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CMC Magazine, Winter 2005

Intro to Effective Undergraduate Instruction

New teacher-scholars join CMC community


This fall, CMC welcomed new tenure and tenure-track faculty, two of whom, Jay Conger, the Kravis Research Chair in Leadership Studies, and Arthur Lee, associate professor of mathematics, will start in the spring. Although from vastly different fields of study, they share the same commitments to academic excellence and impassioned teaching:

Gary Hamburg is the first Otho M. Behr Chair in European Intellectual and Cultural History, endowed by John V. Croul '49. A prominent expert on the history of Russia and the Soviet Union, Professor Hamburg received the University of Notre Dame Kaneb Teaching Award. He is a graduate of Stanford University, where he was a Sloan Scholar.

John G. Milton joins the Joint Science department in its 40th anniversary year as the William R. Kenan Jr. Professor in Computational Neuroscience. Dr. Milton joins The Colleges from the University of Chicago, where he was a 15-year member of the neurology faculty. He holds medical and doctorate degrees from McGill University.

Andrew Busch, associate professor of government, joined the faculty of the University of Denver in 1992. He received doctorate and master's degrees in government from the University of Virginia, and is author or coauthor of seven books, including The Front Loading Problem in Presidential Nominations.

Adam Bradley, assistant professor of literature, joins CMC from Dartmouth College, where he was a Thurgood Marshall Dissertation Fellow and lecturer in the department of English. He received doctorate and master's degrees in English and American literature and language from Harvard, where his thesis advisers included Henry Louis Gates Jr.

Gastón Espinosa, assistant professor of religious studies, joins the College from Northwestern University where he was an Andrew W. Mellon Fellow. He holds master's degrees from Princeton Seminary and Harvard University and a doctorate the University of California, Santa Barbara, where he received the Outstanding Teaching Award in the Humanities and Fine Arts. He has won the Dartmouth College César Chávez Fellowship and Princeton's 100 Positive Men of Color Award. He recently completed the .3 million Hispanic Churches in American Public Life research project, which surveyed the political attitudes of 3,000 Latinos across the United States and Puerto Rico.

Michelle Goeree, assistant professor of economics, has been a visiting assistant professor at Cal Tech, a research fellow at the Economics Network for Competition and Regulation and an assistant economist with the Federal Reserve Bank of Richmond. She received doctorate and master's degrees in economics from the University of Virginia.

Alex Rajczi, assistant professor of philosophy, has been a postdoctoral fellow at the Department of Clinical Bioethics of the National Institutes of Health. He received his doctorate and master's degrees in philosophy from UCLA, and has taught at Bowdoin College, California State University, Long Beach, and UCLA, where he received the Yost Prize for Teaching Excellence.

Yaron Raviv, assistant professor of economics, received his doctorate from Princeton University, where his thesis adviser was CMC alumnus Orley Ashenfelter '64. He also received master's degrees from Princeton and Hebrew University. Honors include the Princeton Industrial Relations Fellowship and Graduate Summer Research Grant, as well as graduate fellowships from Princeton and Hebrew University.

Cintia Santana, assistant professor of modern languages, Spanish, received doctorate and master's degrees in romance languages and literature from Harvard, and a master's degree in fiction writing from Sarah Lawrence. She has taught at Harvard, as well as in Peru and Spain, and is a six-time recipient of Harvard's Distinction in Teaching recognition.

Diane Thomson, assistant professor of biology, has a doctorate in environmental studies from the University of California, Santa Cruz, and a master's degree from Cambridge University. Honors include the UC Regents Fellowship, Natural Reserves System Grant, and Churchill Foundation Scholarship. She completed a postdoctoral post at UC Davis as part of a program funded by the National Science Foundation.

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Asked what most appealed to them about the CMC teacher-scholar model, our new faculty responded:

I was attracted to the CMC teacher-scholar model because I consider both halves of that equation to be both enjoyable and essential. CMC offers an invigorating blend of both. The combination of small classes and good students offer a collegiate teaching environment that is unsurpassed, while the high level of scholarly activity by the faculty provides an intellectual atmosphere that is conducive to research, thinking, and writing. It is a pleasure to be here. - Andrew Busch

At CMC I've recaptured the educational experience I knew growing up. My grandmother taught me at home until high school, making me undoubtedly one of the first 7-year-olds to receive a liberal arts education. What I remember from those days, and what remains with me still, is a powerful sense of discovery. Old things—novels I've read a dozen times, poems I know by heart—are new again through my students' eyes. That can't help but inspire my scholarship. - Adam Bradley

I was attracted to CMC because of its outstanding faculty, students, and location in Southern California, and because of its focus on politics, leadership, and public policy. I love its emphasis on faculty-student research; I have had strong student-teacher relations at the University of California, Santa Barbara, and at Northwestern University. Given my forthcoming books, Latino Religions and Civic Activism in the United States and Latino Religions and Politics in the United States, CMC is a near-perfect fit. - Gaston Espinosa

The CMC teacher-scholar model appeals to me since it places emphasis both on excellence in academic research and enthusiasm in undergraduate education. The integration of academic research into the classroom benefits both the researcher and the student. The student benefits from inquiry-based learning, which fosters critical analysis. The teacher-researcher benefits from the excitement (and sometimes unexpected point of view) that comes from sharing scientific discovery with intelligent critical minds. - Michelle Goeree

As a scholar, it's easy to fall into the trap of thinking that your major contribution to your field is personal research. The teacher/scholar model reminds me that I can make an equal, if not greater, contribution through my teaching. By teaching students about a 2,500-year philosophical tradition, I'm helping both to keep that tradition alive and to develop the next generation of thinkers who will take the tradition in new directions. - Alex Rajczi

I wanted to teach in an environment that recognized excellence in teaching to be as critical to an academic setting as research activity. CMC's commitment to both aspects stood out among other positions advertised by "either/or" institutions. I feel it's the dynamic communication of research in the classroom, and the ability to stimulate students' own intellectual concerns, that ensures the continued production of knowledge in subsequent generations. - Cintia Santana

What I value most about coming to work at an institution that supports both high-quality teaching and excellence in research is the chance to share with students what excites me the most about science: tackling unanswered questions and thinking about new ideas. You can't convey with a textbook what it's like to walk through alpine tundra or to work on protecting an endangered plant species. Research allows me to bring fresh ideas and real problems to my teaching, and working with bright students passes on those ideas in a way that's much more enduring than publications alone. - Diane Thomson


Fine Print

From:
CMC magazine
Winter 2005

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