CENTER FOR EXCELLENCE IN TEACHING 1998-1999 ANNUAL REPORT EDINBORO UNIVERSITY OF PENNSYLVANIA A Member of the State System ofHigher Education CENTER FOR EXCELLENCE IN TEACHING 1998-1999 ANNUAL REPORT EDINBORO UNIVERSITY OF PENNSYLVANIA A Member of the State System of Higher Education TABLE OF CONTENTS Introduction • Mission Statement 2 Leadership of the Center for Excellence of Teaching 3 Configuration of the Center for Excellence in Teaching 4 Initiatives of the Center for Excellence in Teaching 5 Summary of Events Addressing the CET Seven Directions 7 Grants and Federal Programs Summary 10 Institute for Curriculum, Instruction, and Collaboration 13 Institute for Ethics and Values Education 16 Lifelong Learning Institute 20 Institute for University Teaching and Learning 24 Repository Listing 35+ INTRODUCTION The 1998-1999 academic year at Edinboro University of Pennsylvania marked the seventh year of operation of the Center for Excellence in Teaching. 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. This faculty-driven collaborative model remains the central strength of the Center for Excellence in Teaching. 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 cross fertilization of ideas, experiences, and expertise that was an important area of focus during the 1998-1999 year. The Center made significant progress in outreach to a wide range of people on our campus and throughout the greater community. Specifically addressing the relationships between students and university faculty and support staff produced many project opportunities resulting in productive discussion. Publications and programming reached throughout the State System of Higher Education, across university academic departments and student organizations, into area rural and urban school districts and community businesses, and among learners of all characteristics. The Co-Directors continued to serve as facilitators of faculty-driven initiatives meeting with institutes, subcommittees, chairs, and the Dean of the School of Education each month. Monthly reports of Center programming were distributed to the Center Advisory Board and a monthly bulletin of Center information went to all university faculty to be shared with students and staff. Beyond their role as coordinators of the Center's membership and staff, the CoDirectors initiated many activities involving high levels of collaboration among all institutes and supportive of the general mission of the Center itself. 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 membership is clearly reflected in the depth and breadth of community based activities designed to celebrate excellence in teaching and learning in both traditional classrooms and non-traditional learning venues. Dr. Mary M. Bevevino, Co-Director Dr. Dawn M. Snodgrass, Co-Director 1 MISSION STATEMENT The Center for Excellence in Teaching was established in 1992 to maximize Edinboro University's potential as a major educational resource in northwestern Peimsylvania. Its establishment followed the guidelines of the mission of the University: Twelve goals of quality education in Pennsylvania and the priorities for Pennsylvania's State System of Higher Education during the 1990s. The primary mission of the Center for Excellence in Teaching is to utilize the strengths of University personnel in this task. Emphasis is placed on seeking opportunities to facilitate community collaboration within and beyond the University itself. The Center provides programs and services through collaborative activities involving students, faculty, staff and administration. The Center also showcases activities within the University community which promote excellence in teaching. EDINBORO UNIVERSITY OF PENNSYLVANIA CENTER FOR EXCELLENCE IN TEACHING 1998 - 1999 CENTER ADVISORY BOARD President Frank Pogue, Ex-Oficio Dr. Philip Kerstetter, Chair Dr. Eric Randall Dr. Terry Smith Dr. Salene Cowher Dr. Susan Criswell Dr. Jean Faieta Dr. Ken Felker Dr. Dan Shelley CO-DIRECTORS Dr. Mary M. Bevevino Dr. Davm M. Snodgrass INSTITUTE CHAIRS Dr. Gloria Gerbracht Institute for Ethics and Values Education Dr. Maureen Walcavich Lifelong Learning Institute Dr. Barbara Rahal Institute for Curriculum, Instruction, and Collaboration Dr. Theresa Thewes Institute for University Teaching and Learning 3 Center for Excellence in Teaching 1998-1999 The Center for Excellence in Teaching monthly bulletins were published in September and October of 1998 and February and April of 1999. The bulletins were distributed to all department chairpersons to share with their faculty. The bulletin highlighted Center for Excellence in Teaching activities and included a monthly section, called Focus on Faculty, highlighting EUP faculty members chosen at random. This initiative will be confirmed on a monthly basis during the 1999-2000 academic year. The Values Newsletter was distributed in December of 1998 and the spring of 1999. 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 center for Excellence in Teaching. American Education Week was held during the week of November 16-20, 1998. To celebrate American Education Week, the Center for Excellence in Teaching prepared and distributed over 900 Tip for Teachers booklets, authored by faculty to feculty members and to education majors. The event started with a continental breakfast on November 17. 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 Center for Excellence in Teaching. A display of student memories about EUP faculty was featured in the office. Free rental of educational movies at Edinboro Giant Eagle and Poppa Ropp's Video was made available to Edinboro University students. The Center for Excellence in Teaching sponsored an open forum on Wednesday, February 4, 1999 in the University Center to discuss the accreditation process for NCATE. The open forum featured Dr. Rudy Mattai, NCATE Consultant. This forum was initiated as a University-wide event to examine the impact which the NCATE accreditation will have on each of us. The NCATE forum was attended by about 45 faculty, staff, and students. The Celebration of Teaching Day was held on February 11 and 12, 1999. The Center for Excellence in Teaching sponsored Dr. Henry Huffing, Director, and Character Education Institute fi-om California University of Pennsylvania, as the guest speaker at the luncheon in Van Houten Dining Hall on February 11, 1999. The Character Education Institute goals are to serve as a resource to the university's colleges, departments, and student organizations as they contribute to the moral development of California University students. It also provides an outreach to local school districts and parents as they influence the moral development of their children. The luncheon was attended by 50 guests, faculty, and for the first time emeriti faculty were recognized at the Celebration of Teaching Day Luncheon. 5 I>. Henry HuflSnan also presented an evening speaking engagement for the community at the Umversity Center on February I 1. Community members from the surrounding Edinboro area were mvrted to attend this presentation entitled "Raising Responsible Children" About 100 ^ople attended this informative presentation. Dr. HufFinan also addressed the General McLane Cl^cter Edueatron Committee on Friday morning, February 12, 1999 at General McLane'High A eertificate program in the area of character edueation was investigated by feculty representatrves from Education Services, Elementary Education, Special Education, and Counseling and Human Development. Investigations during the development of thi program resiAmg m the proposed certificates in Charaeter Edueation included representatives from other obHb universities and a nationally known Character Education program. On Monday, March 15, 1999, The Center for Excellence in Teaching sponsored two presentations at the Reeder Lecture HaU by @. Dennis Christopher. Mr. Christopher is an erospace Educational Specialist from The NASA Goddard Space Flight Center. @. Christopher locused on science literacy and examining why everyone needs to know science. He discussed ow science is used in our daily lives and in school. Several sessions were offered throughout the day and attended by 200 students and faculty from the Edinboro campus. On Monday, April 12, 1999 the Evening of Science event was held. Over 800 children participated in the field trip sessions at the University Center. Nearly 230 Edinboro University students and faculty served as presenters. The evening session, open to the public, was attended by approximately 500 parents, teachers, and administrators and students from the Erie communitv and surrounding areas. ^ A Distance Education Research Committee was formed in 1999 to review all areas in the future in distance education at Edinboro University. The Center for ExceUence and Teaching directed research mto opportunities for university faculty to participate in instruction via distance education programs. Faculty from various academic departments and support offices participated in research collection, data analysis, data interpretation, and drawing conclusions. A final report was submitted to the President and the Provost on August 16, 1999. Throughout the academic year, faculty members were randomly selected to be interviewed for Focus on Faculty. Interviews were completed and showcased in the Center for Excellence in Teaching office, on the homepage and in the monthly bulletin. Throughout the academic year, the CET published "Thought for the Day" conunents on ETV and daily qoutes on WFSE. 6 Beyond the goals established by each of the operating institutes, the GET has determined directions which serve to guide the development of initiatives appropriate to the overriding mission of the GET. Direction # 1: The GET will continue to provide a supportive environment for meetings which encourage dialogue among university personnel, basic education personneland community members, serving as an “Incubator” for educational discussions that allow for continued improvement. Direction # 2: The GET will Gontinue to build a repository of materials select by members of institutes of the GET. Materials will be available to members of university community, educational personnel, and outside community members. Direction # 3: The GET will continue to promote activities which strengthen activities which strengthen collaboration among the diverse members of the campus community including students, faculty, staff, and support personnel. Direction # 4: The GET will continue to promote activities which encourage university to community collaborations, capitalizing on the diversity available within each. Direction # 5: The GET will continue to promote the implementation of effective Instructional practices across the university campus and public and non-public schools to promote development of a learner centered environment. Direction # 6; The GET will continue to explore outside funding sources to allow for strengthening the collaborative efforts initiated by GET members as they seek to advance the Institution. Direction # 7: The GET will continue to promote and support research and the exchange of knowledge on issues of concern to institute members to further continue improvement efforts. 7 Initiative Date Faculty and Student 9/17/98 Forum 9/22/99 Forum on Quality Teaching 9/28/98 Monthly meeting 9/30/98 Monthly meeting 9/28/98 Monthly meeting 10/7/98 Talking About Teaching Breakfast 10/8/98 Talking About Teaching Luncheon 10/14/98 Monthly meeting 10/20/98 Monthly meeting 10/28/99 Monthly meeting 11/11/98 Talking about Teaching Breakfast 11/12/98 Talking about Teaching Luncheon 11/16/98 Monthly meeting American Education 11/16/98-11/20/98 Week; Distribution of Apples and Tips for Teachers 11/18/98 Monthly meeting 11/19/98 Monthly meeting 11/24/98 Monthly meeting Character Education 12/98 Proposal Values Newsletter 12/98 12/9/98 Monthly meeting 12/8/98 Monthly meeting 1/21/99 Distance Education Research Committee 2/3/99 NCATE Forum 2/4/99 Monthly meeting 2/4/99 Monthly meeting 2/9/99 Jim Miller Celebration of Teaching Day 8 Supporting Institute UTL # of Participants lEVE 30 CIC lEVE LLI UTL 9 12 13 11 UTL 17 UTL lEVE CIC UTL 7 8 8 12 UTL 18 UTL CET 5 920 lEVE UTL LLI CET 11 8 14 0 CET/IEVE UTL CIC CET 6,000 1®^ issue 9 11 10 CET CIC LLI CET 45 10 10 50 16 Distance Education Research Committee Character Education Community Presentation Workshop in Character Education for General McLane Schools Forum on Quality Teaching Monthly meeting Student Faculty Forum Social Studies Open House Distance Education Research Committee Student Teacher Inservice: Speaker provided by NASA Monthly meeting GEAR UP Grant Erie Partnership GEAR UP Grant Values Newsletter Evening of Science Monthly meeting Middle Level Conference Monthly meeting Character Education Graduate Certificate Meeting Distance Education Research Committee Urban Studies Interest Group 2/9/99 CET 10 2/9/99 CET 100 2/10/99 CET 30 2/10/99 UTL 48 2/24/99 2/99 LLI UTL 13 48 3/3/99 CIC 94 3/8/99 CET 10 3/16/99 CET 220 3/17/99 4/99 4/99 CIC CET CET 8 4/99 4/12/99 4/15/99 4/20/99 CET/IEVE CET LLI CIC 6,000 2"*^ issue 1,400 11 94 4/21/99 4/22/99 CIC CET 7 10 4/29/99 CET 10 5/3/99 CET 8 9 Center for Excellence in Teaching Summary of Grants and Federal Fund Activity SSHE FACULTY PROFESSIONAL DEVELOPMENT PROGRAM GRANTS WRITTEN ON BEHALF OF EDINBORO UNIVERSITY’S CENTER FOR EXCELLENCE IN TEACHING INITIATIVES NAME PRIORITIES IMPLEMENTATION GRANT (UNIVERSIT\^ WIDE GRANT) CREATING COMMUNITY ON CAMPUS: A TRAINING MODEL IN PROBLEM SOLVING AND CONFLICT RESOLUTION (UNIVERSITYWIDEGRVNT) AN EXAMINATI ON OF ACADEMIC INTEGRITY IN HIGHER EDUCATION (INTRASYSTEM GRANT WITH EDINBORO AND SHIPPENSBURG) SYSTEMWIDE VALUES EDUCATION NETWORK AND NEWSLETTER (INTRA-SYSTEM GRANT WITH BLOOMSBURG AND SLIPPERY ROCK) ETHICAL ISSUES AND THE CAMPUS COMMUNITY (INTRAUNIVERSITY GRANl’ WTTH EDINBORO, BLOOMSBURG, EAST STROLIDSBURG, SLIPPERY ROCK, M.^NSHELD,AND CALIFORNIA) DR. M. BEVEVINO, PROJECT DIRECTOR DR. M. BEVEVINO, PROJECT DIRECTOR M. BEVEVINO, PROJECT DIRECTOR DR.EDABEGG, PROJECT DIRECTOR DR. M. BEVEVINO, PROJECT DIRECTOR 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 EXTHNDED THROUGH 1998 AMOUNT $14,961 $10,051 $4,000 $3,918.75 $6,800 VALUE STATEWIDE VALUES CONFERENCE HOSTED; CENTER FOR EXCELLENCE IN TEACHING ESTABUSHED; REPOSITORY IN THE CENTER FOR EXCELLENCE ESTABUSHED TRAINING OF APPROX. 80 FACULTY; WORKSHOPS FOR EDINBORO STUDBVT LEADERS; WORKSHOP FOR SSHE STUDENT LEADERS STUDENT SURVEV^AT EDINBORO AND SHIPPENSBURG WITH RESULTING DATA USED TO PROVIDE FORUMS ON BOTH CAMPUSES FOR FACULTY, STUDENTS AND STAFF PUBLICATION OF VALUES NEWSLETTER TO ALLSSHE FACULTY AND STAFF; AND ESTABUSHMENT OFSSHENET LINKAGE; SUBSEQUENT WCT SITE AND CONTINUED PUBUCATION BY THE CENTER FOR EXCELLENCE IN TEACHING FORUMS AND SPEAKERS ON SIX SSHE CAMPUSES; DISTRIBUTION OF THE ETHICS OF TEACHING TO ALL PARTiaPANTS IN FORUMS ON THE EDINBORO CAMPUS; VARIOUS INITIATIVES IN THE OTHER UNIVERSITIES 10 CENTER FOR EXCELLENCE IN TEACHING PARTICIPATION IN FEDERALLY FUNDED PROGRAMS NAME AMERICA READS AMERICOUNTS THIS PROGRAM PROVIDES COLLEGE-STUDENT READERS TO AREA AGENCIES AND SCHOOLS SO THAT GRADE-SCHOOL CHILDREN CAN READ WITH OLDER ROLE MODELS THIS PROGRAM PROVIDES COLLEGE-STUDENT TUTORS FOR AREA AGENCIES AND SCHOOLS SO THAT GRADESCHOOL CHILDREN CAN EXPERIENCE OLDER ROLE MODELS HELPING THEM SUCCEED IN MATHEMATICS DR. D. SNODGRASS, PROGRAM DIRECTOR DR. D. HNAZZO AND DR. M. J. MELVIN, PROGRAM DIRECTORS THROUGH THE INSTITUTE FOR LIFELONG LEARNING SEPT., 1999-PRESENT SEPT., 1996-JUNE, 1999 TRANSFERRED FROM THE CET TO DR. D. HNAZZO, JUNE, 1999 AMOUNT DEPENDENT ON NUMBER OF ELIGIBLE COLLEGESTUDENT VOLUNTEERS VALUE DEPENDENT ON NUMBER OF ELIGIBLE COLLEGE-STUDENT VOLUNTEERS THIS PROGRAM PROVIDES THIS PROGRAM PROVIDES MUCH-NEEDED TUTORING MUCH-NEEDED HELP TO SERVICES TO GRADE-SCHOOL GRADE-SCHOOL CHILDREN CHILDREN ON A ONE-TaONE ON A GROUP BASIS AND ON BASIS; IT ALLOWS GRADEA ONE-TO-ONE CONTACT SCHOOL CHILDREN TO SEE BASIS; IT ALLOWS GRADEOLDER STUDENTS WHO ARE SCHOOL CHILDREN TO SEE OLDER STUDENTS WHO ARE SUCCESSFUL IN COLLEGE AND WHO ARE INTERESTED SUCCESSFUL IN COLLEGE IN MATHEMATICS. IT GIVES STUDIES AND WHO CARE ABOUT CHILDREN. IT GIVES GRADE-SCHOOL CHILDREN INDIVIDUAL ATTENTION AND GRADE-SCHOOL CHILDREN EXTRA MOTIVATION TO INDIVIDUAL ATTENTION IMPROVE IN MATHEMATICS. AND REINFORCES THE IMPORTANCE OF READING. 11 Center for Excellence in Teaching Grant Proposals 1998-1999 NAME PROPOSAL: CHARACTER EDUCATION INSTITUTE PROPOSAL: ERIE SCHOOLSAREA UNIVERSITI ES PARTNERSH IP GRANT: GEAR UP: PROPOSAL: WILSON MIDDLE SCHOOLEDINBORO UNIVERSITY GEAR UP GRANT : ERIE COMMUNITY FOUNDATION STATE FUNDING FEDERAL FUNDING PROJECT DIRECTORS: DR. M. BEVEVINO AND DR. M. SNODGRASS PROJECT DIRECTOR: DR. M. BEVEVINO PROJECT DIRECTOR: DR. M. BEVEVINO DEC. , 1998 APRIL, 1999 APRIL, 1999 FUNDING REQUEST $15,000 $220,000 $220,000 AMOUNT FUNDED 0 0 0 VALUE ESTABLISHMENT OF INSTITUTE TO ADDRESS ISSUES OF CIVIC RESPONSIBILITY, CHARACTER EDUCATION AND VIOLENCE IN SCHOOLS AND COMMUNITIES THROUGHOUT THE NORTHWESTERN PENNSYLVANIA REGION 12 PARTNER WILSON MIDDLE PROGRAM SCHOOLWITH AREA EDINBORO UNIVERSITIES INITIATIVE TO TO PROVIDE TAKE A COHORT SERVICES TO OF SEVENTHERIE GRADE STUDENTS STUDENTS IN THROUGH THE ORDER TO 12TH. GRADE, PREPARE PROVIDING THEM FOR ACADEMIC, COLLEGE HEALTH, AND COMMUNITY SERVICES. CURRICULUM, INSTRUCTION AND COLLABORATION 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 Mr. David Ferster Dr. Caroline Nobile Mr. 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 OSD 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. Pamela Klingman Ms. Erin McGowen Graduate Student Undergraduate Student 13 Institute for Curriculum, Instruction, and Collaboration Support of Institute Goals 1998-1999 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 1: Build a repository of materials on collaborative teaching and encourage its use within the educational system and with the business community. • GOAL 2: GOAL 3: Purchases for the repository have been ongoing. Promote the development, modeling, and refinement of effective instructional and classroom management practices within the basic educational system (K-12), and the development of in-service programs and workshops. • Co-sponsored the Middle Level Conference on School Violence in conjunction with the Middle Level Association. Approximately 220 students, teachers, and administrators, and community members were in attendance. The institute provided scholarships to Edinboro University students to attend the conference. • The 2“^. Social Studies Open House provided area teachers with an opportunity to explore ideas for integrating the Arts with Social Studies in their classrooms. Presenters were Edinboro students, area teachers and EUP faculty. Approximately 100 teachers and students attended the Open House, held at the Erie Maritime Museum. Promote activities, which encourage interdisciplinaiy course offerings, professional staff development, increased teaching effectiveness in basic education and development of a videotape library depicting effective teaching. • Middle Level Conference (see Goal 2). GOAL 4: Investigate new and promote established university-public school partnerships. GOAL 5: Explore grants possibilities and outside funding to strengthen collaborative efforts. • Social Studies Open House (see Goal 2). GOAL 6: Expand collaborative classroom research opportunities with basic education K-12, in public and non-public schools. GOAL 7: Strengthen lines of communication between the School of Education and the Schools of liberal Arts; Science, Management, and Technologies; the Office of Students with 14 m ii ii h ii ill Disabilities; the Office of Student Development; and the Northwest Tri-County Intermediate Unit #5. GOAL 8: Seek to coordinate efforts in which collaboration opens opportunities for faculty and students. • Social Studies Open House (see Goal 2). ETHICS AND VALUES EDUCATION Dr. Gloria Gerbracht, Chairperson President Frank Pogue (Ex-Oficio) School of Education Dr. Joel Erion Ms. Patti Flach Dr. Jo Ann Holtz Dr. Kathleen Stevens Special Education and School Psychology Department Elementary Education Educational Services Educational Services School of Liberal Arts Dr. Edmund Abegg Dr. Corbin Fowler Dr. Cynthia Legin-Bucell Philosophy Department Philosophy Department Psychology Deparatment School of Science, Mathematics, and Technology Dr. Alice Conway Nursing Department Dr. Frank Marzanao Math and Computer Science Department Ms. Marie Papesch Math and Computer Science Department Ms. Sherry Reynolds Business Administration and Economics Department Mrs. Joyce Berry Physics and Technology Student Affairs Mr. Daryl Parker Residence Hall Coordinator Student Representatives Ms. Candy Maathewson Mrs. Beatrice Stuchell Ms. Rochele Laughlin Ms. Danielle DiMichele Graduate Assistant Graduate Assistant Undergraduate Student Undergraduate Student 16 Institute for Ethics and Values Education Support of Institute Goals 1998-1999 The purpose of this Institute is to promote the development of dialogue across the campus and communication about ethics, values, and the process of ethical decision making. The programs of this Institute have been structured on the following set of goals. GOAL 1: GOAL 2: 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. • A Values Newsletter was edited and 12000 (2 issues) copies were distributed to all SSHE schools; the Values Newsletter issues were also placed on the VNL web-site. • An ethics topic of faculty interest was discussed at each lEVE meeting. • Posters from the undergraduate university student poster competition were selected, copied, and distributed campus-wide. • A meeting was held with Dr. Naomi Johnson for clarification on the Edinboro Community Values Statement and other initiatives involving University ethics. • The University Ethics Mission Statement was reviewed and discussed with the Executive Committee of the University Senate. • Dr. Henry Huffrnan (California University of PA) discussed with lEVE members his Character Education course and discussed the possibility ofjoint collaboration on a course in the proposed Character Education graduate certificate through distance education • The development of a Character Education Certificate Program was initiated through collaboration with the Heartwood Institute and the Character Education program at California University of PA. Selected courses were identified, revised, and/or written for department approval. • A survey of local school district superintendents was distributed to gather evidence for support of the Character Education proposal. Promote academic integrity for students, faculty, and staff. 17 Work and discussion continued with student, faculty, and staff lEVE members on the revision of a University Ethics Mission Statement. New faculty received a copy of the Ethics of Teaching courtesy of President Pogue and the lEVE. GOAL 3: GOAL 4: Provide educational opportunities on matters of public interest in ethics, values, character development, and informed decision-making to the larger community. • A representative will be sent to the 1999 SVHE Conference in Hampton, VA, in July of 1999. • A grant proposal was submitted to the Erie Community Foundation for the establishment of a Character Education Institute. • Two representatives from the SSHE Summer Academy program received funding to participate in the 8^ Annual Conference of the SSHE Summer Academy Fellows in State College, March 8-12,1999. • An lEVE representative attended and reported on the Character Education Partnership Forum in Denver, CO. • A poster contest was coordinated and conducted by lEVE, which included the Edinboro University of Pennsylvania Art Department, General McLane School District, and Northwestern School District. • A Gear Up grant was written and submitted by the Center for Excellence in Teaching. If funded, it will involve the lEVE, university staff and students and local school districts. • Lany Kessler, Curriculum Director, at General McLane and Debbie Easton, a community member were asked to join the membership of lEVE. Promote ethics, values, and the process of ethical decision-making on the part of faculty, staff, and students. • Membership was extended to include Charlene Ceruti who represents Student Affairs and Student Success.• • A summer meeting was scheduled with Charlene Cerutti, to plan an event for the Fall of 1999 and Spring of 2000 which will focus on faculty, staff, and student programs involving ethical decision making. 18 r GOAL 5: • lEVE members discussed ethical decision-making, issues with graphic arts students, course instructor, and members of the EEVE in brainstorming sessions for the poster contest. • lEVE members discussed issues related to ethics, values, and the process of ethical decision making in selected articles at each meeting with faculty, staff, and students present. • lEVE members encouraged approximately 1800 service hours by students in EDUC282 Ethics and American Education. Support the mission of the Center for Excellence in Teaching and collaborate with other Center Institutes. • lEVE members participated in Institute activities such as the Evening of Science, Tips for Teachers^ and Jim Miller Celebration of Teaching Day. • lEVE members participated in a collaborative CET meeting, which presented an open forum on NCATE with Dr. Rudy Mattai. • lEVE members participated in a joint limcheon and article discussion with UTL.• • lEVE members participated in the monthly Institute Chair meetings for the Center for Excellence in Teaching. 19 LIFELONG LEARNING INSTITUTE Maureen Walcavich, Chairperson School of Education Dr. Nancy Briggs Dr. Kathleen Dailey Dr. Denise Finazzo Dr. Jody Gallagher Dr. Mary Jo Melvin Ms. Paula Porter Elementary Education Department Elementary Education Department Elementary Education Department School of Education Elementary Education Department Campus Day Care Center School of Liberal Arts Ms. Diane Crandall Ms. Bonnie Belcastro Art Department Sociology/Anthropology/Social Work Department School of Science, Mathematics, and Technology Dr. Craig Steele Biology and Health Services Department Mrs. Joyce Berry Physics and Technology Department Student Affairs Ms. Julie Fedders Student Development/Programming and Activities Athletics Mr. Todd Jay Athletics Continuing Education Ms. Beth Zewe Continuing Education Professor Emeritus Dr. A1 Stone Professor Emeritus Enrollment, Management, and Retention Dr. Denise Ohler Center for Career Services Institutional Advancement Ms. Nancy Jenkins Sponsored Programs Student Representatives Pamela Klingman Christopher Stadtfeld Daryl Myer Graduate Student Undergraduate Student Undergraduate Student 20 Lifelong Learning Institute Support of Institute Goals 1998-1999 The purpose of this 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 structured on the following set of goals. GOAL 1: GOAL 2: Increase and foster university and community awareness of issues relative to lifelong learning. • Alternative Spring Break, March 8-12, 1999. Edinboro University of PA students and faculty engaged in various community service projects at the following locations: Gertrude Barber Center, Emmaus Soup Kitchen, Hospitality House, Community Shelter Services, and Edinboro Community. These community services projects were coordinated by Dr. Denise Finazzo. • S. C. 0. R. E. (Seawolves Collaborate in Outreach Reading with Edinboro University ) was a literacy project involving fourth-grade students from 31 Erie city and county schools that was put on hold for one year due to the changes in the Seawolves organization. Ideas were shared with the new management with the intent to continue this very successful project in the future, • Reading Partners: Helping America Read, Children's Literacy Corps Fall and Spring semesters. Reading activities were conducted by Edinboro University students at many community settings that included child care centers, schools and non-profit agencies. These activities were coordinated by Dr. Nancy Briggs, Dr. Kathleen Dailey, and Dr. Dawn Snodgrass. Investigate initiatives to advance lifelong learning and the component areas of lifeong learning. • Dr. Denise Finazzo's ELED510 students tutored women prisoners in the Cambridge Springs Women's Prison. Other ways for the Lifelong Learning Institute to provide support at the prison are being examined.• • America Coimts: Dr. Denise Finazzo and Dr. Mary Jo Melvin were awarded a Presidential Research Release to establish a program that affords college students the opportunity to tutor K-8 children in mathematics. 21 GOAL 3: GOAL 4: GOAL 5: Promote and support research and the exchange of knowledge on lifelong learning and the specific components of lifelong learning. • Service Learning Brochure: A brochure has been designed, printed, and distributed to all departments on campus. This brochure defines service learning, provides a rationale for students and faculty for being involved in service learning, and explains how to find information about service learning opportunities. The service learning brochure was coordinated by Ms. Diane Crandall and Dr. Maureen Walcawich. • Service Learning Directory: This a project to create a directory that will provide a listing of organizations throughout the Erie community serving the public has been assumed by Dr. Denise Finazzo as coordinator of the new Community Outreach Center. • Listing of Service Learning Components: The institute remained involved in an ongoing project to identify which courses have a service learning component and to code those courses in the scheduling book and in the course description guide. This component was coordinated by Dr. Jody Gallagher. • Reading Partners: Helping America Read ( see Goal 1). Function as a resource for information related to lifelong learning. • Purchases for the repository continued to be directed by institute members. Books, articles, videos, pamphlets, and a listing of web sites were added. New videos added included Breaking Through, Reading Partners, Family Literacy Grant, and Literacy Corps. • Service Learning Brochure (see Goal 3). • Service Learning Directory (see Goal 3). Serve as a vehicle for lifelong learning through communication, research, outreach, initiatives, and partnerships. • Collaborated with Recruitment, Retention, and Management Office to examine ways the institute could support their eflforts; an ongoing project.• • Collaborated with the Elementary Education Department's Recruitment and Retention Committee by supporting their open house held in the Miller Learning Research Center in November of 1998. ‘I 22 • Edinboro University's first Children's Literature Conference was held March 26, 1999, in the University Center. The Lifelong Learning Institute provided scholarships for eight students to attend. This conference was coordinated by Dr. Maureen Walcawich, Dr. Mary Jo Melvin, Dr. Gloria Gerbracht, and Dr. Barbara Rahal. • Reading Partners: Helping America Read (see Goal 1). • Alternate Spring Break (see Goal 1). '1 23 UNIVERSITY TEACHING AND LEARNING Dr. Theresa Thewes, Chairperson School of Education Dr. Dennis Buckwalter Dr. Mary Jo Campbell Dr. Susan Norton Dr. Rosemary Treloar Educational Services Department Elementary Education Department Counseling and Human Development Department Elementary Education School of Liberal Arts Mr. Ben Gibson Dr. James Munro Dr. Donald Sheehy Mr. Nelson Smith Mr. Tim Thompson Art Department Philosophy Department English and Theatre Arts Department Speech and Communication Studies Department Speech and Communications Studies Department School of Science, Management and Technologies Ms. Janice Giltinan Nursing Department Geosciences Department Dr. David Hurd Nursing Department Dr. Mary Lou Keller Physics and Technology Department Dr. David Wagner Academic Support Services Mr. Bruce Skolnick Academic Support Services Student Affairs Ms. Kate Strosser OSD Library Dr. Raymond Dengel Library/Government Documents Students Representatives Ms. Candy Mathewson Mrs. Beatrice Stuchell Mr. Josh Tysiachney Graduate Student Graduate Student Undergraduate Student 24 Institute for University Teaching and Learning Support of Institute Goals 1998-1999 The purpose of this Institute is to promote the development and continuance of effective instructional practices that support faculty growth and improve student learning. The programs of this Institute have been structured on the following set of goals. GOAL 1; Help to establish a supportive atmosphere for instructors who desire to improve the quality of their teaching (provide assistance, support and constructive feedback as requested). • In an attempt to address this goal, the members of UTL held 8 Institute meetings during the academic year. • At the end of the previous academic year, UTL had asked students to identify faculty members who were either very good at addressing issues of diversity in the classroom or who were very good at encouraging student participation in the classroom. More than 60 students identified 44 different faculty members as exceptional in these areas. A 'certificate of recognition' was sent to each faculty member who was recommended. All three academic schools and seventeen academic departments were identified. Speakers for the October and November "Talking About Teaching" programs were selected fi*om the student nominees. • Plans for next year's "Talking About Teaching" programs were developed. Two programs will be offered in the fall. The first program will highlight the biology and psychology of learning; the second will focus on using questions effectively in the classroom. We have asked for recommendations for presenters fi*om these academic departments. • UTL has sponsored a series of three "Talking About Teaching" programs this year: October 7 and 8 "Addressing Issues of Diversity in the Classroom"; November 11 and 12 "Encouraging Student Participation" and "Using Humor in the Classroom"; April 20 and 21 "Mat Does it Mean to be a Learner Centered Environment?" This series is presented by on-campus experts and is open to all faculty members. The presenters are always asked to leave lots of time for discussions among the faculty audience. This year 10 different presenters hosted programs that included 84 faculty participants. 25 GOAL 2: Pursue effective funding and provide programming to strengthen and support effective instructional practices and collaboration. • GOAL 3: In order to enhance teaching and to promote learning illicit, students' input regarding effective and ineffective teaching/leaming strategies which they have encountered • GOAL 4: The Institute has pursued external fimding this academic year by participating in the GEAR UP proposal submitted by the Center for Excellence in Teaching. See above comments in regard to the "Talking about Teaching" series. The Institute placed most emphasis on this goal this year. Three forums were organized (two on Quality Teaching and one on Quality Learning) that were open to both students and faculty. Responses from the student and faculty participants were overwhelmingly favorable. Participants said that the best part of the forums was the student/faculty interactions. Almost unanimously, they indicated that these forums should continue. It has been decided that one UTL Forum will be sponsored early each term. The topic of the Fall 1999 UTL Forum will be "Defining Expectations of an Edinboro University Student and an Edinboro University Instructor." A summary report of the 1998-1999 forums is included. Note that not all organizers of the forums were UTL members. This report was distributed to the President, the Provost, the Deans, APSCUF, 70 student organizations, the University Senate, SGA and all department chairs. Establish an academic dialogue between the academic administration and faculty about issues relating to the teaching and evaluation of teaching. • Asa step toward this dialogue, the Report on the Forums was distributed as indicated above. The Spectator included an article to emphasize the report and to encourage participation in future forums.• • The last "TEilking About Teaching" program of this academic year dealt with "What Does it Mean to be a Learner-Centered Environment?" Approximately 30 faculty members joined in open discussion on this topic. A summary of concerns raised is attached. This summary will be distributed to the President, the Provost, the Deans, SGA, the Senate and to all department chairs. 26 1998-1999 "Talking About Teaching" Presenters: Mr. Rodney Altemore (Student Activities) Dr. Ron Craig (Psychology) Dr. John Criswell (Elementary Education) Dr. Charles Cross (Educational Services) Dr. Deborah Dubartell (English/Theater Arts) **Some of these faculty attended more than one of these programs Dr. Tony Esposito (Speech/Connnunications) Dr. Jo Ann Holtz (Educational Services) Dr. Joe Laythe (History) Dr. Tom Nuhfer (Math & Computer Sciences) Professor Umeme Sababu (History)** EDINBORO UNIVERSITY OF PENNSYLVANIA Center for Excellence in Teaching The Institutes: Curriculum, Instruction and Collaboration Ethics and Values Education Lifelong Learning University Teaching and Learning Miller Research Learning Center Edinboro, PA 16444 (814) 732-2916 Memo To: The Edinboro Community From: The University Teaching and Le; Le^ing Institute Date: April 19, 1999 RE: Campus Initiatives for Input on Teaching and Learning The attached report summarizes a survey and a series of forums on teaching and learning at Edinboro University. This report is being distributed to the University Senate, leadership of student organizations, departmental chairpersons, deans, SGA, APSCUF, the Provost and the President of the University. Please review it, share it with colleagues, and make special note that the next UTL FORUM will be held in October 1999 to discuss and define campus-wide expectations of Edinboro University students and instructors. Details regarding this forum will be announced next fall. Theresa Thewes, Chair yj / 28 A member of the State System of Higher Education REPORT TO THE EDINBORO UNIVERSITY COMMUNITY: SURVEY ON QUALITY TEACHING FORUMS ON QUALITY TEACHING FORUM ON QUALITY LEARNING At Edinboro University we pride ourselves on being a teaching institution which, by necessity, means that quality leanung is taking place. How do we know if quality teaching or learning is indeed occurring? To generate discussion on these questions, the University Teaching and Learning Institute (UTL, of the Center for Excellence in Teaching) distributed a survey and held three forums during the 1998-99 academic year to address the issues of quality teaching and learning. This report is to let the larger Edinboro University Community know about the interesting, and sometimes controversial, findings that surfaced at these forums. The main topics of the Forums were Quality Teaching and Quality Learning. Your input and comments on this report are requested. THE SURVEY In the Spring of 1998, a UTL subcommittee comprised of students and faculty wrote a survey to define the characteristics of quality teaching. In the fall of 1998, UTL members volunteered to administer the survey in Aeir classes. A summary of the demographics of the students who completed the survey and a comparison to demographics of the Edinboro student body are attached to this report. THE FORUMS In September 1998 and February 1999, UTL sponsored two Forums on Quality Teaching. In February 1999, UTL also sponsored a Forum on Quality Learning. The forum participants were faculty and students. Some faculty members made attendance an optional course assignment. The format for all three programs was the same. They started with a skit by members of the Student Personnel Services Club. The participants were initially divided into students-only and faculty-only groups. After a discussion period, new groups comprised of both students and faculty were then formed. A list of characteristics of quality learning and quahty teaching was developed. The programs were then concluded with open discussion, evaluation and definition of future plans. In all three forums, there were lively debates and provocative conversations. 1 29 UTL FORUM Report 4/1999 QUALITY TEACHING Characteristics of quality teaching that were emphasized by students in the survey and by students and faculty in the forums include the following: □ □ □ □ Instructor is approachable and available Instructor is Jmowledgeable andfamiliar with his/her material being taught Instructor has a sense of humor Expectations are clearly stated and realistic In the survey students were asked to select ideas that they felt were least important to quality teaching. Of the thirty items listed on the survey, students most frequently identified the following: □ □ □ □ □ Use of group work and group assignments Student evaluation of instructor and course Use of visual aids in presentations Giving several small quizzes throughout the semester Organized study sessions before exams On the survey, students reported that, on average, 47% of their instructors were “really good” and 22% of their instructors were “really bad.” QUALITY LEARNING On February 10,1999, UTL hosted a forum on Quality Learning. Participants identified the following characteristics of a good learner: □ □ □ □ □ □ □ □ □ □ □ □ Active/Involved Collaborating Creativity Desire to learn (motivated) Goal setting Good attitude (optimistic) Hard work (disciplined) Inquisitive Open minded/ Risk taker Respectfril Responsibility Study skills It should be noted that the above list is in no particular order. This list, as well as the lists generated for Quality Teaching, were a result of brainstorming sessions held between students AND faculty. 30 UTL FORUM Report 2 4/1999 WHERE DO WE GO FROM HERE? In the survey, students reported that about half of the instructors are “really good” and about one out of every five is “really bad.” In the forums, questions were raised regarding whether quality learning and teaching usually occur at Edinboro. As a campus, we must decide if we are satisfied with these results and, if not, what actions we would like to take to change them. Virtually every evaluation form that was completed for the forums stated that these kinds of programs should be repeated. Evaluations indicated that the best part of the programs was the interaction and open dialog between STUDENTS AND FACULTY. As long as students and faculty participate, UTL will sponsor one open forum each term on topics relating to teaching and learning. For each program, a primary topic of conversation will be defined in advance. The UTL FORUM will be an open arena for faculty and students to come together in respectful conversations about teaching and learmng. The UTL FORUM will follow the format that has proven to be successful: □ We will meet in the Atrium of the University Center. □ Groups will form initially as students-only and as faculty/staff only. These groups will discuss the primary topic and develop a consensus statement. □ Groups will re-form to include students, faculty and staff. Each will re-address the primary topic. □ The program will conclude with open discussion, development of a plan for the next forum and an evaluation. □ In an attempt to encourage participation, lemonade and browmes will be served, and instructors will be asked to encourage student participation. The UTL FORUM will have three main rules of participation: □ The program is based on respectful conversation between participants. □ Any member of the group may ‘pass’ if contributing to the conversation makes them uncomfortable. □ At no time will references be made by name to individuals or courses. The focus of the program is to define issues relating, in general, to teaching and learmng at Edinboro and not to raise concerns about specific individuals. The next UTL Forum will be held in early October 1999. The goal of this forum will be to generate a draft of how we, as a campus community, define the important expectations of an Edinboro University learner and an Edinboro University instructor. If you have suggestions, comments or concerns about the UTL FORUM, please contact the Center for Excellence in Teaching at 732-2916 or Theresa Thewes at 732-2516 or, by email, at “Thewes.” 30 UTL FORUM Rqjort 3 4/1999 WHO ATTENDED THE FORUMS? September 1998 February 1999 February 1999 Forum on Quality Teaching ~8 students and -20 faculty Forum on Quality Teaching -30 students and -15 faculty Forum on Quality Learning -50 students and -10 faculty Total: 88 students and 45 faculty WHO HELPED ORGANIZE THE FORUMS? Under the direction of UTL members (18 individuals from 13 different departments, including student representation) and the Center for Excellence in Teaching, the following subcommittee organized the series of Forums: Mary Jo Cambell Baher Ghosheh Jan Giltinan Sue Norton Don Sheehy Kate Strosser Theresa Thewes This report was prepared by: Jan Giltinan David Hurd Theresa Thewes 31 UTL FORUM Report 4 4/1999 Who Took the Survey? Survey Respondents* EUP** 382 157 (57.4%) (42.6%) Gender: Females Males (70.7%) (29.1%) Race/Ethnicity: Amer. Indian/Alaskan Native Asian or Pacific Islander Black, non-HlspanIc Hispanic White Time at EUP: < 1 year 1 year 2 years 3 years 4 or more years Survey Respondents* EUP** 6 2 29 7 491 (0.2%) (0.5%) (4.5%) (0.7%) (92.9%) (1.1%) (0.4 %) (5.4 %) (1.2 %) (84.8 %) Survey Respondents* EUP** 114 54 80 154 140 (23.2 %)*** (16.2 %)**** School of Degree Program: Education Liberal Arts S. M&T General Studies (undeclared) Other (21.0%) (10.0%) (14.8 %) (28.4%) (25.8%) (21.1 %) (19.8%) (19.7%) Survey Respondents* 185 (34.4 %) 123 (22.9 %) 144 (26.8 %) 22 (4.1 %) 64 (11.9%) EUP** (31.0 %) (35.3 %) (22.0 %) (9.6 %) (2.1 %) * Not all respondents provided demographic information. ** These numbers are taken from the EUP Fact Book, January 1997. Compared to ‘First Time Freshmen’ **** Compared to ‘Other Freshmen’ 32 EDINBORO UNIVERSITY PENNSYLVANIA O F Center for Excellence in Teaching The Institutes: Curriculum, Instruction and Collaboration Ethics and Values Education Lifelong Learning University Teaching and Learning Miller Research Learning Center Edinboro, PA 16444 (814) 732-2916 Memo To: The Edinboro University Community From: The University Teaching and Learning Institute Theresa Thewes, Chair yf Date: May 3, 1999 RE: “What does it mean to be a Learner-Centered Environment?” On April 2U* and 22"** Dr. John Criswell (Elementary Education) and Mr. Rodney Altemose (Student Activities Office) led two groups of faculty members (a combined audience of ~30) in a discussion of “What does it mean to be a Learner-Centered Environment?” The program was structured around four main discussion points: • • • • Should we attempt to be a more learner-centered environment? Identify aspects of the environment that are aligned with a learner-centered environment. Identify aspects of the environment that are obstacles to the development of a learner-centered environment. Who are the key persons necessary to shift fi-om a teaching-centered campus to a learner-centered campus? There was consensus among the participants that we do want to become more learnercentered. In discussion, there were numerous examples of how individuals are working to develop course work that is more learner-centered than teacher-centered. The bulk of the conversations focused on the last two items listed above: obstacles and identification of individuals who are key to making a shift. As these issues were discussed, it became clear that ‘learner-centered’ and ‘studentcentered’ are not synonymous terms; the audience felt very strongly that we should strive to become more learner-centered. There were extensive conversations about policy that favors student-centered at the expense of learning (i.e. large class size, accepting students who may not be appropriately prepared for the rigors of a college education, offering courses in a compact time period). In order for the campus to become more learnercentered, it was agreed that students, faculty and management need to work in a more collaborative fashion than is the current norm. There was much discussion of students’ attitudes and expectations. It was thought that ‘active’ learners are fi*equently a minority at Edinboro. The faculty expressed concerns that the evaluation/promotion process may not be conducive to reaching the goal of becoming a learner-centered campus. As we 33 A member of the State System of Higher Education strive to excel in all aspects of collegiality, our schedules are very often taxed. It has become increasingly difficult for interested faculty members to balance their teaching responsibilities with other responsibilities that benefit the University community. Finally, it was agreed that in order to move to a more learner-centered environment, we must have strong support of University management. It often seems that faculty are asked to shoulder responsibilities that might more appropriately fall under the venue of management (i.e. repeated assessment tasks). Decisions are made in regard to issues like enrollment and class offerings that may be incompatible with a learner-centered campus. In conclusion, I feel that this group of nearly thirty faculty members is reasonably representative of the University faculty as a whole. We are an exceptional, committed, hard working, overworked faculty who want to help prepare students to be exceptional, committed, hard working citizens and professionals. As this term ends and plans are being made for next year, we ask that the various decision-making bodies of Edinboro work together to address those issues that make it difficult for us to provide a quality education for our students. cc: SGA President Bud White Mr. Rodney Altemose Dr. John Criswell Participants in the Talking About Teaching Program Department Chairs UTL membership University Senate President Renata Wolynec Deans Richard Arnold, Philip Kerstetter, Eric Randall and Terry Smith APSCUF President Baher Ghosheh Provost Robert Weber President Frank Pogue 34 Center for Excellence in Teaching Repository • 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 Brown, F. (1983). Principles of educational and psychological testing. New York: Holt, Rinehart and Winston. Child development. (1995). 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Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development. Bender, E.T., Cookman, C.H., Peterson, J.V., Stocking, S.H., Votaw, R.B. (1998). More quick hits: Successful strategies by award winning teachers. Bloomington, IN: Indiana University Press. Bloom, P. J. (1988). A great place to work. Washington, DC: National Association for the Education of Young Children. Bloom, P. J. (1994). Avoiding Burnout. Lake Forest, Illinois: New Horizons. (3 copies). Crawford, D. K., Bodine, R. J. & Hoglund, R. G. (1993). The school for quality learning: Managing the school and classroom the deming wav. Champaign, Illinois: Research Press. Johnson, D.W., Johnson, R.T., Smith, K.A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company, (donated) Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention: Tools for teachers of young children. 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(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 lournal. 5(1). National Education Association. (1997, Spring). Thought and Action. The NEA Higher Education JoumaL 13 (1). Washington, D.C.: National Education Association. National Education Association. (1997, Fall). Thought and Action. The NEA Higher Education loumaL 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 baby. (2 copies). Quality Counts: A supplement to Education Week. Qan. 22,1997). vol. 16. Editorial Projects in Education. Sheingold & Hadley (1990). Center for technology in education: Accomplished teachers, integrating computers into classroom practice. (6 copies). Summer academy for the advancement of college teaching. A collection of articles distributed at 1998 Forum. (August 1-7, 1998). TECSCU Newsletter, published by the Teacher Education Council of State Colleges and Universities. Winter 1994-95. T.H.E. loumal Technological Horizons in Education. (May, 1998). Vol. 25, No. 10. T. H.E. Toumal 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. Videotapes Child Development 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. Tape 1, 1994. 45 min. Discipline techniques you can master in a minute: Approaches and actions to get the responses you want. Tape 2, 1994. 45 min. Discipline techniques you can master in a minute: Handling chronic or habitual problems. Tape 3, 1994. 45 min. Discipline techniques you can master in a minute: Critical mistakes that cause or perpetuate misbehavior. Tape 4,1994. 45 min. 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. *Summary of inclusion strategies. 50 min. The violent & aggressive student: December 7, 1995 videoconference. * Materials included. Diversity Multicultural education valuing diversity in the classroom videoconference: Friday, November 3, 1995. 2 hours. *Materials included. Teaching about racism: Tools and strategies teleconference. Friday, November 4, 1994. (3 The educational system in Pakistan-speaker Dr. Rashid Shah, December 1, 1993. 45 min. Literacy EVN windows literacy. 35 Minutes. 185V, Education Video Network, Inc. Huntsyille, Texas. Family literacy grant. Literacy Corporation. Read to me. (1995). International Association. (13 nuns.) 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 nun. each, lecture 8 = 30 min. (tape 2). Using your voice to improve your teaching. Purdue University. Continuing Education/ Purdue University Research Foundation, West Lafayette, IN. 31 min. University Teaching and Learning A national forum: Attracting and preparing for the 21st century. (1997). * Progam packet included. 1 hour. Classroom research: Empowering teachers. 18 minutes. Cross, Patricia: Classroom research. 25 minutes. 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. Maureen McClure. Presentation. April 1, 1995. 1 hrs. November 19, 1997. 90 min. Talking about teaching: Increasing student involvement in the classroom. (1997) 90 minutes. Talking about Teaching: Enhancing student involvement in the classroom. (1997) 90 minutes. Teaching teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min. The shadow of hate. (1995). *Program packet included. 37 minutes. The summer academy story. Office of Academic and Student Affairs, SSHE Dixon University Center, (1995). 17 minutes. What kind of teacher are you? A videotape guide for college faculty in the preparation of teaching portfolios. Iowa State University Media Resources Center. 14 min. *Presentation guide. Values Character education: Restoring respect and responsibility in our schools. Dr. Thomas Lickona, Ph. D. (1996). 44 minutes. Professional choices: Ethics at work. National Association of Social Workers. 40 min. Video Presentations and Conferences America 2000- What it is...Six national goals. 21 min. Arts infusion in the elementary education classroom. (1995-96). Presentation by Rosemary Omniewski, Ruthanne Atkinson, and Donna Douglas. 10 minutes. *Final Project Report available Brian Schrag symposium, 1994. 70 minutes. Brommer, G. (1996). Art is elements of design. Glenview, IL: Crystal Productions. 29:57 min. *Posters and instruction book included. Brommer, G. (1996). Principles of design. Glenview, IL: Crystal Productions. 28:40 min. *Posters and instruction book included. Changing 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 progressive? Los Angeles, CA: Into the Classroom Media, approx. 50 min. Directions by Kathleen McGrory and Constance Ramirez. Society for Values in Higher Education. 25 minutes. 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. Evening of science activities: April 3, 1995. Channel 24 News. 2-3 min. Implementing Pennsylvania's educational reforms through school district strategic planning. 2 hrs. * Pamphlet included. Tim Miller celebration of teaching day: Dr. Huffman presentation of character education , February IL 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 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. 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 Teaching. 45 minutes. Understanding people. ENN. Dr. A1 Stone, host. 15 minutes each. 4 programs: Feb. 23, 1996, Jan. 1, 1997a, & Jan. 1,1997b - topic ^^Center for Excellence in Teaching^^; Feb. 21,1997topic "^Evening of science"". * Materials Included Educational Materials Demographics Summary Report of the 1996 PDK/ Gallup Public Opinion Poll. A videotape of the results of the Gallup Public Opinion Poll on public schools. OMNI Productions. 15 minutes. *Materials included: *Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana: *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. *Transpar encies Diversity Multi-cultural awareness project. Laser DiskEthics 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). Harry Prime. Upper Montclair, NJ: University Press of American, Inc. *Lipman, M. (1982). Harry Stottlemeier^s Discovery. Upper Montclair, NJ: Institute *Lipman, M. (1982) Kio & Gus. Upper Montclair, NJ: University Press of American, Inc. *Lipman, M. (1983). Lisa. Upper Montclair, NJ: Institute for the Advancement of *Lipman, M. (1980). Mark. Upper Montclair, NJ: Institute for the Advancement of *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 Philosophy for Children. *Lipman, M. (1978). Suki. Upper Montclair, NJ, Institute for the Advancement of Philosophy for Children. *Lipman, M., Sharp, A. (1986). Wondering at the World (Instructional Manual to Accompany Kio & Gus). Lanham, MD: University Press of American, Inc. Values Gray matters: The ethics game. Martin Marietta. Other The Anarctic ozone hole. NASA, (map) Catalogs Literacy International Reading Association. (1995). Catalog of publications. * pamphlet. Educational Forum- ^Torum on Quality Teaching Edinboro University of Pennsylvania. 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. (1st ed). Washington D.C.: American Association of Higher Education. Huffman, H.A. (1994). Developing a character education program: One school districf s experience. (1st ed.). Alexandria VA: ASCD publications. Fertman, C.I. (1994). Service learning for all students. (1st ed.). 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. Foundation.