CENTER EOR
EXCELLENCE
IN TEACHING
1996-97
ANNUAL
REPORT
EDINBORO UNIVERSITY OF PENNSYLVANIA

A Member of the State System of Higher Education

TABLE OF CONTENTS

Introduction

^

Mission Statement

^

Leadership in the Center for Excellence in Teaching

3

Configuration of the Center for Excellence in Teaching

4

Initiatives of the Center for Excellence in Teaching

5

Institutes of the Center for Excellence in Teaching
Community Learning and Service (Fall 1996)
Lifelong Learning (Spring 1997)

7
8

Curriculum, Instruction and Collaboration

13

Ethics and Values Education

17

University Teaching and Learning

22

Repository Listing

26

INTRODUCTION
The 1996-97 academic year marked the fifth year of operation of the Center for
Excellence in Teaching. With the institutional restructuring in place fi*oirrthe
previeus^ear, the four institutes initiated revisions of mis^^s^tements and goals
designed to focus the evolving scope of the Center as it/^^^oSress^s diverse
community needs. This faculty-driven collaborative model remains the central
strength of the Cente^ for Excellence in Teaching. Charged ^s^ar-lo-develop- a ~Tc>
^ive-year plan, iMut from each of the four institutes w&soe^tt=andHmcorporated"
t win allow-tlwJCentef^to-targetrasscss, and groyr^sa part of 2 3 ci evrdint©-a-tlo
Edinboro University's commitment to excellence in service.
A-e vY\,e-r^ \
In addition to activities designed and implemented by each individual
institute, throughout the year institutes continued to collaborate on common
ventures, promoting a healthy cross-fertilization of ideas, experiences, and expertise
that reached across campus and into the greater community. The Center
successfully expanded publicity of activities in order to access a broader base of
participation and develop increased awareness within the university and into the
surrounding communities.,
Institute chairs coordinated monthly meetings and issued monthly reports
articulating progress on each goal and supporting initiatives. Each institute formed
sub-committees, often adding ad-hoc members to the regular membership in order
to accomplish each goal. As a result, faculty, staff and community participation
significantly increased again this year.
The Co-Directors continued to coordinate the overall operation of the Center,
meeting with the iijistitute, the chairs, and the Dean of the School of Education each
month. ^'^onthljTrepdrts were received by the Center Advisory Board, and the CoDirectors met each semester to apprise the board of current and future initiatives,
and solicit input. In addition to providing support for j^ch of the four institutes^^
the Center sponsored a number of activities mdepenScS^^rghe four institutes biit^
supportive of the general mission of the Center.
This annual report includes the mission statement, organizational structure,
memberships, goals and supporting activities, and current listing of resources
available in the Center repository. The dedication of the membership is clearly
reflected in the depth and breadth of community based activities designed to
celebrate excellence in teaching and learning in both traditional classrooms and
non-traditional learning venues.
^
Ken M. Adams, Co-Director
Dawn M. Snodgrass, Co-Director

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

EDINBORO UNIVERSITY OF PENNSYLVANIA
CENTER FOR EXCELLENCE IN TEACHING
1996-97

CENTER ADVISORY BOARD
President Frank Pogue, Ex-Officio
Dr. Philip Kerstetter, Chair
Dr. Richard Arnold
Dr. Donald Dilmore
Dr. Salene Cowher
Dr. Susan Criswell
Dr. Jean Faieta
Dr. Ken Felker
Dr. Dan Shelley

CO-DIRECTORS
Dr. Ken M. Adams
Dr. Dawn M. Snodgrass

INSTITUTE CHAIRS
Dr. Peg Bevevino (Spring, 1997)
Ethics and Values Education
Dr. Kathleen Dailey
Community Learning and Service (Fall, 1996)
Lifelong Learning (Spring, 1997)
Dr. Barbara Rahal
Curriculum, Instruction and Collaboration
Dr. Bruce Smith (Fall, 1996)
Ethics and Values Education
Dr. Theresa Thewes
University Teaching and Learning

3

Center for Excellence in Teaching
American Education Week was held during the week of November 17-23, 1996.
To celebrate American Education Week, the Center for Excellence in Teaching
prepared and distributed over 950 Tips for Teachers booklets, authored by faculty
to faculty memberV and Education majors. Off-campus publicity in the forms of
newspaper announcements, radio broadcasts, and poster displays was utilized to
increase community awareness of American Education Week and the Center for
Excellence in Teaching.
Dr. Ken M. Adams and Dr. Dawn M. Snodgrass, Co-Directors, taped two
programs for ENN's Talking with People hosted by A1 Stone. These programs
allowed discussion of the structure and initiatives of the CET.
The Center for Excellence in Teaching monthly bulletins were published in
March and April of 1997. The bulletins were distributed to all department
chairpersons to share with their faculty. The bulletin highlighted Center for
Excellence in Teaching activities as well as Focus on Faculty. This initiative will
be continued on a monthly basis during the 1997-1998 academic year.
On March 12,1997 the Evening of Science event was held. Over 1,300 children
participated in the field trip sessions at the University Center. Nearly 200
Edinboro University students and faculty served as presenters, and dozens of
EUP students from various organizaticms volunteered to work with the
program. The evening session, open to the public, was attended by
approximately 400 parents, teachers, administrators and students.
The Center for Excellence in Teaching co-sponsored with APSCUF, the office of
the President and the University Senate a two-part workshop conducted by Dr.
Richard Miller. It was held on March 14 and April 4, 1997. Dr. Richard Miller
addressed issues on faculty development and faculty evaluation.
Throughout the academic year, faculty members were randomly selected to be
interviewed for Focus of Faculty. Currently, two of the five interviews
completed are showcased in the Center for Excellence in Teaching office, on the
homepage and in the bulletin.
\
\
Throughout the academic year, the Center for Excellence in Teaching sponsored
Lunch Hour Trivia at WFSE to publicize the Center and promote the University.
Students earned prizes given by the CET for correctly answering trivia questions
posed during the lunch hour program. The center awarded approximately 30
prizes.

• Throughout the academic y^ar, the CET published 'Thought for the Day'
comments in the Spectator. \
• Purchases for the repository, o^oing. Purchases included. Quality Counts,
Emotional Intelligence, CharactS^Education Videotape, Early Violence
Prevention: Tools for Teachers o^oung Children Kit, Learning Styles
computerized self administered pr^ram for Apple, PDK/Gallup Poll Videotape,
Graphs of PDK/Gallup Poll, Do We ptill Need Public School?, and The Good and Not So Good News About American Schools.

6

CENTER FOR EXCELLENCE
IN TEACHING
The Institutes
F^L 1996
Community Learning and Service
Curriculum, Instruction and Collaboration
Ethics and Values Education
University Teaching and Learning

SPRINCT997~
Curriculum, Instruction and Collaboration
Ethics and Values Education
Lifelong Learning
University Teaching and Learning

COMMUNITY LEARNING AND SERVICE
(Fall 1996)
LIFELONG LEARNING
(Spring 1997)
School of Education
Dr. Karen Bauer
Dr. Nancy Briggs V
*^Dr. Kathleen Dailey
Dr. Denise Finazzo\/
Oa- Ms. Jody Gallagher
Dr. Craig Hartman
Ms. Linda Mukina^^
^Ms. Barbara Shimek (Fall 1996)
P^‘
Walcavich
0-"^.
School of Liberal Arts ^
Mr. Sieve Emihett
rMs, Judy Gramley
-Hr. Susan Labine (Fall 1996)
Ms. Charlotte Molrine,

Elementary Education
Elementary Education
Elementary Education
Elementary Education
Dean of Education office
Counseling and Human Development
Health and Physical Education
Educational Services
memeiuary
caucaiipn i
a
/)
4 I .« ^ ^ 0 .^

j

Ant_
Foreign Languages^
Psychology—~—
Speech and Communications Studies

School of Science, Management, and Technologies
Ms. C-atherinc Cavanaugh
, Dean of Science; Management, and
Tccluiolugieii ufficcL
Ms. Pat Hillman v/
Math and Computer Science
■Dr, John Polo >
Physics and Technologies
Dr. Dale Tshudyv^
Geosciences
Dr. Jeanne Weber
Nursing
Bio IO
Mfr Ron Sturga

-^udent Dovelopmont andjatr Cfrrm^rling

Technology and Communications
Dr. Andrew Lawlor

Technology and Communication

Professor Emeritus
Dr. A1 Stone

EUP Professor Emeritus

I

Off Campus Agencies
Ms. Bonnie Norvaisa
Student Representatives
.-Ms. Fdi Cervoiie (Fall 1996)—^
/"Ms.fedii DimCaTi
A
Andrew Pitrone
■Mci Cynthia Walk

United Way

^

“HGi'aduale Student

Graduate Student
Undergraduate Student
"Uiiidtfigidduate Student

^Institute Chairperson

9

^

Community Learning and Service (Fall 1996)
and
Lifelong Learning (Spring 1997)

\

Support of Institute Goals
1996-97

increase\and foster university and community awareness of issues
relative to lifelong learning,
\
Adult Outr^ch, Fall 1996 and Spring Semester 1997. Over 30 EUP
students and iaculty from the Speech and Hearing Club, Alpha Gamma
Delta, Gamma\Sigma Sigma and the School Guidance Club read to
senior citizens at Edinboro Manor, Cambridge Springs Presbyterian
Home and Springs Manor. Coordinated by Mr. Ron Sturga.
\
Alternative Spring Break, March 24-28,1997. Over 20 EUP students
and faculty engaged in various community service projects at the
following locations: Eirierson-Gridley Elementary School, Emmaus
Soup Kitchen, Booker T. Washington Center, Community Shelter
Services and Edinboro community homes. Coordinated by Dr. Denise
Finazzo.
Week of the Young Child, April 13-19,1997. Art Fair and Children's
Fair involved EUP students, children and parents from the local
community. Donations were given to area homeless shelters to benefit
their child care centers. Coordinated by Dr. Karen Bauer.
S.C.O.R.E. project March through June, 1997. SeaWolves Collaborate in
Outreach Reading with Edinboro University. Over 2,170 fourth
grade students in 31 Erie city and county schools participated in this
project that promoted recreational reading at home and at school.
Coordinated by Dr. Kathleen Dailey and Dr. Dawn M. Snodgrass.
Reading Partners Spring Semester 1997. Readings and activities by EUP
students at various community settings that included childcare
centers, schools and agencies. One hundred and ten EUP students
participated. Some of the sites included the Art House, the Erie County
Public Library (Blasco Memorial, Millcreek, Liberty Plaza and Edinboro)
the Millcreek Mall, the EUP Child Care Center and the Triruty Center.
Coordinated by Dr. Nan Briggs and Dr. Kathleen Dailey.

GOAL 2:

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

Support:

Art initiative is being explored to conduct bibliotherapy at the State .
Correctional Institute at Cambridge Springs by Dr. Craig Hartman.
Adult Outreach, Fall 1996 & Spring Semester 1997 (see Goal 1).

GOALS;

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

Support:

Service Learning Brochure. An ongoing project to design a brochure
which will include a definition of service learning and courses
designed for service learning. Coordinated by Dr. Andrew Lawlor.
Service Learning Directory. An ongoing project which will serve the
Erie community and include listings of organizations throughout the
Erie community that serve the public. Coordinated by Dr. Denise
Finazzo.
Reading Partners, Spring Semester 1997 (see Goal 1).
Adult Outreach, Fall 19^ & Spring Semester 1997 (see Goal 1).

GOAL 4;

Function as a resource for information related to lifelong learning.
Purchases for the repository, ongoing. Purchases included, A How To
Guide to Reflection.
Service Learning Brochure, ongoing (see Goal 3).
\\
Service Learning Directory, ongoing (see Goal 3).

GOALS:

Serve as a vehicle for lifelong learning through communication,
research, outreach, initiatives and partnerships.
Service Learning Fair. Organization Fair is planned for September 1997
which will promote Lifelong Learning initiatives in progress.
A lunch seminar is planned for October 1997 in which speakers from
the community, EUP faculty and students will discuss implementing
service learning in coursework. Coordinated by Ms^^ Jody Gallagher.

• Art at the Prison was held on March 13,1997. A slide presentation and
discussion about the arts was held at the State Correctional Institution
at Cambridge Springs. Coordinated by Mr. Steve Emmett.
• Reading Partners, Spring Semester 1997 (see Goal 1).
• S.C.O.R.E., Spring Semester, March through June, 1997 (see Goal 1).
• Adult Outreach, Fall 19,96 & Spring Semester 1997 (see Goal 1).
• Alternative Spring Break^M^^ch 24-28, 1997 (see Goal 1).
• Week of the Young Child, April 13-19,1997 (see Goal 1).

CURRICULUM, INSTRUCTION AND
COLLABORATION
School of Education
Dr. Marian BeckmanV^
Ms. Kathleen Benson
Ms. Joan Dengel
Dr. Charles Gallagher
Pfr Julurl,eueiibeiger
Dr. Donna Murphy\^
Ms. Rosemary Omniewski
•^Dr. Barbara Rahal

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

School of Liberal Arts
Ms. Ruse Bldii (Fall 1996)
Dr. David Ferster v/
Mr. Mark Fetkewicz ^
Dr. Caroline Gryta

■English and Theatre Arts
Political Science
Art
English and Theatre Arts

School of Science, Management and Technology
—PrrFred-Weening
.-Math and Cuiiiputei Sctence
Ms. Ellen Zimmei^/^
Math and Computer Science
Student Affairs
Dr. Robert McConnell

Office for Students with Disabilities

NW Pennsylvania Administration
Ms. Linda Cook
Mr.-John McCracken ~

Northwest Tri-County Intermediate Unit #5
-Corry-Area School District-'

Student Reprwentatr^eS^^
Ms* Pat Cci‘\"one (Fall 19f6)
-Ms. Jean Duncan----- I AMs. Suzanne Johnson
Ms. Nicole Malchow

C c^Ssetu
Graduate Student
Graduate Student
Undergraduate Student
Undergraduate Student

•^Institute Chairperson

13

/

Curriculum, Instruction and Collaboration
Support of Institute Goals
1996-97

GOALl:

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

Support: • Purchases for the repository, ongoing. Purchases included. Partners in
Learning K-12, College of Education and Community Collaboration.
GOAL 2:

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

Support: • Master Teacher's Roundtable, April 7,1997. Approximately 25
Edinboro University faculty and area teachers attended a dinner and
participated in small and large group discussions. Master teachers in
special education and regular education who taught in grades 4-6 were
nominated by their district superintendents to attend in recognition of
their teaching. The discussion focused on inclusion issues and was
coordinated by Ms. Joan Dengel.
► Co-sponsored the Middle Level Conference, "Preparing Students for
the Future: Middle Level Strategies that Work", April 16, 1997 at
Westlake Middle School in conjunction with the Middle Level
Association. Approximately 200 in attendance. Provided ten
scholarships to Edinboro University students to attend the conference.
Coordinated by Ms. Kathleen Benson and Dr. Barbara Rahal.
► The Arts Infusion Project had previously received a $10,000 grant from
General Electric. This program serves to integrate the arts into all
academic areas. Elementary majors attended workshops with public
school teachers to infuse arts into the content areas. After training, the
elementary school majors and public school teachers taught arts
infusion lessons. Collectively 20 students and teachers participated.
The Institute will be participating in the implementation of the project.
Coordinated by Ms. Donna Douglas and Ms. Rosemary Omniewski.
GOAL 3:

Oversee the completion and utilization of the microteaching
laboratory.•

Support: • No specific action yet taken.

14

GOAL 4:

Promote activities which encourage interdisciplinary course ojferings,
professional staff development, seminars on increased teaching
effectiveness in basic education, and development of a videotape
library depicting effective teaching.

Support: • University/Public School Collaboration Survey, April, 1997. Survey
was sent to Edinboro University faculty and public school teacher
representatives to address the establishment of an electronic
database. Coordinated by Dr. Donna Murphy.
• Master Teacher's Roundtable, April 7,1997 (see Goal 2).
• Middle Level Conference "Preparing Students for the Future: Middle
Level Strategies that Work", April 16, 1997 (see Goal 2).
GOALS:

Investigate new university-public school partnerships.

Support: • University/Public School Collaboration Survey, April, 1997 (see Goal
4).
GOAL 6:

Explore grant possibilities and outside funding to strengthen
collaborative efforts.

Support: • Arts Infusion Project (see Goal 2).
GOAL 7:

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

Support: • Arts Infusion Project (see Goal 2).
GOALS:

Develop in-service programs and workshops for public and non-public
faculty.

Support: • Middle Level Conference, "Preparing Students for the Future: Middle
Level Strategies that Work", April 16,1997 (see Goal 2).

15

GOAL 9:

Strengthen lines of communication between the School of Education
and the Schools of Liberal Arts; Science, Management, and
Technologies: the Office of Students with Disabilities; the Office of
Student Development; and the Northwest Tri-County Intermediate
Unit #5.

Support: • Contact to Tri-County Intermediate Unit was strengthened by
membership of Linda Cook from the IU#5 on the Institute. A
continuing attempt to expand membership to include representatives
from diverse areas.
GOAL 10:

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

Support: • University/Public School Collaboration Survey, April, 1997 (see Goal
4).
Master Teacher Roundtable, April 7,1997 (see Goal 2).
Arts Infusion Project (see Goal 2).
GOAL 11:

Expand transitional experiences (in areas such as applied
communications, chemistry, mathematics) for high school students
who will attend college.

Support: • No specific action yet taken.

16

ETHICS AND VALUES EDUCATION
President Frank Pogue

(Ex-Officio) f/^

School of Education
-ivis. SusaiT Boaiii-Wood
<^r. Peg Bevevino (Gpriiig 1997]T ^
Dr. Brenda riiiig
Dr. Gloria Gerbracht*/
Dr. Jo Ann Holtz t/
-Dr. Brucp Smith (Fall 1996)
D(T .<^d^I£c(oa 1/
^PfrTTi'
^ ^ ...................
School of Liberal Arts ' j ' Jj
Dr. Edmund Abegg'/
Dr. Corbin Fowler
^
Dr. Jean Jones i/
>y{_Dr. Cynthia Legin-Bucell^

Special Educalioii aiict School Psychology
Educational Services
Counseling and Human Elevolopment
Elementary Education
Educational Services
Elomontary Education
^
Philosophy
~
Philosophy
Speech and Communication Studies
Psychology

School of Science, Management and Technologies
Dr. Alice Conway*^
Nursing
Math and Computer Science
Dr. Frank Marzanoi^
Math and Computer Science
Ms. Marie Papesch
Business Administration and Economics
Ms. Sherrv Reynolds
(V\, Sxruc'^'po
(^^OSCjt-ACe^
Student Affairs
Residence Life and Housing
Ms. Barbara-Stolay
Student Representatives
Ms. Julie Ryan
Ms. Trae
*^Institute^hairpeMon

Graduate Student
Graduate Student
.

‘

17

Ethics and Values Education
Support of Institute Goals
1996-97
GOALl:

Structure campus and community forums on matters of public interest
in ethics and values.

Support:

An ethics topic is discussed at every Ethics and Values Institute
meeting. Coordinated by Dr. Edmund Abegg.
Examination of Academic Integrity breakfast and limcheon discussions
for EUP faculty, administrators, and staff were held on October 23 & 24,
1996; November 13 & 14,1996; March 5 & 6,1997 and April 15 & 16,
1997. Focused on The Ethics of Teaching: A Casebook. Average
attendance per session was 20 faculty. Coordinated by Dr. Ken Adams,
Dr. Peg Bevevino and Ms. Sherry Reynolds.
Support of the continuation of ED 282 Ethics and Values in Education
which focuses on teaching students the importance of ethics in
education. Course offered fall and spring semesters.
Support of the distribution of The Ethics of Teaching: A Casebook text
to all new faculty. Eight books were distributed. Coordinated by Dr.
Ken Adams, Dr. Peg Bevevino, and Ms. Sherry Reynolds.
Investigation of Policies of Academic Integrity. Departments were
invited to participate. Presentation of working paper to the
subcommittee. The administration was contacted to determine
whether there was interest in pursuing a code of ethics statement for
inclusion in the undergraduate catalogue. Coordinated by Dr. Bruce
Smith.

GOAL 2:

Promote dialogue across campus and within the Commonwealth
concerning ethics and campus life.

Support:

Academic Integrity breakfast and luncheon discussions (see Goal 1).
An ethics topic is discussed at every Ethics and Values Education
Institute steering committee meeting (see Goal 1).
Design, editing, publishing, and distribution of Intrauniversity Values
Newsletter to all SSHE system schools (8,000 copies) featuring
contributions from across the system. Newsletter distributed in
December, 1996 and May, 1997. Coordinated by Dr. Edmund Abegg.
18

Support the continuation of ED 282 Ethics and Values in Education
(see Goal 1).
Support the distribution of The Ethics of Teaching: A Casebook (see
Goal 1).
Faculty and students read and respond to case studies dealing with
ethical issues on the computer through the use of DEC notes.
Coordinated by Ms. Susan Boam-Wood and Dr. Bruce Smith.
GOALS:

Plan other activities on campus and within the State System of Higher
Education which promote ethical inquiry involvement in service
activities for staff students, and the community.

Support:

Academic Integrity breakfast and luncheon discussions (see Goal 1).
Intrauniversity Values Newsletter (see Goal 2).
Student poster project was organized and posters were submitted which
depicted ethical issues important to the campus community. Four
students were given a monetary award and their posters will be
displayed on campus. Coordinated by Dr. Peg Bevevino, Ms. Diane
Crandall, Ms. Emily Green, Ms. Jean Jones, and Ms. Julie Ryan.
Support of the continuation of ED 282 Ethics and Values in Education
(see Goal 1).
Support of the distribution of The Ethics of Teaching: A Casebook
(see Goal 1).
Investigation of Policies of Academic Integrity (see Goal 1).

GOAL 4:

Plan conferences and workshops to help school districts integrate
programs for character development and informed decision making.

Support:

Faculty and students can read and respond to case studies dealing with
ethical issues on the computer through the use of DEC notes (see Goal
2).
The project of Character Education has begun the process of
determining possible speakers for the next academic year. Coordinated
by Dr. Corbin Fowler and Dr. Gloria Gerbracht.

19

GOAL 5:

Further develop the policy on academic integrity for both students and
staff.

Support • Academic Integrity breakfast and luncheon discussions (see Goal 1). .

An ethics topic is discussed at every Institute for Ethics and Values
Education steering committee meeting (see Goal 1).
Investigation of Policies of Academic Integrity (see Goal 1).
GOAL 6:

Guide departments in development of ethics statements and ethics
components in course offerings.

Support: • Supported Dr. Jo Ann Holtz in attending the August, 1996 Society for
Values in Higher Education Conference held in Atlanta.
Initiation of communication with the Society for Values in Higher
Education regarding the possibility of using EUP as the SVHE
convention site in the year 2000. Coordinated by Dr. Peg Bevevino and
Dr. Jo Ann Holtz.
Investigation of Policies of Academic Integrity (see Goal 1).
GOAL 7:

Build a repository of ethics, values and decision making materials.

Support: *

Purchases for the repository, ongoing. Purchases included. The Ethics of
Teaching: A Casebook and Soundings, the official journal of the SVHE.

GOALS:

Investigate grant possibilities and write proposals to promote ethics and
values projectsiprograms.

Support: • Support of the distribution of The Ethics of Teaching text to all new
faculty (see Goal 1).
• Intrauniversity grant funded for Examination of Academic Integrity.
An award was made of $6,400 for 1996-97 (see Goal 1).
• Intrauiuversity grant funded for Intrauniversity Values Newsletter.
An award was made of $3,040 for 1996-97 (see Goal 1).

20

GOAL 9:

Focus on the process of ethical decision-making on the part of
undergraduate and graduate students.

Support: • Support of the continuation of ED 282 Ethics and Values in Education

(see Goal 1).
Faculty and students can read and respond to case studies dealing with
ethical issues on the computer through the use of DEC notes (see Goal
2).
GOAL 10:

Respond to system-wide needs by pursuing conferences and workshops
for staff and students of the SSHE system.

Support • Support of the distribution of The Ethics of Teaching: A Casebook text
to all new faculty (see Goal 1).
Intrauniversity Values Newsletter (see Goal 2).
Academic Integrity breakfast and luncheon discussions (see Goal 1).

UNIVERSITY TEACHING AND LEARNING
School of Education
Dr. Dennis Buckwalter/
Dr. Mary Jo Campbell v
Dr. Robert Gensemerj/
Mr. Themag Roden
.
Dr. Rosemary Treloar'^

Educational Services
Elementary Education
Health and Physical Education
Educationril Servirps
Elementary Education

School of Liberal Art^ r i
inglish and Theatre Arts
--Ms. Wendy Austlll
English and Theatre Arts
Ms. Luciana Bohne]/
Dr. James Munro«^ ^
Philosophy
Philosophy
■ Di. Kaieii Suubuit
Speech and Communication Studies
Mr. Nelson Smith 1/
Speech and Communication Studies
Mr. Tim Thompson ^
ii
School of Science, Management and Technologies
Ms. Janice Giltinan
Nursing
Mr. David Hurd i/'
Geosciences
*^Dr. Theresa Thewesv/
Chemistry
Physics and Technology
Dr. David Wagner
Gooscioi\cesDr--4)riaii ZiinmcTllian
^
l^ddaJiA
Academic Support Services
Mr. Bruce Skolnick^/"
Academic Support Services
Student Representatives
Ms. Dianna Allen
Ms. Julie Ryan
J4&. Tracy S\yyrt (Fall-1996)
^Institute Chairperson

/\A^

Undergraduate Student
Graduate Student
Graduate Student

University Teaching and Learning
Support of Institute Goals
1996-97
GOAL 1:

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

Support: • On September 9, 1996 presented an informal reception to discuss
'Teaching in Your Department". Approximately 40 faculty members
attended and generated ideas and concerns relating to teaching within
their own departments. Coordinated by Dr. Theresa Thewes.
• "Talking About Teaching", faculty members present strategies they use
in their classrooms at eitiier a breakfast or luncheon program. Two
programs this year - Active Learning Strategies which was presented on
October 8 and 9,1996 by Dr. David Wagner (Physics and Technology),
Dr. Tim Thompson (Speech and Communications) and Ms. Jan
Newcamp (Nursing). Coordinated by Ms. Luciana Bohne and Dr. Jim
Munro. Increasing Student Involvement presented on April 8 and 9,
1997 by Dr. Jean Faieta (Special Education and School Psychology), Mr.
Karim Hossain (Physics and Technology), Dr. Jean Jones (Speech and
Communications), and Dr. Theresa Thewes (Chemistry). Coordinated
by Dr. Mary Jo Campbell and Dr. Theresa Thewes. Average attendance
per session was 20 faculty.
• Ms. Wendy Austin presented a review and discussion of the book
"Teaching Within the Rhythms of the Semester" on March 4, 1997. A
group of faculty discussed ideas on how to beat "mid semester slumps"
and how to plan for and take advantage of normal ups and downs of
energy and enthusiasm in each term.
• A subcommittee will be named in Fall 1998 to investigate "Teaching
and Scholarly Partnerships" by working with ideas involving in-class
research about teaching and developing a 'peer mentoring' program.•
• Purchases for the repository, ongoing. Purchases included. Active
Learning: 101 Strategies to Teach Any Subject, The Case for Education,
Emblems of Quality in Higher Education, Faculty Work & Public Trust,
Taking Teaching Seriously series. Improving Student Achievement in
Science Video Package, Inspiring Active Learning: A Handbook for
Teachers, Cooperative Learning in the Classroom, & A Teacher's Guide
to Cognitive Type Theory & Learning Style. Coordinated by Mr. David
Hurd, Dr. Karen Seubert, Mr. Nelson Smith and Dr. David Wagner.
23

GOAL 2:

Pursue external funding and provide programming to strengthen and
support effective instructional practices and collaborations.

Support:

The 'Talking About Teaching" programs (see Goal 1).
Members of the Institute submitted a grant proposal in December to
fund a program pursuing funding sources to develop videos for use in
classrooms. The proposal would request a camera, film, and student
help to tape and edit faculty designed projects. Coordinated by Dr. Mary
Jo Campbell, Ms. Janice Giltinan, and Dr. Theresa Thewes.
On April 14 & 28,1997 began a brown bag series to discuss the
"Professor in the Classroom" pamphlets. Participants were asked
to read several one-page pamphlets dealing with in-class issues in
advance of the noon program. Discussions of the content were
mediated by Dr. Jim Munro. Coordinated by Dr. Ken Adams, Dr. Jim
Munro, Mr. Tom Roden and Dr. Tim Thompson.
Institute members have formed subcommittees to investigate possible
programs relating to technology & learning and learning
communities. Coordinated by Ms. Wendy Austin, Dr. Dennis
Buckwalter, Dr. Donna Murphy, Dr. Brian Zimmerman.

GOALS:

In order to enhance teaching and to promote learning elicit student
input regarding effective and ineffective teaching/learning strategies
which they have encountered.

Support:

A subcommittee met with students for discussions of how to
incorporate our students' voices in discussions of teaching at EUP. The
subcommittee generated a survey to elicit student definitions of
"Quality Teaching". It will be packaged over the summer for
distribution to Institute faculty members to distribute in their classes.
Coordinated by Ms. Luciana Bohne, Dr. Robert Gensemer, Mr. Bruce
Skolnick, Dr. Theresa Thewes, Ms. Dianna Allen and Ms. Julie Ryan.

GOAL 4:

Establish a dialogue between the academic administrators and faculty
about issues relating to teaching and the evaluation of teaching.

Support:

Members of the Institute attended workshops on March 14 and April 4
presented by Dr. Richard Miller relating to the evaluation of faculty.
The membership of Institute has voted to open meetings to all
interested faculty.

24

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pa;Bjaua§ pue diqsjaqmaui aiTupsiq aqi o; ;jodai b papiAOjd aqs •Z66X
'9-^ pjdv uo SuiqDBax X^isjaAiun puB aSano3 uo aauajajuo3 iBuoiSa^
SuTpuawB UT n9qduiB3 of Xjbj^ jq p^XJoddns aimpsui aqx

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

Books
Child Development
Brown, F. (1983). Principles of educational and psychological testing. New York: Holt,
Rinehart and Winston.
Comer, D. (1987). Developing safety skills with the young child. Albany: Delmar.
Comer, J. P. (1980). School power: Implications of an intervention project. New York: The
Free Press.
Durkin, D. (1987). Teaching young children to read. Newton: Allyn and Bacon.
•Elliott, J. (1991). Action research for educational change. Philadelphia: Milton Keynes
Open University Press.
Goodlad, J. I. (1990). Teachers for our nation's schools. San Francisco, CA & Headington
Hill Hall, Oxford: Jossey-Bass Inc.
Green, M. (1989). Theories of human development. Englewood Cliffs, New Jersey:
Prentice-Hall.

1

Hendrick, J. (1986). Total learning: Curriculum for the young child. (2nd ed.). Columbus: J
Merrill.

1

Hirschi, L. (1970). Building mathematics concepts in grades kindergarten through eight.
Scranton: International Textbook.
Jarolimek, J. & Foster, C. (1989). Teaching and learning in the elementary school. New

' *1
J

York: Macmillan.
>

Lay-Dopyera, M. &Dopyera, J. (1990). Becoming a teacher of young children. (4th ed.).

•f

New York: McGraw-Hill.
Lowenfeld, V., & Brittan, W. (1982). Creative and mental growth. (7th ed.). New York:

fct^ ^a

Macmillan.
Meyer, D., Vadasy, P., & Fewell, R. (1985). Living with a brother or sister with special needs:
A book for sibs. Seattle: University of Washington Press.
Morrison, G. (1984). Early childhood education today. Columbus: Charles E. Merrill.
26

'I fflffE E S I I I E llllllE

Parry, A., Walker, M. & Heim, C. (1991). Choosing for young children non-violence.

Chicago: Rainbow House.
Read, K., Gardner, P., & Mahler, B. (1987). Early childhood programs human relationships
and learning. New York: Holt, Rinehart and Winston.

Romanga, E. (1987). T cento linguaggidei bambini: The hundred languages of children. City

of Reggio Emilia, Italy: Department of Education.
Rubin, R, Fisher m, J., & Doering, S. (1980). Ages 1 and 2: Your toddler. New York: CoUier
Rubin, R., & Fisher m, J. (1982). Ages 3 and 4: Your preschooler. New York: Collier.
Salking, N., & Ambron, S. R (1987). Child development. (5th ed.). New York: Holt,
Rinehart and Winston.
Schirrmacher, R. (1988). Art and creative development for yoimg children. Albany:
Delmar.
Seaver, J. W., Cartwright, C. A., Ward, C. B., & Heasley, C. A. (1990). Careers with young
children: Making your decision. Washington, DC: National Association for the
Education of Young Children.

Seifert, K., & Hoffnung, R. (1987). Child and adolescent development. Boston: Houghton
Mifflin.
Shaffer, D. (1989). Developmental psychology: Childhood and adolescence. (2nd ed.).
Pacific Grove, California: Brooks/Cole.
Spodek, B., & Saracho, O. (1994). Right from the start. Boston: Allyn and Bacon.
Wilson, L. (1986). Infants & toddlers. Albany: Delmar.
Classroom Assessment
•Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college
teachers. San Francisco: Josey-Bass. (3 copies).
Classroom Management
Bloom, P. J. (1988). A great place to work. Washington, DC: National Association for the
Education of Young Children.
Bloom, P. J. (1994). Avoiding Burnout. Lake Forest, Illinois: New Horizons. (3 copies).
Crawford, D. K., Bodine, R J. & Hoglund, R. G. (1993). The school for quality learning:
Managing the school and classroom the deming way. Champaign, Illinois: Research Press.

27

Slaby, R G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention:
Tools for teachers of young children. Washington, DC: National Association for the
Education of Young Children.
Demographics
Elam, Stanley. (1995). How America views its schools. Bloomington, Indiana:
Stanley Elam.
Harris, Louis. (1984-1995). The metropolitan life survey of the American teacher. Louis
Harris & Assoc., Inc. (field work May 4-June 11,1995)
Louis Harris & Associates, Inc. (1994). The metropolitan life survey of the American
teacher. New York: Louis Harris.
National Association of State Boards of Education. (1988). Right from the start: The report
of the NASBE task force on early childhood education. Alexandria, Virginia: Author. (2
copies).
National Center For Education Statistics. (1995). Two years later: Cognitive gains and school
transitions of NELS: 88 eighth graders.
Diversity
•Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing.
New York: Basic Books Inc. (2 copies).
•Border, L. & Van Note Chism, N. (Eds.). (1990). Teaching for diversity. San Francisco:
Josey-Bass.
Clark, R. (1983). Family life and school achievement: Why poor black children succeed or
fail- Chicago: The University of Chicago Press.

Derman-Sparks, L. & The A.B.C. Task Force. (1989). Anti-bias curriculum. Washington,
DC: National Association for the Education of Young Children.
Gutek, Gerald. (1993). American education in a global society. White Plains, NY:
Longman Publishing Company.
Hale-Benson, J. E. (1986). Black children: Their roots, culture, and learning styles. Revised
edition. Baltimore, Maryland: The Johns Hopkins University Press.
King, E., Chipman, M., & Cruz-Janzen, M. (1994). Educating young children in a diverse
society. Boston: Allyn and Bacon.

28

KunjufuJ. (1985). roimtering the conspiracy to destroy black bovs- Chicago: African

Roe, B., Stoodt, B., & Burns, P. (1987). Secondary school reading instruction: The

American Images.
Kunjufu,J. (1986). Countering the conspiracy to destroy black bovs. Volume II. Chicago:

areas. Boston: Houghton Mifflin Company.
Schmelzer, R., Christen, W. (1989). Reading and study skills. Iowa: Kendall/Hunt.

African American Images.
KimjufuJ. (1984). Developing positive self-images and discipline in black children.

Searfoss, L. W., & Readence,!. E. (1994). Helping children learn to rea_d. Boston:

Chicago: African American Images.
Saravia-Shore, M., & Arvizu, S. F. (Eds). (1992). Cross-cultural literacy: Ethnographies pf
rommunicarion in multiethnic classrooms. New York: Garland.

rnntpnt

Allyn and Bacon.
Smith, B. (1981). Bridging the gap: College reading. Illinois: Scott, Foresman.
Spache, G., Berg, P. (1978). The art of efficient reading. New York: Macmillan.
Taylor, B., Harris, L., & Pearson, P. (1988). Reading difficulties. New York: Random

House.
Wiener, H., & Bazerman, C. (1991). Reading skills handbook. (5th ed.). Boston: Houghton

Alexander,!. (1988). Teaching reading. (3rd ed.). Boston: Scott, Foresman.

Miffilin.
Wiener, H., & Bazerman, C. (1988). Basic reading skills handbook. Boston: Houghton

Brown,!. (1984). Efficient reading. Lexington, Massachusetts: Heath.
Burns, P., Roe, B., & Ross, E. (1982). Teaching reading in today’s elementary school^.

Boston: Houghton Mifflin.
Davidson, ]. & Koppenhaven, D. Center for Early Adolescence. (1993). AdplggCgHt Utgfacy;
What works and why. (2nd ed.). New York: Garland.
Duffy, G. & Sherman, G. (1977). Systematic reading instruction. New York: Harper & Row.
Durkin, D. (1989). Teaching them to read. Boston: Allyn and Bacon.
Durkin, D. (1987). Teaching young children to read. Newton: Allyn and Bacon.
Improvement of Instruction/ Language Arts. (1992). Author studies. Edinboro,
Pennsylvania: Department Elementary Education, Edinboro University.
Langan,!. (1990). Reading and study skills. New York: McGraw-Hill.
Leo, E. (1994). Powerful reading. New York: Macmillian.
Lipson, M. Y., & Wixson, K. K. (1991). Assessment & instruction of reading disability, an
interactive approach. New York: HarperCollins Publishers.
Lytle, S. L. & Botel, M. (1988). PCRP U: Reading, writing and talking across the curriculum.
Harrisburg, Pennsylvania: Pennsylvania Department of Education.
May, F. (1990). Reading as communication. Columbus: Merrill.
Panes, P. (1986). Reading well in college. New York: Harper & Row.
Perkins, P. (1995). Family literacy: Parents as partners. Westminster, California: Teacher
Created Materials.

29

IIIIIIB B IIB II

Literacy
Alexander,!. (1979). Teaching reading. Boston: Little, Brown & Company.

Mifflin.
Wiener, H., & Bazerman, C. (1991). Reading skills handbook. (4th ed.). Boston: Houghton
Miffilin.
Wilbur, Franklin P. & Lambert, Leo M. (1995). Linking America’s schools and colleges. (2nd
ed).

Vacca,!., Vacca, R., & Gove, M. (1987). Reading and learning to read. Boston: Little,
Brown.

Teaching Tips
Bey, T. M., & Holmes, C. T. (1990). Mentoring: Developing successful new teachers.
Reston, Virginia: Association of Teacher Educators.

Cannings, T. R., & Finkel, L. (Eds.). (1993). The technology age classroom. Wilsonville,
Oregon: Franklin, Beedle, and Associates, Inc.

Colbert, !.,Trimble, K., & Desberg, P. (1996). The case for education: Contemporary
approaches for using case methods. Boston: Allyn and Bacon.

Kane, P. R. (1991). The first year of teaching: Real stories from America's teachers. New
York: Walker Publishing Company, Inc.

•Magnan, R. (Ed.) (1990). 147 practical tips for teaching professors. Madison, Wisconsin:
Magna Publications, Inc.

30

•McKeachie, W. (1986). Teaching tips: A guide for the beginning college teacher.
Lexington, Massachusetts: Health & Co. (3 copies).
•McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and
university tpachers. (9th edition). Lexington, Massachusetts: Health & Co.
Paulsen, M. B. & Feldman, K. A. (1995). Taking teaching seriously: Meeting the challenge of
instructional improvement. ASHE-ERIC Higher Education Report No. 2. Washington, DC:
The George Washington University, Graduate School of Education and Human
Development.

Davis, J. (1993). Pgttgf tgachingi tPOrg learnmg: Strategies for success in post secondary
settings. Phoenix: Oryx Press.
DeBono,E. (1985). Six thinking hats. Tucson: Zephyr Press.
•Diamond, R. M. (1989). Desigrung and improving courses and curricula in higher
education: A systematic approach. San Francisco: Jossey Bass.
Duffy, D. K., & Jones, J. W. (1995). Teaching within the rhythms of the semester. San
Francisco: Jossey-Bass, Inc. (2 copies).
•Elliott, J. (1991). Action research for educational change. Philadelphia: Milton Keynes

•Seldin, P. (1993). Successful use of teaching portfolios. Bolton, MA: Anker.
•Seldin, P. (1991). The teaching portfolio. Bolton, Massachusetts: Anker.
Silberman, M. (1996). Active learning 101 strategies to teach any subject. Boston: Allyn and
Bacon.

Open University Press.
FairweatherJ. S. (1996). Faculty work and public trust: Restoring the value of tParhing- anH
public service in American acadpinir lifp Needham Heights, MA: Allyn & Bacon.

•Fosnot, C. T. (1989). Enqumng teachers, enquiring learners: A constrnrtivist apprnarh tn

University Teaching and Learning

leaching. New York: Teachers College Press.

American Assoc, of State Colleges & Universities. (1995). Changing course.
•Apps,J. W. (1988). Higher education in a learning society: Meeting new demands for
education and training. San Francisco: Josey-Bass.
•Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton:
Carnegie Foundation. (2 copies).

•Frost, S. H. (1991). Academic advising for student success: A system of .shareH
Iggpongibiiity- Washington, DC: ASHE-ERIC Higher Education Reports. George
Washington University.
•Gaither, G., Nedwek, B., & Neal, J. (1994). Measuring iip: The promises and pitfalk nf
performance indicators in higher pHurai.v^r^

•Brooks, J. (1993). In search of understanding: The case for constructivist classrooms.
Alexandria, Virginia: Association for Supervision and Curriculum Development.
Case, Bushaw, Phelps, Ringeisen & Rodi. (1994). You’re the professor what next? The
Mathematical Association of America.

George Washington University.

Gestwicki,C. (1987). Home, school, and community relatinnsr A guide to working with
parents. Albany: Delmar.

Goleman, D. (1995). Emotional intelligence whv it can matter more than TO New York:
Bantam Books.

•Clarke, J. H. and Biddle, A. W. (Eds). (1993). Teaching critical thinking: Reports from
across the curriculum, Englewood Cliffs, New Jersey: Prentice Hall.
Committee on the Teaching of Undergraduate Mathematics. (1990). A source book for
college mathematics teaching. The Mathematical Association of America.
Cyrs, T. E. & Smith, F. A. (1990). Teleclass teaching: A resource guide. (2nd edition). New
Mexico State University.

Goodlad, J. (1984). A place called srhrw^l McGraw-Hill Book Company.
Hagelgans, N. L., Dubinsky, E., Reynolds, B. E., Schwingendorf, K. E., Shahin, M.,
Haworth, J. G. & Conrad, C. F. (1997). Emblems of quality in hivher eHnration: Devplopin^
and sustaining

high-quality programs. Needham Heights, MA: Allyn & Bacon.

Hutchings, Pat. (1996) Making Teaching Community Property: A Menu for Peer
flollaboration and Peer Review. American Association for Higher Education.

Danielson, Charlotte. (1996). Enhancing Professional Practice: A Framework for Teaching.
Association for Supervision and Curriculum Development.

31

•Johnson, D., Johnson, R., & Smith, K. (1991). Active learning: Cooperation in iHp
elassroom. Edina, Minnesota: Interaction Book Co.

32

Zemelman,
.

H

c. 0«).
“«'•

Sto„ «■ “"““■
Kaput & Dubinsky. (

""'""

nM

,„.,« i„ ,„|||| II nrtmlf m.th>nialit^Jsmii«
^ ^J! ti1 Ma*ematical Association of America.

c^,.,...andmentaurfmfll- (7th ed.). New York:
Lowenfeld, V., & Brittan, W. (1982). I
m“n.

n

a«).

I

Michael, .
Random House.
New York: The Guilford Press.
today and tomortoai.
Montgomery, S. L. (1996). J\\? finf’ntif'f voi<^
^
rnllpcted readings

S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching

flpH learning in America's schools. Portsmouth, New Hampshire: Heinemann.
Values
Beck, U. Translated by Ritter, M. A. (1995). Ecological enlightenment: Eggavs pn the poUtics
thp risk society. Atlantic Highlands, New Jersey: Humanities Press International, Inc.
Becker, L. C., & Becker C. B. (Eds.). (1992). A history of western ethics. New York: Garland
Publishing.
Becker, L. C., & Becker C. B. (Eds.). (1992). Encyclopedia of ethics, volumes I &

New York

Garland Publishing.
Bok, S. (1995). rnmmon Values. Columbia, Missouri: University of Missouri Press.
Darling-Smith, B. (Ed.). (1993). Can virtue be taught? Notre Dame, Indiana: University of
Notre Dame Press.
Elliot, R. (Ed.), n 99.31. Environmental ethics. New York: Oxford University Press.

.Neff,RA.&Weimer,M^ (Ed.)^ Madison, Wisconsin: Magna Publications, Inc.

Erwin, E., Gendin, S., & Kleiman, L. (Eds.) (1994). Ethical issues in scientific research; An
Magna PubUcations Inc. (2 copies).

Ki^vork: McGraw-Hill.

I

Posner, G. (1992). AnalynnB l^b* nirncuum
(1997). u.S. Departmentol
Mey.Itichard. inn........ ,, ,|,rl-(acclnnl-WmvolllHl. (19

frT(1983) Tt- -"eetiv

"-9 "““l

(1990).

-’'7 "riossey-Bass.

Sergiovanni-T. (1994).

anthology. New York: Garland Publishing.
Foltz, B.G. (1995). Inhabiting the earth. Atlantic Highlands, New Jersey: Humanities Press

H
tf

Houghton Mifflin Company.
Goldthwait, J. T. (1996). Values: What they are & how we know them. New York:

tf

Prometheus Books.
Goodlad, J., Soder, R. Sirotnik, K. (1990). The moral dimensions of teaching. Jossey-Bass

Brighton Press Inc.

Publishers. San Francisco.
Greenawalt, K. (1995). Private consciences and public reasons. New York: Oxford

SBcoa, Harry C.
Tishman, Perkins, & Jay.

^®

*
^

International, Inc.
Frazier, A. (1980). Values, curriculum, and the elementary school. Boston:

Hannaford, R. V. (1993) Moral anatomy and moral reasoning. Lawrence, Kansas:

Chicaeo: University of Chicago Press.

1

‘“"tt
, ,. (1995). Agaainl yiiMe 19 ciaie.4iiali««i^
''^^i^lialioi
They Mathematical
,„d Winsmn.
waiter, T^^iehert^AJ^Hanto^^^^^^
Wilbur, Franklin P. & Lamoeri,
ed.).

University Press.

(2nd

*
*i

University Press of Kansas.
Hawley, R. C. & Hawley, I. L. (1975). Human values in the classroom. New York: Hart
Publishing Company, Inc.
Humphrey, S. M. (1995). If you had to choose, what would you do? New York:
Prometheus Books.

34
33

i

Jackson, P.W., Boostrom, R. & Hasen, D. (1993). Tbf moral life of SChaalS- Jossey-Bass
Publishers. San Francisco.
Katznclson, Ira and Weir, Margaret. (1985). Srhwlmg fgr aU. New York: Basic Books, Inc.

m

Strike, K. & Ternasky, P. (1993). Ethics for professionals in education: Perspectives for
preparation and practice. New York: Teachers College Press.
Thompson, Dennis F. (1995). Ethics in congress. Washington DC: The Brookings

Keith-Spiegel, P., Wittig, A. F., Perkins, D. V., Balogh, D. W., & Whitley, B. E. (1993). lh£

Institution. (2 copies).

Pthics of teachirp- ^ r-asebook. Muncie, IN: Ball State University.
Kettering Foundation. (1996).
Education Exchaose- Kettering Foundatioa (2

Other
Bodine, Crawford, & Hoglund. (1993). The school for quality learning. Capital City Press.
Hargreaves, A. (Ed.). (1997). Rethinking educational change with heart and mind: 1997

copies).
Kirchenbaum. (1995). Pnhance values and morality in fichOQls and youth setting. Boston:

ASCD Yearbook. Alexandria, VA: ASCD.
Marketing Research Institute. (1995). The Tohn Templeton Foundation 1995 honor roll for

Allyn & Bacon.
Kniker, C. R. (1977). You and values education. Ohio: Charles E. Merrill Publishing

character building colleges qualification forms.
Mauro, J. (1992). Statistical deception at work. Hillsdale, New Jersey: Lawrence Erlbaum

Company.
Kupperman, J. J. (1991). Character. New York: Oxford University Press.
MacIntyre, A. (1984). After virture. Notre Dame, Indiana: University of Notre Dame Press.

Associates.
Maxwell, Morrow, & Tracey. (1995). A survey of family literacy in the U.S. International

Marketing Research Institute. (1995). TTiP John TemplPton Foundation 1995 honor rollior

Reading Association Inc.
Mori, A. (Ed.). (1994-95). National forum of teacher education journal. 5(1).

fharacter building colleges qualification fonttS.
May, L. (1987). tBp morality of groups. Notre Dame, Indiana: University of Notre Dame

National Association of Laboratory Schools. (1991). Laboratory schools. Honolulu:
Curriculum Research & Development Group.

Press.
Meeks, W. A. (1993). The origins of Christian morality. New Haven, Connecticut: Yale

National Council for Accreditation of Teacher Education. (1993). Teacher education: A
guide to NCATE-accredited colleges and universities. Washington: National Council for

University Press.
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I

Accreditation of Teacher Education.

National Education Association.
Pincoffs, E. L. (1986). Quandaries and virtues against reductivism in ethlCS. Lawrence,

National Endowment for the Arts. (1994). Arts education research agenda for the future.

Kansas: University Press of Kansas.
Raz, J. (1995). Ethics in the public domaia New York: Oxford University Press.
Rest, J. & Narvaez, D. (Eds.). (1994). Moral develonment in the professioia. Hillsdale, New

Pennsylvania School Board Association. (1995). Reflecting on our past, envisioning nnr

Washington: Pelavin Associates.
future.
Schmoker, M. (Ed). (1996). Results: the key to continuous school improvement.
Alexandria, VA: ASCD.

Jersey: Lawrence Earlbaum Associates.
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Washington, DC: National Education Association.
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Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good practice in general
education. The society for values in higher education. Georgetown University.
i

Technical Assistance for Implementation of Chapters 3, 5, & 6: Curriculum Integration: A
Training Package.

York: Oxford University Press.

35

36

Training Package.
Technical Assistance for Implementation of Chapter 5: Instructional Dehvery-Cooperahve
Learning: A Training Package.
Technical Assistance for Implementation of Chapter 5: Instructional Delivery-Mastery
Learning: A Training Package.
Technical Assistance for Implementation of Chapter 5: Restructuring Schoois-Chapter 5 &
Outcome-Based Education: A Training Package.
Technical Assistance for Implementation of Chapter 5: Teacher Induction Program: A
Training Package for Chapters 3,5, & 6.
U.S. Department of Education. (1996). A Comparison of High School Dropout Rates m 1982
and
.
WUbur& Lambert. (1995). Linking AmCTtra'f> Prhwl and collfgPfi 2nd- edition- American

Association for Higher Education, Washington DC.

Articles, Briefs, Newsletters, Journals, and Reports
Child Development
Innovations in early education: The international reggio exchange, (vol. 2 no. 1, 2, and 3).
Classroom Assessment
Blake, Elliot, MacMichael, & Snyder (1995). Portfolio Assessinpnf staging on thg Cntting
Edge.
Classroom Management
Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for
Curriculum, Instruction, and Collaboration of the Center for Excellence in Teaching,
Edinboro University of Pennsylvania.
Demographics
• ASHE-ERIC. (1995). Higher education rePPrtS- Washington, DC: The George Washington
University, Graduate School of Education and Human Development.
ASHE-ERIC. (Spring/Summer 1995). Higiior Pdoffltion repoitS- Washington, DC: George
Washington University.
National Center for Education Statistics (1995). Th^ oduratiOPal progrosP of hispank
Students. No. 4.
37

msBiBlilllllflllflli

Technical Assistance for Implementation of Chapters 3A & 6: Strategic Planning: A

National Center For Educational Statistics. (1996). Urban Schools: The Challenge of
T nrarinn and Poverty. National Center for Educational Statistics, Washington D. C.
•Tack, M. W. & Patitu, C. L. (1992). Faculty job satisfaction: Women and minorities in
peril. Washington, DC: ASHE-ERIC Higher Education Report No. 4. George Washington
University.
U.S. Department of Education. National Center for Education Statistics. (1996).
A Comparison of High School Dropout Rates in 1982 and 1992. Washington, DC: U.S.
Department of Education. National Center for Education Statistics.
Diversity
National Center for Education Statistics (1995). The educational progress of hispanic
students. No. 4.
•Tack, M. W. & Patitu, C. L. (1992). Faculty job satisfaction: Women and minorities in
peril. Washington, DC: ASHE-ERIC Higher Education Report No. 4. George Washington
University.
U. S. Department of Education. (1997). Minorities in Higher Education. Washington, DC:
National Center for Education Statisitics. No. 9.
Teaching Tips
Edinboro University of Pennsylvania. (1993-94). Tips for teachers. Edinboro, PA: Center
for Excellence in Teaching.
Edinboro University of Pennsylvania. (1995-96). Tips for teachers. Edinboro, PA: Center
for Excellence in Teaching.
Faieta, J. Ph. D. (1997). Learning express-ways. (Educational Tool). Edinboro University of
Pennsylvania.
leaching pre K-8: The professional magazine for teachers. (May 1996). Vol. 26, No. S.
The Mailbox: The Idea Magazine for Teachers of Grades 1-3. (Aug./Sept. 1995). Vol. 17,

No. 4.
University Teaching and Learning
•Asp n, J. & Worth, M., (1994). The development officer in higher education. Washington,
DC: ASHE-ERIC Higher Education Reports. George Washington University. (2 copies).

38

•Summer academy for the advancement of college teaching. (1994). Collection of 25 articles

National Science Foundation. (1995 ). Proposal formsJat- Arlington, VA: National

in CARE packages.
•St. John, E. (1994). Prices, productivity and investment: Assessing finanaal Strategies IQ

Science Foundation 95-28.
a r ^
National Science Foundation. (1994). Pesearch In undergraduate in5tituttQn&- Arlington,

pHiiration. ASHE-ERIC Higher Education Report No. 3. Washington, DC: The
VA: National Science Foundation 94-79.
National Science Foundation. (1996). Toteroatiopai opportupitip^ for scientists and

pnpin^Ms. Arlington, VA; National Science Foundation 96-14.
National Science Foundation. (1996). Splortod data <?n scifnre and enginporing doctorate
109.5. Arlington, VA: National Science Foundation 96-303.
National Science Foundation. (1996). Shapinp the futlirr N^w expectations fai

n

George Washington University. (2 copies).
•Stark, J. S./ et. al. (1989). Student goals for college and courses: A missing link in agSggglPg
improving academic achievement. Washington, DC: ASHE-ERIC Higher Education
Reports. (2 copies).
•Teitel, L. (1994). The advisory committee advantage: Creating an effective Strategy f0£
programmatic improvement. Washington, DC: ASHE-ERIC Higher Education Report

Pri..ration in srience, mathematics, engineering and technology-

No. 1. George Washington University. (2 copies).
•Toombs, W. & Tierney, W. (1991). Meeting the mandate. Washington, DC: ASHE-ERIC

Arlington, VA: National Science Foundation 96-139.
National Science Foundation. (1996). Frontiers; Newslettpr of the National SdeDC£

Higher Education Reports. George Washington University.
•Townsend, B. K. & Newell, L. J. (1992). Creating distinctivenesg: Tessong from

Fni.nrlation. Arlington, VA: National Science Foundation 96-1.
National Science Foundation. (1994). Pesearrli in undergraduate institutions. Arlington,

uncommon colleges and universities. ASHE-ERIC Higher Education Report No. 6.
VA: National Science Foundation 94-79.
.Paulsen, M. B. (1990). rniiPgP choice: Understanding Student enrollment behaviot-

Washington, DC: ASHE-ERIC Higher Education Reports. George Washington
University.
Pennsylvania Association for Volunteerism. (1997). Directory.
.pickMt,S- (1992). P«.p,rin, for a
wimmiinirv; ftrhieving in intfimational
WdungloMlC: ASHE-ERIC Higher Edu..aonR«pon
No. 2. George Washington University.
Slippery Rock University: A Community Service-Learning Institute. (1995). ServiceLearning: reading and reflections. Slippery Rock, PA: Author.
•Smith, R., Byrd, P., Nelson, G., Barrett, R., & Constantinides, J. (1992). Crossing

I

George Washington University.
Weimer,M. (1994-present). The Teaching Professor. 8(8-present).
•Whitman, N. A., et. al. (1984). Student stress: Effects and solutions. Washington, DC:
ASHE-ERIC Higher Education Reports. George Washington University. (2 copies).

I

•Whitman, N. A. (1988). Peer teaching: To teach is to learn twice. Washington, DC:
ASHE ERIC Higher Education Reports. (2 copies).
•Whitman, N. A., et. al. (1986). Increasing student's learning: A faculty guide tO reducing
■stress among students. Washington, DC: ASHE-ERIC Higher Education Reports. George
Washington University.
•Wilcox, J. & Ebbs, S. (1992). The leadership compass: Values and gthicg in higher
education. Washington, DC: ASHE-ERIC Higher Education Report No. 1. George

ASHE-ERIC Higher Education Report No. 8. George Washington Umversity.
•Summer academy for the advancement of college teaching. (1992). Collection of 20 articles
and syllabi in CARE packages.
•Summer academy for the advancement of college teaching. (1993). Collection of 21 articles

Washington University.
Values
Driver, T. (1993). T.ifp in performance: Reflections on ritual, religion, and gOC^al valuSSThe society for values in higher education. Georgetown University.

in CARE packages.

41

42

Harding, S. (1993). Subiectkitv, experience. & knowledgp: An epistemology from /for
rainbow coalition politics. The society for values in higher education. Georgetown
University.

Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for
Curriculum, Instruction, and Collaboration of the Center for Excellence in Teaching,
Edinboro University of Pennsylvania.

Metropolitan Life Survey of the American Teacher. (1996). Students voice their npininng
on:. Learning about values and principles in school, part m Louis Harris & Associates, Inc.
for Metropolitan Life Insurance Company.
Ochs, C. (1995). Minanfl*S way- The society for values in higher education. Georgetown
University.
Smith, V., Lawrence, B., Humphreys, W. (1995). Exploring good prartire in general
education* The society for values in higher education. Georgetown University.
State System of Higher Education Task Force. (1991). Emphasis on values: A priority for
Pfinnsvlvama's state system of higher education during the 199n's.
The Society for Values in Higher Education. (Spring 1995). Soundings: An Interdisciplinary
lournal, 2d (!)♦ University of Tennessee, Knoxville.
The Society for Values in Higher Education. (Summer 1995). Soundings: An
hlterdisdplmary Toumal 28 (?). University of Tennessee, Knoxville.
The Society for Values in Higher Education. (Fall/Winter 1996). Soundings: An
InterdisapUnary Journal, 79 (3-4). University of Tennessee, Knoxville. (2 copies).
Other

"Model Standards in Mathematics for Beginning Teacher Licensing & Development: A
Resource for State Dialogue", Developed by Interstate New Teacher Assessment and
Support Consortium Mathematics Sub-Committee.
National Education Goals Panel. (1994-95) The national eH„..tion

report-

summary. Washington, D.C.: National Education Goals Panel.

National Education Goals Panel. (1995) The national ednr.ti.n

Washington,

D.C.: National Education Goals Panel.
Newcamp,Jan (1995). Having a Healthy Rahy (2 copies).
Frimay Instructpr. (November/December 1996)
Quality Counts: A supplement to Rdnratipn Week- ffan. 22, 1997). vol. 16. Editorial Projects

in Education.
Sheingold & Hadley (1990). Center for Technology in EHuratin.. AccomnlishpH
Integrating Computers into Classroom

(6 copies),

leaching Fre K-B. (September 1996-Present). Vol. 27, No. 1

TECSCU Newsletter, published by the Teacher Education Council of State CoUeges and
Universities. Winter 1994-95.

American Association of Colleges for Teacher Education Qune 1996). Partners in Learning:

K-12, College of Education. & Community Collaborations.
Association of Teacher Educators (1995). Piloting Professional Year Partnerships
Ball State University. (Autumn 1995-Present). The Teacher Educator. 3ir2V32MV
Blake, Elliot, MacMichael, & Snyder (1995). Portfolio Assessment: Staying on the Cutting

m.Er Toumal (Technological Horizons in Education. (June 1997). Vol.24, No. 11.
Iwelve Goto of QpaUtv Education in Pennsylvania (1974). Vol. 14, No. 6.
U.S. Department of Education. (1994). The ERIC

3(2).

U.S. Department of Education. (1994). Eocus on NAFP. Office of Educational Research and
Improvement.

Edge.
Center for Excellence in Teaching. (1996). Tips for Teachers. Edinboro University of
Pennsylvania.
DeBruyn, R.L. (1988-89). The Master Teacher. 20(3-36).
DeBruyn, R. L. (1994-present). The Master Teacher, vol. 26-29 and supplements.
Ducharme, E. & Kluender Ducharme, M. (Eds.). (1994). Tournal of teacher eduratirm 45(5).

,

Videotapes

Lnild Development
*
Arts in Education Seminar. Nancy Pistone. Key Players & Assessment of CoUaborative
Projects. July 28, 1994. 35 min.
Arts in Education Seminar. Beth Cornell. The Pennsylvania State Plan for Arts in
Education. July 28,1994. Approx. 1 hour.

Education Week- (Sept. 1996-present). Editorial Projects in Education.

43
44

hi
.

Discipline Techniques You Can Master in a Minute: Critical Mistakes That Cause Or

Phym.B.Su»n, C».ta8C»ricu.umM.W.U»ia-

Arts in Education Seminar.

y

Educators. July 28,

Conducting a Functional Assessment and

Challenging Behavior.

no/24/95) 3 hours. ‘Overheads availabe

Developing Hypothesis Statements Part 1. (10^ /95) ^

Challenging Behavior:

ni

Developing Hypothesis Statements, Part
“

•Materials included.

ri“::rr.:
ri.—

^

yK.P..T.a.w„y,:»p.pbsv...—

P^.e.ByO„—. CU.O,..
«*o«,

Panel Discussion on Play. Dr. trm
University of Pennsylvania.

Oassroom Management

,„h Teanne Faieta. 15 minutes.
Active Learning, produced by Tim T
pincham The Master Teacher.
Corf«ndng ».». smdenB a«i parenls. Sha.o. F.nd«m.
nev Attitudes And Strategies For

Manhattan, Kansas. •Presenter s guide.

Diseipline Techniques You Can MasKr u, a Mniute. Key Atn
Maxunialng Your

Approaches and Actions To Get The

Discipline Techniques You Can Master in
B«sl«««es You
^
Discipline Techniques You Can Master m

Handling Chronic Or Habitual

Problems, Tape 3,1994.

45

Edinboro Uruversity of Pennsylvania. ^Summary of inclusion strategies.

Diversity
Multicultural Education Valuing Diversity in the Classroom Videoconference: Friday,

Dr. Kenneth Felker

oo^marv Omniewski (1994). 42 min.

Curriculum, Instruction, and Collaboration of the Center for Excellence in Teachings
The Violent & Aggressive Student: December 7, 1995 Videoconference.

g, hours, ^erheads avaUable

collaborating for Children, James Comer.

Perpetuate Misbehavior, Tape 4, 1994.
Master Teacher Roundtable. (1996). Sharing successful inclusion strategies. Institute for

m
mn

November 3,1995 (2 hours)*^.
Teaching About Racism: Tools and Strategies Teleconference. Friday, November 4,1994. (3
copies).
The Educational System in Pakistan-speaker Dr. Rashid Shah, December 1,1993.
Literacy
EVN Windows Literacy 45 Minutes 185V, Education Video Network, Inc. Huntsville,
Texas.
Read to Me. (1995). International Association. (13 mins.).
Teaching Tips
Improving Student Achievement in Science: Classroom Scenes if Research-Based Teaching

I

Practices. (1996). Educational Research Service. (51 min.). ^Handbooks included.
I

SuperStar Teachers High School Series. Tim McGee of Worland High School. *‘“(2 tapes and

R

I
f

I
I
I
I
I

a booklet). Lectures 1-4 = 45 min. each (tape 1); lectures 5-7 = 45 min. each, lecture 8 — 30
min. (tape 2).
Using Your Voice to Improve Your Teaching. Purdue University. Continuing
Education/Purdue University Research Foundation, West Lafayette, IN. *Manual
included.
University Teaching and Learning
A National Forum: Attracting and Preparing for the 21st Century. (1997). *Progam packet
included.
Enhancing & Evaluating College Teaching. March 22, 1996 ©Virginia Tidewater
Consortium for Higher Education. 2 hours.

46

Enhancing & Evaluating College Teaching & Learning March 31, 1995 ©Virginia Tidewater
Cor^ortium for Higher Education. 2 hours. ^Program packet included.

Implementing Pennsylvania's Educational Reforms Through School District Strategic
Planning.

Maureen McClure. Presentation. April 1, 1995. 1 hr. 12 min.

The Master Teacher Roundtable. May 1994. Edinboro University of Pennsylvania.

Talking about teaching: Increasing student involvement in the classroom. (1997) 90.

Teaching About Global Issues: Tools and Strategies. March 3,1995. ’Informational

minutes.
Talking about teaching: Enhancing student involvement in the classroom. (1997) 90

Materials Included.
Teaching With Technology. Gateway Network.

minutes.
Teaching Teachers: Episode #41 Stock 7790-3. NEA Professional Library. 22 min.

The Teacher's Lounge. Dr. Robert Connors and Mrs. Ruthanne Atkinson speak about the

The Shadow of Hate. (1995). *"Program packet included.

Understanding people. ENN. Dr. A1 Stone, host. 15 minutes each. 4 programs: Feb. 23,

Center for Excellence in Teaching.

The Summer Academy Story, Office of Academic and Student Affairs, SSHE Dixon

1996, Jan. 1,1997a, & Jan. 1,1997b - topic "Center for Excellence in Teaching"; Feb. 21,1997-

University Center, (1995).
What Kind of Teacher are You? A videotape guide for college faculty in the preparation of

topic "Evening of Science".

teaching portfolios. Iowa State University Media Resources Center.

* Materials Included

14 min.

^Presentation guide.

Educational Materials
Demographics

Values
Character Education: Restoring, respect, and responsibility in our schools. Dr. Thomas
Lickona, Ph. D. (1996). 44 minutes.
Professional Choices: Ethics at Work. National Association of Social Workers.

Summary Report of the 1996 PDK/Gallup Public Opinion PoU. A videotape of the results of
the Gallup Public Opinion Poll on public schools. OMNI Productions. 15 minutes.
^Materials included:
•Elam, Stanley. (1995). Hqw America views its schools Bloomington, Indiana:

Video Presentations and Conferences

Stanley Elam.

America 2000- What it is...Six National Goals.
Arts Infusion in the Elementary Education Classroom. (1995-96). Presentation by Rosemary

•Center on National Education Policy. (1996). Do we still need nnhlir crhnnU?
Washington, DC: Center on National Education Policy.

Omniewski, Ruthanne Atkinson, and Donna Douglas. 10 minutes. ’^Final Project Report

•Center on National Education Policy. (1996). The good - and the nr,t-.;n-.rnnH -

available

new? about Americap schools. Washington, DC: Center on National EducaUon

Brian Schrag Symposium, 1994.
Changing Demands of a College Education, Maureen McClure, May 1,1995. (2 copies).

Policy.

Critical Thinking in the Arts- National Endowment for the Arts.

“^Transparencies
Diversity

Directions by Kathleen McGrory and Constance Ramirez.

Multi-Cultural Awareness Project. Laser Disk

Educational Forum- "Inclusion: What Does it Mean? What Do Students Need to Know?"

Values

Edinboro University of Pennsylvania. December 1, 1994. 86 minutes.

Gray Matters: The Ethics Game. Martin Marietta.

Educational Reform in Pennsylvania. Lecturer: Dr. Gerald Longo, October 4,1993.
Evening of Science Activities: April 3,1995. Channel 24 News.

47

48

Catalogs
Literacy
International Reading Association. (1995). Catalog of publications. * pamphlet.
University Teaching and Learning
ASHE ERIC: Higher Education Reports. Spring/Summer 1995.
as of June 30,1997