Wednesday, September 30, 2020

HUM 111: Roman auxilia Provincial Society Augustus to the Severans

Bryn Mawr Classical Review 2018.01.34

Ian P. Haynes, Blood of the Provinces: The Roman 'auxilia' and the Making of Provincial Society from Augustus to the Severans.   Oxford; New York:  Oxford University Press, 2016.  Pp. xviii, 430.  ISBN 9780198795445.  $50.00 (pb).  


Reviewed by François Gauthier, McGill University (francois.gauthier3@mcgill.ca)
Publisher's Preview

Ian Haynes’ monograph is a much-needed update on The Auxilia of the Roman Imperial Army published by G. L. Cheesman in 1914. It is an ambitious work that looks at the structure, recruitment, religions, and equipment of the auxilia as well as its impact on provincial society. The book is organized into seven sections and twenty-two chapters.

The first part looks at the establishment of auxiliary forces and their incorporation into the professional army created by Augustus. While late Republican auxiliary units were sometimes named after their commander, this practice was gradually abandoned and replaced by tribal, provincial, or ethnic titles. Haynes argues that this reflects a more ordered and formal inclusion of the auxilia into the Roman army. By the time of the Year of the Four Emperors (AD 69) the auxilia were a well-established and essential part of the Roman military system. Over the course of the second century there was a gradual erosion of the status difference that originally existed between legions and auxilia in part because of the growing numbers of Roman citizens in cohorts and alae. The Constitutio Antoniniana effectively removed the distinction between legionaries and auxiliaries. Moreover, by the end of the Severan period, the difference in dress and equipment between legions and auxiliary formations had largely disappeared. The main distinction in unit types was now between infantry and cavalry.

Recruitment is the focus of the second part of the book. Haynes shows the Romans’ remarkable ability to use existing military structures to their own advantage. For example, the forces of former ‘client kingdoms’ were incorporated into the auxilia after the absorption of these kingdoms into the empire. There was no empire-wide pattern of auxiliary recruitment but rather a diversity of methods to recruit and reinforce units. In some areas such as Pannonia, recruitment came from the vicinity of military bases whereas in Africa and Britannia, local recruitment can be discerned. There was no general effort to maintain ethnic stock in any given unit. Recruitment more commonly chose the most convenient source. Haynes thus takes a position against the modern idea that certain units, especially those comprising eastern archers, kept recruiting there because of the existence of ‘natural’ archery skills in this area.

The third section deals with the daily life of the soldiers. Haynes emphasizes the point that military service essentially meant urban life. Since most recruits were drawn from rural communities, this meant they were exposed to styles of living and habits often alien to them. Time was measured according to the Roman calendar; bathing became standard practice as forts were equipped with baths. Mediterranean staple foodstuffs uncommon in northern areas such as olive oil and wine were consumed in garrisons throughout the empire. Despite these common habits, some regional preferences remained, for instance Batavian units drank beer rather than wine.

Religion is the object of the book’s fourth part. Haynes argues that there was no ‘military religion’ particular to the army and distinct from that of the civilian inhabitants of the provinces. The imperial cult, although attested throughout the empire, included important variations of worship from unit to unit and it does not seem to have been rigidly imposed by the state. In some units deities originating from several different areas of the empire were worshipped. For example, the cohors I milliaria Hemenesorum sagittariorum built a temple at Intercisa in Pannonia Inferior for the Syrian god Elagabalus, while several other deities such as Diana Tifana, Isis, Liber Pater, and Jupiter were also worshipped in the same unit.1 Haynes criticises the theory that Mithraism was particularly prevalent in the auxilia, stating that most followers of this mystery cult were actually civilians.

Equipment and tactics are treated in part five. Haynes makes use of the convenient concept of bricolage, coined by Lévi-Strauss, to propose that the armament of the auxilia was a mix of Roman and various other traditions. In the absence of centralized arm factories (not attested until the later empire), there was no single authority to standardize military equipment, even though many similarities were present. Auxiliary soldiers thus had a certain leeway to personalize their weapons and armour. There was an increased tendency towards uniformity in the third century as a result of the movement of units from province to province. There is no evidence for empire-wide reforms of equipment and it is unlikely that one took place as most emperors did not show much interest for these matters.

Haynes proposes that the clear differences in tombstones between foot soldiers and cavalrymen served as status symbols in provincial communities. The depiction of horses on tombstones was a symbol of prestige and a reminder that cavalrymen were better paid and enjoyed a higher status then infantrymen. This may have been a way for provincial tribal elites to reassert their status through service in alae.

Regarding auxiliaries on the battlefield, Haynes re-examines the famous passage from Tacitus (Agric. 35.2) on the battle of Mons Graupius in which the Roman historian credits his father-in-law Agricola for winning the battle using only auxiliary units rather than legionaries and thus sparing Roman blood. Haynes points out that many soldiers of the Batavians and Tungrians cohorts would actually have been Roman citizens. Moreover, auxiliaries regularly played a prominent role in other battles and often fulfilled the same tasks given to legionaries. The adoption of the spear, long sword, and oval shield for both legionary and auxiliary units over the course of the third century is described as a cultural rather than technological change. To be sure, such equipment had been used for a long time by auxiliary units. However, as Haynes recognized in an earlier chapter, armies tend to adopt the best weaponry and tactics irrespective of its cultural associations.1 The change in equipment may in fact reflect that it was simply better suited for the various missions that the Roman army had to perform in the third century.2 The last chapter of part five convincingly argues that most units of particular ethnic origins did not perpetuate distinctive dress and weaponry over time.

Part six examines the role and influence of language and writing in the auxilia. Haynes argues that the army was a powerful factor in the spread of Latin and Greek as auxiliary soldiers needed some knowledge of at least one of these two languages to understand orders and communicate with officers. This does not mean that auxiliaries ceased to speak their native languages. Rather, the auxilia were precisely characterized by the presence of many multilingual individuals. The military was an environment in which one was continually exposed to writing. Of course not all auxiliary soldiers were literate but levels of literacy were more likely to be higher than among the civilian population. For example, a list of receipts for the ala Veterana Gallica shows that twenty-two of the sixty-four soldiers registered could sign their own names. 3 Haynes also shows that military Latin was marked by regional variations and by the occasional mishandling of cases by auxiliary soldiers.
The seventh and last section covers auxiliary veterans. Haynes argues against the idea that veterans were agents of cultural change in their community after discharge. Their small numbers limited their impact and they would thus blend in with what existed rather than create something different. Moreover, there was no central policy of auxiliary veteran settlement.

Overall, Haynes shows an impressive command of the epigraphical, papyrological, and archaeological evidence. His study highlights the problems involved in making the auxilia a systematic agent of ‘Romanization’ (that word itself is controversial in scholarship). Indeed, Haynes’ study shows without a doubt that auxiliary soldiers did not acquire a common ‘Roman’ identity. Rather, their response to contact with the Roman army created various identities, reflecting the diversity of peoples that lived inside the empire. To be sure, service in the auxilia exposed men from all across the empire to a variety of habits and a life style that was markedly different from their own. However it does not follow that they became beacons of ‘Roman civilization’ after the end of their service.

While I certainly understand the basic need to establish boundaries to one’s historical enquiry, I nonetheless think that there could have been more about the evolution of auxiliary units over the course of the third century. Haynes argues that they basically became indistinguishable from legions. How did that play out? How did unit nomenclature evolve in the third century? Maybe this is where the modern divide between early and late empire comes into play, for specialists of the early Roman army are sometimes unwilling to go beyond the mid-third century while those studying the late Roman army would tend to consider anything past that period to be their preserve.

In summary this is a high quality book of tremendous importance for the study of the auxilia in the early empire. The extensive bibliography of some thirty-seven pages is exhaustive and there are a limited number of typographical errors. 4 The work is certain to become the new reference for any study on that topic.


Notes:
1.   p. 241.
2.   Military equipment did end up being produced by state-owned fabricae in the late third century, see James, S. “The Fabricae: State Arms Factories of the Late Roman Empire”, in J. C. Coulson (ed.) Military Equipment and the Identity of Roman Soldiers, pp. 257-331, Oxford, 1988.
3.   p. 323.
4.   For example: p. 86 muncipia for municipia, p. 157 and 307 solders for soldiers. This is not an exhaustive list.

Tuesday, September 29, 2020

HUM 112 Week 5 Dich, Teure halle, Marxism

Tannhauser: 'Dich, Teure halle' - Deborah Voigt, 3:44

Deborah Voigt sings Elisabeth's Aria 'Dich, teure halle' from Act 2 of Wagner's 'Tannhauser'. James Levine Conducts The Metropolitan Opera Orchestra.

https://youtu.be/-sSjRvaty0U



Marxism Explained in 2 Minutes, with Deirdre McCloskey - Learn Liberty, 2:39

“Marx was the greatest social scientist of the 19th century…” says Professor Deirdre McCloskey. “But he got everything wrong.”

https://youtu.be/-np-3g3_Mg0

Monday, September 28, 2020

HUM 111 Classical Myth and Film, Reception Studies

BMCR 2018.01.29 on the BMCR blog

Bryn Mawr Classical Review 2018.01.29

Patricia Salzman-Mitchell, Jean Alvares, Classical Myth and Film in the New Millennium.   New York; Oxford:  Oxford University Press, 2018.  Pp. xviii, 412.  ISBN 9780190204167.  $29.95 (pb).  


Reviewed by Meredith E. Safran, Trinity College (meredith.safran@trincoll.edu)
LoC Preview

[The reviewer offers her sincere apologies for the lateness of this review.]

In answer to the perennial question of “whither Classics,” an increasing number of people in the field have been looking toward the commercial media where most people first encounter the stories and images that continue to capture the imagination of children and adults alike. The number of classicists who now produce substantial scholarly work in this area of reception studies has increased markedly over the past two decades, providing a basis for the next logical step: for instructors to integrate treatments of Greek and Roman narratives in popular culture into our courses, as objects of earnest and engaged study.

Bridging the divide between scholarship and instructional materials is a major goal of Salzman-Mitchell and Alvares’ book, Classical Myth and Film in the New Millennium. Oxford University Press is marketing the volume as a textbook, which the authors “hope…will be of interest both to college instructors and to students, as well as to scholars and a broad readership of myth and movie lovers.” (1) Speaking to such a diverse audience poses significant challenges, which publishers are asking authors who work in this area to meet in order to reach beyond the niche market for academic publications. Considering primarily the educational angle, this volume offers support to instructors by suggesting avenues of inquiry for teaching the selected films, which range from action-oriented blockbusters to young- adult franchises to art-house films. Although the book includes pull-out boxes with plot summaries, brief definitions of key terms, and discussion questions, students, especially in introductory or no-prerequisite courses, may struggle to process the book’s contents without significant assistance.

In their volume introduction (1-32), the authors clarify that they aren’t using film as a vehicle for teaching myth per se, for which readers should consult “mythological dictionaries, compendia, or…myth textbooks.” (1) Their focus is on “thoughtful interpretations of the myths and myth patterns that appear in our movies.” (1) Yet they also acknowledge that the almost inevitable disjuncture between “so-called canonical narratives” and cinematic versions of these narratives is a matter of concern for “purists” (2). Such fidelity criticism is a persistent anxiety in reception studies (addressed by e.g. Pantelis Michelakis, Greek Tragedy on Screen, Oxford: Oxford University Press, 2013). The authors rightly prefer to embrace Martin Winkler’s focus (in Cinema and Classical Texts: Apollo’s New Light, Cambridge: Cambridge University Press, 2009) on the dialectical dynamic within the still-developing classical tradition, in order to gain purchase on how receptions produce their own meaning. The introduction goes on to acknowledge further approaches that the authors will and will not pursue: most pervasive will be “myth theories” (12-23) that draw from literary adaptations of anthropological and psychoanalytic theory (especially the concept of archetypes, which is a major unifying idea across the book), while formalism in film studies and discussions of the industrial imperatives that influence commercial art will be de-emphasized.

The body of the volume is divided into five thematic parts, all of which are of potential interest to instructors of various courses commonly taught at the college level. The first, “Homeric Echoes,” treats Wolfgang Petersen’s Troy and the Coen Brothers’ O Brother, Where Art Thou? The second, “The Reluctant Hero,” treats Brett Ratner’s Hercules, the mini-franchise Clash and Wrath of the Titans, and Tarsem Singh’s Immortals. All of these films’ narratives are explicitly anchored in classical myth, but take various liberties with commonly taught mythic literature, therefore providing readers with clear test-cases for the authors’ aim of examining dialectical movements within the classical tradition. Most of the art-house films and young-adult franchises discussed in the latter three parts engage more obliquely with themes and characters from classical myth. Part III, “Women at the Margins,” treats two Spanish-language films, Guillermo del Toro’s Pan’s Labyrinth and Arturo Ripstein’s Such Is Life. Part IV, “Coming of Age in the New Millennium,” discusses Harry Potter and the Chamber of Secrets, The Hunger Games, and Percy Jackson and the Olympians: The Lightning Thief. Part V, “New Versions of Pygmalion,” analyzes Lars and the Real Girl and Ruby Sparks through a lens crafted by Paula James’ 2011 monograph, Ovid’s Myth of Pygmalion on Screen: In Pursuit of the Perfect Woman (Bloomsbury).

The authors are clearly very enthusiastic about their project. The chapters, each 20 to 30 pages long, are all brimming with observations. The choice to integrate less-familiar films into a volume that could easily have treated only movies that students likely have already seen is commendable. At its best, the authors’ choice to consider the concept of “myth” broadly creates opportunities to explore beyond the plots of classical literature. The chapter on Pan’s Labyrinth, for example, discusses the historical context for the film’s setting, after the Spanish Civil War, as a time when recourse to myth’s fantasy world might be necessary, and acknowledges the importance of the fairy tale as the generic framework for the film’s engagement with classical myth. The authors’ use of archetypes in analyzing the young heroine’s “Quest or coming-of-age myth” (193) invites engagement with classical myth as mediated by the literary-psychoanalytic framework that privileges symbolic images and structures (after Northrop Frye, whose influence is several times acknowledged in the volume), and provides richly gendered interpretations of the film’s visual poetics. Instructors looking for concrete links to the classical tradition will find it in sections involving the wild gods associated with pastoral, Pan and Faunus (197-200), and the Demeter-Persephone myth (204-214). Instructors of a course focused on gender and myth may find a congenial companion piece to this chapter in Part IV’s discussion of the first movie in The Hunger Games franchise, which connects back to the feminine pastoral/wild world (here, in connection with Artemis in myth and cult) and the underworld concerns of the art-house film.

Instructors looking to support their students’ understanding of film as a medium for narrative and mythopoesis will note that the authors regularly remark upon a given director’s oeuvre and the reception of a given film by the metrics of box-office receipts and aggregate critical opinion, through references to popular websites like RottenTomatoes.com. Consideration is also given to works of popular culture that likely inform these films more directly than classical literature and visual art. For example, their discussion of Ratner’s Hercules in Chapter 3 is foregrounded by a treatment of Hercules in select films: the mid-twentieth-century peplum genre, Disney’s Hercules, and a 2005 miniseries that aired on NBC. (Instructors may also wish to integrate Hercules: The Legendary Journeys, arguably the most influential televisual representation of the hero, into this conversation.) In Part IV, which focuses on young-adult franchises, the authors incorporate references to the literary source-texts by Suzanne Collins, J. K. Rowling, and Rick Riordan. These discussions, of necessity, are not comprehensive, but they do provide a foothold from which students might launch themselves into further exploration of how material beyond ancient sources shapes the screen-texts of today.
There are a few caveats that people who consider adopting this volume as a textbook should note.
Instructors may feel that inquiring into the process of selection in which filmmakers engage when constructing a film based in classical myth—whether by excavating authorial intent from published interviews, or analyzing what makes it into a film’s final cut—can assist students in formulating a critical perspective on the use of ancient sources. Such instructors will need to provide a significant amount of supplementary material to that end. It is quite understandable that the authors choose not to engage systematically with the many ancient sources through which current knowledge of the narratives of classical myth has been built. Passages like the highly selective one-page summary of “the Matter of Troy”—which begins with “as the myth goes” and stretches from Prometheus’ reconciliation with Zeus to Aegisthus’ murder of Agamemnon (43)—only gesture toward the complexity of that tradition. The authors do recommend that readers look elsewhere for that information (1). Yet some readers (especially those who skip the introduction) may assume that they can rely on a book with “classical myth” in the title for more detailed treatment of that material.
At some points, the capaciousness of the authors’ frame of reference can be overwhelming. The most intense example, the opening paragraph of the introduction to Part II, quotes or paraphrases in quick succession the Gospel of John, Nietzsche, Wagner, the 1953 film The Wild One, Freudian psychology, and H.G. Wells (99). The most curious students may revel in such a wide-ranging set of cultural referents; others will simply ignore what they don’t understand; others will be distressed by this habit. Even when the frame of reference is explicitly cinematic, the authors ask a lot of their readers, including by invoking films that are not treated in the volume, e.g. The Wizard of Oz and 300. Every chapter includes numerous offhanded comparative comments that assume the reader’s prior familiarity with all the films treated in the volume. This choice highlights the continuity of and variations on themes and motifs shared by the authors’ selected films. It also hinders the instructor’s ability to cherry-pick chapters that fit into a given course’s syllabus, which at first glance is an appealing aspect of this book’s organization.

A tantalizing question that hangs over the volume is posed by the third element of its title: “in the new millennium.” Anyone old enough to be considering this volume as a textbook has lived through variations of millennial anxiety that erupted around the year 2000, whether based in theological expectations of a new age, technological anxieties connected to Y2K, existential crises brought on by the events of September 11, 2001 and their aftermath, and/or fears of looming ecological disaster. What does the deployment of classical myth in these films contribute to discourses on this new era? Although each chapter ends with a brief discussion titled e.g. “Harry Potter and the New Millennium,” this concept feels least dear to the authors’ hearts. In a way, the concept of the millennium is mythical in its own right: effective when deployed within a particular ideological framework, but outside of such a system, rather chimerical.

Like the concept of the decade, measuring out time in round numbers can provide some conveniences, while obscuring continuities. Various chapters cite ecological disasters, loss of faith in institutional authority, and noxious ideologies based on oppression and hatred as problems of the new millennium, yet these are problems that the world suffered before, and likely will continue to suffer. Instructors who want to push their students to consider classical myth not simply as an artifact of the past, but as a vehicle for discussing contemporary crises will be able to pick up on comments by the authors to stimulate such debate. The fact that all the movies treated in the volume were released in or after the year 2000, and so within the lifetime of our students, may facilitate their ability to recognize and articulate what is at stake in these films, as well as the cultural work that classical myth continues to perform for contemporary societies: a significant pedagogical goal.

The challenge inherent in reception studies generally—that every manifestation of traditional material reflects a particular, even idiosyncratic, engagement with that tradition—is no less true of what once was dismissed as mass entertainment or popular culture than it is of “high art.” A vast and exciting field stretches before scholars and instructors who engage with the question of why the material that we have come to cherish and steward professionally continues to fascinate and delight audiences with no skin in the game of classics—but who may yet be induced to appreciate how their current fandom for Percy Jackson constitutes their participation in the classical tradition. Classical Myth and Film in the New Millennium embraces that project wholeheartedly.

Saturday, September 26, 2020

Hillary’s “Gold Star” Father is Islamist

Sharia Law Journal

He specialized in International Trade Law in Saudi Arabia. An interest lawyer for Islamic oil companies Khan wrote a paper, called In Defense of OPEC to defend the Organization of the Petroleum Exporting Countries (OPEC), an intergovernmental oil company consisting of mainly Islamic countries.
But more than this, Khan is a promoter of Islamic Sharia Law in the U.S. He was a co-founder of the Journal of Contemporary Issues in Muslim Law (Islamic Sharia).  Khan’s fascination with Islamic Sharia stems from his life in Saudi Arabia. During the eighties Khan wrote a paper titled Juristic Classification of Islamic [Sharia] Law. In it he elucidated on the system of Sharia law expressing his reverence for “The Sunnah [the works of Muhammad] — authentic tradition of the Prophet Muhammad (Peace be upon him).”

/what-the-media-is-not-telling-you-about-the-muslim-who-attacked-donald-trump-he-is-a-muslim-brotherhood-agent-who-wants-to-advance-sharia-law-and-bring-muslims-into-the-united-states

Friday, September 25, 2020

HUM 111 REL 212 Early Christianity

Early Christianity

 

Overview

 

In the early decades of the first century A.D., Jesus of Nazareth preached that He was the Christ, the long-promised Messiah. Following Christ’s crucifixion, the number of Christians began to expand dramatically. Later in the early fourth century, the Roman Emperor Constantine announced his own conversion and ended the persecution of Christians. The acceptance of Christianity raised questions about the proper relationship between religion and politics.

Recommended Readings


Christianity proposed a radical community consisting of heretofore neglected groups such as women, socially unacceptable types such as tax collectors, children, and slaves. None of these groups would have endeared the Christian message to the Greco-Roman cultural context. Nonetheless, Christianity seemed to have a wide appeal and spread quite rapidly; however, not without significant opposition.  Christianity appeared to be just one of the several mystery religions arising from the East. In the socially conservative Roman world tradition was favored and innovation was not. Begrudgingly, over time, some of these Eastern religions, including Christianity, spread quite far and penetrated even to higher social circles within Rome itself.  In the religious economy of the time Christianity had an appealing message to those Romans who had doubts about the efficacy of traditional Roman religion and philosophy. 

Sunday, September 20, 2020

REL 212: New Religious Movements

The Kingdom of the Cults

Contents

The Kingdom of the Cults 
17
Scaling the Language Barrier 
27
The Psychological Structure of Cultism 
35
Jehovahs Witnesses and the Watchtower Bible and Tract Society 
49
Christian Science 
149
Church of Jesus Christ of Latterday Saints the Mormons 193 
177
SpiritismThe Cult of Antiquity 
261
The Theosophical Society Gnosticism 281 
265
IslamThe Message of Muhammad 
435
The Cults on the World Mission Field 457 
441
The Jesus of the Cults 469 
453
Cult EvangelismMission Field on Your Doorstep 479 
463
The Road to Recovery 495 
479
The Worldwide Church of God 
491
From Cult to Christianity 
507
The Puzzle of Seventhday Adventism 535 
519
BuddhismClassical Zen and Nichiren Shoshu 
299
The Bahai Faith 321 
305
Unitarian Universalism 
333
Scientology 
351
The Unification Church 
371
Eastern Religions 389 
373
The New Age Cult 
405
Swedenborgianism 629 
613
Rosicrucianism 643 
627
Bibliography 
649
Scripture Index 
681
Subject Index 694 
14
Copyright

Sunday, September 13, 2020

HUM 111 Music in Ancient Greece


Music and creativity in Ancient Greece - Tim Hansen

Let’s Begin…

You think you love music? You have nothing on the Ancient Greek obsession.

Every aspect of Greek life was punctuated by song: history, poetry, theater, sports and even astronomy.

In fact, music was so important to Greek philosopher Plato that he claimed the music we listen to directly affects our ethics.

Tim Hansen wonders what Plato might have to say about the music we listen to today.

Music and creativity in Ancient Greece - Tim Hansen, 4:45

https://youtu.be/-1aAunaw1GA


Saturday, September 12, 2020

HUM 111 Ancient Greek Inventions


Ancient Greek Inventions

ancient-greek-inventions

https://www.ancient.eu/article/1165/ancient-greek-inventions/

Friday, September 11, 2020

HUM 111: Jerusalem and Athens



Jerusalem and Athens

western-heritage-2017/lecture-01/lecture-1

https://online.hillsdale.edu/courses/western-heritage-2017/lecture-01/lecture-1

Thursday, September 10, 2020

Design Thinking

-design-change-made-things-better

/how-ceos-use-design-leadership-to-solve-business-problems

Understand
  • “What have you done to build a deep understanding of our customer? Do you understand their fundamental goals, behaviors, and motivations? How?”
  • “How will you keep these goals in mind during the product development process?”
Envision
  • How did you generate ideas to respond to our customer’s goals?”
  • “In this process, did you include a diverse group of stakeholders — including technical, marketing, sales, customer service or other departments who may bring unique and valuable perspectives to the discussion?”
Prototype
  • “How might we try out your team’s best ideas to determine if we’re on the right track, before investing a lot in development or deployment?”

design-thinking-process

/design-sprints-creating-a-space-for-collaboration-and-innovation

Design

Senior lecturer in MIT's School of Engineering Blade Kotelly discusses how design can improve users' lives by finding solutions for gaps (0:53). He then discusses the ten-step design process he uses while teaching at MIT (3:49). You can find more information about his ten-step design process here
Blade explains that generally "the less obtrusive a solution is, the more natural it feels...the more powerful the solution can be" (3:39). Can you recall a product or experience (virtual or physical) that solved a problem for you in a unobtrusive and effective way? Consider why that solution was powerful. 

Blade Kotelly: Finding Design Opportunities


all-you-need-to-run-a-design-sprint

/the-design-innovator/design-thinking-unboxed

called-it-wants-agile-back

looking-ahead-digital-design-in-2018

david_terrar/what-is-design-thinking

the-evolutoin-of-design-thinking-and-how-might-we-sell-it

/how-to-prepare-workshops-and-what-information-to-get-out-of-them

six-magic-bullets-of-design-thinking

how-to-facilitate-a-design-thinking-workshop-in-just-2-hours

getting-the-human-centered-mindset-right-the-design-thinking-pyramid

/traditional-design-thinking-vs-digital-design-thinking

Stanford d.school:https://dschool.stanford.edu/resources/

Ideo.Org:https://www.ideo.org/approach

yes-design-thinking-is-bullshit-and-we-should-promote-it-anyway

the-design-process-dilemma-how-to-align-process-problems-and-stakeholders

Design Intro

Flow

Meet Design Thinking

6-steps-to-running-a-successful-design-thinking-workshop

/design-thinking-a-key-to-improving-organizational-culture

a-new-study-on-design-thinking-is-great-news-for-designers

/design-thinking-for-instructional-design

video-3-ways-human-centered-design-can-inform-student-success

.cxuniversity.com/eModule-design-thinking

/how-i-plan-save-design-thinking

-club/useful-methods-guides-and-tools-to-aid-the-design-process

Presentation

Future

how-design-helps-top-companies-to-grow-and-win

spreading-design-thinking-in-large-organizations

Illustration of Design

how-warm-competent-admissions-relationships-drive-student-enrollment

BACKGROUND

With increasing competition in Ohio and nationally for a dwindling number of high school students, the University of Dayton (UD) works hard to meet and exceed its enrollment targets without compromising academic quality. While some private schools have struggled in recent years to fill first-year classes, UD, a toptier Catholic research institution, received in 2012 approximately 200 more enrollment confirmations over its goal, despite offering admission to 1,000 fewer applicants. As a result, the university improved its selectivity rate – an indicator of academic excellence and a key factor in national rankings – from 76 percent to 55 percent. To better understand and leverage the drivers of their growing enrollment success, UD engaged Fidelum Partners to apply its warmth and competence insights framework to the enrollment process.

SOLUTION

To uncover the most critical drivers of student enrollment, Fidelum Partners gathered and analyzed the warmth and competence perceptions of more than 1,500 recently admitted students, along with relevant admissions, academic and financial aid data. As part of its unique relationship-focused analysis, Fidelum Partners then identified four unique relational segments of admitted students, each with differing enrollment priorities, perceptions and behavior:
  1. High-Scoring Skeptics (18%) – These high-scoring students average a 3.95 high school GPA and are highly sought after by multiple institutions. However, less than 30 percent of these chose to enroll at UD due to their skepticism about the University’s academic reputation and the scholarship opportunities available to them.
  2. Less Prepared Fans (15%) – Though less well-prepared academically and financially, these students are enthusiastic fans of everything about UD. Nearly 60 percent of them chose to enroll, but they arrive having maintained a relatively lower average high school GPA (3.3).
  3. Solid Academic Balancers (32%) – These students are as equally concerned with the quality of campus living and learning environment as they are academic reputation. While they appreciate UD’s academic strength — and bring an average high school GPA of 3.9 — nearly half of them chose to enroll and most cite the incredible sense of community and close-knit campus as the primary reason they did so.
  4. Average Academic Believers (34%) – These prospective enrollees have a high school GPA matching the 3.7 average of all admitted students. They are enthusiastic believers in UD’s size, location, campus environment and academic reputation, which helps explain why 56 percent of them chose to enroll.
How Warm & Competent Admissions Relationships Drive Student Enrollment
The analysis also revealed that students’ priorities and perceptions of UD, based on Fidelum Partners’ warmth and competence dimensions, had been a major driver of enrollment decisions, explaining fully 33 percent of all matriculation behavior alone. This breakthrough method for identifying and assessing the drivers of student behavior was developed in collaboration with renowned psychologists at Princeton University and was recently published in the Journal of Consumer Psychology. ¹

Over the past several decades, social psychologists have deduced that as early humans struggled for survival they had to develop an ability to make two kinds of judgments quickly and accurately: “What are the intentions of others toward me?” and “How capable are they of carrying out those intentions?” Researchers call these two critical categories of human perception “warmth” and “competence.” These spontaneous judgments still dominate human perception and behavior, subconsciously guiding most of our decisions, particularly as they relate to our interactions and relationships with others. Fidelum Partners has extended this insights model to higher education institutions, finding that at the deepest level, students make application and enrollment decisions precisely the same way — instinctively judging schools on warmth and competence.

Not surprisingly, Fidelum Partners’ analysis also found that these warmth and competence dimensions are directly related to the relationships formed by prospective students during the admissions process – especially with admissions personnel, current students, and faculty and staff. In fact, fully 26 percent of enrollment behavior could be attributed to the strength of these relationships with UD stakeholders. Together, warmth, competence and UD stakeholder relationships explained a whopping 44 percent of all student matriculation decisions. While financial aid is certainly significant, the analysis revealed that it drives only 25 percent of student enrollment decisions at UD.
Moreover, for every one point increase in perceived warmth and competence (on a 7 point scale), prospective students’ overall relationship with UD improves by 20 to 34 percent. Similarly, for every one point increase in their overall relationship with UD, students’ likelihood to enroll at the University of Dayton improves by a remarkable 42 percent.

What these findings suggest is that higher education institutions must better understand the widely varying warmth, competence, and relational priorities and perceptions of prospective students, as well as better align their admissions efforts and experience with the unique needs of each relational segment.
dayton
NEW STRATEGIC DIRECTION

Already recognized as an innovator and thought-leader in enrollment management, UD is building on their recent success with a greater emphasis on establishing warmth and competence-based relationships with all applicants to the University. To enable this shift, UD is making strategic changes to key elements of their admission and campus visit programs to better facilitate and enable stronger relationships with applicants. In addition, Fidelum Partners has been retained to develop and deliver an insight-based relationship development training program to the entire UD enrollment management team, including student tour guides
“As a top-tier Catholic research university we pay close attention to how the values of our transformational community are demonstrated to prospective families. When I read about the warmth and competence framework, I became convinced that those insights would be valuable to our efforts. These Fidelum Partners concepts are new to higher education, but their application is proving successful here, and I believe we have even more to gain from it.”
Jason Reinoehl
Executive Director, Enrollment Strategies & Operations
University of Dayton
¹ Brands as Intentional Agents Framework: How Perceived Intentions and Ability Can Map Brand Perception, Nicolas Kervyn, Susan T. Fiske, and Chris Malone, Journal of Consumer Psychology 22 (April 2012) pp. 166-176.







A Primer on Design Thinking – Educational Innovation Through Empathy

Session Overview:

Design Thinking may seem confusing but it should not. You have likely heard about Design Thinking in the press, blogs, and podcasts but may unsure how it applies to your world.

Design Thinking is a framework and set of processes that has evolved out of the “designers toolkit” of delivery. Placing a focus on empathy and problem-led delivery, it marries human centered design with meaningful customer experiences to deliver more relevant, lasting educational value. Design Thinking flies in the face of traditional solution-led delivery by answering the question of Why people need products and services, not How or Where. Rather than traditional product and solution methods that start with an end state in mind, Design Thinking revolves around empathy and focuses on the true understanding of an audience.

Solutions are crafted in a creative, unencumbered approach that fulfills the audiences needs through iterative product delivery.

During this session, G. Mick Smith, PhD, Principal of Smith Consulting, will call on his years of experience applying innovative educational thinking in product management, enterprise strategy, and digital transformation roles. Mick will introduce attendees to the Design Thinking process, showcase brand leaders who are applying this process to transform their businesses, share how this framework can support both educational and product innovation, and facilitate some hands-on, application based learning for all participants. Attendees will walk away with the foundational knowledge to apply Design Thinking to their educational imperatives while focusing on driving transformation and innovation.

Who Should Attend? Those Educational Leaders Who Want To:

  • ·         Launch new, innovative solutions into content delivery;
  • ·         Prioritize a student, customer-first culture and delivery mindset;
  • ·         Increase engagement and retention with your students;
  • ·         Foster alignment between education and tech teams.
 If you’re looking to refresh your strategies for supporting L&D, design thinking may provide just the infusion of energy that you need. Design thinking is what we DO as designers and strategists; and there are practices honed in the design thinking movement that can reenergize your creativity and enable you to craft novel solutions.
In this fast-paced, interactive workshop, you’ll get a chance to play with the tools and techniques of design thinking and experience how they can invigorate your work. You’ll see how design thinking is more than a toolkit, though – it’s a mindset that can transform how you design and facilitate, and it’s an approach that improves the quality of your outputs. The workshop will help you to rediscover the joy of design.
Through this workshop, you’ll be able to:
  • Transform your approach to assessment with empathizing
  • Generate and play with ideas to produce unique recommendations
  • Use rapid prototyping and iterating to hone your solutions
  • More deeply integrate design thinking into your standard processes

https://designthinkingforeducators.com/

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Stanford wiki resources

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