New Student Week: A day in pictures

I love the day new students arrive. We all know they’re scared and kind of shell shocked, so the people who organize these first few days go out of their way to make everything incredibly upbeat, and it’s infectious! Now I’m utterly exhausted, but it’s been a good day.

Here’s how it went…

Welcome!

These students dance and cheer at the entrance to campus all day, and particularly when anyone walks or drives past them. I’ve decided that I love being cheered as I step onto campus. (And they said they loved me! *sniff*)

Popcorn!

The Northfield senior center owns this popcorn stand, which usually sits in downtown Northfield. Today they moved it to sit right in front of the student center and handed out free popcorn all day.

The East Wing

I led a tour of the library for students and their families. Here’s one of the brand new spaces that I think I’m going to really love. Comfy couches. Tables and chairs. Big screens to plug your laptop into. It’ll be grand.

There are several other places in the library that got updated with similar trappings this summer. I can’t wait to see how they get used.

Welcome Tent

Then I took my turn staffing the Welcome Tent. Students check in, get their room keys, get ethernet cables (from the IT people at the table next to us) hear about the library (we hand out trading cards that match their Fall term classes), and generally get all of their arriving-at-campus information in one place.

After all that, I hid in my office and frantically made research guides. I figure you don’t need a picture of that. :-)

A Big News Day on Campus

Click to enlarge

The campus was all a-buzz today. We arrived this morning to be greeted by a surveying crew, bulldozers, and “new building” informational signs on the Bald Spot. An email from the college president pointed us all to the following video, which outlines the needs and plans for this new LEED Platinum certified administrative building.

As if that wasn’t enough, today Toff the Campus Cat celebrated his birthday. This cat has crashed parties, wandered into the president’s office, hung out in the library, slept over night in student houses. And today there were birthday cupcakes in the student cafe…

… and students lined up to sign a birthday card for him in the library

So yes, it was a very busy day on campus today. Happy April!

Carleton Infiltrates the Colbert Report

Carleton's Schiller (taken in December 2004)

For those of you who haven’t heard me talk about our Schiller before, the general idea is that at any given point, some secret group of students has him and every other student wants him. You can read about his more famous exploits on the CarlWiki.

Anyway, he use to make appearances at many of the mass gatherings on campus (always accompanied by the obligatory rush to try to capture him from those who have him), and one of the first stories I remember hearing about Carleton (long before I came here to work) was of the elaborate cloak-and-dagger methods used to change out an old, beaten up bust for a new one.

Clinton and Schiller, 2000

That’s my favorite Schiller tale, followed by the story of Bill Clinton holding Schiller up during his commencement address here in 2000. My brother, who was a student here at the time, reports that the whole student body remembered (just in time) that rushing Schiller probably wouldn’t be nearly as much fun with all those snipers everywhere. That Schiller, signed by Clinton, is now held in a safe retirement location on campus.

Schiller Reads

When the librarians here did a bunch of READ posters in 2006, we made one for Schiller, too. His book of choice was Kidnapped, of course.

Well, apparently the current keepers of Schiller planned the ultimate in public displays. They got him onto the Colbert Report last night. That’s our Schiller, folks!

The Colbert Report Mon – Thurs 11:30pm / 10:30c
Sign Off – Friedrich Schiller
www.colbertnation.com
Colbert Report Full Episodes Political Humor Health Care Reform

Friday

Friday Flowers

Friday Flowers

It’s been a weird week. I’m feeling very get-off-my-lawn-ish about a bunch of things that really don’t deserve my ire (as well as a couple of things that do). It’s cloudy and very windy and generally feels like I’ve stepped into a scene from Wuthering Heights. I’m tired. So yeah, things are generally blah.

Luckily, it happens to be Friday, and on Fridays at Carleton they sell flowers in the student union. Students buy flowers for each other and stick them into each others’ mail boxes, and every time I walk past those mail boxes (this time on my way to get hot chocolate) I fall in love with this tradition and this campus all over again.

Course and College Integrated Instruction

It has been an odd but inspiring week at work. It was odd because my department members and I took one entire day to sit down together and write a couple of documents on a very tight deadline. It was inspiring because one of these documents mapped our experiences with last year’s first-year seminars to the goals of our newly devised first-year seminars (which the college is calling “Argument & Inquiry” seminars), forcing us to articulate what it looks like to be an instruction librarian for first-year students at a liberal arts college.

It was doubly inspiring because immediately after drafting that description of instruction librarianship in the liberal arts, I got to go and actually do that work with a 100-level course that is one of my perennial favorites: Linguistics 110.

I love this class because it absolutely embodies one point we made in our document: “Locating discussions of content relevant to the course within the context of library instruction makes explicit the connection between information gathering and knowledge production.” The professor teaches his class, talking about the different cortical pathways used to process kanji and kana (with a healthy dose of the convoluted history of Japanese writing systems and vocabulary). Meanwhile, I jump in every once in a while and show how to find out if the article he’s used as the basis for this lecture is still being cited in the literature and is still thought to be credible (he supplied me with the article information ahead of time), how to use terms from that paper to find more papers on similar topics, and how to evaluate the web site that popped up when he used Google to find images of these cortical pathways. Meanwhile, he riffs off of the papers that we find to talk about how they either confirm or complicate what he already knows, or how they relate to other concepts they’ve covered in class.

This feels so much closer to the way real research happens. It’s not set aside as “library day” when students will step outside of their roles as Students Of Linguistics and step into their roles as Students Who Must Soon Write a Paper. This is thesis development that’s built on class discussion and lecture, sprinkled with “but is this really credible,” encouraging the habit of taking facts and asking “but how would I find out more about that” and “what do I do with what I’ve found,” and always circling everything back around to how the new information informs thesis development and relates to the course content.

This model wouldn’t work for all courses, certainly, but every Fall I look forward to the call that will schedule this particular session.