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Department of Sociology & Anthropology Patricia A. Banks
Department of Sociology & Anthropology Patricia A. Banks Associate Professor of Sociology Mount Holyoke College 50 College Street South Hadley, MA 01075-1426 phone: 413-538-2324 fax: 413-538-2471 [email protected] patriciaannbanks.com EDUCATION HARVARD UNIVERSITY Ph.D. in Sociology, June 2006 Dissertation: “Art, Identity, and the New Black Middle-Class: How Elite Blacks Construct Their Identity Through the Consumption of Visual Art” Committee: Lawrence D. Bobo (Chair), Michèle Lamont, William Julius Wilson COLUMBIA UNIVERSITY Exchange Scholar, Jan. 2004-May 2004 HARVARD UNIVERSITY A.M. in Sociology, May 2003 SPELMAN COLLEGE B.A. in Sociology, May 1998 Honors: Valedictorian, Phi Beta Kappa, summa cum laude TEACHING EXPERIENCE MOUNT HOLYOKE COLLEGE Associate Professor of Sociology, Department of Sociology & Anthropology, 2012- present; Affiliate Faculty, Program in Africana Studies, 2012-present; Affiliate Faculty, Program in Entrepreneurship, Organizations, and Society, 2016-present MOUNT HOLYOKE COLLEGE Chair (Acting) Sociology & Anthropology Department, Spring 2016 MOUNT HOLYOKE COLLEGE Assistant Professor of Sociology, Department of Sociology & Anthropology, 2006-2012; Affiliate Faculty, Program in Africana Studies, 2006-2012 HARVARD UNIVERSITY, Head Teaching Fellow, 2002 HARVARD UNIVERSITY, Teaching Fellow, 2001 Banks, Curriculum Vitae pg. 2 VISITING APPOINTMENTS AND AFFILIATIONS STANFORD UNIVERSITY, CASBS Fellow, Center for Advanced Study in the Behavioral Sciences, 2018-2019 HARVARD UNIVERSITY, Non-Resident Fellow, W.E.B. Du Bois Institute for African and African American Research, 2010-2013 HARVARD UNIVERSITY, Resident Fellow, W.E.B. Du Bois Institute for African and African American Research, 2009-2010 BOOKS Banks, Patricia A. 2019. Diversity and Philanthropy at African American Museums. New York, London: Routledge (Research in Museums Studies Series). -
For Immediate Release
FOR IMMEDIATE RELEASE CLARK ATLANTA UNIVERSITY, MOREHOUSE COLLEGE, AND SPELMAN COLLEGE PROVIDE GUIDANCE TO STUDENTS AND FAMILIES FOR LIMITED SPRING IN-PERSON INSTRUCTION AND CAMPUS RESIDENCY ATLANTA, Georgia, November 16, 2020– To allow students and their families the necessary time to prepare for the 2021 spring semester, the presidents of Clark Atlanta University (CAU), Morehouse College, and Spelman College today shared preliminary plans to begin spring courses on February 1, 2021. Reflecting awareness and anticipation of a fall spike in national COVID-19 cases, the plans include an adjusted academic calendar and a limited return to in-person instruction and campus residency for specific groups of students. These plans are subject to change based on public health information which is monitored on an ongoing basis. Each of the institutions will identify and invite cohorts of students to live and/or learn on campus while other students will continue virtual learning. Classes for the 2021 spring semester begin on Monday, February 1, 2021 for all CAU, Morehouse, and Spelman students. AUCC member institution Morehouse School of Medicine (MSM), which follows a separate academic calendar, will continue in-person and hybrid instruction and has enhanced health and safety protocols. The Robert W. Woodruff Library of the Atlanta University Center (AUC) will provide both in-person and virtual services for AUC students. After a fall semester of virtual instruction, each institution would ideally prefer to return all students to campus. However, by reducing the number of students on their campuses, CAU, Morehouse, and Spelman are best able to implement rigorous health and safety protocols designed to mitigate the spread of the COVID-19 virus. -
Understanding Students' Narratives of Grand Challenges Scholars
Paper ID #27150 Panel Discussion: Understanding Students’ Narratives of Grand Challenges Scholars Program as a Nexus between Liberal and STEM Education Dr. Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering Yevgeniya V. Zastavker, Ph.D., is an Associate Professor of Physics at Franklin W. Olin College of Engi- neering and a recent Director of the Research Institute for Experiential Learning Science at Northeastern University. She earned her B.S. degree in Physics from Yale University in 1995 and her Ph. D. degree in Biological Physics from MIT in 2001. Dr. Zastavker’s research interests lie in the field of STEM edu- cation with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for all students and equipping faculty with the knowledge and skills necessary to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. -
College Opportunity Commitments to Action: Progress Report
COLLEGE OPPORTUNITY COMMITMENTS TO ACTION Progress Report Executive Office of the President December 2014 1 LIST OF COMMITMENTS As part of the Administration’s efforts to increase college opportunity, the President and First Lady made a call to action, asking colleges and universities, nonprofits, foundations, businesses, state officials and other leaders to make new commitments to increase college opportunity. Numerous institutions responded with the commitments detailed in this report. This list, as reported and described by the institutions themselves, provides an update on the progress made on commitments made on January 16, 2014. Colleges, Universities, and State Systems ..................................................................................................... 7 Allegheny College (Meadville, PA) ........................................................................................ 7 Alma College (Alma, MI) ....................................................................................................... 7 Amherst College (Amherst, MA) ............................................................................................ 8 Augustana College (Rock Island, IL) ...................................................................................... 9 Bates College (Lewiston, ME) ................................................................................................ 9 Bowdoin College (St. Brunswick, ME) ................................................................................. 10 Brandeis University -
Barnard College Bulletin 2017-18 3
English .................................................................................... 201 TABLE OF CONTENTS Environmental Biology ........................................................... 221 Barnard College ........................................................................................ 2 Environmental Science .......................................................... 226 Message from the President ............................................................ 2 European Studies ................................................................... 234 The College ........................................................................................ 2 Film Studies ........................................................................... 238 Admissions ........................................................................................ 4 First-Year Writing ................................................................... 242 Financial Information ........................................................................ 6 First-Year Seminar ................................................................. 244 Financial Aid ...................................................................................... 6 French ..................................................................................... 253 Academic Policies & Procedures ..................................................... 6 German ................................................................................... 259 Enrollment Confirmation ........................................................... -
College Fair
Sunday, October 13, 2019 • 1:00 - 3:30 pm COLUMBUS SUBURBAN COLLEGE FAIR helpful hints NEW for a successful LOCATION! college fair Westerville Central High School Pre-Register 7118 Mt. Royal Ave., Westerville, Oh 43082 your profile now to receive information from your college(s) of interest. The Columbus Suburban College Fair sophomores. Each college has a separate 1. Text MASCOT to 75644 and complete your offers you and your family the opportunity table where information is displayed and a profile at the link in the reply text. to explore a variety of colleges and speak representative is available to answer your 2. Colleges will receive your profile directly with admissions representatives. questions. Approximately 200 colleges will information when you select the colleges of your interest This event is a must for all juniors and be arranged alphabetically, And don't and text their 4-digit codes, one by one, to 75644. You most seniors and a great introduction to forget – Financial Aid sessions begin can text more college codes during, and even after, the the college search process for freshmen and at 2:00 p.m. and 3:00 p.m. college fair. Colleges’ 4-digit codes can be found on the college fair website, www.college-fair.org Sponsored by these area Central Ohio High Schools: At the College Fair 1. Introduce yourself to the representative and Bexley Hilliard Davidson St. Francis DeSales Bishop Watterson New Albany Thomas Worthington get his or her name, phone number, and email address. Dublin Coffman Olentangy Upper Arlington This is your contact at that college. -
An Architecture for Learning: Designing an Initial Curriculum for Olin College
Session 2793 An Architecture for Learning: Designing an Initial Curriculum for Olin College John R. Bourne, Ph.D Franklin W. Olin College of Engineering Introduction This paper describes the initial process of curriculum design and the study of implementation methods at the new Franklin W. Olin College of Engineering in Needham, MA. Commencing with a broad-gauged discovery process, curriculum design at Olin College sought, from the outset, to incorporate the best ideas in engineering education pedagogy. We hope that our systematic investigation of innovative learning methodologies and content organization has enabled us to move rapidly toward our goal of creating an ideal learning community. We re-examined and reconsidered both traditional delivery processes as well as experiments in engineering education that have taken place worldwide. We also commenced reevaluation of how content could be reorganized in the disciplinary areas offered at Olin College1. Curriculum design was one part of the set of activities at Olin College, known as Invention 2000 (I2K), consisting of discovery, invention, implementation and test phases. In addition to curriculum design, other design activities included: (1) determining policies and procedures, (2) performance evaluation, (3) assuring innovation, and (4) establishing a culture of change and continuous improvement. The discovery process for the curriculum was essentially complete at the end of 2000, although discovery will continue throughout the life of the college. The invention cycle occurred during the winter of 2001 and the implementation and test phases will commence in 2001-2002. By the time of the ASEE conference, this work will be only partially complete. This paper provides a snapshot of the status of the curriculum development as of winter, 2001; the conference presentation will provide an update as of early summer, 2001. -
Catalog 2012-13
2012/09/28 15:20 1/82 PROGRAM DESCRIPTIONS 2012-13 Course Catalog Archive PROGRAM DESCRIPTIONS Objectives, Pedagogy and Curriculum Introduction Engineering education at Olin is in the liberal arts tradition, with a strong emphasis on the Arts, Humanities, Social Sciences, and Entrepreneurship. Olin is committed to preparing graduates who recognize the complexity of the world, who appreciate the relationship of their work to society, and who are dedicated to creative enterprises for the good of humankind. Olin College endeavors to provide its education at little cost to the student. Olin College strives to foster in students: • a deep appreciation and comprehension of the principles of engineering analysis and design; • a broad knowledge of social and humanistic contexts; • the ability to identify opportunities, articulate a vision, and see it to fruition; and • dedication to intellectual vitality, community involvement and lifelong personal growth. Objectives Olin’s educational program helps students become individuals who: 1. Can make a positive difference within their profession and their community. 2. Demonstrate technical competence and creative problem-solving skills that foster success in a variety of postgraduate environments, including professional practice and graduate school. 3. Are prepared for and capable of appropriate response to social, technical and global changes. We hope that, after graduation, our students will increasingly demonstrate achievement of these objectives as follows: 1. They will demonstrate the ability to recognize opportunity and to take initiative. They will be able to communicate effectively and to collaborate well with others. They will understand the broad social, economic and ethical implications of their work, and will be cognizant of their professional responsibilities. -
The Economic Impact of Bennett College
Historically Black Colleges and Universities Economic Series The Economic Impact of Bennett College NORTH CAROLINA INSTITUTE OF MINORITY ECONOMIC DEVELOPMENT October 2012 NCIMED Historically Black Colleges and Universities Economic Series i The Economic Impact of Bennett College Historically Black Colleges and Universities Economic Series: The Economic Impact of Bennett College A Report by the North Carolina Institute of Minority Economic Development October 2012 ii The Economic Impact of Bennett College North Carolina Institute Board of Directors Andrea L. Harris, President Executive Officers James L. Mebane, Chairman Retired Senior Vice President First Citizens Bank Raleigh, NC Gwynn T. Swinson, Vice Chair Nathan Garrett Esq., CPA (not active), Attorney Treasurer Raleigh, NC Retired, Cherry Bekaert & Holland, L.L.P. Durham, NC Dr. Tyrone R. Baines, Secretary Supplier Diversity Consultant American Honda Motor Company Durham, NC Board of Directors Willie Deese Lewis H. Myers President, Global Manufacturing Director, Market Development Merck & Company, Inc. The Freelon Group Whitehouse Station, NJ Research Triangle Park, NC Martin Eakes Dr. Peggy A. Richmond Chief Executive Officer Private Consultant Self‐Help Chapel Hill, NC Durham, NC Dr. Edward Fort Thomas Stith Chancellor Emeritus & Professor Program Director, Economic Development North Carolina A&T State University Frank Hawkins Kenan Institute Greensboro, NC of Private Enterprise UNC Kenan Flagler Business School Chapel Hill, NC Will Mann Michael Suggs Regional Community Development Manager Executive Director East Region & Carolinas Goler Community Development Center Wells Fargo Social Responsibility Group Winston‐Salem, NC Winston‐Salem, NC ii About this Study What is the short‐term economic impact of Bennett College on its host community? What are the college degrees granted by Bennett College worth? This study answers these perennial questions. -
An Open Mobile Platform Approach to Integrating Active Learning Across the EE/CE/ICT Engineering Curriculum Mihir K
EWME, 9-11 May, 2012 - Grenoble, France An Open Mobile Platform Approach to Integrating Active Learning Across the EE/CE/ICT Engineering Curriculum Mihir K. Ravel, Mark Somerville Gunar Schirner, David Kaeli Franklin W. Olin College of Engineering Northeastern University, Dept. of ECE 1000 Olin Way, Needham, MA U.S.A. 02492 360 Huntington Ave., Boston, MA U.S.A 02115 [email protected], [email protected] [email protected], [email protected] Abstract- This paper presents an open hardware/software mobile platform approach for supporting innovations in electrical and II. EDUCATIONAL CONTEXT computer engineering education. The highly-configurable Over the last twenty years, global changes have triggered calls platform model supports timely linking of theory with practice, for systemic changes in engineering education, including and integration of active learning across classroom to lab to home. increasing students‟ capacity for life-long learning, enhancing I. INTRODUCTION abilities to engage in system-level thinking, and incorporating more engineering practice and design throughout the Much activity has taken place in the last decade [1, 2, 3] using curriculum [4,5]. Despite these pressures, change in applications development on mobile phones as a method for engineering education remains a very slow process. Most teaching modern computer science. The attractiveness of this engineering coursework is still structured around a classroom approach includes an easily seen relevance to society, exposure lecture, and practice is confined to a separate laboratory. This to modern technologies, and the important motivational factor provides little opportunity for students to immediately apply of being "cool and fun". -
Jennifer L. Kovacs, Ph.D. Assistant Professor
Jennifer L. Kovacs, Ph.D. Assistant Professor Spelman College Biology Department 350 Spelman Ln. Box 1183, Atlanta, GA 30314 E-mail: [email protected] Phone: (404) 270-5724 Fax: (404) 270-5725 Education: Ph.D. 2009 Biology Advisor: Dr. Michael GoodismanGeorgia Tech, Atlanta, GA Dissertation: Queen specific selective pressures and caste dimorphism in the social wasp Vespula maculifrons B.A. 2002 Biology & Sociology/Anthropology Agnes Scott College, Decatur, GA Professional Appointments: 2012-Present Assistant Professor of Biology Spelman College, Atlanta, GA 2012-Present Adjunct Assistant Professor of Biology (without comp) Emory University, Atlanta, GA 2011-2012 Post-doctoral Fellow with Dr. Nicole Gerardo Emory University, Atlanta, GA 2009-2011 Post-doctoral Fellow with Dr. Yun Tao Emory University, Atlanta, GA 2004-2009 Graduate Research Assistant with Dr. Michael Goodisman Georgia Tech, Atlanta, GA Peer-Reviewed Publications (* indicates undergraduate coauthor): Pai, A., McGinnis, G., Cole, M., Stovall, K., Kovacs, J.L., Lee, M. & D. Bryant. Submitted. Let’s be friends: Using Facebook to enhance undergraduate science instruction. Cases on Social Networking Websites for Instructional Use. Kovacs, J.L. & M.A.D. Goodisman. 2012. Effects of size, genotype, and mating on queen overwintering survival in the social wasp Vespula maculifrons. Ecological Entomology. 41(6): 1612-1620. Kovacs, J.L., Altincicek, B., & N.M. Gerardo. 2012. Horizontally-transferred fungal carotenoid genes in the two-spotted spidermite Tetranychus urticae. Biology Letters. 8:253-257. Kovacs, J.L., Hoffman E.A., Marriner S.M.* & M.A.D. Goodisman. 2010. Detecting selection on morphological traits in social insect castes: the case of the social wasp Vespula maculifrons. -
Women's Higher Education in the 21St Century
Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy 7:30am Registration and Continental Breakfast 9:00am Welcome & Introductions by Presidents from Host Colleges Presidents’ Panel: Women Creating Change – Today’s Civic Engagement and Women’s Colleges 10:30am Student Voices on Civic Engagement 11:00am Roundtable Discussions 12:00pm Networking Lunch: Connect with colleagues 1:00pm Chief Academic Officers Panel: New Ways of Learning How can we create signature programs to distinguish ourselves in this competitive environment? 1:45pm Roundtable Discussions 2:30pm Women Creating Change: Leadership and Social Innovation 3:00pm Leadership Panel: How do we work together to connect the multi-sector women’s leadership efforts to accelerate women’s progress? 3:45pm Roundtable Discussions 6:00pm Reception, Dinner and Program at Spelman College (Transportation provided) AGENDA –THURSDAY 9/21 WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Support Our Communications Efforts ✓ Visit our website regularly: womenscolleges.org ✓ Check your information on the website for accuracy ✓ Make sure we have your e-mail address ✓ Like/Follow us on Facebook: @womenscollegecoalition ✓ Follow