quadrangle - Emory College - Emory University

More documents

Recommendations

Info

editor’s le t te r kudos impact attract “smart, curious, creative and socially engaged students, who will grow to become lifelong learners and responsible citizens.” We’re committed, too, to recruiting and retaining superb scholar-teachers and supporting our strong departments and programs. One measure of our success in these efforts is the National Survey of Students bookmarks (NSSE), which compiles data on teaching and learning at more than one thousand colleges. The 2006 survey brought some enlightening results: Emory College eagle students eye report higher levels of faculty interaction, and more academically challenging and enriching course work, than their peers at other schools. They also participate in far more community and volunteer work, study abroad nearly three times as often, and are twice as likely to collaborate with faculty on research outside course requirements. The comments of external review committees can be another useful yardstick. In the past two years, more than a dozen such committees—composed of faculty and administrators from across the nation—have scrutinized Emory College departments for flaws, virtues and opportunities to improve. Here’s what they said: “There is far more productive instructional and advising interaction between faculty and departmental majors than at many, if not most, peer research institutions.” “Students have enormous regard for their professors and see them as offering the best of what a liberal arts institution provides, informed by the scholarly rigor required at research institutions.” I could quote for pages: “A laudable emphasis on keeping class size limited. . . . Students rave about the attention and care of the professors. . . . A positive orientation toward undergraduate education on a level usually found in small liberal arts colleges.” We take pride in this kind of feedback, as we do in being recognized as a leader in environmentally friendly “green” facilities and other accolades. Meanwhile we keep an eye, like everyone else, on the annual lists. Maybe what’s needed is more open conversation about what colleges do and about the whole idea of ranking them like lawnmowers or cars. We should consider how much light any list can throw on the wonderful, complicated places where our brightest young people spend four important years. And we should thank all the dedicated researchers, teachers, students, staff and alumni who contribute their manifold talents to making Emory College special. That honor roll grows longer every year, and it’s one list I think we can all agree deserves our unflagging attention and highest regard. Robert A. Paul, PhD Dean of Emory College I hope you’ve enjoyed the first three Quadrangles, and will enjoy this fourth, as much as I’ve liked putting them together. I remain amazed at the bonanza of material Emory offers—the College is full of more good people, places and ideas than a biannual publication can hope to plumb. Selection continues to be the challenge: how to suggest the breadth of teaching and research, innovation and tradition that defines Emory without skipping around like a stone on a pond. It’s a nice problem to have. This issue offers another range of voices from the ongoing College conversation: Dean Paul on the issue of ranking schools and, with three other College deans, on what they do and why; Emory departments looking back and ahead while marking anniversaries; Hal Jacobs on being a freshman (again); wide-eyed reflections on caffeinated campus culture; and, as always, visits with students and faculty doing what they love. In my first letter two years ago, I encouraged you to let us know what you think of the magazine, and many of you have. I’ve been grateful for all the letters and comments, both criticism and praise. I hope you’ll continue. This time—in addition to any general remarks—I hope you will take a moment to think about your favorite (or most memorable) College professors, places, classes, events, jobs, rituals or moments. Send them to me by mail or email, short or long, and they might wind up incorporated into a future Quadrangle story. Thanks for reading. table of contents David Raney 99PHD Editor draney@emory.edu spring 2007
table of contents profiles Words About Numbers About People by David Raney “Teaching has forced me to learn the connections between things.” Roberto Franzosi was born and raised on farmland near Genoa, Italy. When he was nineteen his family sold the property, and Roberto and a friend dug up the ancestral cornerstone, loaded it into a tiny Fiat (“I was afraid it would go through the floor”) and drove it away. That road led eventually to Atlanta, where the stone now stands in his Decatur living room surrounded by antique maps and copper pots, graceful furniture and other relics, united only by a collector’s interest and the rare quality of being both beautiful and useful. Franzosi, Emory’s new professor of sociology, comes to the College from teaching and research positions at the universities of Reading, Michigan, Wisconsin and Oxford (Trinity College). One ongoing scholarly interest is the study of social protest, which has yielded numerous scholarly articles and two books. The first, The Puzzle of Strikes: Class and State Strategies in Postwar Italy (1995), centers on “the power of numbers,” but Franzosi says he had a revelation late in its composition that has affected all his work since. “I had finished the research that would become Puzzle of Strikes,” he said over lunch recently, “and while I thought the statistics were sound, I suddenly realized all the people had disappeared. There were four groups involved in my study—state, employers, employees and unions —and all I had were regression coefficients.” He rewrote that book and wrote his next, From Words to Numbers: Narrative, Data, and Social Science (2004), guided by the principle that “one needs to balance analytic rigor with the role of social actors.” Numbers alone, he believes, cannot adequately represent strikes and other complex social phenomena —which, reduced to frequency distributions and variables, often “seem to happen in a vacuum.” Blending econometric analysis with art, linguistics, history and literature (his undergraduate major), Franzosi tries to restore the human dimension. His antique collection may hint at his approach to scholarship: quantitative and qualitative; narrative and numbers. The useful and the beautiful. Franzosi traces another turning point to a chance remark by an Oxford colleague that the title (From Words to Numbers) suggested a journey. “That,” he says, “is how I spent a rainy summer in the Rhodes Library reading medieval pilgrims’ accounts of their travels to the Holy Land and the conquistadores’ journeys to the new world.” Eventually the journey metaphor became central to the book. Franzosi concedes that “to some readers it may seem like writing flavor, like icing on the cake. But in fact it is integral to the book, its very driving force.” Another of Franzosi’s interests is cooking, which, he notes, is one of two things at Emory that continually remind him of his time at Oxford. “There’s food at nearly every function here,” he says, recalling the Oxford “high table” that drew together colleagues from different disciplines to dine, drink and debate. The other commonality, he says, is still more vital: “A passionate defense of teaching.” His own teaching prompts similar passion in students. “Professor Franzosi creates an environment that stimulates and encourages creative thinking,” says Sharon Nieb, a graduate student and program director in the school of medicine. His approach “expands the landscape for creative thought,” echoes Matthew Mathias. “I can’t say enough about Roberto. He has had a profound influence on my first semester here.” First-year sociology graduate student Kali-Ahset Amen, asked for a defining quality, chooses “Humble erudition. spring 2007
Page 1 and 2: quadrangle spring 2007 Why Numbers
Page 3 and 4: table of contents Juggling, Dreamin
Page 5: de a n’s le t te r table of conte
Page 9 and 10: “I covered anything from shark at
Page 11: Professors make use of the comforta
Page 14 and 15: Q: How many people work at, or for,
Page 16 and 17: CL: TL: KL: Kim mentioned technolog
Page 18 and 19: Claude Sitton, Pulitzer Prize-winni
Page 20 and 21: y Hal Jacobs It’s a crisp, gorgeo
Page 22 and 23: “no thought, no idea, can possibl
Page 24 and 25: table of contents eagle eye 22 fall
Page 26 and 27: ookmarks table of contents eagle ey
Page 28 and 29: kudos impact bookmarks Craig Hill t
Page 30 and 31: kudos kudos impact bookmarks More F
Page 32 and 33: impact table of contents eagle eye
Page 34 and 35: impact table of contents eagle eye
Page 36: Emory University Emory College 400

quadrangle - Emory College - Emory University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?