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Harvard U. Press Sponsors Design Contest for New Series

September 1, 2011, 6:05 pm

By PageView Editor

“A new series needs a new look,” says Harvard University Press. In this case, the series is the Murty Classical Library of India, a venture endowed with a gift of $5.2 million from the Murty family of Bangalore. A prize of $10,000 will go to the designer of a logo, logotype, and jacket design for the series, which is set to debut in 2013 and will feature works in English translation with facing texts in Hindi, Pali, Sanskrit, Tamil, and other Indic languages. In addition, the winning designer will receive jacket credit on all the series’ books.

Individuals resident, or design firms based, in the United States, Britain, or India are eligible. The contest deadline is December 1. For full terms and specs visit the Murty Classical Library site, which shockingly lacks a logo!

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  • 22086364

    This is a facile piece, and it wasted time I’ll never get back. And yet, in this imperfect system, even a one-off like this can get a hearing. Despite my regret at expecting a thoughtful essay and reading tapioca, I think the system works, and will continue to look for thoughtful, balanced, pieces on this issue. Something about a diversity of voices and opinions. . . which Wood and the lone CUNY trustee seem to value a bit less than I, at least, would hope.

  • emcdermott

    Such sloppy thinking. Perhaps Mr. Wood can explain how Mr. Kushner’s criticism of Israel’s treatment of the Palestinian people is, in any way, incompatible with the pride he feels in his religious heritage, or with his support for the existence of the State of Israel?

  • jupiter125

    Kushner’s plays are only and always about politics, so his political views can hardly be considered off-limits when his artistic output is assessed. The cascade of honors he receives from universities, as Wood notes, is due at least as much to their self-congratulatory stance at sharing his pieties as to his dramatic gift. When accepting honorary degrees, his speeches also stress politics, and all feel the glow of his advanced thinking.

    An article in today’s New York Observer quotes Wiesenfeld as saying he never expected the trustees to agree with him but he needed to speak his mind about Kushner’s demonstrably appalling statements. The trustees have since predictably backed down.

  • stac9116

    Updates to the technology are helpful as well.  Many people still treat “online” in the same manner as “correspondance” and there are other options.

  • rthezel

    This is a side note, but important, as I take issue with your assertion:
    “As a result, today’s online campus is a far cry from the early days of distance education, when just about any faculty member could teach online and more than a few went that route just to avoid driving to campus five days a week. Online instructors these days tend to be both highly trained and highly committed. ”

    Ever since the 1980s distance learning–at most colleges that have been serious about it–has engaged faculty who were highly committed to learning new methods of teaching and learning.  Rarely have online faculty taught in that mode to avoid the commute. For many faculty, the training for teaching via DL (later online) required their first considerable, formal entree into the world of pedagogy.  The discipline that PhD faculty never learned in their doctoral program became mandatory when they stepped up for DL/online teaching.

    In many ways, as I see it, DL has led institutions into a deeper look at the pedagogy and broader study of the teaching processes not just online, but also in the traditional classroom.

  • ardvaark55

    So how does this help those students who fail? It seems intended to help the course be successful. Something is off here.

  • lindamorosko

     At Stark State College, we have always required students to complete a free, non-credit online orientation course.  The orientation course is delivered through our LMS to give students a feel for what a class looks like and how the software works.  Students are prevented from accessing their online class by a customization requiring them to complete the orientation first.  If students are unable to complete the orientation, this is a good indicator that they should not be taking an online class and I have no problem suggesting that online learning may not be for them.  Our success in offering online classes is only 3-5% lower than the success students have in a face-to-face classes.  Required orientation does make a significant difference.

  • drassessment

    At the community college where I teach online classes we used to require students to complete a student tutorial and pass the quiz at the end with an 80% or higher in order to participate in the class. The school no longer requires this. I have been asking for the requirement to be reinstated ever since but, to no avail.

    There seems to be too many students who appear to believe that, since they can check their email and log in to Facebook, they have the requisite knowledge and skills to take an online class. Sadly, this is just not true!

    I still put in my syllabus that students must take the tutorial before participating in the class but, I can’t enforce it because of the school’s policy.

  • 12073063

    “The answer, I believe, lies not in improving our courses but in improving our students.” Are you joking?  So, if hospitals are not making their numbers, perhaps they should follow your suggestion and decide, “The answer, lies not in improving our healthcare, but in treating healthier patients.”  How about if faculty start doing their jobs and TEACHING all the students -

  • rpoulin

    While the “improving our students” comment was an unfortunate one, I think that Rob has the start of a good proposal.  I take issue with the response from “12073063″ – what Rob is suggesting is exactly what you are suggesting.  We’ve identified a skill that some students don’t possess (learning in an online course) and we’re TEACHING them how to do so.  What’s wrong with that?  Online learning is unfamiliar to many, especially in a community college setting where a large number of returning adults might not have any experience with this teaching modality. Help students where they need to be helped.  That’s teaching.

  • glorenzo

    You might be interested in this report, recently published by The SOURCE on Community College Issues, Trends & Strategies, titled “Online Education Learner Engagement and Academic Success Strategies at Community Colleges” – http://www.edpath.com/sourcelibrary.html

  • robjenkins

    I’m confused by your objection, 12073063. What is the purpose of education if not “improving our students”? I didn’t say, “get better students.” Your analogy doesn’t work.

    Rob 

  • akprof

    What happened to the Report Abuse option tha tused to exist. The message I am replying to has no place as a response to this article.

  • hasharris

    Is the study referred to in the first paragraph of this post the study that looked ONLY at Virginia Community Colleges and ONLY at introductory college-level math and English courses? Or is there another study I am missing? Can we extrapolate about online success across the board based on the results of students lack of success in two types of courses at community colleges in one state? From what I understand, developmental math courses have an 8% success rate whether online or face-to-face, so maybe there are greater issues at play than the modality. Maybe we can draw larger conclusions…but I am skeptical about the study that forms the premise of this piece.

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