Dear President Simmons

Monday, March 13, 2006 President Ruth Simmons Brown University

Dear President Simmons, This note follows our brief conversation, following the last faculty meeting, in which I asked whether I might contact you regarding a new course I have developed, but is currently unfunded. Required resources are significant, and new technology, such as student personal response systems, so-called “clickers”, could be essential. I would ask two things: Is it worth trying to go further with this? Or are the expected resources too demanding? If I go forward, how do I coordinate input from such a plethora of concerned offices? Principal Campus Offices Concerned: Dean of the Faculty (general support) Dean of the Graduate School (graduate TA’s) Dean of the College (support for curricular design, undergrad research and teaching assistants) Rose Writing/Rhetoric Fellows Department Chair Library (audio/video support services) Registrar (classroom space: quiet w/ electronic facilities) CIS (Student Technology Assistant(s), Scholarly Technology Group) (And others)

The Course The Theme. What do you think of when you hear the term "water-related catastrophe"? Katrina, the Indian Ocean tsunami, mudslides in the Philippines, wildfires in Oklahoma and Texas, or a host of other phenomenon that have historically plagued mankind over the centuries? Is it normal, when you turn on the tap at home, for the water to come out cloudy? Do you drink Providence water? Or are you an Evian fan? The theme of water's abundance and deficiency provides a wonderful platform for bringing humanists and scientists together; where each can learn from the other. The dimensions that such any inquiry can take become even more exciting when we consider the role that electronic mediated instruction might play. History of Proposal. Several years ago I informally contacted several members the administration with open ended plans to offer a course that addresses water issues from the point of view of integrating humanistic values (and the skills set of the humanist) with those of the technologist. Last year I came forward with a specific proposal, approved by my department and the University CCC, which fell through the cracks due to my failing to get my departmental chair and Dean of the Faculty on the same page regarding resources. Pedagogy. Most importantly, I need to challenge you to recognize that it is possible to design a course that is not a “science” course for humanists, or a “rocks” for “jocks”, but rather a course in which scientists and humanists can strive for common and complementary objectives. This course provides a forum – in the lecture room, in small peer group discussions, and through individual initiative – for students in the sciences and humanities to collaboratively analyze the local, regional, and global impacts of water surplus and deficiency; the yin and yang of floods and droughts. Spontaneous class participation and peer group discussions, facilitated by state- of-the-art electronic mediated instruction, are key components in facilitating learning, peer group interactions and assessment. The course is intended largely for freshman and sophomores in the humanities and sciences. One’s grade is based on individual initiative, participation in class and peer group discussions, digital journals, problem sets, essays, oral reports, and research papers. No formal exams. Individual initiative is profusely awarded. No prerequisites. The following web site has details on the course as approved by my Department and the University CCC (but is yet unfunded): http://www.geo.brown.edu/research/Hydrology/ge04_Floods_and_Droughts/index.htm

While I hope that you may point me in the right direction for implementing these plans, if you feel that it is inappropriate for you to substantively respond to this note, I understand and thank you for your time in reviewing my proposal.

Sincerely,

John F. Hermance