CENTER FOR EXCELLENCE IN TEACHING (Renamed The Highlands Center for Faculty Initiatives, May, 2000) 1999-2000 ANNUAL REPORT EDINBORO UNIVERSITY OF PENNSYLVANIA A Member of the State System ofHigher Education TABLE OF CONTENTS Introduction 1 Planning for Change 2 Mission Statement 3 Leadership in the Center for Excellence in Teaching 4 Configuration of the Center for Excellence in Teaching 5 Summary of Initiatives for the Center for Excellence in Teaching 6 Summary of Events Addressing the CET Seven Directions 11 Grants and Federal Programs Summary 12 Institute for Curriculum, Instruction, and Collaboration 14 Institute for Ethics and Values Education 17 Institute for Lifelong Learning 21 Institute for University Teaching and Learning 25 Repositoiy Listing 28 INTRODUCTION The 1999-2000 academic year at Edinboro University marked the eighth year of operation of the Center for Excellence in Teaching. The four institutes vsdthin 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 exchange of ideas, experiences, and expertise that was an important area of focus during the 1999-2000 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. 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 Technologies each month. Monthly reports of Center programming were distributed to the Center Advisory Board and a monthly bulletin of Center iiiformation 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 Co-Directors 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 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. Many M. Bevevino, Co-Director Dr. Donald G. Sheehy, Co-Directo 1 PLANNING FOR CHANGE The 1999-2000 academic year has been one of extensive planning and reconfiguration. The Co-Directors and Institute Chairs with input from former Co-Directors and Institute Chairs worked with President Pogue and Provost Weber to rename and relocate the Center so that its collaborative structure would be more evident to all university constituents. In the May 2000 issue of In Touchy Frank G. Pogue, President of the University, announced the name change from the Centerfor Excellence in Teaching to the Highlands Center for Faculty Initiatives. “The new entity will be known as the Highlands Centerfor Faculty Initiatives and will be located on the first floor of McNemey Hall. Reflective of its membership over the years, the mission of the Center will be broadened to encompass the entire campus. The primary purpose of the Center is to assist, encourage and sponsor faculty initiatives that are beneficial to the University and surrounding communities. The Center will also increase its activity in the area of faculty research consistent with the goals of its various institutes, and will continue to promote strong professional collaborations. In keeping with the revised mission, the Highlands Center advisory board will be reconfigured to include the President of the University as an ex-oflficio member: Dr. Robert C. Weber, Provost and Vice President for Academic Affairs; Dr. Andrew C. Lawlor, Associate Vice President, Technology and Communications; Ms. Lorraine Revak, Manager, Office and General Services; Ms. Donna Patterson, Director, Sponsored Programs; Mr. Brian Pitzer, Director of Marketing; a representative from the Student Government Association; and a representative from the community. Also serving on the Board will be two co-directors, one from the School of Education and one from either the School of Liberal Arts or the School of Science, Management and Technologies, who will be appointed for a term of up to three years. These recommendations were made to me by the current Co-Directors of the Center for Excellence in Teaching following extei^ive consultation with current and former peirticipants in the Center, the University Provost, the Academic Deans and many others. I concur with their belief that the reconfigured Highlands Center will better serve the interests of the University and our faculty as we move into the 21*^ Century. I applaud this ambitious new direction, and I encourage each of you to lend your support in whatever way you can.” 2 MISSION STATEMENTS Former: The Center for Excellence in Teaching was established in 1992 to maximize Edinboro University’s potential as a major educational resource in northwestern Pennsylvania. Its establishment followed the guidelines of the mission of the University: Twelve Goals of Quality Education in Pennsylvania and the Priorities ofPennsylvania's State System of Higher Education during the 1990's. 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 student, faculty, staff, and administration. The Center also showcases activities within the University community which promotes excellence in teaching. New: 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 Pennsylvama 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 publications as a conduit for professional communication within and beyond the Edinboro University community. 3 EDINBORO UNIVERSITY OF PENNSYLVANIA CENTER FOR EXCELLENCE IN TEACHING 1999-2000 CENTER ADVISORY BOARD President Frank Pogue, Ex-Officio Dr. John Criswell, Chair Dr. Eric Ranckll Dr. Terry Smith Dr. Salene Cowher Dr. Jean Faieta Dr. Ken Felker Dr. Dan Shelley Dr. Donald Beckman CO-DIRECTORS Dr. Mary M. Bevevino Dr. Donald Sheehy INSTITUTE CHAIRS Dr. Gloria Geibracht The Institute for Ethics and Values Education Dr. Maureen Walcavich The Institute for Lifelong Learning Dr. Barbara Rahal The Institute for Curriculum, Instruction, and Collaboration Dr. Theresa Thewes The Institute for University Teaching and Learning 4 The Center for Excellence in Teaching 1999-2000 The Center for Excellence in Teaching monthly bulletins were published in September and October of 1999 and February and April of2000. The bulletins were distributed to all department chairpersons to share with their faculty. Each bulletin highlighted Center for Excellence in Teaching activities and included a section, titled "Focus on Faculty", highlighting Edinboro University faculty members chosen at random. This initiative will be continued on during the 2000-2001 academic year. The Values Newsletter was distributed in December of 1999 and May of2000. The Values Newsletter provides a forum 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. A website is also operative. American Education Week was held November 14-20,1999. To celebrate American Education Week, the Center for Excellence in Teaching compiled Tipsfor Teachers booklets from contributions by faculty and distributed them to education majors and area schools. Books and apples were distributed in Butterfield Hall. Newspaper announcements and radio broadcasts were utilized to increase community awareness of American Education Week and of the Center for Excellence in Teaching. The Center's Institute for Curriculum, Instruction, and Collaboration and the Erie Maritime Museum sponsored the second annual Social Studies Resource Fair for educators in the Erie area at the Erie Maritime Museum, Erie, Pennsylvania on November 10,1999. This year's theme was "Making Social Studies Come Alive." Fourteen presentations and resource tables provided demonstrations, reenactments and information for area educators. The Center's Institute for University Teaching and Learning sponsored two "Forum on Expectations" events for all faculty and students at Edinboro University. These discussions among faculty administrators and students took place on October 15,1999 and February 23,2000. The Center's Institute for Lifelong Learning sponsored a first Lifelong Learning Panel Discussion titled "Good Grief, Charlie Brown, We Are All Still Learning." This event took place April 18,2000. Presentations by guest panelists and a discussion between faculty and students summarized what lifelong learning means in terms of life decisions and of the quality of our lives and of those around us. 6 The Celebration of Teaching events were held on February 10 and 11,2000. The Center for Excellence in Teaching sponsored Dr. Thomas Murray, President of the Hastings Center in Garrison, NY, as the guest speaker at the Jim Miller Teaching Day luncheon as well as the presenter at an open forum held on February 10 for all faculty, students and community. On March 2,2000 the Center's Institute for Curriculum, Instruction, and Collaboration sponsored a breakfast meeting for superintendents and principals of area schools. This breakfast facilitated the initiation of collaboration efforts between area schools and Edinboro University and resulted in the establishment of a steering committee composed of Edinboro faculty and area school administrators. The Ceiiter and the Institute for Curriculum, Instruction, and Collaboration supported the Northwest Region Middle School Association and its aimual conference: 21^* Century Middle Level Education: Ideas, Ideals and Inspiration. This event, held on March 7,2000 at East High School, Erie, PA was the seventh aimual middle school conference for teachers, administrators and parents. The Center sponsored fifteen scholarships given to Edinboro University students to attend this conference. The Institute for Curriculum, Instruction, and Collaboration and Lifelong Learning Institute hosted the "Children's Literature Conference" on March 15,2000. The Center awarded eight scholarships for Edinboro University students to attend. On April 4,2000, the Institute for Curriculum, Instruction, and Collaboration hosted the "Arts Infusion Workshop". The Center funded a guest presentation by Cory Wilkerson. On April 10,2000, the Center for Excellence in Teaching sponsored the Eighth Annual Evening of Science program. Over 800 children participated in the field trip sessions at the University Center. Nearly 250 Edinboro University students and faculty served as presenters. The evening session, open to the public, was attended by approximately 500 parents, teachers and administrators from the Erie community and surrounding areas. The Center’s Institute for Ethics and Values Education supported the annual conference of the National Association for Multicultural Education; "'Journey 2000: Navigating Citizens for a Century ofCivility through Multicultural Education" at the University Center on April 15,2000. More than 60 participants, including faculty, staff and students from Edinboro University and the Western Pennsylvania region, attended the event. The Institute for Ethics and Values Education sponsored the annual Spring Poster Contest for Edinboro University students. The contest solicited original work by students addressing the values that college students feel are important. The Center funded awards for 1“^ 2 ,3”* place and honorable mention. The fhuned posters are on display in the Center. 7 A certificate program in the area of Character Education was coordinated by the Center and faculty representatives from Educational Services, Elementary Education, Special Education and the Counseling and Human Development Departments. This Character Education graduate certificate was ratified by the University Senate on May 1,2000. The Center for Excellence supported a 2-day workshop on Non-Violent Crisis Prevention and Intervention conducted by Dr. Jonathan Brown on March 24-25 in the University Center. Ten secondary and junior field students received certification as a result of 12 hours of training sponsored by the Center for Excellence in Teaching. The Center established a new publication, planning for the Scots Record, which will showcase research and publication by Edinboro faculty. The Center for Excellence supported faculty grant initiatives applications to The Dartmouth Summer Institute by Dr. William Mackay and Dr. Robert Rhodes, and to the Rural Education Access Program by Dr. Donald Beckman, Dr. Jonathan Brown, and Mr. David Ferster. The Center Co-Directors and members of the Educational Services department began collaboration discussions with Wattsburg School District & General McLane School District. The Center co-sponsored with Technology and Communications, two luncheons, held on November 17,1999 and March 22,2000. Discussion continued in regard to Graduate Certificate programs in Urban Issues and in Instructional Technology. Throughout the academic year, the Center for Excellence in Teaching published "Thought for the Day" on ETV and daily quotes on WFSE. The Center for Excellence in Teaching convened a committee to investigate academic dishonesty issues and policy. A survey is in progress and a report will be published in Fall 2000. EDUC 282: Ethics and American Education. This course is supported by the Ethics and Values Institute. This course analyzes ethical theory and societal forces relative to decision making in American Education dilemmas. This course focuses on the practical aspect of responsible decision making. This course is supported through a GET graduate student keeping record of service hours, grades and providing support as needed to faculty teaching the course during the 15-week period. This course is scheduled for fall and spring during the academic year. Class enrollment consists of 120 students in a total of 3 sections each semester or 240 per academic year. These students generate 1800 hours of service to the university and the surrounding communities. 8 Summary of Initiatives: 1999-2000 Initiative Date TAT Breakfast TAT Luncheon Monthly Meeting UTL Forum Monthly Meeting Monthly Meeting Monthly Meeting Social Studies Open House American Education Week: Distribution of Apples and Tips for Teachers Monthly Meeting Technology Luncheon Monthly Meeting Monthly Meeting Monthly Meeting Values Newsletter Circulation Middle Connection Circulation TAT Breakfast TAT Luncheon Monthly Meeting Monthly Meeting Jim Miller Celebration of Teaching 9/28/99 9/29/99 10/6/99 10/13/99 10/13/99 10/15/99 10/20/99 11/10/99 11/14/00 Monthly Meeting Monthly Meeting International Festival International Festival International Festival CIC Breakfast Monthly Meeting Patti Flach Multicultural Conference Middle Level Conference 15 stipends Stipend Dr. Buckwalter attendance of Technology Conference Supporting Institute UTL UTL lEVE UTL CIC UTL LLI CIC CET #of Participants 20 27 17 68 12 9 12 70 900 lEVE CET CIC LLI UTL CET/IEVE CET 14 45 7 12 7 6,000 1®* Issue 200 UTL UTL UTL LLI CET 17 22 13 9 108 2/11/00 2/14/00 2/16/00 2/21/00 2/23/00 2/24/00 3/2/00 3/3/00 3/7/00 lEVE CIC LLI UTL lEVE CIC UTL CET 10 12 35 46 42 89 10 60 3/7/00 CIC 200 3/8/00 CET 1 11/20/00 11/15/99 11/17/99 11/30/99 12/1/99 12/2/99 12/13/99 Fall 1999 1/25/00 1/26/00 2/10/00 2/10/00 2/10/00 3/10/00 9 Children's Literature Conference 8 stipends Monthly Meeting Technology Luncheon Support for 22 Education Majors to attend crisis intervention conference Arts Infusion Workshop Monthly Meeting Monthly Meeting Poster Contest Annual Evening of Science 2“* Annual PA Association for Multicultural Education We're Still Learning Panel Stipend for Dr. Abegg attendance of American Philosophical Association Conference in Chicago Early Childhood Conference 1 Stipend Values Newsletter Circulation Stipend for Dr. McKay and Dr. Rhodes attendance of Dartmouth Summer Institute on Genetics 3/15/00 135 3/20/00 3/22/00 3/24/00 CIC & LLI EVE CET CET 3/25/00 4/3/00 4/5/00 4/6/00 4/10/00 4/10/00 4/15/00 CIC CIC LTTL mvE CET CET 108 8 9 160 1300 60 4/18/00 4/20/00 LLI CET 40 1 5/11/00 CET 94 5/12/00 5/1/00 6/00 CET/IEVE CET 6,000 2“* Issue 2 10 80 22 4/23/00 Total: 16,123 Beyond the goals established by each of its individual Institutes, the newly reconfigured Highlands Center for Faculty Initiatives has determined directions to guide development appropriate to its overriding mission. Direction # I 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 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 concerned citizens of the region. Direction #3 The HC will continue to promote activities which strengthen collaborations, capitalizing on the diverse talents and interests of faculty, students, staff, and support personnel. Direction #4 The HC will continue to promote activities which encourage collaboration between the university and the communities we serve. Direction #5 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 #6 The HC will continue to pursue outside funding sources to support collaborative efforts initiated by HC members. Direction #7 The HC will continue to facilitate the timely acquisition and exchange of knowledge on issues of concern to the Institutes and their individual members. I Center for Excellence in Teaching Summary of Grants and Federal Fund Activities SSHE FACULTY PROFESSIONAL DEVELOPMENT PROGRAM GRANTS WRITTEN ON BEHALF OF EDINBORO UNIVERSITY’S CENTER FOR EXCELLENCE IN TEACHING INITIATIVES NAME Priorities Implementation Grant (UniversityWide Grant) Creating Community on Campus: A Training Model in Problem Solving and Conflict Resolution (UniversityWide Grant) AMOUNT VALUE An Examination of Academic Integrity in Higher Education (Intra-System 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 Grant with Edinboro, Bloomsburg, East Stroudsburg, Mansfield, and California) Dr. M. Bevevino, Project Director Dr. M. Bevevino, Project Director Dr.M. Bevevino, Project Director Dr. E. AbeRg, Project Director Dr. M. Bevevino, Project Director 1992 - 1993 1993 -1994 1994 -1995 1995 -1996 $14,961 Statewide Values Conference hosted; Center for Excellence in Teaching established; Repository in the Center for Excellence established $10,051 Training of ^prox. 80 fa^ty; Workshop for Edinboro student leaders; Workshop for SSHE student leaders $4,000 Student survey at Edinboro and ShippensbuTjt with resulting data to provide Forums on both campuses $3,918.75 Publication of Values Newsletter to all SSHE faculty and staff; and establishment ofSSHENET linkage; subsequent web site and continued publication by the Center for Excellence in TeachinR 1996 - 1997 Extended throuRh 1998 $6,800 Forums and speakers on six SSHE Campuses; distribution of The Ethics of Teaching iosM participants forums on the Edinboro campus; various initiatives the other Universities 12 Center for Excellence in Teaching Grant Proposals 1999-2000 NAME Proposal: FIPSE Grant Collaboration with General McLane, Erie Public School, and Highlands Center for Faculty Initiatives 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 Proposal: Gebbie Foundation 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 $121,000 $29,900 $10,000 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. Successful & responsible children- a better community. Project based on the premise that our current students will affect the communities of tomorrow. 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. 13 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 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. Kiran Misra Biology and Health Services Department Dr. Kerry Moyer ^ Geosciences Department Student Affairs Dr. Robert McCotmell Office for Students with Disabilities Northwestern Pennsylvania Administration Ms. Linda Cook Northwest Tri-County Intermediate Unit #5 Dr. Armette Rilling James Parker Middle School Ms. Connie Youngblood Cambridge Springs Elementary School Student Representatives Ms. Katie Wentz Graduate Assistant 14 Institute for Curriculum, Instruction, and Collaboration Support of Institute Goals 1999-2000 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. • Purchases for the repository have been ongoing. GOAL 2: *. Promote the development, modeling, and refinement of effective instructional and classroom management practices within the basic educational system (X12), and the development of in-service programs and workshops. GOAL 3: • 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 provided 15 scholarships to Edinboro University students to attend the conference. • The 2°^ Social Studies Resource Fair 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 70 teachers and students attended the Open House, held at the Erie Maritime Museum. • An Arts Infusion Workshop was held in April for 108 participants. The featured speaker, Ms. Cory Wilkerson, gave inservice and preservice teachers an interactive workshop on the Kabuki Theater Arts. Promote activities, which encourage interdisciplinary course offerings, professional staff development, increased teaching effectiveness in basic education and development ofa videotape library depicting effective teaching. • Survey on Collaboration- A survey was given to University and basic education teachers concerning collaboration and areas of interest. • Middle Level Conference (see Goal 2). 15 GOAL 4: Investigate new and promote established university-public school partnerships, • • GOALS: Survey on Collaboration (see Goal 3) Explore grants possibilities and outsidefunding to strengthen collaborative efforts. '• • GOAL 6: A professional development school breakfast was held at Edinboro University. Approximately 90 Edinboro faculty and superintendents and principals from Erie and Crawford Counties attended. A steering committee was developed and communication has continued with the participants. Social Studies Resource Fair (see Goal 2). Expand collaborative classroom research opportunities with basic education (K12), in public and non-public schools. • Professional Development School Breakfast (see Goal 4) GOAL?: Strengthen lines of communication between the School ofEducation and the Schools of liberal Arts; Science, Management, and Technologies; the Office of Students with Disabilities; the Office ofStudent Development; and the Northwest Tri-County Intermediate Unit US. GOALS: Seek to coordinate efforts in which collaboration opens opportunitiesforfaculty and students. • Social Studies Resource Fair (see Goal 2) • Survey on Collaborations (see Goal 3) • Professional Development School Breakfast (see Goal 4) 16 ETHICS AND VALUES EDUCATION Dr. Gloria Gerbracht, Chairperson President Frank Pogue (Ex-Officio) School of Education Ms. Susan Boam-Wood Dr. Jonathan Brown Ms. Susan Curtin Dr. Joel Erion Ms. Patti Flach Special Education and School Psychology Department Educational Services Department Educational Services Department Special Education and School Psychology Department Elementary Education Department School of Liberal Arts Dr. Edmund Abegg Dr. Corbin Fowler Dr. Cynthia Legin-Bucell Philosophy Department Philosophy Department Psychology Department School of Science, Management and Technologies Dr. Alice Conway Nursing Department Ms. Amy Leehan Nursing Department Dr. Frank Marzano Math and Computer Science Department Ms. Marie Papesch Math and Computer Science Department Student Affairs Ms. Charlene Cerutti Judicial Affairs Community Representatives Ms. Debbie Easton Mr. Larry Kessler Student Representatives Ms. Jodie Dobies Ms. Holly Tucci Ms. Katie Wentz Undergraduate Assistant Undergraduate Assistant Graduate Assistant 17 Institute for Ethics and Values Education Support of Institute Gk)als 1999-2000 The EVE met five times during the 1999-2000 academic year: October 6, November 15, February 14, March 20, and April 17. Attendance at all meetings and participation by EVE members was commendable. GOAL 1: Promote dialogue and cooperation across the campus community and within the State System ofHigher Education and the Commonwealth concerning ethics and ethical inquiry and post-secondary education, • The issues of Values Newsletter were published and distributed to all SSHE schools. • An ethics topic was discussed at each EVE meeting. - "The Moral Dilemma of Health Care” - "Civility, Civic Virtue, Citizenship" - "Massive Zoning Change Open for Debate" - "Judge Closes Crack Pipeline With Two Long Sentences" - "Run-On Sentencing" • Selected posters from the poster contest were copied and distributed campus­ wide. • The University Ethics Mission Statement was reviewed and discussed with a subcommittee of the University Senate and with APSCUF. • A Heartwood representative met with EVE members and others, including the provost, deans, and marketing and development personnel, to discuss the possibility of collaboration in the Character Education Graduate Certificate Program through distance education, website links, and grant funding. • Character Education Certificate Program courses were approved by the University Curriculum Committee and ratified by the University Senate on May 1,2000. The first course will be offered this summer. • Discussions were held with the Speech and Communication Department on the possibility of co-sponsoring a Lincoln-Douglas debate during the 2000-01 school year.• • A group interview was conducted with three faculty members from Student Affairs on the topic of academic integrity research. GOAL 2: Promote academic integrityfor students, faculty, and staff. • A campus dialogue was held during the International Academic Festival on the topic Genetic Manipulation in Humans, Why or Why Not? Professors from three departments; Biology and Health Services, Political Science and Criminal Justice, and Nursing led lively discussion. • The lEVE co-sponsored the Pennsylvania Chapter of the National Association for Multicultural Education annual state conference held on April 15,2000. • An academic integrity survey was conducted on issues related to cheating and plagiarism of faculty and student perception. The goal is to a set definition that can be shared with students in English 101 and/or summer orientation. GOALS: GOAL 4: Provide educational opportunities on matters ofpublic interest in ethics, values, character development, and informed decision-making to the larger community. • A representative attended 1999 SVHE Conference in Hampton, VA. • lEVE members voted to approve Edinboro University being a host site for the Lincoln-Douglas high school debate on a selected Saturday during 2000-01. • A poster contest was coordinated and conducted by lEVE which included EUP Art Department and Northwestern School District. • Co-directors of CET attended a workshop in Washington for Gear-UP grant applicants. • Larry Kessler, Director of Guidance 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 arranged a summer meeting with Judicial Affairs to plan an event for Fall 2000 and Spring 2001 which will focus on faculty, staff, and student 19 programs involving ethical decision making. Ideas will be generated on how to involve the expertise of the Heartwood representative. GOALS: • lEVE discussed ethical decision-making issues with graphic arts students and course instructors in a brainstorming session for the poster contest. • lEVE 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, • DEVE participated in GET activities: Evening of Science, Read Across America, Tips for Teachers, Social Studies Open House, Technologies Luncheon, Jim Miller Celebration of Teaching Day, Multicultural Education Conference, and Superintendents/Principals Breakfast. • lEVE collaborated in hosting Thomas Murray of the Hastings Institute. • lEVE chair participated regularly in plaiming meetings of the Center for Excellence in Teaching. 20 LIFELONG LEARNING INSTITUTE Dr. Maureen Walcavich, Chairperson School of Education Dr. Nancy Briggs Dr. Kathleen Daile Dr. Denise Finazzo Dr. Jody Gallagher Dr. Mary Jo Melvin Ms. Paula Porter Dr. Dawn Snodgrass Elementary Education Department Elementary Education Department Elementary Education Department School of Education Elementary Education Department Campus Day Care Center Educational Services Department School of Liberal Arts Ms. Bonnie Belcastro Sociology/Anthropology/Social work Department School of Science, Mathematics, and Technology Dr. Bridget Jeffery Political Science and Criminal Justice 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. Sherri Shumate University Development and Marketing Student Representatives Mr. Steve Burke Mr. Daryl Myer Graduate Assistant Undergraduate Student 21 Lifelong Learning Institute Support of Institute Goab 1999-2000 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 Inkitute have been guided by a set of goals. GOAL 1: Increase andfoster university and comnmrdty awareness ofissues relative to lifelong learning. • LLI sponsored Reading Partners: Reading activities were conducted by Edintoo 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 Dt. Kathleen Dailey. • LLI sponsored an event during the International Academic Festival entitled "A Dialogue on Service Learning”. This symposium gave 30 students the opportunity to discuss their experiences and thoughts on establishing service learning requirements for graduation. Opportunities for service learning at the university and in the community were discussed Presenters for this event were Dr. Maureen Walcavich, Dr. Denise Finazzo, Dr.Jody Gallagher, and Ms. Julie Fedders.• • A panel discussion was held on April 18,2000 entitled, "Good Grief, Charlie Brown- We're All Still Learning". This discussion examined skills, resources, and settings for lifelong learners. Dr. Maureen Walcavich, Dr. Jody Gallagher, and Ms. Julie Fedders organized the event. Presenters for this event included Dr. A1 Stone, Ms. Lilian Cohen, Mr. Craig Latimer, Dr. Karen Bauer 22 GOAL 2: GOAL 3: GOAL 4: Investigate initiatives to advance lifelong learning and the component areas of lifelor^ learning. • America Counts: This program provides college-student tutors for area agencies and schools so that grade-school children can experience older role models helping them succeed in mathematics. This program was generated in the General McLane School District, Parker laddie School and the Elementary Schools. Dr. Denise Finazzo is the coordinator for this program. • 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. The LLI arranged to have computers set up at the center for seniors to use. Promote and support research and the exchange of knowledge on lifelong learning and the specific components of lifelong learning, • 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 the 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 resourcefor 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. 23 GOALS: Serve as a vehiclefor lifelong learning through conununication, research, outreach, initiatives, and partnerships, • Collaborated with Recruitment, Retention, and Management Office to examine ways LLI could support their efforts. • Reading Partners: Helping America Read (See Goal 1) 24 UNIVERSITY TEACHING AND LEARNING Dr. Theresa Thewes, Chairperson School of Education Dr. Dennis Buckwalter Dr. Mary Jo Campbell Dr. Jean Faieta Dr. Susan Norton Dr. Rosemary Treloar Educational Services Department Elementary Education Department Special Education and School Psychology Department Counseling and Human Development Department Elementary Education Department School of Liberal Arts Dr. Jerra Jenrette Ms. Margot Koczan Dr. Joseph Laythe Dr. Robert Rhodes Mr. Nelson Smith Mr. Tim Thompson History Department Foreign Languages Department History Department Political Science and Criminal Justice Department Speech and Communication Studies Department Speech and Communication Studies Department School of Science, Management and Technologies Ms. Janice Giltinan Nursing Department Mr. David Hurd Geosciences Department Dr. Timothy Meyer Math and Computer Science Department Dr. David Wagner Physics and Technology Department Academic Support Services Mr. Bruce Skolnick Academic Support Services Library Dr. Raymond Dengel Library/Govemment Documents Student Affairs Ms. Kate Strosser Office for Students with Disabilities Student Representative Mr. Steve Burke Graduate Assistant 25 Institute for University Teaching and Learning Support of Institute Goals 1999-2000 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 The programs of this Institute have been guided by a set of goals. GOAL 1; Help to establish a supportive atmospherefor instructors who desire to improve the quality of their teaching by providing assistance, support and constructive feedback as requested. • The members of UTL held 6 Institute meetings during the academic year. • UTL sponsored a pair ’’Talking About Teaching” programs this year: A breakfast and limcheon were held on September 28 and 29,1999, and on January 25 and 26,2000. Issues addressed were " The Biology and Psychology of Learning," and "Using Questions Effectively in the Classroom." Presentations in this series are by faculty and staff with particular expertise. All programs included a substantial discussion session. This year 8 different presenters hosted programs that involved approximately 80 faculty participants. • Plans for next year’s "Talking About Teaching" programs were developed. The fall program will highli^t issues concerning the Internet in education.• • A new program is being developed for Fall 2000 whereby new faculty members will receive a packet of information. Included in this packet will be phone numbers and e-mail addresses of UTL members. 26 GOAL 2: GOAL 3: Pursue effectivefunding and provide programming to strengthen and support effective instructional practices and collaboration, • See comments under Goal 1 regarding the "Talking About Teaching” Program. • The Institute has pursued external funding this academic year by participating in the GEAR UP proposal submitted by the Center for Excellence in Teaching. In order to enhance teaching and to promote learning illicit, students* input regarding effective and ineffective teachingAeaming strategies which they have encountered • The Institute placed most emphasis on this goal this year. Two forums were organized (Forums on Expectations I and II) 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. The topic for the Fall 2000 UTL Forum will be, "Speaking out in the Classroom." • Based on student input, a contest was developed to rename the Forum. Entries are still under consideration. Establish an academic dialogue between the academic administration and faculty about issues relating to the teaching and evaluation of teaching, • A report of the UTL Forum on Expectations was distributed to faculty and administration. Center for Excellence in Teaching Repository • Marked items focus on teaching in the University Ciassroom. These resources were funded through a grant awarded to the graduates of the EUP Summer Academy for the Advancement of Coliege Teaching. Books Child Development 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 vouno child. Albany: Delmar. Comer, J. P. (1980). School power: Implications of an intervention project. New York: The Free Press. Green, M. (1989). Theories of human development. Englewood Cliffs, New Jersey: Prentice-Hall. Hendrick, J. (1986). Total learning: Curriculum for the vouno child. (2nded.). Columbus: Merrill. Hildebrand, V. (1991). Introduction to early childhood education. (5th ed). New York: Macmillian. Hirschi, L. (1970). Building mathematics concepts in grades kindergarten through eioht. 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 vouno children. (4th ed.). New York: McGraw Hill. 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. Morrison, G. (1984). Early childhood education today. Columbus: Charles E. Merrill. Parry, A., Walker, M. & Heim, C. (1991). Choosing for vouno children non-violence. Chicago: Rainbow House. Read, K., Gardner, P., & Mahler, B. (1987). Early childhood programs human relationships and learning. New York: Holt, Rinehart and Winston. Romanga, E. (1987). I cento linouaooidei bambini: The hundred languages of children. City of Reggio Emilia, Italy: Department of Education. Rubin, R., Fisher III, J., & Doering, S. (1980). Aoes 1 and 2: Your toddler. New York: Collier. Rubin, R., & Fisher III, J. (1982). Aoes 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, 28 Seaver, J. W., Cartwright, C. A., Ward, C. B., & Heasley, C. A (1990). Careers with voung 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. Shaffer, D. (1989). Developmental Dsvcholoov: Childhood and adolescence. (2nded.). Pacific Grove, California: Brooks/Coie. 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 teachers. San Francisco: Josey-Bass. (2 copies). Classroom Management Apple, M., Beane, J. (1995). 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 bv 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 m m m classroom the demino 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. M995L Early violence prevention: Tools for teachers of vouno 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 theclassroom. New Jersey: Prentice Hall. Demographics Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana: Stanley Elam. Harris, Louis. (1984-1995). The metropolitan life survey of the American teacher. Louis Harris & Assoc., Inc. (field work May 4-June 11,1995). Louis Harris & Associates, Inc. (1994). The metropolitan life survey of the American teacher. New York: Louis Harris. 29 Metropolitan Life Survey of the American Teacher. (1996). Students voice their opinions on: Learning about values and principles in school. Part III. Louis Harris & Associates, Inc. for Metropolitan Life insurance Company. Diversity Balester, V.M. (1993) Cultural divide: A study of African American colieoe- level writers. Portsmouth, NH: Boyton/Cook Publishers, (donated) •Belenky, M., Clinchy, B., Goldberger, N., &Tarule, J. (1986). Women’s wavs of knowing. New York: Basic Books Inc. •Border, L. & Van Note Chism, N. (Eds.). (1990). Teaching for diversity. San Francisco: Josey-Bass. Clark, R. (1983). Family life and school achievement: Whv poor black children succeed or fail. Chicago: The University of Chicago Press. Derman-Sparks, L. & The A.B.C. Task Force. (1989). Anti-bias curriculum. Washington, DC: National Association for the Education of Young Children. Eurich, N. (1990). The learning industry. Princeton: The Carnegie Foundation. Gutek, Gerald. (1993). American education in a global society. White Plains, NY: Longman Publishing Company. Hale-Benson, J. E. (1986). Black children: Their roots, culture, and learning styles. Revised edition. Baltimore, Maryland: The Johns Hopkins University Press. King, E., Chipman, M., & Cruz-Janzen, M. (1994). Educating vouno children in a diverse society. Boston: Allyn and Bacon. Kunjufu, J. (1985). Countering the conspiracy to destroy black bovs. Chicago: African American Images. Kunjufu, J. (1986). Countering the conspiracy to destroy black bovs. Volume II. Chicago: African American Images. Kunjufu, J. (1984). Developing positive self-imaoes and discipline in black children. Chicago: African American Images. Metropolitan Life Insurance Company. (1997). The metropolitan life survey of the American teacher. 1997. NY: Louis Harris and Associates, Inc. Posten, J.L (1998, Summer). The Delta Kaopa Gamma Bulletin: Effective teaching with diverse populations. 64 (4). Saravla-Shore, M., & Arvizu, 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: University of Chicago Press, (donated) Shor, I. (1996). When students have power: Negotiating authority in a critical pedaooov. Chicago, IL: University of Chicago Press, (donated) 30 SIdel, R. (1994). Battling bias. New York, NY: Penguin Bcx>ks. Southern Poverty Law Center. (1997, Fall). Teaching tolerance. 6 (3). Montgomery, AL: Southern Poverty Law Center. Literacy 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: University of Miami Press. Brown, J. (1984). Efficient reading. Lexington. Massachusetts: Heath. Bums, P., Roe, B., &Ross, E. (1982). Teaching reading in today's elementary schools, Boston: Houghton Mifflin. Davidson, J. & Koppenhaven, D. Center for Early Adolescence. (1993). Adolescent literacy: What works and JSiiy. (2nded.). New York: Garland. Duffy, G. & Sherman, G. (1977). Systematic reading instruction. New York: Harper & Row. Durkin, D. (1989). Teaching them to read. Boston: Allyn and Bacon. Durkin, D. (1987). Teaching vouno children to read. Newton: Allyn and Bacon. Fulkerson, R. (1996). leaching the argument in vwitina, Chicago, IL: National Council of Teachers of English, (donated) Goelman, H.,Oberg, A., Smith F.. (1984). Awakening to literacy. Portsmouth, NH: Heineman Educational Books. Improvement of Instruction/Language Arts. (1992). Author studies. Edlnboro, Pennsylvania: Department Elementary Education, Edlnboro University. Kobrin, M. & Nadelman, R. (1997, August). Service counts: Revitalizing literacy efforts in American higher education. Providence, Rl: Campus Compact/The Education Commission of the States. Lamme, L. (1985). Highlights for children growing up reading Washington, DC: Acropolis Books LTD. Langan, J. (1990). Reading and study skills. New York: McGraw-Hill. Leo, E. (1994). Powerful reading. New York: Macmillian. Lipson, M. Y., & Wixson, K. K. (1991). Assessment & instruction of reading disability: An interactive approach. New York: Harper Collins Publishers. Lytle, S. L. & Botel, M. (1988). PCRP II: Reading, writing and talking across the curriculum Harrisburg, Pennsylvania: Pennsylvania Department of Education. Maxwell, Morrow, & Tracey. (1995). A survey of family literacy in the U.S. International Reading Association Inc. May, F. (1990). Reading as communication. Columbus: Mem'll. Mooney, M. (1990). Reading to. with and bv children. New York: Richard C. Owen Publishers, Inc. Morrow, L., Walker, B. ed. (1998). Tips for the reading team: Strategies for tutors. Newark, Delaware: International Reading Association. V V llIfll> | Nellsen, A. (1989). Critical thinking and reading: Empowerino learners to think and act. Indiana: Eric Clearinghouse on Reading and Communication Skills. Panes, P. (1986). Reading well in college. New York: Harper & Row. Perkins, P. (1995). Family literacy: Parents as partners. Westminster, California: Teacher Created Materials. Roe, B., Stoodt, B., & Bums, P. (1987). Secondary school reading instruction: The content areas. Boston: Houghton Mifflin Company. Schmelzer, R., Christen, W. (1989). Reading and study skills. Iowa: Kendall/Hunt. Searfoss, L. W., & Readence, J. E. (1994). Helping children learn to read. Boston: Allyn and Bacon. Smith, B. (1981). Bridging the gap: College reading. Illinois: Scott, Foresman. Spache, G., Berg, P. (1978). The art of efficient reading. New York: Macmillan. Taylor, B., Harris, L., & Pearson, P. (1988). Reading difficulties New York: Random House. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Iteinemann Publishers. Wiener, H., & Bazerman, C. (1988). Basic reading skills handbook Boston: Houghton Mifflin. Wiener, H., & Bazerman, C. (1991). Reading skills handbook. (5th ed.). Boston: Houghton Miffilin. Wiener, H., a Bazerman, C. (1991). Reading skills handbook. (4th ed.). Boston: Houghton Miffilin. Vacca, J., Vacca, R., a Goye, M. (1987). Reading and learning to read. Boston: Little, Brown. Teaching Enhancement Baer, J. (1997). Creatiye teachers creatiye students. Needham Heights, MA: Allyn and Bacon. Bey, T. M., a Holmes, C. T. (1990). Mentoring: Deyelooino successful new teachers. Reston, Virginia: Association of Teacher Educators. Beyeyino, M., Snodgrass, D., Adams, K., a Dengel, J. (1999). An educators guide to block scheduling: Decision making, curriculum design, and lesson olannino strategies Boston: Allyn and Bacon. Caine, R.N. a Caine, G. (1997, April). Education on the edoe of possibility. Alexandria, VA Association for Superylslon and Curriculum Deyelopment. Cannings, T. R., a FInkel, L. (Eds.). (1993). The technology age classroom. Wllsonyllle, Oregon: Franklin, Beedle, and Associates, Inc. The Carnegie Foundation. (1997). Ernest L. Boyer selected speeches. 1979-1995. Princeton, New Jersey: The Camigie Foundation for the Adyancement of Teaching. Colbert, J.,Trimble, K, a Desberg, P. (1996). The case for education: Contemporary approaches for using case methods. Boston: Allyn and Bacon. Elias, M., Zins, J., Welssberg, R., Frey, K, Greenberg, M., Haynes, N. (1997). Promoting social and emotional learning. Alexandria, VA: Association for Superylslon and Curriculum Deyelopment. 32 Gomez, B. and Kinsley, C. (1999). Service learning: an ASCD professional inauirv kit. Alexandria, Virginia: Assocation for Supervision and Curriculum Development. (Video and Articles/Activities). Harmin, M. (1994). Inspirino active learning. Alexandria, VA: Association for Supervision and Curriculum Development. Hoot, J., Silvern, S. (1988). Writing with computers in the early grades. New York: Teachers College Press. Johnson, D., Johnson, R. & Holubec, E. (1994). Cooperative learning in the classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development. Joyce B., Calhoun, E., (1998), Learning to teach inductively. Needham Heights, MA: Allyn and Bacon. Kane, P. R. (1991). The first year of teaching: Real stories from America’s teachers. New York: Walker Publishing Company, Inc. Kaplln, L., & Edelfelt, R. (1996). Teachers for the new millennium. Thousand Oaks, California: Corwin Press, Inc. Kauchak, D., Eggen P., (1998). Learning and teaching research-based methods. Needhan Heights, MA: Allyn and Bacon. Kemp, J. Morrison G., Ross, S. (1998). Designing effective instruction. New Jersey: Prentice Hall. Kendall, J. & Associates. (1990). Combining service and learning. Vol. II. Raleigh, N.C.: National Society for Internships and Experiential Education. Kinsley, C. W., McPherson, K (1995). Enriching the curriculum through service learning. Alexandria, Virginia: Association for Supervision and Curriculum Development. Lemlech, J. (1998). Curriculum and instructional methods for the elementary and middle school. New Jersey: Prentice Hall. •Magnan, R. (Ed.) (1990). 147 practical tips for teaching professors. Madison, Wisconsin: Magna Publications, Inc. •McKeachie, W. (1986). Teaching tips: A guide for the beginning college teacher. Lexington, Massachusetts: Health & Co. (3 copies). ii •McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. (9th edition). Lexington, Massachusetts: Health & Co. Mamchur, C. (1996). Cognitive type theory and learning style. Alexandria, VA: Association for Supervision and Curriculum Development. Maryland Student Service Alliance. (1993). Special education service learning guide. Baltimore: Maryland State Department of Education. Nagel, G. (1994). The TAP of teaching. New York, NY: Donald I. Fine, Inc. National Center for Service Learning in Early Adolescence. (1992). The hbloer program: making it happen. New York: Center for Advanced Study in Education. *Video Included. Paulsen, M. B. & Feldman, K A. (1995). Taking teaching seriously: Meeting the challenge of instructional improvement. ASHE-ERIC Higher Education Report No. 2. Washington, DC: The George Washington University, Graduate School of Education and Human Development. 33 •Seldin, P. (1993). Successful use of teaching portfolios. Boston, MA: Anker. Short, K., Burke, C., (1991). Creating curriculum teachers and students as a community of learners. Portsmouth, NH: Heinemann Educational Book. Silberman, M. (1996). Active learning 101 strategies to teach anv subject. Boston: Allynand Bacon. Snodgrass, D. M. & Bevevino, M. M. (2000). Collaboration learning in middle and secodary school: Application and assessments. Larchmont, NY: Eye on Education. Sparks, D. & Hirsh, S. (1997, July). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development. U.S. Department of Education (1994). 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(1995). Interdisciplinary courses and team teaching. Phoenix, AZ: American Council on Education and The Oryx Press. DeBono, E. (1985). Six thinking hats. Tucson: Zephyr Press. •Diamond, R. M. (1989). Desionino and improving courses and curricula in higher education: A systematic approach. San Francisco: Jossey Bass. Duffy, D. K, & Jones, J. W. (1995). Teaching within the rhythms of the semester. San Francisco: Jossey-Bass, Inc. (2 copies). Dunkin, M.J. (1988). The International Encyclopedia of Teaching and Teacher Education. Oxford: Pergamon Press. •Elliott, J. (1991). Action research for educational change. Philadelphia: Milton Keynes Open University Press. Erickson, J. & Anderson, J. (1997). Learning with the Community. Washington, D.C.: American Association for Higher Education. Fairweather, J. S. (1996). Faculty work and public trust: Restoring the value of teaching and public service in American academic life. Needham Heights, MA: Allyn & Bacon. •Fosnot, C. T. (1989). 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