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Planning for the Fall Is Like 'Driving Through a Dense Fog'
Planning for the Fall Is Like ‘Driving Through a Dense Fog’ How the presidents of two small liberal-arts colleges are navigating the coronavirus crisis By Len Gutkin and Maximillian Alvarez April 29, 2020 Pete Mauney Bard College In the last two months, the coronavirus crisis has forced colleges to shutter their classrooms and dormitories and move instruction online. What will happen next semester? The Chronicle Review talked (via Zoom, of course) with G. Gabrielle Starr and Leon Botstein, the presidents, respectively, of Pomona College and Bard College, to get a sense of how the leaders at smaller, undergraduate-focused liberal-arts schools are handling this critical period. Starr and Botstein discussed when and how to reopen, the advantages and risks of education technology, the importance of the arts and public culture, disaster preparedness, and the virtues of horror movies. Len Gutkin: The president of Brown University, Christina Paxson, wrote an op- ed in The New York Times arguing that Brown and colleges like it need to be able to reopen in the fall. Is Bard going to open? Is Pomona? If so, what kind of opening will it be? Leon Botstein: Yes. I think that we are going to open, and we’re going to open on schedule. The question of what kind of opening it will be is really dependent on federal, local, and state regulations. That’s hard to tell from here. Places like Pomona and ourselves are in a terrifically privileged position because they’re small. We’re not giant tankers trying to move around. We have an obligation to be in the leadership of restoring public culture, and education is part of that public culture. -
Below Is a Sampling of the Nearly 500 Colleges, Universities, and Service Academies to Which Our Students Have Been Accepted Over the Past Four Years
Below is a sampling of the nearly 500 colleges, universities, and service academies to which our students have been accepted over the past four years. Allegheny College Connecticut College King’s College London American University Cornell University Lafayette College American University of Paris Dartmouth College Lehigh University Amherst College Davidson College Loyola Marymount University Arizona State University Denison University Loyola University Maryland Auburn University DePaul University Macalester College Babson College Dickinson College Marist College Bard College Drew University Marquette University Barnard College Drexel University Maryland Institute College of Art Bates College Duke University McDaniel College Baylor University Eckerd College McGill University Bentley University Elon University Miami University, Oxford Binghamton University Emerson College Michigan State University Boston College Emory University Middlebury College Boston University Fairfield University Morehouse College Bowdoin College Florida State University Mount Holyoke College Brandeis University Fordham University Mount St. Mary’s University Brown University Franklin & Marshall College Muhlenberg College Bucknell University Furman University New School, The California Institute of Technology George Mason University New York University California Polytechnic State University George Washington University North Carolina State University Carleton College Georgetown University Northeastern University Carnegie Mellon University Georgia Institute of Technology -
Landscape Theory
Page 1 Landscape Theory Artistic representations of landscape are studied in a half-dozen disciplines (art history, geography, literature, philosophy, politics, sociology), and there is no master narrative or historiographic genealogy to frame interpretations. Geographers are interested in political formations (and geography, as a discipline, is increasingly non-visual). Art historians have written extensively on landscape, but there have not been any recent synthetic attempts or theoretical overviews. At the same time, painters and other artists often feel they “possess” the landscape of the region in which they live; that ownership takes place at a non-verbal level, and seems incommensurate with the discourses of art history or geography. Landscape Theory, volume 6 in The Art Seminar series, is the first book to bring together different disciplines and practices, in order to undertand how best to conceptualize land- scape in art. The volume includes an introduction by Rachael Ziady DeLue and two final, synoptic essays, as well as contributions from some of the most prominent thinkers on landscape and art including Yvonne Scott, Minna Törmä, Denis Cosgrove, Rebecca Solnit, Anne Whiston Spirn, David Hays, Michael Gaudio, Jacob Wamberg, Michael Newman, and Jessica Dubow. Rachael Ziady DeLue is Assistant Professor of Art History at Princeton Uni- versity. She is author of George Inness and the Science of Landscape (University of Chicago Press, 2004). James Elkins is E.C. Chadbourne Chair in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. He is general series editor of “The Art Seminar.”His many books include Pictures and Tears, How to Use Your Eyes, What Painting Is, and most recently, The Strange Place of Religion in Contemporary Art and Master Narratives and Their Discontents, all published by Routledge. -
Pitzer College Editorial and Graphic Standard Style Guide
1 Style Guide Graphic Standards & Editorial Guidelines Introduction Introduction The Office of Communications is responsible for the quality and consistency of the College’s communications efforts, including but not limited to event publicity, media relations, news dissemination, publications, advertising, use of logos and the College’s official Website. We tell the world about Pitzer College every day with accuracy and clarity, and we want this important message, whether in the form of a news release, brochure, magazine or newsletter or ad, to be consistent in its content and style. Our ultimate goal, and one we all share as representatives of Pitzer, is to put a face on the College that is so strong and crystal clear that our audiences will immediately connect the Pitzer experience with successful students, faculty, staff and alumni that lead fulfilling lives with an emphasis on social responsibility, critical thinking, intercultural understanding and environmental sensitivity. Because of the naturally wide scope of the College’s communications and in an effort to serve you better, the Office of Communications has established certain procedures and policies, laid out in this guide, to facilitate this campus-wide cooperation. 2 Style Guide Marketing, Publications and Advertising The Office of Communications can advise you on identifying your target audiences, how to get the most for your money, the many different routes available to promote your department or event, how to develop realistic project timelines, which vendors best suit your needs and more. All advertising and marketing efforts should be approved by the Office of Communications for consistency with the image of the institution, factual accuracy, appropriate use of photos, correct grammar and punctuation and correct use of graphics and style. -
ASHE-Sponsored and Co-Sponsored Sessions at the Western Economic Association Conference
ASHE-sponsored and co-sponsored sessions at the Western Economic Association conference [84] Saturday, June 29 @ 10:15 am–12:00 pm Allied Societies: CSWEP, CSMGEP, and ASHE (and Professional Development) PANEL OF JOURNAL EDITORS OFFERING ADVICE ON PUBLISHING Organizer(s): Catalina Amuedo-Dorantes, San Diego State University, and T. Renee Bowen, Stanford University Moderator: Catalina Amuedo-Dorantes, San Diego State University Panelists: Hilary W. Hoynes, University of California, Berkeley Brad R. Humphreys, West Virginia University Charles I. Jones, Stanford University Wesley W. Wilson, University of Oregon [186] Sunday, June 30 @ 8:15 am–10:00 am Allied Society: ASHE ETHNICITY, MIGRATION, AND HUMAN CAPITAL Organizer(s): Fernando Antonio Lozano, Pomona College Chair: Mary J. Lopez, Occidental College Papers: Immigrant English Proficiency and the Academic Performance of Their Children *Alberto Ortega, Whitman College, and Tyler Ludwig, University of Virginia Do Social Learning Skills Improve Cognitive and Noncognitive Skills *Cary Cruz Bueno, Georgia State University Nontraditional Returns to Skill by Race and Ethnicity? Evidence from the PIAAC Prison *Anita Alves Pena, Colorado State University, Fort Collins, and Thomas Briggs, Colorado State University, Fort Collins Local Financial Shocks and Its Effect on Crime *Salvador Contreras, University of Texas Rio Grande Valley, and Amit Ghosh, Illinois Wesleyan University Informal Care-giving and the Labor Market Outcomes of Grandparents *Enrique Lopezlira, Grand Canyon University (Colangelo College of Business) Discussants: Melanie Khamis, Wesleyan University Fernando Antonio Lozano, Pomona College Eduardo Saucedo, Tecnologico de Monterrey Marie T. Mora, University of Texas Rio Grande Valley [210] Sunday, June 30 @ 2:30 pm–4:15 pm Allied Society: ASHE FINANCE AND INTERNATIONAL TRADE Organizer(s): Raffi Garcia, Rensselaer Polytechnic Institute Chair: Raffi Garcia, Rensselaer Polytechnic Institute Papers: Global Perceptions of the United States and International Student Enrollments *Mary J. -
College Counseling Program
College Counseling Program The Oregon Episcopal School college counseling team works closely with students as they search for colleges in which they will thrive. Encouraging them to take ownership of the experience, we combine individualized advice with programs and resources designed to help students—and their families—navigate the search and application phases in a thoughtful manner. Throughout high school, we provide guidance, perspective, and timely information intended to demystify the process and encourage wise choices. Underpinning our approach is a desire to have students make the most of their high school experience in a healthy, balanced manner. COLLEGE NIGHTS FOR PARENTS We offer workshops for parents, tailored by grade level, to learn about the college search process, and a presentation on financing college. For more information, visit: COLLEGE ATTENDANCE oes.edu/college Graduates of OES attend an impressive array of colleges throughout the United States and internationally. OES has an excellent, well-established reputation with colleges across the country and hosts visits from over 130 college representatives in a typical year. Colleges Attended Public vs. Private Public 29% 71% Private Non U.S.: 4% Admissions 6300 SW Nicol Road | Portland, OR 97223 | 503-768-3115 | oes.edu/admissions OES STUDENTS FROM THE CLASSES OF 2020 AND 2021 WERE ACCEPTED TO THE FOLLOWING COLLEGES Acadia University Elon University Pomona College University of Chicago Alfred University Emerson College Portland State University University of Colorado, -
Ten Nobel Laureates Say the Bush
Hundreds of economists across the nation agree. Henry Aaron, The Brookings Institution; Katharine Abraham, University of Maryland; Frank Ackerman, Global Development and Environment Institute; William James Adams, University of Michigan; Earl W. Adams, Allegheny College; Irma Adelman, University of California – Berkeley; Moshe Adler, Fiscal Policy Institute; Behrooz Afraslabi, Allegheny College; Randy Albelda, University of Massachusetts – Boston; Polly R. Allen, University of Connecticut; Gar Alperovitz, University of Maryland; Alice H. Amsden, Massachusetts Institute of Technology; Robert M. Anderson, University of California; Ralph Andreano, University of Wisconsin; Laura M. Argys, University of Colorado – Denver; Robert K. Arnold, Center for Continuing Study of the California Economy; David Arsen, Michigan State University; Michael Ash, University of Massachusetts – Amherst; Alice Audie-Figueroa, International Union, UAW; Robert L. Axtell, The Brookings Institution; M.V. Lee Badgett, University of Massachusetts – Amherst; Ron Baiman, University of Illinois – Chicago; Dean Baker, Center for Economic and Policy Research; Drucilla K. Barker, Hollins University; David Barkin, Universidad Autonoma Metropolitana – Unidad Xochimilco; William A. Barnett, University of Kansas and Washington University; Timothy J. Bartik, Upjohn Institute; Bradley W. Bateman, Grinnell College; Francis M. Bator, Harvard University Kennedy School of Government; Sandy Baum, Skidmore College; William J. Baumol, New York University; Randolph T. Beard, Auburn University; Michael Behr; Michael H. Belzer, Wayne State University; Arthur Benavie, University of North Carolina – Chapel Hill; Peter Berg, Michigan State University; Alexandra Bernasek, Colorado State University; Michael A. Bernstein, University of California – San Diego; Jared Bernstein, Economic Policy Institute; Rari Bhandari, University of California – Berkeley; Melissa Binder, University of New Mexico; Peter Birckmayer, SUNY – Empire State College; L. -
Qurrat Ann Kadwani: Still Calling Her Q!
1 More Next Blog» Create Blog Sign In InfiniteBody art and creative consciousness by Eva Yaa Asantewaa Tuesday, May 6, 2014 Your Host Qurrat Ann Kadwani: Still calling her Q! Eva Yaa Asantewaa Follow View my complete profile My Pages Home About Eva Yaa Asantewaa Getting to know Eva (interview) Qurrat Ann Kadwani Eva's Tarot site (photo Bolti Studios) Interview on Tarot Talk Contact Eva Name Email * Message * Send Contribute to InfiniteBody Subscribe to IB's feed Click to subscribe to InfiniteBody RSS Get InfiniteBody by Email Talented and personable Qurrat Ann Kadwani (whose solo show, They Call Me Q!, I wrote about Email address... Submit here) is back and, I hope, every bit as "wicked smart and genuinely funny" as I observed back in September. Now she's bringing the show to the Off Broadway St. Luke's Theatre , May 19-June 4, Mondays at 7pm and Wednesdays at 8pm. THEY CALL ME Q is the story of an Indian girl growing up in the Boogie Down Bronx who gracefully seeks balance between the cultural pressures brought forth by her traditional InfiniteBody Archive parents and wanting acceptance into her new culture. Along the journey, Qurrat Ann Kadwani transforms into 13 characters that have shaped her life including her parents, ► 2015 (222) Caucasian teachers, Puerto Rican classmates, and African-American friends. Laden with ▼ 2014 (648) heart and abundant humor, THEY CALL ME Q speaks to the universal search for identity ► December (55) experienced by immigrants of all nationalities. ► November (55) Program, schedule and ticket information ► October (56) ► September (42) St. -
2021 Academic Catalog P a G E | 1
Virginia Wesleyan University 2020 - 2021 Academic Catalog P a g e | 1 Undergraduate Academic Catalog 2020 - 2021 Statement of Non-Discrimination Virginia Wesleyan University is an Equal Opportunity Employer. Applicants are considered on the basis of skills, experience, and qualifications without regard to race, religion, color, creed, gender, national and ethnic origin, age, marital status, covered veteran status, sexual orientation, gender identity and expression, the presence of non-job-related medical disability, or any other legally protected status. Complaints relevant to Title IX are managed by the University’s Title IX Coordinator, Karla Rasmussen, 757.455.3316 or by emailing [email protected]. Complaints may also be reported directly to the Office for Civil Rights. This catalog is published by Virginia Wesleyan University and contains information concerning campus life, academic policies, program and course offerings, and career preparation. Students are expected to familiarize themselves with the academic policies contained in the catalog. Failure to do so does not excuse students from the requirements and regulations described herein. Disclaimer: The catalog is offered as a guide, not as a contract. It is not intended to and does not contain all policies and regulations that relate to students. The University reserves the right to make alterations in programs, course offerings, policies, and fees without prior notice. For the Online Degree Completion and Graduate Programs Catalog, please visit: vwu.edu/gradonline Virginia Wesleyan -
Class of 2020 College Destinations the University of Alabama Auburn
Class of 2020 College Destinations The University of Alabama Auburn University Bard College Belmont University Brookdale Community College Bryn Mawr College Case Western Reserve University Catholic University of America Champlain College Chapman University College of Charleston Clemson University Coastal Carolina University Cornell University University of Delaware Drexel University East Carolina University Elizabethtown College Elmira College Emerson College Fairleigh Dickinson University-Florham Campus Flagler College-St Augustine Florida Atlantic University Florida Southern College University of Florida Gannon University University of Georgia Georgian Court University Gettysburg College High Point University College of the Holy Cross James Madison University Kutztown University of Pennsylvania Louisiana State University Loyola University Maryland Loyola University New Orleans Lynn University Manhattan College University of Maryland-College Park University of Massachusetts-Amherst University of Miami Misericordia University Monmouth University Montclair State University New Jersey City University New Jersey Institute of Technology The College of New Jersey University of North Carolina at Chapel Hill University of North Carolina Wilmington Pace University-New York Pennsylvania State University-Main Campus University of Pittsburgh-Pittsburgh Campus Rensselaer Polytechnic Institute Rider University Rowan University Rutgers University-New Brunswick Sacred Heart University SAE Institute of Technology - New York Saint Elizabeth University -
Newsletter Issue 4-2019-Fall
LIFELONG LEARNING INSTITUTE AT VASSAR COLLEGE Newsletter Issue 4, Fall 2019 It Takes a Village/College: A History of the Vassar College Lifelong Learning Institute By Mihai Grunfeld on the inception of VCLLI I joined the Vassar College faculty in 1987 and was blessed almost right away to become a part of a local Chavurah - a small group with whom we celebrated the Jewish holidays and learned about Jewish spirituality. There I met David Bloom with whom I began running every morning, rain or shine, on the beautiful Vassar campus. As the years passed and our running slowed down to a vigorous walk, our admiration for this lovely campus moved toward musings about retirement and what we were going to do once we got there. David reached “there” in 2011 and joined the Bard College Lifelong Learning Institute the same year. Our conversations now often touched on how much he was learning and how great the LLI courses were. The only problem, according to my friend, was that Bard was far away. We understood that the closest LLI at Marist College, the Center for Lifetime Study, had a long waiting list - so long, we were told, that some “people died before making it in.” This was both a credit to Marist’s offering, and reflected an unmet need. There were, of course, several other LLIs in the region, including SUNY New Paltz Lifetime Learning Institute, Lifespring in Saugerties, ENCORE at the Orange County Community College and LIFE at Mount St. Mary College, but all these were still relatively distant from Poughkeepsie. -
Handbook for Department Chairs and Program Coordinators
Pomona College Handbook for Department Chairs, Program Coordinators, and Directors 2021-22 1 POMONA COLLEGE HANDBOOK FOR DEPARTMENT CHAIRS, PROGRAM COORDINATORS, AND DIRECTORS ........................................................................................................................................1 Contact Information in the Dean’s Office .......................................................................................................... 6 Overview of Department Chair Responsibilities ................................................................................................. 7 Departmental Planning .................................................................................................................................... 9 Availability.................................................................................................................................................................. 9 Curriculum Overview and Catalog Planning .............................................................................................................. 9 Planning Sabbatical and Other Leaves....................................................................................................................... 9 Advising ...................................................................................................................................................................... 9 Changes to Majors and Minors ...............................................................................................................................