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Scholarly and Professional Development

Jocelyn McWhirter Reviews Book for Enoch Seminar

November 2020

Jocelyn McWhirter (Religious Studies) reviewed Mark S. Kinzer's book Jerusalem Crucified, Jerusalem Risen: The Resurrected Messiah, the Jewish People, and the Land of Promise for the Enoch Seminar. Her review can be found online.

Ashley Miller Participates in NAVSA Panel on Academic Job Market

November 2020

Ashley Miller (English) was a panelist on the North American Victorian Studies Association’s virtual discussion of the academic job market, where she joined five other Victorianist faculty at institutions around the country as part of an ongoing “Year of Unconferences” held by NAVSA.

Nicolle Zellner Participates in NASA-Sponsored Mission Concept Study

November 2020

Nicolle Zellner (Physics) participated in a NASA-sponsored mission concept study focused on determining whether or not measuring compositions and ages of geological samples in situ was feasible. The concept study focused on missions that would measure samples on the Moon, Mars, and Vesta in order to address questions related to the evolution of each planetary body, as well as the bombardment history of each object specifically and the solar system in general. The citation is:

Cohen B. A., Young K. E., Zellner N. E. B., Zacny K., Yingst R. A., Watkins R. N., et al. (2020) In Situ Geochronology for the Next Decade. Final Report submitted in response to NNH18ZDA001N-PMCS: Planetary Mission Concept Studies, https://science.nasa.gov/solar-system/documents.

Lisa Lewis Selected to Participate in NSF-Sponsored Workshop

October 2020

In a competitive review of applications, Lisa Lewis (Chemistry) was selected to participate in a National Science Foundation-sponsored workshop: "The Future Substance of STEM Education." Details are found in the embedded link but in short, this workshop is bringing a liberal arts approach to science education. Participants in this virtual event will create modules, courses and/or programs that utilize a knowledge framework that addresses (1) what students need to know (foundational knowledge) but also (2) how to act on that knowledge (meta knowledge), and (3) the values we bring to our knowledge and action (humanistic knowledge). The workshop will conclude with a focus on implementation strategies and recommendations for the science larger community.