SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of t... more SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of the Pacific and the Executive Director of the Jacoby Center. The interviewer is John Schamber. It's March 26 th , 2014. We will just start with biographical information on Bob, and then will go to a list of topic areas that we want him to talk about. When did you first start working at Pacific? What the heck interested you in working here? ROBERT BENEDETTI: I began my time at Pacific in August of 1989. I was coming from Florida from New College, which was affiliated with the University of South Florida. I had decided to search for a new job, even though I loved what I was doing in Florida, because my father had died and my family was from California, from the Bay Area, I felt that it would be good if I could be closer to them, given they were without our father. So, I started to look and after I did my search, there were five schools I applied to on the West Coast that had openings for someone with my experience in academic leadership. I received two offers and decided Pacific was by far the better of the two. It interested me because I'd been teaching at what is often euphemistically referred to as an "elite school," and I wanted to teach in a school with a wider range of students to see if the same kinds of approaches, that I had worked at an 'elite school', would work at another institution. The second reason that I think that Pacific would treat me well was a friend of mine was applying for the Academic Vice President position. We really looked forward to working together. I had known Joe Subbiondo from work at AAC&U in Washington; we were on the executive board of an organization called ACAD, a dean's organization there. We enjoyed each other and we thought this assignment would be fun. SCHAMBER: If my memory serves me correct, you were either the longest serving Dean of the College or one of the longest? BENEDETTI: I matched the record. SCHAMBER: The record was? BENEDETTI: The record was 13 years and I had 13. Now, you have to remember that the College was not a longstanding institution. It was created in 1961 when the clusters opened, so that, the liberal arts departments and others that didn't have a home and were not part of professional school or clusters could be in the College. So the College as it is today did not stretch back into the nineteenth century, but, yes, Dean Whiteker and I were served the same length of time there, 13 years. SCHAMBER: After you stepped down as dean, the next position that you took was then at the Jacoby Center, correct? BENEDETTI: Right, as part of my negotiating at the time of my leaving, the Deanship was to ask if the higher administration would be interested in a new center in the honor of Jake Jacoby who had been the first Dean of the College, and that center would be focused on public service and citizenship. The provost and president were interested and we settled on a 2/5 time assignment where I would work to create a center. Instead of going back to political science full time, and I would teach three courses spend the rest of my time developing programs that would to involve students and faculty in community research and service.
Innovative, high-impact practices that benefit all college students are at the forefront of the N... more Innovative, high-impact practices that benefit all college students are at the forefront of the New Academy's promotion of effective teaching and integrative learning (DeZure, Babb, & Waldmann, 2005; Kuh, 2008). Integrative learning involves "developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts" (Huber, Hutchings, Gale, Miller, & Breen, 2007, p. 46). Among the high-impact practices used to develop students' abilities to connect ideas are learning communities (Brownell & Swaner, 2010; Kuh, 2008). Learning communities can integrate the content of courses, promote deeper learning, and foster personal development. "When experiences like these occur in the first year, students may begin to develop habits of connection-making" (Huber & Hutchings, 2004, p. 8) and thus gain skills that are needed beyond the classroom. This study investigated an integrated curriculum that occurred in a learning community that linked a first-year general education seminar and a public speaking course. As such, the final product of the learning community was a speech on the value of a liberal education. The content of the students' speeches was analyzed for generating a grounded theory. The theory describes what it means to become liberally educated as a traditional first-year student and the effect that this new knowledge has on one's sense of self. The discussion of self in
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state.
The Christian Identity movement is a religious movement derived from the premise that the white r... more The Christian Identity movement is a religious movement derived from the premise that the white race is the offspring of the lost tribes of Israel and that whites, not Jews, are God's chosen.people. The "seedline doctrine," which is taught by Pastor Dan Gayman, a former high school principal, and other preachers of the Christian Identity movement, argues that the Jews are the literal children of Satan. Since this doctrine is not well understood by scholars of religion, this paper traces the development of the doctrine in Christian Identity thought and ponders its rhetorical implications through the lens of narrative criticism. To sharpen the focus, the paper analyzes Gayman's "The Two Seeds of Genesis 3:15," a book which is worthy of study because it has been widely distributed among Christian Identity believers. Two research questions guide the paper's analysis: (1) How does Gayman's use of storytelling develop mystical anti-Semitism for creating an ideology of division and vilification?; and (2) Does Gayman's narrative provide motives for violence? The paper begins with a brief historical overview of the Christian Identity movement and then discusses the critical method selected for analyzing Gayman's book.The narrative is examined by focusing on three critical issues: setting, character, and audience. The paper follows the description of the method by its application to the artifact. Finally, it explores the rhetorical implications of Gayman's narrative and the seedline doctrine. Contains 195 notes. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
Innovative, high-impact practices that benefit all college students are at the forefront of the N... more Innovative, high-impact practices that benefit all college students are at the forefront of the New Academy's promotion of effective teaching and integrative learning (DeZure, Babb, & Waldmann, 2005; Kuh, 2008). Integrative learning involves "developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts" (Huber, Hutchings, Gale, Miller, & Breen, 2007, p. 46). Among the high-impact practices used to develop students' abilities to connect ideas are learning communities (Brownell & Swaner, 2010; Kuh, 2008). Learning communities can integrate the content of courses, promote deeper learning, and foster personal development. "When experiences like these occur in the first year, students may begin to develop habits of connection-making" (Huber & Hutchings, 2004, p. 8) and thus gain skills that are needed beyond the classroom. This study investigated an integrated curriculum that occurred in a learning community that linked a first-year general education seminar and a public speaking course. As such, the final product of the learning community was a speech on the value of a liberal education. The content of the students' speeches was analyzed for generating a grounded theory. The theory describes what it means to become liberally educated as a traditional first-year student and the effect that this new knowledge has on one's sense of self. The discussion of self in
... This study documents that students in first-year general education programs can realize the c... more ... This study documents that students in first-year general education programs can realize the characteristics of responsible citizens through an integrative academic and ... Empowering youth to change their world: Identifying key components of a community service program to ...
SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of t... more SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of the Pacific and the Executive Director of the Jacoby Center. The interviewer is John Schamber. It's March 26 th , 2014. We will just start with biographical information on Bob, and then will go to a list of topic areas that we want him to talk about. When did you first start working at Pacific? What the heck interested you in working here? ROBERT BENEDETTI: I began my time at Pacific in August of 1989. I was coming from Florida from New College, which was affiliated with the University of South Florida. I had decided to search for a new job, even though I loved what I was doing in Florida, because my father had died and my family was from California, from the Bay Area, I felt that it would be good if I could be closer to them, given they were without our father. So, I started to look and after I did my search, there were five schools I applied to on the West Coast that had openings for someone with my experience in academic leadership. I received two offers and decided Pacific was by far the better of the two. It interested me because I'd been teaching at what is often euphemistically referred to as an "elite school," and I wanted to teach in a school with a wider range of students to see if the same kinds of approaches, that I had worked at an 'elite school', would work at another institution. The second reason that I think that Pacific would treat me well was a friend of mine was applying for the Academic Vice President position. We really looked forward to working together. I had known Joe Subbiondo from work at AAC&U in Washington; we were on the executive board of an organization called ACAD, a dean's organization there. We enjoyed each other and we thought this assignment would be fun. SCHAMBER: If my memory serves me correct, you were either the longest serving Dean of the College or one of the longest? BENEDETTI: I matched the record. SCHAMBER: The record was? BENEDETTI: The record was 13 years and I had 13. Now, you have to remember that the College was not a longstanding institution. It was created in 1961 when the clusters opened, so that, the liberal arts departments and others that didn't have a home and were not part of professional school or clusters could be in the College. So the College as it is today did not stretch back into the nineteenth century, but, yes, Dean Whiteker and I were served the same length of time there, 13 years. SCHAMBER: After you stepped down as dean, the next position that you took was then at the Jacoby Center, correct? BENEDETTI: Right, as part of my negotiating at the time of my leaving, the Deanship was to ask if the higher administration would be interested in a new center in the honor of Jake Jacoby who had been the first Dean of the College, and that center would be focused on public service and citizenship. The provost and president were interested and we settled on a 2/5 time assignment where I would work to create a center. Instead of going back to political science full time, and I would teach three courses spend the rest of my time developing programs that would to involve students and faculty in community research and service.
The Christian Identity movement is a religious movement derived from the premise that the white r... more The Christian Identity movement is a religious movement derived from the premise that the white race is the offspring of the lost tribes of Israel and that whites, not Jews, are God's chosen.people. The "seedline doctrine," which is taught by Pastor Dan Gayman, a former high school principal, and other preachers of the Christian Identity movement, argues that the Jews are the literal children of Satan. Since this doctrine is not well understood by scholars of religion, this paper traces the development of the doctrine in Christian Identity thought and ponders its rhetorical implications through the lens of narrative criticism. To sharpen the focus, the paper analyzes Gayman's "The Two Seeds of Genesis 3:15," a book which is worthy of study because it has been widely distributed among Christian Identity believers. Two research questions guide the paper's analysis: (1) How does Gayman's use of storytelling develop mystical anti-Semitism for creating...
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state. The paper provides a brief description of the prophetic career of Brothers (b.1757) in 18th-century London; a summary of the literature on charisma (considered the result of a complex interaction among situation, personality, message, and audience); an analysis of Richard Brothers' charisma as a prophet, focusing on his apocalyptic writings; and observations concerning the dynamics of charisma as a rhetorical construct. Contains 165 notes. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. The Prophet of Revealed Knowledge: Richard Brother, the Prince of the Hebrews and Nephew of the...
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state.
... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking through... more ... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking througheffective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), 740763. US Department of Education. (1991). ...
Page 1. EXPLORING THE APPLICATION OF A DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY TO A GENE... more Page 1. EXPLORING THE APPLICATION OF A DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY TO A GENERAL EDUCATION CURRICULUM ON DIVERSITY Sandra L. Mahoney and Jon F. Schamber ... Page 2. 312 Sandra L. Mahoney and Jon F. Schamber ...
... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking through... more ... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking througheffective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), 740763. US Department of Education. (1991). ...
SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of t... more SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of the Pacific and the Executive Director of the Jacoby Center. The interviewer is John Schamber. It's March 26 th , 2014. We will just start with biographical information on Bob, and then will go to a list of topic areas that we want him to talk about. When did you first start working at Pacific? What the heck interested you in working here? ROBERT BENEDETTI: I began my time at Pacific in August of 1989. I was coming from Florida from New College, which was affiliated with the University of South Florida. I had decided to search for a new job, even though I loved what I was doing in Florida, because my father had died and my family was from California, from the Bay Area, I felt that it would be good if I could be closer to them, given they were without our father. So, I started to look and after I did my search, there were five schools I applied to on the West Coast that had openings for someone with my experience in academic leadership. I received two offers and decided Pacific was by far the better of the two. It interested me because I'd been teaching at what is often euphemistically referred to as an "elite school," and I wanted to teach in a school with a wider range of students to see if the same kinds of approaches, that I had worked at an 'elite school', would work at another institution. The second reason that I think that Pacific would treat me well was a friend of mine was applying for the Academic Vice President position. We really looked forward to working together. I had known Joe Subbiondo from work at AAC&U in Washington; we were on the executive board of an organization called ACAD, a dean's organization there. We enjoyed each other and we thought this assignment would be fun. SCHAMBER: If my memory serves me correct, you were either the longest serving Dean of the College or one of the longest? BENEDETTI: I matched the record. SCHAMBER: The record was? BENEDETTI: The record was 13 years and I had 13. Now, you have to remember that the College was not a longstanding institution. It was created in 1961 when the clusters opened, so that, the liberal arts departments and others that didn't have a home and were not part of professional school or clusters could be in the College. So the College as it is today did not stretch back into the nineteenth century, but, yes, Dean Whiteker and I were served the same length of time there, 13 years. SCHAMBER: After you stepped down as dean, the next position that you took was then at the Jacoby Center, correct? BENEDETTI: Right, as part of my negotiating at the time of my leaving, the Deanship was to ask if the higher administration would be interested in a new center in the honor of Jake Jacoby who had been the first Dean of the College, and that center would be focused on public service and citizenship. The provost and president were interested and we settled on a 2/5 time assignment where I would work to create a center. Instead of going back to political science full time, and I would teach three courses spend the rest of my time developing programs that would to involve students and faculty in community research and service.
Innovative, high-impact practices that benefit all college students are at the forefront of the N... more Innovative, high-impact practices that benefit all college students are at the forefront of the New Academy's promotion of effective teaching and integrative learning (DeZure, Babb, & Waldmann, 2005; Kuh, 2008). Integrative learning involves "developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts" (Huber, Hutchings, Gale, Miller, & Breen, 2007, p. 46). Among the high-impact practices used to develop students' abilities to connect ideas are learning communities (Brownell & Swaner, 2010; Kuh, 2008). Learning communities can integrate the content of courses, promote deeper learning, and foster personal development. "When experiences like these occur in the first year, students may begin to develop habits of connection-making" (Huber & Hutchings, 2004, p. 8) and thus gain skills that are needed beyond the classroom. This study investigated an integrated curriculum that occurred in a learning community that linked a first-year general education seminar and a public speaking course. As such, the final product of the learning community was a speech on the value of a liberal education. The content of the students' speeches was analyzed for generating a grounded theory. The theory describes what it means to become liberally educated as a traditional first-year student and the effect that this new knowledge has on one's sense of self. The discussion of self in
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state.
The Christian Identity movement is a religious movement derived from the premise that the white r... more The Christian Identity movement is a religious movement derived from the premise that the white race is the offspring of the lost tribes of Israel and that whites, not Jews, are God's chosen.people. The "seedline doctrine," which is taught by Pastor Dan Gayman, a former high school principal, and other preachers of the Christian Identity movement, argues that the Jews are the literal children of Satan. Since this doctrine is not well understood by scholars of religion, this paper traces the development of the doctrine in Christian Identity thought and ponders its rhetorical implications through the lens of narrative criticism. To sharpen the focus, the paper analyzes Gayman's "The Two Seeds of Genesis 3:15," a book which is worthy of study because it has been widely distributed among Christian Identity believers. Two research questions guide the paper's analysis: (1) How does Gayman's use of storytelling develop mystical anti-Semitism for creating an ideology of division and vilification?; and (2) Does Gayman's narrative provide motives for violence? The paper begins with a brief historical overview of the Christian Identity movement and then discusses the critical method selected for analyzing Gayman's book.The narrative is examined by focusing on three critical issues: setting, character, and audience. The paper follows the description of the method by its application to the artifact. Finally, it explores the rhetorical implications of Gayman's narrative and the seedline doctrine. Contains 195 notes. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
Innovative, high-impact practices that benefit all college students are at the forefront of the N... more Innovative, high-impact practices that benefit all college students are at the forefront of the New Academy's promotion of effective teaching and integrative learning (DeZure, Babb, & Waldmann, 2005; Kuh, 2008). Integrative learning involves "developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts" (Huber, Hutchings, Gale, Miller, & Breen, 2007, p. 46). Among the high-impact practices used to develop students' abilities to connect ideas are learning communities (Brownell & Swaner, 2010; Kuh, 2008). Learning communities can integrate the content of courses, promote deeper learning, and foster personal development. "When experiences like these occur in the first year, students may begin to develop habits of connection-making" (Huber & Hutchings, 2004, p. 8) and thus gain skills that are needed beyond the classroom. This study investigated an integrated curriculum that occurred in a learning community that linked a first-year general education seminar and a public speaking course. As such, the final product of the learning community was a speech on the value of a liberal education. The content of the students' speeches was analyzed for generating a grounded theory. The theory describes what it means to become liberally educated as a traditional first-year student and the effect that this new knowledge has on one's sense of self. The discussion of self in
... This study documents that students in first-year general education programs can realize the c... more ... This study documents that students in first-year general education programs can realize the characteristics of responsible citizens through an integrative academic and ... Empowering youth to change their world: Identifying key components of a community service program to ...
SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of t... more SCHAMBER: Okay, we are here today interviewing Bob Benedetti who was the Dean of the College of the Pacific and the Executive Director of the Jacoby Center. The interviewer is John Schamber. It's March 26 th , 2014. We will just start with biographical information on Bob, and then will go to a list of topic areas that we want him to talk about. When did you first start working at Pacific? What the heck interested you in working here? ROBERT BENEDETTI: I began my time at Pacific in August of 1989. I was coming from Florida from New College, which was affiliated with the University of South Florida. I had decided to search for a new job, even though I loved what I was doing in Florida, because my father had died and my family was from California, from the Bay Area, I felt that it would be good if I could be closer to them, given they were without our father. So, I started to look and after I did my search, there were five schools I applied to on the West Coast that had openings for someone with my experience in academic leadership. I received two offers and decided Pacific was by far the better of the two. It interested me because I'd been teaching at what is often euphemistically referred to as an "elite school," and I wanted to teach in a school with a wider range of students to see if the same kinds of approaches, that I had worked at an 'elite school', would work at another institution. The second reason that I think that Pacific would treat me well was a friend of mine was applying for the Academic Vice President position. We really looked forward to working together. I had known Joe Subbiondo from work at AAC&U in Washington; we were on the executive board of an organization called ACAD, a dean's organization there. We enjoyed each other and we thought this assignment would be fun. SCHAMBER: If my memory serves me correct, you were either the longest serving Dean of the College or one of the longest? BENEDETTI: I matched the record. SCHAMBER: The record was? BENEDETTI: The record was 13 years and I had 13. Now, you have to remember that the College was not a longstanding institution. It was created in 1961 when the clusters opened, so that, the liberal arts departments and others that didn't have a home and were not part of professional school or clusters could be in the College. So the College as it is today did not stretch back into the nineteenth century, but, yes, Dean Whiteker and I were served the same length of time there, 13 years. SCHAMBER: After you stepped down as dean, the next position that you took was then at the Jacoby Center, correct? BENEDETTI: Right, as part of my negotiating at the time of my leaving, the Deanship was to ask if the higher administration would be interested in a new center in the honor of Jake Jacoby who had been the first Dean of the College, and that center would be focused on public service and citizenship. The provost and president were interested and we settled on a 2/5 time assignment where I would work to create a center. Instead of going back to political science full time, and I would teach three courses spend the rest of my time developing programs that would to involve students and faculty in community research and service.
The Christian Identity movement is a religious movement derived from the premise that the white r... more The Christian Identity movement is a religious movement derived from the premise that the white race is the offspring of the lost tribes of Israel and that whites, not Jews, are God's chosen.people. The "seedline doctrine," which is taught by Pastor Dan Gayman, a former high school principal, and other preachers of the Christian Identity movement, argues that the Jews are the literal children of Satan. Since this doctrine is not well understood by scholars of religion, this paper traces the development of the doctrine in Christian Identity thought and ponders its rhetorical implications through the lens of narrative criticism. To sharpen the focus, the paper analyzes Gayman's "The Two Seeds of Genesis 3:15," a book which is worthy of study because it has been widely distributed among Christian Identity believers. Two research questions guide the paper's analysis: (1) How does Gayman's use of storytelling develop mystical anti-Semitism for creating...
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state. The paper provides a brief description of the prophetic career of Brothers (b.1757) in 18th-century London; a summary of the literature on charisma (considered the result of a complex interaction among situation, personality, message, and audience); an analysis of Richard Brothers' charisma as a prophet, focusing on his apocalyptic writings; and observations concerning the dynamics of charisma as a rhetorical construct. Contains 165 notes. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. The Prophet of Revealed Knowledge: Richard Brother, the Prince of the Hebrews and Nephew of the...
Seeking the answers as to what makes one speaker more charismatic than another and why some speec... more Seeking the answers as to what makes one speaker more charismatic than another and why some speeches are merely effective while others move audiences to a transcendent state is a difficult task. This paper follows up on this challenge and seeks to provide some answers as to how the prophetic works of Richard Brothers moved his followers to a fervent state.
... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking through... more ... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking througheffective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), 740763. US Department of Education. (1991). ...
Page 1. EXPLORING THE APPLICATION OF A DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY TO A GENE... more Page 1. EXPLORING THE APPLICATION OF A DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY TO A GENERAL EDUCATION CURRICULUM ON DIVERSITY Sandra L. Mahoney and Jon F. Schamber ... Page 2. 312 Sandra L. Mahoney and Jon F. Schamber ...
... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking through... more ... Research in Higher Education, 36, 2339. Tsui, L. (2002). Fostering critical thinking througheffective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), 740763. US Department of Education. (1991). ...
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