Brown Bag Faculty Research Seminars
Throughout the school year, distinguished members of the Adrian College faculty present their research in the Brown Bag Faculty Research Seminars. Below, please find information regarding seminars that took place during the 2013-2013 school year.
Aida Valenzuela, Ph.D—Betrayal, Identity and (Role) Models in Silvia Molina’s La familia vino del norte
Presented April 16, 2013.
Abstract: In Mexico, patriarchy is a predominant element of the culture where women may be subjected to the margins. To illustrate the quality of women, many female Mexican authors have composed literature demonstrating their egalitarianism. Silvia Molina’s protagonist in La familia vino del norte breaks out of patriarchal roles and establishes a path toward feminism and feminist role models. Molina’s novel pushes toward Modernity and has an intricately layered narrative, which makes it challenging and entertaining for the reader.
Scott Elliot, Ph. D—The Rustle of Paul: Romans 7, Self-Narration, and the Figure of Writing
Presented February 12, 2013.
Abstract: New Testament narrative critics, unfortunately, have rarely brought narrative theory to bear on the letters of Paul, presumably because, as letters, Paul’s writings evince little resemblance to narrative discourse, on the surface. Autobiographical statements peppered throughout the Pauline corpus, however, offer a potentially fruitful point of entree for narrative analysis. As instances of self-narration, they are ripe for a poststructuralist examination that interrogates the vanishing presence and subsequent trace of the author. Romans 7:14-25 is the most controversial and complicated instance of self-narration in Paul’s oeuvre. Here, Paul performs what is at once both autobiography (of a sort) and a rhetorical speech-in-character. Paul writes himself as a character, which is at once also the narrator. As such, the periscope intertwines and embodies narrative discourse, history, autobiography, represented speech, and complex focalization. And by positioning Paul as a character-narrator, it in turn renders his reliability unstable. Roland Barthes, in his experimental autobiography, Roland Barthes by Roland Barthes, twice makes the provocative statement, “All this must be considered as if spoken by a character in a novel—or rather by several characters,” which is an especially apt metaphor in this context. His comment raises questions concerning the relationship between literary characters and the self of autobiography, and the relationship of language and the body to the author, temporality, and death. In order to address these questions, I draw on Barthes’ autobiography (and other of his writings) to perform a poststructuralist narratological reading of Romans 7. With literary rather than historical psychological interest foremost in view, I take up each of the aforementioned diegetical aspects in an effort to read “Paul” as a figure of his own writing, and to demonstrate how “Paul” rustles between character and subject in the ambivalent space of writing.
Jeff Lake, Ph.D—NSF Proposal Discussion
Presented November 13, 2013.
Dr. Lake discussed his upcoming NSF proposal. His working title is “Using functional traits to understand invasive species in a community context at multiple spatial scales.” He is looking at how invasive species are able to succeed in forests. He is proposing a collaborative project across three undergraduate institutions, each of which will sample a chronosequence of forest plots for native and invasive species, and the functional traits present in those communities. He has already done some preliminary data analyses from the Michigan International Speedway that involved three Adrian College student.
Stacey Todaro, Ph.D—Assessing the Impact of Topic Interest on Comprehension Processes
Presented September 18, 2012.
Abstract created by Stacey A. Todaro, Amanda M. Durik, Joseph P. Magliano, and Janet K. Holt from three separate educational institutions: Adrian College, Northern Illinois University, Southern Illinois University.
Abstract: This study examined how pre- and post-interest in a topic influences comprehension processes during reading as well as performance on an outcome measure. Participants read multiple texts that differed in terms of content and topic. Prior to reading, interest ratings for each text were collected. After reading each texts, participants reported their interest ratings again and answered a series of open-ended questions about the content of each passage. The results show that pre-interest affects reading behaviors, but post-interest does not. Moreover, higher interest is related to an increase in reading time, suggesting more careful processing of the text. Conversely, post-interest affects performance on an outcome task that requires the use of knowledge gained during reading, whereas pre-interest does not.
ACCET Wine and Chease Teaching Workshops (2012-2013)
Presented March 13, 2013.
The Hybrid Classroom: Integrating Web Resources, Teamwork, and Competition into a Learning Experience Where Everyone Wins” by Professor Garin Horner
“Done turn off that cell phone! Social Media in the Classroom: Twitter, Facebook, Storify” by Professor Renee Collins
“The Ticker Tape: More than a Parade” by Professor Oded Gur-Arie
Presented October 24, 2012
Tina Claiborne, Vic Liberi and Danielle Ward presented on and demonstrated use of Smartpens in the classroom.
Vanessa Morrison and the Academic Planning Committee led a brainstorming session with interested faculty on how to best to get students to attend co-curriculars. This idea originated from the Dinner and Dialogue Sessions with faculty held in September and October 2010. It’s an effort to encourage students to attend special events across the disciplines.