How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that purport to reveal our identities (e.g., race and gender), to emplace our bodies (e.g., within institutions, prison gates, and walls), and to specify our locations (e.g., cultural, geographic, socialeconomic). One crucial theoretical insight our work makes clear is that the model of social justice teaching to which we aspired necessitates re-conceptualizing ourselves as students and professors whose subjectivities are necessarily relational and emergent.

Baptist Hospital and the State of North Carolina: Alleged Malfeasance and Whistleblowing Aftermath

Do you know what choices you would make if faced with an ethical dilemma? This fact-based case includes situations and issues that a real citizen considered when faced with the knowledge that his employer may have been overbilling the state of North Carolina for health care. Professionals, especially those in accounting and finance positions, are likely to face serious dilemmas in the course of their careers. These situations may require them to choose between honoring a confidentiality clause in an employment contract and acting according to ethical and professional values. This case provides facts gathered from an actual case in which an individual faced this particular challenge. By working through the case, students should develop an appreciation of the pressures and personal ethical challenges they are likely to face in the workplace. By engaging in discussion and role play, students will be more likely to recognize these issues when they occur, and will have already developed critical thinking skills to help them develop a plan of action.

Learning My Lessons: Research, Rehearsal, and Reflection on the Greats

A successful actor often requires a specific acting method or style to enhance their performance. Through theatrical research, rehearsal and performance, an actor can narrow down their seemingly endless search for the most productive methodology. By researching, studying, and applying the methods of Constantin Stanislavski, Stella Adler,and Tadashi Suzuki to my rehearsal process, I have found my most effective acting style: Stella Adler?s method. I utilize this acting method during the performance period of my early professional acting career. Experimental research for this thesis was completed inthe studio. I applied each of the three aforementioned methods to a dramatic/classical monologue. The results I gathered helped me to decide upon Adler?s methodology to carry with me through my upcoming professional auditions and career. From casting resulting from the auditions, I will employ the methodology to my professional work asan actress. Each acting teacher has provided the performance world with a new way to experience their stage time. The methods are unique and enable the actor to find the most dynamic performance through engaging technical skill.

I want to be my own person: the meaning-making and psychosocial processes of legacy students at Bucknell University

This study examined the meaning-making and psychosocial processes of five female legacy students at Bucknell University, each of whom having had at least one parent graduate from the institution. With a research philosophy, design, and methodology rooted in qualitative inquiry and phenomenology, inductive data analysis led to three primary categories that underscored legacy identity development. The first, Paradox of Influence and Identity, revealed through six themes nuanced experiences of separation-individuation. Second, Teaching and Learning, comprised of five themes, illuminated the impact of family — and of Bucknell parent alumni in particular — on their children’s internal working models. Lastly, Bucknell — the Environmental Contextand the five themes grouped therein highlighted the contributions of University community members, and of the campus culture and climate itself, to the co-construction of psychosocial formation. A tentative outline of grounded theory was offered, which explored categorical relationships; Paradox of Influence and Identity emerged as thedominant phenomenon, informing and being reinforced by the data of Teaching and Learning and Bucknell — the Environmental Context. Provisional intervention strategies for student affairs practice, in the contexts of academics, residential life, and career development, were discussed. Further, triangulated research is needed to substantiate and evolve the findings and theoretical model of this thesis.

Extreme Creativity

Bucknell University's instructional technology division of Library and IT partnered with Professor Carmen Gillespie for an innovative course called "Extreme Creativity".

A Departmental Focus on High Impact Undergraduate Research Experiences

Undergraduate research experiences have become an integral part of the Hamilton College chemistry experience. The major premise of the chemistry department’s curriculum is that research is a powerful teaching tool. Curricular offerings have been developed and implemented to better prepare students for the independence required for successful undergraduate research experiences offered during the academic year and the summer. Administrative support has played a critical role in our ability to initiate and sustain scholarly research programs for all faculty members in the department. The research-rich curriculum is built directly upon or derived from the scholarly research agendas of our faculty members. The combined strengths and synergies of our curriculum and summer research program have allowed us to pursue several programmatic initiatives.

The Resilience of Self-Esteem in Late Adulthood

OBJECTIVE: The authors examined the resilience of self-esteem after loss in the lives of older adults. Specifically, the authors investigated the relationship between loss and change in self-esteem during a 3-year period. METHOD: A subsample of older adults (n = 1,278) from the Americans' Changing Lives Study was used to examine loss in the domains of health, financial security, or work and career and self-esteem before and after the loss. RESULTS: There was a small but significant decrease in self-esteem between Wave I and Wave II of the study. Loss in one of the domains explained less than 1% of the variance in self-esteem change. DISCUSSION: The low incidence of loss and small change in high levels of self-esteem are further evidence of resilience in older adults' psychological well-being. The implications for older adults' use of cognitive strategies to manage losses and promote gains are discussed.