Opened Practices Users with the Title: Professor

Montgomery Library
Campbellsville University
1 University Drive

I am a faculty member at a private institution with an enrollment of 2400.
I am the university archivist and music librarian, as well as, adjunct professor in the School of Music.
I am also teach LIS 150 Information Mastery

BCM - Bachelor of Church Music, Campbellsville University
MCM - Master of Church Music, Campbellsville University
MLIS - Master of Library and Information Science, University of Kentucky

Dr. Jo Beld's teaching and research specializations include American politics, public policy, ethics, and social science research methods.

Professor Beld has been a faculty member at St. Olaf College since 1984. Her principal research expertise is in U.S. public policies affecting family well-being, with a specialization in federal and state child support policy. Her child support research has been disseminated to academic, practitioner, and policy-making audiences at both the state and national levels, and has helped to shape recent changes in Minnesota’s child support statutes. Professor Beld has also provided leadership for a number of initiatives at St. Olaf; she was appointed Director of General Education in the late 1990s and led a federally-funded faculty development program in oral communication across the curriculum. Currently, she is on released time from teaching to serve as the director of the Office of Academic Research and Planning at St. Olaf; she is also chair of the college’s Institutional Review Board for the protection of human subjects. Professor Beld is married to Tim Delmont and lives in south Minneapolis. They have four children and one grandchild.

Dr. Linda.Adler-Kassner is interested in how different groups and individuals define Wikipedia: Literacy

">literacy, and how those definitions shape their interactions in various contexts (like school and home).

I joined the English Department at EMU in the fall of 2000 as the Director of First-Year Writing. Much of my job here involves working with our first-year writing courses and the graduate instructors teaching those courses. I also teach first-year writing (ENGL 121), upper-level writing courses like Writing, Style, and Language (ENGL 328), and graduate courses in composition and Wikipedia: Literacy

">literacy theory and pedagogy. EMU is a comprehensive university of about 24,000 students, and about 90% of them take at least one of our two first-year courses (ENGL 120 and ENGL 121). Our program is exciting, dynamic, and challenging. We build our own curriculum, and are always engaged in study of that curriculum and data-driven revision of it. In 2005, our work was recognized by the Conference on College Composition and Communication (CCCC) with a CCCC Certificate of Excellence.

My current research focuses on students, writing, and literacy practices. More specifically, of late I've focused on strategies for writing program administrators (WPAs) and instructors to advocate for students, conceptualizations of writing and literacy, and the work of writing programs through alliance building and smart Learner-Centered Assessment on College Campuses -- Shifting the Focus from Teaching to Learning. Boston, Allyn and Bacon.)

Courses and learning activities can be assessed via diverse mechanisms, such as pre- and post-tests, written assignments with rubrics, exams, surveys, and capstone or other comprehensive experiences documented with portfolios. Graded assessment of a student's performance regarding learning objectives is sometimes referred to as Evaluation or Summative Evaluation.

Links

• Wikipedia: Assessment

">assessment. This is the subject of my new book, _The Activist WPA: Changing Stories about Writing and Writers_ (Utah State UP), as well as many of my recent articles and presentations. I am also the coordinator of the Council of Writing Program Administrators (WPA) Network for Media Action (or WPA-NMA), a project devoted to developing resources for WPAs to affect public discussions of and public policy around writing instruction. I am also the current Vice President of the WPA and will become president in 2009.

My interest in assessment also stems from my work around writing instruction and advocacy. We're in the midst of a long assessment process in our program, as above; I also work with the Higher Learning Commission (our regional accreditor) as a facilitator for workshops like the Academy for Assessment of Student Learning, which helps institutions develop smart assessment projects.

Geology Department
10th Street
Indiana University

Jeremy Dunning is a professor of geophysics at Indiana University. Dunning was one of the early adopters of technology in education in the late 1980’s. He was coauthor of the first interactive textbook, the award winning In TerraActive. He has won a number of awards for his work in this arena including the 2006 Ernest Boyer Award. This award “honors the world's highly creative men and women who have contributed significantly to teaching, learning and technology in higher education. Nominees for the award are chosen in institution-wide searches and have contributed in highly creative ways to teaching, learning and technology.”  Dunning has previously won the 2006 innovative Excellence in Teaching, Learning, and Technology from Teach-Learn.org,  the Alfred Sloan Foundation Sloan-C Best Practices Award (2003), the ACHE Novel Use of Technology Award (2004), the ICI Gold Medal (2003), three Envisage New Media finalist awards for his CDROM In-Terra Active (1995), the distinguished course award from the University Continuing Education Association (1997). He has won three best paper awards at international conferences on teaching and learning, was the 1996 Distinguished Fellow at the Agency for Instructional Technology, and was the 1986 Hearst Distinguished Lecturer at the University of California at Berkeley. Dunning is also the developer of the award winning TALON repurposeable learning object templates, which are used by four of the five largest publishers in the world, 83 universities and several ministries of education around the world. He is also the founder and president of Arjuna Multimedia and has active teaching and research programs at Indiana University, where he won this year’s Board of Trustees Teaching Excellence Award. Dunning is the author of over 120 articles, eight CDROM textbooks, and five books.

1520 Patricia Avenue

Professor of English who has also become a Professor of Art & Design because of work in Limited Fork Theory, a philosophy of making, thinking, teaching, learning that is the study of interacting language systems (any/all visual, sonic, olfactory, tactile systems/subsystems on any/all scales). Limited Forks are tools of dynamic reconfiguration, rermapping, reengaing, reworking, and transformation that emphasize how and where connections form for some period of time in some location, including imagination.

Professor of English who has also become a Professor of Art & Design because of work in Limited Fork Theory, a philosophy of making, thinking, teaching, learning that is the study of interacting language systems (any/all visual, sonic, olfactory, tactile systems/subsystems on any/all scales). Limited Forks are tools of dynamic reconfiguration, rermapping, reengaing, reworking, and transformation that emphasize how and where connections form for some period of time in some location, including imagination.

Applied Limited Fork Theory outcomes are poams, products of acts of making (of which a poem is a form). Because Limited Fork assumes flux, assumes that a poem, as well as most other poams, are events, and that most events are joined and exited in progress. Limited Fork also assumes that poams tend to be outcomes of collaborating events. Notions of authorship and ownership are necessarily reconfigured when forked.

As form is also an event, the form of a poam is part of what emerges in a system of events that generate poam(s).

Limited Fork Theory studies growth, and grows through these investigative events.

An obvious limitation of a limited fork is the space between tines, or opportunities to not grasp everything. At best, Limited Fork Theory acknowledges that work is being done with partialities of partialities, and that this work tends to take place on surfaces, no matter where these surfaces are located; for instance, no mater how deeply inside something a surface is embedded. Each layer of something is a surface where events might occur.

In Limited Fork, time is a dynamic object and may be investigated in any ways that dynamic objects may be investigated.

Since Limited Fork Theory emerged in October 2004 at the Quality 16 Cinema in Ann Arbor, MI, I have been reconfigured myself, transformed into a Proforker whose English classes must now embrace any subject area, whose classes are more theme based than discipline restrictive.

Willard Hall Education Building
University of Delaware

Fred T. Hofstetter is Professor of Education at the University of Delaware. A specialist in multimedia, he developed the PODIUM multimedia application generator, the GUIDO Ear-Training Lessons, and the Serf Web-based teaching and learning environment. Dr. Hofstetter currently authors four IT textbooks for McGraw-Hill, including Internet Wikipedia: Literacy

">Literacy, Multimedia Literacy, Advanced Web Design, and Internet Technologies at Work. Dr. Hofstetter has received many grants and awards and does consulting work for computer firms. He has published widely and has given lectures and workshops on multimedia and Internetworking in many locations in Europe, Africa, Australia, Canada, the United States, and the Pacific Rim. Professor Hofstetter is the winner of a gold CINDY award for his work in multimedia. His Internet Literacy course won the NUCEA credit program of excellence award. He also received the Best Faculty award in the School of Education, in which he coordinates the ed tech master’s and doctoral programs.

coming soon...

coming soon...

Dr. Joyce Eastlund Gromko holds degrees from Luther College, San Diego State University and Indiana University; past teaching includes music at the elementary and secondary level in Iowa, California, Hawaii and the District of Columbia; research concerns the development of children’s symbol use in music and aural perception; member of the editorial board for the Journal of Research in Music Education; articles appear in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Psychology of Music, Musicae Scientiae, Music Educators Journal, General Music Today, Research Studies in Music Education, Contributions to Music Education and Educational Theory.

I teach in the Behavioural Science Technology program at George Brown College in Toronto ON. This is a 3 year Advanced Diploma Program, which also has a post-graduate stream.
I am interested in new ways to enhance the learning experience for students and to provide cohesion and connectivity to their years in the program. I am also interested in bringing technology into the program wherever feasible.

Judith Stanley is a professor of English at Alverno College, renown for its portfolio practices.

Judith V. Kirkpatrick is a professor of English for Kapiolani Community College. She conducts research and provides support for an interdisciplinary group of faculty using ePortfolios and distributed instruction. Kirkpatrick received the 2003 David Pierce Honorable Mention technology innovator award from the American Association of Community Colleges and has twice chaired the national Computers and Writing Conference. Since 1999, Kirkpatrick has also provided vision, development, and technology support for a sustainable computer environment in a low-income housing project that college students run.

I teach in the Visual Art & Design Dept. Courses I am currently teaching are Web Design, Ruman Relations for Visual Artists, Exploring Art (Online Course.