Accomplishments of UMB Teachers

Innovations. Risks. Under-the-radar accomplishments. "Against the odds"

Yours or other people's. Named or unattributed.

People and accomplishments
-Solo gallery exhibition talk and presentations
-On Nov 11th, Profs Paul Watanabe, Karen Suyemato, and Shirley Tang will lead a group of 15 honors and Asian American Students on a 3-day field trip to the Manzanar WWII Japanese American Internment camp in CA.
-Peter Kiang's Model of coalition building around students, teachers, community
-Rajini Srikanth becoming Associate provost for Faculty Affairs
-Getting students to understand astronomy
-I had a math teacher who taught me mental math in 4th grade & Shakespeare in 3rd grade
-Established and implemented excelent simulation for learning in CNHS CCER -- Judy Walsh
-Rusty Simonds got me excited about thinking
-I would like to recognize and celebrate colleagues who inspire students to complete their degrees often against all odds.
-I taught "target marketing" research to hundreds of life insurance salesman, from 50 states, once every month. Talk about a tough group.
-Watching good teachers tease out the “Aha” moment from students
-Spontaneously generating a shared practice from a casual conversation. Specifically 2 faculty talking about their courses and ending up making a joint website containing intructional strategies that is searchable and usable post-UMB
-Constructing an online course in Po. Science dealing with Global Water and Climate Change without knowing much about science.
-A number of faculty - despite some anxiety re technology - have learned how to engage their students interactively online.
-A marvellous lecturer in a large introductory class who can make students comfortable to ask question on the class readings and never ever make a student think the question was silly or trivial.

Strategies and attitudes
-Sound strategy: "Ask Before You Tell."
-Being silent with students
-Creative energy recreates the world in which we live.
-Dialogue
-Clarity, encouragement
-Unconditional support & encouragement to help students achieve their goals
-linking course ideas with actual service in the community
-Teaching students how to take notes
-Turn the class into the course developers and the teachers with peer review as well as teamwork
-Work outside the classroom to insure students engaged in learning and their community
-Integrating a focus on the mind-body-spirit connection as a central part of the teaching
-Eliciting and supporting an engagement and caring on the part of students, both for the subject matter and for the process of getting it.
-Creating learning climates that "gently" push students out of their thinking comfort zones to consider diverse, new perspectives -- and translate this into making a personal and/or professional change with their lives

Strategies and Techniques
--Trying narrative pedagogy practice in my class based in evidence-based research in nursing education. Interpretive phenomenological study asking students [for] reflecting & sharing narratives about what experience has given them most meaning in nursing education programming
-Implementing a semester long project on curriculum analysis involving weekly assignments- drafts of components-adding up to an end of the semester major analysis or a curriculum.
-Working with students to self-assess their reading by asking - "What if anything would you like to change about our reading?
-Having students pick their own topics for weekly papers. By the middle of the semester the work is better than it would be on assigned topics.
-Allow students to create their own assignment criteria rather than teacher-set expectations (allows for creativity)
-Mentoring graduate students to work effectively with undergraduate and thru that work discover their teaching selves.
-Traditional faculty lecturing in a classroom moves to distance education as a new mode of delivery.
-Online & hybrid courses using web 2.0 technologies