homolog of vertebrate CELF proteins. During embryogenesis, the cone-1&ceh-44 locus exclusively produces the Golgi-localized CONE-1/CASP protein in all tissues, but upon the onset of postmitotic terminal differentiation of neurons, UNC-75/CELF induces the production of the alternative CEH-44/CUX CUT homeobox gene-encoding transcript exclusively in the nervous system. Hence, UNC-75/CELF-mediated alternative splicing not only directs pan-neuronal gene expression but also excludes a phylogenetically deeply conserved golgin from the nervous system, paralleling surprising spatial specificities of another golgin that we describe here as well. Our findings provide novel insights into how all cells in a nervous system acquire pan-neuronal identity features and reveal unanticipated cellular specificities in Golgi apparatus composition.We thank Chi Chen for generating transgenic strains; John Calarco for sharing unpublished data; Barth Grant for shar ing the aman-2 reporter (RT2745 strain); Alberto Stolfi for discussion; HaoSheng Sun, Nuria Flames, and members of the Hobert laboratory and Leyva-Díaz laboratory for com menting on the manuscript; WormBase (Sternberg et al. 2024) and Caenorhabditis Genetics Center (funded by the National Institutes of Health Office of Research Infrastruc ture Programs, P40 OD010440) for providing resources and reagents. This work was funded by the Howard Hughes Medical Institute (O.H.) and by a GENT program grant for the Contratación de Investigadores Doctores de Excelencia from Generalitat Valenciana (CIDEXG/2022/30) (E.L.-D.). Author contributions: E.L.-D. and O.H. conceived the project and designed the experiments. E.L.-D. and M.C. performed all the experiments, imaging, and quantifica tions, except for those specified. K.P. conducted the exper iments, imaging, and quantifications shown in Figure 4B and Supplemental Figure S5A. J.I.J.-L. and J.V. performed the quantifications shown in Figures 1D and 2E. The man uscript was prepared by E.L.-D., M.C., and O.H.Peer reviewe
2019 Spring The Honorable Mention
No full textDodge Hovermale helps a student with their math homework through the Promise South Salt Lake mentoring program. Photo courtesy of Promise South Salt Lake Honors students create cross-institutional relationships, support systems for younger students through mentorship BY JULIA VORSTEVELD Honors students are involved in variety of pre-college menThe Generation Project provides just one opportunity for tor programs and many students find their experiences have a Honors students to improve college access and promote accommon thread: acting as a support system for younger stu- ademic excellence. College students involved in the Dumke dents and preparing older students for life after high school. Center for Civic Engagement’s Walkways to Westminster proJessica Taghvaiee (‘19) and her sister Tiffany Taghvaiee (‘21) gram mentor students in grades 6-12 at a variety of South Salt founded the peer-to-peer mentorship program The Generation Lake schools. Project at their alma mater, Taylorsville “In school, they don’t talk about “I think it’s really important to remember High School. college,” said Sanskriti Timseena (‘21), The program trains high schoola Walkways mentor at Utah Internawhere you come from and give back to that ers to mentor students about to enter tional Charter School. “We create that community.” middle school and to help them think environment where we can talk about about their futures. school. Our main goal is to get most Jessica Taghvaiee “I think a lot of people succeed but kids into college.” forget where they come from,” said JesDodge Hovermale (‘22), another sica Taghvaiee, a political science and Spanish-Latin American student involved in Walkways who mentors at Cottonwood studies double major. “I think it’s really important to remem- High School, said “having people around that show [high ber where you come from and give back to that community.” schoolers] they can do the same things is really important, as continued on page 11 PAGE FOUR Honors students find, foster community across campus opportunities · PAGE FIVE · Spring 2019 Volume 17 Issue 2 Honors College climate survey, strategic plan strengthen institutional commitment to diversity Honors alum advocates for students, encourages action through poetry BY PEDRO RICO Willy Palomo, 2015 Honors College alum and Coordinator for the Center for Diversity and Inclusion at Southern Utah University, promotes inclusion through slam poetry by demanding space to be heard. Palomo said he is working on multiple literary projects and is especially grateful to be a part of the website “La Piscucha Magazine.” The publication features literary works from El Salvador and writers who have emerged from the diaspora, which happened from the 1970s to 1990s because of the country’s civil war. Palomo’s family fled to the United States as refugees of the Salvadoran Civil War during the ’80s, he said. “I want these poems to move you to act in some way,” Palomo said. “I think the only ethical ways you can engage with the stories from the Salvadoran diaspora is acknowledging that we need to mobilize, such as protecting undocumented immigrants, changing policy to be more humane, and giving asylum seekers a chance.” He said he intends to make Salvadoran literary works accessible in both Spanish and English, and the website is expected to launch in late March. Palomo said he uses poetry to contextualize the experiences of the women in his family. Specifically, he chronicles the life of his mother, Maria Elba Palomo, in his new biomythography titled Wake the Others, which will be published in March 2020. “The book is very anatomical [...] you’ll find poems gravitating around different body parts that access memories that encapsulate the suffering my mother endured throughout the war,” Palomo said. “I hope that in creating this book, immigrant families will find healing in seeing themselves reflected in my mother’s stories.” He said his mother is also a crucial figure in his life when it came to understanding his Latinidad (Latin-American identity). At Westminster College, Palomo said his Latinidad helped him find connections that supported his education. “I most likely would not have made it to grad school the year I did if I had not had Eileen Chanza Torres,” Palomo said. “Eileen mentored me [and] validated my work, which for me was huge.” Photo courtesy of Willy Palomo Chanza Torres said Palomo is “a beautiful poet and one of our superstars,” and said she is excited that he will be teaching a May Term class on slam poetry. Palomo said his general advice to help students to engage in their work is to connect with peers who share their stories. “If you’re [LatinX], join a LatinX club or even check out the Diversity and Inclusion Center and become familiar with the resources,” Palomo said. “The ones that thrive the most are the folks using higher education to give back to their communities.” 2 Faculty, students discuss their experiences with diversity conversations in the classroom BY ERIC MELLMER Challenging dominant views and elevating the voices of un- complex readings that have multiple interpretations [...] prepares derrepresented groups are some of the key goals of the Honors students to have a much more nuanced discussion about [diversiCollege, according to Dean Richard Badenhausen. ty],” said Kim, who co-teaches the Science, Power, and Diversity Honors classes work towards these goals by training students Honors seminar. how to productively engage in conversations across difference as Some students said they also want to see underrepresented well as exposing students to diverse reading lists. Some students voices within the classroom elevated. and professors said Honors would also benefit from more repreAnisa Dahir (‘21) and Asma Dahir (‘21), twin sisters who sentation of people of color. joined Honors through lateral entry, said, although the reading “I feel like our Honors classes are laboratories for democracy, lists are diverse, Honors would benefit from minorities leading where we say, how are we doing, let’s evaluate ourselves. ‘Does our conversations about their experiences. conversation feel equi“[When we distable, does it feel parcussed] African Amerticipatory, does it feel ican history, [we as ‘top-down?’” said Julie people of color] weren’t Stewart, assistant direcgiven the platform tor of teaching, learnto openly share our ing, and assessment for thoughts and experiencthe Honors College. es in the class as much “Ideally, we want it to as our white counterbe ‘bottom-up.’” parts have,” Anisa DaBadenhausen said hir said. he continually trains Anisa Dahir sugstudents how to have gested elevating and productive conversasupporting the voices of tions to ensure the edstudents with personal ucational environment experiences in Honors. is supportive. This is especially im“If you’re not portant since it can be trained in difficult challenging to express conversations, [...] the Marley Dominguez and her classmates, in the Arts and Performance Honors seminar, discuss how these perspectives when voices from dominant graffiti relates to culture and economic class. those in the dominant Photo courtesy of Calen Smith populations will domgroup try to speak for inate,” Badenhausen minorities, said Asma said. “In our training [of students], one of the things we’re trying Dahir. to do is listen and build off other people’s points of views. And “[It’s] very difficult to articulate something and make [white that training is meant to clear space for different perspectives and people] understand the severity of it, when they don’t understand voices.” what it means to be a black woman or a Muslim woman or a refHonors student Naomi Shapiro (‘19) said she appreciates how ugee woman,” Asma Dahir said. Honors fosters a civil learning environment. Having a diversity council led by people of color is another way “Honors seminars offer a place where people can make mis- to increase representation in Honors, Asma and Anisa Dahir said. takes and they can be corrected respectfully,” Shapiro said. Kim said while some students may feel uncomfortable in these Associate Professor of Public Health Han Kim said Honors’ difficult conversations, these topics need to be discussed. emphasis on both critical perspectives and in-class discussion en“We’re gonna have to go into areas where you’re going to be courages students to focus on issues and not resort to personal uncomfortable discussing this,” Kim said. “[However,] these issues attacks. have to be out in the forefront if we’re ever going to address them “I think everything about the actual pedagogy [...] based on and solve them.” 3 Participation in different campus opportunities allows Honors students to find, foster community BY SABI LOWDER Charlotte Mulliniks’ (‘21) life is hectic. As a transfer student Additionally, the overlap between her communities eased her to Westminster College and single mom with three kids, her time transition to Westminster, she said. For example, Honors profesand energy are spent juggling many responsibilities. sor Lesa Ellis is Mulliniks’ major advisor, Legacy STEPS mentor, She said despite being a non-traditional student with a busy and research methods instructor for the McNair Program. schedule, she has had the opportunity to make connections with Mulliniks said working together in a variety of situations creatboth professors and other students through her involvement in ed a strong relationship between them. the Honors College, Legacy STEPS (a program through the StuAnother Honors student involved in Legacy and McNair is dent Diversity and Inclusion Center focused on college access for Marley Dominguez (‘21). She is also one of the political engagetransfer students), and the McNair Scholars Program. ment coordinators at the Dumke Center for Civic Engagement, Her communities’ support and understanding has helped her an Honors peer mentor, and a recipient of Westminster’s 2019 feel at home on campus, she Unsung Hero award. She said. said the overlap of her com“It’s been really important for me to be involved in a lot “I’m a little older and munities has helped in purof different things. It’s been amazing to see how they all I have a family and stuff,” suing her goals. Mulliniks said. “My situaShe came to Westmincan cross over and help in different ways.” tion isn’t always the same as ster as a Legacy scholar, a everyone else I’m going to program she said has helped Marley Dominguez school with, and so someher feel comfortable on times it’s a little harder to campus and when she startfit in because of that. Being ed in Honors. in an [Honors] class of transfer students and in [a Legacy cohort “It’s been really important for me to be involved in a lot of of ] people who have kids and are non-traditional, it just helps, I different things,” Dominguez said. “It’s been amazing to see how think, create more of that sense of community.” they all can cross over and help in different ways.” She said the support she received from Honors and Legacy is what led her to applying for the McNair Scholars Program, and her coursework has helped solidify the writing and critical thinking skills that she uses in her research. The crossover that Dominguez and Mulliniks said they have encountered is intentional, according to Julie Stewart, assistant director of teaching, learning, and assessment for the Honors College and director of Westminster’s customized major program. Stewart said she often acts as a liaison between Honors and other organizations like Salt Lake Community College, local high schools, and Westminster’s Office of Diversity, Equity, and Inclusion. “We’ve had a lot of synergistic conversations with other stakeholders on campus,” Stewart said. “When it works, it is really a beautiful thing.” Having a small campus form close relationships between these stakeholders, Stewart said. Also, being around other students who participate in multiple programs helps to build community, even when everyone’s responsibilities are different, Mulliniks said. “I think a lot of Honors students [...] are pretty ambitious and they have lots of stuff going on and they’re also busy,” Mulliniks said. “I think everybody kind of has that Senior Honors student Jessica Taghvaiee presents her research on DACA which was sense of what it’s like to try to juggle school and all of the completed as part of the McNairs Scholars Program. extra stuff that you want to do and accomplish.” Photo courtesy of Mary Jo Hinsdale 4 Honors College climate survey, strategic plan strengthen institutional commitment to diversity BY ANNETTE DONALD The Honors Council meets to discuss amending the existing mission and vision statements of the Honors College to better reflect the College’s goal of promoting access for students of diverse backgrounds. Photo courtesy of Richard Badenhausen Honors College administrators conducted a survey to understand student identities, perceptions, and experiences in the Honors College in spring 2018. This climate survey focused on student access, affordability, curricular diversity, community, co-curricular involvement, and civic engagement. Julie Stewart, assistant director of teaching, learning, and assessment for the Honors College, spearheaded the climate survey around these themes. “When you have a new cohort of people with different experiences, it forces us to reexamine the way we do things,” Stewart said. She said the results of the survey offers “incredible opportunities to rethink how [Honors does] things.” Based on the survey data, Dean of the Honors College Richard Badenhausen formulated a Diversity Strategic Plan with a variety of stakeholders, including members of the Honors Council, Dan Cairo, the director of the Student Diversity and Inclusion Center, and Marco Barker, former associate vice president for Diversity, Equity, and Inclusion. The main goals of the plan are recruiting diverse incoming cohorts, institutionalizing partnerships with other campus organizations, and improving opportunities for students to engage in conversations about diversity. “The challenge is to get everyone on board,” Stewart said. “I think we’re moving in the right direction. That intentionality is there.” This push toward diversity emphasizes supporting students of color, low-income students, and first-generation students. Badenhausen said the Honors College will accomplish its diversity goals by evaluating students more holistically during the admissions process, recruiting traditionally underrepresented college students, paying attention to the financial needs of current and future students, and diversifying Honors courses. 5 Julie Stewart, professor and assistant director of teaching, learning, and assessment, spearheaded the Honors College climate survey conducted to understand student identities, perceptions, and experiences in the College in spring 2018. Photo courtesy of Aidan Croft College more accessible, especially to those who historically have not had access to higher education, Badenhausen said. Holistic Admissions Process By holistically evaluating students during the admissions process, Badenhausen said Honors intends to assemble a cohort of driven students with diverse backgrounds and experiences, particularly first-generation students and students of color. As a result of the bias of standardized tests, the Honors College has deemphasized test scores during the admissions process and focused on a more holistic evaluation of a student’s readiness to succeed in the Honors learning model, Badenhausen said. Additionally, this year the Honors College has eliminated entirely a specific ACT score for students to apply for the Honors Academic Excellence Scholarship, whereas in previous years students had to have a 30 or higher on the test. Both Badenhausen and Stewart mentioned that standardized testing is directly linked to socioeconomic status and parents’ previous education rather than intelligence or academic ability. For instance, the students who tend to score well on standardized tests are more likely to have access to prep courses and study materials, as well as have the ability to retake the tests. Moving away from standardized test scores allows Honors to prioritize students’ backgrounds and experiences during the admission process. Additionally, the Honors College added its lateral-entry program during the 2015-2016 academic year to diversify the Honors community. This program serves transfer students and those who didn’t enter Honors as a first-year student at Westminster. Badenhausen said in fall 2018, Welcome to Thinking III, the introductory lateral-entry course, consisted of over 50 percent students of color, which is significantly higher than the campus average. These changes were made in an effort to make the Honors Making Honors Student Organizations Diversity Focused Student organizations like Honorable Mention and Student Honors Council (SHC) are also responding to the Diversity Strategic Plan. According to Calen Smith, the managing editor of Honorable Mention, the publication is making diversity and inclusion an active part of its platform. Even though the theme of Honorable Mention changes every semester, Smith said he believes “diversity should be ingrained in the structure and writings of the issues, regardless of the subject.” SHC, the elected group of Honors students who represent their peers on an administrative level, is also working to create a more diverse and inclusive Honors community, said Smith. Current SHC members will work with the newly elected members to create a constitution with concrete goals that will meet the needs of the students and the Diversity Strategic Plan. Honors Faculty Involved in Diversity-Based Programs on Campus Honors College faculty members are working with other organizations on campus to solidify intra-institutional partnerships. The Legacy Program helps to support underrepresented students in their transition to college. Last academic year, 35 percent of the entering Legacy scholars class were Honors students and currently a quarter of all Legacy students are in 6 Honors, which is double the representation of Honors students on campus. The Program Director Dan Cairo will continue to strengthen this relationship by teaching the Honors seminar Global Welfare and Justice next spring. Historically, Honors students also make up a significant portion of McNair scholars. While 12 percent of Westminster undergraduates are in Honors, nearly 40 percent of McNair scholars are Honors students. The McNair Scholars Program focuses on increasing the amount of students from underrepresented groups in graduate studies with a particularly focus on students of color, low-income students, and first-generation students. Another goal of the program is to diversifying the professoriate. Like Cairo, Director of the McNair Program Jo Hinsdale also works with students inside and outside of the classroom. Hinsdale currently co-teaches the Science, Power, and Diversity honors seminar. Additionally, a number of Honors faculty serve as McNair summer research advisors and professors in the McNair program. For example, Chris LeCluyse, professor of English, teaches the McNair Writing for Professional Research course, and Lesa Ellis, professor of neuroscience, teaches the McNair Research Methods course. “I feel like students that are fully engaged and invested in their learning, look for as many opportunities to be invested in it,” LeCluyse said. “I think it’s not surprising that there is such an overlap between Honors and McNair. It speaks to the role of Honors to empower and include underrepresented students.” While Honors faculty have been involved with McNair prior to the diversity strategic plan, this connection furthers the goal of institutionalizing partnerships with other campus organizations and offices. focused on themes like ability, sexual orientation, and socioeconomic status. Specifically, 82 percent of students surveyed said there was a significant gap in their readings around ability, 70 percent felt there was inadequate coverage of sexual orientation, and 43 percent felt there was an absence of readings on socioeconomic status, Julie Stewart said. As a result of these findings, Stewart said that the Honors College is committed to thinking about diverse content as well as voices that represent those point of views. For example, it is not sufficient to just read about sexual orientation from the perspective of a heterosexual author—authors with other identities need to be included, too. Stewart said the Honors College has changed significantly in the last decade and has created more classes, like alum Nicole Bedera’s Sociology of Sexual Violence course, which is cross-listed with Honors. Additionally, there are significantly more women and a few more people of color at Westminster now than ten years ago, which allows Honors to diversify its faculty, Stewart said. Looking to the Future The climate survey pinpointed the needs of current students and the Diversity Strategic Plan generated action steps to meet those needs now and in the future. The Diversity Strategic Plan aims to recruit diverse incoming cohorts, institutionalize partnerships with other campus organizations, and improve opportunities for students to engage in conversations about diversity in academic settings. This emphasis on diversity focuses on students of color, low-income students, and first-generation students. To promote diversity and accomplish its goals, the Honors College will more holistically evaluate students during the admissions process, recruit traditionally underrepresented college students, pay attention to the financial needs of current and future students, and diversify Honors courses. “We have the opportunity to com
From Sherbrooke to Stratford and back again: Team teaching and experiential learning through “Shakesperience”
No full textAttempting to teach theater in an English Literature course is a daunting prospect. A far cry from the highly individual experience of reading a novel or poem, theater is both a visual and communal kind of engagement. It is a challenge to capture this medium in a traditional lecture-based classroom and harder still to convey its three-dimensionality to undergraduate students. In this paper, we argue that experiential learning and team teaching are especially resonant in the exploration of Shakespearean studies because of the active and collaborative nature of his theater and plays. This paper draws out avenues for experiential learning in the humanities that should have broad applicability and interest a wide range of readers. Framing our design, implementation, and critical reflection in the relevant research, we provide an example of how to anchor experiential learning in the humanities in practice. The case study outlines a compact spring session course on Shakespeare’s plays and performance that includes in-class, online, and field study components. Our research reveals that this approach mirrors in several key ways the collaborative work at the heart of Shakespearean drama and of theater more generally: students are exposed to the plays on the page, on the stage, and behind the scenes; they are offered a model of collaborative knowledge-making both in the theater and in the team-based course design and delivery; and, with these examples before them, they are encouraged to take risks, to collaborate, and to form communities of their own in their learning. In the conclusion we devote attention to funding and the cost associated with experiential learning and field courses. This paper explores experiential learning and field-based immersive learning into the context of disciplinary-specific humanities classrooms with the goal of increasing interaction among students and enhancing students’ learning (Béchard and Pelletier, 2001)
Honey B Hive
No full text6 leaves : illustrations. Author statement from inside front cover. Limited edition of 66 copies, signed and numbered by the artist. Honey B Hive is a sweet B specimen, displaying a hive full of Bs from the collection of vintage wood and metal type at Springtide Press. The book is handset, letterpress printed and bound between velour foil-stamped covers, all inspired by one very painful, then itchy, sting between the toes. --Colophon. Book consists of six leaves interleaved so when the book covers are spread open a honeycomb is formed. Letter B type specimens printed on yellow paper. (in several computer languages, including Unicode, B=66). --colophon.https://digitalcommons.risd.edu/specialcollections_artistsbooks/1393/thumbnail.jp
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