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EDINBORO UNIVERSITY OF PENNSYLVANIA
MILLER RESEARCH LEARNING CENTER
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INTRODUCTION
The Center for Excellence in Teaching has completed its first year of operation. Having
received direction from the "Thrust for Excellence" Task Force Report and a charge
from President Diebold, we worked with our Advisory Board and the four Institute
chairpersons to develop our conceptual plan for this new body. The Centers mission
and goals statements exemplify the foundation for our endeavors.
The organization of the Center for Excellence in Teaching has functioned well. Meeting
regularly with each Institute chair, and with the four Institute chairs collectively has
been fruitful and has fostered activities with two institutes working cooperatively in
common interests. Monthly meetings with the Dean of the School ofEducation and the
Advisory Committee have been helpful.
The leadership and commitment demonstrated by each Institute chair have served to
guide the Institutes in a most productive way. Each Institute spent much of the fall
semester defining its goals and planning activities and projects that reflected the
expertise of members in the educational community. The creative energy and
collaborative spirit that have emanated from each Institute has been remarkable.
While some of the first year goals were not achieved as they were envisioned at the
beginning of the year, many events and activities were investigated and brought to
fruition that were not originally perceived. This development has been highly desirable
inasmuch as we believe that the work of the institutes should emanate from its
members. The results of the work of the discrete Institutes has exceeded our original
expectations. We are particularly pleased with the efforts and successes of collaboration
within the University and with outside institutions. Many projects have been started
which will be expanded this coming year.
We would like to acknowledge the contributions of President Foster Diebold, Dr. John
Fleischauer, Provost, and the Center Advisory Board chaired by Dr. Shirley StennisWilliams, Dean of Education, in providing counsel during our first year. It has been an
eventful first year for the Center for Excellence in Teachir^. There are many
opportunities for expansion of thrusts toward excellence in Education - both internal,
within the University, and external in our service area ofNorthwestern Pennsylvania to reach our potential in Teacher Education. We are confident that the Center will
continue to rise to the challenges facing us as we look forward to next year and beyond.
CO-DIRECTORS
Robert Connors
TABLE OF COISfTEMTS
The Center............................................................................................................. ...................
Center Advisory Board............................................................................................................. 2
Mission Statement.................................................................................................................... 3
Goals............................................................................................ ....... .....................................
The Four Institutes.................................................................................................................... 5
Institute for Curriculum, Instruction and Collaboration................................ 7
Institute for Early Childhood Education............................................................... 12
Institute for Ethics and Values Education............................................................ 16
Institute for Literacy................................................................................................... 21
Summary of New Initiatives.................................................................................................. 24
Appendix A.......................................................................................................
Appendix ................................................................................................................................. 22
Appendix ................................................................................................................................. 29
Appendix ................................................................................................................................. ^1
Appendix ................................................................................................................................. ^
Appendix ................................................................................................................................. ^
Appendix .. ............................................................................................................................... 21
Appendix ................................................................................................................................. 24
Appendix 1.................................................................................................................................27
Appendix .................................................................................................................................29
29
EDINBORO UNIVERSITY OF PENNSYLVANIA
CENTER FOR EXCELLENCE IN TEACHING
1992-1993
CENTER ADVISORY BOARD
President Foster Diebold
Dr. Shirley Stennis-Williams, Chair
Dr. Sondra Dastoli
Dr. James Fiynn
Dr. Betty Hammond
Dr. James McElroy
Dr. Robert Zanotti
CO-DIRECTORS
Mrs. Ruthanne Atkinson
Dr. Robert Connors
INSTITUTE CHAIRS
Mr. Ken Adams, Institute for Curriculum, Instruction &
Collaboration
Dr. Karen L. Bauer, Institute for Early Childhood
Education
.
,
Dr. Mary M. Bevevino, Institute for Ethics and Values
Education
Dr. William Weber, Institute for Literacy
1
CENTER ADVISORY BOARD
SCHOOL OF EDUCATION CHAIRPERSONS
PRESIDENT FOSTER DIEBOLD
(Ex Officio)
PRESIDENT
DR. SHIRLEY STENNIS-WILLIAMS
DEAN, SCHOOL
OF EDUCATION
DR. SONDRA DASTOLI
SPECIAL EDUCATION
& SCHOOL PSYCHOLOGY
DR. JAMES FLYNN
EDUCATIONAL
SERVICES
DR. BETTY HAMMOND
HEALTH & PHYSICAL
EDUCATION
DR. ROBERT ZANOTTI
ELEMENTARY
EDUCATION
DR. JAMES Mcelroy
COUNSELING &
HUMAN DEVELOPMENT
2
The Center for Excellence in Teaching was established by the
President to maximize Edinboro University's potential as a major
educational resource In northwestern Pennsylvania following the
guidelines of the Mission of the University,
Education in Pennsylvania
System of Higher Education
the 12 Goals of Quality
and the Priorities for Pennsylvania’s State
during the 1990s.
The primary mission of
the Center for Excellence in Teaching is to utilize the strengths of the
School of Education personnel In this task.
Emphasis will be placed on
seeking opportunities to conduct educational research.
The Center will
provide programs and services through collaborative activities within the
university-at-large and with other institutions in the region.
will also showcase activities within the School of Education.
The Center
GOALS OF THE CENTER FOR EXCELLENCE IN TEACHING
1.
implement the 1992 School of Education "Thrust Toward Excellence Task Force"
recommendations concerning the structure of the Center for Excellence in
Teaching
2.
provide leadership in developing priorities and directions of the four institutes
3.
coordinate and facilitate the work of the Institute for Ethics and Values Education,
Institute for Literacy, Institute for Early Childhood Education and the Institute
for Curriculum, Instruction, and Collaboration
4.
encourage each Institute to develop linkages within the university and
partnerships with area businesses and schools
5.
provide an organization that fosters educational research within the
Institutes
6.
sponsor Center activities that may not be feasible for individual Institutes
7.
establish a repository of learned books, publications, and materials in
conjunction with the four institutes as a resource for area professionals seeking
assistance in education
8.
coordinate administrative and budgetary functions
9.
disseminate the work of the discrete Institutes to the other Institutes, the Center
Advisory Council, the Dean of Education, the administration of the University, the
faculty of the University, and Interested educators and schools in northwestern
Pennsylvania
10.
provide publicity for Center activities/programs
11.
produce a publication that provides information on Center activities and provides
a forum for educational issues
4
THE CENTER FOR EXCELLENCE IN TEACHING
AND THE FOUR INSTITUTES
The four Institutes function as separate, yet compatible, parts of the Center for Excellence In
Teaching. Each Institute has a set of goals designed by its members. To accomplish these goals, a
variety of approaches are used.
Members may work separately, in subcommittees, or as an
entire group. Furthermore, there are occasions when members of one Institute may work
collaboratively with members of another Institute to meet compatible goals.
Each Institute
decides what actions, activities or events would best fulfill its efforts to foster excellence In
education.
Membership in the Institutes is held by individuals representing faculty, university personnel
and the student body. The chairperson of each institute is a member of the School of Education
faculty.
The co-directors of the Center are responsible for monitoring and coordinating the activities of
the Institutes. In addition to the Institutes' activities and events, there are times when
activities and programs are organized by the co-directors and sponsored by the Center.
5
THE
INSTITUTES
INSTITUTE FOR CURRICULUM, INSTRUCTION, &
COLLABORATION
NAME
DEPARTMENT
SCHOOL
*Mr. Ken Adams
Educational Services
Education
Mr. Robert Gensemer
Health & Physical Education
Education
English/Theatre
Dr. Caroline Gryta
Liberal
Arts
Arts
Educational Services
Mrs. Joan Dengel
Education
Elementary Education
Dr. John Criswell
Education
Elementary Education
Dr. Barbara Rahal
Education
Sociology/Anthropology
Mr. James Palmer
Liberal
Arts
Chemistry
Science, Management, &
Dr. Theresa Thewes
Technologies
Geosciences
Science, Management, &
Mr. Paul Knuth
Technologies
1
Mr. Steven Hazlewood
Student Development
Student Affairs
Dr. Robert McConnell
Office for Students with
Disabilities
Student Affairs
Dr. John Leuenberger
Executive Director
lU #5
Dr. Robert Bender
Superintendent
Crawford Central School District
Instructional Support Center
Ms. Teresa Camilli
Student Representative
Ms. Susan Arnold
Student Representative
^Institute
Chairperson
8
INSTITUTE FOR CURRICULUM, INSTRUCTION, AND
COLLABORATION GOALS
1. build a repository of materials on collaborative teaching within
the educational system and with the business community
2. promote the development, modeling, and refinement of effective
instructional
practices
3. oversee the completion of the microteaching laboratory
4. promote activities which encourage interdisciplinary course
offerings, professional staff development, seminars on increased
teaching effectiveness, development of a videotape library
depicting effective college level teaching
5. Investigate new university-public school partnerships
6. explore grant possibilities and outside funding to strengthen
collaborative
efforts
7. expand classroom research opportunities at the university and in
public and non-public schools
8. develop in-service programs and workshops for public, nonpublic, and university faculty
9. strengthen lines of communication between the School of
Education and the School of Liberal Arts, the School of Science,
Management, and Technologies, the Office for Students with
Disabilities, the Office of Student Development, and the
Northwest Tri-County Intermediate Unit #5
10. seek to coordinate efforts in which collaboration opens
opportunities for faculty and students
9
Institute
for
Curriculum,
Fall
Instruction
and
Collaboration
1992
1.
Subcommittees were formed to study academic concentrations in Elementary Education
and co-advisement for Secondary Education majors.
2.
A survey was planned to collect data about collaboration on campus and off campus. This
was a collaborative effort with the Institute for Research and Community Service. A
survey form was developed.
3.
Grants workshops were organized for January. The outline was written for the
workshops.
4.
A symposium, "Trouble-shooting the QBE," sponsored jointly with Ethics Institute, was
set for March 15.
5.
A collaborative seminar for March entitled "Hands-on Science Activities Workshops"
was discussed. This collaborative effort between Science, Management and Technologies
and the School of Education faculty was for university students and area educators.
A resource packet was planned for all participants.
6.
The Future Teachers' Club Initiative was explored.
7.
A luncheon was planned for January. The luncheon was to provide for open dialogue
among area superintendents. A questionnaire was planned for their responses.
Spring
1993
1.
Subcommittees on academic concentrations in Elementary Education and co-advisement
for Secondary Education majors continued their work.
2.
A survey to collect data on collaboration off and on campus was distributed twice to EUP
faculty. (See Appendix A)
3.
The symposium, "Trouble-shooting OBE," sponsored jointly with Ethics/ Values
Institute for March 15, 1993 was cancelled due to Inclement weather.
4.
The "Hands-on Science Activities Workshops," a collaborative effort between Science,
Management and Technologies and the School of Education faculty, was extremely
successful. A resource packet was distributed to ail participants. (See Appendix B)
5.
The Future Teachers' Club initiative was explored. Professor Joan Dengel had positive
responses from five area schools.
6.
A Grants Workshop was conducted on April 13, 1993. A resource packet was
distributed to participants. (See Appendix C)
10
A meeting with area school district administrators was held on April 16, 1993.
A meeting with area administrators and university personnel was held on May 26,
1993. Discussion groups were formed in order to discuss EUP's collaborative efforts
with school districts. A luncheon followed the meeting. (See Appendix D)
Summer
1993
A hands-on "Science Stuff" workshop was held at Millcreek Mall on June 17, 1993.
Faculty and students from the science departments on campus assisted Dr. Thewes in this
activity.
Data from the questionnaire is being tabulated.
The Institute will assist with planning the Middle Level Education Conference set for
October 16, 1993.
11
INSTITUTE FOR EARLY CHILDHOOD EDUCATION
NAME
DEPARTMENT
SCHOOL
*Dr. Karen L. Bauer
Elementary Education
Education
Dr. Kathleen Dailey
Elementary Education
Education
Mrs. Janice Giltinan
Nursing
Science, Management, &
Technologies
Dr. Cynthia Legin-Bucell
Psychology
Liberal Arts
Mr. Joseph Miller
Residence Life
Student Affairs
Dr. Constance Mullineaux
Art
Liberal
Arts
Dr. Marilyn Sheerer
Elementary Education
Education
Ms. Barbra Sprott
Student Representative
Mr. Allen Clark
Student Representative
*lnstitute
Chairperson
12
INSTITUTE FOR EARLY CHILDHOOD EDUCATION GOALS
1. build a repository of materials on early childhood education
2. work with the Miller Center staff on the development of new
programs for university staff and area educators
3. advocate the use of the Miller Center as an educational research
site for faculty and students
4. develop a series of videotapes depicting the Miller Center's model
programs for preservice and inservIce teachers
5. write grant proposals which would advance knowledge in early
childhood education
6. develop and implement methods to educate professionals in early
childhood education
7. develop and implement methods to educate the public about young
children
8. increase public awareness of issues concerning young children
9. assist parents and help them enhance their parenting skills
through workshops, seminars, etc.
10. serve the public as a resource for speakers
11. seek funding to develop a model parent center for the community
12. seek funding for Head Start and Day Care professionals
Institute for Early Childhood Education
Fail
1992
A Brown Bag lunch session, "Crisis Literature: Divorce" was presented by Dr.
C. Gordon Hitchings on Thursday, November 19.
Planning was begun for the Ninth Annual Early Childhood Conference.
A newspaper column on parenting skills, "Parents, Preschoolers and Problems," was
proposed for the Erie Daily Times.
The Teacher's Lounoe talk show with Dr. Bauer and Mr. Dettore continued production
via the EUP television studio.
Spring
1993
A Brown Bag lunch session, "The Balancing Act: Family and Work," was presented by Dr.
Marilyn Sheerer on Friday, January 22 .
A Brown Bag lunch session, "Is Childhood an Endangered Species?" was presented by Dr.
Cynthia Legin-Bucell, on March 17, 1993.
The first edition of the "Early Childhood Newsletter" was distributed to all Institute
members in the Center for Excellence In Teaching, School of Education department
members, and participants at the Early Childhood Education Conference.
(See Appendix E)
The Teacher's Lounoe talk show with Dr. Bauer was continued in conjunction with the
EUP television studio. Guest speakers for the semester included Marilyn Sheerer,
Cynthia Legin-Bucell, Michael Bucell and Kathleen McGrory.
The Ninth Annual Early Childhood Conference was held on May 13-14, 1993. Several
members of this institute made presentations and assisted at the conference. (See
Appendix F)
Planning sessions for Parent Education classes were held at the Cambridge Springs
Women's Prison. Dr. Bauer and Dr. Legin-Bucell were invited by Superintendent Wolfe
and Mr. Richard Learn to develop this idea.
Summer
1993
The newsletter was distributed off-campus to area child care professionals, area
pediatricians' offices, and child care centers In northwest Pennsylvania. (See
Appendix E)
14
2.
A Head Start Training Grant was written by Dr. Bauer and Dr. Sheerer.
Parent Education sessions will be held at the Cambridge Springs Women’s Prison in July
and August. These sessions were planned and conducted by Dr. Bauer and
Dr. Legin-Bucell.
4.
The Institute will be assisting with the planning of the 1993 National Association of
Laboratory Schools Regional Conference.
15
INSTITUTE FOR ETHICS AND VALUES
EDUCATION
NAME
DEPARTMENT
SCHOOL
*Dr. Mary M. Bevevino
Educational Services
Education
Dr. Edmund Abegg
Philosophy
Liberal Arts
Dr. Susan Criswell
Educational Services
Education
President Foster Diebold
President, EUP
Dr. James Dunn
Business Administration &
Economics
Science, Management, &
Technologies
Mr. Karim Hossain
Physics & Technologies
Science, Management, &
Technologies
Ms. Barbara Stoiar
Residence Life
Student Affairs
Dr. Donald Swift
History
Liberal Arts
Ms. Ruth Nash-Thompson
Special Education & School
Psychology
Education
16
Ms. Trade Danko
Student Representative
Ms. Tina Oonnithan
Student Representative
^Institute
Chairperson
17
INSTITUTE FOR ETHICS AND VALUES EDUCATION GOALS
1.
structure campus and community forums on matters of public
interest in ethics and values
2.
promote dialogue across campus and within the Commonwealth
concerning ethics and campus life
3.
plan other activities on campus and within the State System of
Higher Education which promote ethical inquiry and involvement
in service activities for staff, students, and the community
4.
plan conferences and workshops to help school districts integrate
programs for character development and informed decision
making
5.
further develop the policy on academic integrity for both students
and staff
6.
guide departments In development of ethics statements and
ethics components In course offerings
7.
build a repository of ethics, values and decision-making
materials
8.
investigate grant possibilities and write proposals to promote
ethics and values projects/programs
9.
focus on the process of ethical decision-making on the part of
undergraduate students
10. respond to system-wide needs by pursuing conferences and
workshops for staff and students of the SSHE System
18
Institute for Ethics and Values Education
Fail
1992
1.
Subcommittees were formed to study values laden issues, the process of ethical decision
making, materials for the ethics and values repository, curricular components about
ethics, statewide collaboration on Ethics and Values, and a freshman program on values.
2.
The President's Scholarship critieria for eligibility were defined and procedures for
awarding the scholarship were also developed.
3.
EUP's involvement in a state-wide Ethics and Values Education newsletter was
investigated.
4.
A Student Teacher's Symposium, "Outcome Based Education," was planned In
collaboration with the Institute for Curriculum, Instruction and Collaboration for
March 15, 1993.
5.
A state-wide Conference, "Emphasis on Values: Approaches to the Priority," was set for
May 20-21.
Spring
1993
1.
Subcommittees continued their work.
2.
The President's Scholarship award procedures and criteria were completed.
Applications were made available. The scholarship will be awarded In September. (See
Appendix G)
3.
Edinboro, Slippery Rock, and Bloomsburg Universities accepted responsibility for
publication of a statewide Ethics and Values newsletter. Each University will publish the
newsletter on a rotating basis every three years.
4.
A Student Teachers' Symposium,"Outcome Based Education," planned in collaboration
with the Institute for Curriculum, Instruction and Collaboration, set for March 15,
1993, was cancelled due to inclement weather.
5.
A state-wide Conference, "Emphasis on Values: Approaches to the Priority," was held on
May 20-21, 1993. (See Appendix H)
6.
The Freshman values project was developed. Journal articles on ethical decision
making were reviewed.
7.
Problem Solving & Conflict Resolution Grant activities were planned. University
Special Projects Grant of $10,057 was awarded for the grant, "Creating a Sense of
Community on Campus: Problem Solving and Conflict Resolution."
19
8.
Interuniversity grant involving Edinboro University with Dr. Bevevino as one of the
project directors and Dr. Abegg as contributing editor was submitted through
Bloomsburg University and awarded for $4,000.
Summer
1993
1.
Repository book orders were sent out.
2.
Selection and distribution of articles and information on Freshman values project will
be completed.
3_
The Institute sponsored EUP student, Stacy Mukina, to the Fifth Annual Womens
Leadership Institute on August 1-6.
4.
Problem Solving and Conflict Resolution grant workshop will be held on August 26-27.
5.
Ken Adams and Tina Oonnithan will attend the Society for Values in Higher Education's
Conference at Bowdoin College, Maine on August 10-15, 1993.
6.
Freshman Values Exploration packet sent to ail entering Freshmen on August 13, 1993.
7.
Freshmen Values Exploration project was presented to the Deans' Council with the
request that the deans support the project by Informing department chairs of the
project.
8.
Dr. Ed Abegg met with Dr. Marion Mason of Bloomsburg and Dr. Larry Cobb of Slippery
Rock to plan the SSHE interuniversity values newsletter.
9.
The Institute acquired an institutional membership In the Society for Values in Higher
Education.
20
INSTITUTE FOR LITERACY
NAME
DEPARTMENT
SCHOOL
*Dr. William Weber
Elementary Education
Education
Educational Services
Dr. Dawn Snodgrass
Education
Elementary Education
Dr. Janet Fleischauer
Education
Special Education & School
Dr. Jean Faieta
Psychology
Education
Engllsh/Theatre
Ms. Elsie Deal
Liberal
Arts
English/Theatre
Dr. Louella Bucho
Liberal
Arts
Arts
Arts
Dr. John Polo
Physics & Technologies
Science, Management &
Technologies
Dr. Kiran Misra
Biology & Health Services
Science, Management &
Technologies
Ms. Julie Fedders
Student Development
Student Affairs
Ms. Debbie Bullington
Student Representative
Ms. Kelley Muldowney
Student Representative
Institute
Chairperson
21
INSTITUTE FOR LITERACY GOALS
1. build a repository of literacy materials
2. investigate grant possibilities and write proposals to extend
current literacy programs to a wider audience
3. provide In-service training for educators through presentations,
workshops and conferences
4. investigate further coordination of testing and teaching of the
basic writing, reading, and math courses for freshmen
5. foster collaboration between student affairs and the Adult
Literacy program
6. promote coordination of Reading Clinic services and other
tutoring programs
22
Institute for Literacy
Fail
1992
An Academic Festival presentation, "The Importance of Content Literacy," was designed
by Drs. Snodgrass and Misra and Dr. Polo.
Plans for Literacy Awareness Week (March 29 - April 2) were made. Institute
members selected a book fair, mini-presentations of reading In the content areas, a
testing format for vocabulary and reading skills and speakers on literacy for the week's
events. (See Appendix I)
DiscuMions continued with Mr. Wolfe at the Cambridge Springs Prison to consider how
we might assist In literacy skills.
Spring
1993
An Academic Festival presentation, "The Importance of Content Literacy" was presented
by Drs. Misra, Polo and Snodgrass.
Literacy Awareness Week was held on March 29 - April 2 and included the followina
events:
a book fair;
mini-presentations of reading in the content areas;
a testing format for students to determine vocabulary strengths and weaknesses;
an educational technology display;
Dr. Earl Goodman, on "Dyslexia";
Drs. Misra, Polo and Snodgrass on "Content Literacy";
a movie about adult literacy, "Stanley and Iris";
Elementary Education Department's Literacy Conference. Keynote speaker: Dr.
Karen Smith, National Council for Teachers of English.
Discussions continued with Mr. Wolfe at the Cambridge Springs Prison to
consider how we might assist in Literacy skills.
Dr. Dawn Snodgrass coordinated and planned a week-long "FRAMEWORKS" workshop
with the BOCES unit In New York. Unfortunately, "FRAMEWORKS" had to be cancelled
this year. The feasibility of sponsoring this workshop next year will be studied.
23
SUMMARY OF NEW INITIATIVES
Each Institute has made many contributions to the improvement of education on and off-campus
this past year. Much of the intense work occurs in sub-committee and Institute meetings. The
products of these efforts and deliberations are varied. They include collecting data,
investigating pertinent issues in education and making recommendations to appropriate
university bodies, presenting programs for students and/or faculty, conducting workshops and
conferences, creating
printed educational materials for distribution, and planning activities
that would further enhance the unversity's missions and goals.
The entries in this next section are those new Initiatives that were planned to attract an
audience of interested persons. These entries represent just a fraction of the efforts of the
Center and its Institutes. For a complete account of the accomplishments of the Institutes
consult the listings by semester and summer for each Institute on the previous pages of this
report.
\
24
1992-1993 SUMMARY OF NEW INITIATIVES
assisted
by
number
attended
event/
date/
Institute
person in
charge
Brown Bag Lunch:
'Crisis Literature:
Divorce"
1 1/19/92
Institute for Early
Childhood Education
Gordon Hitchings
55
Speaker: Dr. A. Abro
'Higher Education and
Scientific Research in
Pakistan'
1 1/23/92
Center for Excellence
in Teaching
Ruthanne Atkinson
Robert Connors
15
Brown Bag Lunch:
'The Baiancing Act:
Famiiy & Work'
1/22/93
Institute for Early
Childhood Education
Marilyn Sheerer
28
10
Speaker: Dr. Baher
Ruthanne Atkinson
Ghosheh
Robert Connors
'Comparative Education;
Japan & USA'
2/1/93
Center for Excellence
in Teaching
Academic Festival
Presentation- 'The
Importance of
Content Literacy'
2/93
Institute for Literacy
40
Kiran Misra
John Polo
Dawn Snodgrass
Ruthanne Atkinson
Academic Festival
Robert Connors
Presentation 'EUP's New Initiative'
2/19/93
Center for Excellence
in Teaching
25
25
comments
Brown Bag Lunch:
'Is Childhood an
Endangered Species?*
3/17/93
Institute for Early
Childhood Education
Cynthia Legin-Bucell
'Evening of
Ken Adams
Science Activities”
3/22/93
Institute for Curriculum,
instruction and Collaboration
Literacy Awareness
Week
3/29-4/2/93
Institute for
Literacy
'EUP's New
Initiative”
4/7/93
Center for Excellence
in Teaching
Bill Weber
35
Teresa Thewes
John Criswell
distributed
handbook to
participants
Julie Fedders
'Stanley &
Iris' film
-book giveaway
Dan Shelley
technology
display
Bunny Bucho
quick skills
scan
Jan Fleischauer
vocabulary
testing
Kiran Misra
John Polo
Dawn Snodgrass
45
'Content
Literacy'
presentation
Earl Goodman
50
'A Dyslexic
Talks /Vbout
Dyslexia'
30
Presentation
given to the
Edinboro
Kiwanis Club
38
K-12 educators
Ruthanne Atkinson
Robert Connors
'Grants Workshop'
Ken Adams
4/13/93
Institute for Curriculum,
Instruction and Collaboration
400
Stephen Hazlewood
Robert McConnell
'Dialogue with Area
Ken Adams
Administrators'
Robert Connors
4/16/93
Institute for Curriculum,
Instruction and Collaboration
26
Early Childhood
Newsletter
5/4/93
Institute for Early
Childhood Education
Karen Bauer
Allen Clark
Kathleen Dailey
Cinthia Legin-Bucell
Connie Mullineaux
Barbra Sprott
'Emphasis on Values:
Approaches to the
Priority* State-wide
Conference
5/20-21/93
Institute for Ethics
and Values Education
Peg Bevevino
Karim Hossain
Tina Oonnithan
Barb Stolar
Ed Abegg
Sue Criswell
Don Swift
'Dialogue with area
Ken Adams
Caroline Gryta
Superintendents*
5/26/93
Institute for Curriculum,
Instruction and Collaboration
27
500
170
distributed to:
-ECE
Conference
participants
-Institute
members &
Advisory Board
-pediatricians
-members of
the Early
Childhood
Organization of
NWPA
for SSHE
faculty, staff
and graduate
students
APPENDICES
APPENDIX A
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Institute for Curriculum, Instruction & Collaboration
Institute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
April 29, 1993
TO; EDINBORO FACULTY AND ADMINISTRATORS:
SUBJECT: COLLABORATIVE ACTIVITIES RESOURCE LIST
IF YOU HAVE ALREADY PROVIDED US with a submission to be included in the
COLLABORATIVE ACnvlTIES RESOURCE LIST, please accept our sincere thank you. We have
collected 55 entries to date.
IF YOU DID NOT have an opportunity to complete the attached form, please do so. The intent
of this initiative is to be as Inclusive as possible. To that end, we have extended the deadline for
submissions to MAY IS, 1993.
A COLLABORATIVE ACnvITIES RESOURCE LIST is being compiled by the Institute for
Curriculum, Instruction, and Collaboration, under the auspices of the CENTER FOR
EXCELLENCE IN TEACHING. This list will be distributed to all members of the university
community.'
THE PURPOSE OF THIS RESOURCE LIST is to foster and expand collaborative initiatives across
the campus. By publicizing the RESOURCE LIST to all members of the university community,
the Institute hopes to identify:
* classroom research opportunities at both tmiversity and public/
non-public school levels
• in-service workshops/programs opportunities at both university and
public/non-pubUc school levels
In addition, this RESOURCE LIST will aid the Institute in fostering cooperative links with local,
state, regional, and national alliances.
PLEASE TAKE A FEW MOMENTS TO FILL OUT THE ATTACHED DATA SHEET AND MAIL IT TO:
THE INSTITUTE FOR CURRICULUM. INSTRUCTION. AND
COLLABORATION
153 MILLER RESEARCH LEARNING CENTER
PLEASE SEND YOUR RESPONSES BY MAY 15. 1993 if you have not already responed. Thank
you.
A member of the State System of Higher Education
(Please complete the following identifying information.)
NAME_________________________________________________
SCHOOL AND DEPARTMENT OR PROGRAM:______ _
Briefly describe your collaborative role In the spaces provided below. Be sure to include the time
frame and collaborative partneiis).
■
CATEGORY#
PARTNERSHIP
1.---------------------------------------------Other Edinboro University faculty, administration,
r
or staff.
2.---------------------------------------------Other institutions of higher education.
3.-------------------------------------------- Public or non-public schools.
4.-------------------------------------------- Social service agencies.
5.-------------------------------------------- Professional organizations.
6.-------------------------------------------- Student associations.
7.---------------------------------------------Governmental agencies.
8.-------------------------------------------- Intermediate Unit.
9.---------------------------------------------Professional associations.
10.—------------------------------------ Other.
BE CERTAIN TO IDENTIFT THE CATEGORY NUMBER AND PROVIDE A BRIEF
DESCRIPTION. IN ORDER TO INSURE THAT ALL SUBMISSIONS WILL BE GIVEN PRINT
SPACE IN THE INSTITUTE RESOURCE LIST. EACH INDIVIDUAL MAY SUBMIT UP TO THREE
ENTRIES.
CATEGORY #______ DESCRIPTION:
CATEGORY#_______DESCRIPTION:
CATEGORY#______ DESCRIPTION:
PLEASE REFOLD (RETURN ADDRESS LABEL IS ON BACK) AND RETURN TO THE INSTITUTE
FOR CURRICULUM. INSTRUCTION. AND COLLABORATION, MILLER 153, NO LATER THAN MAY
15. 1993 IF YOU HAVE NOT ALREADY RESPONDED.
31
APPENDIX B
NpTEi
Complete handbook Is available in Che Center for Excellence in Teaching.
An Evening
of
Science Activities at EUP
Presented by:
EUP Elementary Education Students
EUP Secondary Education-Science Students
EUP Student Teachers
EUP Science Club Students
33
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Illlllll
Center for Excellence in Teaching
Curriculum, Instruction & Collaboration Institute
Early Childhood Education Institute
Ethks Institute
Uteracy Institute
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
)
MEMO TO: Evening of Science Activities participants
FROM:
Mr. Ken Adams, Chair,
, ^
,
Institute for Curriculum, Instruction, and Collaboration
DATE:
April 19, 1993
.
i *
RE:
Dates and times to pick up science activities booklet
Any student or faculty member who attended the Evening of Science
Activities held on March 22, 1993 and did not receive a booklet imy now pi^ up
a copy. Only those people who signed up to recieve a copy may do so on me
desiSated days and times. Any copies left after me pick up dates will ^
out on a first-come first-serve basis to people wishing to receive a copy but who
did not sign up to receive a copy.
The booklets will be available in me Center for Excellence in Teaching
Aprill9 to April 24 ft-om 9:0GAM - 12:00PM. The Center is located in rooml53
of me MiUer Research Learning Center.
If you have any questions please call me Center at 732-2916.
■ A member of the State System of Higher Education
c{^ISt/ence, Ac-iiuibcs
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36
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20 April 1993
3502 Pennsylvania Avenue
Erie, PA 16504
(814) 456-7212 [Work], (814) 454-2963 [Home]
Dr. Theresa Thewes
Edinboro University of Pennsylvania
Edinboro, PA 16412
Dear Dr. Thewes:
Thank you so much for inviting me to the Science Teachers' Workshop on March 22,
1993. It was a great beginning in the unification of the Science and Education departments.
Providing many hands-on experiences for beginning teachers is precisely what they need. Because
I am certified in both Elementary Education and General Science Education, I have experienced
the "polarity" between the science building and the education building. There is definitely a need
to turn this around.
I was impressed with the enormity of the workshop - the sheer number of activities all
going on at one time. Everyone seemed enthusiastic and eager to relate what they were trying to
do. Many students really looked into their topic and knew answers to any question asked.
However there were a few presenters that needed to polish up on their concepts. For example,
the moon phase cards outside of the wonderful shoe box with the golfball exhibit were drawn and
labeled incorrectly. The physics concepts used in the activity about the velocity of the cassette
tape are in error. The speed of the tape changes when the tape is playing because the
circumference of the two axes changes. The major drawback about the hands-on approach to
science is that teachers get so excited about doing something fun that they forget what concept
they were teaching or the concept is taught incorrectly. Personally, I wouldn't teach science any
other way, but in our zeal for the method, we must not lose sight of the goal.
The book of activities is wonderful! What a great idea to get everything down in print to
peruse later! This is an invaluable resource to a science teacher, especially with the way it is
wntten - goals, pictures, results, hints, grade levels, etc. I am trying out labs with my classes as
soon as I find them. This is the best thing you could have included with the workshop.
I would love to see a workshop of this magnitude attempted at Mercyhurst College - or
for that matter, even a huge tri-college workshop...!
Thank you again. If you ever need my help, just call.
37
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38
eCURRENT, INC
APPENDIX C
NOTE:
Complete handbook is available in the Center for Excellence in Teaching
BIG ONES AND little ones
HOW TO GET THEM
PRESENTED BY
DR. ROBERT MCCONNELL - EUP
MR. STEPHEN HAZELWOOD - EUP
MS. AMY PAUL - UNITED WAY
MR. KENNETH ADAMS - EUP
SPONSORED BY EDINBORO UNIVERSITY'S
CENTER FOR EXCELLENCE IN TEACHING
INSTITUTE FOR CURRICULUM, INSTRUCTION, AND
COLLABORATION
AND
THE INSTITUTE
FOR RESEARCH AND COMMUNITY SERVICES
APRIL 13,1993
5:30 - 7:30 P.M.
40
’’DIALOGUE WITH
AREA SUPERINTENDENTS”
AGENDA
Wednesday, May 26, 1993
Reception and refreshments
Introduction of participants—Ken Adams
Opening remarks-Dr. John Fleischauer
10:15-11:15
Focused sessions A and B - group processing by moderators.
Representatives of university and school district
administrators in attendance.
11:15-12:00 P.M. Collective session - presentation of findings/
recommendations. Large group discussion to set short term
goals for strategic planning (1993-1994), and long range
planning (1994-1996).
12:00-1:00
Luncheon —University Club, Van Houten Dining Hall
9:45-10:00 AM.
10:00-10:15
PARTICIPANTS
Bdinboro University
Public School Administrators
Dr. John Fleischauer
Dr. Jerry Covert
Dr. Shirley Stennis-Williams
Dr. Robert Weber
Ms. Linda Lacney
Mr. Paul Knuth
Dr. Marilyn Sheerer
Dr. James Flynn
Dr. James McElroy
Mr. Ken Adams
Mrs. Joan Dengel
Dr. Peggy Bevevino
Dr. Barb Rahal
Dr. Theresa Thewes
Mr. George Shimpeno
Dr. Dean Stoffer
Mr. Bob McConnell
Dr. Don Dilmore
Dr. Don Beckman
Dr. Caroline Giyta
Dr. John Leuenberger
Mr. Tom Fortin
Dr. Lynn Corder
Dr. Jack Jarvie
Dr. Verel Salmon
Mr. Frank Bova
Dr. LeRoy Rieck
Dr. Paul Harakal
Mr. Abert Leonzi
Dr. William Stockebrand
Mr. John Seifert
Mr. Clarence Metzgar
42
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Institute for Curriculum, Instruction & Collaboration
Institute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
INSTITUTE FOR CURRICULUM, INSTRUCTION AND COLLABORATION
QUESTIONNAIRE
Data collection questions addressed by school superintendents:
Collaborative Efforts
1.
How do you view the relationship between Edinboro University cind your school district?
2. What obstacles exist that prevent better quality or quantity of collaboration between
Edinboro University and your school district?
3. Please identify successful collaborative programs with Edinboro University or other
institutions' of higher education that have been a benefit to your school district.
4. Regarding pre-service programs, how do Edinboro University teacher education graduates
compare to candidates from other institutions?
Common strengths?
Focus for improvement?
5. How closely do services provided by Edinboro University meet the needs of your in-service
faculty and staff?
6. How closely do the services provided by Edinboro University meet the needs of your
commimity in terms of service organizations, parental groups, and in terms of technology and
innovation?
7.
How would you assess Edinboro's on campus resources in terms of:
Access/ availability?
Current holdings?
Obstacles to use?
A member of the Slate^System of Higher Education
APPENDIX E
I
NOTE:
Complete newsletter is available in the Center for Excellence in Teaching
EARLY CHILDHOOD NEWSLETTER
Volume I Number I
Spring, 1993
Published by the Early Childhood Institute of the Center for Excellence in Teaching
Edinboro University of Pennsylvania
FOCUS ON PLAY:
Critical to
Children's Development
Watching children play is often a
delight. A child's total immersion into a task
that can take her to far off lands or keep her
planted firmly on the ground is indeed
wondrous but it is also necessary. Play
provides an opportunity for growth,
exploration, problem solving and access to the
world of others. This first issue of the Early
Childhood Newsletter takes us into the world
of play from several perspectives. First, Dr.
Karen Bauer explains the importance of play
on several aspects of development. This
article is followed by informative reviews of
two children's books, Sam's Sandwich and
Sam's Surprise. Reflecting the importance of
technology on play, a review of two software
programs, McGee and Katie's Farm, follows.
Next, Or. Kathleen Dailey and Ms. Kim Owen
write of a recent research study conducted at
the Miller Center looking at the role of play
on literacy development. Finally, this issue
concludes with a discussion of art as
children's work by Or. Constance Mullineaux
and a review of two children's toys, 'Cave of
Wonders" and "Mr. Mouth." Hopefully, after
reading this issue of the Eartv Childhood
Newsletter, you'll have a better
understanding of and appreciation for the
work of childhood we adults call play.
Dr. Cynthia Legin-Bucell
45
PLAY TODAY?
by; Leila Fagg
You say you love your children
And are concerned they learn today?
So am I - that's why I'm providing
A variety of kinds of play.
You're asking me the value
Of blocks and other such play?
Your children are solving problems.
They will use that skill everyday.
You're asking what's the value
Of having your child play?
Your daughter's creating a tower;
She may be a builder someday.
You're saying you don't want your son
To play in that "sissy" way?
He's learning to cuddle a doll;
He may be a father someday.
You're questioning the interest centers;
They just look like useless play?
Your children are making choices;
They'll be making their own someday.
You're worried your children aren't learning;
And later they'll have to pay?
They're learning a pattern for learning;
For they'll be learners aiway.
APPENDIX F
’J0139JIP 3ura^ jnoX oi sinoiai
asesid *p9ssajppe S8 diqBiaAippun ji
r|9uuosi3(i uioojn«w uoausnv
BHreA^iCsiiua^ JO
XlisjOAniQ ojoquip3
iouuifiwj ucnimrij)%j)ocnffjiTjO
djwjfpnuiiY yiu^
loan
I oNiiuuad
Va‘o»quipH
pre^aSnsod'S *n
W9I Vd‘0“ BniBAiiCsuuPd JO XaisjOAraQ oioqu^
S90pu3$ XiiunraraoQ pire qaiBoso'^ joj aimusui
•Sjq lyoy-uoN
NINTH ANNUAL
Early Childhood Education Conference
Working And Learning Together
Thursday, May 13,1993 and Friday, May 14,1993
Edinboro University of Pennsylvania is a Member of the State System of Higher Education
47
The Elementary Education Department ofEdinboro University of Pennsylvania,
in conjunction with the Center for ExceOence in Teaching and
the Institute for Research and Community Services, is pleased to present the
1993 TrOrCy CfdCcCftoocC education Confermce
"WorlQn^ and Learning Logetfier
SCHEDULE OF EVENTS
Friday, May 14,1993
Focus: Preschool and Kindergarten?
Focus: Kindergarten and Priniary Grades
9:15
11:00
12:30
2:00
3:15
9:15
10:30
12:15pni
1:30
3*15
4:00
Registration
Session I
Session n
Luncheon
Session m
Tours of the Miller Center
available upon request
8:00am9:15
11:00
12:30
1:45
3:15
9:15
10:30
12:15pm
1:30
3:00
3:45
Registration
Session I
Feature Presentation
Luncheon
Session n
Tours of the Miller Center
available upon request
Educational Materials Exhibit will be held both days.
J^eature (Presentation
BUILDING TOMORROW’S
NEIGHBORHOOD-TOGETHER!
With wannih, humor and humanneso, Hedda Sharapan
will share insights she's gained firom 26 years with Mis^
Rogers' Neighborhood. Her nationwide involvement with
educational organizations and civic groups have provided
her with a wealth of rich, varied experiences. Blending
thry ’T^eighboihood" experiences with her background in
child development and her experiences in rearing two
daughters, Ms. Sharapan will address the challenges of
"working and learning together."
MISTER
—
ROGERS*
keighboiChood*
48
POSITIVE GUIDANCE AND DISCIPLINE
lis workshop will focus on the use of positive guidance in early
childhood classrooms. Guidance and discipline strategies that
^ re based on helping children grow in self-control will be presnted. Developmentally appropriate ways to handle typical
classroom situations will be discussed.
(Linda Nelson)
USING LITERATURE FOR MATH
AND SCIENCE ENHANCEMENT
Using literature and related whole language activities to teach
math and science concepts will be the focus of this workshop.
The importance of a parent component in the classroom will also
be addressed. Participants will receive an extensive resource
handbook emphasizing the workshop content.
(Mary Jo Melvin and Sharon Markell)
PLAhINING FOR AND SUPPORTING
FAMILY-SCHOOL INTERACTIONS
GET ALONG OR GET ALONG: STRATEGIES
FOR MORAL DEOSION MAKING IN THE
PRIMARY CLASSROOM
iThis woricshop will present strategies that foster moral decision
[making in the primary classroom. Demonstrations will cover
techniques for establishing a cooperative classroom environ. ment and group decision making. Strategies will highlight the
I use of symbolic narratives, specifically the fable, other forms of
I literature, and classroom visuals.
This workshop will present the benefits of establishing homeschool partnerships in early childhood settings. Participants will
learn methods that support effective home-school interactions.
The benefits and pitfalls of such collaboration will also be dis
cussed.
(Melissa Groves)
(Marian Vollmer)
CREATIVE FOOD EXPERIENCES FOR
EARLY CHILDHOOD EDUCATION
THE USE OF BIBUOTHERAPY
WITH AT-RISK CHILDREN
This workshop will assist educators in identifying children who
are sociologically at-risk as a result of their membership in
families that have been in crisis. Bibliotherapy techniques will be
presented that serve to bring about changes in the child's under
standing of self-worth and to assist them in facing the crisis of
their family unit
(Jamie Macintyre-Southworth and Eileen Aiken)
This workshop will showcase learning activities designed to
provide a variety of activities to teach yoimg children about food
and good eating habits. Activities will emphasize simple food
preparation, food safety and cleanliness rules, and eating a
variety of foods. Ideas and suggestions for parental involvement
will also be discussed.
(Sharon Piano and Michele Chiavetta)
PROMOTING POSITIVE OUTCOMES FOR ALL YOUNG
CHILDREN WTTHIN INCLUSIVE PROGRAMS
DIAGNOSING A CENTER'S NEED FOR CHANGE
This session is for early childhood administrators. It will focus on
a systematic way for directors to diagnose and monitor center
effectiveness. Exercises will be used to pinpoint organizational
problems and to design action plans for making changes.
(Marilyn Sheerer)
LEARNING TOGETHER: STORYACTING
IN A PRIMARY CLASSROOM
Panelists will offer historical, philosophical, legal, and personal
perspectives on inclusive programming for young children.
Presenters will include a parent, an early childhood provider, a
state Early Intervention consultant and an Interm^ate Unit
representative. Information and activities will focus on positive
outcomes promoted by inclusive programming.
(Deborah Sturm and Janice Belgredan)
FAMILY MATH: INVOLVING PARENTS IN
THE LEARNING PROCESS
Participants will learn the benefits of how a story acting program
can motivate primary-age children to read, to write and to
^ -natize their stories. Specific ideas on how to implement a
acting program will be shared.
(Sandra Waite-Stupiansky)
49
This workshop will provide participants with an overview of the
Family Math program. Participants will engage in hands-on
Family Math activities.
(Nick Stupiansky)
INVOLVING THE PARENT AS A PARTNER IN
READING
This workshop will hdp teachers focus on the family as a
worthwhile and educational resource for helping children learn
to read. Suggestions for encouraging parents to participate in
^mily reading activities will be provided.
(Nancy Briggs)
TEACHERS AS RESEARCHERS AND SCHOLARS: UNI
VERSITY AND SCHOOL COLLABORATION
Partidpants will explore how research on teaching practices at
the elementary level was conducted in collaborative partner
ships between neighboring school districts and a uni
ity
Partidpants will engage in brainstorming activities for co.nparable implementation at their schools.
(Denise Finazzo)
PROBLEM SOLVING SKILLS FOR YOUNG CHILDREN
CLASSROOM MANAGEMENT STRATEGIES IN AN
EARLY CHILDHOOD CLASSROOM
This woricshop will present educators with skills to build and
enhance the problem-solving capacity in yotmg children within
a framework that highlights emodoiud development
(Sharon Chesler Bernstein)
This workshop will identify management strategies used by ar
ocperienced eariy childhood teacher through the implementa
tion of a developmentally appropriate curriculum model. At
tention will be given to transitions and crises or problem situa
tions. A videotap>e will be utilized to provide a link between
management strategies and child development theory.
(Karen Bauer, Marilyn Sheerer, Ernie Dettore;
THE ERIE ZOO, YOUR KIDS AND YOU
Participants will discover the variety of educational programs
and opportunities available at the Erie Zoo. Teacher tips for field
trips to the Zoo and Dinosaurs Alive as well as pre - and - post
visit activities will be provided.
(Maria Durd and Kay Lamendola)
LEARNING CYCLES: CHEMISTRY ACTIVITIES FOR
YOUNG CHILDREN
The learning cydes" approach to learning sdence encompasses
three phases— Exploration, Invention and Discovery. The pre
senters will model this method of learning by using hands-on
chemistry activities that are appropriate for the K-3 classroom.
(Theresa Thewes and Ken Adams)
SUNSHINE AGAIN
is workshop will focus on the subject of death. Educators'
ttitudes as well as the child's perceptions and behavioral reac' ns will be examined. Methods and resources to utilize in
rg about death will be presented. A few short exercises
■" beconducted to familiarize partidpants with different Toss"
cula.
COOPERATIVE LEARNING STARTERS: BUILDING
A FOUNDATION FOR LEARNING TOGETHE'
V
This workshop introduces partidpants to the cooperative goai
structure and simple, introductory cooperative learning activi
ties for the primary grade classroonv Partidpants will engage in
several cooperative learning activities.
(Terry Myers)
(Nick Stupiansky)
Important ConferenceUps
1.
The number of partidpants in this conference is limited. It is quite possible that the quota mav
fflled before the April 7 deadline. Early registratinn is rpmmm«ar>HpH
avoid disappointment.
2.
If you are attending the conference with colleagues, we recommend that you plan together to vary
yo\a selections to cover as many workshops as possible hi this way, you can share ideas and
enrich professi6i^ 5gdwth> The redstration form is vour intent to attend. It is cmdal that each
partidpant send in that form as soon as possible
3.
It is our policy to schedule you as dosely as possible into workshops based on your preference.
However, we reserve the right to assign alternate sessions unless you indicate otherwise on the
registration form.
4
After your registration form has been processed, you will be notified. You will receive written
confirmation by May 3.
_
If you find it necessary to cancel your conference reservation, please call (814)732-2671 or FAX(814)732-2294 as soon as possible. Refunds for cancellations will be honored up to a week before
'5U
APPENDIX G
PEN
O F
N S Y L V A N I A
renter for Excellence in Teaching
^
»/br Cumcuium. ^.ruction 6- dhtcramn
InstUute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
THE PRESIDENT'S SCHOLARSHIP
The President's Scholarship is a yearly scholarship to be awarded to an education major with a
particular interest in ethics and values education.
Cl iriHiLITY- The applicant must be an undergraduate education major in the junior or senior
ye^!!il program SS must have attained a 3.4 quality point average and have
succBssfully compl0t0d 60 cr0dit hours.
Applicants will b0 considsrsd rsgardlsss of financial nssd.
APPLICATION: Th0 applicant must submit to tha subcommittaa of tha Instituta for Ethics and
Valu0S Education tha following:
1
an assay
scholarship
in which tha applicant statas tha rationala for awarding him/har this
The essay shoukl be one page in length and typed with single spacing.
2. academic history showing the selection of
J"
standing with the Office of Student Standards;
5. cover sheet with the student's name, identification number, address on campus and
talaphone numbar.
following critaria and point systam.
A member of the State System of Higher Educatum
52
CRITERIA TO BE EVALUATED
MAXIMUM POINTS
10 points
10 points
10 points
evidence of on-campus and off-campus activities which promote ethics m
education and community service
number of courses taken in Ethics and Values Education
evaluation of the essay related to persuasiveness of content and effective
writing skills
30 points
total
If a decision must be made between candidates with equally high point totals, that decision will
be based on the quality-point average of the applicant.
Deoendent on the point totals of the applicants, the subcommittee will recommend to the
President of the University that one applicant be chosen to receive the $1,000 grant or that two
applicants be chosen with each receiving $500 for that academic year.
□ate
for submission of
APPLICATION MATERIALS:
Scholarship instruction forms will be available in the Office of the Center for Excellence in
Teaching, Miller 153, in April of the academic year in which the student applies . Students
may call for information at the following extension:
2916.
Materials should be completed and the portfolio submitted by the first week of the fall semester
in any academic year.
Screening of application materials will be done by the subcommittee during the first three
weeks of the semester.
The schoiarship will be awarded during that semester for the next term in which the student is
enrolled.
•for students who enter as freshmen in the fall of 1993 or thereafter.
Please complete the following and submit with completed portfolio:
, give my permission for the subcommittee of the Institute for Ethics
L
andVares^Educati^o contact the Office of Student Standards in order to verify my good
Standing as an undergraduate student at Edinboro University.
sianaturel
(date!
.qiihmit comnieted portfolio to the Center tor Excellgncft m Teaching, Millsr 151
53
APPENDIX H
EMPHASIS ON VALUES:
APPROACHES TO THE PRIORITY
THURSDAY. MAY 20. 1993
11:00-2:00
-REGISTRATION - UNIVERSITY CLUB
12:00-2:00
-LUNCHEON - UNIVERSITY CLUB
SPEAKER: Dr. La^ence Pettit on
"Academic Culture and Civic Virtue"
2:15-3:45
-CONCURRENT SESSIONS:
TITLE:
'Two Frameworks for Teaching Values - the Scientific Paradigm and
Professional Ethics - and How to Use Them"
PRESENTER:
Dr. Deborah Hammond. Social Work; Slippeiy Rock University
ROOM:
Butterfield 231
There are plenty of values that belong in the academic curricula: the
problem is simply finding the will and the way to incorporate and teach
them. Toward that end. this workshop draws on two classic sets of
values that even the most "objectivity conscious," "no- mush" scientific
sorts and the most vehement rebels against anythlng-that-smacks-ofpressure-to-be-polltlcaHy-correct not only believe in themselves, but can
comfortably and succes^lly teach. The two sets of values are the
"Values of Science" as delineated by Jerome Manls and the Values of the
Professions as codified in professional "Codes of Ethics." This workshop
demonstrates simple, no-fuss, effective ways to incorporate values
materials into two different types of courses, using structures that real
students have genuinely ei^oyed.
TITLE:
"Making Connections: Learning Communities as a Vehicle for Values
Education"
PRESENTERS:
Dr. Anne Day. History: Patrick McGreevy, Geography; Kristen Marshall,
Speech Communication and Theater Robert Glrvan, Sociology: Jamie
Bero, Residence Director; Clarion University
RCXDM:
Butterfield 209
ABSTRACT:
Clarion began a pilot cluster experience during the academic year 19921993. Twelve instructors designed four clusters around one skill and two
liberal knowledge courses to provide first year students with a learning
55
community.
This is both a transformation within general education
reform and within faculty development. Each cluster focused on a
central theme which connected the classes together. With few
exceptions, the group of students were housed In the same residence hall
and used a common reading.
TITLE:
"Professional Ethics Begins in the Classroom: A Case Study of
Information Fabrication"
PRESENTERS:
Dr. Mark Banks. Communications; Dr. Bruce Russell. Communications:
Mary Beth Bedeck. Student, Communications: Slippery Rock University
ROOM:
Butterfield 203
ABSTRACT:
In the fall. 1991. semester, almost half of the students in two sections of
an Introduction to Public Relations course taught by Dr. Banks were
found to have fabricated Information in telephone surveys conducted for
outside clients. Because ethics in the public relations profession was a
central topic of the course, this student misconduct took on an added
importance. Students participating In the misconduct were strongly
punished. The panel will dls Dr. Banks: How the misconduct was discovered, procedure for dealing
with it in the classroom, and the rarxdflcatlons of the misconduct with
regard to the survey outcomes.
Dr. Russell: The response from parents of affected students.
Ms. Bedeck; The perspective of a student involved In the situation and
views on the application of the experience to a professional
imderstandlng.
TITLE:
"Empowering Diverse Students Through Cooperative Learning: Pedagogy
Modeling Values"
PRESENTERS:
Dr. Susan Criswell. Educational Services: Dr. John Criswell. Elementary
Education: Edlnboro University
ROOM:
Butterfield 200
ABSTRACT:
Cooperative learning has been used extensively and successfully in
public school classrooms: however, the use of these structures In the
university environment has been limited. As the 21st century
approaches, university faculty are turning attention to the need for
educating our students through process teaching models that not only
facilitate the mastery of course content but also provide the additlorial
benefits of developing skills in shared leadership, community building,
and sensitivity to cultural diversity.
This professional clinic will focus on the use of cooperative learning
techniques that are effective for use in university classrooms with
diverse student populations. The presentation will Include an
explanation of the role of the Instructor, materials preparation, social
development, and useful assessment techniques. Materials will be
56
distributed that have been created to facilitate the use of cooperative
learning. The co-leaders will facilitate a group activity In the use of
several of the structures as a means of making the participants
comfortable with the format of the cooperative learning structure. A
dialogue session will follow that encourages participant questioning and
sharing of ideas.
Participants who want an introduction to the use of cooperative learning
as a means of building community in their classrooms are encouraged to
attend and also participants who have successfully used these structures
and are willing to share their experiences.
TITLE:
"Whose Values to Teach: A Philosophical Dialogue"
PRESENTERS:
Dr. Edmund Abegg. Philosophy; Dr. Corbin Fowler, Philosophy, Lisa
Stolarskl, student. Philosophy: Edinboro University
ROOM:
Butterfield 202
ABSTRACT:
This panel discussion will consider the question of what values should
be taught, both in ethics courses and in all other courses (and indeed in
all university activities). Our purpose is not to present a Joint firm
conclusion but rather to conduct a dialogue among the panelists and
audience. Panelists will raise such Issues as the need for an
imderstandlng of whole world views, the Importance of moral selfexamination, and the extent of the moral neutrality of the university.
The panel chair will offer a brief summary at the close of the session in
which conclusions and areas of disagreement will be noted.
3:45-4:00
BREAK - BUTTERFIELD 137
4:00-5:00
-CONCURRENT SESSIONS:
TITLE:
"Values Inquiry Conceptualized as Creative Problem Solving"
PRESENTER:
Dr. Marlon Mason, Psychology: Bloomsburg University
ROOM:
Butterfield 209
ABSTRACT:
This session will examine values inquiry as a form of problem solving.
Following a short introduction, those attending will discuss current
perspectives on problem solving, critical thlnldng. and creativity as they
relate to values Inquiry and solving moral dilemmas. Several exercises
will be Incorporated Into the session to facilitate discussion.
TITLE:
PRESENTER:
ROOM:
ABSTRACT:
"Conducting Case Study Discussions of Ethical Issues in the ClassroomUniversity
S^slness Administration/Economics: Edlnboro
Butterfield 231
sesslon^^ offer suggestions on preparing, manaenna and closim?
discussions. -nTe
”” studies. A video of a roundtable dls student case discussions wlU be
presented. While Ae faculty and students involved in the video
schools and departments of business, the
techniques presented are germane to all disciplines
TITLE:
Teaching and Learning About Values in Residence Hall Settings"
PRESENTER:
Dr. Ellen Waldeck. Resident Life; MlllersviUe University
ROOM:
Butterfield 202
ABSTRACT:
The program will begin with a brief overview of four approaches to
^
Dalton. Vice President for
Student Affairs at Florida State University. Participants will then be
resldenE??il!SL“ues
SToup. Copies of Dr. Dalton-S paper, which summarizes
some of the ways values are transmitted and clarified, and a few
3.
^
be
The goals of this program are to raise participants' awareness about
valu<» education in general and to share with one
^oAer the most successful/popular/creative values education
pro^aiM which have recently been held or are being plarmed for
resident students and/or resident hall staff members on their campuses
2
TITLE:
'pcplorlng Personal Convictions Through Theatre: A Joint
Academic/Student Affairs Project"
PRESENTERS:
Ms M^orlc Arnett. Fine Arts: Dr. Steven Ender. Student Affairs* Peter
Mlltz. Theatre Alumni: Indian;^ University
ROOM:
ButterQeld 200
ABSTRACT:
This iwesentatlon will explain the idea, concept and context of the jamitPersonal ConvlcUons Through Theatre:^
campus. A sampling* of the fall presentations having students act out
58
v^nettes from the production will be Included followed by a discussion
of the expectations, energy and enthusiasm we feel in this project as we
share and extend ownership across the campus. Finally, we will share
our vision and determination In moving forward with the values
education project after the fall production.
TITLE:
"Actions Speak Louder Than Words: Exploring the Values Modeled by
Faculty"
PRESENTER:
Dr. Marguerite McKnlght, Graduate Cooidlnator: Slippery Rock
University
ROOM:
Butterfield 203
ABSTRACT:
As faculty begin to consciously promote values Inquiry, we must
ascertain what values we endorse or transmit through our actions
Modeling may be a more effective method of "teaching" values than any
other method. Do our actions reflect our espoused values, or do our deeds
negate our words? We model values In our professional conduct (e g
classroom Interaction with students, differential treatment of students*
grade Inflation, standards of accomplishment and excellence:
interactions with faculty, the campus community: equity versus
preferential treatment). The studentsmay "receive" these modeled values
as the actual values upheld by the university rather than those which It
explicitly cites.
4
H
n
The goal of the presentation Is to raise and explore together the Issue of
mockllng values on campuses. Participants’ perceptions of values upheld
by their universities and the results of a survey of students' perceptions
of faculty conduct and actions will serve as springboards for discussion.
The program is intended to be an open exploration of the inquiry process
among individuals at the various campuses.
5:30-6:30
SOCIAL HOUR - UNIVERSITT CLUB
6:30-8:30
DINNER - UNIVERSITT CLUB
KEYNOTE ADDRESS: Dr. Alexander Astin on "Creating a
Sense of Comnnmity on Campus'*
1^
8:45-10:00
RECEPTION FOR DR. ASTIN - EDINBORO INN
59,
FRIDAY. MAY 21. 1993
8:30-10:00
-CONCURRENT SESSIONS:
TTTLE:
"Assessing Values Outcomes: Issues, Methods, and Examples”
PRESENTER:
Ms. Brenda Bailey. Institutional Research & Planning: Edlnboro
University
ROOM:
Butterfield 209
ABSTRACT:
The presenter wiU include a summary of the concerns and methods of
assessing values outcomes. E^xamples of successful values assessment
programs at various institutions of higher education will be discussed. A
reference list of values assessment Instruments and programs will be
distributed. Opportunity for group discussion and sharing will be
Included.
TITLE:
"Pitfalls in Values Education and How to Avoid Them”
PRESENTER:
Dr. Stephen Bickham, Philosophy; Mansfield University
ROOM:
Butterfield 231
ABSTRACT:
The matter of teaching values is a complicated and serious one which
requires a close anal)^ before it is undertaken. If teaching values is not
entered into within closely defined parameters, there is a aigniflrant
danger of the institution, or in this case the SSHE, operating in ways that
are contradictory to some of the most basic values of a democratic
society. This presentation will examine seriously the dilemmas facing a
state institution wishing to enter into teaching v^ues and will
three models of how these dilemmas might be solved.
TTILE:
"Breaking the Silence: Clarifying Values About Sexual Orientation"
PRESENTERS:
Dr. Marilyn Sheerer. Elementary Education; Ms. Jessica Jopp. English;
Mr. Scott Sackett. Graduate Student, Biology; Edlnboro University
ROOM:
Butterfield 202
ABSTRACT:
Prejudice against homosexuals in our society is rooted in fear and
misunderstanding. When Issues, myths, and beliefs are differentiated
through meaningful dialogue and values clarification, an increased
understanding and acceptance can result In this session, the panel will
present a dialogue process model for encouraging productive dla:usslon
of the topic.
60
TITLE;
"Panel Discussion - Ethics In the Professions"
PRESENTERS:
Dr.
ROOM;
Butterfield 203
ABSTRACT;
H^er Educattomtolcpte^^f
aw^ess of the relationship o^^ to
of toe committee was to InlOallv
^e derail
Shlppensbuig Unlveislty
Pennsylvania State
of eyeing student
Professions. The focus
I«^eSw^^e^5toc^n
^'tS^Sch^'CS^d^d-^S^e?
responding
to questlom
progress
to date
as weU as the^^Se
^^
for
TITLE;
Studies and Implications Standards
for Teacher
Preparation"
PRESENTERS:
Student; Syed Zaldl. <^SS*e Studi^t-fmI
Kimberly Holland. Teacher City
ROOM;
Dlralmo. Gradual
University; and Ms.
Butterfield 200
ABSTRACT:
s obaracter and motailty.'^D^usSn'^n-°“® regarding a
which teachers are faced wia^ral^^^^
10:00-10:15
10:15-11:15
BREAK - ONTVERSnr CLUB
SPEAKER;
Dr. Kathleen McGrory
The IVIoral Obligation of the
on
University*
University Qub
invocation
61
ABSTRACT:
This session is designed as an Informal follow up to Dr. McGrory’s
presentaUon on "The Moral Obligation of the University." It will provide
participants the opportunity to continue dialogue on the topic.
TITLE:
'Teaching Methods: Clarifying Student Values"
PRESENTER:
Rose Ann Neff, Health Education: Lock Haven
ROOM:
Butterfield 209
ABSTRACT:
As teachers we like to believe that our lessons make lasting Impressions,
whether great or small, on the minds and lives of our students. We also
like to think that we deliver our lessons in the most appropriate ways
via our teaching methods. In combination then, it is our lessons and
teaching method which influence student outcomes. But Is this really
so? From my classroom research, two teaching methods, lecturing
versus cooperative learning, were compared to determine which was
more effective regarding college students' decisions to voluntarily
participate in a cholesterol screening. The results seemed to indicate
that the teaching methodology did help to determine student learning
outcomes. Providing students with correct Information is not the only
teaching consideration to be addressed, but also who presents the
information and how the facts are presented appear to be equally
Important determinants in the student decision-making processes.
Recognizing and imderstandlng these student values has great worth for
all disciplines of study.
TITLE:
'Values Evaluation: A Developmental Process With Preservice Teachers"
PRESENTER:
Dr. Dawn Snodgrass, Educational Services: Edlnboro University
ROOM:
Butterfield 231
ABSTRACT:
This program discusses the need for increased attention to our future
teachers as they cjqjlore their values relative to their intended
professional venture into education. A description of an operating
approach to values examination with teacher candidates at the
university level is presented as a means of exploring the social principles
operating in the fidd of education today.
This operating approach allows students to examine their own values
system in light of past, present, and future trends In education. A
developmental timeline of factors which impact values changes is used
for projection and reflection.
62
TITLE:
"Values Medieval and Modem: Implementing E^wphasis on Values In
Freshmen"
PRESENTER:
Dr. John Hanchln. English; California University
ROOM:
Butterfield 202
ABSTRACT:
This program will describe the historical perspective on modem values.
It will describe a freshman course which considers the themes of
individualism and Identities of Chaucer's pilgrims and their struggles
for their own identities in medieval society.
This program will show the design of the classroom which gives students
the opportunity to fulfill four of the goals which ’Emphasis on Values'"
articulates.
1. Promote candid classroom discussions of assumptions and values, as
well as facts and concepts.
2. Take time to explore ethical Issues Implicit In or arising from course
content.
3. Introduce discussion of value-laden campus or societal issues, which
are relevant to course material.
4. Develop or revamp freshman seminars to focus on values and values
inquiry - their role in a liberal education, in personal development. In
becoming a professional, and In assuming the obligations of citizenship.
TTILE:
"Covering Racism. Sexism and Homophobia in the Psychology
Adjustment Courses: Objectives. Methods. Resources"
PRESENTER:
Dr. James Dalton. Psychology: Bloomsburg University
ROOM:
Butterfield 203
ABSTRACT:
An imderstandlng of racism, sexism, and homophobia seems essential to
healthy psychological functioning in a diverse society, yet these topics
receive little if any coverage, directly or indirectly, in current texts. This
presentation will;
,. r^.
12:00-12:30
1. list the objectives for coverage of these topics in a Psychology of
Adjustment course, a common general education course In psychology;
2. describe the use of narrative and autobiographical readings to
highlight their Impact on everyday life;
3. describe exercises used in
to generate student critical thinking
and discussion;
4. review student evaluation data for a course in which these have been
used:
5. generate audience discussion regarding these and alternative methods,
and related Issues In covering these topics In this course.
-BOX LUNCH - BUTTERFIELD 137
63
12:30-1:30
-CONCURRENT SESSIONS:
TTILE:
Creating a Context for Teaching Values and Building Connnunity in an
Academic Department"
PRESENTERS:
Dr. James Gray, English: Ms. Janet Goebel. English: Indiana University:
with Devon Dudy and Ms. Donna Mitchell: Peer Mentor Program
ROOM:
Butteiiield 202
ABSTRACT:
This roundtable workshop combines the perspectives of administrator,
teacher-educator and former students on the positive transformation of
our English Department through a discipline-based Peer-Mentor
Program - the first In the U.S. This learning community provides a
context for teaching values, fosters a spirit of cooperation rather than
competition in our undergraduate program, and offers students a chance
to provide a service to their community. The workshop should enable
the audience to assess the need for and advantages of such a program, as
well as how to Implement a similar program In their respective
departments. The discussion segment will help us Improve our
program via expected input of SSHE colleagues.
TITLE:
"Improving Race Relations Via Student Vignettes"
PRESENTERS:
Dr. Robert Omdorff, Student Affairs: Ms. Diane Jefferson. Minority
Student Affairs: Shlppensburg University
ROOM:
Butterfield 231
ABSTRACT:
Primarily, information will be presented on race relations
prepared and presented by professional staff, graduate students, and
undergraduate students at Shlppensburg University. These skits are
presented to students in residents halls, classrooms, and the Minority
Student Center. A video tape of some of the skits will be shown. A
discussion will be held with those In attendance as to uses of this
approach to foster Improved relations among minority and majority
students on campus.
TITLE:
"Assessing Values: Finding Useful Instruments”
PRESENTER;
Dr. Marlon Mason. Psychology: Bloomsburg University
ROOM:
Butterfield 209
ABSTRACT:
This "loimd table" discussion will give researchers a chance to
the instruments they have used to assess values and moral development.
The presenter will begin with a brief introduction to several assessment
tools. Following the introduction, the discussion win be opened for all to
share ideas, successes and disappointments in using various
instruments to assess values.
64
TITLE:
"Styles Theories: A Tool for Understanding the Values of Diversity"
PRESENTERS:
Cheryl Lossle. M. A., Administrative Assistant. Graduate Studies;
Marian Beckman. M. Ed.. Elementary Education. Edlnboro University
ROOM:
BuUeilleld 203
ABSTRACT:
This workshop will specifically look at Anthony Gregorc's theory of
Mind Styles. A discussion of his model will promote the following goals:
1.) To develop an awareness of Self and how one's unique behavior
patterns impact on one's environments and relationships; 2.) To
promote an awareness that effective communication requires one to
approach situations with an attitude which accepts differences; whether
they be different styles, gender, races, or cultures; 3.) Ultimately, to
change negative stereotypes, reduce intolerance, and enhance
cooperation for the common good.
TTTLE:
"Creative Assignments That Help Students Discover the Relationships
Between Values and Anxiety"
PRESENTER
Dr. Jim GUmm. English; Mansfield University
ROOM:
Butterfield 200
ABSTRACT:
This program will present classroom assignments about values
formation that really hit home with students. Without being taught or
told, students discover how fear, anxiety and insecurity often lie at the
root of some of our most deeply held values. Because so much values
formation Is unconscious, the assignments encourage projects that lead
the student to discovery. They learn to discover raw data on how we form
our values. Next the teacher has to help students to organize and
interpret this data.
1:30-2:30
-TOUR
TOUR:
STUDENTS WITH DISABILITIES PROGRAM AND CENTER
PRESENTERS:
Dr. Jean Faleta. Special Education & School Psychology; Kate Strosser.
Office of Students with Disabilities; Edlnboro University
Shafer Hall
The tour will begin at 1:30 outside the front lobby of Butterfield HalL
the conference adjourns at
■
HAVE A SAFE TRIP HOME!
65
%
2:30 PM
Thursday. May 20.1993
11:00am - 2:00pm
Registration, Van Houten University Club
Noon
-
Luncheon, Dr. Lawrence Pettit, "Academic Culture and Civic Virtue"
2:15
- 3:45
Session I, Faculty & Staff Presentations, Butterfield Hall
3:45
- 4:00
Break, Butterfield Hall
4:00
- 5:00
Session II, Faculty & Staff Presentations, Butterfield Hall
5:30
- 6:30
Hors d'oeuvres & Refreshments, Van Houten University Club
6:30
- 8:30
Dinner and Keynote Address, Dr. Alexander Astin, "Creating a Sense of
Community on Campus," Van Houten University Club
8:45
- 10:00
Reception for Dr. Astin, Cash Bar, Edinboro Inn Resort & Conference Center
2:00
Friday. May 21.1993
7:30am -
8:30
Continental Breakfast, Van Houten University Club
8:30
- 10:00
Session III, Faculty & Staff Presentations, Butterfield Hall
10:00
- 10:15
Break, Van Houten University Club
10:15
< 11:15
Speaker: Dr. M. Kathleen McGrory, "The Moral Obligation of the University, ’
Van Houten University Club
11:30
- Noon
Session IV, Faculty & Staff Presentations, Butterfield Hall
Noon
- 12:30pm
Box lunches provided in Butterfield Hall
12:30
-
1:30
Session V, Faculty & Staff Presentations, Butterfield Hall
1:30
-
2:30
Tour of Office for Students with Disabilities
~9{av& a Safe-Journey
SCome66
APPENDIX I
Awai®3ii(SS!S
W
MONDAYMAJtrH n. 100^
Movie '*Stanley and Iris" staxring Robert DeNiro and Jane Fonda
A wortderf^y nmantic love storj that tackles a serious problem affecting one out of ecerj
five American adults: SUteracy.
9:i)0
in the University Canter Mxdti-Purpose Room
(Also showing MondayJuesday and Wednesday at 12:00-1:30 PAL in the Lobby of the Union)
Voobulazy Testxng (1:00-4:30 PAL) (University Canter Multi-Purpose Room Lobby)
Discover in just fifteen minutes how your vocabulary comperes with other college students
nationwide. In a self-graded ssiuation, you wiH receive btanediate feedback and
suggestions for improvement of Ms vital area..
Quick Skills Scan (1:00-4:30 PAL)
(University Canter Multi-Purpose Room Lobby)
A fast and painless diagnosis of basic writing skills. Find out if your writing contains those
troublesome but glaring skSls errors which “haunt “ many writers. Feedback from faculty
members of the English Department will be available.
THE V(XL\BULARY TESTING & THE QUICK SKILLS SCAN TESTS WILL BE OFFERED EVERY 1/2 HOLTR
Technology (1:00-4:30 PAL) (University Canter Mxilti-Purpose Room Lobby)
Classroom applications of:
-Software
-Laserdisc
-Interactive Video
-CD-ROM
Book Giveaway (ld)0-4:30 PAL) (University Canter Multi-Purpose Room Lobby)
An opportunity to start a reference library or pick up some easy reading books for the summer.
Bring your ID and take how 3 books of your choice for free thanks to the EUP faculty and staff.
TUESDAY MAR(TH 30.199!^ (liXMiSO PAL)
-Vocabxalary Testing
-Quick Skills Test
-Technology
-Book Qveaway
“Stanley and Iris" starring Robert DeNiro and Jane Fonda
12dX)-l:30 PAL in the Lobby of the Union
"A Dyslexic Talks about Dyslexud*
7:30 PAL Doucette 119
Speaker; Dr. Eari Goodman
•SPAY MABCH 31.1993 Oi30-fc30 PJVU
-Vocabulary Testing
-Quick Skills Test
-Technology
-Book Qveaway
"Stanley and Ira" starring Robert DeNiro and Jane Fonda
12:00-1:30 PAL in the Lobby of the Union
"The Importance of Content Literacy"
7t30 PAL Doucette 119
Speakers: Dr. Dawn M. Snodgrass, Educational Services Department
Dr. KoanAGsra, Biology Department
Dr. John Polo, Physics Department
FRIDAY APKIL 2.
UTSaAOf COWFg33NC3;
"Prontothtg Literacy in Ae 1990*s"
Speaker Dr. Karen Smith, Associate Director of the National Coundl of Teachers
of English Tnquiry -Based Teaching: Makixig Meaning, Creating Worids.”
( For more infonnation call 732-2S71,732-2267, or 732-2916)
Sponsored by The Literacy Institute of The Center for Excellence in Teaching
68
APPENDIX J
Bringing the Public’s
University to the People
The Center for Excellence in Teaching
Throughout his 14 years at the helm of
northwestern Pennsylvania’s largest insti
tution of higher learning, Edinboro Univer
sity of Pennsylvania President Foster F.
Diebold has believed that Edinboro Uni
versity, with its 135-year tradition of strength
in teacher education, could and should de
velop better ways to train today’s and
tomorrow’s teachers.
Challenging the university’s School of
Education to attain its full potential as an
academic force for excellence both within
the university and outward into its service
region, Diebold in 1991 launched the
“Thrust Toward Excellence,” an initiative
to bring Edinboro’s traditionally distin
guished program of teacher education into
sharp analytical focus, prepare it for cre
ative and futuristic action, and maximize its
potential as the region’s major education
resource for the 1990s and the 21st Cen
tury.
Central to this interdisciplinary and cross
curricular initiative has been the establish
ment of the Center for Excellence in Teach
ing to provide programs and services
through collaborative activities within the
university and with other institutions in the
area. Inclusive in establishing the Center is
the potential for the School of Education to
reach more broadly across the total univer
sity curriculum and involve faculty and stu
dents from other disciplines, as well as to
include interdisciplinary concerns in its own
curricular area. Diebold believes that the
collaborative nature of the Center, which is
firmly ingrained in its mission statement,
wiU bring campus-wide support to the en
hancement of the School of Education, along
with realization that its new focus will
strengthen the programs of the other
schools, Oiberal arts; science, manage
ment and technologies), as well as improve
interrelationships among faculty and pro
grams across the University and outward to
the university’s tri-state service area.
The Center for Excellence in Teaching
houses four institutes: The Ethics and Val
ues in Education Institute: the Literacy In
stitute; the Early Childhood Education In
stitute: and the Curriculum, Instruction and
Collaboration Institute. The Center not only
coordinates and facilitates the work of the
four discrete institutes, it also provides lead
ership in developing priorities and direc-!
tions, and encourages each institute to de
velop linkages within the university and
with area businesses and schools.
The Ethics and Values in Education Insti
tute will promote dialogue across the cam
pus and within the Commonwealth con
cerning ethics and campus life, and will
focus on the process of ethical decision-
A student teacher and her young pupil
concentrate on a lesson at the Miller
School, the model school component of
Edinboro University’s Miller Research
Learning Center.
making by students. It will plan other activi
ties on campus to promote ethical inquiry
and involvement in service activities for the
faculty, students, staff and the community.
It will also structure various campus fo
rums on matters of public interest in ethics
and values, and guide the academic depart
ments in areas of ethics statements and
ethics components in course offerings. As a
community service, this institute will also
plan conferences and workshops to help
area school districts integrate programs for
character development and informed deci
sion-making into their curricula.
The Literacy Institute will sponsor con
ferences on literacy both on and off campus
and open to all regional educators. It will
provide in-service training at area sites, and
integrate greater collaborative initiatives
among the several existing on-campus lit
eracy units, including Edinboro’s acclaimed
Adult Literacy program.
The Early Childhood Education Institute
implements several initiatives aimed at pro
moting the importance of the university’s
71
Miller Research Learning Center programs
to the campus and the region. This institute
will serve as a regional resource to increase
public awareness of issues concerning
young children, and will also assist parents
to enhance their parenting skills through
various workshops and seminars.
The Center’s fourth institute, the Cur
riculum, Instruction and Collaboration In
stitute, has been formed to promote the
development, modeling and refinement of
effective instructional practices applicable
to basic education. It will present activities
to encourage interdisciplinary course offer
ings, professional staff development, uni
versity partnerships with public schools,
and teaching effectiveness in both basic
and higher education. Collaborative class
room research opportunities linked to pub
lic and non-public schools will also be ex
panded.
With teacher preparation as its birth
right, Edinboro University has been and
continues to be a principal source of public
school teachers in the region, and its teach
ing mission is vitally important to sustain
ing the life of the university. The Center for
Excellence in Teaching, with its four insti
tutes designed to facilitate collaboration
and learning among students and faculty
colleagues across disciplinary, departmen
tal and college boundaries, will retain and
promote the strength and vitality of
Edinboro’s historically distinguished
teacher education programs. Embodied in
the Center and its staff is a greater under
standing and appreciation of the essential
role of teaching in the learning process. It
and they will take the lead in ensuring that
Edinboro’s teacher preparation programs
define and educate the kind of teacher
needed for the next century. The Center for
Excellence in Teaching, with the leader
ship of the university president, has made
education a campus-wide responsibility. In
preparing Edinboro University’s School of
Education graduates to teach in a pluralis
tic and multi-cultural society, this initiative
highlights Edinboro’s role in providing ser
vices and resources to schools and other
institutions in the region.
Edinboro University of Pennsylvania
November/December 1992
The Center for Excellence in Teaching
Biting into Education Research and Reform
Second in a Series
Challenging the University’s
School of Education a year ago to
attain its full potential as an aca
demic force for excellence both
within the University and outward
to its service region, President Fos
ter F. Diebold launched the "Thrust
Toward Excellence," an initiative to
bring Edinboro's traditionally dis
tinguished progfram of teacher edu
cation into sharp analytical focus,
prepare it for collaborative and
futuristic action, and maximize its
potential as the region's major edu
cational resource for the 1990s and
the 21st century.
Central to the interdisciplinary
and cross-curricular initiative.was
the establishment of the Center for
Excellence in Teaching, now opera
tional in the Miller ResearchLearning Center. Formation of the
Center, which is co-directed by pro
fessors Ruthanne Atkinson and Dr.
Robert Connors, embodies the
potential of the School of Education
to reach more broadly across the
total University curriculum and
involve faculty and students from
other disciplines, as well as collabo
rate on interdisciplinary concerns
in its own curricular area.
"The outcome of the total
'Thrust...' enterprise, besides the
end result of the Center and its four
institutes, was a significant step
forward in bringing the faculty
from all academic disciplines
together, interacting, and working
toward collaborative program and
service activities within not only
the School of Education, but within
the total University and with other
institutions in the region," said
Diebold.
"I expect the good work.of the
Thrust Toward Excellence task
force and the Center for Excellence
in Teaching to have long standing
high impact on this University,"
Diebold said, "and I expect to see
recommendations come forward for
similar initiatives in the schools of
Liberal Arts and Science, Manage
ment and Technologies."
The Center for Excellence in
Teaching houses four institutes; the
Ethics and Values in Education
Institute; the Literacy Institute; the
Early Childhood Education Insti
tute; and the Curriculum, Instruc
tion and Collaboration Institute.
The Center not only coordinates
and facilitates the work and plan
ning of the four discrete institutes,
it also provides leadership in devel
72
oping priorities and directions, and
oversees the development of link
ages both within the University and
with area businesses and schools.
The Center will also build reposito
ries of classic literature in educa
tion and contemporary research
findings specific to the disciplines
and accessible to all educators in
the University's service area.
The Ethics and Values in Edu
cation Institute, chaired by Dr. Peg
Bevevino, will promote dialogue
across the campus and within the
Commonwealth concerning ethics
and campus life. Focusing on the
process of ethical decision-making
by students, it will plan other activ
ities on campus to promote ethical
inquiry and involvement in service
activities for the faculty, students,
staff and community. It will also
structure various campus forums on
matters of public interest in ethics
and values, and guide the academic
departments in areas of ethics
statements and ethics components
in course offerings. As a community
service, this institute will also plan
conferences and workshops to help
area school districts integrate pro
grams for character development
and informed decision-making into
their curricula. A State Systemwide conference on values, hosted
by this institute, is scheduled for
the spring of 1993.
Continued
Excellence in Teaching cont'd.
The Literacy Institute, chaired
by Dr. William Weber, will sponsor
conferences on literacy both on and
oif campus and open to all regional
educators. It will provide in-service
training at area sites, and integrate
greater collaborative initiatives
among the several existing on-cam
pus literacy units, including Edinboro's acclaimed Adult Literacy and
Student Literacy Corps programs. A
literacy confertnce for area educa
tors is planned for April 2,1993.
The Early Childhood Institute,
chaired by Dr. Karen Bauer, imple
ments several initiatives aimed at
expanding the role of the Universi
ty's Miller Research-Learning Cen
ter in research, training and service
to the region. In addition to new
programs for professionals, this
institute will develop programs and
provide speakers and workshops on
parenting skills to increase public
awareness of issues concerning
young children. The ninth annual
Early Childhood Conference, "Work
ing and Learning Together," will be
held in May 1993.
The Center's fourth institute,
the Curriculum, Instruction and
Collaboration Institute, chaired by
Mr. Kenneth Adams, will guide the
process of developing, refining and
improving instructional practices. It
will also present activities to
encourage interdisciplinary course
offerings, professional staff develop
ment, University partnerships with
public schools, and teaching effec
tiveness in both basic and higher
education. Collaborative classroom
research opportunities linked to
both public and non-public schools
will also be expanded.
Diebold said that, along with
renewed emphasis on ethics and
values in education - which have
been subjects of his special interest
for more than 20 years, he also sees
the Center structure as a focal point
to conduct and give direction and
shape to matters of educational
research.
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Curriculum, Instruction & Collaboration Institute
Early Childhood Education Institute
Ethics Institute
Literacy Institute
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
August 10, 1993
Welcome, EUP Freshman:
We congratulate you on your decision to come to Edinboro University. Your college years will be a time
in which you will compare your own world view with that of other students who may come to Edinboro
with backgrounds and beliefs very different than your own.
As you begin your college experience, you will find yourself reflecting on your own views of society
and self as well as the beliefs held by others whom you will meet here on campus.
Although values education is a controversial issue, the EUP Institute for Ethics and Values Education is
initiating a pilot program for freshmen-one in which you will have the opportunity to read a selection
dealing with ethics and values. The selection which follows has been chosen by the Edinboro Institute
for Ethics and Values Education steering committee as a starting point for your individual reflection and
subsequent group dialogue.
Please read the selection enclosed before you arrive on campus. Many professors will Be using this
reading for class dialogue during the fall and spring semesters. They will expect you to have read the
material and to be able to enter into class discussions and assignments relative to the issues explored
therein.
Thank you!
We look forward to your arrival.
Sincerely,
Mary M. Bevevino, PhD.
Chair, Institute for Ethics and Values Education
^ ( fc.’ ' . tV. <' '
Susan J. Criswell, PhD.
Subcommittee on Freshman Values Exploration
A member of the State System of Higher Education
74
J
NOTE:
Complete handout is available in the Center for Excellence in Teaching
EDINBORO UNIVERSITY OF PENNSYLVANIA
|t
i'
■W
■
■
FRESHMAN VALUES
EXPLORATION
1993-94
Um ■
SUGGESTED READING BEFORE ARRIVAL ON CAMPUS FOR THE FALL SEMESTER
19 9 3
CENTER FOR EXCELLENCE IN TEACHING
INSTITUTE FOR ETHICS AND VALUES EDUCATION
75
Th®
Newsletter of the School of Education, Edinboro University of Pennsylvania
A Member of the State System of Higher Education
"Thrust Towards Excellence"
Fortifying Edinboro's Roie as Educational Leader
Volume I, Number 2
Spring 1993
CIC Schedules Activities,
Forges Links with Schoois
An "Evening of Science Activities” for education majors
and cooperating teachers was sponsored by the Curricu<
lum, Instruction, and Collaboration Institute March 22 in
the University Center Multi-purpose Room. Among those
participating were selected student teachers, elementary
education majors in the Methods in Science classes, se
condary education General Instruction Techniques stu
dents, members of Tri Beta Biology Honor Society and the
Bunsen Society, and faculty from the School of Science,
Management, and Technology. Co-ordinators for this
event were Dr. Theresa Thewes, Chemistry, and Mr. Ken
Adams, Educational Services.
The following faculty and the Assis
tant Dean travelled to the Quaker
Valley School District, Dr. Gerald
Longo, Superintendent, to continue
planning cooperative activities in
special education and other areas.
Dr. Jeanne Faieta, Dr. Daniel Shel
ley, and Or. Karen Bauer. A team
consisting of Dr. James Flynn, Dr.
Susan Criswell, Dr. Dawn Snod
grass, Ms. Kathleen Benson, Mr.
Kenneth Adams, and the Dean visi
ted Millcreek Schools on April 7 to
discuss liaisons at the middle school
level, especially with the new Walnut
Creek Middle School.
The Institute has established con
tacts with area school superinten
dents in a luncheon meeting on Ja
nuary 28 and has initiated a project
to aid in the re-establishment of Fu
ture Educators Clubs for grade 9-12
students in northwest PA. School of
Education faculty have volunteered
to assist with this and other liaison
possibilities.
A grants workshop is planned for
the evening of April 13. The Institute
is also developing a directory of col
laborative efforts between the Uni
versity and social agencies, public
and private schools, and government
agencies which will be available to all
area schools.
Literacy Institute
Holds Awareness
Week
76
The Literacy Institute of the Center
for Excellence in Teaching (Dr. Wil
liam Weber, Chair) sponsored the
first annual Literacy Awareness Week
March 29-April 2. The week culmi
nated in a day-long literacy confer
ence, “Promoting Literacy in the
1990s," at the Edinboro Inn, co-spon
sored by the Literacy Institute, the
Elementary Education Department,
and the Institute for Research and
Community Services. Keynote spea
ker Dr. Karen Smith, Associate Direc
tor of the National Council of Teach
ers of English, spoke on “Inquirybased Education: Making Meaning,
Creating Worlds" to initiate the day’s
activities. Following a tour of publish
ers’ displays and a luncheon, partici
pants divided into small groups for
their selections among six workshops
in Session I and six additional work
shops in Session II. These spanned
such topics as parental involvement in
chidren’s literacy, assessment in se
condary classrooms, using children’s
literature to teach mathematics, holis
tic learning, multi-culturalism through
libraries, and whole language in lear
ning support classrooms.
Featured activities during the week
included movies, a book giveaway,
and lectures by guests and faculty.
Dr. Earl Goodman, former Dean of
Professional Studies at Northern Illi
nois University, presented “A Dyslexic
Talks about Dyslexia." A panel of Ed
inboro faculty members (Dr. Dawn
Snodgrass, Dr. Kiran Misra, and Dr.
John Polo) discussed “The Impor
tance of Content Literacy." Students
were given the opportunity to receive
free books, take a vocabulary test.
'*2
"•wow
SB
Article taken from.
1
raditional values meet with new tech
nology. The time honored collides
with time management Just as soci
ety is struggling to find its way up
'and out from under a mountain of new
questions and challenges, so are institujons ofhigher education straining against
ising demands and tighter constraints.
Never before has the lens of scrutiny
been so firmly fixed on education; so
any are convinced that it is the foundaion from which our future success or
feilure will come. It’s a tall order, but
omeone has got to fill it, and we found
at local educators are trying in a big
ly... and in small ways ... and in ways
that just may surprise you. We asked six
al institutions to give us their clues to
le future. Join us as we examine what
Hhey said.
Teacher education has become an is|ue of national concern, and local institu
tions are responding. First, we looked at
the State University of New York at
Fredonia and discovered a real success,
n the words of Dr. Alan Wheeler, Dean
'of Educational Studies, “Fredonia has
been hailed as one of the premier innova
tors in the state and nation for its new
Teacher Education Curriculum,” an
achievement he asserts “was highlighted
by our participation as one of only 35
institutions in the United States to be
invited to the American Association of
State Colleges and Universities (AASCU)
\Vhite House Conference on Teach
America.” Held in June of 1992, this con
ference marked the beginning of an ef
fort to develop an educational agenda
that will lead Into the 21st Century. With
Fredonia’s new Teacher Education Cur
riculum we find a model that represents
a total rethinking of how teachers must
be trained to meet both present and fu
ture needs. What is different? A great
deal. As Wheeler describes the curricu
lum. it “is a four-year, continuous assess
ment program that is coupled with a
four-year, field-based program." A sig
nificant difference lies in the amount of
e.\posure education students will have
out in the schools and communities where
rVi..- M-iii pvpnhiallv \vn»-k. but iu*?^ as
m
By Bonnie Gallagher
significant are new course requirements
in multicultural education and more. An
international focus has been built in, and
“the diagnostic, descriptive, continuous
assessment aspect of the program repre
sents an innovation that heretofore has
not existed in teacher education ap
proaches," Wheeler concludes.
RARE (Reflective And Responsive
Educator) is the acronym that identifies
the now formalized program, and it is
identified as “PreparingTeachers for Het-
When Dr. Alan Wheeler (center) became
Dean of Educational Studies at the SUNY at
Fredonia, he knew that a revolution in teacher
training methods was needed to tpeet the needs
of the future. RARE (reflective and responsive
educator) is that revolution, and it is firmly in
place.
yg
erogeneous Classrooms.” Some of the
noteworthy features of this new curricu
lum for teacher training are the inclusion
of (1) four years of sequential and highly
structured, field-based instruction, (2)
systematic preparation in the use of vali
dated teaching procedures, (3) intensive
training in collaborative decision mak
ing, (4) direct teaching opportunities with
children from different cultural and lin
guistic backgrounds and with exceptional
learners, (5) sufficient preparation in the
appropriate utilization of instructional
technology, (6) an objective evaluation
component that assesses the effective
ness, efficiency and social acceptability
of acquired instructional methods
coupled with specific training activities
and (7) a conceptual framework that pre
pares teachers as reflective decision-mak
ers and lifelong learners.
It is fact that teachers today and in the
future will find ever-increasing diversity
in the classrooms they enter. What
Fredonia has created addresses this chal
lenge directly, bringing future teachers
into the classroom much earlier, much
more often and much better equipped
than ever. The college is working in an
ongoing manner with local school dis
tricts, educators from across the campus
and national colleagues within the ASSCU
network to stay responsive to the chang
ing community and social needs. In other
words, continual improvement is built
right into the program.
At Edinboro University we found yet
another approach to change thathas been
just as dramatic in reworidng the very
foundation of how higher education tra
ditionally has trained teachers. Presi
dent Foster Diebold offers an outline of
recent history that demonstrates why
teacher education programs fell to the
wayside and why Edinboro found itself in
such a promising position when that trend
took a sharp reverse. Diebold focuses
specifically on schools that originated as
teacher training institutions, explaining
how’ the very purpose for which these
schools were created was pushed further
and further into the background as lib
eral arts and the professions took center
; converting these schools to multirpose institutions. The more these
ools pushed for a multi-purpose im; the more an accompanying belief
that the teacher training compont needed to be downplayed, to the
intthatitsometimes became regarded
an embarrassing negative. Let it sufthat teachers who trained from the
through the 80s did not enjoy a great
of clout for their choice of profesin. and this attitude was very much a
nounced national trend. While it was
[ice commonplace for elementary and
ondary schools to be located right on
)llege campuses to serve as teacher
g laboratories, many were “tossed
campus” during this period. Not so at
dinboro University. Diebold underiood the value of campus schools, hav;g started his career as a teacher himselL
then he stopped what would have been
le elimination of the Miller School on
Idinboro’s campus, it was a move that
rould prove visionary.
Now, suddenly everyone is looking to
lur public school systems as places that
nust be restructured to attend to a van
ity of emerging societal problems,
'eachertrainingprograms have become
e new centerpiece of hope for the hi
re, and because Edinboro held onto
at tradition more tightly than most,
,ey are uniquely positioned for the
resent. “Edinboro began its Thrust ToExcellence with a revitalized school
education already in place and a labotory school right on campus,”Diebold
asserts. “Everything was ^eady there
work with.”
To grasp how Edinboro’s Thrust Tod Excellence has evolved is to idena flawless model of Total Quality
anagement (TQM) at work in educaon. It is an example of educators being
given the autonomy and respect to redejlign the future of their field, drawing
pon the wealth of their own experience
collaboration with other colleagues,
e Thrust Toward Excellence began
.with a task force of educators from the
chool of Education. Dr. Margaret
Bevevino was appointed to chair the
Dr. Margaret Bevevino review materiai for
one ofmany, many task force meetings.
shock wore down and new understand
ings began to emerge, Edinboro Univer
sity was on its way with an undertaking
that would impact the future irrevocably.
In February of 1992 the task force
presented its final report to the presi
dent To understand the quality of work
that these educators delivered back, you
need only look at the results: Diebold
estimates that 97 - 98 percent of the more
than eight dozen recommendations made
are already in process.
The School of Education’s Thrust To
ward Excellence task force report led to
the creation of the Center for Excellence
in Tcaching. It is now a permanent entity
on campus and houses four separate institutes that are hard at work implementing the recommendations that came from
the original task force and finding new
group, and Diebold presented the educa
tors with four relatively simple sounding
challenges. He asked them to (1) exam
ine their own administrative structure
and assess what was right and what was
wrong, (2) examine educational and cur
riculum priorities from a diverse menu of
perspectives, (3) examine the relation
ships that they had on campus with other
schools, with the teaching school and
with student affairs and (4) examine the
Miller Center to identify both immediate
and long range steps that would enhance
it “That was it,” Diebold reflects. “I’ve
learned that one of the best ways to get
the most out of faculty, particularly when
they are dedicated to a task, is to just
leave them alone; give them some guid
ance and stay interested, but leave them
alone.” That was in May of 1991.
The task force went to work, and the
depth of what it did led into just about
every comer of the campus. Faculty from
many other disciplines were touched dra
matically by the process as some realized
for the first time they could benefit mutu
ally through collaboration with the School
Off Education. Unprecedented new link
ages across the campus were being ex
plored, and the reactions came in shapes
and sizes to match, but once the initial
ways to introduce innovation all along
the way. The new institutes are organized in the following manner (1) The
Curriculum, Instruction & Collaboration
Institute, (2) The Early Childhood Edu
cation Institute, (3) The Ethics Institute
and (4) The Literacy Institute. Bevevino
clarifies some of the current processes
that are underway; “We are looking at
curriculum as a collaborative proposition
whereby content areas are just as in
volved in teacher education as the School
of Education. We are looking at more
collaborative teaching methods, and we
are addingvalues and ethics components
to the courses that we already teach. The
.creation of the institutes to promote our
goals wll make it ongoing. It must be
kept as a whole campus initiative, enabling faculty to take ownership. That is
exactly what is happening through the
institutes.”
The School of Education at Edinboro
is now positioned to be a leader in forging
new directions for teacher education. It
has not only linked up with other schools
oh campus, but it has also formed links
with the community and with other institutions throughout the state. Come
spring, Edinboro will be the site of the
first statewide conference on values in
education, bringing the institution welldeserved recognition for the outstanding
Ifyou ‘d like to see a perfect model of Total
Quality Management in action, look no
further than Edinboro University’s Thrust
Toward Excellence. When a university
utilizes its own campus experts to completely
reexamine where they are going, greax things
happen. Here, President Foster Diebold arid
1993 ANNUAL QUALFIY LIVING EDITION
63
79
strides its faculty have made. The task
force process that created afi of this will
soon be duplicated by other schools on
the University campus, making excel
lence the ongoing rule at Edinboro.
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EDINBORO UNIVERSITY OF PENNSYLVANIA
MILLER RESEARCH LEARNING CENTER
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INTRODUCTION
The Center for Excellence in Teaching has completed its first year of operation. Having
received direction from the "Thrust for Excellence" Task Force Report and a charge
from President Diebold, we worked with our Advisory Board and the four Institute
chairpersons to develop our conceptual plan for this new body. The Centers mission
and goals statements exemplify the foundation for our endeavors.
The organization of the Center for Excellence in Teaching has functioned well. Meeting
regularly with each Institute chair, and with the four Institute chairs collectively has
been fruitful and has fostered activities with two institutes working cooperatively in
common interests. Monthly meetings with the Dean of the School ofEducation and the
Advisory Committee have been helpful.
The leadership and commitment demonstrated by each Institute chair have served to
guide the Institutes in a most productive way. Each Institute spent much of the fall
semester defining its goals and planning activities and projects that reflected the
expertise of members in the educational community. The creative energy and
collaborative spirit that have emanated from each Institute has been remarkable.
While some of the first year goals were not achieved as they were envisioned at the
beginning of the year, many events and activities were investigated and brought to
fruition that were not originally perceived. This development has been highly desirable
inasmuch as we believe that the work of the institutes should emanate from its
members. The results of the work of the discrete Institutes has exceeded our original
expectations. We are particularly pleased with the efforts and successes of collaboration
within the University and with outside institutions. Many projects have been started
which will be expanded this coming year.
We would like to acknowledge the contributions of President Foster Diebold, Dr. John
Fleischauer, Provost, and the Center Advisory Board chaired by Dr. Shirley StennisWilliams, Dean of Education, in providing counsel during our first year. It has been an
eventful first year for the Center for Excellence in Teachir^. There are many
opportunities for expansion of thrusts toward excellence in Education - both internal,
within the University, and external in our service area ofNorthwestern Pennsylvania to reach our potential in Teacher Education. We are confident that the Center will
continue to rise to the challenges facing us as we look forward to next year and beyond.
CO-DIRECTORS
Robert Connors
TABLE OF COISfTEMTS
The Center............................................................................................................. ...................
Center Advisory Board............................................................................................................. 2
Mission Statement.................................................................................................................... 3
Goals............................................................................................ ....... .....................................
The Four Institutes.................................................................................................................... 5
Institute for Curriculum, Instruction and Collaboration................................ 7
Institute for Early Childhood Education............................................................... 12
Institute for Ethics and Values Education............................................................ 16
Institute for Literacy................................................................................................... 21
Summary of New Initiatives.................................................................................................. 24
Appendix A.......................................................................................................
Appendix ................................................................................................................................. 22
Appendix ................................................................................................................................. 29
Appendix ................................................................................................................................. ^1
Appendix ................................................................................................................................. ^
Appendix ................................................................................................................................. ^
Appendix .. ............................................................................................................................... 21
Appendix ................................................................................................................................. 24
Appendix 1.................................................................................................................................27
Appendix .................................................................................................................................29
29
EDINBORO UNIVERSITY OF PENNSYLVANIA
CENTER FOR EXCELLENCE IN TEACHING
1992-1993
CENTER ADVISORY BOARD
President Foster Diebold
Dr. Shirley Stennis-Williams, Chair
Dr. Sondra Dastoli
Dr. James Fiynn
Dr. Betty Hammond
Dr. James McElroy
Dr. Robert Zanotti
CO-DIRECTORS
Mrs. Ruthanne Atkinson
Dr. Robert Connors
INSTITUTE CHAIRS
Mr. Ken Adams, Institute for Curriculum, Instruction &
Collaboration
Dr. Karen L. Bauer, Institute for Early Childhood
Education
.
,
Dr. Mary M. Bevevino, Institute for Ethics and Values
Education
Dr. William Weber, Institute for Literacy
1
CENTER ADVISORY BOARD
SCHOOL OF EDUCATION CHAIRPERSONS
PRESIDENT FOSTER DIEBOLD
(Ex Officio)
PRESIDENT
DR. SHIRLEY STENNIS-WILLIAMS
DEAN, SCHOOL
OF EDUCATION
DR. SONDRA DASTOLI
SPECIAL EDUCATION
& SCHOOL PSYCHOLOGY
DR. JAMES FLYNN
EDUCATIONAL
SERVICES
DR. BETTY HAMMOND
HEALTH & PHYSICAL
EDUCATION
DR. ROBERT ZANOTTI
ELEMENTARY
EDUCATION
DR. JAMES Mcelroy
COUNSELING &
HUMAN DEVELOPMENT
2
The Center for Excellence in Teaching was established by the
President to maximize Edinboro University's potential as a major
educational resource In northwestern Pennsylvania following the
guidelines of the Mission of the University,
Education in Pennsylvania
System of Higher Education
the 12 Goals of Quality
and the Priorities for Pennsylvania’s State
during the 1990s.
The primary mission of
the Center for Excellence in Teaching is to utilize the strengths of the
School of Education personnel In this task.
Emphasis will be placed on
seeking opportunities to conduct educational research.
The Center will
provide programs and services through collaborative activities within the
university-at-large and with other institutions in the region.
will also showcase activities within the School of Education.
The Center
GOALS OF THE CENTER FOR EXCELLENCE IN TEACHING
1.
implement the 1992 School of Education "Thrust Toward Excellence Task Force"
recommendations concerning the structure of the Center for Excellence in
Teaching
2.
provide leadership in developing priorities and directions of the four institutes
3.
coordinate and facilitate the work of the Institute for Ethics and Values Education,
Institute for Literacy, Institute for Early Childhood Education and the Institute
for Curriculum, Instruction, and Collaboration
4.
encourage each Institute to develop linkages within the university and
partnerships with area businesses and schools
5.
provide an organization that fosters educational research within the
Institutes
6.
sponsor Center activities that may not be feasible for individual Institutes
7.
establish a repository of learned books, publications, and materials in
conjunction with the four institutes as a resource for area professionals seeking
assistance in education
8.
coordinate administrative and budgetary functions
9.
disseminate the work of the discrete Institutes to the other Institutes, the Center
Advisory Council, the Dean of Education, the administration of the University, the
faculty of the University, and Interested educators and schools in northwestern
Pennsylvania
10.
provide publicity for Center activities/programs
11.
produce a publication that provides information on Center activities and provides
a forum for educational issues
4
THE CENTER FOR EXCELLENCE IN TEACHING
AND THE FOUR INSTITUTES
The four Institutes function as separate, yet compatible, parts of the Center for Excellence In
Teaching. Each Institute has a set of goals designed by its members. To accomplish these goals, a
variety of approaches are used.
Members may work separately, in subcommittees, or as an
entire group. Furthermore, there are occasions when members of one Institute may work
collaboratively with members of another Institute to meet compatible goals.
Each Institute
decides what actions, activities or events would best fulfill its efforts to foster excellence In
education.
Membership in the Institutes is held by individuals representing faculty, university personnel
and the student body. The chairperson of each institute is a member of the School of Education
faculty.
The co-directors of the Center are responsible for monitoring and coordinating the activities of
the Institutes. In addition to the Institutes' activities and events, there are times when
activities and programs are organized by the co-directors and sponsored by the Center.
5
THE
INSTITUTES
INSTITUTE FOR CURRICULUM, INSTRUCTION, &
COLLABORATION
NAME
DEPARTMENT
SCHOOL
*Mr. Ken Adams
Educational Services
Education
Mr. Robert Gensemer
Health & Physical Education
Education
English/Theatre
Dr. Caroline Gryta
Liberal
Arts
Arts
Educational Services
Mrs. Joan Dengel
Education
Elementary Education
Dr. John Criswell
Education
Elementary Education
Dr. Barbara Rahal
Education
Sociology/Anthropology
Mr. James Palmer
Liberal
Arts
Chemistry
Science, Management, &
Dr. Theresa Thewes
Technologies
Geosciences
Science, Management, &
Mr. Paul Knuth
Technologies
1
Mr. Steven Hazlewood
Student Development
Student Affairs
Dr. Robert McConnell
Office for Students with
Disabilities
Student Affairs
Dr. John Leuenberger
Executive Director
lU #5
Dr. Robert Bender
Superintendent
Crawford Central School District
Instructional Support Center
Ms. Teresa Camilli
Student Representative
Ms. Susan Arnold
Student Representative
^Institute
Chairperson
8
INSTITUTE FOR CURRICULUM, INSTRUCTION, AND
COLLABORATION GOALS
1. build a repository of materials on collaborative teaching within
the educational system and with the business community
2. promote the development, modeling, and refinement of effective
instructional
practices
3. oversee the completion of the microteaching laboratory
4. promote activities which encourage interdisciplinary course
offerings, professional staff development, seminars on increased
teaching effectiveness, development of a videotape library
depicting effective college level teaching
5. Investigate new university-public school partnerships
6. explore grant possibilities and outside funding to strengthen
collaborative
efforts
7. expand classroom research opportunities at the university and in
public and non-public schools
8. develop in-service programs and workshops for public, nonpublic, and university faculty
9. strengthen lines of communication between the School of
Education and the School of Liberal Arts, the School of Science,
Management, and Technologies, the Office for Students with
Disabilities, the Office of Student Development, and the
Northwest Tri-County Intermediate Unit #5
10. seek to coordinate efforts in which collaboration opens
opportunities for faculty and students
9
Institute
for
Curriculum,
Fall
Instruction
and
Collaboration
1992
1.
Subcommittees were formed to study academic concentrations in Elementary Education
and co-advisement for Secondary Education majors.
2.
A survey was planned to collect data about collaboration on campus and off campus. This
was a collaborative effort with the Institute for Research and Community Service. A
survey form was developed.
3.
Grants workshops were organized for January. The outline was written for the
workshops.
4.
A symposium, "Trouble-shooting the QBE," sponsored jointly with Ethics Institute, was
set for March 15.
5.
A collaborative seminar for March entitled "Hands-on Science Activities Workshops"
was discussed. This collaborative effort between Science, Management and Technologies
and the School of Education faculty was for university students and area educators.
A resource packet was planned for all participants.
6.
The Future Teachers' Club Initiative was explored.
7.
A luncheon was planned for January. The luncheon was to provide for open dialogue
among area superintendents. A questionnaire was planned for their responses.
Spring
1993
1.
Subcommittees on academic concentrations in Elementary Education and co-advisement
for Secondary Education majors continued their work.
2.
A survey to collect data on collaboration off and on campus was distributed twice to EUP
faculty. (See Appendix A)
3.
The symposium, "Trouble-shooting OBE," sponsored jointly with Ethics/ Values
Institute for March 15, 1993 was cancelled due to Inclement weather.
4.
The "Hands-on Science Activities Workshops," a collaborative effort between Science,
Management and Technologies and the School of Education faculty, was extremely
successful. A resource packet was distributed to ail participants. (See Appendix B)
5.
The Future Teachers' Club initiative was explored. Professor Joan Dengel had positive
responses from five area schools.
6.
A Grants Workshop was conducted on April 13, 1993. A resource packet was
distributed to participants. (See Appendix C)
10
A meeting with area school district administrators was held on April 16, 1993.
A meeting with area administrators and university personnel was held on May 26,
1993. Discussion groups were formed in order to discuss EUP's collaborative efforts
with school districts. A luncheon followed the meeting. (See Appendix D)
Summer
1993
A hands-on "Science Stuff" workshop was held at Millcreek Mall on June 17, 1993.
Faculty and students from the science departments on campus assisted Dr. Thewes in this
activity.
Data from the questionnaire is being tabulated.
The Institute will assist with planning the Middle Level Education Conference set for
October 16, 1993.
11
INSTITUTE FOR EARLY CHILDHOOD EDUCATION
NAME
DEPARTMENT
SCHOOL
*Dr. Karen L. Bauer
Elementary Education
Education
Dr. Kathleen Dailey
Elementary Education
Education
Mrs. Janice Giltinan
Nursing
Science, Management, &
Technologies
Dr. Cynthia Legin-Bucell
Psychology
Liberal Arts
Mr. Joseph Miller
Residence Life
Student Affairs
Dr. Constance Mullineaux
Art
Liberal
Arts
Dr. Marilyn Sheerer
Elementary Education
Education
Ms. Barbra Sprott
Student Representative
Mr. Allen Clark
Student Representative
*lnstitute
Chairperson
12
INSTITUTE FOR EARLY CHILDHOOD EDUCATION GOALS
1. build a repository of materials on early childhood education
2. work with the Miller Center staff on the development of new
programs for university staff and area educators
3. advocate the use of the Miller Center as an educational research
site for faculty and students
4. develop a series of videotapes depicting the Miller Center's model
programs for preservice and inservIce teachers
5. write grant proposals which would advance knowledge in early
childhood education
6. develop and implement methods to educate professionals in early
childhood education
7. develop and implement methods to educate the public about young
children
8. increase public awareness of issues concerning young children
9. assist parents and help them enhance their parenting skills
through workshops, seminars, etc.
10. serve the public as a resource for speakers
11. seek funding to develop a model parent center for the community
12. seek funding for Head Start and Day Care professionals
Institute for Early Childhood Education
Fail
1992
A Brown Bag lunch session, "Crisis Literature: Divorce" was presented by Dr.
C. Gordon Hitchings on Thursday, November 19.
Planning was begun for the Ninth Annual Early Childhood Conference.
A newspaper column on parenting skills, "Parents, Preschoolers and Problems," was
proposed for the Erie Daily Times.
The Teacher's Lounoe talk show with Dr. Bauer and Mr. Dettore continued production
via the EUP television studio.
Spring
1993
A Brown Bag lunch session, "The Balancing Act: Family and Work," was presented by Dr.
Marilyn Sheerer on Friday, January 22 .
A Brown Bag lunch session, "Is Childhood an Endangered Species?" was presented by Dr.
Cynthia Legin-Bucell, on March 17, 1993.
The first edition of the "Early Childhood Newsletter" was distributed to all Institute
members in the Center for Excellence In Teaching, School of Education department
members, and participants at the Early Childhood Education Conference.
(See Appendix E)
The Teacher's Lounoe talk show with Dr. Bauer was continued in conjunction with the
EUP television studio. Guest speakers for the semester included Marilyn Sheerer,
Cynthia Legin-Bucell, Michael Bucell and Kathleen McGrory.
The Ninth Annual Early Childhood Conference was held on May 13-14, 1993. Several
members of this institute made presentations and assisted at the conference. (See
Appendix F)
Planning sessions for Parent Education classes were held at the Cambridge Springs
Women's Prison. Dr. Bauer and Dr. Legin-Bucell were invited by Superintendent Wolfe
and Mr. Richard Learn to develop this idea.
Summer
1993
The newsletter was distributed off-campus to area child care professionals, area
pediatricians' offices, and child care centers In northwest Pennsylvania. (See
Appendix E)
14
2.
A Head Start Training Grant was written by Dr. Bauer and Dr. Sheerer.
Parent Education sessions will be held at the Cambridge Springs Women’s Prison in July
and August. These sessions were planned and conducted by Dr. Bauer and
Dr. Legin-Bucell.
4.
The Institute will be assisting with the planning of the 1993 National Association of
Laboratory Schools Regional Conference.
15
INSTITUTE FOR ETHICS AND VALUES
EDUCATION
NAME
DEPARTMENT
SCHOOL
*Dr. Mary M. Bevevino
Educational Services
Education
Dr. Edmund Abegg
Philosophy
Liberal Arts
Dr. Susan Criswell
Educational Services
Education
President Foster Diebold
President, EUP
Dr. James Dunn
Business Administration &
Economics
Science, Management, &
Technologies
Mr. Karim Hossain
Physics & Technologies
Science, Management, &
Technologies
Ms. Barbara Stoiar
Residence Life
Student Affairs
Dr. Donald Swift
History
Liberal Arts
Ms. Ruth Nash-Thompson
Special Education & School
Psychology
Education
16
Ms. Trade Danko
Student Representative
Ms. Tina Oonnithan
Student Representative
^Institute
Chairperson
17
INSTITUTE FOR ETHICS AND VALUES EDUCATION GOALS
1.
structure campus and community forums on matters of public
interest in ethics and values
2.
promote dialogue across campus and within the Commonwealth
concerning ethics and campus life
3.
plan other activities on campus and within the State System of
Higher Education which promote ethical inquiry and involvement
in service activities for staff, students, and the community
4.
plan conferences and workshops to help school districts integrate
programs for character development and informed decision
making
5.
further develop the policy on academic integrity for both students
and staff
6.
guide departments In development of ethics statements and
ethics components In course offerings
7.
build a repository of ethics, values and decision-making
materials
8.
investigate grant possibilities and write proposals to promote
ethics and values projects/programs
9.
focus on the process of ethical decision-making on the part of
undergraduate students
10. respond to system-wide needs by pursuing conferences and
workshops for staff and students of the SSHE System
18
Institute for Ethics and Values Education
Fail
1992
1.
Subcommittees were formed to study values laden issues, the process of ethical decision
making, materials for the ethics and values repository, curricular components about
ethics, statewide collaboration on Ethics and Values, and a freshman program on values.
2.
The President's Scholarship critieria for eligibility were defined and procedures for
awarding the scholarship were also developed.
3.
EUP's involvement in a state-wide Ethics and Values Education newsletter was
investigated.
4.
A Student Teacher's Symposium, "Outcome Based Education," was planned In
collaboration with the Institute for Curriculum, Instruction and Collaboration for
March 15, 1993.
5.
A state-wide Conference, "Emphasis on Values: Approaches to the Priority," was set for
May 20-21.
Spring
1993
1.
Subcommittees continued their work.
2.
The President's Scholarship award procedures and criteria were completed.
Applications were made available. The scholarship will be awarded In September. (See
Appendix G)
3.
Edinboro, Slippery Rock, and Bloomsburg Universities accepted responsibility for
publication of a statewide Ethics and Values newsletter. Each University will publish the
newsletter on a rotating basis every three years.
4.
A Student Teachers' Symposium,"Outcome Based Education," planned in collaboration
with the Institute for Curriculum, Instruction and Collaboration, set for March 15,
1993, was cancelled due to inclement weather.
5.
A state-wide Conference, "Emphasis on Values: Approaches to the Priority," was held on
May 20-21, 1993. (See Appendix H)
6.
The Freshman values project was developed. Journal articles on ethical decision
making were reviewed.
7.
Problem Solving & Conflict Resolution Grant activities were planned. University
Special Projects Grant of $10,057 was awarded for the grant, "Creating a Sense of
Community on Campus: Problem Solving and Conflict Resolution."
19
8.
Interuniversity grant involving Edinboro University with Dr. Bevevino as one of the
project directors and Dr. Abegg as contributing editor was submitted through
Bloomsburg University and awarded for $4,000.
Summer
1993
1.
Repository book orders were sent out.
2.
Selection and distribution of articles and information on Freshman values project will
be completed.
3_
The Institute sponsored EUP student, Stacy Mukina, to the Fifth Annual Womens
Leadership Institute on August 1-6.
4.
Problem Solving and Conflict Resolution grant workshop will be held on August 26-27.
5.
Ken Adams and Tina Oonnithan will attend the Society for Values in Higher Education's
Conference at Bowdoin College, Maine on August 10-15, 1993.
6.
Freshman Values Exploration packet sent to ail entering Freshmen on August 13, 1993.
7.
Freshmen Values Exploration project was presented to the Deans' Council with the
request that the deans support the project by Informing department chairs of the
project.
8.
Dr. Ed Abegg met with Dr. Marion Mason of Bloomsburg and Dr. Larry Cobb of Slippery
Rock to plan the SSHE interuniversity values newsletter.
9.
The Institute acquired an institutional membership In the Society for Values in Higher
Education.
20
INSTITUTE FOR LITERACY
NAME
DEPARTMENT
SCHOOL
*Dr. William Weber
Elementary Education
Education
Educational Services
Dr. Dawn Snodgrass
Education
Elementary Education
Dr. Janet Fleischauer
Education
Special Education & School
Dr. Jean Faieta
Psychology
Education
Engllsh/Theatre
Ms. Elsie Deal
Liberal
Arts
English/Theatre
Dr. Louella Bucho
Liberal
Arts
Arts
Arts
Dr. John Polo
Physics & Technologies
Science, Management &
Technologies
Dr. Kiran Misra
Biology & Health Services
Science, Management &
Technologies
Ms. Julie Fedders
Student Development
Student Affairs
Ms. Debbie Bullington
Student Representative
Ms. Kelley Muldowney
Student Representative
Institute
Chairperson
21
INSTITUTE FOR LITERACY GOALS
1. build a repository of literacy materials
2. investigate grant possibilities and write proposals to extend
current literacy programs to a wider audience
3. provide In-service training for educators through presentations,
workshops and conferences
4. investigate further coordination of testing and teaching of the
basic writing, reading, and math courses for freshmen
5. foster collaboration between student affairs and the Adult
Literacy program
6. promote coordination of Reading Clinic services and other
tutoring programs
22
Institute for Literacy
Fail
1992
An Academic Festival presentation, "The Importance of Content Literacy," was designed
by Drs. Snodgrass and Misra and Dr. Polo.
Plans for Literacy Awareness Week (March 29 - April 2) were made. Institute
members selected a book fair, mini-presentations of reading In the content areas, a
testing format for vocabulary and reading skills and speakers on literacy for the week's
events. (See Appendix I)
DiscuMions continued with Mr. Wolfe at the Cambridge Springs Prison to consider how
we might assist In literacy skills.
Spring
1993
An Academic Festival presentation, "The Importance of Content Literacy" was presented
by Drs. Misra, Polo and Snodgrass.
Literacy Awareness Week was held on March 29 - April 2 and included the followina
events:
a book fair;
mini-presentations of reading in the content areas;
a testing format for students to determine vocabulary strengths and weaknesses;
an educational technology display;
Dr. Earl Goodman, on "Dyslexia";
Drs. Misra, Polo and Snodgrass on "Content Literacy";
a movie about adult literacy, "Stanley and Iris";
Elementary Education Department's Literacy Conference. Keynote speaker: Dr.
Karen Smith, National Council for Teachers of English.
Discussions continued with Mr. Wolfe at the Cambridge Springs Prison to
consider how we might assist in Literacy skills.
Dr. Dawn Snodgrass coordinated and planned a week-long "FRAMEWORKS" workshop
with the BOCES unit In New York. Unfortunately, "FRAMEWORKS" had to be cancelled
this year. The feasibility of sponsoring this workshop next year will be studied.
23
SUMMARY OF NEW INITIATIVES
Each Institute has made many contributions to the improvement of education on and off-campus
this past year. Much of the intense work occurs in sub-committee and Institute meetings. The
products of these efforts and deliberations are varied. They include collecting data,
investigating pertinent issues in education and making recommendations to appropriate
university bodies, presenting programs for students and/or faculty, conducting workshops and
conferences, creating
printed educational materials for distribution, and planning activities
that would further enhance the unversity's missions and goals.
The entries in this next section are those new Initiatives that were planned to attract an
audience of interested persons. These entries represent just a fraction of the efforts of the
Center and its Institutes. For a complete account of the accomplishments of the Institutes
consult the listings by semester and summer for each Institute on the previous pages of this
report.
\
24
1992-1993 SUMMARY OF NEW INITIATIVES
assisted
by
number
attended
event/
date/
Institute
person in
charge
Brown Bag Lunch:
'Crisis Literature:
Divorce"
1 1/19/92
Institute for Early
Childhood Education
Gordon Hitchings
55
Speaker: Dr. A. Abro
'Higher Education and
Scientific Research in
Pakistan'
1 1/23/92
Center for Excellence
in Teaching
Ruthanne Atkinson
Robert Connors
15
Brown Bag Lunch:
'The Baiancing Act:
Famiiy & Work'
1/22/93
Institute for Early
Childhood Education
Marilyn Sheerer
28
10
Speaker: Dr. Baher
Ruthanne Atkinson
Ghosheh
Robert Connors
'Comparative Education;
Japan & USA'
2/1/93
Center for Excellence
in Teaching
Academic Festival
Presentation- 'The
Importance of
Content Literacy'
2/93
Institute for Literacy
40
Kiran Misra
John Polo
Dawn Snodgrass
Ruthanne Atkinson
Academic Festival
Robert Connors
Presentation 'EUP's New Initiative'
2/19/93
Center for Excellence
in Teaching
25
25
comments
Brown Bag Lunch:
'Is Childhood an
Endangered Species?*
3/17/93
Institute for Early
Childhood Education
Cynthia Legin-Bucell
'Evening of
Ken Adams
Science Activities”
3/22/93
Institute for Curriculum,
instruction and Collaboration
Literacy Awareness
Week
3/29-4/2/93
Institute for
Literacy
'EUP's New
Initiative”
4/7/93
Center for Excellence
in Teaching
Bill Weber
35
Teresa Thewes
John Criswell
distributed
handbook to
participants
Julie Fedders
'Stanley &
Iris' film
-book giveaway
Dan Shelley
technology
display
Bunny Bucho
quick skills
scan
Jan Fleischauer
vocabulary
testing
Kiran Misra
John Polo
Dawn Snodgrass
45
'Content
Literacy'
presentation
Earl Goodman
50
'A Dyslexic
Talks /Vbout
Dyslexia'
30
Presentation
given to the
Edinboro
Kiwanis Club
38
K-12 educators
Ruthanne Atkinson
Robert Connors
'Grants Workshop'
Ken Adams
4/13/93
Institute for Curriculum,
Instruction and Collaboration
400
Stephen Hazlewood
Robert McConnell
'Dialogue with Area
Ken Adams
Administrators'
Robert Connors
4/16/93
Institute for Curriculum,
Instruction and Collaboration
26
Early Childhood
Newsletter
5/4/93
Institute for Early
Childhood Education
Karen Bauer
Allen Clark
Kathleen Dailey
Cinthia Legin-Bucell
Connie Mullineaux
Barbra Sprott
'Emphasis on Values:
Approaches to the
Priority* State-wide
Conference
5/20-21/93
Institute for Ethics
and Values Education
Peg Bevevino
Karim Hossain
Tina Oonnithan
Barb Stolar
Ed Abegg
Sue Criswell
Don Swift
'Dialogue with area
Ken Adams
Caroline Gryta
Superintendents*
5/26/93
Institute for Curriculum,
Instruction and Collaboration
27
500
170
distributed to:
-ECE
Conference
participants
-Institute
members &
Advisory Board
-pediatricians
-members of
the Early
Childhood
Organization of
NWPA
for SSHE
faculty, staff
and graduate
students
APPENDICES
APPENDIX A
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Institute for Curriculum, Instruction & Collaboration
Institute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
April 29, 1993
TO; EDINBORO FACULTY AND ADMINISTRATORS:
SUBJECT: COLLABORATIVE ACTIVITIES RESOURCE LIST
IF YOU HAVE ALREADY PROVIDED US with a submission to be included in the
COLLABORATIVE ACnvlTIES RESOURCE LIST, please accept our sincere thank you. We have
collected 55 entries to date.
IF YOU DID NOT have an opportunity to complete the attached form, please do so. The intent
of this initiative is to be as Inclusive as possible. To that end, we have extended the deadline for
submissions to MAY IS, 1993.
A COLLABORATIVE ACnvITIES RESOURCE LIST is being compiled by the Institute for
Curriculum, Instruction, and Collaboration, under the auspices of the CENTER FOR
EXCELLENCE IN TEACHING. This list will be distributed to all members of the university
community.'
THE PURPOSE OF THIS RESOURCE LIST is to foster and expand collaborative initiatives across
the campus. By publicizing the RESOURCE LIST to all members of the university community,
the Institute hopes to identify:
* classroom research opportunities at both tmiversity and public/
non-public school levels
• in-service workshops/programs opportunities at both university and
public/non-pubUc school levels
In addition, this RESOURCE LIST will aid the Institute in fostering cooperative links with local,
state, regional, and national alliances.
PLEASE TAKE A FEW MOMENTS TO FILL OUT THE ATTACHED DATA SHEET AND MAIL IT TO:
THE INSTITUTE FOR CURRICULUM. INSTRUCTION. AND
COLLABORATION
153 MILLER RESEARCH LEARNING CENTER
PLEASE SEND YOUR RESPONSES BY MAY 15. 1993 if you have not already responed. Thank
you.
A member of the State System of Higher Education
(Please complete the following identifying information.)
NAME_________________________________________________
SCHOOL AND DEPARTMENT OR PROGRAM:______ _
Briefly describe your collaborative role In the spaces provided below. Be sure to include the time
frame and collaborative partneiis).
■
CATEGORY#
PARTNERSHIP
1.---------------------------------------------Other Edinboro University faculty, administration,
r
or staff.
2.---------------------------------------------Other institutions of higher education.
3.-------------------------------------------- Public or non-public schools.
4.-------------------------------------------- Social service agencies.
5.-------------------------------------------- Professional organizations.
6.-------------------------------------------- Student associations.
7.---------------------------------------------Governmental agencies.
8.-------------------------------------------- Intermediate Unit.
9.---------------------------------------------Professional associations.
10.—------------------------------------ Other.
BE CERTAIN TO IDENTIFT THE CATEGORY NUMBER AND PROVIDE A BRIEF
DESCRIPTION. IN ORDER TO INSURE THAT ALL SUBMISSIONS WILL BE GIVEN PRINT
SPACE IN THE INSTITUTE RESOURCE LIST. EACH INDIVIDUAL MAY SUBMIT UP TO THREE
ENTRIES.
CATEGORY #______ DESCRIPTION:
CATEGORY#_______DESCRIPTION:
CATEGORY#______ DESCRIPTION:
PLEASE REFOLD (RETURN ADDRESS LABEL IS ON BACK) AND RETURN TO THE INSTITUTE
FOR CURRICULUM. INSTRUCTION. AND COLLABORATION, MILLER 153, NO LATER THAN MAY
15. 1993 IF YOU HAVE NOT ALREADY RESPONDED.
31
APPENDIX B
NpTEi
Complete handbook Is available in Che Center for Excellence in Teaching.
An Evening
of
Science Activities at EUP
Presented by:
EUP Elementary Education Students
EUP Secondary Education-Science Students
EUP Student Teachers
EUP Science Club Students
33
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Illlllll
Center for Excellence in Teaching
Curriculum, Instruction & Collaboration Institute
Early Childhood Education Institute
Ethks Institute
Uteracy Institute
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
)
MEMO TO: Evening of Science Activities participants
FROM:
Mr. Ken Adams, Chair,
, ^
,
Institute for Curriculum, Instruction, and Collaboration
DATE:
April 19, 1993
.
i *
RE:
Dates and times to pick up science activities booklet
Any student or faculty member who attended the Evening of Science
Activities held on March 22, 1993 and did not receive a booklet imy now pi^ up
a copy. Only those people who signed up to recieve a copy may do so on me
desiSated days and times. Any copies left after me pick up dates will ^
out on a first-come first-serve basis to people wishing to receive a copy but who
did not sign up to receive a copy.
The booklets will be available in me Center for Excellence in Teaching
Aprill9 to April 24 ft-om 9:0GAM - 12:00PM. The Center is located in rooml53
of me MiUer Research Learning Center.
If you have any questions please call me Center at 732-2916.
■ A member of the State System of Higher Education
c{^ISt/ence, Ac-iiuibcs
c(.b ElJP
cM^
OMyyiii.
"Af
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WLyy'
20 April 1993
3502 Pennsylvania Avenue
Erie, PA 16504
(814) 456-7212 [Work], (814) 454-2963 [Home]
Dr. Theresa Thewes
Edinboro University of Pennsylvania
Edinboro, PA 16412
Dear Dr. Thewes:
Thank you so much for inviting me to the Science Teachers' Workshop on March 22,
1993. It was a great beginning in the unification of the Science and Education departments.
Providing many hands-on experiences for beginning teachers is precisely what they need. Because
I am certified in both Elementary Education and General Science Education, I have experienced
the "polarity" between the science building and the education building. There is definitely a need
to turn this around.
I was impressed with the enormity of the workshop - the sheer number of activities all
going on at one time. Everyone seemed enthusiastic and eager to relate what they were trying to
do. Many students really looked into their topic and knew answers to any question asked.
However there were a few presenters that needed to polish up on their concepts. For example,
the moon phase cards outside of the wonderful shoe box with the golfball exhibit were drawn and
labeled incorrectly. The physics concepts used in the activity about the velocity of the cassette
tape are in error. The speed of the tape changes when the tape is playing because the
circumference of the two axes changes. The major drawback about the hands-on approach to
science is that teachers get so excited about doing something fun that they forget what concept
they were teaching or the concept is taught incorrectly. Personally, I wouldn't teach science any
other way, but in our zeal for the method, we must not lose sight of the goal.
The book of activities is wonderful! What a great idea to get everything down in print to
peruse later! This is an invaluable resource to a science teacher, especially with the way it is
wntten - goals, pictures, results, hints, grade levels, etc. I am trying out labs with my classes as
soon as I find them. This is the best thing you could have included with the workshop.
I would love to see a workshop of this magnitude attempted at Mercyhurst College - or
for that matter, even a huge tri-college workshop...!
Thank you again. If you ever need my help, just call.
37
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38
eCURRENT, INC
APPENDIX C
NOTE:
Complete handbook is available in the Center for Excellence in Teaching
BIG ONES AND little ones
HOW TO GET THEM
PRESENTED BY
DR. ROBERT MCCONNELL - EUP
MR. STEPHEN HAZELWOOD - EUP
MS. AMY PAUL - UNITED WAY
MR. KENNETH ADAMS - EUP
SPONSORED BY EDINBORO UNIVERSITY'S
CENTER FOR EXCELLENCE IN TEACHING
INSTITUTE FOR CURRICULUM, INSTRUCTION, AND
COLLABORATION
AND
THE INSTITUTE
FOR RESEARCH AND COMMUNITY SERVICES
APRIL 13,1993
5:30 - 7:30 P.M.
40
’’DIALOGUE WITH
AREA SUPERINTENDENTS”
AGENDA
Wednesday, May 26, 1993
Reception and refreshments
Introduction of participants—Ken Adams
Opening remarks-Dr. John Fleischauer
10:15-11:15
Focused sessions A and B - group processing by moderators.
Representatives of university and school district
administrators in attendance.
11:15-12:00 P.M. Collective session - presentation of findings/
recommendations. Large group discussion to set short term
goals for strategic planning (1993-1994), and long range
planning (1994-1996).
12:00-1:00
Luncheon —University Club, Van Houten Dining Hall
9:45-10:00 AM.
10:00-10:15
PARTICIPANTS
Bdinboro University
Public School Administrators
Dr. John Fleischauer
Dr. Jerry Covert
Dr. Shirley Stennis-Williams
Dr. Robert Weber
Ms. Linda Lacney
Mr. Paul Knuth
Dr. Marilyn Sheerer
Dr. James Flynn
Dr. James McElroy
Mr. Ken Adams
Mrs. Joan Dengel
Dr. Peggy Bevevino
Dr. Barb Rahal
Dr. Theresa Thewes
Mr. George Shimpeno
Dr. Dean Stoffer
Mr. Bob McConnell
Dr. Don Dilmore
Dr. Don Beckman
Dr. Caroline Giyta
Dr. John Leuenberger
Mr. Tom Fortin
Dr. Lynn Corder
Dr. Jack Jarvie
Dr. Verel Salmon
Mr. Frank Bova
Dr. LeRoy Rieck
Dr. Paul Harakal
Mr. Abert Leonzi
Dr. William Stockebrand
Mr. John Seifert
Mr. Clarence Metzgar
42
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Institute for Curriculum, Instruction & Collaboration
Institute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
INSTITUTE FOR CURRICULUM, INSTRUCTION AND COLLABORATION
QUESTIONNAIRE
Data collection questions addressed by school superintendents:
Collaborative Efforts
1.
How do you view the relationship between Edinboro University cind your school district?
2. What obstacles exist that prevent better quality or quantity of collaboration between
Edinboro University and your school district?
3. Please identify successful collaborative programs with Edinboro University or other
institutions' of higher education that have been a benefit to your school district.
4. Regarding pre-service programs, how do Edinboro University teacher education graduates
compare to candidates from other institutions?
Common strengths?
Focus for improvement?
5. How closely do services provided by Edinboro University meet the needs of your in-service
faculty and staff?
6. How closely do the services provided by Edinboro University meet the needs of your
commimity in terms of service organizations, parental groups, and in terms of technology and
innovation?
7.
How would you assess Edinboro's on campus resources in terms of:
Access/ availability?
Current holdings?
Obstacles to use?
A member of the Slate^System of Higher Education
APPENDIX E
I
NOTE:
Complete newsletter is available in the Center for Excellence in Teaching
EARLY CHILDHOOD NEWSLETTER
Volume I Number I
Spring, 1993
Published by the Early Childhood Institute of the Center for Excellence in Teaching
Edinboro University of Pennsylvania
FOCUS ON PLAY:
Critical to
Children's Development
Watching children play is often a
delight. A child's total immersion into a task
that can take her to far off lands or keep her
planted firmly on the ground is indeed
wondrous but it is also necessary. Play
provides an opportunity for growth,
exploration, problem solving and access to the
world of others. This first issue of the Early
Childhood Newsletter takes us into the world
of play from several perspectives. First, Dr.
Karen Bauer explains the importance of play
on several aspects of development. This
article is followed by informative reviews of
two children's books, Sam's Sandwich and
Sam's Surprise. Reflecting the importance of
technology on play, a review of two software
programs, McGee and Katie's Farm, follows.
Next, Or. Kathleen Dailey and Ms. Kim Owen
write of a recent research study conducted at
the Miller Center looking at the role of play
on literacy development. Finally, this issue
concludes with a discussion of art as
children's work by Or. Constance Mullineaux
and a review of two children's toys, 'Cave of
Wonders" and "Mr. Mouth." Hopefully, after
reading this issue of the Eartv Childhood
Newsletter, you'll have a better
understanding of and appreciation for the
work of childhood we adults call play.
Dr. Cynthia Legin-Bucell
45
PLAY TODAY?
by; Leila Fagg
You say you love your children
And are concerned they learn today?
So am I - that's why I'm providing
A variety of kinds of play.
You're asking me the value
Of blocks and other such play?
Your children are solving problems.
They will use that skill everyday.
You're asking what's the value
Of having your child play?
Your daughter's creating a tower;
She may be a builder someday.
You're saying you don't want your son
To play in that "sissy" way?
He's learning to cuddle a doll;
He may be a father someday.
You're questioning the interest centers;
They just look like useless play?
Your children are making choices;
They'll be making their own someday.
You're worried your children aren't learning;
And later they'll have to pay?
They're learning a pattern for learning;
For they'll be learners aiway.
APPENDIX F
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•Sjq lyoy-uoN
NINTH ANNUAL
Early Childhood Education Conference
Working And Learning Together
Thursday, May 13,1993 and Friday, May 14,1993
Edinboro University of Pennsylvania is a Member of the State System of Higher Education
47
The Elementary Education Department ofEdinboro University of Pennsylvania,
in conjunction with the Center for ExceOence in Teaching and
the Institute for Research and Community Services, is pleased to present the
1993 TrOrCy CfdCcCftoocC education Confermce
"WorlQn^ and Learning Logetfier
SCHEDULE OF EVENTS
Friday, May 14,1993
Focus: Preschool and Kindergarten?
Focus: Kindergarten and Priniary Grades
9:15
11:00
12:30
2:00
3:15
9:15
10:30
12:15pni
1:30
3*15
4:00
Registration
Session I
Session n
Luncheon
Session m
Tours of the Miller Center
available upon request
8:00am9:15
11:00
12:30
1:45
3:15
9:15
10:30
12:15pm
1:30
3:00
3:45
Registration
Session I
Feature Presentation
Luncheon
Session n
Tours of the Miller Center
available upon request
Educational Materials Exhibit will be held both days.
J^eature (Presentation
BUILDING TOMORROW’S
NEIGHBORHOOD-TOGETHER!
With wannih, humor and humanneso, Hedda Sharapan
will share insights she's gained firom 26 years with Mis^
Rogers' Neighborhood. Her nationwide involvement with
educational organizations and civic groups have provided
her with a wealth of rich, varied experiences. Blending
thry ’T^eighboihood" experiences with her background in
child development and her experiences in rearing two
daughters, Ms. Sharapan will address the challenges of
"working and learning together."
MISTER
—
ROGERS*
keighboiChood*
48
POSITIVE GUIDANCE AND DISCIPLINE
lis workshop will focus on the use of positive guidance in early
childhood classrooms. Guidance and discipline strategies that
^ re based on helping children grow in self-control will be presnted. Developmentally appropriate ways to handle typical
classroom situations will be discussed.
(Linda Nelson)
USING LITERATURE FOR MATH
AND SCIENCE ENHANCEMENT
Using literature and related whole language activities to teach
math and science concepts will be the focus of this workshop.
The importance of a parent component in the classroom will also
be addressed. Participants will receive an extensive resource
handbook emphasizing the workshop content.
(Mary Jo Melvin and Sharon Markell)
PLAhINING FOR AND SUPPORTING
FAMILY-SCHOOL INTERACTIONS
GET ALONG OR GET ALONG: STRATEGIES
FOR MORAL DEOSION MAKING IN THE
PRIMARY CLASSROOM
iThis woricshop will present strategies that foster moral decision
[making in the primary classroom. Demonstrations will cover
techniques for establishing a cooperative classroom environ. ment and group decision making. Strategies will highlight the
I use of symbolic narratives, specifically the fable, other forms of
I literature, and classroom visuals.
This workshop will present the benefits of establishing homeschool partnerships in early childhood settings. Participants will
learn methods that support effective home-school interactions.
The benefits and pitfalls of such collaboration will also be dis
cussed.
(Melissa Groves)
(Marian Vollmer)
CREATIVE FOOD EXPERIENCES FOR
EARLY CHILDHOOD EDUCATION
THE USE OF BIBUOTHERAPY
WITH AT-RISK CHILDREN
This workshop will assist educators in identifying children who
are sociologically at-risk as a result of their membership in
families that have been in crisis. Bibliotherapy techniques will be
presented that serve to bring about changes in the child's under
standing of self-worth and to assist them in facing the crisis of
their family unit
(Jamie Macintyre-Southworth and Eileen Aiken)
This workshop will showcase learning activities designed to
provide a variety of activities to teach yoimg children about food
and good eating habits. Activities will emphasize simple food
preparation, food safety and cleanliness rules, and eating a
variety of foods. Ideas and suggestions for parental involvement
will also be discussed.
(Sharon Piano and Michele Chiavetta)
PROMOTING POSITIVE OUTCOMES FOR ALL YOUNG
CHILDREN WTTHIN INCLUSIVE PROGRAMS
DIAGNOSING A CENTER'S NEED FOR CHANGE
This session is for early childhood administrators. It will focus on
a systematic way for directors to diagnose and monitor center
effectiveness. Exercises will be used to pinpoint organizational
problems and to design action plans for making changes.
(Marilyn Sheerer)
LEARNING TOGETHER: STORYACTING
IN A PRIMARY CLASSROOM
Panelists will offer historical, philosophical, legal, and personal
perspectives on inclusive programming for young children.
Presenters will include a parent, an early childhood provider, a
state Early Intervention consultant and an Interm^ate Unit
representative. Information and activities will focus on positive
outcomes promoted by inclusive programming.
(Deborah Sturm and Janice Belgredan)
FAMILY MATH: INVOLVING PARENTS IN
THE LEARNING PROCESS
Participants will learn the benefits of how a story acting program
can motivate primary-age children to read, to write and to
^ -natize their stories. Specific ideas on how to implement a
acting program will be shared.
(Sandra Waite-Stupiansky)
49
This workshop will provide participants with an overview of the
Family Math program. Participants will engage in hands-on
Family Math activities.
(Nick Stupiansky)
INVOLVING THE PARENT AS A PARTNER IN
READING
This workshop will hdp teachers focus on the family as a
worthwhile and educational resource for helping children learn
to read. Suggestions for encouraging parents to participate in
^mily reading activities will be provided.
(Nancy Briggs)
TEACHERS AS RESEARCHERS AND SCHOLARS: UNI
VERSITY AND SCHOOL COLLABORATION
Partidpants will explore how research on teaching practices at
the elementary level was conducted in collaborative partner
ships between neighboring school districts and a uni
ity
Partidpants will engage in brainstorming activities for co.nparable implementation at their schools.
(Denise Finazzo)
PROBLEM SOLVING SKILLS FOR YOUNG CHILDREN
CLASSROOM MANAGEMENT STRATEGIES IN AN
EARLY CHILDHOOD CLASSROOM
This woricshop will present educators with skills to build and
enhance the problem-solving capacity in yotmg children within
a framework that highlights emodoiud development
(Sharon Chesler Bernstein)
This workshop will identify management strategies used by ar
ocperienced eariy childhood teacher through the implementa
tion of a developmentally appropriate curriculum model. At
tention will be given to transitions and crises or problem situa
tions. A videotap>e will be utilized to provide a link between
management strategies and child development theory.
(Karen Bauer, Marilyn Sheerer, Ernie Dettore;
THE ERIE ZOO, YOUR KIDS AND YOU
Participants will discover the variety of educational programs
and opportunities available at the Erie Zoo. Teacher tips for field
trips to the Zoo and Dinosaurs Alive as well as pre - and - post
visit activities will be provided.
(Maria Durd and Kay Lamendola)
LEARNING CYCLES: CHEMISTRY ACTIVITIES FOR
YOUNG CHILDREN
The learning cydes" approach to learning sdence encompasses
three phases— Exploration, Invention and Discovery. The pre
senters will model this method of learning by using hands-on
chemistry activities that are appropriate for the K-3 classroom.
(Theresa Thewes and Ken Adams)
SUNSHINE AGAIN
is workshop will focus on the subject of death. Educators'
ttitudes as well as the child's perceptions and behavioral reac' ns will be examined. Methods and resources to utilize in
rg about death will be presented. A few short exercises
■" beconducted to familiarize partidpants with different Toss"
cula.
COOPERATIVE LEARNING STARTERS: BUILDING
A FOUNDATION FOR LEARNING TOGETHE'
V
This workshop introduces partidpants to the cooperative goai
structure and simple, introductory cooperative learning activi
ties for the primary grade classroonv Partidpants will engage in
several cooperative learning activities.
(Terry Myers)
(Nick Stupiansky)
Important ConferenceUps
1.
The number of partidpants in this conference is limited. It is quite possible that the quota mav
fflled before the April 7 deadline. Early registratinn is rpmmm«ar>HpH
avoid disappointment.
2.
If you are attending the conference with colleagues, we recommend that you plan together to vary
yo\a selections to cover as many workshops as possible hi this way, you can share ideas and
enrich professi6i^ 5gdwth> The redstration form is vour intent to attend. It is cmdal that each
partidpant send in that form as soon as possible
3.
It is our policy to schedule you as dosely as possible into workshops based on your preference.
However, we reserve the right to assign alternate sessions unless you indicate otherwise on the
registration form.
4
After your registration form has been processed, you will be notified. You will receive written
confirmation by May 3.
_
If you find it necessary to cancel your conference reservation, please call (814)732-2671 or FAX(814)732-2294 as soon as possible. Refunds for cancellations will be honored up to a week before
'5U
APPENDIX G
PEN
O F
N S Y L V A N I A
renter for Excellence in Teaching
^
»/br Cumcuium. ^.ruction 6- dhtcramn
InstUute for Early Childhood Education
Institute for Ethics & Values in Education
Institute for Literacy
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
THE PRESIDENT'S SCHOLARSHIP
The President's Scholarship is a yearly scholarship to be awarded to an education major with a
particular interest in ethics and values education.
Cl iriHiLITY- The applicant must be an undergraduate education major in the junior or senior
ye^!!il program SS must have attained a 3.4 quality point average and have
succBssfully compl0t0d 60 cr0dit hours.
Applicants will b0 considsrsd rsgardlsss of financial nssd.
APPLICATION: Th0 applicant must submit to tha subcommittaa of tha Instituta for Ethics and
Valu0S Education tha following:
1
an assay
scholarship
in which tha applicant statas tha rationala for awarding him/har this
The essay shoukl be one page in length and typed with single spacing.
2. academic history showing the selection of
J"
standing with the Office of Student Standards;
5. cover sheet with the student's name, identification number, address on campus and
talaphone numbar.
following critaria and point systam.
A member of the State System of Higher Educatum
52
CRITERIA TO BE EVALUATED
MAXIMUM POINTS
10 points
10 points
10 points
evidence of on-campus and off-campus activities which promote ethics m
education and community service
number of courses taken in Ethics and Values Education
evaluation of the essay related to persuasiveness of content and effective
writing skills
30 points
total
If a decision must be made between candidates with equally high point totals, that decision will
be based on the quality-point average of the applicant.
Deoendent on the point totals of the applicants, the subcommittee will recommend to the
President of the University that one applicant be chosen to receive the $1,000 grant or that two
applicants be chosen with each receiving $500 for that academic year.
□ate
for submission of
APPLICATION MATERIALS:
Scholarship instruction forms will be available in the Office of the Center for Excellence in
Teaching, Miller 153, in April of the academic year in which the student applies . Students
may call for information at the following extension:
2916.
Materials should be completed and the portfolio submitted by the first week of the fall semester
in any academic year.
Screening of application materials will be done by the subcommittee during the first three
weeks of the semester.
The schoiarship will be awarded during that semester for the next term in which the student is
enrolled.
•for students who enter as freshmen in the fall of 1993 or thereafter.
Please complete the following and submit with completed portfolio:
, give my permission for the subcommittee of the Institute for Ethics
L
andVares^Educati^o contact the Office of Student Standards in order to verify my good
Standing as an undergraduate student at Edinboro University.
sianaturel
(date!
.qiihmit comnieted portfolio to the Center tor Excellgncft m Teaching, Millsr 151
53
APPENDIX H
EMPHASIS ON VALUES:
APPROACHES TO THE PRIORITY
THURSDAY. MAY 20. 1993
11:00-2:00
-REGISTRATION - UNIVERSITY CLUB
12:00-2:00
-LUNCHEON - UNIVERSITY CLUB
SPEAKER: Dr. La^ence Pettit on
"Academic Culture and Civic Virtue"
2:15-3:45
-CONCURRENT SESSIONS:
TITLE:
'Two Frameworks for Teaching Values - the Scientific Paradigm and
Professional Ethics - and How to Use Them"
PRESENTER:
Dr. Deborah Hammond. Social Work; Slippeiy Rock University
ROOM:
Butterfield 231
There are plenty of values that belong in the academic curricula: the
problem is simply finding the will and the way to incorporate and teach
them. Toward that end. this workshop draws on two classic sets of
values that even the most "objectivity conscious," "no- mush" scientific
sorts and the most vehement rebels against anythlng-that-smacks-ofpressure-to-be-polltlcaHy-correct not only believe in themselves, but can
comfortably and succes^lly teach. The two sets of values are the
"Values of Science" as delineated by Jerome Manls and the Values of the
Professions as codified in professional "Codes of Ethics." This workshop
demonstrates simple, no-fuss, effective ways to incorporate values
materials into two different types of courses, using structures that real
students have genuinely ei^oyed.
TITLE:
"Making Connections: Learning Communities as a Vehicle for Values
Education"
PRESENTERS:
Dr. Anne Day. History: Patrick McGreevy, Geography; Kristen Marshall,
Speech Communication and Theater Robert Glrvan, Sociology: Jamie
Bero, Residence Director; Clarion University
RCXDM:
Butterfield 209
ABSTRACT:
Clarion began a pilot cluster experience during the academic year 19921993. Twelve instructors designed four clusters around one skill and two
liberal knowledge courses to provide first year students with a learning
55
community.
This is both a transformation within general education
reform and within faculty development. Each cluster focused on a
central theme which connected the classes together. With few
exceptions, the group of students were housed In the same residence hall
and used a common reading.
TITLE:
"Professional Ethics Begins in the Classroom: A Case Study of
Information Fabrication"
PRESENTERS:
Dr. Mark Banks. Communications; Dr. Bruce Russell. Communications:
Mary Beth Bedeck. Student, Communications: Slippery Rock University
ROOM:
Butterfield 203
ABSTRACT:
In the fall. 1991. semester, almost half of the students in two sections of
an Introduction to Public Relations course taught by Dr. Banks were
found to have fabricated Information in telephone surveys conducted for
outside clients. Because ethics in the public relations profession was a
central topic of the course, this student misconduct took on an added
importance. Students participating In the misconduct were strongly
punished. The panel will dls Dr. Banks: How the misconduct was discovered, procedure for dealing
with it in the classroom, and the rarxdflcatlons of the misconduct with
regard to the survey outcomes.
Dr. Russell: The response from parents of affected students.
Ms. Bedeck; The perspective of a student involved In the situation and
views on the application of the experience to a professional
imderstandlng.
TITLE:
"Empowering Diverse Students Through Cooperative Learning: Pedagogy
Modeling Values"
PRESENTERS:
Dr. Susan Criswell. Educational Services: Dr. John Criswell. Elementary
Education: Edlnboro University
ROOM:
Butterfield 200
ABSTRACT:
Cooperative learning has been used extensively and successfully in
public school classrooms: however, the use of these structures In the
university environment has been limited. As the 21st century
approaches, university faculty are turning attention to the need for
educating our students through process teaching models that not only
facilitate the mastery of course content but also provide the additlorial
benefits of developing skills in shared leadership, community building,
and sensitivity to cultural diversity.
This professional clinic will focus on the use of cooperative learning
techniques that are effective for use in university classrooms with
diverse student populations. The presentation will Include an
explanation of the role of the Instructor, materials preparation, social
development, and useful assessment techniques. Materials will be
56
distributed that have been created to facilitate the use of cooperative
learning. The co-leaders will facilitate a group activity In the use of
several of the structures as a means of making the participants
comfortable with the format of the cooperative learning structure. A
dialogue session will follow that encourages participant questioning and
sharing of ideas.
Participants who want an introduction to the use of cooperative learning
as a means of building community in their classrooms are encouraged to
attend and also participants who have successfully used these structures
and are willing to share their experiences.
TITLE:
"Whose Values to Teach: A Philosophical Dialogue"
PRESENTERS:
Dr. Edmund Abegg. Philosophy; Dr. Corbin Fowler, Philosophy, Lisa
Stolarskl, student. Philosophy: Edinboro University
ROOM:
Butterfield 202
ABSTRACT:
This panel discussion will consider the question of what values should
be taught, both in ethics courses and in all other courses (and indeed in
all university activities). Our purpose is not to present a Joint firm
conclusion but rather to conduct a dialogue among the panelists and
audience. Panelists will raise such Issues as the need for an
imderstandlng of whole world views, the Importance of moral selfexamination, and the extent of the moral neutrality of the university.
The panel chair will offer a brief summary at the close of the session in
which conclusions and areas of disagreement will be noted.
3:45-4:00
BREAK - BUTTERFIELD 137
4:00-5:00
-CONCURRENT SESSIONS:
TITLE:
"Values Inquiry Conceptualized as Creative Problem Solving"
PRESENTER:
Dr. Marlon Mason, Psychology: Bloomsburg University
ROOM:
Butterfield 209
ABSTRACT:
This session will examine values inquiry as a form of problem solving.
Following a short introduction, those attending will discuss current
perspectives on problem solving, critical thlnldng. and creativity as they
relate to values Inquiry and solving moral dilemmas. Several exercises
will be Incorporated Into the session to facilitate discussion.
TITLE:
PRESENTER:
ROOM:
ABSTRACT:
"Conducting Case Study Discussions of Ethical Issues in the ClassroomUniversity
S^slness Administration/Economics: Edlnboro
Butterfield 231
sesslon^^ offer suggestions on preparing, manaenna and closim?
discussions. -nTe
”” studies. A video of a roundtable dls student case discussions wlU be
presented. While Ae faculty and students involved in the video
schools and departments of business, the
techniques presented are germane to all disciplines
TITLE:
Teaching and Learning About Values in Residence Hall Settings"
PRESENTER:
Dr. Ellen Waldeck. Resident Life; MlllersviUe University
ROOM:
Butterfield 202
ABSTRACT:
The program will begin with a brief overview of four approaches to
^
Dalton. Vice President for
Student Affairs at Florida State University. Participants will then be
resldenE??il!SL“ues
SToup. Copies of Dr. Dalton-S paper, which summarizes
some of the ways values are transmitted and clarified, and a few
3.
^
be
The goals of this program are to raise participants' awareness about
valu<» education in general and to share with one
^oAer the most successful/popular/creative values education
pro^aiM which have recently been held or are being plarmed for
resident students and/or resident hall staff members on their campuses
2
TITLE:
'pcplorlng Personal Convictions Through Theatre: A Joint
Academic/Student Affairs Project"
PRESENTERS:
Ms M^orlc Arnett. Fine Arts: Dr. Steven Ender. Student Affairs* Peter
Mlltz. Theatre Alumni: Indian;^ University
ROOM:
ButterQeld 200
ABSTRACT:
This iwesentatlon will explain the idea, concept and context of the jamitPersonal ConvlcUons Through Theatre:^
campus. A sampling* of the fall presentations having students act out
58
v^nettes from the production will be Included followed by a discussion
of the expectations, energy and enthusiasm we feel in this project as we
share and extend ownership across the campus. Finally, we will share
our vision and determination In moving forward with the values
education project after the fall production.
TITLE:
"Actions Speak Louder Than Words: Exploring the Values Modeled by
Faculty"
PRESENTER:
Dr. Marguerite McKnlght, Graduate Cooidlnator: Slippery Rock
University
ROOM:
Butterfield 203
ABSTRACT:
As faculty begin to consciously promote values Inquiry, we must
ascertain what values we endorse or transmit through our actions
Modeling may be a more effective method of "teaching" values than any
other method. Do our actions reflect our espoused values, or do our deeds
negate our words? We model values In our professional conduct (e g
classroom Interaction with students, differential treatment of students*
grade Inflation, standards of accomplishment and excellence:
interactions with faculty, the campus community: equity versus
preferential treatment). The studentsmay "receive" these modeled values
as the actual values upheld by the university rather than those which It
explicitly cites.
4
H
n
The goal of the presentation Is to raise and explore together the Issue of
mockllng values on campuses. Participants’ perceptions of values upheld
by their universities and the results of a survey of students' perceptions
of faculty conduct and actions will serve as springboards for discussion.
The program is intended to be an open exploration of the inquiry process
among individuals at the various campuses.
5:30-6:30
SOCIAL HOUR - UNIVERSITT CLUB
6:30-8:30
DINNER - UNIVERSITT CLUB
KEYNOTE ADDRESS: Dr. Alexander Astin on "Creating a
Sense of Comnnmity on Campus'*
1^
8:45-10:00
RECEPTION FOR DR. ASTIN - EDINBORO INN
59,
FRIDAY. MAY 21. 1993
8:30-10:00
-CONCURRENT SESSIONS:
TTTLE:
"Assessing Values Outcomes: Issues, Methods, and Examples”
PRESENTER:
Ms. Brenda Bailey. Institutional Research & Planning: Edlnboro
University
ROOM:
Butterfield 209
ABSTRACT:
The presenter wiU include a summary of the concerns and methods of
assessing values outcomes. E^xamples of successful values assessment
programs at various institutions of higher education will be discussed. A
reference list of values assessment Instruments and programs will be
distributed. Opportunity for group discussion and sharing will be
Included.
TITLE:
"Pitfalls in Values Education and How to Avoid Them”
PRESENTER:
Dr. Stephen Bickham, Philosophy; Mansfield University
ROOM:
Butterfield 231
ABSTRACT:
The matter of teaching values is a complicated and serious one which
requires a close anal)^ before it is undertaken. If teaching values is not
entered into within closely defined parameters, there is a aigniflrant
danger of the institution, or in this case the SSHE, operating in ways that
are contradictory to some of the most basic values of a democratic
society. This presentation will examine seriously the dilemmas facing a
state institution wishing to enter into teaching v^ues and will
three models of how these dilemmas might be solved.
TTILE:
"Breaking the Silence: Clarifying Values About Sexual Orientation"
PRESENTERS:
Dr. Marilyn Sheerer. Elementary Education; Ms. Jessica Jopp. English;
Mr. Scott Sackett. Graduate Student, Biology; Edlnboro University
ROOM:
Butterfield 202
ABSTRACT:
Prejudice against homosexuals in our society is rooted in fear and
misunderstanding. When Issues, myths, and beliefs are differentiated
through meaningful dialogue and values clarification, an increased
understanding and acceptance can result In this session, the panel will
present a dialogue process model for encouraging productive dla:usslon
of the topic.
60
TITLE;
"Panel Discussion - Ethics In the Professions"
PRESENTERS:
Dr.
ROOM;
Butterfield 203
ABSTRACT;
H^er Educattomtolcpte^^f
aw^ess of the relationship o^^ to
of toe committee was to InlOallv
^e derail
Shlppensbuig Unlveislty
Pennsylvania State
of eyeing student
Professions. The focus
I«^eSw^^e^5toc^n
^'tS^Sch^'CS^d^d-^S^e?
responding
to questlom
progress
to date
as weU as the^^Se
^^
for
TITLE;
Studies and Implications Standards
for Teacher
Preparation"
PRESENTERS:
Student; Syed Zaldl. <^SS*e Studi^t-fmI
Kimberly Holland. Teacher City
ROOM;
Dlralmo. Gradual
University; and Ms.
Butterfield 200
ABSTRACT:
s obaracter and motailty.'^D^usSn'^n-°“® regarding a
which teachers are faced wia^ral^^^^
10:00-10:15
10:15-11:15
BREAK - ONTVERSnr CLUB
SPEAKER;
Dr. Kathleen McGrory
The IVIoral Obligation of the
on
University*
University Qub
invocation
61
ABSTRACT:
This session is designed as an Informal follow up to Dr. McGrory’s
presentaUon on "The Moral Obligation of the University." It will provide
participants the opportunity to continue dialogue on the topic.
TITLE:
'Teaching Methods: Clarifying Student Values"
PRESENTER:
Rose Ann Neff, Health Education: Lock Haven
ROOM:
Butterfield 209
ABSTRACT:
As teachers we like to believe that our lessons make lasting Impressions,
whether great or small, on the minds and lives of our students. We also
like to think that we deliver our lessons in the most appropriate ways
via our teaching methods. In combination then, it is our lessons and
teaching method which influence student outcomes. But Is this really
so? From my classroom research, two teaching methods, lecturing
versus cooperative learning, were compared to determine which was
more effective regarding college students' decisions to voluntarily
participate in a cholesterol screening. The results seemed to indicate
that the teaching methodology did help to determine student learning
outcomes. Providing students with correct Information is not the only
teaching consideration to be addressed, but also who presents the
information and how the facts are presented appear to be equally
Important determinants in the student decision-making processes.
Recognizing and imderstandlng these student values has great worth for
all disciplines of study.
TITLE:
'Values Evaluation: A Developmental Process With Preservice Teachers"
PRESENTER:
Dr. Dawn Snodgrass, Educational Services: Edlnboro University
ROOM:
Butterfield 231
ABSTRACT:
This program discusses the need for increased attention to our future
teachers as they cjqjlore their values relative to their intended
professional venture into education. A description of an operating
approach to values examination with teacher candidates at the
university level is presented as a means of exploring the social principles
operating in the fidd of education today.
This operating approach allows students to examine their own values
system in light of past, present, and future trends In education. A
developmental timeline of factors which impact values changes is used
for projection and reflection.
62
TITLE:
"Values Medieval and Modem: Implementing E^wphasis on Values In
Freshmen"
PRESENTER:
Dr. John Hanchln. English; California University
ROOM:
Butterfield 202
ABSTRACT:
This program will describe the historical perspective on modem values.
It will describe a freshman course which considers the themes of
individualism and Identities of Chaucer's pilgrims and their struggles
for their own identities in medieval society.
This program will show the design of the classroom which gives students
the opportunity to fulfill four of the goals which ’Emphasis on Values'"
articulates.
1. Promote candid classroom discussions of assumptions and values, as
well as facts and concepts.
2. Take time to explore ethical Issues Implicit In or arising from course
content.
3. Introduce discussion of value-laden campus or societal issues, which
are relevant to course material.
4. Develop or revamp freshman seminars to focus on values and values
inquiry - their role in a liberal education, in personal development. In
becoming a professional, and In assuming the obligations of citizenship.
TTILE:
"Covering Racism. Sexism and Homophobia in the Psychology
Adjustment Courses: Objectives. Methods. Resources"
PRESENTER:
Dr. James Dalton. Psychology: Bloomsburg University
ROOM:
Butterfield 203
ABSTRACT:
An imderstandlng of racism, sexism, and homophobia seems essential to
healthy psychological functioning in a diverse society, yet these topics
receive little if any coverage, directly or indirectly, in current texts. This
presentation will;
,. r^.
12:00-12:30
1. list the objectives for coverage of these topics in a Psychology of
Adjustment course, a common general education course In psychology;
2. describe the use of narrative and autobiographical readings to
highlight their Impact on everyday life;
3. describe exercises used in
to generate student critical thinking
and discussion;
4. review student evaluation data for a course in which these have been
used:
5. generate audience discussion regarding these and alternative methods,
and related Issues In covering these topics In this course.
-BOX LUNCH - BUTTERFIELD 137
63
12:30-1:30
-CONCURRENT SESSIONS:
TTILE:
Creating a Context for Teaching Values and Building Connnunity in an
Academic Department"
PRESENTERS:
Dr. James Gray, English: Ms. Janet Goebel. English: Indiana University:
with Devon Dudy and Ms. Donna Mitchell: Peer Mentor Program
ROOM:
Butteiiield 202
ABSTRACT:
This roundtable workshop combines the perspectives of administrator,
teacher-educator and former students on the positive transformation of
our English Department through a discipline-based Peer-Mentor
Program - the first In the U.S. This learning community provides a
context for teaching values, fosters a spirit of cooperation rather than
competition in our undergraduate program, and offers students a chance
to provide a service to their community. The workshop should enable
the audience to assess the need for and advantages of such a program, as
well as how to Implement a similar program In their respective
departments. The discussion segment will help us Improve our
program via expected input of SSHE colleagues.
TITLE:
"Improving Race Relations Via Student Vignettes"
PRESENTERS:
Dr. Robert Omdorff, Student Affairs: Ms. Diane Jefferson. Minority
Student Affairs: Shlppensburg University
ROOM:
Butterfield 231
ABSTRACT:
Primarily, information will be presented on race relations
prepared and presented by professional staff, graduate students, and
undergraduate students at Shlppensburg University. These skits are
presented to students in residents halls, classrooms, and the Minority
Student Center. A video tape of some of the skits will be shown. A
discussion will be held with those In attendance as to uses of this
approach to foster Improved relations among minority and majority
students on campus.
TITLE:
"Assessing Values: Finding Useful Instruments”
PRESENTER;
Dr. Marlon Mason. Psychology: Bloomsburg University
ROOM:
Butterfield 209
ABSTRACT:
This "loimd table" discussion will give researchers a chance to
the instruments they have used to assess values and moral development.
The presenter will begin with a brief introduction to several assessment
tools. Following the introduction, the discussion win be opened for all to
share ideas, successes and disappointments in using various
instruments to assess values.
64
TITLE:
"Styles Theories: A Tool for Understanding the Values of Diversity"
PRESENTERS:
Cheryl Lossle. M. A., Administrative Assistant. Graduate Studies;
Marian Beckman. M. Ed.. Elementary Education. Edlnboro University
ROOM:
BuUeilleld 203
ABSTRACT:
This workshop will specifically look at Anthony Gregorc's theory of
Mind Styles. A discussion of his model will promote the following goals:
1.) To develop an awareness of Self and how one's unique behavior
patterns impact on one's environments and relationships; 2.) To
promote an awareness that effective communication requires one to
approach situations with an attitude which accepts differences; whether
they be different styles, gender, races, or cultures; 3.) Ultimately, to
change negative stereotypes, reduce intolerance, and enhance
cooperation for the common good.
TTTLE:
"Creative Assignments That Help Students Discover the Relationships
Between Values and Anxiety"
PRESENTER
Dr. Jim GUmm. English; Mansfield University
ROOM:
Butterfield 200
ABSTRACT:
This program will present classroom assignments about values
formation that really hit home with students. Without being taught or
told, students discover how fear, anxiety and insecurity often lie at the
root of some of our most deeply held values. Because so much values
formation Is unconscious, the assignments encourage projects that lead
the student to discovery. They learn to discover raw data on how we form
our values. Next the teacher has to help students to organize and
interpret this data.
1:30-2:30
-TOUR
TOUR:
STUDENTS WITH DISABILITIES PROGRAM AND CENTER
PRESENTERS:
Dr. Jean Faleta. Special Education & School Psychology; Kate Strosser.
Office of Students with Disabilities; Edlnboro University
Shafer Hall
The tour will begin at 1:30 outside the front lobby of Butterfield HalL
the conference adjourns at
■
HAVE A SAFE TRIP HOME!
65
%
2:30 PM
Thursday. May 20.1993
11:00am - 2:00pm
Registration, Van Houten University Club
Noon
-
Luncheon, Dr. Lawrence Pettit, "Academic Culture and Civic Virtue"
2:15
- 3:45
Session I, Faculty & Staff Presentations, Butterfield Hall
3:45
- 4:00
Break, Butterfield Hall
4:00
- 5:00
Session II, Faculty & Staff Presentations, Butterfield Hall
5:30
- 6:30
Hors d'oeuvres & Refreshments, Van Houten University Club
6:30
- 8:30
Dinner and Keynote Address, Dr. Alexander Astin, "Creating a Sense of
Community on Campus," Van Houten University Club
8:45
- 10:00
Reception for Dr. Astin, Cash Bar, Edinboro Inn Resort & Conference Center
2:00
Friday. May 21.1993
7:30am -
8:30
Continental Breakfast, Van Houten University Club
8:30
- 10:00
Session III, Faculty & Staff Presentations, Butterfield Hall
10:00
- 10:15
Break, Van Houten University Club
10:15
< 11:15
Speaker: Dr. M. Kathleen McGrory, "The Moral Obligation of the University, ’
Van Houten University Club
11:30
- Noon
Session IV, Faculty & Staff Presentations, Butterfield Hall
Noon
- 12:30pm
Box lunches provided in Butterfield Hall
12:30
-
1:30
Session V, Faculty & Staff Presentations, Butterfield Hall
1:30
-
2:30
Tour of Office for Students with Disabilities
~9{av& a Safe-Journey
SCome66
APPENDIX I
Awai®3ii(SS!S
W
MONDAYMAJtrH n. 100^
Movie '*Stanley and Iris" staxring Robert DeNiro and Jane Fonda
A wortderf^y nmantic love storj that tackles a serious problem affecting one out of ecerj
five American adults: SUteracy.
9:i)0
in the University Canter Mxdti-Purpose Room
(Also showing MondayJuesday and Wednesday at 12:00-1:30 PAL in the Lobby of the Union)
Voobulazy Testxng (1:00-4:30 PAL) (University Canter Multi-Purpose Room Lobby)
Discover in just fifteen minutes how your vocabulary comperes with other college students
nationwide. In a self-graded ssiuation, you wiH receive btanediate feedback and
suggestions for improvement of Ms vital area..
Quick Skills Scan (1:00-4:30 PAL)
(University Canter Multi-Purpose Room Lobby)
A fast and painless diagnosis of basic writing skills. Find out if your writing contains those
troublesome but glaring skSls errors which “haunt “ many writers. Feedback from faculty
members of the English Department will be available.
THE V(XL\BULARY TESTING & THE QUICK SKILLS SCAN TESTS WILL BE OFFERED EVERY 1/2 HOLTR
Technology (1:00-4:30 PAL) (University Canter Mxilti-Purpose Room Lobby)
Classroom applications of:
-Software
-Laserdisc
-Interactive Video
-CD-ROM
Book Giveaway (ld)0-4:30 PAL) (University Canter Multi-Purpose Room Lobby)
An opportunity to start a reference library or pick up some easy reading books for the summer.
Bring your ID and take how 3 books of your choice for free thanks to the EUP faculty and staff.
TUESDAY MAR(TH 30.199!^ (liXMiSO PAL)
-Vocabxalary Testing
-Quick Skills Test
-Technology
-Book Qveaway
“Stanley and Iris" starring Robert DeNiro and Jane Fonda
12dX)-l:30 PAL in the Lobby of the Union
"A Dyslexic Talks about Dyslexud*
7:30 PAL Doucette 119
Speaker; Dr. Eari Goodman
•SPAY MABCH 31.1993 Oi30-fc30 PJVU
-Vocabulary Testing
-Quick Skills Test
-Technology
-Book Qveaway
"Stanley and Ira" starring Robert DeNiro and Jane Fonda
12:00-1:30 PAL in the Lobby of the Union
"The Importance of Content Literacy"
7t30 PAL Doucette 119
Speakers: Dr. Dawn M. Snodgrass, Educational Services Department
Dr. KoanAGsra, Biology Department
Dr. John Polo, Physics Department
FRIDAY APKIL 2.
UTSaAOf COWFg33NC3;
"Prontothtg Literacy in Ae 1990*s"
Speaker Dr. Karen Smith, Associate Director of the National Coundl of Teachers
of English Tnquiry -Based Teaching: Makixig Meaning, Creating Worids.”
( For more infonnation call 732-2S71,732-2267, or 732-2916)
Sponsored by The Literacy Institute of The Center for Excellence in Teaching
68
APPENDIX J
Bringing the Public’s
University to the People
The Center for Excellence in Teaching
Throughout his 14 years at the helm of
northwestern Pennsylvania’s largest insti
tution of higher learning, Edinboro Univer
sity of Pennsylvania President Foster F.
Diebold has believed that Edinboro Uni
versity, with its 135-year tradition of strength
in teacher education, could and should de
velop better ways to train today’s and
tomorrow’s teachers.
Challenging the university’s School of
Education to attain its full potential as an
academic force for excellence both within
the university and outward into its service
region, Diebold in 1991 launched the
“Thrust Toward Excellence,” an initiative
to bring Edinboro’s traditionally distin
guished program of teacher education into
sharp analytical focus, prepare it for cre
ative and futuristic action, and maximize its
potential as the region’s major education
resource for the 1990s and the 21st Cen
tury.
Central to this interdisciplinary and cross
curricular initiative has been the establish
ment of the Center for Excellence in Teach
ing to provide programs and services
through collaborative activities within the
university and with other institutions in the
area. Inclusive in establishing the Center is
the potential for the School of Education to
reach more broadly across the total univer
sity curriculum and involve faculty and stu
dents from other disciplines, as well as to
include interdisciplinary concerns in its own
curricular area. Diebold believes that the
collaborative nature of the Center, which is
firmly ingrained in its mission statement,
wiU bring campus-wide support to the en
hancement of the School of Education, along
with realization that its new focus will
strengthen the programs of the other
schools, Oiberal arts; science, manage
ment and technologies), as well as improve
interrelationships among faculty and pro
grams across the University and outward to
the university’s tri-state service area.
The Center for Excellence in Teaching
houses four institutes: The Ethics and Val
ues in Education Institute: the Literacy In
stitute; the Early Childhood Education In
stitute: and the Curriculum, Instruction and
Collaboration Institute. The Center not only
coordinates and facilitates the work of the
four discrete institutes, it also provides lead
ership in developing priorities and direc-!
tions, and encourages each institute to de
velop linkages within the university and
with area businesses and schools.
The Ethics and Values in Education Insti
tute will promote dialogue across the cam
pus and within the Commonwealth con
cerning ethics and campus life, and will
focus on the process of ethical decision-
A student teacher and her young pupil
concentrate on a lesson at the Miller
School, the model school component of
Edinboro University’s Miller Research
Learning Center.
making by students. It will plan other activi
ties on campus to promote ethical inquiry
and involvement in service activities for the
faculty, students, staff and the community.
It will also structure various campus fo
rums on matters of public interest in ethics
and values, and guide the academic depart
ments in areas of ethics statements and
ethics components in course offerings. As a
community service, this institute will also
plan conferences and workshops to help
area school districts integrate programs for
character development and informed deci
sion-making into their curricula.
The Literacy Institute will sponsor con
ferences on literacy both on and off campus
and open to all regional educators. It will
provide in-service training at area sites, and
integrate greater collaborative initiatives
among the several existing on-campus lit
eracy units, including Edinboro’s acclaimed
Adult Literacy program.
The Early Childhood Education Institute
implements several initiatives aimed at pro
moting the importance of the university’s
71
Miller Research Learning Center programs
to the campus and the region. This institute
will serve as a regional resource to increase
public awareness of issues concerning
young children, and will also assist parents
to enhance their parenting skills through
various workshops and seminars.
The Center’s fourth institute, the Cur
riculum, Instruction and Collaboration In
stitute, has been formed to promote the
development, modeling and refinement of
effective instructional practices applicable
to basic education. It will present activities
to encourage interdisciplinary course offer
ings, professional staff development, uni
versity partnerships with public schools,
and teaching effectiveness in both basic
and higher education. Collaborative class
room research opportunities linked to pub
lic and non-public schools will also be ex
panded.
With teacher preparation as its birth
right, Edinboro University has been and
continues to be a principal source of public
school teachers in the region, and its teach
ing mission is vitally important to sustain
ing the life of the university. The Center for
Excellence in Teaching, with its four insti
tutes designed to facilitate collaboration
and learning among students and faculty
colleagues across disciplinary, departmen
tal and college boundaries, will retain and
promote the strength and vitality of
Edinboro’s historically distinguished
teacher education programs. Embodied in
the Center and its staff is a greater under
standing and appreciation of the essential
role of teaching in the learning process. It
and they will take the lead in ensuring that
Edinboro’s teacher preparation programs
define and educate the kind of teacher
needed for the next century. The Center for
Excellence in Teaching, with the leader
ship of the university president, has made
education a campus-wide responsibility. In
preparing Edinboro University’s School of
Education graduates to teach in a pluralis
tic and multi-cultural society, this initiative
highlights Edinboro’s role in providing ser
vices and resources to schools and other
institutions in the region.
Edinboro University of Pennsylvania
November/December 1992
The Center for Excellence in Teaching
Biting into Education Research and Reform
Second in a Series
Challenging the University’s
School of Education a year ago to
attain its full potential as an aca
demic force for excellence both
within the University and outward
to its service region, President Fos
ter F. Diebold launched the "Thrust
Toward Excellence," an initiative to
bring Edinboro's traditionally dis
tinguished progfram of teacher edu
cation into sharp analytical focus,
prepare it for collaborative and
futuristic action, and maximize its
potential as the region's major edu
cational resource for the 1990s and
the 21st century.
Central to the interdisciplinary
and cross-curricular initiative.was
the establishment of the Center for
Excellence in Teaching, now opera
tional in the Miller ResearchLearning Center. Formation of the
Center, which is co-directed by pro
fessors Ruthanne Atkinson and Dr.
Robert Connors, embodies the
potential of the School of Education
to reach more broadly across the
total University curriculum and
involve faculty and students from
other disciplines, as well as collabo
rate on interdisciplinary concerns
in its own curricular area.
"The outcome of the total
'Thrust...' enterprise, besides the
end result of the Center and its four
institutes, was a significant step
forward in bringing the faculty
from all academic disciplines
together, interacting, and working
toward collaborative program and
service activities within not only
the School of Education, but within
the total University and with other
institutions in the region," said
Diebold.
"I expect the good work.of the
Thrust Toward Excellence task
force and the Center for Excellence
in Teaching to have long standing
high impact on this University,"
Diebold said, "and I expect to see
recommendations come forward for
similar initiatives in the schools of
Liberal Arts and Science, Manage
ment and Technologies."
The Center for Excellence in
Teaching houses four institutes; the
Ethics and Values in Education
Institute; the Literacy Institute; the
Early Childhood Education Insti
tute; and the Curriculum, Instruc
tion and Collaboration Institute.
The Center not only coordinates
and facilitates the work and plan
ning of the four discrete institutes,
it also provides leadership in devel
72
oping priorities and directions, and
oversees the development of link
ages both within the University and
with area businesses and schools.
The Center will also build reposito
ries of classic literature in educa
tion and contemporary research
findings specific to the disciplines
and accessible to all educators in
the University's service area.
The Ethics and Values in Edu
cation Institute, chaired by Dr. Peg
Bevevino, will promote dialogue
across the campus and within the
Commonwealth concerning ethics
and campus life. Focusing on the
process of ethical decision-making
by students, it will plan other activ
ities on campus to promote ethical
inquiry and involvement in service
activities for the faculty, students,
staff and community. It will also
structure various campus forums on
matters of public interest in ethics
and values, and guide the academic
departments in areas of ethics
statements and ethics components
in course offerings. As a community
service, this institute will also plan
conferences and workshops to help
area school districts integrate pro
grams for character development
and informed decision-making into
their curricula. A State Systemwide conference on values, hosted
by this institute, is scheduled for
the spring of 1993.
Continued
Excellence in Teaching cont'd.
The Literacy Institute, chaired
by Dr. William Weber, will sponsor
conferences on literacy both on and
oif campus and open to all regional
educators. It will provide in-service
training at area sites, and integrate
greater collaborative initiatives
among the several existing on-cam
pus literacy units, including Edinboro's acclaimed Adult Literacy and
Student Literacy Corps programs. A
literacy confertnce for area educa
tors is planned for April 2,1993.
The Early Childhood Institute,
chaired by Dr. Karen Bauer, imple
ments several initiatives aimed at
expanding the role of the Universi
ty's Miller Research-Learning Cen
ter in research, training and service
to the region. In addition to new
programs for professionals, this
institute will develop programs and
provide speakers and workshops on
parenting skills to increase public
awareness of issues concerning
young children. The ninth annual
Early Childhood Conference, "Work
ing and Learning Together," will be
held in May 1993.
The Center's fourth institute,
the Curriculum, Instruction and
Collaboration Institute, chaired by
Mr. Kenneth Adams, will guide the
process of developing, refining and
improving instructional practices. It
will also present activities to
encourage interdisciplinary course
offerings, professional staff develop
ment, University partnerships with
public schools, and teaching effec
tiveness in both basic and higher
education. Collaborative classroom
research opportunities linked to
both public and non-public schools
will also be expanded.
Diebold said that, along with
renewed emphasis on ethics and
values in education - which have
been subjects of his special interest
for more than 20 years, he also sees
the Center structure as a focal point
to conduct and give direction and
shape to matters of educational
research.
EDINBORO UNIVERSITY
OF
PENNSYLVANIA
Center for Excellence in Teaching
Curriculum, Instruction & Collaboration Institute
Early Childhood Education Institute
Ethics Institute
Literacy Institute
Miller Research Learning Center
Edinboro, PA 16444
(814) 732-2916
August 10, 1993
Welcome, EUP Freshman:
We congratulate you on your decision to come to Edinboro University. Your college years will be a time
in which you will compare your own world view with that of other students who may come to Edinboro
with backgrounds and beliefs very different than your own.
As you begin your college experience, you will find yourself reflecting on your own views of society
and self as well as the beliefs held by others whom you will meet here on campus.
Although values education is a controversial issue, the EUP Institute for Ethics and Values Education is
initiating a pilot program for freshmen-one in which you will have the opportunity to read a selection
dealing with ethics and values. The selection which follows has been chosen by the Edinboro Institute
for Ethics and Values Education steering committee as a starting point for your individual reflection and
subsequent group dialogue.
Please read the selection enclosed before you arrive on campus. Many professors will Be using this
reading for class dialogue during the fall and spring semesters. They will expect you to have read the
material and to be able to enter into class discussions and assignments relative to the issues explored
therein.
Thank you!
We look forward to your arrival.
Sincerely,
Mary M. Bevevino, PhD.
Chair, Institute for Ethics and Values Education
^ ( fc.’ ' . tV. <' '
Susan J. Criswell, PhD.
Subcommittee on Freshman Values Exploration
A member of the State System of Higher Education
74
J
NOTE:
Complete handout is available in the Center for Excellence in Teaching
EDINBORO UNIVERSITY OF PENNSYLVANIA
|t
i'
■W
■
■
FRESHMAN VALUES
EXPLORATION
1993-94
Um ■
SUGGESTED READING BEFORE ARRIVAL ON CAMPUS FOR THE FALL SEMESTER
19 9 3
CENTER FOR EXCELLENCE IN TEACHING
INSTITUTE FOR ETHICS AND VALUES EDUCATION
75
Th®
Newsletter of the School of Education, Edinboro University of Pennsylvania
A Member of the State System of Higher Education
"Thrust Towards Excellence"
Fortifying Edinboro's Roie as Educational Leader
Volume I, Number 2
Spring 1993
CIC Schedules Activities,
Forges Links with Schoois
An "Evening of Science Activities” for education majors
and cooperating teachers was sponsored by the Curricu<
lum, Instruction, and Collaboration Institute March 22 in
the University Center Multi-purpose Room. Among those
participating were selected student teachers, elementary
education majors in the Methods in Science classes, se
condary education General Instruction Techniques stu
dents, members of Tri Beta Biology Honor Society and the
Bunsen Society, and faculty from the School of Science,
Management, and Technology. Co-ordinators for this
event were Dr. Theresa Thewes, Chemistry, and Mr. Ken
Adams, Educational Services.
The following faculty and the Assis
tant Dean travelled to the Quaker
Valley School District, Dr. Gerald
Longo, Superintendent, to continue
planning cooperative activities in
special education and other areas.
Dr. Jeanne Faieta, Dr. Daniel Shel
ley, and Or. Karen Bauer. A team
consisting of Dr. James Flynn, Dr.
Susan Criswell, Dr. Dawn Snod
grass, Ms. Kathleen Benson, Mr.
Kenneth Adams, and the Dean visi
ted Millcreek Schools on April 7 to
discuss liaisons at the middle school
level, especially with the new Walnut
Creek Middle School.
The Institute has established con
tacts with area school superinten
dents in a luncheon meeting on Ja
nuary 28 and has initiated a project
to aid in the re-establishment of Fu
ture Educators Clubs for grade 9-12
students in northwest PA. School of
Education faculty have volunteered
to assist with this and other liaison
possibilities.
A grants workshop is planned for
the evening of April 13. The Institute
is also developing a directory of col
laborative efforts between the Uni
versity and social agencies, public
and private schools, and government
agencies which will be available to all
area schools.
Literacy Institute
Holds Awareness
Week
76
The Literacy Institute of the Center
for Excellence in Teaching (Dr. Wil
liam Weber, Chair) sponsored the
first annual Literacy Awareness Week
March 29-April 2. The week culmi
nated in a day-long literacy confer
ence, “Promoting Literacy in the
1990s," at the Edinboro Inn, co-spon
sored by the Literacy Institute, the
Elementary Education Department,
and the Institute for Research and
Community Services. Keynote spea
ker Dr. Karen Smith, Associate Direc
tor of the National Council of Teach
ers of English, spoke on “Inquirybased Education: Making Meaning,
Creating Worlds" to initiate the day’s
activities. Following a tour of publish
ers’ displays and a luncheon, partici
pants divided into small groups for
their selections among six workshops
in Session I and six additional work
shops in Session II. These spanned
such topics as parental involvement in
chidren’s literacy, assessment in se
condary classrooms, using children’s
literature to teach mathematics, holis
tic learning, multi-culturalism through
libraries, and whole language in lear
ning support classrooms.
Featured activities during the week
included movies, a book giveaway,
and lectures by guests and faculty.
Dr. Earl Goodman, former Dean of
Professional Studies at Northern Illi
nois University, presented “A Dyslexic
Talks about Dyslexia." A panel of Ed
inboro faculty members (Dr. Dawn
Snodgrass, Dr. Kiran Misra, and Dr.
John Polo) discussed “The Impor
tance of Content Literacy." Students
were given the opportunity to receive
free books, take a vocabulary test.
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1
raditional values meet with new tech
nology. The time honored collides
with time management Just as soci
ety is struggling to find its way up
'and out from under a mountain of new
questions and challenges, so are institujons ofhigher education straining against
ising demands and tighter constraints.
Never before has the lens of scrutiny
been so firmly fixed on education; so
any are convinced that it is the foundaion from which our future success or
feilure will come. It’s a tall order, but
omeone has got to fill it, and we found
at local educators are trying in a big
ly... and in small ways ... and in ways
that just may surprise you. We asked six
al institutions to give us their clues to
le future. Join us as we examine what
Hhey said.
Teacher education has become an is|ue of national concern, and local institu
tions are responding. First, we looked at
the State University of New York at
Fredonia and discovered a real success,
n the words of Dr. Alan Wheeler, Dean
'of Educational Studies, “Fredonia has
been hailed as one of the premier innova
tors in the state and nation for its new
Teacher Education Curriculum,” an
achievement he asserts “was highlighted
by our participation as one of only 35
institutions in the United States to be
invited to the American Association of
State Colleges and Universities (AASCU)
\Vhite House Conference on Teach
America.” Held in June of 1992, this con
ference marked the beginning of an ef
fort to develop an educational agenda
that will lead Into the 21st Century. With
Fredonia’s new Teacher Education Cur
riculum we find a model that represents
a total rethinking of how teachers must
be trained to meet both present and fu
ture needs. What is different? A great
deal. As Wheeler describes the curricu
lum. it “is a four-year, continuous assess
ment program that is coupled with a
four-year, field-based program." A sig
nificant difference lies in the amount of
e.\posure education students will have
out in the schools and communities where
rVi..- M-iii pvpnhiallv \vn»-k. but iu*?^ as
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By Bonnie Gallagher
significant are new course requirements
in multicultural education and more. An
international focus has been built in, and
“the diagnostic, descriptive, continuous
assessment aspect of the program repre
sents an innovation that heretofore has
not existed in teacher education ap
proaches," Wheeler concludes.
RARE (Reflective And Responsive
Educator) is the acronym that identifies
the now formalized program, and it is
identified as “PreparingTeachers for Het-
When Dr. Alan Wheeler (center) became
Dean of Educational Studies at the SUNY at
Fredonia, he knew that a revolution in teacher
training methods was needed to tpeet the needs
of the future. RARE (reflective and responsive
educator) is that revolution, and it is firmly in
place.
yg
erogeneous Classrooms.” Some of the
noteworthy features of this new curricu
lum for teacher training are the inclusion
of (1) four years of sequential and highly
structured, field-based instruction, (2)
systematic preparation in the use of vali
dated teaching procedures, (3) intensive
training in collaborative decision mak
ing, (4) direct teaching opportunities with
children from different cultural and lin
guistic backgrounds and with exceptional
learners, (5) sufficient preparation in the
appropriate utilization of instructional
technology, (6) an objective evaluation
component that assesses the effective
ness, efficiency and social acceptability
of acquired instructional methods
coupled with specific training activities
and (7) a conceptual framework that pre
pares teachers as reflective decision-mak
ers and lifelong learners.
It is fact that teachers today and in the
future will find ever-increasing diversity
in the classrooms they enter. What
Fredonia has created addresses this chal
lenge directly, bringing future teachers
into the classroom much earlier, much
more often and much better equipped
than ever. The college is working in an
ongoing manner with local school dis
tricts, educators from across the campus
and national colleagues within the ASSCU
network to stay responsive to the chang
ing community and social needs. In other
words, continual improvement is built
right into the program.
At Edinboro University we found yet
another approach to change thathas been
just as dramatic in reworidng the very
foundation of how higher education tra
ditionally has trained teachers. Presi
dent Foster Diebold offers an outline of
recent history that demonstrates why
teacher education programs fell to the
wayside and why Edinboro found itself in
such a promising position when that trend
took a sharp reverse. Diebold focuses
specifically on schools that originated as
teacher training institutions, explaining
how’ the very purpose for which these
schools were created was pushed further
and further into the background as lib
eral arts and the professions took center
; converting these schools to multirpose institutions. The more these
ools pushed for a multi-purpose im; the more an accompanying belief
that the teacher training compont needed to be downplayed, to the
intthatitsometimes became regarded
an embarrassing negative. Let it sufthat teachers who trained from the
through the 80s did not enjoy a great
of clout for their choice of profesin. and this attitude was very much a
nounced national trend. While it was
[ice commonplace for elementary and
ondary schools to be located right on
)llege campuses to serve as teacher
g laboratories, many were “tossed
campus” during this period. Not so at
dinboro University. Diebold underiood the value of campus schools, hav;g started his career as a teacher himselL
then he stopped what would have been
le elimination of the Miller School on
Idinboro’s campus, it was a move that
rould prove visionary.
Now, suddenly everyone is looking to
lur public school systems as places that
nust be restructured to attend to a van
ity of emerging societal problems,
'eachertrainingprograms have become
e new centerpiece of hope for the hi
re, and because Edinboro held onto
at tradition more tightly than most,
,ey are uniquely positioned for the
resent. “Edinboro began its Thrust ToExcellence with a revitalized school
education already in place and a labotory school right on campus,”Diebold
asserts. “Everything was ^eady there
work with.”
To grasp how Edinboro’s Thrust Tod Excellence has evolved is to idena flawless model of Total Quality
anagement (TQM) at work in educaon. It is an example of educators being
given the autonomy and respect to redejlign the future of their field, drawing
pon the wealth of their own experience
collaboration with other colleagues,
e Thrust Toward Excellence began
.with a task force of educators from the
chool of Education. Dr. Margaret
Bevevino was appointed to chair the
Dr. Margaret Bevevino review materiai for
one ofmany, many task force meetings.
shock wore down and new understand
ings began to emerge, Edinboro Univer
sity was on its way with an undertaking
that would impact the future irrevocably.
In February of 1992 the task force
presented its final report to the presi
dent To understand the quality of work
that these educators delivered back, you
need only look at the results: Diebold
estimates that 97 - 98 percent of the more
than eight dozen recommendations made
are already in process.
The School of Education’s Thrust To
ward Excellence task force report led to
the creation of the Center for Excellence
in Tcaching. It is now a permanent entity
on campus and houses four separate institutes that are hard at work implementing the recommendations that came from
the original task force and finding new
group, and Diebold presented the educa
tors with four relatively simple sounding
challenges. He asked them to (1) exam
ine their own administrative structure
and assess what was right and what was
wrong, (2) examine educational and cur
riculum priorities from a diverse menu of
perspectives, (3) examine the relation
ships that they had on campus with other
schools, with the teaching school and
with student affairs and (4) examine the
Miller Center to identify both immediate
and long range steps that would enhance
it “That was it,” Diebold reflects. “I’ve
learned that one of the best ways to get
the most out of faculty, particularly when
they are dedicated to a task, is to just
leave them alone; give them some guid
ance and stay interested, but leave them
alone.” That was in May of 1991.
The task force went to work, and the
depth of what it did led into just about
every comer of the campus. Faculty from
many other disciplines were touched dra
matically by the process as some realized
for the first time they could benefit mutu
ally through collaboration with the School
Off Education. Unprecedented new link
ages across the campus were being ex
plored, and the reactions came in shapes
and sizes to match, but once the initial
ways to introduce innovation all along
the way. The new institutes are organized in the following manner (1) The
Curriculum, Instruction & Collaboration
Institute, (2) The Early Childhood Edu
cation Institute, (3) The Ethics Institute
and (4) The Literacy Institute. Bevevino
clarifies some of the current processes
that are underway; “We are looking at
curriculum as a collaborative proposition
whereby content areas are just as in
volved in teacher education as the School
of Education. We are looking at more
collaborative teaching methods, and we
are addingvalues and ethics components
to the courses that we already teach. The
.creation of the institutes to promote our
goals wll make it ongoing. It must be
kept as a whole campus initiative, enabling faculty to take ownership. That is
exactly what is happening through the
institutes.”
The School of Education at Edinboro
is now positioned to be a leader in forging
new directions for teacher education. It
has not only linked up with other schools
oh campus, but it has also formed links
with the community and with other institutions throughout the state. Come
spring, Edinboro will be the site of the
first statewide conference on values in
education, bringing the institution welldeserved recognition for the outstanding
Ifyou ‘d like to see a perfect model of Total
Quality Management in action, look no
further than Edinboro University’s Thrust
Toward Excellence. When a university
utilizes its own campus experts to completely
reexamine where they are going, greax things
happen. Here, President Foster Diebold arid
1993 ANNUAL QUALFIY LIVING EDITION
63
79
strides its faculty have made. The task
force process that created afi of this will
soon be duplicated by other schools on
the University campus, making excel
lence the ongoing rule at Edinboro.
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