CC: Connecticut College Magazine, Summer 2013
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
What Are Connecticut College Alumni Doing Five Years After Graduation? a Study of the Class of 2013
What Are Connecticut College Alumni Doing Five Years after Graduation? A Study of the Class of 2013 Wesley M. Morris ’20 and John D. Nugent Office of Institutional Research and Planning July 2018 SUMMARY We found reliable information about the employment and graduate school activities of about 87% of the Class of 2013. Five years after graduating from Connecticut College, about 96% of those for whom we found information were employed, in graduate school, or recent graduates of a degree program. Our students follow a variety of post-undergraduate pathways into jobs, fellowships, internships, degree programs, and non-degree coursework, and nearly half of the Class of 2013 has obtained some form of additional education. OVERVIEW Colleges and universities are now routinely expected to collect and report “outcomes” data on their graduates, primarily on employment, salaries, and graduate and professional school attendance.1 Collecting accurate data on a large portion of a graduated class is tricky, and there is currently no consensus on the best time or method for collecting the data. The National Association of Colleges and Employers has developed a voluntary “first destination” survey that they suggest administering six months following graduation,2 although that timeframe seems primarily aimed at answering the question of how many college graduates quickly secure employment and thus the ability to begin paying off student loans. While important, this is not the only outcome we should be interested in, particularly as an institution offering a liberal arts education, the fruits of which may take years to fully appear. Thus, a longer-term view that looks at graduates’ activities one or more years after graduation has been the approach taken by Connecticut College in our one-year-out and five-year-out studies. -
Civic Engagement Study
Civic Engagement at Skidmore A Survey of Students, Faculty, and Community Organizations Spring 2005 In the Fall of 2004, sociology professor David Karp and the students1 of Sociology 226 “Social Research Design” conducted a study of civic engagement at Skidmore College. Here we summarize our major findings. Civic Engagement at Skidmore College The president of Skidmore College is a member of Campus Compact, “a national coalition of more than 900 college and university presidents committed to the civic purposes of higher education. To support this civic mission, Campus Compact promotes community service that develops students' citizenship skills and values, encourages partnerships between campuses and communities, and assists faculty who seek to integrate public and community engagement into their teaching and research.” The new strategic plan for Skidmore, entitled “Engaged Liberal Learning: The Plan for Skidmore College: 2005-2015,” gives particular attention to civic engagement: “We will prepare every Skidmore student to make the choices required of an informed, responsible citizen at home and in the world.” Recently, the College received a grant from the Mellon Foundation to develop civic engagement as part of a larger effort to create “a more engaging and guided learning environment.” We define civic engagement as a multidimensional construct that includes the following: Volunteering: Student participation in community service that is not course-related. Service Learning: Experiential learning that links community service and academic coursework. Community Based Research: Research that involves students, faculty and community partners with the goal of solving community problems. SENCER: Science Education for New Civic Engagements and Responsibilities. Interdisciplinary, problem-based courses that apply scientific investigation to contemporary problem solving, i.e., a course of AIDS. -
Connecticut College Magazine, Summer 1999
Connecticut College Digital Commons @ Connecticut College Linda Lear Center for Special Collections & Alumni News Archives Summer 1999 Connecticut College Magazine, Summer 1999 Connecticut College Follow this and additional works at: https://digitalcommons.conncoll.edu/alumnews Recommended Citation Connecticut College, "Connecticut College Magazine, Summer 1999" (1999). Alumni News. 347. https://digitalcommons.conncoll.edu/alumnews/347 This Magazine is brought to you for free and open access by the Linda Lear Center for Special Collections & Archives at Digital Commons @ Connecticut College. It has been accepted for inclusion in Alumni News by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. Contents Summer 1999 Vol. 8, No. 3 CONNECTICUT CO LLEG £Magazine • PEER PROFILES: 14 p. 57: Liz tone '49, hampion row r COMMENCEMENT p. 63: i ki Rogo in Lansl-. '63, The Class of 1999 bo k publish r p. 67: Li a Kaufman er hbow '75, art oil tor 16 p. 71: P ter John ton ' , ailb at maker VERBATIM p. 75 F rnand puela '88, Frank Mc ourt on teaching, writing f under of tarM dia and the meri an dream 19 LIKE FATHER, LIKE SONS 2 The President's Page hri ooper '77 and hri ooper '99, . .' fir t father- on I ga y 3 Letters to the Editor 5 CC students help NL school 20 CHAPTER AND VERSE 6 Solar timepiece in the Plex Thoreau lives next door 7 From Brazil to Japan David R. Fo ter '76 re i it Thoreau' 01111try 8 Social justice in New London 9 Walkway will link campus to NL CLASSso NOTES orrespondent ' report 10 Fulbright and Watson winners 11 Researching a CT river 80 12 Monk by the Sea LAST LOOK see page 75 features 40 THE DANCE Writing teacher Barbara Flug olin '61 learn a les on in humanity from her ph ically hallenged tudents. -
OVER the HUMP Is Your Guide to All Things Conn
WHAT’S Your Guide To Conn | 4 The Lingo | 6 INSIDE Your Key To Camel Life | 14 So Much To Do | 18 Explore The Region | 20 The Camel Ways | 26 What To Eat On Campus | 30 What To Eat Off Campus | 34 Who You Gonna Call? | 38 Staying Safe | 42 Insider Map | Inside Back Cover Contents Your Guide To Conn | 4 The Lingo | 6 Your Key To Camel Life | 14 So Much To Do | 18 Explore The Region | 20 The Camel Ways | 26 What To Eat On Campus | 30 What To Eat Off Campus | 34 Who You Gonna Call? | 38 Staying Safe | 42 Insider Map | Inside Back Cover YOUR GUIDE TO CONN WELCOME, CAMELS! OVER THE HUMP is your guide to all things Conn. In the following pages, you’ll find suggestions for items to bring to campus, places to eat, things to do and a whole lot more. You’ll also learn the lingo, so you’ll know what people mean when they say, “Hey! After my ConnCourse, I’m going to hit up Blue Camel and meet my PICA friends in the Arbo.” From your Camel Moment to the last time you ring the gong, you’ll discover new YOUR things about Conn every day. Over the Hump just gives you a head start. And to stay ahead of the game, here are a few important things to do: LOG INTO YOUR CONN EMAIL ACCOUNT. Check your conncoll.edu account regularly for information you need to know, even before you arrive on campus. If you have trouble logging in, contact the IT Service Desk at 860-439-4357. -
3Turning the TIDES
STEM ACTIVE LEARNING VIGNETTE SERIES Turning the TIDES HOW WRIGHT STATE AND THE UNIVERSITY OF DAYTON ARE TRANSFORMING TEACHING AND LEARNING FOR UNDERREPRESENTED STUDENTS By Bilal Taylor, Senior Consultant, Equal Measure 3APRIL 2018 The Investment Since beginning active grantmaking in 2008, the Leona M. and Harry B. Helmsley Charitable Trust has committed more than $1.5 billion dollars to nonprofits and other mission-aligned organizations in the United States and around the world. Although no longer a focus for the Trust, from 2008-2016 the Trust’s postsecondary education grantmaking focused on increasing the number of college graduates in science, technology, engineering, and math (STEM) fields — particularly female students and students of color. INTRODUCTION The Trust’s postsecondary grantmaking portfolio supported networks of higher education institutions committed to improving instructional practices, primarily for gateway STEM courses, and creating incentives to adopt model policies, practices, and systems that can help improve student retention and completion. Each network adopted one or more “active learning strategies,” evidence-based teaching and learning approaches that can improve students’ performance in STEM. While the Helmsley Charitable Trust’s investment has concluded, most of the networks continue to move forward with implementing these strategies. The Evaluation As the STEM Active Learning Networks evaluation and learning partner, Equal Measure is tracking the impact of the Helmsley Charitable Trust’s postsecondary grantmaking on faculty, departmental, and institutional change across networks. Since 2014, Equal Measure has examined the conditions that support progress at the institution, department, and classroom levels toward network goals. Using qualitative methods, we have documented the results of network efforts, including emerging outcomes at the institution, department, and educator levels. -
Commencement Program
COMMENCEMENT PROGRAM PROCESSIONAL ... Selected Marches . The Manchester Pipe Band A CALL TO ORDER . Marc R. Forster Henry B. Plant Professor of History and College Marshal LAND ACKNOWLEDGEMENT AND A CALL TO COMMUNITY ���������������������������������������������� John F. McKnight Jr. Dean of Institutional Equity and Inclusion AMERICA THE BEAUTIFUL ������������������������������������������������������������������������������������������������������� Megan Marie Aldrich ’21 New London Big Band REMARKS BY THE PRESIDENT . Katherine Bergeron President of the College SENIOR CLASS SPEAKER . Emir Küllük ’21 PRESENTATION OF OAKES AND LOUISE AMES PRIZE . Jeffrey Cole Dean of the Faculty Professor of Anthropology PRESENTATION OF ANNA LORD STRAUSS MEDAL ���������������������������������������������������������������������� Jefferson A. Singer Dean of the College Faulk Foundation Professor of Psychology PRESENTATION OF COLLEGE MEDAL ���������������������������������������������������������������������������������������������� President Bergeron CONFERRING OF HONORARY DEGREE . President Bergeron DeFred G. Folts III ’82 Chair, Connecticut College Board of Trustees COMMENCEMENT ADDRESS �������������������������������������������������������������������������������������������������������������� Ethan Brown ’94 PRESENTATION OF DEGREE CANDIDATES ������������������������������������������������������������������������������������ President Bergeron Dean Singer Marina J. Melendez Associate Dean of the College; Dean of Juniors, Seniors and Transfers; Posse -
College Voice Vol. 9 No. 10
Connecticut College Digital Commons @ Connecticut College 1985-1986 Student Newspapers 12-11-1985 College Voice Vol. 9 No. 10 Connecticut College Follow this and additional works at: https://digitalcommons.conncoll.edu/ccnews_1985_1986 Recommended Citation Connecticut College, "College Voice Vol. 9 No. 10" (1985). 1985-1986. 13. https://digitalcommons.conncoll.edu/ccnews_1985_1986/13 This Newspaper is brought to you for free and open access by the Student Newspapers at Digital Commons @ Connecticut College. It has been accepted for inclusion in 1985-1986 by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. THE COLEEGE VOICE DECEMBER II. 19115 'OLUME IX. NUMBER 10 CONNECTICUT COLLEGE'S 75TH ANNIVERSARY Long Range Plans for Improvement tive campus center were noted. infirmary building and the in- by Shelley Brown "By moving the post office firmary would then be moved Major changes may be in and bookshop to a more cen- to Lazrus Dormitory store for the Connecticut Col- tral location (such as Crozier Lazrus students displaced lege campus if the proposed Williams), faculty, students by the move would most likely plans of the Long Range Plan- and administrators would rub live in Winthrop Hall, which ning Committee are approved elbows on a daily basis," said would once again be used as a by the Board of Trustees. architect Raymond Sevigny. dorm. The possibility of a new Faculty and students were in- The Dance department's im- dorm was also considered. A vited to respond to the Com- mediate needs were assessed new location for a larger com- mittee's plan of changes for and the architects said that puter center was discussed, the Campus in a meeting held ideally an additional building and agreed on as the present Monday, November 25 in should be added below Cum- post office. -
Argentina-Punto-Com: an Analysis of the Development of the Dot-Com Sector in Argentina
Argentina-punto-com: An Analysis of the Development of the Dot-com Sector in Argentina Ed Marcum The Lauder Institute April 10, 2001 Introduction....................................................................................................................................1 Section I – Foundations and Fundamental Drivers ...................................................................5 Wealth.......................................................................................................................................5 Education..................................................................................................................................7 Infrastructure ...........................................................................................................................9 Public Policy ..........................................................................................................................13 Government/Stability ...........................................................................................................16 Section II – Other Drivers ...........................................................................................................18 Timing .....................................................................................................................................18 Venture Capital......................................................................................................................20 Other Actors ...........................................................................................................................22 -
Understanding the Rise of the Self Employed Women's Association
University of Pennsylvania ScholarlyCommons CUREJ - College Undergraduate Research Electronic Journal College of Arts and Sciences 2010 The Path to Women's Empowerment: Understanding the Rise of the Self Employed Women's Association Orly T. May University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/curej Part of the Political Science Commons Recommended Citation May, Orly T., "The Path to Women's Empowerment: Understanding the Rise of the Self Employed Women's Association" 01 January 2010. CUREJ: College Undergraduate Research Electronic Journal, University of Pennsylvania, https://repository.upenn.edu/curej/116. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/curej/116 For more information, please contact [email protected]. The Path to Women's Empowerment: Understanding the Rise of the Self Employed Women's Association Abstract Across the developing world, women in the informal economy, unprotected by government provisions and exploited by patriarchal structures, work relentlessly to earn a living for themselves and their families. Within these treacherous conditions, the Self Employed Women’s Association (SEWA) emerged and developed into a powerful force in India and beyond. The question naturally arises – what enabled SEWA to become such a successful social movement? While previous scholars have pointed to various specific characteristics – its leadership, flexibility, values, strategy, governance, or autonomous nature – they have not put forth a theoretical framework through which to understand its rise to prominence. Drawing on social movement theory, I have put forth a three-phase framework that allows us to theoretically understand SEWA’s emergence. The three phases – providing selective incentives, creating a common identity and shared purpose, and ensuring continuity – each depend on both organizational inputs and environmental factors. -
Including the Excluded: Supporting Informal Workers for More Equal and Productive Cities in the Global South
WORKING PAPER Including the Excluded: Supporting Informal Workers for More Equal and Productive Cities in the Global South TOWARDS A MORE EQUAL CITY Including the Excluded: Supporting Informal Workers for More Equal and Productive Cities in the Global South Martha A. Chen and Victoria A. Beard CONTENTS EXECUTIVE SUMMARY Executive Summary ....................................................1 Abbreviations ..............................................................6 Highlights 1. Most of the Urban Workforce in the ► The informal economy accounts for 50 to 80 percent of urban Global South is Informal.............................................7 employment in cities across the global South.1 Informal employment 2. The Urban Informal Workforce is Large, Persistent, and Diverse ..............................................9 comprises over three-quarters of urban employment in Africa, over 3. Exclusionary Cities .............................................. 14 half of urban employment in Asia and the Pacific, and just under half of urban employment in Latin America and the Caribbean.2 4. Inclusive Cities ..................................................... 18 5. Supporting Informal Workers to Achieve More ► Informal enterprises generate from one-quarter to one-half of gross Equal and Productive Cities .................................... 26 domestic product or value added outside agriculture.3 Endnotes .................................................................. 28 References .............................................................. -
Rethinking the Informal Economy: Linkages with the Formal Economy and the Formal Regulatory Environment
Economic & Social Affairs DESA Working Paper No. 46 ST/ESA/2007/DWP/46 July 2007 Rethinking the Informal Economy: Linkages with the Formal Economy and the Formal Regulatory Environment Martha Alter Chen Abstract Th is paper explores the relationship of the informal economy to the formal economy and the formal regulatory environment. It begins with a discussion of the concept of the informal economy and its size, composition, and segmentation. It then discusses the linkages between the informal economy and the formal economy and the formal regulatory environment. Th e conclusion suggests why and how more equitable linkages between the informal economy and the formal economy should be promoted through an appropriate inclusive policy and regulatory environment. JEL Classifi cation: J01, J08, K23, K31, L22, L25, L26, O17 Key words: informal sector, informal economy, informal enterprises, informal workers, formal economy, formal regulatory environment, linkages, formalization Martha Alter Chen teaches at the Kennedy School of Government, Harvard University, and coordinates the global research-policy network Women in Informal Employment: Globalizing and Organizing (WIEGO). An experienced development scholar and practitioner, she has a PhD in South Asia Regional Studies from the University of Pennsylvania. She lectures and writes widely on gender and poverty, with a focus on issues of employment and livelihoods, and is the author of many books and articles. E-mail: [email protected]. Comments should be addressed by email to the author. Contents Th e informal economy .................................................................................................................... 1 New Term and Expanded Defi nition .................................................................................. 1 Key Features of the Informal Economy .............................................................................. 2 Women and Men in the Informal Economy ...................................................................... -
Women-Empowerment a Bibliography
Women’s Studies Resources; 5 Women-Empowerment A Bibliography Complied by Meena Usmani & Akhlaq Ahmed March 2015 CENTRE FOR WOMEN’S DEVELOPMENT STUDIES 25, Bhai Vir Singh Marg (Gole Market) New Delhi-110 001 Ph. 91-11-32226930, 322266931 E-mail: [email protected] Website: www.cwds.ac.in/library/library.htm 1 PREFACE The “Women’s Studies Resources Series” is an attempt to highlight the various aspect of our specialized library collection relating to women and development studies. The documents available in the library are in the forms of books and monographs, reports, reprints, conferences Papers/ proceedings, journals/ newsletters and newspaper clippings. The present bibliography on "Women-Empowerment ” especially focuses on women’s political, social or economic aspects. It covers the documents which have empowerment in the title. To highlight these aspects, terms have been categorically given in the Subject Keywords Index. The bibliography covers the documents upto 2014 and contains a total of 1541 entries. It is divided into two parts. The first part contains 800 entries from books, analytics (chapters from the edited books), reports and institutional papers while second part contains over 741 entries from periodicals and newspapers articles. The list of periodicals both Indian and foreign is given as Appendix I. The entries are arranged alphabetically under personal author, corporate body and title as the case may be. For easy and quick retrieval three indexes viz. Author Index containing personal and institutional names, Subject Keywords Index and Geographical Area Index have been provided at the end. We would like to acknowledge the support of our colleagues at Library.