Technologies Used: ArcGIS; Stata (Statistical Analysis Software)
Course: Economics 1008 Deconstructing Discrimination (Winter Term 2009)
Number of Students: 20
Assistance: Jack Cuneo, a tutor in the media lab (ArcGIS help)
Anticipated Learning Outcomes: Experience with collecting data and performing empirical analysis, familiarity with the capabilities of ArcGIS software, ability to use Stata software.
Summary: “My winter term class “Deconstructing Discrimination” carried out an empirical research project to examine whether retail gasoline prices are correlated with the racial and income characteristics of neighborhoods. The project required obtaining, manipulating, and combining data from a variety of sources. We purchased gasoline price data from Oil Price International (OPIS), used ArcGIS to identify the census tract for each station, and then obtained neighborhood characteristics from the 2000 Decennial Census using Geolytics software. Continue reading
Technology Used: Google Earth Pro, GPS, digital video camera, Adobe Premiere Pro
Course: Environmental Studies 1011 – Reading Nature’s Winter Landscape
Number of students: 15
Photo by Carrie Macfarlane
Text by Chris Fastie and Carrie Macfarlane
For ten years, Chris Fastie, Visiting Research Scholar in the Department of Biology, had been laboring to map the geomorphology of a four-mile stretch of Upper Plains Road in Salisbury, Vermont. As time allowed, he would venture out to survey the landscape, and sketch his findings on aerial photos. Last summer, he used a GPS (Global Positioning System) receiver to map some newly discovered kame terraces, installed Google Earth Pro on his computer and learned that there was finally an effective way to share his findings with others. When he received a request to lecture for a Winter Term course at Middlebury, technology and opportunity had merged to give new impetus to the mapping project. Continue reading
Technology used: Segue for student electronic portfolios
Reason for using the technology: Several years ago, the state of Vermont decided to approve the use of electronic portfolios to meet the state’s licensure requirements. Since that time, students in Education Studies courses related to teaching have created embryonic electronic portfolios using Segue. Each portfolio needs to follow a prescribed structure and include categories relating to Teaching Episodes, Teaching over Time, Colleagueship and Advocacy, Self-reflection and Vision.