CC: Connecticut College Magazine, Summer 2011
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Alumnae Colleges and Universities
Alumnae Colleges and Universities Alaska: Florida: • University of Alaska • Eckerd College • Florida Atlantic University Alabama: Georgia: • Auburn University • Augusta University Arizona: Iowa: • Northern Arizona University • Prescott College • Grinnell College • University of Iowa California: Idaho: • American Music and Dramatic Academy • University of Idaho • California Polytechnic State Illinois: University • City College of San Francisco • Northwestern University • Loyola Marymount University • Mills College Kansas: • Pitzer College • San Francisco State University • University of Kansas • Scripps College • Stanford University Kentucky: • University of California – Berkeley • Frontier Nursing University Colorado: Louisiana: • Art Institute of Colorado • Colorado College • Tulane University • Colorado State University • Colorado University Boulder Massachusetts: • Denver School of Nursing • Naropa University • Assumption College • University of Colorado • Boston College • University of Denver • Boston University • Hampshire College Connecticut: • Harvard University • Mount Holyoke College • Wesleyan University • Tufts University • Yale University Maryland: • University of New Mexico • St. John’s College New York: Maine: • Barnard College • Colgate University • Bates College • Columbia University • Bowdoin College • Cornell University • College of the Atlantic • Global College of Long Island University Michigan: • Hamilton College • New York School of Interior Design • Kalamazoo College • New York University • Michigan State University -
What Are Connecticut College Alumni Doing Five Years After Graduation? a Study of the Class of 2013
What Are Connecticut College Alumni Doing Five Years after Graduation? A Study of the Class of 2013 Wesley M. Morris ’20 and John D. Nugent Office of Institutional Research and Planning July 2018 SUMMARY We found reliable information about the employment and graduate school activities of about 87% of the Class of 2013. Five years after graduating from Connecticut College, about 96% of those for whom we found information were employed, in graduate school, or recent graduates of a degree program. Our students follow a variety of post-undergraduate pathways into jobs, fellowships, internships, degree programs, and non-degree coursework, and nearly half of the Class of 2013 has obtained some form of additional education. OVERVIEW Colleges and universities are now routinely expected to collect and report “outcomes” data on their graduates, primarily on employment, salaries, and graduate and professional school attendance.1 Collecting accurate data on a large portion of a graduated class is tricky, and there is currently no consensus on the best time or method for collecting the data. The National Association of Colleges and Employers has developed a voluntary “first destination” survey that they suggest administering six months following graduation,2 although that timeframe seems primarily aimed at answering the question of how many college graduates quickly secure employment and thus the ability to begin paying off student loans. While important, this is not the only outcome we should be interested in, particularly as an institution offering a liberal arts education, the fruits of which may take years to fully appear. Thus, a longer-term view that looks at graduates’ activities one or more years after graduation has been the approach taken by Connecticut College in our one-year-out and five-year-out studies. -
Civic Engagement Study
Civic Engagement at Skidmore A Survey of Students, Faculty, and Community Organizations Spring 2005 In the Fall of 2004, sociology professor David Karp and the students1 of Sociology 226 “Social Research Design” conducted a study of civic engagement at Skidmore College. Here we summarize our major findings. Civic Engagement at Skidmore College The president of Skidmore College is a member of Campus Compact, “a national coalition of more than 900 college and university presidents committed to the civic purposes of higher education. To support this civic mission, Campus Compact promotes community service that develops students' citizenship skills and values, encourages partnerships between campuses and communities, and assists faculty who seek to integrate public and community engagement into their teaching and research.” The new strategic plan for Skidmore, entitled “Engaged Liberal Learning: The Plan for Skidmore College: 2005-2015,” gives particular attention to civic engagement: “We will prepare every Skidmore student to make the choices required of an informed, responsible citizen at home and in the world.” Recently, the College received a grant from the Mellon Foundation to develop civic engagement as part of a larger effort to create “a more engaging and guided learning environment.” We define civic engagement as a multidimensional construct that includes the following: Volunteering: Student participation in community service that is not course-related. Service Learning: Experiential learning that links community service and academic coursework. Community Based Research: Research that involves students, faculty and community partners with the goal of solving community problems. SENCER: Science Education for New Civic Engagements and Responsibilities. Interdisciplinary, problem-based courses that apply scientific investigation to contemporary problem solving, i.e., a course of AIDS. -
Connecticut College Magazine, Summer 1999
Connecticut College Digital Commons @ Connecticut College Linda Lear Center for Special Collections & Alumni News Archives Summer 1999 Connecticut College Magazine, Summer 1999 Connecticut College Follow this and additional works at: https://digitalcommons.conncoll.edu/alumnews Recommended Citation Connecticut College, "Connecticut College Magazine, Summer 1999" (1999). Alumni News. 347. https://digitalcommons.conncoll.edu/alumnews/347 This Magazine is brought to you for free and open access by the Linda Lear Center for Special Collections & Archives at Digital Commons @ Connecticut College. It has been accepted for inclusion in Alumni News by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. Contents Summer 1999 Vol. 8, No. 3 CONNECTICUT CO LLEG £Magazine • PEER PROFILES: 14 p. 57: Liz tone '49, hampion row r COMMENCEMENT p. 63: i ki Rogo in Lansl-. '63, The Class of 1999 bo k publish r p. 67: Li a Kaufman er hbow '75, art oil tor 16 p. 71: P ter John ton ' , ailb at maker VERBATIM p. 75 F rnand puela '88, Frank Mc ourt on teaching, writing f under of tarM dia and the meri an dream 19 LIKE FATHER, LIKE SONS 2 The President's Page hri ooper '77 and hri ooper '99, . .' fir t father- on I ga y 3 Letters to the Editor 5 CC students help NL school 20 CHAPTER AND VERSE 6 Solar timepiece in the Plex Thoreau lives next door 7 From Brazil to Japan David R. Fo ter '76 re i it Thoreau' 01111try 8 Social justice in New London 9 Walkway will link campus to NL CLASSso NOTES orrespondent ' report 10 Fulbright and Watson winners 11 Researching a CT river 80 12 Monk by the Sea LAST LOOK see page 75 features 40 THE DANCE Writing teacher Barbara Flug olin '61 learn a les on in humanity from her ph ically hallenged tudents. -
%HQQLQJWRQ &Ollege
BENNINGTON COLLEGE BULLETIN at Bennington College Summer 1935 · BENNINGTON COLLEGE BULLETIN ISSUED QUARTERLY AT BENNINGTON, VERMONT Volume Three :: February 1935 ::Number Three The Bennington School a/ the Dance The Bennington School of the Dance, established in the summer of 1934 as a center for the study of the modern dance in America, will hold its second session at Bennington College, Bennington, Ver- mont, from July 5 through August 17, 1935. The School, organized and conducted as an autonomous division of Bennington College, represents a plan for the integrated study of the modern dance. The plan is based upon the belief that the modern dance is made up of a number of distinct expressions, each independent and significant in itself, which together constitute the contemporary form of the art. Therefore, for the student of the modern dance, a well founded individual point of view and sound critical judgment of his own and other's work must rest upon a comprehensive understanding of all of the influences shaping the development of the dance today. The work of the School comprises an impartial analysis of those approaches to the technique and choreography of the modern dance best established in this country. It includes a survey of the historical background of the dance and a critical interpretation of modernism in the dance. It relates to the dance those aspects of music and of the theatre arts which are indispensable to an under- standing of the whole structure of the art. The organization of work allows for differences of emphasis, thus making it possible to unite in one group, with the consequent desirable interchanges, students of a variety of interests and abilities. -
1 TEST OPTIONAL COLLEGES the Colleges Named Below Are SAT/ACT Optional Or Flexible, Meaning That They Minimize Or Eliminate
TEST OPTIONAL COLLEGES The colleges named below are SAT/ACT Optional or Flexible, meaning that they minimize or eliminate the importance of standardized tests in the admissions process. ARHS students regularly apply to these colleges, excerpted from a longer list at www.fairtest.org. That website also contains many religious colleges, art schools, music conservatories and many state campuses. Consult the website for the complete list. Some colleges will consider scores if you send them and others will ignore them if they do not enhance your application. Visit individual college websites to learn about their test-optional policies. Due to NCAA requirements, athletes hoping to participate at Division I and II colleges must submit SAT or ACT scores to all colleges. Key: 3 = SAT/ACT used only when minimum GPA and/or class rank is not met 4 = SAT/ACT required for some programs 5 = Test Flexible: SAT/ACT not required if submit Subject Test, Advanced Placement, Int'l Baccalaureate, other exams or graded writing samples. American International College, Springfield, MA American University, Washington, D.C. Assumption College, Worcester, MA Baldwin-Wallace College, Berea, OH Bard College, Annandale-on-Hudson, NY Bates College, Lewiston, ME Beloit college, Beloit, WI Benjamin Franklin Institute of Technology, Boston, MA Bennington College, Bennington, VT Bowdoin College, Brunswick, ME Brandeis University, Waltham, MA;5 Bridgewater State University, Bridgewater, MA Bryant University, Smithfield, RI Bryn Mawr College, Bryn Mawr, PA Castleton University, -
The 35 Members of Doane Stuart's 165Th Graduating Class Earned Over $4 Million in Offers of Merit Based College Scholarship, A
The 35 members of Doane Stuart’s 165th graduating class earned over $4 Million in offers of merit based college scholarship, and applied to a group of schools as diverse as they are. Acceptances include: (Note: Schools in BOLD indicate a school that one or more students have chosen to matriculate to in the fall of 2018. Agnes Scott College Massachusetts College of St. Lawrence University Alfred University Art and Design State University of New York American University Massachusetts College of at Albany Liberal Arts Bard College State University of New York Miami University, Oxford at New Paltz Becker College Mount Holyoke College Stony Brook University Bennington College Muhlenberg College SUNY College at Brockport Binghamton University Nazareth College SUNY College at Oneonta Brandeis University Occidental College SUNY College at Potsdam Bryn Mawr College Pace University, SUNY Oswego Castleton University New York City SUNY Plattsburgh Champlain College Pennsylvania State University SUNY Polytechnic Institute Clark University Pennsylvania State University Syracuse University Clarkson University - Harrisburg The George Washington Colby-Sawyer College Point Park University University Columbia College Chicago Purchase College State The University of Scranton University of New York Connecticut College The University of Tampa Quinnipiac University Cornell University The University of the Arts Dickinson College Rensselaer Polytechnic Institute University at Buffalo The Drexel University State University of NY Rochester Institute of Emmanuel -
Class of 1965 50Th Reunion
CLASS OF 1965 50TH REUNION BENNINGTON COLLEGE Class of 1965 Abby Goldstein Arato* June Caudle Davenport Anna Coffey Harrington Catherine Posselt Bachrach Margo Baumgarten Davis Sandol Sturges Harsch Cynthia Rodriguez Badendyck Michele DeAngelis Joann Hirschorn Harte Isabella Holden Bates Liuda Dovydenas Sophia Healy Helen Eggleston Bellas Marilyn Kirshner Draper Marcia Heiman Deborah Kasin Benz Polly Burr Drinkwater Hope Norris Hendrickson Roberta Elzey Berke Bonnie Dyer-Bennet Suzanne Robertson Henroid Jill (Elizabeth) Underwood Diane Globus Edington Carol Hickler Bertrand* Wendy Erdman-Surlea Judith Henning Hoopes* Stephen Bick Timothy Caroline Tupling Evans Carla Otten Hosford Roberta Robbins Bickford Rima Gitlin Faber Inez Ingle Deborah Rubin Bluestein Joy Bacon Friedman Carole Irby Ruth Jacobs Boody Lisa (Elizabeth) Gallatin Nina Levin Jalladeau Elizabeth Boulware* Ehrenkranz Stephanie Stouffer Kahn Renee Engel Bowen* Alice Ruby Germond Lorna (Miriam) Katz-Lawson Linda Bratton Judith Hyde Gessel Jan Tupper Kearney Mary Okie Brown Lynne Coleman Gevirtz Mary Kelley Patsy Burns* Barbara Glasser Cynthia Keyworth Charles Caffall* Martha Hollins Gold* Wendy Slote Kleinbaum Donna Maxfield Chimera Joan Golden-Alexis Anne Boyd Kraig Moss Cohen Sheila Diamond Goodwin Edith Anderson Kraysler Jane McCormick Cowgill Susan Hadary Marjorie La Rowe Susan Crile Bay (Elizabeth) Hallowell Barbara Kent Lawrence Tina Croll Lynne Tishman Handler Stephanie LeVanda Lipsky 50TH REUNION CLASS OF 1965 1 Eliza Wood Livingston Deborah Rankin* Derwin Stevens* Isabella Holden Bates Caryn Levy Magid Tonia Noell Roberts Annette Adams Stuart 2 Masconomo Street Nancy Marshall Rosalind Robinson Joyce Sunila Manchester, MA 01944 978-526-1443 Carol Lee Metzger Lois Banulis Rogers Maria Taranto [email protected] Melissa Saltman Meyer* Ruth Grunzweig Roth Susan Tarlov I had heard about Bennington all my life, as my mother was in the third Dorothy Minshall Miller Gail Mayer Rubino Meredith Leavitt Teare* graduating class. -
OVER the HUMP Is Your Guide to All Things Conn
WHAT’S Your Guide To Conn | 4 The Lingo | 6 INSIDE Your Key To Camel Life | 14 So Much To Do | 18 Explore The Region | 20 The Camel Ways | 26 What To Eat On Campus | 30 What To Eat Off Campus | 34 Who You Gonna Call? | 38 Staying Safe | 42 Insider Map | Inside Back Cover Contents Your Guide To Conn | 4 The Lingo | 6 Your Key To Camel Life | 14 So Much To Do | 18 Explore The Region | 20 The Camel Ways | 26 What To Eat On Campus | 30 What To Eat Off Campus | 34 Who You Gonna Call? | 38 Staying Safe | 42 Insider Map | Inside Back Cover YOUR GUIDE TO CONN WELCOME, CAMELS! OVER THE HUMP is your guide to all things Conn. In the following pages, you’ll find suggestions for items to bring to campus, places to eat, things to do and a whole lot more. You’ll also learn the lingo, so you’ll know what people mean when they say, “Hey! After my ConnCourse, I’m going to hit up Blue Camel and meet my PICA friends in the Arbo.” From your Camel Moment to the last time you ring the gong, you’ll discover new YOUR things about Conn every day. Over the Hump just gives you a head start. And to stay ahead of the game, here are a few important things to do: LOG INTO YOUR CONN EMAIL ACCOUNT. Check your conncoll.edu account regularly for information you need to know, even before you arrive on campus. If you have trouble logging in, contact the IT Service Desk at 860-439-4357. -
3Turning the TIDES
STEM ACTIVE LEARNING VIGNETTE SERIES Turning the TIDES HOW WRIGHT STATE AND THE UNIVERSITY OF DAYTON ARE TRANSFORMING TEACHING AND LEARNING FOR UNDERREPRESENTED STUDENTS By Bilal Taylor, Senior Consultant, Equal Measure 3APRIL 2018 The Investment Since beginning active grantmaking in 2008, the Leona M. and Harry B. Helmsley Charitable Trust has committed more than $1.5 billion dollars to nonprofits and other mission-aligned organizations in the United States and around the world. Although no longer a focus for the Trust, from 2008-2016 the Trust’s postsecondary education grantmaking focused on increasing the number of college graduates in science, technology, engineering, and math (STEM) fields — particularly female students and students of color. INTRODUCTION The Trust’s postsecondary grantmaking portfolio supported networks of higher education institutions committed to improving instructional practices, primarily for gateway STEM courses, and creating incentives to adopt model policies, practices, and systems that can help improve student retention and completion. Each network adopted one or more “active learning strategies,” evidence-based teaching and learning approaches that can improve students’ performance in STEM. While the Helmsley Charitable Trust’s investment has concluded, most of the networks continue to move forward with implementing these strategies. The Evaluation As the STEM Active Learning Networks evaluation and learning partner, Equal Measure is tracking the impact of the Helmsley Charitable Trust’s postsecondary grantmaking on faculty, departmental, and institutional change across networks. Since 2014, Equal Measure has examined the conditions that support progress at the institution, department, and classroom levels toward network goals. Using qualitative methods, we have documented the results of network efforts, including emerging outcomes at the institution, department, and educator levels. -
Commencement Program
COMMENCEMENT PROGRAM PROCESSIONAL ... Selected Marches . The Manchester Pipe Band A CALL TO ORDER . Marc R. Forster Henry B. Plant Professor of History and College Marshal LAND ACKNOWLEDGEMENT AND A CALL TO COMMUNITY ���������������������������������������������� John F. McKnight Jr. Dean of Institutional Equity and Inclusion AMERICA THE BEAUTIFUL ������������������������������������������������������������������������������������������������������� Megan Marie Aldrich ’21 New London Big Band REMARKS BY THE PRESIDENT . Katherine Bergeron President of the College SENIOR CLASS SPEAKER . Emir Küllük ’21 PRESENTATION OF OAKES AND LOUISE AMES PRIZE . Jeffrey Cole Dean of the Faculty Professor of Anthropology PRESENTATION OF ANNA LORD STRAUSS MEDAL ���������������������������������������������������������������������� Jefferson A. Singer Dean of the College Faulk Foundation Professor of Psychology PRESENTATION OF COLLEGE MEDAL ���������������������������������������������������������������������������������������������� President Bergeron CONFERRING OF HONORARY DEGREE . President Bergeron DeFred G. Folts III ’82 Chair, Connecticut College Board of Trustees COMMENCEMENT ADDRESS �������������������������������������������������������������������������������������������������������������� Ethan Brown ’94 PRESENTATION OF DEGREE CANDIDATES ������������������������������������������������������������������������������������ President Bergeron Dean Singer Marina J. Melendez Associate Dean of the College; Dean of Juniors, Seniors and Transfers; Posse -
Leaders of Tomorrow Brochure
Colleges & Universities Where Our Students Study The World Needs Heroic Fulbright Fellows Dickinson College Penn State University Rebecca Brubaker ‘02 Drew University Prescott College Thinkers Deshka Foster ‘03 Drexel University Princeton University John Graham ‘97 Earlham College Rhode Island Art Institute Kristoffer Neville ‘94 Eastman School of Music St. Andrew’s, Scotland Alicia Warner ‘93 Eckerd College St. John’s College Kimberton A. Christian Warner ‘95 Elon University St. Mary’s College of Maryland Embry-Riddle Sarah Lawrence College Waldorf Rhodes Scholar Evergreen State College Savannah College of Art & Rebecca Brubaker ‘02 Franklin & Marshall College Design School Franklin Pierce University Skidmore College Insight Fellow Goucher College Smith College Rebecca Brubaker ‘02 Green Mountain College Sonoma State College Guilford College Stanford University Colleges & Universities Hampshire College SUNY - Purchase Antioch College Haverford College Swarthmore College Bard College Hiram College Temple University Barnard College Indiana University of PA University of Chicago Bates College Ithaca College University of Cincinnati, Bennington College Juniata College Conservatory Bentley College Kenyon College University of Colorado Bloomsburg University Landmark College University of Maine Boston University Lebanon Valley College University of Massachusetts Brown University Lehigh University University of Montana Bryn Mawr College Lycoming College University of New Cambridge University Macalester College Hampshire Clark University Marlboro