Colby–Sawyer College is a small, liberal arts college situated on a 190-acre (0.77 km2) campus in New London, in the Lake Sunapee region of New Hampshire, founded as a coeducational academy in 1837.
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Welcome to the Colby-Sawyer College Information Literacy Tutorial This tutorial is designed to teach you how to start your research,
how to find the best sources and how to properly cite them. Please send all feedback to Carrie Thomas, College Librarian cathomas@colby-sawyer.edu
This tutorial was modeled after the
Pilot Information Literacy Tutorial
Healey Library, U Mass., Boston.
http://www.lib.umb.edu/WebTutorial/
Many thanks to them for allowing us to use it.
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Exchange Rate Basics: How currency exchange impacts prices
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Obesity & Fast Food/Non-Alcoholic Sponsorship of Sporting Events: A Moral Dilemma Dr. Karen Danylchuk
The University of Western Ontario
London, Canada
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Northeast Consortium on Quantitative Literacy Colby – Sawyer College, May 17, 2008 Refocused College Algebra – A Basis for Quantitative Literacy Don Small
U. S. Military Academy,
West Point, NY
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U.S. Census Overview SOC 101
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Psychosocial Aspects of Obesity Christy Greenleaf, Ph.D.
University of North Texas
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Making Time for it All: Integrating Writing, Speaking, and Quantitative Reasoning in Disciplinary Courses The 12th annual Northeast Consortium on Quantitative Literacy (NECQL), Colby-Sawyer College, May 17, 2008. Mya Poe (myapoe@mit.edu) MIT Program in Writing & Humanistic Studies
pi-si (pis) (T177v:57) > num. class. for "measured" or counts of periods of time; ex.: jun pis tun "first measured year."
The discussions over the last 2 days have impressed me with the level of engagement in your teaching of quantitative reasoning and your interest in linking that to the teaching of writing. As a writing teacher and WAC program administrator, however, I am well aware of the difficulties in teaching writing. Most notably, while teaching writing has enormous pay-offs, it is also fatiguing and time consuming. (This semester I marked about 200 papers or about 800 single-spaced pages + 15 hours of oral presentations – and I lectured 2 days a week).
When I think about this problem, however, I don’t think about it solely as a classroom problem. I look up– what can the institution or profession do to help me with my teaching? Important if you are to think of yourselves as a discipline—do you really want to be the managers of a gen-ed requirement, embedded in disciplines, or a stand-alone department that integrates QR across the curriculum? Careful what you wish for.
As a program administrator, my concerns are program ATROPHY. “If I’ve gone to all this effort to promote writing, how will that initiative stay alive?”
-WAC programs tend to whither after about 10-15 years – the lifespan of a generation of people
-maintaining a program is partially about funding (hard money), self-governance, but also about changing with the times
So, I think about the issue...
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The Published Numeracy Network Len Vacher
Todd Chavez Collection Analysis and Technical Services Director
USF Libraries
(i.e., assistant dean for information science) May 17 2008
Colby-Sawyer College Travels with Todd, the guy behind Numeracy Our first project
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Burnout and the Changing Landscape of Youth Sport Tom Raedeke
East Carolina University
raedeket@ecu.edu
Youth Sport Specialization
Is It Too Much Too Soon?
Colby-Sawyer
March 2010
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