A MAP QUEST: Lena Bui ’07 and Gil Hasty ’10 find their academic building locations on a newly-installed campus map near South College. Physical Plant’s Facilities Department installed five new maps at key locations on campus.
|Additional campus maps are located near Clark Hall, pictured, and the Center for the Arts, near Parking Lot “T” and on the sidewalk along Wyllys Avenue. (Photos by Olivia Bartlett)|
by Olivia Drake •
|Residential Life student-staff members for the Butterfields and 156 High Street and 200 Church Street are among those trained by Residential Life’s award-winning Social Justice Training Program.|
| A program developed by Wesleyans Residential Life received the Program of the Year Award from the National Association of Student Personnel Administrators (NASPA), based in Washington DC.
The Social Justice Training Program, spearheaded by Residential Lifes area coordinators, teaches and trains about 100 student-staff members on the topics of social justice, the cycle of socialization, dominant and subordinate group dynamics, privilege and power and the action continuum. It also stresses liberation from systems of oppression, through exploring specific forms of oppression, including racism, sexuality and gender systems of oppression, class and religious oppression.
Fran Koerting, director of Residential Life, nominated the program for the NASPA award.
By participating in the program, our student-staff is able to apply the knowledge they learned in creating inclusive communities within their residential area, how to interrupt and confront instances of oppression and how to respond to hate and bias incidents, Koerting says.
The Program of the Year award is awarded to programs that have been implemented within the three previous years. Programs were evaluated on innovation and creativity, contribution to student development and/or professional development, contribution to the home institution and timeliness of topic.
Program planning began in June 2006, with input from student leaders and colleagues from other departments, as well as the Residential Life central staff and student staff members.
During the two-hour sessions held on five consecutive days during August training, students had the opportunity to listen, discuss and reflect as well as participate in various activities. In-services are being held throughout the year.
The trainers taught the student-leaders how to appreciate different cultures and lifestyles; understand how social justice relates to the job; how to feel comfortable facilitating conversations; being aware of social justice resources, and knowing the protocol for bias and hate incidents.
Not only did the program have a significant impact on the student staff, but it also affected the area coordinators who had developed it, Dawn Brown, Sharise Brown, Brandon Buehring, Eric Heng and Robin Hershkowitz.
All five of us have had significant experience as professionals in Residential Life for at least three years, yet we found the experience of developing and collaborating as well as conducting the training contributed a new and exciting opportunity,” explains Hershkowitz, the area coordinator of Nicolson, Hewitt and Fauver Residence halls. “Not only were we excited that we were able to conduct these trainings with our students, but the experience contributed greatly to our personal and professional growth.”
The university is considering adapting the Residential Life Social Justice Training Program for use with faculty and staff.
As for the Wesleyan community, social justice is one of the most important issues for students and staff alike, Koerting says. Instituting a year long focus, and providing student staff with the information and tools to address the issues with their residents, makes it possible to have a significant impact on the entire community.
The area coordinators have also shared the program with their colleagues in the field through a session at the Northeast Association of College and University Housing Officers New Professionals Program on Oct. 20. In addition, they will present a session on the program during the annual NASPA/Association of College Personnel Administrators conference in Florida in March.
The NASPA, headquartered in Washington DC, is the leading voice for student affairs administration, policy and practice and affirms the commitment of student affairs to educating the whole student and integrating student life and learning. With over 11,000 members at 1,200 campuses, and representing 29 countries, NASPA members are committed to serving college students by embracing the core values of diversity, learning, integrity, service, fellowship and the spirit of inquiry.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Wesleyan is raising awareness and support for the Middlesex United Way.|
| Each fall, Wesleyan employees have an opportunity to demonstrate an enduring connection with the greater Middletown community by simply making a donation to the Middlesex United Way.
By giving to the Middlesex United Way, Wesleyan employees are insuring that the local community has greater access to essential health and human services. Contributions to United Way have translated into disaster relief, support services for the homebound and disabled, emergency food and shelter and after school programs.
Middlesex United Way is working to fight the root causes of chronic human service needs including substance abuse, mental health and housing.
In my tenure as president, I have encouraged a deepening of Wesleyans connection to the community with the belief that what is good for Middletown is good for Wesleyan, says Wesleyan President Douglas Bennet. Our gifts help address several needs.
Wesleyan has achieved an outstanding record in past campaigns. Wesleyan is one of the top three institutions in the Middlesex County United Way Campaign, and nationally ranks in the top four percent for contribution and participation among colleges and universities.
Wesleyans goal this year is to raise $143,000. Frank Kuan, director of community relations for the Center of Community Partnerships, and Pam Tatge, director of the Center for the Arts, are this years co-chairs.
To achieve our goal, we need a community-wide effort, explains Tatge. We hope to encourage 75 people to become new givers this year, and if you have not participated in the past, please consider doing so.
Although the average gift has increased to $288, the percentage of Wesleyan employees contributing to the campaign has slipped from more than 65 percent to less than 50 percent. Kuan and Tatge hope to reverse the downward trend in participation.
Employees can donate to the campaign in a lump sum or by payroll deduction.
For more information contact Frank Kuan at email@example.com or Pam Tatge at firstname.lastname@example.org.
by Olivia Drake •
|Lea Carlson, administrative assistant for the Film Studies Department and Cinema Archives, interacts with faculty and students on a daily basis.|
| Q: Lea, when did you begin working at Wesleyan as the administrative assistant for Cinema Archives and the Film Studies Department?
A: August 20, 2001, and this is the first department that Ive worked in at Wesleyan.
Q: Where was your office located when you started, and what are your thoughts on the new Center for Film Studies building?
A: My office was located in the Cinema Archives building when I first started here. I was so lucky because the space was shared with Leith Johnson, the co-curator, and Joan Miller, the archivist, who are two of the nicest, most generous people I know. They were so helpful to a new employee and have become such good friends in the process.
The new center is so airy and filled with light. Because our faculty and staff were housed in several different places on campus before the new center, having the offices and main areas integrated now means easy access to students, faculty, and staff which makes a huge difference in the day-to-day operations.
Q: During your time here, have you had the opportunity to meet any famous directors or actors?
A: Yes, when our building was dedicated, Martin Scorsese came and talked to a full-house. Some of the other directors and actors that Ive met or spoken to include Jonathan Demme, Danny DeVito, Rhea Perlman, Isabella Rossellini, Amy Irving, Joss Whedon, Brad Whitford, Joey Pantoliano, William Windom, Lars Schmidt, Ed Herrmann, Debra Winger, Dana Delany, Joan Leslie, Albert Berger and Isaac Mizrahi.
Q: Very exciting, and since Wesleyans film program has been nationally recognized for more than four decades, it must be very rewarding to work for the department.
A: I love working here. Its a hands-on major which means there is a lot of student, faculty and staff interaction. Each day is unique and presents different challenges. Our chair, Jeanine Basinger, is internationally-known in this field as one of the best film scholars in the world. She receives requests for interviews from news organizations, NPR and television stations on a regular basis. She also founded the Cinema Archives whose staff works on a daily basis supporting the Film Studies Department. Our majors, faculty and staff are extremely supportive of each other. The cooperative effort between everyone makes this a great place to work.
Q: What are some of the biggest challenges you face on a daily basis?
A: I think the biggest challenge is to balance the priorities within the department. Students come first for me then the other responsibilities seem to fall into place. There are university deadlines that need to be met on a weekly basis but most of the time there are a lot of different duties that are happening simultaneously. We have a lot of outside requests to use our new screening room and sometimes they overlap our classroom use of the spaces. My job is really enjoyableI like getting to meet and talk with administrative assistants in other departments as well as the faculty and staff who call to book spaces. The students are so passionate about what they do that they keep my outlook on life optimistic.
A: Most often, no two days are alike for me. There are regular duties such as responding to student requests, booking spaces for events and classrooms, financial responsibilities, answering general phone calls, shipping and weekly payroll. We get lots of email questions about our major and events that are happening in our building. I spend most of my time interacting with students, the chair, our faculty and staff and other departments within the university.
We get lots of students stopping and asking questions about major requirements, classes that are offered, booking of spaces for our required production and senior thesis films and other things. Parents are interested in jobs after graduation and they wonder how difficult is it for students to be accepted to our program. We offer a tour of the building in conjunction with the Admissions Office on Wednesdays at noon from the lobby of the center; one of our film majors conducts this tour which gives details about our building and the major.
Q: What can film majors expect from the Center for Film Studies?
A: The model of scholarship in the department is in the liberal arts tradition of wedding history and theory with practice. All film majors study the motion picture in a unified manner, combining historical, formal and cultural analysis with filmmaking at beginning and advanced levels in 16mm film, digital video, and virtual formats. A unique emphasis on the study of the medium, its industry, aesthetics, and technology distinguishes Film Studies courses from classes in other departments that approach film as a cultural text. For more information, people can visit our Web site, http://www.wesleyan.edu/filmstudies/, or call 860-685-2220.
Q: Briefly explain the purpose of the Wesleyan Cinema Archives and how do students or outside researchers go about viewing these materials?
A: The Cinema Archives provides a home for Wesleyans growing collections related to motion picture and television history. We care for and preserve cinema-related paper materials, photographs, and memorabilia. The archives are open from 9:15 a.m. to 4:45 p.m. by appointment only; Monday through Friday. Anyone wanting to inquire about specific materials should schedule an appointment by calling 860-685-3396 or e-mailing our co-curator Leith Johnson at email@example.com or our archivist, Joan Miller at firstname.lastname@example.org.
Q: Where can the public see these items?
A: The Rick Nicita Gallery, located in the lobby of the Center for Film Studies, houses different exhibits throughout the year. Right now the gallery exhibit is: Franks Friends, The Capra Glamour Portraits. The gallery is open from noon to 4 p.m. on Tuesday, Friday and Saturday and by appointment.
Q: Do you attend any of the film-related events on campus?
A: Occasionally I attend the film-related events. I have a rather long, 50-to-60 minute commute that discourages attendance to evening events after working all day. I must say, though, that there are several times Ive really wished I lived closer because the event looked so good.
Q: When youre not at Wesleyan, what do you enjoy doing?
A: Im a knitting, weaving, sewing fanatic! My grandmother and mother taught me these skills when I was 7-years-old. I even knit with needles that belonged to them. I like to spend time with my family. My husband and I are restoring a home built in 1769 where we live with our dog and cat. I have two sons, a daughter-in-law, and a 2-year-old granddaughter and a grandson who was born last week.
Q: But movies are not on your hobby-list?
A: I actually hate to admit this but Im not a big film buff. I do, however, have my favorites. I love suspense movies. My favorites are older movies like The Uninvited with Ray Milland and The Spiral Staircase. Im sure the film majors will get a chuckle out of these choices.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Lisa Drennan ’09 was named New England Small College Athletic Conference (NESCAC) Women’s Volleyball Player of the Year in 2006 following a vote of the conference coaches. A second-team all-NESCAC choice as a freshman, Drennan led the NESCAC and was fifth nationally in Division III for kills per game this season, averaging 5.56, which also is a Wesleyan team record.|
| Q: You were just named New England Small College Athletic Conference
(NESCAC) Women’s Volleyball Player of the Year. How does that make
A: I feel really great about winning NESCAC player of the year. I have worked so hard this season, putting my all into every practice and every game. It is incredibly rewarding to work as hard as you can, and see that others recognize how hard you have worked.
Q: What do you think makes you such a talented volleyball player?
A: Probably the number one thing is my competitive attitude. I really love competing and winning. I also really just love the game of volleyball. My love of the game makes me work harder, run faster and jump higher. Of course, my height, 511, helps with my hitting a little too.
Q: When did you first start playing organized volleyball?
A: I have been playing volleyball all of my life. However my first organized team was in 7th grade. I guess I was one of the better players then, but I would say I did not develop into a real volleyball player until 9th or 10th grade.
Q: You came to Wesleyan from Ann Arbor, Mich. Is that where you grew up?
A: Yes. Ive lived there my whole life.
Q: What was it like growing up in the shadows of the University of Michigan?
A: Amazing. I have always been a big supporter of University of Michigans volleyball team. I have gone to most of their games, and attended their volleyball summer camp several years. Just this past summer, I helped coach their camps. This was such a great experience for me. I learned a lot from the coaches, the Michigan head coach and the players. Also whenever the coaches (mostly Michigan volleyball players) were on a break, we would play around a little. For them, they were just messing around, for me it was some of the most competitive volleyball I have ever played. Playing with a top 10 Division 1 team was an amazing experience. I definitely grew a lot as a player through this experience alone.
Q: How did you become interested in attending Wesleyan?
A: I first learned about Wesleyan through friends from my high school who are now seniors at Wesleyan. They all spoke so highly of Wesleyan, and often compared it to our high school, which I was really fond of. When I visited Wesleyan, the thing that struck me most about Wesleyan was the student body. Everyone seemed so intelligent, unique and approachable. I knew Wesleyan was a great school academically, but also that the students were not competitive with one another. People at Wesleyan are more concerned about learning and less about the grades they receive. This was incredibly appealing to me.
Q: What other colleges did you consider attending?
A: I applied early decision to Wesleyan. I was pretty much set on coming here.
Q: How do you like it here at Wesleyan?
A: I absolutely love it here. I have loved everyone I have met here. I have made great friends. I can not imagine playing on a team anywhere else; our team is like a family. I have really liked (almost) all of the classes Ive taken, and professors I have had. I havent decided on a major yet, but I am leaning towards Environmental Science and Psychology.
Q: You played softball and basketball at the Greenhills School in
A: I would like to play intramural softball, and I am going to try out Ultimate Frisbee this spring.
Q: Tell us about your parents John and Lyn.
A: My parents have always been so supportive of everything I do, volleyball and everything else. They are such amazing people, and certainly my number one role models. I get along so well with my parents, and am so thankful for their unconditional love and support. During high school they came to every one of my volleyball, basketball, and softball games. Not to mention, my dad was my softball coach for several years. I was worried that by coming all the way out to Connecticut they would hardly ever get to see me play. This has not been the case at all. Last year and this year they have made it to a lot of games, including the NESCAC quarter finals and semi-finals this year. My dad came all the way out to Maine last year for NESCAC finals. We lost in the quarter-finals on Friday, and so my dad was stranded in Maine for the rest of the weekend! My whole family, not just my parents have been so supportive of my volleyball. I have an older brother and sister who were able to make it to several games this year. My family is so supportive of me, and I think I play even harder when they are here watching me, because I want to show them my thanks for all of their support.
Q: If you had to credit one person with helping you get to this point
A: I really cant say there is just one person who helped me get here. My family goes to an island every summer in northern Ontario, where my family and friends all play volleyball on the rocks. I have played there since I was really young. I think this is where I developed my love for the game. So I suppose I can give credit to my family and friends for playing with me from such an early time in my life.
|By Brian Katten, sports information director|
by Olivia Drake •
Daniella Gandolfo has joined the Department of Archeology as an assistant professor.
Her research areas of interest include urban anthropology; urbanization and urban social movements; social and cultural theory; anthropological writing. She has done fieldwork research in Latin America and the United States.
Gandolfo comes to Wesleyan from the Department of Anthropology at Columbia University where she completed her doctoral degree and taught a course on cultural anthropology. Prior to that, she taught in the Department of Anthropology at Hofstra University in Hempstead, New York. She has gained additional teaching and professional experience from Barnard College in New York, the University of Texas, and the Ford Foundation in New York. She has participated in research projects dealing with educational reform in Lima and New York City, where she did extensive fieldwork research in public schools.
Gandolfo, who is fluent in English and Spanish, was born and raised in Lima, Peru. She received a bachelors of arts in archeology at Pontificia Universidad Católica del Perú and a masters of arts in anthropology at the University of Texas. Her dissertation, The City at its Limits: Taboo, Transgression, and Urban Renewal in Lima, Peru, was completed at Columbia University.
Her dissertation deals with the social impact of an urban renewal project of the downtown area of Lima, which it takes as a point of departure to examine relations of class and race in the city. As an outgrowth of her dissertation, she has become interested in urban informality and its influence on urban planning and city politics, and in new forms of urbanization in Peru. She has started fieldwork research on these themes in Lima and in Puquio, a small city in the southern highlands of Peru.
She started teaching at Wesleyan in the fall semester.
Wesleyan offers what, to me, is an ideal environment to keep growing as a teacher, researcher, and writer, she says. I enjoy the smaller-sized programs with great faculty and students.
Gandolfo says Wesleyan allows her to maintain strong links between teaching and her research interests, and enjoys sharing her research interests with the students.
I have already benefited greatly from sharing work in progress with students, who thrive with complex questions and problems, she says.
Gandolfo is the author of José María Arguedas, published in the Biographical Dictionary of Social and Cultural Anthropology in 2004, and The City at its Limits: Taboo, Transgression, and Urban Renewal in Lima, Peru, which will be published by the University of Chicago Press in 2007.
Gandolfo has made numerous presentations, most recently at the New School University in New York and the American Anthropological Association Meeting in Washington, DC. In addition, she is involved with professional associations including the American Anthropological Association, the American Ethnological Society and the Latin American Studies Association.
Gandolfo lives in Middletown and New York City, with her husband, Chris Parkman. She enjoys jogging, hiking, cooking and knitting a hobby inherited from a long line of women knitters and embroiderers from the south of
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
| Digital images are changing the way professors teach at colleges and universities, but often only after the huge expense of personal time and resources, according to a new study titled Using Digital Images in Teaching and Learning, published on Academic Commons, a Web journal that Wesleyans Michael Roy helps to edit.
The study, commissioned by Wesleyan University and the National Institute for Technology and Liberal Education (NITLE), suggests ways of how the teaching profession as a whole can harness these new resources in a more efficient manner.
The big story here is that weve still got a long way to go before we realize all of the educational and scholarly possibilities afforded by digital images in particular, and new media in general, says Michael Roy, director of Academic Computing Services, Digital Projects and Academic Commons founder. Roy is pictured at left.
Using Digital Images in Teaching and Learning details the results of an intensive study of digital image use by more than 400 faculty at 33 liberal arts colleges and universities in the Northeast. The report makes a set of recommendations for optimizing the deployment of digital images on campus.
Wesleyan and NITLE undertook the study in 2005 in response to questions about how digital image use might be changing teaching practices in higher education.
The impact on teaching is at the heart of the study. One third of participating faculty reported digital images had changed their teaching greatly. Those teaching image-based subjects found that having anytime/anyplace accessibility to a vast variety of images from a variety of sources, has given them greater flexibility and creativity in the classroom. With new access to images provided by the Web and other sources, faculty teaching non-image-based subjects are often using images for the first time or using substantially more, and are more likely to build them into the core substance of their teaching. New relationships to images stimulate ideas about visual thinking and visual learning that are themselves changing approaches to teaching.
Faculty, however, often feel like lone pioneers in their transition to using digital images as because support, resources and infrastructure at local and national levels in many cases are not sufficiently in place to allow them to use these new resources to their full potential, Roy explains. In addition to the pedagogical interest of the report, related issues of image supply, support and infrastructure make up much of its fabric.
Key findings include:
1. Tools and services are badly needed to assist faculty organize, integrate, catalog and manage their personal collections. Most faculty use images from their personal digital image collections (91 percent), assembled from many sources, rather than from licensed (30 percent), departmental (19 percent) or library collections (14 percent). Campuses should define and enhance the relationship between individual faculty collections and emerging institutional collections.
2. Available resources need to be made easier to find. Faculty are often unaware of digital image resources on campus and as a consequence expensively-produced, often licensed resources go underused. Similarly, while faculty call for high-quality, dependable and free online databases of images, these often do exist, but evidently need to be better publicized and more easily discoverable.
3. Fair Use is vulnerable on many campuses. For several reasons, visual resource curators and instructional technology departments are often risk-averse and shy of exploring the possibilities for faculty to legally use copyrighted digital images in their classrooms and on closed course websites. Creating institutional copyright policy, with full community participation and expert copyright legal advice, is an important first step for campuses to be clear about legal responsibilities and the rights of intellectual property users.
4. Image literacy skills need to be developed for optimum use of digital images by teachers and students. As digital images become widely used, many faculty need pedagogical support, especially for ideas and assistance in how to use images most effectively, as well as for opportunities to share pedagogical needs and discoveries with their peers. In addition, students often fail to grasp the skills needed to work with images. Many need training in image literacy (analyzing or reading images, including maps), digital literacy (handling and manipulating image files), and image composition (creating and communicating through images).
5. Transitioning to digital image resources affects every level of an institution. Few appreciate the cross-institutional implications of creating digital image resources and the production and presentation facilities required to satisfactorily work with the new medium. Empowering and funding cross-department, cross-functional groups to make coordinated, informed decisions is one good way for laying the right foundations. Dedicated imaging centers can highlight issues, focus decisions and bring disparate parts of the campus together around the benefits that coordinated digital image production and delivery can bring.
This report is rooted in the faculty experience of going digital, as shown in 400 survey responses and 300 individual interviews with faculty and some staff at 33 colleges and universities: 31 liberal arts colleges together with Harvard and Yale Universities. Two-thirds of the survey respondents worked in the arts and humanities, 27 percent in the sciences and 12 percent in the social sciences. Faculty were self-selected.
The report is online at http://www.academiccommons.org/imagereport.
by Olivia Drake •
|Sam Griswold, 2nd-team all-NESCAC, drives a ball past a Montclair opponent Nov. 11. The men’s soccer team had a heart-breaking 1-0 loss to end their National Championship run. (Photos by Peter Stein ’84)|
| A goal by Montclair State’s Bill Anthes in the games 18th minute held up as the home team Red Hawks, ranked eighth nationally, improved to 20-1 with a 1-0 victory over Wesleyan on Nov. 11 in the second round of the NCAA Division III tournament.
The loss to the New Jersey school ended the Cardinals’ season at 11-3-3. It was the second year in a row that Wesleyan, currently ranked 23rd, saw its season conclude in the second round of the NCAAs.
Wesleyan defeated Baruch, 5-0, in the opening round three days earlier to advance to the game with Montclair State.
The Cardinals turned up the pressure in the second half generating a 7-2 margin on shots over the final 45 minutes but were shut out. The closest they came a was shot in the 79th minute by Jared Ashe ’07 off a Julian Canzoneri ’07 corner kick but were denied by a dramatic defensive save by a Red Hawk.
Ashe, pictured at left, was one of four Cardinals recently honored by the NESCAC with a spot on the all-NESCAC squad. He was a first-team choice along with Matt Nevin ’09 and Peter Glidden ’07. Sam Griswold ’08 was named to the second team.
|By Brian Katten, sports information director|
by Olivia Drake •
|From left, Stephen Angle, associate professor of philosophy; Ronald Jenkins, professor of theater; and Jeff Rider, professor of romance languages and literature, received Fulbright grants for the 2006-07 year.|
| Three members of the Wesleyan faculty have been awarded Fulbright Scholar grants for the 2006-2007 academic year: Stephen Angle, associate professor of philosophy; Ronald Jenkins, professor of theater; and Jeff Rider, professor of romance languages and literature.
They join approximately 800 other U.S. faculty and professional who will travel abroad through the Fulbright Scholar program, which is sponsored by the U.S. department of State, Bureau of Educational and Cultural Affairs.
Angles his Fulbright-sponsored study will take place at Peking University in Beijing, China to further his research, titled: Sagehood: The Contemporary Ethical Significance of Neo-Confucianism.
Jenkins will travel to Bali, Indonesia in January to study Messages of Tolerance in Balinese Temple Festival Performances” under the auspices of Balis College of the Performing Arts.
Riders Fulbright takes him to the University of Charles de Gaulle-Lille III, in Lille, France where he will pursue a translation of Galbert of Bruges Journal.
According to the Fulbright Program recipients of Fulbright awards are selected on the basis of academic or professional achievement as well as demonstrated leadership potential in their fields. For further information on the Fulbright Program: http://exchanges.state.gov.
|By David Pesci, director of Media Relations|
by Olivia Drake •
|The Goldsmith Family Cinema was formally dedicated and celebrated Nov. 17 with the family.|
|Posted 11/17/06. Revised 11.20.06|
| When he was student at Wesleyan University, John Goldsmith envisioned his college having premier facilities for the burgeoning film studies major. On Nov. 17, Goldsmith returned to Wesleyan with his family to dedicate the Goldsmith Family Cinema, which is housed in the new, award-winning film studies building on Wesleyan’s campus.
“This is just the latest addition to a long-standing labor of love in honor of Jeanine Basinger and the film studies program,” says Goldsmith, the CEO of Metropolis, a Los Angeles-based talent firm that represents artists and writers working in animation. Goldsmith is also president of Metropolis Productions, a production company that creates innovative animated television series and commercials.
“John was an outstanding film major, smart, hard-working, and totally committed,” says Jeanine Basinger, Corwin-Fuller professor of film studies and chair of the Film Studies Department. “One thing that stood out about him was his concern for the future of our major. Even as an undergraduate he was looking ahead, planning, and helping shape what would come after him.”
The naming of the cinema came through a generous gift from the Goldsmith Family Foundation.
“The Goldsmith family–John, his mother, and brother and sister–were the first people to provide tangible support for the Cinema Archives at Wesleyan,” Basinger says. “It all started with them. Over the years, we’ve become close friends.”
Wesleyan’s Cinema Archives currently reside in a wood-framed house on Washington Terrace, a formerly free-standing building which has been incorporated into the opulent new film studies building. The construction of an expanded, state-of-the-art cinema archives building will soon begin.
In many ways, the Goldsmith Family Cinema is the centerpiece of the new film studies building, which in 2004 won a prestigious citation by the American Institute of Architects (AIA).
The Goldsmith Family Cinema is one of the best-equipped and designed film viewing spaces on the east coast, if not the entire country. The screening room contains projectors that can show 16 mm, 35 mm and 70mm films, as well as variable speed projectors essential for viewing silent films. There is also equipment to screen a variety of digital formats, including VHS and Digi-Beta video All formats are presented in the best possible light and sound with impeccable sightlines.
While providing an ideal space for film viewing, the cinema is also specifically designed to accommodate the active study and discussion of film. A podium is equipped to permit speakers to control sound, lighting, microphones, and the screen curtains. Also there is an integrated computer panel to permit the use of peripheral equipment such as laptop computers and other devices.
The events on Nov. 17 will included a private dinner with the Goldsmith family, Basinger, members of the film studies department, and invited guests including Wesleyan Trustees. At 8 p.m. the Goldsmith Family Cinema was formally dedicated and celebrated with a brief ceremony followed by a screening of the classic Buster Keaton silent film “Sherlock JR” with live organ accompaniment.
“Inaugurating the cinema with a film like this, is so much fun,” Goldsmith says, his voice filled with enthusiasm. “I really loved the time I spent as a student at Wesleyan, and my family and I have so much respect for Jeanine and what she has accomplished here.”
|By David Pesci, director of Media Relations. Photo by Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
|Gil Skillman, professor of economics and Joyce Jacobsen, the Andrews Professor of Economics are the co-editors of the Eastern Economics Journal.|
| Two Wesleyan professors are devoted to making one of the countrys leading economic journals even better.
Joyce Jacobsen, the Andrews Professor of Economics and Gil Skillman, professor of economics, are the co-editors of the Eastern Economics Journal. Jacobsen and Skillman volunteered to assume editorship of thee publication in July 2005. They will complete their term in 2010.
This is a rewarding opportunity as well as an important service to the profession, Skillman says. Helping authors turn a interesting but perhaps undeveloped ideas into solid contributions to the field can be very gratifying.
The Eastern Economics Journal, established by the Eastern Economic Association in 1973, publishes papers written from every perspective, in all areas of economics. The journal is published four times a year and features between eight and 10 articles per issue.
The editors seek advice from their 16-member editorial board, three associate editors, and get production assistance from managing editor Bill Boyd. Boyd is Jacobsens spouse.
The journal considers manuscripts addressing a broad range of concerns including issues in economic methodology and philosophy as well as more standard contributions in economic theory and empirical economic analysis. The theoretical and empirical arguments in these papers are generally couched in formal mathematical terms, although submissions using less technical analytical methods are also accepted.
Labor productivity growth in Chile, the demand for recycling services, salary in major league baseball, the sexual division of labor with households and anti-discrimination programs in the job market are all topics discussed in the journals most recent issue.
“We are particularly interested in articles that have a neat idea that may be a little out of the mainstream of economics, that don’t fall neatly into a standard research category, and that other economists may find intriguing,” Jacobsen says. For instance, an upcoming issue will feature two articles debating about whether or not the penny should be dropped from our currency system.
As new editors, Skillman and Jacobsen have several goals in mind. Their immediate goal is to publish a backlog of accepted manuscripts that were on hold prior to their editorship. Once they are caught up, they hope to become more selective with their manuscript selections. They are presently publishing about 25 percent of all submitted articles. Increased selectivity would help to raise the publications national profile.
Jacobsen and Skillman also want to expand their subscription by finding a commercial printer than can offer advertising and publicity. Already, the association distributes the journal to 700 members and 300 libraries, nation-wide. They also want to expand the journals presence online.
We believe that electronic publications are the wave of the future, Skillman says. Indeed, the journal already manages the editorial process online, as authors can submit their papers online, and referees file their reports online as well.
In addition, Jacobsen and Skillman want to create special symposia issues, in which several articles tackle the same topic. Agent-based computer modeling of complex economic interactions is one potential focus area.
When manuscripts are submitted, Jacobsen is the first to see them. She divvies up the submissions between herself and Skillman.
Its fortunate Gil and I have varied specializations, she says. I handle the more empirical articles, and ones on feminist economics, and give Gil any manuscripts on micro theory, Marxist or institutional economics.
The editors skim the papers to make sure they contain original work and do not have glaring errors of reasoning or methodology. If the paper passes this initial screening, they send the paper to two or three referees who are considered experts in that particular field of economics.
Within a three-month period, the referees offer their feedback. If positive, then Jacobsen and Skillman will most likely eventually accept the manuscript for publication, although they generally recommend that the author first makes revisions. The editing and revising process can take up to 12 months.
Once finalized, the manuscript goes into a queue and awaits publication space.
We have a pretty steady stream of article submission and theres always lots of reading to do, but we dont mind, says Skillman. We get to learn a lot along the way.
Wesleyan, which is credited on the journal, has been supportive of the editors’ efforts, giving them both financial resources for some of the journal’s overhead expenses and some course relief.
The Eastern Economic Journal is online at http://www.iona.edu/eea/publications/publication.htm.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
| Walter Grockowski, a former Wesleyan trainer and trainer for the 1972 Winter Olympics, has died at the age of 86.
Grockowski died Oct. 25 at High View Health Care Center in Middletown.
He began his 39-year tenure in the Athletic Department in 1947. He became the school’s head athletic trainer in 1973, a position he held until retirement in 1986.
His involvement in athletics went beyond the university. For many years, Grockowski helped with athletic events around Middletown, where he made his home, especially events organized by the city parks department and the American Legion.
A native of Pittsfield, Mass., Grockowski moved to Middletown when he was 6. He graduated from Middletown High School and the New Haven College of Physical Therapy. Between high school and college, he spent two years in the Navy as a pharmacist’s mate.
Grockowski was one of four athletic trainers for the U.S. Olympic Team during the 1972 Winter Olympics, in Sapporo, Japan. He was inducted into the National Athletic Trainers Association Hall of Fame in 1984, and the Middletown Sports Hall of Fame in 1995.