Crafting Your Faculty of Medicine CV
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Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
General Criteria Used for Selecting and Evaluating Graduate Faculty I
General Criteria used for Selecting and Evaluating Graduate Faculty I. Rationale A majority of universities that award graduate degrees have established procedures to identify faculty members specifically qualified to train students in advanced degree programs. These members are then identified as the Graduate Faculty. The main responsibilities of the Graduate Faculty are to conduct scholarly research and creative work of high quality, to teach graduate students effectively, to advise graduate students, and to direct the research of graduate students. Listed below are the University-wide performance expectations for those faculty who have these responsibilities at Clayton State University. II. Expectations for Current Graduate Faculty Members Members of the Graduate Faculty at Clayton State University must continually satisfy both University-wide standards and those specific to individual academic components. No single performance criterion should be used to judge the fitness of a member. The primary consideration is whether the faculty member is currently an active and productive scholar and sufficiently prepared to teach at the graduate level. The University-wide performance expectations for current members are as follows: A. Scholarship 1. Possession of the terminal academic degree in the member’s field and ability to submit proof of said degree or recognition for substantive and distinctive contributions to the discipline involved. 2. Evidence of current involvement in scholarly research and/or creative activity. This evidence may consist of the publication of books and refereed articles, obtainment of research grants and contracts, recitals, exhibitions, performances, or other demonstrations of scholarship appropriate to the discipline. B. Intellectual Leadership 1. Active participation in regional, national, or international meetings in or related to the respective discipline. -
New England Regional Fellowship Consortium Research Grants, 2020–2021
New England Regional Fellowship Consortium Research Grants, 2020–2021 This collaboration of thirty major cultural agencies will member organizations offer at least twenty awards in 2020–2021. Each grant Andover-Harvard Theological Library, Harvard Divinity School provides a stipend of $5,000 for a minimum of eight weeks Archives and Special Collections, of research at three or more participating institutions Northeastern University Baker Library, Harvard Business School beginning June 1, 2020, and ending May 31, 2021. Boston Athenæum Boston Public Library special award in 2020–2021: The Colonial Society of John J. Burns Library, Boston College Chapin Library, Williams College Massachusetts will underwrite a project on the history Colonial Society of Massachusetts of New England before the American Revolution. Congregational Library and Archives Connecticut Historical Society Francis A. Countway Library of Medicine, application process: All applications must be completed Harvard Medical School using our online form at masshistfellowships.slideroom.com. Mary Baker Eddy Library Harvard Law School Special Collections Harvard University Archives deadline: February 1, 2020 John Hay Library, Brown University Historic Deerfield questions? Contact the Massachusetts Historical Society, Houghton Library, Harvard University Maine Historical Society by phone at 617-646-0577 or email [email protected]. Massachusetts Historical Society Mystic Seaport New England Historic Genealogical Society New Hampshire Historical Society Newport Historical Society Osher Map Library, University of Southern Maine Rauner Special Collections Library, Dartmouth College nerfc.org Rhode Island Historical Society Schlesinger Library, Radcliffe Institute for Advanced Study Smith College Special Collections University of Vermont Special Collections Vermont Historical Society New England Regional Fellowship Consortium Research Grants, 2020–2021 This collaboration of thirty major cultural agencies will member organizations offer at least twenty awards in 2020–2021. -
Color Our Collections 2017
COLOR OUR COLLECTIONS 2017 @HarvardHistMed #ColorOurCollections The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Woodcut illustration of a fifteenth century physician’s library. From Dionysius Cato, Disticha de Moribus (Lyons: Jean de Vingle, 28 January 1497/98). Ballard 256. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed The Heart with the Auricles, &c. fill’d with Wax. From: The Anatomy of the Humane Body Illustrated with Twenty-three Copper-plates of the Most Considerable Parts All Done After the Life by William Cheselden, 1713. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Teaching watercolor of diseased bone painted by William J. Kaula in 1894 for John Collins Warren to use in teaching. https://collections.countway.harvard.edu/onview/items/show/13338. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Ulyssis Aldrovandi, philosophi et medici Bononiensis, De reliquis animalibus ex- anguibus libri quatuor. Bononiae æ Apud Jo. Baptistam Bellagambam, 1606. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Digitalis purpurea, color plate originally printed in William Withering’s An account of the foxglove, and some of its medical uses, 1785. -
Liberal Arts Education and Information Technology
VIEWPOINT Liberal Arts Education and Information Technology: Time for Another Renewal Liberal arts colleges must accommodate the powerful changes that are taking place in the way people communicate and learn by Todd D. Kelley hree significant societal trends and that institutional planning and deci- Five principal reasons why the future will most certainly have a broad sion making must reflect the realities of success of liberal arts colleges is tied to Timpact on information services rapidly changing information technol- their effective use of information tech- and higher education for some time to ogy. Boards of trustees and senior man- nology are: come: agement must not delay in examining • Liberal arts colleges have an obliga- • the increasing use of information how these changes in society will impact tion to prepare their students for life- technology (IT) for worldwide com- their institutions, both negatively and long learning and for the leadership munications and information cre- positively, and in embracing the idea roles they will assume when they ation, storage, and retrieval; that IT is integral to fulfilling their liberal graduate. • the continuing rapid change in the arts missions in the future. • Liberal arts colleges must demon- development, maturity, and uses of (2) To plan and support technological strate the use of the most significant information technology itself; and change effectively, their colleges must approaches to problem solving and • the growing need in society for have sufficient high-quality information communications to have emerged skilled workers who can understand services staff and must take a flexible and since the invention of the printing and take advantage of the new meth- creative approach to recruiting and press and movable type. -
A Century of Mathematics in America, Peter Duren Et Ai., (Eds.), Vol
Garrett Birkhoff has had a lifelong connection with Harvard mathematics. He was an infant when his father, the famous mathematician G. D. Birkhoff, joined the Harvard faculty. He has had a long academic career at Harvard: A.B. in 1932, Society of Fellows in 1933-1936, and a faculty appointmentfrom 1936 until his retirement in 1981. His research has ranged widely through alge bra, lattice theory, hydrodynamics, differential equations, scientific computing, and history of mathematics. Among his many publications are books on lattice theory and hydrodynamics, and the pioneering textbook A Survey of Modern Algebra, written jointly with S. Mac Lane. He has served as president ofSIAM and is a member of the National Academy of Sciences. Mathematics at Harvard, 1836-1944 GARRETT BIRKHOFF O. OUTLINE As my contribution to the history of mathematics in America, I decided to write a connected account of mathematical activity at Harvard from 1836 (Harvard's bicentennial) to the present day. During that time, many mathe maticians at Harvard have tried to respond constructively to the challenges and opportunities confronting them in a rapidly changing world. This essay reviews what might be called the indigenous period, lasting through World War II, during which most members of the Harvard mathe matical faculty had also studied there. Indeed, as will be explained in §§ 1-3 below, mathematical activity at Harvard was dominated by Benjamin Peirce and his students in the first half of this period. Then, from 1890 until around 1920, while our country was becoming a great power economically, basic mathematical research of high quality, mostly in traditional areas of analysis and theoretical celestial mechanics, was carried on by several faculty members. -
The Magisterium of the Faculty of Theology of Paris in the Seventeenth Century
Theological Studies 53 (1992) THE MAGISTERIUM OF THE FACULTY OF THEOLOGY OF PARIS IN THE SEVENTEENTH CENTURY JACQUES M. GRES-GAYER Catholic University of America S THEOLOGIANS know well, the term "magisterium" denotes the ex A ercise of teaching authority in the Catholic Church.1 The transfer of this teaching authority from those who had acquired knowledge to those who received power2 was a long, gradual, and complicated pro cess, the history of which has only partially been written. Some sig nificant elements of this history have been overlooked, impairing a full appreciation of one of the most significant semantic shifts in Catholic ecclesiology. One might well ascribe this mutation to the impetus of the Triden tine renewal and the "second Roman centralization" it fostered.3 It would be simplistic, however, to assume that this desire by the hier archy to control better the exposition of doctrine4 was never chal lenged. There were serious resistances that reveal the complexity of the issue, as the case of the Faculty of Theology of Paris during the seventeenth century abundantly shows. 1 F. A. Sullivan, Magisterium (New York: Paulist, 1983) 181-83. 2 Y. Congar, 'Tour une histoire sémantique du terme Magisterium/ Revue des Sci ences philosophiques et théologiques 60 (1976) 85-98; "Bref historique des formes du 'Magistère' et de ses relations avec les docteurs," RSPhTh 60 (1976) 99-112 (also in Droit ancien et structures ecclésiales [London: Variorum Reprints, 1982]; English trans, in Readings in Moral Theology 3: The Magisterium and Morality [New York: Paulist, 1982] 314-31). In Magisterium and Theologians: Historical Perspectives (Chicago Stud ies 17 [1978]), see the remarks of Y. -
OAKWOOD UNIVERSITY Faculty Handbook
FACULTY HANDBOOK OAKWOOD UNIVERSITY Faculty Handbook (Revised 2008) Faculty Handbook Page 1 FACULTY HANDBOOK Table of Contents Section I General Administration Information Oakwood University Mission Statement ........................................................................................... 5 Historic Glimpses .............................................................................................................................. 5 Accreditation ...................................................................................................................................... 5 Affirmative Action and Religious Institution Exemption .................................................................. 6 Sexual Harassment ............................................................................................................................. 6 Drug-free Environment ...................................................................................................................... 7 Establishment and Dissolution of Departments and Majors .............................................................. 8 Section II Policies Governing Faculty Functions Faculty Classifications ...................................................................................................................... 10 Academic Rank ................................................................................................................................. 11 Promotions ....................................................................................................................................... -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
Dear Classmates, May 2021 Our May
Dear Classmates, May 2021 Our May newsletter, coming to you just prior to our 55th reunion! Great excitement, as I'm sure all of you will partake of some part of it. If you have comments about this newsletter, don't hit reply. Use [email protected] as the return address. Randy Lindel, 55th reunion co-chair: Reunion Links. The complete 55th Reunion schedule with Internet links to all events is being sent out to all classmates this week and also next Tuesday, June 1 The program and links are also on the home page of the class website – www.hr66.org. Click on the image of the schedule to download a .pdf copy with live links you can use throughout the reunion. New Postings from Classmate Artists. Several classmates have posted their amazing creative works on the Creative Works page on the Our Class menu on hr66.org Most, if not all, will be available to talk about their work at our Reunion Afterglow session on Friday, June 4. You can go directly to this wonderful showcase at: https://1966.classes.harvard.edu/article.html?aid=101 Memorial Service Thursday, June 3 at Noon ET. While we could consume the whole newsletter with information about different reunion events, we’d like to ask that you particularly mark your calendar for our June 3 Memorial Service at Noon ET. Classmates have made quite wonderful verbal and musical contributions to this session which will transport us to Mem Church in our imaginations.. Alice Abarbanel: A link to the Zoom Presentation of the oral History Project on May 28 at 3:30 EDT. -
Community Engagement in the City of Boston
fy19 An Overview of Harvard University’s Community Engagement in the City of Boston Harvard University is committed to enrolled at Harvard College and 84 of them Harvard’s commitment to its host commu- serving as a collaborative and reliable received a combined $3.8 million in financial nities includes its role in partnering around partner to its host communities. As a aid. In the past 10 years, Harvard College some of the region’s most pressing challeng- nonprofit, Harvard engages with the City students from Boston have received more es through initiatives designed to meet the of Boston in a variety of important ways, than $35 million in financial aid. broader needs of Boston residents. In 2000, including through participating in the City’s Harvard started a first of its kind program in voluntary Payment in Lieu of Tax (PILOT) Like other educational institutions across partnership with its host communities and program, paying municipal taxes on the the City, Harvard’s education and research nonprofit lending organizations in Boston University’s non-exempt property, and mission is at the heart of the University’s and Cambridge to preserve and create qual- delivering hundreds of community pro- activity and engagement in Boston. The ity affordable housing, complementing the grams in Allston-Brighton and throughout University’s operations play a critical role region’s response to housing needs. To date, Boston. These local and regional benefits in the local economy, supporting Boston the Harvard Local Housing Collaborative has are an important extension of Harvard’s mis- businesses through more than $1.05 billion financed more than 7,000 units of afford- sion, serve thousands of Boston residents in spending and employing more than 3,500 able housing, including over 5,500 units city-wide, and reflect years of collaboration Boston residents. -
2021-2022 Handbook for Students
2021-2022 HANDBOOK FOR STUDENTS OFFICIAL REGISTER OF HARVARD UNIVERSITY It is unlawful and contrary to Harvard University’s policy to discriminate on the basis of race, color, sex, gender identity, sexual orientation, religion, creed, age, national or ethnic origin, genetic information, military service, veteran status, or disability unrelated to job or course of study requirements. Harvard Divinity School condemns all forms of discrimination or harassment, whether subtle or overt, and asserts that all members of the community should join in assuring that all students are accorded the dignity and respect called for in the University Statement of Rights and Responsibilities. Students who believe they may have been victims of any form of discrimination or harassment have recourse to grievance procedures developed by Harvard Divinity School. In accordance with Massachusetts State Law: Any student in an educational or vocational training institution, other than a religious or denominational educational or vocational training institution, who is unable, because of his religious beliefs, to attend classes or to participate in any examination, study, or work requirement on a particular day shall be excused from any such examination or study or work requirement, and shall be provided with an opportunity to make up such examination, study, or work requirement which he may have missed because of such absence on any particular day; provided, however, that such makeup examination or work shall not create an unreasonable burden upon such school. No fees of any kind shall be charged by the institution for making available to the said student such opportunity. No adverse or prejudicial effects shall result to any student because of his availing himself of the provisions of this section.