Engineering Students in a Global World: Lehigh University\u27s Global Citizenship Program

As the world grows smaller and companies become increasingly international, engineering students with a global education will be in high demand. Given the constraints of the typical undergraduate engineering curriculum, it can be extremely challenging for engineering students to participate in activities designed to promote global awareness. Lehigh University’s answer to this challenge is the Global Citizenship Program (GCP), a “backpack” program designed to be accessible to any student on campus. The “backpack” metaphor means that all students should be able to assemble their own particular mix of additional courses and experiences in order to develop a global perspective that deepens their core disciplinary training. The GCP at Lehigh provides focus and structure to engineering students, providing opportunities for study abroad and organizing their humanities and social science electives into a coherent package of curricular and co-curricular experiences that maximizes the educational potential of these few non-engineering opportunities

QCD and strongly coupled gauge theories : challenges and perspectives

We highlight the progress, current status, and open challenges of QCD-driven physics, in theory and in experiment. We discuss how the strong interaction is intimately connected to a broad sweep of physical problems, in settings ranging from astrophysics and cosmology to strongly coupled, complex systems in particle and condensed-matter physics, as well as to searches for physics beyond the Standard Model. We also discuss how success in describing the strong interaction impacts other fields, and, in turn, how such subjects can impact studies of the strong interaction. In the course of the work we offer a perspective on the many research streams which flow into and out of QCD, as well as a vision for future developments.Peer reviewe

Las pobladoras y la Iglesia despolitizada en Chile

<p>RESUMEN: Según la sabiduría convencional, las pobladoras chilenas, heroínas de la lucha democrática durante la década de 1980, volvieron a casa despues de la transición, dejando a la nueva democracia casi igual que a la vieja –patriarcal, elitista y dominada por los partidos políticos–. ¿Qué pasó con la red de grupos de base formados y liderados por estas mujeres? ¿Qué se ha hecho con los temas de justicia social, derechos humanos y promoción social por las cuales se movilizaron en sus comunidades y sus parroquias? En este artículo, basado en entrevistas a fondo con 50 pobladoras líderes en sus parroquias durante las décadas de 1970 y 1980, se examina el legado personal y político de la dictadura en la vida de estas mujeres y en sus comunidades.</p><p>ABSTRACT: According to conventional wisdom, the Chilean pobladoras who were heroines of the pro-democracy movement during the 1980s went home after the democratic transition, leaving the new Chilean democracy looking remarkably like the old one –male dominated, elitist, and traditionalist in gender roles–. What happened to the vast web of grassroots associations these women formed and led during the Chilean dictatorship? What happened to the issues of economic justice, human rights and social promotion that mobilized these women through Catholic parishes? This article, based on interviews with over 50 Catholic pobladoras who were leaders in their parishes during the 1970s-80s, examines the personal and political legacies of the dictatorship in the lives of these women and their communities.</p

Las pobladoras y la Iglesia despolitizada en Chile

[ES] Según la sabiduría convencional, las pobladoras chilenas, heroínas de la lucha democrática durante la década de 1980, volvieron a casa después de la transición, dejando a la nueva democracia casi igual que a la vieja –patriarcal, elitista y dominada por los partidos políticos–. ¿Qué pasó con la red de grupos de base formados y liderados por estas mujeres? ¿Qué se ha hecho con los temas de justicia social, derechos humanos y promoción social por las cuales se movilizaron en sus comunidades y sus parroquias? En este artículo, basado en entrevistas a fondo con 50 pobladoras líderes en sus parroquias durante las décadas de 1970 y 1980, se examina el legado personal y político de la dictadura en la vida de estas mujeres y en sus comunidades.[EN] According to conventional wisdom, the Chilean pobladoras who were heroines of the pro-democracy movement during the 1980s went home after the democratic transition, leaving the new Chilean democracy looking remarkably like the old one –male dominated, elitist, and traditionalist in gender roles–. What happened to the vast web of grassroots associations these women formed and led during the Chilean dictatorship? What happened to the issues of economic justice, human rights and social promotion that mobilized these women through Catholic parishes? This article, based on interviews with over 50 Catholic pobladoras who were leaders in their parishes during the 1970s-80s, examines the personal and political legacies of the dictatorship in the lives of these women and their communities

The Church and Politics in the Chilean Countryside

Oxfordvii, 199 p.; 23 c

Building Curricular Diversity through a “Social Movement”: How Faculty Networks Support Institutional Change

Abstract   This essay offers an innovative model for effectively infusing diversity across a higher education curriculum. We explore the benefits of reconceptualizing infusion efforts as “social movements” in order to highlight the importance of structural power relationships and deliberate network-formation in affecting change on any individual campus. We contend that the work of infusing diversity across the curriculum is driven by disciplinary cultures and institutional structures that shape individual faculty curricular choices. Using a recent Teagle Foundation-supported, faculty-led initiative directed at promoting diversity across the curriculum at Lafayette College, we show that the use of a social movement frame for promoting curricular diversity not only can transform curricular cultures across the disciplines by establishing new faculty networks but also strengthen momentum for supporting future institutional change.  We further offer suggestions for successfully applying this social movement framework in praxis.