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The American Institute of Iranian Studies
The American Institute of Iranian Studies is devoted to fostering research in the field of Iranian studies and promoting scholarly exchange between the United States and Iran. This collection of essays addresses the history and development of Iranian studies in the United States and the pivotal role of the Institute in furthering research in the field.The purview of the Institute is vast, covering Iranology—the study of Iranian peoples and cultures both within and across regions of Central and South Asia and the Middle East, where various forms of the Persian language are spoken. In keeping with the Institute’s dedication to facilitating research in Iran, the chapters in this volume represent fields of inquiry that have benefited from direct access to materials in the country. The essays describe the founding and work of the Institute, the emergence of Iranian studies in American universities, the Encyclopaedia Iranica, early archaeological research in Iran by the University of Pennsylvania and the University of Chicago, the birth and development of American museum collections of art from Iran, and case histories of areas of Iranian Studies that have been the traditional focus of Institute-sponsored research, including art history, history, philology, religion, and sociology.The contributors to this volume are Ahmad Ashraf, Shiva Balaghi, Medhi Bozorgmehr, Elton L. Daniel, Erica Ehrenberg, Carl W. Ernst, Stephen C. Fairbanks, Prudence O. Harper, Linda Komaroff, Judith A. Lerner, Franklin D. Lewis, Beatrice Forbes Manz, Alessandro Pezzati, Holly Pittman, D. T. Potts, Richard L. Spees, Mathew W. Stolper, Keyvan Tabari, and Christopher Thortnon.
eBook
The American Institute of Iranian Studies
The American Institute of Iranian Studies is devoted to fostering research in the field of Iranian studies and promoting scholarly exchange between the United States and Iran. This collection of essays addresses the history and development of Iranian studies in the United States and the pivotal role of the Institute in furthering research in the field. The purview of the Institute is vast, covering Iranology—the study of Iranian peoples and cultures both within and across regions of Central and South Asia and the Middle East, where various forms of the Persian language are spoken. In keeping with the Institute’s dedication to facilitating research in Iran, the chapters in this volume represent fields of inquiry that have benefited from direct access to materials in the country. The essays describe the founding and work of the Institute, the emergence of Iranian studies in American universities, the Encyclopaedia Iranica , early archaeological research in Iran by the University of Pennsylvania and the University of Chicago, the birth and development of American museum collections of art from Iran, and case histories of areas of Iranian Studies that have been the traditional focus of Institute-sponsored research, including art history, history, philology, religion, and sociology. The contributors to this volume are Ahmad Ashraf, Shiva Balaghi, Medhi Bozorgmehr, Elton L. Daniel, Erica Ehrenberg, Carl W. Ernst, Stephen C. Fairbanks, Prudence O. Harper, Linda Komaroff, Judith A. Lerner, Franklin D. Lewis, Beatrice Forbes Manz, Alessandro Pezzati, Holly Pittman, D. T. Potts, Richard L. Spees, Mathew W. Stolper, Keyvan Tabari, and Christopher Thortnon.
eBook
Philadelphia and the development of Americanist archaeology
For two and a half centuries, Philadelphians have been actively involved in archaeological research. In particular, three vital and venerable cultural institutions—the American Philosophical Society (founded 1743), the Academy of Natural Sciences (founded 1812), and the University Museum of the University of Pennsylvania (founded 1893)—have nurtured the "systematic study of antiquities." The ten essays in this volume focus on Philadelphians who were concerned with Americanist archaeology, or the "archaeology of the New World." As Europeans, and later, Euroamericans, spread across North, Central, and South America in the 16th through the 19th centuries, they encountered a bewildering variety of native peoples, customs, and languages, as well as tens of thousands of ancient ruins attesting to a long endemic culture history of obvious complexity. The essays examine most of the key players in the development of the methods to study these phenomena. Enlightenment scholars such as Benjamin Smith Barton, Peter S. Duponceau, Thomas Jefferson, Daniel Garrison Brinton, John Wesley Powell, and Benjamin Rush all contributed to the surge of scientific study of America's prehistoric cultures. So did two pioneering women who have received scant attention to date—Sara Yorke Stevenson and Lucy W. Wilson—but whose work is well treated in this study. Other essays detail the varied contributions of C. C. Abbott, Frank Hamilton Cushing, Clarence B. Moore, Edgar Lee Hewett, and John L. Cotter. This volume should stimulate continued interest in the origins and history of archaeology and the relationship of Philadelphia patrons and institutions to scientific inquiry.
eBook
Philadelphia and the development of Americanist archaeology
For two and a half centuries, Philadelphians have been actively involved in archaeological research. In particular, three vital and venerable cultural institutions - the American Philosophical Society (founded 1743), the Academy of Natural Sciences (founded 1812), and the University Museum of the University of Pennsylvania (founded 1893) - have nurtured the \"\"systematic study of antiquitics.\"\" The ten essays in this volume focus on Philadelphians who were concerned with Americanist archaeology, or the \"\"archaeology of the New World.\"\" As Europeans, and later, Euroamericans, spread across North, Central, and South America in the 16th through the 19th centuries, they encountered a bewildering variety of native peoples, customs, and languages, as well as tens of thousands of ancient ruins attesting to a long endemic culture history of obvious complexity. The essays examine most of the key players in the development of the methods to study these phenomena. Enlightenment scholars such as Benjamin Smith Barton, Peter S. Duponceau, Thomas Jefferson, Daniel Garrison Brinton, John Wesley Powell, and Benjamin Rush all contributed to the surge of scientific study of America's prehistoric cultures. So did two pioneering women who have received scant attention to date - Sara Yorke Stevenson and Lucy W. Wilson - but whose work is well treated in this study. Other essays detail the varied contributions of C. C. Abbott, Frank Hamilton Cushing, Clarence B. Moore, Edgar Lee Hewett, and John L. Cotter. This volume should stimulate continued interest in the origins and history of archaeology and the relationship of Philadelphia patrons and institutions to scientific inquiry.
eBook
Collaborative Development and Assessment of Student Learning Outcomes for LIS Electives
In higher education’s environment of accountability, the development and assessment of student learning outcomes (SLOs) are driven by both external stakeholder requirements for accreditation and internal institutional pressures to demonstrate student learning as the core function of universities and colleges. This paper presents a framework to reduce faculty workload and increase standardization of SLOs for LIS electives across multiple schools. The framework includes a value-added assessment with results that show a significant increase in the overall scores and specifically in areas of focus for the elective. This approach provides a framework for other popular LIS electives to collaborate across schools and standardize SLOs to determine the overall effectiveness of courses and programs without reinventing course objectives, SLOs, and evaluation techniques at each institution.
Journal Article
Who Is Educating Whom? Two-Way Learning in Museum/University Partnerships
Museums are places where inspiration and learning take place for staff as well as visitors. One way that museum staff can increase their own learning is through community-based partnerships to foster exchange of knowledge and skills. For these collaborations to be effective, both the museum educator and the community partner must be able to step into a \"learner\" role as well as an \"educator\" role. This paper describes a partnership between staff at \"The Franklin Institute\" and occupational therapy faculty and students at Temple University in Philadelphia, PA, where two-way learning energized efforts to support inclusion and accessibility for museum visitors with disabilities. The article first explains the conceptual model framing this collaboration, and then describes specific examples of work accomplished together. These interactions led to increased learning for both partners and forward momentum toward a common goal based on shared values and mutual respect. Results demonstrate that community institutions can successfully partner with museums to promote joint learning and positive social change.
Journal Article