An interview with peter F. Drucker, Clark Professor of Social Science and management, claremont graduate school: Part 1

1991 ◽  
Vol 2 (1) ◽  
pp. 71-78
Author(s):  
Dennis R. Young
Keyword(s):  
Social Science ◽  
Graduate School ◽  
Claremont Graduate School

A Conversation

1984 ◽  
Vol 41 (1) ◽  
pp. 1-6
Author(s):  
Thomas W. Gillespie ◽  
Hugh T. Kerr
Keyword(s):  
San Francisco ◽  
New Testament ◽  
Graduate School ◽  
Theological Education ◽  
Theological Seminary ◽  
New Testament Studies ◽  
Claremont Graduate School ◽  
Princeton Theological Seminary ◽  
Presbyterian Churches

We welcome to this issue which begins Volume XLI, Thomas W. Gillespie as Chairman of the Editorial Council of THEOLOGY TODAY. A Californian who has come East, Dr. Gillespie is the newly elected President of Princeton Theological Seminary and Professor of New Testament. He is a graduate of George Pepperdine College, Princeton Seminary, and the Claremont Graduate School, where he received the doctorate in New Testament studies. He has served as the minister of the Garden Grove and Burlingame Presbyterian Churches, and as Adjunct Professor at San Francisco and Fuller Seminaries and at New College Berkeley. In church affairs, Dr. Gillespie has been active in local and national committees on ecumenism and theological education.

scholarly journals Interview with Tamara Moats, Speaker on Visual Thinking and Use of Art Data

2017 ◽  
Vol 31 (2) ◽  
pp. 39
Author(s):  
Cybèle Elaine Warts
Keyword(s):  
Graduate School ◽  
Teaching Methods ◽  
Art History ◽  
Puget Sound ◽  
Visual Thinking ◽  
Asian Studies ◽  
Art Gallery ◽  
The Arts ◽  
Claremont Graduate School ◽  
The University

Tamara Moats was curator of education at the University of Washington's Henry Art Gallery for nineteen years where she organized programs for all ages, developed the museum’s teaching methods, and wrote extensive curricula. She now teaches art history at the Bush School Upper School and the Cornish College of the Arts, and visual thinking at the University of Washington Medical School. Moats holds a BA degree in art history from the University of Puget Sound and an MA in Asian Studies from the Claremont Graduate School. 

The Active Skim: Efficient Reading as a Moral Challenge in Postgraduate Education

2017 ◽  
Vol 45 (3) ◽  
pp. 220-227 ◽  
Author(s):  
Hannah Wohl ◽  
Gary Alan Fine
Keyword(s):  
Graduate Students ◽  
Social Science ◽  
Graduate School ◽  
Graduate Training ◽  
Postgraduate Education ◽  
Interview Study ◽  
Appropriate Use ◽  
Process Information ◽  
Self Image

Faculty and students recognize that to succeed in graduate school, the ability to read efficiently and with comprehension is crucial. Students must be able to process information newly presented to them, even when that information seems overwhelming. Comprehending, discussing, and utilizing relevant texts are central to the production of scholars. But what constitutes appropriate techniques of reading, when does one employ various strategies, and for what purposes? In a world in which more is assigned than can reasonably be processed, what constitutes a legitimate practice? In this conversation essay, we discuss the role of skimming, building upon an interview study of 36 social science graduate students in history, economics, and sociology. We ask what students believe about the necessity and appropriateness of skimming, how they honed their skills, and what constitutes normative standards. We treat skimming as a form of “legitimate deviance,” necessary for occupational survival but a strategy that is potentially a challenge to an academic self-image. Students learn techniques that allow them to read rapidly and recall information for later use, but the appropriate use of these techniques is rarely discussed openly in graduate training.

Introducing American Government Through a You-Be-the-Judge Exercise

1989 ◽  
Vol 2 (2) ◽  
pp. 11-12 ◽  
Author(s):  
Paul Lenchner
Keyword(s):  
Social Science ◽  
Supreme Court ◽  
Small Groups ◽  
Graduate School ◽  
Court Case ◽  
American Government ◽  
Supreme Court Case ◽  
Whole Class ◽  
Substantive Importance

The first day of class is always a challenge (Vile 1985). An instructor has several objectives: to convey a sense of what the course will entail, to begin convincing students that what they are about to study is important, and to leave the impression that the class will be a stimulating experience. I remember my first class during my initial semester of teaching, a section of introductory American government. Fresh from graduate school, I lectured on how the study of politics could be scientific and dazzled the students with a tour through social science terminology—norms, roles, institutions, and so on. The response was, to be charitable, restrained.Fortunately for my students, I've moved on to other approaches. One that has been particularly successful in basic American government classes is to place the students in a you-be-the-judge situation through consideration of a Supreme Court case that raises issues of substantive importance to which introductory students can readily relate. The case must have resulted in a non-unanimous decision that is not widely known among undergraduates. (There is no problem in meeting these criteria.) The legal background and facts of the case are presented, as are highlights from the majority and dissenting opinions, but without indicating which is which. The students are then given the opportunity to put their thoughts about the case on paper and to discuss their opinions with their colleagues, first in small groups and then with the whole class.

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