Proposed Summer Institutes

2011 Summer Institutes

All institutes are from 9 a.m. to 4 p.m. unless noted.

Please remember the Evergreen campus is a scent free campus, please refrain from wearing and using scented products while attending summer institutes.

 

Title: Write That Book!

Convener: Sean Williams

Dates: June 16 & 17

Welcome to our collective book writing experience! Join us as we finally make progress on the books that have lingered in our brains, in our notes, and in our computers, just out of reach. Now, at last, your book or article is within your reach. Spend two intensive days meeting with your colleagues, clearing your head and your schedule of your other obligations, and doing some hands-on writing in good company. We will discuss the process of writing a book, and learn some tips about best writing practices, resources, and time management. In the process we’ll break down the sense of “I can’t do this” and shift it over to “Of course I can do this!” We will enjoy a potluck lunch together at the second meeting, and close by thinking about publication options. Convener Sean Williams will supply coffee and tea each morning to rev up our engines. Oxford University Press, beware!

Title:  Life After Evergreen

Convener:  Susan Fiksdal

Date:  June 22

Life After Evergreen will give all faculty thinking about retirement an opportunity to hear from colleagues who have retired. In the morning we will hear from two panels of emeritus folks, one on planning for retirement activities; the other on financial choices. The afternoon will be more loosely organized to allow for conversations about starting new ventures, independent scholarship, travel, relocation, and other topics.

Title: EWS : Imagining and Planning Foundational and Advanced Programs

Convener: Susan Preciso

Dates: June 22 and 23

8 and 12 credit programs in EWS have traditionally been “all level,” and we know it’s a challenge for students to be prepared for advanced work. And if they are prepared, we don’t have programs geared for advanced study in the humanities, social science, or science. We’ve been talking for a couple of years about how we might structure our curriculum to address student need for beginning and advanced work, but it takes time. This institute would give EWS faculty who regularly teach 8 and 12 credit programs two days to look at programs we’ll be teaching in the 11/12 and 12/13 academic years and to make decisions together about which programs would work well for foundational work, which would be suited for more advanced study, how they could connect to provide solid curricular pathways for our EWS students.

Title: Core Summer Colloquium

Convener: Bill Ransom

Dates: June 27 & 28

Planning to teach first-year students during 2011/12 (or beyond)? Come on in! Welcome to one of our rare opportunities for collegial conversations around one of the most important aspects of our professional work. Please note that this is a companion to Elizabeth Williamson’s, “New Directions in Teaching First-year Students.” These complementary sessions comprise a veritable barter fair of ideas around, and approaches to, meeting the challenges posed by arrival of the newest members of our Evergreen family. Whether you’re teaching Core, Lower-Division or All-Level programs, you are invited and encouraged to attend both institutes. Experienced Core faculty and Student Affairs staff will bring forward current practices, topics, resources and issues. Previous iterations of this institute addressed questions such as:

· What pre-assessment results are available for first-year students’ skills, aptitude, and other college readiness? How do we access this information?
· Typical challenges in first-year teaching include adapting quickly to a wide range of learning styles, academic preparation, work ethic, maturity and stages of intellectual development. How can we best bring them up to speed? What practices offer the best odds for first-year students’ success?
· What roles & responsibilities are expected of faculty who teach and mentor students new to college?
· How might faculty benefit from co-curricular campus resources and support staff?
· How do we challenge new students with academic rigor and personal responsibility while supporting their well-being and development as students, individuals, and learning community members?
· As a teaching cohort, how could we pool ideas, best practices, and resources to enhance our teaching and their learning experiences?

*PLEASE NOTE: Our agenda does not include scheduled team planning time. However, members of teaching teams who attend will be eligible for an additional paid, self-selected team planning day sometime during the summer, and one additional planning day toward the total number of paid planning days for the summer.

Title: Re-invigorating Interdivisional Curriculum: Sustainability & Justice

Conveners: Cheri Lucas Jennings and Ellen Shortt-Sanchez

Dates: June 28 & 29

There are three general purposes to this proposed institute:

1. Ways to implement more avenues for continued inter-divisional teaching
2. Ways to infuse more opportunities for Community-based Learning and Action
3. Ways to better integrate broad ranging minority studies into faculty seminar

At Evergreen, we take a "seven generations" approach to questions of how to sustain human life and community; a cross-generational, ecologic ethic descended from the Haudenoshaunee that pursues interests in food security, water health, green design, alternative energy, affordable housing, civil rights, land use, labor and expressive media for communicating implications of sustainability and justice. Designing a process of global interdependence that will interact with local self-reliance, on-campus problem-solving and analytical modeling, we seek to understand more about the nature of inter divisional curriculum at Evergreen in terms of what will appear on websites; what admissions and recruiters say; how we negotiate at the hiring priorities table or where to best locate sustainability and justice curriculum within our college. We intend to create more informal venues for open and frank discussion of our current curricular choices and what motivates these so that it can better apply to specific programs. 

Evergreen has an important heritage of interdivisional environmental and social justice study that is distinctive nationally "as we prepare students for this century, not the last (which is what most Brand X state universities are doing)" according to several of our service centers. If we agree that students heading off to work and graduate study need both natural and social sciences; fine arts and healthy humanities, we must offer broadly interdivisional curriculum - that helps us come up-to-speed on real problems (not limited to practicum, but definitely centered around community choices and social activism. When we look at nearby, Huxley College at WWU where disciplinary houses appear to be totally divided, we fear that TESC may be headed towards a loss of collaborative work at all. To most productively engage this discussion, this institute seeks to gather the broadest possible spectrum of faculty disciplines to forge a remedial model for ways in which differing fields will interact on our campus. 

What literature evokes discussion of social, humanities-based naturalist writers/ thinkers and historians systematically segregated and gender issues largely forestalled? PU structure may not now be best serving the needs of students and faculty. Its change deserves deliberation and conversation; journal reference materials, books/monographs, video resources for the development of curriculum across planning unit boundaries---consortial relationships both for the Daytime/Full-time Oly and the Tacoma curriculum, Evening/Weekend Studies; three Masters and Reservation-based programs paramount to a symbiotic/reciprocal interdisciplinary exchange for the immediate future ---as one teaching whole. Just as social science is relevant to environmental studies, as media is relevant to business; the arts; humanities to scientific inquiry. It is our mission to devise a merger or possible reconfiguration of current intellectual exchange and mixing. 

The Center for Community Based Learning and Action will invite community partners to join us in planning for higher education to meet critical needs. Discussions will include how to build student learning that contributes and partners with community.

Title: Tacoma Campus Team Planning

Convener: Artee Young

Dates: July 1 & 2

Location: Tacoma Campus

The Tacoma campus planning will address the 2011-12, 2012-13 and 2013-14 academic years, issues of space, facilities, MIT program in 2012 and the planning for science and math in the curriculum for the entire Tacoma faculty. We will also plan for collaboration with community partners around internships, joint community-based programs, and faculty research and development opportunities.

Title: Sustainability and Justicie Summit

Convener: Karen Gaul

Dates: July 6

This summer institute is a one day institute for any faculty and staff interested in moving the Sustainability and Justice work of the college forward. A great deal of work has been done over the last few years, and the College has faced great challenges and set-backs as well. Members of the Sustainability Council, the Sustainability and Justice planning unit, and any other interested staff and faculty are welcome to join in this session of reconnecting, updating, visioning and planning.

Title: Teaching With Your Mouth Shut  

Convener: Sarah Ryan

Dates: July 6

Teaching With Your Mouth Shut, written by Don Finkel (Heinemann, 2000), challenges faculty to think of teaching as a practice of designing intellectual experience for a community of students, rather than one of “telling.” Drawing from the work of Dewey, Piaget, and Freire, Finkel proposes a variety of teaching practices that put the material at the center of students’ experience in the classroom. One of these is the Conceptual Workshop – a practice that engages students in community dialogue and inquiry and gives them the opportunity to apply ideas to complex situations. Participants will take part in a conceptual workshop on the topic of scientific management, followed by discussion of workshop design, its use in a variety of disciplinary contexts and educational settings, and other classroom practices that deepen student engagement and encourage collaborative learning. Discussion will be invited on the ways that the notion of “critical thinking” can be better defined and understood as something that happens in a specific time and place, in the company of, and under the influence of others.

Title: Tips for the Time-Deprived: Publication Strategies for Overworked Greeners

Conveners: Ulrike Krotscheck and Elizabeth Williamson

Dates: July 11& 12

Publishing can be a daunting prospect, even for experienced scholars. Evergreen faculty experience many competing demands on their time, and often have to look beyond the campus to find colleagues who can relate to their scholarly interests. Despite these disincentives, several of our colleagues have been able to use the freedom Evergreen affords us to carve out space for their own work, and have found meaningful intersections between their research and their teaching.
This institute will provide participants with models of success and concrete strategies for making research work at Evergreen. The conveners’ primary expertise is in the humanities, and thus we are in the best position to support scholars from these disciplines, but we welcome participants from across the college.
The primary goals of this institute are fourfold:

1. To discuss the challenges facing Evergreen faculty who wish to publish
2. To share the success strategies developed by our colleagues
3. To provide a space for participants to research possible venues for publication, including but not limited to conventional scholarly journals
4. To review and edit publication proposals

Ultimately, we hope this workshop will foster networks of Evergreen faculty who can advise, review, and edit each others’ proposals and drafts.

Title: New Horizons for Online Learning

Conveners: Jose Gomez and Greg Mullins

Dates: July 11

Student demand for online learning is booming locally, nationally and worldwide. At the same time, technological innovations in education are advancing at an astonishing rate. With such “handwriting on the wall” that we are on the cusp of a teaching and learning revolution, what is Evergreen’s role? Can Evergreen offer a national model for online learning that is genuinely inquiry-driven, collaborative, student-centered, interactive and rich with community engagement? Some faculty have begun to devise methods for 100% online learning consistent with Evergreen’s mission and pedagogy, and this institute will share these best practices with the goal of improving learning options for Evergreen students. We will also begin a discussion of the future of online learning at Evergreen: vision, challenges, planning, and support.

Title: Dismantling the Dismantling of Race in the Classroom

Conveners: Norma Alicia Pino, Carolyn Prouty and Talcott Broadhead

Dates: July 11

How does race manifest in our programs and classrooms? How does privilege? What are the experiences of students of color in our courses? How can we best address conflicts around issues of race in our programs? How do we intervene in these conflicts? How do we support those who are excluded, offended, tokenized, and marginalized? And how do we teach and support those who affront?
We recognize that these topics can be particularly challenging when the course or program does not explicitly deal with race and privilege, or if this arena is out of our areas of professional expertise. We especially encourage faculty to join us for whom either of these is true.
Please join us for this one-day summer institute designed to increase both your understanding of issues of race and privilege in the classroom as well as equip you to effectively teach to and through- the conflicts which arise.

Title: Teaching Statistics:  Tools and Pedagogy

Convener:  Richard Weiss and Carri LeRoy

Date:  July 21 & 22

Understanding statistics is an important component of quantitative literacy and is essential for many of our students across disciplines.  This summer institute is partly a response to a set of e-mails concerning which tools Evergreen should support, given the high cost of some of them.  One important goal of this institute is to explore how we can all be successful teaching statistics on a reasonable budget.  That includes understanding what tools are available, what their features are and how to use them.  Specifically we will be discussing how to use the tools Evergreen currently supports (SAS-JMP, R, Resampling Stats, PC-ORD) and learning from faculty about their short-comings.  We will also discuss some of the issues related to teaching statistics in our specific disciplines and share labs that have been written using various programs.

Title: Political Economy Seminar

Convener: Michael Vavrus

Dates: July 26 & 28 Tuesday/Thursday

The “Political Economy Seminar” has two purposes. One is to have a dialogue on readings that participants have collaboratively selected to read and discuss prior to the actual institute dates. Secondly, this institute provides participants an opportunity to share and brainstorm on effective pedagogical approaches for teaching topics related to political economy. 

Title: Student Veterans at Evergreen: Developing Cultural Competency

Conveners: Rafael A. Lozano, Sarah Ryan and Leslie Johnson

Dates: August 2 & 3

Mirroring national trends in higher education, Evergreen’s student veteran population is increasing. This growth promises to continue as many veterans return to this area from war zones and look to use the GI Bill to pursue their education. Evergreen’s educational model produces unique challenges and opportunities for student veterans, such as our willingness to engage in critical dialogues about controversial subjects, our commitment to social justice, and the close relationships between students and faculty.

This institute is designed to fit the needs of faculty who want to increase their cultural competence regarding veterans and their dependents who attend Evergreen. Through brief readings, film, group activities, and dialogue with student veterans and veterans’ family members, we will explore the lived experience of our veteran students, and identify teaching strategies and resources to support their academic success. Another goal of the institute will be to emphasize the strengths of student veterans and avoid stereotyping them as universally troubled.

To better understand this student population, we will explore military culture, the varied experiences of military personnel.
Our hope is that participants will develop empathy for veterans and dependents by examining the effects of the military and war experiences on the teaching and learning relationships between veterans, their fellow students and faculty.
Institute Outline:
Day 1

• In their own voices: The Student Veteran Experience (Student Veterans and Dependents Fishbowl)
• Film ( Restrepo)
• Film debrief with student combat veterans

Day 2

• Reflections from yesterday
• Cultural Competency: Understanding the transition from military culture to the Evergreen culture
• Campus resources
• Faculty, Staff and Student Panel, (Classroom Strategies and Resources)
• Small Group Activity: Evergreen’s Future as a “Veteran Friendly Campus”

 

Title: Reflecting on the Evergreen Experiment

Conveners: Laura Citrin, Eric Stein, & Jeff Mleczko

Dates: August 8 & 9

As our 40th anniversary of opening our doors to students approaches this fall, and with conversations provoked by the developments and proposals of RTALE (Remodeling Teaching and Learning at Evergreen), it is an exciting time for folks here—new, not-so-new, and long-time faculty/staff –to reflect upon on what it is that Evergreen set out to do when it was founded and what it is that we are doing today.

We will start by discussing what Evergreen founders were responding to with respect to constructing an alternative pedagogical approach to college education, then move toward a discussion of the major differences they developed (our interdisciplinary approach, narrative evaluations instead of grades, low student/faculty ratio, student-led learning via contracts, etc.). Archival documents and video footage about the founding will be shared, as will the results of Evergreen student Jeff Mleczko’s recent archival and ethnographic research with founders and early faculty members on our philosophical and pedagogical principles and practices.

To keep the experiment alive, we need to regularly talk with one another about what we are doing here, about what is different from other colleges/universities, about why we do what we do, about whether what we say we are doing does what we say it does. And perhaps most importantly, we need to talk more regularly with our students about all of these ideas, as the experiment, ideally, is not being done to them or on them, but with their explicit participation as co-experimenters, not subjects.

Via remembering, reflecting, and interrogating these practices, we hope to inspire a productive discussion on the following topics and more:

1. Interdisciplinarity. What is it? How is it practiced at Evergreen today? What is its continued important/relevance? What examples can faculty share of productive moments of interdisciplinarity? When is a program’s approach multi-disciplinary and when is it interdisciplinary?
2. Public liberal arts. There are few other examples of public liberal arts institutions in the US. What functions do we have in this capacity? What are our community obligations?
3. Student-initiated learning. How does it occur at Evergreen? How might it ideally occur?
4. Experimentation. What was and is experimental about Evergreen? What experimental approaches have faculty taken? What experiments shall we try next?
5. Results. When we call something an experiment, we imagine results of some kind or another. What have been the results, or even the imagined results, of the Evergreen experiment? In 1971, what kind of imagined individual did Evergreen hope to produce via an Evergreen education? What kind of individual is imagined or hoped for today? What does a liberal arts education at this experimental college mean—to us, to students, to outsiders—today, and what do we wish it to mean?

Title: Serving Transgender and Gender Non-conforming Students; Creating a Safe and Inclusive Classroom Environment

Convener: Talcott Broadhead

Dates: August 23

In this summer institute, we will explore gender: what it is and what it isn’t. Participants will learn how they can create and maintain actively inclusive programs that honor all genders. Participants will also learn about: terminology, affirming and respecting one’s own and other’s gender identities , writing gender neutral evaluations, Washington state non-discrimination law, and current movements for gender justice. Participants will leave with knowledge related to reducing limitations to those who do not fit within the gender binary.

Title: Natural History of the Wonderland Trail at Mount Rainier National Park, Part III

Convener: Jeff Antonelis-Lapp

Dates: August 30 thru September 1

This institute is for 3 days, participants will be paid for only 2.
Completed in 1915, the Wonderland Trail is the 92-mile trail encircling the Mountain. With a total elevation gain exceeding 29,000 feet (more than Mount Everest!), the trail’s combination of challenge and scenic vistas place it among the most spectacular backpacking experiences in North America. While our group will not challenge the record for completing the trail (20 hours and 53 minutes by Evergreen alum Kyle Skaggs in 2006), we’ll hike approximately 30 miles on our 4-day/3-night backpacking trip. Although exact locations and details will be determined by permit availability, plan to hike up to 8-9 miles per day of the eastern and northern sides of the Wonderland Trail. An on-campus pre-trip planning meeting will allow us to plan tenting and cooking groups, inventory our natural history and wilderness first aid skills, and discuss the route and logistics. During the course of the trip we’ll share information about geology, flora and fauna, the use of the area by First Peoples, and other interesting tidbits.
This trip is a great opportunity for experienced backpackers, and a fabulous setting in which to meet and network with colleagues. Participation in prior Wonderland Trail institutes is not a prerequisite for participation.

The institute is limited to 12 people, the maximum number allowed in the backcountry in a single group. Costs will be modest, particularly if participants own or borrow all needed equipment and car pool from Evergreen.

Special equipment or location needed: Backpacking gear; I’ll distribute an equipment list prior to the trip, and we’ll discuss sharing group equipment at our planning meeting. We will car pool from Evergreen to Longmire.

Title: Critical Visual Practices

Convener: Elizabeth Williamson

Dates: September 6 & 7

The planning units were designed to be flexible structures that would support faculty creativity and innovation. We want to create a space for curricular planning that will allow faculty to meet their commitments to student learning while reinvigorating their own intellectual endeavors.

Please join us at this institute to explore new modalities for teaching visual practices, aesthetics, writing, and cultural studies. We will focus on finding crossover in our 11-12 teaching plans, while developing new models for sharing resources and workload in the years to come. Shared interests that have emerged in previous informal discussions include foregrounding (and redefining) experiential learning, and making learning more directly applicable to current social conditions. All faculty willing to consider shared planning models for 11-12 and 12-13 are welcome.

Title: Television Production as a Teaching Tool

Converners:  Naima Lowe & Anne Fischel

Dates: September 8 & 9

Location:

This institute will focus on talking about and demonstrating how the new CCAM television studio and associated broadcasting and documentation resources can be used in many non media specific undergraduate and graduate academic contexts. Scott Coleman from MIT and Lori Blewett from EWS will review their program CCAM uses.  General operation and options of the CCAM facility will be demonstrated. Members will learn how to operate the studio, and complete live interviews and post them to the web. 

Title: The Futures of Cultural Studies at Evergreen

Conveners: Greg Mullins and Alice Nelson

Dates: Thurs Sept 8th and Mon Sept 12th

(Note: the institute design creates time for reading between the two days of meeting)
This institute aims to understand what the term “cultural studies” means at Evergreen, and how its usage here is articulated with the academy at large. Has this term become merely a convenient bureaucratic amalgam of anything involving “culture” and “studies”? Or is it an intellectually valuable designation of scholarship? More specifically, how does Evergreen’s disciplinarity and interdisciplinarity around the study of cultures intersect with, complement, or run counter to national trends in the cultural studies field(s)? According to designations in Evergreen’s 2010-11 online catalog, 65 faculty are currently described as working in cultural studies, and 79 courses and programs are indexed as cultural studies. What, if anything, do these faculty and programs share? In the context of RTaLE discussions about how to best advise and mentor students, this institute will investigate current practices in our programs, and propose ways to better coordinate teaching and advising. For example, should faculty in this area meet on a regular basis, across planning units?

We will read a book in common: Lawrence Grossberg’s Cultural Studies in the Future Tense (Duke UP, 2010). Among the questions we will consider are whether cultural studies at Evergreen makes use of common methodologies (within or across disciplines), whether it references common theorists (e.g. Gramsci, Althusser, Spivak, Foucault, Agamben, etc.), and whether it draws on foundational scholarship (e.g. S. Hall, R. Williams, M. Wallace, E. Probyn, G. Yúdice, etc.). We’ll ask whether the “cultural studies” designation invites connections among, or problematically subsumes, fields like ethnic studies, media studies, queer studies, and postcolonial studies. We will map out ways that teaching and learning at Evergreen connect with national and international work in the academy, and how we can best prepare our students to become part of scholarly conversations that happen, for example, in the pages of the journal Cultural Studies or the annual meeting of the Cultural Studies Association. Grossberg’s Cultural Studies in the Future Tense offers a space for critical reflection on the contemporary and future work of cultural studies; this institute emphasizes the openness of futures for cultural studies at Evergreen.

Title: Fundraising and Grant Writing at Evergreen

Conveners: John McLain, Amanda Walker, et al.

Dates: September 8 & 9

This project will give participants a broad overview of fundraising and grant writing opportunities and resources at Evergreen. Topics will include:

• An introduction to today’s philanthropic environment
• Designing effective and appropriate initiatives for grants and for private donations
• Finding the right funders (including an introduction to the Foundation Directory Online)
• The elements of good proposals
• Proposal writing exercises
• Working with the offices of Advancement and Academic Grants
• Effective stewardship
• College policies and procedures and legal considerations

Title: Math for all: Equity, Access, and Context
Conveners: Paul McCreary and Vauhn Foster-Grahler  
Dates: September 12 & 13
Location: Tacoma Campus

This summer institute will provide opportunities for participants to review the resources available for incorporating mathematics and quantitative literacy into their programs. In addition, we will experience and discuss pedagogies that help to break down barriers to students’ learning mathematics and the cultural and psycho-sociological factors that influence students’ perceived abilities to do mathematics. Participants will be expected to develop and present a math-based activity appropriate for their program. Though this institute will be held at the Tacoma campus, it is open to all Evergreen staff and faculty.

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COMPUTER TRAINING INSTITUTES:

Title: Moodle 1 - Leaving the Gate

August 23, 9am-12pm (half day of pay)

Location: Computer Center (GC1 the Grotto)

This 1/2 day institute is a three hour training session for faculty who are new to Moodle. It will cover the basic features of Moodle sites and how to use them. Topics covered: how to post your syllabus and/or articles; using discussion forums; student enrollment; how to set up assignments for your students; making your site available to students; file management and other useful Moodle features. No prior knowledge is required to participate. Faculty that have already worked with Moodle should take the Moodle 2 institute.

Title: Moodle 2 - The Back Stretch

August 30, 9am-12 pm (half day of pay)

Location: Computer Center (GC1 the Grotto)

This institute will offer in-depth discussion with your colleagues on instructional uses of Moodle sites, with facilitation and technical support provided by Evergreen's Academic Computing staff. It is intended for any Faculty who have previously used Moodle sites with their courses at Evergreen. The goal is to identify ways of using Moodle to support your academic goals through examples presented by Evergreen Faculty. Each discussion of possible solutions will be followed by hands-on practice using those features in your own Moodle site.

Title: Creating an Academic Website- Wordpress 1

Date:  August 22, 9am-12pm (half day of pay)

Location: Computer Center (the Mac Lounge)

Creating a publicly accessible website is a great way to share your curriculum with colleagues and current and potential students. This hands-on institute will give faculty an introduction to creating websites (curricular or professional) using Evergreen’s recommended website creation tool, Wordpress. We will also explore ways to integrate this public web presence with your program’s private Moodle space. No prior knowledge is required to participate. Faculty that have used Wordpress before should take the Wordpress 2 institute.

Title: Creating an Academic Website - Wordpress 2

Date Changed:  (1/2 day, 9am-12)  August 25

Location: Computer Center (the Mac Lounge)

Instructor: Amy Greene

Intended for faculty that already have a working knowledge of building websites with Wordpress, this institute will delve deeper into more advanced Wordpress topics and functionality. We will explore customizing your Wordpress theme, working with WordPress plugins, rich media, and syndicated content from sources around the web. We will also cover ways to integrate this public web presence with your program’s private Moodle space. Bring your questions and ideas. 

Title: Assisted Faculty Work with Wordpress

Date: August 25th (1/2 day,)

Location: Computer Center (Mac Lounge)

Instructors: Academic Computing

Academic Computing staff will provide an assisted work session for Faculty developing their curricular websites with Wordpress for the 2011-2012 academic year. This assisted work time is intended as follow-up to the Wordpress 1 or 2 sessions and will not include group instruction components or larger tutorial sessions. Be prepared to work independently or with your teaching partner.

Title: Podcasting

Date Changed August 26  (1/2 day, 9am-12)

Location: Computer Center (the Mac Lounge)

Conveners: Stephanie Zorn & Amy Greene

Podcasting enables personal broadcasters to distribute audio, still images and video content easily over the web. Faculty will learn the tools necessary to create and publish an enhanced (audio + still images) podcast. In addition, we will review past academic podcasts projects created at Evergreen, the current state of the technology as well as explore possible strategies for integrating podcasting into the curriculum.

Title: Using MediaWiki to Create a Shared Knowledge Base

Date and Time Changed:  August 23  (1/2 day 9:00 pm to Noon)

Location: Computer Center (the Mac Lounge)

Instructors: Amy Greene

MediaWiki is the open source software behind Wikipedia. Evergreen makes private and public wikis available for use with academic projects and workgroups. Having a group or academic wiki can be a great opportunity to develop a shared knowledge base or to give students a place to get peer/faculty review before publishing to Wikipedia. This institute will introduce participants to the quick and easy authoring environment of Mediawiki and look at best practices for developing a shared knowledge base.

Title: Zotero

Date: Sept. 1st (1/2 day, 9am-12)

Location: Computer Center (GC2 the Solarium)

Instructors: Rip Heminway & Paul McMillin

Faculty and students engaging in academic writing, research, or data collection should consider using Zotero. Zotero is a powerful, free, web-based citation management tool, created by academics for academics, and supported by both the Computing Center and the Library here at Evergreen. Zotero is used to build personal academic citation databases and full text libraries, to automatically format and output bibliographies and in-text citations, to share research materials with other scholars and students both here at Evergreen and around the world, and to save and annotate Web pages. In this workshop, we’ll begin building personal libraries and explore scholarly collaboration via Zotero Groups. We will see how Zotero integrates neatly and simply with library catalogs and research databases (like JSTOR), image databases (like ArtStor), important commercial sites (like nytimes.com and amazon), and the Web in general. We’ll demonstrate using timelines in research, and Zotero’s integration with word processors.