Presenter Bios: Redesigning Majors Webinar
Caryn McTighe Musil received her B.A. from Duke University and her M.A. and Ph.D. in English from Northwestern University
Caryn McTighe Musil is Senior Scholar and Director of Civic Learning and Democracy Initiatives at the Association of American Colleges and Universities (AAC&U), where she had served as Senior Vice President of the Office of Diversity, Equity, and Global Initiatives for fourteen years. A director of over twenty national and international projects, she has been writing, speaking, and directing projects about diversity, democracy, global learning, civic engagement, women, and social responsibility for the past three decades. Before working at AAC&U, she was a faculty member in English and women’s studies for sixteen years at La Salle University in Philadelphia.
Dr. Musil was the lead author of A Crucible Moment: Civic Learning and Democracy’s Future (2012), which represents the collective wisdom of a broad constituency and seeks to move civic learning from niches to norms. The report continues her long line of investigations about democracy, diversity, and higher education. From 1992-2002, she was a senior leader in AAC&U’s American Commitments: Diversity, Democracy, and Liberal Learning, directing three generations of a faculty and curriculum development project that involved 130 institutions and over 500 faculty members.
That work led to her leadership of the Ford Foundation-funded Tri-National Project with educators from India, South Africa, and the United States comparatively exploring the role of higher education in diverse democracies. She continued democratic inquiries through the National Endowment for the Humanities grants in concert with The Democracy Project working with community colleges on two grants: Bridging Cultures to Form a Nation: Community, Difference, and Democratic Thinking, targeting humanities courses, and Citizenship Under Siege, holding public forums to engage in deep dialogue about who counts as American citizens.
Picking up on the recommendation in A Crucible Moment, she has recently focused on how to seed civic learning in students’ majors by challenging departments to take leadership in cultivating a civic lens and social responsibility as a dimension of disciplinary inquiry and practice for their student majors. In Civic Prompts: Making Civic Learning Routine Across the Disciplines, she suggests how departments can integrate civic inquiries, issues, pedagogies, and assignments to teach their subject matter more effectively.
Francis R. Eanes
Visiting Assistant Professor
Department of Environmental Studies
Peer Review Article: Community Engagement through an Environmental Studies Lens
By: Jane T. Costlow
Francis Eanes received both his Ph.D. in Environment & Resources and his M.S. in Agroecology (M.S.) from the University of Wisconsin-Madison and a B.A. in English and Peace and Conflict Studies at Messiah College.
Francis Eanes is a faculty member in the Environmental Studies Program. He teaches classes on urban environmental studies, urban and regional food systems, and community-engaged research. He is especially excited about teaching an upcoming Short Term course on the food systems of Maine. Highlights of the course will include visits to producers, processors, and distributors of food across may boundaries: urban and rural, inland and coastal (i.e. fisheries), and both large- and small-scale.
His research interests broadly encompass understanding the ways in which individuals and communities use and perceive urban and rural natural resources, particularly in postindustrial and working landscapes. Using qualitative, quantitative, and geospatial approaches, his past work has explored the possibility of repurposing urban vacant land for community gardening, and understanding how people’s sense of place motivates pro-environmental behavior in degraded urban landscapes. He is particularly committed to participatory research that balances the practical needs of local/regional community partners with contributions to broader academic audiences.
Prior to coming to Bates, Professor Eanes was a postdoctoral research associate in the Natural Resources Social Science lab in the Department of Forestry and Natural Resources at Purdue University, where he used quantitative and qualitative approaches to understand factors that affect Midwestern farmers’ adoption of soil and water conservation practices.
Among his selective publications: Eanes, F., J.M. Silbernagel, and P. Robinson. (2018). Effects of scale and the biophysical environment on sense of place in northeastern Wisconsin's bioregions. Human Ecology Review. (in press); Singh, A.S., F. Eanes, and L.S. Prokopy. (2018). Assessing conservation adoption criteria using the Analytic Hierarchy Process: case studies from three Midwestern watersheds. Society & Natural Resources. (in press); Sikder, S.K., F. Eanes, H.B. Asmelash, S. Kar, and T. Koetter. (2016). The Contribution of Energy Optimized Urban Planning to Efficient Resource Use. Sustainability. 8(2); and Eanes, F. and S. J. Ventura. (2015).
Professor of Psychology, Chair of Arts & Letters
University of Maine at Machias
Online Case Study: University of Maine at Machias: Psychology & Community Studies
Lois-Ann Kuntz earned an M.A. in Industrial/Organizational Psychology from the University of Central Florida then specialized in human factors research while earning her Ph.D. in Sensation & Perception Psychology from the University of Florida. She has always been interested in what we can do to improve people’s lives, especially in how to improve human relations within our physical, biological, social, occupational and technological environments. Her research projects have included cognitive/perceptual tasks; the human visual system’s influence on motion sickness; and evaluation of commercial truck driver training.
For the last 15 years Professor Kuntz has incorporated Service-Learning/Civic Engagement (SL/CE) in several of her courses. Her work and the work of her department has received recognition by Maine Campus Compact. The process of the Psychology & Community Studies major becoming an Engaged Department for both campus and distance tracks has been published in a chapter in Service-Learning and Civic Engagement: A Sourcebook, by SAGE publications.
As an early adopter of including SL/CE in online courses, Professor Kuntz was selected as one of two faculty by Maine Campus Compact for a Davis Foundation grant to develop curriculum and facilitate “Fusion” workshop courses to 50 faculty preparing and/or enhancing SL/CE in distance classes. More recently she and her colleagues have been developing the curriculum and delivery of a three-course online Teaching Service Learning certificate geared toward a broad audience of educators, instructional designers, and nonprofit/community professionals for both in-person and distance learning. Part of Professor Kuntz’s own service is advising and supporting a student group responsible for throwing an annual LGBTQS Youth state-wide Rainbow Ball Weekend for the past ten years and serving as a board member of the Health Equity Alliance.
David A. Reichard
Professor of History & Legal Studies
Chair, School of Humanities and Communication
California State University Monterey Bay
Online Case Study: California State University Monterey Bay: Humanities and Communication
David Reichard earned his MA and Ph. D, in History from Temple University and a B.A. in History from Muhlenberg College. Prior to earning his advanced degrees in History, he earned a J.D. from the Villanova University School of Law.
Trained in history and law, Professor Reichard focuses on 19th and 20th century U.S. social, political and legal history. He is currently completing a book, tentatively entitled "Doing Unheard of Things: Early LGBT Student Organizing On California College Campuses, 1967-1978" examining the origins of lesbian, gay, bisexual and transgender (LGBT) student politics in California. His other research interests include the scholarship of teaching and learning. He was selected as a 2003-2004 Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) scholar.
Professor Reichard is currently the chair of the Division of Humanities and Communication and has served in the past as Faculty Associate for the College of Arts, Humanities and Social Sciences, working with departments across the college on various projects, including assessment and catalog revisions.
Among selective publications: “Exploring Student Learning in Unfamiliar Territory: A Humanist and a Scientist Compare Notes,” co-authored with Kathy Takayama in The Scholarship of Teaching and Learning In and Across the Disciplines (2012); “Animating Ephemera through Oral History: Interpreting Visual Traces of California Gay College Student Organizing from the 1970s,” in Oral History Review (2012); and Teaching Vignette, “Connection, Assessment and Refection: Assessing Learning Outcomes in a Multicultural Conflict Resolution Course” in Developing Outcomes-Based Assessment for Learner-Centered Education (2007); “How Do Students Understand the History of the American West? An Argument for the Scholarship of Teaching and Learning” in The Western Historical Quarterly (2006).
He has also been involved with the GLBT Historical Society in San Francisco, volunteering in the archives, supporting exhibits at the GLBT History Museum, and served as a member and as co-chair of the organization's Board of Directors.