Strategic Directions for Gettysburg College, June 2007

Gettysburg is a college deeply rooted in the American experience. It was born of democratic values, strong optimism, and the firm conviction that only a liberal arts education fully awakens and prepares people to live purposeful lives as citizen leaders. Our founders were champions of freedom and liberty, progressive thinkers, and staunch believers in the power of the liberal arts to prepare leaders to meet the challenges of our young nation. Those beliefs were tested on the fields that surround our campus where a century and a half ago men gave their lives in a battle that defined our nation’s future and left an indelible imprint on its collective memory. We are but a short walk from where President Abraham Lincoln delivered his Gettysburg Address, the most eloquent expression of freedom and liberty ever spoken. The fields of Gettysburg also served as the training ground for a young West Point cadet who walked the battlefield and studied the tactical maneuvers of the generals of the Union and Confederate forces. Dwight D. Eisenhower would emerge as the general many claim most responsible for the victory of the Allied Forces in Europe in World War II in a campaign that would triumph over new threats to liberty and freedom—not just for our nation—but for the world. His vision went beyond national service to embrace a broader definition of engagement in public life. We celebrate that vision in our Eisenhower Institute housed in an elegant pillared building that served as home to Captain Eisenhower and his young family when he returned to Gettysburg in 1918 to command Camp Colt. [excerpt

Dreaming Big: Library-led Digital Scholarship for Undergraduates at a Small Institution

In the summer of 2016, Gettysburg College’s Musselman Library piloted a student-focused, library-led initiative designed to promote creative undergraduate research: the Digital Scholarship Summer Fellowship. The fellowship is a ten-week, paid summer program for rising sophomores and juniors that introduces the student fellows to digital scholarship, exposes them to a range of digital tools, and provides space for them to converse with appropriate partners about research practices and possibilities. Unlike other research fellowship opportunities, the Digital Scholarship Summer Fellowship is programmatic, based on a curriculum designed to provide students a broad introduction to digital scholarship. Digital tools, project management, documentation, and the philosophy behind digital scholarship are equally considered. While a student-created, public-facing project is an expected outcome of the fellowship, the process of getting to that point is the primary pedagogical emphasis. Students are encouraged to use materials from Gettysburg College’s Special Collections & College Archives when conceiving their projects. Using our historic collections as the foundation of a digital project strengthens existing connections between the library and the academic curriculum and provides additional exposure to the library’s collections. The fellowship was inspired by digital scholarship initiatives at peer institutions and grew from the library’s position as a campus leader in supporting creative undergraduate research. By combining the best aspects from a variety of sources, we were able to create a new learning experience that allowed our students to start small and dream big

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

Course-based Science Research Promotes Learning in Diverse Students at Diverse Institutions

Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety of student backgrounds. Our experiences implementing CREs also provide guidance on overcoming barriers to their implementation

Pervasive Parallel And Distributed Computing In A Liberal Arts College Curriculum

We present a model for incorporating parallel and distributed computing (PDC) throughout an undergraduate CS curriculum. Our curriculum is designed to introduce students early to parallel and distributed computing topics and to expose students to these topics repeatedly in the context of a wide variety of CS courses. The key to our approach is the development of a required intermediate-level course that serves as a introduction to computer systems and parallel computing. It serves as a requirement for every CS major and minor and is a prerequisite to upper-level courses that expand on parallel and distributed computing topics in different contexts. With the addition of this new course, we are able to easily make room in upper-level courses to add and expand parallel and distributed computing topics. The goal of our curricular design is to ensure that every graduating CS major has exposure to parallel and distributed computing, with both a breadth and depth of coverage. Our curriculum is particularly designed for the constraints of a small liberal arts college, however, much of its ideas and its design are applicable to any undergraduate CS curriculum

How a Small Library Can Support Digital Scholarship... Without a DS Center or Anyone with DS in Their Job Title

Webinar Description: Digital scholarship is a growing trend across a range of higher education institutions, from research-intensive universities to small liberal arts colleges. Many academic libraries are responding to the trend by creating services and spaces to support digital scholarship. But how do smaller institutions with limited resources provide broad support, particularly when there\u27s little-to-no expectation of hiring multiple experts to provide services and support across a range of areas (e.g. data services, GIS, data visualization)? This webinar will explore approaches for mid-size and smaller libraries and library experts to support digital scholarship given staffing and other resource limitations

Graduate Catalog, 2005-2006

https://scholar.valpo.edu/gradcatalogs/1032/thumbnail.jp

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

Historically Black Colleges and Universities Facing the Future: A Fresh Look at Changes and Opportunities

This paper reviews the status of historicallyblack colleges and universities (HBCUs) and assesses their mission in light of the changing nature of higher education and the new challenges that HBCUs and other higher education institutions must address. It is based on extensivediscussions with HBCU presidents and chancellors, campus visits, and reviews of documents and data.HBCUs continue to play a critical role in "advancingm the race" and achieving President Obama's national goals for higher education and economic competitiveness, including a dramatic increase in college completion rates by 2020. To have the world's best-prepared workforce requires the United States to produce 10 million new college graduates and to makesure every young person completes at least one year of postsecondary education.Two generations ago, before desegregation, more than three-quarters of black college graduates attended HBCUs. Today, less than one-sixth of college-going black students attend these institutions, but this still representsa significant portion of a much bigger collegegoing population facing an increasingly large and complex array of educational opportunities

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp