10 No. 2
Quantifying the quality of an Emory education
Selected Results from the National Survey of Student Engagement
“Our goals are so complex that learning outcomes assessment will measure only a small part of what takes place while our students are with us.”
“I think it’s important for students to know a lot of facts [and] figures. . . . If you haven’t acquired that basic, empirical knowledge, the structure of reflection you build upon collapses.”
The New Curriculum
Medical student education in the twenty-first century
The Transforming Community Project
Practicing Diversity in the Academy
Uncovering and engaging Emory’s racial past and present
Uncovering the Past, Looking to the Future
Experiencing a community dialogue at Emory
The Great Rebellion
In CE 70, when the Romans destroyed the Second Temple, they produced a trauma of unspeakable magnitude. [That structure] was recognized as one of the most magnificent treasures of the ancient world—smashed, burned, and leveled. For the Jews this was devastating beyond words. . . . The Jews had dared to revolt against the rulers of the Mediterranean and paid for it. Roman punishment for that act of rebellion was harsh, brutal. Why did the Jews rebel? The Romans had tolerated or at least were indifferent to a whole range of religions and cults and deities. Was it the outcome of longstanding and deep-seated anti-Semitism? Comments [of Roman writers] concentrated on peculiar Jewish traits and customs. . . . The Jews somehow seemed to strike them as especially weird. They viewed the Sabbath as an obvious example. Pagans regarded keeping the Sabbath as folly. In fact it was considered a colossal waste of time. The stoic philosopher Seneca made a crack that by observing the Sabbath, the Jews used up one seventh of their lives in idleness. The historian Tacitus went further. He speculated that the charge of laziness not only induced the Jews to do nothing every seventh day, but prompted them to create the sabbatical year, spending every seventh year doing nothing but lolling around. Academics continue to suffer from that bad rap.
—Erich Gruen, Gladys Rehard Wood Professor of History and Classics, University of California at Berkeley, from his talk, “The Seeds of the Great Rebellion: anti-Semitism, Roman Repression, Jewish Recalcitrance, or None of the Above?” September 11, 2007, sponsored by the Michael C. Carlos Museum
Life of the Mind Lecture Series: Fall 2007
A new monthly lecture series will showcase Emory’s many gifted faculty members. Framed in a way that non-specialists can understand, the lectures are designed to appeal to a broad audience of faculty, staff, and students as well as the wider community. The series was created by the Office of the Provost and the Faculty Council in response to calls for more interdisciplinary communication at Emory.
Oct. 3: Frans de Waal, C. H. Candler Professor of Primate Behavior, “Our Inner Ape: What Primate Behavior Teaches Us About Human Nature”
Nov. 7: David Lynn, Asa Griggs Candler Professor of Chemistry and Biology, “On the Origins of Evolution”
Dec. 5: Eddy Von Mueller, Lecturer in Film Studies, “The Empty Set: Labor, Technology and the Transmogrification of 21st Century Cinema”
Lectures will be held at noon in the Jones Room of Woodruff Library. Locations are subject to change; for details contact the Office of the Provost at 727-6055.