Dr. Jodi Magness
Kenan Distinguished Professor for Teaching Excellence in Early Judaism
The University of North Carolina at Chapel Hill
In this slide-illustrated lecture, we survey Jewish tombs and burial customs in Jerusalem in the time of Jesus, and consider the archaeological and literary evidence for the burials of Jesus and his brother James. The lecture includes a discussion of the claims surrounding the so-called “James ossuary” and the “Talpiyot tomb” (recently said to be the tomb of Jesus and his family).
Thursday, November 8th 7:30 PM
Rogers Music Center
The Lane C. McGaughy Lecture in Ancient Studies
Sponsored by Willamette University’s Center for Ancient Studies and Archaeology (CASA).
Faculty Colloquium: James Friedrich, Professor of Psychology
Title: What is QR? Quantitative Reasoning: “As If Your Life Depended on It”
Mathematics and science requirements have long been standard components of the undergraduate curriculum, and specific applications of mathematical tools and scientific reasoning permeate work in many disciplines. Recent discussions of liberal education goals have begun to reframe some of the justification for these courses in terms of the importance of “quantitative reasoning” (QR) and “quantitative literacy,” and yet the significance of the broader meaning behind these new labels is not widely understood. If QR is not simply “math” or “science,” then what is it? In this faculty colloquium, I hope to take up the conceptual issues underlying the recent changes in terminology and discuss their implications for general education (including Willamette’s current revision efforts). In doing so, I will be drawing examples and illustrations from health care and medical decision making as a way of illustrating why your life might, indeed, depend on QR.
Details: Friday, November 2 at 3 p.m. in the Hatfield Room
Please join us on Friday, October 12 at 3 p.m. in the Hatfield Room for this week’s Faculty Colloquium being presented by Gary Tallman, Professor of Biology.
TITLE: Always more to NO: Heat blocks nitric oxide accumulation required for plant growth hormone function
ABSTRACT: Nicotiana glauca (Graham), tree tobacco, is an equatorial perennial plant with a high tolerance to heat stress. One particular type of cell in this plant, the guard cell (GC), is useful for studying the effects of heat stress on fate-determining hormonal signaling. At lower temperatures (< 32ºC) two plant hormones, auxin (1-naphthalene acetic acid; NAA) and cytokinin (6-benzylaminopurine; BAP), cause GC to expand 20-30 fold, regenerate cell walls, dedifferentiate, re-enter the cell cycle, and divide. At higher temperatures (> 34ºC) GC expand only 5-6 fold; they do not regenerate walls, dedifferentiate, re-enter the cell cycle, or divide. Heat (38ºC) suppresses activation of an auxin-responsive gene “switch” (promoter) in GC suggesting that inhibition of cell expansion and cell cycle re-entry at high
temperatures is due to suppressed auxin signaling. A molecular gas, nitric oxide (NO) has been implicated in auxin signaling in other plant systems. During my sabbatical my lab showed that heat stress
inhibits NO accumulation by GC and that L-NG-monomethyl arginine (L-NMMA), an inhibitor of NO production in animals and plants, mimics the effects of heat by limiting cell expansion and preventing cell wall regeneration; inhibiting cell cycle re-entry, dedifferentiation, and cell division; and suppressing activation of the auxin-responsive promoter. We also showed that heat and L-NMMA reduce the mitotic indices of primary root meristems and inhibit lateral root elongation similarly. These data link reduced NO levels to suppressed auxin signaling in heat-stressed cells and seedlings of thermotolerant plants and suggest that even plants that have evolved to withstand sustained high temperatures may still be negatively impacted by heat stress.
Robert Gottlieb from Occidental College is the scheduled speaker for this week’s Faculty Colloquium. Robert is the Henry R. Luce Professor of Urban Environmental Studies and Director of the Urban and Environmental Policy Institute and will deliver his talk on Friday, September 7th at 3:30 pm. in the Hatfield Room.
Robert is also the co-director of Occidental’s LIASE (Luce Initiative on Asian Studies and the Environment) program,and is therefore a very appropriate speaker to help Willamette launch its own LIASE program. He is the author of over 11 books, and considered one of the major founders of modern environmental studies in the United States, with a specific interest in urban sustainability and related questions of social and environmental justice.
A reception will follow the talk across the Mill stream in the Smith Gallery.
Please join us on Friday, April 13th at 3 p.m. in the Hatfield Room for the weekly Faculty Colloquium. This week’s Colloquium will be presented by Alison Fisher, Assistant Professor of Chemistry. The title of the talk is: “How do plants determine when to flower? A molecular perspective”.
Abstract: Spring has finally sprung, and Salem is awash in a beautiful pallet of colorful spring blossoms. Of course, we all know that many plants and trees flower in the spring, but have you ever wondered how these plants actually “know” when to flower? In this talk I will discuss the myriad ways that environmental factors regulate the timing of plant flowering, focusing on our understanding of these processes at the molecular level. I will also share some of my lab’s research on the role of the plant hormone ethylene in promoting the floral transition in plants.
Please join us on Friday, March 16th at 3 p.m. in the Hatfield Room for the weekly Faculty Colloquium. This week’s Colloquium will be presented by Bob Reinhardt, Visiting Assistant Professor of History and / Environmental and Earth Sciences. The title of the talk is: “The Global Eradication of Smallpox: Really?”.
Abstract: My talk seeks to explain how–or whether?–the world achieved freedom from smallpox in 1980, when the World Health Organization certified the success of its global Smallpox Eradication Program–the first and only deliberate elimination of a disease. I invite all comers to learn more about this remarkable story, to witness environmental history’s interdisciplinary tools and approach in action, and, of course, to learn whether you are truly safe from one of history’s most gruesome scourges.
Please join us on Friday, March 9th at 3 p.m. in the Hatfield Room for the weekly Faculty Colloquium. This week’s Colloquium will be presented by Anna Cox, Assistant Professor of Spanish and Film Studies. The title of the talk is: “ Risky Pedagogy: Successes and Failures in Implementing Educational Technology”.
Abstract: Educational technology is all the rage, but effectively implementing it requires a great deal of planning and risk. I will present a couple of exemplary projects that I have used in my classes during my first year of teaching at Willamette. The first is a social network for day-to-day online interaction with students and the second, iMovie for the creation of movie trailers. I will explain why I chose to experiment with these technologies, showcase samples of student work created using them and how I evaluated this work, and draw conclusions about the successes and failures of their incorporation in my courses. By sharing my own risky pedagogy, I hope to contribute to an ongoing, campus-wide practice of sharing innovative approaches to teaching.
Please join us on Friday, February 17th at 3 p.m. in the Hatfield Room for the weekly Faculty Colloquium. This week’s Colloquium will be presented by Willamette’s Office for Faculty Research and Resources (OFFRR) and the Dept. of Corporate and Foundation Relations. The title of the talk is “Funding for Research and Teaching: What Kind of Grant Makes Sense for You?”.
Abstract: In this one-hour interactive discussion we will share useful tips for getting your research and programs funded. We will cover the gamut of all things grant-related at Willamette, including the on-campus process for seeking funding, examples of successful projects, and upcoming opportunities for research and program grants. Feel free to come with questions and project ideas. Light refreshments will be provided.
Please join us on Friday, February 3rd at 3 p.m. in the Hatfield Room for the weekly Faculty Colloquium. The Colloquium will be presented by Chris Smith, Assistant Professor of Biology. The title of the talk is “Darwin’s Abominable Mystery: Coevolution of flowers and pollinators”.
His abstract: February 12th marks the 203rd anniversary of Darwin’s birth and the beginning of a conceptual revolution in science that the eminently respectable and proper Mr. Darwin could never have envisioned. At the heart of the Darwinian revolution is the idea that order and ‘extreme perfection’ can arise through purely natural, undirected processes. One area in which Darwin saw this extreme perfection was also a favorite example for early advocates of Natural Theology: the adaptations of flowering plants to their pollinators. How reciprocal natural selection and adaptation – a process now termed ‘coevolution’ – has shaped the interaction between plants and their pollinators remains a major question in evolutionary biology. My talk will review the history of coevolution and describes the ongoing research of Willamette students that examines coevolution between Joshua trees and their pollinators.
Kris Lou, Director of International Education, will be the first presenter in this year’s Faculty Colloquium Series. Lou will present on, “Student Intercultural Learning Abroad: What They’re Learning, What They’re Not, and What We Can Do About It”, Friday, Nov. 4th at 3 p.m. in the Hatfield Room at the Library.
Abstract: Study abroad students – US and international – are not developing the intercultural competence abroad that we expect. Intervention for intercultural learning in study abroad is proving to be an effective solution to this deficit. In this colloquium I will present a learning model (the Intentional, Targeted Intervention ITI Model) that is grounded in theories of student learning and intercultural development, informed by recent research on learning outcomes of study abroad, and reverse engineered to allow the learning outcome of intercultural development to drive the model’s design.
I will first introduce some of the theory that informs us about the nature of intercultural learning and provides us with the reasoning behind intentionally intervening in student learning abroad. Then I will briefly review recent research that confirms the theoretical predictions regarding intercultural learning abroad. Finally, I’ll discuss the ITI model together with an empirical assessment of how our students fare under this guided facilitation. I will also include data on international student learning in the US since the ITI Model integrates international students on US campuses with US students abroad in asynchronous learning communities, which empower the learner to function both as learner and teacher.