Mimi Benjamin , assistant professor, and Holley Belch and John Mueller , professors in Student Affairs in Higher Education (SAHE), each presented sessions at the American College Personnel Association
annual convention in Tampa, Fla., on March 4–8, 2015.
Benjamin presented “Making the Leap from Administrator to Faculty Member.” Benjamin and Belch presented “Learning Communities, Students with Psychiatric Disabilities, and Insights from Leaders.” Mueller presented “The Privileged Identity Exploration Model
Benjamin and Mueller serve on the directorate of the association’s Commission for Professional Preparation. Belch was honored at the convention with the Annuit Coeptis award.
The American College Personnel Association is one of two leading professional associations for student affairs in higher education. Nearly 3,000 student affairs practitioners, graduate preparation program faculty, and graduate students attended the national
convention this year (3-14-2015)
—taken from the 3-10-2015 IUP Daily
Lilia Savova presented at the 2015 International TESOL Convention in Toronto on “Bridging Accuracy and Fluency in Research Writing.” Her presentation reflects her research on the linguistic analysis of texts, both original and plagiarized.
It also showcases the pedagogical approach she developed and applied in her teaching.
More specifically, “Bridging Accuracy and Fluency in Research Writing” is based on her research on the nature of plagiarized texts, on the prevailing definitions of plagiarism, and on the application of the Prague School of Linguistics principles in that
analysis. It differentiates between two applications of the process approach in research writing.
The first, a fairly common one, constitutes a fixed sequential process that frequently results in not finding the expected sources, changing topics, and, plagiarizing.
The second one, which she uses in her classes, is a flexible recursive process, which helps students avoid plagiarism.
Last but not least, it emphasizes the importance of developing register awareness in applying sentence-level accuracy competencies for an enhanced text-level fluency and a strong researcher voice.
—Taken from the 4-2-2015 IUP Daily
Melanie Holm presented at the 2015 annual meeting of the American Society of Eighteenth Century Studies (ASECS) in Los Angeles, Calif. on the mentorship and scholarship of Professor Michael McKeon, who is Board of Governors Professor
of English at Rutgers University. Her presentation reflected on the importance of graduate mentoring both in course work and at the dissertation level.
In her contribution to this roundtable discussion, Holm elaborated on the seriousness of purpose that McKeon brings to graduate mentoring by sharing his contributions to her developing scholarship as an early editor and commenter, as well as guide towards
developing her own style of dialectical thinking.
While it would seem that working with a scholar of Professor McKeon’s stature would entail its own critical version of the anxiety of influence, what she conveyed about McKeon’s mentorship was how his mindful efforts to treat graduate students both as
serious writers and serious thinkers obviates such psychological difficulties. She proposed that his method of encouraging advisees through direct and frequent engagement, both in conversation and textual notation, to conceive of themselves not as
neophytes struggling for the approval of the master, but independent intellectuals in their own right, ought to serve as a model for mentoring relationships on the graduate and faculty levels.
—Taken from the 4-9-2015 IUP Daily
The following presentations were made by
Department of Counseling faculty at the 2015 conference of the Association of Counselor Education and Supervision (ACES) in Philadelphia
—Taken from the 10-21-2015 IUP Daily
Three IUP professors recently presented a poster at the Association for Contemplative Mind in Higher Education Conference.
Kim Weiner , associate professor in the Counseling Center and Coordinator of IUP’s Mindfulness Living Learning Community, presented a poster at the Association for Contemplative Mind in Higher Education Conference at Howard University
in Washington, D.C. on October 9, 2015, with Daniel
Weinstein, assistant professor of English; Janice Baker, chair of the Department of Communication Disorders, Special Education, and Disability Services; and Donald McCown, assistant professor of Integrative
Health, co-director of the Center for Contemplative Studies, and director of the Contemplative Studies minor at West Chester University of Pennsylvania.
The poster summarized IUP’s
Mindful Campus Workshop, a two-day professional development workshop held at IUP on February
27–28, 2015. McCown gave the workshop’s keynote address and led sessions on mindful movement and meditation. Additional sessions included: "Walking, Sitting, and Writing Meditation" by Weinstein; "Compassion and Self-Compassion" by Weiner; "Mindful
Leadership" by Baker; and "Mindfulness in Everyday Life" by Caleb Finegan.
—Taken from the 10-22-2015 IUP Daily
English Department, presented a paper called "Working/Playing Across the Political Spectrum of World English Studies" on November
6, 2015, at the Curriculum and Pedagogy national conference in Cleveland.
The paper described changes in the politics of language diversity over the past 30 years in World English Studies. Porter focused on ways that different conceptualizations of difference might offer teachers opportunities to enact more culturally and linguistically
responsive pedagogies. The presentation included numerous interactive tasks and invited participants to play with their perceptions of language as they explored various ideological perspectives.
—Taken from the 11-8-2015 IUP Daily
At the annual meeting of the College Reading and Learning Association (CRLA), Susan Dawkins and Luke Faust presented a case study titled, "When Does Developmental Advising End?" in which they discussed their evolution
from advisor and student to IUP colleagues.
Student development and education organization theories informed their findings. They concluded by discussing implications for effective practice and succession management in academic advising.
—Taken from the 11-11-2015 IUP Daily
Christina Huhn gave a research presentation titled “National Standards: Post-secondary Impact” at the annual fall convention of the American Council on the Teaching of Foreign Languages (ACTFL), held in San Diego on November 19–22, 2015.
The presentation expanded the ongoing discussion of the National Foreign Language Standards in post-secondary language classes. The presentation was part of the Research Special Interest Group's annual sessions, which are designed to further discussions
of research topics among world language educators.
Huhn also served as a moderator for another research session titled “Research Paper Presentations on Writing.”
—Taken from the 1-12-2016 IUP Daily