DOCSLIB.ORG

Welcome to Eastern Mennonite University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Welcome to Eastern Mennonite University Welcome to Eastern Mennonite University Welcome to the learning community at Eastern Mennonite University! I believe that your time among us will be a time of significant academic, spiritual and social growth. You will grow academically through challenging classes with engaged professors, participating in cross-cultural experiences, and through your inter- actions with fellow learners. Our faculty and staff will challenge you to take seriously the theme of our Global Village curriculum: do justice, love mercy and walk humbly with God (Micah 6:8). You will grow in knowledge, attitudes and skills as you meet people from different cultures and with unique life experiences. Your conversations with them about diverse issues will strengthen your own beliefs even as you dialog with those who hold different perspectives. You will make new friends, prepare for a future career and adopt a personal lifestyle as you launch out on your own away from your family. With a special grant from the Lilly Endowment we will help you explore your inmost yearn- ings along with God’s call to serve humankind. These years at EMU will liter- ally influence you for a lifetime! We invite God to be present among us as we journey together. Sincerely, Loren E. Swartzendruber Introduction • 1 Undergraduate Catalog Notice of Nondiscriminatory 2007-08 Policy as to Students Eastern Mennonite University does not Eastern Mennonite discriminate on the basis of gender, University race, color, age, handicap, national or ethnic origin in administration of its 1200 Park Road employment and educational policies, Harrisonburg, VA 22802-2462 admissions policies, scholarship and Phone: (540) 432-4000 loan programs and athletic and other Fax: (540) 432-4444 school-administered programs. EMU’s E-mail: [email protected] designated coordinator for matters relat- Web site: www.emu.edu ed to nondiscrimination is Dr. Beryl H. Brubaker, provost office, telephone: (540) 432-4105. Family Educational Rights The information in this Undergraduate and Privacy Act Catalog applies to the academic year Eastern Mennonite University annu- 2007-08. The university reserves the ally informs students of the Family right to change programs of study, aca- Educational Rights and Privacy Act of demic requirements, the announced 1974. This act, with which the insti- university calendar and other matters tution intends to comply fully, was described herein without prior notice, in designed to protect the privacy of edu- accordance with established procedures. cation records, to establish the right This Undergraduate Catalog is descrip- of students to inspect and review their tive and is not to be construed as a legal education records, and to provide guide- contract. lines for the correction of inaccurate or misleading data through informal Acknowledgements and formal hearings. Students also have Editor: Marie S. Morris the right to file complaints with the Managing editor: Amy Springer Family Educational Rights and Privacy Graphic designer: Mike Eberly Act Office (FERPA) concerning alleged Photography: Jim Bishop, Ian failures by the institution to comply Bradshaw, Mike Eberly, Emily with the act. This policy is printed in Huffman, Benjamin Myers the EMU student handbook. Questions Printer: Action Printing, concerning the Family Educational Fond Du Lac, WI Rights and Privacy Act may be referred to the university registrar’s office. The Baccalaureate Degree The baccalaureate degree at Eastern Mennonite University assumes an abil- ity to think logically, act rationally and perform creatively. It reflects sustained study in the arts and sciences. The bearer of the degree will have completed an academic major in a discipline or a defined course of study at the post-sec- ondary level. 2 • Introduction Table of Contents 2007-08 Calendar . 4 Introduction . 5 Campus Map . 10 Academic & Degree Information . 12 Global Village Curriculum . 23 Bible and Religion . 31 Biology . 44 Business and Economics . 57 Chemistry . 68 Education . 73 History . 88 Justice, Peace & Conflict Studies . 96 Language and Literature . 101 Liberal Arts . 110 Mathematical Sciences . 112 Music . 120 Nursing . 128 Physical Education & Recreation . 134 Psychology . 144 Sociology and Social Work . 148 Theater . 157 Visual and Communication Arts . 163 Special Programs . 175 Graduate Programs . 192 Academic Support . 195 Admissions . 197 Student Life . 203 Student Activities & Organizations 208 Tuition and Fees . 211 Financial Assistance . 213 Administration and Faculty . 216 Index . 230 Historical Sketch Introduction • 3 2007-08 Calendar Fall Semester August 15-16 Faculty/Staff Conference 25-27 New Student Orientation 28 Fall Registration 29 FALL SEMESTER CLASSES BEGIN 8:00 a.m. 29 Fall Semester Convocation 10:00 a.m. October 12-14 Homecoming and Parents Weekend 19 Mid-Semester Recess Begins 5:30 p.m. 24 Classes Resume 8:00 a.m. November 21 Thanksgiving Recess Begins 5:30 p.m. 26 Classes Resume 8:00 a.m. December 7 Last Day of Classes 7 Fall Graduates Reception 7:30 p.m. 10 Final Exams Begin 1:30 p.m. 14 Final Exams End 12:40 p.m. Spring Semester January 7 New Student Registration 9:00 a.m. 7 SPRING SEMESTER CLASSES BEGIN 1:40 p.m. 9 Spring Semester Convocation 10:00 a.m. February 29 Mid-Semester Recess Begins 5:30 p.m. March 10 Classes Resume 8:00 a.m. 20 Easter Recess Begins 5:05 p.m. 24 Classes Resume 8:00 a.m. April 18 Last Day of Classes 21 Final Exams Begin 1:30 p.m. 25 Final Exams End 12:40 p.m. 26 Baccalaureate 7:00 p.m. 27 Ninetieth Annual Commencement 1:00 p.m. Summer Session 2008 May 5-23 First Term May 27 – June 13 Second Term 4 • Introduction Introduction Historical Sketch regional accreditation by the Southern The year 1917 was a year of revo- Association of Colleges and Schools was lution and war—revolution in Russia achieved in 1959. and, for Americans, first-hand encoun- By 1965 a graduate theological ter with modern warfare as the U.S. school had evolved. Eastern Mennonite entered World War I. It seems, in ret- Seminary, which seeks to prepare per- rospect, an inauspicious time for pacifist sons for Christian ministry—especially Mennonites who abhor war and revolu- in the local congregation—offers an tion to be launching a new educational intensive, well-rounded program of bib- venture. But the people of God respond lical, theological, historical and practi- to a time clock governed by faith. cal studies. Therefore, the humble beginning of During the early 1960s, the univer- Eastern Mennonite University in the sity instituted a unique interdisciplin- peaceful Shenandoah Valley of Virginia ary core curriculum, Christianity and provides a moving counterpoint to a year Civilization. That program has evolved of rapine and violence seldom matched into a core curriculum entitled the in the annals of human history. Global Village Curriculum which is not Eastern Mennonite School, as it was only interdisciplinary but also cross-cul- first called, began as a Bible academy tural in its focus. and is now a fully accredited univer- The first graduate program (other sity with over 1,400 students in the than seminary)—counseling—began in undergraduate, seminary and graduate 1993. It was followed by two others in programs. EMU was founded to provide the next two years—conflict transfor- a setting for young men and women mation and education. An adult degree of the Mennonite Church to deepen completion program was established their biblical faith, study the liberal in 1994. A distinctive MBA program arts and gain specific skills in a variety began in the fall of 1999. of professions. The school’s name was changed from That tri-part objective has remained “college and seminary” to “university” central to the purpose of the university, in August 1994. and its history is the story of an ever- Biblical studies, liberal arts, gradu- broadening curriculum and program. ate programs and professional train- In 1930 the university was accredited ing—EMU is still evolving, but its roots by the Virginia Board of Education as reach deep into Mennonite heritage a junior college. Seventeen years later, which takes history seriously and reveres in 1947, a four-year degree program was humble service guided by faith and approved by the state of Virginia, and knowledge. Introduction • 5 Philosophy based liberal arts curriculum that fea- The educational task of Eastern tures knowledge in a particular field and Mennonite University is rooted in the significant experience in a cross-cultural Christian faith and its scriptures as they setting, undergraduate students deepen have been interpreted and lived out in a their understanding of the human con- unique 476-year Anabaptist-Mennonite dition and commitment to Christian tradition. This tradition embraces God’s service. Specialized graduate programs gift of reconciliation through the cross that express EMU’s particular strengths and the power of the resurrection to and commitments combine the rigor create new life in conformity to the of academic specialization with practi- teaching and spirit of Jesus. cal preparation for service in the larger Eastern Mennonite University, church and world. Learning has great in continuity with the Anabaptist- consequence when it occurs in the inti- Mennonite tradition, is guided by sev- macy of a campus village conscious of eral particular theological principles. its own faith heritage, but open to and We believe that Jesus Christ is the word connecting with the vitality of a variety of God Incarnate. We believe the Bible of world cultures. is the inspired book for the church and Teaching and learning require mutu- the authoritative guide for faith and ality in which teachers and students life. The church is a community of share opportunities and responsibilities. work and worship where Christ is made The faculty bring to their task special- known and where truth and meaning of ized knowledge as well as an ability life are discovered.
Load more

Recommended publications
  • Resources for Academic Librarians
    fall | winter 2020 RESOURCES FOR ACADEMIC LIBRARIANS ALA EDITIONS | ALA NEAL-SCHUMAN alastore.ala.org/academic fall/winter 2020 RESOURCES FOR ACADEMIC LIBRARIANS Read ahead for these and other titles! 2 3 7 8 11 14 18 19 24 25 27 28 31 32 35 39 Resources for Academic Librarians Covering everything from information literacy and copyright to management and marketing, ALA Editions | ALA Neal-Schuman has the perfect book to meet all your professional development needs. alastore.ala.org/academic 10 Contents Administration | Management 2 Programs | Services 7 Intellectual Freedom | Copyright 8 Marketing | Advocacy 10 Information Technology 11 Librarianship | Information Studies 14 21 Information Literacy | Library Instruction 18 New and Noteworthy from the Association of College and Research Libraries (ACRL) 24 Archives | Records Management 26 Acquisitions | Collection Management 31 RDA | Cataloging | Knowledge and Information Management 35 Reference 39 30 Books with this logo are from Facet Publishing, UK. Books with this logo are from the Association of College and Research Libraries (ACRL). Books with this logo are from the Society of American Archivists (SAA). Books with this icon are LIS Textbooks and Course Books (see page 45). Books with this icon are or will be available in e-book format. 40 ADMINISTRATION | MANAGEMENT ADMINISTRATION A Starter’s Guide for Academic Library Leaders Advice in Conversation AMANDA CLAY POWERS, MARTIN GARNAR, AND DUSTIN FIFE | print: 978-0-8389-1923-1 For this book, the authors sat down with many of the library
    [Show full text]
  • English Renaissance
    1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background.
    [Show full text]
  • Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms? by Marcia Stockham and Heather Collins
    Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms? By Marcia Stockham and Heather Collins Abstract This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share their observations of teachers new to the profession as to their understanding and practice of IL. Results indicate many education students were not familiar with IL concept terminology and at least some new teachers in the state do not have a clear understanding or priority for teaching such skills in K-12 classrooms. Introduction Academic education librarians working with future teachers perform multi-faceted work. One critical role includes teaching the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards within the discipline of education (ACRL, 2000). More recently, Information Literacy Standards for Teacher Education have been formulated and endorsed by the ACRL’s Education and Behavioral Sciences Division (EBSS Instruction for Educators Committee, 2011). Librarians frequently extol the benefits of information literacy (IL) to empower students in their future professional endeavors. Academic education librarians teach IL skills to future teachers, and thus share an increased responsibility for promoting IL as part of the learning cycle: librarians to teachers to students. Since teachers cannot teach what they do not know, it is necessary for teacher education programs and libraries to collaborate in meeting ACRL student learning outcomes for information literacy.
    [Show full text]
  • Enabling Access for Everyone the British Library’S Content Strategy 2020-2023
    Enabling access for everyone The British Library’s content strategy 2020-2023 Introduction The British Library The British Library is one of the greatest libraries in the world, with vast collections that we make accessible to everyone, for research, inspiration and enjoyment. We build, curate and preserve the UK’s national collection of published written and digital content, and we contribute to the global advancement of knowledge through our collections, by partnering with others and connecting people with information wherever it is held. This document sets out the Library’s strategy for how we continue to build our collection of contemporary published content, defined as printed and digital content published from 1945 onwards. Heritage Acquisitions are out of scope, they are governed by the Heritage Acquisitions Policy. As the national library we have a central role to play in the knowledge economy of the United Kingdom – supporting research and innovation in business, industry and universities – and in generating public good for wider society by encouraging individual learning, wellbeing, growth and mutual understanding. Legal Deposit continues to be the foundation of our collection-building activity, ensuring that the UK’s published output is collected systematically, available for use in our Reading Rooms and preserved for future generations. In addition to UK Legal Deposit, the British Library continues to collect and connect to content internationally. The Content Strategy guides decisions about what contemporary published content we acquire, why and how. It operates in the context of Living Knowledge, the vision statement which sets out our purposes and ambitions to 2023.Core to Living Knowledge is openness and inclusion, from collecting and connecting all the way through to discovery and access.
    [Show full text]
  • A Decade of Critical Information Literacy
    Volume 9, Issue 1, 2015 [ARTICLE] A DECADE OF CRITICAL INFORMATION LITERACY A review of the literature Eamon Tewell As information literacy continues in its Long Island University centrality to many academic libraries’ missions, a line of inquiry has developed in response to ACRL’s charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information’s complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging approach to information literacy. 24 Tewell, A Decade of Critical Information Literacy Communications in Information Literacy 9(1), 2015 INTRODUCTION substantial amount has been written on topics concerning critical information Since first entering the professional literacy in the past decade, and this body of discourse in the 1970s, the concept of work is likely to hold particular significance information literacy (IL) has created a for librarians seeking to reflect upon or massive amount of discussion regarding its reconsider their approaches to instruction definition and implications for learners and and librarianship in general. Critical librarians in an ever-changing information information literacy is an approach to IL environment. Librarians across the world that acknowledges and emboldens the have quickly adopted various information learner’s agency in the educational process. literacy policies and guidelines, eager to It is a teaching perspective that does not provide students with the training necessary focus on student acquisition of skills, as to access and evaluate information.
    [Show full text]
  • Information Literacy and the Future of Digital Information Services at the University of Jos Library Vicki Lawal [email protected]
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln Winter 11-11-2017 Information Literacy and the Future of Digital Information Services at the University of Jos Library Vicki Lawal [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Collection Development and Management Commons, and the Information Literacy Commons Lawal, Vicki, "Information Literacy and the Future of Digital Information Services at the University of Jos Library" (2017). Library Philosophy and Practice (e-journal). 1674. https://digitalcommons.unl.edu/libphilprac/1674 Table of contents 1. Introduction 1.1 Information Literacy (IL): Definition and context 1.2. IL and the current digital environment 2. University of Jos Library: Digital context 2.1. Literature review 3. Research design and methodology 3.1. Data presentation 3.2. Discussion of findings 4. Conclusion and recommendations 1 Information Literacy and the Future of Digital Information Services at the University of Jos Library Abstract This paper highlights current developments in digital information resources at the University of Jos Library. It examines some of the new opportunities and challenges in digital information services presented by the changing context with respect to Information Literacy and the need for digital information literacy skills training. A case study method was employed for the study; data was collected through the administration of structured questionnaires to the study population. Findings from the study provide relevant policy considerations in digital Information Literacy practices for academic libraries in Nigeria who are going digital in their services.
    [Show full text]
  • The Impact of Kenya National Library Services (KNLS), Kisumu Provincial Mobile Library Services on Education in Kisumu County,Kenya
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln 2012 The Impact of Kenya National Library Services (KNLS), Kisumu Provincial Mobile Library Services On Education in Kisumu County,Kenya. James Macharia Tutu Maseno University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Tutu, James Macharia, "The Impact of Kenya National Library Services (KNLS), Kisumu Provincial Mobile Library Services On Education in Kisumu County,Kenya." (2012). Library Philosophy and Practice (e- journal). 879. https://digitalcommons.unl.edu/libphilprac/879 THE IMPACT OF KNLS KISUMU PROVINCIAL MOBILE LIBRARY SERVICES ON EDUCATION IN KISUMU COUNTY Abstract The purpose of this study was to establish the impact of KNLS Kisumu provincial mobile library services on education in Kisumu County. Qualitative research approach was used to conduct the study. Interviews were used to collect data and data was analysed qualitatively. Ten schools were sampled for the study, six secondary schools and four primary schools. Personnel working with KNLS Kisumu provincial mobile library services and teachers in sampled schools were interviewed. The study established that the impact of KNLS Kisumu provincial mobile library services on education in Kisumu County was positive. The study recommends the diversification of the mobile library services by offering internet services. Key words: mobile libraries, Kenya National Library Services, education 1. Introduction and Background Information Mobile library is any kind of medium that takes books and other library items to people. This medium rages from vans, rivers and canals, trains, sacks, donkeys and camels.
    [Show full text]
  • Myths and Principles of Digital Literacy
    School of Information Student Research Journal Volume 7 Issue 2 Article 2 January 2018 Information Literacy in the Digital Age: Myths and Principles of Digital Literacy Bernd W. Becker San Jose State University, [email protected] Follow this and additional works at: https://scholarworks.sjsu.edu/ischoolsrj Part of the Archival Science Commons, Cataloging and Metadata Commons, Collection Development and Management Commons, Information Literacy Commons, Scholarly Communication Commons, and the Scholarly Publishing Commons Recommended Citation Becker, B. W. (2018). Information Literacy in the Digital Age: Myths and Principles of Digital Literacy. School of Information Student Research Journal, 7(2). https://doi.org/10.31979/2575-2499.070202 Retrieved from https://scholarworks.sjsu.edu/ischoolsrj/vol7/iss2/2 This article is brought to you by the open access Journals at SJSU ScholarWorks. It has been accepted for inclusion in School of Information Student Research Journal by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. Information Literacy in the Digital Age: Myths and Principles of Digital Literacy Abstract Librarians have traditionally served as the champions of information literacy, adopting it as a core principle of the profession and creating a movement that tries to facilitate fair, equal access to knowledge and its creation. There are plenty of publications on this topic, but as the Information Age has become the Digital Age, there also needs to be a discussion of how information literacy is evolving. More specifically, librarians are now finding themselves shouldering the responsibilities of digital literacy alongside traditional approaches to information literacy, especially considering how more and more information needs can only be met via digital resources.
    [Show full text]
  • [email protected] Website: Nightshift.Oxfordmusic.Net Free Every Month
    email: [email protected] website: nightshift.oxfordmusic.net Free every month. NIGHTSHIFT Issue 122 September Oxford’s Music Magazine 2005 SupergrassSupergrassSupergrass on a road less travelled plus 4-Page Truck Festival Review - inside NIGHTSHIFT: PO Box 312, Kidlington, OX5 1ZU. Phone: 01865 372255 NEWNEWSS Nightshift: PO Box 312, Kidlington, OX5 1ZU Phone: 01865 372255 email: [email protected] THE YOUNG KNIVES won You Now’, ‘Water and Wine’ and themselves a coveted slot at V ‘Gravity Flow’. In addition, the CD Festival last month after being comes with a bonus DVD which picked by Channel 4 and Virgin features a documentary following Mobile from over 1,000 new bands Mark over the past two years as he to open the festival on the Channel recorded the album, plus alternative 4 stage, alongside The Chemical versions of some tracks. Brothers, Doves, Kaiser Chiefs and The Magic Numbers. Their set was THE DOWNLOAD appears to have then broadcast by Channel 4. been given an indefinite extended Meanwhile, the band are currently in run by the BBC. The local music the studio with producer Andy Gill, show, which is broadcast on BBC recording their new single, ‘The Radio Oxford 95.2fm every Saturday THE MAGIC NUMBERS return to Oxford in November, leading an Decision’, due for release on from 6-7pm, has had a rolling impressive list of big name acts coming to town in the next few months. Transgressive in November. The monthly extension running through After their triumphant Truck Festival headline set last month, The Magic th Knives have also signed a publishing the summer, and with the positive Numbers (pictured) play at Brookes University on Tuesday 11 October.
    [Show full text]
  • Oswestry, Hay-On-Wye and Berwick-Upon-Tweed: Football Fandom, Nationalism and National Identity Across the Celtic Borders
    Oswestry, Hay-on-Wye and Berwick-upon-Tweed: Football fandom, nationalism and national identity across the Celtic borders Robert Bevan School of Welsh Cardiff University 2016 This thesis is submitted to the School of Welsh, Cardiff University in partial fulfilment of the requirements for the degree of PhD. All rights reserved. 1 Form: PGR_Submission_2014 NOTICE OF SUBMISSION OF THESIS FORM: POSTGRADUATE RESEARCH APPENDIX 1: Specimen layout for Thesis Summary and Declaration/Statements page to be included in a Thesis DECLARATION This work has not been submitted in substance for any other degree or award at this or any other university or place of learning, nor is being submitted concurrently in candidature for any degree or other award. Signed ………………………………………… (candidate) Date ………………………… STATEMENT 1 This thesis is being submitted in partial fulfillment of the requirements for the degree of ………………………… ( PhD) Signed ………………………………………… (candidate) Date ………………………… STATEMENT 2 This thesis is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by explicit references. The views expressed are my own. Signed ………………………………………… (candidate) Date ………………………… STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available online in the University’s Open Access repository and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed ………………………………………… (candidate) Date ………………………… STATEMENT 4: PREVIOUSLY APPROVED BAR ON ACCESS I hereby give consent for my thesis, if accepted, to be available online in the University’s Open Access repository and for inter-library loans after expiry of a bar on access previously approved by the Academic Standards & Quality Committee.
    [Show full text]
  • The Pennsylvania State University Schreyer Honors College
    THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF ENGLISH UNDERNEATH, DEEP DOWN: A COLLECTION OF SHORT STORIES YARDYN SHRAGA SPRING 2019 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in English with honors in English Reviewed and approved* by the following: William Cobb Professor of English Thesis Supervisor Christopher Reed Professor of English, Visual Culture, and Women’s, Gender, and Sexuality Studies Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT This project considers the lives of seemingly anonymous passersby on public transport in various cities around the world. These stories deal with love; loss; the manifestation and transcendence of souls; growth; coming of age; coming into connection with oneself, as well as the world. The following collection is ultimately aimed at encouraging each reader to pause and consider other lives that often seem inconsequential. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................................... iii Reflective Essay ........................................................................................................... iv Author’s Note............................................................................................................... 1 I. New York City.......................................................................................................... 2 II. Paris ........................................................................................................................
    [Show full text]
  • The Library and My Learning Community First Year Students’ Impressions of Library Services
    Feature The library and My learning community First Year Students’ Impressions of Library Services Tammy J. Eschedor Voelker During the 2002–03 academic year a new ways to market the library’s ser- team of reference librarians at the Kent vices and information resources. Most Tammy J. Eschedor Voelker is State University main library began traditional marketing plans begin with Humanities Liaison Librarian at Kent working with two freshman learning “an investigation of needs in a given State University, Kent, Ohio. Submit- communities as part of an initiative to market, together with an analysis of or- ted for publication August 13, 2004; learn more about the needs of first-year ganizational talent and resources to de- revised and accepted for publication students. This article reports on the out- termine which needs the organization is July 26, 2005. reach to one of those, the Science Learn- best fitted to satisfy.”1 The selection of a ing Community, and on the results of a target market, or a subgroup of custom- focus group undertaken with members ers, upon which to concentrate ones’ of that group. The study found that the efforts is the next step.2 Early in the students valued the library instruction process, several key patron groups were offered and were even inclined to request identified, of which the team hoped to that more library-related instruction be gain a better understanding. First-year incorporated in the future. Students re- students were one of the identified vealed apprehensions about using the groups. The quickly changing infor- library and also offered suggestions for mation environment was making it new services, including the idea that all increasingly difficult to make assump- freshmen should have the same learn- tions about their experiences, skills, ing opportunity.
    [Show full text]