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... PCLA OER Project JuTE Weaving the JuniaTa Experience into Open Educational Resources McClain, T. L., Tester, C. T., Cox, E. R., Black, J. M., Everett-Hayes, L. R., Guise, H. K., & Dalansky, I. 20 x 20 Pecha Kucha OER Gap Analysis OER Bootcamp Project JuTE Development Blueprint Document Academic Skills Modules Gap Analysis What framework? Strategy Weakness Strength Systems SWOT Structure Opportunity Shared Values Skills Threat Style Sta f McKinsey 7S Framework Change ~ Structure fi fl Multiple means of distribution Not tied to a speci c LMS Rapid Application Development Low oors and high ceilings Replicable Staff Capacity Emphasis on augmenting Partners which are tasked with innovating (more with less) Focus on developing students Student Voice Experiential Learning! the Gals Skills Audio Production Video Production Communication Skills Articulate Rise 360 Project Management Strategy Agile-like module delivery and internal control (respond to change) Human-centered design approach Style In-person consultation Project a shared understanding of frameworks and toolsets #epic_fail Shared Vision Team fosters and values a spirit of innovation. Consultation/engagements with Sta and Faculty partners have been very positive. ff The Juniata Community possesses a strong desire to contribute to the campus and public community through OER initiatives. Strategy Weakness Strength Systems SWOT Structure Opportunity Shared Values Skills Threat Style Sta f McKinsey 7S Framework Completion Graph 1.00 1.00 - Identi cation of Stakeholders 1.01 - Establish Testing Group April 1.02 - Partnerships 2.00 2.00 - Procurement & Acquisition 3.00 - Module Development 3.00 4.00 - Module Testing 4.00 5.00 - First Year Programs Implementation 6.00 - Outreach 5.00 6.00 fi 0 25 50 75 100 Future Where might the path take us? SOG-gy Sustainable Organic Growth Understand Self Project SOaR Digital Humanities SAS Statton Learning Commons Executive Function Instructional Design Counseling Center Impact! RFS Sparks Farm Advising Comments & Questions ~ Thank you Justine Black - blackj@juniata.edu Director of the Statton Learning Commons ffi Tom McClain - mcclait@juniata.edu O ce of Digital Learning Assistant Director - Instructional Technology  ...

... Speech In LAS Hello everyone, my name is Francis Zhang, today my topic is: A Comparison of the Two Worlds: The Evolution of Chinese Socialist Feminism. Socialist feminism and Marxist feminism, as two representative feminist frameworks, have many similar and different viewpoints in deducing what feminism is and understanding and solving the problem of women's oppression. However, Marxism, Leninism and socialism are inherently and inextricably linked, and it can be said that they all originate from the ideas of many communist and socialist figures headed by Marx and Lenin. Admittedly, it is difficult to distinguish between these two feminist frameworks in detail. But we can still start from specific events and analyze the differences between the two feminists in dealing with women's oppression, no matter what the theory says. So my research question is: What is the fundamental difference between socialist feminism and Marxist feminism. I will use the perspectives of socialist feminism and Marxist feminism to explain the oppression of women in China today. Listen to the voices of different groups of people through these narratives from Chinese women, and understand the thoughts behind these voices. I think this approach sheds light on the fundamental difference between these two feminist frameworks in that they have fundamentally different attitudes and approaches to oppression. Before going into concrete events, we need to have a conceptual definition of socialist feminism and Marxist feminism. Here I cite Tong Rosemarie's article: Marxist and Socialist Feminism: Classical and Contemporary for a general definition of the two isms. Affirming the ideas of Marx and Engles, classical Marxist feminists tried to use a class analysis rather than a gender analysis to explain women's oppression. One example of classical Marxist feminism appeared in Evelyn Reed's "Women: Caste, Class, or Oppressed Sex? " She did not think that all women were equally oppressed by men or that no women were guilty of oppressing other women. On the contrary, she thought bourgeois women were capable of oppressing both proletarian men and women. Reed believed that the primary enemy of at least proletarian women is not patriarchy, but first and foremost, capitalism. Tong's definition of socialist feminism originates from the fact that socialist feminism is derived from Marxist feminism. This is one of the fundamental reasons why it is difficult to distinguish between the two types of feminism. A derived definition, however, do not mean they are not much different: One of the initial goals of this evolving group of feminist theorists was to develop a theory powerful enough to explain the complex ways in which capitalism and patriarchy allied to oppress women. This is mainly described the expand of Marxist feminism by socialist feminism as well. Juliet Mitchell, a British psychoanalyst, socialist feminist, research professor and author, claimed that even if a Marxist revolution destroyed the family as an economic unit, it would not thereby make women and men's equals automatically. Because of the ways in which patriarchal ideology has constructed men's and women's psyches, women would probably continue to remain subordinate to men until their minds and men's minds has been liberated from the idea that women are somehow less valuable than men. Tong also quoted Alison Jaggar's elaboration: "Motherhood may also be an alienating experience for women, especially when mostly or exclusively men decide the politics and laws that regulate women's reproductive choices" to point out that the social status quo is determined by men regulating women's reproductive choices. By contrasting some important concepts of Marxist feminism and socialist feminism, we can outline the fundamental differences between them. Generally speaking, these two doctrines use the same factors when discussing women's oppression, namely gender class oppression and social productivity demand oppression. Next, I will introduce an example of the oppression of women in mainland China that is taking place at the moment, compare the viewpoints and solutions of Marxist feminism through people's different viewpoints, and think about how socialist feminism should get reflections from these feedback. As we all know, China is one of the most representative socialist countries in the world, and since Deng Xiaoping put forward the concept of "socialism with Chinese characteristics" in 1982, in just 40 years, socialism with Chinese characteristics has become "Marxism of Sinicization" is a sign of success. From this point of view, if we need better solutions, then the problem of Chinese women's oppression needs to be thought in terms of socialist feminism with Chinese characteristics. This can be said to be necessary, because China is a country with a huge population base and a vast geographical area. Because the population base is large, the base of women is also large, the problem of women's oppression is linked to more problems. Ideal solutions are easy to come up with, but we need to understand people's viewpoints and analyze what solutions socialist feminists should think about. At the beginning of this year, the case is the Xuzhou Feng County Iron-Chain Woman Incident that occurred. This case is the most widely discussed issue of female oppression on social networks in China in recent years, and it is discussed on Weibo, one of the most well-known social networking sites in China. It once reached nearly 100 million views, and the discussion of the incident among Chinese online citizens is widely controversial to this day. Regrettably, it's not just discussions about women's oppression, it is also a discussion on censorship in China. Everything that can be defined as "politically sensitive" has been "removed from the shelf" by Weibo. Topics are banned, keywords are blocked, and related discussions are restricted from viewing traffic. Yes, it's a fact. However, people have not stopped speaking up, everyone is expressing their opinions. This story went viral from January 28 and continues to be a hot topic in Chinese social media, whether or not the social network deliberately makes people forget, we will remember. Whether it is women or men, rich or poor, people who have experienced the incident of women with chains will not forget what happened on this socialist land. Will not forget the Chain Woman of the past, present, and even the future. Women's trafficking and gender persecution began with the chained woman incident in Feng County, Xuzhou. Using the bleed facts, we can highlight the oppression of women. From this incident, we can see the basic point of view of socialist feminism in China, which is a deep psychological discussion. Classes, labor and productivity, political stances.... people are talking about more than the arguments put forward by Marxist feminism. The Chain woman will become a symbol of Chinese women's trafficking, and her suffering represents both the suffering of Chinese women and the suffering of Chinese society. When people connect with each other in a strong sense of empathy, it will be a great move to break down the gaps between class and ideology. The biggest difference between Marxist feminism and socialist feminism is that the former focuses on class struggle to discuss the issue of women oppression, while the latter summarizes various oppressive factors into their united to support in Chained Woman by both men and women empathized with her plight and experience. Finally, I would like to conclude with the last sentence of Tong's article as the end of my presentation. However existing it may be for contemporary socialist feminists to probe women's psyche from time to time, the fundamental goal of these feminists still remains constant: to encourage women everywhere to unite in whatever ways they can to oppose structures of oppression, inequality, and injustice. Thank you for your attention! And we have Q & A section right now, so if you have any questions about my topic, presentation and the content by Chinese voices, please ask them for me. I am really welcome your asking. Thank you.  ...

... Standfest 1 The Baxter University of Music: The First Non-Military Band Academy West of the Appalachian Mountains Speech By Brian Standfest (Slide 1) General Hello, thank the audience for attending and introduce the presentation. (Slide 2) This research began in Spring 2021 when my faculty sponsor, Dr. James Latten, was reading this article by Phillip M. Hash and saw the name, the Baxter University of Music, Friendship, New York, for the first time. This struck a chord in Dr. Lattens mind as he grew up in Wellsville, NY which is only half an hour away from Friendship, and he had never heard of this music university. As he began to dig deeper into this mysterious Baxter University, Dr. Latten brought me on, to help with this research during the Summer of 2021. We began examining different documents and the biography of Dr. Baxter and learned a great deal. We then spent a day doing field research in Friendship, where we saw the remains of the Baxter university and handled surviving documents. We also met local historians Mark Voorheis and Ron Taylor, who have been helping to preserve this material. (Slide 3) It is important to start with the man himself, Dr. James Baxter. Born in the city of Palatine, NY in 1819, James Baxter was one of four siblings. His father, James Baxter, was in the logging business, and in 1820, he packed the family up and moved to Friendship NY. It was the frontier at the time but had a slowly growing town and a ripening logging industry. At a young age, James showed a love of music, and his family loved music and participated in the local Friendship church choir. As James became older, he tried to craft a flute for himself, and then a fiddle, which he accomplished. His father, however, disapproved of the instruments and threw them into the fireplace. Later though, the family acquired a real fiddle for James and other simple string instruments for the rest of the family to practice and perform with. Standfest 2 Once James became a young man, he gained an internship as a Millwright apprentice, and then at the age of twenty-one, he threw himself into his music and was determined to make a career out of it. (Slide 4) In the 1840s, Baxter started a series of local choirs and bands within about a 30-mile radius of Friendship, NY. He was very passionate about music and would be on the road constantly to conduct his bands and choirs. There are records that people would hear Baxter practicing on instruments in his wagon as he traveled by. He had no formal training in music besides his youth in a church choir, but he was able to teach himself rudiments and the proper blowing and fingering techniques for different brass and wind instruments. (Slide 5) In 1853, Baxter opened a one-room rehearsal studio on the main road of Friendship, aptly named Baxters Music Room. This small single-room studio would soon expand as Baxter took on more students to instruct. Then in 1860 or so, Baxter had expanded his meager space into a larger building better able to handle the number of students. The studio was renamed the Allegany Academy of Music to reflect this expansion. Things were going well for Baxter during the 1860s and the 1870s, and the school saw another expansion and was renamed the Baxter University of Music. This was the first music conservatory of its kind beyond the Appalachian Mountains. (Slide 6) The university was divided into four different departments: Sacred, Secular, Orchestra, and Band. Baxter hired additional teachers to help in instruction and along with music theory, the university offered courses in History, English, and Public Speaking. The curriculum was considered very rigorous not only in music theory but also in performance as each student had to show proficiency to graduate. There are reports that residents in Friendship would hear students practicing every day between 6 am and 10 pm. A normal program would be 3 years Standfest 3 long, with three terms throughout the year, and before the semester began each student had to pay $100 in tuition and fees. Each of these classes would be in classroom settings, much like today, and there would be concerts and recitals throughout the semesters for both students, faculty, and townspeople to attend. (Slide 7) It seemed the Baxter University of Music was the best music conservatory in the United States. There are surviving records from local newspapers that praise it and James Baxter, but it is unclear whether these were true accounts or had been paid for as a form of advertisement. The newspaper accounts also mention how the school was innovative and the first of its kind, for the classroom setting it offered, and the different classes and recitals required for students. We have to make our own judgments, and I think these accounts lie somewhere in between. It would make sense to pay for testimonies like this to promote a school, and many universities still do this today, but with 150ish students each term, and this number sustained until the late 1870s, it seems likely students genuinely loved the university and praised it and James Baxter. (Slide 8) The university also had a national publishing company, which provided music and rehearsal scores to students in the university, but also for students across the United States. Baxter ran the publishing company with the universitys principal A.N. Johnson and the university treasurer J.C. Crandall. During our fieldwork, we had the opportunity to see some of the surviving books sold by the publishing company. (Slide 9) We cannot talk about the Baxter University of Music, without mentioning A.N. Johnson. Artemus Nixon Johnson was born in Vermont in 1817, and like Baxter showed an early love of music, and as a teenager, he became the organist of a church in Boston. At the age of twenty-one, Johnson began to devote his life to music and became the assistant of Lowell Standfest 4 Mason, who was prominent in 19th-century American Church music. As Johnson's career developed, he became the music director of several Boston churches, and by 1838 he took on George F. Root, who would later go on to write Civil War songs, as a student. This partnership allowed Johnson to study abroad, and he became one of the first European-trained musicians in America. Johnson then ended his partnership with Root and from 1850 on, Johnson began to look westward. Then, in the mid-1860s Johnson moved to the town of Friendship, where he would work with James Baxter and become the principal of the Allegany Academy of Music. Johnsons prestige on the east coast, and abroad, helped bring more students to the school, and he helped advertise the school as the oldest, the largest, and most successful music school in the United States. Again, our research suggests that they were not the first in the United States, but west of the Appalachian Mountains. Johnson helped Baxter establish and run the publishing company for the school, and through the 1860s the school underwent massive growth. Although in 1870 Johnson left Friendship for unexplained reasons. The most plausible reason is that Johnson wanted to look for a new challenge after having succeeded with Baxter in Friendship. He traveled to Miami, established another music conservatory, and continued teaching until his death in 1892. Johnsons self-isolation and competition with Root and Mason caused him to fade into obscurity in the subject of American music. (Slide 10) Despite the universitys high popularity across the United States, sometime in 1883, the university closed. There are a variety of theories behind the closure of the school, but our research has been inconclusive. One theory is that after A.N. Johnson left the university in 1870, the school began to decline in attendance. Another theory is that Baxter had borrowed money, and was unable to pay his creditors back, forcing him to close. I think the most plausible Standfest 5 reason the university closed was due to a decline in students, because of the universitys price, and the amount of work needed to graduate. After the university closed in 1883, Baxter continued to give private lessons and conduct music until he died in 1897. (Slide 11) Not much remains today of the Baxter University of Music. The building originally built as Baxters Music Room still stands where it had in 1853. The archives of the Friendship Historical Society contain a variety of published and unpublished photographic material and written materials from the university. Some of the items include photos I have used throughout this presentation, along with books, brochures, and even a few stereographic images of the school. The Friendship library also has one of James Baxters original pianos and some brass and percussion instruments also owned by the school. Despite the general lack of public knowledge about James Baxter, the Friendship Town Historian Mark Voorheis, and others have helped to preserve this material. Currently, Dr. Latten, local historians Mark Voorheis, Ron Taylor, and I are in the process of having the remains of the Baxter University of Music acknowledged by the State of New York as a Historical Landmark. (Slide 12) The End, does anyone have any questions (either here or on Zoom)?  ...