Preserving the Memory: An Examination of the Masters Fountain Plaque, Donated by J. William Warehime

It is crucial not to underestimate your surroundings, for every place embraces a story. My story unfolds two years ago during a perfect day in late summer of 2007, a day to witness the beauty of Gettysburg College at its prime. Merely a skittish freshman, I remember walking hurriedly to my first Astronomy class in Masters Hall while simultaneously attempting to soak in the pristine condition of the surrounding brick buildings and picturesque landscape. I could not help but feel intimidated by the upperclassmen, already accustomed to the Gettysburg lifestyle. Quickening my pace, I finally reached Masters Hall and paused before the massive, elaborate brick structure just before its entrance. The fountain was not operating and I remember wondering why and what it would look like if it were. As I moved closer and peered inside, soapsuds blanketed the water‟s surface. It was a humbling moment for me, the perfect welcome to my Gettysburg College experience. It was one that made me realize that aside from the serious education I knew that would undoubtedly receive, it was not quite time to grow up. As a person with a valued appreciation for aesthetics, the sights and sounds of the Masters fountain have always provided tranquility, even in the most stressful situations. Whether it is the scene for a harmless prank, the location of a midnight swim (for all of the doubters, one of my sorority sisters has in fact jumped into the fountain), a place to meet, or simply an object of visual appeal, the Master‟s fountain is an essential landmark on the Gettysburg campus. [excerpt] Course Information: Course Title: HIST 300: Historical Method Academic Term: Fall 2009 Course Instructor: Dr. Michael J. Birkner \u2772 Hidden in Plain Sight is a collection of student papers on objects that are hidden in plain sight around the Gettysburg College campus. Topics range from the Glatfelter Hall gargoyles to the statue of Eisenhower and from historical markers to athletic accomplishments. You can download the paper in pdf format and click View Photo to see the image in greater detail.https://cupola.gettysburg.edu/hiddenpapers/1029/thumbnail.jp

George C. Baum – His Life, His Work, and His Relationship with Gettysburg College

There is a tablet in Gettysburg College’s Plank Gym, partially obscured by trash bags and stacks of materials and boxes, that reads, “THIS TABLET IS PLACED IN AFFECTIONATE MEMORY OF GEORGE CROLL BAUM, A.M., B.A., THE ARCHITECT OF THIS BUILDING, BY A GRATEFUL ALMA MATER.” These commemorative tablets are not rare at Gettysburg. In the same room as Baum’s tablet is one for Eddie Plank, the famed deadball-era hurler for the Philadelphia Athletics and member of the Major League Baseball Hall of Fame. Across the campus, there are tablets commemorating graduating classes, historic moments, and historic people. One could ask several pertinent questions: why does Baum, who is just one particular architect for the College, have a tablet? Was Plank Gym his only contribution to the College’s development? What else did Baum design? Perhaps more simply: who was George Croll Baum? [excerpt] Course Information: Course Title: HIST 300: Historical Method Academic Term: Spring 2006 Course Instructor: Dr. Michael J. Birkner \u2772 Hidden in Plain Sight is a collection of student papers on objects that are hidden in plain sight around the Gettysburg College campus. Topics range from the Glatfelter Hall gargoyles to the statue of Eisenhower and from historical markers to athletic accomplishments. You can download the paper in pdf format and click View Photo to see the image in greater detail.https://cupola.gettysburg.edu/hiddenpapers/1027/thumbnail.jp

Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented showing increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.Comment: Also submitted to American Journal of Physic

Development of e-SIWES Portal: A Web based Platform for Student Industrial Work Experience Scheme (SIWES) Management

We developed the e-SIWES portal in order to enhance the manual task of carrying out SIWES activities such as registration, dissemination of information, filling of log book for students’ day-to-day activities and supervision/assessment by lecturers and industry based supervisors. The portal is web-based and allows all tasks to be carried out using the personal computer and the Internet. We digitized the SIWES logbook and assessment forms for filling by students and grading by the supervisors electronically. This will allow supervisors to be assigned immediately the students commence their industrial training and facilitate their monitoring in real-time. With the e-SIWES portal, important messages can be broadcast to all students at once and on a prompt and regular basis

Graduating product designers and their attitudes to design responsibility: A survey

The notion of responsibility in designing is one that is becoming increasingly important, underlying significant areas of design activity. The research reported in this paper presents the results of a questionnaire study of 50 graduating product designers from 11 UK Universities. We find that students are focussed on environmental issues, have a very clear idea about where their responsibilities end for the products they design, but who display significant differences between the ideas about responsibility they espouse and their practice