AUGUSTANA ASSOCIATION OF EDUCATIONAL OFFICE PROFESSIONS (AAEOP)
Monday, October 15, 2012
2:30 - 3:45 PM
College Center Loft
AAEOP is a sanctioned, Augustana organization which meets monthly and to which all clerical and technical personnel are invited to and have the right to attend. We encourage all support and technical staff to attend these events if at all possible, and remind managers and supervisors that this is considered a work activity and there is no need to clock out to attend. As always, we hope that employees will work together to balance the need for adequate covereage with opportunities for professional development for this and other AAEOP events on campus this year.
The remaining AAEOP meeting dates are as follows:
2:30 - 3:45 PM
10:00 - 11:30 AM
Noon - 1:30 PM
9:00 - 10:30 AM
2:00 - 3:30 PM
Augustana College Theatre Department to open season with
Augustana College Theatre Arts Department will present The Arsonists, the first production of its 2012-2013 season Balancing Acts , in Potter Theatre October 12-21.
The Arsonists is the story of the Biedermanns who lead a quiet, secure and comfortable upper middle-class life. Despite the fact that the town in which they reside is reeling from a series of arson attacks, Mr. Biedermann believes his success in business, his intelligence and his own good nature will protect them from any harm. But a simple knock at the door starts a series of events that will inevitably lead to a tragic downfall. This dark comedy enjoyed a successful 2007 revival by London's Royal Court Theatre, starring the wildly popular stage and screen actor, Benedict Cumberbatch. Alistair Beaton's new, modern translation proves The Arsonists to be as timely and relevant as it was when written by Max Frisch in 1953.
Director Jeffrey Coussens, chair of Augustana's Theatre Arts department, commented, "Ever since I first read Max Frisch's Biedermann and the Firebugs in an undergraduate modern drama class, it has been on my directing bucket list. From this first encounter with the script I was fascinated as much by the play's content and themes as I was by its style. Now that I have been directing this contemporary translation I have come to realize that even though Max Frisch wrote this dark comedy in the 1950's it has become increasingly topical and relevant to the world in which we live. Today we are surrounded by threats, both real and imaginary. The Arsonists really makes us reflect on the expectations and limits of our personal ethical responsibility in dealing with perceived threats to our communities. I think the play is entertaining, thought-provoking, and profoundly prophetic."
The show will be presented in Potter Theatre, Bergendoff Hall of Fine Arts, on October 12-13 and 19-20 at 7:30pm and on October 14 and 21 at 1:30pm. Tickets are $11 for the general public and $9 for senior citizens, students, and Augustana faculty/staff. Tickets can be purchased through the Augutsana Ticket Office (309) 794.7306 or by visitingaugustana.edu/tickets.
The Arsonists has a cast of fifteen including Cayle Higgins as Biedermann, Aubrey Waddick as Anna, Matthew Kerr as Schmitz, Katie Ross as Babette, and John D'Aversa as Eisenring. The cast is rounded out by Jordan Hoffman, Allison Dzik, Emma Harley, Jaylen Marks, Wiliam Cahill, Luke Currie, Corbin Delgado, Elyssa LeMay, Macy Hernandez, and Leslie Kane. Augustana students Mariel Rogozinski and Kayla McKay serve as stage manager and dramaturg, respectively.
Additional Augustana faculty/staff involved in the project are Adam Parboosingh, scenic/lighting/costume/projection designer, Andy Gutshall, technical director, and Ellen Dixon, costume supervisor.
The production is one which has a great impact on our students and which we hope will encourage audiences to think about and participate in open dialogue about our own personal ethic responsibilities in today's world. As cast member John D'Aversa said, "The Arsonists is a more powerful play than expected and in a different way than is commonly displayed. It shows, not an evil entity, but a dark and macabre one. It touches on parts of the human psyche that are too often left untouched. The parts that are imperfect. In The Arsonists, the basic good of humans is turned on it's head and left there to smoulder."
FIRST ANNUAL HAUNTED HISTORY TOUR OF AUGUSTANA
On October 24th National Residence Hall Honorary (NRHH) is hosting the first annual Haunted History of Augustana. Small groups will be lead throughout campus and different spooky stories about Augustana will be shared with them. If you have anything interesting and fairly frightening about Augustana, please email NRHH and either send them your story or set up a time to meet with one of them so they can hear it in person. Anyone with the time to donate an hour or two to tell the story in person on the 24th is very welcome to do so.
VISITING ARTISTS' PRESENTATION: WENCE AND SANDRA MARTINEZ
Monday, October 15, 2012
Lower Gallery of the Augustana College Art Museum, Cenennial Hall
Several examples of the artists' work will be on display in the permanent collection gallery.
The Martinez Studio is located in Jacksonport, Door County, Wisconsin. Wence was raised in a centuries-old commercial weaving center, Teotitlan del Valle, Oaxaca, Mexico. He furthered his studies in Mexico City at the Taller Nacional de Tapiz (National School of Tapestry). His dream of focusing on his own designs and opening a gallery materialized in 1988, when he responded to a request to have one of Sandra's works on paper translated as a tapestry. As a couple, Sandra and Wence Martinez have forged a unique marriage of Wence's pattern-driven weaving and Sandra's signature glyphic drawing.
23rd ANNUAL O. FRITIOF ANDER LECTURE IN IMMIGRATION HISTORY
"THE FREEDOM TO MOVE. IMMIGRANTS AND NATIVES 1776-PRESENT"
Presented by Dr. Donna Gabaccia, University of Minnesota
October 20, 2012
Hanson Hall of Science 102
The Swenson Swedish Immigration Research Center will host Dr. Donna Gabaccia presenting the 23rd annual O. Fritiof Ander Lecture in Immigration History. Her talk is entitled, "The Freedom to Move. Immigrants and Natives 1776-present."
Her lecture will focus on immigration policy and histories of groups that have been forced to move or not allowed to move, providing a different way of thinking about immigration policy and notions of liberty. Her talk deals with some of the fundamental aspects of immigration history.
Dr. Gabaccia, of the University of Minnesota in Minneapolis, is a leading scholar in the field of American immigration history and has published numerous books and articles, among them "Foreign Relations: American Immigration in Global Perspective" (2012), "What is Migration History?" (2009) and "We Are What We Eat: Ethnic Food and the Making of Americans" (1998).
The O. Fritiof Ander Lecture in Immigration History is presented annually by a prominent scholar in the field of immigration studies. It is named after Dr. O. Fritiof Ander, a leading immigration historian who taught history at Augustana 1930-1968.
ANNUAL HALLO-DREEN CELEBRATION
Tuesday, October 23, 2012
5:30 - 7:00 PM
Andreen Residence Hall
Andreen residents and the North Region Council members cordially invite all faculty and staff and their children to the annual HALLO-DREEN celebration--a trick-or-treat event open to children (ages 0-12) of Augie's staff, faculty and administration. Participating Andreen residents decorate the halls with child-friendly themes and hand out candy and other treats to those who visit. In addition, complimentary snacks, simple craft projects, and a family-friendly Halloween movie for kids and families to enjoy will be provided. Hope to see you there!
ACADEMIC STRATEGIC PLANNING SESSION
Wednesday, November 7, 2012
9:00 AM - 12:00 Noon (with lunch)
Thanks to those of you who've already participated in discussions at the faculty retreat and during Friday Conversation on academic strategic planning. The Office of Academic Affairs wants to have faculty interests and desires reflected in the next strategic plan, and these conversations will help ensure that this happens.
Our next step in the planning process is to further refine and define the broad vision for Augustana faculty and students that we developed through the last conversations. We hope that faculty will be able to attend a planning session on Wednesday, November 7th from 9:00 - noon (with lunch). (Yes, we realize it's during break. No, it's not "required." But we hope that many people will be able to attend.) For those who want to participate but cannot attend the session, please feel free to make an appointment with Pareena Lawrence or email her to discuss your ideas.
Our goal at this session will be to discuss ways in which we can focus on and sharpen these relatively broad ideas into more well-defined goals and strategies. This includes defining what we want andhow it relates to the vision, and creating a set of goals, strategies and structures that will be needed to accomplish these goals. We will be working towards creating a cohesive and succinct case-making statement for our priorities including a robust rationale statement for why these initiatives are important for Augustana's future.
Five priorities will be discussed. Please use the shared google document to sign up for your working group preference. https://docs.google.com/a/augustana.edu/document/d/1Taa6iEO0Oicvch8h_
- Priority1: Increased community connections within our region that is embedded in the curriculum and outside the curriculum. More intentional partnering between the Augustana community and others in our region and the global community: maximizing our place-location and global outreach-connections. (Discussion facilitated by Pareena Lawrence)
- Priority #2: A robust student success center, which would provide support for success across the curriculum for all levels of learners including resources for international, ESL, and 1st generation college students. The center could be a link to better connect student services to academic services and the curriculum. (Discussion facilitated by Kristin Douglas)
- Priority #3: Explore the potential for new interdisciplinary programs, strengthen existing programs focusing on interdisciplinarity, and cultivate relationships between departments to increase the opportunities for collaboration in the spirit of liberal education (Discussion facilitated by Margaret Farrar)
- Priority #4: Improved opportunities to better help our students see how to connect their majors, minors and our core curriculum to their careers. Better access to experiential learning opportunities such as study abroad, internships, student research and more use of Augie Choice as part of our overall curriculum. (Discussion facilitated by Ellen Hay)
- Priority #5: Identify more precisely the ways that we should use technology and online learning mechanisms (e.g. blended learning, partnering with similar institutions, etc.) to improve our effectiveness in achieving institutional and/or departmental learning outcomes without compromising 1) the role of interpersonal interactions between faculty and students, and 2) our commitment to a liberal arts mission. (Discussion facilitated by Mark Salisbury)
Please note that the two working groups on Advising and Mentoring and Faculty Development Initiatives are already working on ways to improve advising and mentoring experiences and on ways to realize our faculty vision. In addition, our General Education committee is working on ways to better connect our vision of a liberal arts education with our students and their families and EPC will work on ways to strengthen our Senior Inquiry Program. Faculty Senate as been asked to consider examining our current governance (committees)and divisional structure.
TRANSLATING IDEA FINDINGS INTO TANGIBLE TEACHING IMPROVEMENTS WORKSHOP
Wednesday, November 7, 2012
2:00 - 4:00 PM
Work on the teaching methods and styles section titled "Stimulating Student Interest" will be the focus of this workshop. Specifically, hone in on how one might increase the degree to which our teaching approach "inspires students to set and achieve goals which really challenge them" and "stimulates students to intellectual effort beyond that required of most courses" (never mind for a second the inherent problems with this question if taken to its inevitable conclusion - sort of like how 75% of adults think that they are smarter than average).
In order to get the most out of this workshop, please do three things:
- Review your IDEA feedback reports from the last year, looking specifically at your students responses to those two questions and their connections to the objectives that you chose. You will probably want to bring your reports to the workshop as references.
- Read the IDEA short papers on both items linked below. You might even have a look at some of the other pieces linked within these two IDEA papers.http://theideacenter.org/research-and-papers/pod-idea-notes-instruction/idea-item-15-inspired-students-set-and-achieve-goalshttp://theideacenter.org/research-and-papers/pod-idea-notes-instruction/idea-item-8-stimulated-students-intellectual-effort
- Come to the workshop with a particular section of a class or even a particular assignment in a class that you feel could benefit from an increase in students' responses to these items. I suspect that we all have lots of possibilities here - just pick one that you are willing to talk openly about within a small group of your peers.
A draft outline for the workshop is this:
First, a short review of the concepts behind the two questions, the principles behind making this stuff happen, and the challenges that make this hard to do in practice.
Second, some small group discussions that focus on working together to apply the principles underneath these items to your specific courses and the activities that you picked to bring to the workshop.
Third, a larger group discussion in which we talk about some of the challenges in applying these principles, the discoveries that we stumbled upon as we talked about our work, and the observations you have made as a result of these conversations.
The goal of this workshop is that each person leaves with what they believe is a tangible improvement for the section of the class or particular assignment that you brought to the conversation AND some sense of how you might apply this same process to other sections of your courses or specific assignments.
DEADLINE TO SUBMIT COURSE PROPOSALS
All new LSFY103, Learning Perspective, Suffix, and LC proposals you are scheduled to teach during SPRING TERM must be submitted electronically by noon on Monday of week 1, winter term.
All other course proposals must be submitted electronically by noon on Friday of week 1, winter term.
Detailed information on the course approval process can be found at: http://www.augustana.edu/x12670.xml
To navigate to the course approval process site, click on the Academics tab from the homepage, under Resources click Dean's Office, then Resources for Faculty, then course approval process.
Please contact Kristin Douglas with your questions.
CALL FOR PROPOSALS FOR 2014-2015 STUDY ABROAD & AWAY PROGRAMS
All new programs and any program repeating on a three-year cycle should turn in full program proposlas if they are interested in running their program in the 2014-2015 academic year. The deadline for any program proposal (electronic copy, please) for a study abroad program or domestic off-campus study program for 2014-2015 will be due to Allen Bertsche by Monday, January 7, 2013, the first day of post Winter-break classes.
Information on what should be included in a program proposal is available HERE. All proposals will be reviewed by the IOSC committee and program directors will be asked to attend a January or February meeting of IOSC to present their proposal.
Program proposals can be for any of the following:
- A term or half-term (domestic or international ) program using a team of Augustana faculty or a combination of Augustana faculty and 3rd party providers. (ex. East Asia, Holden Village, Brazil ) Half term programs have traditionally been during Winter Term, but this is not an absolute rule.
- A summer language immersion or other program type. (ex. Spanish in the Andes, Rocky Mountain Geology, Lit & Music in Paris)
- An on-campus course which includes a travel component during Fall, Winter or Spring Break or in early summer (ex. Religion in Rome, Classics in Greece).
Any 5-day or longer travel experience which does not offer academic credit is exempt from IOSC committee review. If you are planning such an opportunity, you should schedule an appointment to speak with me, but you do not need to develop and submit a formal program proposal.
All new programs should also turn in a program proposal, including short travel programs, summer and terms abroad. If you are interested in leading a program in 2014-2015, I would advise you to schedule a meeting with me in the next few weeks so that I can assist you with the proposal process.
If you have lead a program and wish to repeat it, the same basic principles apply as with new programs, save that you can focus your proposal on the new or altered components of the original program. Programs due for review on a 3 year cycle are: Fall Term in London, Winter Term in Brazil, Winter Term in Vietnam.
Programs running on a 2-year cycle (For 2014-2015 this includes Jamaica, Norway and Religion in Rome) may turn in a brief report in the Fall of 2013. For details on this brief report, just contact Allen Bertsche after the program has run this year.
ATTENTION FACULTY: CARE RETENTION ALERT PROGRAM
Many of you are already using the CARE Retention Alert program. You have helped us identify and intervene with more than 100 students so far this term. The coordinated effort between faculty, advisors, and administrative offices to support our students has been terrific.
Now there are new CARE features available to faculty and advisors. If you'd like to know more, read on!
If you log in to WebAdvisor, you will now see four options under "CARE Retention Alert":
The first option gives you an overview of how to use CARE and how CARE Reports are processed. Even if you've been using the program already, please review this short document for updated information.
The second link takes you to Augustana College Advocate where you can submit a CARE Report. Log in using your Augie network username and password. For more about submitting CARE reports, please read the "About CARE" document.
The third and fourth options are also new! To see a summary of CARE Reports submitted for your advisees, click on "My Advisees CARE Reports." If any of your advisees have a report, you'll see their name in the pick list and can view the report summary and actions taken.
If you have submitted a report on a student, you can use option four, "CARE Reports I submitted," to view a summary of the report and actions taken.
These new tools will help faculty and advisors stay informed about what's happening with their students and advisees. The reports available on option three and four are updated nightly, so the most recent activity will not show immediately.
You are encouraged to check out CARE, if you haven't already, and take advantage of the new features. We are still in the early stages of using the program, so be sure to watch for future news. As always, feedback and suggestions about how to improve this program for the benefit of our students and everyone involved in the retention effort is appreciated. Please contact Mary Windeknecht
MIDWEST FACULTY SEMINAR TOPICS 2012-2013
Again this year, Augustana College will participate in the Midwest Faculty Seminars sponsored by the University of Chicago. Participation permits the College to send two faculty members to any single seminar. Below are the dates and titles of the four 2012-2013 seminars. If you are interested in attending any of these, please contact Pareena Lawrence.
November 8-11, 2012
Registration deadline is Thursday, October 25, 2012
Deadline to get approval from Pareena Lawrence: October 15, 2012
J.M. Coetzee has long been a towering figure in the postcolonial canon. Few of his novels have garnered as much attention, however, as has his last South African novel, Disgrace. The story of an aging English professor and the aftermath of an ill-advised tryst, it is also a searing engagement with the politics of South Africa's post-apartheid transition and the complexities and traumas inherent therein. This seminar considers Disgrace as a text of that transition, focusing on heretofore under-discussed aspects of the novel and the questions with which it deals, such as its relation to Romanticism and the Russian novel, its importance to the history of the pastoral in South Africa, and the implications of its treatment of sexual violence for changing conceptions of rape under international law. Look HERE for a letter detailing the registration process. Registration form. Early registrations are appreciated.
Mind, Brain, and World: On Embodied Cognition
January 10-12, 2013
For years, received understandings of the nature of cognition have tended to view the mind as something akin to a central processing unit that sends and receives signals between the center and periphery on the basis of entirely fixed rules. Of late, however, scholars working in fields as varied as neuroscience, developmental psychology, artificial intelligence, philosophy, and literary theory have moved towards the idea that cognition relies for its foundation not so much on the brain, but on the network of receptors that make up a sensorimotor system. This seminar looks at the various implications of this account, focusing first on its challenge to the distinctions between mind and body and perception and action, and on the proposition that thinking beings should first and foremost be understood as (inter)acting beings. It also considers, however, the implications of this stance for fields not directly involved in the work of neuroscience, such as philosophy and economics, and art and literature as well.
Islam in/and the West
February 21-23, 2013
The "class of civilizations" thesis made famous by Samuel Huntington has come to inform a great deal of discussion about the history of Islam and its interactions with the peoples of Europe and beyond. Buy as many scholars know, and as increased immigration from Islamic countries to the West makes clear, the place of Islam in the West is much more complicated than such a heuristic would have us believe. This seminar attempts to think beyond the "clash of civilizations" thesis to look at a variety of intersections and interactions between Islam and the West, with a particular emphasis on identity formation, migration, and cultural and social accommodation in varied locations throughout Europe and the contemporary United States. How do these communities navigate their relationships with neighbors from different religious groups? How do they understand themselves and their participation in their separate public spheres? What defines the place of Islam in the West in historical terms? And how can the history of Islam in the West help us to understand its possible futures?
Climate Change Across the Disciplines
April 18-20, 2013
The problem of climate change has of late become the source of numerous critically important academic debates. Often, however, academic discussion of the topic has been limited to the biological and physical sciences, those areas of inquiry that have done the most to bring its challenges into view. This seminar therefore proposes to examine the problem of climate change from the perspectives of the humanities and the humanistic social sciences in order to better understand the problems climate change poses for the project of humanistic inquiry. How does anthropogenic climate change challenge the way we think about ethics, politics and history? In what way does a problem like climate change alter our approaches to the study of literature and other cultural objects? Are the disciplines as constituted adequate to the task? Or does climate change foretell not just substantial changes in the way we organize our economic life, but in the way we organize our forms of knowledge as well?
CALL FOR SUBMISSIONS: CHALK: TEACHING & FACULTY DEVELOPMENT
Special Issue, Winter 2012: "Assessment/Engagement/Impact: Results from Two Multi-Institution Collaborative Studies"
In 2005, the late Dr. Michael Nolan of Augustana College served as principal investigator for a grant from the Teagle Foundation to test the claim that the participating colleges and small universities made a demonstrable and statistically significant impact on the intellectual and ethical development of their students. The grant, "Measuring Intellectual Development and Civic Engagement through Value-Added Assessment," brought together over four years faculty, administrators, and academic staff from six member campuses to assess and discuss key findings. In 2009, Provost Ken Bladh of Wittenberg University was awarded a second grant from the Teagle Foundation to continue some of the research begun in the first Teagle grant. This second project, "Structuring Faculty Work Explicitly Around Student Learning" (2009), focused the discussion on 'high-impact teaching practices' and how institutions can sustain and encourage their use given competing demands for faculty time and sometimes inconsistent reward structures for faculty work.
The Winter 2012 issue of Chalk will be dedicated to the memory of Michael Nolan and will provide a forum for program participants from the institutions involved to share with a wider audience what they have learned on their own campuses from one another in the process of completing this grant-funded research. Send proposals or articles (1,000-3,000 words) as electronic attachments, with "Chalk submission" in the subject line, to: firstname.lastname@example.org. Submissions received by November 1, 2012 will be guaranteed consideration. (Chalk's primary audience is liberal arts college and university faculty.) To see previous issues, please visit our website: http://www.chalkjournal.org/