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Selected Important Grant Deadlines-Office of Research and Supported Programs
Several grant applications are due early in the semester. Please consult the ORSP website http://www.uwec.edu/orsp/index.htm for application information and details. These grants provide outstanding opportunities to seek support for research and professional development.
Program and Deadline Dates
Diversity Mentoring Project—September 15
Faculty/Student Research
Collaboration—September 15
Faculty Sabbatical Leave Program—October 1
UW System Conference Development
Grants—November 1
(Contact Linda Carpenter at NET for more information on this UW System grant.)
News from the COEHS Technology Lab in Campus School 6 from Carol Koroghlanian
Interested in exploring the possibilities of technology? Considering a technology-enhanced instructional strategy? Implementing a student-produced technology project in your curriculum? Explore what is available to you and your students at the COEHS Technology Lab located in Campus School 6!
The COEHS Technology Lab is undergoing major renovations for the fall semester that include new furniture, updated electrical connections, air conditioning and improved network connectivity. The lab is being reconfigured for group work with an emphasis on multimedia production (including video editing and podcasting) and specialty projects. The remodeled lab will have six group work stations (Mac), each accommodating up to six students, and seven individual work stations (Windows). Scanners, musical keyboards, microphones, VHS players, video monitors and other electronic devices can quickly and easily be connected to the group work stations when needed for projects. A wide selection of copyright free music and high resolution images are available for use in projects.
Faculty and staff are welcome to explore the possibilities with us. The lab can be reserved for classes and some equipment is available for checkout. We anticipate the lab opening the week of September 18. Hours will be Monday through Thursday 10:00-6:00 and Friday 11:00-3:00. Other days and times are available by appointment by phoning the Lab, 836-4005.
A Note from Mary Beth Kelley-Lowe, Grant Development Specialist
It has been a pleasure to meet and work with faculty and staff in the COEHS. This summer I was able to work with ECASD teachers and UW-Eau Claire faculty on several funding requests.
In June a team of teachers and community leaders responded to the Wisconsin Department of Public Instruction RFP- Creating a Lasting Service-Learning Culture. As fiscal agent, ECASD was awarded a $20,000 planning grant to develop a sequential, district-wide, service-learning program. The program will directly involve an advisory council (made up ECASD youth, teachers, administrators, board members with community service organization leaders, and the UW-Eau Claire Service Learning Office) in the design and pilot testing of new service-learning curricula. The implementation will target 5th, 7th and 11th grade classrooms through the social studies/civics standards. Funds will support salary for a part-time coordinator, assessment, service-learning training, travel, and planning time for pilot testing at 4 schools.
The Palmer Foundation of Kenosha, WI accepted a pre-proposal for $15,000 for a Summer Reading Partners Program to be delivered at the Eau Claire Farmers Market. The full proposal, submitted September 1, will be considered at the foundation’s fall meeting. If awarded, funds will be used for: supplemental salary for the Reading Partner Program Director, summer employment for student Reading Partners, a Hmong interpreter, books, supplies, and the development of a reading pavilion and Hmong story quilt and reading kit.
In response to a pre-proposal, the COEHS has been invited to apply to The National Geographic Foundation for a Geographic Literacy Model Program grant. The COEHS and the UWEC Geography department in partnership with ECASD are working on a $125,000 proposal to design and test curricula and a new teaching and learning tool that supports map literate, GPS proficient, GIS ready k-16 learners. If funded, program work will begin in January, 2007.
Please feel free to contact me with your collaborations and project ideas by e-mail at kelleymb@uwec.edu, in-person at HSS 169, by phone at 836-3575.
Student Wins National Award
Andrea Boh, first-year graduate student in Communications Sciences and Disorder, recently received a Students Preparing for Academic and Research Careers (SPARC) award from the American Speech-Language-Hearing Association. The goal of SPARC is to foster students’ interest in the pursuit of Ph.D. education and careers in academia in order to fill faculty/researcher vacancies in communication sciences and disorders over the next decade. Linda Carpenter is Andrea’s faculty mentor.
Faculty Participate in Scholarship of Teaching and Learning Symposium
A number of COEHS faculty participated in the Third Annual Teaching and Learning Symposium on August 28, 2006. Abstracts of the poster presentations include:
Student Reflections on Racism and White Privilege
La Vonne Cornell-Swanson, Social Work, Diversity Fellow 2005-06
Student reflective journal entries were analyzed to locate themes related to racism and white privilege. Three theoretical models of cognitive structural development were applied (Baxter-Magolda, 1992;Blenky, Clinchy, Goldberger & Tarule, 1986; Perry, 1968) to assess where students’ thoughts were represented along the continuum between dualistic and relativistic thinking. Six themes emerged from the data with two main threads, students’ identification of racism as a generational byproduct with a legacy of guilt and shame and resistance. Both themes reveal a shifting paradigm that remains quietly present in the classroom when discussing sensitive topics such as racism and white privilege.
The Impact of Discourse on Deep Learning in the Online Course Environment
Timothy Lippold, Communication Sciences and Disorders, Learner-Centered Teaching Community 2005-06
The achievement of effective transfer of knowledge or achieving deep levels of learning involves dynamic discussion in the online class environment. Students in an online class in “Basic Audiology” were asked to write four case study summaries based on audiologic case information given to the students at four periods during the course term. The effect of two class discussions regarding the proper summary of cases before the 2nd and 4th case summaries was studied. The impact of student engagement in class discussions determined by course discussion viewings and student postings in the development of class summary proficiency was also examined.
Does Giving Students Voice in the Classroom Impact Their Learning, and do They Value Being Given that Voice?
Deb Pattee, Curriculum and Instruction, NET Teaching Scholar 2005-06
I have increasingly given students voice in the hopes of empowering them and democratizing the classroom. Course evaluations, however, did not indicate that students valued these actions sufficiently to encourage me to continue these practices. This raised for me two questions: 1) do students indeed value the fact that I give them voice in the classroom, and 2) does giving students voice impact student learning? I chose five strategies that I felt empowered students and which allowed me to share my power with them. They were syllabus negotiation, the negotiation of due dates, morning meetings, critical incident questionnaires, and after class meetings.
The Effects of After Class Groups on Student Attitudes
Sherry Macaul, Curriculum and Instruction
Deborah Pattee, Curriculum and Instruction
Rick Ryberg, Social Work
With Janice Berry, Family Health Nursing; Harry Jol, Geography and Anthropology; and Donna Raleigh, Network for Excellence in Teaching/Education and Media Technology.
Six faculty participating in a NET booktalk based on Ira Shor’s book, When Students Have Power: Negotiating Authority in a Critical Pedagogy, established “After Class Groups” modeled on Shor’s own After Class Group. After Class Groups are designed to obtain student input on such things as syllabus design, course readings, assignment design and evaluation, and the course schedule. This poster/presentation focused on the function of After Class Groups, how they work, and the results of the After Class Groups as determined by pre and post surveys given to the participating students. The faculty also shared their recommendations for conducting successful After Class Groups.
International/Intercultural News
A Fulbright Representative will be on campus October 18, 2:00-4:00 p.m. in the Potawatomi Room, Davies Center to discuss how to apply for Fulbright grants.
Mark Clark, Foundations of Education, presented a paper, “Cross-cultural Incubator: U.S.-Japan Teacher Education and Related Projects,” a faculty/student collaborative research project he is working on with Nicole Jaeger, an undergraduate in Special Education, at the annual meeting of the Japan-United States Teacher Education Consortia (JUSTEC) in Tokyo, Japan in July. While in Japan he visited sister institutions including Fukushima University and Hyogo University where he met with university faculty, students, and administrators, as well as PK-12 school personnel.
Barbara Erdman, Foundations of Education, represented UW-Eau Claire at the University of Wisconsin System School Library Consortium (UWSSLEC) week long meeting in Edinburgh, Scotland in March, 2006. The UWSSLEC is a statewide consortium of institutions offering the 902 instructional library media license online at the graduate level. The group met with Scottish library media educators and toured school libraries and media centers in Edinburgh and around Scotland.
Roger Tlusty, Foundations of Education, joined with 13 other educators from around the country on a week long tour focused on education in Cuba. The tour, sponsored by Global Exchange, included visits to the Literacy Museum, a special education school, a school for the arts in Havana and an elementary school in Santa Clara. The group also met with faculty at the University of Havana and the University of Santa Clara. The Cuban government has put great emphasis on education and Cuba has one of the highest literacy rates in the world.
Enjoy the bold beginning of the semester! |
