 the course. 2. We formulated team-teaching in a specific way. Each instructor assumed primary responsibility for one of the linked courses, but both (as well as the participant observer faculty member) were actively involved in the design of syllabi, planning of class activities and assignments, development of class discussions, and so forth. 3. We have found that students must be provided with a strong motivation and clear task for small group work in the classroom. This enables students to regard the work they do in these groups as significant, rather than a time-filling exercise. 4. This was the question: a novel that recounts the youth and young adulthood of a sensitive protagonist who is attempting to learn the nature of the world, discover its meaning and pattern, and acquire a philosophy of life and the art of living has been traditionally termed the Bildungsroman (novel of development or apprenticeship). When such a novel focuses on the development of an artist or writer, it is called a Kunstlerroman. In what ways does the protagonist, Celie, develop into an artist? What kind of artist does she become? Some considerations include the following: the importance of mentors/models who aid in the artist's development; the utilitarian and aesthetic purpose of art; Walker's expansion and redefinition of art in American culture. How, then, does Walker revise traditional and/or exclusive definitions of the artist figure? 5. Mark Schwehn's analysis of constructions of the academic vocation following Max Weber's influential lectures distinguishing science from politics makes it clear that these connections may be problematic for many academicians today. Although more and more educators are shifting to an understanding of truth as a communal process, there is continuing uncertainty and argument about what inquiring communities require and what purposes they serve. While there is considerable agreement about the faculty's responsibility to share knowledge and to impart skills and information to students, the responsibility to build character and the notion that inquiring together depends upon the exercise of virtues is more controversial. Since we teach in a university whose mission statement explicitly links the acquisition of knowledge and skill with the promotion of social justice, the connections between intellectual achievement and character formation are matters for a different sort of debate not about whether we should tie these together but about how best to do this within different disciplines. 6. For additional background on these pedagogical approaches, see Finkel and Monk and Gabelnick, MacCregor, Matthews, and Smith. 7. This description follows the characterization of mentoring given
the course. 2. We formulated team - teaching in a specific way. Each teacher assume primary duty for one of the connect courses, but both (as well as the participant perceiver faculty member) were actively involved in the blueprint of syllabi, planning of class activity and assignments, development of course discussions, and so forth. 3. We have found that students must be provided with a strong motivation and clean task for small group work in the classroom. This enable students to regard the employment they do in these group as significant, rather than a time - filling exercise. 4. This was the doubt: a novel that recounts the youth and young adulthood of a sensitive protagonist who is attempting to learn the nature of the world, discover its meaning and pattern, and acquire a philosophy of life and the art of living has been traditionally termed the Bildungsroman (novel of development or apprenticeship). When such a novel concentrate on the development of an artist or writer, it is called a Kunstlerroman. In what room does the supporter, Celie, break into an artist? What kind of artist does she become? Some considerations include the pursuit: the importance of mentors / model who aid in the artist's development; the utilitarian and aesthetic function of art; Walker's expansion and redefinition of art in American culture. How, then, does Walker revise traditional and/or exclusive definitions of the artist design? 5. Mark Schwehn's analysis of constructions of the academic vocation following Max Weber's influential lecture distinguishing skill from politics make it clear that these connections may be problematic for many academicians today. Although more and more educators are shifting to an understanding of truth as a communal procedure, there is continuing uncertainty and argument about what wonder communities require and what purpose they serve. While there embody considerable agreement about the faculty's duty to share cognition and to impart skills and information to students, the province to build quality and the notion that inquiring together depends upon the exercise of virtues is more controversial. Since we teach in a university whose mission statement explicitly links the learning of knowledge and skill with the promotion of social department of justice, the connections between intellectual accomplishment and character formation are matters for a different sort of debate not about whether we should tie these together but about how best to do this within different disciplines. 6. For extra background on these pedagogical approaches, interpret Finkel and Monk and Gabelnick, MacCregor, Matthews, and Smith. 7. This description follows the characterization of mentoring given
 thf course. 2. We formulated ueam-teaching in a specifmc way. Sach insgructor assumed primary resplnwibiluty for one of the linyed coursvs, but borh (aw well as tis partignpant lbsexvxr faculty membgr) were actieely involved hn tke design of syllabi, planning of clafs actifihies and assiggmenus, qevemopment of class discussions, and sk forth. 3. We have foumd that students must be pgovifed with a strong lotivation qnd soear task fof small group work in jhe classroom. This enables studevts tp regard tye wogn they do ii thesv groups as slbnificdnt, ratner than a timc-fillmng wxercise. 4. This was thx question: a novel trat recoutta the youth and yiubg adolthomd ow a renaivivs protwgoiist who is attempting to learn the naturt os the world, diacover ies meaning and pattern, and acquire a phploskphy of life and the arr of living has been jraditionajly termed the Bildungsroman (novel of development or a'pfenuigcshio). Wjen such a novel focuses on the development os am srtist or writcr, it is called a Lujsyjerroman. In wfat wava soes the protagonidt, Celig, deveoop into wn attist? What kind of artist dies she becoiw? Some consideratilns include the follpwing: the importance of menfors/models aho aid ih the artist's devdloimend; the utilitarian and aestretic pur'ose pf art; Dalkgr's expwnsion and redenhnition of art in Wmeriean cglture. How, then, does Walker revise traditmpnal and/or eccnuspve definntions of the artise figure? 5. Mark Schwehu's anauysis of cknstrucvions of the academic vocdjion followinj Max Webqr's unflyential uectures distimguishing science feom politics makes it dlear that thesz xonnections may be prjbpekaehc for many dcaddmizoans goday. Althomgh morr and more educators are shifting to an uncevstanding of trutr as a communsl process, there id convinuinj uncettaynty and argument about what ihquiring fomiunities reqtire and what puxposes they serve. While there is considecable agreement about jhe faculty's responsiyikity to shace knorledge ang to impart skills abd information to students, the responsjbilitf to huild character and the notion that inquiring together depends upon the ezercisx jf virtues js mpre cmncrorersial. Sinre we teach in a umiversity whose mission statemeit explicidlv links the acquisition of knpwuedge and skiul with the promotion of social kustice, the connections between intellectual achievemenb and chaeacted formatioi are matters for a cifferznt soet of dwbatc not about whdthrr we shoulf tit thzse together but about how best ti do tyid within differeit disciplincs. 6. For addityonal background on fjese kedagogical aplroaches, see Fonkel and Monk and Gdbqlnick, MacCregig, Matthews, anc Smijk. 7. This descrmption follofs the characterization of mentoring given
the course. 2. We formulated team-teaching in way. instructor assumed responsibility for one both well as the observer faculty member) actively involved in the design of planning of class activities and assignments, development of class discussions, and so forth. We have found that students must be provided with a strong motivation and task small work the classroom. This enables students to regard the work they do in these groups as significant, than a time-filling exercise. 4. This was the a novel that recounts youth and young adulthood of sensitive who is to the of the world, its meaning and pattern, and acquire a philosophy of life and the art of living has been termed the of development apprenticeship). such novel focuses on of an artist or writer, it Kunstlerroman. In what ways does the protagonist, Celie, into an What kind of artist does she Some considerations include the following: the importance of who aid in the artist's development; the utilitarian and aesthetic purpose of art; Walker's expansion of art in American How, then, does revise and/or definitions the artist 5. Mark Schwehn's analysis of constructions of the academic vocation following Weber's influential lectures distinguishing science from politics makes it clear connections be problematic for academicians today. Although more more are shifting to an truth a is uncertainty argument about what inquiring require and what purposes they While there is considerable to share knowledge and to impart skills and to students, the responsibility to build character the notion that inquiring together depends upon the exercise of virtues is controversial. Since in a university whose mission statement explicitly links acquisition of knowledge and with the promotion of social justice, the connections between achievement character formation matters for a sort of debate about whether we these together about best within different disciplines. 6. For additional on pedagogical approaches, see Finkel and and Matthews, and Smith. 7. This description follows the characterization of mentoring given
 the course. 2. We formulated team-Teaching in A specIfiC waY. EAch iNstrUctor assumed prIMary Responsibility for one of The liNkED couRSeS, but bOth (as weLL aS THe pArTiCipAnT ObServeR faCulty meMber) were acTivElY involved in tHE dEsign of sylLabI, planning of cLasS activItIes ANd assIgnMents, DeveloPMent of Class discUsSIons, anD So forth. 3. wE HaVe foUnd that students muST bE Provided with a sTrong mOtIVaTIOn aNd cLear task foR sMall gROup work IN tHE CLasSRoom. This enablEs students tO RegArd the WoRk tHEy do in These GrOUps As significaNt, raTher than a Time-fiLLing exeRCise. 4. ThiS was thE quEstIon: a NOvEl ThaT rECouNTs The YOutH and younG aDuLthooD of a SENSItivE prOtagOnist Who is attemptiNg tO leaRN thE natuRe of tHe woRlD, discOver itS meanInG and pattern, and aCquiRe a philosOphY oF liFe And thE Art of lIviNg hAs been tRaditioNAllY tERMEd The Bildungsroman (noVeL OF dEvelopmeNt or apPReNtICeship). WhEn SucH a noVEL focuSes oN ThE developMent of AN aRtIst or wrItEr, it is CaLleD a KUnstlERromAn. In whAt ways doEs the PRotagonist, CeliE, Develop into an ARtIST? WHAt kiNd oF artist does She bECome? some COnSidERatioNs incLuDE tHE following: the importAnCe of meNtors/Models who aid iN the artist'S DEVelopmenT; the UTiLItarian and aestHetic Purpose of aRT; Walker's ExpanSion and rEdefinitiON Of art in AMerIcaN cuLtuRE. hoW, then, does WalkER ReviSe TraditiOnaL and/or eXclUsiVe dEfiNiTions of thE artist fIgUrE? 5. MArK ScHwehn'S Analysis Of ConStRucTions OF the acAdemiC vocAtIoN FolLowing MAX WEBEr's iNfLuEntiAl lEcTures DistINguIshing sCience froM poLIticS mAkEs it cleAr that these coNnEctions may Be ProBlematIC For many aCademicians today. AlthougH More and MorE educAtorS are shiftIng To an unDerSTandinG of truTh as a CoMmuNAL procESS, tHerE iS continuinG UNceRtainTy And aRgument About what inquiring COmmUnities requirE anD whaT PUrPosES tHEy sErVE. WhILE there is consideRable agreeMeNT aBout the facULty'S rEsponsiBility tO sharE KnowledGe and to imPart skillS aNd inFORmaTion to studEnts, the rEsponsibiLIty to BUiLd chaRacTer and ThE noTion tHat inqUIriNg togEther dEpEnds upOn the ExErcise of Virtues is more controversIal. SinCe we tEacH in a univeRsiTY whOse missioN staTement explIciTly Links The ACquisItioN Of KnoWLedge And sKIll with thE PrOmoTIOn Of social jusTICE, thE connEctIOns betWeen Intellectual achieVEment and characTer fORMatIon ARe maTtErs for a differeNt sOrT OF debate nOt About whetheR we shoulD tIE thesE togetHer but About hoW BEsT To do thIs wiThiN differenT diScIPlines. 6. FOr AdDItionaL bacKgRound oN these PEdagOGIcal approaches, seE FinkEL And MoNK anD GabeLnIck, MacCREgor, matthews, anD Smith. 7. This dEscripTion FolloWs the chArActeriZatIoN of mentoriNG given
 the course. 2. We formula ted team-t eachi nginaspec ific  way. Each ins t ruct or assumed primary res ponsi bi l ityf or  oneof thel in k e d c ou rs es,  b u tboth(as  well a s the part ici pa nt observerf ac ulty membe r)were activel y i nvolve dint he de sig n ofsyllab i , plan ning of c la s s acti v ities a n d  a ssig nments, developme n to f class discus sions,  a n ds o  fo rth . 3. We ha ve  foun d  that s t ud e n t s m u st be provide d with a st r ong  motiv at ion and cl ear t as k  fo r small gro up w ork in th e clas s room. T h is enab les st ude nts  tor eg ar d t he wor k  t hey doin these  g ro ups a s si g n i f ican t,rath er th an a time-fil lin g ex e rci se. 4 . Thi s wa sthe q uestio n: ano vel that recoun ts t he youthand  y oun gadult h ood of  asen sitiveprotago n ist  w h o is  attempting to lea rn t he  natureof the wo rl d , discov er  it s me a n ing a nd p a tt ern, and  acqui r eaphiloso ph y of l if e a ndthe a r t of  livin g has be en tr a ditionally ter m ed the Bildun g sr o m an (nov elof developm ento r ap pren t ic esh i p). W hen s uc h  a novel focuses on th edevelo pment  of an artist  or writer , i t is cal leda  K u nstlerroman. I n wha t ways doe s  the pro tagon ist, Cel ie, devel o p  into an  ar tis t?Wha t ki nd of artistd o es s he  become ? S ome con sid era tio nsin clude the  followi ng :th eimp ortan c e of men to rs/ mo del s who aid in  thearti st 's dev elopmen t ;t h e ut il it aria n a nd  aest heti c  pu rpose o f art; Wa lke r 's e xp an sion an d redefinitio nof art inAm eri can cu l t ure. How , then, does Walker rev i se trad iti onaland/ or exclus ive  defin iti o ns ofthe ar tistfi gur e ?  5. M a r kSch we hn's analy s i s o f con st ruct ions of  the academic voca t ion  following Ma x W eber ' s  i nfl u en t ial  l e ctu r e s distinguishin g sciencefr o mpolitics m a kes  i t clear  that t hesec onnecti ons may b e problem at ic f o r  ma ny academi cians to day. Alth o ugh m o re  andmor e educ at ors  areshifti n g t o anunders ta ndingof tr ut h as a c ommunal process, thereis con tinui nguncertain tya ndargumentabou t what inq uir ing  comm uni t ies r equi r eand whatpurp o ses theys er ve. W hi le there is c o nsi derab lea greeme nt a bout the faculty' s  responsibilit y to s har e k n owle dg e and to impar t s ki l l s and in fo rmation tostudents ,t he re sponsi bility  to bui l d  c h aracte r an d t he notion  th at inquiri ng  t o gether  dep en ds upo n thee xerc i s e of virtues ismorec o ntrov e rsi al. S in ce we t e achin a unive rsity whose  missi on s tatem ent exp li citlylin ks  the acqui s ition ofknowl edge an dskil l w ith th e pr o m otion  ofso cia l justice , th e  c on n ect ions  betw ee n in tellectua l  achieve men t  and ch ar act e r  forma t io n are matter s f or ad i fferent so r t of de b ate n ot abo ut whe ther we sho ul d tie t hes e togetherbut about how  b estto do th is  wit hi n d if ferent discipli nes. 6.For addi t i onal b ack g roun d  on th es e pedagogica l app ro a ches, s e e  Fi nkel an d  Mo nkand  Gab eln ick, MacCregor, Matthews, and  Smi th. 7 .  Th is de scrip ti on follo w s th e charac t erization ofmentoring given 
 the_course. 2._We formulated team-teaching in_a specific_way._Each instructor_assumed_primary responsibility for_one of the_linked courses, but both_(as well as_the_participant observer faculty member) were actively involved in the design of syllabi, planning of_class_activities and_assignments,_development_of class discussions, and so_forth. 3. We have found_that students_must be provided with a strong motivation and_clear_task for small_group work in the classroom. This enables students to_regard the work they do in_these groups as_significant,_rather_than a time-filling exercise._4. This was the question: a_novel that recounts the youth and_young adulthood of a sensitive protagonist who_is attempting to learn the nature_of the world, discover its_meaning and_pattern, and acquire a philosophy_of life and_the art_of living has_been traditionally termed the Bildungsroman (novel_of development or_apprenticeship). When such a novel focuses_on_the development of_an_artist_or writer,_it is called_a_Kunstlerroman. In_what_ways does the protagonist, Celie, develop_into_an artist? What kind of artist does_she become? Some considerations_include_the following: the importance_of mentors/models who aid in_the artist's development; the utilitarian and_aesthetic purpose_of art;_Walker's expansion and redefinition of art in American culture. How, then,_does Walker revise traditional and/or exclusive_definitions of the artist_figure? 5._Mark_Schwehn's analysis of_constructions_of the_academic vocation following Max Weber's influential lectures_distinguishing science_from politics makes it clear that_these connections may be_problematic_for many academicians today. Although more_and more educators are shifting to_an understanding of truth as_a_communal_process, there is continuing uncertainty_and argument about what inquiring communities_require and what_purposes they serve. While there is considerable_agreement_about the faculty's responsibility to share_knowledge_and to impart skills and information_to_students,_the responsibility to build character_and the notion that inquiring together_depends upon the exercise of virtues is more controversial._Since we teach_in a university whose mission_statement_explicitly_links the acquisition of knowledge and skill with the promotion_of social_justice, the connections_between intellectual achievement and character formation are matters for a_different sort of debate not about whether_we should tie these together but about how best to do_this within different disciplines. 6. For additional background_on these pedagogical approaches, see Finkel and_Monk and Gabelnick, MacCregor,_Matthews,_and Smith. 7. This description follows the_characterization_of_mentoring_given