Fall 2008 Schedule |
Spring 2009 Schedule |
This Shop Talk reports on a phenomenological study of nine regular and special education students as they studied insect biology and ecology in their inclusive seventh grade life science class. Three fundamental data collection methods of qualitative research (student observations, interviews and artifact analysis) framed the data collection of this study. Hermeneutic phenomenological analysis (Van Manen, 1990) and the seven-step framework from Cohen, Manion, and Morrison (2000) were used to systematically analyze the data. The results of the data analysis reveal three main findings. The first speaks to some of the contextual features (for example working with others or using external cues) of the science classroom that serve to support the learning of the seventh grade students, both regular and special education, as they navigate in life science. The second major finding exposes some of the anxiety and the challenges that are part of the lived experiences of the students as they studied monarch biology and ecology in their seventh grade inclusive science classroom. The third major finding, the practice of inquiry learning in science is fragile, represents the complexity of teaching all students science. Listening to their voices serves to “prime” us to consider and value their perspectives as we make decisions as teachers (both special education and regular education), teacher educators and administrators.
Why should a liberal arts college make food a subject of serious
examination? Would a greater focus on food “fill out” the liberal arts
curriculum in identifiable or important ways (trivium, quadrivium…quintivium??)?
What sorts of roles does it—or might it—play in academic coursework: Central
organizing principle? Main topic of discussion? Example or illustration? Social
lubricant?
Questions such as these may once have prompted dismissive sniffs from pure
“liberal artists,” fearful that direct contact with anything so quotidian and
embodied as food or agriculture would track manure into the ivory tower. Today,
however, such questions prompt liberal arts faculty members to engage in
spontaneous flights of course design, or—surprisingly often—to respond with
detailed descriptions of their existing coursework, in which food already
features prominently. These contemporary “liberal artisans” show, unequivocally,
that food already does play a role in the liberal arts curriculum.
For two years, I have investigated some of the roles food plays in the academic
program of Gustavus. I worked with two student researchers to interview
twenty-one colleagues from all divisions of the college. We found tremendous
variety, creativity, and depth in the ways faculty incorporated food (both
subject and substance) into their coursework. What we found both impressed and
excited us; in some cases, it astonished even the interviewees themselves.
Indeed, I found a kind of invisibility to much of their work. The ways in which
faculty used food in their courses were often imperceptible to the faculty
members themselves. It became clear to all three researchers that food is indeed
“hiding in plain sight” in our academic program. As a result of these
interviews, I am led to speculate that more intentional and self-conscious uses
of food in the academic program could actually deepen, strengthen and
distinguish this college’s liberal arts focus.
The golem legend goes all the way back to the Book of Psalms and has manifestations in Jewish mysticism, in legends surrounding 16th century Rabbi Loew of Prague, and in early 20th century German fiction and film. Surprisingly, the golem has reappeared in many recent novels by Jewish-American writers about the Shoah. Why writers have turned to this historic Jewish hero will be the subject of this talk.
More than just planting trees and outlawing hunting, modern environmental stewardship requires interdisciplinary efforts in an economic and sociological context. We will explore three local projects where young professionals can contribute new information useful for managing streams. At the same time, such projects provide opportunities for career mentoring and incorporating research into the classroom.
The Shop Talk coordinator (Paul Saulnier) would like to solicit abstracts for the Shop Talk series. These 20-30 minute presentations allow Gustavus scholars to share their original research/art and enthusiasm. A title, brief abstract (electronic format), and A/V requirements should be sent to Paul (PSAUL@GUSTAVUS.EDU). If the current Shop Talk schedule does not have any vacancies do not hesitate to contact Paul to reserve a future date (a waiting list is maintained).