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Cal Poly Plan
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C a l i f o r n i a P o l y t e c h n i c S t a t e U n i v e r s i t y |
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:: 2004-05 Faculty
Positions ::
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Follow the links below to each College's Year End Report
for Faculty Positions:
College
of Agriculture
College
of Architecture and Environmental Design
Orfalea
College of Business
College
of Engineering
College
of Liberal Arts
College
of Science and Mathematics
COLLEGE OF AGRICULTURE Top
Dr. Wayne Howard, Agribusiness Department |
Approximately two-thirds of California's
rural property appraisers (who estimate the market
value of real estate for lending and other business
purposes) are Cal Poly graduates. These rural appraisals
are different than residential appraisals in that
the factors that need to be considered for a rural
or agricultural property are much more complex than
the factors affecting the value of a typical urban
house. Hence, Cal Poly agribusiness majors have
the right mix of agricultural science and business
practices to serve the needs of California's rural
property market. The demand for the course where
I teach rural property appraisal is such that I
taught three sections of the course in 2004/2005.
Students learn by doing an appraisal of an actual
property. In several cases these reports have been
of sufficient quality to get the student hired as
an appraiser.
A number of things came together
to result in an award winning master's thesis. Roland
Fumasi, an AGB graduate, worked for several years
in industry before returning to Cal Poly for a master's
degree. His thesis asked if Salinas Valley lettuce
growers were better off with a contract price or
an open market price. With funding from the California
Institute for the Study of Specialty Crops, Roland
attended a short course at Texas A&M to learn specialized
simulation modeling, which he then used to answer
our question: lettuce growers make more money in
the long run by producing under contract.
This next year I will continue to
teach rural appraisal, along with farm management,
agricultural development and most likely a smattering
of economic theory courses.
Instructor
- AGB 310 : Agricultural Finance
- AGB 313 : Agricultural Economic Analysis
- AGB 322 : Farm and Ranch Management
- AGB 326 : Rural Appraisal
- AGB 457 : Livestock Management
- AGB 510 : Agribusiness Development
|
Dr. Lisa Nicholson, Food Science and Nutrition Department |
Professional Development
- Achieved tenure standing and was promoted to Associate
Professor.
- Awarded the Monsanto New Faculty Award for Teaching
in the College of Agriculture.
- Lead responsibility for an accreditation site
visit from the Commission on the Accreditation for
Dietetics Education in the American Dietetics Association.
The Applied Nutrition concentration within the Nutrition
major received Developmental accreditation in 2005.
We are currently waiting to be notified whether
our Didactic Program in Dietetics will be fully
accredited (notification in October 2005).
Departmental,
College, University and Community Service
- Continue to serve as the Director of the Didactic
Program in Dietetics for the Nutrition department.
- Continue to serve on the CAGR Instructional Enhancement
Committee. With the IEC, I participated in organizing
the 2005 Mini-Conference.
- Also serve on the Cal Poly Community-Based Learning
Committee, the Multicultural Pluralism in Education,
and the Health Professions Committee.
- Also serve as the CAGR Community-Based Learning
representative at Cal Poly and am the Employment
Equity representative to FSN.
- Active in state and regional professional dietetics
organizations as well as the American Society for
Nutrition Education.
- Elected to be Secretary for the Coastal Tri-county
Dietetics regional organization. With this group
I will work as the San Luis Obispo County National
Nutrition Month (March 2006) coordinator. I hope
to have many of our Cal Poly Nutrition and Food
Science students involved in this work.
- One of my most active community commitments is
the Gold Coast Collaborative for Nutrition and Fitness.
This advocacy group works in San Luis Obispo, Santa
Barbara, and Ventura Counties to create a community
where all members enjoy an environment that supports
healthy eating and physical activity. With this
group I have had the opportunity to network and
collaborate with many regional health professionals
and policy makers. Through this association, I have
been able to place many Cal Poly nutrition students
at school sites, at community events, and at supermarkets
where the students get a chance to educate the public
on the ‘5-a-Day and Be Active’ message.
My teaching philosophy is to actively involve students
on a variety of levels throughout the educational
experience. Engaged learners develop critical thinking
skills in applying theory to real life situations.
I love to communicate to students the complexity of
health behaviors, especially in regards to nutrition.
Graduates who understand how behaviors develop and
change will become effective nutrition professionals.
We can create more valuable health education tools
when these materials address the context in which
our clients and patients make health choices. My research
funding and efforts reflect this philosophy –
provide nutrition education in diverse communities.
I currently have several research grants in progress
to deliver nutrition education in reduced income populations.
Both graduate and undergraduate students have had
the opportunity to work in these projects.
In my ‘Nutrition Education and Communication’
class (FSN 415), senior-level students work in the
community teaching nutrition to pre-school children,
seniors, and others. In this community-based learning
and teaching activity, students work and learn beyond
the university walls and gain a better understanding
of their roles as future community members. Learning
is enhanced through the use of reflective journals,
which are kept throughout the experience. Over the
last several years students have created a variety
of healthy eating tips in flyers, pamphlets, and calendars
for the EOC Head Start and Child Care Providers of
San Luis Obispo County, the SLO Senior Nutrition Program,
community sports teams, after school programs, the
Girl Scouts, the Anderson Hotel residents, and many
more organizations including many of the student groups
and teams here on Cal Poly. This year the FSN 415
class will also learn communication and team building
skills at the Chumash Challenge course.
My goal in FSN 416, ‘Community Nutrition’
is to help our students in learning about the health
care delivery system, the public and non-profit nutrition
assistance programs, and health promotion and disease
prevention activities. Students, as a final project,
write a grant proposal suitable for a community agency.
To write a fundable grant students need to research
a nutrition need in a given community, conceptualize
a program to address this need, budget the costs appropriately
and conceptualize outcome measures to evaluate program
success. In 2006 I hope to make this course a community
based learning course with students working at local
community food banks.
Throughout my classes I:
- Make extensive use of computer laboratories
to access nutrition materials available on the World
Wide Web, analyze diets, and create multimedia projects.
- Use the electronic teaching platform “BlackBoard.”
Within BlackBoard I continue to learn and use new
features to enhance my teaching.
- Have students use a variety of computer application
software in creating presentations, pamphlets, and
assessment tools.
- Have students use a variety of online databases
to enhance learning and critical thinking.
- Encourage students to interact with professionals
in the county and state nutrition communities to both
understand and participate in positions available
in nutrition.
Instructor
- FSN 415 : Nutrition Education and Communication
- FSN 416 : Community Nutrition
- FSN 417 : Nutrition Counseling
- FSN 250 : Food and Culture
- FSN 461, 462 : Senior Project 1 and 2
|
Dr. Samantha Gill, Natural
Resources and Management Department |
I. Impact on Students
A. There are several learning objectives
that I try to achieve in many of my classes. These include:
1. Several of the classes I teach
involve the use of technology, including but not limited
to computers and field equipment, including advanced
instruments such as total stations, global positioning
systems (GPS), and Geographic Information Systems
(GIS). In these courses, one of my objectives is for
students to become comfortable using technology. I
want the students to feel comfortable with the existing
technology and to also feel comfortable when new technology
is introduced to them.
Student performance for this objective is judged using
lab exams in which the students are required to demonstrate
their abilities with the equipment. In addition to lab
exams, when the students use the equipment in class,
I am able to circulate among them, watch them and listen
to their questions and their discussions with each other.
These observations are often just as revealing about
the students understanding as are the lab exams.
2. Another general objective in
my classes involves written and oral communication.
When students enter the work force, these will be
very important skills and I believe they should be
emphasized throughout their education.
Written communication is evaluated by writing assignments.
In many of my courses at least one written assignment
is required per quarter. In some cases, there are several
homework assignments that require some writing. Oral
communication is generally evaluated through in-class
communications and in some instances, assigned oral
presentations.
3. Many of my courses have quantitative
components. In these courses, one of my objectives
is for students to become comfortable with applying
mathematics to natural resources applications.
Assignments, including the hands on collection of necessary
data, are the most common method used for assessing
student performance, followed by exams. After assignments
are completed, they are discussed in class. In this
way I can often assess the student's command of the
material.
B. During the past eight years, I
have been advisor to approximately 75 students in the
Forestry and Natural Resources (FNR) major. These activities included:
- Helping students plan their
schedules, not only for one quarter, but for their entire
time at Cal Poly.
- Helped several students who were
on academic probation. Many of these students are no
longer on academic probation and are now well on their
way to completing their degrees.
- Faculty advisor for Xi Sigma Pi, the national forestry honor society and
co-advisor for the Cal Poly Logging Team for the last eight years.
- Scholarship coordinator for the
FNR program. In this capacity, I have developed a web
page (available from the NRM web page: http://nrm.calpoly.edu)
listing the scholarships available to FNR students.
II. Curriculum Development
A. During the 2004-2005 academic year
I was involved in the following activities that relate
to curriculum development:
- Taught FNR 317 World of Spatial Data. This was
the first time this class was offered. It was developed
by a committee with representatives from across the
university and is cross-listed at BIO/LA/FNR/GEOG
317. I will be teaching this course again this academic
year.
- I and the other surveying instructors received a teaching
grant to continue the development of modules for a web
page on surveying equipment. With this grant, we were
able to develop web pages for three modules and we are
currently working on a fourth module.
- Developed Blackboard web pages for most of the
courses I regularly teach.
- Active member of the Natural Resources Management
(NRM) curriculum committee which works on curriculum
for the Forestry and Natural Resources Management major
and the Environmental Management and Protection major.
B. Student learning for the FNR curriculum
and the graduate curriculum may be evaluated by the
number of students entering the program, completing
the program and the amount of time it takes students
to complete the major. The courses I teach may be evaluated
through not only the grades received by students and
student course evaluations, but also by the knowledge
the students take from the classes that they will need
to apply in later courses. Several of the courses listed
are prerequisites for other FNR classes and thus the
information will be applied later. For example, many
of the senior level classes now require GIS, so by discussions
with other faculty members it will be possible to evaluate
if the students are learning the necessary material.
III. Professional Development
A. I took the following steps to advance
my familiarity and effectiveness of with innovative
models of instruction:
- I attended the College of Agriculture Instructor Dale
Carnegie Mini Conference.
- I developed a teaching portfolio during the spring
of 1998 and I now update this portfolio every quarter.
B. I have several opportunities to
share my teaching experiences with others:
- I have worked with Brian Dietterick, and David Yun,
in re-organizing the FNR 318 course and in looking at
ways to enhance the effectiveness of this course. This
is a very "hands on" computer intensive course. We have
had major software upgrades almost every year.
- I have worked with Norm Pillsbury to ensure that the
same topics are covered in both FNR 215 and FNR 315.
C. Other professional development
activities:
- During the past year I have been involved
in several applied research projects. During the 2004-2005
academic year I have been principal investigator or
co-principal investigator for several grants. Several
of these grants are for multiple years. Students have
been involved in several aspects of these projects,
including data collection and analysis. From these projects
over an eight year period, there have been over twenty
students hired as student assistants, seven senior projects
and nine internships over the last seven years. Student
involvement has been a crucial part of my research program
and students have played a very critical role. In addition
to the experiences gained by these individual students,
information learned from these projects has been incorporated
into several classes. Results from these projects have
been published in proceedings and peer reviewed publications.
One such paper and presentation (Gill, Strohman, Vienna,
and Mason. "Comparison of hypsometers" in Proceedings
of Society of American Foresters 2002 National Convention.
Pp 77-83) included two undergraduate students (Vienna
and Mason) which is a unique opportunity for undergraduate
students. Also, through these grants state of the art
equipment has been bought that will be used throughout
the department.
- During the 2004-2005 academic
year, I attended two professional conferences.
- I am the Chair of the National Inventory
Working Group for the Society of American Foresters.
This is a nationally elected position.
Instructor
- BRAE 237 : Engineering Surveying
- FNR 201 : Introduction to Forest Ecosystem Management
- FNR 215 : Land and Resource Measurements
- FNR/BRAE 247 : Forest Surveying
- FNR 290 : Intercollegiate Forestry Activities
- FNR 315 : Measurements and Sampling in Forested Environments
- FNR 317 : World of Spatial Data (cross-listed as BIO/LA/FNR/GEOG 317)
- FNR 318 : Applications in GIS
- FNR 400 : Special Problems for Advanced Undergraduates
- FNR 461 : Senior Project
|
COLLEGE OF ARCHITECTURE AND
ENVIRONMENTAL DESIGN Top
Mr. Michael Lucas, Architecture Department
I. Impact on Students
A. Student Learning and Performance
Outcomes
The three learning objectives I attempt in my courses
in effect frame my own architectural theory: an outlook
that is centered about the individual as subject within
the various media of architecture.
- First, and foremost, architecture entails the
constructions of new realities based on the dreams and
aspirations of living people, requiring a moving from
self and seeing life through the other. While seemingly
an abstract idea it engenders empathy with clients and
users and raises sensitivity to cultural differences
and choices.
The evidence of this exposure was in the care with which
the students unconcealed the existential roots behind
and in construction of their programs for architectural
development. This is program based on the culture and
activity patterns of the individuals instead of simple
square footages. My ultimate criteria for judging this
work was whether the students could describe and make
manifest their work as the carrier of intentions of
these individuals. This aspect has been, in my opinion,
across the board successful. Anecdotal information relayed
verbally to me by the clients and critics also supported
this.
- Second, architecture entails a perceivable,
irrevocable change to the land itself and thus requires
a necessary understanding of eco-phenomenology to enable
a sensitive as well as a possible significant manipulation.
I stress a thorough understanding of the geologic, climatic,
archeological and anthropological processes which have
brought a place to its current iteration of being, but
engagement in the immediacy of the revealed place is
critical to me. This also allows an introduction of
the ethical positions about sustainability, which will
only grow in importance during the students’ professional
careers.
- Lastly, architecture entails the poetics of
construction, or tectonics. In fall quarter we undertook
field trips, which were selected to compliment a rigorous
series of readings on the history and theory of tectonics.
In spring quarter the students were asked to consider
how to represent actual constructions and materials
within their work. I was completely satisfied with the
intensity and inventiveness with which most students
approached this study. The final evidence of application
was in the project installations in the settings diverse
as Poly Canyon, the cavernous Pavilion at Cal Poly's
Performing Arts Center, and galleries and spatial niches
around the campus buildings. Going beyond mere display,
student work included scaled wall section models, actual
material collages, large scale drawings, model bases,
and digital animations and rendering. I have encouraged
and supported remote installations as well, including
one thesis reassembled at the Burning Man Festival in
the Nevada desert and another on property adjacent to
Montana de Oro. This work was selected by peer review
process for papers presented at the Association of Collegiate
Schools of Architecture and other venues.
The method for this increased sensitivity within the
students comes from being able to immerse ones self
in the qualitative aspects of each encountered site
and evolve personal methods of description. For the
year long thesis study I required students to select
sites available for field trips and required hand drawn
images, on-site field notions geared to maps or narratives
of sequential site description, on-site dimensioned
drawings and scaled models of the land derived from
on-site observations. Physical and digital models reflecting
this understanding were constructed in fall, and continuously
built upon and elaborated throughout the year.
The evidence assembled in lab by the thesis students
and available to the students throughout their architectural
investigations for the year provided an effective lasting
sense of being within a particular setting instead of
looking at a particular setting. Students were able
to articulate in juried presentations the nature of
their sites. The ability to harness this description
varied however, and I found myself using examples from
across the class spectrum to evoke stronger responses
in all of the students. This produced effective grounding
in the natural context for the students to build upon
in my critical judgment and that of invited professional
outside critics from the University and community.
B. Student Progress to Degree
- Since winter 2005 I have been Associate Department
Head. I have been assigned to aid in support of students
from supplementing the Department Head as signatory
to coordinating our co-op program.
- I was an Academic Counselor for the Architecture
Department. This exposure to the best as well as those
on academic probation broadened my empathy to student
issues and informed my curriculum committee role in
addition to helping students find ways to continue,
succeed and excel.
- I have also allowed oversubscription to my labs
and seminars. As our department has been heavily impacted
in admissions, this reduces students being kept back
from required classes. I allowed a large number of students
in my lecture course (see below) per their graduation
needs.
II. Curriculum Development
A. Instructional Design Activities
- I have reworked Architecture:Education:Transformation annually since Spring 1998, and it is currently taught as On Presence. It continues to be one of the most sought after thesis offerings in our department (approx 30% of the fifth year class of 2005 candidates as their first choice among ten, and by over 60% as first, second or third choice). The content was seen as cross disciplinary while accommodating student choice of topic and common point of departure with research.
- In 2003-04 I offered Native American Architecture and Place for the first time as a culmination of several grants and research papers. The course was cross-listed in Architecture (ARCH X370) and Ethnic Studies (ES X370), granted GE C4 status, received USCP approval, and granted elective status within Sustainable Environments and Ethnic Studies minors. This was done as a voluntary overload in my teaching for the year. The class was oversubscribed, and drew over 60 students, and resulted in 48 registrations in a class with a limit of 34. It was offered again in spring 2005 with similar draw. I am currently submitting it as a permanent course for the 2007-09 Catalogue.
- I served as a member of the Diversity in the Curriculum Task Force where we examined the degree in which students are exposed to issues of diversity within our teaching on campus.
- I continued as a member of the General Education Committee. This group reviewed course content for the new general education template and writing intensive requirements, which affects the entire University student body.
- Since 2002 I have been Chair of the Senate United States Cultural Pluralism Committee reviewing and recommending approvals/modifications to coursework, and which began its own self-assessment process.
B. Student Learning Attributable
to Curricular Activities
The evaluation of the senior thesis work involves a
periodic review of writing and design, primarily self-directed,
but reviewed and including approved project timetables,
milestones and goals. I think my student evaluations
speak for themselves. Student enthusiasm for the goals
of the course is evident in their heavy oversubscription.
I feel this was fueled by student word of mouth and
a perception that the lab is difficult but rewarding,
and fills an important role for the students prior to
entry into the profession. My students are prepared
for graduate study as indicated by my students of the
last few years continuing with graduate architectural
studies at the Architectural Association and Bartlett
School in London, McGill, Cornell, Harvard, Columbia,
MIT and Penn as well as pursuing advanced degrees in
business and law.
My Native American Architecture and Place class was
designed as a writing intensive class and I assembled
digital archives of student research and presentations.
The topic-outline-draft-presentation-final paper process
assured a higher level of passing students by giving
early opportunity to correct conceptual flaws, suggest
added depth or additional research paths.
III. Professional Development
- Attended workshops by the Center for Teaching
and Learning on e-portflios, blackboard and technologies.
- Expanded previous grant work entitled Toward
a Phenomenology of American Space to include supplemental
depth to Northwest Native American/First Nations peoples,
visiting sites in the Howe Sound and Fraser River Canyon
areas of British Columbia. The project documents particular
attitudes toward the landscape, and how this knowledge
has changed over the recent past. I implemented this
in coursework for "Native American Architecture
and Place" class.
- Developed a revised compact disc based reader
for my thesis seminar. This makes available to students
work that may have limited duration elsewhere from internet
based sources, and provides a paperless medium to annotate
and quote from for their own research. I used e-mail
broadcast as a method of daily communication with my
thesis students, which allowed more lab time to be used
for individual personal contact. I also used the net
as a method of preliminary criticism of thesis drafts,
eliminating paper waste and more easily accommodating
student and personal availability during out-of-lab
times. Some of the mechanics of these techniques mirror
the Course Info web server/software package available
to Cal Poly faculty and I am evaluating that as a future
mechanism that offers even greater resources for facilitating
the class.
- Each of my design labs has invited colleagues
to participate in criticism and evaluation of student
work, both “in progress” and as an exit
review/exhibit. This allows the explicit review of the
course methodology as well as the student work and was
a great benefit to me for faculty and staff feedback
on the courses. This year over 30 faculty and staff
contributed to the evaluations.
- The group of nine thesis faculty met more frequently
this year as we approached changes in the departmental
curriculum which affected our fifth year group. A group
show for all the fifth year thesis projects was implemented
in Chumash Auditorium as a closing exercise.
|
Dr. Pamalee Brady, Architectural Engineering Department |
Overview
This report is the Department’s eighth summary
of the progress of the Cal Poly Plan (CPP) project.
The Plan funded an Assistant Professor tenure track
position to develop and implement an improved program
of offerings for the department service courses to
Construction Management (CM) and Architecture (ARCH).
The Cal Poly Plan funding permitted the Department
to hire Pamalee Brady as the Cal Poly Plan faculty
member, the actual teaching load is shared by many
faculty members.
The Cal Poly Plan proposal was targeted towards an
improved number of service course offerings and a
review (including implementation of change) of the
content of the courses and course pedagogy. This past
academic year was the first year of implementation
of the new course sequence. Initial assessments appear
to indicate that the revised courses are more successful,
as measured by better retention of the course material,
as well as a reduced attrition rate from the courses.
Additionally, without the Cal Poly Plan position
the department would have been unable to offer the
appropriate number of courses. With a significant
amount of rescheduling, the department was able to
provide most of the needed service courses during
the academic year with a summer session of service
courses effectively meeting the rest of the demand
of the departments.
This past academic year proposals for the entire
course sequence were submitted to the university and
approved by the academic senate. The changes are now
reflected in the 2005-2007 Catalog.
Introduction
Providing effective service courses can be a complex
issue. It is important to provide good through-put
opportunities, however the demand for course offerings
is dependent on other departments. It is important
to provide relevant course material that meets the
desired learning outcomes as determined by other departments.
One trap in providing these service courses is the
notion that what was done in the past continues to
meet the changing needs of the students. It is appropriate
to step back and look at the learning objectives and
evaluate the department’s effectiveness in meeting
those goals. This review has already been completed
and the new curriculum sequence has been documented
and submitted to the university for approval.
Impact on Students
Several key observations demonstrate the impact of
program improvement on student’s progress to
degree. There had been a decline in demand for certain
courses. A study showed that the same numbers of students
were taking the course but fewer students were having
to retake the course because of a failing grade. This
can be attributed to the focus on student learning
brought about by the Plan and the revisions to the
department’s accreditation program. These courses
are all lecture courses with somewhat intense technical
material. With a broad range of students in the same
classroom, instructor-student contact time is important
to learning. Class size played a key role in the improved
success of the students.
Curriculum Development
What was found with the 6-course sequence being offered
by the department is that the department was teaching
a traditional sequence of sound engineering course
work. When this was re-framed into the notion of desired
learning outcomes a different approach was postulated.
The approach was based on the learning outcomes desired
by the ARCH and CM departments based on some excellent
dialogue. The discussions were not about how to teach
or what courses to teach but about what those departments
wanted their students to learn, and retain, as a result
of the sequence.
What came out of the discussion was a rethinking
of both what and how to teach. The “how”
delves into pedagogy and the “what” deals
with the content sequence. As a side issue but quite
important to student progress is that of the number
of classes. At present there is little time flexibility
in that students must take 6 courses in 6 quarters
to reach their departmental goals. The faculties of
the three programs involved have reached consensus
on the form and content of a revised course sequence.
Professional
Development
There are two areas of professional development that
might apply to this effort.
- Since these are service
courses being taught by engineers to students of multiple
disciplines, the instructors must be current on what
is needed in their own profession as well as that
of the students being taught.
- The collaborative aspects of curriculum development
have created considerable interaction between the
ARCE faculty and the other two departments. This collaboration
amongst peers has been long over due and is precedent
setting for the departments. A new level of interaction
and trust has been established which is a very positive
sign.
Summary and Outlook
Without the Cal Poly Plan faculty position the department
would not have been able to offer the appropriate
number and quality of courses this past academic year.
The Plan has given impetus to the curricular review
which will give Cal Poly one of the most advanced
learning oriented course sequences available. The
newer faculty have embraced the new thinking and the
incoming faculty all have credentials which will allow
for their integration into the effort to complete
the task at hand.
|
|
ORFALEA COLLEGE OF BUSINESS Top
Dr. Larry Gorman, Finance Department |
Impact on Students
Three of the most significant learning outcomes that I have attempted to foster
in my courses:
- Coverage of quantitative topics not covered at
most other universities (e.g. writing code)
- Formal analysis of equities using five different styles
of valuation models.
- Use of Bloomberg for analyzing
equities, and subsequent investment in these equities.
Measure of Success
The students who undertake these classes
often get 'premium' jobs at both corporations and
investment banks)
In my role as advisor to the local Financial Management Association (FMA) club I can make an impact on student learning and their progress toward degree. I often informally advise students on extra classes they should take, beyond those required, in order to gain a firm handle on the primary concepts and to build a strong set of tools for success in the work place.
Curriculum Development
- Continued development of the Student Managed Portfolio
Program (SMPP) most recently incorporating the Bloomberg
analysis system.
- Development of advanced programming
problems in Financial Engineering (BUS-444).
Measure of Success
Our program will be able to
determine our student learning attributable to our
instructional activities, courses and/or curricular
models by letting the market speak. If successful, then
these students should be landing 'premium jobs' at premium salaries.
Professional Development
I incorporate some of these materials and discussion
techniques in my Cal Poly classes - when appropriate.
I wrote and circulated a report last year detailing
how my instructional style differs from that employed
by others in the department, and presented statistical
evidence that it works significantly better.
|
Dr. Kate Lancaster, Accounting Department |
Impact on Students
Three of the most significant learning outcomes that I have attempted to foster
in my courses:
- Team based learning in traditional lecture based classes.
- Use of accounting information to assist in making managerial decisions that are sustainable.
- Experiential learning activities such as cookie manufacturing to illustrate accounting concepts.
I am the advisor for the Cal Poly Accounting club,
which provides information sessions for students related
to curricular decisions for the accounting concentration.
The Cal Poly Accounting club is also involved with representatives
from the public accounting profession including career
symposia and weekly guests from the accounting profession.
This advising helps to mentor students on career choices. I also informally advise students on career decisions.
Additionally, I supervise an independent study class for leaders in accounting clubs and activities to develop leadership skills and help students attain the required units to sit for the CPA exam under pathway 2.
Curriculum Development
- Helped to develop and deliver BUS 429 - Accounting Process Analysis. Worked with colleagues and accounting professionals to develop a course that prepares students for the challenges posed by meeting Sarbanes Oxley requirements.
- Participated in the Accounting Area Curriculum committee that worked with the Graduate Committee to prepare a program of study for accounting students interested in a graduate program to satisfy state Certified Public Accounting licensing requirements. In addition, this project included preparation of new courses for this program that were included in the 2005-2007 catalog revisions.
Professional Development
- Invited panelist for CPE session "Implementing the IMA's Practice Analysis Findings in the Introductory Management Accounting Course" at the AAA 2004 Annual meeting.
- Presented paper at AIS Educators Conference, June 2004 "Business Processes and Internal Controls: Learning by Doing" with Todd Sayre.
- Attended AIS Educators Conference, June 2004.
- Attended KPMG Faculty Symposium, July 2004.
- Attended and participated in various continuing professional education sessions at the AAA 2004 Annual meeting.
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COLLEGE OF ENGINEERING Top
The reports will be coming soon.
Dr. Lanny Griffin,
Materials Engineering Department |
Dr. Yarrow Nelson, Civil
and Environmental Engineering Department |
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Dr. Robert Crockett, Industrial
and Manufacturing Engineering Department |
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Dr. Tim Kearns, Computer Science Department |
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Dr. Jordi Puig-Suari, Aerospace Engineering Department |
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Dr. Art McCarly, Electrical Engineering Department |
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COLLEGE OF LIBERAL ARTS Top
Dr. David Gillette, English Department |
Learning Goals/Measures
To help students gain first-hand experience with the
field of virtual reality and how that field is informed
by the theories of narrative design, rhetoric, oral/visual/textual
persuasion, and experience design presented and explored
in ENGL 411 and ENGL 412, I connected an ongoing technology
development and research project (Lumiere Ghosting)
with the core curriculum of the newly-developing program
in New Media Arts at Cal Poly.
The test for the success of this integration was setting
a date when the students and faculty involved would
be able to put on a demonstration (for public display,
critique and evaluation) of how all these theories and
practices can be combined into a singular technological
device (the CompuObscura). This test was run during
Open House, in Spring 05. Based on the positive results
of the surveys we conducted (on paper and through video
interview) and through the extremely positive and excited
commentary we received from invited guests (Cal Poly
administrators, commercial clients/partners, Cal Poly
technical support staff) it is clear to all involved
that we met our learning goals and outcomes for Fall
04-Summer 05. We are now preparing to repeat this pedagogy
and technology development process, with new curriculum
elements, a new on-campus development space, and with
new students in Fall 05, continuing on through Winter-Summer
06.
The primary goal for Fall 04-Summer 05 was to fully
integrate the Lumiere Ghosting Project and the development
of the CompuObscura device with the project/course
work for some of the new core courses for the New
Media Art program (ENGL 411: New Media Art I, ENGL
412: New Media Art II). To achieve this goal, the
Lumiere Ghosting Project curriculum needed to be tested
in a variety of courses, for a variety of different
student audiences, and a supportive relationship between
the Lumiere Ghosting Project and an outside, commercial
agency needed to be established to help support long
term development work on the full-scale construction,
testing, and revision of the CompuObscura device.
I revised the curriculum for ENGL 411 and 412 to ensure
a tighter integration with the goals and intention
of the Lumiere Ghosting project, and also (in conjunction
with my research partner from Architecture, Thomas
Fowler) managed to establish a firm working partnership
with one of the largest commercial players in the
field of 3D and VR visualization systems, EON Reality
Inc.
Measure of Success:
To measure the success of this curriculum
integration and company partnership, I worked with Thomas
Fowler to put on a demonstration of early-stage CompuObscura
technologies and techniques during the Cal Poly Open
House in Spring 05. The successful run of this show
required the careful integration of the design and theory
curriculums from ENGL 411 and ENGL 412 with the curriculum
for the Architecture courses taught by Thomas Fowler
and Tom DiSanto in Winter 05 and Spring 05, culminating
with a team-teaching/team-lecture arrangement in Spring
05 shared between Fowler, DiSanto and myself. As part of
this team-teaching/team-lecture arrangement, I (and
by extension, the Lumiere Ghosting Project) served as
the "client" for the Architecture students
who built and then ran a show as a proof-of-concept
demonstration of the CompuObscura, based on the project
designs and theories developed by my students in ENGL
411 in Fall 04 and ENGL 412 in Winter 05.
Funding from the Internet II initiative allowed us
to pay for the design and programming skills of one
of our project consultants (Jon Elsdon), and to pay
for materials to build the container of the CompuObscura.
The hardware for the CompuObscura was provided through
Cal Poly ITS purchases and through long-term loans of
various projection and computation systems.
All the visualization software for the project was
provided at no expense through EON Inc, and we also
received free software and a great deal of technical
support through an additional agreement we established
with WorldViz (a small 3D design and visualization/animation
company in Santa Barbara). A small part of the funds
from the Internet II initiative and from additional
project support from Cal Poly ITS provided us the funds
we required to rent motion tracking equipment from WorldViz,
allowing us to add a good deal of audience interaction
to the CompuObscura proof-of-concept demonstration.
The results of the Open House show were documented
through hours of video interviews with the show participants,
creators and project developers. This video footage
was summarized in a short film I put together and distributed
on DVD at the end of Spring 05.
This pedagogy and technology development process was
such a success, both in terms of teaching and learning
and in terms of commercial partnership and support,
Thomas Fowler and I are continuing with a new version
of this collaboration for the 05-06 academic year, beginning
with a new demonstration of the CompuObscura device
and the theories and curriculum components of the Lumiere
Ghosting Project to be put on
display during Cal Poly Homecoming, Fall 05. If all
the technology works out properly and we have the necessary
agreements in place, we also hope to run a test of some
of the first international connections between the CompuObscura
and an overseas collection of students and participants
(possibly from the University of Queensland in Brisbane,
Australia where I will be teaching for Cal Poly study
abroad in Winter 06).
Professional Development:
Funding/Awards
- $7,000 Internet II, phase III funding."TheLumiere
Ghosting Project & the CompuObscura: an Internet-driven, multi-site interactive
study of cross-cultural narrative transmission & transformation"
- Internet II Initiative, Cal Poly. Co-applicant: Enrica
Lovaglio.
- $5,144 CLA Grant. "New Media Arts Interdisciplinary
Teaching & Research Funding Request Developing
the CompuObscura Prototype Structure" - Development
Seed Money for CLA Project Development.
- $7,700 Additional Technology Support and Rental.
Informal project support connected to support for the Cal Poly Library
Learning Commons Project, provided through ITS, Cal Poly.
Peer Reviewed Publications
- "Lumiere Ghosting and the New Media Classroom."
Kairos: A Journal of Rhetoric, Technology and Pedagogy.
Volume 9, Issue 2, Spring 2005.
- "Looking to Cinema for Direction: Incorporating
Motion into On-Screen
Presentations of Technical Information." Technical
Communication: Journal of the Society for Technical
Communication. Volume 52, Number 2, May 2005.
Juried Conference Proceedings Publications
- "Faculty & Student Usability & Focus
Group Findings Inform Digital Teaching Library Interface
Requirements." Proceedings of the 2005 Syllabus
Conference, Los Angeles, California, July 2005.
Co-author: Mary Somerville (Assistant Dean, Cal
Poly Library).
- "Speaking with the Global Voice of Cinema:
Using Cross-Cultural
Cinematic Technique to Improve Interactive System Usability."
Proceedings of the IEEE/IPCC 2005 International Conference,
Limerick, Ireland, July 2005.
- "Putting the Poetry of Film to Use Online."
Proceedings of the 52nd Annual International STC Conference, Seattle, Washington,
May 2005.
- "Speaking with a Cinematic Voice: Adopting techniques from motion
pictures into the presentation of technical information."
Proceedings of the 8th Annual ATTW National Conference, San Francisco,
California, March 2005.
Juried Conference Presentations
- "Interaction Design Techniques Inform Digital
Teaching Library Implementation." 2005 Syllabus Conference, Los
Angeles, California, July 2005. Co-Presenters: Erika Rogers (Director, Honors
Program, Cal Poly), Mary Somerville (Assistant Dean, Library, Cal Poly).
- "Speaking with the Global Voice of Cinema:
Using Cross-Cultural Cinematic Technique to Improve Interactive System Usability."
IEEE/IPCC 2005 International Conference, Limerick, Ireland, July 2005.
- "Putting the Poetry of Film to Use Online."
52nd Annual International STC Conference, Seattle, Washington, May 2005.
- "Usability on the Cheap and Dirty: Practical
suggestions on how to set up, run, and evaluate an effective usability test for
little or no money." 52nd Annual International STC Conference,
Seattle, Washington, May 2005. Co-Presenters: Ryan LaBarre, Eliot Burns,
Christie Thompson.
- "Speaking with a Cinematic Voice: Adopting techniques from motion
pictures into the presentation of technical information."
8th Annual ATTW National Conference, San Francisco, California,
March 2005.
Instructor
- English 411 : Interactive Documents –
40 students (2 sections)
- English 318 : Advanced Professional Writing
– 17 students (1 section)
- English 149 : Tech Writing for Engineers
– 43 students (2 sections)
- English 519 : Web Authoring – 15
students (1 section)
- English 400 : Special Problems for Advanced
Independent Study – 2 students (1 section)
- English 461 : Senior Project – 2 students
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Dr. Penny Osmond, Graphic Communication Department |
Learning Goals/Measures
GrC 201 Electronic Publishing: On
completing this course, the student will gain an understanding
of:
- The evolution and technology of traditional
and electronic publishing systems.
- The tools, materials, processes, specifications
and professional roles which control the way documents
are produced and published for print and electronic
media.
- The performance of an electronic publishing
system through hands-on experience with software and
hardware used in graphic communications.
- The methodologies to properly prepare electronic
files, and problem-solving techniques to successfully
process files throughout the publication process.
Measure of Success:
Students complete required written tests and quizzes.
But more importantly students complete eight hands-on
laboratory assignments including a final project.
GrC 203 Electronic Prepress: The
students are able to:
- Understand the terminology used in electronic prepress.
- Understand and be able to perform the steps in
assembling both simple and complex files.
- Recognize the appropriateness of trapping and
understand the various methods employed in production.
- Understand how to build colors and angle screens.
- Understand PostScript output systems, and their
role in current workflow.
- Understand how to use different file formats,
fonts and imposition software in production.
- Understand the role and importance of preflighting
and preflight software.
Measure of Success:
Students complete required written tests and quizzes.
They also complete six hands-on lab projects and two
hands-on lab quizzes. Students complete a final project
that requires them to use all the skills learned throughout
the quarter to complete the project.
GrC 337 Consumer Packaging: Students
can:
- Understand the role of consumer packaging
in our society
- Understand the various components important
to package design
- Understand the relationship between consumer
packaging and marketing strategy
- Understand the production process of various
consumer packages
Measure of Success:
Students complete written tests and quizzes. They
also write a final paper and present a final project
that includes the use of the skills learned throughout
the quarter.
Professional Development
- Publication, Flexo Magazine-April 2005
"Printing Beyond CMYK: Expanded Gamut Printing
Extends Flexo Capabilities, Improves Profits."
Co-Authored with Mike Buystedt.
- Equipment donations include Printa Systems Pad Printing
Unit, Dye Sublimation System and Heat Transfer equipment
and Kodak First Check Proofer designed primarily
for packaging prototypes.
- Presentation at GraphExpo in Chicago in September
2004 on Variable Data Printing.
- Participated in industry training through
GrCI in the area of Digital Printing.
Instructor
- GrC 201 : Electronic Publishing - 76 students (2 sections)
- GrC 203 : Electronic Prepress - 74 students (2 sections)
- GrC 337 : Consumer Packaging - 78 students (2 sections)
- GrC 357 : Screen Printing - 30 students (1 section)
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Dr. Paul Rinzler, Music Department |
Learning Goals/Measures
The most important goal for students in the jazz studies program is to
improve their musicianship and creativity. This is measured by
comparing the level of musicianship and creativity before rehearsing and
after (the culmination being a public performance).
This improvement is measured by the higher level of musicianship and
creativity required for a public performance (compared to a lower level
before the repertoire is rehearsed).
Professional Development
Internet
- I maintained a series of Web pages for my classes and educational
materials for downloading (cla.calpoly.edu/~prinzler).
- I started a web site for the University Jazz Bands
(cla.calpoly.edu/~prinzler/UJBWebSite/indexCLA.html).
Performances
- Clinic for the International Association of Jazz
Educators convention, Long Beach
- Jazz gig, Paul Rinzler quartet, The Hamlet Jazz Club, Cambria
- Faculty Recital, Uncertified All-Stars, Unity Church, SLO
- Jazz gig, biweekly, Grappolo Restaurant, SLO
Software
- Software listening guides for Essential Jazz (jazz history text),
published by Wadsworth Publishing
Other Activities
- Adjudicator, Santa Barbara H.S. Jazz Festival
- Pre-concert lecture, Lincoln Center Jazz Orchestra
Service
- President, SLO County Jazz Federation
- Member, Academic Senate
- Chair, Faculty Dispute Review Committee
Instructor
- MU 170 : University Jazz Band: 37 students (4 sections)
- MU 171 : Instrumental Ensembles: 10 students (2 sections)
- MU 221 : Jazz Styles: 143 students
- MU 259 : Beginning Jazz Improvisation: 15 students
- MU 370 : University Jazz Band: 21 students (4 sections)
- MU 371 : Instrumental Ensemble: 7 students (2 sections)
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COLLEGE OF SCIENCE AND MATHEMATICS Top
Dr. Susan Elrod,
Biological Sciences Department |
Dr. Elrod is in her second year as a tenured faculty
member and associate professor. She continues her
excellent record of teaching with a strong professional
development program. This past year Dr. Elrod served
her second year as Associate Department Chair of Biological
Sciences, and as Chair of the Academic Senate Curriculum
Committee. Other leadership roles have been as Vice
Chair of the Academic Senate and Assistant Director
for the Center for Teaching and Learning. Dr. Elrod
will be working as a special assistant to the Provost
to organize and facilitate the operational program
review of the Academic Programs office, reviewing
current university academic policies and recommend
revisions and new policies.
Instructor
- BIO 351 : Principles of Genetics
- BIO 400 : Special Problems for Advanced Undergraduates
- BIO 461 : Senior Project
- MCRO 433 : Microbial Biotechnology
- SCM 201 : Orientation to Biotechnology
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Dr. Elsa Medina, Mathematics Department |
Dr. Medina is beginning her sixth year at Cal Poly.
She continues to develop as an excellent teacher;
her specialty is mathematics education. She has a
promising professional development program including
two publications; a grant from the American Association
of State Colleges and Universities on Improving the
Mathematics Subject-Matter Preparation of Elementary
School Teachers; and continuation of the Cal Poly
Mathematics Project. She made several presentations,
including one at the 10th International Congress of
Mathematical Education in Copenhagen. She had a leadership
role in the preparation of the mathematics program
submission to the California Commission for Teacher
Credentialing. Dr. Medina is Director of the California
Math Project at Cal Poly. During summer 2005 she directed
the Mathematics Summer Institute, an in-service teacher
education workshop for high school and elementary
school teachers.
Instructor
- EDUC 469 : Part-Time Student Teaching
- EDUC 479 : Student Teaching
- MATH 141 : Calculus I
- MATH 142 : Calculus II
- MATH 328 : Mathematics for Elementary Teaching II
- MATH 329 : Mathematics for Elementary Teaching III
- MATH 400 : Special Problems for Advanced Undergraduates
- MATH 461, 462 : Senior Project
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Dr. Antonio Garcia, Physics Department |
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Dr. Garcia is beginning his fifth year at Cal Poly;
his specialty is field based Quaternary geology. He
is developing well in teaching with his use of materials
in the classroom and field excursions with his students.
This year he has been involved in curriculum development
for the Minor in Geology, developing and teaching the
new Geol X395 Structural Geology course, and extensively
revising the content in the Geomorphology SS/ERSC 323
course. He has established an active and productive
professional development program in geomorphological
research, which involves Cal Poly students in substantial
ways. He has submitted a manuscript for review to The
Geological Society of America Bulletin. He continues
as a resource to the community and is active in giving
presentations on geology and related topics.
Instructor
- GEOL 102 : Introduction to Geology
- GEOL 201 : Physical Geology
- GEOL 241 : Physical Geology Laboratory
- GEOL X395: Structural Geology
- GEOL 401 : Field-Geology Methods
- GEOL 402 : Geological Mapping
- SS/ERSC 323 : Rocks and Minerals
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