The Institute for Advanced Study invites you to
The Future of the Humanities
A Round Table Discussion with Prof. Jonathan Culler, Cornell University
Thursday, February 25, 2010
4:00-5:15 p.m.
Oak Room, Indiana Memorial Union
What roles do the humanities play in the 21st-century university? Do the humanities share a core competence or goal? How might humanists better engage students, colleagues, and the community about our contributions to university education and research?
Indiana University faculty members from several humanities departments will join Jonathan Culler, Class of 1916 Professor of English and Comparative Literature at Cornell, for a round table discussion of these issues. Prof. Culler has served as Senior Associate Dean of the College of Arts and Sciences at Cornell and is currently a member of the board of directors of the New York State Council for the Humanities.
The IU faculty participating on the panel are Kate Abramson (Philosophy), Judith Allen (Gender Studies, History, Kinsey Institute), Andrea Ciccarelli (French and Italian, College Arts and Humanities Institute), Constance Furey (Religious Studies, Renaissance Studies), Vivian Halloran (Comparative Literature, American Studies, Human Biology Program), and Steve Watt (English, College of Arts and Sciences). The moderator will be Paul Losensky (Central Eurasian Studies, Comparative Literature).
Wednesday, February 24, 2010
School of Journalism Research Colloquium
“Gatekeeping the ‘Gatekeepers’: Uses and misuses of Freedom of Information legislation in a transitional country”
-Lindita Camaj, School of Journalism doctoral candidate
Wednesday, February 24th, 4:30pm
Ernie Pyle Lounge, 2nd Floor
Ernie Pyle Hall
Approaching Freedom of Information (FOI) from a democratization perspective, rather than from a purely legal angle, this study analyzes the quality and implementation of the FOI legislation in Kosovo in order to explore how political culture and media freedom in post-communist countries affect and are affected by this legislation.
-Lindita Camaj, School of Journalism doctoral candidate
Wednesday, February 24th, 4:30pm
Ernie Pyle Lounge, 2nd Floor
Ernie Pyle Hall
Approaching Freedom of Information (FOI) from a democratization perspective, rather than from a purely legal angle, this study analyzes the quality and implementation of the FOI legislation in Kosovo in order to explore how political culture and media freedom in post-communist countries affect and are affected by this legislation.
Tuesday, February 23, 2010
Czech Film Series 2009-2010
Thursday, February 25
Lindley Hall 102
7 PM
Jaroslav Papoušek: Fancy Schmancy Homolka (1970)
Second part of a loose family trilogy about the “Communist bourgeois” family, the Homolkas. In this part, the Homolkas have arrived, having acquired a car, which they are trying to make use of by visiting their dying grandfather. Things, however, turn out different than expected. This film belongs to the New Wave hall of fame of Czech cinema with its extreme realism, as well as omnipresent situational comedy of awkwardness and emptiness.
Black and white. In Czech with English subtitles. 78 mins.
Introduced by Professor Bronislava Volková
Lindley Hall 102
7 PM
Jaroslav Papoušek: Fancy Schmancy Homolka (1970)
Second part of a loose family trilogy about the “Communist bourgeois” family, the Homolkas. In this part, the Homolkas have arrived, having acquired a car, which they are trying to make use of by visiting their dying grandfather. Things, however, turn out different than expected. This film belongs to the New Wave hall of fame of Czech cinema with its extreme realism, as well as omnipresent situational comedy of awkwardness and emptiness.
Black and white. In Czech with English subtitles. 78 mins.
Introduced by Professor Bronislava Volková
Screening of "The Worst Film Ever Made" in Whittenberger Auditorium
On Tuesday, March 2 at 7:00 pm in the Whittenberger Auditorium in the IMU, the Union Board Director of Comedy is pleased to present a screening of “The Citizen Kane of Bad Movies” entitled The Room.
It has been called one of the worst movies ever made, from cinematography, to sound, to set, and most importantly terrible script writing and terrible acting. The film was independently produced by a man named Tommy Wiseau who is also the films screenwriter, director, and star.
After the film’s screening, Mr. Wiseau will be giving a lecture and holding a question and answer session with students. This is a unique opportunity as focus on how NOT to act, direct, or write is rare.
The film and discussion is free to all students with a valid ID or $5 for the public and those without an ID.
It has been called one of the worst movies ever made, from cinematography, to sound, to set, and most importantly terrible script writing and terrible acting. The film was independently produced by a man named Tommy Wiseau who is also the films screenwriter, director, and star.
After the film’s screening, Mr. Wiseau will be giving a lecture and holding a question and answer session with students. This is a unique opportunity as focus on how NOT to act, direct, or write is rare.
The film and discussion is free to all students with a valid ID or $5 for the public and those without an ID.
Monday, February 22, 2010
AI Gigs in American Studies 2010-2011
The American Studies program anticipates making five Associate Instructorship appointments for the academic year 2010-2011.
Over the course of the year, responsibilities will include teaching one section of A100, "What is America?", and one course of the student's own design (typically listed as A201 or A202). American Studies AIs are responsible for planning the syllabus, selecting texts, ordering exam copies, setting and evaluating all student requirements, and assigning grades.
The stipend for this appointment is expected to be $13,500. Note that this does not include a fee remission. Students must be at the G901 level in order to take this appointment.
Interested students should submit a brief letter of application, describing teaching history and research interests, a letter of recommendation from an IU faculty member, and a sample syllabus for the course of their own design.
Preference will be given to students enrolled in the AMST combined PhD, the AMST doctoral minor, and the NAIS doctoral minor.
Applications are due March 1, 2010.
Carol Glaze
Administrative Manager
American Studies Program
Ballantine Hall 520
Indiana University
855-7748
cglaze@indiana.edu
Over the course of the year, responsibilities will include teaching one section of A100, "What is America?", and one course of the student's own design (typically listed as A201 or A202). American Studies AIs are responsible for planning the syllabus, selecting texts, ordering exam copies, setting and evaluating all student requirements, and assigning grades.
The stipend for this appointment is expected to be $13,500. Note that this does not include a fee remission. Students must be at the G901 level in order to take this appointment.
Interested students should submit a brief letter of application, describing teaching history and research interests, a letter of recommendation from an IU faculty member, and a sample syllabus for the course of their own design.
Preference will be given to students enrolled in the AMST combined PhD, the AMST doctoral minor, and the NAIS doctoral minor.
Applications are due March 1, 2010.
Carol Glaze
Administrative Manager
American Studies Program
Ballantine Hall 520
Indiana University
855-7748
cglaze@indiana.edu
Call for Short Film Submissions: New Screening Series in Chicago
A new screening series in Chicago is looking for short films and videos. The gist of the series is that we will be putting together programs mixing awesome, new work, with older, more established fare. Theoretically, we'll be screening stuff in all formats, but submissions would be best on DVD, or, even better, e-mail me links to a website and tell me what to watch.
Since the most reckless self-promoters are not necessarily the best filmmakers, I'd really like to encourage all you shy, reticent geniuses out there to send along your work. And ideally, we'll be paying artists what we can - which might not be much, tho.
Send work to:
Tom McCormack
1522 W. Augusta Blvd. Apt. 1F
Chicago, IL 60642
or e-mail: mccormack.thomas@gmail.com
Since the most reckless self-promoters are not necessarily the best filmmakers, I'd really like to encourage all you shy, reticent geniuses out there to send along your work. And ideally, we'll be paying artists what we can - which might not be much, tho.
Send work to:
Tom McCormack
1522 W. Augusta Blvd. Apt. 1F
Chicago, IL 60642
or e-mail: mccormack.thomas@gmail.com
CFP: 22nd Annual Ethnographic and Qualitative Conference
Please consider submitting a proposal for a paper presentation at the 22nd Annual Conference on Ethnographic and Qualitative Conference (EQRC). The proposal deadline is March 22, 2010 and details are found at the conference website: www.cedarville.edu/eqrc.
The conference is affordable and centrally-located in Ohio, making it readily accessible to all, by flight or driving. Please circulate this announcement to peers and graduate students active in qualitative research projects. Note that we invite all interactive poster and lecture presentation conference papers for submission and potential publication in a printed, peer-reviewed periodical, the Journal of Ethnographic & Qualitative Research(JEQR).
A PDF announcement flyer is available at the EQRC website for your print-out and posting.
The organizers hope to make your personal acquaintance this summer and believe you will find the conference to be both enjoyable and professionaly profitable.
The conference is affordable and centrally-located in Ohio, making it readily accessible to all, by flight or driving. Please circulate this announcement to peers and graduate students active in qualitative research projects. Note that we invite all interactive poster and lecture presentation conference papers for submission and potential publication in a printed, peer-reviewed periodical, the Journal of Ethnographic & Qualitative Research(JEQR).
A PDF announcement flyer is available at the EQRC website for your print-out and posting.
The organizers hope to make your personal acquaintance this summer and believe you will find the conference to be both enjoyable and professionaly profitable.
Summer Teaching Opportunity
The Student Academic Center seeks qualified applicants for teaching positions in X153 Critical Reading & Reasoning for the New College Student. X153 is part of the GROUPS program and is offered during the second summer session of 2010. Applicants must have previous teaching experience. Preference is given to candidates of the doctoral level.
Thanks,
Christy Settle
Student Services Assistant
Student Academic Center
Office of the Vice Provost for Undergraduate Education
Indiana University, Bloomington
316 N. Jordan Ave.
(812)855-7313 phone
(812)855-5474 fax
http://sac.indiana.edu
Thanks,
Christy Settle
Student Services Assistant
Student Academic Center
Office of the Vice Provost for Undergraduate Education
Indiana University, Bloomington
316 N. Jordan Ave.
(812)855-7313 phone
(812)855-5474 fax
http://sac.indiana.edu
Friday, February 19, 2010
CFP: Moving Bodies, Being Subjects: Ethnographic, Archaeological and Historical Approaches to Mobility
Abstracts are invited for a panel, to be presented at the American Anthropological Association, at the 2010 AAA meetings in New Orleans, November 17-21, 2010. The theme of this year’s meeting is: “Circulation.”
Deadline for submission of draft abstracts is: Friday, February 26, 2010. 5:00 est.
Panel topic: Moving Bodies, Being Subjects: Ethnographic, archaeological and historical approaches to mobility
Mobility has been an enduring, but often overshadowed and undertheorized, element in ethnographic, ethnohistorical, and archaeological research. In recent years there has been a critical turn in each of these fields as scholars have expanded their focus on mobility to include, for example, the study of diasporas and migrant workers in the post-colonial/late capitalist world; the displacement of ethnic populations by state, colonial, and imperial authorities; and the diverse patterns of residential mobility as practiced within ancient societies. These studies have successfully challenged the strict mobile/sedentary divide. Yet, in doing so, they have exposed a deep underlying assumption - namely, the determinative (although not uni-directional) relationship between the movements of subjects and the nature of their (socio-)political organization.
Our panel aims to recast this assumption such that the relationship between how subjects move and how they constitute their (socio-)political worlds becomes the object of study. In exploring this relationship we ask both epistemological and also theoretical questions: What are the implications for a ‘theory’ of mobility given anthropology’s diverse datasets (e.g. direct observations of movements, analysis of archival accounts of movements and the interpretation of isotopic signatures to infer movements)? How do our ontological categories of mobility shape interpretation? Can we consider mobility to exist a priori? Or are subjects’ abilities and/or motivations to move always already constituted within their (socio-)political worlds? How do the contemporary transnational flows of people and migratory regimes inform archaeological models of sovereignty? How can historically situated studies of ancient mobile practices inform hierarchies of mobility and the global tensions between the mobile and the localized?
We seek papers that use mobility as a prism through which to view the complexities of (socio-)political life. As such, these papers will contribute to new theorizations of the body, materiality, subjectivity, emplacement, sovereignty, and authority. In tackling the assumptions at the heart of mobility studies, the proposed panel seeks to benefit from our multiple ways of knowing subjects and to bring the often too fractious sub-disciplines of anthropology into productive dialogue.
Please submit draft abstracts of no more than 250 words, together the following information, to the panel organizers by February 26, 2010. If your paper is accepted the organizers will request finalized abstracts in time for the April 1, 2010 submission deadline to the AAA.
Name
Contact details (email and phone)
Institutional affiliation
Brief description of relevant research experience, if applicable
Organizers:
Maureen Marshall, University of Chicago memarsh@uchicago.edu
Michelle Lelièvre, University of Chicago lelievma@uchicago.edu
Deadline for submission of draft abstracts is: Friday, February 26, 2010. 5:00 est.
Panel topic: Moving Bodies, Being Subjects: Ethnographic, archaeological and historical approaches to mobility
Mobility has been an enduring, but often overshadowed and undertheorized, element in ethnographic, ethnohistorical, and archaeological research. In recent years there has been a critical turn in each of these fields as scholars have expanded their focus on mobility to include, for example, the study of diasporas and migrant workers in the post-colonial/late capitalist world; the displacement of ethnic populations by state, colonial, and imperial authorities; and the diverse patterns of residential mobility as practiced within ancient societies. These studies have successfully challenged the strict mobile/sedentary divide. Yet, in doing so, they have exposed a deep underlying assumption - namely, the determinative (although not uni-directional) relationship between the movements of subjects and the nature of their (socio-)political organization.
Our panel aims to recast this assumption such that the relationship between how subjects move and how they constitute their (socio-)political worlds becomes the object of study. In exploring this relationship we ask both epistemological and also theoretical questions: What are the implications for a ‘theory’ of mobility given anthropology’s diverse datasets (e.g. direct observations of movements, analysis of archival accounts of movements and the interpretation of isotopic signatures to infer movements)? How do our ontological categories of mobility shape interpretation? Can we consider mobility to exist a priori? Or are subjects’ abilities and/or motivations to move always already constituted within their (socio-)political worlds? How do the contemporary transnational flows of people and migratory regimes inform archaeological models of sovereignty? How can historically situated studies of ancient mobile practices inform hierarchies of mobility and the global tensions between the mobile and the localized?
We seek papers that use mobility as a prism through which to view the complexities of (socio-)political life. As such, these papers will contribute to new theorizations of the body, materiality, subjectivity, emplacement, sovereignty, and authority. In tackling the assumptions at the heart of mobility studies, the proposed panel seeks to benefit from our multiple ways of knowing subjects and to bring the often too fractious sub-disciplines of anthropology into productive dialogue.
Please submit draft abstracts of no more than 250 words, together the following information, to the panel organizers by February 26, 2010. If your paper is accepted the organizers will request finalized abstracts in time for the April 1, 2010 submission deadline to the AAA.
Name
Contact details (email and phone)
Institutional affiliation
Brief description of relevant research experience, if applicable
Organizers:
Maureen Marshall, University of Chicago memarsh@uchicago.edu
Michelle Lelièvre, University of Chicago lelievma@uchicago.edu
City Lights & Underground Film Series
Friday, February 19
7: 00 pm
Radio-TV Building, Room 251
Vivienne Dick Films
Following up last Fall's presentation of Beuty Becomes the Beast, we present more films by Ireland's Vivienne Dick. Dick's early films, which were key works in the short-lived No Wave film scene of late-70s New York, draw on that movement;s emphaisi on raw amateurism while also exhibiting an overt feminist sesibility. we'll be showing three shorts; Guerlliere Talks, She Had Her Gun All Ready, and Staten Island.
(56 minute program)
7: 00 pm
Radio-TV Building, Room 251
Vivienne Dick Films
Following up last Fall's presentation of Beuty Becomes the Beast, we present more films by Ireland's Vivienne Dick. Dick's early films, which were key works in the short-lived No Wave film scene of late-70s New York, draw on that movement;s emphaisi on raw amateurism while also exhibiting an overt feminist sesibility. we'll be showing three shorts; Guerlliere Talks, She Had Her Gun All Ready, and Staten Island.
(56 minute program)
CMCL Colloquium Series - Friday February 19
Please note that the time for today's colloquium has been moved to 5:00 pm.
“Is Your House on Fire?
a short history of Circus Amok
in which we consider queer bodies, public space, the audience plant, and democracy”
A guest lecture by Jennifer Miller
including slides, video, a brief insider account of sideshow work,
and a live knife act.
Friday, Feb. 19, 5:00-6:00 pm
Indiana University, 800 E. 3rd St., Room 100
“Is Your House on Fire?
a short history of Circus Amok
in which we consider queer bodies, public space, the audience plant, and democracy”
A guest lecture by Jennifer Miller
including slides, video, a brief insider account of sideshow work,
and a live knife act.
Friday, Feb. 19, 5:00-6:00 pm
Indiana University, 800 E. 3rd St., Room 100
Traveling Holocaust Museum Exhibit Opens in the IMU
The Holocaust Memorial Museum traveling exhibit from Washington, D.C., “Nazi Persecution of Homosexuals, 1933-1945,” will be on display in the IMU until April 25.
The exhibit, which was larger than anticipated, will be displayed in three floors of the IMU.
Sponsored by the Office of Gay, Lesbian, Bisexual and Transgender (GLBT) Student Support Services and the Union Board.
The exhibit, which was larger than anticipated, will be displayed in three floors of the IMU.
Sponsored by the Office of Gay, Lesbian, Bisexual and Transgender (GLBT) Student Support Services and the Union Board.
Thursday, February 18, 2010
CFP: The Architecture of Community
The Communal Studies Association Annual Conference hosted by
Historic New Harmony & The Center for Communal Studies
University of Southern Indiana
New Harmony, Indiana
Conference Dates: September 30-October 2, 2010
Conference Theme:
“The Architecture of Community”
Architecture, in the fullest sense of the word, will be the theme of this conference, including not only the physical structures used by communitarians, but also the social, religious, and political organization of their communities. Held at the southern Indiana site of two prominent intentional communities, one founded by the German Pietist Harmony Society and the other by the social reformer Robert Owen, the site of the conference will give attendees examples of various types of architecture. Tours of the New Harmony site will be included in the program. Papers, panel discussions, and audio-visual presentations are solicited, both on the theme and on the broader aspects of communal groups, intentional communities, and utopias.
Deadline for Submission of Paper & Session Proposals: May 1, 2010
Send your presentation title, a 150-word maximum abstract, and a brief (100 word) biography and contact information to:
Matthew J. Grow
Director, Center for Communal Studies
University of Southern Indiana
8600 University Blvd.
Evansville, IN 47712
Office: (812) 464-1971
Fax: (812) 465-7152
E-mail: mjgrow@usi.edu
Historic New Harmony & The Center for Communal Studies
University of Southern Indiana
New Harmony, Indiana
Conference Dates: September 30-October 2, 2010
Conference Theme:
“The Architecture of Community”
Architecture, in the fullest sense of the word, will be the theme of this conference, including not only the physical structures used by communitarians, but also the social, religious, and political organization of their communities. Held at the southern Indiana site of two prominent intentional communities, one founded by the German Pietist Harmony Society and the other by the social reformer Robert Owen, the site of the conference will give attendees examples of various types of architecture. Tours of the New Harmony site will be included in the program. Papers, panel discussions, and audio-visual presentations are solicited, both on the theme and on the broader aspects of communal groups, intentional communities, and utopias.
Deadline for Submission of Paper & Session Proposals: May 1, 2010
Send your presentation title, a 150-word maximum abstract, and a brief (100 word) biography and contact information to:
Matthew J. Grow
Director, Center for Communal Studies
University of Southern Indiana
8600 University Blvd.
Evansville, IN 47712
Office: (812) 464-1971
Fax: (812) 465-7152
E-mail: mjgrow@usi.edu
CFP: 7th Annual Graduate Student Ethnography Conference
Stony Brook University-Manhattan Campus
Department of Sociology
April 30th, 2010
Call for Abstracts
Abstracts for presentations are welcome from graduate students using ethnographic methods, including field research and in-depth interviews. If you are working on, or have completed an ethnographic project, consider making a presentation at this spring's conference. Papers of all topics are welcome. Preference will be given to research in advanced stages. Upon acceptance, submission of a full paper is required.
If interested, please send a brief description of your work (500 words) to sbethnographyconference@gmail.com by March 19th, 2010.
Please specify in your e-mail what stage your research is in and identify the methodology (length of time in field, number of research participants, etc…) that you have used in the collection of your data.
In addition to your project description, please include the title of your presentation, your university affiliation, and your contact information (name, mailing address, and email address). Please use the email address above to contact the organizers with questions.
This one-day conference will be held at Stony Brook, Manhattan (401 Park Avenue South at 28th St.).
Department of Sociology
April 30th, 2010
Call for Abstracts
Abstracts for presentations are welcome from graduate students using ethnographic methods, including field research and in-depth interviews. If you are working on, or have completed an ethnographic project, consider making a presentation at this spring's conference. Papers of all topics are welcome. Preference will be given to research in advanced stages. Upon acceptance, submission of a full paper is required.
If interested, please send a brief description of your work (500 words) to sbethnographyconference@gmail.com by March 19th, 2010.
Please specify in your e-mail what stage your research is in and identify the methodology (length of time in field, number of research participants, etc…) that you have used in the collection of your data.
In addition to your project description, please include the title of your presentation, your university affiliation, and your contact information (name, mailing address, and email address). Please use the email address above to contact the organizers with questions.
This one-day conference will be held at Stony Brook, Manhattan (401 Park Avenue South at 28th St.).
CFP: Ethnographic Approaches to Research on the Commons
Submissions for a panel on ethnographic approaches to research on the commons (abstract below). If you are interested in joining the panel, please send your paper title and 250-word abstract to Cheryl Oldfield at coldfiel@indiana.edu .
Panel submissions are due April 1, paper proposals by March 1.
Proposed Panel:
Ethnographic Approaches to Studying the Commons: New Challenges and Opportunities
Co-organizers: Benjamin Jewell and Amber Wutich
Ethnographers have long recognized that research on the commons can be enriched by multi-method approaches. Classic techniques such as participant-observation and cultural domain analysis have contributed to rich ethnographic works on the commons and helped challenge widely held assumptions about the governance of common-pool resources. The incorporation of relatively new techniques--such as social networks and economic experiments--in ethnographic research presents an opportunity to revisit existing questions on the commons and explore new questions for emerging commons areas (e.g. urban and virtual commons). As governance institutions at various scales seek problem-oriented research to improve the management of complex socio-ecological systems, ethnographers are uniquely situated to participate through novel multi-method ethnographic approaches. To do so, ethnographers must negotiate the complexities of increasingly-popular collaborative, participatory and integrative approaches in commons-oriented research. This includes conveying the relevance of ethnography to interdisciplinary researchers, working with NGOs, engaging community partners, and sharing leadership with researchers from different disciplinary backgrounds. Each of the papers in this panel will use empirical data from their own ethnographic case studies to explore the challenges and opportunities posed by multi-method ethnography in commons-oriented research.
Panel submissions are due April 1, paper proposals by March 1.
Proposed Panel:
Ethnographic Approaches to Studying the Commons: New Challenges and Opportunities
Co-organizers: Benjamin Jewell and Amber Wutich
Ethnographers have long recognized that research on the commons can be enriched by multi-method approaches. Classic techniques such as participant-observation and cultural domain analysis have contributed to rich ethnographic works on the commons and helped challenge widely held assumptions about the governance of common-pool resources. The incorporation of relatively new techniques--such as social networks and economic experiments--in ethnographic research presents an opportunity to revisit existing questions on the commons and explore new questions for emerging commons areas (e.g. urban and virtual commons). As governance institutions at various scales seek problem-oriented research to improve the management of complex socio-ecological systems, ethnographers are uniquely situated to participate through novel multi-method ethnographic approaches. To do so, ethnographers must negotiate the complexities of increasingly-popular collaborative, participatory and integrative approaches in commons-oriented research. This includes conveying the relevance of ethnography to interdisciplinary researchers, working with NGOs, engaging community partners, and sharing leadership with researchers from different disciplinary backgrounds. Each of the papers in this panel will use empirical data from their own ethnographic case studies to explore the challenges and opportunities posed by multi-method ethnography in commons-oriented research.
Horizons of Knowledge Lecture
Professor Nelson Vieira
"The Cultural Politics of Diaspora: Ways of Being Jewish and Female in Brazil”
Friday, March 5th
2 pm
IMU Persimmon Room
Nelson Vieira is University Professor and Professor of Portuguese, Brazilian Studies, and Judaic Studies at Brown University, and he is one of the most influential scholars on Brazilian and Latin American Jewish writing.
We would like to thank the following departments and programs for their support:
Department of Spanish and Portuguese
Department of Religious Studies
Center for Latin American and Caribbean Studies Borns Jewish Studies Program La Casa/Latino Cultural
"The Cultural Politics of Diaspora: Ways of Being Jewish and Female in Brazil”
Friday, March 5th
2 pm
IMU Persimmon Room
Nelson Vieira is University Professor and Professor of Portuguese, Brazilian Studies, and Judaic Studies at Brown University, and he is one of the most influential scholars on Brazilian and Latin American Jewish writing.
We would like to thank the following departments and programs for their support:
Department of Spanish and Portuguese
Department of Religious Studies
Center for Latin American and Caribbean Studies Borns Jewish Studies Program La Casa/Latino Cultural
Human-Environment Interactions Workshop
Organized by Emilio Moran and Eduardo Brondizio, Anthropological Center for Training andResearch on Global Environmental Change (ACT) with Financial Support from the Center for Research in Environmental Sciences (CRES)
Persimmon Room, Indiana Memorial Union
February 25 – 27, 2010
Persimmon Room, Indiana Memorial Union
February 25 – 27, 2010
India Studies Lecture Series
Coming Down with Modernity: Confusions, Questions and Some Perceptions from South Asia
by *Tithi Bhattacharya*
Associate Professor, Department of History, Purdue University
*Monday, February 22 at 5:30 pm
*Fine Arts Building, Room 102
ABSTRACT
The notion of modernity is one of the most debated concepts, particularly in the context of non-European countries where modernity often arrived at gunpoint. And yet the fact of modernity was unquestioned by most indigenous intellectuals in the colonies. It was an historian of the twentieth century who first challenged the scope, nature and validity of the colonial modern. I will be looking at the essays on science of one of the leading female writers of nineteenth century Calcutta. Swarnakumari Debi?s writings on the physical and natural sciences in some of the most prominent contemporary journals mark the nodal point of several epistemic streams that have consequently become areas of debate in the current scholarship on non-European modernity. What was the location of science in a non-European society?
Did science necessarily herald and embody an instrumentalist European rationality? How do we evaluate scholarly gendering in the context of a woman writing so confidently and ?naturally? on scientific issues? It is my contention that we need to re-evaluate recent postcolonial claims on multiple and/or alternative modernities in the context of the non-West and look instead towards more fuller explanations for a phenomenon as complex and historically nuanced as the modern moment.
For more information, contact the India Studies Program at india@indiana.edu or 812-855-5798
by *Tithi Bhattacharya*
Associate Professor, Department of History, Purdue University
*Monday, February 22 at 5:30 pm
*Fine Arts Building, Room 102
ABSTRACT
The notion of modernity is one of the most debated concepts, particularly in the context of non-European countries where modernity often arrived at gunpoint. And yet the fact of modernity was unquestioned by most indigenous intellectuals in the colonies. It was an historian of the twentieth century who first challenged the scope, nature and validity of the colonial modern. I will be looking at the essays on science of one of the leading female writers of nineteenth century Calcutta. Swarnakumari Debi?s writings on the physical and natural sciences in some of the most prominent contemporary journals mark the nodal point of several epistemic streams that have consequently become areas of debate in the current scholarship on non-European modernity. What was the location of science in a non-European society?
Did science necessarily herald and embody an instrumentalist European rationality? How do we evaluate scholarly gendering in the context of a woman writing so confidently and ?naturally? on scientific issues? It is my contention that we need to re-evaluate recent postcolonial claims on multiple and/or alternative modernities in the context of the non-West and look instead towards more fuller explanations for a phenomenon as complex and historically nuanced as the modern moment.
For more information, contact the India Studies Program at india@indiana.edu
Native American Community Center of Bloomington Benefit Dinner & Silent Auction
Thursday, Feb. 18, 2010
7:00 PM
Neal Marshall Black Culture Center, IU Campus
Admission to the Native American Community Center fundraiser, which is only $5, gets you:
--a light meal, including traditional Native foods from several tribal nations
--entry into raffle for a sheep sculpture by Ruby Growler-Smith (Diné/Navajo)
--ability to bid on arts and crafts items, many by local artists
--singing and jingle dancing
--knowledge you have helped a good cause!
All profits will go to the Native American Community Center's rent fund. If we raise just $4800, we can rent an office for a year!
Food includes deer stew, grape dumplings, cornbread, and fry bread, in addition to finger foods.
Over the next few days, we will post more photos of items that will be included in the art auction to our facebook event page. If you are on facebook, please visit: http://www.facebook.com/home.php?#!/event.php?eid=301781281684&ref=mf
We would like to thank those who donated art and craft items:
Bear Creek Gallery/Rebecca Martin
Bloomington Bagel Co.
Tricia Brock
Patti and Richard Brundle
Marilyn and Donnie Cleveland
Del and Noah Criscenzo-Boyer
Cripple Crow Native American and Southwestern Goods
Keith Curley
Eiteljorg Museum of Western Art and American Indians
Fat Man's Barbecue
Marjorie King
Marla
Not Just Rugs/Chuck Mobley
Kylo and Rachel Prince
Laura Reagan
Cory Roth
Safari Arts
Windfall Dancers
Winona Garmhausen
and others.
7:00 PM
Neal Marshall Black Culture Center, IU Campus
Admission to the Native American Community Center fundraiser, which is only $5, gets you:
--a light meal, including traditional Native foods from several tribal nations
--entry into raffle for a sheep sculpture by Ruby Growler-Smith (Diné/Navajo)
--ability to bid on arts and crafts items, many by local artists
--singing and jingle dancing
--knowledge you have helped a good cause!
All profits will go to the Native American Community Center's rent fund. If we raise just $4800, we can rent an office for a year!
Food includes deer stew, grape dumplings, cornbread, and fry bread, in addition to finger foods.
Over the next few days, we will post more photos of items that will be included in the art auction to our facebook event page. If you are on facebook, please visit: http://www.facebook.com/home.php?#!/event.php?eid=301781281684&ref=mf
We would like to thank those who donated art and craft items:
Bear Creek Gallery/Rebecca Martin
Bloomington Bagel Co.
Tricia Brock
Patti and Richard Brundle
Marilyn and Donnie Cleveland
Del and Noah Criscenzo-Boyer
Cripple Crow Native American and Southwestern Goods
Keith Curley
Eiteljorg Museum of Western Art and American Indians
Fat Man's Barbecue
Marjorie King
Marla
Not Just Rugs/Chuck Mobley
Kylo and Rachel Prince
Laura Reagan
Cory Roth
Safari Arts
Windfall Dancers
Winona Garmhausen
and others.
CUBAmistad Film Series
"IMAGENES DEL CARIBE" (Images of the Carribean)
Featuring discussion by cameraman, special effects expert, and co-producer
Gilberto Martinez
Wednesday, February 24th
6 to 9 pm
Monroe County Public Library (303 E. Kirkwood Ave.)
Free Admission
Featuring discussion by cameraman, special effects expert, and co-producer
Gilberto Martinez
Wednesday, February 24th
6 to 9 pm
Monroe County Public Library (303 E. Kirkwood Ave.)
Free Admission
Labor Studies Brown Bag Lunch Series
Is Fair Trade Possible in a Global Economy?
Join us for a talk by
Professor Mehrene Larudee, Earlham College.
Tax Havens, Fair Trade, and the US-Panama Free Trade Agreement
Organized labor and others in the U.S. have called for renegotiating or rejecting the U.S.-Panama Trade Promotion Agreement, largely because of Panama’s role as a tax haven. What is a tax haven? Why do tax havens exist? And how do tax havens affect the U.S. and the developing world?
When: Friday, February 19, 2010; 12 Noon to 1:15 P.M.
Where: Von Lee Building 2nd Floor Conference Room, 517 East Kirkwood Avenue (West of the Sample Gates, enter in rear of building)
For more information please call 812-855-9084, or visit our website at: http://labor.iu.edu/
Co-sponsored by the Indiana University Center for Latin American and Caribbean Studies.
Join us for a talk by
Professor Mehrene Larudee, Earlham College.
Tax Havens, Fair Trade, and the US-Panama Free Trade Agreement
Organized labor and others in the U.S. have called for renegotiating or rejecting the U.S.-Panama Trade Promotion Agreement, largely because of Panama’s role as a tax haven. What is a tax haven? Why do tax havens exist? And how do tax havens affect the U.S. and the developing world?
When: Friday, February 19, 2010; 12 Noon to 1:15 P.M.
Where: Von Lee Building 2nd Floor Conference Room, 517 East Kirkwood Avenue (West of the Sample Gates, enter in rear of building)
For more information please call 812-855-9084, or visit our website at: http://labor.iu.edu/
Co-sponsored by the Indiana University Center for Latin American and Caribbean Studies.
CFP: Indiana University Linguistics Club Invites Submissions
IULC Working Papers 9
Languages in Contact
Call for Papers
Language varieties that have emerged through or have been influenced by languages in contact have attracted an increasing amount of attention from researchers. Some of the questions that have been asked are: What do grammars look like in contact language varieties and why? What does identity have to do with language maintenance or language shift? What sociolinguistic factors affect code-switching? What is the relation between pidginization, creolization and SLA? Etc.
The IU Linguistics Club invites submissions to a Working Papers volume on any topic dealing with language in contact. Full papers are preferred, though we will also accept a limited number of squibs or short notes. Possible topics include but are not limited to:
Pidgins and creoles
Contact-induced language varieties
Second language acquisition
Language maintenance/language shift
Language transfer
Code-Switching, its nature and its functions
Methodologies for the study of contact-induced language change
Identity and language maintenance/shift
Dialects in contact
Bi- and Multi-lingualism
500-word abstracts of papers and half-page abstract for squibs should be submitted by February 22, 2010 to the four editors. Decision on the abstracts: March 12, 2010. Deadline for accepted papers will be April 5, 2010.
Questions may be addressed to any one of the editors:
Jason F. Siegel (siegeljf@indiana.edu)
Megan Solon (msolon@indiana.edu)
Devan Steiner (bdjsteiner@gmail.com)
Clancy Clements (clements@indiana.edu)
Languages in Contact
Call for Papers
Language varieties that have emerged through or have been influenced by languages in contact have attracted an increasing amount of attention from researchers. Some of the questions that have been asked are: What do grammars look like in contact language varieties and why? What does identity have to do with language maintenance or language shift? What sociolinguistic factors affect code-switching? What is the relation between pidginization, creolization and SLA? Etc.
The IU Linguistics Club invites submissions to a Working Papers volume on any topic dealing with language in contact. Full papers are preferred, though we will also accept a limited number of squibs or short notes. Possible topics include but are not limited to:
Pidgins and creoles
Contact-induced language varieties
Second language acquisition
Language maintenance/language shift
Language transfer
Code-Switching, its nature and its functions
Methodologies for the study of contact-induced language change
Identity and language maintenance/shift
Dialects in contact
Bi- and Multi-lingualism
500-word abstracts of papers and half-page abstract for squibs should be submitted by February 22, 2010 to the four editors. Decision on the abstracts: March 12, 2010. Deadline for accepted papers will be April 5, 2010.
Questions may be addressed to any one of the editors:
Jason F. Siegel (siegeljf@indiana.edu)
Megan Solon (msolon@indiana.edu)
Devan Steiner (bdjsteiner@gmail.com)
Clancy Clements (clements@indiana.edu)
Anthropology Graduate Student Association Lecture
Friday, February 19
Mathers Museum
6:00 pm
ENVIRONMENTAL SUSTAINABILITY: AN ANCIENT CONCEPT
Kenneth B. Tankersley, Ph.D.
Department of Anthropology
University of Cincinnati
The use of water by people is governed by climatic conditions, population density, and human livelihood. Throughout the late Holocene there have been continuous and recurrent episodes of warming and cooling. As the climate changed, increasing human populations adapted to the shifting environmental conditions with new advances in technology. Recent archaeological investigations at the Miami Fort site, Hamilton County, Ohio suggest that sustainable landscapes were planned for renewable water resource management systems and were built by indigenous people during cold and dry climatic downturns for arboriculture, horticulture, and agriculture.
Qualitative models for examining ancient communities occupying the Ohio River valley can be derived from water management studies among the ancient Maya. Earthworks for water management were independently built by unrelated human populations in the Ohio River valley experiencing significant cultural changes in settlement, population movement, and long distance trade. There are rather striking similarities based on topographic relief and periodic drought-like conditions through time apparent in the Ohio River valley. At a more abstract level, the simple water systems that have been identified in the Ohio River valley, as well as other examples in cross-cultural, cross-temporal, and cross-environmental setting may well be applicable to many low-tech circumstances today. Re-examining ancient and less invasive adaptations to the environment—in terms of human livelihood—may well complement our technologically driven decision making. Because they are cost effective and do not produce “unintended consequences” due to their proven histories—sometimes for hundreds of years—they surely warrant some revisiting.
Pan-globally and through time, freshwater has been the single most important natural resource needed for human survival. Our future reserves of freshwater are in crisis. By understanding how indigenous peoples of the past adapted to climatic periods that sustained freshwater reserves, we may be able to better address our current water crisis. Thus, this study is of more than a little anthropological interest and reaches far beyond the realm of science and engineering.
Mathers Museum
6:00 pm
ENVIRONMENTAL SUSTAINABILITY: AN ANCIENT CONCEPT
Kenneth B. Tankersley, Ph.D.
Department of Anthropology
University of Cincinnati
The use of water by people is governed by climatic conditions, population density, and human livelihood. Throughout the late Holocene there have been continuous and recurrent episodes of warming and cooling. As the climate changed, increasing human populations adapted to the shifting environmental conditions with new advances in technology. Recent archaeological investigations at the Miami Fort site, Hamilton County, Ohio suggest that sustainable landscapes were planned for renewable water resource management systems and were built by indigenous people during cold and dry climatic downturns for arboriculture, horticulture, and agriculture.
Qualitative models for examining ancient communities occupying the Ohio River valley can be derived from water management studies among the ancient Maya. Earthworks for water management were independently built by unrelated human populations in the Ohio River valley experiencing significant cultural changes in settlement, population movement, and long distance trade. There are rather striking similarities based on topographic relief and periodic drought-like conditions through time apparent in the Ohio River valley. At a more abstract level, the simple water systems that have been identified in the Ohio River valley, as well as other examples in cross-cultural, cross-temporal, and cross-environmental setting may well be applicable to many low-tech circumstances today. Re-examining ancient and less invasive adaptations to the environment—in terms of human livelihood—may well complement our technologically driven decision making. Because they are cost effective and do not produce “unintended consequences” due to their proven histories—sometimes for hundreds of years—they surely warrant some revisiting.
Pan-globally and through time, freshwater has been the single most important natural resource needed for human survival. Our future reserves of freshwater are in crisis. By understanding how indigenous peoples of the past adapted to climatic periods that sustained freshwater reserves, we may be able to better address our current water crisis. Thus, this study is of more than a little anthropological interest and reaches far beyond the realm of science and engineering.
2010-2011 College of Arts and Sciences Dissertation Year Research Fellowships
As in previous years, the GAC will rank the department's dissertation year fellowship applications before faculty write full letters of recommendation. Students who, in consultation with their advisor, decide to apply, should complete the on-line form using the COAS link below, by Monday February 22. Advisors should complete the form that was emailed to them and send it to Kathy, also by Monday February 22. Shortly afterwards the GAC will inform applicants (and their advisors) whether or not they have been ranked in the first three, or not. For successful applicants, advisors and another committee member should submit their letters of recommednation on-line, following the procedure described below.
The Graduate Division of the College of Arts and Sciences invites graduate programs to nominate their most outstanding Ph.D. or M.F.A. candidates for the 2010-2011 College of Arts and Sciences Dissertation Year Research Fellowships. Stipends for the dissertation year fellowships are $18,000 each. These fellowships enable advanced students to engage in focused work leading to the completion of their dissertations or thesis projects. These fellowships do not include fee remission. Fellowship winners are expected to devote full time to research. Please make this information available to interested students as well as notify students of any internal department deadlines or practices regarding the nomination process.
Only Ph.D. candidates and M.F.A. candidates are eligible. Doctoral nominees must be formally advanced to Ph.D. candidacy by the nomination deadline. Nominations must include: the nomination form (submitted by the student online), two letters of recommendation submitted online, and the department’s ranking. One of the supporting letters must be written by the director of the dissertation or thesis. All nominations and supporting letters must be submitted online February 1-March 1, 2010. Students may begin the nomination process by completing and submitting the online form at the following location:
https://coas3.coas.indiana.edu/coasadmin/CICada/DissertationFellowships/ResearchFellowshipNomination.cfm.
Students will need their ten digit university student ID number to proceed.
Selection criteria include demonstrated academic excellence, proposed use of fellowship funds, and potential for significant research contributions. Awards will be announced in April. If you have questions concerning the fellowships, the competition, or if members of the department’s review committee have changed, please contact Assistant Director NaShara Mitchell in Kirkwood Hall 207 (856-3687 or coasgrad@indiana.edu).
The Graduate Division of the College of Arts and Sciences invites graduate programs to nominate their most outstanding Ph.D. or M.F.A. candidates for the 2010-2011 College of Arts and Sciences Dissertation Year Research Fellowships. Stipends for the dissertation year fellowships are $18,000 each. These fellowships enable advanced students to engage in focused work leading to the completion of their dissertations or thesis projects. These fellowships do not include fee remission. Fellowship winners are expected to devote full time to research. Please make this information available to interested students as well as notify students of any internal department deadlines or practices regarding the nomination process.
Only Ph.D. candidates and M.F.A. candidates are eligible. Doctoral nominees must be formally advanced to Ph.D. candidacy by the nomination deadline. Nominations must include: the nomination form (submitted by the student online), two letters of recommendation submitted online, and the department’s ranking. One of the supporting letters must be written by the director of the dissertation or thesis. All nominations and supporting letters must be submitted online February 1-March 1, 2010. Students may begin the nomination process by completing and submitting the online form at the following location:
https://coas3.coas.indiana.edu/coasadmin/CICada/DissertationFellowships/ResearchFellowshipNomination.cfm.
Students will need their ten digit university student ID number to proceed.
Selection criteria include demonstrated academic excellence, proposed use of fellowship funds, and potential for significant research contributions. Awards will be announced in April. If you have questions concerning the fellowships, the competition, or if members of the department’s review committee have changed, please contact Assistant Director NaShara Mitchell in Kirkwood Hall 207 (856-3687 or coasgrad@indiana.edu).
Wednesday, February 17, 2010
Colloquium on Political Communication Research
Presentation
When: Friday, Feb. 26
Place: 218 Woodburn Hall (second floor)
Time: noon-1:30pm
Presenter: Adam Seth Levine, PhD candidate Department of Political Science University of Michigan
Successful Solicitations: Explaining When Requests for Political Donations are Persuasive
ABSTRACT
Each year, millions of individuals donate billions of dollars to interest groups, political parties, and campaigns. Many of these donations are the direct result of receiving a solicitation. The goal of my talk is to explain why some of these solicitations are more persuasive than others. A common argument is that they are more persuasive when they mention issues that people care about. I challenge this claim by building a theory of how people decide to donate money and then using it to show why mentioning issues that people care about can actually decrease their willingness to donate.
This situation arises when the issues that people care about also remind them of their personal financial struggles, such as unemployment, inflation, the cost of health care, and the cost of education. Using experiments and survey data, I find that this effect occurs even if people are willing to participate in other non-monetary ways such as volunteering their time. My results have two implications. First, they show why many solicitations that are designed to broaden the donor pool may actually reduce it. Second, and more broadly, they demonstrate the potential pitfall of any marketing attempts (political or otherwise) that remind people of a financial struggle or poor economic times.
Bio: Adam Seth Levine is pursuing a dual Ph.D./M.A. in Political Science and Economics at the University of Michigan. His research examines how people decide to participate in politics (such as donating money and volunteering time) and when requests for participation are persuasive. In addition to political science and economics, his research is grounded in psychology, marketing and political communication. He has published in Political Analysis, Perspectives on Politics, and the National Tax Journal.
When: Friday, Feb. 26
Place: 218 Woodburn Hall (second floor)
Time: noon-1:30pm
Presenter: Adam Seth Levine, PhD candidate Department of Political Science University of Michigan
Successful Solicitations: Explaining When Requests for Political Donations are Persuasive
ABSTRACT
Each year, millions of individuals donate billions of dollars to interest groups, political parties, and campaigns. Many of these donations are the direct result of receiving a solicitation. The goal of my talk is to explain why some of these solicitations are more persuasive than others. A common argument is that they are more persuasive when they mention issues that people care about. I challenge this claim by building a theory of how people decide to donate money and then using it to show why mentioning issues that people care about can actually decrease their willingness to donate.
This situation arises when the issues that people care about also remind them of their personal financial struggles, such as unemployment, inflation, the cost of health care, and the cost of education. Using experiments and survey data, I find that this effect occurs even if people are willing to participate in other non-monetary ways such as volunteering their time. My results have two implications. First, they show why many solicitations that are designed to broaden the donor pool may actually reduce it. Second, and more broadly, they demonstrate the potential pitfall of any marketing attempts (political or otherwise) that remind people of a financial struggle or poor economic times.
Bio: Adam Seth Levine is pursuing a dual Ph.D./M.A. in Political Science and Economics at the University of Michigan. His research examines how people decide to participate in politics (such as donating money and volunteering time) and when requests for participation are persuasive. In addition to political science and economics, his research is grounded in psychology, marketing and political communication. He has published in Political Analysis, Perspectives on Politics, and the National Tax Journal.
Tocqueville Conference at Indiana University (March 5)
On March 5, the newly-founded Tocqueville program at Indiana University will organize a one-day international conference on the work of Alexis de Tocqueville, that will bring to campus several renowned Tocqueville scholars from Europe, Japan, and the United States. We will celebrate the publication of Tocqueville's monumental critical bilingual edition of Democracy in America (recently published by Liberty Fund), along with two other books on Tocqueville published by IU faculty and collaborators. Our conference will end with a panel analyzing the current status of Tocqueville studies and possible directions for future research.
For a Conference schedule, click here and see the events listing.
The establishment of a Tocqueville program at Indiana University funded by the Philadelphia-based Jack Miller Center reflects the widespread interest in Tocqueville’s work on modern democracy, as the first anthropologist of modern equality whose ideas offer us today an indispensable starting point in our own reflections on key topics such as civil society, pluralism, religion, participatory democracy, the democratic mind, and the limits of affluence. For more information please contact the Program’s Director, Professor Aurelian Craiutu, acraiutu@indiana.edu or visit the website.
For a Conference schedule, click here and see the events listing.
The establishment of a Tocqueville program at Indiana University funded by the Philadelphia-based Jack Miller Center reflects the widespread interest in Tocqueville’s work on modern democracy, as the first anthropologist of modern equality whose ideas offer us today an indispensable starting point in our own reflections on key topics such as civil society, pluralism, religion, participatory democracy, the democratic mind, and the limits of affluence. For more information please contact the Program’s Director, Professor Aurelian Craiutu, acraiutu@indiana.edu or visit the website.
Monday, February 15, 2010
CMCL Colloquium Series
“Is Your House on Fire?
a short history of Circus Amok
in which we consider queer bodies, public space, the audience plant, and democracy”
A guest lecture by Jennifer Miller
including slides, video, a brief insider account of sideshow work,
and a live knife act.
Friday, Feb. 19, 5:00-6:00 pm
Indiana University, 800 E. 3rd St., Room 100
Jennifer Miller is the founder and artistic director of Circus Amok, New York’s own free, public, one-ring, no-animal, queerly-situated political circus spectacular that tours the parks of NYC annually. She is the recipient of the 2008 Ethyl Eichelberger Award for new directions in theater. Her work with Circus Amok was awarded a "Bessie" (a New York Dance and Performance Award) in 1995 and an OBIE in 2000. Circus Amok is the subject of a full-length French documentary film, “Un Cirque a New York” (2002), as well as a Brazilian short documentary film, “Juggling Politics” (2004.) Miller is the subject of the recently re-released 1992 documentary film, “Juggling Gender. “ She has toured her solo work to Canada, England, Austria, Brazil, Venezuala, and across the U.S.
Miller had a seven year stint as Zenobia, a bearded woman, at Coney Island Sideshows by the Seashore. She toured her solo shows Morphadyke and Free Toasters Everyday here and abroad. Miller has been invited to speak on numerous academic panels and conferences on issues of gender and representation, and has also appeared on such national TV talk shows as Jerry Springer, Joan Rivers and RuPaul. She has been the recipient of numerous grants for both her solo work and Circus Amok, including those from Franklin Furnace Fund for Performance Art, the New York Foundation for the Arts, New York City Department of Cultural Affairs, and the National Endowment for the Arts. Miller has also served as a Movement Research Artist-in-Residence and a Mellon Scholar in Residence at Scripps College. She teaches at Pratt Institute in Brooklyn.
For further info or inquires contact Prof. Susan Seizer at 812-856-1986 or sseizer@indiana.edu
a short history of Circus Amok
in which we consider queer bodies, public space, the audience plant, and democracy”
A guest lecture by Jennifer Miller
including slides, video, a brief insider account of sideshow work,
and a live knife act.
Friday, Feb. 19, 5:00-6:00 pm
Indiana University, 800 E. 3rd St., Room 100
Jennifer Miller is the founder and artistic director of Circus Amok, New York’s own free, public, one-ring, no-animal, queerly-situated political circus spectacular that tours the parks of NYC annually. She is the recipient of the 2008 Ethyl Eichelberger Award for new directions in theater. Her work with Circus Amok was awarded a "Bessie" (a New York Dance and Performance Award) in 1995 and an OBIE in 2000. Circus Amok is the subject of a full-length French documentary film, “Un Cirque a New York” (2002), as well as a Brazilian short documentary film, “Juggling Politics” (2004.) Miller is the subject of the recently re-released 1992 documentary film, “Juggling Gender. “ She has toured her solo work to Canada, England, Austria, Brazil, Venezuala, and across the U.S.
Miller had a seven year stint as Zenobia, a bearded woman, at Coney Island Sideshows by the Seashore. She toured her solo shows Morphadyke and Free Toasters Everyday here and abroad. Miller has been invited to speak on numerous academic panels and conferences on issues of gender and representation, and has also appeared on such national TV talk shows as Jerry Springer, Joan Rivers and RuPaul. She has been the recipient of numerous grants for both her solo work and Circus Amok, including those from Franklin Furnace Fund for Performance Art, the New York Foundation for the Arts, New York City Department of Cultural Affairs, and the National Endowment for the Arts. Miller has also served as a Movement Research Artist-in-Residence and a Mellon Scholar in Residence at Scripps College. She teaches at Pratt Institute in Brooklyn.For further info or inquires contact Prof. Susan Seizer at 812-856-1986 or sseizer@indiana.edu
Czech Film Series 2009-2010
Thursday, February 25
Lindley Hall 102
7 PM
Jaroslav Papoušek: Fancy Schmancy Homolka (1970)
Second part of a loose family trilogy about the “Communist bourgeois” family, the Homolkas. In this part, the Homolkas have arrived, having acquired a car, which they are trying to make use of by visiting their dying grandfather. Things, however, turn out different than expected. This film belongs to the New Wave hall of fame of Czech cinema with its extreme realism, as well as omnipresent situational comedy of awkwardness and emptiness.
Black and white. In Czech with English subtitles. 78 mins.
Introduced by Professor Bronislava Volková
Lindley Hall 102
7 PM
Jaroslav Papoušek: Fancy Schmancy Homolka (1970)
Second part of a loose family trilogy about the “Communist bourgeois” family, the Homolkas. In this part, the Homolkas have arrived, having acquired a car, which they are trying to make use of by visiting their dying grandfather. Things, however, turn out different than expected. This film belongs to the New Wave hall of fame of Czech cinema with its extreme realism, as well as omnipresent situational comedy of awkwardness and emptiness.
Black and white. In Czech with English subtitles. 78 mins.
Introduced by Professor Bronislava Volková
The Second Annual Campus-wide Conversation on Diversity
The Office of the Provost and the Indiana University Bloomington Diversity Committee
invite you to
The Second Annual Campus-wide Conversation on Diversity
An INTERACTIVE Forum: “Toward Civil Conversation”
Wednesday, March 10, 2010
7:00 p. m.- 9:00 p.m.
Alumni Hall, Indiana University
Bloomington, Indiana
On September 9, 2009, during a joint session of Congress, while President Obama was delivering a speech on health care, Representative Joe Wilson of South Carolina shouted to the President, “you lie!” Four days later, on September 13, rapper Kanye West interrupted Taylor Swift’s acceptance speech at the MTV Awards in Radio City Music Hall. And Congressmen and women at town hall meetings have been shouted down. Are such acts aberrations? Are they emblematic of a new cultural civility? To what extent are topics such as education, identity and belonging, immigration, economics, fear over who owns America, who may speak on behalf of the country, and power and race, involved? To what extent is IUB implicated? Panelists and audience members will grapple with what recent issues and events tell us about the practice of reasonable and worthwhile public discourse and behavior in civic culture.
Panel
• Gerardo Gonzalez, Dean, School of Education
• Michael Grossberg, Sally M. Reahard Professor of History & Professor of
Law\Director, Political & Civic Engagement Program (PACE)
• Arlene Diaz, Associate Professor of History
• Valerie Grim, Associate Professor and Chair, Department of African American and
African Diaspora Studies
• Joan Linton, Associate Professor of English
• Eric Love, Director, Office of Diversity Education
• Brandon Johnson (student), Exercise Science
• Rachel Kubacki (student), Communication and Culture
• Moderator/commentator: Carolyn Calloway-Thomas, Associate Professor of
Communication and Culture
For more information please call Calloway-Thomas at 812-855-0524 or email calloway@indiana.edu
invite you to
The Second Annual Campus-wide Conversation on Diversity
An INTERACTIVE Forum: “Toward Civil Conversation”
Wednesday, March 10, 2010
7:00 p. m.- 9:00 p.m.
Alumni Hall, Indiana University
Bloomington, Indiana
On September 9, 2009, during a joint session of Congress, while President Obama was delivering a speech on health care, Representative Joe Wilson of South Carolina shouted to the President, “you lie!” Four days later, on September 13, rapper Kanye West interrupted Taylor Swift’s acceptance speech at the MTV Awards in Radio City Music Hall. And Congressmen and women at town hall meetings have been shouted down. Are such acts aberrations? Are they emblematic of a new cultural civility? To what extent are topics such as education, identity and belonging, immigration, economics, fear over who owns America, who may speak on behalf of the country, and power and race, involved? To what extent is IUB implicated? Panelists and audience members will grapple with what recent issues and events tell us about the practice of reasonable and worthwhile public discourse and behavior in civic culture.
Panel
• Gerardo Gonzalez, Dean, School of Education
• Michael Grossberg, Sally M. Reahard Professor of History & Professor of
Law\Director, Political & Civic Engagement Program (PACE)
• Arlene Diaz, Associate Professor of History
• Valerie Grim, Associate Professor and Chair, Department of African American and
African Diaspora Studies
• Joan Linton, Associate Professor of English
• Eric Love, Director, Office of Diversity Education
• Brandon Johnson (student), Exercise Science
• Rachel Kubacki (student), Communication and Culture
• Moderator/commentator: Carolyn Calloway-Thomas, Associate Professor of
Communication and Culture
For more information please call Calloway-Thomas at 812-855-0524 or email calloway@indiana.edu
Elinor Ostrom to present Nobel lecture at Indiana University
Indiana University Professor Elinor Ostrom, co-recipient of the 2009 Nobel Prize in economic sciences, will present an updated version of her Nobel Prize lecture for an IU and Indiana audience on Feb. 16 at the Indiana University Auditorium.
The program will take place from 4 p.m. to 5 p.m., with IU President Michael A. McRobbie introducing Ostrom. Admission is free and open to the public; tickets are not required.
Free parking for people attending the lecture will be available at IU's Poplars and Atwater garages, and a shuttle bus will run between the auditorium and the garages before and after the lecture.
"Those who have followed Professor Ostrom's career know that she was richly deserving of the Nobel Prize in economic sciences, which is unquestionably the world's highest academic honor," McRobbie said. "This award to her once again confirms the world-class stature of the research and scholarship done at Indiana University. We are extraordinarily proud of Professor Ostrom's accomplishments, and we are delighted that students and the university community will be able to learn first-hand more about her important multidisciplinary work."
Ostrom shared the 2009 Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel -- the Nobel Prize in economics -- with Oliver Williamson, emeritus professor of economics at the University of California, Berkeley. Ostrom is the first woman to receive the economics prize.
She said the lecture that she gives on Feb. 16 will be based on, but not identical to, the Nobel lecture that she presented Dec. 8 in Stockholm, two days before receiving the award.
Ostrom is the Arthur F. Bentley Professor of Political Science in the College of Arts and Sciences and a professor in the School of Public and Environmental Affairs. She is also senior research director of IU's Workshop in Political Theory and Policy Analysis, which she co-founded with Vincent Ostrom in 1973, and founding director of the Center for the Study of Institutional Diversity at Arizona State University.
The Royal Swedish Academy of Sciences, in announcing the prize on Oct. 12, 2009, said it was recognizing Ostrom "for her analysis of economic governance, especially the commons."
"Elinor Ostrom has challenged the conventional wisdom that common property is poorly managed and should be either regulated by central authorities or privatized," the academy's Economics Committee said. " . . . She observes that resource users frequently develop sophisticated mechanisms for decision-making and rule enforcement to handle conflicts of interest, and she characterizes the rules that promote successful outcomes."
In her Stockholm lecture, titled "Beyond Markets and States: Polycentric Governance in Complex Economic Systems," Ostrom said that the complexity of human social and economic behavior is something to analyze, understand and appreciate, not something to fear or deny.
Speaking at the Aula Magna auditorium at Stockholm University, she summarized her half-century-long journey to understand the mechanisms of cooperation in human society, including the management of groundwater basins, dams, fisheries, grazing lands and forests. She explained how research had identified "design principles" that are present in systems that effectively manage common-pool resources and emphasized the mutual trust is a key element.
Ostrom is a member of the American Academy of Arts and Sciences, the National Academy of Sciences, and the American Philosophical Society and a recipient of the Reimar Lüst Award for International Scholarly and Cultural Exchange and many other awards. Her books include Governing the Commons (1990); Understanding Institutional Diversity (2005); The Samaritan's Dilemma: The Political Economy of Development Aid (2005, with Clark Gibson, Krister Andersson, and Sujai Shivakumar); and Working Together: Collective Action, the Commons, and Multiple Methods in Practice (forthcoming in 2010, with Amy Poteete and Marco Janssen).
Haiti Benefit Dinner
Wed, Feb. 17, 5-8 p.m.
Neal-Marshall Black Culture Center
Featuring live music and live visual art displays.
Offering an array of international dishes catered by local businesses.
Tickets: $10
All proceeds benefit Partners in Health
To purchase, please email Lizzie Cooke at eccooke@indiana.edu.
Neal-Marshall Black Culture Center
Featuring live music and live visual art displays.
Offering an array of international dishes catered by local businesses.
Tickets: $10
All proceeds benefit Partners in Health
To purchase, please email Lizzie Cooke at eccooke@indiana.edu.
College Fellows Program at Harvard University, Faculty of Arts and Sciences
The Faculty of Arts and Sciences at Harvard University is pleased to announce that the College Fellows Program is now accepting applications for the 2010-2011 academic year. This program is for exceptional scholars who have recently completed their doctoral work and have demonstrated excellence in teaching. College Fellows will teach within an area of specialization while given ample time to pursue their own research. The program will provide College Fellows with mentoring on both pedagogy and career development. College Fellows are full-fledged members of the Harvard Community.
College Fellowships are one-year positions with the possibility of renewal for one additional year. In 2010, they are expected to be on campus starting August 15. College Fellows will receive a salary of $49,000 plus benefits.
College Fellowships are open to scholars who have completed, or will complete, all requirements for the Ph.D. by August 1, 2010. The program is limited to applicants who have received their Ph.D. no earlier than 2006. To see the list of areas of specialization and to apply, please visit http://www.fas.harvard.edu/~facaff/cfp/index.html. Applications and letters of reference must be received by March 1, 2010. If you have any questions, please contact us at facaff@fas.harvard.edu Harvard is an Equal Opportunity/Affirmative Action employer. Women and members of minority groups are strongly encouraged to apply.
College Fellowships are open to scholars who have completed, or will complete, all requirements for the Ph.D. by August 1, 2010. The program is limited to applicants who have received their Ph.D. no earlier than 2006. To see the list of areas of specialization and to apply, please visit http://www.fas.harvard.edu/~facaff/cfp/index.html. Applications and letters of reference must be received by March 1, 2010. If you have any questions, please contact us at facaff@fas.harvard.edu Harvard is an Equal Opportunity/Affirmative Action employer. Women and members of minority groups are strongly encouraged to apply.
Andrew W. Mellon Post-Doctoral Fellowships in the Humanities at the University of Illinois at Urbana-Champaign 2010-2012
The Illinois Program for Research in the Humanities (IPRH) at the University of Illinois at Urbana-Champaign, supported by a grant from the Andrew W. Mellon Foundation, seeks to hire two Post-Doctoral Fellows for two-year appointments starting in Fall 2010.
The Mellon Post-Doctoral Fellows in the Humanities will spend the two-year term in residence at Illinois; will conduct research on the proposed project; and will teach two courses per year in the appropriate academic department. The Fellows will also participate in activities related to their research at the IPRH, in the teaching department, and on the Illinois campus. At the end of the second year, each Post-Doctoral Fellow will give a public lecture that will serve as the culmination of their research at Illinois. The search for Mellon Fellows is open to scholars in all humanities disciplines, but we seek applicants whose work falls into one of the following broad subject areas:
Race and Diaspora Studies
History of Science/Technology
Empire and Colonial Studies
Memory Studies
The fellowship carries a $45,000 annual stipend, a $2,000 research account, and a comprehensive benefit package. To be eligible for consideration, applicants must have received their Ph.D. between May 1,2005 and June 30, 2010.
Application Deadline: March 19, 2010.
Detailed eligibility requirements and application guidelines can be found
at: www.iprh.illinois.edu.
Please address questions about these fellowships to: Dr. Christine Catanzarite, Senior Associate Director of IPRH, at catanzar@illinois.edu or 217-244-7913.
The Mellon Post-Doctoral Fellows in the Humanities will spend the two-year term in residence at Illinois; will conduct research on the proposed project; and will teach two courses per year in the appropriate academic department. The Fellows will also participate in activities related to their research at the IPRH, in the teaching department, and on the Illinois campus. At the end of the second year, each Post-Doctoral Fellow will give a public lecture that will serve as the culmination of their research at Illinois. The search for Mellon Fellows is open to scholars in all humanities disciplines, but we seek applicants whose work falls into one of the following broad subject areas:
Race and Diaspora Studies
History of Science/Technology
Empire and Colonial Studies
Memory Studies
The fellowship carries a $45,000 annual stipend, a $2,000 research account, and a comprehensive benefit package. To be eligible for consideration, applicants must have received their Ph.D. between May 1,2005 and June 30, 2010.
Application Deadline: March 19, 2010.
Detailed eligibility requirements and application guidelines can be found
at: www.iprh.illinois.edu.
Please address questions about these fellowships to: Dr. Christine Catanzarite, Senior Associate Director of IPRH, at catanzar@illinois.edu or 217-244-7913.
IU Religious Studies Graduate Symposium: Religion, Nature and Innovation
February 25th-26th 2010
Thursday, February 25th
5:00 PM Room: Welcome and Check-in - Ballantine 304
5:15 PM – 6:45 PM
Keynote Address - Ballantine 304
Professor Sarah McFarland Taylor, Religious Studies, Northwestern University,
"Green Religion, Green Culture: Old/New Practices in American Burial"
7:00 PM: Dinner - Woodburn House
Friday, February 26th - All Events Ballantine 347
9:00 AM Breakfast
9:30 AM – 11:00 AM
Evangelical Environmentalism
Sarah Dees, Religious Studies, Indiana University – Bloomington,
“Biblical Bases for Conservative Christian Environmentalism: A Profile of the Evangelical Environmental Network”
Kate Netzler, Religious Studies, Indiana University – Bloomington,
“Green Faith: Richard Cizik and Evangelical Environmental Rhetoric”
Respondent: Professor Sarah McFarland Taylor
11:15 AM – 12:45 PM
The Struggle to Adapt: Debates About Theories of Human Progress
Bharat Ranganathan, Religious Studies, Indiana University – Bloomington,
“Two Views on Genetic Intervention, Enhancement, and Therapy
Erik Hammerström, Religious Studies, Indiana University – Bloomington,
“Are All Worldly Things Evolving or Regressing?: Use of Evolution Among Chinese
Buddhists in the 1920s”
Joshua Held, English, Indiana University – Bloomington, “The Struggle against Nature in Tess of the D’Urbervilles: Hardy’s Refraction of Darwin”
Respondent: Professor Lisa Sideris
12:45 PM – 1:45 PM Lunch
1:45 PM – 3:00 PM
Challenging Nature
Geoffrey Goble, Religious Studies, Indiana University – Bloomington,
“Seeing Stars: The Chinese Sky and its Ritual Manipulation”
Marie Chantale Mofin Noussi, Foreign Languages and Literature, University of New Mexico,
“Nature, Place, and Globalization in Zakes MDA’s The Heart of Redness and The Whale Caller”
Respondent: Professor David L. Haberman
3:15 PM – 4:30 PM
Rethinking Creation and Death
Bill Graves, Indiana University – Kokomo, “Vico’s Fifth Stage:
Are Science and Religion Mutually Exclusive?”
Kiley Compton, Anthropology, University of Tennessee – Knoxville, “(Re)Conceptualizing Death: Examining Attitudes Toward Death at the Anthropological Research Facility”
Respondent: Professor Richard Nance
Thursday, February 25th
5:00 PM Room: Welcome and Check-in - Ballantine 304
5:15 PM – 6:45 PM
Keynote Address - Ballantine 304
Professor Sarah McFarland Taylor, Religious Studies, Northwestern University,
"Green Religion, Green Culture: Old/New Practices in American Burial"
7:00 PM: Dinner - Woodburn House
Friday, February 26th - All Events Ballantine 347
9:00 AM Breakfast
9:30 AM – 11:00 AM
Evangelical Environmentalism
Sarah Dees, Religious Studies, Indiana University – Bloomington,
“Biblical Bases for Conservative Christian Environmentalism: A Profile of the Evangelical Environmental Network”
Kate Netzler, Religious Studies, Indiana University – Bloomington,
“Green Faith: Richard Cizik and Evangelical Environmental Rhetoric”
Respondent: Professor Sarah McFarland Taylor
11:15 AM – 12:45 PM
The Struggle to Adapt: Debates About Theories of Human Progress
Bharat Ranganathan, Religious Studies, Indiana University – Bloomington,
“Two Views on Genetic Intervention, Enhancement, and Therapy
Erik Hammerström, Religious Studies, Indiana University – Bloomington,
“Are All Worldly Things Evolving or Regressing?: Use of Evolution Among Chinese
Buddhists in the 1920s”
Joshua Held, English, Indiana University – Bloomington, “The Struggle against Nature in Tess of the D’Urbervilles: Hardy’s Refraction of Darwin”
Respondent: Professor Lisa Sideris
12:45 PM – 1:45 PM Lunch
1:45 PM – 3:00 PM
Challenging Nature
Geoffrey Goble, Religious Studies, Indiana University – Bloomington,
“Seeing Stars: The Chinese Sky and its Ritual Manipulation”
Marie Chantale Mofin Noussi, Foreign Languages and Literature, University of New Mexico,
“Nature, Place, and Globalization in Zakes MDA’s The Heart of Redness and The Whale Caller”
Respondent: Professor David L. Haberman
3:15 PM – 4:30 PM
Rethinking Creation and Death
Bill Graves, Indiana University – Kokomo, “Vico’s Fifth Stage:
Are Science and Religion Mutually Exclusive?”
Kiley Compton, Anthropology, University of Tennessee – Knoxville, “(Re)Conceptualizing Death: Examining Attitudes Toward Death at the Anthropological Research Facility”
Respondent: Professor Richard Nance
The Importance of a Good Statement of Teaching Philosophy on the Academic Job Market
The posting below is an excerpt on some key points to pay attention to in writing a teaching philosophy statement. It is by Chris O'Neal, Deborah Meizlish, and Matthew Kaplan* and is from the Occasional Paper series (#23) published by the Center for Research on Learning and Teaching (CRLT) [http://www.crlt.umich.edu/] at the University of Michigan.THE FULL ARTICLE CAN BE FOUND AT:
http://www.crlt.umich.edu/publinks/CRLT_no23.pdf Copyright 2007 The University of Michigan. Reprinted with permission.
Writing a Statement of Teaching Philosophy for the Academic Job Search
Domestic Environmental Policy and Politics. Lehigh University's year old Environmental Initiative seeks an Assistant Professor for a tenure track positionŠ To apply, please send a cover letter, current curriculum vitae, syllabi and other evidence of teaching style and effectiveness, a statement of teaching philosophy, a sample of scholarship (if available) and three letters of reference.
Assistant Professor (tenure track) Specialization in African and Post Colonial Literatures. Send letter of application, curriculum vitae, statement of teaching philosophy, graduate school transcript, and three letters of recommendation Northeastern Illinois University is an affirmative action, equal opportunity employer.
LSU's Department of Chemistry (chemistry.lsu.edu) anticipates filling one or two tenure-track positions in the fields of NMR Spectroscopy (Ref: Log #0184) and Physical Chemistry (Ref: Log #0186), broadly defined. Applications should consist of a research proposal, a statement of teaching philosophy, and a curriculum vitae (including address). Applicants should arrange for submission of three letters of recommendation.
Introduction
As these recent job ads illustrate, requests for teaching philosophies are common in the academic market. In fact, a survey of 457 search committee chairs in six disciplines (English, history, political science, psychology, biology, and chemistry) found that 57% requested a teaching statement at some point in a job search (Meizlish & Kaplan, in press). These results differed slightly by institutional type, with master's and bachelor's institutions requesting them more often than doctoral institutions. Results also differed by discipline. Surprisingly, requests for teaching philosophies were most frequent in the natural sciences. But the overall message is clear: job applicants in all fields may be asked to submit a teaching philosophy (see also Bruff, in press; Montell, 2003; Schönwetter, Taylor, & Ellis, 2006).
Teaching philosophies can serve several purposes (e.g., self-reflection, introduction to a teaching portfolio, communication with students), but we focus here on those written for academic job applications. Such statements communicate a job candidate's approach to teaching and learning to a faculty considering whether to make that candidate one of their colleagues. Since a committee cannot possibly observe the teaching of every applicant, the teaching philosophy helps search committee members imagine themselves in each candidate's classroom. What is it like to be one of this instructor's students? Why does she make the pedagogical decisions she does? As a student in this classroom, how would I spend my fifty minutes on a given day? How does the instructor address the challenges and resources of teaching in his particular discipline? Does her teaching style complement our department's philosophy of instruction?
This Occasional Paper is designed to help experienced graduate students write a statement of teaching philosophy. The paper contains four sections. First, we offer suggestions for making a philosophy of teaching explicit and getting it on paper. Second, we discuss research on characteristics of effective statements. Third, we introduce a rubric that can guide the development and crafting of a teaching statement that search committees will value. Finally, we address questions that job candidates often raise about this sometimes perplexing document.
Advice for Getting Started
Just because you have never written a statement of your teaching philosophy does not mean you do not have a philosophy. If you engage a group of learners who are your responsibility, then your behavior in designing their learning environment must follow from your philosophical orientationŠ. What you need to do is discover what [your philosophy] is and then make it explicit. (Coppola, 2000, p. 1)
Beginning the teaching philosophy is often the hardest part of writing one. The motivations behind the decisions we make in the classroom can be surprisingly elusive when we try to put them on paper. Since there is no single approach that will work for all writers, we offer three strategies for getting started:
1. Goodyear and Allchin (1998) found that thinking about the "big" questions of teaching helped instructors articulate their philosophies:
* What motivates me to learn about this subject?
* What do I expect to be the outcomes of my teaching?
* How do I know when I've taught successfully?
2. In workshops and seminars at U-M, we have found that some graduate students prefer to approach a statement by thinking about more concrete and manageable "fragments" of teaching that can then be assembled into a holistic essay. The following questions are designed to get you started:
* Why do you teach?
* What do you believe or value about teaching and student learning?
* If you had to choose a metaphor for teaching/learning, what would it be?
* How do your research and disciplinary context influence your teaching?
* How do your identity/background and your students' identities/backgrounds affect
teaching and learning in your classes?
* How do you take into account differences in student learning styles in your
teaching?
* What is your approach to evaluating and assessing students?
3. Finally, some instructors find it most useful to begin by simply looking at examples of others' philosophies. CRLT has posted sample statements from a variety of disciplines at http://www.crlt.umich.edu/tstrategies/tstpum.html. When looking at others' philosophies, you will likely note considerable variation, both in terms of content and format, and you will likely find some approaches that resonate with you. While there is no single approach to a teaching philosophy, Figure 1 provides some general guidelines for those statements written for the academic job market.
----------
Figure 1. Some general guidelines for writing the teaching philosophy (adapted from Chism, 1998):
* Keep it brief (1-2 pages).
* Use a narrative, first person approach.
* Make it reflective and personal.
* Discuss your goals for your students, the methods you use to achieve those
goals, and the
assessments you use to find out if students have met your expectations.
* Explain your specific disciplinary context and use specific examples of
your practice.
* Showcase your strengths and accomplishments.
----------
Once you've articulated a first draft, you can begin shaping and polishing it for the search committees who will be reading it. In the following section, we discuss characteristics of successful teaching philosophy statements and provide a rubric for evaluating a teaching statement and aiming it at the right audience.
What Constitutes a Good Statement?
In their survey of search committee chairs, Meizlish and Kaplan (in press) found broad agreement on the desirable characteristics of a statement of teaching philosophy. Specifically, chairs described successful teaching statements as having the following characteristics:
* They offer evidence of practice. Search committee chairs want to understand how
candidates enact their teaching philosophies. In particular, they want to see
specific and personal examples and experiences rather than vague references to
educational jargon or formulaic statements.
* They convey reflectiveness. Search committees want to know that a candidate is a
thoughtful instructor. They are interested in candidates who can discuss their
approach to instructional challenges and their plans for future pedagogical
development.
* They communicate that teaching is valued. Search chairs appreciate a tone or
language that conveys a candidate's enthusiasm and commitment to teaching. They
are wary of candidates who talk about teaching as a burden or a requirement that
is less important than research.
* They are student- or learning-centered, attuned to differences in student
abilities, learning styles, or levels. Search committee chairs want concrete
evidence of a candidate's attentiveness to student learning (rather than just
content) and awareness of and ability to deal with student differences in the
classroom.
* They are well written, clear, and readable. Search chairs draw conclusions about
candidates from all elements of the application packet. Candidates can be
undermined by carelessness in their teaching statements.
Note again that the full article can be found at:
http://www.crlt.umich.edu/publinks/CRLT_no23.pdf
http://www.crlt.umich.edu/publinks/CRLT_no23.pdf Copyright 2007 The University of Michigan. Reprinted with permission.
Writing a Statement of Teaching Philosophy for the Academic Job Search
Domestic Environmental Policy and Politics. Lehigh University's year old Environmental Initiative seeks an Assistant Professor for a tenure track positionŠ To apply, please send a cover letter, current curriculum vitae, syllabi and other evidence of teaching style and effectiveness, a statement of teaching philosophy, a sample of scholarship (if available) and three letters of reference.
Assistant Professor (tenure track) Specialization in African and Post Colonial Literatures. Send letter of application, curriculum vitae, statement of teaching philosophy, graduate school transcript, and three letters of recommendation Northeastern Illinois University is an affirmative action, equal opportunity employer.
LSU's Department of Chemistry (chemistry.lsu.edu) anticipates filling one or two tenure-track positions in the fields of NMR Spectroscopy (Ref: Log #0184) and Physical Chemistry (Ref: Log #0186), broadly defined. Applications should consist of a research proposal, a statement of teaching philosophy, and a curriculum vitae (including address). Applicants should arrange for submission of three letters of recommendation.
Introduction
As these recent job ads illustrate, requests for teaching philosophies are common in the academic market. In fact, a survey of 457 search committee chairs in six disciplines (English, history, political science, psychology, biology, and chemistry) found that 57% requested a teaching statement at some point in a job search (Meizlish & Kaplan, in press). These results differed slightly by institutional type, with master's and bachelor's institutions requesting them more often than doctoral institutions. Results also differed by discipline. Surprisingly, requests for teaching philosophies were most frequent in the natural sciences. But the overall message is clear: job applicants in all fields may be asked to submit a teaching philosophy (see also Bruff, in press; Montell, 2003; Schönwetter, Taylor, & Ellis, 2006).
Teaching philosophies can serve several purposes (e.g., self-reflection, introduction to a teaching portfolio, communication with students), but we focus here on those written for academic job applications. Such statements communicate a job candidate's approach to teaching and learning to a faculty considering whether to make that candidate one of their colleagues. Since a committee cannot possibly observe the teaching of every applicant, the teaching philosophy helps search committee members imagine themselves in each candidate's classroom. What is it like to be one of this instructor's students? Why does she make the pedagogical decisions she does? As a student in this classroom, how would I spend my fifty minutes on a given day? How does the instructor address the challenges and resources of teaching in his particular discipline? Does her teaching style complement our department's philosophy of instruction?
This Occasional Paper is designed to help experienced graduate students write a statement of teaching philosophy. The paper contains four sections. First, we offer suggestions for making a philosophy of teaching explicit and getting it on paper. Second, we discuss research on characteristics of effective statements. Third, we introduce a rubric that can guide the development and crafting of a teaching statement that search committees will value. Finally, we address questions that job candidates often raise about this sometimes perplexing document.
Advice for Getting Started
Just because you have never written a statement of your teaching philosophy does not mean you do not have a philosophy. If you engage a group of learners who are your responsibility, then your behavior in designing their learning environment must follow from your philosophical orientationŠ. What you need to do is discover what [your philosophy] is and then make it explicit. (Coppola, 2000, p. 1)
Beginning the teaching philosophy is often the hardest part of writing one. The motivations behind the decisions we make in the classroom can be surprisingly elusive when we try to put them on paper. Since there is no single approach that will work for all writers, we offer three strategies for getting started:
1. Goodyear and Allchin (1998) found that thinking about the "big" questions of teaching helped instructors articulate their philosophies:
* What motivates me to learn about this subject?
* What do I expect to be the outcomes of my teaching?
* How do I know when I've taught successfully?
2. In workshops and seminars at U-M, we have found that some graduate students prefer to approach a statement by thinking about more concrete and manageable "fragments" of teaching that can then be assembled into a holistic essay. The following questions are designed to get you started:
* Why do you teach?
* What do you believe or value about teaching and student learning?
* If you had to choose a metaphor for teaching/learning, what would it be?
* How do your research and disciplinary context influence your teaching?
* How do your identity/background and your students' identities/backgrounds affect
teaching and learning in your classes?
* How do you take into account differences in student learning styles in your
teaching?
* What is your approach to evaluating and assessing students?
3. Finally, some instructors find it most useful to begin by simply looking at examples of others' philosophies. CRLT has posted sample statements from a variety of disciplines at http://www.crlt.umich.edu/tstrategies/tstpum.html. When looking at others' philosophies, you will likely note considerable variation, both in terms of content and format, and you will likely find some approaches that resonate with you. While there is no single approach to a teaching philosophy, Figure 1 provides some general guidelines for those statements written for the academic job market.
----------
Figure 1. Some general guidelines for writing the teaching philosophy (adapted from Chism, 1998):
* Keep it brief (1-2 pages).
* Use a narrative, first person approach.
* Make it reflective and personal.
* Discuss your goals for your students, the methods you use to achieve those
goals, and the
assessments you use to find out if students have met your expectations.
* Explain your specific disciplinary context and use specific examples of
your practice.
* Showcase your strengths and accomplishments.
----------
Once you've articulated a first draft, you can begin shaping and polishing it for the search committees who will be reading it. In the following section, we discuss characteristics of successful teaching philosophy statements and provide a rubric for evaluating a teaching statement and aiming it at the right audience.
What Constitutes a Good Statement?
In their survey of search committee chairs, Meizlish and Kaplan (in press) found broad agreement on the desirable characteristics of a statement of teaching philosophy. Specifically, chairs described successful teaching statements as having the following characteristics:
* They offer evidence of practice. Search committee chairs want to understand how
candidates enact their teaching philosophies. In particular, they want to see
specific and personal examples and experiences rather than vague references to
educational jargon or formulaic statements.
* They convey reflectiveness. Search committees want to know that a candidate is a
thoughtful instructor. They are interested in candidates who can discuss their
approach to instructional challenges and their plans for future pedagogical
development.
* They communicate that teaching is valued. Search chairs appreciate a tone or
language that conveys a candidate's enthusiasm and commitment to teaching. They
are wary of candidates who talk about teaching as a burden or a requirement that
is less important than research.
* They are student- or learning-centered, attuned to differences in student
abilities, learning styles, or levels. Search committee chairs want concrete
evidence of a candidate's attentiveness to student learning (rather than just
content) and awareness of and ability to deal with student differences in the
classroom.
* They are well written, clear, and readable. Search chairs draw conclusions about
candidates from all elements of the application packet. Candidates can be
undermined by carelessness in their teaching statements.
Note again that the full article can be found at:
http://www.crlt.umich.edu/publinks/CRLT_no23.pdf
Psychological Experiments in Social Media Settings
Subject: Cognitive Lunch Abstract for 2/17
Date: Wednesday, February 17
Time: 12:10-1:10
Place: Psychology Conference Room (room 128)
******************************************************
Psychological Experiments in Social Media Settings
Winter Mason
Yahoo! Research
This talk describes two research projects designed and executed on two different social media platforms: Facebook and Amazon's Mechanical Turk. In the first project, we designed a Facebook application that allowed us to measure how similar friends' attitudes are, how similar they are perceived to be, and how accurately friends know each other's attitudes. We discover that while friends are highly accurate in guessing what they believe, their actual knowledge of each other's beliefs is much more questionable. In the second project, we studied the effects of financial incentives on two tasks performed on a popular crowd-sourcing platform. We find a significant effect of incentives on quantity of output but no such effect on quality, and pose a surprising explanation for the results.
***************************************************************************
Date: Wednesday, February 17
Time: 12:10-1:10
Place: Psychology Conference Room (room 128)
******************************************************
Psychological Experiments in Social Media Settings
Winter Mason
Yahoo! Research
This talk describes two research projects designed and executed on two different social media platforms: Facebook and Amazon's Mechanical Turk. In the first project, we designed a Facebook application that allowed us to measure how similar friends' attitudes are, how similar they are perceived to be, and how accurately friends know each other's attitudes. We discover that while friends are highly accurate in guessing what they believe, their actual knowledge of each other's beliefs is much more questionable. In the second project, we studied the effects of financial incentives on two tasks performed on a popular crowd-sourcing platform. We find a significant effect of incentives on quantity of output but no such effect on quality, and pose a surprising explanation for the results.
***************************************************************************
Friday, February 12, 2010
CMCL Colloquium Series: Beyond CMCL
4:00 - 5:00 pm
Classroom Office Building, room 100
CMCL faculty members Carolyn Calloway-Thomas, Bob Ivie, and Mary Gray discuss the expectations and options in the workforce after graduation.
Classroom Office Building, room 100
CMCL faculty members Carolyn Calloway-Thomas, Bob Ivie, and Mary Gray discuss the expectations and options in the workforce after graduation.
Future / NO Future
An Interdisciplinary Graduate Student Conference on the Future of Gender and Sexuality Studies
16th and 17th of September 2010, University of Pennsylvania
Keynote Address: Lisa Duggan (New York University)
We are interested in the future of gender and sexuality studies as an interdisciplinary field. We envision this field as a generative methodology for the broad study of identity, subjectivity, kinship, and power. This fall, we would like to rethink the political, social and intellectual developments that are shaping the roles of gender and sexuality in academic work, as well as ask how the study of gender and sexuality deals with futurity.
Why futurity? There is an ongoing debate in queer theory which has concerned itself with the political and strategic potential of positive or negative affect, and pessimistic, optimistic, or utopian modes of imagining the future. We hope to encourage debate across a wide range of disciplines: How does futurity relate to the political commitments of academics? What are the pros and cons of envisioning a
specific future? How do political pessimism, and the pleasures of cynicism, encounter the rhetoric of hope and change? Can passivity and hopelessness, or an optimism that is tailored in specific ways, be effective political strategies? What is attractive about these rallying cries??The Future!? vs. ?No Future!??and what is meant by future in each case?
As graduate students working on gender and sexuality, we are interested in the future of this field. What do we, the future of this field, do? What methodologies and theories inform our work? Might the future of the field be a consolidation across the tracks of individual departments and methodologies? What are the limits or problems of interdisciplinarity? What discipline-specific lexicons are used to define gendered and sexualized selves, bodies, or structures, and whose future do they serve?
We invite submission of abstracts from the sciences, social sciences and humanities. Potential topics include, but are by no means limited to:
Gendered and racialized bodies
Gender dynamics of optimism and pessimism
Sexual subcultures
Spaces and geographies
Medical practice
Global gender
Transgender rights
Institutional structuring of Gender and Sexuality Studies
Qualitative and quantitative modes of prediction
Futurity and history
Theology and optimism/pessimism
Family and kinship
Critical race studies
Feminisms
Queer theory
Affect studies
Performativity
Gender and sexuality as studied in ALL fields
Email concerns and submit abstracts (ca 500 words) to futurenofuture2010@gmail.com
Submission deadline: 31 March 2010
Please visit http://futurenofuture.wordpress.com/ for (no)future updates
16th and 17th of September 2010, University of Pennsylvania
Keynote Address: Lisa Duggan (New York University)
We are interested in the future of gender and sexuality studies as an interdisciplinary field. We envision this field as a generative methodology for the broad study of identity, subjectivity, kinship, and power. This fall, we would like to rethink the political, social and intellectual developments that are shaping the roles of gender and sexuality in academic work, as well as ask how the study of gender and sexuality deals with futurity.
Why futurity? There is an ongoing debate in queer theory which has concerned itself with the political and strategic potential of positive or negative affect, and pessimistic, optimistic, or utopian modes of imagining the future. We hope to encourage debate across a wide range of disciplines: How does futurity relate to the political commitments of academics? What are the pros and cons of envisioning a
specific future? How do political pessimism, and the pleasures of cynicism, encounter the rhetoric of hope and change? Can passivity and hopelessness, or an optimism that is tailored in specific ways, be effective political strategies? What is attractive about these rallying cries??The Future!? vs. ?No Future!??and what is meant by future in each case?
As graduate students working on gender and sexuality, we are interested in the future of this field. What do we, the future of this field, do? What methodologies and theories inform our work? Might the future of the field be a consolidation across the tracks of individual departments and methodologies? What are the limits or problems of interdisciplinarity? What discipline-specific lexicons are used to define gendered and sexualized selves, bodies, or structures, and whose future do they serve?
We invite submission of abstracts from the sciences, social sciences and humanities. Potential topics include, but are by no means limited to:
Gendered and racialized bodies
Gender dynamics of optimism and pessimism
Sexual subcultures
Spaces and geographies
Medical practice
Global gender
Transgender rights
Institutional structuring of Gender and Sexuality Studies
Qualitative and quantitative modes of prediction
Futurity and history
Theology and optimism/pessimism
Family and kinship
Critical race studies
Feminisms
Queer theory
Affect studies
Performativity
Gender and sexuality as studied in ALL fields
Email concerns and submit abstracts (ca 500 words) to futurenofuture2010@gmail.com
Submission deadline: 31 March 2010
Please visit http://futurenofuture.wordpress.com/ for (no)future updates
Preparing Future Faculty Graduate Student Conference
Join the IUPFF Conference Steering Committee for the 2010 Preparing Future Faculty Graduate Student Conference on Friday, February 19th. There will be panelists from a wide variety of disciplines speaking on a range of topics, including building your research record, being a good teacher without letting it consume you, navigating the academic job market, and everything in between!
Event: 15th Annual Preparing Future Faculty Graduate Student Conference
Date: Friday, February 19, 2010
Time: 8:30am – 4:30pm
Location: IMU Solarium
The conference is free and open to all. There is a *free* lunch from 12:30-2pm, however seating is limited to 200 guests. To reserve your space, send an e-mail with your name, e-mail address, and department by Sunday, February 14 to: iupffc@gmail.com. Dr. Sonya Stephens will be the keynote speaker.
Did we mention the lunch was *FREE*?!? We hope to see you there!
- PFF Conference Planning Committee
Event: 15th Annual Preparing Future Faculty Graduate Student Conference
Date: Friday, February 19, 2010
Time: 8:30am – 4:30pm
Location: IMU Solarium
The conference is free and open to all. There is a *free* lunch from 12:30-2pm, however seating is limited to 200 guests. To reserve your space, send an e-mail with your name, e-mail address, and department by Sunday, February 14 to: iupffc@gmail.com. Dr. Sonya Stephens will be the keynote speaker.
Did we mention the lunch was *FREE*?!? We hope to see you there!
- PFF Conference Planning Committee
AI Gigs in American Studies
The American Studies program anticipates making five Associate Instructorship appointments for the academic year 2010-2011.
Over the course of the year, responsibilities will include teaching one section of A100, "What is America?", and one course of the student's own design (typically listed as A201 or A202). American Studies AIs are responsible for planning the syllabus, selecting texts, ordering exam copies, setting and evaluating all student requirements, and assigning grades.
The stipend for this appointment is expected to be $13,500. Note that this does not include a fee remission. Students must be at the G901 level in order to take this appointment.
Interested students should submit a brief letter of application, describing teaching history and research interests, a letter of recommendation from an IU faculty member, and a sample syllabus for the course of their own design.
Preference will be given to students enrolled in the AMST combined PhD, the AMST doctoral minor, and the NAIS doctoral minor.
Applications are due March 1, 2010.
Over the course of the year, responsibilities will include teaching one section of A100, "What is America?", and one course of the student's own design (typically listed as A201 or A202). American Studies AIs are responsible for planning the syllabus, selecting texts, ordering exam copies, setting and evaluating all student requirements, and assigning grades.
The stipend for this appointment is expected to be $13,500. Note that this does not include a fee remission. Students must be at the G901 level in order to take this appointment.
Interested students should submit a brief letter of application, describing teaching history and research interests, a letter of recommendation from an IU faculty member, and a sample syllabus for the course of their own design.
Preference will be given to students enrolled in the AMST combined PhD, the AMST doctoral minor, and the NAIS doctoral minor.
Applications are due March 1, 2010.
INTERNSHIPS SUMMER 2010: June 7 - August 13
Museum of the Moving Image offers full-time, paid summer internships. Under the supervision of department heads, interns have the opportunity to learn about the full range of Museum operations and to work on projects related to the fall 2010 opening of the Museum’s renovated and expanded facility. Undergraduates entering their senior year in fall 2010, college graduates, and graduate students are eligible to apply.
Collection: Interns will assist in researching and cataloging objects to be made accessible online, and participate in the Museum’s open-source, web-based collection management software project.
Development and Special Events: Interns will work with the Museum’s Director on preparations for gala events related to the opening of the expanded facility, and provide support for the Museum’s fundraising efforts.
Digital Imaging/Photography: Interns will assist with the digital photography and scanning of Museum artifacts and the correction and editing of images.
Digital Media: Interns will provide support for updates to interactive exhibits within the core exhibition Behind the Screen, and assist with the implementation of a new design for the Museum’s website.
Film: Interns will work on the planning of film programs. Interns will also assist with content research for
the website Moving Image Source, and with the preparation of editorial content for various program and exhibition related projects.
To apply, please submit the following:
1. A cover letter and resume
2. A 300-word statement describing your interest in interning with one of the departments listed
above and your reasons for selecting that department
3. A 50-word statement indicating your second-choice department and your reasons for
selecting that department
4. One letter of recommendation from a current or past professor
Applications must be received no later than April 9.
Finalists will be interviewed in person or by phone. Successful applicants will be notified no later than May 7.
Mail applications to:
Internships
Museum of the Moving Image
35 Avenue at 36 Street
Astoria, NY 11106
E-mail applications to:
internships@movingimage.us
Use the PDF format for the
required documents.
Collection: Interns will assist in researching and cataloging objects to be made accessible online, and participate in the Museum’s open-source, web-based collection management software project.
Development and Special Events: Interns will work with the Museum’s Director on preparations for gala events related to the opening of the expanded facility, and provide support for the Museum’s fundraising efforts.
Digital Imaging/Photography: Interns will assist with the digital photography and scanning of Museum artifacts and the correction and editing of images.
Digital Media: Interns will provide support for updates to interactive exhibits within the core exhibition Behind the Screen, and assist with the implementation of a new design for the Museum’s website.
Film: Interns will work on the planning of film programs. Interns will also assist with content research for
the website Moving Image Source, and with the preparation of editorial content for various program and exhibition related projects.
To apply, please submit the following:
1. A cover letter and resume
2. A 300-word statement describing your interest in interning with one of the departments listed
above and your reasons for selecting that department
3. A 50-word statement indicating your second-choice department and your reasons for
selecting that department
4. One letter of recommendation from a current or past professor
Applications must be received no later than April 9.
Finalists will be interviewed in person or by phone. Successful applicants will be notified no later than May 7.
Mail applications to:
Internships
Museum of the Moving Image
35 Avenue at 36 Street
Astoria, NY 11106
E-mail applications to:
internships@movingimage.us
Use the PDF format for the
required documents.
South Atlantic Modern Language Association: Flannery O'Connor in Film
This panel affiliated with the Flannery O'Connor Society welcomes papers that explore the SAMLA 2010 special focus "The Interplay of Text and Image" in O'Connor and film. While papers dealing with film adaptations of O'Connor's works will be considered, the session's specific goal is to expand our understanding of how filmmakers have incorporated and/or have contrasted O'Connor's themes, character types, etc. in their own works. Preference will be given to papers that seek creative connections between O'Connor's works and films that are not obvious adaptations of O'Connor's fiction.
Please e-mail abstracts (500 words) to Amy K. King at
akking@olemiss.edu before Friday, 26 March 2010.
Please e-mail abstracts (500 words) to Amy K. King at
akking@olemiss.edu before Friday, 26 March 2010.
The Material and the Code: Disciplinary Crossings of Cinema and New Media Conference
Friday, February - Saturday, February 27
"Cinema is dead. Long live cinema."
- Peter Greenaway
How has the explosion of new media changed the ways we think about cinema, about questions of film aesthetics and film history? How can cinema studies contribute to the theory, analysis, and creative practice of new media? This symposium seeks to stimulate a crossdisciplinary conversation on moving image culture that avoids both cinephile nostalgia and uncritical celebrations of media convergence.
The symposium features a screening event on 2/26 and a full day of presentations on 2/27.
Participants will include:
Wendy Hui Kyong Chun
Alexander R. Galloway
Tom Gunning
Mark B.N. Hansen
Miriam Hansen
James J. Hodge
Lutz Koepnick
Thomas Y. Levin
Daniel Morgan
Lisa Parks
D.N. Rodowick
Jason Salavon
Kristen Whissel
Zhang Zhen
For more information and a complete schedule of conference events, please visit the conference website. Questions? Contact James Hodge at jhodge@uchicago.edu.
"Cinema is dead. Long live cinema."
- Peter Greenaway
How has the explosion of new media changed the ways we think about cinema, about questions of film aesthetics and film history? How can cinema studies contribute to the theory, analysis, and creative practice of new media? This symposium seeks to stimulate a crossdisciplinary conversation on moving image culture that avoids both cinephile nostalgia and uncritical celebrations of media convergence.
The symposium features a screening event on 2/26 and a full day of presentations on 2/27.
Participants will include:
Wendy Hui Kyong Chun
Alexander R. Galloway
Tom Gunning
Mark B.N. Hansen
Miriam Hansen
James J. Hodge
Lutz Koepnick
Thomas Y. Levin
Daniel Morgan
Lisa Parks
D.N. Rodowick
Jason Salavon
Kristen Whissel
Zhang Zhen
For more information and a complete schedule of conference events, please visit the conference website. Questions? Contact James Hodge at jhodge@uchicago.edu.
Vision Fest Animation Festival and Competition
VisionFest, a juried student animation festival and competition, will be held October 22-24, 2010 in Indianapolis, Indiana. High school, undergraduate and graduate students from around the globe are invited to submit their work. Category winners in each student division are selected by a jury panel of industry experts.
Submission deadline:
July 28, 2010
No entry fee
Competition Categories:
Animation (2D & 3D)
Games/Interactive Arts
All entries meeting submission requirements will receive written critiques from jurors.
For More Information:
www.visionfest.org
www.facebook.com/visionfest
www.twitter.com/visionfestinfo
www.youtube.com/visionfestanimation
Submission deadline:
July 28, 2010
No entry fee
Competition Categories:
Animation (2D & 3D)
Games/Interactive Arts
All entries meeting submission requirements will receive written critiques from jurors.
For More Information:
www.visionfest.org
www.facebook.com/visionfest
www.twitter.com/visionfestinfo
www.youtube.com/visionfestanimation
IU Telecom T600 Seminar Series
Speaker: Ju Young Lee and Ji Won Kim (IU Telecom; split session)
Time & Place: Friday, February 12, 2010, 12:30-1:45 pm; RTV226
Ju Young Lee
Title: The Public's Right to Know: Analysis of Open Government Policy in South Korea
Abstract
Efforts to promote open government appear to pervade in countries around the world, although there are differences in extent. This trend has been facilitated by freedom of information legislations and propelled by the prosperity of the Internet. Nevertheless, a majority of people, who tend to be passive in accessing government information, do not know much about government activities, particularly those related to regulations. In Korea, there appears to be a profound distrust of the Korean government due to the people,s lack of understanding of government regulations of the Internet. Therefore, this study suggests that government should play an active role in providing information to promote the transparency of its operations instead of passively responding to requests for access to the information. In this study, the active role is characterized as 1) providing diverse sources and channels of information, 2) making the information available in electronic form, and 3) disclosing background reports and proceedings.
In terms of these three characteristics, Korea?s information disclosure policy was analyzed.
The Korean government provides a variety of sources and channels of information, including many government websites, and helps the public easily access information by putting electronically stored information on the Internet. However, the government has been slow to provide explanations of the controversial regulations in question, and considerable portions of government information are refused release for abstract national security reasons.
Ji Won Kim
Title: A Battle in a War of Network Neutrality
Abstract
Since one of the biggest cable operators, Comcast, filed a lawsuit against the Federal Communication Commission (FCC), the debate on network neutrality has recaptured the widespread attention of the public and part of the Congress. Instead of arguing about the details of its wrongful network management, Comcast questioned the Commission?s ancillary jurisdiction to enforce the Internet Policy Statement through adjudication. Although the FCC strongly disagrees with Comcast's arguments, predicting the decision of the court is difficult because the standards of judicial review relevant to this case are unclear. To make the case more complicated, the FCC recently introduced the Open Internet Notice of Proposed Rulemaking (on network
neutrality) to develop the Internet Policy Statements into formal rules. Even in Congress, efforts to legislate network neutrality have struggled over the past few years. Accordingly, the decision of the court is expected to have a profound effect not only on the FCC?s ability to govern future Internet Service Providers? (ISP) network management practices but also on the direction of the network neutrality debate. Therefore, it is essential that the court take a long and hard look at the implications of Comcast?s conduct and its motives as well as increasing demands for rules. The favorable public tone in support of the regulation clearly demonstrates that we are in a period of transition. One way or the other, the regulation of the Internet is likely to happen. When it does, Comcast may win a battle but shall lose the war of network neutrality.
Time & Place: Friday, February 12, 2010, 12:30-1:45 pm; RTV226
Ju Young Lee
Title: The Public's Right to Know: Analysis of Open Government Policy in South Korea
Abstract
Efforts to promote open government appear to pervade in countries around the world, although there are differences in extent. This trend has been facilitated by freedom of information legislations and propelled by the prosperity of the Internet. Nevertheless, a majority of people, who tend to be passive in accessing government information, do not know much about government activities, particularly those related to regulations. In Korea, there appears to be a profound distrust of the Korean government due to the people,s lack of understanding of government regulations of the Internet. Therefore, this study suggests that government should play an active role in providing information to promote the transparency of its operations instead of passively responding to requests for access to the information. In this study, the active role is characterized as 1) providing diverse sources and channels of information, 2) making the information available in electronic form, and 3) disclosing background reports and proceedings.
In terms of these three characteristics, Korea?s information disclosure policy was analyzed.
The Korean government provides a variety of sources and channels of information, including many government websites, and helps the public easily access information by putting electronically stored information on the Internet. However, the government has been slow to provide explanations of the controversial regulations in question, and considerable portions of government information are refused release for abstract national security reasons.
Ji Won Kim
Title: A Battle in a War of Network Neutrality
Abstract
Since one of the biggest cable operators, Comcast, filed a lawsuit against the Federal Communication Commission (FCC), the debate on network neutrality has recaptured the widespread attention of the public and part of the Congress. Instead of arguing about the details of its wrongful network management, Comcast questioned the Commission?s ancillary jurisdiction to enforce the Internet Policy Statement through adjudication. Although the FCC strongly disagrees with Comcast's arguments, predicting the decision of the court is difficult because the standards of judicial review relevant to this case are unclear. To make the case more complicated, the FCC recently introduced the Open Internet Notice of Proposed Rulemaking (on network
neutrality) to develop the Internet Policy Statements into formal rules. Even in Congress, efforts to legislate network neutrality have struggled over the past few years. Accordingly, the decision of the court is expected to have a profound effect not only on the FCC?s ability to govern future Internet Service Providers? (ISP) network management practices but also on the direction of the network neutrality debate. Therefore, it is essential that the court take a long and hard look at the implications of Comcast?s conduct and its motives as well as increasing demands for rules. The favorable public tone in support of the regulation clearly demonstrates that we are in a period of transition. One way or the other, the regulation of the Internet is likely to happen. When it does, Comcast may win a battle but shall lose the war of network neutrality.
USC Visions and Voices Residency Fellowship
The USC Arts & Humanities Initiative is pleased to announce the Visions and Voices Residency Fellowship for the 2010-2011 Academic Year.
OUR GOALS:
. To provide a rich perspective on the arts and humanities for USC's unique Arts & Humanities Initiative
. To better integrate the goals of the Initiative into course offerings at USC
. To foster the creative and/or intellectual practice of an emerging scholar or artist
RESPONSIBILITIES:
. Teach one undergraduate course each semester (Fall, Spring) in the American Studies and Ethnicity Department related to the fields of your dissertation or MFA; or, as per departmental needs, teach an existing course within the curriculum.
. Propose and produce one event for the 2010-2011 Visions and Voices calendar. Fellows will also assist with promoting the Initiative.
. Participate on the Faculty and Deans Committees for Visions and Voices, helping to create the calendar for the 2011-2012 Initiative.
SALARY: $50,000 plus benefits
ELIGIBILITY:
Applicants must have completed a Ph.D. or M.F.A. degree within an appropriate field no earlier than May 2007 and no later than August 1, 2010. Degree *MUST *be completed with all appropriate paperwork confirmed prior to start date [No Exceptions]. During the selection process, your committee chair must confirm that filing before August 1, 2010 is assured. Additionally, Teaching Fellows may hold no other positions or employment during the period of the fellowship and must be in residence in the Los Angeles area.
APPLICATION DEADLINE: FOR FULL CONSIDERATION, ALL MATERIALS MUST BE
RECEIVED NO LATER THAN March 12, 2010.
Background and Further Information:
During his installation in fall 2005, USC Provost Max Nikias identified as a key priority the need to "affirm what is most essential and most enduring within the human spirit." Subsequently, in announcing the Provost's Arts & Humanities Initiative, he observed that "these disciplines fully capture the values of the university and provide students with an outstanding opportunity to examine their own
relationship to these values on a truly personal level. The arts and humanities bring these values to life, illuminating their complexities and nuances."
During the past three years, the Provost's Arts & Humanities Initiative has presented Visions & Voices, an exciting and diverse series of over 100 events each year, all funded by the Provost's Office. The series is continuing, and each year includes many wonderful programs proposed and developed by USC faculty, staff, and
deans. These events continue to broaden the engagement of USC students with the arts and humanities and confirm the university's commitment to the central role these disciplines play in public life. The Visions and Voices Residency Fellow will propose one event for 2010-2011 and participate in the selection of the subsequent year's calendar.
Events can span a broad array of formats, including performances, lectures, screenings, workshops, and panel conversations, and each event should facilitate discussion of USC's core values through a meaningful encounter with the arts and/or humanities. We encourage well-defined individual events. Performance events will need to incorporate a formal discussion or reflexive component that engages students in a meaningful way. All events should address a broad audience with a primary focus on USC students. Support will be arranged for major services for the series, and Managing Director Daria Yudacufski will work closely with grant recipients to promote
each event. However, primary and substantial responsibility for event planning and execution will reside with fellow.
Application Requirements:
. A letter of application and a current c.v.
. Three confidential letters of recommendation
. One or two sample syllabi for proposed courses
. A proposal (max. 500 words) that clearly describes your proposed event for 2010-2011 and its relationship to the initiative's goals, a 100-word abstract, and a detailed budget of up to $10,000. In the proposal, please describe the event, why it would be of interest to students, how it will contribute to their exploration of core values, and how it facilitates meaningful faculty-student interaction.
For more information on Visions & Voices, please see
http://www.usc.edu/visionsandvoices/
*FOR MORE INFORMATION CONTACT:*
Tara McPherson
Faculty Committee
Visions and Voices: The USC Arts and Humanities Initiative
tmcphers@usc.edu
OUR GOALS:
. To provide a rich perspective on the arts and humanities for USC's unique Arts & Humanities Initiative
. To better integrate the goals of the Initiative into course offerings at USC
. To foster the creative and/or intellectual practice of an emerging scholar or artist
RESPONSIBILITIES:
. Teach one undergraduate course each semester (Fall, Spring) in the American Studies and Ethnicity Department related to the fields of your dissertation or MFA; or, as per departmental needs, teach an existing course within the curriculum.
. Propose and produce one event for the 2010-2011 Visions and Voices calendar. Fellows will also assist with promoting the Initiative.
. Participate on the Faculty and Deans Committees for Visions and Voices, helping to create the calendar for the 2011-2012 Initiative.
SALARY: $50,000 plus benefits
ELIGIBILITY:
Applicants must have completed a Ph.D. or M.F.A. degree within an appropriate field no earlier than May 2007 and no later than August 1, 2010. Degree *MUST *be completed with all appropriate paperwork confirmed prior to start date [No Exceptions]. During the selection process, your committee chair must confirm that filing before August 1, 2010 is assured. Additionally, Teaching Fellows may hold no other positions or employment during the period of the fellowship and must be in residence in the Los Angeles area.
APPLICATION DEADLINE: FOR FULL CONSIDERATION, ALL MATERIALS MUST BE
RECEIVED NO LATER THAN March 12, 2010.
Background and Further Information:
During his installation in fall 2005, USC Provost Max Nikias identified as a key priority the need to "affirm what is most essential and most enduring within the human spirit." Subsequently, in announcing the Provost's Arts & Humanities Initiative, he observed that "these disciplines fully capture the values of the university and provide students with an outstanding opportunity to examine their own
relationship to these values on a truly personal level. The arts and humanities bring these values to life, illuminating their complexities and nuances."
During the past three years, the Provost's Arts & Humanities Initiative has presented Visions & Voices, an exciting and diverse series of over 100 events each year, all funded by the Provost's Office. The series is continuing, and each year includes many wonderful programs proposed and developed by USC faculty, staff, and
deans. These events continue to broaden the engagement of USC students with the arts and humanities and confirm the university's commitment to the central role these disciplines play in public life. The Visions and Voices Residency Fellow will propose one event for 2010-2011 and participate in the selection of the subsequent year's calendar.
Events can span a broad array of formats, including performances, lectures, screenings, workshops, and panel conversations, and each event should facilitate discussion of USC's core values through a meaningful encounter with the arts and/or humanities. We encourage well-defined individual events. Performance events will need to incorporate a formal discussion or reflexive component that engages students in a meaningful way. All events should address a broad audience with a primary focus on USC students. Support will be arranged for major services for the series, and Managing Director Daria Yudacufski will work closely with grant recipients to promote
each event. However, primary and substantial responsibility for event planning and execution will reside with fellow.
Application Requirements:
. A letter of application and a current c.v.
. Three confidential letters of recommendation
. One or two sample syllabi for proposed courses
. A proposal (max. 500 words) that clearly describes your proposed event for 2010-2011 and its relationship to the initiative's goals, a 100-word abstract, and a detailed budget of up to $10,000. In the proposal, please describe the event, why it would be of interest to students, how it will contribute to their exploration of core values, and how it facilitates meaningful faculty-student interaction.
For more information on Visions & Voices, please see
http://www.usc.edu/visionsandvoices/
*FOR MORE INFORMATION CONTACT:*
Tara McPherson
Faculty Committee
Visions and Voices: The USC Arts and Humanities Initiative
tmcphers@usc.edu
Thursday, February 4, 2010
CMCL Colloquium Series
Tomorrow’s Colloquium will address some of the ins-and-outs of how decisions about AI appointments are made. Since the new form just came out yesterday, you may want to attend this timely panel.
Friday, February 5th
4-5 pm
Classroom-Office Building, room 100
Friday, February 5th
4-5 pm
Classroom-Office Building, room 100
Wednesday, February 3, 2010
Improving Learning in Lectures Through In-class and Out-of-class Activities
Fri, Feb 12, 2:30 - 4:00 pm
Ballantine Hall 228
Faculty and graduate students currently engaged in classroom teaching are invited to attend a workshop titled, "Improving Learning in Lectures Through In-class and Out-of-class Activities." In this workshop, Lisa Kurz and Katie Kearns describe results of a survey that examined what academic activities IUB students engage in outside of class and highlight important time-on-task activities for diverse student populations. Participants will revise and share lesson plans that use this information in a strategic way, ensuring that students' time on task is devoted to activities that will have a significant impact on learning.
Ballantine Hall 228
Faculty and graduate students currently engaged in classroom teaching are invited to attend a workshop titled, "Improving Learning in Lectures Through In-class and Out-of-class Activities." In this workshop, Lisa Kurz and Katie Kearns describe results of a survey that examined what academic activities IUB students engage in outside of class and highlight important time-on-task activities for diverse student populations. Participants will revise and share lesson plans that use this information in a strategic way, ensuring that students' time on task is devoted to activities that will have a significant impact on learning.
SCMSTV Cinema Journal Seeking Book Reviewers
Cinema Journal is preparing a book review section that will be thematically paired with an In Focus loosely titled Teaching Television in the Post-Network Era. We're hoping to run 2 longer review essays in this volume (not the typical single book review) and I'm looking for interested reviewers/essayists. Here are the details:
Essay One:
A review of recently published books that are good for teaching TV classes (not primarily scholarly monographs). Some that have come across my desk include: Mittell, Television and American Culture ; Butler, Television Style, and Gray, Television Entertainment. We're looking for a review that looks at at least a couple of titles--these or others.
Essay Two:
An essay that examines the single series monograph (such as the Wayne State's TV Milestones, Duke's Spin Offs, and Blackwell's Studies in Film and Television) and its role in television studies. This essay need not formally review any particular title -- but should assess a few in the course of explaining the role of such books.
Both essays should be no more than 3000 words and would be due November 15, 2010. Please email me privately (lotz@umich.edu) with a brief (100-200 word) "pitch" for how you'd approach essay #1 or essay #2 and a biographical note.
Essay One:
A review of recently published books that are good for teaching TV classes (not primarily scholarly monographs). Some that have come across my desk include: Mittell, Television and American Culture ; Butler, Television Style, and Gray, Television Entertainment. We're looking for a review that looks at at least a couple of titles--these or others.
Essay Two:
An essay that examines the single series monograph (such as the Wayne State's TV Milestones, Duke's Spin Offs, and Blackwell's Studies in Film and Television) and its role in television studies. This essay need not formally review any particular title -- but should assess a few in the course of explaining the role of such books.
Both essays should be no more than 3000 words and would be due November 15, 2010. Please email me privately (lotz@umich.edu) with a brief (100-200 word) "pitch" for how you'd approach essay #1 or essay #2 and a biographical note.
CHECK YOUR LABEL: Elements of Conscious Consumerism
The Kelley School of Business at Indiana University presents “Check Your Label: Elements of Conscious Consumerism” on Friday, February 5. This symposium, to be held at the IU Auditorium in the heart of campus, will offer perspectives on the local and global impact of our buying choices.
Speakers will discuss successful business models that offer options for sustainable living for all workers on the supply chain, and will offer inspiring stories of operating a thriving business with a goal of social change.
Please register online for the Check Your Label symposium. The event is free and open to the public.
For more inforatmion, please vist the Check Your Label website.
Speakers will discuss successful business models that offer options for sustainable living for all workers on the supply chain, and will offer inspiring stories of operating a thriving business with a goal of social change.
Please register online for the Check Your Label symposium. The event is free and open to the public.
For more inforatmion, please vist the Check Your Label website.
Tuesday, February 2, 2010
Chilean Writer and Publisher Pía Barros to Speak at IUB
“Crisis and Cultural Consumption”
Tuesday, February 9, 2010
Ballantine Hall 103
4:00-5:00 PM
SPONSORED BY THE DEPARTMENT OF SPANISH AND PORTUGUESE, THE
CENTER FOR THE STUDY OF GLOBAL CHANGE, THE DEPARTMENT OF
ANTHROPOLOGY AND THE DEPARTMENT OF AMERICAN STUDIES
Please join us on Tuesday, February 9 to hear Chilean writer and publisherPía Barros reflection on how the process of globalization in general, and the current economic crisis more specifically, has altered our practices of cultural consumption and the political consequences they produce. In this presentation, Barros questions whether forms of mass communication, specifically the Internet, can democratically insert peripheral cultural consumers into the global society. Barros will also reflect on how economic crisis and globalization affect the way in which cultural differences are consumed on a global scale and the way in which the act of cultural consumption has become the defining characteristic of global citizenship.
Since founding the underground writing workshop and press Ergo Sum during Chile’s dictatorial period, Barros has worked as a writing instructor and editor for the past
twenty-five years, publishing her students work in the form of handmade book-objects. In addition, Barros is continually recognized for her own work as a writer and was recently nominated for Chile’s esteemed Altazor prize for her 2008 collection of short stories, La Grandmother y otros. Barros will be visiting Bloomington as part of her US tour to promote her most recent bilingual collection of short stories titled Los que sobran/Those Not Spared translated by Jane Griffin (Indiana University) and Resha Cardone (Southern Connecticut State University).
Tuesday, February 9, 2010
Ballantine Hall 103
4:00-5:00 PM
SPONSORED BY THE DEPARTMENT OF SPANISH AND PORTUGUESE, THE
CENTER FOR THE STUDY OF GLOBAL CHANGE, THE DEPARTMENT OF
ANTHROPOLOGY AND THE DEPARTMENT OF AMERICAN STUDIES
Please join us on Tuesday, February 9 to hear Chilean writer and publisherPía Barros reflection on how the process of globalization in general, and the current economic crisis more specifically, has altered our practices of cultural consumption and the political consequences they produce. In this presentation, Barros questions whether forms of mass communication, specifically the Internet, can democratically insert peripheral cultural consumers into the global society. Barros will also reflect on how economic crisis and globalization affect the way in which cultural differences are consumed on a global scale and the way in which the act of cultural consumption has become the defining characteristic of global citizenship.
Since founding the underground writing workshop and press Ergo Sum during Chile’s dictatorial period, Barros has worked as a writing instructor and editor for the past
twenty-five years, publishing her students work in the form of handmade book-objects. In addition, Barros is continually recognized for her own work as a writer and was recently nominated for Chile’s esteemed Altazor prize for her 2008 collection of short stories, La Grandmother y otros. Barros will be visiting Bloomington as part of her US tour to promote her most recent bilingual collection of short stories titled Los que sobran/Those Not Spared translated by Jane Griffin (Indiana University) and Resha Cardone (Southern Connecticut State University).
IU Department of Telecommunications Seminar (T600) Series
Speakers: : Mark Deuze, Peter Blank, and Laura Speers (IU Telecom)
Time & Place: Friday, February 5, 2010, 12:30-1:45 pm; RTV226
Title: Media Life (v3.0)
Abstract
Research since the early years of the 21st century consistently suggests that more of our time gets spent using media, that being concurrently exposed to media has become a foundational feature of life, and that consuming media for most people increasingly takes place alongside producing media. Media devices, what people do with them, and how all of this fits in the organization of our everyday lives disrupt and unsettle well-established views of the role media play in society. Instead of continuing to wrestle with a distinction between media and society, our project proposes that life is not lived with media, but in media.
Instead of presenting a paper, we will prepare a guided discussion on a selected range of key "secrets" in media life. Media life exposes us to a range of secrets, each of which has profound implications for the way we understand ourselves and the world we live in:
1. we are everywhere;
2. we make reality;
3. we are alone;
4. we are connected;
5. we are mobile;
6. we live/die in public;
7. we are media.
History
The media life perspective has been developed in research at the Department of Telecommunications, and through teaching the University Division course T101 Media Life (offered every semester, with approx. 426 students) during the last couple of years. A working paper is available at IU ScholarWorks (see URL below). We will present this work in the Philosophy of Communication division of the International Communication Conference in Singapore, June 22-26, 2010. A book with the same title is contracted with Polity Press.
Media Life (1.0) working paper
https://scholarworks.iu.edu/dspace/handle/2022/3764).
Time & Place: Friday, February 5, 2010, 12:30-1:45 pm; RTV226
Title: Media Life (v3.0)
Abstract
Research since the early years of the 21st century consistently suggests that more of our time gets spent using media, that being concurrently exposed to media has become a foundational feature of life, and that consuming media for most people increasingly takes place alongside producing media. Media devices, what people do with them, and how all of this fits in the organization of our everyday lives disrupt and unsettle well-established views of the role media play in society. Instead of continuing to wrestle with a distinction between media and society, our project proposes that life is not lived with media, but in media.
Instead of presenting a paper, we will prepare a guided discussion on a selected range of key "secrets" in media life. Media life exposes us to a range of secrets, each of which has profound implications for the way we understand ourselves and the world we live in:
1. we are everywhere;
2. we make reality;
3. we are alone;
4. we are connected;
5. we are mobile;
6. we live/die in public;
7. we are media.
History
The media life perspective has been developed in research at the Department of Telecommunications, and through teaching the University Division course T101 Media Life (offered every semester, with approx. 426 students) during the last couple of years. A working paper is available at IU ScholarWorks (see URL below). We will present this work in the Philosophy of Communication division of the International Communication Conference in Singapore, June 22-26, 2010. A book with the same title is contracted with Polity Press.
Media Life (1.0) working paper
https://scholarworks.iu.edu/dspace/handle/2022/3764).
Monday, February 1, 2010
CMCL Faculty Member Mary Gray Kicks Off the Spring Rob Kling Center for Social Informatics Lecture Series
Speaker: Mary Gray, Department of Communication and Culture, IUB
Topic: Beyond "Online/Offline": Queering the Boundaries of Young
People's Public Spaces in Rural United States
Date: Friday, February 5, 2010
Time: 1:45pm-2:50pm
Place: LI001 Wells Library (SLIS in Wells Library; East 10th St.
entrance)
Talk preceded by an informal gathering with cookies, tea, and coffee,
available at 1:35pm. There will be an informal meeting with graduate
students following the talk.
ABSTRACT
Drawing on her nearly two years work in rural parts of Kentucky and in small towns along its borders, this talk discusses how lesbian, gay, bisexual, trans and questioning (LGBTQ) youth and their allies make use of social media and local resources to combat the marginalization face in their own communities and their absence in popular representations of gay and lesbian life and the agendas of national gay and lesbian advocacy groups. This talk explores how youth suture together high schools, public libraries, town hall meetings, churches, and the web that construct spaces for fashioning their emerging queer identities and help redefine our understanding of the term "queer visibility" and its political stakes.
BIOGRAPHICAL SKETCH
Mary L. Gray is an assistant professor in the Department of Communication and Culture at Indiana University Bloomington. Her research examines how everyday uses of media shape people's understandings and expressions of their social identities. She is the author of In Your Face: Stories from the Lives of Queer Youth (1999).
Her latest book Out in the Country: Youth, Media, and Queer Visibility in Rural America (NYU Press) examines how young people in rural parts of the United States fashion queer senses of gender and sexual identity and the role that media, particularly the internet, play in their lives and political work. For more information about the book, see the BLOG for "Out in the Country, Youth, Media, and Queer Visibility in Rural America" (NYU Press 2009) @ http://www.QUEERCOUNTRY.org. Her home page is http://www.indiana.edu/~cmcl/faculty/gray.shtml
This series is designed to introduce faculty, students and staff across the university to current research in social informatics conducted at IU and around the world. The Center is jointly sponsored by the IU Schools of Informatics, Library & Information Science, and the Kelley School of Business. For more information about the Center, please visit http://rkcsi.indiana.edu
Topic: Beyond "Online/Offline": Queering the Boundaries of Young
People's Public Spaces in Rural United States
Date: Friday, February 5, 2010
Time: 1:45pm-2:50pm
Place: LI001 Wells Library (SLIS in Wells Library; East 10th St.
entrance)
Talk preceded by an informal gathering with cookies, tea, and coffee,
available at 1:35pm. There will be an informal meeting with graduate
students following the talk.
ABSTRACT
Drawing on her nearly two years work in rural parts of Kentucky and in small towns along its borders, this talk discusses how lesbian, gay, bisexual, trans and questioning (LGBTQ) youth and their allies make use of social media and local resources to combat the marginalization face in their own communities and their absence in popular representations of gay and lesbian life and the agendas of national gay and lesbian advocacy groups. This talk explores how youth suture together high schools, public libraries, town hall meetings, churches, and the web that construct spaces for fashioning their emerging queer identities and help redefine our understanding of the term "queer visibility" and its political stakes.
BIOGRAPHICAL SKETCH
Mary L. Gray is an assistant professor in the Department of Communication and Culture at Indiana University Bloomington. Her research examines how everyday uses of media shape people's understandings and expressions of their social identities. She is the author of In Your Face: Stories from the Lives of Queer Youth (1999).
Her latest book Out in the Country: Youth, Media, and Queer Visibility in Rural America (NYU Press) examines how young people in rural parts of the United States fashion queer senses of gender and sexual identity and the role that media, particularly the internet, play in their lives and political work. For more information about the book, see the BLOG for "Out in the Country, Youth, Media, and Queer Visibility in Rural America" (NYU Press 2009) @ http://www.QUEERCOUNTRY.org. Her home page is http://www.indiana.edu/~cmcl/faculty/gray.shtml
This series is designed to introduce faculty, students and staff across the university to current research in social informatics conducted at IU and around the world. The Center is jointly sponsored by the IU Schools of Informatics, Library & Information Science, and the Kelley School of Business. For more information about the Center, please visit http://rkcsi.indiana.edu
CMCL Student's film to be aired on WTIU
Robert Clift's film BLACKING UP has finally passed the censors.
HIs film, BLACKING UP, about white hip hop fans and performers, will air on WTIU Tuesday Feb 9 at 11 p.m.
Congratulations Robert!
HIs film, BLACKING UP, about white hip hop fans and performers, will air on WTIU Tuesday Feb 9 at 11 p.m.
Congratulations Robert!
Digital Arts and Humanities Brown Bag Series
Presented by the Institute for Digital Arts and Humanities (IDAH)
Alan Burdette
Director, Archives of Traditional Music
Associate Director, Digital Arts and Humanities Infrastructure
Director, The EVIA Digital Archive Project
“Strategies for Long-term Preservation and Access of Your Research Media”
Many students and faculty working in the Arts and Humanities generate media associated with their research even if media isn’t the primary focus of their work. Recorded interviews, installation photos, ethnographic video, or snapshots of a gallery opening are all examples of media that is either critical data for a project or important documentation that has value to your professional activity. They may also have broader value as part of your published output. Audio, video, and photographs are now nearly all made in a digital form of one kind or another, and all present challenges to preservation. This presentation will discuss strategies that arts and humanities students and faculty can use when planning for the long-term availability of their digital media.
Thursday, February 4, 2010
12-1 p.m.
Wells Library Media Showing Room, E174
(Between the glass doors that lead to the Library parking lot)
Remote connection also available via Adobe Acrobat Connect:
To join the meeting: http://breeze.iu.edu/idahbb/
After the presentation, recordings will be posted on the IDAH website’s brown bag page: http://www.iub.edu/~idah/bb.shtml?n1=bb
Please join us! Feel free to bring your lunch.
To receive a reminder and an abstract of upcoming IDAH presentations, send an email to listserv@indiana.edu with nothing in the subject line and the message body: sub IDAH_BROWNBAG-L Your Full Name
Alan Burdette
Director, Archives of Traditional Music
Associate Director, Digital Arts and Humanities Infrastructure
Director, The EVIA Digital Archive Project
“Strategies for Long-term Preservation and Access of Your Research Media”
Many students and faculty working in the Arts and Humanities generate media associated with their research even if media isn’t the primary focus of their work. Recorded interviews, installation photos, ethnographic video, or snapshots of a gallery opening are all examples of media that is either critical data for a project or important documentation that has value to your professional activity. They may also have broader value as part of your published output. Audio, video, and photographs are now nearly all made in a digital form of one kind or another, and all present challenges to preservation. This presentation will discuss strategies that arts and humanities students and faculty can use when planning for the long-term availability of their digital media.
Thursday, February 4, 2010
12-1 p.m.
Wells Library Media Showing Room, E174
(Between the glass doors that lead to the Library parking lot)
Remote connection also available via Adobe Acrobat Connect:
To join the meeting: http://breeze.iu.edu/idahbb/
After the presentation, recordings will be posted on the IDAH website’s brown bag page: http://www.iub.edu/~idah/bb.shtml?n1=bb
Please join us! Feel free to bring your lunch.
To receive a reminder and an abstract of upcoming IDAH presentations, send an email to listserv@indiana.edu with nothing in the subject line and the message body: sub IDAH_BROWNBAG-L Your Full Name
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