\u27Everything Looks Different up Close\u27: Perception in Margaret Atwood\u27s Oryx and Crake and The Year of the Flood

In the first two books of her MaddAdam series (a projected trilogy), Margaret Atwood explores a series of events from three very different perspectives. A close reading of the two texts suggests that the specific focalizers chosen, and their very different ways of perceiving the world around them, are central issues in the novels. In Oryx and Crake, Atwood establishes the apocalypse as a problem of dystopian vision through the book\u27s deeply flawed focalizer. In The Year of the Flood two alternative visions are offered in order to rehabilitate the perceptual problems of the first text. In the three chapters of this paper, I will explore the devices used to establish each focalizer\u27s specific vision, the ways in which each focalizer views apocalypse, and the relationship of each focalizer to the utopian perspective that appears poised to redeem dystopia and apocalypse

Keynote: NGLC Blended Learning Study Report and Where Do We Go from Here?

Drs. Cassidy and Spohrer will give an update on the Next Generation Learning Challenges Wave I grant-funded study of blended learning, including an overview of preliminary findings from courses taught at our partner colleges over the 2012-2013 academic year. We will also present and discuss possible next steps for 2013-2014

Launching through the Surf: Audio and Video Editing

This project is a part of the student-faculty collaborative research project Launching through the Surf: The Dory Fleet of Pacific City. Research for this project began in the summer of 2011, and the research team expanded and continued work in the summer of 2012. The purpose of this project was to collect and preserve the oral histories of the Dory Fleet in Pacific City, Oregon. The team worked to interview dory fishers and their families in order to learn about their experiences as commercial and recreational fishermen. These interviews were audio- and video-recorded, and then short stories from the interviews were edited and published in DigitalCommons@Linfield. The interviews also helped to shape a full-length theatrical production produced by the Linfield Theatre in November of 2012. This presentation focuses on work done by students to record, edit, and process the audio and video recordings collected through the research

Launching through the Surf: The Dory Fleet of Pacific City

The Keck Summer Collaborative Research Program provides opportunities for Linfield College students and faculty to conduct research on issues related to the Pacific Northwest, and to bring the research findings back into the classroom within the subsequent academic year. Students partner with faculty to conduct research and present their work to other students, Linfield staff and faculty, and community members during a series of brown bag lunches. Cassidy Davis and Jennifer Layton conducted research with Tyrone Marshall and gave this presentation during the summer of 2012. This phase of Launching through the Surf: The Dory Fleet of Pacific City consists of two parts. The first part is the collection and the preservation of the oral histories of the Pacific City Dory fishermen. A group of students and faculty members started the project in the summer of 2011, and the research team expanded and continued work in the summer of 2012. The research team spent their time interviewing the fishermen about their involvement in the dory community and the larger community of Pacific City. These interviews were audio- and video-recorded, and several small segments from the interviews have been edited and published to DigitalCommons@Linfield. The editing work will continue throughout the 2012-13 school year. The second part of this project is the creation of a theatrical performance to be produced by the Linfield Theatre Arts department in November of 2012. This will be a fictional performance inspired by the stories told by the fishermen and their families

Keynote: NGLC Blended Learning Study Report and Where Do We Go from Here?

Drs. Cassidy and Spohrer will give an update on the Next Generation Learning Challenges Wave I grant-funded study of blended learning, including an overview of preliminary findings from courses taught at our partner colleges over the 2012-2013 academic year. We will also present and discuss possible next steps for 2013-2014

208— Describing Genetic Diversity in a Non-Native Ant-Mimicking Spider

The ant-mimicking spider Myrmarachne formicaria (Salticidae) is a species native to Eurasia and was first identified in North America in 2001. It has since been found in many locations in the Northeast including western New York, western Pennsylvania, northeastern Ohio, and southern Ontario. Little is known about its introduction to North America and how it has dispersed since. By characterizing the mitochondrial genetic diversity of this species, we can learn about its introduction history and dispersal patterns in North America. Sequencing of a 600-bp mitochondrial DNA gene region spanning the 16s rRNA, leucine tRNA, and part of the ND1 gene from 27 specimens collected from 14 localities in New York, Pennsylvania and Ohio yielded no genetic polymorphisms. Comparisons with sequence data available with GenBank for other salticid species (Myrmarachne erythrocephala and Habronattus ustulatus) have shown that within-species divergence in this mitochondrial DNA region is found in other spiders, so M. formicaria’s lack of variation is likely unusual. Our current data are consistent with a single invasion of Myrmarachne formicaria from one source locality, but data from additional loci and samples would help to confirm this conclusion

Project Overview and Research Findings

Provost Kim Cassidy and Jennifer Spohrer give an overview of the blended learning study funded by the Next Generation Learning Challenges Wave I grant. They explain the origins of the project, introduce some of the blended courses developed to date, and mechanisms for measuring their impact. They will also present preliminary findings from the research done on fall-semester courses and discuss opportunities and support available for faculty at partner institutions who want to develop and teach blended courses in AY2012-2013 as part of the project

Genetic Suppression of Basement Membrane Defects in Caenorhabditis elegans by Gain of Function in Extracellular Matrix and Cell-Matrix Attachment Genes.

Basement membranes are extracellular matrices essential for embryonic development in animals. Peroxidasins are extracellular peroxidases implicated in the unique sulfilimine cross-links between type IV basement membrane collagens. Loss of function in the Caenorhabditis elegans peroxidasin PXN-2 results in fully penetrant embryonic or larval lethality. Using genetic suppressor screening, we find that the requirement for PXN-2 in development can be bypassed by gain of function in multiple genes encoding other basement membrane components, or proteins implicated in cell-matrix attachment. We identify multiple alleles of let-805, encoding the transmembrane protein myotactin, which suppress phenotypes of pxn-2 null mutants and of other basement membrane mutants such as F-spondin/spon-1 These let-805 suppressor alleles cause missense alterations in two pairs of FNIII repeats in the extracellular domain; they act dominantly and have no detectable phenotypes alone, suggesting they cause gain of function. We also identify suppressor missense mutations affecting basement membrane components type IV collagen (emb-9, let-2) and perlecan (unc-52), as well as a mutation affecting spectraplakin (vab-10), a component of the epidermal cytoskeleton. These suppressor alleles do not bypass the developmental requirement for core structural proteins of the basement membrane such as laminin or type IV collagen. In conclusion, putative gain-of-function alterations in matrix proteins or in cell-matrix receptors can overcome the requirement for certain basement membrane proteins in embryonic development, revealing previously unknown plasticity in the genetic requirements for the extracellular matrix

Theorizing embodied, collective and societal learning through prefigurative social movements

This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice

Early College, Early Success: Early College High School Initiative Impact Study

In 2002, the Bill & Melinda Gates Foundation launched the ECHSI with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an associate's degree or up to two years of college credits toward a bachelor's degree during high school at no or low cost to the students. The underlying assumption is that engaging underrepresented students in a rigorous high school curriculum tied to the incentive of earning college credit will motivate them and increase their access to additional postsecondary education and credentials after high school. Since 2002, more than 240 Early Colleges have opened nationwideThis study focused on the impact of Early Colleges. It addressed two questions:1. Do Early College students have better outcomes than they would have had at other high schools?2. Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)? To answer these questions, we conducted a lottery-based randomized experiment, taking advantage of the fact that some Early Colleges used lotteries in their admissions processes. By comparing the outcomes for students who participated in admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment, we can draw causal conclusions about the impact of Early Colleges.The primary student outcomes for this study were high school graduation, college enrollment, and college degree attainment. We also examined students' high school and college experiences. Data on student background characteristics and high school outcomes came from administrative records from schools, districts, and states; data on collegeoutcomes came from the National Student Clearinghouse (NSC); and data on high school and college experiences and intermediate outcomes such as college credit accrual camefrom a student surveyWe assessed the impact of Early Colleges on these outcomes for a sample of 10 Early Colleges that did the following:-Enrolled students in grades 9 -- 12 and had high school graduates in the study years (2005 -- 2011)-Used lotteries as part of the admission processes in at least one of the study cohorts (students who entered ninth grade in 2005 -- 06, 2006 -- 07, or 2007 -- 08)-Retained the lottery recordsEight of the 10 Early Colleges in the study were included in the student survey. The overall study sample included 2,458 students and the survey sample included 1,294 students. The study extended through three years past high school