ADVERTISEMENT

Four Faculty Members Appointed to Full Professorships

Architecture

Four faculty members have been promoted from Associate Associate to Full Professor for their excellent teaching, academic or artistic excellence, and college service.

The appointments, effective July 1, 2021, were announced in a letter from President Clayton S. Rose, sent on the recommendation of Dean of Academic Affairs Jennifer Scanlon, after reviews in their respective departments and by the committee on appointments, Promotion and term of office.

Jack Bateman

Jack Bateman

“I am excited to recognize these four faculty members who are each so talented in their fields of study and are committed to sharing this work with their students,” said Dean Scanlon. “The promotion to full professor underscores their individual obligations and the invaluable contributions they make to college and the Bowdoin community. “

Professor of Biology Jack Bateman Personal Genomes, Jack Bateman’s laboratory uses the fruit fly as a model organism to study gene regulation or clusters of genes Some of his courses include, and Genetics and Molecular Biology Advanced Genetics and Epigenetics Genetics and PLoS Genetics.. During his career at Bowdoin, Bateman has received grants greater than 1.2 from the National Science Foundation (NSF) and the National Institutes of Health Millions of dollars to answer these basic research questions as they could one day lead to advances in our understanding of disease.For the past several years he has published articles in top journals in his field, including

Bateman is also a co-founder of the Personal Genetics Education Project, which raises public awareness of ethical, legal and social issues related to personal genome sequencing. He joined Bowdoin in 2008 and was promoted to Samuel S. Butcher Associate Professor of Science in 2015. His 2014 scholarship from NSF was an early career development award that recognized his talent as a scholar and educator. He has overseen many Senior Honors projects and independent studies over the years. Bateman received his BS from Dalhousie University in Nova Scotia, Canada and a PhD from Harvard Medical School,where he also worked as a postdoctoral fellow in the Department of Genetics.

Abigail Killeen

Abigail Killeen

“It was a privilege to work with so many great students during my time at Bowdoin,” said Bateman.

Professor of Theater Abigail Killeen Broadway World Theater artist Abigail Killeen graduated from NYU’s Tisch School of the Arts in 2008 with a BFA in Acting and an MFA from Brandeis University’s Professional Actor Training Program to Bowdoin. As a performer, she has trained and played extensively in the US and internationally. Her numerous actors include a Best Actress nomination for her work as Nora in A Doll’s House, Part 2 at the Good Theater in Portland.On-screen she recently portrayed Civil War spy Elizabeth Van Lew in Southern Women, Union Spies on America’s Hidden Stories, which premiered on the Smithsonian Channel in February. Killeen’s credentials as a director and producer are equally impressive; and she has built a reputation for theater projects that put women in leadership roles. For example, in 2018 she produced, produced, and played an award-winning film adaptation of Isak Dinesen’s short story “Babette’s Feast,” which enjoyed a nine-week off-Broadway run. Killeen’s achievements as an educator include an award for outstanding teaching from Brandeis University and the selection of a Karofsky Encore Lecture at Bowdoin.

“I am humble to receive this honor,” said Killeen, “possiblebecause Bowdoin honors various forms of expression in teaching and research - in my case the connection between theory and practice that has been distilled in performance. I am thrilled to continue to embark on one of my greatest joys: helping students understand through the art of action that the pursuit of knowledge is an embodied experience: a synthesis of heart, body and mind. “

James Mullen

James Mullen

Professor of Art James Mullen

James Mullen joined Bowdoin in 1999 with an MFA in Painting from Indiana University. He previously taught at the University of Evansville, Savannah College of Art and Design, and Indiana University. His current work is interested in depictions of the natural environment and the way it relates to human presence.Although he is primarily a painter, his research interests include exploration in both drawing and photography. Mullen, who received his Bachelor of Fine Arts in Sculpture from the University of New Hampshire, has received numerous awards and grants, including an individual artist grant from , based in the state of Georgia; as well as research grants from both the  University of Evansville and Bowdoin College. scholarship residences  from the Virginia Center for from Creative Arts, the Ragdale Foundation, the Artist-in-Residence program of the Spring Island Trust, and the Artist in Residence of the Petrified Forest National Park. He has had 33 solo exhibitions of his work in places such as the Gertrude Herbert Institute for Art in Augusta, GA, the Artemisia Gallery in Chicago,IL and the Maine Contemporary Art Center at Rockport.

“In my classes, I strive to help my students see more clearly the complexities of the world they live in,” said Mullen. “I believe this commitment is especially important in helping students destroy their traditional assumptions about things, ideas, and even people. This is particularly important, ”he said,“ as part of a liberal arts education as an opportunity to complement and improve the ways of thinking and learning associated with academic disciplines. ”

Carrie Scanga

Carrie Scanga

Professor of Art Carrie Scanga

Carrie Scanga, a multidisciplinary artist, came to Bowdoin in 2009 with an MFA from the University of Washington, Seattle, and a BA from Bryn Mawr College to study printmaking,Teach drawing and installation art. Her installations and works on paper reflect personal mythologies, examine nostalgia for place and identity and deal with theories from ecology, architecture and design. Scanga’s works on paper, artist books and installations have been exhibited worldwide in solo and group exhibitions and have been critically recognized in The New York Times and Boston Globe. Some of the most recent notable exhibits include those at the Portland Museum of Art (Portland, ME), Lawndale Art Center (Houston, TX), PLUG Projects (Kansas City, MO), Islip Art Museum (East Islip, NY), St. Louis Craft Alliance (St. Louis, MO), Tiger Strikes Asteroid (Philadelphia, PA), El Conteiner (Quito, Ecuador), the Janet Turner Print Museum (Chico, CA), and the Samuel Dorsky Art Museum (New Paltz, NY).Scholarships from the Pollock Krasner Foundation, the Fine Arts Work Center in Provincetown, the New York Art Foundation, the MacDowell Colony, the Sculpture Space, the Blue Mountain Center, and the Fundación Valparaíso have supported the development of her work. Almost every year of her professional career, Scanga has given insights into her work and processes in lectures, panels and workshops across the country. She has received a number of grants and artist residencies, including that of the Art Print Residence in Barcelona.Spain; Lo Studio dei Nipoti in the monastery, Italy; and Institute for Everything in Berlin.

“Collaboration is a core value in the field of printmaking, where art is produced in collaborative workspaces with shared equipment and freely traded methods and recipes”,said Scanga. “While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues.” By emphasizing their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. ”“ While my courses emphasize the personal expression of their learning goals, they motivate them Students also participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. ““While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues.” By emphasizing their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. ”“ While my courses emphasize the personal expression of their learning goals, they motivate them Students also participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. ““While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues.” By emphasizing their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. ”“ While my courses emphasize the personal expression of their learning goals, they motivate them Students also participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. “““participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. "” While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration, by showing them how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting them as you do individual success is inextricably linked to the performance of their colleagues. “participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues. "” While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration, by showing them how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting them as you do individual success is inextricably linked to the performance of their colleagues. “how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting how their individual success is inextricably linked “While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues.“how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting how their individual success is inextricably linked “While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by showing them how their individual success is inextricably linked to the performance of their colleagues.“how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting how their individual success is inextricably linked Performance of her colleagues is connected. “how their individual success is inextricably linked to the performance of their peers. ”“ While my courses emphasize the personal expression of their learning goals, they also motivate students to participate in this ethos of collaboration by reflecting how their individual success is inextricably linked Performance of her colleagues is connected. "

ADVERTISEMENT