HIGHLANDS CENTER FOR FACULTY INITIATIVES 2000-2001 ANNUAL REPORT EDEVBORO UNIVERSITY OF PENNSYLVANIA A Member of the State System ofHigher Education TABLE OF CONTENTS Introduction 1 Mission Statement 2 Leadership in the Highlands Center for Faculty Initiatives 3 Configuration of the Highlands Center for Faculty Initiatives 4 Highlands Center for Faculty Initiatives Eight Directions 5 Summary of Initiatives for the Highlands Center for Faculty Initiatives 6 Grants and Federal Programs Summary 8 Collaborative for Excellence in Teacher Preparation in Pennsylvania 11 Institute for Curriculum, Instruction, and Collaboration 24 Institute for Ethics and Values Education 27 Institute for Lifelong Learning 30 Institute for University Teaching and Learning 33 Repository Listing 36 INTRODUCTION The 2000-2001 academic year at Edinboro University marked the ninth year of operation of the Highlands Center for Faculty Initiatives. The four institutes within the Center initiated programs which reflected their mission statements and goals, continuing the focus on the diverse needs of our university family and surrounding communities. A fifth institute has been developed through the National Science Foundation Grant. This faculty-driven collaborative model remains the central strength of the Highlands Center for Faculty Initiatives. The Center continues to serve to enhance Edinboro University's commitment to excellence in service to students, faculty, community members and others. Positive, professional collaboration on multiple ventures extended the exchange of ideas, experiences, and expertise that was an important area of focus during the 2000-2001 year. The Center made significant progress in outreach to a wide range of people on our campus and across the larger community. Productive discussion results from our specific attention to the quality of relations between students and university faculty and staff. Our publications and programs reached across the State System of Higher Education and across university academic departments and student organizations, into area school districts and businesses, to serve learners of all characteristics. MISSION STATEMENT The Highlands Center for Faculty Initiatives, formerly The Center for Excellence in Teaching, was established in 1992 to advance the position of Edinboro University as a major educational resource for the northwestern Pennsylvania region. The primary mission of the Highlands Center is to foster faculty initiatives in all areas of academic endeavor and professional service. In fulfillment of this mission, the Center conducts or facilitates a broad range of research projects and collaborative activities that involve faculty, staff, students, area school districts, social agencies, and community leaders. As corollary to these undertakings, the Highlands Center serves through its various The Co-Directors continued to serve as facilitators of faculty-driven initiatives, meeting with institutes, subcommittees, chairs, and the Deans of School of Education, Liberal Arts and Science, Management and Technology each month. Beyond their role as coordinators of the Center's membership and staff, the Co-Directors initiated activities involving high levels of collaboration among all institutes and supportive of the general mission of the Center itself publications as a conduit for professional communication within and beyond the Edinboro University community. This annual report includes the mission statement, organizational structure, memberships, goals and supporting activities, and current listing of resources available in the Center repository. The dedication of the membership is clearly reflected in the depth and breadth of community-based activities designed to foster excellence in teaching and learning in both traditional classrooms and non-traditional learning venues. Dr. Kenneth Adams, Co-Director Dr. Donald Sheehy, Co-Director 1 2 The Highlands Center for Faculty Initiatives EDINBORO UNIVERSITY OF PENNSYLVANIA HIGHLANDS CENTER FOR FACULTY INITIATIVES 2000-2001 CENTER ADVISORY BOARD Curriculum, Instruction, & Collaboration XO.AL 1: Build a repositor/ if materials on collaboratixc i.eachmg and encourage its use Vviihin the educational svstem ■and with the business President Frank Pogue, Ex-Officio Provost Robert C. Weber, Acting Chair Dr, Andrew Lawlor, Ms. Lorraine Revak, Ms. Donna Patterson, Mr. Brian Pitzer CO-DIRECTORS Dr. Ken Adams Dr. Don Sheehy INSTITUTE CHAIRS community. ’GO.AL 2: Promote the devel­ opment, modeling, and retine^neni ot eiTeciive instrucuor.al Jjnd classroom management loracuces wiihm the basic edu­ cational system tK-12'), and the development ot m-service ■nroarams and work.shons ,GOAL 3: Promote acuvaties |which encourage interdiscipliInarv course otTenngs, profes"stonal staff development, in­ creased teaching effectiveness km loasic education, and develJjpment of a videotape librarv ideoicung effective teaching. [goal -I: investigate new and oromote established umveriitv/public school partnerships. Dr. Gloria Gerbracht Institute for Ethics and Values Education Dr. Maureen Walcavich Lifelong Learning Institute GOAL 5; Explore grants possibilities and outside ^.ijneiing to strengthen coilaborative etYorts. Dr. Barbara Rahal Institute for Curriculum, Instruction, and Collaboration iOAL 6: Expand collaborative Iciassroom research opportunides I Dr. Kiran Misra Institute for University Teaching and Learning Mth basic education, K-12. m oublic and non-public schools. I GOAL 7; Strengthen lines of commumcation between the School of Education and the [ Schools of Liberal .Arts; Dr. Theresa Thewes Collaborative for Excellence in Teacher Preparation in Pennsylvania 1 Science. Vlanagement. and Technologies; the Office of Students with Disabilities; the 5ffice of Student Develop[rnent; and the Northwest Tn* County Intermediate Urat 45. [goal 8: Seek to coordinate 1 3 efforts in which collaboration opens opportumties for faculty kind students. Ethics & Values Education GO.AL 1: Promote dialogue and cooperation across the campus community and within the State System ot Higher Education and the Commonwealth concemmg ethics and ethical inquiry and post-secondary education. GOAL 2: Promote academic mtegriry ror students, facultv. and stafl. GOAL 3: Provide educational opportumties on matters on public interest in ethics, values, character development, and mformed decision-making to the larger community . GOAL 4: Promote ethics, values, and the process ot ethical decision-making on the part of faculty, staff, .and students. GOAL 5; Support the mission ot the Highlands Center for Faculty Lniuatives and collaborate 'xith other Center Institutes. Lifelong Learning GO.AL 1: Increase and foster 'jniversity and community awareness ot issues related to lifelong leamina. GOAL 2: Investigate iniuauves to advance lifelong learning and the component areas of lifelong leanuna. GO.AL 3; Promote and support research and the exchange of knowledge on lifelong learning and the specific components ot lifelonst learning. GOAL 4: Function as a resource for mformation related to lifelong leammg. GOAL 5: Serve as a vehicle for lifelong leammg through communication, research outreach mitiauves, and partnerships. University Teaching and Learning GOAL 1: Help to establish a supportive atmosphere for instructors who desire to improve the quality of their teaching (provide assistance, support, and constmctive feedback as requested). GOAL 2: Pursue effective rund-uig and provide prograinmmg to strengthen and support effective instructional practices and collaborations. GOAL 3; In order to enhance teaching and to promote leammg elicit, smdents' input regardmg effective and meffective teachmg/leammg strategies which they have encoun­ tered. GOAL 4; Establish a dialogue between the academic admmistration and faculty about issues relatmg to teaching and the evaluation of teaching. CETP-PA GOAL 1: Change selected Limversity content courses taken by education students to reflect research-based effective pedagogy. GO.AL 2: .Supplement the math and science content ot science and math education courses. GOAL 3: Introduce the paired supervision ot science and math student teachers bv content and pedactogy specialists. GOAL 4: Provide consistencv m experiences received bv science and math education majors between the revised ^aruversity GOAL 5: Increase effons at recruitment ot underrepresented and mmontv' public school smdents to pursue careers m teaching science and mathemaucs. Mi Highlands Center for Faculty Initiatives Eight Directions 2000-2001 Bevond the goals established by each of its individual Institutes, the Highlands Center for Faculty Initiatives has set directions to guide development appropriate to its overriding M Mf mission. Direction #1 The HC will continue to provide a supportive environment for dialogue among university personnel, basic education personnel, and community members, on matters of educational quality and ♦ improvement. Direction #2 The HC will continue to develop and maintain an interactive website to disseminate information pertaining to all of its initiatives and activities. pHinhorn edii/cwis/highlands/HighlandsWehSiternighlandsWelcome.html) The HC will continue to expand the range of its electronic publication activities. Direction #3 The HC will continue to build a repository of materials selected by members of its Institutes. Materials will be available to members of the university community, and to educators and IM M concerned citizens of the region. Direction #4 Direction #5 The HC will continue to promote activities that strengthen collaborations, capitalizing on the diverse talents and interests of faculty, students, staff, and support personnel. The HC will continue to promote activities that encourage collaboration between the university and the communities we serve. Direction #6 m The HC will continue to advocate the values of a learnercentered environment, to encourage the development and implementation of effective instructional practices in the academic programs of the university and those of public and non-public schools. Direction #7 The HC will continue to pursue outside funding sources to support collaborative efforts initiated by HC members. Direction #8 The HC will continue to facilitate the timely acquisition and exchange of knowledge on issues of concern to the Institutes and their individual members. ■5 VI VI VI VI VI VI M The Highland Center for Faculty Initiatives 2000-2001 The Values Newsletter was distributed in January of 2001 and June of 2001. The Values Newsletter provides a network for all members of the SSHE system who are interested in values and values education. The goal is to provide useful information that will assist faculty and staff in daily activities and contribute to the quality of the college experience for our students. The Values Newsletter was previously funded by the Faculty Professional Development Council of the State of Higher Education and is now supported by Edinboro University’s Highlands Center for Faculty Initiatives. American Education Week was held during the week of November 11-17, 2000. To celebrate American Education Week, the Highlands Center for Faculty Initiatives prepared and distributed over 250 Tips for Teachers booklets authored by faculty to faculty members and to education majors. Booklets and apples were distributed in Butterfield Hall. Off-campus publicity in the form of newspaper announcements and radio broadcasts was utilized to increase community awareness of American Education Week and the Highlands Center for Faculty Initiatives. The Institute for the University Teaching and Learning of the Highlands Center for Faculty Initiatives sponsored a “Forum on Expectations” events for all faculty and students at Edinboro University. This discussion between faculty and students took place in the spring of 2001. The Celebration of Teaching Day was held on February 22,2001. The Highlands Center for Faculty Initiatives sponsored Dr. Catherine Combleth, Professor, Department of Learning and Instruction, University of Buffalo, and The State University of New York. Dr. Combleth was the guest speaker at the Jim Miller Teaching Day luncheon on February 22,2001, as well as speaking at an open forum held on the evening of Febmary 22, 2001, for all faculty, students and community. The Institute of Curriculum, Instmction and Collaboration of the Highlands Center for Faculty Initiatives in partnership with Pennsylvania Middle School Association, Northwest Region and Northwest Tri-County Intermediate Unit presented the SuccessOriented Assessment and Evaluation Practices for Middle School Children. This event held on March 6,2001, at Edinboro University of PA was the eighth annual middle school conference for teachers, students, administrators, and parents. Fifteen scholarship awards were offered to Edinboro University students who attended this conference. On April 9,2001, the Highlands Center for Faculty Initiatives sponsored the Ninth Evening of Science program. Over 800 children participated in the field trip sessions at the University Center. Nearly 250 Edinboro University students and faculty, as well as, community representatives served as presenters. Approximately 600 parents, teachers. 6 administrators, and students attended the evening session, open to the public, from the Erie community and surrounding areas. The Institute of Ethics and Values Education of the Highlands Center for Faculty Initiatives sponsored the annual Poster Contest for Edinboro University students. This contest was held between April 1-30-01. The contest consisted of an original work by the student addressing “what values, you as a college student feel are important.” The message addressed an issue in which the student believed was important, or something the student felt others should value. The contest directed winners at V\ 2"^^, 3^^^^ and honorable mention awards. In addition, Edinboro Elementary students participated under the same guidelines. Students from kindergarten, 2"^^, 3*^^^, and 4^^ grade participated between May 1-30. Highlands Center for Faculty Initiatives Grant Proposals 2000-2001 NAME Proposal: FIPSE Grant Collaboration with General McLane, Erie Public School, and Highlands Center for Faculty Initiatives Under the support of the Institute of Ethics and Values Education, a certificate program in the area of Character Education was investigated by faculty representatives from Educational Services, Elementary Education, Special Education and School Psychology, and Counseling and Human Development. Investigations during the development of this program resulted in several Character Education courses being offered in the fall of 2000, the spring of 2001, the summer of 2001, and again in the fall of 2001. FUNDING REQUEST VALUE Proposal: Edinboro UniversityWilson Middle School Gear Up Grant Provide access to higher education for students identified as being at risk because of barriers from different status levels Rural PA Grant Rural PA Grant Education Workforce Study Collaboration with Clarion University, Warren County Schools, and Punxsutawney Area Schools to evaluate and revise alternative education programs. Responsible and successful children = A Better Community Federal Funding Federal Funding Federal Funding State Funded State Funded Project Director: Dr. Sheehy Project Director; Dr. Bevevino Project Directors; Ms. Flach, Dr. Gerbracht, Dr. Walcavich Project Directors: Dr. Beckman Dr. Ferster Project Director: Dr. Brown May, 2000 June, 2000 September, 2000 1999-2000 1999 - 2000 $300,000 $280,000 The Character Education Graduate Certificate will be offered on-line. Edinboro UniversityWilson Middle School initiative to take a cohort of seventh grade students through the 12* grade, providing academic, health. and emotional development services. $121,000 8 7 Proposal: Gcbbic Foundation Successful & responsible children- a better community. Project based on the premise that our current students will affect the communities of tomorrow. $29,900 $10,000 Provide information and recommendations that will positively impact rural schools and communities in PA Results will allow for a more comprehensive department of education and collaboration for a basic education circular. Highlands Center for Faculty Initiatives Grant Proposals 2000-2001 i NAME ■ Rural PA Grant 1 1 i 1 ; I ' 1 1 1 1 i 1 1 j 1 ; 1 i Rural PA Grant Gebbie Foundation Grant Gear-Up Grant CENTER FOR EXCELLENCE IN TEACHING PARTICIPATION IN FEDERALLY FUNDED PROGRAMS Conduct summer reading enrichment program for rural school children in northwest PA. NAME State Funded j j Dr. D.Beckman i and Dr. D. Ferster 1 j 1999-2000 Dr. J, Brown Dr. M. Bevevino 1999 - 2000 AMOUNT 1999 -2000 AMERICA READS AMERICORPS This program provides collegestudent readers to area agencies and schools so that grade-school children can read with older role models. This program provides collegestudent tutors for area agencies and schools so that gradeschool children can experience older role models helping them succeed in mathematics. Dr. M. Bevevino Dr. K. Dailey and Dr. N. Briggs, Program directors through the Institute for Lifelong Learning Dr. D. Finazzo, Program Director 1999-2000 • Sept., 1999 - June,2000 Sept., 1996- June, 1999 IP^ Transferred from the CET to Dr. D. Finazzo, June, 1999 Transferred from HC to Dr. Finazzo Community Outreach, June, 2000 AMOUNT Dependent on number of eligible college-student volunteers Dependent on the number of eligible college-student volunteers VALUE This program provides much needed help to grade-school children on a group basis and on a one-to-one contact basis; It allows grade-school children to see other students who are successful in college and who care about children. It gives grade-school children individual attention and reinforces the importance of reading. This program provides muchneeded tutoring services to grade-school children on a one-to-one basis; It allows grade-school children to see older students who are successful in college and who are interested in mathematics. It gives grade-school children individual attention and extra motivation to improve in mathematics. VALUE 9 M m m 10 COLLABORATIVE FOR EXCELLENCE IN TEACHER PREPARATION - PA (CETP-PA) Dr. Theresa Thewes - Institute Chair Dr. Ken Adams, Co-Team Leader Dr. Theresa Thewes, Co-Team Leader Dr. Janet Rogers, NCISE Evaluation Liaison School of Education Dr. Scott Baldwin Dr. Don Beckman, Statewide Supervision Workgroup Dr. Dennis Buckwalter, Statewide Recruitment Workgroup Dr. Patricia Flach Mr. Kenneth Mechling Dr. Mary Jo Melvin Dr. Barbara Rahal Dr. Daniel Shelley Dr. Dawn Snodgrass Dr. Nicholas Stupiansky Project Summary This is a NSF CETP, Track II, systemic reform initiative of the science and math teacher preparation programs of the 14 campuses of the PA State System of Higher Education (SSHE). In 1998, these universities prepared 35% of the science and 29% of the math teachers certified in PA . In 1998, the SSHE was also responsible for 39% of the PA elementary certifications. This project will facilitate implementation of systemic reform in the SSHE system. During this project scientists, mathematicians, and educators from SSHE campuses are collaborating to: 1) change selected university content courses taken by education students to reflect research-based effective pedagogy, 2) supplement the math and science content of science and math education courses, 3) introduce the paired supervision of science and math student teachers by content and pedagogy specialists, 4) provide consistency in experiences received by science and math education majors between their revised university courses, their field experiences and induction period, and 5) increase efforts at recruitment of underrepresented and minority public school students to pursue careers in teaching science and mathematics. The SSHE universities will team with nine community colleges and over 50 public schools in this project. Statewide activities to be implemented include teaming of K-16 faculty to revise and/or develop selected science, math, and education courses to include technology and reflect strong content and pedagogy components (over 100 university courses will be affected), create science and math centers, offer professional development symposia for K-16 faculty, strengthen field experiences, and develop mechanisms for recruiting students into math/science education programs. External evaluation will be conducted by NCISE. Strong assessment and dissemination components will accompany a comprehensive program of cultural change that can serve as a national model. School of Science, Management & Technology Dr. John Ashley Dr. Thomas Heard Dr. Karim Hossain Dr. David Hurd Dr. Brian McKay, Statewide Elementary Science Workgroup Dr. Kenneth Mechling Dr. Kiran Misra Dr. Kerry Moyer Dr. Thomas Nuhfer Ms. Lauri Ongley, Statewide Elementary Math Workgroup Dr. Anne Quinn Dr. Eric Randall Mr. Marc Sylvester Eh-. Fred Weening K-12 Science & Math Faculty Ms. Linda Cook Ms. Stephanie Cox Mr. Scott Korb Ms. Marilyn Marczylak Ms, Kathy Maxwell Ms. Ann Noonan Mr. Thomas Parker Mr.John Plavcan Ms. Karen Rodemoyer Ms. Judy Scaletta Mr. Larry Seneta Ms. Robin Seneta Ms. Lisa Simonsen Ms. Carrie Smith Mr. David Treusch Ms. Marlene Trambley Ms. Diedra Alston 12 11 Narrative of Progress Report (NPR) Date: November 1, 2000 Team Leader: Dr. Kenneth M. Adams 8. Edinboro University of Pennsylvania Meetings since last NPR: 1. 2. 3. 4. 5. August 29: President Frank G. Pogue and Dr. Adams discuss the outcomes of the CETTPA Summer Conference, issues of funding unresolved regarding the Chancellor’s Office (SSHE), confirm support of the SSHE -NSF Collaborative, review the institutional support of the project to include the CErrPA at Edinboro University under the Highland Center for Faculty Initiatives, network support with the Regional Math and Science Center. August 30: Dr. Scott Baldwin, Dean, School of Education, and Dr. Adams discuss the structure of the CETTPA at SSHE level and at Edinboro University, the necessary collaborations and support for the Highland Center and the Regional Math and Science Center. Dr. Baldwin agrees to schedule a meeting with the Dean of SM&T, faculty who attoided the CETTPA Summer conference, chairs from Elementary Education and Educational Services Departments. Ideas, Progress, and Outcomes to date: *T* September 11: Provost Robert Weber, Highland Center Co-Director Dcaiald Shediy, and Dr. Adams discuss the future direction of the Highland Center in terms of budget, space in McNemey Hall, and allocatitxi of GA’s and work study students. Included in the discussion is the intent to propose the addition of the CETTPA as a fifth Institute in the Highland Center. Dr. Adams and Dr. Sheehy make the case for adequate resource allocation so that these university assets can be leveraged. For example. The CETTPA can join forces with The CIC Institute in their work toward Professional Development Schools, and with the UTL Institute in their programs related to improving the quality of undergraduate instruction. Finally, the Highland Center can add to its repository, constructivist­ teaching materials to be accessed by SM&T and Education faculty. September 20: Dr. Adams and six (6) university faculty from the Department of Educatiraial Services discuss the Professional Block of courses taken by secondary education majors prior to Junior Field Experience. Dr. Adams proposes that he be permitted to use the STAMM Instrument to profile selected science and math field students during the field experioice this semester (November 6December 15). September 25: Four (4) University feculty wlio serve as Institute Chairs in the Highland Cento*, Dr. Donald Sheehy, and Dr. Adams discuss the delayed start-up of the Highland Center, and the implications this has on the Highland Center vitality and the potential of the CETTPA at Edinboro University. All members agree to send a correspondence to the Provost seeking resolution to unresolved issues of budget, space, and personnel. 7. September 27: Eleven (11) university feculty, two (2) deans, and Ffr. Adams discuss the logistics of the CETTPA. Materials are distributed to faculty who were unable to attend the Summer Ccmference. Dr. Adams included a conference summary, reviewed the project goals, and explained the organization at the local level that would enable Edinboro to flesh out the plan of action for 2000-2001. 13 1. The Highland Center for Faculty Initiatives has been moved to McNemey Hall from its temporary location in Butterfield Hall. This move along with the confirmation of the annual budget and personnel allocation makes it possible for the formal proposal to move forward that will request that the CETTPA at Edinboro become a fifth Institute. This proposal will be made in November, 2000. This allows the CETTPA local team a space for work, collection of University teaching materials, and the capacity to maintain the web presence for the virtual component of the NSF project in NW Pennsylvania. This proposal requires the approval of the Co-Directors, Institute Chairs, and the Advisory Board. 2. The Local team unanimously voted to provide up to $1,000 this year to support the addition of a new work study student in the Regional Math and Science Center. This will enable the center to maintain optimum hours of operation and restore its ability to use the NW Tri-County lU #5 as a distributor for science and math resources to local schools. 3. Six subcommittees have formed around the CETTPA goals and the number of university faculty from SM&T on the local team continues to grow! Once the web is established, SM&T faculty will be linked to any local science and math teacher who wishes assistance with individual concerns. A clearinghouse of related science and math resources, programs and activities will be established. 4. The Meta-analysis provided by NCISE was widely distributed to feculty and there is an interest in forming discussion groups to look more carefully at the studies referenced. 5. The STAMM will be piloted by Dr. Adams this semester with selected Secondary Science and Math majors who begin Junior Field Experience November 6,2000. Also, two courses offered by the Department of Educational Services (SEDU 372 Instructional Techniques for Secondary Science, and SEDU 371 Instructional Techniques for Secondary Math) increased the emphasis on constructivist methods and resources. 6. A meeting for k-12 local team members will be scheduled for November, 200. 7. Dr. Adams requested a full time GA for the purpose of establishing and maintaining the web site, and to assist with ^ta collection from the field and in university classrooms. 8. Constructivist Math and Science resources for grades 9-12 will be considered for purchase. These resources will be housed in the Regional Math and Science Center. t September 1: Dr. Nick Stupiansky, Co-Director of the Regional Math and Science Center and Dr. Adams discuss the collaborative potential within the CETTPA project. Agree that the Regional Math and Science Center will serve as the physical Center to hold constructivist resources for math and science. The Center already has extensive K-8 resources for math and science pre-service and inservice teachers and serves our region as an outstanding resource. The CETTPA team at Edinboro will begin the acquisition of 9-12 science and math resources that will be catalogued and distributed in conjunction with the Regional Math and Science Center and the NW Tri-County lU #5. 6. October 19: Fourteen (14) university faculty from SM&T and the School of Education attend the Local Team meeting. Project Goals are reviewed and feculty begin to form subcommittees around each goal. Faculty also are requested to indicate which Statewide Workforce they wish to join. Clarification of the nature and scope of the statewide teams and the SSHE organization is made. M 14 Narrative of Progress Report (NPR) Date: December 28, 2000 Team Leader; Dr. Kenneth M. Adams itl ■m Edinboro University of Pennsylvania Narrative of Progress Report (NPR) Meetings since last NPR: Ideas, Progress, and Outcomes to date: 2. 3. 4. 5. 6. 7. Submitted: March 1, 2001 Edinboro University of Pennsylvania December 7: Thirty-one (31) members of the Edinboro University CETPPA Team met from 5:00-8:30 pm. for the purpose of disseminating new information and continuing work on the project goals. Five separate sub-committees have formed with faculty leadership on each. The teams will communicate electronically and schedule small work group meetings for the Spring, 2001 semester. Eight (8) k-12 teachers, twenty-one (21) university faculty, an fU #5 representative, and a representative from the DEP attended the planning meeting on December 7. 1. January-February, 2001 lire NSF-CETPPA has been approved as an institute in the Highlands Center for Faculty Initiatives. Dr. Theresa ITiewes has agreed to serve as the Institute Chair and all current and fiiture members of the CETI'PA will be members of the Highland Center as well. ITie Curriculum, Instruction, and Collaboration Institute chaired by Dr. Barb Rahal will work closely with the CETPPA. The CE'fPPA will suppeat a new work-study student in the Regional Math and Science Center, under the direction of Dr. Nick Stupiansky, starting January 17, 2001. CETPPA will collaborate with the NW Tri-county lU #5 to examine the development of Constructivist workshop offerings for ACT 48 credit to area teachers. CETPPA is working with Dr. Don Beckman, chair of the Educational Services Department, on a pilot project to offer cooperating teachers who participate in field experience and/or student teaching supervision to provide classroom experiences that promote constructivist teaching practices and philosophy, an opportunity for professional development credit under Act 48. Dr. Adams collected video tapes of math and science lessons conducted during the Junica* Field Experience from November 6 to December 15. He is profiling these lessons over the Winter break using the STAMM instrument. Constructivist resources are being reviewed for purchase and addition to the Regional Math and Science Center at Edinboro University. These resources will become available during the Spring, 2001 semester. The team membership continues to grow from the university and community as well. Submitted by: Dr. Kenneth M. Adams, Team Leader •« m M M M I. Meetings since last NPR: A. January 22- NW PA K-16 Education Policy Council Meeting: Dr. Adams on the agenda to discuss CETPPA and disseminate information. Attended by nine(9) area school superintendents, three (3) area business leaders, Dean-School of Education, Director-NW Tri-County lU #5, PA State Senator Jane Earl. B. January 25- Westinghouse High School, Pittsburgh, PA. Dr. Adams discussed possible science and math teacher recruitment with Science and Math (SAM) Director Ms. Shirley Wheaton, school principal, three(3) faculty, and twenty (20) sophomore students. C. January 26- Meeting with Efr. Dawn Snodgrass. Dr. Adams presented preliminary ideas for Tier Two ftmding from NSF that link secondary education students in science and math to '‘clinical faculty” in the schools and science and math faculty for coherent Field experiences that support constructivism in the classroom. D. January 31- Dr. Adams met with Provost Weber and Dean Baldwin to leverage funding from CETPPA, the Highlands Center, and The School of Education for the purchase of production technology to be used by the CETPPA team at Edinboro. I E. m February 2- Presentation of CETPPA mission and goals to four (4) chairs of the other Highland Center Institutes. Discussion about possible linkages with members and initiatives. F. February 15- Presentation of CETPPA mission and goals to twelve (12) faculty members of the Ethics and Values Institute, and fourteen (14) members of the University Teaching and Learning Institute.. Discussion about possible linkages with members and initiatives. G. February 27- Presentation of CETPPA mission and goals to seventeen (17) members of the Lifelong Learning Institute.. Discussion about possible linkages with members and initiatives. II. Ideas. Progress, and outcomes to date: A. Two undergraduate workstudy students now employed ten (10) hours pCT week under CETPPA. One student works in the Regional Math and Sciaice Cento*, the otho" on web design and maintoiance. The WEB site for Edinboro will be up and running by mid-March. B. 15 CETPPA supported the attendance of four (4) feculty members at the Equity Conference in Science and Math at the Dbcon Center. Attending feculty will disseminate information to the local team at the March meeting. C. Technology ordered for production of CD resources for constructivist teaching in the sciences and mathematics with matching funds from the i»*ovost and Dean Baldwin. SS&C micro units will be downloaded from NSTA and made available to science Pre-service and in-service teachas. D. Approximately $ 1,600 in curriculum materials recommended by NCISE and NSTA Ordered with expected delivery in mid-March. These materials will be bar-coded E. Draft proposal prepared for Tier Two ftinding. Narrative of Progress Report (NPR) F. Data loaded/sent via QRC web-based data collection, Edinboro University of Pennsylvania H. Collection of videotaped/STAMM profiled lessons fi-om Fall, 2000 science and math field students prepared by Dr. Adams. I. Plans made for team dinner meeting the last week of March. J. Plans made for a team meeting in April with Dr. Patsy Ann Johnson, K. Four (4) science faculty and three(3) secondary science students will attend the Bloomsburg Mini-Conference March 9-10. Submitted: May 1, 2001 Submitted by: Dr. Kenneth M. Adams, Co-Team Leader M IIIIIIIB IIIII G. Plans to gain ACT 48 approval for “clinical faculty” field cooperating teachers starting with the Fall, 2001 semester. March-April, 2001 I. Meetings since last NPR A. March 26: Edinboro CETp-PA Team meeting held fi’om 5:00 to 8:30pm. Attended by 20 team members including 15 university faculty and 5 k-12 teachers. Focus on final draft of Level Two funding proposal, updates on ELIP CETP-PA website, discussion on “Building the Case for Constructivism.” and future directions for semester. B. March 27: Dr. Adams met with Donna Law fi'om the Grants Office to prepare final budget for Level Two Funding. C. March 28: Dr. Adams and 1>. Thewes met to plan meetings for April and May with Science and Math faculty on planning/modeling constructivist lessons at the university. D. March 28: Dr. Adams met with Dr. Scott Baldwin, Dean of the School of Education to support the continued operation of the Regional Math and Science Center in Butterfield Hall in the current physical space allocation. E. April 12: Dr Adams presented a learning cycle lesson on the Pendulum to 12 university science and math feculty. Discussion on the planning and implementation of the learning cycle, modifications to existing curriculum, and need for more concrete constructivist resources ensued. Faculty agreed to continue to meet as a discussion group at least once per month. Next meeting planned for May 3, 2001. F. April 17: Dr, Adams met with Dr. Terry Peard at EUP. Dr. Peard visited the Highlands Center for Faculty Initiatives, viewed the new website, discussed statewide CETPPA issues, and visited the Regional Math and Science Center and spoke with Dr. Nick Stupiansky. G. April 23: Dr. Patsy Aim Johnson, Western Coordinator for CETPPA visited the EUP campus. Her visit included a luncheon meeting with Dr. Baldwin, Dean of the School of Education, and Dr, Eric Randall, Dean of Science, Management and Technology, a tour of the Regional Math and Science Center and the Highlands Center, a meeting with Dr. Theresa Thewes, CoTeam Leader, and a dinner meeting and presentation of a constructivist optics lesson attended by 12 university faculty and 3 k-12 teachers. II. Ideas, Progress, and Outcomes to date A. The Level Two funding proposal was submitted. B. The EUP CETPPA Web site has been launched (April 10,2001)!!! C. Additional science and math resource materials have been ordered and are currently being cataloged. Copies of Building the Case for Constructivism have been distributed to 20 team member to date. D. CD production equipment has arrived and duplication of a collection of hands-on science and math activities has begun. E. Meetings with IU#5 have been scheduled to prepare ACT 48 documents for participating k-12 team members. F. Seven EUP CETPPA team members attended the Bloomsburg mini-conference including three undergraduate secondary science majors. G. Regular meetings with Co-Team leaders and 12 university science and math faculty have been scheduled and the level of interest and participation is very encouraging. Faculty have tried to access specific university level course mata*ials fi'om revised courses via other CETP sites around the U.S. with no luck. We need help on getting more than course descriptions! I 18 Team Leader: Dr. Ken Adams Date Submitted: June 30, 2001 Edinboro University of PA Meetings since last NPR: May 3, 2001: University faculty meeting to discuss constructivism in undergraduate coursework 3-5:00 pm. Ten (10) faculty May 10, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field Experience for Science and Math majors. 12:30-1:45 pm Three (3) faculty. Note: Spring, 2001 semester ends on May 11, 2001 June 5, 2001: Meeting to discuss NCISE evaluation and identify four courses for NCISE Evaluation. 12:15-1:30 pm. Three (3) faculty June 8, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field Experience for Science and Math majors. 2:00-3:30 pm. Two (2) faculty and one (1) lU #5 Administrator June 18, 2001: Meeting to disseminate information and register conference attendance at Bloomsburg University for Summer CETPPA Conference.3:00-4:00 pm. Two (2) faculty. June 26,2001: Meeting to develop the CETPPA component as part of the Highlands Center for Faculty Initiatives Annual Report: 1:00-2:30 pm.Two (2) Faculty Ideas, progress and Outcomes to date: Given the end of the semester, no general team meetings were held during May-June, 2001. May 3: Faculty from science, math, and education continue to meet to examine constructivism in undergraduate education. Several faculty express concerns about content coverage/overlap, and the lack of specifics on “reformed courses” as revealed from other CETP sites. The team decides to continue ^e search for more than course syllabi, and request assistance from the statewide workforces in this regard. The faculty agree to continue to meet monthly during the 2001 -2002 academic year to develop a clearer understanding of constructivism in their disciplines. May 10 and June 8: Dr. Adams met with Dr. Snodgrass in order to coordinate the placement of Junior field students in secondary science and math in anticipatim of a Level Two Grant Award for 2001-2002. Ten science and 7 math majors are currently enrolled, with more expected. Discussions on June 8 included Ann Noonan from lU #5 with reference to Act 48 hours. The workshops and training sessions are being developed over the summer. June 5; Dr. Adams, Dr Thewes and Dr. Rogers met to discuss the NCISE Evaluaticois And targeted four specific courses to meet the expectations of NCISE. Instructc»'s who had expressed interest in course reform were contact^ by Dr. Thewes and several other courses are being examined for reform at the local level in addition to those requested by NCISE. Some confiision was expressed by feculty as to the extent of the reform, and the Math department has suggested the use of a statistics course in place of Calc I. Discussions are to continue. June 18: Dr. Adams and Dr. Thewes met to discuss the dissemination of information on the Bloomsburg Summer Ccmference to all EUP team members. Dr. Thewes is coordinating registration information for the EUP team. 19 iim n iB in n im i Narrative of Progress Report (NPR) June 26: Dr. Adams met with Dr. Don Sheehy, Co-Director of the Highlands Center for Faculty Initiatives (HCFI) to construct the CETPPA portion of the HCFI Annual Report. Because CETPPA at Edinboro in under the HCFI, this annual report provides another vehicle for dissemination of information about CETPPA to a broader audience. The Annual Report will be completed by mid-August. In addition to meetings described above, additional materials have been purchased for the Regional Math and Science Center in Butterfield Hall. Approximately $500.00 was used from the baseline funding and $5,000.00 from the additional funding provided to each university in CETPPA. All materials will be available through the Regional Math and Science Center for k-12 teachers, university faculty, and teacher candidates at EUP. V 20 Report for the National Visiting Committee CNVC) Submitted by: Dr. Kenneth M. Adams Edinboro University of PA CETPPA Goal 1. Examination Of Education Of Science and Math undergraduate courses by EUP team reveals great interest among science and math faculty to reform selected courses. Four courses identified for NCISE Evaluation, others considered for local evaluation Science and Math Faculty volunteer to meet monthly to discuss constructivism in undergraduate coursework m m m m M Excellent attendance at Bloomsburg mini-conference with EUP as the only University to add Undergraduate students as members to the team (3). Difficulty in finding convenient time for k-12 feculty to attend local team meetings and keep them actively/meaningfully engaged during the school year CETPPA Goal 7 EUP has already institutionalized CETPPA as an institute under the Highlands Center for Faculty Initiatives Itarii Identilicatic*! and purchase of constructivist resources to add to the Regional Math and Science Center. CETPPA Goal 2 Team meetings and discussions focus on common readings and constructivist lessons modeled by pedagogy faculty Common readings are disseminated for discussion and issues are openly debated Faculty express concerns about content coverage and the lack of concrete/specific “reformed course materials fi'om other CETP sites. Faculty express concerns about the PA Science and Math Standards, but are supportive of the national standards. CETPPA Goal 3 Clear articulaticm of standards evidenced in lesson and unit plans firom methods courses, field Experience, and student teaching Profiling of selected lessons fi'om field experience students using the STAM and RTOC proves promising for feedback to student and training of university faculty M M IMI M M CETPPA Goal 5 Major focus for Year one Led to development of a success fill Level Two Proposal that links pedagogy faculty, secondary science and math majors, cooperating teachers, and university science and math feculty for joint training and joint supervisiai CETPPA Goal 6 Excellent attendance at the Summer, 2000 CETPPA conference Local Team comprised of over 40 members, over 25% are science and math foculty who are very active 22 21 Report of Activities (ROA) June 30,2001 CURRICULUM, INSTRUCTION, AND COLLABORATION Submitted by; Dr. Kenneth Adams Edinboro University of PA 1. 2. 3. 4. 5. 6. The nature of inter- and intra-institutional collaboration. EUP has institutionalized the CETPPA effort at the university by becoming an institute under the Highlands Center for Faculty Initiatives (HCFI). This inclusion under an existing umbrella organization allows CETPA the opportunity to access existing physical space and support personnel as well as leveraging flmds for common purposes. It also increases the visibility of CETPPA at EUP and increases the likelihood of sustaining the mission after the life of the NSF Grant. Inter-institutional collaboration has been established through conference attendance by k-16 team members, steering committee attendance, EUP team membership on statewide workgroups, and the NCISE Evaluation liasion. Changes in the vision. As a result of team meetings, dissemination of information, and conference attendance, EUP envisions an increase in the use of constructivist methods and access to inquiry-based science and math resources for pre-service and in-service teachCT education. The team is comprised of nearly 40 members including 12 sciaice and math university faculty interested in reforming the content and focus of undergraduate coursework. The CETPPA initiative has already brought together pedagogy and content faculty with k-12 teachers in collaborations that did not formally exist before. Modifications to teacher preparation. As a result of deliberations throughout the first year, the team developed the Level Two Proposal to link secondary science and math majors, pedagogy faculty, content faculty, and cooperating teachers. The Level Two funding will provide common training, joint supervision, and new forms of classroom observation and development for field experience students. The grant award will allow for a new model of science and math education that integrates theory and practice. We are excited to begin during the Fall, 2001 semester. Strategies for dissemination . These have remained local during the first year via team meetings, provision of common resources, and conference attendance. The HCFI Annual Report with allow for a broader dissemination. Partnerships and collaborative activities. The paitnerships during the first year were established between the university and schools via k-12 membership and with the lU #5. The Level Two Project will begin to formalize these relatiwiships with k-12 and a cadre of teachers in secondary science will be participating in what we intend to develop as formal professional development partners over the life of the grant. ___ Interaction and overlap with other related projects. No action has been taken at EUP at this time. Dr. Barbara Rahal, Chairperson School of Education Dr. Marian Beckman Dr. Kathleen Benson Ms. Joan Dengel Dr. Charles Gallagher Dr. Donna Murphy Ms. Rosemary Omniewski Elementary Education Department Educational Services Department Educational Services Department Educational Services Department Special Education and School Psychology Department Elementary Education Department School of Liberal Arts Dr. David Ferster Dr. Caroline Nobile Dr. Umeme Sababu Political Science Department English/Theatre Arts Department History Department School of Science, Mathematics, and Technology Dr. Kerry Moyer Geosciences Department Dr. Kiran Misra Biology and Health Services Department Student Affairs Dr. Robert McConnell Office for Students with Disabilities Northwestern Pennsylvania Administration Ms. Linda Cook Northwest Tri-County Intermediate Unit #5 Dr. Annette Rilling James Parker Middle School Ms. Connie Youngblood Cambridge Springs Elementary School Student Representatives Ms. Katie Wentz Graduate Assistant in 23 24 Institute for Curriculum, Instruction, and Collaboration Support of Institute Goals 2000-2001 GOAL 5: Explore grants possibilities and outside funding to strengthen collaborative efforts. The lEVE met twice during the 2000-2001 academic year: February 7 and April 25. The purpose of this Institute is to promote collaborative initiatives, which will encourage the development of effective classroom practices across basic and higher educational programs. GOAL 6: Expand collaborative classroom research opportunities with basic education (K-12), in public and non-public schools. GOAL 1: Build a repository of materials on collaborative teaching and encourage its use within the educational system and with the business community. M • • Purchases for the repository have been ongoing. GOAL 7: GOAL 2: Promote the development^ modeling, and refinement of effective instructional and classroom management practices within the basic educational system (K12), and the development of in-service programs and workshops. • GOAL 8: GOAL 3: GOAL 4: Promote activities, which encourage interdisciplinary course offerings, professional staff development, increased teaching effectiveness in basic education and development of a videotape library depicting effective teaching. • Collaboration web-site: The creation of a collaboration web-site was begun. The web-site is to be used for collaboration purposes between Edinboro University of PA faculty members and local school districts. • Co-sponsored the Middle Level Conference on School Violence in conjunction with the Middle Level Association. Approximately 200 students, teachers, and administrators, and community members were in attendance. The institute offered 15 scholarships to Edinboro University students to attend the conference. Strengthen lines of communication between the School of Education and the Schools of liberal Arts; Science, Management, and Technologies; the Office of Students with Disabilities; the Office of Student Development; and the Northwest Tri-County Intermediate Unit #5. • Co-sponsored the Middle Level Conference on School Violence in conjunction with the Middle Level Association. Approximately 200 students, teachers, and administrators, and community members were in attendance. The institute offered 15 scholarships to Edinboro University students to attend the conference. Collaboration web-site: The creation of a collaboration web-site was begun. The web-site is to be used for collaboration purposes between Edinboro University of PA faculty members and local school districts. Annette Rilling, principal of James W. Parker Middle School, Linda Cook, the director of educational program services for Northwest Tri-County Intermediate Unit #5, and Connie Youngblood, principal of Cambridge Springs Elementary School continued to serve as members of CIC. Seek to coordinate efforts in which collaboration opens opportunities forfaculty and students. • Collaboration web-site: The creation of a collaboration web-site was begun. The web-site is to be used for collaboration purposes between Edinboro University of PA faculty members and local school districts. Investigate new and promote established university-public school partnerships. • Collaboration web-site: The creation of a collaboration web-site was begun. The web-site is to be used for collaboration purposes between Edinboro University of PA faculty members and local school districts. 25 26 Institute for Ethics and Values Education Support of Institute Goals 2000-2001 ETHICS AND VALUES EDUCATION Dr. Gloria Gerbracht, Chairperson The lEVE met three times during the 2000-2001 academic year: February 15, March 28, and April 25. Attendance at all meetings and participation by lEVE members was commendable. School of Education Dr. Joel Erion Dr. Patti Flach Ms. Susan Boam-Wood Ms. Susan Curtin Dr. Jonathan Brown Special Education and School Psychology Department Elementary Education Department Special Education and School Psychology Department Educational Services Department Educational Services Department School of Liberal Arts Dr. Edmund Abegg Ms. Lisa Austin Dr. Ronald Craig Dr. Bonnie Gaarden Philosophy Department Art Department Psychology Department English & Theatre Arts Department GOAL 1: The issues of Values Newsletter were published and distributed to all SSHE schools. • An ethics topic was discussed at each lEVE meeting. • Selected posters from the poster contest were copied and distributed campus­ wide. • The Character Education Certificate Program courses sought certification by the state. Courses were offered in the summer of 2000, fall 2000, and spring 2001. A class will be taught in the summer of 2001, and a new course will be offered in fall 2001. • Members approved the participation in the Lincoln-Douglas debate during the 2001-02 school year. A date will be chosen for the fall 2001. Judicial Affairs Community Representatives Ms. Debbie Easton Mr. Larry Kessler GOAL 2: Student Representatives Ms. Cheryl Farkas Ms. Holly Tucci Ms. Katie Wentz • - “Let’s Have No More Talk of ‘ Values’; What’s Important is to Talk About and to Praise ‘Virtues’” - “Giving to Humanity Without Personal Profit Makes You a Chump” - “Court Rules Anti-abortion Posters, Web Site Protected by the First Amendment” School of Science, Management and Technologies Nursing Department Dr. Alice Conway Math and Computer Science Department Dr. Frank Marzano Nursing Department Ms. Amy Leehan Student Affairs Ms. Charlene Cerutti Promote dialogue and cooperation across the campus community and within the State System of Higher Education and the Commonwealth concerning ethics and ethical inquiry and post-secondary education, • Undergraduate Student Undergraduate Student Graduate Assistant GOAL 3: 27 Promote academic integrity for students, faculty, and staff Selected posters from the poster contest were copied and distributed campus­ wide. Provide educational opportunities on matters of public interest in ethics, values, character development, and informed decision-making to the larger community. 28 EEVE members voted to approve Edinboro University being a host site for the Lincoln-Douglas high school debate on a selected Saturday during 2001- 02. • • GOAL 4: GOAL 5: A poster contest was coordinated and conducted by EEVE which included EUP Art Department and Northwestern School District. Larry Kessler, Curriculum Coordinator at General McLane, and Debbie Easton, an active/concemed parent and school board member, continued to serve as members of lEVE. Promote ethics, values, and the process of ethical decision-making on the part offaculty, staff, and students. • lEVE discussed ethical decision-making issues with graphic arts students and course instructors in a brainstorming session for the poster contest. • EEVE discussed issues and publications related to ethics, values, and the process of ethical decision-making in at each meeting. Support the mission of the Center for Excellence in Teaching and collaborate with other Center Institutes. • • EEVE participated in CET activities: Evening of Science, Read Across America, Tips for Teachers, and Jim Miller Celebration of Teaching Day. EEVE chair participated regularly in plaiming meetings of the Center for Excellence in Teaching. 29 iiiia a iiiiia iiiiiii • LIFELONG LEARNING INSTITUTE Dr. Maureen Walcavich, Chairperson School of Education Dr. Nancy Briggs Dr. Kathleen Dailey Dr. Denise Finazzo Dr. Jody Gallagher Dr. Mary Jo Melvin Elementary Education Department Elementary Education Department Elementary Education Department School of Education Elementary Education Department School of Liberal Arts Ms. Bonnie Belcastro Dr. Bridget Jeffery Mr. John Widner Sociology/Anthropology/Social work Department Political Science and Criminal Justice Department Library & Reader Services School of Science, Mathematics, and Technology Biology and EEealth Services Department Dr. Peter Lindeman Biology and Health Services Department Dr. William Mackay Math and Computer Science Department Dr. Frederick Weening Student Affairs Ms. Julie Fedders Student Development/Programming and Activities Continuing Education Ms. Beth Zewe Continuing Education Professor Emeritus Dr. A1 Stone Professor Emeritus Enrollment, Management, and Retehtion Center for Career Services Dr. Denise Ohler Student Representatives Mr. Steve Burke Ms. Beth Cirillo MS. Stephanie Skolnik Graduate Assistant Undergraduate Student Undergraduate Student 30 Lifelong Learning Institute Support of Institute Goals 2000-2001 Luncheon.” The program included a presentation, a cooperative activity, and luncheon supporting the Second Harvest Food Bank, and a panel discussion on the subjects of service and lifelong learning through the ages. The lEVE met once during the 2000-2001 academic year on February 27, 2001. The purpose of the Institute is to promote awareness of learning as a lifelong process in order to encourage University and community members to remain active participants in the learning process. The programs of this Institute have been guided by a set of goals. GOAL 1: Increase andfoster university and community awareness of issues relative to lifelong learning. • • GOAL 2: Sponsored a program with the Intergenerational Network and Edinboro University’s Community Outreach Center entitled “Community Service Across the Ages Conference and Empty Bowls Luncheon.” The program included a presentation, a cooperative activity, and luncheon supporting the Second Harvest Food Bank, and a panel discussion on the subjects of service and lifelong learning through the ages. Sponsored Reading Partners: Reading activities were conducted by Edinboro University students at several community settings. The sites included Blasco Library, Millcreek Mall, Einboro Library, Edinboro University of Pennsylvania Childcare Center, The Art House, and Trinity Center. These activities were coordinated by Dr. Nancy Briggs and Dr. Kathleen Dailey. Investigate initiatives to advance lifelong learning and the component areas of lifelong learning. • GOAL 3: • The Intergenerational Center, an Edinboro University supported Senior Citizen's Center located in the basement of Diebold Center for Performing Arts offers students from the Psychology, Sociology, Biology, Physical Education and Nursing Departments "hands on" exposure with community seniors. Varied programs have and are offered to the students, faculty and staff in the community throughout the year. GOAL 4: Sponsored Reading Partners: Reading activities were conducted by Edinboro University students at several community settings. The sites included Blasco Library, Millcreek Mall, Einboro Library, Edinboro University of Pennsylvania Childcare Center, The Art House, and Trinity Center. These activities were coordinated by Dr. Nancy Briggs and Dr. Kathleen Dailey. Function as a resource for information related to lifelong learning. LLI members continued to recommend purchases for the repository. Books, articles, videos, pamphlets, and a listing of web sites were added. GOAL 5: Serve as a vehiclefor lifelong learning through communication^ research, outreach, initiatives, and partnerships. Sponsored Reading Partners: Reading activities were conducted by Edinboro University students at several community settings. The sites included Blasco Library, Millcreek Mall, Einboro Library, Edinboro University of Pennsylvania Childcare Center, The Art House, and Trinity Center. These activities were coordinated by Dr. Nancy Briggs and Dr. Kathleen Dailey. Sponsored a program with the Intergenerational Network and Edinboro University’s Community Outreach Center entitled “Community Service Across the Ages Conference and Empty Bowls Luncheon.” The program included a presentation, a cooperative activity, and luncheon supporting the Second Harvest Food Bank, and a panel discussion on the subjects of service and lifelong learning through the ages. Promote and support research and the exchange of knowledge on lifelong learning and the specific components of lifelong learning. • Sponsored a program with the Intergenerational Network and Edinboro University’s Community Outreach Center entitled “Community Service Across the Ages Conference and Empty Bowls 31 32 Institute for University Teaching and Learning Support of Institute Goals 2000-2001 UNIVERSITY TEACHING AND LEARNING Dr. Theresa Thewes, Chairperson (Fall, 2000) Dr. Kiran Misra, Chairperson (Spring, 2001) School of Education Dr. Jean Faieta Dr. Tammy Mitten Dr. Susan Norton Dr. Rosemary Treloar Special Education and School Psychology Department Counseling and Human Development Department Counseling and Human Development Department Elementary Education Department School of Liberal Arts Dr. Daniel Burdick Dr. Jerra Jenrette Ms. Margot Koczan Dr. Joseph Laythe Dr. Robert Rhodes Mr. Nelson Smith Music Department History Department Foreign Languages Department History Department Political Science and Criminal Justice Department Speech and Communication Studies Department School of Science, Management and Technologies Dr. John Ashley Biology and Health Services Department Nursing Department Ms. Janice Giltinan Math and Computer Science Department Dr. Timothy Meyer Geosciences Department Dr. Laurie Parendes Library Dr. Raymond Dengel Student Affairs Ms. Kate Strosser The lEVE met four times during the 2000-2001 academic year: November 9, February 15, March 23, and April 19. The purpose of the Institute is to promote the development and continuance of effective instructional practices that support faculty growth and improve student learning. To meet its goals more effectively, the Institute developed a set of expectations for its members. 1. Attend and participate in at least one UTL meeting each year. 2. Attend at least one UTL-sponsored event each semester. 3. Encourage other faculty and students to participate in UTL sponsored events. 4. After a semester of membership, help with the organization/presentation of a UTL activity. 5. Register a vote on important issues of UTL (i.e., goal revisions). 6. Attend at least one Center-sponsored activity each year GOAL 1: Help to establish a supportive atmospherefor instructors who desire to improve the quality of their teaching by providing assistance, support and constructivefeedback as requested • The members of UTL held four institute meetings during the academic year. • Sponsored “Talking About Teaching" program this year held on February 13 and 14,2001. Issues addressed were "Issues with the Internet." The presentation was made by faculty with particular expertise. All programs included a substantial discussion session. Library/Govemment Documents Plans for next year's "Talking About Teaching" programs were developed. The fall program will be entitled “Portrait of a Student.” OSD A topic was discussed at UTL meetings. Student Representative Mr. Steve Burke Graduate Assistant 33 Preaching the Gospel on Academic Excellence” The Professor in the Classroom: Handling the Unprepared Student Putting Together the Puzzle of Student Learning” 34 Highlands Center for Faculty Initiatives Repository GOAL 2: Pursue effective funding and provide programming to strengthen and support effective instructional practices and collaboration, • Sponsored “Talking About Teaching" program this year held on February 13 and 14, 2001. Issues addressed were "Issues with the Internet." The presentation was made by faculty with particular expertise. All programs included a substantial discussion session. • Marked items focus on teaching in the University Classroom. These resources were funded through a grant awarded to the graduates of the EUP Summer Academy for the Advancement of College Teaching. Books Child Development • The Institute has pursued external funding this academic year by participating in the GEAR UP proposal submitted by Highlands Center for Faculty Initiatives. Brown, F. (1983). Principles of educational and psychological testing. New York; Holt, Rinehart and Winston. Child Development. (1995). New York: Macmillan/McGraw Hill School Publishing Co. Cole. M. Cole, S. (1989). The development of children. (2nd ed.). New York; Scientific American Books. Comer, D. (1987). Developing safety skills with the young child. Albany; Delmar. GOAL 3: In order to enhance teaching and to promote learning illicit, students' input regarding effective and ineffective teaching/learning strategies which they have encountered Comer, J. P. (1980). School power: Implications of an intervention project. New York; The Free Press. • Hendrick, J. (1986). Total learning: Curriculum for the young child. (2nd ed.). Columbus; Merrill. A forum was organized (Speaking Out in the Classroom) that was open to both students and faculty. Responses from the student and faculty participants were overwhelmingly favorable. Participants said that the best part of the forum was the student/faculty interactions. Almost unanimously, they indicated that the forums should continue. The topic for the Fall 2001 UTL Forum will be, "Portrait of a Student." Glencoe Division of MacmillanyMcGraw Hill. (1995). Child Development. New York; Macmillan/McGraw Hill. Green, M, (1989). Theories of human development. Englewood Cliffs, New Jersey: Prentice-Hall. Hildebrand, V. (1991). Introduction to early childhood education. (5th ed). New York: Macmillian. Hirschi, L. (1970). Building mathematics concepts in grades kindergarten through eight. Scranton: International Textbook. Jarolimek, J. & Foster, C. (1989). Teaching and learning in the elementary school. New York: Macmillan. Lay-Dopyera, M. & Dopyera. J. (1990). Becoming a teacher of young children. (4th ed.). New York: McGraw-Hill. GOAL 4: Establish an academic dialogue between the academic administration and faculty about issues relating to the teaching and evaluation of teaching. Lowenfeld, V., & Brittan, W, (1982). Creative and mental growth. (7th ed.). New York: Macmillan. Meyer, D., Vadasy P., & Fewell, R. (1985). Living with a brother or sister with special needs: A book for sibs. Seattle: University of Washington Press. • A topic was discussed at UTL meetings. - “Preaching the Gospel on Academic Excellence” “The Professor in the Classroom: Handling the Unprepared Student” “Putting Together the Puzzle of Student Learning” Morrison, G. (1984). Early childhood education today. Columbus: Charles E. Merrill. Read, K., Gardner. P.. & Mahler, 3, (1987). Early childhood programs human relationships and learning. New York; Holt, Rinehart and Winston. Romanga, E. (1987). I cento linouaggidei bambini: The hundred languages of children. City of Reggio Emilia, Italy: Department of Education. Rubin, R., Fisher 111, J., & Doering, S. (1980). Ages 1 and 2: Your toddler. New York: Collier. Rubin, R., & Fisher 111, J. (1982). Ages 3 and 4: Your preschooler. New York: Collier. Salkind, N., & Ambron, S. R. (1987). Child development. (5th ed.). New York; Holt, Rinehart and Winston. Schirrmacher, R. (1988). Art and creative development for vouno children. Albany: Delmar. Seaver. J. W., Cartwright, C. A., Ward. C. B., & Heasley, C. A. (1990). Careers with vouno children: Making vour decision. Washington, DC: National Association for the Education of Young Children. Seefeldt, C., Barbour, N. (1990). Early childhood education an introduction. (2nd ed.). New York: Macmillan. Seifert, K.. & Hoffnung, R. (1987). Child and adolescent development. Boston: Houghton Mifflin. :35 Shaffer, D. (1989). Developmental psychology: Childhood and adolescence. (2nded.). Pacific Grove, California: Brooks/Cole. Eurich, N. (1990). The Learning Industry. Princeton: The Carnegie Foundation. Gutek, Gerald. (1993). American education in a global society. White Plains, NY: Company. Spodek, B., & Saracho, 0. (1994). Right from the start. Boston; Allyn and Bacon. Wilson, L. (1986). Infants & toddlers. Albany: Delmar. Classroom Assessment •Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college Hale-Benson, J. E. (1986). Black children: Their roots, culture, and learning styles. Reyised edition. Baltimore, Maryland: The Johns Hopkins Uniyersity Press. King, E., Chipman, M., & Cruz-Janzen, M. (1994). Educating young children in a diyerse society. Boston; Allyn and Bacon. teachers. San Francisco; Josey-Bass. (2 copies). Classroom Management Apple, M., Beane, J. (1995). Democratic schools. Alexandria, VA; Association for Supervision and Curriculum Development. Bloom, P. J. (1988). A great place to work. Washington, DC; National Association for the Kunjufu, J. (1985). Countering the conspiracy to destroy black boys. Chicago: African American Images. Kunjufu, J. (1986). Countering the conspiracy to destroy black boys. Volume II. Chicago; African American Images. Kunjufu, J. (1984). Deyelopino positiye self-images and discipline in black children. Chicago: African American Images. Education of Young Children. Bloom, P. J. (1994). Avoiding Burnout. Lake Forest, Illinois; New Horizons. (3 copies). Metropolitan Life Insurance Company. (1997). The Metropolitan Life Suryey of the American Teacher. 1997. NY: Louis Harris and Associates, Inc. Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention: Tools for teachers of young children. Washington, DC: National Association for the Education of Young Children. Thayer-Bacon, B., Bacon. C. (1998). Philosophy applied to education nurturing a democratic community in the Longman Publishing Sarayia-Shore, M., & Aryizu, S. F. (Eds). (1992). Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland. Shor, I. (1992). Empowering education: Critical teaching for social exchange. Chicago, IL: Uniyersity of Chicago Press, donated classroom. New Jersey: Prentice Hall. Demographics Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana: Stanley Elam. Shor, I. (1996). When students haye power: Negotiaiting authority in a critical pedagogy. Harris, Louis. (1984-1995). The metropolitan life survey of the American teacher. Louis Harris & Assoc., Inc. (field Sidel, R. (1994). Battling bias. New York, NY: Penguin Books. work May 4-June 11, 1995). Louis Harris & Associates, Inc. (1994). The metropolitan life suryey of the American teacher. New York: Louis Literacy Harris. Metropolian Life Suryey of the American Teacher. (1996). Students yoice their opinions on: Learning about yalues and principles in school, part III. Louis Harris & Associates, Inc. for Metropolitan Life Insurance Company. Diversity Balester, V.M. (1993) Cultural Diyide: A Study of African American College- Leyel Writers. Portsmouth, NH; Boyton/Cook Publishers, donated •Border, L. & Van Note Chism, N. (Eds.). (1990). Teaching for diyersity. San Francisco: Josey-Bass. Chicago, IL: Uniyersity of Chicago Press, donated Alexander, J. (1979). Teaching reading. Boston: Little, Brown & Company. Alexander, J. (1988). Teaching reading. (3rded.). Boston: Scott, Foresman. Beach, R. (1993). A teacher’s introduction to reader resonse theories. Urbana, IL: National Council of Teachers of English, donated Britton, J. (1970). Language and learning. Florida: Uniyersity of Miami Press. Brown, J. (1984). Efficient reading. Lexington, Massachusetts; Heath. Burns, P., Roe, B., & Ross, E. (1982). Teaching reading in today's elementary schools. Boston: Houghton Mifflin. Dayidson, J. & Koppenhayen, D. Center for Early Adolescence. (1993). 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Increasing student's learning: A faculty guide to reducing stress among students. Washington, DC: ASHE-ERIC Higher Education Reports. George Washington University. (2 copies) Pennsylvania Association for Volunteerism. (1997). Directory. •Pickert, S. (1992). Preparing for a global community: Achieving an international perspective in higher education. •Wilcox, J. & Ebbs, S. (1992). The leadership compass: Values and ethics in higher education. Washington, DC: ASHE-ERIC Higher Education Report No. 1. George Washington University. Washington, DC: ASHE-ERIC Higher Education Report No. 2. George Washington University. Slippery Rock University: A community service-learning institute. (1995). Service-Learning: reading and reflections. Slippery Rock, PA: Author. •Smith, R., Byrd, P., Nelson, G., Barrett, R., & Constantinides, J. (1992). Crossing pedagogical oceans: International teaching assistants in U. S. undergraduate education. ASHE-ERIC Higher Education Report No. 8. George Washington University. State System of Higher Education. (1997). Imperatives for the future. Harrisburg: State System of Higher Education. •Summer academy for the advancement of college teaching. (1992). Collection of 20 articles and syllabi in CARE packages. •Summer academy for the advancement of college teaching. (1993). Collection of 21 articles in CARE packages. •Summer academy for the advancement of college teaching. (1994). Collection of 25 articles in CARE packages. •St. John, E. (1994). Prices, productivity and investment: Assessing financial strategies in higher education. ASHE-ERIC Higher Education Report No. 3. Washington, DC: The George Washington University. (2 copies). •Stark, J. S., et. al. (1989). Student goals for college and courses: A missing link in assessing and improving academic achievement. Washington, DC: ASHE-ERIC Higher Education Reports. (2 copies). •Teitel, L. (1994). The advisory committee advantage: Creating an effective strategy for programmatic improvement. Washington, DC: ASHE-ERIC Higher Education Report No. 1. George Washington University. (2 copies). •Toombs, W. & Tierney, W. (1991). Meeting the mandate. Washington, DC: ASHE-ERIC Higher Education Reports. George Washington University. •Townsend, B. K. & Newell, L. J. (1992). Creating distinctiveness: Lessons from uncommon colleges and Values Driver, T. (1993). Life in performance: Reflections on ritual, religion, and social values. The society for values in higher education. Georgetown University. Harding, S. (1993). Subjectivity, experience. & knowledge: An epistemology from/for rainbow coalition politics. The society for values in higher education. Georgetown University. Ochs, C. (1995). Miriam's wav. The society for values in higher education. Georgetown University. Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good practice in general education. The society for values in higher education. Georgetown University. Society for Values in Higher Education newsletter. (April 1998). Vol 34, No. 3. State System of Higher Education Task Force. (1991). Emphasis on values: A priority for Pennsylvania's state system of higher education during the 1990's. (2 copies) The Society for Values in Higher Education. (Spring/Summer 1998). Soundings : An interdisciplinary journal. 81 (1-2). University of Tennessee, Knoxville. (2 copies). The Society for Values in High Education. (1997, Winter). Soundings: An interdisciplinary journal. 29 (4). University of Tennessee, Knoxville. The Society for Values in Higher Education. (Summer/Fall 1997). Soundings: An interdisciplinary journal. 28 (1). University of Tennessee, Knoxville. The Society for Values in Higher Education. (1997, Spring). Soundings: An interdisciplinary journal. 80 (1). University of Tennessee, Knoxville. The Society for Values in Higher Education. (Fall/Winter 1996). Soundings: An interdisciplinary journal. 79 (3-4). University of Tennessee, Knoxville. (2 copies). The Society for Values in Higher Education. (Summer 1995). Soundings: An interdisciplinary journal. 28 (2). University of Tennessee, Knoxville. Other Quality counts: A supplement to education week. (Jan. 22, 1997). vol. 16. Editorial Projects in Education. American Association of Colleges for Teacher Education (June 1996). Partners in learning: Sheingold & Hadley (1990). Center for technology in education: Accomplished teachers, integrating computers K-12. college of education. & community collaborations. Association of Teacher Educators (1995). Piloting professional year partnerships. Ball State University. (Autumn 1995-Present). The teacher educator. Muncie, IN: Ball state University. Ball State University. (Winter 98). The teacher educator. Vol 34, No. 3. Muncie, IN: Ball State University. Ball State University. (Spring 1999). The teacher educator. Vol 34, No. 4. Muncie, IN: Ball State University. into classroom practice. (6 copies). TECSCU Newsletter, published by the Teacher Education Council of State Colleges and Universities. Winter 1994-95. T.H.E. journal technological horizons in education. (May, 1998). Vol. 25, No. 10. T. H.E. journal technological horizons in education. (June 1997). Vol. 24, No. 11. Twelve goals of Quality education in Pennsylvania. (1974). Vol. 14, No. 6. U. S. Department of Education. (1994). The ERIC review. 3(2). U.S. Department of Education. (1994). Focus on NAEP. Office of Educational Research and Improvement. Center for Excellence in Teaching. (1997). 1996-97 Annual report. Edinboro, PA: Edinboro University of Pennsylvania. Center for Excellence in Teaching. (19981. 1997-98 Annual report. Edinboro, PA: Edinboro University of Pennsylvania. DeBruyn, R.L. (1988-89). The master teacher. 20(3-36). DeBruyn, R. L. (1994-present). The master teacher, vol. 26-29 and supplements. Ducharme, E. & Ducharme, M. (Eds). (January/February 1999). Journal of teacher of education. 50 (1). Ducharme, E. & Ducharme, M. (Eds). (May/June 1998). Journal of teacher education. 49 (3). Ducharme, E. & Ducharme, M. (Eds). (1998, Sept/Oct). Journal of teacher education. 49, (4). Ducharme, E. & Ducharme, M. (Eds). (1998, Nov/Dec). Journal of teacher education. 49, (5). Ducharme, E. & Kluender Ducharme, M. (Eds.). (1994). Journal of teacher education. 45, (5). Education Week. (Sept. 1996-present). Editorial Projects in Education. "Model standards in mathematics for beginning teacher licensing & development: A resource for state dialogue". Developed by Interstate New Teacher Assessment and Support Consortium Mathematics Sub-Committee. Mori, A. (Ed.). (1994-95). National forum of teacher education journal. 5(1). National Education Association. (1997, Spring). Thought and action. The NEA Higher Education Journal. 13 Ml. Washington, D.C.: National Education Association. National Education Association. (1997, Fall). Thought and action. The NEA higher education journal. 13 (2). Washington, D.C.: National Education Association. National Education Goals Panel. (1994-95) The national education goals report: Executive summary. Washington, D.C.: National Education Goals Panel. National Education Goals Panel. (1995) The national education goals report. Washington, D.C.: National Education Goals Panel. Newcamp, Jan (1995). Having a healthy babv. (2 copies). Videotapes Child Oeveiopment Arts in Education Seminar. Nancy Pistone. Key Players & Assessment of Collaborative Projects. July 28, 1994. 35 min. Arts in Education Seminar. Beth Cornell. The Pennsylvania State Plan for Arts in Education. July 28, 1994. Approx. 1 hour. Arts in Education Seminar. Phyllis B. Susen. Creating Curriculum Materials with Educators. July 28, 1994. 1 hour 40 min. Challenging Behavior: Positive Solutions Conducting a Functional Assessment and Developing Hypothesis Statements, Part 1. (10/24/95) 3 hours. ‘Overheads available Challenging Behavior: Postitive Solutions Conducting a Functional Assessment and Developing Hypothesis Statements, Part 2. (10/24/95) 6+hours. ‘Overheads available Developing Life Skills in the Early Learner Through Health Education. Dr. Kenneth Felker & Ms. Linda Mukina. Edinboro University of Pennsylvania. February 28, 1995. 1 hour. ‘Materials included. Elementary Music/Movement Presentation by Rosemary Omniewski (1994). 42 min. Lesson folder included.* Evaluating Teaching Performance. Virginia Tidewater Consortium for Higher Education. November 14, 1997. 2 Hours. ‘Materials included. How difficult can this be? The F.A.T. City Workshop. 70 minutes. PBS Video. ‘Discussion guide. How To Become An Oscar Winning Teacher. Virginia Tidewater Consortium for Higher Education. October 31, 1997. 2 Hours. ‘Materials Included. Movement Difference, Diversity, and Positive Behavioral Support. (1/6/97) 2 hours. ‘Overheads available. On Television: Teaching the Children. Produced by On Television, Ltd. California Newsreel: San Francisco. 56 min. ‘Materials Panel Discussion on Play. Dr. Ernie Dettore & Dr. Sandra Waite-Stupiansky. Edinboro University of Pennsylvania. Classroom Management Active Learning, produced by Tim Thompson and Jeanne Faieta. 15 minutes. Conferencing with students and parents: Ways to win when you’re talking with students. Sharon Fincham. The Master Teacher. Manhattan, Kansas. ‘Presenter's guide. 40 minutes. Discipline Techniques You Can Master in a Minute: Key Attitudes And Strategies For Maximizing Your Options, Maureen McClure. Presentation. April 1,1995. 1 hr. 12 min. Talking About Teaching: Accommodating Learning Styles. November 19, 1997. 90 min. Talking about Teaching: Increasing student involvement in the classroom. (1997) 90 minutes. Tape 1, 1994. 45 min. Discipline Techniques You Can Master in a Minute: Approaches and Actions To Get The Talking about Teaching: Enhancing student involvement in the classroom. (1997) 90 minutes. Teaching Teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min. Responses You Want, Tape 2, 1994. 45 min. Discipline Techniques You Can Master in a Minute: Handling Chronic Or Habitual Problems, Tape 3, 1994. The Shadow of Hate. (1995). ‘Program packet included. 37 minutes. The Summer Academy Story, Office of Academic and Student Affairs, SSHE Dixon 45 min. University Center, (1995). 17 minutes. Discipline Techniques You Can Master in a Minute: Critical Mistakes That Cause Or Perpetuate Misbehavior, What Kind of Teacher are You? A videotape guide for college faculty in the preparation of teaching portfolios. Tape 4, 1994. 45 min. Iowa State University Media Resources Center. 14 min. ‘Presentation guide. Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for Curriculum, Instruction, and Collaboration of the Center for Excellence in Teaching, Edinboro University of Pennsylvania. Values ‘Summary of inclusion strategies. 50 min. Character Education: Restoring respect and responsibility in our schools. Dr. Thomas Lickona, Ph. D. (1996). 44 The Violent & Aggressive Student: December 7, 1995 Videoconference. ‘Materials included. minutes. Professional Choices: Ethics at Work. National Association of Social Workers. 40 min. Diversity Multicultural Education Valuing Diversity in the Classroom Videoconference: Friday, November 3, 1995. Video Presentations and Conferences 2 hours. ‘Materials included. Teaching About Racism: Tools and Strategies Teleconference. Friday, November 4, 1994. (3 copies). 2 hours. America 2000- What it is...Six National Goals. 21 min. The Educational System in Pakistan-speaker Dr. Rashid Shah, December 1, 1993. 45 min. Arts Infusion in the Elementary Education Classroom. (1995-96). Presentation by Rosemary Omniewski, Literacy Ruthanne Atkinson, and Donna Douglas. 10 minutes. ‘Final Project Report available EVN Windows Literacy. 35 Minutes. 185V, Education Video Network, Inc. Huntsville, Texas. Brian Schrao Symposium. 1994. 70 minutes. Brommer, G. (1996). Art is Elements of Design. Glenview, IL; Crystal Productions. 29:57 min.‘Posters and Family Literacy Grant. Literacy Corporation. Read to Me. (1995). International Association. (13 mins.) instruction book included. Brommer, G. (1996). Principles of Design. Glenview, IL: Crystal Productions. 28:40 min. ‘Posters and Teaching Enhancement Improving Student Achievement in Science: Classroom Scenes of Research-Based Teaching Practices. (1996). Educational Research Service. (51 min.). ‘Handbooks included. SuperStar Teachers High School Series. Tim McGee of Worland High School. ‘(2 tapes and a booklet). Lectures 1-4 = 45 min. each (tape 1); lectures 5-7 = 45 min. each, lecture 8 = 30 min. (tape 2). instruction book included. Chanoina Demands of a College Education. Maureen McClure, May 1, 1995. 70 minutes. (2 copies). Critical Thinking in the Arts- National Endowment for the Arts. 20 min. Dawkins, R. (1997). Is Evolution Using Your Voice to Improve Your Teaching. Purdue University. Continuing Education/Purdue University Progressive? Los Angeles, CA; Into the Classroom Media, approx. 50 min. Research Foundation, West Lafayette, IN. 31 min. Directions by Kathleen McGrory and Constance Ramirez. Society for Values in Higher Education. 25 minutes. ‘Manual included. University Teaching and Learning A National Forum; Attracting and Preparing for the 21st Century. (1997). ‘Progam packet included. 1 hour. Educational Forum- "Inclusion: What Does it Mean? What Do Students Need to Know?" Edinboro University of Pennsylvania. December 1, 1994. 90 minutes. ‘Materials included. Educational Reform in Pennsylvania. Lecturer: Dr. Gerald Longo, October 4, 1993. 1 hour. Classroom Research: Empowering Teachers. 18 minutes. Evening of Science Activities: April 3, 1995. Channel 24 News. 2-3 min. Cross, Patricia: Classroom Research. 25 minutes. Implementing Pennsylvania's Educational Reforms Through School District Strategic Planning. 2 hrs. ‘Pamphlet Enhancing & Evaluating College Teaching. March 22, 1996 ©Virginia Tidewater Consortium for Higher Education. 2 hours. Enhancing & Evaluating College Teaching & Learning. March 31, 1995 ©Virginia Tidewater Consortium for Higher Education. 2 hours. ‘Program packet included. included. Jim Miller Celebration of Teaching Dav: Dr. Huffman presentation of Character Education . February 11.1999. 90 minutes. The Master Teacher Roundtable. May 1994. Edinboro University of Pennsylvania. 1 hr. 20 min. Talking About Teaching: Organizing Courses. September 30 - October 1, 1997. Presentation ‘Lipman, M. (1996). Nous. Upper Montclair, N.J.: An Institute for the Advancement of Philosophy for Children. ‘Lipman, M. (1981). Pixie. Upper Montclair, NJ: Institute for the Advancement of by Ms. Kathleen Benson, Dr. Alice Conway, and Dr. Mary Jo Campbell. 5 hours. ‘Pamphlet included. Teaching About Global Issues: Tools and Strategies. March 3, 1995. ‘Informational Materials Included. 2 hours. Philosophy for Children. Teaching With Technology. Gateway Network. 5 min. The Teacher's Lounge. Dr. Robert Connors and Mrs. Ruthanne Atkinson speak about the Center for Excellence in Philosophy for Children. Teaching. 45 minutes. Understanding people. ENN. Dr. Al Stone, host. 15 minutes each. 4 programs: Feb. 23, Accompany Kio & Gus). Lanham, MD: University Press of American, Inc. ‘Lipman, M. (1978). Suki. Upper Montclair, NJ, Institute for the Advancement of ‘Lipman, M., Sharp, A. (1986). Wondering at the World (Instructional Manual to 1996, Jan. 1, 1997a, & Jan. 1, 1997b - topic “Center for Excellence in Teaching”; Feb. 21,1997- Values topic “Evening of Science”. Gray Matters: The Ethics Game. Martin Marietta. ‘ Materials Included Educational Materials Catalogs Demographics Summary Report of the 1996 PDK/Gallup Public Opinion Poll. A videotape of the results of the Gallup Public Literacy Opinion Poll on public schools. OMNI Productions. 15 minutes. ‘Materials included: Educational Forum- “Forum on Quality Teaching Edinboro University of Pennsylvania. ‘Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana: Stanley Elam. ‘Center on National Education Policy. (1996). Do we still need public schools? Washington, DC: Center on National Education Policy. ‘Center on National Education Policy. (1996). The good - and the not-so-good news about American schools. Washington, DC: Center on National Education Policy. *Transparencies International Reading Association. (1995). Catalog of publications, ‘pamphlet. September 22, 1998. 60minutes. Dr. Barker Presentation at Edinboro University of PA. November 16,1998. 60 minutes. Erickson, J.A., & Anderson, J.B. (1997). Learning with the community: Concepts and models for service-learning in teacher education. (Isted). Washington D.C.: American Association of Higher Education. Huffman, H.A. (1994). Developing a character education program: One school district’s experience. (Isted.). Alexandria VA: ASCD publications. Fertman, C.l. (1994). Service learning for all students. (Isted.). Indiana: Phi Delta Kappa Educational Foundation. How to create a community of caring school: Program Guide. (1995). A Project of the Joseph P. Kennedy Jr. Diversity Multi-Cultural Awareness Project. Laser Disk Ethics Institute for the Advancement of Philosophy for Children ‘Materials included: ‘Lipman, M. (1998) Elfie. Upper Montclair, NJ: University Press of American, Inc. ‘Lipman, M. (1987). Harrv Prime. Upper Montclair, NJ: University Press of American, Inc. ‘Lipman, M. (1982). Harrv Stottlemeier^s Discovery. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children. ‘Lipman, M. (1982) Kio & Gus. Upper Montclair, NJ: University Press of American, Inc. ‘Lipman, M. (1983). Usa. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children. ‘Lipman, M. (1980). Mark. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children. Foundation.