Coffman Chair for University Distinguished Teaching Scholars
Sociology, Anthropology and Social Work
To develop new teaching methods that inspire and nurture new media literacy, Wesch led six faculty members in the creation and application of new media tools and activities in their teaching. All fellows in the program shared their progress, successes, and failures through an open blog (edparkour.com) and other new media methods (tweets, videos, wikis, etc.) in such a way as to invite other teaching scholars across the campus and around the world to help us achieve our goal of improving new media literacy.
Horticulture, Forestry, and Recreation Resources
To help new students with the transition to college-level learning, Eiselein is developing a First-Year Seminar program. With their small size and co-curricular activities, these seminars emphasize active learning and the critical thinking and communication skills needed to succeed in college. Outstanding faculty members from across the University teach these special freshman-only versions of regular academic classes.
To stem the ever increasing specialization of knowledge, Sorensen will develop interdisciplinary courses necessary for successful careers in science and engineering. He will also attempt to create courses that will bridge the great divide between the “two cultures”, science and the liberal arts.
The 2006-7 Coffman project focuses on the colletion of distance learning techniques used across campus and the compilation of online educational resources to make the transition to distance learning easier for faculty. The project will facilitate communication within the K-State distance learning community and advance undergraduate teaching and distance learning.
Many universities offer a program such as Preparing Future Faculty or a certificate in college teaching which enable graduate students to take several courses in college teaching and participate in other teaching experiences. Boland studied these programs and made a recommendation to implement a certificate program at K-State.
Sociology, Anthropology and Social Work
Dr. Prins developed an experimental field methods course in digital ethnography, explored how to apply theoretical and practical media knowledge to classroom teaching strategies, and how to assist students in developing critical skills of visual analysis essential in the age of globalization.
Dr. Barkley organizaed a university-wide retreat and recognition banquet held in January 2004 at Rock Springs Conference Center. About 130 K-State faculty members registered for the day's events. More than fifty faculty and staff presented and discussed strategies for innovative and successful teaching.
With the cooperation of many fellow faculty members, Dr. Fallin created a DVD, Engaging the Learner. Now available to new teaching faculty, the DVD presents helpful hints and example vignettes. She also initiated action-oriented gatherings of the University Distinguished Teaching Scholars.
Electrical and Computer Engineering
Believing that distance learning offers great potential to improve access to and enhance
the quality of academic instruction, Dr. Morcos organized ten university-wide lectures
on related topics and made the presentation slides available on a website.
Thien, Steve J. 2003. A Teaching-Learning Trinity: Foundation to My Teaching Philosophy. J. Nat. Resour. Life Sci. Educ., Vol. 32, pp 87-92. (journal’s site: http://www.JNRLSE.org article's site: http://www.jnrlse.org/view/2003/e02-27.pdf
This work represents a soil scientist’s reflection (40 years of teaching) on the connections between teaching and learning and portrays the foundation to my teaching philosophy on how an understanding of teaching and learning processes can increase teaching effectiveness and student learning. From working definitions of teaching and learning, I describe their interaction, not as a duality, but a trinity; three processes linked as one: learning to learn, learning to teach, and teaching to learn. I describe how lifelong learners can be developed through understanding and successfully applying the processes within each segment of the teaching-learning trinity. I offer these comments in hopes they will inspire readers to develop their own journey toward mastering the teaching and learning processes in ways that improve teaching and learning outcomes.
Dr. Schurle organized three university-wide forums and workshops in the area of distance education and technology. His intent was to stimulate thought and debate, to "move the debate past 'it is not going to work/it is going to work' to 'where will it work best?'"
Seven Swap Sessions and a major workshop gave faculty members opportunities to share and discover ideas on teaching and learning, and to form informal networks of support with faculty across campus. The Faculty Exchange for Teaching Excellence, a direct outgrowth of Dr. Stalheim-Smith's efforts, continues to promote these activities.