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Memory,Ritual and Place in Africa TWIN CITIES AFRICANIST SYMPOSIUM
Sacred Ground: Memory,Ritual and Place in Africa TWIN CITIES AFRICANIST SYMPOSIUM Carleton College February 21-22, 2003 Events Schedule Friday, February 21 Great Hall, 4 to 9 p.m. Welcoming Remarks Allen Isaacman, University of Minnesota Keynote Lecture “The Politics and Poetics of Sacred Sites” Sandra Greene, Professor of History, Cornell University 4 to 6 p.m. Reception with African Food, Live Music Musical performance by Jalibah Kuyateh and the Mandingo Griot Ensemble 6 to 9 p.m. Saturday, February 22 Alumni Guest House Meeting Room Morning panel: 9 to 10:30 a.m. Theme: Sacred Ground: Memory, Ritual and Place in Africa Chair: Sandra Greene, Cornell University William Moseley, Department of Geography, Macalester College, “Leaving Hallowed Practices for Hollow Ground: Wealth, Poverty and Cotton Production in Southern Mali” Kathryn Linn Geurts, Department of Anthropology, Hamline University, “Migration Myths, Landscape, and Cultural Memory in Southeastern Ghana” Jamie Monson, Department of History, Carleton College, “From Protective Lions to Angry Spirits: Local Discourses of Land Degradation in Tanzania” Cynthia Becker, Department of Art History, University of St. Thomas, “Zaouia: Sacred Space, Sufism and Slavery in the Trans-Sahara Caravan Trade” Coffee Break Mid-Morning panel: 11 a.m. to 12:30 p.m. Theme: Memory, Ritual and Performance in Africa Chair: Dianna Shandy, Macalester College Michele Wagner, Department of History, University of Minnesota, “Reburial in Rwanda: Ritual of Healing or Ritual of Revenge?” Tommie Jackson, Department of English, St. Cloud State University, “‘Fences’ in the drama by August Wilson and ‘Sizwe Bansi is Dead,’ by Athol Fugard” Helena Pohlandt-McCormick, Department of History, University of Minnesota, “Memory and Violence in Soweto” Pamela Feldman-Savelsberg, Department of Anthropology, Carleton College, “Remembering the Troubles: Collective Memory and Reproduction in Cameroon” Break 12:30 to 2 p.m. -
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 -
2005 Alumni Association Award Recipients
2005 Alumni Association Award Recipients 'C' CLUB HALL OF FAME The Carleton College Alumni ‘C’ Club inducted four new members into its Hall of Fame during Reunion weekend Bill Hendren ’50, a four-year letter winner in cross-country and indoor and outdoor track and field, holds the rare distinction of serving as a team captain in all three sports. He graduated as the Carleton record-holder in the indoor half- mile and mile runs and the outdoor mile run. He won the Minnesota state cross- country meet as a freshman and helped set new Carleton Relays records in the sprint and two-mile relays, and the mile. Hendren served as president of the ‘C’ Club his senior year, helping athletics become more visible on the Carleton campus. He continues to be a leader in the running world, having founded and coached a youth track club in Ventura, California. Lydia Neilsen ’95 was Carleton’s first female NCAA individual swimming champion, capturing the 1995 100-yard breaststroke title and becoming the first Division III female to break 1:05.00 in the event. She earned three All-America citations in the 100-yard breaststroke and was an All-America honorable mention in the 200-yard breaststroke. She captured the MIAC title in the 100- and 200-yard breaststroke in 1995 and helped the 200-yard medley relay team to victory as well. She was a four-time all-conference performer and set three school records. She earned an NCAA Postgraduate Scholarship and was an Academic All-America selection as well as the first recipient of the Pat Lamb Award as Carleton’s top female student-athlete of the year. -
COLLEGE VISITS College Visits
1 COLLEGE VISITS College Visits Why Visit Colleges? Visiting colleges and going on official campus tours can be a great way to get a sense of whether a particular school would be a good fit. If you’re not even sure where to begin or don’t know what you want in a college environment, campus visits are a great way to figure out what you really care about in a college. If you’re not sure whether you want a large research university or a small liberal arts college, or whether you want to be in an urban, suburban, or rural location, try visiting a handful of schools in the area. We are very fortunate in the Pacific Northwest because students don’t have to venture far to get a glimpse of college life at different types of post-secondary institutions. For example a student might visit the University of Washington, Western Washington University, and Whitman or perhaps Washington State University, Seattle University, and Lewis & Clark or maybe the University of Puget Sound, Reed, Willamette, and Montana State. Visiting a small mix of different schools will give you an idea of the size, location, campus environment, and surrounding community that resonates with you. Scheduling the Visit Start by exploring the college’s admissions website to see what their visit policies are. Some schools might require advanced notice, while others are happy to welcome anyone at any time. While it can be tempting to visit only the most prestigious schools on your list, the colleges you choose to visit should be in the realm of possibility for you. -
2014 NW5C Annual Report
Northwest Five Consortium Stephen Thorsett, President Willamette University 900 State St., Salem, OR 97301 Annual Report to The Andrew W. Mellon Foundation January 1 - December 31, 2013 Grant: 41100697 * March 27, 2014 I. Introduction With the generous support of The Andrew W. Mellon Foundation, Willamette University, Whitman College, Reed College, University of Puget Sound, and Lewis & Clark College are engaged in collaborative efforts through the establishment of a new regional alliance, the Northwest Five Consortium (NW5C). Working toward the regular sharing of expertise and resources, the mission of the NW5C is to enhance the student academic experience at our five liberal arts colleges through enrichment and development of faculty as teacher-scholars. In service of this mission, the Consortium provides the infrastructure to support collaborative efforts among its member institutions, and strives to create a vibrant and sustainable intellectual community of scholars in the Pacific Northwest. The NW5C has been very active in the second year of a four-year implementation grant following a 2011 planning grant. This report highlights information regarding NW5C events such as the annual conference and faculty workshops, report-outs of completed projects from the 2013 Fund for Collaborative Inquiry (FCI) grant cycle, an overview of the grant cycle for the 2014 FCI faculty projects, confirmation of the NW5C governance structure, the developing connections between the NW5C and other regional initiatives and national organizations, consortium participation statistics, and the further development of NW5C assessment protocols and review. The progress realized in our initial work together demonstrates the value in our increasing inter-connectivity. II. Project Components To date, over 140 consortium faculty and staff members have attended NW5C events. -
2014Football Guide
2014 FOOTBALL GUIDE WWW.GAC.EDU/ATHLETICS/FB ABOUT GUSTAVUS ADOLPHUS COLLEGE For over 150 years, Gustavus Adolphus College has been educating tomorrow’s leaders to reason and act responsibly through its educational quality, accessible facilities, spiritual identity, and economic value. Quality is a word that finds its way into many colleges’ vocabularies. At Gustavus, quality is evident in its students, faculty, facilities, and programs, leading to recognition by a host of impartial critics. Forbes.com ranked Gustavus among the top 100 institutions in the country in its college report based upon several factors, including the average amount of student debt and the four-year graduation rate. The College is also included in other national guides and rankings, for example the Fiske Guide, U.S. News & World Report’s Best College Guide, and the Princeton Review, which in addition has ranked the Gustavus Dining Service among the best in the nation in each of the past two years. Gustavus students typically rank in the top third of their high school graduating class, and over 37 percent rank in the upper 10 percent of their class. Continuing their achievement at Gustavus, students find a challenging academic atmosphere where professors—98 percent of tenured faculty members have earned the highest degree in KING GUSTAV II ADOLF: THE their field—teach all classes (there are no graduate assistants) and serve as academic advisers. Collaborative learning is the norm, with exceptionally NAMESAKE OF GUSTAVUS motivated students invited to conduct research -
Selective College Admissions Five Important Tips
Selective College Admissions Five Important Tips Webinar: August 31, 2020 1 A few important notes: • Our priority in the college counseling program at Minnetonka High School – helping the student to find the right fit! • Our hope – to focus on going to a college that is a good match, not to focus on getting in. • Every student is encouraged to follow this application guideline – “You apply for admission to a college Because you would like to go there!” 2 Categories of selectivity – What does “selective” mean? • Most selective – acceptance rate Below 15% (Harvard, Princeton, University of Chicago, Yale) • Highly selective – acceptance rate of 15-30% (Boston University, Carleton, Colgate, Emory, Georgetown) • Moderately selective – acceptances of 31-60% (Denison, Denver, Macalester, Providence, St. Olaf) • Selective – acceptances of 61-90% (Drake, Hamline, Iowa State, Marquette, NeBraska, St. Thomas) Most selective • University of Chicago – freshman class of 1,726 Applicants 34,641 Admitted 2,137 (6%) ACT mid-50th 33-35 Top 10% 99% % Graduating 95% Highly selective • Carleton College – freshman class of 525 Applicants 7,324 Admitted 1,401 (19%) ACT mid-50th 31-34 Top 10% 71% % Graduating 92% Highly selective • Boston University – freshman class of 3,156 Applicants 62,224 Admitted 11,786 (20%) ACT mid-50th 30-33 Top 10% 64% % Graduating 88% Moderately selective • University of Denver – freshman class of 1,351 Applicants 21,028 Admitted 12,345 (58%) ACT mid-50th 26-31 Top 10% 39% % Graduating 77% Selective • Drake University – freshman class of 782 Applicants 6,944 Admitted 4,697 (68%) ACT mid-50th 24-30 Top 10% 39% % Graduating 82% Early application options • Early Decision – students make a binding commitment to a first-choice institution where, if admitted, they must enroll. -
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 -
Report of the Working Group on Williams in The
DRAFT Report of the Working Group Williams in the World Working Group Members: Jackson Ennis, Class of 2020 Jim Kolesar ’72, Office of the President Colin Ovitsky, Center for Learning in Action Noah Sandstrom, Department of Psychology and Neuroscience Program Sharifa Wright ’03, Alumni Relations February 2020 1 Table of Contents Background……………………………………………………………………………………….. 3 Our Work…………………………………………………………………………………………. 6 Themes……………………………………………………………………………………………. 6 Aspirations for the next decade……………………………………………………………………7 Guiding Principles………………………………………………………………………………... 9 Recommendations……………………………………………………………………………….. 12 To Close…………………………………………………………………………………………. 14 Appendices 1: Williams in the World charge………………………………..……………………….…........ 15 2: Summary of Outreach…………………………………………………………………….…. 16 3: Tactical and Tangible Ideas That Arose From Outreach……………………………….……. 18 4: Centers for Engaged Learning or Scholarship at Several Peer Schools……………………... 21 2 Background The story of Williams’s engagement in the world is long and interesting. We have space here only to summarize it. For most of its life, Williams understood itself as a “college on a hill.” Students withdrew here to contemplate higher things before heading back into the “real world.” The vocation of faculty was to pass on that knowledge, while staff supported the operation by managing the day-to-day. Over time, however, all of these lines blurred. The beginning may have come in the early 1960s, when students formed the Lehman Service Council to organize their projects in the local community. Two student-initiated programs, the Williamstown Youth Center and the Berkshire Food Project, still thrive. In the way that the student-formed Lyceum of Natural History, some of whose interactions with other cultures we now question, eventually led to the introduction of science into the curriculum, so too in time did the engagement seed germinated in the Lehman Council disperse widely through the college. -
St. Olaf College
National Institute for Learning Outcomes Assessment September 2020 Assessment in Motion: Steps Toward a More Integrated Model Susan Canon, Kelsey Thompson, and Mary Walczak Olaf College St. Foreword By Pat Hutchings As part of an ongoing effort to track and explore developments in student learning outcomes assessment, the National Institute for Learning Outcomes Assessment (NILOA) has published a number of institutional case studies which are housed on the website. We are now revisiting and updating some of those earlier examples in order to understand how campus assessment practices evolve over time—through lessons learned from local experience but also as a result of changes in institutional priorities, the launch of new initiatives, leadership transitions, and trends in the larger assessment movement. This report on St. Olaf College is an update of theoriginal 2012 case study by Natasha Jankowski. Founded in 1874 by Norwegian Lutheran immigrants, St. Olaf College is a nationally ranked residential liberal arts college of the Evangelical Lutheran Church in America (ELCA) located in Northfield, Minnesota. St. Olaf challenges students to excel in the liberal arts, examine faith and values, and explore meaningful vocation in an inclusive, globally engaged community nourished by Lutheran tradition. St. Olaf has roughly 3,000 students, offers 49 majors and 20 concentrations (minors), and has a robust study-abroad program, with more than two-thirds of students studying abroad before graduating. St. Olaf has a long history with assessment, having participated in many different assessment initiatives over the years including a Teagle-funded project with Carleton College and Macalester College focused on using assessment findings to improve specific learning outcomes, and eth Associated Colleges of the Midwest-Teagle Collegium on Student Learning exploring how students learn and acquire the knowledge and skills of a liberal education. -
Gustavus Adolphus College 2013-14 Women's Basketball
Gustavus Adolphus College 2013-14 Women’s Basketball 2013-14 SCHEDULE/RESULTS GUSTAVUS ADOLPHUS ST. OLAF DATE OPPONENT TIME/RESULT COLLEGE COLLEGE 11/20 UW-RIVER FALLS W 77-56 “Golden Gusties” “Oles” 11/23 UM-Morris W 70-38 5-2, 2-2 MIAC 5-2, 3-1 MIAC 11/30 UNIVERSITY OF NORTHWESTERN W 75-53 12/4 HAMLINE UNIVERSITY* W 75-66 Game 8 12/7 CONCORDIA COLLEGE* L 47-70 Game Information 12/11 COLLEGE OF SAINT BENEDICT* L 73-76 12/21 Augsburg College* W 66-51 DATE: Saturday, January 4 1/4 St. Olaf College* 3:00 p.m. TIME: 1:00 p.m. 1/6 MACALESTER COLLEGE* 7:30 p.m. SITE: Northfield, Minnesota 1/8 Bethel University* 7:30 p.m. VENUE: Skoglund Center: Bob Gelle Court 1/11 CARLETON COLLEGE* (Alumnae Day) 1:00 p.m. WEB VIDEO: http://client.stretchinternet.com/client/stolaf.portal 1/15 UNIVERSITY OF ST. THOMAS* 7:30 p.m. LIVE STATS: http://client.stretchinternet.com/client/stolaf.portal 1/18 Saint Mary’s University* 1:30 p.m. SETTING THE SCENE 1/20 ST. CATHERINE UNIVERSITY* 7:30 p.m. • The Gustavus Adolphus women’s basketball team will kick off 2014 with a road test 1/22 Hamline University* 7:30 p.m. against the Oles of St. Olaf College on Saturday afternoon at 1:00 p.m. on Bob Gelle Court. 1/25 Concordia College* 1:30 p.m. Gustavus enters Saturday’s game at 5-2 overall and 2-2 in the MIAC, while St. -
Oregon Facilities Authority Reed College; Private Coll/Univ - General Obligation
Oregon Facilities Authority Reed College; Private Coll/Univ - General Obligation Primary Credit Analyst: Ying Huang, San Francisco (1) 415-371-5008; [email protected] Secondary Contact: Kevin Barry, New York (1) 212-438-7337; [email protected] Table Of Contents Rating Action Stable Outlook Credit Opinion Enterprise Profile Financial Profile Related Research WWW.STANDARDANDPOORS.COM/RATINGSDIRECT SEPTEMBER 14, 2020 1 Oregon Facilities Authority Reed College; Private Coll/Univ - General Obligation Credit Profile Oregon Facs Auth, Oregon Reed Coll, Oregon Oregon Facs Auth (Reed Coll) PCU_GO Long Term Rating AA-/Stable Affirmed Oregon Facs Auth (Reed Coll) PCU_GO Long Term Rating AA-/A-1/Stable Affirmed Rating Action S&P Global Ratings affirmed its 'AA-' long-term rating on the Oregon Facilities Authority's series 2017A revenue bonds, issued for Reed College. At the same time, we affirmed the 'AA-' long-term component and the 'A-1' short-term component of the rating on Reed's series 2008 bonds. The short-term rating on the series 2008 bonds reflects a standby bond purchase agreement provided by Wells Fargo Bank N.A. expiring in January 2023. The outlook on all long-term ratings is stable. Based on unaudited financial statements prepared by management as of June 30, 2020, Reed College's outstanding debt was about $99 million. Approximately 34% of the debt consists of the series 2008A variable-rate debt, a portion of which is synthetically fixed with an interest rate swap, and the remaining 66% consists of the series 2017A fixed-rate debt. All of the outstanding bonds are secured by a general obligation of the college.