4. “
”
Luther College affirms the
liberating power of faith
and learning.
Luther is committed to a way of learning that moves us beyond immediate
interests and present knowledge into a larger world
Luther is rooted in an understanding of grace and freedom that emboldens us
in worship, study, and service to seek truth, examine our faith, and care for all
God’s people.
6. Iowa State University
Bacteriology/Biochemistry
Religious Studies
M.S. 1979
Master’s Thesis
Development of a Differential Medium for the
Selection of Bacillus thuringiensis
Majors
8. Louisiana State University
Curriculum & Instruction
Science Education
Ph.D. 1989
Doctoral Dissertation
The Effect of Teaching upon the Biology Content
Cognitive Structure of Teachers.
Major
Patrons Award Outstanding Paper for 1989
National Association of Research in Science Teaching,
14. Outcomes – New or Redesigned Courses
Teacher
ScholarThinker
BIOL 103 Human Biology
BIOL 111 Applied Human Biology
BIOL 151 Cell Function & Inheritance
BIOL 601 Selected Topics
BIOL 610 Special Topics
BIOL 678 TA Practicum
BIOL 699 Master’s Thesis
SCI 600 Higher Ed Teaching
SCI 226 Science for Elementary
HONS 130, 220, 300
15. Teacher
ScholarThinker
Science Teachers Association Regional Meeting, New
Orleans, LA.
1991, December. Discrepant events and questioning strategies.
Workshop presented at the St. Cloud State Science Teacher's
Day, St. Cloud, MN.
1993, January. Microbial methods for secondary biology.
Workshop presented at the St. Cloud State Science Teacher's
Day, St. Cloud, MN.
1994, January. Investigative labs for secondary biology.
Workshop presented at the St. Cloud State Science Teacher's
Day, St. Cloud, MN.
1994, November. Inquiry or inquisition: Setting the tone for
science education. Workshop presented at the National
Science Teachers Association Regional Meeting,
Minneapolis, MN.
1995, April. Implementing the standards- Changing 201: Story
of curriculum reform. Workshop presented at the Sci-Math
MN Conference, Brainerd, MN.
1995, June. Inquiry or Inquisition: Using questions in the
Science Classroom. Workshop presented at the Coalition of
Educators of the Life Sciences, Madison, WI.
1995, June. Changing 201: Story of curriculum reform.
Outcomes – I help others think about their teaching
WORKSHOP & IN-SERVICE PRESENTATIONS
16. Teacher
ScholarThinker
Outcomes – I help others think about their teaching
Faculty Development
Center for Excellence in Teaching and Learning, SCSU
Faculty Forum: Team Teaching Experiences (1996)
Workshop for Orientation 150 Faculty- Concept Mapping
and other things useful (1996)
New Faculty Forum: Things I know now that I wish I knew
then. (1996- 99)
Faculty Book Talk: Teaching to the Rhythms of the
Semester (1997)
Faculty Book Talk: Scholarship Reconsidered & Scholarship
Assessed (1999; 2001)
Campus Teaching Workshop Day: Scholarship Reconsidered
(1999)
Senior-to-Sophomore Workshop: Giving students a campus
experience (1999)
Faculty Forum Workshop Day: Learning Theory 101:
Constructivism (2000)
17. Scholar Wonder
Outcomes – I try to inspire
Thin Spots
Fall Gluttony
Fire
The Flute
Ice & Bird
Setting the Table
The Cranes
Tracks
Juxtapose
19. What am I most proud of ?
Re-visioning and re-design of BIOL 201/151 to
include
Conceptually Driven Content
Co-operative Learning Strategies
Investigative Labs
Novel Pedagogical Supports
Writing and Data Analysis Intensive
Over a 95% pass rate
One day Denise comes up to me in the hallway a
year or so after we’ve changed 151. She tells me
she has just come from her class (genetics/cell?)
and says, “She can see a difference in the way her
students go about learning and thinking. And their
writing has improved.
20. What am I most proud of ?
Re-design of BIOL 103 to an Issues Driven
Approach
Topics relevant to
Typical college age students
College life situations
Social Work Majors
Labs are designed to ask questions about themselves
Poster projects shared with the university community
21. Quarter to Semester Curriculum Chair
We did not just adjust the credits
We looked at the flow and connections between courses
We re-envisioned the Core
We developed BIOL 152
I thought Ralph
Gunderson was gonna
kill me!
ish
23. Senior to Sophomore
The Senior to Sophomore Program (S2S) is St. Cloud State’s
concurrent enrollment program. S2S is a partnership with
participating high schools and the university which allows
eligible high school students to enroll in introductory college-
level courses in their high schools.
S2S students are considered St. Cloud State students since
they are enrolled for credit and will be counted in enrollment
reports.
A Regional Outreach for the College of Science & Engineering
24. S2S: What I do
Officially: Faculty Mentor to the High School Teachers
Initial orientation with new teachers
Visit as guest Lecturer or Lab Instruction
Organize visits for Lab and/or Library Experiences On-Campus
Work with students on research projects
Work with students on Lab Reports
Find and or design resources
Generally keep in touch
25. S2S Student Research Colloquium
2007, 2009, 2012
STUDENT RESEARCH COLLOQUIUM
December 14, 2009
St. Cloud State University • Atwood Memorial
Center
___________
Student Research Colloquium Keynote Speaker
DR. RUTH LYNFIELD
Minnesota State Epidemiologist
PANDEMIC INFLUENZA: WHAT’S THE BIG DEAL?
STUDENT RESEARCH COLLOQUIUM FALL 2012
KEYNOTE ADDRESS
Prof. Heiko Schoenfuss
Director of the Aquatic Toxicology Laboratory
Saint Cloud State University
What’s in YOUR water? Endocrine
Disruptors in Minnesota Waters
26. S2S Enrollment
168
192
168
216
240
264 264
360
384 384
625
840 840
1032
975
"98-99 "99-00 "00-01 "01-02 "02-03 "03-04 "04-05 "05-06 "06-07 "07-08 "08-09 "09-10 "10-11 "11-12 "12-13
Enrollment
Academic Year
S2S Enrollments
Up to this point I was still
teaching 10-12 crds on-
campus
29. Now I become myself. It's taken
Time, many years and places;
I have been dissolved and shaken,
Worn other people’s faces,
Run madly, as if Time were there,
Terribly ·old, crying a warning,
"Hurry, you will be dead before-"
(What? Before you reach the morning?
Or the end of the poem is clear?
Now I Become Myself
31. The Contemplative Teacher
WHOLE SELF
Scholar
Teacher
Thinker
The most practical thing we can
achieve in any kind of work is
insight into what is happening
inside of us as we do it. The
more familiar we are with our
own inner terrain, the more
surefooted our teaching –
and living – becomes.
Parker Palmer
32. Contemplative Practice
Mindfulness Pedagogy
Contemplative pedagogical techniques seek to enhance
FOCUS i.e. Mindfulness
for the purpose of improving learning
Increased ability to concentrate
Increased tolerance of ambiguity
Self-awareness of a stressful state with the ability to move
back to a quieter state
34. Mindfulness Pedagogy
Teachers engaged in mindful practices
enhanced:
Collaborative teacher/student engagements
around problem solving
Increased awareness of students’
misunderstandings
Students’ abilities to deal with anxiety and
conflict
Classroom practices which engaged the
students’ mindfulness awareness and skills.
35. Now to stand still, to be here,
Feel my own weight and density!
The black shadow on the paper
Is my hand; the shadow of a word
As thought shapes the shaper
Falls heavy on the page, is heard.
All fuses now, falls into place
From wish to action, word to silence,
My work, my love, my time, my face
Gathered into one intense
Gesture of growing like a plant.
As slowly as the ripening fruit
Fertile, detached, and always spent,
Falls but does not exhaust the root,
