* from the archive *


Teacher-Scholar Summer Institute 2003
June 15-18, 2003

Application deadline: Saturday, April 12, 2003
Session A
One-Day Workshops (June 16)
Monday, 9 a.m. - 4 p.m.

Workshop 1:
Classroom Management: Creating a Climate for Dealing With "Difficult" Issues and "Difficult" Situations

Workshop 2:
Information Competence, Technology, and Teaching: Two Half-Day Sessions

Workshop 3:
Enhancing Student Interest, Learning, and Motivation Through the Use of Visual Images

Workshop 4:
Helping Students Develop Critical Thinking: Defining, Teaching, and Assessing What Is Hard to "See"

 Session B
Two-Day Workshops (June 17 - 18)
Tuesday, 9 a.m. - 4 p.m.
Wednesday, 8:30 a.m. - 3 p.m.

Workshop 5:
Teaching Effectiveness 101

Workshop 6:
Problem-Based Learning

Workshop 7:
Teaching Well Using Technology: Wise and Time-Efficient Use of Instructional Technology

Workshop 8:
Educating Science and Math Educators: Collaboration Between Subject Matter and Teacher Preparation Faculty
One-Day Workshops (June 16)

Workshop 1
Classroom Management: Creating a Climate for Dealing With "Difficult" Issues and "Difficult" Situations

University classes often discuss and explore important issues that involve problem solving, controversy, and disagreement. Students who are impacted by these issues can sometimes behave in ways that inhibit productive discussion. In this workshop, we will examine case studies, discuss alternative solutions, and role-play classroom management strategies that establish and maintain productive, civil relationships among all involved. The same philosophy and skills apply to conflicts within other relationships in the workplace, and these may be explored in the workshop discussion. Participants will learn how to

  • Create and maintain an atmosphere of collaborative learning in the classroom
  • Recognize the kinds of difficult behaviors that "push our own buttons"
  • Foster meaningful discussion of "hot" or "difficult" topics
  • Recognize conflict styles and types of power and use this knowledge to manage productive class discussion
  • Resolve conflict directly without avoidance or a dictatorial stance
  • Set civility expectations on the syllabus and during early class sessions
  • Help students learn to express disagreements and opinions without attacking individuals who have alternative perspectives
  • Help students learn to listen to each other
  • Balance the need to stay "on task" with the desire to explore relevant ideas that emerge during discussion.
Susan Rice is a Professor of Social Work at CSU Long Beach, where she has been since 1986. She created and teaches undergraduate and graduate courses in Non-Violent Conflict Resolution, and she regularly teaches community professionals and academic colleagues how to deal with "difficult situations." In 1999 she developed a conflict management manual that is used by social workers statewide. A Rotary Scholarship and a Fulbright-Hayes Summer Seminar Fellowship enabled her to study conflict resolution in South Africa, Egypt, and Israel. Most recently, she has been conducting community forum discussions in the area of violence related to the events and aftermath of September 11.

Workshop 2
Information Competence, Technology, and Teaching: Two Half-Day Sessions

This workshop is a combination of two half-day sessions focusing on teaching issues associated with technology.

Teaching with Technology (Hanley and Zweier)

The CSU has invested in the technical infrastructure to support technology-mediated learning, and a broad array of resources is available to CSU faculty. For example, the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) is a free, open resource designed primarily for faculty and students in higher education. With a continually growing collection of online learning materials, assignments, and reviews, MERLOT helps faculty enhance instruction by providing free access to online materials that can be integrated into faculty-designed courses. In this workshop, leaders will focus on how to integrate online learning materials from MERLOT, MERLOT-TWO, and other sources into courses to maximize student engagement and learning.

Gerry Hanley is the Senior Director for Academic Technology Support for the CSU Office of the Chancellor and Executive Director for the MERLOT project. He oversees the development and implementation of integrated electronic library and academic technology resources to support the instructional and research programs of all CSU faculty. Previously he held the positions of Professor of Psychology, Director of Faculty Development, and Director of Strategic Planning at the Cal State Long Beach campus. He received his B.A., M.A., and Ph.D. degrees in Psychology from the State University of New York at Stony Brook.

Lou Zweier is Director of the CSU Center for Distributed Learning (CDL) and a member of the MERLOT Administrative Team. As Director of CDL he facilitates multi-campus teams of faculty and staff in creating online learning environments for the California State University and supports the development of communities of practice in support of teaching and learning with technology. Previously, he co-founded and directed the New Media Center at Cal State Long Beach, where he led workshops for faculty on developing and integrating instructional technology applications. Mr. Zweier received his bachelor's degree in film and television production at UCLA and worked professionally creating award-winning news, documentary, and educational programs for 12 years before moving into higher education.

The Pedagogy of Information Competence (Lant and Rockman)

Most faculty agree that information competence skills are essential for CSU graduates, and most programs have included information competence skills among their program learning objectives. In this interactive session faculty will consider an array of information competence learning objectives, strategies that they might adapt for their courses to help students master them, and ways to evaluate student learning. The use of smart classrooms and digital communications resources permits faculty to model for their students not simply information competency, but the very structures of information and the methods of communication that shape their respective fields. Workshop leaders will simulate the use of smart classrooms in the workshop and discuss the effective use of technology to help students develop information competence skills.

Kathleen Margaret Lant ("Peggy") is an English Professor at Cal State Hayward, where she also serves as Director of Teaching and Technology. She instructs faculty in the use of educational technology, and she teaches in both the English and the Instructional Technology programs. She directed the development of the online Master's program in Online Teaching and Learning, the online Certificate in Technical and Professional Communication, and several other online courses and programs. Her publications include work on Louisa May Alcott, Sylvia Plath, Tennessee Williams, Stephen King, Harriet Beecher Stowe, Charlotte Perkins Gilman, Kate Chopin, and instructional technology. Her edited collection on Stephen King -- Imagining the Worst: The Representation of Women in the Works of Stephen King -- was published in 1998. She currently is working on a book on traditional values and new technologies in teaching at the college level.

Ilene Rockman is the Manager of the Information Competence Initiative for the CSU Office of the Chancellor. She works closely with CSU campuses to support and promote the integration of information competence principles into the curriculum at both the undergraduate and graduate levels. She was previously a senior library administrator at the Hayward and San Luis Obispo campuses, she has developed and offered information competence workshops for faculty, and she has taught undergraduate information literacy credit classes. She is active in both state and national library associations, and she was a member of the California Academic and Research Libraries Task Force that recommended information literacy standards to the Western Association of Schools and Colleges (WASC) for the revised Handbook of Accreditation (Standard 2, January 2001).

Workshop 3
Enhancing Student Interest, Learning, and Motivation Through the Use of Visual Images

A good picture is worth a thousand words, a great picture can speak volumes, and visually enhanced instruction can be worth gigabytes of information. In this interactive session participants will explore creative approaches to visual presentations in their classes to create interest, stimulate motivation, and promote learning. This workshop is designed for faculty from any discipline, and artistic skills are not required! Participants will learn about
  1. Using visuals in the classroom, with and without the use of a computer
  2. Enhancing visual displays in PowerPoint presentations
  3. Making effective use of visual displays in online course materials
  4. Visual tips and techniques that attract attention, motivate students, and increase learning
  5. Effectively engaging students in responding to visual displays to promote learning
  6. Research on the use of visuals in higher education
Expect to leave this session with an array of ideas for effectively integrating visuals into your classroom.

Barbara Grazul Hubbard is a faculty member at the University of South Florida St. Petersburg in the College of Visual and Performing Arts. She also is the Creative Director of The Right Brain Workshop, an organization specializing in institutional advancement, educational marketing, graphic design, and creative consulting. Barbara has conducted workshops and presentations that encourage faculty, administrators, and career professionals to engage in creative problem solving. Her emphasis is on outside-of-the-box thinking that reinforces multiple approaches to teaching and learning. She promotes the investigation of communication techniques that incorporate visual graphics for both traditional and electronic delivery. Barbara and her husband John reside in Dunedin, Florida where she is actively involved in the Tampa Bay Arts Community. She has served as president of the Professional Association of Visual Artists and is a board member of the Dunedin Fine Art Center and the Pinellas County Arts Council.

Joe Grimes is Special Assistant to the Provost for Faculty Development and Relations with Industry and Professor of Computer Science at Cal Poly San Luis Obispo. Joe is the founding Director of their Center for Teaching and Learning, and he has served as their Director of Computer Engineering and Director of Computer Services. Prior to joining the Cal Poly faculty, he taught at Iowa State University and worked as a civil engineer, high school teacher, and coach. He uses visuals in his computer science course presentations and is part of a team that presents the teaching/learning enhancement courses/workshops on his campus. Recent publications and presentations include "Computer Architecture," "Minicomputers," and "Crossing Boundaries: Working/Learning Together."

Workshop 4
Helping Students Develop Critical Thinking: Defining, Teaching, and Assessing What is Hard to "See"

Critical thinking, which involves a set of strategies as well as a propensity to apply them, is a national priority for American colleges and universities. Faculty want students to perform complex mental operations that will allow them to be successful in coursework, future careers, and their personal lives; but where do we begin? How can we identify strategies to build critical thinking when we often cannot agree on a definition or the underlying sub-skills? Participants in this interactive session will collaborate to develop a working definition of critical thinking, identify learning objectives for their courses, explore ideas for effectively targeting these objectives in their courses, and develop an assessment plan to "see" the impact of their efforts on student mastery of this ambiguous value-added component of higher education. Robust discussion is guaranteed!

Peggy Weissinger is the Program Manager of Instructional Design and Development for the Indiana University - Purdue University Indianapolis (IUPUI) Office for Professional Development. She oversees a staff that presents workshops on course design issues, facilitates faculty learning communities, and coordinates the development of online courses. She has been teaching at IUPUI since 1992 and has received a trustees award for excellence in teaching. In addition to her work at the Office for Professional Development, she teaches a course for preservice teachers on the integration of technology into the classroom. Peg is a frequent presenter/facilitator at state, national, and international conferences focusing on teaching and learning.
Two-Day Workshops (June 17 - 18)

Workshop 5
Teaching Effectiveness 101

Don Maas has offered college teaching seminars for over fifteen years, and this is your opportunity to join the many CSU colleagues who have benefited from his sessions. Participants will learn to articulate course learning objectives and to design learning environments that actively engage students in the mastery of those objectives. This workshop will highlight a variety of strategies to increase greater involvement by your students, including cooperative and collaborative learning. These techniques are applicable to both large and small classes in any discipline. Some of the strategies take only a minute of class time; others can be used to frame a learning environment for the whole term. Don role-models what he teaches, so expect to work collaboratively to adapt what you're learning to your own courses.

Don Maas, Professor in the University Center for Teacher Education at Cal Poly San Luis Obispo, has received numerous awards for his teaching and faculty development efforts, including Cal Poly's Distinguished Teaching Award; the Innovative Excellence in Teaching, Learning, and Technology Award; and the Phi Delta Kappa Outstanding Educator Award. In addition to teaching at Cal Poly San Luis Obispo for the past twenty-seven years, Dr. Maas has taught faculty development seminars and workshops at numerous universities, including UCLA, the State University of New York at Buffalo, and the University of Guam, and he has conducted a series of teacher effectiveness workshops throughout the world for Phi Delta Kappa. His warmth, genuine concern for students and colleagues, expertise in engaging learners, and wide range of experiences uniquely equip him to make this outstanding contribution to our TSSI program.

Workshop 6
Problem-Based Learning

As faculty, many of us teach as we were taught, using lectures in which we present concepts and principles first and only later illustrate them with idealized examples far removed from students' personal experience. In this model, the instructor is the center of classroom activity and the transmitter of knowledge, and students benefit from our explanations and analysis of core knowledge. Unfortunately, no matter how clear our messages, students often take away their own meanings. Problem-based learning (PBL) is a pedagogical structure that reverses that expository sequence and moves the student to the center of the stage. Learning takes place in the context of a messy, ill-structured, real-world problem in which students, working in small, collaborative groups, identify what they already know and what they need to know. With the instructor as a facilitator, they prioritize their learning issues, allocate responsibilities, conduct independent research, and report to their team with their new knowledge. With goals established by the instructor, they continue this learning cycle, developing in the process both group and individual products that can be used by instructors for both formative and summative assessments. Components of this workshop will include
  • What is Problem-Based Learning, and why should I be interested?
  • Experience it yourself: Address a cross-disciplinary problem
  • What are the challenges, and how do I address them?
  • Getting started: Identifying problems and learning objectives
  • Course management issues
Richard Donham is Associate Policy Scientist with the Mathematics & Science Education Resource Center and Associate Professor with the Department of Biological Sciences at the University of Delaware, where he has been since 1982. Dr. Donham uses Problem-Based Learning (PBL) to teach general and honors introductory biology at the university level, and he also teaches middle school and high school teachers, some of whom use PBL in their classrooms. He has led workshops on PBL for multidisciplinary audiences at international and national conferences and has authored several papers on the effective use of PBL.

Workshop 7
Teaching Well Using Technology: Wise and Time-Efficient Use of Instructional Technology

Faculty too often have spent time learning how to use technology tools without having a clear plan for how the tools will be used. This often results in time being wasted because the tool is never implemented or doesn't work well. This workshop will help you decide which technologies to learn by helping you reexamine what you're doing in the classroom. Learn how you can enhance student learning and motivation, make good use of in-class and out-of-class time, plan meaningful assignments and tests, and effectively interact with students. It will help you choose technologies to facilitate good learning and good use of time--yours and your students'. Learn to make technology the servant of learning.

Kevin Barry, Assistant Director, Kaneb Center for Teaching and Learning, University of Notre Dame, Notre Dame, Indiana, has a B.S. in Marine Biology and an M.S. and Ed.S. in Science Education. At the Kaneb Center he helps faculty members and teaching assistants choose and implement technology to enhance teaching and learning. He also is involved in the development of technology-based curriculum resources and the design of teaching and learning spaces. In addition to these duties, Kevin is a concurrent lecturer in the Computer Applications and Alliance for Catholic Education (M.Ed.) programs.

Workshop 8
Educating Science and Math Educators: Collaboration between Subject Matter and Teacher Preparation Faculty

This two-day workshop will bring together CSU math, science, and education faculty to discuss their common concerns for developing students who plan careers in K-12 education. These students will be fostering the development of California's children, as well as our future students and America's next generation of mathematicians and scientists. Workshop conversations will focus on how CSU faculty can help them meet this challenge. Participants will engage in a series of exercises that involve NASA resources, and the California State Standards (available in PDF). Workshop leaders will use NASA websites to demonstrate the effective use of online, interactive, authentic data; and how these websites can be integrated into K-12 as well as university curricula. Science faculty will learn about emerging teaching methods in K-12 education that stress active learning, inquiry, and authentic experiences; and education faculty will learn about the latest perspectives within the disciplines. The workshop will be co-facilitated by a CSU faculty member and a NASA staff member who are experts in inquiry-based curriculum development. Participants also will be invited to a June 19 visit to NASA facilities in Pasadena for further discussion of workshop issues and of opportunities for continuing collaboration.

Workshop participants will
  • Consider how they might better meet the needs of CSU students who are planning careers in K-12 education
  • Consider the impact of emerging pedagogies in K-12 math and science education on the conduct of CSU math, science, math education, and science education courses
  • Learn how to access and utilize new resources in earth and space science and other materials made available by NASA (e.g., see http://quilt.jpl.nasa.gov)
  • Consider the need for ongoing communication among CSU teacher education, math, and science faculty and between CSU faculty, NASA scientists and engineers, and the constituencies they serve
Bonnie J. Brunkhorst is Past Chair of the National Council of Scientific Society Presidents and Past President of the National Science Teachers Association, and she has served as a member of the National Research Council's National Committee on Science Education Standards and Assessment and the Standards Executive Editorial Committee for the National Academy of Sciences. Dr. Brunkhorst is a Professor at California State University, San Bernardino, with a joint appointment in the College of Natural Sciences and the College of Education; and she is Associate Director of the University Institute for Science Education. She also taught secondary science for 15 years and supervised the K-8 science program in the Lexington, Massachusetts Public Schools before receiving her Ph.D. She received her Bachelor's and Master's degrees in Geology from Boston University, and her Ph.D. from the University of Iowa in science education with a specialization in geology. Her areas of expertise, research, and publication are K-university Earth science teaching and public policy, K-12 science education, undergraduate science teaching (geology and science and technology), professional development of science teachers, standards development and implementation, public understanding of science, and science in public policy. Dr. Brunkhorst was awarded the 2002 National Science Teachers Association Distinguished Service Award and a National Academy of Sciences honorary appointment as National Associate, first class.

Art Hammon is a Precollege Education Specialist at the NASA Jet Propulsion Laboratory in Pasadena, and he consults with NASA missions concerning education and public outreach. He co-authored the NASA Science and Mathematical Standards Quilt, based on national educational standards. He is the former chair of the New Hampshire State Legislature Distance Learning Commission; and he served for eleven years as a consultant and national trainer for Operation Physics, a project sponsored by the National Science Foundation and the American Institute of Physics. He taught Physical Sciences and Math in grades 7 through 12 for 25 years, and he also served as an adjunct professor for the University System of New Hampshire where he received their 1999 Distinguished Faculty Award. A former President of the New Hampshire Science Teachers Association, he co-chaired five statewide conventions and received their Presidential Award for the Teaching of Math and Science. Mr. Hammon received BA and MS degrees in Physical Chemistry from the University of Connecticut and a Diplome de Langue in French from the Alliance Francaise de Paris.
Last Updated: March 10, 2003
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