Faculty Associates

Faculty Associates for Spring 2009

• Dr. Adam Burke
  Associate Professor, Health Education Department, and Director of the Institute for Holistic Healing Studies
  Project Scope: Developing a Model Online Resource to Support Student Retention and Graduation

  Dr. Burke's research involves the creation and testing of online elements for a dynamic new course: A Holistic Approach to Academic Success (HH200). The course, which Dr. Burke hopes will eventually be taught fully online, aims to encourage student retention and improve graduation rates by teaching and fostering those skills and qualities—both academic and personal—needed for enhanced student academic success and self-efficacy. Dr. Burke plans to share his online integrated model with the campus community, encouraging other faculty to incorporate both the technology and pedagogical techniques that can lead to improved student retention.

• Dr. Mariana Leal Ferreira
  Associate Professor, Anthropology Department
  Project Scope: Multimedia Interactive Teaching as a Pedagogical Tool in the Classroom

  Dr. Ferreira is continuing her efforts to strengthen and expand the Right to Know project as a pedagogical tool for teaching equity and social justice. Right to Know (http://righttoknow.sfsu.edu) is an interactive, web-based initiative and student-faculty-community collaborative designed to engage low-income minority youth in online community asset mapping and train community members in participatory research action. Dr. Ferreira is exploring further collaborations with other departments, and in so doing is expanding these interdisciplinary partnerships both within SF State and the community at large.

Faculty Associates for Spring 2008

• Dr. Alise Paillard
  Assistant Professor, Special Education Department
  Project Scope: AIM for Student Engagement

  Alise’s project is about how to design a course so that students of all levels and at every level of interest will find a path to greater engagement. Her assigned time at CTFD is devoted to a Universal Design for Learning project that encourages her colleagues to reexamine their students’ engagement with course content, as well as take steps to improve their learning outcomes. Alise is writing and revising her support materials, focusing the experience into an article discussing the engagement levels and learning outcomes her techniques have fostered—with the goal of their full and formal integration into the program curricula.

• Dr. Amy Love
  Lecturer, English Language and Literature Department
  Project Scope: AIM for Accessible Documentation

  Ensuring Access through Collaboration and Technology (EnACT) is a grant funded by the U.S. Department of Education that supports the development, implementation and dissemination of Accessible Instructional Media (AIM)—resources which demonstrate the use of technologies in the teaching and learning process. Center for Teaching and Faculty Development, CTFD’s Faculty Associates for this semester are participants in EnACT and are all developing AIM projects. Through her participation in the grant, Amy is developing an AIM involving the plagiarism-detection software, Turnitin. Amy is working on the integration of iLearn with Turnitin, as well as ensuring that the support documentation teaching the use of the software is as fully accessible as the software itself.

• Dr. Jo Tomalin
  Associate Professor, Theatre Arts Department
  Project Scope: AIM for Online Pedagogy

  An early adopter of online technology and distance learning, Jo is creating an interactive, accessible module to help guide faculty through the process of transforming a traditional lecture to dynamic, Universal Design for Learning based online course delivery. The module demonstrates a multi-layered approach to both technology and learning, building a progression of images, audio clips, and podcasts that reflect Universal Design for Learning's multiple learning strategies and accessibility. With the help of Jo’s module, all faculty—even those unversed in technology—now have the basic tools to transform their lecture-based content to accessible, on-line course delivery.

Faculty Associates for Spring 2007

• Dr. Erik Rosegard
  Associate Professor, Recreation and Leisure Studies
  Project Scope: The Psychophysiology of Play in the Classroom

  Erik’s project with the Center focuses on exploring classroom and teaching strategies that stimulate student learning. Specifically, he is investigating the psychophysiology of play in the context of the classroom, and how arousal and attention can enhance the learning process. His research involves experimentation with many different techniques teachers can use to focus attention and improve student learning, retention and response. Eric is also designing a workshop for faculty on student engagement and learning.

• Dr. John Blando
  Associate Professor, Counseling Department
  Project Scope: The Philosophy of Counseling

  John’s project with CTFD involves research on the philosophical foundations of counseling, and addresses issues of multiculturalism and social justice. Specifically, he is exploring how teaching and learning modules can be developed from different philosophical traditions; Aristotle’s Nichomachean Ethics and Buddhist philosophy are his two comparative thought structures. He is incorporating his findings into an upcoming textbook and solidifying them with a workshop, and hopes that students use his research to look into many different philosophical traditions—and in so doing find relevance to their work as counselors and psychotherapists.

Faculty Associates for Fall 2009

• Amy Love
  Lecturer, English Language and Literature Department
  Project Scope: Turnitin Tutorials and Workshops

  Amy is our campus expert on the plagiarism detection product Turnitin. On special assignment with CTFD, she is rolling out a series of workshops to help faculty understand the university policy on academic integrity and use the software in a pedagogically sound manner. Amy has developed several Turnitin tools, including a sample syllabus statement for both faculty and students, and is available for consultations.

• Dane Johnson
  Professor, Comparative & World Literature
  Project Scope: Re-making World Literature; Re-forming a Comparatist; Re-connecting Literature to the World

  Professor Johnson's project is one that will resonate with faculty across campus. He intends to remake his World Literature course into a model course, to develop himself as a model teacher of that course, and to share with SF State faculty and worldwide comparatists what he learns in the process. This project goes far beyond the simple updating of a syllabus; it requires the survey, assessment and synthesis of the best theoretical and practical models. Professor Johnson will be working on a model of course re-visioning that will be of great benefit to his SF State colleagues.

• Dr. Dane Johnson
  Professor, Comparative and World Literature Department
  Project Scope: From No World to the Whole World: Re-making "World Literature" (CWL 230); Re-forming a Comparatist; Re-connecting Literature to the World

  Dr. Johnson’s project with CTFD includes the development and restructuring of World Literature (CWL 230) as a “model course”—a task that will not only explore existing best-practice methodology, but also foster the creation of new pedagogical tools and techniques to revivify World Literature as a relevant, exemplary and truly global course. Dr. Johnson’s findings and methodologies will have a wide applicability to the university’s many survey classes on literature, culture and internationalism, and will be shared with the greater campus community.

Faculty Associates for Fall 2008

• Dr. Andrea Boyle
  Associate Professor, School of Nursing
  Project Scope: Research and Exploration of Whether a Problem-Based Approach to Learning Contributes to Critical Thinking Skills in Nursing Students

  Problem-based learning is a teaching and learning methodology that involves active, focused learning and independent structure among students. Andrea is developing and implementing a mixed method evaluation study on problem-based learning among nursing students; her research helps evaluate the success of the pedagogical strategy among a highly diverse student population. Andrea is developing a database of resources on problem-based learning for SF State faculty, and is producing a faculty workshop on the approach.

• Dr. Erik Rosegard
  Associate Professor, Recreation, Parks, and Tourism
  Project Scope:

  For his new project, Erik is exploring the creation and development of a Certificate in Scholarly Teaching and Learning (STL). The Certificate will provide all faculty with more awareness and understanding of STL through the dissemination of information and resources, as well as support formal recognition of faculty achievement in this field by insuring compliance with Academic Senate Policy on retention, tenure and promotion. Erik is compiling STL databases and information to share with faculty, and also offering a STL workshop.

Faculty Associates for Fall 2007

• Dr. Bruce Avery
  Professor, English Language and Literature Department
  Project Scope: Pursuing the Scholarship of Teaching and Learning Through a Focus on the Active Learning of Shakespeare

  Bruce is exploring methods of student engagement—some derived from Shakespeare’s own Elizabethan theater practices—in order to help his students become involved with the text on all levels. Faced with a student population that overwhelmingly lacks the attention span and active focusing habits complex text demands, Bruce has developed diverse and active strategies for student involvement and interaction. His techniques are suitable for any class in which complex text is read and analyzed. He is completing a book prospectus regarding the project, as well as producing a workshop for SF State faculty.

• Dr. Masahiko Minami
  Professor, Foreign Languages and Literatures Department
  Project Scope: The Use of Temporal, Adversative and Causal Connectives by Bilingual Children

  Masahiko Minami has spent many years researching how bilingual children and adults understand and communicate in two or more languages. As his CTFD project, he is continuing to explore and explicate the language and learning relationship, by revealing how bilingual children use temporal, adversative and causal connectives in story-telling, and what features of each language they emphasize in narrative. His research is very influential in bilingual teaching policies and practices.