"Nutshell Notes" was created by Dr. Edward Nuhfer in 1991, with numbered issues begun in 1992.
Volume 6 Number 6 is the Homepage for Boot Camp for Profs®. It is updated annually.
BOOT CAMP FOR PROFS®
19-25, 2008, Timberline Campus Colorado Mountain College, Leadville,
CO Page Under Construction
Sorry--CAMP FILLED for 2008
REGISTRATION NOW CLOSED
Welcome! As director of Boot Camp for Profs®, I have a separate life as Director of Faculty Development at California State University of the Channel Islands. Every other instructor at Boot Camp--faculty developers, authors, professors—also have separate professional lives, all centered around service to faculty and teaching and learning. Once each year, we come together for this very special week.
Boot Camp for Profs® is an independent program, although its accounting has at times been run through several universities. To better reflect ownership of the program, our Boot Camp Homepage has been hosted on this private server since 2006 rather than on a university server.
The first Boot Camp was founded in 1993 by a number of us who were at University of Colorado at Denver, and it drew over 80 participants from all over the U.S. and several foreign countries. In subsequent years we broadened our base of instructors from local to regional, and we held successful programs at many locations. We instructors also decided we wanted to run a small camp and not make this into any institution's "cash cow"—we try to keep registration at around twenty participants and costs as low as possible.
We discovered the Timberline Campus of Colorado Mountain Colleges about ten years ago, and have never found a better site. The facilities are perfect, the staff is very professional and knows our needs and even the diet preferences of professors. We now consider Leadville our "home" for the program. The content and we instructors (hopefully!) improve a bit each year. At the end of this week-long program, we don't want to leave—neither will you. We expect the event for 2008 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 practiceof 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 2008" 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.
Fink, Dee, 2003, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses San Francisco, Jossey - Bass.
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 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.
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 $1250 fee includes the workshops, materials,
lodging, and all meals but one. 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, 150 Cathedral Cove Unit 33, Camarillo, CA 93012.
For those paying by credit card--personal or institutional(see note below): DO NOT email
your Credit Card Number. Instead, use either a PayPal® account or phone your card to Edward Nuhfer at 208 241 5029.
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 Leadville at the 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, 2008. 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, 2008. 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.
July 19, Saturday - dorms open for evening arrivals as needed. Call 208 241 5029 for very late arrival.
July 20, 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 here)
(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 Pletsch
11:00-11:20 Snack Break
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 Fractals, Enacted Teaching Philosophies, and the Importance of Affect -- Ed Nuhfer and James Rhem
6:00 Dinner Opening Night - Bar - B - Que
July 21, 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. Carl Pletsch, Ed Nuhfer & Steve Fleisher With reflections (10 minutes) on how pedagogical choices affect your teaching philosophy—Margie Krest (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
July 22, Tuesday -- MYSTERY, OVERDOING, and
WRONGDOING: Growing Healthy Leaves and Branches
BREAKFAST 8:00 - 9:00 A.M.
Convene 9:00 a.m.
9:00 - 10:30 - Getting Caught in the Over-teaching Trap--Bob Noyd
20 minute Snack Break
10:50 - noon Morning Mystery Theatre—Opening Act with Tom Jones. Bring with you The Missing Professor
noon - 1:00 Lunch Break
Snack Break - 20 minutes
2:30 - 4:50 -- Positive Ethics and Positive Teaching — Mitch Handelsman — With reflections (10 minutes) on how ethics affects your teaching philosophy—Margie Krest
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
July 23, 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 ) Blueprints and Maps: Instruments to Ensure Learning Happens—Rubrics, Knowledge Surveys, Student Management Teams, and Learning Documents—Ed Nuhfer and Steve Fleisher —With reflections (10 minutes) on how assessment affects your teaching philosophy—Margie Krest
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.
July 24, 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 — Mike Pavelich With reflections (10 minutes) on how levels of thinking affect your teaching philosophy—Margie Krest
Noon - 1:00 Lunch
BreakJoin 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 Metacognition and a Six Thinking Hats Experience in Metacognition —Mitch Handelsman and Ed Nuhfer
5:00 - 6:00 Dinner
July 25, 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.
July 25, 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 - 10:20 Gallery Walk - Fractal Lesson Design Awareness at Scales – Review of a Test Drive of Aligning Philosophy and Learning Design
Snack Break - 20 minutes
10:40 - noon – Three Book Discussion Groups - your choice of Leamnson, R., 1999, Thinking About Teaching and Learning or Bain, K., 2004, What the Best College Teachers Do, or Zander and Zander, 2002 The Art of Possibility.
noon - 1:00 Lunch Break
2:30--5:30 Your Sophisticated Teaching Philosophy: a capstone summary workshop. Margie Krest and staff
2:30 --5:30 Your sophisticated teaching philosophy-a capstone summary workshop. Krest and Staff
6:30 BANQUET - 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.
July 26, 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.
"BOOT CAMP for PROFS" REGISTRATION
(1) PERSONAL INFORMATION:
Name of current university or college:
E - Mail:
Checks are preferred. However, if your institution insists on use of a credit card, provide the folowing information by phone to 208 241 5029.
Credit Card Number:
EXPIRATION DATE ______________________________
Lodging at Leadville will be in Colorado Mountain College dormitories
and includes towels and linens. We give attendants their own room and do not "double up." Each dorm room has two small single beds standard, and CMC can create four bunk beds in a room. Family is welcome at BOOT CAMP. There
are plenty of recreational opportunities for spouses in the nearby area, but no
childcare is provided as part of the camp package and children are not allowed in the sessions. For those who bring
a spouse or guest, the additional dorm and meal cost for each person
is $38.00/night/person lodging and $35.00/day/person meals (breakfast,
lunch dinner). Bills will be provided for guests after the end of camp.
I am bringing my spouse/guest
Number of people, including yourself, for whom you wish dorm reservations__________
Your t-shirt size: ____
SESSIONS BEGIN PROMPTLY AT SUNDAY, 9:30 A.M. Attendants driving up from the Denver Airport or from elsewhere in Colorado may choose to arrive Sunday Morning. If you drive to arrive Sunday morning, PLEASE DO NOT BE LATE. The initial session is quite important. If you drive to campus and arrive near 9:30 a.m., go directly to the classroom in the Learning Center. That is easy to spot; it is the only building on campus that looks like the hoist house of a mine. Dorms open for us on Saturday. Most will arrive Saturday and stay Saturday night.
I plan to arrive
Saturday afternoon or night
I plan to depart
Friday evening after the banquet
ONCE COMPLETED, COPY and EMAIL THIS
PAGE as a .DOC or .PDF attachment to Ed Nuhfer firstname.lastname@example.org
instructors include faculty and faculty developers from seven institutions
(Colorado School of Mines, U. S. Air Force Academy, University of Colorado at Denver, University of Colorado at Boulder, and California State University of the Channel Islands) plus the author of The Missing Professor and the Editor & Founder
of "National Teaching and Learning Forum." Instructors are
selected based on success in their disciplines as both teachers and
scholars and their ability to sustain a week-long integrative approach to faculty development.
STEVEN FLEISHER is a full-time Lecturer in the Psychology Program at California State University, Channel Islands. In his first life, Steven worked as a roofer and carpenter. Returning to school in 1988, he completed his Bachelors and Masters in Counseling at California State University, Los Angeles, with a full internship in Marriage and Family Therapy. Following his loves in psychology and teaching, Steven enrolled in the Ph.D. Program in Education at UC Riverside. He worked as a graduate researcher for Robert Calfee, Dean of the Graduate School of Education, and is published with the Council of Chief State School Officers on standards and assessment, and the California Council on Science and Technology on education and industry. After his Educational Psychology studies, Steven then completed his Ph.D. in Clinical Psychology at California Graduate Institute, Los Angeles, formalizing his research in Psychology and Education. His studies were also completed under the tutelage of Wade Brynelson, Assistant Superintendent at California Department of Education, bringing his research to the cutting edge in Education and Psychology. Steven’s research on self-regulation in academic learning is published in several issues of “Academic Exchange Quarterly” and recently with “National Teaching and Learning Forum."
MITCH HANDELSMAN received his B.A. from Haverford College and his M.A. and Ph.D. from the University of Kansas. He has been on the faculty at the University of Colorado at Denver since 1982, and is currently Professor of Psychology and a CU President's Teaching Scholar. Mitch has received several awards for his teaching, including the 1992 Teacher of the Year Award from CU-Denver and the 1995 Teaching Excellence Award of Division Two of the American Psychological Association. In 1992 he was the CASE Colorado Professor of the Year. In 1989-1990 he worked in Washington, D.C. as an APA Congressional Science Fellow, and he has been a consultant to the Colorado Mental Health Boards. He is recent past-president of the Rocky Mountain Psychological Association. Mitch's research areas include teaching, professional ethics, and legal/political aspects of professional psychology.
THOMAS JONES received his B.A. (1964) from the University of Minnesota and received a Woodrow Wilson Fellowship for graduate study in history. He completed his Ph.D. from Cornell University in 1968. He has taught at Northern Illinois University, Metropolitan State University (St. Paul-Minneapolis), Rockhurst University, and Maple Woods Community College. His publications include articles on American foreign policy, economic history, segregation, film and history, the humanities, college teaching, and adult education. He helped found and direct teaching centers at Metropolitan State and Rockhurst University. He is co-author of Promoting Active Learning: Strategies for the College Classroom (1993).
MARGIE KREST is a Senior Instructor in the department of Environmental, Population and Organismic Biology at the University of Colorado at Boulder. She teaches graduate and undergraduate courses in technical writing. She has published articles in The Journal of Teaching Writing, English Journal, The American Biology Teacher and the Journal of College Science Teaching.
ROBERT NOYD is Director of Faculty Development and an Associate Professor of Biology at the U.S. Air Force Academy. He graduated from Central Connecticut State College in 1978 with a BS in biology and a 7-12 teacher certification in science education. Bob taught a wide variety of high school science courses from 1978-1985. He was an editor for DC Heath, where he developed textbooks and ancillaries for middle and high school biology programs for the national market. Bob has taught 15 different courses at the community college, liberal arts college, and university levels. He completed a Ph.D. in plant pathology in 1995 and joined the faculty at the Air Force Academy in 1996. Bob's interests have focused primarily on faculty and curriculum development issues. Some of his activities include creating a "teaching toolbox" approach to faculty development, developing a component analysis approach to classroom observations for Front Range Community College, initiating a microteaching method for the rapid development of teaching skills, creating a top-down charter approach to curriculum development, and pioneering the "whole organism" approach to biology education. Bob traces his teaching philosophical roots to David Ausubel and his assimilation theory of meaningful learning and uses his methods of advance organizers and concept maps.
EDWARD NUHFER is California State University at Channel Islands' Director of the Center for Faculty Development and the trademark owner of Boot Camp for Profs®. Ed is a geologist by training, holds several teaching awards, awards in geology from the American Institute of Professional Geologists, and the 2006 Faculty Develpment Innovation Award from the Professional and Organizational Developmental Network (POD). He developed interest in science education as a Shell Merit Fellow at Stanford University in the summer of 1970, and embraced faculty development as a major career interest in 1988 while on sabbatical from University of Wisconsin at Platteville. He describes himself as "a perpetual student and incurable teacher made slightly crazed and dangerous by fractals on the brain." After his sabbatical, he founded and directed the Teaching Excellence Center at UW - Platteville where he created Student Management Teams as a faculty development tool. In 1992, Ed joined CU-Denver as their first Director of Teaching Effectiveness. There he founded Boot Camp for Profs in 1993 with other faculty, and started the 3-day summer Colorado Teaching with Technology Conference. Ed spent five years at Idaho State University as Director of their Center for Teaching and Learning before moving to "the land of eternal spring" in Camarillo, CA. Ed is a regular columnist for "National Teaching and Learning Forum" and produces the one-page newsletter, "Nutshell Notes" (found at http://www.isu.edu/ctl/nutshells/index.html). His favorite work week is the Boot Camp week spent with guidance of caring professors, mentors, and colleagues.
MIKE PAVELICH is Professor of Chemistry at Colorado School of Mines. His scholarship centers on education itself. Early in his career he became concerned with the effectiveness of the traditional lecture method for aiding students' learning. For the last twenty years he has concentrated his efforts on developing and evaluating teaching methods that foster higher-level thinking abilities. One of the products of this work is a freshman chemistry lab manual, Inquiries into Chemistry, which requires students to find patterns in data and explain them. Set answers are not available; students must do their own thinking. In many experiments the students are also required to design their own experiments and redesign them as data comes in. This manual, which has been used in colleges across the country for almost two decades, puts the freshmen into a quasi-research mode in the lab. Mike notes: "It is a kick to teach because of the involved logical arguments one can get into with students." Mike & Ed enjoy quarreling about levels of thinking over tortilla chips at Mike's favorite Mexican pub in Golden. Results from recent quarrels have appeared as articles in "National Teaching and Learning Forum."
CARL PLETSCH is Associate Professor of History and past Coordinator of Instructional Technology at University of Colorado at Denver. He also teaches in the Graduate School of International Studies at the University of Denver. He returns to us this year after serving as Acting Provost at University of New Haven and spending a semester at the Australian National University. His doctorate in history is from the University of Chicago, and his undergraduate degree in history and philosophy is from Brigham Young University. He was formerly a faculty member in history at the University of North Carolina at Chapel Hill, and at Miami University in Oxford, Ohio; he has been Visiting Professor at the United States Air Force Academy on two occasions. He is author and editor of several books including Young Nietzsche, Becoming a Genius. .
JAMES RHEM founded "The National Teaching and Learning Forum" in 1990 in partnership with the ERIC Clearinghouse on Higher Education and still manages that progressive publication. Hi passion for teaching led him to create four other periodical publications for higher education, among them "The Teaching Professor." James comes to Boot Camp, not as a professor, but rather as a scholar-supporter and catalyst for improving higher education. In1996, Rhem presented a keynote address to the POD Network annual meeting on "The Teacher in the Movies." Since that overview of 12 films ranging from Goodbye, Mr. Chips to Mr. Holland's Opus, he continues to expand and refine this presentation, which is continually requested by colleges and universities. His doctorate is in 18th Century British Literature, and for 20 years he's been an arts critic for local and regional publications in the Midwest. Rhem, an accomplished photographer, has published several scholarly books on other photographers, including the American photographer, Ralph Eugene Meatyard and Aaron Siskind.