Computer Scientist foolishly submits photography to art jury for campus building (no film anytime soon)

From the 2010 Welcome Center Open House
2010 Welcome Center Open House (not by me)

The University of Minnesota, Morris, recently open its new Welcome Center, a major renovation of what had become a sad little building into a shining, spiffy new space. Among other things, it’s a real tribute to the campus’s commitment to sustainability:

When certified, the Welcome Center will be the first LEED Platinum building in the University of Minnesota system; the first LEED Platinum building on the National Register of Historic Places; and one of only thirteen higher education LEED Platinum certified buildings in the world. The Welcome Center is also the first building in Minnesota to use energy efficient chilled beam technology.

They’ve put out a call for art for the building, with a particular interest in work from alumni and others connected to the campus. In a foolish moment, I’ve submitted 20 photos. Now we wait and see if they want to purchase any of them!

Turbine and abandoned cars (retinex)
Turbine and abandoned cars (retinex)

Related posts

We invest in research, but what about teaching?

From a nice piece by Vikram Savkar at entitled “We invest in research, but what about teaching?”:

Since President Obama’s announcement of the Educate to Innovate program in November 2009, an encouraging number of technology and media companies, non-profit organizations and government agencies have been working in concert to strengthen the nation’s approach to science education. But the reality is that the lion’s share of transformation must come from within: from school systems, in the case of K-12 education, and from the academy, in the case of higher education.

A position paper recently issued by the Nature Publishing Group illustrates this point in the context of higher education. A significant majority, 77 percent, of the 450 faculty surveyed for the paper consider their educational responsibilities to be equally as important as research responsibilities. Only 6 percent consider research more important than education. Yet when asked to appoint a hypothetical candidate to an open tenure position in their department, the majority chose a star researcher with poor teaching skills over both a star teacher with little research background and a candidate equally skilled, though not notable, in both teaching and research.

The ripple effects of this mindset in the academy are damaging to the goals of universities.

Related posts