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vol. cxlv, no. 119 | Tuesday, November 30, 2010 | Serving the community daily since 1891
Grant gives new life to the virtual reality Cave By Joseph Rosales Contributing Writer
Stephanie London / Herald
The Center for Computation and Visualization is home to the University’s Cave, a virtual reality cube.
One minute it’s showing the surface of Mars, and the next there is three-dimensional poetry wrapping its walls. It’s called the Cave, but it’s really just a cube — a virtual reality universe. And it’s currently undergoing a $2 million renovation. The National Science Foundation awarded the Center for Computation and Visualization, home to the University’s Cave, a grant for renovations in Sept. 2009. The system — an eight-foot cube with images projected on walls in front, to the left and right of the user and on the floor — is now 11 years old. Cave users wear LCD-shutter glasses that allow them to view data from a variety of angles. The Cave is
equipped with tracking devices that move the projections to wherever the user is looking or touching. The grant will allow the implementation of 70 new high-definition projectors, as well as wireless glasses and a bigger space to move around in, said John Huffman, graphics systems analyst for the CCV. These renovations will give users “the ability to completely immerse yourself in ... scientific data,” said David Laidlaw, professor of computer science. “It’s sort of like going from the very first telephone ... to the iPhone 4,” Laidlaw said. Many different departments use the Cave, including a “Cave Writcontinued on page 3
Gas prices Browning ’79 changes perceptions of mental illness reach year high in R.I. By Miriam Furst Staff Writer
Nicole Browning ’79, chair of the board of Dominique’s Fund, a nonprofit organization she founded in honor of her late daughter, came to
By Caitlin Trujillo Senior Staff Writer
Gas prices broke the $3 mark in Rhode Island last week before the beginning of Thanksgiving break and continue to climb statewide. Prices are at their highest so far this year, according to the American Automobile Association of Southern New England.
METRO The average price for regular unleaded gasoline in Rhode Island is $3.041 per gallon as of Nov. 29. That price is two cents more than last week’s average, and compares to $2.66 per gallon one year ago. In the midst of travel plans and Thanksgiving preparations, state gas prices settled at 19 cents more per gallon than the national average, according to a Nov. 29 AAA press release. Despite higher costs, the price of gas has not affected University transportation services such as safeRIDE. University services already have price fluctuations accounted for in their budgets, wrote Elizabeth Gentry, assistant vice president of financial and administrative services, in an e-mail to The Herald. Continued and extreme price increases could force the Office of
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News.....1–4 Feature.......5 Editorial......6 Opinion.......7 Today..........8
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FEATURE Brown Nov. 9 to give a presentation on the stigma attached to mental illness and suicide. This is the first time Browning has come to campus to talk to students. She said her mission is to change the public percep-
tion of suicide and raise awareness about mental illness. At the lecture, Browning presented a slideshow of pictures from her daughter’s life. The point of this presentation, Browning said, was to show students that mental illness can affect anyone — the person next to them, their friend, their sister or even themselves. Browning talked about how her daughter was a very active student at Connecticut College. On the outside, she was a jazz singer, a talented writer and an involved student. Just from looking at her, Browning said people could
not tell she was suffering from bipolar disorder, an eating disorder and depression. Browning said that because there tends to be so much shame associated with mental illness, those affected turn inward instead of seeking help. Margaret Klawunn, vice president for campus life and student services, said that at Brown, every effort is made to avoid that shame. “We certainly don’t stigmatize mental illness,” she said. “We try to make help accessible, but still people are not always sure because
Plagiarism detector Turnitin turns attention to admissions By Greg Jordan-Detamore Contributing Writer
Many college applicants may soon find their admissions essays electronically screened for plagiarism.
HIGHER ED The company behind Turnitin. com, the popular website used for years to screen academic writing for plagiarism, has developed a new service for college admissions essays. But according to the Office of Admission, Brown does not plan to use the service. Essays are submitted to Turnitin.com, which then compares them against a massive database which includes both current and archived
content from the Internet, books, journals, newspapers and more, as well as over 135 million students essays previously submitted to Turnitin, according to the website. For each essay, a report is generated highlighting any text that matches anything from the database. The new ser vice, Turnitin for Admissions, does the same thing, searching Turnitin’s database of written content, plus a growing pool of admissions essays that have been submitted. Though the ser vice has been used thus far only on a trial basis by several graduate programs, the company expects to see a large expansion in the field of undergraduate admissions next year.
it’s one of those things that, until you find yourself needing to access (it), you’re not paying attention to it in the same way.” Browning said that after her daughter’s death three-and-a-half years ago, people did not know how to act around her. She said when someone dies of cancer, people say things like “I’m so sorry for your loss,” but because suicide is a taboo subject, people sometimes do not know how to convey their sympathy. continued on page 4
G ood v i b rations
Max Monn / Herald
Despite the occasional vibration from machinery, students say construction on campus has not been disruptive. See page 4.
continued on page 2
On the web
Still learning
Complicated
U. offers online education classes to high schoolers
Two emeritus profs win humanities research grants
Waite ’11 analyzes student-professor relationships
NEWS, 2
NEWS, 3
Opinions, 7
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“We are treading on new ground.” — Dean of the Office of Continuing Education Karen Sibley, on Brown’s online education program
U. does not plan to use plagiarism detection service Brown goes virtual for high school continued from page 1
Finding a match Turnitin for Admissions came about naturally from Turnitin’s ser vice for academic papers. “It was one of those things that we have always wanted to do,” said Jeff Lorton, the service’s product and business development manager. When Turnitin founder John Barrie presented an early version of the software to the faculty at the University of California at Berkeley, Lorton said, the director of admissions came up to him afterwards and expressed an interest in using the same type of software for admissions essays. The company behind Turnitin, iParadigms, finally decided to create a beta service for admissions essays several years ago, after detecting interest in such a service over the years, Lorton said. Turnitin for Admissions did a study of about a half million undergraduate personal statements from another English-speaking country and found that more than 15 percent had significant textual matches, he said. Lorton said that during the beta period, Turnitin for Admissions was contacted by a group from Brigham and Women’s Hospital, an affiliate of Har vard Medical School. Hospital officials said they were reviewing personal statements written by their residents and found two that had an identical paragraph, Lorton said. The medical school used the beta service and found that more than one in every 20 personal statements had plagiarized content, Lorton said.
Carrie Marcinkevage, Pennsylvania State University’s Smeal MBA program admissions director, cited several advantages that her office found in using the service’s beta version. “The focus of our admissions team needs to be positive,” she said. “If we’re in the mindset of tr ying to figure out whether or not someone has plagiarized… it puts us in a negative mindset.” She said having the software allows the admissions officers to read the essays only for their content, without trying to determine originality. Using Turnitin’s ser vice also allows her admissions office to be more fair, she said, by relying on a computer system that treats every essay equally rather than the memory of whichever admissions officer happens to read each person’s essay. “It’s a whole lot more fair to every candidate to do it this way,” Marcinkevage said. Going mainstream Lorton said while there are a “handful” of schools using Turnitin for Admissions this year, there are “hundreds” lined up to use it for the next admissions cycle. He also noted that the Common Application is looking at the service. Robert Killion, executive director of the Common Application, said the ser vice is researching electronic plagiarism detection services. Though application administrators have talked to Turnitin for Admissions, he said, the organization also wants to see if there are other similar ser vices on the market. “We want to figure out who’s out there,” he said. “I think it will probably be at
sudoku
least another year or two until anything will come of it,” he said, cautioning that the organization might decide not to use such a service. “I wouldn’t characterize it as the top priority,” Killion said. He said the Common Application is researching plagiarism detection services at the request of some of its member institutions. The popularity of Turnitin for Admissions depends on the type of school. Large state schools have, for the most part, shown little interest in the service, Lorton said. “In general, this is really of interest to selective institutions who use the essay…as a major deciding factor,” he said, explaining that interest in Turnitin for Admissions “really depends on how they make decisions about applicants.” “I just got back from a trip this week on the East Coast, and I was meeting with Ivy League universities that are very interested and very excited about it,” Lorton said. “I don’t think I can recall ever having a meeting where there were so many people excited about what I was talking about.” ‘False positives’ But not all colleges are convinced by Turnitin’s sales pitch. At Brown, there are no plans to use Turnitin for Admissions. “We aren’t currently considering using a product like Turnitin, since we aren’t yet convinced there is sufficient need for it,” Dean of Admission Jim Miller ’73 wrote in an e-mail to The Herald. There have been “rare instances” in which plagiarism has been detected or reported, he wrote. “If we uncover plagiarism or fraud, we contact the student and offer him or her an opportunity to provide an explanation. If the explanation is
not forthcoming or is unconvincing, we will withdraw the application from consideration.” Miller expressed concerns over the logistics of using a service like Turnitin, “as well as the possibility of what another dean of admissions has called ‘false positives,’ ” he wrote. The University of Pennsylvania similarly has no plans to use Turnitin’s service. “If they’re not a strong student, the gap between what is being produced in their essays and their academic portfolio is out of line, and we’re going to see that,” Eric Furda, Penn’s dean of admissions, told the Daily Pennsylvanian in September. Plagiarism in college application essays does not seem to be a widespread problem, said David Hawkins, director of public policy and research at the National Association for College Admission Counseling. Rather, he said, application essays seem to suffer more from a problem of substantial revision by over-eager parents — which Turnitin for Admissions cannot address. One concern, he said, is whether admission officers, given their already heavy workload, would have the time to pore over all of the reports generated by a service like Turnitin for Admissions. Hawkins also expressed concern that an electronic plagiarism detection service could bring up a lot of “false positives” because many student essays have similar components, such as famous quotations. Sorting through these legitimate essays could further sidetrack admission officers. He said that Turnitin for Admissions is the first service of its kind that his organization has seen.
Publicity spurs a name change for Project Health By Kat Thornton Staff Writer
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Prompted by recent national publicity, the group formerly known as Project Health changed its name to Health Leads Nov. 8 to better represent its core mission. Health Leads at Brown, one of six national chapters, works at Hasbro Children’s Hospital. Volunteers are required to work seven hours a week, interacting with patients and conducting research to better allocate resources for families in need. Resources offered include transportation assistance, food stamps and baby supplies, Jacob Murray ’12, the group’s resource coordinator, said. Michelle Obama mentioned Health Leads in a May 5 speech as “the kind of social innovation and entrepreneurship we should be encouraging all across this country,” according to a press release from the Robert Wood Johnson Foundation. Several national newspapers
have featured the group, according to Murray. Health Lead’s CEO and founder Rebecca Onie was also recently awarded the McArthur Genius Grant. According to Inaki Arbeloa ’12, the national leadership of Health Leads changed the name because it felt the old name made the group’s aim sound too “temporal,” when really its goal is to create longterm systemic change in national health care. Now that the group has garnered national recognition, Arebeloa said, it is “becoming a player in the health care debate.” Less thought went into the old name, said Sara Guevara ’11, program coordinator of Health Leads. “We were all really enthusiastic with the new name because it did represent what we do,” Guevara said. “We’re not really a project,” said Amy Traver ’12. Instead, Health Leads works to effect significant health care change, she said. “We wanted to have a name that reflects who we are.”
By Crystal Vance GUERRA Contributing Writer
Imagine taking virtual field trips across the globe, engaging in cyberspace explorations of anatomy labs and working on transnational group projects between China, Russia, Canada and Sweden. And imagine you are still in high school.
FEATURE High school students looking for a challenge beyond what their schools offer can turn to the academic adventures available through Brown’s online education program. Beyond high school In 2009, the Office of Continuing Education began its experiment in online education. Created specifically for high school students, the online program offers career exploration courses and courses on leadership training, as well as more traditional courses such as “DNA Science: Forensics, Food and Medicine.” In total, Brown offers five no-credit online courses with a cost of $985-$2,475 depending on the course. Each is offered in the fall, spring and summer. Dean of the Office of Continuing Education Karen Sibley, who spearheaded the project, said the program was developed for students who have already exhausted the options available to them through their high schools and are seeking to advance their education. “The students who come to our programs,” Sibley said, “tend to be eager learners — bright students interested in their education.” The virtual venture is a means of “exploring quality education,” Sibley said. Teaming up with the Rhode Island-based online software development company LogicBay, Sibley and Brown professors have been working to develop online courses. “It’s good to support neighbors,” Sibley said of the local company. “We are treading on new ground. It is nice to have a guide.” ‘Exciting and risky’ The online courses system has accepted more than 200 enrollments in the past year, according to Sibley. But each course comes with a price tag, and the University is currently unable to provide financial aid, she said. “Overall, I really enjoyed the course, but I thought the cost was a bit excessive,” said Joclyn Goldberg, who took “So You Want to be a Doctor?” last summer. Sibley said the objective moving forward is to “continue to think about diverse courses that express Brown’s curriculum,” and “effectively represent Brown” as an educational institution. continued on page 5
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“Traditional sponsor-a-child programs are outdated.” — Matt Severson ’11, creator of the School Fund
Virtual lab to expand
Donors sponsor students face-to-face through web By Ben Kutner Staff Writer
While travelling to Tanzania in 2007, Matt Severson ’11 was struck by a problem: Students in many parts of the world cannot afford a basic education. His solution, the School Fund, connects these students with donors who allow them to pursue primary and secondary schooling. The School Fund, a nonprofit organization which began with a single student in 2008, requires little infrastructure beyond its website, where photos and biographies of students from Tanzania and Haiti are posted. Severson himself designed and built the website with his father. “It’s pretty easy to get something on the internet,” he said. The site allows donors to directly choose their recipients, a feature that Severson said distinguishes his organization from similar nonprofits. “We want to bring transparency and communication,” Severson said, explaining that many organizations only allow donors to give money to
the organization itself. The School Fund even enables students to correspond with their funders. “Traditional sponsor-a-child programs are outdated,” he said. “You never really know where the money’s going.” All of the School Fund’s donations last year went to students in Tanzania, Severson said. All of the students — 32 total — who joined the program last year had their educations funded. This year, the School Fund’s organizers intend to expand the scope of its giving to include more schools in Tanzania as well as in Haiti and eventually Kenya. Severson said he also hopes to partner with other non-government organizations to extend the fund’s reach to still more schools. Severson is looking into working with the Wheeler School, a private school in Providence, to “generate some fundraising,” said Christine Zaleski ’11, a member of the School Fund. On Nov. 11, the School Fund held its first east coast fundraising event, a gala in New York City.
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Courtesy of The School Fund
Matt Severson ’11 decided to found the School Fund after a trip to Tanzania. The fund connects directly connects donors with school children.
Over 300 people attended the gala, Severson said. At the gala, attendees had the opportunity to access the School Fund website and make donations. “At every event we set up five or six computers,” Severson said. The gala raised around $1500. Part of raising awareness in the United States involves expanding
influence within colleges and high schools in addition to publicity events such as the gala, Zaleski said. There is a lot of untapped power in “students helping students, youth helping youth,” Zaleski said. “We want to support the students who take their education seriously,” Severson said.
ing” class, which uses the system as a way of interacting with poetry, Huffman said. The Department of Geological Sciences uses the Cave to recreate the surface of Mars and other planetary objects, giving students the opportunity to use skills and techniques they have acquired in class, he added. “It’s a new way of seeing the planets that you can’t really do any other way,” said Caleb Fassett, postdoctoral research associate in the Department of Geological Sciences. According to Fassett, most of his students enjoy the experience of using the Cave as a visual component of their education. When the upgrades are complete, the system will have better color representation, higher contrast and “the same resolution as your eyes are capable of,” Huffman said. Laidlaw said the CCV hopes to have the new Cave ready next October, when the Institute of Electrical and Electronics Engineers will host a week-long forum in Providence.
Grants allow retired profs to continue research By Nick Lourie Contributing Writer
Courtesy of Gordon Wood
Professor Emeritus of History Gordon Wood is compiling writings of John Adams for the Library of America.
Two emeritus faculty members, Professor Emeritus of History Gordon Wood and Professor Emeritus of Classics and History Kurt Raaflaub, received Andrew W. Mellon Emeritus Fellowships in October. These grants of as much as $35,000 are provided to emeritus faculty at different institutions in order to fund research within the humanities. Only 30 scholars were chosen as recipients.
Fellowships such as this one are important to emeritus professors, Raaflaub wrote in an e-mail, because “as active professors we have access to University funds supporting research. When we retire, we … (lose) access to these funds.” The Mellon fellowship encourages “continuing research by professors who have acquired a great deal of expertise,” he wrote. Wood said he is currently compiling selected writings of John Adams for the Library of America. Select writings from throughout all
the Founding Fathers’ lives have been collected in this series already, except for Adams, Wood said. Wood plans to finish compiling his work and release the volumes covering Adams from 1783 until his death. Wood will be using the grant to cover the salar y of graduate students whose help he will employ in the task, he said. Raaflaub plans to pursue two projects. The first will explore the relation between Greek political thought and that of its predecessors in Egypt and Mesopotamia. The
second concerns Caesar’s account of his war against Pompey and aims to create “a new edition of the Latin text and a historical and philological commentary on this important work,” Raaflaub wrote. The grant will allow Raaflaub to travel to talk about his work with leaders in the field of Near Eastern studies and to meet with two other collaborators on his project on Caesar’s text. Raaflaub said the University’s procurement of these grants “demonstrates Brown’s strength in the humanities.”
Gas prices hit a high, Newly released letter fuels Cuomo-Rattner ’74 P’10 P’13 row but drivers truck on news in brief
continued from page 1 Transportation to reevaluate its budget, but “this has never happened,” Gentry wrote. Kate Alexander ’12 drove with her parents from Providence to upstate New York over Thanksgiving break, refueling in Massachusetts, where the average price has steadily increased since September. But gas prices played little role in her travel plans. Alexander’s parents, who are from California, expressed no surprise at New England gas prices, as the average price of a gallon of gas in California is consistently above three dollars per gallon, she wrote in an e-mail to The Herald. Allegra Pincus ’11 remained oncampus over Thanksgiving break and mostly drove to local destinations. She rarely pays close attention to gas
prices unless they spike, she wrote in an e-mail to The Herald. When she does go home, Pincus wrote, driving is often cheaper and more convenient than taking the train. But high gas prices might prove beneficial if they made alternatives like public transportation more viable, she wrote. “If anything, I want a sharp increase in gas taxes.” Rhode Island state taxes and fees on gasoline — 33 cents per gallon — are 11th highest in the nation, according to data from the American Petroleum Institute. Governor-elect Lincoln Chafee ’75 P’14 has proposed an additional 1 percent sales tax on gasoline. Prices in the state have risen 16 cents in the last four weeks and 38 cents in the last two months, when prices were some of the year’s lowest so far at $2.64 per gallon, according to a Nov. 22 AAA press release.
A lawyer for Steven Rattner ’74 P’10 P’13 called a $20 million restitution payment solicited by New York Attorney General Andrew Cuomo “misconcieved” in a letter he made public Monday. The letter was sent on his client’s behalf to Cuomo in October, according to the New York Times. Cuomo’s office has accused Rattner of participating in a form of “pay-to-play” by performing improper favors in exchange for contracts with the state pension office. Cuomo solicited payment in restitution for alleged wrongdoings. Since the time the letter was written, the attorney general’s office has increased its demand to $26 million. According to the Times, the letter was written in late October. It characterizes the payment demanded by Cuomo as “wholly untethered from the facts.”
A spokesman for Rattner has charged Cuomo with making statements “that are simply factually incorrect.” This letter adds to what has become a contentious battle between Governor-elect Cuomo and Rattner, a fellow of the University’s Corporation. Rattner had taken issue with the attorney general’s involvement in such a highprofile case while pursuing a run for governor. Rattner came to national prominence as the Obama Administration’s car czar, when he was tasked with overseeing the Treasury Department’s restructuring of the auto industry. He stepped down from this position in July of this year amid investigations into his business dealings by Cuomo’s office and the Securities and Exchange Commission.
— Mark Raymond
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Despite bangs and barriers, few construction complaints By Shefali Luthra Staff Writer
Despite the hubbub, students and staff said renovations to the Metcalf Chemistry and Research Laboratory and construction on the Perry and Marty Granoff Center for the Creative Arts have not significantly affected quality of life on campus. The Metcalf renovations are scheduled to conclude by fall 2011, according to the Building Brown website. The creative arts center will be complete by next semester, wrote Marisa Quinn, vice president for public affairs and University relations, in an e-mail to The Herald. Chad McAuliffe ’14 lives in Littlefield Hall, near the Metcalf renovations. Though he said the renovations can be “kind of annoying,” he said he has not found them especially inconvenient. “It would be one thing if there was, you know, a lot of noise or loud machinery, but it’s not really bothersome,” McAuliffe said. The only annoyance he said he has faced has been the need to walk around the barriers for the construction, although he said it is “not a big deal.” In terms of noise, he has not had any problems. “I don’t even know what hours they work,” McAuliffe said. “I can see how it could be annoying because they do have big machinery, and I guess they must have to use it, but it has never bothered me before, and I’ve never heard anyone else in Littlefield complain about it.” The Metcalf renovations are taking place across the street from the Sciences Library, but according to Jiya Xia GS, noise is not an issue there either.
“I seldom hear from outside,” said Xia, who studies frequently in the SciLi. The creative arts center sits directly behind the University bookstore. Judi Kelley, bookstore supervisor for customer service, cashiering and loss prevention, said that though she feels the occasional vibration in the store and notices redirected traffic due to construction, the impact on her office experience has been minimal. The construction workers have “handled everything quietly and professionally,” Kelley said. “We’ve had no problems.” Kelley said she has previously worked in areas with loud or distracting construction sites, but her experience at the bookstore has been positive. Construction workers even help her find her newspaper in the morning, she said. “They’re awesome,” Kelley said. “It hasn’t been an inconvenience for us or anything.” Quinn also wrote that the University has worked with neighborhood associations to mitigate the impacts that construction projects might have. Efforts have included creating construction vehicle traffic patterns that avoid residential areas, enforcing construction hours of operation and requiring off-street parking for construction workers. The history department building is also located near the creative arts construction site. The construction there, although inconvenient, is not a huge issue, Professor of History Karl Jacoby wrote in an e-mail to The Herald. “It is moderately annoying from time to time, but such is the price of progress,” Jacoby wrote.
Tuesday, November 30, 2010
“Their brain is diseased, and the truth is distorted.” — Nicole Browning ’79, chair of the board of Dominique’s Fund
Confronting a daughter’s suicide continued from page 1 ‘Like a walking casualty’ “There are so many attachments and stigmas that come from being the parent of someone who commits suicide because I think so many people immediately jump to the conclusion that someone was an inattentive parent — which couldn’t be further from the truth,” said Samuel Rosen ’14, who knew Dominique and her family growing up. “For Nicole to confront all of those stigmas and stereotypes so directly is really amazing,” he added. Browning said mental illness needs to be recognized as a disease that is out of the victim’s control. “When someone has cancer or diabetes, they didn’t choose to get struck by that disease. And nobody judges them or their families. And that should be the same with mental illness. No one chooses to be stricken with schizophrenia or an eating disorder, and they should no more be judged than the person who is suffering from any other life-threatening disease,” she said. Belinda Johnson, director of the University’s psychological services, said that while mental illness carries a stigma for some students, others feel more comfortable in seeking help. Johnson said stigmatization was less of a problem on Brown’s campus that in society at large, partly attributing the difference to the mental health resources available to students. Browning said that because suicide conflicts with the basic human instinct for survival, many people view it as cowardly and selfish. Browning said she wants to eradicate these stigmas. “Their brain is diseased, and the truth is distorted,” she said of those suffering from mental illness. Browning said that it was not until after her daughter’s death, when reading “Darkness Visible: A Memoir of Madness,” that she really understood the kind of pain that someone with depression experiences. In the book, author William Styron writes, “For in virtually any
other serious sickness, a patient who felt similar devastation would be lying flat in bed. … However, the sufferer from depression has no such option and therefore finds himself, like a walking casualty of war, thrust into the most intolerable social and family situations.” Browning added that after Dominique died, she found a typed note in her drawer that she is unsure her daughter actually wrote: “And it’s not pain you can look at. If I break my leg and it hurts, I can scream and scream and point at my twisted leg with maybe a femur or tibia poking out to help emphasize my point. But when your soul, your inner being, your mind, is hurt ... you can’t scream and point.” Eugenie Montaigne ’12, who grew up a friend of Browning’s other daughter and knew Dominique, said she gained new perspective from Browning’s presentation. “I think the writing that Dominique may have written sums up the issue really well. … People have trouble understanding the illness and really comprehending how awful it can be,” she said. “I think it’s something that definitely needs to be talked more about at Brown.” “I found myself almost making judgments because I was so upset about it and felt so terrible for her family. I was almost angry at her for putting her family through that,” Montaigne said. “What Nicole brought out in her presentation is that it’s like being angry at someone who died of cancer. It really is a biological issue.” Destigmatizing illness Browning said her mission is not to condone suicide but rather to raise awareness about it and encourage understanding. “It was refreshing to hear someone talk about mental illness and bring down the taboo associated with it,” said Harry Samuels ’13, who attended Browning’s talk. “Especially for college students who may have family members with mental illnesses, it’s comforting to know that behind the taboo, there are many people dealing with the same issues.” According to Browning, there
were 33,000 deaths caused by suicide, 13,000 by AIDS and 40,000 by breast cancer in 2006 in the U.S. alone. The National Institutes of Health spent $700 million on breast cancer research, $33 billion on AIDS and only $34 million on suicide, despite the number of lives it claims. Browning said that when efforts to diminish the stigma attached to AIDS succeeded and the cause gained celebrity support, resources and money started to flow toward research for treatments. She hopes her efforts with suicide and mental illness will have similar effects. “I think one of the most important things that talks like Browning’s can do is that they begin a conversation about suicide and mental illness,” said Jessica Biesel ’12, president of student volunteers for the Samaritans of Rhode Island, a suicide prevention and resource center. “Opening up this topic for discussion is something that can help us fight the stigma that is associated with suicide and mental illness.” “It allows people to talk about suicide without feeling uncomfortable or feeling like it’s something that has to be talked about in secret,” Biesel added. Browning said that at Brown, she found herself among passionate students who all thought they “were going to move forward and save the world.” She said that it is this “Brown spirit” that stuck with her and motivates her to try to change the public perception of mental illness. In memory of Dominique, the fund sells on its website a silver bracelet with four strands that look like a French braid. “It represents the four of us who Dominique left behind in her immediate family,” Browning said. “It’s my dream that you would see these bracelets on as many wrists as you see those pink and yellow bracelets. Mental illness is also a disease,” Browning said. “If you were in a world where everyone was wearing the bracelet, it would be an acknowledgment that it isn’t your fault, and you would be much more apt to seek help.”
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“The virtual experience has a lot of stability.” — Minh Luong, adjunct lecturer in political science
Log in, learn on – online classes bring lessons home continued from page 2 Online education, for Sibley, is both “exciting and risky at the same time.” Stephen Smith, professor emeritus of family medicine, said he is confident in the success of Brown’s online education. “The proof is in the pudding,” he said. “The pudding is student feedback.” Sibley also emphasized the positive reaction from students. “Overall,” she said, the online students have given “pretty positive responses.” Andrew Ninh, who took “So You Want to be a Doctor?” in the fall of 2009, is an example. “Even after one year, I can still remember what I learned from the course,” he said. “And the enjoyment of taking and completing the course never fades.” Summer at Brown, anywhere The first course to be tested online was “So You Want to be a Doctor?” one of the most popular courses offered during the Summer at Brown program, which also serves high school students. Smith, who teaches “So You Want to be a Doctor?” during the summer, said Sibley approached him about offering his course online two years ago. Smith said he happily accepted. But the challenges of online learning are many. Smith described the difficulty coordinating real-time class meetings, keeping students from drifting away from course expectations and addressing the inevitable technical errors when using technology. Online education is “a lot different than in a traditional classroom where I am in charge,” Smith said. With an online course, “you are really working as a team.” This is especially true when working with a large number of online students, as Smith did during last summer’s “blockbuster” enrollment of 80 students in his course.
The broad range of students that the online courses attract is another advantage to online education, especially considering that Smith’s summer course is capped at 70 students. Online enrollment allows students who have other commitments or can not spend the summer on campus to access the course, he said. Overall, Smith said he believes that Brown is achieving success in the online education field — and his students agree. Benming Zhang, a rising junior at Choate Rosemary Hall, a college preparatory school in Connecticut, took the course this past summer. He did so in conjunction with another summer program at the University of Cambridge, while also rowing with a crew team. The structure of online education was a definite incentive, he wrote in an e-mail to the The Herald. “The positive aspect of this course was it was laid back,” Zhang wrote. “Every assignment had a deadline, and I did not have to constantly worry about completing anything during my day. And it’s convenient because I can control my time easier and fit in my summer plans without disruptions.” While the retention rates for most online courses are around 25 percent, Smith said, the rate for his course last summer was 93 percent. Despite the modifications made to the course, such as virtual field trips to anatomy labs instead of actually touching a human heart or brain, both Smith and his students are pleased with the online course. “I think that for medicinal studies, a virtual classroom would be great to serve as an introductory basis for teaching fundamentals,” Zhang wrote. “The course has helped them decide that medicine is something that they want to explore,” Smith said. Virtual interaction Adjunct Lecturer in Political Science Minh Luong teaches the online course, “Lessons in Leadership: What History’s Great Leaders
Courtesy of brown.edu
Professor Stephen Smith’s “So You Want to be a Doctor?” is one of the more popular courses offered online.
Can Teach Us Today.” His experience training professionals as an industry training director, combined with his interest in online education, motivated him to develop the online course, Luong said. “Online learning has so much potential,” said Luong, citing the possibility of exploring the world through pre-screened field trips and including lectures from individuals otherwise inaccessible due to geographic location and time. The question of student interac-
tion is a common concern among those hesitant about online education. Maddie Shankle, a junior at Harpeth Hall School in Nashville, Ten., took Brown’s “Exploring Engineering” course online this past summer. “While online courses offers study of very specific interests and more flexible schedules, I am strongly in favor of small classroom-style learning,” she wrote in an e-mail to The Herald. “Online courses were never an unenjoyable experience, but I do prefer direct contact with
my teachers and peers,” she added. Luong offered a different perspective on this concern. Compared to a traditional classroom environment, “my online students do a better job at shaping questions,” Luong said, adding that he is better able to answer questions with the whole internet at his disposal. Luong also said he noticed an increase in participation because online educational platforms allow for precise tracking of student activity. “The virtual experience has a lot of stability,” said Luong.
Editorial & Letters The Brown Daily Herald
Page 6 | Tuesday, November 30, 2010
l e t t e r to t h e e d i to r
Brown soccer a class act To the Editor: I used to work at Brown from 1987 to 1994, and now I’m an adviser at the University of California at Berkeley. I work with a lot of members of Cal’s soccer team and go to their games. This past weekend, I had to modify my usual “Go Bears” cheer, because both teams were Bears. Brown came to Berkeley to play the Cal Golden Bears in the Sweet 16 of the NCAA playoffs (“M. soccer loses 2-0 in Sweet 16,” Nov. 29). While Cal won the game, I just want to say how proud I was of the way the Brown men held themselves. Down a man from a second yellow card, they still fought to the
end. They were gutsy and played with passion all the way to the end. And I was especially impressed with how classy the Brown team is. They started the game by approaching the Cal players to shake hands — that was so good to see in a sport that is more and more becoming a dirty game. And when the Brown player received his second yellow, he didn’t whine and moan and complain to the referee. If anything, his reaction indicated how upset he was that he had put his team into a tough spot since they would now play with one less man. Good job, Bears! Sherman Boyson Nov. 29
julia streuli
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Take it easy Leaked footage of a professor at Cornell losing his temper over a student’s yawning has recently gone viral, drawing attention to the sometimes excessive reactions professors have to students’ misbehavior. Students should be expected to show a high level of respect for professors. However, we think the Cornell professor undoubtedly overreacted by interrupting class to single out the yawner. The vast majority of professors here conduct themselves with a high level of professionalism. But, unfortunately, the professor in the video is not as much of an anomaly as we would hope. We have heard several stories of professors here at Brown that are not quite as sensational but are still very troublesome. There’s a professor who was so upset about students showing up late to class that he started blocking the entrance to the lecture room with a table to prevent them from coming in late. This kind of behavior is overkill. For starters, it’s a fire hazard to physically prevent students from entering and exiting a room. But it’s also counterproductive given that it’s more disruptive for a student to climb under a table than to slip in quietly. This is an extreme example of an overreaction, but it is by no means the only one. We’ve heard of professors who e-mail or call students demanding explanations for missing class. Then there are professors who yell at students in class for reading the paper or using their computers. We’ve even seen professors stop class and interrogate a student about why he or she was unprepared. Sometimes students are being truly disruptive, and, in these cases, it’s OK to ask them to stop. However, many times, students aren’t distracting anyone but
themselves, and the professor’s outburst only serves to draw everyone’s attention away from the actual lecture. Professors must realize it’s not a personal insult when students don’t pay attention. Students often have extracurricular commitments and may not always be present in class. When it comes to tardiness, students may occasionally have no choice if a previous class ended late. Most students aren’t regularly disrespectful, and singling them out or drawing attention to a single mishap is not productive for anyone. If there is a persistent problem, we agree that professors should ask students to be respectful. But even then, there are tactful ways of explaining the expectations in a class without becoming a YouTube sensation. To be fair, students are certainly not always the innocent victims here. While we expect professors to behave rationally and professionally, students need to be aware of how their actions in class affect others, including the professor. It’s fine if someone doesn’t want to pay attention, as long as he or she is careful not to be disruptive to other students. We realize that this is often not the case, as we have seen instances where students laugh audibly over games or YouTube videos during lecture. This kind of behavior is disrespectful, and we think professors have the right to ask students to stop. Students and professors both need to show each other a certain level of respect. We hope we never have to see a professor from Brown featured on the Huffington Post for something like this.
Editorials are written by The Herald’s editorial page board. Send comments to editorials@browndailyherald.com.
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Due to an editing error, an article in Monday’s Herald (“Alum ‘shocked’ to win National Book Award,” Nov. 29) incorrectly described members of Jaimy Gordon’s MA’72 DA’75 family as horse riders. In fact, her relatives were horseplayers. The Herald regrets the error.
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C O R R E C T I O N S P olicy The Brown Daily Herald is committed to providing the Brown University community with the most accurate information possible. Corrections may be submitted up to seven calendar days after publication. C ommentary P O L I C Y The editorial is the majority opinion of the editorial page board of The Brown Daily Herald. The editorial viewpoint does not necessarily reflect the views of The Brown Daily Herald, Inc. Columns, letters and comics reflect the opinions of their authors only. L etters to the E ditor P olicy Send letters to letters@browndailyherald.com. Include a telephone number with all letters. The Herald reserves the right to edit all letters for length and clarity and cannot assure the publication of any letter. Please limit letters to 250 words. Under special circumstances writers may request anonymity, but no letter will be printed if the author’s identity is unknown to the editors. Announcements of events will not be printed. advertising P olicy The Brown Daily Herald, Inc. reserves the right to accept or decline any advertisement at its discretion.
Opinions The Brown Daily Herald
Tuesday, November 30, 2010 | Page 7
Why we bother BY SIMON liebling Opinions Columnist There’s a certain soul-searching proclivity among students who take an active interest in university politics, an inevitable tendency toward crises of justification for spending time — despite everything else we could be doing — on something that might seem so provincial. We are here, after all, for only four years — fewer still by the time the honeymoon effect has worn off to reveal the unsavory realities of the administration’s priorities. Most tangible academic consequences of their corporatization agenda will not appear until after we have graduated — Brown, Inc. will be a severe reality for our younger siblings much more than it has been for us. And while we do our best to save the university-college for them and the generations of prospective Brown students who will succeed us, our classmates devote themselves to political problems unbound by Hope and Prospect streets, issues whose personal relevance will not end with a springtime walk through the Van Wickle Gates. The obvious criticism is all too tempting: to concern oneself with university politics and with Brown’s educational philosophy is to become an activist for the entitled and a defender of the traditions of an institution for the elite — a privileged waste of time. And even if we were to ignore these nagging doubts, there remains the sad likelihood that the advance of Brown, Inc. is inexorable and the spread of corporatization
uncontainable. Given the student body’s 100 percent turnover every four years, given the self-selecting nature of the applicant pool, given the administration’s monopoly on control over the University’s public image and marketing materials, it seems only a matter of time before Brown, Inc. crafts a student body in its own image, one drawn to the corporate university and its promises of pre-professional education instead of the universitycollege and its New Curriculum. The growing prominence of students who publicly embrace Brown, Inc. suggests that this process is already well underway.
lowed to remain progressive, cosmopolitan and even a little bit subversive. University corporatization, though, assimilates schools like Brown into the masses of commercialized institutions, leaving no room for the dissent that our society relies on universities to provide. Brown, Inc., for instance, has a material interest in appeasing the corporations and military branches that fund its research and bankroll its facilities. It is eager to devote its research to the development of marketable products rather than to incisive investigations and cultural critiques. And it would
University corporatization, though, assimilates schools like Brown into the masses of commercialized institutions, leaving no room for the dissent that our society relies on universities to provide. Why, then — in the face of fleeting personal investment and the likelihood of defeat — do we still care? Mostly, we care because university corporatization, whether at Brown or anywhere else, deprives us of the cultural contribution made only by those nonprofit universities that take their commitment to academic freedom seriously. As our national political culture shifts ever further to the xenophobic right, universities are the only mainstream American institutions that have been al-
sooner maximize the return on its endowment than concern itself with the humanitarian impact of its immoral investments. Brown, Inc. prefers to instruct pre-professional students eager to claim their guaranteed ticket to personal wealth — wealth that Brown, Inc. would then love to see donated in quantities that Brown University’s alumni were never able to muster. It would like to teach them all at once in large lecture courses, freeing up professors’ time for profitable research. And if it could make sure that
those professors were working without tenure on short-term contracts, unable to make an intellectual stir for fear of jeopardizing their employability, administrators would think they’d died and gone to heaven. The primary targets of these reforms are, of course, the students and faculty who cope with them as part of their daily lives, but their consequences extend well beyond the limits of the university community. Anyone who has ever benefited from academic freedom and its role as an important check on power — which is to say everyone — stands to lose as universities abandon their critical role in a democracy for the temptations of assimilation and cash. This is why we care — because the victims of corporatized universities are not just those privileged enough to attend them, but every member of a society that has historically depended on universities, their faculties and their student bodies to push unpopular positions and act as catalysts for positive progressive change. Our interest in resisting the emergence of Brown, Inc., then, is not just a product of our role as students but of our identity as citizens. What seems a provincial issue, a concern only for Brown’s limited community, actually carries implications for national politics, and that makes Brown, Inc. worth fighting whether we’re current students or alumni from 50 years ago.
Simon Liebling ’12 is from New Jersey. He can be reached at simon.liebling@gmail.com.
Relationship status: it’s complicated with professors BY chelsea waite Opinions Columnist Of the myriad results of The Herald’s recent student poll, I was most pleased to find that students at Brown frequently interact with professors outside the classroom (“Herald poll: interactions with profs vary beyond the classroom,” Nov. 22). Indeed, such a high level of interaction between the vast majority of the student body and its faculty is almost unheard of on many other campuses. I share the sentiments of many in the article that this interaction is an achievement, and something to be pursued even more in the future. Yet while I’m glad that the University encourages extra-classroom relationships between students and professors, the article only begins to address the power imbalance of such relationships. Out of that imbalance emerges various issues of etiquette, expectations and undefined territory. Often, once students figure out that getting to know a few professors well is one of the best goals they can pursue at Brown, the process can easily turn into an awkward courtship. First base: Go to office hours a few times. The thrill of an Undergraduate Teaching and Research Award proposal accepted. Second base: Discuss your joint research over lunch on Thayer. You’ve gone public! Third base: Babysit the kids. Home run: Get drunk together? Given, the whole experience doesn’t have to seem quite so exploitative and, let’s admit, creepy. Clearly some of us are mature enough to see our professors as fellow hu-
mans and peers … right? Sure, most of the time. But in the host of other Brown resources of which we’re expected to take advantage, professorial relationships rank high on the list and necessarily hold a pressure for students that I can’t believe is mutual from the perspective of the faculty. I absolutely believe that they appreciate our youthful energy, fresh ideas and investment in their academic specialties. I also recognize that undergraduates can add to a
gone, he stresses to me that I should feel no obligation to do so. The odd character of students’ relationships with professors is perhaps best illustrated concretely by the odd practice of nomenclature around Brown’s campus. In my own department, history, professors are called “Professor” almost without fail. Whether this is a student tendency or an expectation by the faculty is unclear to me — my guess is it’s a combination of both.
Once students figure out that getting to know a few professors well is one of the best goals they can pursue at Brown, the process can easily turn into an awkward courtship. research team with their time and resources. I am continually thankful for the real commitment that Brown professors have made to not only teach, but also mentor their undergraduate students. Nevertheless, as much as professors value their relationships with us, they are unencumbered by the need for a good recommendation. Professors are our intellectual allies and can become friends, as Dean of the College Katherine Bergeron stated in the Nov. 22 article, but there’s a line drawn necessarily because of their higher influence and individual importance to our undergraduate careers. There’s a reason why every time my adviser asks me to feed his cat when he’s
If there are exceptions to that rule, it seems to occur on an individual basis. Especially by senior year, many students have worked extensively with at least one professor, whether on the professor’s own research, a joint project or the student’s capstone or senior thesis. These working relationships might lead to a professor asking a student to use her or his first name, emphasizing the collaborative work in which they are engaged. In a department like history, this practice inevitably brings up complications. Imagine one student telling another that he ran into “Professor Johnson” on the street. “Oh yeah, I saw Mark yesterday!” exclaims the
other. Imagine a student writing an email to two professors, beginning with the greeting, “Dear Professor Watson and Julie.” Disparities in naming practices among different students automatically communicate differing levels of familiarity. Frankly, it can be quite awkward. The Department of Computer Science circumvents this issue completely. CS professors are almost exclusively called by their first names. Even Professor Andries van Dam, celebrated in his field, is universally called “Andy.” Simplicity. This is not to say that we need to do away with the practice of using the title “professor.” Our faculty members deserve recognition of their work and status, and besides, every time I say it I can’t help but think that my life is a little more like Hogwarts than it was in high school. Rather, the issue of nomenclature is a representative example of the unique, and often quite complicated, character of student-faculty relationships. Without question, these relationships are empowering for the student, rewarding for the professor and enriching to academic life at Brown as a whole. Yet if we are to encourage the expansion of such relationships, we should make sure to recognize their nuances, from the differences in faculty and student motivations to the changing standards of personal interaction as the relationship grows.
Chelsea Waite ’11 is a history concentrator from Los Gatos, Calif. She can be reached at chelsea_waite@brown.edu.
Today The Brown Daily Herald
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Nonprofit funds students’ schooling
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3 november 30
6:30 P.M.
ToMORROW
5 comics
December 1
BB & Z | Cole Pruitt, Andrew Seiden and Valerie Hsiung
11:00 a.m.
Development Studies Career Panel,
Sustainable Gift Fair, Sayles Hall
Watson Institute 7:00 P.M.
5:00 p.m. The Middle East in 2011,
Internship, Research and Funding
List Art Building 120
Showcase, Sayles Hall
menu SHARPE REFECTORY
VERNEy-WOOLLEY DINING HALL LUNCH
Italian Beef Noodle Casserole, Artichoke, Kalamata and Pepper Calzone, Butterscotch Chip Cookies
Hot Turkey Sandwich, Stuffed Shells with Sauce, Mashed Potatoes, Butterscotch Chip Cookies
Classic Deo | Daniel Perez
DINNER Curry Chicken with Coconut, Vegan Chana Masala, Apricot Beef with Sesame Noodles, Birthday Cake
51 / 44
56 / 37
Tuesday, November 30, 2010
c a l e n da r Today
to m o r r o w
Construction doesn’t bother students
t h e n e w s i n i m ag e s
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to day
Beef Pot Pie, Vegan Vegetable Couscous, Baked Sweet Potatoes, Birthday Cake
crossword
Classic How To Get Down | Nate Saunders
Classic But Seriously | Stephen Barlow & Charlie Custer
Classic Chocolate Covered Cotton | Mark Brinker
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