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HIGHLANDS CENTER
FOR FACULTY
INITIATIVES
2000-2001
ANNUAL
REPORT
EDEVBORO UNIVERSITY OF PENNSYLVANIA
A Member of the State System ofHigher Education
TABLE OF CONTENTS
Introduction
1
Mission Statement
2
Leadership in the Highlands Center for Faculty Initiatives
3
Configuration of the Highlands Center for Faculty Initiatives
4
Highlands Center for Faculty Initiatives Eight Directions
5
Summary of Initiatives for the Highlands Center for Faculty Initiatives
6
Grants and Federal Programs Summary
8
Collaborative for Excellence in Teacher Preparation in Pennsylvania
11
Institute for Curriculum, Instruction, and Collaboration
24
Institute for Ethics and Values Education
27
Institute for Lifelong Learning
30
Institute for University Teaching and Learning
33
Repository Listing
36
INTRODUCTION
The 2000-2001 academic year at Edinboro University marked the ninth year of operation of the
Highlands Center for Faculty Initiatives. The four institutes within the Center initiated programs
which reflected their mission statements and goals, continuing the focus on the diverse needs of
our university family and surrounding communities. A fifth institute has been developed through
the National Science Foundation Grant. This faculty-driven collaborative model remains the
central strength of the Highlands Center for Faculty Initiatives. The Center continues to serve to
enhance Edinboro University's commitment to excellence in service to students, faculty,
community members and others.
Positive, professional collaboration on multiple ventures extended the exchange of ideas,
experiences, and expertise that was an important area of focus during the 2000-2001 year. The
Center made significant progress in outreach to a wide range of people on our campus and across
the larger community. Productive discussion results from our specific attention to the quality of
relations between students and university faculty and staff. Our publications and programs
reached across the State System of Higher Education and across university academic
departments and student organizations, into area school districts and businesses, to serve learners
of all characteristics.
MISSION STATEMENT
The Highlands Center for Faculty Initiatives, formerly The Center for Excellence in
Teaching, was established in 1992 to advance the position of Edinboro University as a
major educational resource for the northwestern Pennsylvania region. The primary
mission of the Highlands Center is to foster faculty initiatives in all areas of academic
endeavor and professional service. In fulfillment of this mission, the Center conducts
or facilitates a broad range of research projects and collaborative activities that involve
faculty, staff, students, area school districts, social agencies, and community leaders.
As corollary to these undertakings, the Highlands Center serves through its various
The Co-Directors continued to serve as facilitators of faculty-driven initiatives, meeting with
institutes, subcommittees, chairs, and the Deans of School of Education, Liberal Arts and
Science, Management and Technology each month. Beyond their role as coordinators of the
Center's membership and staff, the Co-Directors initiated activities involving high levels of
collaboration among all institutes and supportive of the general mission of the Center itself
publications as a conduit for professional communication within and beyond the
Edinboro University community.
This annual report includes the mission statement, organizational structure, memberships, goals
and supporting activities, and current listing of resources available in the Center repository. The
dedication of the membership is clearly reflected in the depth and breadth of community-based
activities designed to foster excellence in teaching and learning in both traditional classrooms
and non-traditional learning venues.
Dr. Kenneth Adams, Co-Director
Dr. Donald Sheehy, Co-Director
1
2
The Highlands Center for
Faculty Initiatives
EDINBORO UNIVERSITY OF PENNSYLVANIA
HIGHLANDS CENTER FOR FACULTY INITIATIVES
2000-2001
CENTER ADVISORY BOARD
Curriculum, Instruction, &
Collaboration
XO.AL 1: Build a repositor/
if materials on collaboratixc
i.eachmg and encourage its use
Vviihin the educational svstem
■and with the business
President Frank Pogue, Ex-Officio
Provost Robert C. Weber, Acting Chair
Dr, Andrew Lawlor, Ms. Lorraine Revak,
Ms. Donna Patterson, Mr. Brian Pitzer
CO-DIRECTORS
Dr. Ken Adams
Dr. Don Sheehy
INSTITUTE CHAIRS
community.
’GO.AL 2: Promote the devel
opment, modeling, and retine^neni ot eiTeciive instrucuor.al
Jjnd classroom management
loracuces wiihm the basic edu
cational system tK-12'), and
the development ot m-service
■nroarams and work.shons
,GOAL 3: Promote acuvaties
|which encourage interdiscipliInarv course otTenngs, profes"stonal staff development, in
creased teaching effectiveness
km loasic education, and develJjpment of a videotape librarv
ideoicung effective teaching.
[goal -I: investigate new and
oromote established umveriitv/public school partnerships.
Dr. Gloria Gerbracht
Institute for Ethics and Values Education
Dr. Maureen Walcavich
Lifelong Learning Institute
GOAL 5; Explore grants
possibilities and outside
^.ijneiing to strengthen
coilaborative etYorts.
Dr. Barbara Rahal
Institute for Curriculum, Instruction, and Collaboration
iOAL 6: Expand collaborative
Iciassroom research opportunides
I
Dr. Kiran Misra
Institute for University Teaching and Learning
Mth basic education, K-12. m
oublic and non-public schools.
I GOAL 7; Strengthen lines of
commumcation between the
School of Education and the
[ Schools of Liberal .Arts;
Dr. Theresa Thewes
Collaborative for Excellence in Teacher Preparation in Pennsylvania
1 Science.
Vlanagement. and
Technologies; the Office of
Students with Disabilities; the
5ffice of Student Develop[rnent; and the Northwest Tn* County Intermediate Urat 45.
[goal 8: Seek to coordinate
1
3
efforts in which collaboration
opens opportumties for faculty
kind students.
Ethics & Values Education
GO.AL 1: Promote dialogue
and cooperation across the
campus community and
within the State System ot
Higher Education and the
Commonwealth concemmg
ethics and ethical inquiry
and post-secondary
education.
GOAL 2: Promote
academic mtegriry ror
students, facultv. and stafl.
GOAL 3: Provide
educational opportumties on
matters on public interest in
ethics, values, character
development, and mformed
decision-making to the
larger community .
GOAL 4: Promote ethics,
values, and the process ot
ethical decision-making on
the part of faculty, staff, .and
students.
GOAL 5; Support the
mission ot the Highlands
Center for Faculty Lniuatives
and collaborate 'xith other
Center Institutes.
Lifelong Learning
GO.AL 1: Increase and
foster 'jniversity and
community awareness ot
issues related to lifelong
leamina.
GOAL 2: Investigate
iniuauves to advance
lifelong learning and the
component areas of lifelong
leanuna.
GO.AL 3; Promote and
support research and the
exchange of knowledge on
lifelong learning and the
specific components ot
lifelonst learning.
GOAL 4: Function as a
resource for mformation
related to lifelong leammg.
GOAL 5: Serve as a vehicle
for lifelong leammg through
communication, research
outreach mitiauves, and
partnerships.
University Teaching and
Learning
GOAL 1: Help to establish
a supportive atmosphere for
instructors who desire to
improve the quality of their
teaching (provide assistance,
support, and constmctive
feedback as requested).
GOAL 2: Pursue effective
rund-uig and provide
prograinmmg to strengthen
and support effective
instructional practices and
collaborations.
GOAL 3; In order to
enhance teaching and to
promote leammg elicit,
smdents' input regardmg
effective and meffective
teachmg/leammg strategies
which they have encoun
tered.
GOAL 4; Establish a
dialogue between the
academic admmistration and
faculty about issues relatmg
to teaching and the
evaluation of teaching.
CETP-PA
GOAL 1: Change selected
Limversity content courses
taken by education students
to reflect research-based
effective pedagogy.
GO.AL 2: .Supplement the
math and science content ot
science and math education
courses.
GOAL 3: Introduce the
paired supervision ot
science and math student
teachers bv content and
pedactogy specialists.
GOAL 4: Provide consistencv
m experiences received bv
science and math education
majors between the revised
^aruversity
GOAL 5: Increase effons at
recruitment ot
underrepresented and
mmontv' public school
smdents to pursue careers m
teaching science and
mathemaucs.
Mi
Highlands Center for Faculty Initiatives
Eight Directions
2000-2001
Bevond the goals established by each of its individual Institutes, the Highlands Center for
Faculty Initiatives has set directions to guide development appropriate to its overriding
M
Mf
mission.
Direction #1
The HC will continue to provide a supportive environment for
dialogue among university personnel, basic education personnel,
and community members, on matters of educational quality and
♦
improvement.
Direction #2
The HC will continue to develop and maintain an interactive
website to disseminate information pertaining to all of its
initiatives and activities.
pHinhorn edii/cwis/highlands/HighlandsWehSiternighlandsWelcome.html)
The HC will continue to expand the range of its electronic
publication activities.
Direction #3
The HC will continue to build a repository of materials selected
by members of its Institutes. Materials will be available to
members of the university community, and to educators and
IM
M
concerned citizens of the region.
Direction #4
Direction #5
The HC will continue to promote activities that strengthen
collaborations, capitalizing on the diverse talents and interests of
faculty, students, staff, and support personnel.
The HC will continue to promote activities that encourage
collaboration between the university and the communities we
serve.
Direction #6
m
The HC will continue to advocate the values of a learnercentered environment, to encourage the development and
implementation of effective instructional practices in the academic
programs of the university and those of public and non-public
schools.
Direction #7
The HC will continue to pursue outside funding sources to
support collaborative efforts initiated by HC members.
Direction #8
The HC will continue to facilitate the timely acquisition and
exchange of knowledge on issues of concern to the Institutes
and their individual members.
■5
VI
VI
VI
VI
VI
VI
M
The Highland Center for Faculty Initiatives
2000-2001
The Values Newsletter was distributed in January of 2001 and June of 2001. The Values
Newsletter provides a network for all members of the SSHE system who are interested in
values and values education. The goal is to provide useful information that will assist
faculty and staff in daily activities and contribute to the quality of the college experience
for our students. The Values Newsletter was previously funded by the Faculty
Professional Development Council of the State of Higher Education and is now supported
by Edinboro University’s Highlands Center for Faculty Initiatives.
American Education Week was held during the week of November 11-17, 2000. To
celebrate American Education Week, the Highlands Center for Faculty Initiatives
prepared and distributed over 250 Tips for Teachers booklets authored by faculty to
faculty members and to education majors. Booklets and apples were distributed in
Butterfield Hall. Off-campus publicity in the form of newspaper announcements and
radio broadcasts was utilized to increase community awareness of American Education
Week and the Highlands Center for Faculty Initiatives.
The Institute for the University Teaching and Learning of the Highlands Center for
Faculty Initiatives sponsored a “Forum on Expectations” events for all faculty and
students at Edinboro University. This discussion between faculty and students took place
in the spring of 2001.
The Celebration of Teaching Day was held on February 22,2001. The Highlands Center
for Faculty Initiatives sponsored Dr. Catherine Combleth, Professor, Department of
Learning and Instruction, University of Buffalo, and The State University of New York.
Dr. Combleth was the guest speaker at the Jim Miller Teaching Day luncheon on
February 22,2001, as well as speaking at an open forum held on the evening of Febmary
22, 2001, for all faculty, students and community.
The Institute of Curriculum, Instmction and Collaboration of the Highlands Center for
Faculty Initiatives in partnership with Pennsylvania Middle School Association,
Northwest Region and Northwest Tri-County Intermediate Unit presented the SuccessOriented Assessment and Evaluation Practices for Middle School Children. This event
held on March 6,2001, at Edinboro University of PA was the eighth annual middle
school conference for teachers, students, administrators, and parents. Fifteen scholarship
awards were offered to Edinboro University students who attended this conference.
On April 9,2001, the Highlands Center for Faculty Initiatives sponsored the Ninth
Evening of Science program. Over 800 children participated in the field trip sessions at
the University Center. Nearly 250 Edinboro University students and faculty, as well as,
community representatives served as presenters. Approximately 600 parents, teachers.
6
administrators, and students attended the evening session, open to the public, from the
Erie community and surrounding areas.
The Institute of Ethics and Values Education of the Highlands Center for Faculty
Initiatives sponsored the annual Poster Contest for Edinboro University students. This
contest was held between April 1-30-01. The contest consisted of an original work by the
student addressing “what values, you as a college student feel are important.” The
message addressed an issue in which the student believed was important, or something
the student felt others should value. The contest directed winners at V\ 2"^^, 3^^^^ and
honorable mention awards. In addition, Edinboro Elementary students participated under
the same guidelines. Students from kindergarten, 2"^^, 3*^^^, and 4^^ grade participated
between May 1-30.
Highlands Center for Faculty Initiatives
Grant Proposals 2000-2001
NAME
Proposal:
FIPSE Grant
Collaboration with
General McLane,
Erie Public
School, and
Highlands Center
for Faculty
Initiatives
Under the support of the Institute of Ethics and Values Education, a certificate program
in the area of Character Education was investigated by faculty representatives from
Educational Services, Elementary Education, Special Education and School Psychology,
and Counseling and Human Development. Investigations during the development of this
program resulted in several Character Education courses being offered in the fall of 2000,
the spring of 2001, the summer of 2001, and again in the fall of 2001.
FUNDING
REQUEST
VALUE
Proposal:
Edinboro
UniversityWilson Middle
School Gear Up
Grant
Provide access to
higher education
for students
identified as being
at risk because of
barriers from
different status
levels
Rural PA Grant
Rural PA Grant
Education
Workforce Study
Collaboration with
Clarion
University,
Warren County
Schools, and
Punxsutawney
Area Schools to
evaluate and
revise alternative
education
programs.
Responsible and
successful
children =
A Better
Community
Federal Funding
Federal Funding
Federal Funding
State Funded
State Funded
Project Director:
Dr. Sheehy
Project Director;
Dr. Bevevino
Project Directors;
Ms. Flach,
Dr. Gerbracht,
Dr. Walcavich
Project Directors:
Dr. Beckman Dr.
Ferster
Project Director:
Dr. Brown
May, 2000
June, 2000
September, 2000
1999-2000
1999 - 2000
$300,000
$280,000
The Character
Education
Graduate
Certificate will be
offered on-line.
Edinboro
UniversityWilson Middle
School initiative
to take a cohort of
seventh grade
students through
the 12* grade,
providing
academic, health.
and emotional
development
services.
$121,000
8
7
Proposal:
Gcbbic
Foundation
Successful &
responsible
children- a better
community.
Project based on
the premise that
our current
students will
affect the
communities of
tomorrow.
$29,900
$10,000
Provide
information and
recommendations
that will positively
impact rural
schools and
communities in
PA
Results will allow
for a more
comprehensive
department of
education and
collaboration for a
basic education
circular.
Highlands Center for Faculty Initiatives
Grant Proposals 2000-2001
i
NAME
■ Rural PA Grant
1
1
i
1
;
I
'
1
1
1
1
i
1
1
j
1
;
1
i
Rural PA Grant
Gebbie
Foundation
Grant
Gear-Up Grant
CENTER FOR EXCELLENCE IN TEACHING
PARTICIPATION IN FEDERALLY FUNDED PROGRAMS
Conduct
summer reading
enrichment
program for
rural school
children in
northwest PA.
NAME
State Funded
j
j Dr. D.Beckman
i and Dr. D. Ferster
1
j 1999-2000
Dr. J, Brown
Dr. M. Bevevino
1999 - 2000
AMOUNT
1999 -2000
AMERICA READS
AMERICORPS
This program provides collegestudent readers to area
agencies and schools so that
grade-school children can read
with older role models.
This program provides collegestudent tutors for area agencies
and schools so that gradeschool children can experience
older role models helping them
succeed in mathematics.
Dr. M. Bevevino
Dr. K. Dailey and Dr. N.
Briggs, Program directors
through the Institute for
Lifelong Learning
Dr. D. Finazzo,
Program Director
1999-2000
•
Sept., 1999 - June,2000
Sept., 1996- June, 1999
IP^
Transferred from the CET to
Dr. D. Finazzo, June, 1999
Transferred from HC to
Dr. Finazzo Community
Outreach, June, 2000
AMOUNT
Dependent on number of
eligible college-student
volunteers
Dependent on the number of
eligible college-student
volunteers
VALUE
This program provides much
needed help to grade-school
children on a group basis and
on a one-to-one contact basis;
It allows grade-school children
to see other students who are
successful in college and who
care about children. It gives
grade-school children
individual attention and
reinforces the importance of
reading.
This program provides muchneeded tutoring services to
grade-school children on a
one-to-one basis; It allows
grade-school children to see
older students who are
successful in college and who
are interested in mathematics.
It gives grade-school children
individual attention and extra
motivation to improve in
mathematics.
VALUE
9
M
m
m
10
COLLABORATIVE FOR EXCELLENCE IN TEACHER
PREPARATION - PA
(CETP-PA)
Dr. Theresa Thewes - Institute Chair
Dr. Ken Adams, Co-Team Leader
Dr. Theresa Thewes, Co-Team Leader
Dr. Janet Rogers, NCISE Evaluation Liaison
School of Education
Dr. Scott Baldwin
Dr. Don Beckman, Statewide Supervision Workgroup
Dr. Dennis Buckwalter, Statewide Recruitment Workgroup
Dr. Patricia Flach
Mr. Kenneth Mechling
Dr. Mary Jo Melvin
Dr. Barbara Rahal
Dr. Daniel Shelley
Dr. Dawn Snodgrass
Dr. Nicholas Stupiansky
Project Summary
This is a NSF CETP, Track II, systemic reform initiative of the science and math teacher preparation
programs of the 14 campuses of the PA State System of Higher Education (SSHE). In 1998, these
universities prepared 35% of the science and 29% of the math teachers certified in PA . In 1998, the
SSHE was also responsible for 39% of the PA elementary certifications. This project will facilitate
implementation of systemic reform in the SSHE system. During this project scientists, mathematicians,
and educators from SSHE campuses are collaborating to: 1) change selected university content courses
taken by education students to reflect research-based effective pedagogy, 2) supplement the math and
science content of science and math education courses, 3) introduce the paired supervision of science
and math student teachers by content and pedagogy specialists, 4) provide consistency in experiences
received by science and math education majors between their revised university courses, their field
experiences and induction period, and 5) increase efforts at recruitment of underrepresented and
minority public school students to pursue careers in teaching science and mathematics. The SSHE
universities will team with nine community colleges and over 50 public schools in this project.
Statewide activities to be implemented include teaming of K-16 faculty to revise and/or develop selected
science, math, and education courses to include technology and reflect strong content and pedagogy
components (over 100 university courses will be affected), create science and math centers, offer
professional development symposia for K-16 faculty, strengthen field experiences, and develop
mechanisms for recruiting students into math/science education programs. External evaluation will be
conducted by NCISE. Strong assessment and dissemination components will accompany a
comprehensive program of cultural change that can serve as a national model.
School of Science, Management & Technology
Dr. John Ashley
Dr. Thomas Heard
Dr. Karim Hossain
Dr. David Hurd
Dr. Brian McKay, Statewide Elementary Science Workgroup
Dr. Kenneth Mechling
Dr. Kiran Misra
Dr. Kerry Moyer
Dr. Thomas Nuhfer
Ms. Lauri Ongley, Statewide Elementary Math Workgroup
Dr. Anne Quinn
Dr. Eric Randall
Mr. Marc Sylvester
Eh-. Fred Weening
K-12 Science & Math Faculty
Ms. Linda Cook
Ms. Stephanie Cox
Mr. Scott Korb
Ms. Marilyn Marczylak
Ms, Kathy Maxwell
Ms. Ann Noonan
Mr. Thomas Parker
Mr.John Plavcan
Ms. Karen Rodemoyer
Ms. Judy Scaletta
Mr. Larry Seneta
Ms. Robin Seneta
Ms. Lisa Simonsen
Ms. Carrie Smith
Mr. David Treusch
Ms. Marlene Trambley
Ms. Diedra Alston
12
11
Narrative of Progress Report (NPR)
Date: November 1, 2000
Team Leader: Dr. Kenneth M. Adams
8.
Edinboro University of Pennsylvania
Meetings since last NPR:
1.
2.
3.
4.
5.
August 29: President Frank G. Pogue and Dr. Adams discuss the outcomes of the CETTPA Summer
Conference, issues of funding unresolved regarding the Chancellor’s Office (SSHE), confirm support
of the SSHE -NSF Collaborative, review the institutional support of the project to include the
CErrPA at Edinboro University under the Highland Center for Faculty Initiatives, network support
with the Regional Math and Science Center.
August 30: Dr. Scott Baldwin, Dean, School of Education, and Dr. Adams discuss the structure of the
CETTPA at SSHE level and at Edinboro University, the necessary collaborations and support for the
Highland Center and the Regional Math and Science Center. Dr. Baldwin agrees to schedule a meeting
with the Dean of SM&T, faculty who attoided the CETTPA Summer conference, chairs from
Elementary Education and Educational Services Departments.
Ideas, Progress, and Outcomes to date:
*T*
September 11: Provost Robert Weber, Highland Center Co-Director Dcaiald Shediy, and Dr. Adams
discuss the future direction of the Highland Center in terms of budget, space in McNemey Hall, and
allocatitxi of GA’s and work study students. Included in the discussion is the intent to propose the
addition of the CETTPA as a fifth Institute in the Highland Center. Dr. Adams and Dr. Sheehy make
the case for adequate resource allocation so that these university assets can be leveraged. For example.
The CETTPA can join forces with The CIC Institute in their work toward Professional Development
Schools, and with the UTL Institute in their programs related to improving the quality of
undergraduate instruction. Finally, the Highland Center can add to its repository, constructivist
teaching materials to be accessed by SM&T and Education faculty.
September 20: Dr. Adams and six (6) university faculty from the Department of Educatiraial Services
discuss the Professional Block of courses taken by secondary education majors prior to Junior Field
Experience. Dr. Adams proposes that he be permitted to use the STAMM Instrument to profile
selected science and math field students during the field experioice this semester (November 6December 15).
September 25: Four (4) University feculty wlio serve as Institute Chairs in the Highland Cento*, Dr.
Donald Sheehy, and Dr. Adams discuss the delayed start-up of the Highland Center, and the
implications this has on the Highland Center vitality and the potential of the CETTPA at Edinboro
University. All members agree to send a correspondence to the Provost seeking resolution to
unresolved issues of budget, space, and personnel.
7.
September 27: Eleven (11) university feculty, two (2) deans, and Ffr. Adams discuss the logistics of the
CETTPA. Materials are distributed to faculty who were unable to attend the Summer Ccmference.
Dr. Adams included a conference summary, reviewed the project goals, and explained the organization
at the local level that would enable Edinboro to flesh out the plan of action for 2000-2001.
13
1.
The Highland Center for Faculty Initiatives has been moved to McNemey Hall from its temporary
location in Butterfield Hall. This move along with the confirmation of the annual budget and personnel
allocation makes it possible for the formal proposal to move forward that will request that the
CETTPA at Edinboro become a fifth Institute. This proposal will be made in November, 2000. This
allows the CETTPA local team a space for work, collection of University teaching materials, and the
capacity to maintain the web presence for the virtual component of the NSF project in NW
Pennsylvania. This proposal requires the approval of the Co-Directors, Institute Chairs, and the
Advisory Board.
2.
The Local team unanimously voted to provide up to $1,000 this year to support the addition of a new
work study student in the Regional Math and Science Center. This will enable the center to maintain
optimum hours of operation and restore its ability to use the NW Tri-County lU #5 as a distributor for
science and math resources to local schools.
3.
Six subcommittees have formed around the CETTPA goals and the number of university faculty from
SM&T on the local team continues to grow! Once the web is established, SM&T faculty will be
linked to any local science and math teacher who wishes assistance with individual concerns. A
clearinghouse of related science and math resources, programs and activities will be established.
4.
The Meta-analysis provided by NCISE was widely distributed to feculty and there is an interest in
forming discussion groups to look more carefully at the studies referenced.
5.
The STAMM will be piloted by Dr. Adams this semester with selected Secondary Science and Math
majors who begin Junior Field Experience November 6,2000. Also, two courses offered by the
Department of Educational Services (SEDU 372 Instructional Techniques for Secondary Science, and
SEDU 371 Instructional Techniques for Secondary Math) increased the emphasis on constructivist
methods and resources.
6.
A meeting for k-12 local team members will be scheduled for November, 200.
7.
Dr. Adams requested a full time GA for the purpose of establishing and maintaining the web site, and
to assist with ^ta collection from the field and in university classrooms.
8.
Constructivist Math and Science resources for grades 9-12 will be considered for purchase. These
resources will be housed in the Regional Math and Science Center.
t
September 1: Dr. Nick Stupiansky, Co-Director of the Regional Math and Science Center and Dr.
Adams discuss the collaborative potential within the CETTPA project. Agree that the Regional Math
and Science Center will serve as the physical Center to hold constructivist resources for math and
science. The Center already has extensive K-8 resources for math and science pre-service and inservice teachers and serves our region as an outstanding resource. The CETTPA team at Edinboro will
begin the acquisition of 9-12 science and math resources that will be catalogued and distributed in
conjunction with the Regional Math and Science Center and the NW Tri-County lU #5.
6.
October 19: Fourteen (14) university faculty from SM&T and the School of Education attend the Local
Team meeting. Project Goals are reviewed and feculty begin to form subcommittees around each goal.
Faculty also are requested to indicate which Statewide Workforce they wish to join. Clarification of
the nature and scope of the statewide teams and the SSHE organization is made.
M
14
Narrative of Progress Report (NPR)
Date: December 28, 2000
Team Leader; Dr. Kenneth M. Adams
itl
■m
Edinboro University of Pennsylvania
Narrative of Progress Report (NPR)
Meetings since last NPR:
Ideas, Progress, and Outcomes to date:
2.
3.
4.
5.
6.
7.
Submitted: March 1, 2001
Edinboro University of Pennsylvania
December 7: Thirty-one (31) members of the Edinboro University CETPPA Team met from
5:00-8:30 pm. for the purpose of disseminating new information and continuing work on the project goals.
Five separate sub-committees have formed with faculty leadership on each. The teams will communicate
electronically and schedule small work group meetings for the Spring, 2001 semester. Eight (8) k-12
teachers, twenty-one (21) university faculty, an fU #5 representative, and a representative from the DEP
attended the planning meeting on December 7.
1.
January-February, 2001
lire NSF-CETPPA has been approved as an institute in the Highlands Center for Faculty Initiatives.
Dr. Theresa ITiewes has agreed to serve as the Institute Chair and all current and fiiture members of the
CETI'PA will be members of the Highland Center as well. ITie Curriculum, Instruction, and
Collaboration Institute chaired by Dr. Barb Rahal will work closely with the CETPPA.
The CE'fPPA will suppeat a new work-study student in the Regional Math and Science Center, under
the direction of Dr. Nick Stupiansky, starting January 17, 2001.
CETPPA will collaborate with the NW Tri-county lU #5 to examine the development of Constructivist
workshop offerings for ACT 48 credit to area teachers.
CETPPA is working with Dr. Don Beckman, chair of the Educational Services Department, on a pilot
project to offer cooperating teachers who participate in field experience and/or student teaching
supervision to provide classroom experiences that promote constructivist teaching practices and
philosophy, an opportunity for professional development credit under Act 48.
Dr. Adams collected video tapes of math and science lessons conducted during the Junica* Field
Experience from November 6 to December 15. He is profiling these lessons over the Winter break
using the STAMM instrument.
Constructivist resources are being reviewed for purchase and addition to the Regional Math and
Science Center at Edinboro University. These resources will become available during the Spring, 2001
semester.
The team membership continues to grow from the university and community as well.
Submitted by: Dr. Kenneth M. Adams, Team Leader
•«
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I.
Meetings since last NPR:
A. January 22- NW PA K-16 Education Policy Council Meeting: Dr. Adams on the
agenda to discuss CETPPA and disseminate information. Attended by nine(9) area
school superintendents, three (3) area business leaders, Dean-School of Education,
Director-NW Tri-County lU #5, PA State Senator Jane Earl.
B. January 25- Westinghouse High School, Pittsburgh, PA. Dr. Adams discussed
possible science and math teacher recruitment with Science and Math (SAM)
Director Ms. Shirley Wheaton, school principal, three(3) faculty, and twenty
(20) sophomore students.
C. January 26- Meeting with Efr. Dawn Snodgrass. Dr. Adams presented preliminary
ideas for Tier Two ftmding from NSF that link secondary education students in science
and math to '‘clinical faculty” in the schools and science and math faculty for coherent
Field experiences that support constructivism in the classroom.
D. January 31- Dr. Adams met with Provost Weber and Dean Baldwin to leverage
funding from CETPPA, the Highlands Center, and The School of Education for the
purchase of production technology to be used by the CETPPA team at Edinboro.
I
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February 2- Presentation of CETPPA mission and goals to four (4) chairs of the
other Highland Center Institutes. Discussion about possible linkages with members
and initiatives.
F. February 15- Presentation of CETPPA mission and goals to twelve (12) faculty
members of the Ethics and Values Institute, and fourteen (14) members of the University
Teaching and Learning Institute.. Discussion about possible linkages with members
and initiatives.
G. February 27- Presentation of CETPPA mission and goals to seventeen (17)
members of the Lifelong Learning Institute.. Discussion about possible linkages with
members and initiatives.
II.
Ideas. Progress, and outcomes to date:
A. Two undergraduate workstudy students now employed ten (10) hours pCT week
under CETPPA. One student works in the Regional Math and Sciaice Cento*, the
otho" on web design and maintoiance. The WEB site for Edinboro will be up and
running by mid-March.
B.
15
CETPPA supported the attendance of four (4) feculty members at the Equity
Conference in Science and Math at the Dbcon Center. Attending feculty will
disseminate information to the local team at the March meeting.
C. Technology ordered for production of CD resources for constructivist teaching in the
sciences and mathematics with matching funds from the i»*ovost and Dean Baldwin.
SS&C micro units will be downloaded from NSTA and made available to science
Pre-service and in-service teachas.
D. Approximately $ 1,600 in curriculum materials recommended by NCISE and NSTA
Ordered with expected delivery in mid-March. These materials will be bar-coded
E.
Draft proposal prepared for Tier Two ftinding.
Narrative of Progress Report (NPR)
F.
Data loaded/sent via QRC web-based data collection,
Edinboro University of Pennsylvania
H. Collection of videotaped/STAMM profiled lessons fi-om Fall, 2000 science and math
field students prepared by Dr. Adams.
I.
Plans made for team dinner meeting the last week of March.
J.
Plans made for a team meeting in April with Dr. Patsy Ann Johnson,
K. Four (4) science faculty and three(3) secondary science students will attend the
Bloomsburg Mini-Conference March 9-10.
Submitted: May 1, 2001
Submitted by: Dr. Kenneth M. Adams, Co-Team Leader
M IIIIIIIB IIIII
G. Plans to gain ACT 48 approval for “clinical faculty” field cooperating teachers
starting with the Fall, 2001 semester.
March-April, 2001
I.
Meetings since last NPR
A. March 26: Edinboro CETp-PA Team meeting held fi’om 5:00 to 8:30pm. Attended by 20 team
members including 15 university faculty and 5 k-12 teachers. Focus on final draft of Level
Two funding proposal, updates on ELIP CETP-PA website, discussion on “Building the Case
for Constructivism.” and future directions for semester.
B. March 27: Dr. Adams met with Donna Law fi'om the Grants Office to prepare final budget for
Level Two Funding.
C. March 28: Dr. Adams and 1>. Thewes met to plan meetings for April and May with Science
and Math faculty on planning/modeling constructivist lessons at the university.
D. March 28: Dr. Adams met with Dr. Scott Baldwin, Dean of the School of Education to
support the continued operation of the Regional Math and Science Center in Butterfield Hall
in the current physical space allocation.
E. April 12: Dr Adams presented a learning cycle lesson on the Pendulum to 12 university
science and math feculty. Discussion on the planning and implementation of the learning
cycle, modifications to existing curriculum, and need for more concrete constructivist
resources ensued. Faculty agreed to continue to meet as a discussion group at least once per
month. Next meeting planned for May 3, 2001.
F. April 17: Dr, Adams met with Dr. Terry Peard at EUP. Dr. Peard visited the Highlands Center
for Faculty Initiatives, viewed the new website, discussed statewide CETPPA issues, and
visited the Regional Math and Science Center and spoke with Dr. Nick Stupiansky.
G. April 23: Dr. Patsy Aim Johnson, Western Coordinator for CETPPA visited the EUP campus.
Her visit included a luncheon meeting with Dr. Baldwin, Dean of the School of Education,
and Dr, Eric Randall, Dean of Science, Management and Technology, a tour of the Regional
Math and Science Center and the Highlands Center, a meeting with Dr. Theresa Thewes, CoTeam Leader, and a dinner meeting and presentation of a constructivist optics lesson attended
by 12 university faculty and 3 k-12 teachers.
II.
Ideas, Progress, and Outcomes to date
A. The Level Two funding proposal was submitted.
B. The EUP CETPPA Web site has been launched (April 10,2001)!!!
C. Additional science and math resource materials have been ordered and are currently being
cataloged. Copies of Building the Case for Constructivism have been distributed to 20 team
member to date.
D. CD production equipment has arrived and duplication of a collection of hands-on science and
math activities has begun.
E. Meetings with IU#5 have been scheduled to prepare ACT 48 documents for participating k-12
team members.
F. Seven EUP CETPPA team members attended the Bloomsburg mini-conference including
three undergraduate secondary science majors.
G. Regular meetings with Co-Team leaders and 12 university science and math faculty have been
scheduled and the level of interest and participation is very encouraging. Faculty have tried to
access specific university level course mata*ials fi'om revised courses via other CETP sites
around the U.S. with no luck. We need help on getting more than course descriptions! I
18
Team Leader: Dr. Ken Adams
Date Submitted: June 30, 2001
Edinboro University of PA
Meetings since last NPR:
May 3, 2001: University faculty meeting to discuss constructivism in undergraduate coursework
3-5:00 pm. Ten (10) faculty
May 10, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field
Experience for Science and Math majors. 12:30-1:45 pm Three (3) faculty.
Note: Spring, 2001 semester ends on May 11, 2001
June 5, 2001: Meeting to discuss NCISE evaluation and identify four courses for NCISE
Evaluation. 12:15-1:30 pm. Three (3) faculty
June 8, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field
Experience for Science and Math majors. 2:00-3:30 pm. Two (2) faculty and one (1) lU #5
Administrator
June 18, 2001: Meeting to disseminate information and register conference attendance at
Bloomsburg University for Summer CETPPA Conference.3:00-4:00 pm. Two (2) faculty.
June 26,2001: Meeting to develop the CETPPA component as part of the Highlands Center for
Faculty Initiatives Annual Report: 1:00-2:30 pm.Two (2) Faculty
Ideas, progress and Outcomes to date:
Given the end of the semester, no general team meetings were held during May-June, 2001.
May 3: Faculty from science, math, and education continue to meet to examine constructivism in
undergraduate education. Several faculty express concerns about content coverage/overlap, and
the lack of specifics on “reformed courses” as revealed from other CETP sites. The team decides
to continue ^e search for more than course syllabi, and request assistance from the statewide
workforces in this regard. The faculty agree to continue to meet monthly during the 2001 -2002
academic year to develop a clearer understanding of constructivism in their disciplines.
May 10 and June 8: Dr. Adams met with Dr. Snodgrass in order to coordinate the placement of
Junior field students in secondary science and math in anticipatim of a Level Two Grant Award
for 2001-2002. Ten science and 7 math majors are currently enrolled, with more expected.
Discussions on June 8 included Ann Noonan from lU #5 with reference to Act 48 hours.
The workshops and training sessions are being developed over the summer.
June 5; Dr. Adams, Dr Thewes and Dr. Rogers met to discuss the NCISE Evaluaticois
And targeted four specific courses to meet the expectations of NCISE. Instructc»'s who had
expressed interest in course reform were contact^ by Dr. Thewes and several other courses are
being examined for reform at the local level in addition to those requested by NCISE. Some
confiision was expressed by feculty as to the extent of the reform, and the Math department has
suggested the use of a statistics course in place of Calc I. Discussions are to continue.
June 18: Dr. Adams and Dr. Thewes met to discuss the dissemination of information on the
Bloomsburg Summer Ccmference to all EUP team members. Dr. Thewes is coordinating
registration information for the EUP team.
19
iim n iB in n im i
Narrative of Progress Report (NPR)
June 26: Dr. Adams met with Dr. Don Sheehy, Co-Director of the Highlands Center for Faculty
Initiatives (HCFI) to construct the CETPPA portion of the HCFI Annual Report. Because
CETPPA at Edinboro in under the HCFI, this annual report provides another vehicle for
dissemination of information about CETPPA to a broader audience. The Annual Report will be
completed by mid-August.
In addition to meetings described above, additional materials have been purchased for the
Regional Math and Science Center in Butterfield Hall. Approximately $500.00 was used from the
baseline funding and $5,000.00 from the additional funding provided to each university in
CETPPA. All materials will be available through the Regional Math and Science Center for k-12
teachers, university faculty, and teacher candidates at EUP.
V
20
Report for the National Visiting Committee CNVC)
Submitted by: Dr. Kenneth M. Adams
Edinboro University of PA
CETPPA Goal 1.
Examination Of Education Of Science and Math undergraduate courses by EUP team reveals great
interest among science and math faculty to reform selected courses.
Four courses identified for NCISE Evaluation, others considered for local evaluation
Science and Math Faculty volunteer to meet monthly to discuss constructivism in undergraduate
coursework
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Excellent attendance at Bloomsburg mini-conference with EUP as the only University to add
Undergraduate students as members to the team (3).
Difficulty in finding convenient time for k-12 feculty to attend local team meetings and keep them
actively/meaningfully engaged during the school year
CETPPA Goal 7
EUP has already institutionalized CETPPA as an institute under the Highlands Center for Faculty
Initiatives
Itarii
Identilicatic*! and purchase of constructivist resources to add to the Regional Math and Science
Center.
CETPPA Goal 2
Team meetings and discussions focus on common readings and constructivist lessons modeled by
pedagogy faculty
Common readings are disseminated for discussion and issues are openly debated
Faculty express concerns about content coverage and the lack of concrete/specific “reformed
course materials fi'om other CETP sites.
Faculty express concerns about the PA Science and Math Standards, but are supportive of the
national standards.
CETPPA Goal 3
Clear articulaticm of standards evidenced in lesson and unit plans firom methods courses, field
Experience, and student teaching
Profiling of selected lessons fi'om field experience students using the STAM and RTOC proves
promising for feedback to student and training of university faculty
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CETPPA Goal 5
Major focus for Year one
Led to development of a success fill Level Two Proposal that links pedagogy faculty, secondary
science and math majors, cooperating teachers, and university science and math feculty for joint
training and joint supervisiai
CETPPA Goal 6
Excellent attendance at the Summer, 2000 CETPPA conference
Local Team comprised of over 40 members, over 25% are science and math foculty who are very
active
22
21
Report of Activities (ROA)
June 30,2001
CURRICULUM, INSTRUCTION, AND
COLLABORATION
Submitted by; Dr. Kenneth Adams
Edinboro University of PA
1.
2.
3.
4.
5.
6.
The nature of inter- and intra-institutional collaboration. EUP has institutionalized the CETPPA effort
at the university by becoming an institute under the Highlands Center for Faculty Initiatives (HCFI).
This inclusion under an existing umbrella organization allows CETPA the opportunity to access
existing physical space and support personnel as well as leveraging flmds for common purposes. It also
increases the visibility of CETPPA at EUP and increases the likelihood of sustaining the mission after
the life of the NSF Grant. Inter-institutional collaboration has been established through conference
attendance by k-16 team members, steering committee attendance, EUP team membership on
statewide workgroups, and the NCISE Evaluation liasion.
Changes in the vision. As a result of team meetings, dissemination of information, and conference
attendance, EUP envisions an increase in the use of constructivist methods and access to inquiry-based
science and math resources for pre-service and in-service teachCT education. The team is comprised of
nearly 40 members including 12 sciaice and math university faculty interested in reforming the
content and focus of undergraduate coursework. The CETPPA initiative has already brought together
pedagogy and content faculty with k-12 teachers in collaborations that did not formally exist before.
Modifications to teacher preparation. As a result of deliberations throughout the first year, the team
developed the Level Two Proposal to link secondary science and math majors, pedagogy faculty,
content faculty, and cooperating teachers. The Level Two funding will provide common training,
joint supervision, and new forms of classroom observation and development for field experience
students. The grant award will allow for a new model of science and math education that integrates
theory and practice. We are excited to begin during the Fall, 2001 semester.
Strategies for dissemination . These have remained local during the first year via team meetings,
provision of common resources, and conference attendance. The HCFI Annual Report with allow for a
broader dissemination.
Partnerships and collaborative activities. The paitnerships during the first year were established
between the university and schools via k-12 membership and with the lU #5. The Level Two Project
will begin to formalize these relatiwiships with k-12 and a cadre of teachers in secondary science will
be participating in what we intend to develop as formal professional development partners over the life
of the grant.
___
Interaction and overlap with other related projects. No action has been taken at EUP at this time.
Dr. Barbara Rahal, Chairperson
School of Education
Dr. Marian Beckman
Dr. Kathleen Benson
Ms. Joan Dengel
Dr. Charles Gallagher
Dr. Donna Murphy
Ms. Rosemary Omniewski
Elementary Education Department
Educational Services Department
Educational Services Department
Educational Services Department
Special Education and School Psychology Department
Elementary Education Department
School of Liberal Arts
Dr. David Ferster
Dr. Caroline Nobile
Dr. Umeme Sababu
Political Science Department
English/Theatre Arts Department
History Department
School of Science, Mathematics, and Technology
Dr. Kerry Moyer
Geosciences Department
Dr. Kiran Misra
Biology and Health Services Department
Student Affairs
Dr. Robert McConnell
Office for Students with Disabilities
Northwestern Pennsylvania Administration
Ms. Linda Cook
Northwest Tri-County Intermediate Unit #5
Dr. Annette Rilling
James Parker Middle School
Ms. Connie Youngblood
Cambridge Springs Elementary School
Student Representatives
Ms. Katie Wentz
Graduate Assistant
in
23
24
Institute for Curriculum, Instruction, and Collaboration
Support of Institute Goals
2000-2001
GOAL 5:
Explore grants possibilities and outside funding to strengthen collaborative
efforts.
The lEVE met twice during the 2000-2001 academic year: February 7 and April 25. The
purpose of this Institute is to promote collaborative initiatives, which will encourage the
development of effective classroom practices across basic and higher educational programs.
GOAL 6:
Expand collaborative classroom research opportunities with basic education
(K-12), in public and non-public schools.
GOAL 1:
Build a repository of materials on collaborative teaching and encourage its use
within the educational system and with the business community.
M
•
• Purchases for the repository have been ongoing.
GOAL 7:
GOAL 2:
Promote the development^ modeling, and refinement of effective instructional
and classroom management practices within the basic educational system (K12), and the development of in-service programs and workshops.
•
GOAL 8:
GOAL 3:
GOAL 4:
Promote activities, which encourage interdisciplinary course offerings,
professional staff development, increased teaching effectiveness in basic
education and development of a videotape library depicting effective teaching.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
•
Co-sponsored the Middle Level Conference on School Violence in
conjunction with the Middle Level Association. Approximately 200
students, teachers, and administrators, and community members were in
attendance. The institute offered 15 scholarships to Edinboro University
students to attend the conference.
Strengthen lines of communication between the School of Education and the
Schools of liberal Arts; Science, Management, and Technologies; the Office of
Students with Disabilities; the Office of Student Development; and the
Northwest Tri-County Intermediate Unit #5.
•
Co-sponsored the Middle Level Conference on School Violence in
conjunction with the Middle Level Association. Approximately 200
students, teachers, and administrators, and community members were in
attendance. The institute offered 15 scholarships to Edinboro University
students to attend the conference.
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
Annette Rilling, principal of James W. Parker Middle School, Linda Cook,
the director of educational program services for Northwest Tri-County
Intermediate Unit #5, and Connie Youngblood, principal of Cambridge
Springs Elementary School continued to serve as members of CIC.
Seek to coordinate efforts in which collaboration opens
opportunities forfaculty and students.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
Investigate new and promote established university-public school partnerships.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
25
26
Institute for Ethics and Values Education
Support of Institute Goals
2000-2001
ETHICS AND VALUES EDUCATION
Dr. Gloria Gerbracht, Chairperson
The lEVE met three times during the 2000-2001 academic year: February 15, March 28, and
April 25. Attendance at all meetings and participation by lEVE members was commendable.
School of Education
Dr. Joel Erion
Dr. Patti Flach
Ms. Susan Boam-Wood
Ms. Susan Curtin
Dr. Jonathan Brown
Special Education and School Psychology Department
Elementary Education Department
Special Education and School Psychology Department
Educational Services Department
Educational Services Department
School of Liberal Arts
Dr. Edmund Abegg
Ms. Lisa Austin
Dr. Ronald Craig
Dr. Bonnie Gaarden
Philosophy Department
Art Department
Psychology Department
English & Theatre Arts Department
GOAL 1:
The issues of Values Newsletter were published and distributed to all SSHE
schools.
•
An ethics topic was discussed at each lEVE meeting.
•
Selected posters from the poster contest were copied and distributed campus
wide.
•
The Character Education Certificate Program courses sought certification by
the state. Courses were offered in the summer of 2000, fall 2000, and spring
2001. A class will be taught in the summer of 2001, and a new course will
be offered in fall 2001.
•
Members approved the participation in the Lincoln-Douglas debate during
the 2001-02 school year. A date will be chosen for the fall 2001.
Judicial Affairs
Community Representatives
Ms. Debbie Easton
Mr. Larry Kessler
GOAL 2:
Student Representatives
Ms. Cheryl Farkas
Ms. Holly Tucci
Ms. Katie Wentz
•
- “Let’s Have No More Talk of ‘ Values’; What’s Important is to Talk
About and to Praise ‘Virtues’”
- “Giving to Humanity Without Personal Profit Makes You a Chump”
- “Court Rules Anti-abortion Posters, Web Site Protected by the First
Amendment”
School of Science, Management and Technologies
Nursing Department
Dr. Alice Conway
Math and Computer Science Department
Dr. Frank Marzano
Nursing Department
Ms. Amy Leehan
Student Affairs
Ms. Charlene Cerutti
Promote dialogue and cooperation across the campus community and within
the State System of Higher Education and the Commonwealth concerning
ethics and ethical inquiry and post-secondary education,
•
Undergraduate Student
Undergraduate Student
Graduate Assistant
GOAL 3:
27
Promote academic integrity for students, faculty, and staff
Selected posters from the poster contest were copied and distributed campus
wide.
Provide educational opportunities on matters of public interest in ethics,
values, character development, and informed decision-making to the larger
community.
28
EEVE members voted to approve Edinboro University being a host site for
the Lincoln-Douglas high school debate on a selected Saturday during 2001-
02.
•
•
GOAL 4:
GOAL 5:
A poster contest was coordinated and conducted by EEVE which included
EUP Art Department and Northwestern School District.
Larry Kessler, Curriculum Coordinator at General McLane, and Debbie
Easton, an active/concemed parent and school board member, continued to
serve as members of lEVE.
Promote ethics, values, and the process of ethical decision-making on the part
offaculty, staff, and students.
•
lEVE discussed ethical decision-making issues with graphic arts students and
course instructors in a brainstorming session for the poster contest.
•
EEVE discussed issues and publications related to ethics, values, and the
process of ethical decision-making in at each meeting.
Support the mission of the Center for Excellence in Teaching and collaborate
with other Center Institutes.
•
•
EEVE participated in CET activities: Evening of Science, Read Across
America, Tips for Teachers, and Jim Miller Celebration of Teaching Day.
EEVE chair participated regularly in plaiming meetings of the Center for
Excellence in Teaching.
29
iiiia a iiiiia iiiiiii
•
LIFELONG LEARNING INSTITUTE
Dr. Maureen Walcavich, Chairperson
School of Education
Dr. Nancy Briggs
Dr. Kathleen Dailey
Dr. Denise Finazzo
Dr. Jody Gallagher
Dr. Mary Jo Melvin
Elementary Education Department
Elementary Education Department
Elementary Education Department
School of Education
Elementary Education Department
School of Liberal Arts
Ms. Bonnie Belcastro
Dr. Bridget Jeffery
Mr. John Widner
Sociology/Anthropology/Social work Department
Political Science and Criminal Justice Department
Library & Reader Services
School of Science, Mathematics, and Technology
Biology and EEealth Services Department
Dr. Peter Lindeman
Biology and Health Services Department
Dr. William Mackay
Math and Computer Science Department
Dr. Frederick Weening
Student Affairs
Ms. Julie Fedders
Student Development/Programming and Activities
Continuing Education
Ms. Beth Zewe
Continuing Education
Professor Emeritus
Dr. A1 Stone
Professor Emeritus
Enrollment, Management, and Retehtion
Center for Career Services
Dr. Denise Ohler
Student Representatives
Mr. Steve Burke
Ms. Beth Cirillo
MS. Stephanie Skolnik
Graduate Assistant
Undergraduate Student
Undergraduate Student
30
Lifelong Learning Institute
Support of Institute Goals
2000-2001
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
The lEVE met once during the 2000-2001 academic year on February 27, 2001. The
purpose of the Institute is to promote awareness of learning as a lifelong process in order
to encourage University and community members to remain active participants in the
learning process. The programs of this Institute have been guided by a set of goals.
GOAL 1:
Increase andfoster university and community awareness of issues
relative to lifelong learning.
•
•
GOAL 2:
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Investigate initiatives to advance lifelong learning and the component
areas of lifelong learning.
•
GOAL 3:
•
The Intergenerational Center, an Edinboro University supported
Senior Citizen's Center located in the basement of Diebold Center for
Performing Arts offers students from the Psychology, Sociology,
Biology, Physical Education and Nursing Departments "hands on"
exposure with community seniors. Varied programs have and are
offered to the students, faculty and staff in the community throughout
the year.
GOAL 4:
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Function as a resource for information related to lifelong learning.
LLI members continued to recommend purchases for the repository.
Books, articles, videos, pamphlets, and a listing of web sites were
added.
GOAL 5:
Serve as a vehiclefor lifelong learning through communication^
research, outreach, initiatives, and partnerships.
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
Promote and support research and the exchange of knowledge on
lifelong learning and the specific components of lifelong learning.
•
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
31
32
Institute for University Teaching and Learning
Support of Institute Goals
2000-2001
UNIVERSITY TEACHING AND LEARNING
Dr. Theresa Thewes, Chairperson (Fall, 2000)
Dr. Kiran Misra, Chairperson (Spring, 2001)
School of Education
Dr. Jean Faieta
Dr. Tammy Mitten
Dr. Susan Norton
Dr. Rosemary Treloar
Special Education and School Psychology Department
Counseling and Human Development Department
Counseling and Human Development Department
Elementary Education Department
School of Liberal Arts
Dr. Daniel Burdick
Dr. Jerra Jenrette
Ms. Margot Koczan
Dr. Joseph Laythe
Dr. Robert Rhodes
Mr. Nelson Smith
Music Department
History Department
Foreign Languages Department
History Department
Political Science and Criminal Justice Department
Speech and Communication Studies Department
School of Science, Management and Technologies
Dr. John Ashley
Biology and Health Services Department
Nursing Department
Ms. Janice Giltinan
Math and Computer Science Department
Dr. Timothy Meyer
Geosciences Department
Dr. Laurie Parendes
Library
Dr. Raymond Dengel
Student Affairs
Ms. Kate Strosser
The lEVE met four times during the 2000-2001 academic year: November 9, February 15, March
23, and April 19. The purpose of the Institute is to promote the development and continuance of
effective instructional practices that support faculty growth and improve student learning.
To meet its goals more effectively, the Institute developed a set of expectations for its members.
1. Attend and participate in at least one UTL meeting each year.
2. Attend at least one UTL-sponsored event each semester.
3. Encourage other faculty and students to participate in UTL sponsored events.
4. After a semester of membership, help with the organization/presentation of a UTL
activity.
5. Register a vote on important issues of UTL (i.e., goal revisions).
6. Attend at least one Center-sponsored activity each year
GOAL 1:
Help to establish a supportive atmospherefor instructors who desire to
improve the quality of their teaching by providing assistance, support and
constructivefeedback as requested
•
The members of UTL held four institute meetings during the academic year.
•
Sponsored “Talking About Teaching" program this year held on February 13
and 14,2001. Issues addressed were "Issues with the Internet." The
presentation was made by faculty with particular expertise. All programs
included a substantial discussion session.
Library/Govemment Documents
Plans for next year's "Talking About Teaching" programs were developed.
The fall program will be entitled “Portrait of a Student.”
OSD
A topic was discussed at UTL meetings.
Student Representative
Mr. Steve Burke
Graduate Assistant
33
Preaching the Gospel on Academic Excellence”
The Professor in the Classroom: Handling the Unprepared Student
Putting Together the Puzzle of Student Learning”
34
Highlands Center for Faculty Initiatives Repository
GOAL 2:
Pursue effective funding and provide programming to strengthen and support
effective instructional practices and collaboration,
•
Sponsored “Talking About Teaching" program this year held on February 13
and 14, 2001. Issues addressed were "Issues with the Internet." The
presentation was made by faculty with particular expertise. All programs
included a substantial discussion session.
• Marked items focus on teaching in the University Classroom. These resources were
funded through a grant awarded to the graduates of the EUP Summer Academy for the
Advancement of College Teaching.
Books
Child Development
•
The Institute has pursued external funding this academic year by
participating in the GEAR UP proposal submitted by Highlands Center for
Faculty Initiatives.
Brown, F. (1983). Principles of educational and psychological testing. New York; Holt, Rinehart and Winston.
Child Development. (1995). New York: Macmillan/McGraw Hill School Publishing Co.
Cole. M. Cole, S. (1989). The development of children. (2nd ed.). New York; Scientific American Books.
Comer, D. (1987). Developing safety skills with the young child. Albany; Delmar.
GOAL 3:
In order to enhance teaching and to promote learning illicit, students' input
regarding effective and ineffective teaching/learning strategies which they
have encountered
Comer, J. P. (1980). School power: Implications of an intervention project. New York; The Free Press.
•
Hendrick, J. (1986). Total learning: Curriculum for the young child. (2nd ed.). Columbus; Merrill.
A forum was organized (Speaking Out in the Classroom) that was open to
both students and faculty. Responses from the student and faculty
participants were overwhelmingly favorable. Participants said that the best
part of the forum was the student/faculty interactions. Almost unanimously,
they indicated that the forums should continue. The topic for the Fall 2001
UTL Forum will be, "Portrait of a Student."
Glencoe Division of MacmillanyMcGraw Hill. (1995). Child Development. New York; Macmillan/McGraw Hill.
Green, M, (1989). Theories of human development. Englewood Cliffs, New Jersey: Prentice-Hall.
Hildebrand, V. (1991). Introduction to early childhood education. (5th ed). New York: Macmillian.
Hirschi, L. (1970). Building mathematics concepts in grades kindergarten through eight.
Scranton: International Textbook.
Jarolimek, J. & Foster, C. (1989). Teaching and learning in the elementary school. New York: Macmillan.
Lay-Dopyera, M. & Dopyera. J. (1990). Becoming a teacher of young children. (4th ed.). New York: McGraw-Hill.
GOAL 4:
Establish an academic dialogue between the academic administration and
faculty about issues relating to the teaching and evaluation of teaching.
Lowenfeld, V., & Brittan, W, (1982). Creative and mental growth. (7th ed.). New York: Macmillan.
Meyer, D., Vadasy P., & Fewell, R. (1985). Living with a brother or sister with special needs: A book for sibs.
Seattle: University of Washington Press.
•
A topic was discussed at UTL meetings.
-
“Preaching the Gospel on Academic Excellence”
“The Professor in the Classroom: Handling the Unprepared Student”
“Putting Together the Puzzle of Student Learning”
Morrison, G. (1984). Early childhood education today. Columbus: Charles E. Merrill.
Read, K., Gardner. P.. & Mahler, 3, (1987). Early childhood programs human relationships and learning.
New York; Holt, Rinehart and Winston.
Romanga, E. (1987). I cento linouaggidei bambini: The hundred languages of children. City
of Reggio Emilia, Italy: Department of Education.
Rubin, R., Fisher 111, J., & Doering, S. (1980). Ages 1 and 2: Your toddler. New York: Collier.
Rubin, R., & Fisher 111, J. (1982). Ages 3 and 4: Your preschooler. New York: Collier.
Salkind, N., & Ambron, S. R. (1987). Child development. (5th ed.). New York; Holt, Rinehart and Winston.
Schirrmacher, R. (1988). Art and creative development for vouno children. Albany: Delmar.
Seaver. J. W., Cartwright, C. A., Ward. C. B., & Heasley, C. A. (1990). Careers with vouno
children: Making vour decision. Washington, DC: National Association for the Education of Young
Children.
Seefeldt, C., Barbour, N. (1990). Early childhood education an introduction. (2nd ed.).
New York: Macmillan.
Seifert, K.. & Hoffnung, R. (1987). Child and adolescent development. Boston: Houghton Mifflin.
:35
Shaffer, D. (1989). Developmental psychology: Childhood and adolescence. (2nded.). Pacific Grove,
California: Brooks/Cole.
Eurich, N. (1990). The Learning Industry. Princeton: The Carnegie Foundation.
Gutek, Gerald. (1993). American education in a global society. White Plains, NY:
Company.
Spodek, B., & Saracho, 0. (1994). Right from the start. Boston; Allyn and Bacon.
Wilson, L. (1986). Infants & toddlers. Albany: Delmar.
Classroom Assessment
•Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college
Hale-Benson, J. E. (1986). Black children: Their roots, culture, and learning styles. Reyised edition. Baltimore,
Maryland: The Johns Hopkins Uniyersity Press.
King, E., Chipman, M., & Cruz-Janzen, M. (1994). Educating young children in a diyerse society. Boston; Allyn
and Bacon.
teachers. San Francisco; Josey-Bass. (2 copies).
Classroom Management
Apple, M., Beane, J. (1995). Democratic schools. Alexandria, VA; Association for Supervision and Curriculum
Development.
Bloom, P. J. (1988). A great place to work. Washington, DC; National Association for the
Kunjufu, J. (1985). Countering the conspiracy to destroy black boys. Chicago: African American Images.
Kunjufu, J. (1986). Countering the conspiracy to destroy black boys. Volume II. Chicago; African American
Images.
Kunjufu, J. (1984). Deyelopino positiye self-images and discipline in black children. Chicago: African American
Images.
Education of Young Children.
Bloom, P. J. (1994). Avoiding Burnout. Lake Forest, Illinois; New Horizons. (3 copies).
Metropolitan Life Insurance Company. (1997). The Metropolitan Life Suryey of the American Teacher. 1997. NY:
Louis Harris and Associates, Inc.
Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention:
Tools for teachers of young children. Washington, DC: National Association for the Education of Young
Children.
Thayer-Bacon, B., Bacon. C. (1998). Philosophy applied to education nurturing a democratic community in the
Longman Publishing
Sarayia-Shore, M., & Aryizu, S. F. (Eds). (1992). Cross-cultural literacy: Ethnographies of
communication in multiethnic classrooms. New York: Garland.
Shor, I. (1992). Empowering education: Critical teaching for social exchange. Chicago, IL:
Uniyersity of Chicago Press, donated
classroom. New Jersey: Prentice Hall.
Demographics
Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana: Stanley Elam.
Shor, I. (1996). When students haye power: Negotiaiting authority in a critical pedagogy.
Harris, Louis. (1984-1995). The metropolitan life survey of the American teacher. Louis Harris & Assoc., Inc. (field
Sidel, R. (1994). Battling bias. New York, NY: Penguin Books.
work May 4-June 11, 1995).
Louis Harris & Associates, Inc. (1994). The metropolitan life suryey of the American teacher. New York: Louis
Literacy
Harris.
Metropolian Life Suryey of the American Teacher. (1996). Students yoice their opinions
on: Learning about yalues and principles in school, part III. Louis Harris & Associates, Inc.
for Metropolitan Life Insurance Company.
Diversity
Balester, V.M. (1993) Cultural Diyide: A Study of African American College- Leyel Writers. Portsmouth, NH;
Boyton/Cook Publishers, donated
•Border, L. & Van Note Chism, N. (Eds.). (1990). Teaching for diyersity. San Francisco:
Josey-Bass.
Chicago, IL: Uniyersity of Chicago Press, donated
Alexander, J. (1979). Teaching reading. Boston: Little, Brown & Company.
Alexander, J. (1988). Teaching reading. (3rded.). Boston: Scott, Foresman.
Beach, R. (1993). A teacher’s introduction to reader resonse theories. Urbana, IL: National Council of
Teachers of English, donated
Britton, J. (1970). Language and learning. Florida: Uniyersity of Miami Press.
Brown, J. (1984). Efficient reading. Lexington, Massachusetts; Heath.
Burns, P., Roe, B., & Ross, E. (1982). Teaching reading in today's elementary schools. Boston: Houghton
Mifflin.
Dayidson, J. & Koppenhayen, D. Center for Early Adolescence. (1993). Adolescent literacy:
What works and why. (2nded ). New York; Garland.
Bower, B. Lobdell, J., Swenson, L. (1994). History aliye. New York: Addison-Wesley.
Duffy, G. & Sherman, G. (1977). Systematic reading instruction. New York; Harper & Row.
Clark, R. (1983). Family life and school achieyement: Why poor black children succeed or fail. Chicago: The
Durkin, D. (1989). Teaching them to read. Boston; Allyn and Bacon.
Uniyersity of Chicago Press.
Cornbleth, C., Dexter, W. (1999). The great speckled bird. Mahwah: Lawrence Erlbaum. (4 copies)
Derman-Sparks, L. & The A.B.C. Task Force. (1989). Anti-bias curriculum. Washington, DC: National
Association for the Education of Young Children.
Durkin, D. (1987). Teaching young children to read. Newton: Allyn and Bacon.
Fulkerson, R. (1996). Teaching the arouement in writing. Chicago, IL: National Council of Teachers of English.
donated
Goelman, H., Oberg, A., Smith F., (1984). Awakening to literacy. Portsmouth, NH:
Heineman Educational
Bevevino, M., Snodgrass, D., Adams, K., & Dengel, J. (1999). An educator’s guide to block
Books.
Improvement of Instmction/Language Arts. (1992). Author studies. Edinboro, Pennsylvania: Department
scheduling: decision making, curriculum design, and lesson planning strategies. Boston: Allyn and
Bacon.
Elementary Education, Edinboro University.
Kobrin, M. & Nadelman, R. (1997, August). Service counts: Revitalizing literacy efforts in american higtier
Caine, R.N. & Caine, G. (1997, April). Education on the edge of possibility. Alexandria, VA: Association for
Supervision and Curriculum Development.
education. Providence, Rl; Campus Compact/The Education Commission of the States.
Cannings, T. R., & Finkel, L. (Eds.). (1993). The technology aoe classroom. Wilsonville, Oregon: Franklin,
Lamme, L. (1985). Highlights for children orowinQ up reading. Washington, DC: Acropolis Books LTD.
Beedle, and Associates, Inc.
Langan, J. (1990). Reading and study skills. New York: McGraw-Hill.
The Carnegie Foundation. (1997). Ernest L. Bover selected speeches. 1979-1995. Princeton,
Leo, E. (1994). Powerful reading. New York: Macmillian.
New Jersey: The Carnigie Foundation for the Advancement of Teaching.
Upson, M. Y., & Wixson, K. K. (1991). Assessment & instruction of reading disability, a_n
Colbert, J ,Trimble, K., & Desberg, P. (1996). The case for education: Contemporary approaches for using case
interactive approach. New York: HarperCollins Publishers.
methods. Boston: Allyn and Bacon.
Lytle, S. L. & Botel, M. (1988). PCRP II: Reading, writing and talking across the curriculum.
Cornbleth, C. (2000). Curriculum politics, policy, practice: Cases in comparative context. Albany: State University
Harrisburg, Pennsylvania: Pennsylvania Department of Education.
of New York.
Maxwell, Morrow, & Tracey. (1995). A survey of family literacy in the U.$. International Reading Association Inc.
Elias, M., Zins, J., Weissberg, R., Frey, K., Greenberg, M., Haynes, N. (1997). Promoting Social and Emotional
May, F. (1990). Reading as communication. Columbus: Merrill.
Learning. Alexangria, VA: Association for Supervision and Curriculum Development.
Mooney, M. (1990). Reading to. with and bv children. New York: Richard C. Owen Publishers, Inc.
Harmin, M. (1994). inspiring active learning. Alexandria, VA: Association for Supervision and Curriculum
Neilsen, A. (1989). Critical thinking and reading: empowering learners to think and act.
Development.
Indiana: Eric Clearinghouse on Reading and Communication Skills.
Panes, P. (1986). Reading well in college. New York: Harper & Row.
Hoot, J., Silvern, S. (1988). Writing with computers in the early grades. New York:
Perkins, P. (1995). Family literacy: Parents as partners. Westminster, California: Teacher Created Materials.
Johnson, D., Johnson, R. & Holubec, E. (1994). Cooperative learning in the classroom. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Roe, B., Stoodt, B., & Burns, 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 oao: 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., & Bazerman, C. (1991). Reading skills handbook. (4th ed.). Boston: Houghton Miffilin.
Vacca, J., Vacca, R., & Gove, M. (1987). Reading and learning to read. Boston: Little, Brown.
if
if
if
if
ii
ii
Allyn and Bacon.
Kane, P. R. (1991). The first year of teaching: Real stories from America’s teachers. New
York: Walker Publishing Company, Inc.
Kaplan, L., & Edelfelt, R. (1996). Teachers for the new millennium. Thousand Oaks, California: Corwin Press.
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.
Lemlech, J. (1998). Curriculum and instructional methods for the elementary and middle school. New Jersey:
Prentice Hall.
•McKeachie, W. (1986). Teaching tips: A guide for the beginning college teacher.
Lexington, Massachusetts:
Health & Co.
•McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. (9th
Mamchur, C. (1996). Cognitive type theory and learning style. Alexandria, VA: Association for Supervision and
Baer, J. (1997). Creative teachers creative students. Needham Heights, MA: Allyn and
Association of Teacher Educators.
Joyce B., Calhoun, E., (1998). Learning to teach inductively. Needham Heights, MA:
edition). Lexington, Massachusetts: Health & Co.
Teaching Enhancement
Bacon.
Bey, T. M., & Holmes, C. T. (1990). Mentoring: Developing successful new teachers. Reston, Virginia:
Teachers College Press.
Curriculum Development.
ii
Maryland Student Service Alliance. (1993). Special education service learning guide. Baltimore: Maryland
State Department of Education.
V
Mayhew, L., Ford, P., Hubbard, D. (1990). The quest for quality. San Francisco: Oxford.
DeBono, E. (1985). Six thinking hats. Tucson: Zephyr Press.
Nagel, G. (1994). The TAP of teaching. New York, NY; Donald I. Fine, Inc.
•Diamond, R. M. (1989). Designing and improving courses and curricula in higher education: A systematic
approach. San Francisco: Jossey Bass.
Paulsen, M. B. & Feldman, K. A. (1995). Taking teaching seriously: Meeting the challenge of
Duffy, D. K., & Jones, J. W. (1995). Teaching within the rhythms of the semester.
instructional improvement. ASHE-ERIC Higher Education Report No. 2. Washington,
DC: The George Washington University, Graduate School of Education and Human Development.
•Seldin, P. (1993). Successful use of teaching portfolios. Bolton, MA; Anker.
Portsmouth, NH: Heinemann Educational Book.
Association for Higher Education.
Association for Supervision and Curriculum Development.
Fairweather, J. S. (1996). Faculty work and public trust: Restoring the value of teaching and
U S. Department of Education (1994). Implementing schoolwide projects. Washington, D.C.
public service in American academic life. Needham Heights, MA; Allyn & Bacon.
Wohlstetter, P., Van Kirk, A.N., Robertson, P.J., Mohrman, S. A. (1997, November). Organizing for successful
school-based management. Alexandria, VA: Association for Supervision and Curriculum Development.
University Teaching and Learning
Teachers College Press.
up:
The promises and pitfalls of performance indicators in
higher education. George Washington University.
•Apps, J. W. (1988). Higher education in a learning society: Meeting new demands for education and training.
San Francisco; Josey-Bass.
Gestwicki, C. (1987). Home, school, and community relations: A guide to working with
parents. Albany: Delmar.
•Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton: Carnegie Foundation. (4
copies).
Goleman, D. (1995). Emotional intelligence why it can matter more than IQ. New York:
Bantam Books.
•Brooks, J. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Goodlad, J. (1984). A place called school. McGraw-Hill Book Company.
Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco, CA & Headington
Bruffee, K. A. (1993) Collaborative learning: higher education, interdependence, and the
Hill Hall, Oxford: Jossey-Bass Inc.
donated
Case, Bushaw, Phelps, Ringeisen & Rodi. (1994). You're the professor what next? The Mathematical Association
America.
•Clarke, J. H. and Biddle, A. W. (Eds). (1993). Teaching critical thinking: Reports rom ac»“oss the curriculum,
glewood Cliffs, New Jersey: Prentice Hall.
Committee on the Teaching of Undergraduate Mathematics. (1990). A source book for college mathematics
teaching. The Mathematical Association of America.
Cyrs, T. E. & Smith, F. A. (1990). Teleclass teaching: A resource guide. (2nd edition). New Mexico State
University.
Danielson, Charlotte. (1996). Enhancing professional practice: A framework for teaching. Association for
Supervision and Curriculum Development.
Davis, J. (1993). Better teaching, more learning: Strategies for success in post secondary settings. Phoenix.
Council on Education and The Oryx Press.
•Fosnot, C. T. (1989). Enouirino teachers, enouirino learners: A constructivist approach to teaching. New York:
•Gaither, G., Nedwek, B., & Neal, J. M994L Measuring
American Assoc, of State Colleges & Universities. (1995). Changing course.
Davis, J.R. (1995). Interdisciplinary courses and team teaching. Phoenix, AZ: American
•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
Sparks, D. & Hirsh, S. (1997, July). A new vision for staff development. Alexandria, VA:
Oryx Press. (2 copies).
Dunkin, M.J. (1988). The international encyclopedia of teaching and teacher education.
Oxford: Pergamon Press.
Short, K., Burke, C., (1991). Creating curriculum teachers and students as a community of learners.
authority of knowledge. Baltimore, Maryland: The John Hopkins University Press.
San Francisco: Jossey-Bass, Inc. (2 copies).
Haworth, J. & Conrad, C. (1997). Emblems of Quality in higher education: Developing
and sustaining high-gualitv programs. Needham Heights, MA: Allyn & Bacon.
Hutchings, Pat. (1996). Making teaching community property: A menu for peer collaboration and peer review.
American Association for Higher Education. (5 copies)
•Johnson, D., Johnson, R., & Smith, K. (1991). Active learning: Cooperation in the college classroom. Edina,
Minnesota: Interaction Book Co. (2 copies).
•Joyce, B. & Weil, M. (1986). Models of teaching. (3rd ed.). Englewood Cliffs, New Jersey: Simon & Schuster.
(2 copies).
Kaput, Dubinsky. (1994). Research issues in undergraduate mathematics learning preliminary analyses and
results. The Mathematical Association of America.
Katz, J., Henry M. (1993). Turning professors into teachers. Phoenix, AZ: American Council on Education and
The Oryx Press.
Michael, D.(1965). The next generation: The prospects ahead for the youth of
today and tomorrow. New York: Vintage Books, Random House.
Montgomery, S. L. (1996). The scientific voice. New York: The Guilford Press.
•Neff, R.. & Weimer, M. (Eds.) (1989). Classroom communication: Collected readings for effective discussion
and Questioning. Madison, Wisconsin: Magna Publications, Inc.
•Neff & Weimer. (1990). Teaching College: Collected reading for the new instructor. Magna Publications Inc.
Hannaford, R. V. (1993) Moral anatomy and moral reasoning. Lawrence, Kansas: University Press of Kansas.
Hawley, R. C. & Hawley, I. L. (1975). Human values in the classroom. New York: Hart Publishing Company, Inc.
Humphrey, S. M. (1995). If vou had to choose, what would you do? New York: Prometheus Books.
Huffman, H. (1994). Developing a character education program: One school district’s experience.
(2 copies).
Posner, G. (1992). Analyzing the curriculum. New York: McGraw-Hill.
Jackson, P.W., Boostrom, R. & Hasen, D. (1993). The moral life of schools. Jossey-Bass Publishers. San
•Schon, D. (1983). The reflective practitioner. New York: Basic Books Inc.
•Seldin, P. (1991). The teaching portfolio. Bolton, Massachusetts: Anker.
Francisco.
John Templeton Foundation, 1997. (1997-98). Honor roll for character-building colleges.
Semmelmeyer, M. (1990). Practical english. New Jersey: Career Institute.
Radnor, PA: John Templeton Foundation.
Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.
Katznelson, Ira and Weir, Margaret. (19851. Schooling for all. New York: Basic Books, Inc.
Silcox, Harry C. (1995). A how to guide to reflection. Philadelphia: Brighton Press Inc.
Keith-Spiegel, P., Wittig, A. F., Perkins, D. V., Balogh, D. W., & Whitley, B. E. (1993). The
•Sutherland, T., Bonwell, C. (1996). Using active learning in college classes: A range of
options for faculty. San Francisco: Jossey-Boss.
ethics of teaching: A casebook. Muncie, IN: Ball State University. (4 copies).
Kettering Foundation. (1996). Higher Education Exchange. Kettering Foundation.
Tishman, Perkins, & Jay. (1995). The thinking classroom learning and teaching in a culture of thinking. Allyn&
(2 copies).
Kniker, C. R. (1977). You and values education. Ohio: Charles E. Merrill Publishing Company.
Bacon.
Tryneski, J. (1993). Reouirements for certification of teachers, counselors, librarians, administrators, (rev. ed.).
Chicago: University of Chicago Press.
Kupperman, J. J. (1991). Character. New York: Oxford University Press.
Levin D. (1998). Remote control childhood? Combating the hazards of media culture.
Walter, T., & Siebert, A. (1981). Student success. New York: Holt, Rinehart and Winston.
Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching and learning in
America's schools. Portsmouth, New Hampshire: Heinemann.
ashington D.C.: National Education Association for Education of Young Children.
MacIntyre, A. (1984). After virtue. Notre Dame, Indiana: University of Notre Dame Press.
May, L. (1987). The morality of groups. Notre Dame, Indiana: University of Notre Dame Press.
Values
Meeks, W. A. (1993). The origins of Christian morality. New Haven, Connecticut: Yale University Press.
Beck, U. Translated by Ritter, M. A. (1995). Ecological enlightenment: Essays on the politics of the risk society.
Murray, T. (1996). The worth of a child. Berkley and Los Angeles, CA: University of California. (3 copies).
Atlantic Highlands, New Jersey: Humanities Press International, Inc.
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Becker, L. C., & Becker C. B. (Eds.). (1992). A history of western ethics. New York: Garland Publishing.
Becker, L. C., & Becker C. B. (Eds.). (1992). Encyclopedia of ethics, volumes I & II. New York: Garland
ational Education Association.
Pincoffs, E. L. (1986). Quandaries and virtues against reductivism in ethics. Lawrence, Kansas: University Press
Publishing.
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Macmillan/McGraw-Hill.
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Rest, J. & Narvaez, D. (Eds.). (1994). Moral development in the professions. Hillsdale, New Jersey: Lawrence
Darling-Smith, B. (Ed.). (1993). Can virtue be taught? Notre Dame, Indiana: University of Notre Dame Press.
Elliot, R. (Ed.). (1995). Environmental ethics. New York: Oxford University Press.
Erwin, E., Gendin, S., & Kleiman, L. (Eds.) (1994). Ethical issues in scientific research: An
anthology. New York: Garland Publishing.
ribaum Associates.
Silver, M. (1976). Values education, developments in classroom instruction.
Washington, DC: National Education Association.
Solomon, R. C. (1992). Ethics and excellence: Cooperation and integrity in business. New York: Oxford
Foltz, B. G. (1995). Inhabiting the earth. Atlantic Highlands, New Jersey: Humanities Press International, Inc.
University Press.
Frazier, A. (1980). Values, curriculum, and the elementary school. Boston:
Strike, K. &Temasky, P. (1993). Ethics for professionals in education: Perspectives for preparation and
Houghton Mifflin Company.
practice. New York: Teachers College Press.
Goldthwait, J. T. (1996). Values: What they are & how we know them. New York: Prometheus Books.
Thompson, Dennis F. (1995). Ethics in congress. Washington DC: The Brookings Institution. (2 copies).
Goodlad, J., Soder, R. Sirotnik, K. (1990). The moral dimensions of teaching. Jossey-Bass Publishers. San
Other
Francisco. (2 copies)
Greenawalt, K. (1995). Private consciences and public reasons. New York: Oxford University Press.
Hargreaves, A. (Ed.). (1997). Rethinking educational change with heart and mind: 1997 ASCD Yearbook.
Alexandria, VA: ASCD.
Mauro, J. (1992). Statistical deception at work. Hillsdale, New Jersey; Lawrence Erlbaum Associates.
University.
National Association of Laboratory Schools. (1991). Laboratory schools Honolulu: Curriculum Research &
Development Group.
National Council for Accreditation of Teacher Education. (1993). Teacher education; A guide to NCATE-
Harris, Louis (1996). The metropolitan life survey of the American teacher New York: Louis and Harris.
National Center for Educational Statistics. (1997, April). Science profeciency and course taking in high school.
Statistical Analysis Report. Washington; United States Department of Education.
accredited mlleges and universities. Washington; National Council for Accreditation of Teacher
Education.
National Center for Educational Statiistics. (1997, June). Statistics in brief: Student’s
groups in high school. Washington, D.C.; United State Department of Education.
National Endowment for the Arts. (1994). Arts education research agenda for the future.
Washington: Pelavin Associates.
National Center for Educational Statistics. (1997, May). National education longitudinal
study of 1988; Survey item evaluation report. Technical/methodoloov report Washington; United
Pennsylvania School Board Association. (1995). Reflecting on our past, envisioning our
States Department of Education.
future.
Schmoker, M. (Ed). (1996). Results: the key to continuous school improvement. Alexandria \/A- ASCD.
Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good practice in general education. The society for
National Center for Education Statistics (1995). The educational progress of hisoanic students No. 4.
National Center For Educational Statistics. (1996). Urban schools: The challenne nf location and nnvprtv
National Center for Educational Statistics, Washington, D.C.
values in higher education. Georgetown University.
Technical Assistance for Implementation of Chapters 3, 5, & 6: Curriculum Integration: A Training Package.
National Science Foundation. (1996). Selected data on science and ennineerinn
ayyards. 1995. Arlington, VA; National Science Foundation 96-303.
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state University.
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1994-95.
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summary. Washington, D.C.: National Education Goals Panel.
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Newcamp, Jan (1995). Having a healthy babv. (2 copies).
Videotapes
Child Oeveiopment
Arts in Education Seminar. Nancy Pistone. Key Players & Assessment of Collaborative Projects. July 28, 1994.
35 min.
Arts in Education Seminar. Beth Cornell. The Pennsylvania State Plan for Arts in Education. July 28, 1994.
Approx. 1 hour.
Arts in Education Seminar. Phyllis B. Susen. Creating Curriculum Materials with Educators. July 28, 1994. 1
hour 40 min.
Challenging Behavior: Positive Solutions Conducting a Functional Assessment and Developing Hypothesis
Statements, Part 1. (10/24/95) 3 hours. ‘Overheads available
Challenging Behavior: Postitive Solutions Conducting a Functional Assessment and Developing Hypothesis
Statements, Part 2. (10/24/95) 6+hours. ‘Overheads available
Developing Life Skills in the Early Learner Through Health Education. Dr. Kenneth Felker & Ms. Linda Mukina.
Edinboro University of Pennsylvania. February 28, 1995. 1 hour. ‘Materials included.
Elementary Music/Movement Presentation by Rosemary Omniewski (1994). 42 min. Lesson folder included.*
Evaluating Teaching Performance. Virginia Tidewater Consortium for Higher Education.
November 14, 1997. 2 Hours. ‘Materials included.
How difficult can this be? The F.A.T. City Workshop. 70 minutes. PBS Video. ‘Discussion guide.
How To Become An Oscar Winning Teacher. Virginia Tidewater Consortium for Higher
Education. October 31, 1997. 2 Hours. ‘Materials Included.
Movement Difference, Diversity, and Positive Behavioral Support. (1/6/97) 2 hours. ‘Overheads available.
On Television: Teaching the Children. Produced by On Television, Ltd. California
Newsreel: San Francisco.
56 min. ‘Materials
Panel Discussion on Play. Dr. Ernie Dettore & Dr. Sandra Waite-Stupiansky. Edinboro University of Pennsylvania.
Classroom Management
Active Learning, produced by Tim Thompson and Jeanne Faieta. 15 minutes.
Conferencing with students and parents: Ways to win when you’re talking with students.
Sharon Fincham. The Master Teacher. Manhattan, Kansas. ‘Presenter's guide. 40 minutes.
Discipline Techniques You Can Master in a Minute: Key Attitudes And Strategies For Maximizing Your Options,
Maureen McClure. Presentation. April 1,1995. 1 hr. 12 min.
Talking About Teaching: Accommodating Learning Styles. November 19, 1997. 90 min.
Talking about Teaching: Increasing student involvement in the classroom. (1997) 90 minutes.
Tape 1, 1994. 45 min.
Discipline Techniques You Can Master in a Minute: Approaches and Actions To Get The
Talking about Teaching: Enhancing student involvement in the classroom. (1997) 90 minutes.
Teaching Teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min.
Responses You Want, Tape 2, 1994. 45 min.
Discipline Techniques You Can Master in a Minute: Handling Chronic Or Habitual Problems, Tape 3, 1994.
The Shadow of Hate. (1995). ‘Program packet included. 37 minutes.
The Summer Academy Story, Office of Academic and Student Affairs, SSHE Dixon
45 min.
University Center, (1995).
17 minutes.
Discipline Techniques You Can Master in a Minute: Critical Mistakes That Cause Or Perpetuate Misbehavior,
What Kind of Teacher are You? A videotape guide for college faculty in the preparation of teaching portfolios.
Tape 4, 1994. 45 min.
Iowa State University Media Resources Center. 14 min. ‘Presentation guide.
Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for Curriculum, Instruction,
and Collaboration of the Center for Excellence in Teaching, Edinboro University of Pennsylvania.
Values
‘Summary of inclusion strategies. 50 min.
Character Education: Restoring respect and responsibility in our schools. Dr. Thomas Lickona, Ph. D. (1996). 44
The Violent & Aggressive Student: December 7, 1995 Videoconference. ‘Materials included.
minutes.
Professional Choices: Ethics at Work. National Association of Social Workers. 40 min.
Diversity
Multicultural Education Valuing Diversity in the Classroom Videoconference:
Friday, November 3, 1995.
Video Presentations and Conferences
2 hours. ‘Materials included.
Teaching About Racism: Tools and Strategies Teleconference. Friday, November 4, 1994. (3 copies). 2 hours.
America 2000- What it is...Six National Goals. 21 min.
The Educational System in Pakistan-speaker Dr. Rashid Shah, December 1, 1993. 45 min.
Arts Infusion in the Elementary Education Classroom. (1995-96). Presentation by Rosemary Omniewski,
Literacy
Ruthanne Atkinson, and Donna Douglas. 10 minutes. ‘Final Project Report available
EVN Windows Literacy. 35 Minutes. 185V, Education Video Network, Inc. Huntsville, Texas.
Brian Schrao Symposium. 1994. 70 minutes.
Brommer, G. (1996). Art is Elements of Design. Glenview, IL; Crystal Productions. 29:57 min.‘Posters and
Family Literacy Grant. Literacy Corporation.
Read to Me. (1995). International Association. (13 mins.)
instruction book included.
Brommer, G. (1996). Principles of Design. Glenview, IL: Crystal Productions. 28:40 min. ‘Posters and
Teaching Enhancement
Improving Student Achievement in Science: Classroom Scenes of Research-Based Teaching Practices. (1996).
Educational Research Service. (51 min.). ‘Handbooks included.
SuperStar Teachers High School Series. Tim McGee of Worland High School. ‘(2 tapes and
a booklet). Lectures 1-4 = 45 min. each (tape 1); lectures 5-7 = 45 min. each, lecture 8 = 30 min. (tape 2).
instruction book included.
Chanoina Demands of a College Education. Maureen McClure, May 1, 1995. 70 minutes.
(2 copies).
Critical Thinking in the Arts- National Endowment for the Arts. 20 min. Dawkins, R. (1997). Is Evolution
Using Your Voice to Improve Your Teaching. Purdue University. Continuing Education/Purdue University
Progressive? Los Angeles, CA; Into the Classroom Media, approx. 50 min.
Research Foundation, West Lafayette, IN. 31 min.
Directions by Kathleen McGrory and Constance Ramirez. Society for Values in Higher Education. 25 minutes.
‘Manual included.
University Teaching and Learning
A National Forum; Attracting and Preparing for the 21st Century. (1997). ‘Progam packet
included. 1 hour.
Educational Forum- "Inclusion: What Does it Mean? What Do Students Need to Know?" Edinboro University of
Pennsylvania. December 1, 1994. 90 minutes. ‘Materials included.
Educational Reform in Pennsylvania. Lecturer: Dr. Gerald Longo, October 4, 1993. 1 hour.
Classroom Research: Empowering Teachers. 18 minutes.
Evening of Science Activities: April 3, 1995. Channel 24 News. 2-3 min.
Cross, Patricia: Classroom Research. 25 minutes.
Implementing Pennsylvania's Educational Reforms Through School District Strategic Planning. 2 hrs. ‘Pamphlet
Enhancing & Evaluating College Teaching. March 22, 1996 ©Virginia Tidewater Consortium for Higher
Education. 2 hours.
Enhancing & Evaluating College Teaching & Learning. March 31, 1995 ©Virginia Tidewater Consortium for
Higher Education. 2 hours. ‘Program packet included.
included.
Jim Miller Celebration of Teaching Dav: Dr. Huffman presentation of Character Education .
February 11.1999. 90 minutes.
The Master Teacher Roundtable. May 1994. Edinboro University of Pennsylvania.
1 hr. 20 min.
Talking About Teaching: Organizing Courses. September 30 - October 1, 1997. Presentation
‘Lipman, M. (1996). Nous. Upper Montclair, N.J.: An Institute for the
Advancement of Philosophy for Children.
‘Lipman, M. (1981). Pixie. Upper Montclair, NJ: Institute for the Advancement of
by Ms. Kathleen Benson, Dr. Alice Conway, and Dr. Mary Jo Campbell. 5 hours.
‘Pamphlet included.
Teaching About Global Issues: Tools and Strategies. March 3, 1995. ‘Informational Materials Included. 2 hours.
Philosophy for Children.
Teaching With Technology. Gateway Network. 5 min.
The Teacher's Lounge. Dr. Robert Connors and Mrs. Ruthanne Atkinson speak about the Center for Excellence in
Philosophy for Children.
Teaching. 45 minutes.
Understanding people. ENN. Dr. Al Stone, host. 15 minutes each. 4 programs: Feb. 23,
Accompany Kio & Gus). Lanham, MD: University Press of American, Inc.
‘Lipman, M. (1978). Suki. Upper Montclair, NJ, Institute for the Advancement of
‘Lipman, M., Sharp, A. (1986). Wondering at the World (Instructional Manual to
1996, Jan. 1, 1997a, & Jan. 1, 1997b - topic “Center for Excellence in Teaching”; Feb. 21,1997-
Values
topic “Evening of Science”.
Gray Matters: The Ethics Game. Martin Marietta.
‘ Materials Included
Educational Materials
Catalogs
Demographics
Summary Report of the 1996 PDK/Gallup Public Opinion Poll. A videotape of the results of the Gallup Public
Literacy
Opinion Poll on public schools. OMNI Productions. 15 minutes. ‘Materials included:
Educational Forum- “Forum on Quality Teaching Edinboro University of Pennsylvania.
‘Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana:
Stanley Elam.
‘Center on National Education Policy. (1996). Do we still need public schools?
Washington, DC: Center on National Education Policy.
‘Center on National Education Policy. (1996). The good - and the not-so-good news about American schools. Washington, DC: Center on National Education
Policy.
*Transparencies
International Reading Association. (1995). Catalog of publications, ‘pamphlet.
September 22, 1998. 60minutes.
Dr. Barker Presentation at Edinboro University of PA. November 16,1998. 60 minutes.
Erickson, J.A., & Anderson, J.B. (1997). Learning with the community: Concepts and models for service-learning
in teacher education. (Isted). Washington D.C.: American Association of Higher Education.
Huffman, H.A. (1994). Developing a character education program: One school district’s
experience. (Isted.). Alexandria VA: ASCD publications.
Fertman, C.l. (1994). Service learning for all students. (Isted.). Indiana: Phi Delta Kappa
Educational Foundation.
How to create a community of caring school: Program Guide. (1995). A Project of the Joseph P. Kennedy Jr.
Diversity
Multi-Cultural Awareness Project. Laser Disk
Ethics
Institute for the Advancement of Philosophy for Children
‘Materials included:
‘Lipman, M. (1998) Elfie. Upper Montclair, NJ: University Press of American, Inc.
‘Lipman, M. (1987). Harrv Prime. Upper Montclair, NJ: University Press of
American, Inc.
‘Lipman, M. (1982). Harrv Stottlemeier^s Discovery. Upper Montclair, NJ: Institute for the Advancement of
Philosophy for Children.
‘Lipman, M. (1982) Kio & Gus. Upper Montclair, NJ: University Press of
American, Inc.
‘Lipman, M. (1983). Usa. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children.
‘Lipman, M. (1980). Mark. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children.
Foundation.
FOR FACULTY
INITIATIVES
2000-2001
ANNUAL
REPORT
EDEVBORO UNIVERSITY OF PENNSYLVANIA
A Member of the State System ofHigher Education
TABLE OF CONTENTS
Introduction
1
Mission Statement
2
Leadership in the Highlands Center for Faculty Initiatives
3
Configuration of the Highlands Center for Faculty Initiatives
4
Highlands Center for Faculty Initiatives Eight Directions
5
Summary of Initiatives for the Highlands Center for Faculty Initiatives
6
Grants and Federal Programs Summary
8
Collaborative for Excellence in Teacher Preparation in Pennsylvania
11
Institute for Curriculum, Instruction, and Collaboration
24
Institute for Ethics and Values Education
27
Institute for Lifelong Learning
30
Institute for University Teaching and Learning
33
Repository Listing
36
INTRODUCTION
The 2000-2001 academic year at Edinboro University marked the ninth year of operation of the
Highlands Center for Faculty Initiatives. The four institutes within the Center initiated programs
which reflected their mission statements and goals, continuing the focus on the diverse needs of
our university family and surrounding communities. A fifth institute has been developed through
the National Science Foundation Grant. This faculty-driven collaborative model remains the
central strength of the Highlands Center for Faculty Initiatives. The Center continues to serve to
enhance Edinboro University's commitment to excellence in service to students, faculty,
community members and others.
Positive, professional collaboration on multiple ventures extended the exchange of ideas,
experiences, and expertise that was an important area of focus during the 2000-2001 year. The
Center made significant progress in outreach to a wide range of people on our campus and across
the larger community. Productive discussion results from our specific attention to the quality of
relations between students and university faculty and staff. Our publications and programs
reached across the State System of Higher Education and across university academic
departments and student organizations, into area school districts and businesses, to serve learners
of all characteristics.
MISSION STATEMENT
The Highlands Center for Faculty Initiatives, formerly The Center for Excellence in
Teaching, was established in 1992 to advance the position of Edinboro University as a
major educational resource for the northwestern Pennsylvania region. The primary
mission of the Highlands Center is to foster faculty initiatives in all areas of academic
endeavor and professional service. In fulfillment of this mission, the Center conducts
or facilitates a broad range of research projects and collaborative activities that involve
faculty, staff, students, area school districts, social agencies, and community leaders.
As corollary to these undertakings, the Highlands Center serves through its various
The Co-Directors continued to serve as facilitators of faculty-driven initiatives, meeting with
institutes, subcommittees, chairs, and the Deans of School of Education, Liberal Arts and
Science, Management and Technology each month. Beyond their role as coordinators of the
Center's membership and staff, the Co-Directors initiated activities involving high levels of
collaboration among all institutes and supportive of the general mission of the Center itself
publications as a conduit for professional communication within and beyond the
Edinboro University community.
This annual report includes the mission statement, organizational structure, memberships, goals
and supporting activities, and current listing of resources available in the Center repository. The
dedication of the membership is clearly reflected in the depth and breadth of community-based
activities designed to foster excellence in teaching and learning in both traditional classrooms
and non-traditional learning venues.
Dr. Kenneth Adams, Co-Director
Dr. Donald Sheehy, Co-Director
1
2
The Highlands Center for
Faculty Initiatives
EDINBORO UNIVERSITY OF PENNSYLVANIA
HIGHLANDS CENTER FOR FACULTY INITIATIVES
2000-2001
CENTER ADVISORY BOARD
Curriculum, Instruction, &
Collaboration
XO.AL 1: Build a repositor/
if materials on collaboratixc
i.eachmg and encourage its use
Vviihin the educational svstem
■and with the business
President Frank Pogue, Ex-Officio
Provost Robert C. Weber, Acting Chair
Dr, Andrew Lawlor, Ms. Lorraine Revak,
Ms. Donna Patterson, Mr. Brian Pitzer
CO-DIRECTORS
Dr. Ken Adams
Dr. Don Sheehy
INSTITUTE CHAIRS
community.
’GO.AL 2: Promote the devel
opment, modeling, and retine^neni ot eiTeciive instrucuor.al
Jjnd classroom management
loracuces wiihm the basic edu
cational system tK-12'), and
the development ot m-service
■nroarams and work.shons
,GOAL 3: Promote acuvaties
|which encourage interdiscipliInarv course otTenngs, profes"stonal staff development, in
creased teaching effectiveness
km loasic education, and develJjpment of a videotape librarv
ideoicung effective teaching.
[goal -I: investigate new and
oromote established umveriitv/public school partnerships.
Dr. Gloria Gerbracht
Institute for Ethics and Values Education
Dr. Maureen Walcavich
Lifelong Learning Institute
GOAL 5; Explore grants
possibilities and outside
^.ijneiing to strengthen
coilaborative etYorts.
Dr. Barbara Rahal
Institute for Curriculum, Instruction, and Collaboration
iOAL 6: Expand collaborative
Iciassroom research opportunides
I
Dr. Kiran Misra
Institute for University Teaching and Learning
Mth basic education, K-12. m
oublic and non-public schools.
I GOAL 7; Strengthen lines of
commumcation between the
School of Education and the
[ Schools of Liberal .Arts;
Dr. Theresa Thewes
Collaborative for Excellence in Teacher Preparation in Pennsylvania
1 Science.
Vlanagement. and
Technologies; the Office of
Students with Disabilities; the
5ffice of Student Develop[rnent; and the Northwest Tn* County Intermediate Urat 45.
[goal 8: Seek to coordinate
1
3
efforts in which collaboration
opens opportumties for faculty
kind students.
Ethics & Values Education
GO.AL 1: Promote dialogue
and cooperation across the
campus community and
within the State System ot
Higher Education and the
Commonwealth concemmg
ethics and ethical inquiry
and post-secondary
education.
GOAL 2: Promote
academic mtegriry ror
students, facultv. and stafl.
GOAL 3: Provide
educational opportumties on
matters on public interest in
ethics, values, character
development, and mformed
decision-making to the
larger community .
GOAL 4: Promote ethics,
values, and the process ot
ethical decision-making on
the part of faculty, staff, .and
students.
GOAL 5; Support the
mission ot the Highlands
Center for Faculty Lniuatives
and collaborate 'xith other
Center Institutes.
Lifelong Learning
GO.AL 1: Increase and
foster 'jniversity and
community awareness ot
issues related to lifelong
leamina.
GOAL 2: Investigate
iniuauves to advance
lifelong learning and the
component areas of lifelong
leanuna.
GO.AL 3; Promote and
support research and the
exchange of knowledge on
lifelong learning and the
specific components ot
lifelonst learning.
GOAL 4: Function as a
resource for mformation
related to lifelong leammg.
GOAL 5: Serve as a vehicle
for lifelong leammg through
communication, research
outreach mitiauves, and
partnerships.
University Teaching and
Learning
GOAL 1: Help to establish
a supportive atmosphere for
instructors who desire to
improve the quality of their
teaching (provide assistance,
support, and constmctive
feedback as requested).
GOAL 2: Pursue effective
rund-uig and provide
prograinmmg to strengthen
and support effective
instructional practices and
collaborations.
GOAL 3; In order to
enhance teaching and to
promote leammg elicit,
smdents' input regardmg
effective and meffective
teachmg/leammg strategies
which they have encoun
tered.
GOAL 4; Establish a
dialogue between the
academic admmistration and
faculty about issues relatmg
to teaching and the
evaluation of teaching.
CETP-PA
GOAL 1: Change selected
Limversity content courses
taken by education students
to reflect research-based
effective pedagogy.
GO.AL 2: .Supplement the
math and science content ot
science and math education
courses.
GOAL 3: Introduce the
paired supervision ot
science and math student
teachers bv content and
pedactogy specialists.
GOAL 4: Provide consistencv
m experiences received bv
science and math education
majors between the revised
^aruversity
GOAL 5: Increase effons at
recruitment ot
underrepresented and
mmontv' public school
smdents to pursue careers m
teaching science and
mathemaucs.
Mi
Highlands Center for Faculty Initiatives
Eight Directions
2000-2001
Bevond the goals established by each of its individual Institutes, the Highlands Center for
Faculty Initiatives has set directions to guide development appropriate to its overriding
M
Mf
mission.
Direction #1
The HC will continue to provide a supportive environment for
dialogue among university personnel, basic education personnel,
and community members, on matters of educational quality and
♦
improvement.
Direction #2
The HC will continue to develop and maintain an interactive
website to disseminate information pertaining to all of its
initiatives and activities.
pHinhorn edii/cwis/highlands/HighlandsWehSiternighlandsWelcome.html)
The HC will continue to expand the range of its electronic
publication activities.
Direction #3
The HC will continue to build a repository of materials selected
by members of its Institutes. Materials will be available to
members of the university community, and to educators and
IM
M
concerned citizens of the region.
Direction #4
Direction #5
The HC will continue to promote activities that strengthen
collaborations, capitalizing on the diverse talents and interests of
faculty, students, staff, and support personnel.
The HC will continue to promote activities that encourage
collaboration between the university and the communities we
serve.
Direction #6
m
The HC will continue to advocate the values of a learnercentered environment, to encourage the development and
implementation of effective instructional practices in the academic
programs of the university and those of public and non-public
schools.
Direction #7
The HC will continue to pursue outside funding sources to
support collaborative efforts initiated by HC members.
Direction #8
The HC will continue to facilitate the timely acquisition and
exchange of knowledge on issues of concern to the Institutes
and their individual members.
■5
VI
VI
VI
VI
VI
VI
M
The Highland Center for Faculty Initiatives
2000-2001
The Values Newsletter was distributed in January of 2001 and June of 2001. The Values
Newsletter provides a network for all members of the SSHE system who are interested in
values and values education. The goal is to provide useful information that will assist
faculty and staff in daily activities and contribute to the quality of the college experience
for our students. The Values Newsletter was previously funded by the Faculty
Professional Development Council of the State of Higher Education and is now supported
by Edinboro University’s Highlands Center for Faculty Initiatives.
American Education Week was held during the week of November 11-17, 2000. To
celebrate American Education Week, the Highlands Center for Faculty Initiatives
prepared and distributed over 250 Tips for Teachers booklets authored by faculty to
faculty members and to education majors. Booklets and apples were distributed in
Butterfield Hall. Off-campus publicity in the form of newspaper announcements and
radio broadcasts was utilized to increase community awareness of American Education
Week and the Highlands Center for Faculty Initiatives.
The Institute for the University Teaching and Learning of the Highlands Center for
Faculty Initiatives sponsored a “Forum on Expectations” events for all faculty and
students at Edinboro University. This discussion between faculty and students took place
in the spring of 2001.
The Celebration of Teaching Day was held on February 22,2001. The Highlands Center
for Faculty Initiatives sponsored Dr. Catherine Combleth, Professor, Department of
Learning and Instruction, University of Buffalo, and The State University of New York.
Dr. Combleth was the guest speaker at the Jim Miller Teaching Day luncheon on
February 22,2001, as well as speaking at an open forum held on the evening of Febmary
22, 2001, for all faculty, students and community.
The Institute of Curriculum, Instmction and Collaboration of the Highlands Center for
Faculty Initiatives in partnership with Pennsylvania Middle School Association,
Northwest Region and Northwest Tri-County Intermediate Unit presented the SuccessOriented Assessment and Evaluation Practices for Middle School Children. This event
held on March 6,2001, at Edinboro University of PA was the eighth annual middle
school conference for teachers, students, administrators, and parents. Fifteen scholarship
awards were offered to Edinboro University students who attended this conference.
On April 9,2001, the Highlands Center for Faculty Initiatives sponsored the Ninth
Evening of Science program. Over 800 children participated in the field trip sessions at
the University Center. Nearly 250 Edinboro University students and faculty, as well as,
community representatives served as presenters. Approximately 600 parents, teachers.
6
administrators, and students attended the evening session, open to the public, from the
Erie community and surrounding areas.
The Institute of Ethics and Values Education of the Highlands Center for Faculty
Initiatives sponsored the annual Poster Contest for Edinboro University students. This
contest was held between April 1-30-01. The contest consisted of an original work by the
student addressing “what values, you as a college student feel are important.” The
message addressed an issue in which the student believed was important, or something
the student felt others should value. The contest directed winners at V\ 2"^^, 3^^^^ and
honorable mention awards. In addition, Edinboro Elementary students participated under
the same guidelines. Students from kindergarten, 2"^^, 3*^^^, and 4^^ grade participated
between May 1-30.
Highlands Center for Faculty Initiatives
Grant Proposals 2000-2001
NAME
Proposal:
FIPSE Grant
Collaboration with
General McLane,
Erie Public
School, and
Highlands Center
for Faculty
Initiatives
Under the support of the Institute of Ethics and Values Education, a certificate program
in the area of Character Education was investigated by faculty representatives from
Educational Services, Elementary Education, Special Education and School Psychology,
and Counseling and Human Development. Investigations during the development of this
program resulted in several Character Education courses being offered in the fall of 2000,
the spring of 2001, the summer of 2001, and again in the fall of 2001.
FUNDING
REQUEST
VALUE
Proposal:
Edinboro
UniversityWilson Middle
School Gear Up
Grant
Provide access to
higher education
for students
identified as being
at risk because of
barriers from
different status
levels
Rural PA Grant
Rural PA Grant
Education
Workforce Study
Collaboration with
Clarion
University,
Warren County
Schools, and
Punxsutawney
Area Schools to
evaluate and
revise alternative
education
programs.
Responsible and
successful
children =
A Better
Community
Federal Funding
Federal Funding
Federal Funding
State Funded
State Funded
Project Director:
Dr. Sheehy
Project Director;
Dr. Bevevino
Project Directors;
Ms. Flach,
Dr. Gerbracht,
Dr. Walcavich
Project Directors:
Dr. Beckman Dr.
Ferster
Project Director:
Dr. Brown
May, 2000
June, 2000
September, 2000
1999-2000
1999 - 2000
$300,000
$280,000
The Character
Education
Graduate
Certificate will be
offered on-line.
Edinboro
UniversityWilson Middle
School initiative
to take a cohort of
seventh grade
students through
the 12* grade,
providing
academic, health.
and emotional
development
services.
$121,000
8
7
Proposal:
Gcbbic
Foundation
Successful &
responsible
children- a better
community.
Project based on
the premise that
our current
students will
affect the
communities of
tomorrow.
$29,900
$10,000
Provide
information and
recommendations
that will positively
impact rural
schools and
communities in
PA
Results will allow
for a more
comprehensive
department of
education and
collaboration for a
basic education
circular.
Highlands Center for Faculty Initiatives
Grant Proposals 2000-2001
i
NAME
■ Rural PA Grant
1
1
i
1
;
I
'
1
1
1
1
i
1
1
j
1
;
1
i
Rural PA Grant
Gebbie
Foundation
Grant
Gear-Up Grant
CENTER FOR EXCELLENCE IN TEACHING
PARTICIPATION IN FEDERALLY FUNDED PROGRAMS
Conduct
summer reading
enrichment
program for
rural school
children in
northwest PA.
NAME
State Funded
j
j Dr. D.Beckman
i and Dr. D. Ferster
1
j 1999-2000
Dr. J, Brown
Dr. M. Bevevino
1999 - 2000
AMOUNT
1999 -2000
AMERICA READS
AMERICORPS
This program provides collegestudent readers to area
agencies and schools so that
grade-school children can read
with older role models.
This program provides collegestudent tutors for area agencies
and schools so that gradeschool children can experience
older role models helping them
succeed in mathematics.
Dr. M. Bevevino
Dr. K. Dailey and Dr. N.
Briggs, Program directors
through the Institute for
Lifelong Learning
Dr. D. Finazzo,
Program Director
1999-2000
•
Sept., 1999 - June,2000
Sept., 1996- June, 1999
IP^
Transferred from the CET to
Dr. D. Finazzo, June, 1999
Transferred from HC to
Dr. Finazzo Community
Outreach, June, 2000
AMOUNT
Dependent on number of
eligible college-student
volunteers
Dependent on the number of
eligible college-student
volunteers
VALUE
This program provides much
needed help to grade-school
children on a group basis and
on a one-to-one contact basis;
It allows grade-school children
to see other students who are
successful in college and who
care about children. It gives
grade-school children
individual attention and
reinforces the importance of
reading.
This program provides muchneeded tutoring services to
grade-school children on a
one-to-one basis; It allows
grade-school children to see
older students who are
successful in college and who
are interested in mathematics.
It gives grade-school children
individual attention and extra
motivation to improve in
mathematics.
VALUE
9
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m
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10
COLLABORATIVE FOR EXCELLENCE IN TEACHER
PREPARATION - PA
(CETP-PA)
Dr. Theresa Thewes - Institute Chair
Dr. Ken Adams, Co-Team Leader
Dr. Theresa Thewes, Co-Team Leader
Dr. Janet Rogers, NCISE Evaluation Liaison
School of Education
Dr. Scott Baldwin
Dr. Don Beckman, Statewide Supervision Workgroup
Dr. Dennis Buckwalter, Statewide Recruitment Workgroup
Dr. Patricia Flach
Mr. Kenneth Mechling
Dr. Mary Jo Melvin
Dr. Barbara Rahal
Dr. Daniel Shelley
Dr. Dawn Snodgrass
Dr. Nicholas Stupiansky
Project Summary
This is a NSF CETP, Track II, systemic reform initiative of the science and math teacher preparation
programs of the 14 campuses of the PA State System of Higher Education (SSHE). In 1998, these
universities prepared 35% of the science and 29% of the math teachers certified in PA . In 1998, the
SSHE was also responsible for 39% of the PA elementary certifications. This project will facilitate
implementation of systemic reform in the SSHE system. During this project scientists, mathematicians,
and educators from SSHE campuses are collaborating to: 1) change selected university content courses
taken by education students to reflect research-based effective pedagogy, 2) supplement the math and
science content of science and math education courses, 3) introduce the paired supervision of science
and math student teachers by content and pedagogy specialists, 4) provide consistency in experiences
received by science and math education majors between their revised university courses, their field
experiences and induction period, and 5) increase efforts at recruitment of underrepresented and
minority public school students to pursue careers in teaching science and mathematics. The SSHE
universities will team with nine community colleges and over 50 public schools in this project.
Statewide activities to be implemented include teaming of K-16 faculty to revise and/or develop selected
science, math, and education courses to include technology and reflect strong content and pedagogy
components (over 100 university courses will be affected), create science and math centers, offer
professional development symposia for K-16 faculty, strengthen field experiences, and develop
mechanisms for recruiting students into math/science education programs. External evaluation will be
conducted by NCISE. Strong assessment and dissemination components will accompany a
comprehensive program of cultural change that can serve as a national model.
School of Science, Management & Technology
Dr. John Ashley
Dr. Thomas Heard
Dr. Karim Hossain
Dr. David Hurd
Dr. Brian McKay, Statewide Elementary Science Workgroup
Dr. Kenneth Mechling
Dr. Kiran Misra
Dr. Kerry Moyer
Dr. Thomas Nuhfer
Ms. Lauri Ongley, Statewide Elementary Math Workgroup
Dr. Anne Quinn
Dr. Eric Randall
Mr. Marc Sylvester
Eh-. Fred Weening
K-12 Science & Math Faculty
Ms. Linda Cook
Ms. Stephanie Cox
Mr. Scott Korb
Ms. Marilyn Marczylak
Ms, Kathy Maxwell
Ms. Ann Noonan
Mr. Thomas Parker
Mr.John Plavcan
Ms. Karen Rodemoyer
Ms. Judy Scaletta
Mr. Larry Seneta
Ms. Robin Seneta
Ms. Lisa Simonsen
Ms. Carrie Smith
Mr. David Treusch
Ms. Marlene Trambley
Ms. Diedra Alston
12
11
Narrative of Progress Report (NPR)
Date: November 1, 2000
Team Leader: Dr. Kenneth M. Adams
8.
Edinboro University of Pennsylvania
Meetings since last NPR:
1.
2.
3.
4.
5.
August 29: President Frank G. Pogue and Dr. Adams discuss the outcomes of the CETTPA Summer
Conference, issues of funding unresolved regarding the Chancellor’s Office (SSHE), confirm support
of the SSHE -NSF Collaborative, review the institutional support of the project to include the
CErrPA at Edinboro University under the Highland Center for Faculty Initiatives, network support
with the Regional Math and Science Center.
August 30: Dr. Scott Baldwin, Dean, School of Education, and Dr. Adams discuss the structure of the
CETTPA at SSHE level and at Edinboro University, the necessary collaborations and support for the
Highland Center and the Regional Math and Science Center. Dr. Baldwin agrees to schedule a meeting
with the Dean of SM&T, faculty who attoided the CETTPA Summer conference, chairs from
Elementary Education and Educational Services Departments.
Ideas, Progress, and Outcomes to date:
*T*
September 11: Provost Robert Weber, Highland Center Co-Director Dcaiald Shediy, and Dr. Adams
discuss the future direction of the Highland Center in terms of budget, space in McNemey Hall, and
allocatitxi of GA’s and work study students. Included in the discussion is the intent to propose the
addition of the CETTPA as a fifth Institute in the Highland Center. Dr. Adams and Dr. Sheehy make
the case for adequate resource allocation so that these university assets can be leveraged. For example.
The CETTPA can join forces with The CIC Institute in their work toward Professional Development
Schools, and with the UTL Institute in their programs related to improving the quality of
undergraduate instruction. Finally, the Highland Center can add to its repository, constructivist
teaching materials to be accessed by SM&T and Education faculty.
September 20: Dr. Adams and six (6) university faculty from the Department of Educatiraial Services
discuss the Professional Block of courses taken by secondary education majors prior to Junior Field
Experience. Dr. Adams proposes that he be permitted to use the STAMM Instrument to profile
selected science and math field students during the field experioice this semester (November 6December 15).
September 25: Four (4) University feculty wlio serve as Institute Chairs in the Highland Cento*, Dr.
Donald Sheehy, and Dr. Adams discuss the delayed start-up of the Highland Center, and the
implications this has on the Highland Center vitality and the potential of the CETTPA at Edinboro
University. All members agree to send a correspondence to the Provost seeking resolution to
unresolved issues of budget, space, and personnel.
7.
September 27: Eleven (11) university feculty, two (2) deans, and Ffr. Adams discuss the logistics of the
CETTPA. Materials are distributed to faculty who were unable to attend the Summer Ccmference.
Dr. Adams included a conference summary, reviewed the project goals, and explained the organization
at the local level that would enable Edinboro to flesh out the plan of action for 2000-2001.
13
1.
The Highland Center for Faculty Initiatives has been moved to McNemey Hall from its temporary
location in Butterfield Hall. This move along with the confirmation of the annual budget and personnel
allocation makes it possible for the formal proposal to move forward that will request that the
CETTPA at Edinboro become a fifth Institute. This proposal will be made in November, 2000. This
allows the CETTPA local team a space for work, collection of University teaching materials, and the
capacity to maintain the web presence for the virtual component of the NSF project in NW
Pennsylvania. This proposal requires the approval of the Co-Directors, Institute Chairs, and the
Advisory Board.
2.
The Local team unanimously voted to provide up to $1,000 this year to support the addition of a new
work study student in the Regional Math and Science Center. This will enable the center to maintain
optimum hours of operation and restore its ability to use the NW Tri-County lU #5 as a distributor for
science and math resources to local schools.
3.
Six subcommittees have formed around the CETTPA goals and the number of university faculty from
SM&T on the local team continues to grow! Once the web is established, SM&T faculty will be
linked to any local science and math teacher who wishes assistance with individual concerns. A
clearinghouse of related science and math resources, programs and activities will be established.
4.
The Meta-analysis provided by NCISE was widely distributed to feculty and there is an interest in
forming discussion groups to look more carefully at the studies referenced.
5.
The STAMM will be piloted by Dr. Adams this semester with selected Secondary Science and Math
majors who begin Junior Field Experience November 6,2000. Also, two courses offered by the
Department of Educational Services (SEDU 372 Instructional Techniques for Secondary Science, and
SEDU 371 Instructional Techniques for Secondary Math) increased the emphasis on constructivist
methods and resources.
6.
A meeting for k-12 local team members will be scheduled for November, 200.
7.
Dr. Adams requested a full time GA for the purpose of establishing and maintaining the web site, and
to assist with ^ta collection from the field and in university classrooms.
8.
Constructivist Math and Science resources for grades 9-12 will be considered for purchase. These
resources will be housed in the Regional Math and Science Center.
t
September 1: Dr. Nick Stupiansky, Co-Director of the Regional Math and Science Center and Dr.
Adams discuss the collaborative potential within the CETTPA project. Agree that the Regional Math
and Science Center will serve as the physical Center to hold constructivist resources for math and
science. The Center already has extensive K-8 resources for math and science pre-service and inservice teachers and serves our region as an outstanding resource. The CETTPA team at Edinboro will
begin the acquisition of 9-12 science and math resources that will be catalogued and distributed in
conjunction with the Regional Math and Science Center and the NW Tri-County lU #5.
6.
October 19: Fourteen (14) university faculty from SM&T and the School of Education attend the Local
Team meeting. Project Goals are reviewed and feculty begin to form subcommittees around each goal.
Faculty also are requested to indicate which Statewide Workforce they wish to join. Clarification of
the nature and scope of the statewide teams and the SSHE organization is made.
M
14
Narrative of Progress Report (NPR)
Date: December 28, 2000
Team Leader; Dr. Kenneth M. Adams
itl
■m
Edinboro University of Pennsylvania
Narrative of Progress Report (NPR)
Meetings since last NPR:
Ideas, Progress, and Outcomes to date:
2.
3.
4.
5.
6.
7.
Submitted: March 1, 2001
Edinboro University of Pennsylvania
December 7: Thirty-one (31) members of the Edinboro University CETPPA Team met from
5:00-8:30 pm. for the purpose of disseminating new information and continuing work on the project goals.
Five separate sub-committees have formed with faculty leadership on each. The teams will communicate
electronically and schedule small work group meetings for the Spring, 2001 semester. Eight (8) k-12
teachers, twenty-one (21) university faculty, an fU #5 representative, and a representative from the DEP
attended the planning meeting on December 7.
1.
January-February, 2001
lire NSF-CETPPA has been approved as an institute in the Highlands Center for Faculty Initiatives.
Dr. Theresa ITiewes has agreed to serve as the Institute Chair and all current and fiiture members of the
CETI'PA will be members of the Highland Center as well. ITie Curriculum, Instruction, and
Collaboration Institute chaired by Dr. Barb Rahal will work closely with the CETPPA.
The CE'fPPA will suppeat a new work-study student in the Regional Math and Science Center, under
the direction of Dr. Nick Stupiansky, starting January 17, 2001.
CETPPA will collaborate with the NW Tri-county lU #5 to examine the development of Constructivist
workshop offerings for ACT 48 credit to area teachers.
CETPPA is working with Dr. Don Beckman, chair of the Educational Services Department, on a pilot
project to offer cooperating teachers who participate in field experience and/or student teaching
supervision to provide classroom experiences that promote constructivist teaching practices and
philosophy, an opportunity for professional development credit under Act 48.
Dr. Adams collected video tapes of math and science lessons conducted during the Junica* Field
Experience from November 6 to December 15. He is profiling these lessons over the Winter break
using the STAMM instrument.
Constructivist resources are being reviewed for purchase and addition to the Regional Math and
Science Center at Edinboro University. These resources will become available during the Spring, 2001
semester.
The team membership continues to grow from the university and community as well.
Submitted by: Dr. Kenneth M. Adams, Team Leader
•«
m
M
M
M
I.
Meetings since last NPR:
A. January 22- NW PA K-16 Education Policy Council Meeting: Dr. Adams on the
agenda to discuss CETPPA and disseminate information. Attended by nine(9) area
school superintendents, three (3) area business leaders, Dean-School of Education,
Director-NW Tri-County lU #5, PA State Senator Jane Earl.
B. January 25- Westinghouse High School, Pittsburgh, PA. Dr. Adams discussed
possible science and math teacher recruitment with Science and Math (SAM)
Director Ms. Shirley Wheaton, school principal, three(3) faculty, and twenty
(20) sophomore students.
C. January 26- Meeting with Efr. Dawn Snodgrass. Dr. Adams presented preliminary
ideas for Tier Two ftmding from NSF that link secondary education students in science
and math to '‘clinical faculty” in the schools and science and math faculty for coherent
Field experiences that support constructivism in the classroom.
D. January 31- Dr. Adams met with Provost Weber and Dean Baldwin to leverage
funding from CETPPA, the Highlands Center, and The School of Education for the
purchase of production technology to be used by the CETPPA team at Edinboro.
I
E.
m
February 2- Presentation of CETPPA mission and goals to four (4) chairs of the
other Highland Center Institutes. Discussion about possible linkages with members
and initiatives.
F. February 15- Presentation of CETPPA mission and goals to twelve (12) faculty
members of the Ethics and Values Institute, and fourteen (14) members of the University
Teaching and Learning Institute.. Discussion about possible linkages with members
and initiatives.
G. February 27- Presentation of CETPPA mission and goals to seventeen (17)
members of the Lifelong Learning Institute.. Discussion about possible linkages with
members and initiatives.
II.
Ideas. Progress, and outcomes to date:
A. Two undergraduate workstudy students now employed ten (10) hours pCT week
under CETPPA. One student works in the Regional Math and Sciaice Cento*, the
otho" on web design and maintoiance. The WEB site for Edinboro will be up and
running by mid-March.
B.
15
CETPPA supported the attendance of four (4) feculty members at the Equity
Conference in Science and Math at the Dbcon Center. Attending feculty will
disseminate information to the local team at the March meeting.
C. Technology ordered for production of CD resources for constructivist teaching in the
sciences and mathematics with matching funds from the i»*ovost and Dean Baldwin.
SS&C micro units will be downloaded from NSTA and made available to science
Pre-service and in-service teachas.
D. Approximately $ 1,600 in curriculum materials recommended by NCISE and NSTA
Ordered with expected delivery in mid-March. These materials will be bar-coded
E.
Draft proposal prepared for Tier Two ftinding.
Narrative of Progress Report (NPR)
F.
Data loaded/sent via QRC web-based data collection,
Edinboro University of Pennsylvania
H. Collection of videotaped/STAMM profiled lessons fi-om Fall, 2000 science and math
field students prepared by Dr. Adams.
I.
Plans made for team dinner meeting the last week of March.
J.
Plans made for a team meeting in April with Dr. Patsy Ann Johnson,
K. Four (4) science faculty and three(3) secondary science students will attend the
Bloomsburg Mini-Conference March 9-10.
Submitted: May 1, 2001
Submitted by: Dr. Kenneth M. Adams, Co-Team Leader
M IIIIIIIB IIIII
G. Plans to gain ACT 48 approval for “clinical faculty” field cooperating teachers
starting with the Fall, 2001 semester.
March-April, 2001
I.
Meetings since last NPR
A. March 26: Edinboro CETp-PA Team meeting held fi’om 5:00 to 8:30pm. Attended by 20 team
members including 15 university faculty and 5 k-12 teachers. Focus on final draft of Level
Two funding proposal, updates on ELIP CETP-PA website, discussion on “Building the Case
for Constructivism.” and future directions for semester.
B. March 27: Dr. Adams met with Donna Law fi'om the Grants Office to prepare final budget for
Level Two Funding.
C. March 28: Dr. Adams and 1>. Thewes met to plan meetings for April and May with Science
and Math faculty on planning/modeling constructivist lessons at the university.
D. March 28: Dr. Adams met with Dr. Scott Baldwin, Dean of the School of Education to
support the continued operation of the Regional Math and Science Center in Butterfield Hall
in the current physical space allocation.
E. April 12: Dr Adams presented a learning cycle lesson on the Pendulum to 12 university
science and math feculty. Discussion on the planning and implementation of the learning
cycle, modifications to existing curriculum, and need for more concrete constructivist
resources ensued. Faculty agreed to continue to meet as a discussion group at least once per
month. Next meeting planned for May 3, 2001.
F. April 17: Dr, Adams met with Dr. Terry Peard at EUP. Dr. Peard visited the Highlands Center
for Faculty Initiatives, viewed the new website, discussed statewide CETPPA issues, and
visited the Regional Math and Science Center and spoke with Dr. Nick Stupiansky.
G. April 23: Dr. Patsy Aim Johnson, Western Coordinator for CETPPA visited the EUP campus.
Her visit included a luncheon meeting with Dr. Baldwin, Dean of the School of Education,
and Dr, Eric Randall, Dean of Science, Management and Technology, a tour of the Regional
Math and Science Center and the Highlands Center, a meeting with Dr. Theresa Thewes, CoTeam Leader, and a dinner meeting and presentation of a constructivist optics lesson attended
by 12 university faculty and 3 k-12 teachers.
II.
Ideas, Progress, and Outcomes to date
A. The Level Two funding proposal was submitted.
B. The EUP CETPPA Web site has been launched (April 10,2001)!!!
C. Additional science and math resource materials have been ordered and are currently being
cataloged. Copies of Building the Case for Constructivism have been distributed to 20 team
member to date.
D. CD production equipment has arrived and duplication of a collection of hands-on science and
math activities has begun.
E. Meetings with IU#5 have been scheduled to prepare ACT 48 documents for participating k-12
team members.
F. Seven EUP CETPPA team members attended the Bloomsburg mini-conference including
three undergraduate secondary science majors.
G. Regular meetings with Co-Team leaders and 12 university science and math faculty have been
scheduled and the level of interest and participation is very encouraging. Faculty have tried to
access specific university level course mata*ials fi'om revised courses via other CETP sites
around the U.S. with no luck. We need help on getting more than course descriptions! I
18
Team Leader: Dr. Ken Adams
Date Submitted: June 30, 2001
Edinboro University of PA
Meetings since last NPR:
May 3, 2001: University faculty meeting to discuss constructivism in undergraduate coursework
3-5:00 pm. Ten (10) faculty
May 10, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field
Experience for Science and Math majors. 12:30-1:45 pm Three (3) faculty.
Note: Spring, 2001 semester ends on May 11, 2001
June 5, 2001: Meeting to discuss NCISE evaluation and identify four courses for NCISE
Evaluation. 12:15-1:30 pm. Three (3) faculty
June 8, 2001: Meeting to plan Level Two Funding as part of SEDU 375 Secondary Field
Experience for Science and Math majors. 2:00-3:30 pm. Two (2) faculty and one (1) lU #5
Administrator
June 18, 2001: Meeting to disseminate information and register conference attendance at
Bloomsburg University for Summer CETPPA Conference.3:00-4:00 pm. Two (2) faculty.
June 26,2001: Meeting to develop the CETPPA component as part of the Highlands Center for
Faculty Initiatives Annual Report: 1:00-2:30 pm.Two (2) Faculty
Ideas, progress and Outcomes to date:
Given the end of the semester, no general team meetings were held during May-June, 2001.
May 3: Faculty from science, math, and education continue to meet to examine constructivism in
undergraduate education. Several faculty express concerns about content coverage/overlap, and
the lack of specifics on “reformed courses” as revealed from other CETP sites. The team decides
to continue ^e search for more than course syllabi, and request assistance from the statewide
workforces in this regard. The faculty agree to continue to meet monthly during the 2001 -2002
academic year to develop a clearer understanding of constructivism in their disciplines.
May 10 and June 8: Dr. Adams met with Dr. Snodgrass in order to coordinate the placement of
Junior field students in secondary science and math in anticipatim of a Level Two Grant Award
for 2001-2002. Ten science and 7 math majors are currently enrolled, with more expected.
Discussions on June 8 included Ann Noonan from lU #5 with reference to Act 48 hours.
The workshops and training sessions are being developed over the summer.
June 5; Dr. Adams, Dr Thewes and Dr. Rogers met to discuss the NCISE Evaluaticois
And targeted four specific courses to meet the expectations of NCISE. Instructc»'s who had
expressed interest in course reform were contact^ by Dr. Thewes and several other courses are
being examined for reform at the local level in addition to those requested by NCISE. Some
confiision was expressed by feculty as to the extent of the reform, and the Math department has
suggested the use of a statistics course in place of Calc I. Discussions are to continue.
June 18: Dr. Adams and Dr. Thewes met to discuss the dissemination of information on the
Bloomsburg Summer Ccmference to all EUP team members. Dr. Thewes is coordinating
registration information for the EUP team.
19
iim n iB in n im i
Narrative of Progress Report (NPR)
June 26: Dr. Adams met with Dr. Don Sheehy, Co-Director of the Highlands Center for Faculty
Initiatives (HCFI) to construct the CETPPA portion of the HCFI Annual Report. Because
CETPPA at Edinboro in under the HCFI, this annual report provides another vehicle for
dissemination of information about CETPPA to a broader audience. The Annual Report will be
completed by mid-August.
In addition to meetings described above, additional materials have been purchased for the
Regional Math and Science Center in Butterfield Hall. Approximately $500.00 was used from the
baseline funding and $5,000.00 from the additional funding provided to each university in
CETPPA. All materials will be available through the Regional Math and Science Center for k-12
teachers, university faculty, and teacher candidates at EUP.
V
20
Report for the National Visiting Committee CNVC)
Submitted by: Dr. Kenneth M. Adams
Edinboro University of PA
CETPPA Goal 1.
Examination Of Education Of Science and Math undergraduate courses by EUP team reveals great
interest among science and math faculty to reform selected courses.
Four courses identified for NCISE Evaluation, others considered for local evaluation
Science and Math Faculty volunteer to meet monthly to discuss constructivism in undergraduate
coursework
m
m
m
m
M
Excellent attendance at Bloomsburg mini-conference with EUP as the only University to add
Undergraduate students as members to the team (3).
Difficulty in finding convenient time for k-12 feculty to attend local team meetings and keep them
actively/meaningfully engaged during the school year
CETPPA Goal 7
EUP has already institutionalized CETPPA as an institute under the Highlands Center for Faculty
Initiatives
Itarii
Identilicatic*! and purchase of constructivist resources to add to the Regional Math and Science
Center.
CETPPA Goal 2
Team meetings and discussions focus on common readings and constructivist lessons modeled by
pedagogy faculty
Common readings are disseminated for discussion and issues are openly debated
Faculty express concerns about content coverage and the lack of concrete/specific “reformed
course materials fi'om other CETP sites.
Faculty express concerns about the PA Science and Math Standards, but are supportive of the
national standards.
CETPPA Goal 3
Clear articulaticm of standards evidenced in lesson and unit plans firom methods courses, field
Experience, and student teaching
Profiling of selected lessons fi'om field experience students using the STAM and RTOC proves
promising for feedback to student and training of university faculty
M
M
IMI
M
M
CETPPA Goal 5
Major focus for Year one
Led to development of a success fill Level Two Proposal that links pedagogy faculty, secondary
science and math majors, cooperating teachers, and university science and math feculty for joint
training and joint supervisiai
CETPPA Goal 6
Excellent attendance at the Summer, 2000 CETPPA conference
Local Team comprised of over 40 members, over 25% are science and math foculty who are very
active
22
21
Report of Activities (ROA)
June 30,2001
CURRICULUM, INSTRUCTION, AND
COLLABORATION
Submitted by; Dr. Kenneth Adams
Edinboro University of PA
1.
2.
3.
4.
5.
6.
The nature of inter- and intra-institutional collaboration. EUP has institutionalized the CETPPA effort
at the university by becoming an institute under the Highlands Center for Faculty Initiatives (HCFI).
This inclusion under an existing umbrella organization allows CETPA the opportunity to access
existing physical space and support personnel as well as leveraging flmds for common purposes. It also
increases the visibility of CETPPA at EUP and increases the likelihood of sustaining the mission after
the life of the NSF Grant. Inter-institutional collaboration has been established through conference
attendance by k-16 team members, steering committee attendance, EUP team membership on
statewide workgroups, and the NCISE Evaluation liasion.
Changes in the vision. As a result of team meetings, dissemination of information, and conference
attendance, EUP envisions an increase in the use of constructivist methods and access to inquiry-based
science and math resources for pre-service and in-service teachCT education. The team is comprised of
nearly 40 members including 12 sciaice and math university faculty interested in reforming the
content and focus of undergraduate coursework. The CETPPA initiative has already brought together
pedagogy and content faculty with k-12 teachers in collaborations that did not formally exist before.
Modifications to teacher preparation. As a result of deliberations throughout the first year, the team
developed the Level Two Proposal to link secondary science and math majors, pedagogy faculty,
content faculty, and cooperating teachers. The Level Two funding will provide common training,
joint supervision, and new forms of classroom observation and development for field experience
students. The grant award will allow for a new model of science and math education that integrates
theory and practice. We are excited to begin during the Fall, 2001 semester.
Strategies for dissemination . These have remained local during the first year via team meetings,
provision of common resources, and conference attendance. The HCFI Annual Report with allow for a
broader dissemination.
Partnerships and collaborative activities. The paitnerships during the first year were established
between the university and schools via k-12 membership and with the lU #5. The Level Two Project
will begin to formalize these relatiwiships with k-12 and a cadre of teachers in secondary science will
be participating in what we intend to develop as formal professional development partners over the life
of the grant.
___
Interaction and overlap with other related projects. No action has been taken at EUP at this time.
Dr. Barbara Rahal, Chairperson
School of Education
Dr. Marian Beckman
Dr. Kathleen Benson
Ms. Joan Dengel
Dr. Charles Gallagher
Dr. Donna Murphy
Ms. Rosemary Omniewski
Elementary Education Department
Educational Services Department
Educational Services Department
Educational Services Department
Special Education and School Psychology Department
Elementary Education Department
School of Liberal Arts
Dr. David Ferster
Dr. Caroline Nobile
Dr. Umeme Sababu
Political Science Department
English/Theatre Arts Department
History Department
School of Science, Mathematics, and Technology
Dr. Kerry Moyer
Geosciences Department
Dr. Kiran Misra
Biology and Health Services Department
Student Affairs
Dr. Robert McConnell
Office for Students with Disabilities
Northwestern Pennsylvania Administration
Ms. Linda Cook
Northwest Tri-County Intermediate Unit #5
Dr. Annette Rilling
James Parker Middle School
Ms. Connie Youngblood
Cambridge Springs Elementary School
Student Representatives
Ms. Katie Wentz
Graduate Assistant
in
23
24
Institute for Curriculum, Instruction, and Collaboration
Support of Institute Goals
2000-2001
GOAL 5:
Explore grants possibilities and outside funding to strengthen collaborative
efforts.
The lEVE met twice during the 2000-2001 academic year: February 7 and April 25. The
purpose of this Institute is to promote collaborative initiatives, which will encourage the
development of effective classroom practices across basic and higher educational programs.
GOAL 6:
Expand collaborative classroom research opportunities with basic education
(K-12), in public and non-public schools.
GOAL 1:
Build a repository of materials on collaborative teaching and encourage its use
within the educational system and with the business community.
M
•
• Purchases for the repository have been ongoing.
GOAL 7:
GOAL 2:
Promote the development^ modeling, and refinement of effective instructional
and classroom management practices within the basic educational system (K12), and the development of in-service programs and workshops.
•
GOAL 8:
GOAL 3:
GOAL 4:
Promote activities, which encourage interdisciplinary course offerings,
professional staff development, increased teaching effectiveness in basic
education and development of a videotape library depicting effective teaching.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
•
Co-sponsored the Middle Level Conference on School Violence in
conjunction with the Middle Level Association. Approximately 200
students, teachers, and administrators, and community members were in
attendance. The institute offered 15 scholarships to Edinboro University
students to attend the conference.
Strengthen lines of communication between the School of Education and the
Schools of liberal Arts; Science, Management, and Technologies; the Office of
Students with Disabilities; the Office of Student Development; and the
Northwest Tri-County Intermediate Unit #5.
•
Co-sponsored the Middle Level Conference on School Violence in
conjunction with the Middle Level Association. Approximately 200
students, teachers, and administrators, and community members were in
attendance. The institute offered 15 scholarships to Edinboro University
students to attend the conference.
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
Annette Rilling, principal of James W. Parker Middle School, Linda Cook,
the director of educational program services for Northwest Tri-County
Intermediate Unit #5, and Connie Youngblood, principal of Cambridge
Springs Elementary School continued to serve as members of CIC.
Seek to coordinate efforts in which collaboration opens
opportunities forfaculty and students.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
Investigate new and promote established university-public school partnerships.
•
Collaboration web-site: The creation of a collaboration web-site was begun.
The web-site is to be used for collaboration purposes between Edinboro
University of PA faculty members and local school districts.
25
26
Institute for Ethics and Values Education
Support of Institute Goals
2000-2001
ETHICS AND VALUES EDUCATION
Dr. Gloria Gerbracht, Chairperson
The lEVE met three times during the 2000-2001 academic year: February 15, March 28, and
April 25. Attendance at all meetings and participation by lEVE members was commendable.
School of Education
Dr. Joel Erion
Dr. Patti Flach
Ms. Susan Boam-Wood
Ms. Susan Curtin
Dr. Jonathan Brown
Special Education and School Psychology Department
Elementary Education Department
Special Education and School Psychology Department
Educational Services Department
Educational Services Department
School of Liberal Arts
Dr. Edmund Abegg
Ms. Lisa Austin
Dr. Ronald Craig
Dr. Bonnie Gaarden
Philosophy Department
Art Department
Psychology Department
English & Theatre Arts Department
GOAL 1:
The issues of Values Newsletter were published and distributed to all SSHE
schools.
•
An ethics topic was discussed at each lEVE meeting.
•
Selected posters from the poster contest were copied and distributed campus
wide.
•
The Character Education Certificate Program courses sought certification by
the state. Courses were offered in the summer of 2000, fall 2000, and spring
2001. A class will be taught in the summer of 2001, and a new course will
be offered in fall 2001.
•
Members approved the participation in the Lincoln-Douglas debate during
the 2001-02 school year. A date will be chosen for the fall 2001.
Judicial Affairs
Community Representatives
Ms. Debbie Easton
Mr. Larry Kessler
GOAL 2:
Student Representatives
Ms. Cheryl Farkas
Ms. Holly Tucci
Ms. Katie Wentz
•
- “Let’s Have No More Talk of ‘ Values’; What’s Important is to Talk
About and to Praise ‘Virtues’”
- “Giving to Humanity Without Personal Profit Makes You a Chump”
- “Court Rules Anti-abortion Posters, Web Site Protected by the First
Amendment”
School of Science, Management and Technologies
Nursing Department
Dr. Alice Conway
Math and Computer Science Department
Dr. Frank Marzano
Nursing Department
Ms. Amy Leehan
Student Affairs
Ms. Charlene Cerutti
Promote dialogue and cooperation across the campus community and within
the State System of Higher Education and the Commonwealth concerning
ethics and ethical inquiry and post-secondary education,
•
Undergraduate Student
Undergraduate Student
Graduate Assistant
GOAL 3:
27
Promote academic integrity for students, faculty, and staff
Selected posters from the poster contest were copied and distributed campus
wide.
Provide educational opportunities on matters of public interest in ethics,
values, character development, and informed decision-making to the larger
community.
28
EEVE members voted to approve Edinboro University being a host site for
the Lincoln-Douglas high school debate on a selected Saturday during 2001-
02.
•
•
GOAL 4:
GOAL 5:
A poster contest was coordinated and conducted by EEVE which included
EUP Art Department and Northwestern School District.
Larry Kessler, Curriculum Coordinator at General McLane, and Debbie
Easton, an active/concemed parent and school board member, continued to
serve as members of lEVE.
Promote ethics, values, and the process of ethical decision-making on the part
offaculty, staff, and students.
•
lEVE discussed ethical decision-making issues with graphic arts students and
course instructors in a brainstorming session for the poster contest.
•
EEVE discussed issues and publications related to ethics, values, and the
process of ethical decision-making in at each meeting.
Support the mission of the Center for Excellence in Teaching and collaborate
with other Center Institutes.
•
•
EEVE participated in CET activities: Evening of Science, Read Across
America, Tips for Teachers, and Jim Miller Celebration of Teaching Day.
EEVE chair participated regularly in plaiming meetings of the Center for
Excellence in Teaching.
29
iiiia a iiiiia iiiiiii
•
LIFELONG LEARNING INSTITUTE
Dr. Maureen Walcavich, Chairperson
School of Education
Dr. Nancy Briggs
Dr. Kathleen Dailey
Dr. Denise Finazzo
Dr. Jody Gallagher
Dr. Mary Jo Melvin
Elementary Education Department
Elementary Education Department
Elementary Education Department
School of Education
Elementary Education Department
School of Liberal Arts
Ms. Bonnie Belcastro
Dr. Bridget Jeffery
Mr. John Widner
Sociology/Anthropology/Social work Department
Political Science and Criminal Justice Department
Library & Reader Services
School of Science, Mathematics, and Technology
Biology and EEealth Services Department
Dr. Peter Lindeman
Biology and Health Services Department
Dr. William Mackay
Math and Computer Science Department
Dr. Frederick Weening
Student Affairs
Ms. Julie Fedders
Student Development/Programming and Activities
Continuing Education
Ms. Beth Zewe
Continuing Education
Professor Emeritus
Dr. A1 Stone
Professor Emeritus
Enrollment, Management, and Retehtion
Center for Career Services
Dr. Denise Ohler
Student Representatives
Mr. Steve Burke
Ms. Beth Cirillo
MS. Stephanie Skolnik
Graduate Assistant
Undergraduate Student
Undergraduate Student
30
Lifelong Learning Institute
Support of Institute Goals
2000-2001
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
The lEVE met once during the 2000-2001 academic year on February 27, 2001. The
purpose of the Institute is to promote awareness of learning as a lifelong process in order
to encourage University and community members to remain active participants in the
learning process. The programs of this Institute have been guided by a set of goals.
GOAL 1:
Increase andfoster university and community awareness of issues
relative to lifelong learning.
•
•
GOAL 2:
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Investigate initiatives to advance lifelong learning and the component
areas of lifelong learning.
•
GOAL 3:
•
The Intergenerational Center, an Edinboro University supported
Senior Citizen's Center located in the basement of Diebold Center for
Performing Arts offers students from the Psychology, Sociology,
Biology, Physical Education and Nursing Departments "hands on"
exposure with community seniors. Varied programs have and are
offered to the students, faculty and staff in the community throughout
the year.
GOAL 4:
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Function as a resource for information related to lifelong learning.
LLI members continued to recommend purchases for the repository.
Books, articles, videos, pamphlets, and a listing of web sites were
added.
GOAL 5:
Serve as a vehiclefor lifelong learning through communication^
research, outreach, initiatives, and partnerships.
Sponsored Reading Partners: Reading activities were conducted by
Edinboro University students at several community settings. The sites
included Blasco Library, Millcreek Mall, Einboro Library, Edinboro
University of Pennsylvania Childcare Center, The Art House, and
Trinity Center. These activities were coordinated by Dr. Nancy
Briggs and Dr. Kathleen Dailey.
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
Luncheon.” The program included a presentation, a cooperative
activity, and luncheon supporting the Second Harvest Food Bank, and
a panel discussion on the subjects of service and lifelong learning
through the ages.
Promote and support research and the exchange of knowledge on
lifelong learning and the specific components of lifelong learning.
•
Sponsored a program with the Intergenerational Network and
Edinboro University’s Community Outreach Center entitled
“Community Service Across the Ages Conference and Empty Bowls
31
32
Institute for University Teaching and Learning
Support of Institute Goals
2000-2001
UNIVERSITY TEACHING AND LEARNING
Dr. Theresa Thewes, Chairperson (Fall, 2000)
Dr. Kiran Misra, Chairperson (Spring, 2001)
School of Education
Dr. Jean Faieta
Dr. Tammy Mitten
Dr. Susan Norton
Dr. Rosemary Treloar
Special Education and School Psychology Department
Counseling and Human Development Department
Counseling and Human Development Department
Elementary Education Department
School of Liberal Arts
Dr. Daniel Burdick
Dr. Jerra Jenrette
Ms. Margot Koczan
Dr. Joseph Laythe
Dr. Robert Rhodes
Mr. Nelson Smith
Music Department
History Department
Foreign Languages Department
History Department
Political Science and Criminal Justice Department
Speech and Communication Studies Department
School of Science, Management and Technologies
Dr. John Ashley
Biology and Health Services Department
Nursing Department
Ms. Janice Giltinan
Math and Computer Science Department
Dr. Timothy Meyer
Geosciences Department
Dr. Laurie Parendes
Library
Dr. Raymond Dengel
Student Affairs
Ms. Kate Strosser
The lEVE met four times during the 2000-2001 academic year: November 9, February 15, March
23, and April 19. The purpose of the Institute is to promote the development and continuance of
effective instructional practices that support faculty growth and improve student learning.
To meet its goals more effectively, the Institute developed a set of expectations for its members.
1. Attend and participate in at least one UTL meeting each year.
2. Attend at least one UTL-sponsored event each semester.
3. Encourage other faculty and students to participate in UTL sponsored events.
4. After a semester of membership, help with the organization/presentation of a UTL
activity.
5. Register a vote on important issues of UTL (i.e., goal revisions).
6. Attend at least one Center-sponsored activity each year
GOAL 1:
Help to establish a supportive atmospherefor instructors who desire to
improve the quality of their teaching by providing assistance, support and
constructivefeedback as requested
•
The members of UTL held four institute meetings during the academic year.
•
Sponsored “Talking About Teaching" program this year held on February 13
and 14,2001. Issues addressed were "Issues with the Internet." The
presentation was made by faculty with particular expertise. All programs
included a substantial discussion session.
Library/Govemment Documents
Plans for next year's "Talking About Teaching" programs were developed.
The fall program will be entitled “Portrait of a Student.”
OSD
A topic was discussed at UTL meetings.
Student Representative
Mr. Steve Burke
Graduate Assistant
33
Preaching the Gospel on Academic Excellence”
The Professor in the Classroom: Handling the Unprepared Student
Putting Together the Puzzle of Student Learning”
34
Highlands Center for Faculty Initiatives Repository
GOAL 2:
Pursue effective funding and provide programming to strengthen and support
effective instructional practices and collaboration,
•
Sponsored “Talking About Teaching" program this year held on February 13
and 14, 2001. Issues addressed were "Issues with the Internet." The
presentation was made by faculty with particular expertise. All programs
included a substantial discussion session.
• Marked items focus on teaching in the University Classroom. These resources were
funded through a grant awarded to the graduates of the EUP Summer Academy for the
Advancement of College Teaching.
Books
Child Development
•
The Institute has pursued external funding this academic year by
participating in the GEAR UP proposal submitted by Highlands Center for
Faculty Initiatives.
Brown, F. (1983). Principles of educational and psychological testing. New York; Holt, Rinehart and Winston.
Child Development. (1995). New York: Macmillan/McGraw Hill School Publishing Co.
Cole. M. Cole, S. (1989). The development of children. (2nd ed.). New York; Scientific American Books.
Comer, D. (1987). Developing safety skills with the young child. Albany; Delmar.
GOAL 3:
In order to enhance teaching and to promote learning illicit, students' input
regarding effective and ineffective teaching/learning strategies which they
have encountered
Comer, J. P. (1980). School power: Implications of an intervention project. New York; The Free Press.
•
Hendrick, J. (1986). Total learning: Curriculum for the young child. (2nd ed.). Columbus; Merrill.
A forum was organized (Speaking Out in the Classroom) that was open to
both students and faculty. Responses from the student and faculty
participants were overwhelmingly favorable. Participants said that the best
part of the forum was the student/faculty interactions. Almost unanimously,
they indicated that the forums should continue. The topic for the Fall 2001
UTL Forum will be, "Portrait of a Student."
Glencoe Division of MacmillanyMcGraw Hill. (1995). Child Development. New York; Macmillan/McGraw Hill.
Green, M, (1989). Theories of human development. Englewood Cliffs, New Jersey: Prentice-Hall.
Hildebrand, V. (1991). Introduction to early childhood education. (5th ed). New York: Macmillian.
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Teaching.
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Faieta, J. Ph. D. (1997). Learning exoress-wavs. (Educational Tool). Edinboro University of Pennsylvania.
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Gibbs, A. (1992). Reconciling rights and responsibilities of colleges and students: Offensive speech, assembly,
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drug testing, and safety. ASHE-ERIC Higher Education Report No. 5. George Washington University.
Instructor: Your complete teaching resource. (May/June 1996). Vol. 105, No. 8.
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•Chaffee, E. E. & Lawrence, A. S. (1992). Quality transforming postsecondarv education.
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•Curry, B. (1992). Instituting enduring innovations: Achieving continuity of change in
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•Davis, T. M. & Murrell, P. H. (1993). Turning teaching into learning: The role of student responsibility in the
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Edinboro University of Pennsylvania. (1995). The third annual evening of science activities. Edinboro, PA:
Lilly Conference on College and University Teaching. (April 4-6, 1997). ‘Materials
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Edinboro University of Pennsylvania. (1996). The fourth annual evening of science activities. Edinboro, PA:
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Center for Excellence in Teaching.
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Edinboro University of Pennsylvania. (1997). The fifth annual evening of science activities. Edinboro, PA:
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nation of learners. 1997. Washington, D.C.: United States Government Printing Office.
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available.
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Van Dusen, G. (1997). The virtual campus: Technology on reform in higher education.
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ASHE-ERIC Higher Education Report, 25, (5). Washington, D.C.: The George Washington
National Science Foundation. (1995). Parent involvement in science, mathematics, enoineerino. and technology.
University, Graduate School of Education and Human Development.
Arlington, VA: National Science Foundation.
Travis, J. (1995). Models for improving college teaching: A faculty resource. Washington D.C.: George
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Foundation.
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National Science Foundation.
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•Wilcox, J. & Ebbs, S. (1992). The leadership compass: Values and ethics in higher education. Washington,
DC: ASHE-ERIC Higher Education Report No. 1. George Washington University.
Washington, DC: ASHE-ERIC Higher Education Report No. 2. George Washington University.
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reflections. Slippery Rock, PA: Author.
•Smith, R., Byrd, P., Nelson, G., Barrett, R., & Constantinides, J. (1992). Crossing pedagogical oceans:
International teaching assistants in U. S. undergraduate education. ASHE-ERIC Higher Education
Report No. 8. George Washington University.
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Education.
•Summer academy for the advancement of college teaching. (1992). Collection of 20 articles and syllabi in CARE
packages.
•Summer academy for the advancement of college teaching. (1993). Collection of 21 articles in CARE packages.
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•St. John, E. (1994). Prices, productivity and investment: Assessing financial strategies in
higher education. ASHE-ERIC Higher Education Report No. 3. Washington, DC: The George
Washington University. (2 copies).
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and improving academic achievement. Washington, DC: ASHE-ERIC Higher Education
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improvement. Washington, DC: ASHE-ERIC Higher Education Report No. 1. George Washington
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•Toombs, W. & Tierney, W. (1991). Meeting the mandate. Washington, DC: ASHE-ERIC
Higher Education Reports. George Washington University.
•Townsend, B. K. & Newell, L. J. (1992). Creating distinctiveness: Lessons from uncommon colleges and
Values
Driver, T. (1993). Life in performance: Reflections on ritual, religion, and social values.
The society for values in higher education. Georgetown University.
Harding, S. (1993). Subjectivity, experience. & knowledge: An epistemology from/for rainbow coalition politics.
The society for values in higher education. Georgetown University.
Ochs, C. (1995). Miriam's wav. The society for values in higher education. Georgetown University.
Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good practice in general education. The society for
values in higher education. Georgetown University.
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system of higher education during the 1990's. (2 copies)
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(1-2). University of Tennessee, Knoxville. (2 copies).
The Society for Values in High Education. (1997, Winter). Soundings: An interdisciplinary journal. 29 (4).
University of Tennessee, Knoxville.
The Society for Values in Higher Education. (Summer/Fall 1997). Soundings: An interdisciplinary journal. 28 (1).
University of Tennessee, Knoxville.
The Society for Values in Higher Education. (1997, Spring). Soundings: An interdisciplinary journal. 80 (1).
University of Tennessee, Knoxville.
The Society for Values in Higher Education. (Fall/Winter 1996). Soundings: An interdisciplinary journal. 79 (3-4).
University of Tennessee, Knoxville. (2 copies).
The Society for Values in Higher Education. (Summer 1995). Soundings: An interdisciplinary journal. 28 (2).
University of Tennessee, Knoxville.
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American Association of Colleges for Teacher Education (June 1996). Partners in learning:
Sheingold & Hadley (1990). Center for technology in education: Accomplished teachers, integrating computers
K-12. college of education. & community collaborations.
Association of Teacher Educators (1995). Piloting professional year partnerships.
Ball State University. (Autumn 1995-Present). The teacher educator. Muncie, IN: Ball
state University.
Ball State University. (Winter 98). The teacher educator. Vol 34, No. 3. Muncie, IN: Ball
State University.
Ball State University. (Spring 1999). The teacher educator. Vol 34, No. 4. Muncie, IN: Ball
State University.
into classroom practice. (6 copies).
TECSCU Newsletter, published by the Teacher Education Council of State Colleges and Universities. Winter
1994-95.
T.H.E. journal technological horizons in education. (May, 1998). Vol. 25, No. 10.
T. H.E. journal technological horizons in education. (June 1997). Vol. 24, No. 11.
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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.
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University of Pennsylvania.
Center for Excellence in Teaching. (19981. 1997-98 Annual report. Edinboro, PA: Edinboro
University of Pennsylvania.
DeBruyn, R.L. (1988-89). The master teacher. 20(3-36).
DeBruyn, R. L. (1994-present). The master teacher, vol. 26-29 and supplements.
Ducharme, E. & Ducharme, M. (Eds). (January/February 1999). Journal of teacher of education. 50 (1).
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49 (3).
Ducharme, E. & Ducharme, M. (Eds). (1998, Sept/Oct). Journal of teacher education. 49,
(4).
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(5).
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(5).
Education Week. (Sept. 1996-present). Editorial Projects in Education.
"Model standards in mathematics for beginning teacher licensing & development: A resource for state dialogue".
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Mori, A. (Ed.). (1994-95). National forum of teacher education journal. 5(1).
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Washington, D.C.: National Education Association.
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summary. Washington, D.C.: National Education Goals Panel.
National Education Goals Panel. (1995) The national education goals report. Washington,
D.C.: National Education Goals Panel.
Newcamp, Jan (1995). Having a healthy babv. (2 copies).
Videotapes
Child Oeveiopment
Arts in Education Seminar. Nancy Pistone. Key Players & Assessment of Collaborative Projects. July 28, 1994.
35 min.
Arts in Education Seminar. Beth Cornell. The Pennsylvania State Plan for Arts in Education. July 28, 1994.
Approx. 1 hour.
Arts in Education Seminar. Phyllis B. Susen. Creating Curriculum Materials with Educators. July 28, 1994. 1
hour 40 min.
Challenging Behavior: Positive Solutions Conducting a Functional Assessment and Developing Hypothesis
Statements, Part 1. (10/24/95) 3 hours. ‘Overheads available
Challenging Behavior: Postitive Solutions Conducting a Functional Assessment and Developing Hypothesis
Statements, Part 2. (10/24/95) 6+hours. ‘Overheads available
Developing Life Skills in the Early Learner Through Health Education. Dr. Kenneth Felker & Ms. Linda Mukina.
Edinboro University of Pennsylvania. February 28, 1995. 1 hour. ‘Materials included.
Elementary Music/Movement Presentation by Rosemary Omniewski (1994). 42 min. Lesson folder included.*
Evaluating Teaching Performance. Virginia Tidewater Consortium for Higher Education.
November 14, 1997. 2 Hours. ‘Materials included.
How difficult can this be? The F.A.T. City Workshop. 70 minutes. PBS Video. ‘Discussion guide.
How To Become An Oscar Winning Teacher. Virginia Tidewater Consortium for Higher
Education. October 31, 1997. 2 Hours. ‘Materials Included.
Movement Difference, Diversity, and Positive Behavioral Support. (1/6/97) 2 hours. ‘Overheads available.
On Television: Teaching the Children. Produced by On Television, Ltd. California
Newsreel: San Francisco.
56 min. ‘Materials
Panel Discussion on Play. Dr. Ernie Dettore & Dr. Sandra Waite-Stupiansky. Edinboro University of Pennsylvania.
Classroom Management
Active Learning, produced by Tim Thompson and Jeanne Faieta. 15 minutes.
Conferencing with students and parents: Ways to win when you’re talking with students.
Sharon Fincham. The Master Teacher. Manhattan, Kansas. ‘Presenter's guide. 40 minutes.
Discipline Techniques You Can Master in a Minute: Key Attitudes And Strategies For Maximizing Your Options,
Maureen McClure. Presentation. April 1,1995. 1 hr. 12 min.
Talking About Teaching: Accommodating Learning Styles. November 19, 1997. 90 min.
Talking about Teaching: Increasing student involvement in the classroom. (1997) 90 minutes.
Tape 1, 1994. 45 min.
Discipline Techniques You Can Master in a Minute: Approaches and Actions To Get The
Talking about Teaching: Enhancing student involvement in the classroom. (1997) 90 minutes.
Teaching Teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min.
Responses You Want, Tape 2, 1994. 45 min.
Discipline Techniques You Can Master in a Minute: Handling Chronic Or Habitual Problems, Tape 3, 1994.
The Shadow of Hate. (1995). ‘Program packet included. 37 minutes.
The Summer Academy Story, Office of Academic and Student Affairs, SSHE Dixon
45 min.
University Center, (1995).
17 minutes.
Discipline Techniques You Can Master in a Minute: Critical Mistakes That Cause Or Perpetuate Misbehavior,
What Kind of Teacher are You? A videotape guide for college faculty in the preparation of teaching portfolios.
Tape 4, 1994. 45 min.
Iowa State University Media Resources Center. 14 min. ‘Presentation guide.
Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for Curriculum, Instruction,
and Collaboration of the Center for Excellence in Teaching, Edinboro University of Pennsylvania.
Values
‘Summary of inclusion strategies. 50 min.
Character Education: Restoring respect and responsibility in our schools. Dr. Thomas Lickona, Ph. D. (1996). 44
The Violent & Aggressive Student: December 7, 1995 Videoconference. ‘Materials included.
minutes.
Professional Choices: Ethics at Work. National Association of Social Workers. 40 min.
Diversity
Multicultural Education Valuing Diversity in the Classroom Videoconference:
Friday, November 3, 1995.
Video Presentations and Conferences
2 hours. ‘Materials included.
Teaching About Racism: Tools and Strategies Teleconference. Friday, November 4, 1994. (3 copies). 2 hours.
America 2000- What it is...Six National Goals. 21 min.
The Educational System in Pakistan-speaker Dr. Rashid Shah, December 1, 1993. 45 min.
Arts Infusion in the Elementary Education Classroom. (1995-96). Presentation by Rosemary Omniewski,
Literacy
Ruthanne Atkinson, and Donna Douglas. 10 minutes. ‘Final Project Report available
EVN Windows Literacy. 35 Minutes. 185V, Education Video Network, Inc. Huntsville, Texas.
Brian Schrao Symposium. 1994. 70 minutes.
Brommer, G. (1996). Art is Elements of Design. Glenview, IL; Crystal Productions. 29:57 min.‘Posters and
Family Literacy Grant. Literacy Corporation.
Read to Me. (1995). International Association. (13 mins.)
instruction book included.
Brommer, G. (1996). Principles of Design. Glenview, IL: Crystal Productions. 28:40 min. ‘Posters and
Teaching Enhancement
Improving Student Achievement in Science: Classroom Scenes of Research-Based Teaching Practices. (1996).
Educational Research Service. (51 min.). ‘Handbooks included.
SuperStar Teachers High School Series. Tim McGee of Worland High School. ‘(2 tapes and
a booklet). Lectures 1-4 = 45 min. each (tape 1); lectures 5-7 = 45 min. each, lecture 8 = 30 min. (tape 2).
instruction book included.
Chanoina Demands of a College Education. Maureen McClure, May 1, 1995. 70 minutes.
(2 copies).
Critical Thinking in the Arts- National Endowment for the Arts. 20 min. Dawkins, R. (1997). Is Evolution
Using Your Voice to Improve Your Teaching. Purdue University. Continuing Education/Purdue University
Progressive? Los Angeles, CA; Into the Classroom Media, approx. 50 min.
Research Foundation, West Lafayette, IN. 31 min.
Directions by Kathleen McGrory and Constance Ramirez. Society for Values in Higher Education. 25 minutes.
‘Manual included.
University Teaching and Learning
A National Forum; Attracting and Preparing for the 21st Century. (1997). ‘Progam packet
included. 1 hour.
Educational Forum- "Inclusion: What Does it Mean? What Do Students Need to Know?" Edinboro University of
Pennsylvania. December 1, 1994. 90 minutes. ‘Materials included.
Educational Reform in Pennsylvania. Lecturer: Dr. Gerald Longo, October 4, 1993. 1 hour.
Classroom Research: Empowering Teachers. 18 minutes.
Evening of Science Activities: April 3, 1995. Channel 24 News. 2-3 min.
Cross, Patricia: Classroom Research. 25 minutes.
Implementing Pennsylvania's Educational Reforms Through School District Strategic Planning. 2 hrs. ‘Pamphlet
Enhancing & Evaluating College Teaching. March 22, 1996 ©Virginia Tidewater Consortium for Higher
Education. 2 hours.
Enhancing & Evaluating College Teaching & Learning. March 31, 1995 ©Virginia Tidewater Consortium for
Higher Education. 2 hours. ‘Program packet included.
included.
Jim Miller Celebration of Teaching Dav: Dr. Huffman presentation of Character Education .
February 11.1999. 90 minutes.
The Master Teacher Roundtable. May 1994. Edinboro University of Pennsylvania.
1 hr. 20 min.
Talking About Teaching: Organizing Courses. September 30 - October 1, 1997. Presentation
‘Lipman, M. (1996). Nous. Upper Montclair, N.J.: An Institute for the
Advancement of Philosophy for Children.
‘Lipman, M. (1981). Pixie. Upper Montclair, NJ: Institute for the Advancement of
by Ms. Kathleen Benson, Dr. Alice Conway, and Dr. Mary Jo Campbell. 5 hours.
‘Pamphlet included.
Teaching About Global Issues: Tools and Strategies. March 3, 1995. ‘Informational Materials Included. 2 hours.
Philosophy for Children.
Teaching With Technology. Gateway Network. 5 min.
The Teacher's Lounge. Dr. Robert Connors and Mrs. Ruthanne Atkinson speak about the Center for Excellence in
Philosophy for Children.
Teaching. 45 minutes.
Understanding people. ENN. Dr. Al Stone, host. 15 minutes each. 4 programs: Feb. 23,
Accompany Kio & Gus). Lanham, MD: University Press of American, Inc.
‘Lipman, M. (1978). Suki. Upper Montclair, NJ, Institute for the Advancement of
‘Lipman, M., Sharp, A. (1986). Wondering at the World (Instructional Manual to
1996, Jan. 1, 1997a, & Jan. 1, 1997b - topic “Center for Excellence in Teaching”; Feb. 21,1997-
Values
topic “Evening of Science”.
Gray Matters: The Ethics Game. Martin Marietta.
‘ Materials Included
Educational Materials
Catalogs
Demographics
Summary Report of the 1996 PDK/Gallup Public Opinion Poll. A videotape of the results of the Gallup Public
Literacy
Opinion Poll on public schools. OMNI Productions. 15 minutes. ‘Materials included:
Educational Forum- “Forum on Quality Teaching Edinboro University of Pennsylvania.
‘Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana:
Stanley Elam.
‘Center on National Education Policy. (1996). Do we still need public schools?
Washington, DC: Center on National Education Policy.
‘Center on National Education Policy. (1996). The good - and the not-so-good news about American schools. Washington, DC: Center on National Education
Policy.
*Transparencies
International Reading Association. (1995). Catalog of publications, ‘pamphlet.
September 22, 1998. 60minutes.
Dr. Barker Presentation at Edinboro University of PA. November 16,1998. 60 minutes.
Erickson, J.A., & Anderson, J.B. (1997). Learning with the community: Concepts and models for service-learning
in teacher education. (Isted). Washington D.C.: American Association of Higher Education.
Huffman, H.A. (1994). Developing a character education program: One school district’s
experience. (Isted.). Alexandria VA: ASCD publications.
Fertman, C.l. (1994). Service learning for all students. (Isted.). Indiana: Phi Delta Kappa
Educational Foundation.
How to create a community of caring school: Program Guide. (1995). A Project of the Joseph P. Kennedy Jr.
Diversity
Multi-Cultural Awareness Project. Laser Disk
Ethics
Institute for the Advancement of Philosophy for Children
‘Materials included:
‘Lipman, M. (1998) Elfie. Upper Montclair, NJ: University Press of American, Inc.
‘Lipman, M. (1987). Harrv Prime. Upper Montclair, NJ: University Press of
American, Inc.
‘Lipman, M. (1982). Harrv Stottlemeier^s Discovery. Upper Montclair, NJ: Institute for the Advancement of
Philosophy for Children.
‘Lipman, M. (1982) Kio & Gus. Upper Montclair, NJ: University Press of
American, Inc.
‘Lipman, M. (1983). Usa. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children.
‘Lipman, M. (1980). Mark. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children.
Foundation.