BOOT CAMP FOR PROFS®
24-29, 2007, Timberline Campus Colorado Mountain College, Leadville,
CO is CLOSED for 2007 - Overbooked
Total costs (includes
lodging, meals, materials)$1000 if paid by check or P.O. $1050
if paid by credit card.
As director of Boot Camp for Profs®, I (Dr. Ed Nuhfer) am in transition from Idaho State University to Director of Faculty Development at California State University of the Channel Islands. After making a similar transition several years ago, I learned not to manage the finances of this program from one campus while moving to another. Therefore, Boot Camp for Profs® will be run independently for 2007, and the Boot Camp Homepage is hosted on this private server rather than a university server. The management, and location of the event at Timberline Campus of Colorado Mountain Colleges remains the same. The content and we instructors (hopefully!) improve a bit each year. We expect the event for 2007 to be better than ever. For all questions or information, contact the director at email@example.com or by personal cell phone at 208 241-5029.
"BOOT CAMP for PROFS®"
is a unique week-long program dedicated to celebrating and enhancing
college teaching. This event, set in one of the most beautiful areas of the Rocky Mountains, is one of growth and renewal. It is attended by professors at every career stage and from every conceivable kind of institution.The program has achieved outstanding reviews from
attendants, be they new professors looking to begin their faculty
careers or established professors seeking to strengthen skills and
renew enthusiasm. Over the fourteen years that it has existed, the most common response from attendants is "life-changing."
The original Boot Camp started in 1993 as a
solution to an serious problem: "How can teaching skills truly
be enhanced, given existing faculty commitments of time during the
normal, busy school term?" The early Boot Camps began as a special
summer week when faculty could concentrate solely on university -
level teaching and career survival skills. The week provided a series
of workshops that were based upon producing products for one's own
courses. In some years, we ran two to four camps. The early camps now seem primitive compared with what we do now. The Boot Camp has evolved from a series
of excellent but loosely connected workshops to a coordinated program of development designed with central unification to produce an effective higher education professional.
Boot Camp in its middle years increasingly concentrated
on the concept of one's personal "teaching system" in the context of what
fits best for each of us and for our careers within our specific institutions.
A "teaching system" addresses practice by building upon
a few central, unifying concepts. These concepts are developed and
expressed within a document that can be considered as a blueprint for practice—a "teaching philosophy."
This document addresses: (1) our core aspirations and values
that we become aware of through self introspection in which we reflect on our personal growth, satisfaction and professional improvement;
(2) content learning outcomes
we want for students; (3) teaching
in the forms of making informed choices about pedagogical approaches
that match our learning outcomes and will produce the best kinds of
experiences to help students to learn; (4) thinking in terms of addressing the most
appropriate stages of intellectual and ethical development; (5) rubrics that will insure that high level
challenges of critical thinking will be met by high level responses
from students and (6) student self assessment,
about their learning and their learning process, which is the correlative
to our own introspection. Over time, we found that this integrated
approach was more effective in producing permanent career success
than were any series of workshops.
recent years, we took this approach one step farther to stress how
these six areas can take one beyond individual success to
build strong curricula through unit-level development. We began
to realize that no matter how good a single teacher may be, no matter
how many accolades from students or how many teaching awards one individual
might have, students don't become educated in one course nor from
one professor. High level thinking, as a particular outcome, is not
produced in any sixteen-week course alone. Literature shows that an effort
needs to be sustained across several semesters to produce such thinking,
and that departments or institutions that want to get this result
need to produce curricula that sustain planned efforts over a required
time. This leads to recognition that the most effective "teaching
system" is not simply an individual development effort to
improve courses and student ratings. Rather it results from individuals'
efforts informed by research, made with awareness of responsibilities
to an effort larger than oneself. This requires planning and colleagues'
working together. Thus, when we teach with well-constructed lessons
and well-planned courses, we must keep in mind that one educates best when one aligns such efforts with a planned larger
vision. One has to be aware of particularly aware of efforts and effects at different scales that range from the individual lesson to the institutional degree.
The patterns seen within educational institutions and the patterns of events in time that occur in the process of becoming educated that best seem to depict effective use of teaching systems are fractal patterns. The Boot Camp program thus evolved through
over a decade to its present form with an emphasis described in recent
years by "Educating in Fractal Patterns." The utility of fractals to explain many phenomena in higher education has been described in about twenty columns in "National Teaching and Learning Forum" and in a 2007 paper in POD's peer reviewed journal, "To Improve the Academy." To date, the fractal
form has proven to be a strong unifying model for design and practice.
constitute the geometry of most natural forms (including neural networks
in the brain that form during learning), and patterns of events in
time of many natural phenomena.
Such forms appear complex and maybe even random, until one realizes
that these forms are constructed from recursive constructions of a
simple form called a generator. Because the brain is a fractal neural network, our actions, our products of mind—what our brain does—can be expected to have fractal qualities. By recognizing the nature of fractals, we can understand how to better succeed in what at first appear to be immensely complex endeavors.
For example, if one looks at a tree
in winter, it at first looks complex, and intimidatingly difficult to describe in any quantitative or concrete terms, until one recognizes that the
branching pattern results from a recursive construction from a simple
"Y" shape. An example of a recursive operation another is to replace each of the upper two branching
lines in the "Y" with another "Y." Soon, a very complex branching pattern
is built from the recursive assemblage of "Y" shapes. Being
able to perceive the "Y" generator suddenly brings order
to what appears to be an extremely complex form. Teaching too is a
complex activity. But, like the tree, it has order and is not "random." If a teacher can
operate from a mental generator that isn't deficient, then the resulting
product of educated students with high level thinking abilities is
much akin to the product of a healthy tree arising from repeated branching
forms. The "generator" of an individual teacher can be made
visible in a teaching philosophy. Such a philosophy
is a blueprint to practice that accommodates one's individual aspirations
and ineffable spirit. It becomes a strong and sophisticated philosophy only when built with the best knowledge available about
one's content area, about teaching practices that best serve adult
learners, about the nature of learning, and about mentoring students toward higher levels of thinking.
Once the essence of teaching, learning and thinking in the context
of one's aspirations is informed and clear, the kinds of course products and educational
experiences that are effective and contribute strongly to a
larger effort begin to emerge in practice. Success results from practice of our
philosophy and communication that clearly conveys to students and
peer reviewers specifics about the choices we have made.
With a fractal
system, assessment, the sometimes maligned "A-word," is never an added-on summative chore. If a sophisticated teaching philosophy is a road map to practice, assessment is the necessary consultation with that map to insure that we can answer: "Where are we now? Where do we need to go next?" Assessment is simply monitoring of practice that insures all participants accomplish
what they set out to do. In analogy to the figure above, assessment helps assure that the "tree" grows into the
desired form rather than leaving the form to build from random chance. Assessment
permits disparate aspects of practice to thrive together but to nevertheless
produce the desired results. Instead of merely drafting documents
such as syllabi, tests, or supplementary materials based on prescriptive
methods, we draft such documents based upon our core philosophy. When
one has true alignment, then a student or a peer will know
your core teaching philosophy from reading your syllabus or your tests.
Consistent alignment of your efforts to do what you most want to do
enables students to achieve what you most want them to achieve. When
faculty are not satisfied with student outcomes, either with respect
to learning or to students evaluation of satisfaction with the course
experience, it is surprising how often this occurs because faculty
are not actually doing what they most want to do.
There is no universal "best"
teaching system, but there is a best system for you—namely the system
that most effectively helps you and your program to achieve the outcomes
that you desire and that matches what your program has promised to
students to address those particular students' needs. Discovering your personal
system, and how that fits into some larger educational picture is
much of what "Boot Camp" is about. The extremely supportive
environment present in this program helps in this discovery. Outcomes of this program speak for themselves.
Some attendants in "career terminating situations" later
find themselves in the situation of recipients of best teaching awards.
Others have founded faculty development centers at their own campuses.
The "Camp" is small. We
prefer to work with a group of about twenty faculty. Other distinguishing
characteristics for "Boot camp 2007" include: (1) workshops
that result in attendants preparing actual materials for their own
classes on - site, (2) receipt of a personal library of acclaimed
resource books and (3) an emphasis on how to become increasingly successful
in each passing future year. In addition to teaching, emphasis is
also given to more rarely considered aspects of career success such
as becoming a better colleague and becoming a better advisor for students.
The camp experience will introduce you to a body of literature
that is seldom encountered within academic disciplines. It is immensely
useful, and familiarity with it is gradually becoming indispensable
to success in today's universities. Materials you will receive in the
2007 "BOOT CAMP for PROFS®" include a very thick and useful
set of working notes plus nine books—likely those below. Sections of these will
be used during the week, and they will serve you for many years as good
reference sources. If you were to found your own office of faculty development,
these would constitute a solid set of resources.
Angelo, T. A., and Cross, K. P.,
1993, Classroom Assessment Techniques (2nd ed.): San Francisco, Jossey - Bass,
Bain, K., 2004, What the Best
College Teachers Do: Cambridge, MA, Harvard University Press,
Cooper, J. L., Robinson, P. & Ball, D. (Eds), 2003, Small Group Instruction in Higher Education: Lessons from the Past, Visions of the Future: Stillwater, OK: New Forums Press.
Jones, Thomas B., 2005, The Missing
Professor: Sterling, VA, Stylus,
King, P. M., and Kitchener, K. S.,
1994, Developing Reflective Judgment: San Francisco, Jossey - Bass, 323 p.
Leamnson, R., 1999, Thinking About
Teaching and Learning - Developing Habits of Learning With First Year
College and University Students: Sterling, VA, Stylus, 169p.
Loacker, G (ed.)., 2000, Self
Assessment at Alverno College:
Milwaukee, WI, Alverno College, 162 p.
Nuhfer, E. B., and
others, 2006, A Handbook for Student Management Teams: Camarillo,
CA, California State University of the Channel Islands, 60 p.
Stevens, D. D., and Levi, A. J., 2005, Introduction to Rubrics: Sterling, VA: Stylus, 169p.
Zander, R. S., and Zander, B., 2000, The Art of Possibility: Transforming Professional and Personal Life: Harvard Business School Press, 210 p.
Zull, J. E., 2002, The Art of Changing the Brain: Sterling, VA. Stylus, 169p.
THINGS TO BRING
The surest way to exhaust attendants in an extensive experience and to prevent needed reflection and thought is to schedule every moment of attendants' time right into the night. At Boot Camp, we build in free time from lunch until 2:30 in the afternoon on all full workdays, and evenings are free other than for one optional workshop (Tuesday evening contains the optional session
on evaluation and assessment.) when attendance is truly voluntary. Most attendants value use of this time to network with attendants from other universities, and to draft products for their own classes based on the workshops. To be able to use this free time to its best, bring texts, notes or syllabi that you would
likely employ in one (1) upcoming course.
Also, bring quizzes, review questions, mid term and final
exams you may have constructed for this course. Bring some of your class notes and, particularly, syllabi and drafts of your teaching philosophy on a computer
or flash drive
You will have access to computers at Colorado Mountain College (CMC), but it will be very helpful to
have your own laptop. The dorm rooms have ethernet connections. Try to remember to bring your own ethernet cable. Alternately, you can place files online in your own e-mail sent to yourself as attachments and you
can retrieve these at Leadville through CMC's computers. Because this is a golden opportunity
to produce some excellent class materials, consider the course that
you think will be most difficult to teach next term.
You can expect to prepare a portfolio at camp that
will include (a) a revised teaching philosophy, (b) a revised syllabus,
(c) a knowledge survey for your course, and (d) class lessons constructed
to take advantage of newly acquired skills and knowledge for your own courses.
Bring to the first day's session (requires some
preparation before arrival)
(1) Five copies of a one - page (maximum!)
teaching philosophy (click here) that includes
at least a summary of your teaching goals, as they exist today. Two
of these copies should be printed without your name or that of your
institution on it. You can consider these as preliminary because we
will refine this document throughout the week. You will receive a
file online after you register which will help to guide you in the
initial introspection needed to begin to produce a sophisticated philosophy.
(2) Two copies of a course syllabus from any course
that you teach or aspire to teach.
(3) Completed self reflection exercise (click
here) Part of this self reflection will involve doing a Teaching
Goals Inventory for one of your courses and printing out your
results; visiting the ILS questionnaire found through the web pages
of Dr. Richard Felder at http://www.ncsu.edu/felder-public/ILSpage.html
and getting a diagnosis of your own learning style (print it out)
and finally viewing of
Universe" so you will know what it is when we refer to that
All attendants should
have received a copy of Leamnson's and Bain's books a couple of weeks
prior to the Boot Camp. These are used in the Friday morning book
discussion groups. When packing, it is easy to forget to bring these,
so here is a reminder to pack those with you.
Dress is very informal - summer recreational wear
works very well for this entire week.
The $1000 fee includes the workshops, materials,
lodging, and most meals. Materials furnished include texts, bound
notes, on - site Xeroxing and computer disks. Meals include breakfast/brunches
and lunches Sunday - through - Saturday, a get - acquainted barbecue
Sunday evening, and a banquet on the final Friday evening. Not included
are Wednesday's supper (on your own) and the cost of Wednesday afternoon's
recreational activity that you choose such as white water rafting
or horseback riding.
Paying for Camp
For those paying by
check, or those whose institutions are paying by check: Make those checks
out to Boot Camp for Profs® and send them to attention Ed Nuhfer, 1224 Hancock Place, Pocatello, ID 83201.
For those paying by credit card--personal or institutional(see note below): DO NOT email
your Credit Card Number. Instead, print the form below and phone it to Edward Nuhfer at 208 241 5029 or fax it to
Edward Nuhfer c/o Cindy Haddon at 208 282 5361.
If your institution is paying for your registration for individuals
or teams from your campus, provide the information in this web page to
the persons responsible for handling that paperwork. They can choose
to pay out of this fiscal year's money before June 30 or pay after camp out of next
year's after July 1. We do ask this year that arrangements for all payments
be clarified by June 15. We will have no facilities at Boot Camp itself
through which to process credit cards.
ACADEMIC CREDIT OPTION
Attendants have the option to earn three hours
of graduate credit through Idaho State University.
need to attend all sessions, and complete and turn in a portfolio by November 30, 2007. If and when it becomes clear you can register for academic credit, call ISU's
Academic Outreach Office at (208) 282-4545 or 4599, and request registration
for ACAD-598P, College Teaching and Learning. The credit option has cost about
$50 per credit, in addition to the regular Bootcamp fee. The payment for credits is done directly through the ISU Outreach Office and is not mixed with any account handled by Boot Camp for Profs®. Drs. Ed Nuhfer (CSUCI)
and Steve Adkison (ISU) will be the listed instructors. When you phone to register
for credit, be sure to inform the ISU person on the other end of the
phone that you have already paid the Boot Camp fee.
Those who receive graduate credit must (A) Register
for Credit as ACAD-598P as described above; (B) Attend the full week-long
resident program and (C) submit the following products as a portfolio.
1. One copy of current teaching philosophy
2. One course syllabus
3. A representative knowledge survey that is designed for
at least a month's coverage in a course. (If you have a whole-course
survey, you can submit it, but for credit we only ask you to design
a small one to get the experience of producing it.)
4. One lesson plan that makes use of an alternative learning
method other than lecture. It can be cooperative learning, case
study, writing, or any other instruction that is not primarily lecture-based.
We prefer that you actually finish these documents
in a reflective way after camp so that your efforts result in products
actually used and tested by you. For this reason, we do not try to cram completion
of these products into the week in residence at the camp. Deadline
for submission of these is November 30, 2007. Electronic submissions are fine.
GETTING TO CAMP and LEADVILLE
All activities will take place at Colorado Mountain
Colleges' Timberline Campus on 901 South Highway 24 in Leadville, Colorado.
Housing is in the new dormitories at this campus. Each attendant has his/her own room and bathroom. Attendants may
drive to Leadville via Interstate 70 and exit on either Highway 24 (Exit
171) or Highway 91 (Exit 195). The closest airport is Denver International
Airport, which is about 135 miles (three hours driving time) from Leadville.
Weekly rates on rental cars in summer are good, and probably provide
the most economical connection from Denver to Leadville. The schedule
for Camp follows below on these web pages.
Leadville is at an elevation of a bit above 10,000
ft with cool evenings and warm sun during days. For those engaging in
white water rafting (a mid - week option) bring clothing that can (1)
be doused with water without care and (2) can offer protection from
excessive sun exposure. Those engaging in horseback riding (also a mid
- week option) should bring long pants such a blue jeans. The area around
Leadville has wonderful hiking trails and scenic biking. A newly completed
bike trail lies adjacent to the campus. If you drive to the camp, vring a bicycle. The town hosts a mining museum, an antique train that carries one to incredible vistas near Climax, and other recreational attractions.
Because Leadville sits at an altitude above 10,000
feet, a few tips on dealing with the altitude will be useful to those
coming from out-of-state. Common inconveniences of acclimating to
this altitude include difficulty sleeping and headaches for the first
day or so. Drink plenty of water, because these effects usually are
exacerbated by dehydration. The air is cool and thin, so you won't feel
the usual heat accompanied by dehydration. Sunburns occur easily at
this altitude for the same reason. Use sunscreen or dress in long sleeves
when spending a lot of time outdoors. For those who use Wednesday afternoon to go whitewater rafting, sunscreen is a must.
Starting on Monday morning through Friday, participants have the option to attend morning yoga classes hosted by our instructor, Margie Krest, who is a certified yoga instructor as well as a professor.
June 24, Sunday --
FOUNDATIONS of SUCCESS - INTROSPECTION The Tree Trunk
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:30 a.m.
Bring to these Sunday sessions:
(a) 1 - page teaching
philosophy written as a narrative (5 copies - click
(b) Your syllabus
of a course you have taught (two copies)
(c) Your completed
introspection exercises - click here.
9:40 - 11:00--"No one gets in to see the Wizard - not no how,
not no way!" Ed Nuhfer, Margie Krest, Mitch Handelsman, Carl
11:20 - noon Preparation for tomorrow's session Learning
through writing your philosophy Margie Krest
12:00 - 1:00 Lunch
1:30 - 3:30 Let's Go to the Movies! —"The Teacher
in the Movies" created and presented by James Rhem
3:30-3:50 Snack Break
3:50 - 5:15 A Fractal
Dawning for Teaching and Learning-- Ed "F F" Nuhfer
6:00 Dinner Opening Night - Bar - B - Que
June 25, Monday -- TEACHING, LEARNING, and our PHILOSOPHIES—Patterns in the Branches
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:00 a.m.
9:00 - noon --Linking Cooperative Learning to the Research on How Students Learn. Barbara Millis (contains 20 minute Snack Break)
noon - 1:00 Lunch
Open work time until
sessions start at 2:30
2:30 - 4:40 Learning through
Writing - Your Teaching Philosophy - Margie Krest (Contains 20-minute snack Break)
Bring to this session:
(a) your current teaching philosophy written as a narrative
(b) your written responses to your group members' philosophy
5:00 - 6:00 Dinner
June 26, Tuesday -- MYSTERY, WRONGDOING, and
OVERDOING: Growing Healthy Leaves and Branches
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:00 a.m.
9:00 - 10:10 - Morning Mystery Theatre—Opening Act with Tom Jones. Bring with you The Missing Professor
20 minute Snack Break
10:30 - noon Positive Ethics and Positive Teaching Mitch Handelsman
noon - 1:00 Lunch
1:15 Mystery Playhouse
Scene 2- The Perils of NicoleOptional after-lunch discussion
outdoors, weather permitting, with Tom Jones and Carl Pletsch
on The Missing Professor. Further gatherings to make use of the lessons in this wonderful case book/mystery novel are possible. Simply arrange with Tom and Carl.
Snack Break - 20 minutes
2:30 - 4:30 -- Getting
Caught in the Over-teaching Trap--Bob Noyd
5:00 - 6:00 Dinner
7:15 Optional Evening Workshop Applied Evaluation
and Consultation: A Fractal Thinker Looks at Student Evaluations,
Ed Nuhfer and participants
June 27, Wednesday -- MORE BRANCHES—CONTENT LEARNING AND STUDENT AWARENESS
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:00 a.m.
9:00 - 12:00 (includes 20 minute break ) 9:00 - 12:00 Blueprints and Tools: Instruments to Assure Learning Happens—Rubrics, Knowledge Surveys and Learning Documents—Ed Nuhfer and Karl Wirth
noon - Sack Lunch--Available
for Taking on Recreational Outings
Afternoon - Evening
RECREATION Options - Horseback riding, biking, hiking white water
rafting, are a few of many possible options. You may want to use this for your own personal R & R break - your free choice! Costs of recreational
events are borne out - of - pocket by participants, and rates for
each option will be furnished on opening day of camp.
Dinner - out on your
own in Leadville or elsewhere, possibly with your recreational group,
but again, your personal option.
June 28, Thursday -- THINKING?? WE DON'T NEED NO STINKIN' THINKIN'! Getting into the treetop
- 9:00 A.M.
Convene at 9:00
9:00 - 12:00 (includes 20 minute break ) 9:00 - 12:00 Mentoring Students to High Level Thinking
Noon - 1:00 Lunch
Break Join your "syllabus buddy."
Unstructured work time--if needed
with your "Syllabus Buddy" until sessions start at 2:30
2:30 - 3:30 A Philosophy Enacted: Timeline Exercises and The First Day of Class
Snack Break 20 Minutes
3:50 - 5:00 The Affective Domain and Metacognition: Essential Parts for "the Better
Mousetrap"—Ed Nuhfer, Mitch Handelsman and others
5:00 - 6:00 Dinner
June 29, Friday
-- PULL IT ALL TOGETHER DAY—READING, DISCUSSING, GUIDING, WRITING & CELEBRATING—from Seed to Sturdy Sapling
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:00 a.m.
9:00 - 10:00 Book Discussion Groups - your choice of
Leamnson, R., 1999, Thinking About Teaching and Learning or Bain, K., 2004, What the Best College Teachers
Snack Break - 20 minutes
10:20 - noon --Being All You can Be --Tara Gray
2:30 --5:30 Your sophisticated teaching philosophy-a capstone summary workshop. Krest and Staff
- BOOT CAMP CELEBRATION! - Please Inform us whether you are leaving for home at the end of the banquet or if you are staying overnight in the dorms. Most adjourn to town for one final party after the banquet.
June 30, Saturday No sessions or meals- campus closes down. Campers staying Friday night may wish to gather for final goodbyes at a breakfast spot of choice in Leadville before heading home.