Guest Lecture, Professor Dana Frank

On Tuesday evening, April 9, at 7:00pm Professor Dana Frank from the University of California at Santa Cruz will discuss the crisis in Honduras that is fueling immigration to the U.S.  She will be speaking in the Hatfield Room. This event is sponsored by International Studies, Latin American Studies, and History.  We hope to see you there.

Why are the Migrants Fleeing Honduras?  Resistance, Terror, and the United States in the Aftermath of the Coup.

Dana Frank will discuss her new book, The Long Honduran Night: Resistance, Terror, and the United States in the Aftermath of the Coup, which examines Honduras since the 2009 coup that deposed democratically-elected President Manual Zelaya.  In the book, she interweaves her personal experiences in post-coup Honduras and in the U.S. Congress with a larger analysis of the coup regime and its ongoing repression, Honduran opposition movements, U.S. policy in support of the regime, and the Congressional challenges to that policy.  Her book helps us understand the root causes of the immigrant caravans of Hondurans leaving for the U.S., and the destructive impact of U.S. policy.

Dana Frank is the Professor of History Emerita at the University of California, Santa Cruz.  Her books include Bananeras: Women Transforming the Banana Unions of Latin America, which focuses on Honduras, and the Buy American: The Untold Story of Economic Nationalism.  Her writings on human rights and U.S. Policy in post-coup Honduras have appeared in the New York Times, Los Angeles Times, Miami Herald, Houston Chronicle, The Nation, Foreign Affairs, Foreign Policy, Politico Magazine, and many other publications, and she has been interviewed by the Washington Post, New Yorker, New York Times, National Public Radio, Univsion, Latino U.S.A, regularly on Democracy Now!, and on other outlets.  Professor Frank has testified about Honduras before the U.S. House of Representatives, the California Assembly, and the Canadian Parliament.

 

(Content originally from campus email annoucement.)


Faculty Colloquium: Ashley Nixon

Please join us on Friday, April 12th, at 3 p.m. in the Carnegie Building for our ninth Faculty Colloquium of this semester.

Presenter: Ashley Nixon, Associate Professor of Human Resource Management and Organizational Behavior Ashley Nixon
Title: Globalizing Emotional Labor: How to Account for Cultural Differences?

Abstract: Increasingly, work stress and its negative consequences are receiving attention as the costs to individuals, organizations, and our society mount. Emotional labor, or process byIncreasingly, work stress and its negative consequences are receiving attention as the costs to individuals, organizations, and our society mount. Emotional labor, or process by which employees manage their emotions to meet organizationally mandated emotional display rules (Hochschild, 1983), is a work stressor that is associated with a range of cognitive, affective, and behavioral strains for employees. Emotional labor is particularly relevant and detrimental for service workers, an occupational group that is rapidly growing globally.

In this talk, I will discuss a stream of research examining emotional labor in cross-cultural contexts. Several projects, conducted with a global research team, examine the impact of national, organizational, and individual level cultural differences on the emotional labor-strain process in the United States and Turkey. Cultural values at each level impact and interact to impact service employee strain. Additionally, a new research initiative developed with the support of WU, AGSM, and the Fulbright Specialist program will be discussed.

Students are welcome and coffee and treats will be provided. We look forward to seeing you there.

Note: There will also be a special TGIF reception following the lecture that will be open to faculty from all schools. This is the third TGIF event this semester with Colloquium speakers from across the University. These opportunities for cross-University gathering and conversation are sponsored by the Office of the Provost and Senior Vice President.

Bill Kelm and Daniel Rouslin
Faculty Colloquium Coordinators


Mark Sponenburgh papers

The Mark Sponenburgh papers have been processed and are open for researchers. This collection contains materials related to Sponenburgh’s careers as an artist, educator, and scholar. Examples of these materials include photographs, drawings, slides of sculpture by Sponenburgh and other artists, correspondence, exhibition fliers and pamphlets, academic journals, newspaper articles, newsletters and honors regarding the Monuments Men, documents concerning the creation of the Hogue-Sponenburgh collection at the Hallie Ford Museum of Art, syllabi and notes for courses taught by Sponenburgh, documents concerning the National College of Arts in Lahore, Pakistan, and designs and proposals for public sculptures created by Sponenburgh.

Mark Ritter Sponenburgh was born on June 15, 1918, in Cadillac, Michigan. He studied sculpture at the Cranbrook Academy of Art in Bloomfield Hills, Michigan from 1939 to 1940 and Wayne University in Detroit, Michigan from 1940 to 1941. In 1942 Sponenburgh enlisted in the United States’ Army. His unit participated in the D-Day landings at Normandy, and advanced through France, Holland, Belgium, and the Rhineland during World War II. In June 1945 Sponenburgh requested to transfer to the Monuments, Fine Arts, and Archive (MFAA) division. As a member of the Monuments Men, Sponenburgh assisted in operations to transfer the items to the Munich Central Collecting Point for sorting, cataloguing, and eventual restitution.

After the end of his military service, Sponenburgh continued his graduate studies at the Ecôle des Beaux Arts in Paris, France. In 1946 he moved to Eugene, Oregon for a faculty position in Architecture and Allied Arts at the University of Oregon. In 1951 Sponenburgh traveled to Egypt as a Fulbright Scholar at the American Research Center in Cairo, where he continued his studies and research in sculpture, carving, and ancient Egyptian sculpture and art. He returned to Eugene in 1953.

In 1957 he was commissioned by the government of Pakistan to establish the National College of Arts in Lahore, where he served as principal (Dean) of the college and a professor. While working in Pakistan, he organized the first national exhibition of regional Swat folk art. In 1961 Sponenburgh returned to Oregon by invitation from fellow MFAA veteran Gordon Gilkey to establish the Art History program at Oregon State University in Corvallis. Sponenburgh taught at Oregon State until 1983, when he retired as Professor Emeritus.

Sponenburgh was a member of many influential and prestigious organizations including the International Association of Egyptologists, the Royal Society of Arts, the Royal Society of Antiquaries, the International Association of Art Historians, the American Research Center in Egypt, and the Oxford Society. In 1990 Sponenburgh and his wife, Janeth Hogue-Sponenburgh, donated their extensive art collection to Willamette University in Salem, Oregon. This collection helped secure the creation of the Hallie Ford Museum of Art at Willamette University in 1998. The Mark and Janeth Sponenburgh Gallery includes over 250 Ancient, European, Middle Eastern, and Asian art works and historical artifacts.

As a lifelong sculptor, Sponenburgh created over 170 pieces of art in stone, wood, and mixed media, which explored human and animal forms and ocean wave patterns. His work can be found in private and public exhibits throughout the United States and abroad including the Detroit Institute of Arts (Madonna), the Portland Art Museum (Torso and Birds in Flight), the Hallie Ford Museum of Art (The Collector), Willamette University (Town and Gown), Oregon State University (bronze bust of Linus Pauling), the University of Oregon, and the United States’ Embassy in Cairo, Egypt.

For more information about the Mark Sponenburgh papers and access to this collection, please see the finding aid. This collection was processed thanks to the National Historical Publications and Records Commission (NHPRC) grant Willamette University received to increase accessibility to the Pacific Northwest Artists Archive.


National Poetry Month

The Academy of American Poets founded National Poetry Month in April 1996 to celebrate “poetry’s vital place in our culture.”  One of the primary goals of the month is to “highlight the extraordinary legacy and ongoing achievement of American poets.” Over the years, Poetry Month has become a huge literary observance with readers, students, teachers, librarians, booksellers, publishers, and poets from around the world participating in this month-long celebration in a whole host of different ways.  Many special events and readings are scheduled to occur during April in honor of poetry. Over 100,000 National Poetry Month posters are distributed to schools, libraries, and bookstores each year.  On April 18, poetry lovers are encouraged to participate in “Poem in Your Pocket Day.” On this day, select a poem, carry it with you, and share it with others wherever you go!

To find out more about National Poetry Month, check out poets.org.  And go to the WU Reads Reading Guide for an interesting selection of recent books of poetry available in our collection.


Capturing WU’s Scholarly Output

Guest post written by Bill Kelm, Hatfield Library Systems Librarian

Everyone knows that the library collects books, journals, and DVDs, but did you know that we also collect some of the scholarly output of Willamette’s students, faculty and staff? The library maintains the Academic Commons, a virtual clearinghouse for student research and digital scholarship at Willamette University. The Commons represents an evolving set of services and digital collections that are a resource for Willamette faculty and students and for members of the extended community. Some of the collections are open to the public but others are limited to current WU students, faculty and staff.

Students can also access past print theses in the Archives as well.

Student research ranges from senior theses, publications, grant projects, performances, films, journals, and online exhibits. Highlights include the Senior Thesis Collections and the Willamette Sports Law Journal.  Some collections like the law journal are open to the public and indexed in the library catalog.  Most of the theses collections are restricted to current Willamette University users; over thirty departments have theses collections in the Commons.  Faculty in some departments require students to submit their senior thesis to the Academic Commons and other departments identify outstanding theses and recommend those student researchers submit their theses to the Commons.

Reviewing some of the theses other students have submitted in the past can be a great way for current students to get a sense of what a senior thesis in their major might look like and what kinds of subjects might make appropriate topics. A number of departments have decided to scan their past theses as well; the Biology Department probably has the largest collection with some theses going to back the 1940’s and 50’s.

Submitting a thesis is not the same as adding a new post to Facebook so when students submit their works, the documents will not automatically appear in the Academic Commons.  All of our librarians monitor the incoming theses in their specific subject areas. They work to ensure the accuracy of the the metadata (subjects, abstracts, etc.) before they officially release the paper into the Academic Commons. The level or quality of the work found in the Commons can vary greatly.  As mentioned previously, some departments add only what they consider honors work and others add all the theses written by their students.

The library is also encouraging Willamette faculty to publish in Open Access journals. When faculty do this, the library can then add their work to the Common’s Faculty Publications section for that department. Open Access Journals LogoRight now four departments have Faculty Publications in the Academic Commons. While many faculty might want to make sure they are getting their papers in ResearchGate or Academia, we want to make sure we can legally capture their research in Willamette’s Academic Commons.  Many of the publisher agreements that faculty sign only allow pre-print copies of their work to be placed in local digital repositories.

Take some time to checkout the Academic Commons.  Students, if you do not see your major or department represented, let us know and we will be happy to check with faculty in that department. Faculty, let us know if you want your department included in the ever expanding and increasingly important Academic Commons.


MOHL Research Awards

If you are a student and have written and researched an excellent paper, why not submit your paper for consideration for the MOHL Research Award?  Sponsored by the Hatfield Library, this award recognizes and rewards Willamette undergraduate students in any discipline who demonstrate outstanding research using library and information resources in writing a paper. Up to two awards of $500 each are available.

Student papers written in the sophomore or junior year as part of regular class work are eligible to be considered for this award. The paper must be 7 pages or more in length and written in the current academic year (fall 2018/spring 2019). Papers done as a senior project but in the junior year are excluded. Award Announcement Image

Papers need to be submitted by the last day of finals May 14, 2019 at 5:00 pm. The faculty mentor who worked with the student during the production of the paper is asked to submit a statement of support and a copy of the assignment.  Faculty, please encourage your best student writers/researchers to apply!

For complete details and instructions see: http://library.willamette.edu/about/award


Faculty Colloquium: Henry Walker

Please join us on Friday, April 5th, at 3 p.m. in the Hatfield Room for our eighth Faculty Colloquium of this semester.

Presenter: Henry M. Walker, Class of 1959 Distinguished Visiting Chair, Willamette UniversityHenry Walker Image

Title: Lab-based Pedagogy with Collaboration: An Example of a Flipped Classroom

Abstract: Much current discussion among college and university faculty focuses upon the notion of a flipped classroom. But how might that pedagogy be implemented in actual introductory courses, particularly in the sciences? This talk will first review several different pedagogical approaches commonly used in STEM fields, and then expand upon a workshop-style pedagogy.

At Grinnell College, for example, all introductory courses in biology, computer science, statistics, and psychology follow this workshop style pedagogy that integrates class lecture/discussion with laboratory experiments. Some sections of introductory chemistry and physics follow a similar approach.

To illustrate the general approach, the talk will highlight the pedagogy used in introductory computer science courses at Grinnell College, where students complete about 47 laboratory exercises, and I lecture about 4 hours per month (mostly in 5-10 minute segments). Altogether, these courses provide fine examples of one type of flipped classroom. As will be discussed, the approach pushes active learning to an extreme, and our experience suggests that this pedagogy allows us to cover about 20% more material than our traditional approach (with separate lectures and labs), and our students perform better on tests. The approach also seems to help student recruitment and retention.

Students are welcome and coffee and treats will be provided. We look forward to seeing you there.

Bill Kelm and Daniel Rouslin
Faculty Colloquium Coordinators


What’s in a Claim?

Originally published on November 17, 2015.

Guest post written by Grace Pochis, History Department Archives Intern, Class ’17

What’s in a Claim? Evolution of “The First University in the West”

From its inception Willamette has, as with all colleges, been concerned with distinguishing itself from its neighbors. In its early days this was vital, while the university struggled financially. Willamette had been founded with the explicit charge to find itself an evangelical Christian patron, but the Methodist Church could not adequately defray the University’s expenses, and sections IV through IX of the University’s bylaws, written 1842, deal with how benefactors could pay subscriptions, or endowments, of fifty through five hundred dollars (Hines, 147-150). A donation of fifty dollars would earn the donor “a certificate of patronage” which entitled the recipient to “a voice in all the business of the society relating to the institution during his natural life” (Hines, 147) A donation of five hundred dollars, which was the maximum the founders conceived of, entitled the donor to a perpetual scholarship at Willamette–that is, that they or their heirs could attend Willamette without tuition (Hines, 148). At the time, five hundred dollars would have paid tuition for a year (Gatke, 311). These donations, the constitution specified, were to be paid at least one third in cash orders, and the remainder in “tame neat cattle, lumber, labor, wheat, or cash.” (Hines, 150). The perpetual scholarships were a losing venture; the initial $500 investment, quickly spent, robbed Willamette of much-needed tuition money for years to come (Gatke, 311). In fact, the last perpetual scholarship was cashed in the late 1960s, after which Willamette reclaimed it.

Attracting paying scholars by distinguishing itself from neighboring colleges has therefore been a priority for Willamette since its inception. By the turn of the 20th century, Willamette wanted to advertise its longevity, but oscillated on how to accurately compare its age to that of other colleges. Yearly bulletins printed by Willamette between 1865 and 2009 acted as both commemorations of the past year and advertisements to potential applicants, and so are a good medium to track the changes in Willamette’s self-presentation over time. The 1920-21 bulletin says, “Willamette University is not only the oldest college on the Pacific slope of the United States, but its connection with the early history of this region is perhaps more vital than that of any other institutions that has sprung up on the far western soil” (my emphasis). Ten years later Willamette had opted for the affirmative version of that claim, saying, ‘Willamette University, with one possible exception, is the oldest institution of higher learning west of the Mississippi River. The 1931-32 bulletin avoided that “possible exception” by switching its range, saying, “Willamette University is the oldest institution of higher learning west of the Missouri River.” In 1935-6 the bulletin names the affiliation of this school, perhaps in an effort to discredit it: “Willamette University, with the exception of a Catholic school in Missouri, is the oldest institution of higher learning west of the Mississippi River.” By 1947-48, Willamette had done away with such a detailed statement and adopted the slogan,“Oldest Institution of Higher Learning West of the Rockies”. By 1957, according to a photo in the corresponding bulletin, a sign on Willamette property declared, “Willamette University, Founded by Jason Lee and the Early Christian Pioneers, 1842, The Oldest University in the West.” Through the 1960’s, 70s, and 80s, Willamette set aside its claims of longevity to focus on other forms of advertising, color printing and much denser use of photos. In 1994, however, the claim resurfaces with a reformulation of who Willamette is, saying, “Willamette University, the oldest college in the west” (my emphasis). And in 2003 we see the current Willamette compass logo for the first time with a reversion to use of “university,” but now with a different conception of primacy: “The First University in the West” underneath. This remains our current claim to fame, but with the past as our guide, we can expect continued revisions to how Willamette advertises its age vis a vis other universities.

Information Sign Image

Information sign, northwest corner of campus, ca. 1950. Image from the Campus Photograph Collection, Willamette University Archives and Special Collections (WP 1323)

Written by Grace Pochis, History Department Archives Intern, Class ’17

Sources:

Gatke, Robert Moulton. “Chronicles of Willamette: The Pioneer University of the West.” Portland: Binfords & Mort, 1943.

Hines, Gustavus. “Oregon and Its Institutions; Comprising a Full History of the Willamette University, The First Established on the Pacific Coast.” New York: Carlton & Porter, 1868.


Hallie Ford Literary Series: Justin Taylor

Please join us for the final event in the Spring 2019 Hallie Ford Literary Series at Willamette University, a reading by fiction writer Justin Taylor, plus a celebration of the winners of this year’s Frank H. Newell Creative Writing Prizes. The event will take place on Thursday, April 4, at 7:30 p.m. in the Hatfield Room of Willamette’s library and is free and open to the public. Books will be for sale courtesy of the Willamette Store. Justin Taylor Image

Justin Taylor is the author of two story collections, Flings and Everything Here Is the Best Thing Ever, as well as a novel, The Gospel of Anarchy. His newest book, Riding with the Ghost, will be published in 2020. His stories, essays, and reviews have appeared in some of the most prestigious venues in the nation, including The New Yorker, The New York Times Book Review, Harper’s, The Sewanee Review, and n+1. Justin is currently the 2018-19 Mark & Melody Teppola Distinguished Visiting Professor at Willamette, teaching courses in creative writing and English literature, and he serves as the fiction editor of the Literary Review.

Here’s how Publisher’s Weekly describes Justin’s book Flings: “Contemporary, intelligent, and occasionally laugh-out-loud funny. These stories, by turns witty and piercing, together form an uncommon portrait of the human heart.”

Read an interview with Justin here: https://fictionwritersreview.com/interview/guided-by-voices-an-interview-with-justin-taylor/

Prior to Justin’s reading, we will celebrate the winners of this year’s Frank H. Newell Creative Writing Prizes, for which Justin served as a judge. The winners will receive their prizes and read brief excerpts from their winning stories:

First place: Claire Alongi, for “A Selective Investigation of the Causes and Effects of Keraunographic Markings Upon a Teenage Subject (Female)”

Second place: Kevin Alexander, for “The Field Study”

Third place: Emily Korn, for “A Word for Change”

About Frank H. Newell:

Mr. Newell graduated from Willamette University in 1949, and subsequently enjoyed a 58-year run in the newspaper and broadcast business. He got his start at Salem’s Capital Journal, where he began in the advertising department. Over the years, he worked his way up through the ranks, and ultimately served as publisher of several news outlets across the nation over his long and successful career. Mr. Newell did not slow down in retirement, however, and at 93, saw his first novel published. He has long had a love for fiction writing, with a particular emphasis on short stories, and wants to foster this interest in future generations of Willamette University students.


Faculty Colloquium: Leslie Dunlap

Please join us on Friday, March 15th, at 3 p.m. in the Hatfield Room for our eighth Faculty Colloquium of this semester.

Presenter: Leslie Dunlap, Continuing Professor in History
Title: Feminism and the Racial Politics of Protection

Abstract: Rights. Freedom. Choice. Liberation. Consent. These are familiar feminist keywords of the 20th and early 21st centuries. In the late nineteenth century United States one of those keywords was “protection.” According to many accounts, 19th-century feminists asserted autonomy and rights by rejecting protection as a code word for patriarchal control. I argue instead that many women mobilized around the concept of protection in order to expose violence and inequality in American homes, politics, and institutions. Protection meant different things to women depending on race, however, and was a point of contestation as well as coalition. In this talk, I excavate the historical roots of the concept of protection in marriage (husbands pledged to protect wives and children), slavery (proponents of slavery argued that enslavers protected those they enslaved), and colonization (missionaries and the US government promised to protect Native Americans).

Feminist Protesters Image Then I trace women’s different use of protection. White women tapped into protection’s roots in slavery and the Confederacy, establishing the precedent for 20th century segregationists who organized around the idea of protecting white children and homes against those they cast as federal, foreign, and black invaders. Black women drew on the 14th Amendment and equal protection under the law to demand protection of their homes and families against sexual and racial violence. Native American women turned to treaties to protect their land, families, and sovereignty. My research is on 19th-century social movements, but my interest is now: how do movements today mobilize around protection, and can we see the legacy of earlier movements?

Students are welcome and coffee and treats will be provided. We look forward to seeing you there.

Bill Kelm and Daniel Rouslin
Faculty Colloquium Coordinators


Page 4 of 27
1 2 3 4 5 6 27