News & Events

Upcoming Faculty Advancement Series:Using Active Learning Strategiesto Enhance Student Learning

noreply@blogger.com (Tom Leong) — Fri, 06 Nov 2009 19:07:00 +0000

Please join the CTLE for the following upcoming Faculty Advancement Series event:

Using Active Learning Strategies
to Enhance Student Learning

Tuesday, 17 Nov 2009 · 11:30 a.m. – 1:00 p.m. · STT 590

Dr. André Oberlé (CTLE)

Tradition has it that Confucius said:

Tell me, and I will forget.
Show me, and I may remember.
Let me do it, and I will understand.

Modern educational research has proven what we always knew instinctively: Active students are better learners. This workshop examines how instructors can nurture student learning by incorporating active learning techniques into their lectures and seminars. They will see that even small modifications to the way material is treated in class can make a huge difference in the quality of student learning. A light lunch will be served.

Faculty Advancement Series | Video Archive of Past Events

Upcoming Faculty Advancement Series:The Effectiveness of Peer Tutoring on Student Achievement at the University Level

noreply@blogger.com (Tom Leong) — Wed, 04 Nov 2009 16:08:00 +0000

Please join the CTLE for the following upcoming Faculty Advancement Series event:

The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Friday, 13 Nov 2009 · 1:30 p.m. – 3:00 p.m. · STT 590

Vincent G. Munley, Ph.D (Lehigh Univ., Dept. of Economics)

Peer tutoring is a commonly employed strategy at universities in economic education as well as other disciplines where developing problem solving skills is a key element in mastering the subject matter. While there appears to be a general consensus that peer tutoring is a successful learning technique, and its practice is supported by multiple professional organizations, little direct evidence has been gathered about the quantitative magnitude of its effectiveness.

In this presentation, Dr. Munley will examine the evidence at Lehigh University. The results suggest that the peer tutoring program has a positive and significant impact, though in order for the program to improve the expected letter grade, a student need participate in the program on average for about one hour per week over a fourteen-week semester.

Faculty Advancement Series | Video Archive of Past Events

Improving Teaching Effectiveness and Student Learning Through Low-Stakes and Informal Writing Activities

noreply@blogger.com (Tom Leong) — Fri, 09 Oct 2009 14:57:00 +0000

Please join the CTLE for the following upcoming Faculty Advancement Series event:

Improving Teaching Effectiveness and Student Learning Through Low-Stakes and Informal Writing Activities

Tuesday, 20 Oct 2009 · 11:30 a.m. – 1:00 p.m. · STT 590

Active learning is self-reflexive, process-oriented, and personal, and should provide students the opportunity to assess their own learning. Such learning also creates the chance for teachers to become learners themselves: about the material, about students, and about teaching & learning. How can we create such self-reflexive learning experiences?

One simple and adaptable method is by using low-stakes, informal writing. This interactive workshop will serve as a primer to the benefits of using informal writing as a tool to enhance student learning and to the many options for designing such assignments. Such informal (often non-graded or evaluated) writing assignments can improve student learning across all levels and abilities, in a variety of courses (seminar, large lecture, lab/studio), and in any discipline.

A light lunch will be served.

Faculty Advancement Series | Video Archive of Past Events

Really Simple Steps for Managing the Web: An Introduction to RSS

noreply@blogger.com (Tom Leong) — Fri, 02 Oct 2009 03:25:00 +0000

Coming up in the new faculty and staff advancement series, Technology on Your Own Terms,

Really Simple Steps for Managing the Web:
An Introduction to RSS

Tuesday, 13 Oct 2009 · 12:00 p.m. – 1:00 p.m. · WML 306

This workshop will explain how RSS feeds and RSS readers can help you manage the abundance of information available on the web. You’ll create a Google Reader account and will learn to import, organize, search, and share up-to-date content from your favorite websites. (Taught by Kristen Yarmey-Tylutki, Library)

View descriptions of other Technology on Your Own Terms events.

Technology on Your Own Terms

noreply@blogger.com (Tom Leong) — Mon, 21 Sep 2009 03:10:00 +0000

The Weinberg Memorial Library and the CTLE are proud to announce a new faculty and staff advancement series, Technology on Your Own Terms. The series will introduce University faculty and staff to emerging technologies in a hands-on environment, in order to encourage innovation in the workplace and in the classroom.

Technology on Your Own Terms will begin Fall 2009 with four sessions. Descriptions of these events can be found here.

Upcoming Faculty Advancement Series: Teaching with the Case Method and Problem-Based Learning

noreply@blogger.com (Tom Leong) — Mon, 14 Sep 2009 15:22:00 +0000

Please join the CTLE for a workshop presented by Dr. Linda Nilson (Clemson University) on

Wednesday, 16 Sept 2009
2:30 p.m. – 4:30 p.m.
STT 590

Both the case method and problem-based learning (PBL) are proven powerful methods for engaging students in the subject matter, getting them to analyze situations, and giving them practice in applying the course material to solve real-world problems.

These methods are well suited to disciplines that have a context for application or use. These include business, law, medicine, nursing, public health, all engineering specialties, education, philosophy (e.g., ethics), economics (e.g., macro, legal aspects), political science (e.g., policy analysis, public administration, constitutional law) sociology (e.g., social problems, criminal justice, organizations), psychology (e.g., clinical, abnormal, organizational behavior), biology (e.g., resource management, ecology, DNA testing, genetics), physics, chemistry, and research methods in general (e.g., hypothesis formulation, research study design). These methods have even been used in music history and art history.

Refreshments will be served.

View other upcoming Faculty Advancement Series Events.

The Writing Center: Fall 2009We're Open for Business

noreply@blogger.com (Tom Leong) — Wed, 02 Sep 2009 19:59:00 +0000

The Writing Center is now open for business. Visit our home page for information on how to meet with our writing consultants, our Fall 2009 hours of operation, and more.

Visit the Writing Center home page →

Drop-in Tutoring, Fall 2009 Now Available

noreply@blogger.com (Tom Leong) — Tue, 01 Sep 2009 19:29:00 +0000

No appointment needed! Drop-in tutoring services are available in Math, Chemistry, Physics, Economics, Accounting, and Finance.

View current schedule →

Online Education Getting Better, Way Better

noreply@blogger.com (Eugeniu Grigorescu) — Thu, 27 Aug 2009 12:28:00 +0000

In the frantic days leading to the first day of classes, I missed a New York Times article about a recent report commissioned by the Department of Education that found, “on average, students in online learning conditions performed better than those receiving face-to-face instruction.”

The report is a meta-analysis of 99 research studies conducted between 1996 and 2008. Unlike previous studies that found no significant differences between online and face-to-face instruction, the current report concluded that students in the online environment would rank in the 59th percentile in tested performance, while students in the traditional classroom would rank in the 50th percentile – a statistically significant difference.

To see the full 93-page report, visit Evaluation of Evidence-Based Practices in Online Education: A Meta-Analysis and Review of Online Learning Studies. The article from the New York Times can be accessed here.

CTLE Has New Technology for Faculty Use: Podcasting and Pen-Based Technology

noreply@blogger.com (Tom Leong) — Tue, 11 Aug 2009 03:21:00 +0000

The CTLE has recently acquired technology that will be available for faculty to borrow for classroom projects. Faculty will be required to complete the “Proposal for Classroom Project Using Learning Technologies” form.

The DigiMemo L20 pad (pen-based technology) allows you to immediately get both a digital record and a hardcopy duplicate of handwritten notes without scanning. It is as easy as writing/printing or drawing on this tablet, then connecting it to a computer via a USB port and voila, the notes appear on the screen ready for editing in MS Word. The resulting file can also be uploaded to ANGEL courses for students to access.

Create a Podcast very easily by taking a digital voice recorder into your classroom and recording your lecture. The recorder saves audio in MP3 format which can then be uploaded to ANGEL, iTunes or a website for students to download.

Study Skills: Strategies for Textbook Reading

noreply@blogger.com (Tom Leong) — Mon, 10 Aug 2009 03:38:00 +0000

As we welcome our new class, I think once again about college readiness. By all current measures, the students in the new class qualify as college ready. In fact, the new students will soon be described admiringly as “tech savvy.” However, while these students certainly deserve to be described as tech savvy, many of these same students cannot be described as “information savvy.”

The new students will find themselves in situations where they encounter a great deal of information, but they must construct the meaning of this information themselves. They were probably taught the skills to accomplish this task many years ago. They spent time learning how to identify essential elements such as topics, main ideas, and supporting details. However, for many students, these skills were deemphasized as they progressed through the educational system. It may have become easier to provide students with knowledge, especially for standardized assessment, than to have students discover and create knowledge from multiple sources of information.

Whatever the reason for the lack of emphasis on these basic skills, we now fnd ourselves teaching students unprepared for dealing with multiple sources of information. We have to reemphasize the need for using the basic skills, and we have to teach new skills that allow them to evaluate sources of information and put new information into their own words. Of course teaching these additional skills as well as the content presents a formidable challenge. Unfortunately, the teaching of content depends on the students’ use of basic skills. Therefore, we can decline to review or teach basic skills, but we run the risk of impairing our ability to teach the content.

I find myself imposing a strict structure for reading assignments in my classes. I have the students identify topics, main ideas, and supporting details. I have even had work sheets that the students must fill out with this information. I do this with information that I would assign to read regardless of the need for basic skills review. So, the students read material that I deem necessary for my class, but I do point to the type of information that I want them to “remove” from the text. I also insist that they put the information into their own words in appropriate situations. I am not willing to continue this practice for the entire course. Eventually, I assign the readings, and the students inherit the responsibility for dealing with the information. I let them know in the beginning that they will eventually deal with these tasks on their own.

In reality of course, the responsibility has always been theirs, but I know some lack the preparation to assume this responsibility. It seems that another layer has been added to teaching.

2009 Teacher of the Year: Dr. Jack O’Malley

noreply@blogger.com (Tom Leong) — Wed, 05 Aug 2009 19:12:00 +0000

Dr. Jack O'Malley is this year’s honoree. Congratulations!

I am an alumnus of the University of Scranton (Class of 1964). For me and for many of my classmates, the University of Scranton was the one chance to obtain a college education. We received an excellent education in the Jesuit tradition and we learned that cura personalis is more than just a notion, but a core value. We were encouraged to embrace cura personalis, carry it our careers and personal lives, and seek to enrich the lives of others. When the opportunity to return and teach at Scranton was presented, it was an easy decision for Helene and me. I have enjoyed a productive and fulfilling career of service at my Alma Mater. For Helene and me it has been a wonderful life. Five of our children have been blessed with a Scranton education. Paul Fahey, Frank Homer (two classmates who also returned to teach) and I were recently asked to speak at our 45th reunion about how the University of Scranton has changed. I choose to speak about how it has stayed the same. The hallmark of a Scranton education always has been and always will be cura personalis. John Wooden, the legendary basketball coach at UCLA, once said “They ask me why I coach/teach. Where else could I find such splendid company.” How true of the University of Scranton!

Associate Professor, Psychology
Married to wife, Helene (45 years)
Six children (John, Edward, Julie, Diane, Erin, Ryan) and eight grandchildren
Chair, Dept. of Psychology: 1977 – 1987
Faculty Advisor, CAS Academic Advising Center: 1987 – present
Introduced, along with Dr. Gary Wodder, Coaching Minor: 1988
University of Scranton NCAA Faculty Athletics Representative: 1987 – 1999
Volunteer Assistant Softball Coach, University of Scranton, 1993 – 1997; 2001 – 2006
Rev. Paul R. Beining Service Award (2007) for exemplary service to the student-athletes of the University of Scranton
Northeastern Pennsylvania Sportsman of the Year Award presented by the Scranton Life Underwriters (1992) in recognition for contributions to youth sport and in particular for promoting sportsmanship and fair play
Alpha Sigma Nu (1977) citation recognized contributions to youth sport
Chairman, Bochicchio Sport Character Initiative (present)
Eucharistic Minister, St. Paul’s RC Church, Scranton
CCD instructor, 2001 – 2008
A poem I wrote, “Prince of Peace,“ was set to music by Benjamin Kapilow and performed at Noel Night, December, 2008, thanks to Cheryl Boga. It was a really nice moment for our family.
Member of the University of Scranton Wellness Committee (2007 – present)

CTLE Receives Verizon Grant

noreply@blogger.com (Tom Leong) — Thu, 02 Jul 2009 15:20:00 +0000

The CTLE received a Verizon Grant in the amount of $10,000 to foster student literacy through the use of technology. The grant will enable the CTLE to expand existing technical support services for distance education, instructional design and the use of technology for all faculty and students in teaching and learning.

The Center plans to acquire several high-end computers along with sophisticated multimedia production software.

Dr. William Rowe: 2009 CASE Professor of the Year

noreply@blogger.com (Tom Leong) — Wed, 01 Jul 2009 08:23:00 +0000

The University of Scranton named William V. Rowe, Ph.D., professor of philosophy, its CASE Professor of the Year in recognition of his outstanding performance as a member of the faculty.

“It’s a cliché to say you’re humbled by an honor, but I am humbled by this teaching award,” said Dr. Rowe. “My son’s experience as a student at the university assured me that I work alongside a lot of gifted teachers.”

Professors awarded by individual schools are then eligible for further recognition by the Council for Advancement and Support of Education (CASE) at the state and national levels.

Dr. Rowe, a resident of Clarks Summit, joined the philosophy faculty at Scranton in 1990 as an associate professor. In 1995, he was named professor and chair of the philosophy department, a position he held until 2004.

He currently serves as director of the Center for Ethics Studies at the university, and is a member of the Judaic Studies Committee, Faculty Development Board and Schemel Forum Board. Dr. Rowe is a former faculty moderator of Phi Sigma Tau, the national philosophy honor society.

Prior to joining the Scranton faculty, Dr. Rowe was a senior member in history of philosophy at the Institute for Christian Studies in Toronto, Ontario, Canada, and an assistant professor of philosophy at The King's University College in Edmonton, Alberta, Canada.

Dr. Rowe was a co-recipient of a U.S. Department of Energy Grant to study the ethical, social and legal implications of the Human Genome Project (1997 -2003). He was chosen as Teacher of the Year by The University of Scranton's graduating class of 2003, and received the Alpha Sigma Nu Annual Teaching Award in 1997. Dr. Rowe has had his work published in numerous academic and professional journals. He is a frequent presenter at academic and public events.

Dr. Rowe earned a bachelor's degree from Allegheny College, a master of philosophy degree from the Institute for Christian Studies, Toronto, a master of arts degree from Pittsburgh Theological Seminary and a Ph.D. from Duquesne University, Pittsburgh.