Schools and Experts

N. Postman talking Technopoly on BookTV in July 1992.

While chasing down supplementary material on Neil Postman, I happened upon his most excellent graduation speech. Although (to my knowledge) Postman never had an opportunity to recite these words at a commencement ceremony, the sentiment and message rank this as one of the better graduation speeches I've heard or read (DFW's speech at Kenyon is pretty damn moving too). The tone of this speech is similar to the Neil Postman I found in the latter sections of Technopoly -- engaging, encouraging, optimistic (albeit hesitantly). In fact, Postman's speech echoes many of my own interests in asking technological--cultural questions, pursuing a teaching career, etc. Also, it is prefaced by a statement promoting open access -- well ahead of his time with regard to communal knowledge/sharealike/creative commons/etc. "If you think my graduation speech is good, I hereby grant you permission to use it, without further approval from or credit to me, should you be in an appropriate situation." What a great introduction! I wonder if he would have made similar remarks on the occasion of beginning the speech?

Aside from functioning as an inspirational (graduation) speech, the aforementioned piece also encouraged me to rethink Technopoly. This is not to suggest that I did not appreciate the text. In fact, I found it rather engaging and appropriately controversial/thought-provoking. Since my previous  post paid a lot of attention to Postman's outmoded view of the culture-technology relationship, I want to stress how valuable Technopoly (and Postman more generally) is to framing a critique of technology in education. Although I find components of his argument a bit fraught, I appreciate how Postman conceptualizes technology's cultural role. Of particular interest are his thoughts on the controlling capacity of experts and schools.

At great length Postman discusses the dubious role of bureaucracy and expertise in the 20th century. In current and soon-to-come Technopolies, these two phenomena become more prominent and problematic (At the time of publication, Postman saw the US as the only true Technopoly. I wonder which other nations Postman would add to the list in 2013?). In such situations "There is no aspect of human relations that has not been technicalized and therefore relegated to the control of experts." [Well said! This is indeed the veiled truth of 21st century life.] This becomes even more troubling when considering that Technopoly's experts tend to be ignorant about any matter not directly related to their specialized area. Thus experts are not expected to have [even superficial] knowledge beyond their area of expertise. Clearly this must change -- for the betterment of education in particular; for the betterment of civilization in general. Like bureaucracy itself (with which an expert may or may not be connected), Technopoly's experts claim dominion not only over technical matters but also over social, psychological, and moral affairs. Isn't it concerning if the "role of the expert is to concentrate on one field of knowledge, sift through all that is available, eliminate that which has no bearing, and use what is left to assist in solving a problem"? Doesn't everything have (or at least could have) a bearing? Postman explains that this sort of intellectual reductionism "works fairly well in situations where only a technical solution is required and there is no conflict with human purposes...works less well in situations where technical requirements may conflict with human purposes ...and it is disastrous when applied to situations that cannot be solved by technical means and where efficiency is usually irrelevant." Given the experts' lack of breadth, one must worry about their ability to properly direct non-technical matters. In fact, I argue that a lack of breadth makes technical experts poor advisors for technical matters. If experts cannot understand the full complexity of the web into which their technical decision will be introduced, should we rely upon their so-called expertise? Shouldn't expertise involve more a connection-making process? It seems critical for experts to understand how little pieces into larger (and ever-larger) webs. At its core, Postman's analysis of the powerful control of near-sighted and narrowly-focused experts seems a robust argument for cultivating interdisciplinary people and teams.

Further complicating the function of expertise and schooling is the notion of testing. While I do not wish to recap the entire argument here, suffice it to say that these invisible technologies reduce the types and quantities of information admitted to a system. Moreover, tests transform "an abstract and multifaceted meaning into a technical and exact term that leaves out everything of importance." Two prime examples: IQ tests and SATs. There is the implied assumption that IQ tests truly measure an individual's intelligence quotient (or that there is a measurable quotient of the multidimensional concept of intelligence) and that SAT scores actually indicate a student's scholastic aptitude. Nevertheless, we rely upon these invisible technologies to tell us who should have access to knowledge, to what extent we should deify them as experts, etc.

We become so accustomed to these invisible technologies it is an imposing challenge to think of new approaches. How can we measure intelligence without standardized tests? How can we learn without a college course? The answer to these and other questions is often an emphatic, "We can't!" Caught in the momentum of the invisible technology/cultural structure, we aren't only reluctant to change, but we are wholly unaware of that there could be (or in many cases should be) alternative modes of operation.

Invoking his friend Alan Kay (For a quick summary of Alan Kay's critique of technology in education, read this interview from Cult of Mac), Postman suggests that problems schools cannot solve without machines, they cannot solve with them. Yes and no. As Kay and Postman explain, it isn't that technology in education is a bad idea (pencils, paper, and books are all pretty revolutionary educational technologies), but we are failing to use technologies to their full educational potential. Alan Kay is more outspoken on this matter, but Postman conveys similar sentiments regarding the shortcomings of "computer technology" to generate radical and substantive changes in society and/or education.

Postman explains that Technopoly is a sociocultural order and mental state of mind that is based upon the deification of technology. Although certainly disheartening, this is by no means an unescapable condition. More problematic than the mental state are the social institutions that function as control mechanisms

…sometimes they do their work simply by denying people access to information, but principally by directing how much weight and, therefore, value one must give to information

For Postman, the school (at all levels -- primary, secondary, post-secondary) is one of the main social institutions that functions as a mechanism for information control. In summary, the school certifies what students should or should not think about. Relying upon curricula, course descriptions, degree programs, and other standard institutional apparatuses, the school effectively includes and excludes what information/knowledge (I've conflated the two terms here, but would like to return to a discussion of how [if necessary] these concepts are [or should be] differentiated) is accessible to students. Under such systems of information management, educational institutions (and the educational system) define what constitutes legitimate knowledge. Via the regulation and valuation of information/knowledge, educational institutions are effectively enacting and perpetuating theories about the purpose and meaning of education. If at all reliant upon the exclusion of information/knowledge, these theories and subsequent practices are not only detrimental to the educational mission, but also to the development of  engaged 21st century citizens. Indeed, the exclusion of information is a major obstacle for 21st century education (and cultural) reform.

It is important to understand (or at least question) why we do things the way(s) we do them. Only under such inquisitive circumstances can we rethink, revise, reinvent, etc. Alas, it cannot stop after one iteration. This is an endless process of re-creation. We must be a fully attentive culture! Neither immediately dismissive of nor instantly enamored, we must find balance in our approach to technology. Critical consciousness with regard to technology (in education and elsewhere) is absolutely necessary!  We must not grant exorbitant prestige to experts (who are viewed with priestly charisma) armed with technology. So, as we graduate to a new stage of the technology-culture relationship, may the Athenians mightily outnumbered the Visigoths.

For more on Neil Postman, sift through the treasure trove of online texts and interviews. Oh, and be sure to page through his other books. I have a copy of Teaching as a Subversive Activity sitting on my bookshelf, perhaps this is the perfect motivation to pick it up and continue my feverish reading and annotating of N. Postman. Should probably also find copies of Teaching as a Conserving Activity and The End of Education.

Full of greats from Western philosophy and depictions of esteemed knowledge, Raffaello Sanzio da Urbino's (aka Raphael) 16th century fresco The School of Athens (or Scuola di Atene), offers a visual reminder of the breadth of knowledge emphasized during Ancient Greece (as updated for the Italian Renaissance. While some modes of ancient knowledge are no longer en vogue and some distinctly contemporary concerns need inclusion for the 21st century update, Raphael's fresco is a fine reminder of the importance of being a Postman Athenian. It isn't easy an ideal to achieve, but it is undeniably important. Image courtesy of Wikipedia.

Relationship Advice from Neil Postman

Cover image from neilpostman.org

Although he wasn't the most vocal participant during last weekend's roundtable discussion, Neil Postman still contributed plenty of insight regarding the culture and (digital) technology relationship. In many ways, Postman's work maintains a conversation that found popular expression in Marshall McLuhan's cultural critique of technology. Postman's roundtable colleague Sherry Turkle branches off from this broader topic to tackle a more specific set of concerns within the culture-technology relationship. Much of what Sherry Turkle says about robots is easily (and near seamlessly) applicable to education/technology (as well as other areas, but education/technology is my current focus). Despite her impressively detailed focus on robots and relationships, Turkle is really addressing some of the more pressing questions regarding technology's ubiquitous presence in our everyday lives. Hope, promise, progress, connectivity, alienation -- all of these are attributes to the major stories about the dynamic culture--technology relationship. Certainly not exclusive to robots, digital technology, or 21st century scenarios, these adjectives are broadly applicable to historical and sociological questions concerning technology. Just as the themes of Alone Together find expression during conversations regarding educational technology, so too does Postman's examination of the American tendency to turn over to technology.

Postman's book is fascinating, but I think he starts off on the wrong foot. Perhaps a byproduct of the social/cultural environment in which he was writing, but Postman's focus on technology vs. people fails to appreciate the nuance of the dynamic relationship that binds technology and people. What's with the front cover comment from the Dallas Morning News? "A provocative book...a tool for fighting back against the tools that run our lives." Really? A tool for fighting other tools? Granted this blurb cannot be attributed to Postman, but it seems to suggest a mode (or mood) for interpreting Postman's text. Moreover, it isn't really (at least not any longer) about fighting against technology. Is it? At least I hope not.

No longer does it seem helpful to frame this as an "us vs. them" scenario. We all have (and continue to make) choices regarding technology. Sometimes these choices aren't readily apparent, nor often easy, but we must acknowledge and embrace our agency in this situation. We must be critical and engaged consumers/users of technology. It is important not to be automatically convinced of technology's inherent-and-always awesomeness. Technology is not always an unmixed blessing. Sometimes technology is great. Yet, it can just as easily be good, ok, bad, awful, or any number of other adjectives. In short, the awesomeness (clearly an abstract term, but generally refers to some combination of utility, reception, public opinion, innovativeness, etc.) of technology depends. Upon what? Well, a lot of different variables: timing, context, application, infrastructure, etc.

Rather somberly, Postman explains the complex intertwining of information and technology:

Technology increases the available supply of information. As the supply is increased, control mechanisms are strained. Additional control mechanisms are needed to cope with new information. When additional control mechanisms are themselves technical, they in turn further increase the supply of information. When the supply of information is no longer controllable, a general breakdown in psychic tranquility and social purpose occurs. Without  defenses, people have no way of finding meaning in their experiences, lose their capacity to remember, and have difficulty to imagining reasonable futures.

A tricky situation to say the least! However, I cannot agree completely with the dire inevitability presented in Postman's example. Simply because we start down a path doesn't mean we must continue along that path forever. Even if our relationship with information and technology is flawed, can't we initiate a change? Isn't that what this and other projects are seeking to accomplish? Sure, such change requires leadership and thoughtfulness, but it must be possible!

We (individually and collectively) must take some measure of responsibility. Humans are a part of the technological equation. Postman suggests that technology destroys our humanity. Well, yes and no. Maybe. It seems more accurate to say that technology creates a new (mode/form/conception of) humanity. New humanity thus creates new technology. And so on ad infinitum. Nothing is static.

Initially, I wanted to wholly disagree with Postman. The early parts of the book present a very bleak binary. As the text evolves, Postman reveals more nuance and displays a deep understanding of the culture-technology relationship. Early sections of the book convey a technology vs. culture binary that quite deliberately (or so it seems) incites a reaction from readers. Emotionally and intellectually invested in the controversy portrayal of technology in the first half of the book, readers are perhaps more likely to read feverishly, pulling out intellectual nuggets, scribbling marginalia, asking questions, making connections. Or that might be the case if your reading of Technopoly was in anyway similar to mine. Maybe the tone and tenor conveyed in the early sections of the book are designed to hook the reader?

Postman focuses on our (in the context of Technopoly, pronouns refer to America and Americans) tendency to be generally (and often overwhelmingly) enthusiastic about new technologies. Fair enough. Broadly speaking, we (writ large) do seem to focus on what new technologies will do for us (positive), but rarely consider what such technologies will undo (negative). Yet, there is more to the technology-culture relationship than unquestioning embrace. Clearly we should not seek to deify technology (as Postman fears we were already doing in the 1990s), it is not omniscient (although arguably omnipresent), but certainly technology has some role to play in our lives and learning. Right? Or is desire to include technology the consequence of my position within the technological-cultural matrix?

Just as with any healthy interpersonal relationship, it is important to cultivate individual personas. Separate, but connected entities, digital and analog (or perhaps more accurately, non-digital) technologies each have a place in the vast landscape of learning. It's not about choosing digital at the exclusion of analog (or vice versa). Perhaps it may have seemed this way during the early stages of the internet era, but no longer can we operate within an outdated binary construct. We live in an age that can benefit from approaches that incorporate digital and non-digital. Each has its benefits. Each has its consequences.

From physical text with handwritten scribbles to digital medium with embedded content and hyperlinked connectivity, this is a clear example of the digital/analog merger

Some of my marginalia (can you call it that when it spills well beyond
the confines of the margin?) from the first few pages of Technopoly.

By no means is this to suggest that Postman advocates the elimination of technology. For Postman it isn't technology in itself that it problematic. Rather than originating from artifact, the trouble lies with our cultural beliefs about technology. Postman certainly raises some insightful points about our conceptualization of technology:

• technology is assumed to be our friend
• technology does not invite close examination of its own consequences
• technology is both friend and enemy (a frenemy if you will)

Strong language, but the point is well taken. An unexamined embrace for all technology is a surefire recipe for disaster (or at least dissatisfaction). In essence, all technological change is a Faustian bargain (simultaneously gives and takes). Among other things, Postman encourages us to ponder the sacrifices (intellectually, culturally, etc.) we make when so vehemently and unquestioningly embracing technology. Postman is adamant about technology's Faustian role. Not only does it solve problems, but technology also creates them. And so, in a seemingly endless cycle -- to address new problems we create new technologies, which give rise to new problems requiring new technological solutions....

Richard Roland Holst's 1918 poster promoting
Johann Wolfgang von Goethe's tragic play Faust. 

While this role as giver-and-taker may seem to betray some of the bifurcation presented in the initial section of the book, it is in fact a byproduct of Postman's borderline Luddism. While not bestowing the title of anti-technologist upon himself, Postman does embrace his role as technological indifferentist. Not a Luddite, but certainly not a technological-optimist, Postman articulates some important things to consider when evaluating our relationship with technology:

• technical progress is not humanity's supreme achievement
• technology is not the solution to our most profound dilemmas
• information is not an unmixed blessing

The final of these points is particularly complex with respect to education. Think about the various initiatives to "improve" education from recent years. The majority involve some technological component. For example, there is a ambitious program that aims to introduce laptops into the world's poorest classrooms. Now, don't get me wrong, I think opening the worldwide web (arguably this generation's greatest learning tool) to a vast assortment of learners who have previously had little or no access to the internet is an outstanding idea (although certainly not an educational cure-all). Additionally, it is evident that the thinkers behind One Laptop Per Child (OLPC) put serious thought into program design, implementation, and sustainability in order to foster "collaborative, joyful, self-empowered learning." Despite the great benefits attributed to OLPC, any education program that relies upon technology (in this case laptops) is bound to encounter some unique problems (e.g. cost, support, training, hardware/software, cultural appropriateness, etc.). Still though, I don't share Postman's lament regarding our inability to defend ourselves against inevitable technological deification. No doubt there are some that (consciously or unconsciously) deify technology as an educational savior. OLPC seems to counter this tendency by stressing, "It’s not a laptop project. It’s an education project." Emphasizing their role as an educational organization that consciously decided to employ technology to accomplish its educational aims (not vice versa), OLPC seems to avoid (or at least minimize) technological deification. The decision-making processes and belief systems that influence technology's cultural role that are most concerning for Postman. We must be skeptical users/employers of technology. Whether in the classroom, boardroom, laundry room, or any other room, we must always ask why. Moreover, we must also remain open to alternative solutions (be they digital, analog, or some other technological variant).

Given my complex relationship with Neil Postman, I'm going to let this ruminate for a bit and return to Technopolgy in a few days. More thoughts on Postman, technology, and education forthcoming...

The Road Ahead

Now enrolled in my final course as a doctoral student, I am preparing the foundation for the ambitious intellectual structure referred to as the dissertation. During the next few months, I will devote the majority of my academic time to an exploration of the connections between pedagogy and technology in higher education. The expressed goal for this project is to map out the materials/argument for my forthcoming dissertation. Therefore, I'm initiating a subtle shift in the blog's thematic focus. While in the past I've published sporadically about research and other academic endeavors, the plan moving forward is to use this blog primarily as a space for weekly critical reflections. By blogging my way through an assortment of materials, I aim to better articulate my unique approach to reconceptualizing the relationship between technology and particular forms of educational philosophy.

Leveraging the interactive power of the internet, I'm hoping that readers will provide feedback about individual posts (which will all use the label "STS5974"), development of my overall argument, the contents of the reading list, or anything tangential to the topics I'm exploring. Blogging provides a tremendous opportunity to conduct rigorous academic inquiry that is immediately available for comment from blog-reading communities (scholarly and otherwise).

Before we go too far afield, a bit of background...

My area of emphasis within STS is the relationship between technology and pedagogy in contemporary higher education. In general, I expect my dissertation to trace the trajectory of digital technology use and associated pedagogical developments (or the absence thereof) in higher education. Obviously this is a dense topic that needs unpacking and clarification. Unfortunately, there are not any current STS courses at Virginia Tech that address such an emphasis. Therefore, I created an independent study (STS 5974) to explore the the interplay between pedagogy, technology, and changing landscape of higher education.

One of my objectives is to develop a familiarity with and fluency in the (inter)disciplinary norms and literature affiliated with education/pedagogy/technology/new media. Since conceptualizing the idea, I have looked for articles, journals, books, and multimedia that fit such a project. Many of the journals, texts, website are relatively new to me, so I've spent time skimming archives and articles -- resulting in a handful of reading selections. Working alongside Matt Wisnioski (Assistant Professor, STS) and Shelli Fowler (Executive Director Graduate Development Programs and New Pedagogies), this new and exciting independent study focuses on readings that examine pedagogy, the culture of education, and new media with the primary purpose of establishing connections among the fields and topics.

Much of the inspiration for the independent study (and my dissertation project) stems from the conviction that contemporary pedagogies need to pay closer attention to digital technologies, but must do so in a critical manner. Moreover, most of that conviction developed from my duties with the Graduate Education Development Institute (GEDI) and Virginia Tech's Transformative Graduate Education (TGE) initiative. During my GEDI fellowship, I helped future faculty members better engage students through the critical use of technology (in both physical and online classrooms). As the current Global Perspectives Fellow (a component of TGE), I rely upon the effective use of social media and other Web 2.0 tools to promote graduate student teaching, professional development, and international collaboration. The various lectures, presentations, and workshops I have conducted on data management, digital pedagogy, LMS, new media, open access, etc. not only provide me with a valuable professional frame of reference, but also indicate my deep commitment to improving technology use in higher education (i.e. more conscientious, contemplative, contextually appropriate, etc.). In short, one of my primary interests centers on how pedagogy and technology can be better suited for the 21st century (and 21st century learners).

Still though, this independent study marks my first encounter with many of these sources. Therefore, I have grouped the selections into large categories and created overlapping themes to transition from one category into the next (i.e., culture - technology - education - pedagogy). By design, weekly topics are independent, but conjoined entities with a cohesive and cumulative purpose. Each week a handful of sources will help build a robust conceptual framework, increase thematic fluency, and promote scholarly discourse. To encourage informed and insightful discussion I will comment on the reading selections, incorporate reader comments, and include supplementary sources (i.e., print, video, etc.) as necessary. In the end, I aim to establish a narrative/argumentative thread that runs throughout the collection. Doing so will demonstrate the importance of such a project to the STS community and also suggest how educational technology and pedagogy can benefit from a STS type of approach (and vice versa - how STS can benefit from an educational technology and pedagogical perspective when considering technology use in the future of higher education).

All comers are welcome to join me for this fast-paced and enriching adventure.

The Linguistic Future of Politecnico di Milano

Newsflash courtesy of The Chronicle of Higher Education:

Italian University Plans to Teach All Courses in English

April 17, 2012, 2:27 pm

Milan’s Politecnico University has sent “shock waves” through Italy’s higher-education establishment by announcing that beginning in 2014 all its courses will be taught in English, reports The Independent. A growing number of courses and degree programs are taught in English in European countries where it is not the native language, often as a bid to attract foreign students, but Italian universities have not been at the forefront of this trend. According to RAI, an Italian broadcaster, foreign students represent just 3.6 percent of Italy’s student population. 

RAI reports that a third of the courses at the Politecnico are already offered in English and the university will spend some €3.2-million, or $4.2-million, to attract more foreign academics. Italy’s higher-education minister expressed support for the move, saying that he hoped other institutions would do the same, but one eminent academic at Rome’s La Sapienza criticized the move as “excessive,” according to The Independent.

Given the brevity of this article, I surmise that there is a lot more beneath this decision than what is immediately apparent. Indeed, even the report from The Independent is short on specifics. Reporting from Milan, Michael Day alludes to the complexity of this decision (and the subsequent reactions), but concludes his brief article with a rather sweeping (arguably with rhetorical purpose) indictment of the entire system of Italian higher education.

Despite having some of the oldest universities in the world in cities such as Bologna, not one Italian college appears among the world's top 200. Nepotism and closed-shop recruitment of staff have largely been blamed.

Unfortunately, Day doesn't delve into the decision-making processes and/or university rationale. Certainly a short article (so too is the offering from CHE), I don't expect Day to drone on about the state of the 21st century academy, but he could offer a hyperlink or two (it is the 21st century after all). If you'd like to know a bit more about PoliMi's linguistic shift, check out this piece from the Italian edition of Wired (a similar article from RAI can be found here).

Although the staff writer relies upon some heavy-handed Shakespeare versus Dante language "Dante cede il passo a Shakespeare nelle aule dell’ultimo biennio e die dottorati" ("Dante gives way to Shakespeare in the classrooms of the last two years and doctorates"), the article does more thoroughly address the issues of perceived economic advantage (nationally and institutionally), strengthened intellectual competitiveness, and operation within the confines dominant language of science (i.e. English), behind the decision (clearly there remains a lot to unpack in this sentence, let alone the entire decision). Although himself a strong supporter of the move to English, Rector Giovanni Azzone points out the potential drawbacks for the Italian language and mild concerns of linguistic (and thus ideological) colonialism. Rector Azzone also mentions the language and career benefits for domestic Italian graduates as well as the appeal to foreign students with an interest in Italian culture or PoliMi curriculum. For more about PoliMi's ongoing international recruitment efforts, be sure to look at their rather robust Polinternational website.

Certainly not an easy decision. I imagine there will be more press coverage as the story gathers internet momentum. Definitely something to keep in mind during our upcoming visit to Politecnico di Milano in May. Any initial thoughts from readers?

How Bikes Can Save Us, in pictures

Created by: Healthcare Management Degree

UC, a primer

A glimpse of UC's Villarrica Regional Campus. Located 750 km south of
Santiago, in “La Araucanía” Region, the Villarrica Regional Campus
focuses on the training of general Elementary Education

Margo and I are putting together a brief overview of Pontificia Universidad Católica de Chile to share with our GPP Chile colleagues during our final pre-trip meeting. What follows is a quick summary of the highlights we plan to cover.

Mission Statement

To achieve excellence in the creation and transfer of knowledge and training of people, inspired by a Catholic understanding and always at the service of the Church and Society.

History in Brief

• Founded on 21 June 1888 by the initiative of the Archbishop of Santiago, Monsignor Mariano Casanova
• Initial Goal:
• create an institution that integrated academic excellence and inspired training in Christina doctrine
• Declared a pontifical university by Pope Pius XI in 1930
• Granted full academic autonomy by the Chilean government in 1931
• First two schools were for Law and the Physical Sciences and Math
• First graduates were civil engineers, architects, and law graduates

Demographics

• Enrollment (2010): 22,122
• ~ 2400 masters students
• ~ 800 doctorate students
• ~ 800 post-doctorate students
• ~ 1,500 full-time faculty

Faculties (roughly equivalent to "colleges" in the US university system)

• College UC
• Bachelor of Natural Sciences and Mathematics
• Bachelor of Social Science
• Bachelor of Arts and Humanities
• Faculty of Agronomy & Forest Engineering
• Faculty of Architecture, Design, and Urban Studies
• Faculty of Arts Faculty of Biological Sciences
• Faculty of Economic and Administrative Sciences
• Faculty of Social Sciences
• Faculty of Communications
• Arts Faculty
• Faculty of Law
• Faculty of Language and Literature
• Faculty of Education
• Faculty of Engineering
• Faculty of Philosophy
• Faculty of Physics
• Faculty of History, Geography, and Political Science
• Faculty of Mathematics
• Faculty of Chemistry
• Faculty of Theology

Interesting Facts

• 1 of 6 Catholic Universities in Chile
• 1 of 2 Pontifical Universities in Chile
• Catholic University established by and directly under the authority of the Holy See
• Licensed to grant academic degrees in sacred faculties, the most important of which are:
• Sacred Theology
• Canon Law
• Sacred Scripture and Philosophy
• Pontifical universities follow a European system of degrees in the sacred faculties, granting the baccalaureate, the licentiate, and the doctorate
• 4 Campuses in Santiago
• “The four Santiago campuses have been selected, adapted, and designed to meet the needs of the fields of study offered on each campus within a rapidly developing urban setting.”

Villarrica Campus

• “The Villarrica Regional Campus is located 750 km south of Santiago, in “La Araucanía” Region, where the density of the Mapuche population living in Chilean rural areas is the highest.”
• “The main activity of this campus is the training of general Elementary Education teachers who attain a solid humanist emphasis, commit to Christian values, and have the competencies to conduct themselves in a globalized, culturally heterogeneous world that is marked by the use of new technologies.”

More Fun Factoids

• Virtual campus which enables students to contact scholars from other parts of the world
• 2009 - ranked best Chilean university and the second best in South America
• Law school is currently ranked 1st in Latin America
• Alma mater of Sebastían Piñera (current Chilean president)
• Offers several double degrees at the graduate level with universities in other countries

Merging This and That and the Subsequent Disappearance of Binaries and Awakening of True Educational Potential

The drama of computing? Really? Yes. Surprizingly, Aristotle's "Poetics" shares quite a bit
with human-computer activities. Image courtesy of "Design History Mashup"

While discussing the essential causes of human-computer activity (which, given some changes in the drama of computing since the early 1990s, I would like to rephrase [if I may be so bold] as human-computer interactivity) it becomes apparent that dissolving binaries (be it performance/audience, computer/user, creator/consumer, etc.) and increasing sensory experience and involvement are critical ideas for dramas of stage and screen (computer screen here, which interestingly enough has also become the stage for other dramatic spectacles; both actively created and passively consumed).

A simple line, but significant nonetheless, Laurel explains theatre directors and video game designers were hoping to "dissolve the boundaries between actors and audience by placing both in the same space" (565). This blew my mind for a number of reasons. The drama of everyday life.

The internet is everywhere (physical space, hyperspace, meta-digital-everywhereness).

Right?

Yet, the binaries persist.

We strive for an educational paradigm that emphasizes creativity and engagement, but persist in an infinitely furcated (sort of the precise antithesis of the interdisciplinary project promoted by forward-thinking educators) and purposefully rigid context. Games ≠ education. Teacher ≠ student. Learner ≠ learned. Actor ≠ audience. Viewer ≠ creator.

It's all quite simple.

Right?

Well, in a word, no.

In two words, HELL NO!

While physical boundaries blur and (in many cases) dissolve altogether, conceptual boundaries remain. The comfort and familiarity of binary distinction is powerfully entrenched in many sociocultural spheres. You must be either this or that. 'Tis impossible to simultaneously be this and that. But why? Theories abound...restrictive semantics, power dynamics, conceptual indoctrination, among other ideological conspiracies. In effort to preserve some semblance of coherence and prevent complete unravelling of this intellectual thread, the point is this: educators must find better solvents to dissolve binaries in order to form a more comprehensive educational solution.

To realize the fullness of education (and life for that matter) we all must embrace the connectivity rather than emphasize outmoded, rigid, unevolving distinctions. Games can be educational (some times, maybe not all of the time, but that doesn't mean we shouldn't try). The viewer can simultaneously create; we're no longer passive sponges, absorbing content (which causes one to wonder if we ever really were. after all, haven't viewers/readers/listeners always processed, deconstructed, and reconstructed content in order to create meaning?), but are interactive viewerators -- intimately involved in the creation and dissemination of ideas, knowledge, etc. This is most visible in the digital realm, but I argue for its full realization in the (here's where my idealistic adjectives kick in) dynamic world of education. Why can't students be teachers and teachers students? Involve everyone in the cycle of learning-teaching-learning. We all (re)create everywhere, all the time. Embrace it.

"Bundled, Buried and Behind Closed Doors: The Physical Underbelly of the Internet" a recent addition to the fantastic content at Brain Pickings (which, if you're not already familiar, check it out -- absolutely fantastic stuff that covers a wide array of interests [e.g. literature, science, technology, food, culture, music, art, health -- really a dream site for those with multidisciplinary inclinations]. be sure to read their witty and insightful "About" page)

Not entirely sure how all this connects? Flip to page 407 of The New Media Reader for some semblance of an explanation. Ramblings courtesy of my caffeinated mind.

note: originally composed on thursday, 9 november 2011 @ 3:51pm. final and successful clicking of looming blue "Publish" button @ 6:32pm, sunday, 13 november 2011. sincere apologies from an absentminded author. here's another brain pickings gem as a prize for your patience (sneak preview: "The great thing about machines is they do what they’re told.")

CHE Reports from Santiago

image courtesy of The Chronicle of Higher Education

No, not Guevara (although I imagine he'd support the movement), but rather The Chronicle of Higher Education. An article in today's CHE examines the intricacies of the prolonged conflict over high tuition costs that lead to heavy personal debt (sound at all familiar to any current happenings in the US?). The article is fascinating for a variety of reasons. Not least of all is its framing of the concerns in contemporary Chilean higher education (which in many ways seem to be a microcosm of larger, global higher education topics). The article also builds nicely upon (or is, at the very least, tangential to) much of what Jordan has been writing about in his blog.

It doesn't really serve for me to recap the article in its entirety (in fact, I suggest we all read the article before meeting on Thursday morning; it's relatively short, very informative, and incredibly pertinent -- great for reading during a mid-afternoon coffee break), but I do want to draw your attention to a few key areas. CHE reporter Andrew Downie focuses a lot of effort (understandably so) on explaining the origin of the ongoing protests. Attempting to explain the impetus behind the protests, Downie states,

The question of why such protests have erupted in Chile, the country that is by many measures the most advanced in South America and the one that spends most on education, might seem perplexing to outside observers. The answer, say experts, is in the question: The unrest is precisely because of the country's leap forward.

Despite the money spent on education, many Chileans are criticizing the lack of reform in higher education. Indeed, these apparent leaps have been more closely resembled unimpassioned hops. Describing what he calls a "Failed 'Revolution,'" Downie explains,

The seeds of protest were sown in December, when the education minister said the government would begin a "revolution" in higher education. Previous governments had avoided higher-education reform, preferring to concentrate on elementary and secondary education, and the announcement was a welcome surprise to many. 

But when the government finally revealed only timid reforms, in May, there was widespread disappointment, says José Joaquin Brunner, who is one of Chile's most respected professors and education researchers.

While there are many variables at play in this social movement, the reporting about and from Chile emphasizes the widespread public support behind the protests.

Many shops, banks, and stores are boarded up for security, but the students retain widespread support from ordinary Chileans, with the polls consistently showing more than 70 percent backing their cause.

No matter how unreliable public polling may be, this is a significant point to keep in mind while reviewing the remainder of the article (and generally contemplating the movement). With so much popular support, one might assume the protests would lead to a swift sea change in Chilean higher education; remedying many of the earlier, yet still inchoate, reforms. Well, yes and no. The article concludes on a positive (albeit cautious) note:

If nothing else, the conflict has made reform now seem unavoidable. But a resolution could still be months away, and there is widespread concern that students will lose this academic year entirely. That would put hundreds of thousands of degrees into question and perhaps even threaten the survival of some universities, particularly the less wealthy ones, in the provinces. Neither the students nor the government is likely to end up satisfied, but most people believe the overall outcome will be positive.

This fuzzy optimism seems particularly important for each of us (as socially and intellectually engaged travelers  with particular observational focus on Chilean higher education) to consider. Although it is difficult to accurately forecast the path of the protests or the route to reform, these topics will undoubtedly be on the public's mind when we visit Chile in January. It serves well for each of us to be as knowledgeable as possible, while still remaining intellectually open (i.e. not to rush to judgement based upon preconceived notions resulting from foreign reporting, media bias, presumptions regarding the nature of social protest, lack of cultural context, etc.). Just one of the many topics to keep on the critically conscious radar before, during, and after our immersive whirlwind tour of Chilean higher education.

Still interested (I hope so)? Here's a brief archival selection of CHE coverage of related issues in South American higher education:

• Thousands March in Chile to Protest High Cost of College - May 13, 2011
• Study Documents Economic Benefits of Secondary and Higher Education in the Developing World - February 19, 2003
• Private Universities Bloom in Chile - June 27, 2003
• Budget Battle in La Paz Keeps Tempers Flaring - March 31, 1993

Food & the Average American: What a Peculiar Relationship

What Are We Eating? What the Average American Consumes in a Year

The average American is 36.6 years old and eats 1,996.3 lbs. of food per year. The average man is 5’9” and weighs 190 lbs. The average woman is 5’4” and weighs 164 lbs.

Each year, Americans eat 85.5 lbs. of fats and oils. They eat 110 lbs. of red meat, including 62.4 lbs. of beef and 46.5 lbs. of pork. Americans eat 73.6 lbs. of poultry, including 60.4 lbs. of chicken. They eat 16.1 lbs. of fish and shellfish and 32.7 lbs. of eggs.

Americans eat 31.4 lbs. of cheese each year and 600.5 lbs. of non-cheese dairy products. They drink 181 lbs. of beverage milks. Americans eat 192.3 lbs. of flour and cereal products, including 134.1 lbs. of wheat flour. They eat 141.6 lbs. of caloric sweeteners, including 42 lbs. of corn syrup. Americans consume 56 lbs. of corn each year and eat 415.4 lbs. of vegetables. Every year, Americans eat 24 lbs. of coffee, cocoa and nuts. Americans eat 273.2 lbs. of fruit each year.

These foods include 29 lbs. of French fries, 23 lbs. of pizza and 24 lbs. of ice cream. Americans drink 53 gallons of soda each year, averaging about one gallon each week. Americans eat 24 lbs. of artificial sweeteners each year. They eat 2.736 lbs. of sodium, which is 47 percent more than recommended. Americans consume 0.2 lbs. of caffeine each year, about 90,700 mg. In total, Americans eat an average of 2,700 calories each day.

Visual Economics: Food Consumption in America

http://www.creditloan.com/blog/2010/07/12/food-consumption-in-america/#ixzz1Ygf9tLhx 

http://www.visualeconomics.com/ 

A few days ago, Harvard Harvard to USDA: Check out the Healthy Eating Plate  A direct response (or improvement as some may argue)

Compared to the official image of nutritional guidance from USDA -- My Plate (did you know there are different placemat color options?) -- how does the Harvard revision suit you?

Methinks it is a fine effort, certainly more easily decipherable than the old MyPyramid, and (beginning to be) nicely integrated in numerous food purchasing decisions. What might we improve for the next iteration?

Happy(?) Banned Books Week

Celebrate the freedom to read and help ALA
get the word out on Banned Books Week! 

Well, it's Monday. But, not just any, run-of-the-mill reentry into the 9-5 workweek. For on this particular Monday, we're already in the thick of Banned Books Week (24 September - 1 October 2011). Although there is reason for celebration (i.e. removal of bans, awareness of intellectual freedom, rise in weekly readership, etc.), there are still some serious calls for alarm (i.e. lack of awareness/concern/engagement [coupled with a general sense of apathy], problematic censorship around the world, decreasing readership, etc.). Perhaps take a few moments to ponder censorship, academic (and general intellectual) freedom, and associated implications for contemporary education. If we begin to censor literary materials, one can only fearfully assume that other forms of information censorship will follow. A democracy cannot function without an informed and engaged citizenry (which is also a reminder that you should vote in any upcoming elections [being an informed voter is a good idea/civic responsibility too]). Books = Freedom. Freedom = Happiness. Books = Happiness. Simple. Spread the word.

Help celebrate the awesomeness that is reading (and, by extension, happiness) by sharing your love of reading, take your kids/friends/relative/strangers on the sidewalk to a bookshop or library. It's also cool to further enrich your own BBW knowledge. Pick up a copy (perhaps at your local bookshop or library) of The Catcher in the Rye, Slaughterhouse Five, Beloved, To Kill a Mockingbird, or another of the numerous banned/challenged books. Check out the BBW website or the BBW section of ALA for events, background information, and helpful resources. You can even support the ALA through the purchase of artful BBW tshirts, posters (see above), buttons, etc.

As the ALA so appropriately suggests, "Celebrate Banned Books Week this year by freeing your mind and reading from a banned book!" (exclamation mark is mine; it seems so much more appropriate than a mere understated [perhaps though that is the idea] period)

Chronicle Special Report -- The Digital Campus 2011

Now available in print and digital formats: The Digital Campus 2011

The Chronicle of Higher Education asks, "Does all this new technology make a difference?" Then, rather conveniently, the aforementioned Chronicle "looks at the realities behind the hype" and responds with a witty and inquisitive statement of inquiry:

With the proliferation of cloud computing, Twitter, adaptive-learning software, smartphone apps, digital archives, and many other tools and programs on campuses today, it’s fair to ask if any of it is making a difference.

With stories ranging form "one tech-savvy university’s bumpy road to becoming a mobile-friendly campus" to reports that detail the "experiences of academics switching to paperless teaching, using blogs and Twitter to give their students a public platform, and updating the campus library for a new generation," this special edition publication offers quality reporting for technophiles and technophobes alike. "Whether you’re just starting to explore new information technologies or are already working in a cloud, The Digital Campus will be of interest to you."

Fortunate enough to be a VT student? You can access the entire publication (even subscriber only Premium Content) for free (excluding tuition and fees of course) using VT Libraries Off-Campus Sign In. Not a VT student? Check your library's digital subscriptions.

Be sure to check out some other, recently published (by The Chronicle, but not included in the special report) materials about technology, pedagogy, and the academic lifestyle:

• Scrible: A New Tool for Web Annotation
• Episode 83: Teaching Students to Be Smartphone-Literate
• Taking Notes with the Moleskine App
• Color-Coding Comes to Google Calendar
• A New Notion in Europe: the Liberal-Arts College
• Video-Game Rooms Become the Newest Library Space Invaders

EndNote vs Zotero -- Battle Royale, ProfHacker Style

Here's a really nice head-to-head synthesis of the two most popular ebiblio platforms in academe. Per usual, the folks at ProfHacker (specifically Brian Croxall) have provided a witty, thoughtful, relatively thorough, yet surprising concise exploration of the topic at hand (complete with tangentially relevant photograph). While the entire article is useful, for me the most powerful section arrives at the end of the second paragraph. Upon explaining his dissonant roles as Zotero evangelist, but EndNote user, Croxall explains, "So when it came time to write my dissertation, EndNote was already well integrated into my workflow. I began experimenting with Zotero in the fall of 2007 (a year after its first release) and while I very much appreciated what it did, it wasn’t enough to make me a convert." Extrapolating a bit, I think we can reframe this as applicable to all new (and potentially wonderful, time-saving, and generally mind-blowing) technologies. Rewritten as:

So when it came time to ___________________ (insert name of project/paper/task/etc.), ___________________ (insert name of familiar technology/process/etc.) was already well integrated into my workflow. I began experimenting with ___________________ (insert name of newfangled technology/process/gadgetry/etc.) in ___________________ (insert time of discovery) and while I very much appreciated what it did, it wasn't enough to make me a convert.

These subtle tweaks reiterate the sort of cost-benefit analysis (or perhaps it is more analogous to return on investment -- not a economic whiz kid, I'm not entire sure which is most appropriate here) for pedagogical and intellectual approaches to technologies (writ large) that I hopeful emphasized during class this semester. There are numerous technologies/approaches/processes/etc. for each and every project/paper/task/etc. that we are charged with accomplishing. In all likelihood, they all have some wonderful, time-saving, project-improving benefits. That said, each technology/approach/process comes with a learning curve. Some are steep and quick, while others are gradual and require greater time resources. So, in short, figure out what works best for you and your given situation. It probably isn't a great idea to "start...playing around with [insert technology/process/etc/]...(as a way to procrastinate rather than actually writing papers)" while writing the final chapter of your dissertation (or other major project). Remember, know thy self. Figure out what works best for you when approaching particular endeavor. And don't forget that these are variables that can (and will) change over time or with different projects. It is a never-ending process of adaptation that exists on a fluid continuum.

What about Mendeley, Sente, Bookends, and the multitude of other ebibliography platforms available? Does anyone have comments, questions, curiosities, lived experiences to share?

Food & Agri-culture from Buenos Aires to Lima @ 10mph

CFAN3480, GLOS3900, CFAN3000H, or AGRO5999

(Course Numbers: 34502, 34795, 35332, 17143)

3 credits

Wednesdays, 6:00-9:00pm

335 Borlaug Hall (UMN) 

Proviso: Although this course will be conducted at the University of Minnesota-Twin Cities (specifically the St. Paul campus) and not at my academic homebase, I believe this an innovative approach to (a)teaching, (b)learning, (c)social media int the classroom, (d)community-based and experiential learning models, (e)food systems research. You might not be able to enroll in the course for academic credit (unless you are planning to study "abroad" at [or transfer to] UMN next semester) but I encourage you to follow Dr. Porter's blog/website to keep up with his travels and observations. And, if time and finances permit, I definitely encourage you to participate in a trans-continental bicycle tour (or race) with Tour d’Afrique (a great guiding company). Such an excursion might seem to more closely resemble a relaxing (albeit rather active) holiday, but the outcome of any sort travel/tourism is intimately related to the effort (speaking here of the intellectual sense of the word) you put in. Porter's decision to use the bicycle tour as a means to better understand the South American foodscape is intriguing for a variety of reason (think pace, scale, observational perspective, etc.), but is largely dependent upon his aptitude for critical engagement and reflective thought. 

Instructors: Paul Porter and Mary Brakke

Description: This course provides students with an introduction to food, agriculture and agroecosystems in four South American countries (Argentina, Chile, Bolivia and Peru).  Dr. Paul Porter will participate in the Vuelta Sudamericana, a bicycle expedition departing Buenos Aires, Argentina on September 25 and arriving in Lima, Peru on December 13.  As he travels he will be observing the food, agriculture and agroecosystems and relate these observations back to the class.  Thus Dr. Porter will be in the classroom just at the start of the semester, and bicycling in South America the remainder of the semester.   The class will be co-taught with Dr. Mary Brakke, who will be with the class the whole semester.  This class is an interdisciplinary approach to studying agricultural systems.  We will evaluate various crops produced in the different countries, assess water availability, climate, physical infrastructure such as roads, and explore economic considerations such as market development, availability of credit, and community co-ops.  We will learn about multiple agricultural research organizations located in these countries and how their research objectives relate to agriculture and food security. 

The class will involve as a series of faculty guest lectures covering a wide array of professional activities in South America.  Dr. Porter will to provide daily written and audio-blogs of his experiences, focusing on food, agriculture and agroecosystems (and to a lesser extent the ride itself).  He will also have direct weekly phone conversations back to the students in the classroom.  His daily blogs will include 1) the ending location, distance traveled and elevation, 2) an assessment of the water situation and climate, 3) a description of the food he eats and what the local population eats, 4) an assessment of the agroecosystems, 5) an assessment of the culture and infrastructure, and 6) a conversation, sight, and/or reflection for the day.  In 2009 and 2010, with the same focus on food, agriculture and agroecosystems, Dr. Porter traveled over 7,200 miles with other bicyclers from Tour d’Afrique (TDA) starting in Cairo, Egypt and ending in Cape Town, South Africa.  Students will be exposed to a summary of experiences through videos, photos and web postings. 

There will be no textbook for the class. Students will be expected to read postings provided on Moodle as well as selected websites (such as http://paulporter.cfans.umn.edu).  The target audience includes students at any grade level from any college who have an interest in 'coming along' for the ride and learning more about food, agriculture and agroecosystems four South American countries. Also in this class students will gain firsthand experience eating food from a local restaurant specializing in South American cuisine.

On a related note (and since I'm a huge advocate of bicycles), here's a thought-provoking and research-related video. Discuss...

The Bicycle City. Trailer from Greg Sucharew on Vimeo.

Hail, César

Long recognized as a state holiday in California (also recognized in Texas and an optional holiday in Arizona and Colorado) intended to promote service to the community in honor of César Chávez's life and work, March 31 now carries full national backing, complete with official Presidential pomp and circumstance. Not sure exactly who César Chávez is? Or, perhaps you've heard the name, but don't really understand what all the fuss is about. Check out the César Chávez Foundation for more info. Already know loads about Chávez? Then please contribute to public knowledge by editing the César Chávez Wikipedia entry. 

From the most regal of food blogs, Obama Foodorama, I proudly present a reposting of...

"Obama Proclaims March 31 Cesar Chavez Day"

President Obama today issued a Proclamation in honor of Cesar Chavez, the Mexican American social justice activist who became the leader of the movement to unionize agricultural labor in America. The President proclaimed March 31 "of each year" as Cesar Chavez Day; it is the anniversary of his birth.

"A true champion for justice, Cesar Chavez advocated for and won many of the rights and benefits we now enjoy, and his spirit lives on in the hands and hearts of working women and men today," President Obama wrote in his proclamation.

Chavez (above) was born in 1927, and was the founder of the United Farm Workers with Dolores Huerta, which the President, in his Proclamation, describes as "one of our Nation's most inspiring social movements."

"Cesar Chavez's legacy provides lessons from which all Americans can learn. One person can change the course of a nation and improve the lives of countless individuals," the President wrote.

The President is such an admirer of the social justice leader that he included Chavez among the American heroes in his children's book, Of Thee I Sing: A Letter to My Daughters. Candidate Obama also borrowed his campaign slogan, "Yes we can!" from Chavez, whose "Sí, se puede!" became an international rallying cry, after he used it during a hunger strike in 1972. (Above: The illustration of Chavez from the President's book)

The text of the President's proclamation:

Our Nation's story of progress is rich with profound struggle and great sacrifice, marked by the selfless acts and fearless leadership of remarkable Americans. A true champion for justice, Cesar Chavez advocated for and won many of the rights and benefits we now enjoy, and his spirit lives on in the hands and hearts of working women and men today.

As we celebrate the anniversary of his birth, we honor Cesar Chavez's lasting victories for American workers and his noble methods in achieving them.

Raised in the fields of Arizona and California, Cesar Chavez faced hardship and injustice from a young age. At the time, farm workers toiled in the shadows of society, vulnerable to abuse and exploitation. Families like Chavez's were impoverished; exposed to hazardous working conditions and dangerous pesticides; and often denied clean drinking water, toilets, and other basic necessities.

Cesar Chavez saw the need for change and made a courageous choice to work to improve the lives of his fellow farm workers. Through boycotts and fasts, he led others on a path of nonviolence conceived in careful study of the teachings of St. Francis of Assisi and Mahatma Gandhi, and in the powerful example of Martin Luther King, Jr. He became a community organizer and began his lifelong advocacy to protect and empower people. With quiet leadership and a powerful voice, Cesar founded the United Farm Workers (UFW) with Dolores Huerta, launching one of our Nation's most inspiring social movements.

Cesar Chavez's legacy provides lessons from which all Americans can learn. One person can change the course of a nation and improve the lives of countless individuals. Cesar once said, "Non-violence is not inaction. . . . Non-violence is hard work. It is the willingness to sacrifice. It is the patience to win."

From his inspiring accomplishments, we have learned that social justice takes action, selflessness, and commitment. As we face the challenges of our day, let us do so with the hope and determination of Cesar Chavez, echoing the words that were his rallying cry and that continue to inspire so many today, "Sí, se puede" – "Yes, we can."

NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim March 31 of each year as Cesar Chavez Day. (emphasis added)

I call upon all Americans to observe this day with appropriate service, community, and educational programs to honor Cesar Chavez's enduring legacy. (emphasis added)

IN WITNESS WHEREOF, I have hereunto set my hand this thirtieth day of March, in the year of our Lord two thousand eleven, and of the Independence of the United States of America the two hundred and thirty-fifth.

BARACK OBAMA

--

end reposting from Obama Foodorama 

GEW 2011, Oh What a Week!

For a downloadable copy of the GEW flyer, click here.

Looking for something fun and intellectually stimulating to help enliven your week? Well, your in luck! Although it is already midweek, it is also Graduate Education Week 2011, which means (although it's probably redundant) there's plenty of exciting events to enjoy! Hooray for GEW 2011! Below are distillations for some of the highlights yet-to-come.

Be sure to take a look at the VT Graduate Education Week website for more information about (and photos from) GEW 2011. You can also savor this year's celebration of you with a commemorative, collectable, and easily downloadable copy of the colorful and informative GEW flyer (see above).

Introducing the pièce de résistance of GEW (or at least of Thursday). Please come check it out, with your patronage, we might be able to make this a more regular feature. Grab an americano from Greenberry's (or elsewhere around town), nibble on a baked good, and soak up the academic ambiance and agri-culture.

The On-Campus Farmers Market at Virginia Tech:

Blacksburg Farmers Market Vendors Visit Campus

Stop by for an on-campus showcase of baked goods, produce, crafts, and more. Learn about the delicious local foods the market has to offer the campus and the community!

THURSDAY March 24, 2011

11:00am-3:00pm

GLC PLAZA

In celebration of Graduate Education Week, Virginia Tech's Graduate School and the Center for Student Engagement and Community Partnerships are sponsoring an on-campus farmers market featuring vendors from the Blacksburg Farmers Market. In addition, Fred Kirschenmann, distinguished fellow for the Leopold Center for Sustainable Agriculture at Iowa State University will visit the market from 2:00pm until 3:00pm to meet and greet students.

An Evening with Farmer Philosopher Fred Kirschenmann

Thursday, March 24, 2011 @ 7:00pm
Fralin Auditorium

If you don't have a chance to chat with Fred at the on-campus farmers market, be sure to spend the evening listening to stories from his career and discussing the importance of maintaining soil health, developing small- and medium-sized farms, and incorporating biodynamic techniques into farms. Take a look at the event flyer and review the previous GEDI blog post here.

Bill Bradley

“Leadership in a Changing World” - Cutchins Distinguished Lecture

Thursday, March 24 @ 7:30 pm
Burruss Auditorium

Ok, technically not a part of GEW 2011, but how often does VT host a former U.S. senator, presidential candidate, Basketball Hall of Famer, Olympic gold medalist, Rhodes Scholar, and bestselling author? Well, to be frank...not very often. If you're not already planning to attend the Fred Kirschenmann event, head over to Burruss for an evening with Bill. More information found here.

Big Cook Out

Friday, March 25, 2011 @ 4:30pm until 6:30pm

Graduate School Lawn & GLC Multipurpose Room

Graduate students and their families are invited to enjoy FREE food, music, and games. Come hungry and bring a blanket for lawn lounging!

And finally, courtesy of a former (and now successfully employed) GEDI, a brief comic interlude during an otherwise hectic Graduate Education Week. If nothing else, this helps remind us how great it is to be a grad student.