The University Center for Innovation in Teaching and Education (UCITE) invites the campus community to come out and learn about the research of and to celebrate the five faculty members who were selected as Glennan Fellows during the Annual Glennan Fellows Program, noon to 1:30 p.m., April 30 in the Herrick Room of the Allen Memorial Medical Library.
This year's Fellows—who represent the fields of sociology, law, engineering, biology, engineering and nursing—will present their award-winning projects during the program.
Pizza lunch and sodas will be provided at the session, and will be available beginning at 11:45 a.m. To help estimate the amount to order, UCITE requests RSVP's via e-mail, by calling 368-1224, or online.
Below are the names of the award members and a brief synopsis of their projects:
"Law and the Public-Private Dichotomy: Order out of Chaos or Chaos out of Order?"
With Glennan Fellowship support, I am revising a course on law and the public-private dichotomy that will be truly unique. Working as teams, class participants will employ socio-political theories to study landmark legal cases that not only demonstrate how law is used to designate public-private boundaries, but law's limits for intervening into public and private domains. Using BigVideoconferencing, class participants will meet with lawyers and scholars who have participated in debates on public-private issues. From this course, I will produce a book that can be used in other courses on law, rights and the public-private dichotomy.
"From 'Thinking Like a Lawyer' to Acting Like One: Experiential Learning in the Traditional Law School Classroom"
Traditional law school teaching (studying the logic and structure of appellate court cases and using Socratic questioning) aims at getting students to "think like lawyers." Yet the changing realities of what it means to be a lawyer suggest that this approach leaves much to be desired in the training of today's law students. My Glennan project aimed at making the traditional law school classroom more experiential, and thus more pedagogically satisfying and relevant to students' future lives in practice.
"Nature's Mechanobiological Engineering Paradigms as an Engine for Innovation in the Classroom"
Mechanical signals, intrinsic to life on Earth, modulate the self-assembly and biology of every organism and biomaterial in Earth's ecosystems. In my course on Cell and Tissue Engineering, I have used this intriguing theme to tie together tissue development at multiple time and length scales. Students carry out various projects such as a semester-long collaboration with the Cleveland Natural History Museum in which they are challenged to exploit nature's paradigms by engineering a novel biotech platform or material inspired by nature. Development of this novel curriculum has resulted in research collaborations across the university, Northeast Ohio and beyond, and is being compiled into a book.
"Zebrafish in the Classroom"
Zebrafish are small, easy available tropical fish that have gained prominence as a model system to study the genes that underlie vertebrate development. The same characteristics that make zebrafish useful for basic research also make them excellent tools for teaching. The Glennan Fellowship enabled me to create a new Capstone course, Building an Educational Web site: Zebrafish in the Classroom, in which undergraduate students are creating a Web site to disseminate ideas and protocols for using zebrafish in education to scientists, students and teachers around the world. The site contains information about how to use zebrafish in research, virtual experiments, games, and tutorials, all designed to teach fundamental principles in developmental biology and experimental design.
"Online Statistic Course for Doctoral Nursing Students"
This project developed the first online statistic course, NURS401, at the Frances Payne Bolton School of Nursing. The project took three stages during an academic year: initial design and implementation of NURS401; evaluation and modification of NURS401; and continuous improvement of NURS401. Through this process, various online teaching techniques—written, visual or audio—were explored in an effort to enhance integrative learning and doctoral nursing students' statistical ability to conduct and eventually lead evidence-based nursing practice.
The Glennan Fellows Program rewards excellence in faculty and helps to facilitate their growth as teachers and scholars. These tenure-track faculty are rewarded not only for their teaching, but also for evidence of a potential balanced career in both teaching and scholarship. In addition, Glennan Fellows are perceived as role models for new faculty.
Posted by: Heidi Cool, April 28, 2008 03:00 PM | News Topics: Case School of Engineering, College of Arts and Sciences, Events, Faculty, Frances Payne Bolton School of Nursing, HeadlinesMain, Provost Initiatives, School of Law, Teaching, features
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