CENTER FOR
EXCELLENCE
IN TEACHING

1998-1999
ANNUAL
REPORT
EDINBORO UNIVERSITY OF PENNSYLVANIA
A Member of the State System ofHigher Education

CENTER FOR
EXCELLENCE
IN TEACHING

1998-1999
ANNUAL
REPORT
EDINBORO UNIVERSITY OF PENNSYLVANIA
A Member of the State System of Higher Education

TABLE OF CONTENTS

Introduction

•

Mission Statement

2

Leadership of the Center for Excellence of Teaching

3

Configuration of the Center for Excellence in Teaching

4

Initiatives of the Center for Excellence in Teaching

5

Summary of Events Addressing the CET Seven Directions

7

Grants and Federal Programs Summary

10

Institute for Curriculum, Instruction, and Collaboration

13

Institute for Ethics and Values Education

16

Lifelong Learning Institute

20

Institute for University Teaching and Learning

24

Repository Listing

35+

INTRODUCTION
The 1998-1999 academic year at Edinboro University of Pennsylvania marked the
seventh year of operation of the Center for Excellence in Teaching. The four institutes within the
Center initiated programs which reflected their mission statements and goals continuing the focus
on the diverse needs of our University family and surrounding communities. This faculty-driven
collaborative model remains the central strength of the Center for Excellence in Teaching. The
Center continues to serve to enhance Edinboro University's commitment to excellence in service
to students, faculty, community members and others.
Positive, professional collaboration on multiple ventures extended the cross fertilization of
ideas, experiences, and expertise that was an important area of focus during the 1998-1999 year.
The Center made significant progress in outreach to a wide range of people on our campus and
throughout the greater community. Specifically addressing the relationships between students and
university faculty and support staff produced many project opportunities resulting in productive
discussion. Publications and programming reached throughout the State System of Higher
Education, across university academic departments and student organizations, into area rural and
urban school districts and community businesses, and among learners of all characteristics.
The Co-Directors continued to serve as facilitators of faculty-driven initiatives meeting
with institutes, subcommittees, chairs, and the Dean of the School of Education each month.
Monthly reports of Center programming were distributed to the Center Advisory Board and a
monthly bulletin of Center information went to all university faculty to be shared with students
and staff. Beyond their role as coordinators of the Center's membership and staff, the CoDirectors initiated many activities involving high levels of collaboration among all institutes and
supportive of the general mission of the Center itself.
This annual report includes the mission statement, organizational structure, memberships,
goals and supporting activities, and current listing of resources available in the Center repository.
The dedication of membership is clearly reflected in the depth and breadth of community based
activities designed to celebrate excellence in teaching and learning in both traditional classrooms
and non-traditional learning venues.

Dr. Mary M. Bevevino, Co-Director

Dr. Dawn M. Snodgrass, Co-Director

1

MISSION STATEMENT
The Center for Excellence in Teaching was established in 1992 to maximize
Edinboro University's potential as a major educational resource in northwestern
Peimsylvania. Its establishment followed the guidelines of the mission of the
University: Twelve goals of quality education in Pennsylvania and the priorities for
Pennsylvania's State System of Higher Education during the 1990s. The primary
mission of the Center for Excellence in Teaching is to utilize the strengths of
University personnel in this task. Emphasis is placed on seeking opportunities to
facilitate community collaboration within and beyond the University itself. The
Center provides programs and services through collaborative activities involving
students, faculty, staff and administration. The Center also showcases activities
within the University community which promote excellence in teaching.

EDINBORO UNIVERSITY OF PENNSYLVANIA
CENTER FOR EXCELLENCE IN TEACHING 1998 - 1999

CENTER ADVISORY BOARD
President Frank Pogue, Ex-Oficio
Dr. Philip Kerstetter, Chair
Dr. Eric Randall
Dr. Terry Smith
Dr. Salene Cowher
Dr. Susan Criswell
Dr. Jean Faieta
Dr. Ken Felker
Dr. Dan Shelley

CO-DIRECTORS
Dr. Mary M. Bevevino
Dr. Davm M. Snodgrass

INSTITUTE CHAIRS
Dr. Gloria Gerbracht
Institute for Ethics and Values Education
Dr. Maureen Walcavich
Lifelong Learning Institute
Dr. Barbara Rahal
Institute for Curriculum, Instruction, and Collaboration
Dr. Theresa Thewes
Institute for University Teaching and Learning

3

Center for Excellence in Teaching
1998-1999
The Center for Excellence in Teaching monthly bulletins were published in September and
October of 1998 and February and April of 1999. The bulletins were distributed to all department
chairpersons to share with their faculty. The bulletin highlighted Center for Excellence in
Teaching activities and included a monthly section, called Focus on Faculty, highlighting EUP
faculty members chosen at random. This initiative will be confirmed on a monthly basis during the
1999-2000 academic year.
The Values Newsletter was distributed in December of 1998 and the spring of 1999. The Values
Newsletter provides a network for all members of the SSHE system who are interested in values
and values education. The goal is to provide useful information that will assist faculty and staff in
daily activities and contribute to the quality of the college experience for our students. The
Values Newsletter was previously funded by the Faculty Professional Development Council of the
State of Higher Education and is now supported by Edinboro University's center for Excellence in
Teaching.
American Education Week was held during the week of November 16-20, 1998. To celebrate
American Education Week, the Center for Excellence in Teaching prepared and distributed over
900 Tip for Teachers booklets, authored by faculty to feculty members and to education majors.
The event started with a continental breakfast on November 17. Booklets and apples were
distributed in Butterfield Hall. Off-campus publicity in the form of newspaper announcements
and radio broadcasts was utilized to increase community awareness of American Education Week
and the Center for Excellence in Teaching. A display of student memories about EUP faculty was
featured in the office. Free rental of educational movies at Edinboro Giant Eagle and Poppa
Ropp's Video was made available to Edinboro University students.
The Center for Excellence in Teaching sponsored an open forum on Wednesday, February 4,
1999 in the University Center to discuss the accreditation process for NCATE. The open forum
featured Dr. Rudy Mattai, NCATE Consultant. This forum was initiated as a University-wide
event to examine the impact which the NCATE accreditation will have on each of us. The
NCATE forum was attended by about 45 faculty, staff, and students.
The Celebration of Teaching Day was held on February 11 and 12, 1999. The Center for
Excellence in Teaching sponsored Dr. Henry Huffing, Director, and Character Education Institute
fi-om California University of Pennsylvania, as the guest speaker at the luncheon in Van Houten
Dining Hall on February 11, 1999. The Character Education Institute goals are to serve as a
resource to the university's colleges, departments, and student organizations as they contribute to
the moral development of California University students. It also provides an outreach to local
school districts and parents as they influence the moral development of their children. The
luncheon was attended by 50 guests, faculty, and for the first time emeriti faculty were recognized
at the Celebration of Teaching Day Luncheon.
5

I>. Henry HuflSnan also presented an evening speaking engagement for the community at the
Umversity Center on February I 1. Community members from the surrounding Edinboro area
were mvrted to attend this presentation entitled "Raising Responsible Children" About 100
^ople attended this informative presentation. Dr. HufFinan also addressed the General McLane
Cl^cter Edueatron Committee on Friday morning, February 12, 1999 at General McLane'High

A eertificate program in the area of character edueation was investigated by feculty
representatrves from Education Services, Elementary Education, Special Education, and
Counseling and Human Development. Investigations during the development of thi program
resiAmg m the proposed certificates in Charaeter Edueation included representatives from other
obHb universities and a nationally known Character Education program.
On Monday, March 15, 1999, The Center for Excellence in Teaching sponsored two
presentations at the Reeder Lecture HaU by @. Dennis Christopher. Mr. Christopher is an
erospace Educational Specialist from The NASA Goddard Space Flight Center. @. Christopher
locused on science literacy and examining why everyone needs to know science. He discussed
ow science is used in our daily lives and in school. Several sessions were offered throughout the
day and attended by 200 students and faculty from the Edinboro campus.
On Monday, April 12, 1999 the Evening of Science event was held. Over 800 children
participated in the field trip sessions at the University Center. Nearly 230 Edinboro University
students and faculty served as presenters. The evening session, open to the public, was attended
by approximately 500 parents, teachers, and administrators and students from the Erie communitv
and surrounding areas.
^
A Distance Education Research Committee was formed in 1999 to review all areas in the future in
distance education at Edinboro University. The Center for ExceUence and Teaching directed
research mto opportunities for university faculty to participate in instruction via distance
education programs. Faculty from various academic departments and support offices participated
in research collection, data analysis, data interpretation, and drawing conclusions. A final report
was submitted to the President and the Provost on August 16, 1999.
Throughout the academic year, faculty members were randomly selected to be interviewed for
Focus on Faculty. Interviews were completed and showcased in the Center for Excellence in
Teaching office, on the homepage and in the monthly bulletin.
Throughout the academic year, the CET published "Thought for the Day" conunents on ETV
and daily qoutes on WFSE.

6

Beyond the goals established by each of the operating institutes, the GET
has determined directions which serve to guide the development of initiatives
appropriate to the overriding mission of the GET.
Direction # 1:

The GET will continue to provide a supportive environment
for meetings which encourage dialogue among university
personnel, basic education personneland community
members, serving as an “Incubator” for educational
discussions that allow for continued improvement.

Direction # 2:

The GET will Gontinue to build a repository of materials
select by members of institutes of the GET. Materials will be
available to members of university community, educational
personnel, and outside community members.

Direction # 3:

The GET will continue to promote activities which strengthen
activities which strengthen collaboration among the diverse
members of the campus community including students,
faculty, staff, and support personnel.

Direction # 4:

The GET will continue to promote activities which encourage
university to community collaborations, capitalizing on the
diversity available within each.

Direction # 5:

The GET will continue to promote the implementation of
effective Instructional practices across the university campus
and public and non-public schools to promote development
of a learner centered environment.

Direction # 6;

The GET will continue to explore outside funding sources to
allow for strengthening the collaborative efforts initiated by
GET members as they seek to advance the Institution.

Direction # 7:

The GET will continue to promote and support research and
the exchange of knowledge on issues of concern to institute
members to further continue improvement efforts.

7

Initiative

Date

Faculty and Student 9/17/98
Forum
9/22/99
Forum on Quality
Teaching
9/28/98
Monthly meeting
9/30/98
Monthly meeting
9/28/98
Monthly meeting
10/7/98
Talking About
Teaching Breakfast
10/8/98
Talking About
Teaching Luncheon
10/14/98
Monthly meeting
10/20/98
Monthly meeting
10/28/99
Monthly meeting
11/11/98
Talking about
Teaching Breakfast
11/12/98
Talking about
Teaching Luncheon
11/16/98
Monthly meeting
American Education 11/16/98-11/20/98
Week; Distribution of
Apples and Tips for
Teachers
11/18/98
Monthly meeting
11/19/98
Monthly meeting
11/24/98
Monthly meeting
Character Education 12/98
Proposal
Values Newsletter
12/98
12/9/98
Monthly meeting
12/8/98
Monthly meeting
1/21/99
Distance Education
Research Committee
2/3/99
NCATE Forum
2/4/99
Monthly meeting
2/4/99
Monthly meeting
2/9/99
Jim Miller
Celebration of
Teaching Day
8

Supporting
Institute
UTL

# of Participants

lEVE

30

CIC
lEVE
LLI
UTL

9
12
13
11

UTL

17

UTL
lEVE
CIC
UTL

7
8
8
12

UTL

18

UTL
CET

5
920

lEVE
UTL
LLI
CET

11
8
14
0

CET/IEVE
UTL
CIC
CET

6,000 1®^ issue
9
11
10

CET
CIC
LLI
CET

45
10
10
50

16

Distance Education
Research Committee
Character Education
Community
Presentation
Workshop in
Character Education
for General McLane
Schools
Forum on Quality
Teaching
Monthly meeting
Student Faculty
Forum
Social Studies
Open House
Distance Education
Research Committee
Student Teacher
Inservice: Speaker
provided by NASA
Monthly meeting
GEAR UP Grant
Erie Partnership
GEAR UP Grant
Values Newsletter

Evening of Science
Monthly meeting
Middle Level
Conference
Monthly meeting
Character Education
Graduate Certificate
Meeting
Distance Education
Research Committee
Urban Studies
Interest Group

2/9/99

CET

10

2/9/99

CET

100

2/10/99

CET

30

2/10/99

UTL

48

2/24/99
2/99

LLI
UTL

13
48

3/3/99

CIC

94

3/8/99

CET

10

3/16/99

CET

220

3/17/99
4/99
4/99

CIC
CET
CET

8

4/99
4/12/99
4/15/99
4/20/99

CET/IEVE
CET
LLI
CIC

6,000 2"*^ issue
1,400
11
94

4/21/99
4/22/99

CIC
CET

7
10

4/29/99

CET

10

5/3/99

CET

8

9

Center for Excellence in Teaching
Summary of Grants and Federal Fund Activity
SSHE FACULTY PROFESSIONAL DEVELOPMENT PROGRAM GRANTS
WRITTEN ON BEHALF OF EDINBORO UNIVERSITY’S CENTER FOR
EXCELLENCE IN TEACHING INITIATIVES
NAME

PRIORITIES
IMPLEMENTATION
GRANT
(UNIVERSIT\^
WIDE GRANT)

CREATING
COMMUNITY
ON CAMPUS:
A TRAINING
MODEL IN
PROBLEM
SOLVING
AND
CONFLICT
RESOLUTION
(UNIVERSITYWIDEGRVNT)

AN
EXAMINATI
ON OF
ACADEMIC
INTEGRITY
IN HIGHER
EDUCATION
(INTRASYSTEM
GRANT WITH
EDINBORO
AND SHIPPENSBURG)

SYSTEMWIDE
VALUES
EDUCATION
NETWORK AND
NEWSLETTER
(INTRA-SYSTEM
GRANT WITH
BLOOMSBURG
AND SLIPPERY
ROCK)

ETHICAL
ISSUES AND
THE CAMPUS
COMMUNITY
(INTRAUNIVERSITY
GRANl’ WTTH
EDINBORO,
BLOOMSBURG,
EAST
STROLIDSBURG,
SLIPPERY ROCK,
M.^NSHELD,AND
CALIFORNIA)

DR. M.
BEVEVINO,
PROJECT
DIRECTOR

DR. M.
BEVEVINO,
PROJECT
DIRECTOR

M. BEVEVINO,
PROJECT
DIRECTOR

DR.EDABEGG,
PROJECT
DIRECTOR

DR. M. BEVEVINO,
PROJECT
DIRECTOR

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997
EXTHNDED
THROUGH
1998

AMOUNT

$14,961

$10,051

$4,000

$3,918.75

$6,800

VALUE

STATEWIDE
VALUES
CONFERENCE
HOSTED;
CENTER FOR
EXCELLENCE
IN TEACHING
ESTABUSHED;
REPOSITORY
IN THE CENTER
FOR
EXCELLENCE
ESTABUSHED

TRAINING OF
APPROX. 80
FACULTY;
WORKSHOPS
FOR EDINBORO
STUDBVT
LEADERS;
WORKSHOP
FOR SSHE
STUDENT
LEADERS

STUDENT
SURVEV^AT
EDINBORO
AND SHIPPENSBURG WITH
RESULTING
DATA USED TO
PROVIDE
FORUMS ON
BOTH
CAMPUSES
FOR FACULTY,
STUDENTS AND
STAFF

PUBLICATION OF
VALUES
NEWSLETTER TO
ALLSSHE
FACULTY AND
STAFF; AND
ESTABUSHMENT
OFSSHENET
LINKAGE;
SUBSEQUENT WCT
SITE AND
CONTINUED
PUBUCATION BY
THE CENTER FOR
EXCELLENCE IN
TEACHING

FORUMS AND
SPEAKERS ON SIX
SSHE CAMPUSES;
DISTRIBUTION OF
THE ETHICS OF
TEACHING TO ALL
PARTiaPANTS IN
FORUMS ON THE
EDINBORO
CAMPUS;
VARIOUS
INITIATIVES IN THE
OTHER
UNIVERSITIES

10

CENTER FOR EXCELLENCE IN TEACHING
PARTICIPATION IN FEDERALLY FUNDED PROGRAMS
NAME

AMERICA READS

AMERICOUNTS

THIS PROGRAM PROVIDES
COLLEGE-STUDENT
READERS TO AREA
AGENCIES AND SCHOOLS SO
THAT GRADE-SCHOOL
CHILDREN CAN READ WITH
OLDER ROLE MODELS

THIS PROGRAM PROVIDES
COLLEGE-STUDENT TUTORS
FOR AREA AGENCIES AND
SCHOOLS SO THAT GRADESCHOOL CHILDREN CAN
EXPERIENCE OLDER ROLE
MODELS HELPING THEM
SUCCEED IN MATHEMATICS

DR. D. SNODGRASS,
PROGRAM DIRECTOR

DR. D. HNAZZO AND DR. M. J.
MELVIN, PROGRAM
DIRECTORS THROUGH THE
INSTITUTE FOR LIFELONG
LEARNING
SEPT., 1999-PRESENT

SEPT., 1996-JUNE, 1999
TRANSFERRED FROM THE
CET TO DR. D. HNAZZO,
JUNE, 1999
AMOUNT DEPENDENT ON NUMBER OF
ELIGIBLE COLLEGESTUDENT VOLUNTEERS
VALUE

DEPENDENT ON NUMBER OF
ELIGIBLE COLLEGE-STUDENT
VOLUNTEERS

THIS PROGRAM PROVIDES
THIS PROGRAM PROVIDES
MUCH-NEEDED TUTORING
MUCH-NEEDED HELP TO
SERVICES TO GRADE-SCHOOL
GRADE-SCHOOL CHILDREN
CHILDREN ON A ONE-TaONE
ON A GROUP BASIS AND ON
BASIS; IT ALLOWS GRADEA ONE-TO-ONE CONTACT
SCHOOL CHILDREN TO SEE
BASIS; IT ALLOWS GRADEOLDER STUDENTS WHO ARE
SCHOOL CHILDREN TO SEE
OLDER STUDENTS WHO ARE SUCCESSFUL IN COLLEGE
AND WHO ARE INTERESTED
SUCCESSFUL IN COLLEGE
IN MATHEMATICS. IT GIVES
STUDIES AND WHO CARE
ABOUT CHILDREN. IT GIVES GRADE-SCHOOL CHILDREN
INDIVIDUAL ATTENTION AND
GRADE-SCHOOL CHILDREN
EXTRA MOTIVATION TO
INDIVIDUAL ATTENTION
IMPROVE IN MATHEMATICS.
AND REINFORCES THE
IMPORTANCE OF READING.

11

Center for Excellence in Teaching
Grant Proposals 1998-1999
NAME

PROPOSAL:
CHARACTER
EDUCATION
INSTITUTE

PROPOSAL:
ERIE
SCHOOLSAREA
UNIVERSITI
ES
PARTNERSH
IP GRANT:
GEAR UP:

PROPOSAL:
WILSON
MIDDLE
SCHOOLEDINBORO
UNIVERSITY
GEAR
UP GRANT :

ERIE COMMUNITY
FOUNDATION

STATE
FUNDING

FEDERAL
FUNDING

PROJECT
DIRECTORS: DR. M.
BEVEVINO AND DR.
M. SNODGRASS

PROJECT
DIRECTOR:
DR. M.
BEVEVINO

PROJECT
DIRECTOR: DR. M.
BEVEVINO

DEC. , 1998

APRIL, 1999

APRIL, 1999

FUNDING
REQUEST

$15,000

$220,000

$220,000

AMOUNT
FUNDED

0

0

0

VALUE

ESTABLISHMENT OF
INSTITUTE TO
ADDRESS ISSUES OF
CIVIC
RESPONSIBILITY,
CHARACTER
EDUCATION AND
VIOLENCE IN
SCHOOLS AND
COMMUNITIES
THROUGHOUT THE
NORTHWESTERN
PENNSYLVANIA
REGION

12

PARTNER
WILSON MIDDLE
PROGRAM
SCHOOLWITH AREA
EDINBORO
UNIVERSITIES
INITIATIVE TO
TO PROVIDE
TAKE A COHORT
SERVICES TO
OF SEVENTHERIE
GRADE STUDENTS
STUDENTS IN
THROUGH THE
ORDER TO
12TH. GRADE,
PREPARE
PROVIDING
THEM FOR
ACADEMIC,
COLLEGE
HEALTH, AND
COMMUNITY
SERVICES.

CURRICULUM, INSTRUCTION AND
COLLABORATION
Dr. Barbara Rahal, Chairperson

School of Education
Dr. Marian Beckman
Dr. Kathleen Benson
Ms. Joan Dengel
Dr. Charles Gallagher
Dr. Donna Murphy
Ms. Rosemary Omniewski

Elementary Education Department
Educational Services Department
Educational Services Department
Educational Services Department
Special Education and School Psychology Department
Elementary Education Department

School of Liberal Arts
Mr. David Ferster
Dr. Caroline Nobile
Mr. Umeme Sababu

Political Science Department
English/Theatre Arts Department
History Department

School of Science, Mathematics, and Technology
Dr. Kerry Moyer
Geosciences Department
Dr. Kiran Misra
Biology and Health Services Department
Student Affairs
Dr. Robert McConnell

OSD

Northwestern Pennsylvania Administration
Ms. Linda Cook
Northwest Tri-County Intermediate Unit #5
Dr. Annette Rilling
James Parker Middle School
Ms. Connie Youngblood
Cambridge Springs Elementary School
Student Representatives
Ms. Pamela Klingman
Ms. Erin McGowen

Graduate Student
Undergraduate Student

13

Institute for Curriculum, Instruction, and Collaboration
Support of Institute Goals
1998-1999
The purpose of this Institute is to promote collaborative initiatives, which will encourage the
development of effective classroom practices across basic and higher educational programs.
GOAL 1:

Build a repository of materials on collaborative teaching and encourage its use
within the educational system and with the business community.
•

GOAL 2:

GOAL 3:

Purchases for the repository have been ongoing.

Promote the development, modeling, and refinement of effective instructional and
classroom management practices within the basic educational system (K-12), and
the development of in-service programs and workshops.
•

Co-sponsored the Middle Level Conference on School Violence in conjunction with
the Middle Level Association. Approximately 220 students, teachers, and
administrators, and community members were in attendance. The institute provided
scholarships to Edinboro University students to attend the conference.

•

The 2“^. Social Studies Open House provided area teachers with an opportunity to
explore ideas for integrating the Arts with Social Studies in their classrooms.
Presenters were Edinboro students, area teachers and EUP faculty. Approximately
100 teachers and students attended the Open House, held at the Erie Maritime
Museum.

Promote activities, which encourage interdisciplinaiy course offerings, professional
staff development, increased teaching effectiveness in basic education and
development of a videotape library depicting effective teaching.
•

Middle Level Conference (see Goal 2).

GOAL 4:

Investigate new and promote established university-public school partnerships.

GOAL 5:

Explore grants possibilities and outside funding to strengthen collaborative efforts.
•

Social Studies Open House (see Goal 2).

GOAL 6:

Expand collaborative classroom research opportunities with basic education K-12, in
public and non-public schools.

GOAL 7:

Strengthen lines of communication between the School of Education and the Schools
of liberal Arts; Science, Management, and Technologies; the Office of Students with
14

m
ii
ii
h
ii
ill

Disabilities; the Office of Student Development; and the Northwest Tri-County
Intermediate Unit #5.
GOAL 8:

Seek to coordinate efforts in which collaboration opens opportunities
for faculty and students.
•

Social Studies Open House (see Goal 2).

ETHICS AND VALUES EDUCATION
Dr. Gloria Gerbracht, Chairperson
President Frank Pogue (Ex-Oficio)
School of Education
Dr. Joel Erion
Ms. Patti Flach
Dr. Jo Ann Holtz
Dr. Kathleen Stevens

Special Education and School Psychology Department
Elementary Education
Educational Services
Educational Services

School of Liberal Arts
Dr. Edmund Abegg
Dr. Corbin Fowler
Dr. Cynthia Legin-Bucell

Philosophy Department
Philosophy Department
Psychology Deparatment

School of Science, Mathematics, and Technology
Dr. Alice Conway
Nursing Department
Dr. Frank Marzanao
Math and Computer Science Department
Ms. Marie Papesch
Math and Computer Science Department
Ms. Sherry Reynolds
Business Administration and Economics Department
Mrs. Joyce Berry
Physics and Technology
Student Affairs
Mr. Daryl Parker

Residence Hall Coordinator

Student Representatives
Ms. Candy Maathewson
Mrs. Beatrice Stuchell
Ms. Rochele Laughlin
Ms. Danielle DiMichele

Graduate Assistant
Graduate Assistant
Undergraduate Student
Undergraduate Student

16

Institute for Ethics and Values Education
Support of Institute Goals
1998-1999
The purpose of this Institute is to promote the development of dialogue across the campus and
communication about ethics, values, and the process of ethical decision making. The programs
of this Institute have been structured on the following set of goals.

GOAL 1:

GOAL 2:

Promote dialogue and cooperation across the campus community and within
the State System of Higher Education and the Commonwealth concerning
ethics and ethical inquiry and post-secondary education.
•

A Values Newsletter was edited and 12000 (2 issues) copies were distributed to
all SSHE schools; the Values Newsletter issues were also placed on the VNL
web-site.

•

An ethics topic of faculty interest was discussed at each lEVE meeting.

•

Posters from the undergraduate university student poster competition were
selected, copied, and distributed campus-wide.

•

A meeting was held with Dr. Naomi Johnson for clarification on the Edinboro
Community Values Statement and other initiatives involving University ethics.

•

The University Ethics Mission Statement was reviewed and discussed with the
Executive Committee of the University Senate.

•

Dr. Henry Huffrnan (California University of PA) discussed with lEVE members
his Character Education course and discussed the possibility ofjoint
collaboration on a course in the proposed Character Education graduate
certificate through distance education

•

The development of a Character Education Certificate Program was initiated
through collaboration with the Heartwood Institute and the Character Education
program at California University of PA. Selected courses were identified,
revised, and/or written for department approval.

•

A survey of local school district superintendents was distributed to gather
evidence for support of the Character Education proposal.

Promote academic integrity for students, faculty, and staff.
17

Work and discussion continued with student, faculty, and staff lEVE members
on the revision of a University Ethics Mission Statement.
New faculty received a copy of the Ethics of Teaching courtesy of President
Pogue and the lEVE.

GOAL 3:

GOAL 4:

Provide educational opportunities on matters of public interest in ethics,
values, character development, and informed decision-making to the larger
community.
•

A representative will be sent to the 1999 SVHE Conference in Hampton, VA,
in July of 1999.

•

A grant proposal was submitted to the Erie Community Foundation for the
establishment of a Character Education Institute.

•

Two representatives from the SSHE Summer Academy program received
funding to participate in the 8^ Annual Conference of the SSHE Summer
Academy Fellows in State College, March 8-12,1999.

•

An lEVE representative attended and reported on the Character Education
Partnership Forum in Denver, CO.

•

A poster contest was coordinated and conducted by lEVE, which included the
Edinboro University of Pennsylvania Art Department, General McLane
School District, and Northwestern School District.

•

A Gear Up grant was written and submitted by the Center for Excellence in
Teaching. If funded, it will involve the lEVE, university staff and students
and local school districts.

•

Lany Kessler, Curriculum Director, at General McLane and Debbie Easton, a
community member were asked to join the membership of lEVE.

Promote ethics, values, and the process of ethical decision-making on the
part of faculty, staff, and students.
•

Membership was extended to include Charlene Ceruti who represents Student
Affairs and Student Success.•

•

A summer meeting was scheduled with Charlene Cerutti, to plan an event for
the Fall of 1999 and Spring of 2000 which will focus on faculty, staff, and
student programs involving ethical decision making.
18

r

GOAL 5:

•

lEVE members discussed ethical decision-making, issues with graphic arts
students, course instructor, and members of the EEVE in brainstorming
sessions for the poster contest.

•

lEVE members discussed issues related to ethics, values, and the process of
ethical decision making in selected articles at each meeting with faculty,
staff, and students present.

•

lEVE members encouraged approximately 1800 service hours by students in
EDUC282 Ethics and American Education.

Support the mission of the Center for Excellence in Teaching and collaborate
with other Center Institutes.
•

lEVE members participated in Institute activities such as the Evening of
Science, Tips for Teachers^ and Jim Miller Celebration of Teaching Day.

•

lEVE members participated in a collaborative CET meeting, which presented
an open forum on NCATE with Dr. Rudy Mattai.

•

lEVE members participated in a joint limcheon and article discussion with
UTL.•

•

lEVE members participated in the monthly Institute Chair meetings for the
Center for Excellence in Teaching.

19

LIFELONG LEARNING INSTITUTE
Maureen Walcavich, Chairperson
School of Education
Dr. Nancy Briggs
Dr. Kathleen Dailey
Dr. Denise Finazzo
Dr. Jody Gallagher
Dr. Mary Jo Melvin
Ms. Paula Porter

Elementary Education Department
Elementary Education Department
Elementary Education Department
School of Education
Elementary Education Department
Campus Day Care Center

School of Liberal Arts
Ms. Diane Crandall
Ms. Bonnie Belcastro

Art Department
Sociology/Anthropology/Social Work Department

School of Science, Mathematics, and Technology
Dr. Craig Steele
Biology and Health Services Department
Mrs. Joyce Berry
Physics and Technology Department
Student Affairs
Ms. Julie Fedders

Student Development/Programming and Activities

Athletics
Mr. Todd Jay

Athletics

Continuing Education
Ms. Beth Zewe

Continuing Education

Professor Emeritus
Dr. A1 Stone

Professor Emeritus

Enrollment, Management, and Retention
Dr. Denise Ohler
Center for Career Services
Institutional Advancement
Ms. Nancy Jenkins

Sponsored Programs

Student Representatives
Pamela Klingman
Christopher Stadtfeld
Daryl Myer

Graduate Student
Undergraduate Student
Undergraduate Student

20

Lifelong Learning Institute
Support of Institute Goals
1998-1999
The purpose of this Institute is to promote awareness of learning as a lifelong process, in order to
encourage University and community members to remain active participants in the learning
process. The programs of this Institute have been structured on the following set of goals.
GOAL 1:

GOAL 2:

Increase and foster university and community awareness of issues relative
to lifelong learning.
•

Alternative Spring Break, March 8-12, 1999. Edinboro University of PA
students and faculty engaged in various community service projects at the
following locations: Gertrude Barber Center, Emmaus Soup Kitchen,
Hospitality House, Community Shelter Services, and Edinboro Community.
These community services projects were coordinated by Dr. Denise Finazzo.

•

S. C. 0. R. E. (Seawolves Collaborate in Outreach Reading with Edinboro
University ) was a literacy project involving fourth-grade students from 31
Erie city and county schools that was put on hold for one year due to the
changes in the Seawolves organization. Ideas were shared with the new
management with the intent to continue this very successful project in the
future,

•

Reading Partners: Helping America Read, Children's Literacy Corps Fall and
Spring semesters. Reading activities were conducted by Edinboro University
students at many community settings that included child care centers, schools
and non-profit agencies. These activities were coordinated by Dr. Nancy
Briggs, Dr. Kathleen Dailey, and Dr. Dawn Snodgrass.

Investigate initiatives to advance lifelong learning and the component areas
of lifeong learning.
•

Dr. Denise Finazzo's ELED510 students tutored women prisoners in the
Cambridge Springs Women's Prison. Other ways for the Lifelong Learning
Institute to provide support at the prison are being examined.•

•

America Coimts: Dr. Denise Finazzo and Dr. Mary Jo Melvin were awarded a
Presidential Research Release to establish a program that affords college
students the opportunity to tutor K-8 children in mathematics.

21

GOAL 3:

GOAL 4:

GOAL 5:

Promote and support research and the exchange of knowledge on lifelong
learning and the specific components of lifelong learning.
•

Service Learning Brochure: A brochure has been designed, printed, and
distributed to all departments on campus. This brochure defines service
learning, provides a rationale for students and faculty for being involved in
service learning, and explains how to find information about service learning
opportunities. The service learning brochure was coordinated by Ms. Diane
Crandall and Dr. Maureen Walcawich.

•

Service Learning Directory: This a project to create a directory that will
provide a listing of organizations throughout the Erie community serving the
public has been assumed by Dr. Denise Finazzo as coordinator of the new
Community Outreach Center.

•

Listing of Service Learning Components: The institute remained involved in an
ongoing project to identify which courses have a service learning component
and to code those courses in the scheduling book and in the course description
guide. This component was coordinated by Dr. Jody Gallagher.

•

Reading Partners: Helping America Read ( see Goal 1).

Function as a resource for information related to lifelong learning.
•

Purchases for the repository continued to be directed by institute members.
Books, articles, videos, pamphlets, and a listing of web sites were added. New
videos added included Breaking Through, Reading Partners, Family Literacy
Grant, and Literacy Corps.

•

Service Learning Brochure (see Goal 3).

•

Service Learning Directory (see Goal 3).

Serve as a vehicle for lifelong learning through communication, research,
outreach, initiatives, and partnerships.
•

Collaborated with Recruitment, Retention, and Management Office to examine
ways the institute could support their eflforts; an ongoing project.•

•

Collaborated with the Elementary Education Department's Recruitment and
Retention Committee by supporting their open house held in the Miller
Learning Research Center in November of 1998.
‘I
22

•

Edinboro University's first Children's Literature Conference was held March
26, 1999, in the University Center. The Lifelong Learning Institute provided
scholarships for eight students to attend. This conference was coordinated by
Dr. Maureen Walcawich, Dr. Mary Jo Melvin, Dr. Gloria Gerbracht, and Dr.
Barbara Rahal.

•

Reading Partners: Helping America Read (see Goal 1).

•

Alternate Spring Break (see Goal 1).

'1

23

UNIVERSITY TEACHING AND LEARNING
Dr. Theresa Thewes, Chairperson
School of Education
Dr. Dennis Buckwalter
Dr. Mary Jo Campbell
Dr. Susan Norton
Dr. Rosemary Treloar

Educational Services Department
Elementary Education Department
Counseling and Human Development Department
Elementary Education

School of Liberal Arts
Mr. Ben Gibson
Dr. James Munro
Dr. Donald Sheehy
Mr. Nelson Smith
Mr. Tim Thompson

Art Department
Philosophy Department
English and Theatre Arts Department
Speech and Communication Studies Department
Speech and Communications Studies Department

School of Science, Management and Technologies
Ms. Janice Giltinan
Nursing Department
Geosciences Department
Dr. David Hurd
Nursing Department
Dr. Mary Lou Keller
Physics and Technology Department
Dr. David Wagner
Academic Support Services
Mr. Bruce Skolnick

Academic Support Services

Student Affairs
Ms. Kate Strosser

OSD

Library
Dr. Raymond Dengel

Library/Government Documents

Students Representatives
Ms. Candy Mathewson
Mrs. Beatrice Stuchell
Mr. Josh Tysiachney

Graduate Student
Graduate Student
Undergraduate Student

24

Institute for University Teaching and Learning
Support of Institute Goals
1998-1999
The purpose of this Institute is to promote the development and continuance of effective
instructional practices that support faculty growth and improve student learning. The programs of
this Institute have been structured on the following set of goals.

GOAL 1;

Help to establish a supportive atmosphere for instructors who desire to
improve the quality of their teaching (provide assistance, support and
constructive feedback as requested).
•

In an attempt to address this goal, the members of UTL held 8 Institute
meetings during the academic year.

•

At the end of the previous academic year, UTL had asked students to identify
faculty members who were either very good at addressing issues of diversity
in the classroom or who were very good at encouraging student participation
in the classroom. More than 60 students identified 44 different faculty
members as exceptional in these areas. A 'certificate of recognition' was sent
to each faculty member who was recommended. All three academic schools
and seventeen academic departments were identified. Speakers for the
October and November "Talking About Teaching" programs were selected
fi*om the student nominees.

•

Plans for next year's "Talking About Teaching" programs were developed.
Two programs will be offered in the fall. The first program will highlight the
biology and psychology of learning; the second will focus on using questions
effectively in the classroom. We have asked for recommendations for
presenters fi*om these academic departments.

•

UTL has sponsored a series of three "Talking About Teaching" programs this
year: October 7 and 8 "Addressing Issues of Diversity in the Classroom";
November 11 and 12 "Encouraging Student Participation" and "Using Humor
in the Classroom"; April 20 and 21 "Mat Does it Mean to be a Learner
Centered Environment?" This series is presented by on-campus experts and is
open to all faculty members. The presenters are always asked to leave lots of
time for discussions among the faculty audience. This year 10 different
presenters hosted programs that included 84 faculty participants.

25

GOAL 2:

Pursue effective funding and provide programming to strengthen and
support effective instructional practices and collaboration.
•

GOAL 3:

In order to enhance teaching and to promote learning illicit, students' input
regarding effective and ineffective teaching/leaming strategies which they have
encountered

•

GOAL 4:

The Institute has pursued external fimding this academic year by
participating in the GEAR UP proposal submitted by the Center for
Excellence in Teaching. See above comments in regard to the "Talking
about Teaching" series.

The Institute placed most emphasis on this goal this year. Three forums
were organized (two on Quality Teaching and one on Quality Learning) that
were open to both students and faculty. Responses from the student and
faculty participants were overwhelmingly favorable. Participants said that
the best part of the forums was the student/faculty interactions. Almost
unanimously, they indicated that these forums should continue. It has been
decided that one UTL Forum will be sponsored early each term. The topic
of the Fall 1999 UTL Forum will be "Defining Expectations of an Edinboro
University Student and an Edinboro University Instructor." A summary
report of the 1998-1999 forums is included. Note that not all organizers of
the forums were UTL members. This report was distributed to the
President, the Provost, the Deans, APSCUF, 70 student organizations, the
University Senate, SGA and all department chairs.

Establish an academic dialogue between the academic administration and
faculty about issues relating to the teaching and evaluation of teaching.
•

Asa step toward this dialogue, the Report on the Forums was distributed
as indicated above. The Spectator included an article to emphasize the
report and to encourage participation in future forums.•

•

The last "TEilking About Teaching" program of this academic year dealt
with "What Does it Mean to be a Learner-Centered Environment?"
Approximately 30 faculty members joined in open discussion on this
topic. A summary of concerns raised is attached. This summary will be
distributed to the President, the Provost, the Deans, SGA, the Senate
and to all department chairs.

26

1998-1999 "Talking About Teaching"
Presenters:
Mr. Rodney Altemore (Student Activities)
Dr. Ron Craig (Psychology)
Dr. John Criswell (Elementary Education)
Dr. Charles Cross (Educational Services)
Dr. Deborah Dubartell (English/Theater Arts)
**Some of these faculty attended more than
one of these programs

Dr. Tony Esposito (Speech/Connnunications)
Dr. Jo Ann Holtz (Educational Services)
Dr. Joe Laythe (History)
Dr. Tom Nuhfer (Math & Computer Sciences)
Professor Umeme Sababu (History)**

EDINBORO UNIVERSITY
OF

PENNSYLVANIA

Center for Excellence in Teaching
The Institutes:
Curriculum, Instruction and Collaboration
Ethics and Values Education
Lifelong Learning
University Teaching and Learning

Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916

Memo To:

The Edinboro Community

From:

The University Teaching and Le;
Le^ing Institute

Date:

April 19, 1999

RE:

Campus Initiatives for Input on Teaching and Learning

The attached report summarizes a survey and a series of forums on teaching and learning
at Edinboro University. This report is being distributed to the University Senate,
leadership of student organizations, departmental chairpersons, deans, SGA, APSCUF,
the Provost and the President of the University. Please review it, share it with colleagues,
and make special note that the next UTL FORUM will be held in October 1999 to
discuss and define campus-wide expectations of Edinboro University students and
instructors. Details regarding this forum will be announced next fall.

Theresa Thewes, Chair yj

/

28

A member of the State System of Higher Education

REPORT TO THE EDINBORO UNIVERSITY COMMUNITY:
SURVEY ON QUALITY TEACHING
FORUMS ON QUALITY TEACHING
FORUM ON QUALITY LEARNING
At Edinboro University we pride ourselves on being a teaching institution which, by
necessity, means that quality leanung is taking place. How do we know if quality teaching or
learning is indeed occurring? To generate discussion on these questions, the University
Teaching and Learning Institute (UTL, of the Center for Excellence in Teaching) distributed a
survey and held three forums during the 1998-99 academic year to address the issues of quality
teaching and learning.
This report is to let the larger Edinboro University Community know about the
interesting, and sometimes controversial, findings that surfaced at these forums. The main topics
of the Forums were Quality Teaching and Quality Learning. Your input and comments on this
report are requested.
THE SURVEY
In the Spring of 1998, a UTL subcommittee comprised of students and faculty wrote a
survey to define the characteristics of quality teaching. In the fall of 1998, UTL members
volunteered to administer the survey in Aeir classes. A summary of the demographics of the
students who completed the survey and a comparison to demographics of the Edinboro student
body are attached to this report.
THE FORUMS
In September 1998 and February 1999, UTL sponsored two Forums on Quality Teaching.
In February 1999, UTL also sponsored a Forum on Quality Learning. The forum participants
were faculty and students.
Some faculty members made attendance an optional course
assignment. The format for all three programs was the same. They started with a skit by
members of the Student Personnel Services Club. The participants were initially divided into
students-only and faculty-only groups. After a discussion period, new groups comprised of both
students and faculty were then formed. A list of characteristics of quality learning and quahty
teaching was developed. The programs were then concluded with open discussion, evaluation
and definition of future plans. In all three forums, there were lively debates and provocative
conversations.

1
29

UTL FORUM Report
4/1999

QUALITY TEACHING
Characteristics of quality teaching that were emphasized by students in the survey and by
students and faculty in the forums include the following:
□
□
□
□

Instructor is approachable and available
Instructor is Jmowledgeable andfamiliar with his/her material being taught
Instructor has a sense of humor
Expectations are clearly stated and realistic

In the survey students were asked to select ideas that they felt were least important to
quality teaching. Of the thirty items listed on the survey, students most frequently identified the
following:
□
□
□
□
□

Use of group work and group assignments
Student evaluation of instructor and course
Use of visual aids in presentations
Giving several small quizzes throughout the semester
Organized study sessions before exams

On the survey, students reported that, on average, 47% of their instructors were “really
good” and 22% of their instructors were “really bad.”

QUALITY LEARNING
On February 10,1999, UTL hosted a forum on Quality Learning. Participants identified
the following characteristics of a good learner:
□
□
□
□
□
□
□
□
□
□
□
□

Active/Involved
Collaborating
Creativity
Desire to learn (motivated)
Goal setting
Good attitude (optimistic)
Hard work (disciplined)
Inquisitive
Open minded/ Risk taker
Respectfril
Responsibility
Study skills

It should be noted that the above list is in no particular order. This list, as well as the lists
generated for Quality Teaching, were a result of brainstorming sessions held between students
AND faculty.
30

UTL FORUM Report 2
4/1999

WHERE DO WE GO FROM HERE?
In the survey, students reported that about half of the instructors are “really good” and
about one out of every five is “really bad.” In the forums, questions were raised regarding
whether quality learning and teaching usually occur at Edinboro. As a campus, we must decide
if we are satisfied with these results and, if not, what actions we would like to take to change
them.
Virtually every evaluation form that was completed for the forums stated that these kinds
of programs should be repeated. Evaluations indicated that the best part of the programs was the
interaction and open dialog between STUDENTS AND FACULTY. As long as students and
faculty participate, UTL will sponsor one open forum each term on topics relating to teaching
and learning. For each program, a primary topic of conversation will be defined in advance. The
UTL FORUM will be an open arena for faculty and students to come together in respectful
conversations about teaching and learmng.
The UTL FORUM will follow the format that has proven to be successful:
□ We will meet in the Atrium of the University Center.
□ Groups will form initially as students-only and as faculty/staff only. These
groups will discuss the primary topic and develop a consensus statement.
□ Groups will re-form to include students, faculty and staff. Each will re-address
the primary topic.
□ The program will conclude with open discussion, development of a plan for the
next forum and an evaluation.
□ In an attempt to encourage participation, lemonade and browmes will be served,
and instructors will be asked to encourage student participation.
The UTL FORUM will have three main rules of participation:
□ The program is based on respectful conversation between participants.
□ Any member of the group may ‘pass’ if contributing to the conversation makes
them uncomfortable.
□ At no time will references be made by name to individuals or courses. The focus
of the program is to define issues relating, in general, to teaching and learmng at
Edinboro and not to raise concerns about specific individuals.
The next UTL Forum will be held in early October 1999. The goal of this forum will
be to generate a draft of how we, as a campus community, define the important
expectations of an Edinboro University learner and an Edinboro University instructor.
If you have suggestions, comments or concerns about the UTL FORUM, please contact
the Center for Excellence in Teaching at 732-2916 or Theresa Thewes at 732-2516 or, by email,
at “Thewes.”

30

UTL FORUM Rqjort 3
4/1999

WHO ATTENDED THE FORUMS?
September 1998
February 1999
February 1999

Forum on Quality Teaching ~8 students and -20 faculty
Forum on Quality Teaching -30 students and -15 faculty
Forum on Quality Learning -50 students and -10 faculty
Total: 88 students and 45 faculty
WHO HELPED ORGANIZE THE FORUMS?

Under the direction of UTL members (18 individuals from 13 different departments, including
student representation) and the Center for Excellence in Teaching, the following subcommittee
organized the series of Forums:
Mary Jo Cambell
Baher Ghosheh
Jan Giltinan
Sue Norton

Don Sheehy
Kate Strosser
Theresa Thewes

This report was prepared by:
Jan Giltinan
David Hurd
Theresa Thewes

31

UTL FORUM Report 4
4/1999

Who Took the Survey?
Survey Respondents*

EUP**

382
157

(57.4%)
(42.6%)

Gender:
Females
Males

(70.7%)
(29.1%)

Race/Ethnicity:
Amer. Indian/Alaskan Native
Asian or Pacific Islander
Black, non-HlspanIc
Hispanic
White
Time at EUP:
< 1 year
1 year
2 years
3 years
4 or more years

Survey Respondents*

EUP**

6
2
29
7
491

(0.2%)
(0.5%)
(4.5%)
(0.7%)
(92.9%)

(1.1%)
(0.4 %)
(5.4 %)
(1.2 %)
(84.8 %)

Survey Respondents*

EUP**

114
54
80
154
140

(23.2 %)***
(16.2 %)****

School of Degree Program:
Education
Liberal Arts
S. M&T
General Studies (undeclared)
Other

(21.0%)
(10.0%)
(14.8 %)
(28.4%)
(25.8%)

(21.1 %)

(19.8%)
(19.7%)

Survey Respondents*
185
(34.4 %)
123
(22.9 %)
144
(26.8 %)
22
(4.1 %)
64
(11.9%)

EUP**
(31.0 %)
(35.3 %)
(22.0 %)
(9.6 %)
(2.1 %)

* Not all respondents provided demographic information.
** These numbers are taken from the EUP Fact Book, January 1997.
Compared to ‘First Time Freshmen’
**** Compared to ‘Other Freshmen’

32

EDINBORO UNIVERSITY
PENNSYLVANIA

O F

Center for Excellence in Teaching
The Institutes:
Curriculum, Instruction and Collaboration
Ethics and Values Education
Lifelong Learning
University Teaching and Learning

Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916

Memo To:

The Edinboro University Community

From:

The University Teaching and Learning Institute
Theresa Thewes, Chair yf

Date:

May 3, 1999

RE:

“What does it mean to be a Learner-Centered Environment?”

On April 2U* and 22"** Dr. John Criswell (Elementary Education) and Mr. Rodney
Altemose (Student Activities Office) led two groups of faculty members (a combined
audience of ~30) in a discussion of “What does it mean to be a Learner-Centered
Environment?” The program was structured around four main discussion points:
•
•
•
•

Should we attempt to be a more learner-centered environment?
Identify aspects of the environment that are aligned with a learner-centered
environment.
Identify aspects of the environment that are obstacles to the development of a
learner-centered environment.
Who are the key persons necessary to shift fi-om a teaching-centered campus to a
learner-centered campus?

There was consensus among the participants that we do want to become more learnercentered. In discussion, there were numerous examples of how individuals are working
to develop course work that is more learner-centered than teacher-centered. The bulk of
the conversations focused on the last two items listed above: obstacles and identification
of individuals who are key to making a shift.
As these issues were discussed, it became clear that ‘learner-centered’ and ‘studentcentered’ are not synonymous terms; the audience felt very strongly that we should strive
to become more learner-centered. There were extensive conversations about policy that
favors student-centered at the expense of learning (i.e. large class size, accepting students
who may not be appropriately prepared for the rigors of a college education, offering
courses in a compact time period). In order for the campus to become more learnercentered, it was agreed that students, faculty and management need to work in a more
collaborative fashion than is the current norm. There was much discussion of students’
attitudes and expectations. It was thought that ‘active’ learners are fi*equently a minority
at Edinboro. The faculty expressed concerns that the evaluation/promotion process may
not be conducive to reaching the goal of becoming a learner-centered campus. As we
33
A member of the State System of Higher Education

strive to excel in all aspects of collegiality, our schedules are very often taxed. It has
become increasingly difficult for interested faculty members to balance their teaching
responsibilities with other responsibilities that benefit the University community.
Finally, it was agreed that in order to move to a more learner-centered environment, we
must have strong support of University management. It often seems that faculty are
asked to shoulder responsibilities that might more appropriately fall under the venue of
management (i.e. repeated assessment tasks). Decisions are made in regard to issues like
enrollment and class offerings that may be incompatible with a learner-centered campus.
In conclusion, I feel that this group of nearly thirty faculty members is reasonably
representative of the University faculty as a whole. We are an exceptional, committed,
hard working, overworked faculty who want to help prepare students to be exceptional,
committed, hard working citizens and professionals. As this term ends and plans are
being made for next year, we ask that the various decision-making bodies of Edinboro
work together to address those issues that make it difficult for us to provide a quality
education for our students.

cc:

SGA President Bud White
Mr. Rodney Altemose
Dr. John Criswell
Participants in the Talking About Teaching Program
Department Chairs
UTL membership
University Senate President Renata Wolynec
Deans Richard Arnold, Philip Kerstetter, Eric Randall and Terry Smith
APSCUF President Baher Ghosheh
Provost Robert Weber
President Frank Pogue

34

Center for Excellence in Teaching Repository
• Marked items focus on teaching in the University Classroom. These resources were
funded through a grant awarded to the graduates of the EUP Summer Academy for the
Advancement of College Teaching.

Books
Child Development
Brown, F. (1983). Principles of educational and psychological testing. New York:
Holt, Rinehart and Winston.
Child development. (1995). New York: Macmillan/ McGraw Hill School Publishing Co.

fl

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.
Comer, J. P. (1980). School power: Implications of an intervention project. New York: The
Free Press.
Green, M. (1989). Theories of human development. Englewood Cliffs, New Jersey:
Prentice-Hall.
Hendrick, J. (1986). Total learning: Curriculum for the young child. (2nd ed.). Columbus:
Merrill.
Hildebrand, V. (1991). Introduction to early childhood education. (5th ed). New York:
Macmillian.
Hirschi, L. (1970). Building mathematics concepts in grades kindergarten through 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.
Lowenfeld, V., & Brittan, W. (1982). Creative and mental growth. (7th ed.). New York:
Macmillan.
Meyer, D., Vadasy, P., & Fewell, R. (1985). Living with a brother or sister with special needs:
A book for sibs. Seattle: University of Washington Press.
Morrison, G. (1984). Early childhood education today. Columbus: Charles E. Merrill.
Parry, A., Walker, M. & Heim, C. (1991). Choosing for young children non-violence.
Chicago: Rainbow House.
Read, K., Gardner, P., & Mahler, B. (1987). Early childhood programs human relationships
and learning. New York: Holt, Rinehart and Winston.
Romanga, E. (1987). I cento linguaggidei bambini: The hundred languages of children. City
of Reggio Emilia, Italy: Department of Education.
3S

h tf I I I I I I I I I I I I H

Rubin, R., Fisher III, J., & Doering, S. (1980). Ages 1 and 2: Your toddler. New York:
Collier.
Rubin, R., & Fisher III, 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 young children.

Albany: Delmar.
Seaver, J. W., Cartwright, C. A., Ward, C. B., & Heasley, C. A. (1990). Careers with young
children: Making your decision. Washington, DC: National Association for the
Education of Young Children.
Seefeldt, C., Barbour, N. (1990). Early childhood education: An introduction. (2nd ed.).

New
York: Macmillan.
Seifert, K., & Hoffnung, R. (1987). Child and adolescent development. Boston:

Houghton Mifflin.
Shaffer, D. (1989). Developmental psychology: Childhood and adolescence. (2nded.).
Pacific Grove, California: Brooks/Cole.

Spodek, B., & Saracho, O. (1994). Right from the start. Boston: Allyn and Bacon.
Wilson, L. (1986). Infants & toddlers. Albany: Delmar.
Classroom Assessment
•Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college
teachers. San Francisco: Josey-Bass. (2 copies).
Classroom Management
Apple, M., Beane, J. (1995). Democratic schools. Alexandria, VA: Association for
Supervision and Curriculum Development.
Bender, E.T., Cookman, C.H., Peterson, J.V., Stocking, S.H., Votaw, R.B. (1998). More quick
hits: Successful strategies by award winning teachers. Bloomington, IN: Indiana

University Press.
Bloom, P. J. (1988). A great place to work. Washington, DC: National Association for the
Education of Young Children.
Bloom, P. J. (1994). Avoiding Burnout. Lake Forest, Illinois: New Horizons. (3 copies).
Crawford, D. K., Bodine, R. J. & Hoglund, R. G. (1993). The school for quality learning:
Managing the school and classroom the deming wav. Champaign, Illinois: Research Press.
Johnson, D.W., Johnson, R.T., Smith, K.A. (1991). Active learning: Cooperation in the
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^ ■ a iiii

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fffllfll

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■

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Edinboro University of Pennsylvania. (1993-94). Tips for teachers. Edinboro, PA: Center for
Excellence in Teaching.
Edinboro University of Pennsylvania. (1995-96). Tips for teachers. Edinboro, PA: Center for
Excellence in Teaching.
Edinboro University of Pennsylvania. (1997-98). Tips for teachers. Edinboro, PA. Center for
Excellence in Teaching.
Faieta, J. Ph. D. (1997). Learning express-ways. (Educational Tool). Edinboro University of
Pennsylvania.
Instructor: Your complete teaching resource. (July/Aug. 1995). Vol. 105, No. 1.
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Teaching pre K-8: The professional maeazine for teachers. (Sept. 1995). Vol. 26, No. 1.
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No. 4.
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University Teaching and Learning
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Washington, DC: ASHE-ERIC Higher Education Reports. George Washington
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George Washington

Uniyersity.
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hieher education. ASHE-ERIC Higher Education Report No. 7. George Washington
Uniyersity.

•Davis, T. M. & Murrell, P. H. (1993). Turning teaching into learning: The role of
student responsibility in the collegiate experience. Washington, DC: ASHEERIC Higher Education Report No. 8. George Washington University. (2 copies).
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Edinboro University of Pennsylvania. (1995). The third annual evening of science
activities. Edinboro, PA: Center for
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activities. Edinboro, PA: Center for Excellence in Teaching.
Edinboro University of Pennsylvania. (1998). The sixth annual evening of science
activities. Edinboro, PA: Center for Excellence in Teaching.
Faieta, J. & Giltinan, J. (Feb. 27,1995). Portfolio development for professionals. * Materials
available.
•Frost, S. H. (1991). Academic advising for student success: A system of shared
responsibility. Washington, DC: ASHE-ERIC Higher Education Reports.
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Gibbs, A. (1992). Reconciling rights and responsibilities of colleges and students:
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•Hendrickson, R. M. & Gibbs, A. (1986). The college, the constitution and the
consumer student: Implications for policy and practice. Washington, DC:
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improving college teaching.

Washington, DC: ASHE-ERIC Higher Education

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colleges and universities. Washington, DC: ASHE-ERIC Higher Education
Reports. George Washington University.
LATICE, Learning and Teaching in College Environments (Fall 1992). Slippery Rock
University of Pennsylvania, vol. 3 no. 1.
LATICE, Learning and Teaching in College Environments (Spring 1993). Slippery Rock
University of Pennsylvania, vol. 3 no. 3.

LATICE, Learning and Teaching in College Environments (Spring 1995). Slippery Rock
University of Pennsylvania, vol. 5 no. 2.
LATICE, Learning and Teaching in College Environments (Winter 1996). Slippery Rock
University of Pennsylvania, vol. 6 no. 1.
LATICE, Learning and Teaching in College Environments (Summer 1996). Slippery Rock
University of Pennsylvania, vol. 6 no. 2.
LATICE, Learning and Teaching in College Environments (Spring/Summer 1997). Slippery
Rock University of Pennsylvania, vol. 7 no. 1.
Lilly Conference on College and University Teaching. (April 4-6, 1997). * Materials
available.
National Education Association. (1997, Spring). Thought and Action, 13, (1). The National
Education Association Higher Education Tournal. Washington, D.C.: National Education
Association.
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Education Association Higher Education Journal. Washington, D.C.: National Education
Association.
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nation of learners, 1997. Washington, D.C.: United States Government Printing Office.
National Science Foundation. (1996). Earth sciences research at the national science
foundation. Arlington, VA: National Science Foundation.
National Science Foundation. (1996). Faculty early career development (CAREER)
program. Arlington, VA: National Science Foundation.
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Science Foundation.
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engineering, and technology. Arlington, VA: National Science Foundation.
National Science Foundation. (1995 ). Proposal forms kit. Arlington, VA: National
Science Foundation.
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VA: National Science Foundation.
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engineers. Arlington, VA: National Science Foundation.
•Paulsen, M. B. (1990). College choice: Understanding student enrollment behavior.
Washington, DC: ASHE-ERIC Higher Education Reports.

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•Pickert, S. (1992). Preparing for a global community: Achieving an international
perspective in higher education. Washington, DC: ASHE-ERIC Higher
Education Report No. 2. George Washington University.
Slippery Rock University: A Community Service-Learning Institute. (1995). ServiceLearning: reading and reflections. Slippery Rock, PA: Author.
•Smith, R., Byrd, P., Nelson, G., Barrett, R., & Constantinides, J. (1992). Crossing
pedagogical oceans: International teaching assistants in U. S. undergraduate education.
ASHE-ERIC Higher Education Report No. 8. George Washington University.
State System of Higher Education. (1997). Imperatives for the future. Harrisburg: State
System of Higher Education.
•Summer academy for the advancement of college teaching. (1992). Collection of 20
articles and syllabi in CARE packages.
•Summer academy for the advancement of college teaching. (1993). Collection of 21
articles in CARE packages.
•Summer academy for the advancement of college teaching. (1994). Collection of 25
articles in CARE packages.
•St. John, E. (1994). Prices, productivity and investment: Assessing financial strategies in
higher education. ASHE-ERIC Higher Education Report No. 3. Washington, DC: The
George Washington University. (2 copies).
•Stark, J. S., et. al. (1989). Student goals for college and courses: A missing link in assessing
and improving academic achievement. Washington, DC: ASHE-ERIC Higher Education
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Higher Education Reports. George Washington University.
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uncommon colleges and universities. ASHE-ERIC Higher Education Report No. 6.
George Washington University.
Van Dusen, G. (1997). The virtual campus: Technology on reform in higher education.
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University, Graduate School of Education and Human Development.
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ASHE ERIC Higher Education Reports. (2 copies).

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reducing stress among students. Washington, DC: ASHE-ERIC Higher
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education. Washington, DC: ASHE-ERIC Higher Education Report No. 1.
George Washington University.

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.
Integrity, civility, responsibility. (Winter, 1998). California University Review.
Ochs, C. (1995). Miriam's way. The society for values in higher education.
Georgetown University.
Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good practice in general
education. The society for values in higher education. Georgetown University.
Society for Values in Higher Education newsletter. (April 1998). Vol 34, No. 3.
State System of Higher Education Task Force. (1991). Emphasis on yalues: A
priority for Pennsylyania's state system of higher education during the 1990's. (2 copies)
The Society for Values in Higher Education. (Spring/Summer 1998). Soundings : An
Interdisciplinary loumal, 81 (1-2). Uniyersity of Tennessee, Knoxville. (2 copies).
The Society for Values in High Education. (1997, Winter). Soundings: An Interdisciplinary
journal, 29 (4). Uniyersity of Tennessee, Knoxyille.
The Society for Values in Higher Education. (Summer/Fall 1997). Soundings: An
Interdisciplinary loumal, 28 (1). University of Tennessee, Knoxville.
The Society for Values in Higher Education. (1997, Spring). Soundings: An
Interdisciplinary loumal, 80 (1). University of Tennessee, Knoxville.
The Society for Values in Higher Education. (Fall/Winter 1996). Soundings: An
Interdisciplinary loumal, 79 (3-4). University of Tennessee, Knoxville. (2 copies).
The Society for Values in Higher Education. (Summer 1995). Soundings: An
Interdisciplinary loumal, 28 (2). Uniyersity of Tennessee, Knoxyille.
Other
American Association of Colleges for Teacher Education (June 1996). Partners in learning:
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.
Center for Excellence in Teaching. (1997). 1996-97 Annual Report. Edinboro, PA: Edinboro
University of Pennsylvania.
Center for Excellence in Teaching. (1998). 1997-98 Annual Report. Edinboro, PA: Edinboro
University of Pennsylvania.
DeBruyn, R.L. (1988-89). The Master Teacher. 20(3-36).
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Education. 50 (1).
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49(3).
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(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". Developed by Interstate New Teacher Assessment and
Support Consortium Mathematics Sub-Committee.
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summary. Washington, D.C.: National Education Goals Panel.
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D.C.: National Education Goals Panel.
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Universities. Winter 1994-95.
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U.S. Department of Education. (1994). Focus on NAEP. Office of Educational
Research and Improvement.

Videotapes
Child Development
Arts in Education Seminar. Nancy Pistone. Key Players & Assessment of
Collaborative Projects. July 28, 1994. 35 min.
Arts in Education Seminar. Beth Cornell. The Pennsylvania State Plan for Arts in
Education. July 28, 1994. Approx. 1 hour.
Arts in Education Seminar. Phyllis B. Susen. Creating Curriculum Materials with
Educators. July 28, 1994. 1 hour 40 min.
Challenging behavior: Positive solutions conducting a functional assessment and
developing hypothesis statements. Part 1. (10/24/95) 3 hours. *Overheads available
Challenging behavior: Postitive solutions conducting a functional assessment and
developing hypothesis statements. Part 2. (10/24/95) 6+hours. *Overheads available
Developing life skills in the early learner through health education. Dr. Kenneth
Felker & Ms. Linda Mukina. Edinboro University of Pennsylvania. February 28,
1995. 1 hour. * Materials included.
Elementary music/movement Presentation by Rosemary Omniewski (1994). 42 min.
Lesson folder included.*
Evaluating teaching performance. Virginia Tidewater Consortium for Higher Education.
November 14,1997. 2 Hours. * Materials included.
How difficult can this be? The F.A.T. City Workshop. 70 minutes. PBS Video.
*Discussion guide.
How to become an oscar winning teacher. Virginia Tidewater Consortium for Higher
Education. October 31, 1997. 2 Hours. * Materials Included.
Movement difference, diversity, and positive behavioral support. (1/6/97) 2 hours.
* Overheads available.
On television: Teaching the children. Produced by On Television, Ltd. California
Newsreel: San Francisco. 56 min. * Materials

Panel discussion on play. Dr. Ernie Dettore & Dr. Sandra Waite-Stupiansky.
Edinboro University of Pennsylvania.
Classroom Management
Active learning^ produced by Tim Thompson and Jeanne Faieta. 15 minutes.
Conferencing with students and parents: Ways to win when you"re talking with students.
Sharon Fincham. The Master Teacher. Manhattan, Kansas. *Presenter's guide.
40 minutes.
Discipline techniques you can master in a minute: Key attitudes and strategies for
maximizing your options. Tape 1, 1994. 45 min.
Discipline techniques you can master in a minute: Approaches and actions to get the
responses you want. Tape 2, 1994. 45 min.
Discipline techniques you can master in a minute: Handling chronic or habitual problems.
Tape 3, 1994. 45 min.
Discipline techniques you can master in a minute: Critical mistakes that cause or
perpetuate misbehavior. Tape 4,1994. 45 min.
Master Teacher Roundtable. (1996). Sharing successful inclusion strategies.
Institute for Curriculum, Instruction, and Collaboration of the Center for
Excellence in Teaching, Edinboro University of Pennsylvania. *Summary of
inclusion strategies. 50 min.
The violent & aggressive student: December 7, 1995 videoconference. * Materials
included.
Diversity
Multicultural education valuing diversity in the classroom videoconference:
Friday, November 3, 1995. 2 hours. *Materials included.
Teaching about racism: Tools and strategies teleconference. Friday, November 4, 1994. (3
The educational system in Pakistan-speaker Dr. Rashid Shah, December 1, 1993. 45 min.
Literacy
EVN windows literacy. 35 Minutes. 185V, Education Video Network, Inc.
Huntsyille, Texas.
Family literacy grant. Literacy Corporation.
Read to me. (1995). International Association. (13 nuns.)
Teaching Enhancement
Improving student achievement in science: Classroom scenes of research-based teaching
practices. (1996). Educational Research Service. (51 min.). *Handbooks included.
SuperStar teachers high school series. Tim McGee of Worland High School. *(2 tapes and
a booklet). Lectures 1-4 = 45 min. each (tape 1); lectures 5-7 = 45 nun. each, lecture 8 = 30
min. (tape 2).

Using your voice to improve your teaching. Purdue University. Continuing
Education/ Purdue University Research Foundation, West Lafayette, IN. 31 min.
University Teaching and Learning
A national forum: Attracting and preparing for the 21st century. (1997). * Progam packet
included. 1 hour.
Classroom research: Empowering teachers. 18 minutes.
Cross, Patricia: Classroom research. 25 minutes.
Enhancing & evaluating college teaching. March 22, 1996 ©Virginia Tidewater
Consortium for Higher Education. 2 hours.
Enhancing & evaluating college teaching & learning. March 31, 1995 ©Virginia Tidewater
Consortium for Higher Education. 2 hours. * Program packet included.
Maureen McClure. Presentation. April 1, 1995. 1 hrs. November 19, 1997. 90 min.
Talking about teaching: Increasing student involvement in the classroom. (1997) 90
minutes.
Talking about Teaching: Enhancing student involvement in the classroom. (1997) 90
minutes.
Teaching teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min.
The shadow of hate. (1995). *Program packet included. 37 minutes.
The summer academy story. Office of Academic and Student Affairs, SSHE Dixon
University Center, (1995). 17 minutes.
What kind of teacher are you? A videotape guide for college faculty in the
preparation of teaching portfolios. Iowa State University Media Resources
Center. 14 min. *Presentation guide.
Values
Character education: Restoring respect and responsibility in our schools. Dr. Thomas
Lickona, Ph. D. (1996). 44 minutes.
Professional choices: Ethics at work. National Association of Social Workers. 40 min.
Video Presentations and Conferences
America 2000- What it is...Six national goals. 21 min.
Arts infusion in the elementary education classroom. (1995-96). Presentation by Rosemary
Omniewski, Ruthanne Atkinson, and Donna Douglas. 10 minutes. *Final Project Report
available
Brian Schrag symposium, 1994. 70 minutes.
Brommer, G. (1996). Art is elements of design. Glenview, IL: Crystal Productions. 29:57
min. *Posters and instruction book included.
Brommer, G. (1996). Principles of design. Glenview, IL: Crystal Productions. 28:40
min. *Posters and instruction book included.

Changing demands of a college education^ Maureen McClure, May 1, 1995.

70 minutes.

(2 copies).
Critical thinking in the arts- National Endowment for the Arts. 20 min.
Dawkins, R. (1997). Is evolution progressive? Los Angeles, CA: Into the Classroom Media,
approx. 50 min.
Directions by Kathleen McGrory and Constance Ramirez. Society for Values in Higher
Education. 25 minutes.
Educational forum- "Inclusion: What does it mean? What do students need to
Know? Edinboro University of Pennsylvania. December 1, 1994. 90 minutes. *Materials
included.
Educational reform in Pennsylvania. Lecturer: Dr. Gerald Longo, October 4,1993. 1 hour.
Evening of science activities: April 3, 1995. Channel 24 News. 2-3 min.
Implementing Pennsylvania's educational reforms through school district strategic
planning. 2 hrs. * Pamphlet included.
Tim Miller celebration of teaching day: Dr. Huffman presentation of character education ,
February IL 1999. 90 minutes.
The master teacher roundtable. May 1994. Edinboro University of Pennsylvania.
1 hr. 20 min.
Talking about teaching: Organizing courses. September 30 - October 1,1997. Presentation
by Ms. Kathleen Benson, Dr. Alice Conway, and Dr. Mary Jo Campbell. 5 hours.
*Pamphlet included.
Teaching about global issues: Tools and strategies. March 3, 1995. *Informational
Materials Included. 2 hours.
Teaching with technology. Gateway Network. 5 min.
The teacher's lounge. Dr. Robert Connors and Mrs. Ruthanne Atkinson speak
about the Center for Excellence in Teaching. 45 minutes.
Understanding people. ENN. Dr. A1 Stone, host. 15 minutes each. 4 programs: Feb. 23,
1996, Jan. 1, 1997a, & Jan. 1,1997b - topic ^^Center for Excellence in Teaching^^; Feb. 21,1997topic "^Evening of science"".
* Materials Included

Educational Materials
Demographics
Summary Report of the 1996 PDK/ Gallup Public Opinion Poll. A videotape of the results of
the Gallup Public Opinion Poll on public schools. OMNI Productions. 15 minutes.
*Materials included:
*Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana:
*Center on National Education Policy. (1996). Do we still need public schools?
Washington, DC: Center on National Education Policy.

*Center on National Education Policy. (1996). The good — and the not-so-good news about American schools. Washington, DC: Center on National Education
Policy.
*Transpar encies
Diversity
Multi-cultural awareness project. Laser DiskEthics
Institute for the Advancement of Philosophy for Children
*Materials included:
*Lipman, M. (1998) Elfie. Upper Montclair, NJ: University Press of American, Inc.
*Lipman, M. (1987). Harry Prime. Upper Montclair, NJ: University Press of
American, Inc.
*Lipman, M. (1982). Harry Stottlemeier^s Discovery. Upper Montclair, NJ: Institute
*Lipman, M. (1982) Kio & Gus. Upper Montclair, NJ: University Press of
American, Inc.
*Lipman, M. (1983). Lisa. Upper Montclair, NJ: Institute for the Advancement of
*Lipman, M. (1980). Mark. Upper Montclair, NJ: Institute for the Advancement of
*Lipman, M. (1996). Nous. Upper Montclair, N.J.: An Institute for the
Advancement of Philosophy for Children.
*Lipman, M. (1981). Pixie. Upper Montclair, NJ: Institute for the Advancement of
Philosophy for Children.
*Lipman, M. (1978). Suki. Upper Montclair, NJ, Institute for the Advancement of
Philosophy for Children.
*Lipman, M., Sharp, A. (1986). Wondering at the World (Instructional Manual to
Accompany Kio & Gus). Lanham, MD: University Press of American, Inc.
Values
Gray matters: The ethics game. Martin Marietta.
Other
The Anarctic ozone hole. NASA, (map)

Catalogs
Literacy
International Reading Association. (1995). Catalog of publications. * pamphlet.
Educational Forum- ^Torum on Quality Teaching Edinboro University of Pennsylvania.
September 22, 1998. 60minutes.

Dr. Barker Presentation at Edinboro University of PA, November 16, 1998. 60 minutes.
Erickson, J.A., & Anderson, J.B. (1997). Learning with the community: Concepts and
models for service-learning in teacher education. (1st ed). Washington D.C.: American
Association of Higher Education.
Huffman, H.A. (1994). Developing a character education program: One school districf s
experience. (1st ed.). Alexandria VA: ASCD publications.
Fertman, C.I. (1994). Service learning for all students. (1st ed.). Indiana: Phi Delta Kappa
Educational Foundation.
How to create a community of caring school: Program Guide. (1995). A Project of the
Joseph P. Kennedy Jr. Foundation.