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Comparing student course grades with their participation in online discussion forums
No full textThe goals of the research were as follows: 1) To identify strategies for improving student learning through enhanced interaction in UMUC discussion conferences; and 2) To begin to identify those variables [see the literature review section below] related to student course grades. This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences. See the Timeline of Activities in Appendix 1 and the Deliverable list in Appendix 2.Fall 2011 Faculty Research Grant Project Summary
University of Maryland University College The Graduate School
William B. Ward, Adjunct Professor, UMUC HCAD
1. Title and abstract of the research project.
The title of the research grant project was “Comparing Student Course Grades with Their Participation in Online Discussion Forums”. The study examined participation in conferences [discussion forums] in a basic Public Health Administration course taught over 5 consecutive semesters. The role of the instructor was also examined.
Examination of a course at a second university was dropped at the suggestion of a member of my department and the reality that a comparison would be difficult given the different structure of that course and its forums.
2. Description and goals for the research.
The goals of the research were as follows: 1) To identify strategies for improving student learning through enhanced interaction in UMUC discussion conferences; and 2) To begin to identify those variables [see the literature review section below] related to student course grades. This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences. See the Timeline of Activities in Appendix 1 and the Deliverable list in Appendix 2.
3. Brief literature review and summary of current knowledge.
Examination of discussion forums suggested that that those who participated later had shorter posts and shorter responses. This suggests the hypothesis that a majority of learning takes place early on. It also suggests that more points might be given for early contributions.
Perhaps one of the more important issues to be looking at is ‘instructor involvement’. Simmering et al (2004) wrote: “Recent research into VLEs indicates that the role of an instructor and class-mates in online learning is more important than previously thought.” Social Presence Theory appears to be of interest. A confounding variable might be class size in determining the amount and frequency of interaction. (Dringus and Ellis, 2005; and Lee and Rha, 2009) posit that ‘less structured interaction produces more high level contributions.’ The problem is that less structure can also add to minimal contributions and responses by those less involved.
There is some evidence of the following in the discussion forum literature: 1) More higher-level knowledge constructions occur in forums with a larger number of participants making postings; 2) There seems to be significant positive correlation between group size & duration of online discussion; 3) No significant correlation found between duration of online discussion & frequency of higher level knowledge construction [Foon & Cheung [2011].
According to Khe Foon Hew and Wing Sum Cheung, “The six main facilitation techniques are as follows: 1) Giving comments or opinions about an issue or topic; 2) Asking questions; 3) Setting ground rules for online discussion; 4) Showing appreciation for some action; 5) Encouraging people to contribute; and 6) Summarizing what has been discussed so far.
The research design is simplistic comparing UMUC courses over a five-semester period
Palmer et al (2008) observed “that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required qualifying for the assignment marks.”
4. Hypotheses generated and tested
1. Students who provide new posts earlier will have higher course grades [rejected but revised
to Earlier new posts will have higher numbers of response posts];
2. The total number of words in a student’s post notes will be related to her/his overall course
grade. [Rejected]
3. The average number of responses by a specific student will be related to the overall course
grade of the student. [Some support]
4. The relevance of the post note to the forum /conference will be related to the student’s
overall course grade. [Partially supported]
5. There will be a correlation between level of activity in the conference by the instructor and
by the students [supported only in ungraded conferences
5. Study summary
There is need for models of andragogy rather than [pedagogy. Possible models are the SOLO Taxonomy http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/208, the Information Processing Model http://msucares.com/health/health/appa1.htmhttp://msucares.com/health/health/appa1.htm , and the Theory of Reasoned Action model which aim at behavior change.
For the study, the majority of the hypotheses did not pan out. In hindsight, the lessons learned, for the moment, have to be as follows:
1) Give credit for all contributions that meet the word limits
2) Give additional credit for earlier new threads
3) Give additional credit for correctly referenced contributions
4) Provide more initial guidance as to conference expectations
5) Have fewer conferences
6) Provide a slightly longer time frame for the conferences and avoid overlapping
conferences
7) The role of the instructor should be more of a facilitative one rather than as a blessor of
the posts.
Numbers 5 and 6 have been implemented in spring 2012 and the others are planned for
Summer 2012.
6. Expected benefits to you, to your program, to your students, and/or to UMUC.
As an instructor relatively new to the UMUC system [12/2008], I feel the process has helped facilitate my use of WebTycho conferencing. In spring 2012, I have made some changes to conference organization and students seem more involved in the conferences than in the past [my assessment]. There are additional changes based on the research findings that I plan on implementing by summer 2012. I assume that there may be other relatively new UMUC faculty who could also benefit from the findings through publicizing of the revised presentation. If published, the article might help to increase the already considerable image of UMUC as a leading institution for online graduate studies
7. Target publication or conference for disseminating the research results.
The research was accepted for presentation at Sloan 2011 and was presented on 11/9/11: http://sloanconsortium.org/conferences/2011/aln/comparing-student-course-grades-their-participation-online-discussion-forums
I plan to submit a manuscript to one of the following journals: the Journal of Technology in Human Services, the Online Journal of Distance Learning, Distance Education, or the Journal of Interactive Learning Research based on study findings.
Appendices
1. Timeline of research tasks and when they will be completed.
The following table lists research project activities and time frame for the proposed research study.
Step
Research Activity
Time Period
1
Comprehensive Lit Review
July/September 2011
2
Refining of Hypotheses
August/September 2011
3
Development of Data Variables
September/October 2011
4
Entry of Data into Database [EXCEL]
September/October 2011
5
Development of Charting formats
September/October 2011
6
Cleaning of Database Errors
September/October 2011
7
Data Runs
September/October 2011
8
Testing of Hypotheses
September/October 2011
9
Report/Manuscript Draft
September/October 2011
10
Presentation @ Sloan Orlando 2011
November 9, 2011.
11
Presentation Revision Based on Feedback
December 2011/January 2012
12
Revised Presentation Submission
February 1, 2012
13
Summary Report Submission to UMUC Graduate Dean
February 3 2012
14
Plan to Submit Manuscript for Publication
February/March 2012
2. Deliverable outcomes of the research.
a. A framework for UMUC WebTycho conference data analysis
b. Development of a revised conference scoring matrix.
c. Presentation of study findings at the Sloan 2011 Conference in Orlando, FL
http://sloanconsortium.org/aln
d. Submission of a revised presentation with narration to UMUC.
e. Data permitting the submitting of a manuscript to a journal focusing on online education
research.
Comparing Student Course Grades with
Participation In Online Conferences
[Discussion Forums]
Bill Ward, Adjunct Professor,
University of Maryland University College,
Health Care Administration Department
http://health.usf.edu/NR/rdonlyres/EE2852BC-3F26-4C82-A6E8-A1F696ABFCAF/0/WARDCV021207.pdf
http://ww2.dcmilitaryed.com/images/UMUC_logo.jpg
This is a revised presentation from one made to the Sloan-C Conference in Orlando in November.
The reason for submitting it originally was that I knew I was not taking the best advantage of the WebTycho conference [discussion forum] format and felt that the time I put into developing the presentation might help me to better understand the WebTycho conference potential.
http://t1.gstatic.com/images?q=tbn:ANd9GcQeItlmXlfNimkcjEbKwSN1s333wWnEUpaMr8Pg10x-MHhtRUeUIA
Session Outline
1.
Distance Education Variables
2.
Study Focus/ Brief UMUC Online Overview
3.
Discussion Forum Lit Review
4.
Discussion Forum Scoring & Rubrics
5.
Study Hypotheses
6.
Hypotheses Analysis
7.
Suggestions
8.
Summary
http://www.issa.org/images/upload/images/UMUC.jpg
1.
Distance Education Variables
http://learning.ericsson.net/mlearning2/project_one/thebook/chapter6.htmlhttp://ww2.dcmilitaryed.com/images/UMUC_logo.jpg
The distance education course being discussed today, HCAD630 –Public Health Administration,is:.
relatively structured
.
asynchronous and
.
relies on expression and reflectionThe next slide presents a figure that attempts to show the interaction between these variables.
Patricia K. Gilbert and Nada Dabbagh. How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology Vol 36 No 1 2005, 5–18
2. Study Focus/Brief UMUC Online Overview
http://ww2.dcmilitaryed.com/images/UMUC_logo.jpg
This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences.I am going to skip over the next few slides since I am sure that most of you are quite familiar with the information. However, you may find it is useful in explaining the UMUC online program to others.
The Undergraduate Online Component offers more than 25 degree programs and 30 certificates. Online CertificatesOnline Majors and Minors
Nearly all of UMUC's graduate degree and certificate programs are offered entirely online. Graduate ProgramsGraduate Student Computer Literacy
UMUC's online education goes beyond the virtual classroom walls—all student services are available online: library resources, clubs and societies, Career Services, the Effective Writing Center and much more. Learn more.
The diagram in the following slide shows how program components are linked together guiding the degree candidate toward graduation [I’ll let you examine that on your own].
UMUC Online Overview
http://elearningindex.files.wordpress.com/2010/09/system-map.jpgUMUC Online Master ‘s Framework
WebTycho ModelAuthor:Dr. Claudine Schweber
http://www.c3l.uni-oldenburg.de/cde/wtmodel.htm
*
* Discussion forum
+
+ Private Messaging
This diagram lays out components of the University of Maryland University College WebTycho proprietary distance education system.
“The assignment area is, of course, a confidential area. Students see only their own assignments and grades. All assignments are posted to the faculty's assignments folder; grades are saved in a [faculty-accessible] Grade Book.There are some features available to track students’ performance in the course, i.e. conference statistics and personal portfolios listing all contributions from the respective student, word counts etc. However, these figures say nothing about the quality of learning.Students must prove that they have achieved the goals of the course in essay-type assignments [midterm and final exams] that are graded by the faculty.”The next slide shows components of the conferences [discussion forums].
Olaf Zawacki -The Online Learning and Teaching Environment WebTycho -Features, Capabilities and Limits -http://scholar.googleusercontent.com/scholar?q=cache:AxdRP3AzZ6kJ:scholar.google.com/+Webtycho&hl=en&as_sdt=1,10
WebTycho Class Conference Model
WebTycho ModelAuthor:Dr. Claudine Schweber
http://www.c3l.uni-oldenburg.de/cde/wtmodel.htmThe next slide provides a view of what the faculty grade book looks like with student names blocked out.
Frank Schindler
NEW TRENDS IN MONITORING, TESTING AND GRADING OF STUDENTS OVER THE INTERNET
http://virtuni.eas.sk/rocnik/2005/data/program/06_43_Schindler.pdf
3. Conference [Discussion Forum]
Lit Review
http://ww2.dcmilitaryed.com/images/UMUC_logo.jpg
There is some evidence of the following in the discussion forum literature:.
More higher-level knowledge constructions occurin forums with a larger number of participants making postings
.
There seems to be significant positive correlation between group size & duration of online discussion
.
No significant correlation found between duration of online discussion & frequency of higher level knowledge construction
Khe Foon Hew • Wing Sum Cheung
Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques . Instructional Science (2011) 39:303–319
http://knol.google.com/k/-/-/2acc3vv205fgz/n3t3jn/blooms-taxonomy.jpg
http://knol.google.com/k/2-structuring-and-scripting-cscl-4#
Bloom’s Taxonomy + 1
INFO
Student discussion in online forums often appears to be limited simply to the sharing of information [Khe Foon Hew • Wing Sum Cheung] and fails to reach successive steps in Bloom’s Taxonomy.
Khe Foon Hew • Wing Sum CheungHigher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques . Instructional Science (2011) 39:303–319
According to Khe Foon Hew and Wing Sum Cheung, “The six main facilitation techniques are as follows:(a)
Giving comments or opinions about an issue or topic*. (b) Asking questions*. (c) Setting ground rules for online discussion*. (d) Showing appreciation for some action*. (e) Encouraging people to contribute. (f) Summarizing what has been discussed so far. “The next slide and that that follows show support for these techniques.
*Those in blue lettering are approaches I have used
What are some of the strategies which enhance online discussion?
Khe Foon Hew • Wing Sum CheungHigher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques . Instructional Science (2011) 39:303–319
This table shows the effect of using the strategies listed on the previous slide with results from the control group and the intervention group.
Khe Foon Hew Æ Wing Sum Cheung Æ Connie Siew Ling Ng. Student contribution in asynchronous online discussion: a review of the research and empirical exploration Instr Sci (2010) 38:571–606
.
Selecting discussion topics directly related to students’ main curriculum [seems obvious but might not be obvious to the student or not implemented well]
.
Posting …… resources such as websites related to the main curriculum.
.
Using deadlines
.
Making online discussion activity mandatory or giving incentives
Another study by the same authors indicated that the following might increase the quality and quantity of postings.
When I arrived at UMUC, it appeared that all of the strategies were in place and I still continue them .
Patricia K. Gilbert and Nada Dabbagh. How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology Vol 36 No 1 2005, 5–18
“……postings protocols, limiting the length of a posting, and mandated reading citations, were shown to have a negative impact on meaningful discourse.”
The study also seemed to suggest that my demand for referencing might not have as positive an impact as hoped although I personally feel that the quality of class contributions has improved with the requirement for references [although I am not sure that the excitement has].
This is an area that obviously needs further study. I do not take off for long posts even though there is a policy of a maximum word limit.
4. Discussion Forum Scoring & Rubrics
http://ww2.dcmilitaryed.com/images/UMUC_logo.jpg
To date, in order to simplify scoring of conferences and to improve their quality, I have required the following:1) One new thread and 2+ responses2)
100-200 words for a new topic
3)
50-100 words for a response
4)
a reference to a source supporting each of the contributor’s postingsAn alternative might be to have a couple of discussion conferences during the course that are less time bound and would allow for more in-depth interaction.
As mentioned above, in the future, I may look at the:1)
Relevance of the response to the topic or to the previous posting
2)
Adequacy of the reference source
3)
Acceptable length with # of words specified
4)
Providing an additional point for those who are among the first half of the class to post a new thread.I have viewed a number of rubrics [see the links and notes below] but their grading complexity makes them rather unwieldy [at least for me]:http://www.stateuniversity.com/blog/permalink/Don-t-let-Discussion-Boards-be-the-Downfall-of-your-Grade.htmlhttp://www.wpi.edu/academics/ATC/Collaboratory/Idea/gradingdiscussions.html
EXISTING AIDES
WebTycho facilitates a lot of this by identifying new posts and responses.
Microsoft word gives rapid word counts for posts of questionable length.
WebTycho displays how many responses were generated for each new topic.
The next slide is of the scoring system I have been using for my graduate course ‘Public Health Administration” conferences [discussion forums]. The maximum is 3 points.
The numbers in the boxes refer to specific student postings numbered sequentially.
The numbers in the yellow cells are the ID #s for the students in the course.
The blue column consists of manually calculated points for that specific conference [forum].
HCAD 630 Fa 2010 Special Topics Conference 4 Score Sheet
ID#
Referenced Main Topic
Referenced Response
Non-Referenced Post/Response
Generic Reference
Short
Other
Total Points
ID#
9
21
31, 45
3
9
10
0
21, 47
38
1
10
8
0
0
0
8
11
5
16, 17, 25
22, 14, 23, 26
34
3
11
7
50
51
53
2.5
7
12
42
43
2.5
12
6
72
71
70
0.5
6
13
2, 36
37
59
3
13
5
63
0
2
5
14
55
57, 56
3
14
4
10
28, 39
18, 40
3
4
19
0
69, 64, 32
1
19
3
27
0
2
3
16
52
54, 58
3
16
2
7, 9
12, 24
20, 30
3
2
17
41
44, 66
2
17
1
0
4
53, 13
15
0.5
1
18
65
67, 68
3
18
ID#
Referenced Main Topic
Referenced Response
Non-Referenced Post/Response
Generic Reference
Short
Other
Total Points
ID#
The table on the following slide is taken from Special Topics Conference #4 from the Health Care Administration [HCAD630] Course from Summer 2010.
The contributions have been copied from the original conference [discussion forum] and pasted into this framework.
The names of the contributors have been X’d out.
On the right, columns have been added that could be used to grade individual contributions using a new scoring system.
ORIG
Special Topic Conference 4: 7/19 to 8/01 (3)1006 HCAD630 9042
Policy: The US Public Health Workforce [and that of most other countries] is inadequate and shrinking. Based on the Perlino article, the text, and your own experience, what would you suggest we do to augment the Public Health Workforce [Titles VII and VIII of the Public Health Service Act. http://www.apha.org/NR/rdonlyres/13E647B5-E51B-4A47-91A8-652EE973A2DB/0/TitleVIIandTitleVIII.pdf]
ON TOPIC
0/1
REFS
0/1
LENGTH
0/1
EARLINESS
0/1
1
1
07/19/2010 10:28AM
Public Health Workforce Shortages
Note # 1
by XXXXXXXXXXXXXXXX
Many analysts believe that 9/11 was a major turning point for public health awareness. According to Draper et. Al, “After the9/11 terrorist attacks, interest in the state of America’s public health system spiked, especially related to emergency preparedness.Significant new federal funding flowed to state and local agencies to bolster public health activities. But the spotlight on shoring up the nation’s public health system has faded, and the public appears unaware of escalating threats to such basic services as disease surveillance. Local health departments face a mounting workforce crisis as they struggle to recruit, train and retain qualified workers to meet their communities’ needs” (Draper et Al,
Leonardo Da Vinci: Drawing his drawings in the presence of his drawings at Windsor Castle and the British Museum
No full textBy making drawings of his drawings an interdisciplinary approach combining studio art with art history became an exciting way for one of my generation to meet this challenge of reinterpreting Leonardo Da Vinci and his art. He is known for his extraordinary intelligence and skills in each of his cerebral hemispheres individually. We should now consider to think of him as one who gracefully and fluidly used both of his cerebral hemispheres simultaneously. In addition to studying the drawings and making drawings after them, I also read nearly all of the relevant and important literature regarding Leonardo Da Vinci’s life and work.Leonardo Da Vinci
Drawing His Drawings in the Presence of His Drawings At Windsor Castle And The
British Museum
By Richard C. Gruetter
Collegiate Professor of Art and Art History
University of Maryland University College
2011
Leonardo Da Vinci
Drawing His Drawings in the Presence of His Drawings
At Windsor Castle
And
The British Museum
By Richard C. Gruetter
Collegiate Professor of Art and Art History
University of Maryland University College
3
Acknowledgements
I would like to thank Martin Clayton for kindly giving me permission to make drawings of Leonardo Da Vinci’s drawings at the Royal Library, Windsor Castle.
I would also like to thank Hugo Chapman for bringing drawings by Leonardo out of conservation, and allowing me to make drawings of them at The British Museum.
Finally, I would like to thank The University of Maryland University College for making this project possible by awarding me a faculty research grant.
4
When Mickey Mantle began hitting home runs from both sides of the plate baseball fans thought this was the greatest thing ever. The faculty of ambidexterity is a rare human attribute. This project explores the possibility that Leonardo Da Vinci was skilled with the use of both of his hands. In his 1936 Ryerson Lectures on Leonardo Da Vinci, Kenneth Clark states “his art, and the personality it reveals, is of universal interest, and like all great art should be reinterpreted for each generation.”1 Having the opportunity to sit with and draw specific original Da Vinci drawings at Windsor Castle and the British Museum afforded insight that could only be obtained by this physical act of making strokes observed in the pieces. By making drawings of his drawings an interdisciplinary approach combining studio art with art history became an exciting way for one of my generation to meet this challenge of reinterpreting Leonardo Da Vinci and his art.
Drawing 110 in the Prints and Drawing Department of The British museum is a stand alone, crisp, pen and ink over black chalk drawing of a standing male figure holding a staff. It is somewhat reminiscent of Michelangelo’s David and is thought to date from Leonardo’s second Florentine period which was concurrent with the creation of The David and Leonardo’s service in selecting the placement of the sculpture. It is atypical for a Leonardo Da Vinci drawing because as we face the drawing the diagonal shadings are from lower left to upper right on the right side of the figure and from upper right to lower left on the left side of the figure. This is the usual directionality of a person drawing with his right hand. “Muller-Walde compares this figure with Windsor no. 12591 recto, which is based on Michelangelo’s David and is apparently also connected with the design of Neptune with his Sea-horses, recorded by Vasari (iv, p.25) to have been made for Antonio Segni. The pose may be based on an antique original of the so-called ‘Alexander’ type. Berenson says: ‘retouched, and the shading of the background added’; but the pen-work, including that of the background, is certainly homogeneous and is so much in Leonardo’s style that it must, we think, be from his own hand, in spite of the fact that the shading of the background slopes from r. to l. It may be compared with that of Windsor nos. 12363 (studies of cats) and 12331 (s. George and the Dragon, &c.), or with that of the Dancing Women, at Venice (Bodmer 333), and fits in very well with that of Leonardo’s second Florentine period, about 1504, when the drawing for Segni was probably made.” 2
The importance of the directionality of the background strokes should not be underestimated. “Left-handed, Leonardo reversed not only the shapes of the letters in writing, but the direction of the lines in drawing as well. The stroke is almost invariably from left to right, with the rare exception of such shading as imperatively demands the counter-stroke. Morelli was the first to
1 Kenneth Clark, Leonardo Da Vinci, (New York: Macmillan Company Cambridge, England: University Press, 1939), 1.
2 A.E. Popham and Philip Pouncey, Italian Drawings in the Department of Prints and Drawings in The British Museum, the Fourteenth and Fifteenth Centuries, Catalogue, (Oxford: University Press, 1950), 70.
5
draw the necessary conclusion from this observation. It is that there is every presumption against the authenticity of a drawing in which the stroke goes from right to left.”3 There is an oddity in these statements by Berenson and Morelli. While there is no doubt that the parallel hatching in the British Museum’s drawing number 110 is opposite in direction of what we typically find in Leonardo’s drawings, the description of it being from right to left and for Leonardo’s typical direction to be from left to right is not the clearest way to describe the directionality of his strokes. If we consider Carmen Bambach’s description of Leonardo’s hand we find a more accurate and less ambiguous description of the majority of his cross hatching technique. “Broadly speaking, when Leonardo modeled areas of shadow with diagonal parallel hatching, he very often drew lines that course from lower right to upper left and, much less frequently, from upper left to lower right. Here, one may remember that, in writing, the comfortable direction for Leonardo’s hand to travel was from right to left, hence, possibly the predominant direction in the hatching of his drawings. The overall effect of the parallel hatching lines is fluent and continuous, often suggesting that he moved the quill pen with great speed. Though the subject requires further research, one can generalize that artists of Leonardo’s time who used the right hand to draw, in contrast, typically shaded forms with hatching in the opposite direction with strokes coursing from upper right to lower left, or from lower left to upper right.”4
With this in mind we may consider that the drawing of the shading strokes in number 110 are much easier to accomplish right handed than left handed. To make these strokes with the left hand requires one to either contort the hand or move the hand in a less than natural manner with the wrist moving opposite the elbow instead of in concert. If one turns the paper upside down to make the strokes they will be in reverse when the paper is turned right side up again. This is because if one draws from lower left to upper right and then turns a page 180 degrees the marks will appear to be from upper left to lower right. So this upside down alternative does not seem likely. If Leonardo made these strokes there is the possibility that he drew them with his right hand.
Living in a right handed world, in which many daily tasks such as threading a bolt or opening a lock are best suited for the right hand, it is not unusual for left-handed individuals to perform many tasks with their right hand. This would be the case in the world in which Leonardo lived, as well as our own. We have many examples in art, music and athletics, in which talented people are able to use both hands dexterously. We know that Leonardo was an accomplished musician. “Leonardo’s instrument for his improvisations was, according to Vasari, the lira.
3 Bernard Berenson, The Drawings of the Florentine Painters, Text, (Chicago and London: University of Chicago Press, 1938, Second Impression, 1970), 168.
4 Carmen C. Bambach, Leonardo Da Vinci Master Draftsman, Leonardo, Left-Handed Draftsman and Writer, The Metropolitan Museum of Art, (New Haven and London, Yale University Press, 2003), 35-36.
6
There is no doubt that the word lira meant the lira Da braccio.”5 This viola like instrument required the use of both hands, one for fingering the strings and one for bowing. Thus we have this example of an activity in which Leonardo used both his right and left hand simultaneously.
There are examples of works by Leonardo which exhibit both left and right handed strokes. One example is “the monumental Christ Church cartoon (full scale drawing), dating from 1503-5, which portrays the head and shoulders of a grotesque man, vigorously executed in charcoal or soft black chalk. It exhibits much lower left to upper right parallel hatching in the face and hair, while the lower parts of the back are boldly drawn with lower right to upper left hatching. In such large-scale drawings as cartoons, which often demanded great physical effort to produce, it seems almost possible to envision the artist drawing with both hands, though it cannot be discounted that the right handed parts of the drawing were done by a pupil closely working with the master.” 6 While this notion of Leonardo using both of his hands in a single work makes sense, one should note the unusual combination of the strokes employed. The right handed strokes on the figure’s cheeks are quiet. The left handed strokes of the shoulders are bold. The strokes in the hair could be executed with either the left or the right hand and are very reminiscent of the clouds of Leonardo’s masterful deluge drawings. It would seem more logical that he would have used his favored left hand for the drawing of the face and his right hand for the exuberant and vigorous stokes we see in the shoulders of the subject. Thus Bambach’s concept that this drawing was the work of a pupil and the master is a possibility. Still, one cannot dismiss the idea that Leonardo completed the entire drawing by himself. He could very well have drawn the right handed strokes and the left handed strokes softly and vigorously as the case required. If this is so it would be most marvelous.
If one explores the realm of Leonard’s drawings other examples can be found that indicate ambidexterity. A clear example of right handed strokes can be seen in Windsor 12276 recto. This is a complex sheet of drawings of the virgin, child, lions, and numerous profiles. One of the profiles, which can be found in the lower right of the page, has strokes describing the hair which are most likely right handed strokes as they curve gracefully from lower left to upper right. While this is only a single example of right-handedness in a sheet dominated by left handed strokes, it may indicate an agile finishing of a left-handed drawing with a right-handed flourish.
The state of mind in which an artist uses both hands in a session can be compared to a musician that keeps separate beats with each of his hands or a baseball player hitting both left and right handed. This awakening where both cerebral hemispheres are actively engaged simultaneously
5 Emanuel Winternitz, Leonardo Da Vinci as a Musician, (New Haven and London: Yale University Press, 1982), 25.
6 Bambach, Leonardo Da Vinci Master Draftsman, 44.
7
is a state of mind that certainly should be considered as taking place with Leonardo when he drew. We need to consider this possibility when evaluating Leonardo and his art.
In writing left to right a majority of the letters are formed with a counter clockwise motion. Think of writing an o or an e in cursive. You will see that you are forming counter clockwise loops. This is true whether writing with the left or the right hand. Conversely, if one writes from right to left in mirror-writing one forms the letters o and e in a clockwise motion. In drawing no. 112, The British Museum, (abdomen and left leg of a nude man standing in profile), a telling line exists. While drawing the contour that falls from the leg to the ankle and then on to describe the top of the foot, a curious thing happens. For a person who writes from right to left, even a left-handed person, it is natural to want to make loops that are counter clockwise in direction as this is the direction such a person writes the majority of their letters. In drawing no. 112 however, one must take pause as Leonardo completes the piece by drawing the big toe in a clockwise direction. For those of us who write right to left this is an inverse direction of our natural predilection to draw counter clockwise loops.
In drawing after Windsor no. 12363 (studies of cats), which Berenson compares to TBM no. 110, one discovers additional interesting aspects of the way in which Leonardo created curves and arcs. In the center of the page is a dragon. If one follows the exterior contours they will find that Leonardo’s pen moves in a counter clockwise direction and then reverses direction and curves in a clockwise direction. With the cats we find examples of clockwise to counter clockwise directionality and conversely counter clockwise to clockwise motions. In the drawings of pairs of cats fighting in play, we find that the tails of these cats are drawn in mirror images of each other with the cats on the left following a counter clockwise to clockwise rotation and the cats on the right, as we view the page, have their tails describing a clockwise to counter clockwise stroke. These curves are easily and comfortably accomplished with an ambidextrous approach.
If we further examine Leonardo’s handwriting, some insights concerning these observations of ambidexterity come to light. “Leonardo was left-handed, and throughout his life he habitually wrote his notes in mirror-image, from right to left (though he adopted the conventional direction when his writing was intended for some other reader). This was not an attempt to keep his researches secret, as has been claimed, for Leonardo’s mirror-writing is relatively easy to read with a little practice. Mirror-writing is a common developmental quirk in childhood, and what may have begun as an entertaining trick became a habit that Leonardo never had cause to discard.”7 While he wrote predominantly from right to left with his left hand, that he at times wrote in the conventional manner from left to right is further evidence of the
7 Martin Clayton, Ten drawings by Leonardo Da Vinci, An exhibition to Celebrate the Eightieth Birthday of Her Majesty the Queen, (Royal collection Publications, 2006), 7.
8
possibility that he may have been comfortably ambidextrous. Richter notes the consistency and continuity of his script. “Thus the manuscripts that remain represent a period of about 30 years. Within this space of time his hand writing altered so little that it is impossible to judge from it of the date of any particular text.”8 It seems to follow that Leonardo’s tendencies as a draftsman would also share some of the same predilections throughout his lifetime. It seems reasonable to think that strokes used in his handwriting would also be found in his drawings and conversely so. His inscription on his landscape of August 5th, 1473 is particularly revealing and a solid basis from which to explore this relationship because of the character of line and because of the authenticity of the piece. “In general the attribution of very few renaissance drawings can be proven incontrovertibly, as for the most part they are working studies for the private use of the artist and his assistants in the studio and not meant to be recognized as his production outside this circle. Leonardo’s inscribed and dated landscape study in the Uffizi is a rare exception, a documented unimpeachable drawing.”9 In the dating of the inscription to the Festival Day of St. Mary of the Snows, Leonardo, writing in his left to right mirror-writing, exhibits his remarkable fluid and directionally complex line found in his drawings. We discover flourishes that reverse themselves like the mathematical symbol for infinity. In the tail of the g in his writing of agosto, (which appears to have been spelled d-agossto or d-agostto or dagolsto), the loop begins in a counter clockwise direction and then crosses over itself and continues in a clockwise direction and then once again loops over itself and reverses direction to counter clockwise creating a double helix like form. This is impressive on its own as the double helix was not discovered until the middle of the twentieth century. As was observed in Windsor no. 12363 (studies of cats) we find this reversing of the directions of his loops again in Windsor no. 12331 (St. George and the dragon). This wonderfully imaginative set of drawings depicting horses and dragons and the knight in battle contains more examples of the infinity like helixes of his August g. In drawing the line of the tail of the dragon in the center of the page one moves his hand in a counter clockwise direction and then must reverse to a clockwise path. This graceful movement of the hand feels expansive to one making these motions as if both cerebral hemispheres are engaged simultaneously and equally.
Let us consider one more drawing. In his Windsor no. 12551 (St. Philip) there is a lock of hair at the nape of the Saint’s neck, in which, like the tails of his dragons, the contour reverses directions. This contour line not only describes the symbol for infinity, it contributes to the gestalt of the drawing conveying to us some understanding of Leonardo Da Vinci’s comprehension of the finite and his felt sense of the infinite.
8 Jean Paul Richter, The Literary Works of Leonardo Da Vinci, Third Edition, Preface to the first Edition, London, 1883, (New York, Phaidon, 1970), xii.
9 Hugo Chapman and Marzia Faietti, Fra Angelico to Leonardo, Italian Renaissance Drawings, Introduction, Chapman, (Burlington, Lund Humphries, 2010), 19.
9
I am confident that further research will reveal additional examples of Leonardo Da Vinci’s use of both of his hands in his works. This revelation is one more example of the power of this human’s extraordinary intelligence. He is known for his skills in each of his cerebral hemispheres individually. We should now consider to think of him as one who gracefully and fluidly used both of his cerebral hemispheres simultaneously.
10
Bibliography
1.
Bambach, Carmen C. Leonardo Da Vinci Master Draftsman. New Haven, Yale University Press. 2003
2.
Berenson, Bernard. The Drawings of the Florentine Painters. Chicago, University of Chicago Press. 1970
3.
Berenson, Bernard. The Florentine Painters of the Renaissance. London, G.P. Putnam’s Sons. 1909
4.
Bodmer, Heinrich. Leonardo Da Vinci. Germany, Hopfer Verlag, 1939
5.
Chapman, Hugo and Marzia Faietti. Fra Angelico to Leonardo Italian Renaissance Drawings. Burlington, Lund Humphries. 2010
6.
Clark, Kenneth. A Catalogue of the Drawings of Leonardo Da Vinci in the Collection of His Majesty The King At Windsor Castle. Cambridge, University Press. 1935
7.
Clark, Kenneth. Leonardo Da Vinci. New York, Macmillan Company, Cambridge, England, University Press. 1939
8.
Clark, Kenneth and Carlo Pedretti. Leonardo Da Vinci drawings in the Royal Castle at Windsor Castle. London, Phaidon. 1968
9.
Clayton, Martin. Ten Drawings by Leonardo Da Vinci. London, Royal Collection Publications. 2006
10.
Kemp, Martin. Leonardo. Oxford, Oxford University Press. 2009
11.
Kemp, Martin. Leonardo Da Vinci The Marvelous Works of Nature and Man. New York, Oxford University Press. 2006
12.
Nicholl, Charles. Leonardo Da Vinci Flights of Mind. New York, Penguin Books. 2005
13.
Pedretti, Carlo and Kenneth Clark. Leonardo Da Vinci Nature Studies from the Royal Library at Windsor Castle. Italy, Harcourt Brace Jovanovich. 1981
14.
Popham, A.E. The Drawings of Leonardo Da Vinci. Oxford, Alden Press. 1949
15.
Shaw, James Byam. Drawings by Old Masters at Christ Church Oxford. London, Oxford University Press. 1976
16.
Winternitz, Emanuel. Leonardo Da Vinci as a Musician. New Haven, Yale University Press. 1982
17.
Zollner, Frank. Leonardo Da Vinci the Complete Paintings, vol. I, and 1Sketches and Drawings, vol. II. Los Angeles, Taschen. No date given.
18.
Zubov, V.P. Leonardo Da Vinci. Cambridge, Harvard University Press. 1968
11
Summary Report for The University of Maryland University College’s Fall 2011 Faculty
Research Grant Awarded to Professor Richard C. Gruetter
Leonardo Da Vinci
The idea of this grant is to add the act of drawing to the discovery process with regard to understanding Leonardo Da Vinci and his art. This project allowed me to travel to England and work with original drawings by Leonardo Da Vinci.
I was given permission to make drawings of Leonardo Da Vinci’s drawings in the presence of his drawings at The Royal Library, Windsor Castle and at the Prints and Drawings Department of The British Museum. I made a considerable number of drawings from seven originals, three at Windsor and four at The British Museum.
In addition to studying the drawings and making drawings after them, I also read nearly all of the relevant and important literature regarding Leonardo Da Vinci’s life and work.
I was able to make some interesting observations, one might say discoveries, with regard to his drawings in the process of the work I did while working with the support of this grant. These observations are related in a paper I have written which is included with this report under the title: “Leonardo Da Vinci Drawing His Drawings in the Presence of His Drawings at Windsor Castle and The British Museum”.
I am in the process of looking for a publisher fo
Trends in quality teaching: Putting students first in a changing world
No full textTrends in Teaching:
•Accessibility, workforce emphasis
•Outcomes focus and assessment
•Competency-based education
Faculty role changes from deliverer of content to coach/facilitator of learning.
-Resources and learning spaces
•Gaming, simulations, immersive worlds
•Social networks as learning spaces
•Digital, mobile, networked technologies
•Open educational resources
Faculty learn new technologies and new concept of learning space.
-Assessment and feedback
•Learner analytics and data mining
•Adaptive learning technologies
Faculty can focus on most difficult areas identify at-risk students.Trends in Quality Teaching
Putting Students First
in a Changing World
Cynthia Davis, PhD
Associate Dean, Academic Affairs
University of Maryland University College The UMUC Example
•Public nonprofit university
•92,000 students worldwide
•Most enrollments online
•4000 faculty around the world
•Mostly part-time faculty, scholar practitioners
•Faculty development and support is key to our success Mission and Values
Vision:
To be the leading global university distinguished by the quality of our education, commitment to our students’ success, and accessibility of our programs
Core values:
• Students first • Accountability
• Diversity • Integrity
• Excellence • Innovation
• Respect Quality Teaching & Faculty Development
•Based on overall mission, vision and goals
•Not a separate disconnected initiative
•The mirror of curriculum development
•Model best teaching practices
•Trends in learning context and theory produce trends in quality teaching Trends in Learning → Teaching
Focus
•Accessibility, workforce emphasis
•Outcomes focus and assessment
•Competency-based education
Faculty role changes –
from deliverer of content
to coach/facilitator of learning Trends (2)
Resources and learning spaces
•Gaming, simulations, immersive worlds
•Social networks as learning spaces
•Digital, mobile, networked technologies
•Open educational resources
Faculty learn
new technologies
new concept of learning space
Trends (3)
Assessment and feedback
•Learner analytics and data mining
•Adaptive learning technologies
Faculty can
focus on most difficult areas
identify at-risk students Putting Students First
•Both curriculum and learning experience must respond to student needs
•Faculty development cannot make up for a disjointed curriculum
•Focus on learning outcomes, application of theory to practical experiences
•Align curriculum with learning outcomes
•Align faculty development with learning model and curriculum Aligning Curriculum at UMUC
•Program learning outcomes
•Program maps
•Course outcomes
•Course design
•Teaching guides Start with the goals of the new curriculum
•Adult centered
•Workplace relevant
•Outcomes focused
•Integrated and coherent program
Articulate the Learning Model
•Communication vehicles
•Translate to faculty practice
Increase understanding of curriculum
•Communication about curriculum redesign
•Teaching Guides for each course
Aligning Faculty Practice at UMUC •Redesign of 3-week faculty training
•Re-visioning training for current faculty
•Ongoing topic-specific workshops
•Director oversight of faculty quality
•Mentoring and coaching programs
•Development plans for struggling faculty
Redesigning Faculty Development at UMUC
Faculty Development Resources
Course Guides
3-week online
training
Learning Model
Checklists
Teaching
Guidelines
Assessment and Revision Cycle
•Teaching guides – based on practice, faculty discussion
•Course and program design – based on outcomes assessment
•Faculty training and support – based on outcomes, faculty discussion and oversight [email protected]
A system dynamics perspective of Finger Lakes Winery capacity utilization and implications of the wine industry and liquor store revitalization act for wine distribution
No full textThis presentation explores how to apply a systems approach to better understand current problem. And produces a workable systems models for future industry-wide application.DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT DISSERTATION PRESENTATION AT SOARS EVENT UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, Maryland UMUC, ICC, Adelphi, MarylandUMUC, ICC, Adelphi, Maryland March 4, 2011 March 4, 2011 March 4, 2011 March 4, 2011 by WARREN D. HAMILTONWARREN D. HAMILTONWARREN D. HAMILTON WARREN D. HAMILTON WARREN D. HAMILTON WARREN D. HAMILTON WARREN D. HAMILTONWARREN D. HAMILTON
Dissertation Topic: Dissertation Topic: Dissertation Topic: Dissertation Topic: Dissertation Topic:Dissertation Topic:Dissertation Topic: Dissertation Topic:Dissertation Topic:
A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger A System Dynamics Perspective of Finger Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Lakes Winery Capacity Utilization and Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry Implications of the Wine Industry
and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for and Liquor Store Revitalization Act for
Wine Distribution Wine Distribution Wine DistributionPurpose and Scope of the Research Purpose and Scope of the Research Purpose and Scope of the Research Purpose and Scope of the ResearchPurpose and Scope of the Research Purpose and Scope of the Research Purpose and Scope of the ResearchPurpose and Scope of the Research Purpose and Scope of the Research
• Apply systems approach to better Apply systems approach to better Apply systems approach to better Apply systems approach to better Apply systems approach to better Apply systems approach to better Apply systems approach to better understand current problem. understand current problem. understand current problem. understand current problem. understand current problem. understand current problem. understand current problem. understand current problem.
• Produce workable systems models for Produce workable systems models for Produce workable systems models for Produce workable systems models for Produce workable systems models for Produce workable systems models for Produce workable systems models for Produce workable systems models for future industry future industry future industry future industry -wide application. wide application.wide application. wide application. wide application. wide application.Research Questions
Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive Q1: How does systems theory provide a comprehensive understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes understanding of operations efficiency for Finger Lakes winery managers? winery managers? winery managers?winery managers?winery managers? winery managers?
Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the Q2: Using a systems theory approach, what are the predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes predicted consequences to capacity for Finger Lakes winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and winery operations that result from the Wine Industry and Liquor Store Revitalization Act? Liquor Store Revitalization Act? Liquor Store Revitalization Act? Liquor Store Revitalization Act?Significance of this Research Significance of this Research Significance of this Research for Management for Management for Management for Management
• Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management Frames proposed legislation as a management challenge. challenge. challenge. challenge. challenge.
• Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective. Illustrates need for greater systems perspective.
• Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery Simulates how variables impact winery operations. operations. operations. operations. operations. operations.
• Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution Provides endogenous explanation of distribution dynamics. dynamics. dynamics. dynamics. dynamics. Main Literature Main Literature Main Literature Themes and Authors hemes and Authors hemes and Authors
• Five -Step Iterative modeling process Step Iterative modeling process Step Iterative modeling process Step Iterative modeling process Step Iterative modeling process Step Iterative modeling process Step Iterative modeling process (Sterman Sterman Sterman , 2000) , 2000) , 2000)
• Market Growth Model Market Growth Model Market Growth Model Market Growth Model Market Growth Model Market Growth Model Market Growth Model (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968) (Forrester, 1964,1968)
• Systems Thinking Systems Thinking Systems Thinking Systems Thinking Systems Thinking (Senge , 1994) , 1994) , 1994)
• S-Curve Growth Curve Growth Curve Growth Curve Growth (Christensen, 2004) (Christensen, 2004) (Christensen, 2004) (Christensen, 2004) (Christensen, 2004)
• System Dynamics System Dynamics System Dynamics System Dynamics (Forrester, 1968) (Forrester, 1968) (Forrester, 1968) (Forrester, 1968) (Forrester, 1968)
• Theory of Diffusion Theory of Diffusion Theory of Diffusion Theory of Diffusion (Bass, 1969) (Bass, 1969) (Bass, 1969) (Bass, 1969)Modeling as an iterative fiveModeling as an iterative five Modeling as an iterative five Modeling as an iterative five Modeling as an iterative five Modeling as an iterative five Modeling as an iterative five -step process step process step process
Problem Problem Problem Articulation Articulation Articulation Articulation
Dynamic Dynamic Dynamic Hypothesis Hypothesis Hypothesis
Formulation Formulation Formulation
TestingTesting Testing
Evaluation Evaluation Evaluation EvaluationForrester’s Market Growth Model Forrester’s Market Growth Model Forrester’s Market Growth Model Forrester’s Market Growth Model Forrester’s Market Growth Model Forrester’s Market Growth Model
SalesOrderFulfillmentCapacityAcquisitionCustomerDemandThe WineryThe MarketCustomerContactsDelivery DelayOrdersUtilizationDelay ofDeliveryCapacityRevenueThe Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The Proposed Wine Distribution System in NY State: The New Model The New ModelThe New ModelThe New Model
Order RateConsumerDemandCapacityProductionWine InventoryShipmentDistributorWarehouseRetail andRestaurantsDeliveryDelivery DelayOrder fromDistributorDelayWine Tastings andSalesOrder fromGrocery StoreGroceryWarehouseDirect ShipmentGrocery StoresOrder Rate 2distributionKey Propositions Key Propositions Key Propositions Distilled from the Literature
• Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides Modeling is iterative and a step approach provides structure. structure. structure. structure.
• Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a Systems thinking provides greater understanding of a change proposition. change proposition. change proposition.
• Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking.Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking.Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking. Systems thinking exposes limitations of linear thinking.
• Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need Market Growth Model illustrates how wineries will need to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes. to adapt current operations proposed changes.
• Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production. Simulation shows how variables adjust in production.
• System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic System Dynamics is a comprehensive strategic planning tool. planning tool. planning tool.Conceptual Framework Conceptual Framework
• Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research. Establishes iterative process to support research.
• Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency. Defines winery capacity, fulfillment, and efficiency.
• Models four distinct functional subunits. Models four distinct functional subunits. Models four distinct functional subunits. Models four distinct functional subunits. Models four distinct functional subunits. Models four distinct functional subunits.Models four distinct functional subunits. Models four distinct functional subunits.
• Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion.Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion. Simulation provides feedback view of diffusion.
• Results provide clear understanding of efficiency. Results provide clear understanding of efficiency. Results provide clear understanding of efficiency. Results provide clear understanding of efficiency. Results provide clear understanding of
Manager‘s rationale for a pre-trauma developmental approach to resilience: A symbolic interactionist‘s perspective
No full textImminent danger, managing the unexpected, dealing with the aftereffects of danger and potential trauma, and repeating this intense cycle is part of the military, first responders (police, fire fighters, wild land firefighting crews, EMTs, and paramedics), and emergency management organizations regular mission. Members of these organizations understand that the threat of having to make the ultimate sacrifice looms over their actions and those whom they rely on to accomplish their mission. Under these conditions, it is no surprise that an intentionally organized resilience approach offers a pre-trauma developmental process toward helping these organizations and their people deal with the frequent occurrence of imminent danger, potential trauma, or death.
This study is an exploratory evidence-based synthesis to resilience and trauma; in particular, it is an intensive review of the literature to determine how organizations could help their people deal with the on-going potential for trauma by developing resilience. Armed with knowledge, enacted in practice, the critical elements that constitute a resilient response to traumatic situations, those managers of organizations and people that regularly face imminent danger and potential trauma can prepare for and mitigate these occurrences in advance.Running head: A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE
A Manager‘s Rationale for a Pre-Trauma Developmental Approach to Resilience:
A Symbolic Interactionist‘s Perspective
by
Christopher E. Walach
A Thesis
Submitted to the Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree
of
Doctor of Management
Doctoral Committee: Dr. Dennis Winters
Dr. Kathleen Edwards
Date Final Version Submitted: 1 August 2011
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 2
ABSTRACT
Imminent danger, managing the unexpected, dealing with the aftereffects of danger and potential trauma, and repeating this intense cycle is part of the military, first responders (police, fire fighters, wild land firefighting crews, EMTs, and paramedics), and emergency management organizations regular mission. Members of these organizations understand that the threat of having to make the ultimate sacrifice looms over their actions and those whom they rely on to accomplish their mission. Under these conditions, it is no surprise that an intentionally organized resilience approach offers a pre-trauma developmental process toward helping these organizations and their people deal with the frequent occurrence of imminent danger, potential trauma, or death.
This study is an exploratory evidence-based synthesis to resilience and trauma; in particular, it is an intensive review of the literature to determine how organizations could help their people deal with the on-going potential for trauma by developing resilience. Armed with knowledge, enacted in practice, the critical elements that constitute a resilient response to traumatic situations, those managers of organizations and people that regularly face imminent danger and potential trauma can prepare for and mitigate these occurrences in advance.
Keywords: Resilience and trauma, resilience and teaching, resilience models, trauma and military combat
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 3
ACKNOWLEDGMENT
First, I want to thank my wife Angel for her patience, love, and support through the several thousand hours spent in this research endeavor. Second, I want to thank two key people for launching and helping to guide me on my knowledge-building journey. I would like to thank Dr. Claudine SchWeber, a recognized resilience expert, for giving me the incredible inspiration and encouragement to embark on and continue down this challenging inquiry into resilience. I want to thank Dr. Dennis E. Winters for his outstanding inspiration and encouragement during the construction and completion of this study. He opened my eyes to how people think, behave, and interact in life and in a complex organizational environment. His incredible love of learning and seeking new knowledge is unparalleled. I am indebted to both individuals for all their scholarly help that clearly went beyond the requirement to finish and ground this study in literature and forward-thinking ideas. Through their efforts and scholarly vision, students are encouraged, motivated, and positively affected. Third, I want to thank the University of Maryland University College (UMUC) Doctor of Management faculty and staff for their dedication to student learning and success in this demanding and challenging program. UMUC is clearly the standard setter in the area of advanced education.
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 4
DEDICATION
I want to dedicate this resilience and trauma research to all the first responders and people who lost their lives in the attacks of 11 September 2001 and to the service members who fought and died in the wars in Afghanistan and Iraq. People will not forget their ultimate sacrifice, and their heroic actions will live on and become a guide for all of our future experiences. We carry forward their trauma and sacrifices in our hearts and in our spirit.
Copyright 2011 by
Christopher E. Walach
All rights reserved.
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 5
Table of Contents
Abstract…………………………………………………………………………………….. 2
Acknowledgement…………………………………………………………………………. 3
Dedication…………………………………………………………………………………. 4
Table of Contents………………………………………………………………………….. 5
List of Figures and Tables…………………………………………………………………. 7
Executive Summary……………………………………………………………………….. 8
Chapter 1: Introduction—The Perfect Storm for Understanding Resilience……………... 10
Purpose Statement…………………………………………………………………….... 11
Statement and Significance of the Problem……………………………………………. 12
Importance of Study……………………………………………………………………. 13
Research Question……………………………………………………………………… 15
Dissertation Organization………………………………………………………………. 17
Chapter 2: Literature Review—Deconstructing a Theoretical Human Process………….. 19
Toward a Resilience Theory—The Examiner Examines Itself………………………… 21
Symbolic Interactionism Theory……………………………………………………22
Discourse Perspective and SI………………………………………………………. 25
Culture Perspective and SI…………………………………………………………. 28
Theory Discussion and Summary………………………………………………….. 33
Resilience and Trauma…………………………………………………………………. 35
Resilience Etiology and Narrative—Toward a Resilient Language……………………. 37
Definition Discussion and Summary………………………………………………. 38
Resilient Perspective and Models………………………………………………….. 40
Concept 1: Educating, Experiential Training, and Developing Tutored Resilience…… 41
Concept 2: Enculturation as Comprehensive Approach toward a Resilience Process… 57
Concept 3: Resilience to Mitigate a Trauma…………………………………………… 73
Concept 4: Resilience and the Self……………………………………………………... 87
Symbolic Interactionism‘s Contribution to Trauma and Resilience……………………. 99
Chapter Discussion and Summary……………………………………………………… 102
Chapter 3: Awakening Resilience! An Innovative Pedagogical Approach………………. 107
Synthesis of Conceptual Approach……………………………………………………... 110
Principle 1: Consider Self-Influences—the Resilient Self and Perspectives………. 111
Principle 2: Enculturated and Domain-Centered Tutored Learning……………….. 134
Principle 3: Iterative and Contextual—Conceptual Resilience Learning Model….. 136
Principle 4 & 5: Reinforce Resilience Behavior and Establish Resilient
Communities of Practice………………………………………………………….. 141
Principles 6: Establish Residual Implementation Cycle…………………………… 143
Discussion, Implications, and Conclusion……………………………………………… 147 A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 6
Chapter 4: Research Methodology……………………………………………………….. 150
The Roadmap…………………………………………………………………………… 153
Worldview………………………………………………………………………….. 153
Synthesis Process…………………………………………………………………... 156
Logic Statement……………………………………………………………………. 164
Study Assumptions………………………………………………………………… 164
Validity and Credibility Considerations…………………………………………… 166
Expert Practitioner Panel…………………………………………………………... 167
Chapter Summary………………………………………………………………………. 168
Chapter 5: Synthesis, Analysis, and Presentation of Findings…………………………... 170
Narrative Synthesis and Findings: Fellowship of Resilient Metaphor Typology……… 171
Narrative Analysis Findings……………………………………………………….. 174
Narrative Synthesis and Analysis Summary……………………………………….. 176
Theory Analysis and Findings………………………………………………………….. 178
Symbolic Interactionism Theory……………………………………………………178
Discourse Perspective……………………………………………………………… 180
Culture Perspective………………………………………………………………… 182
Concepts Analysis and Findings………………………………………………………... 185
Research Question in Light of Findings………………………………………………... 200
Chapter Conclusion…………………………………………………………………….. 202
Chapter 6: Implications and Conclusion…………………………………………………. 205
Integration of Trauma Established Members in Research………………………… 206
A Stovepipe Research Environment………………………………………………. 207
The Pretense of Resiliency………………………………………………………… 211
Implications for Management………………………………………………………….. 213
Implications of Trends…………………………………………………………………. 215
Areas for Future Research……………………………………………………………… 219
Limitations of Study……………………………………………………………………. 222
Summary……………………………………………………………………………….. 223
Appendices
Appendix A: Levels of Evidence Assessment………………………………………...... 226
Appendix B: Expert Practitioner Panel Biographies…………………………………… 231
Appendix C: Narrative Examples in Data Set………………………………………….. 232
Appendix D: Enlarged Picture of the Locus of an Absorbing Resilient Self…………... 243
Appendix E: Resilient Dozen……………………………………………………………244
References…………………………………………………………………………………. 251
Glossary……………………………………………………………………………….…... 274
Dissertation Approval……………………………………………………………………. 276
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 7
List of Figures and Tables
Figure 1: SI Framework of Observation…………………………………………………... 22
Figure 2: Responses to Adversity: The Domain of Possibilities…………………………... 83
Figure 3: The Resiliency Model…………………………………………………………… 84
Figure 4. Prototypical Patterns of Disruption in Normal Functioning…………………….. 86
Figure 5: Six Developmental Principles of Resilience Pedagogy…………………………. 105
Figure 6: Locus of Resilience (LOR)……………………………………………………... 116
Figure 7: Role-Person Merger…………………………………………………………….. 118
Figure 8: The Locus of an Absorbing Resilient Self………………………………………. 123
Figure 9: The Resilient Self-Concept Pedagogical Model………………………………… 138
Figure 10: Preparation to Train Resilience Checklist……………………………………… 145
Figure 11: Resilience Attributes…………………………………………………………… 203
Table 1-4: Levels of Evidence Assessment……………………………………………….. 226
Table 5: Typology of Resilience Metaphors—Summary Descriptions…………………. 176
Table 6-11: Narrative Examples in Data Set………………………………………………. 232
Table 12: Mappings between Narrative Resilience Metaphor, Attribute, and Literature…. 250
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 8
Executive Summary
Imminent danger, managing the unexpected, dealing with the aftereffects of danger and potential trauma, and repeating this intense cycle is part of the military, first responders (police, fire fighters, wild land firefighting crews, EMTs, and paramedics), and emergency management organizations regular mission. Incorporating resilience into organizational practices does offer hope for those professionals who, everyday, in all parts of the world, face the rising occurrences of trauma from crises. Professionals in these organizations understand that the threat of having to make the ultimate sacrifice looms over their actions and those whom they rely on to accomplish their mission.
This study is an exploratory evidence-based synthesis to resilience and trauma; in particular, it is an intensive review of the literature and narrative responses to determine how organizations could help their people deal with the on-going potential for trauma by developing resilience. Armed with knowledge, enacted in practice, the critical elements that constitute a resilient response to traumatic situations, those managers of organizations and people that regularly face imminent danger and potential trauma can prepare for and mitigate these occurrences in advance. The purpose of this study is to review the resilience research literature and narrative commentary regarding people‘s response to traumatic events and explicate what organizations are doing to develop resilience in the context where experiencing potential trauma is an integral part of accomplishing their mission. In addition, this study‘s intent is to provoke interest in the engendering of learned dispositions, understandings, and inclinations capable of individually establishing cognitive and affective frames of high-level resilience among members of those organizations, which evidence a high likelihood of experiencing trauma. One primary question guided this inquiry: What does the literature say about how organizations enable their A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 9
people to become resilient and continue to work under iterative potentially traumatic conditions? This study argues that, through constructed pre-trauma experience, cognitive and affective perspectives enhancing the readiness to respond to and embrace future trauma are possible. This study also uses narrative analysis to examine the extensive resilience literature, the trauma narratives from the 11 September 2001 terrorist attacks, and U.S. Army combat unit narratives in Iraq from 2006 to 2008. Additionally, this study will review relevant aspects of resilience to trauma taken from psychology, sociology, neuroscience, and management science research as interpreted by symbolic interactionism theory and the discourse and cultural perspective.
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 10
Chapter 1: The Perfect Storm for Understanding Resilience
The wandering now of the present carries with it a past we remember and a future we expect.
–Kurt Riezler (1950, p. 119)
Considering, global terrorist attacks, the United States‘ war involvement in Iraq, Afghanistan, and Libya, massive global financial crises, civil instability in the Middle East, and numerous worldwide natural disasters (Reich, 2006), it is vital that organizations that deal with frequent trauma occurrences understand how to develop resilience and aggressively implement methods to become more resilient. General Martin E. Dempsey contends, ―The training and education of our entire force must aim to develop the mindset and requisite knowledge, skills, and abilities required to operate effectively under conditions of uncertainty and complexity‖ (TRADOC Pam 525-3-0, 2009, p. ii).1 James and Wooten (2010) assert, ―The euphemism of a ‗perfect storm‘ seems appropriate if not completely accurate‖ (p. 3). In the context of the current occurrences of global crises, this quote should more appropriately say, the perfect storm for understanding resilience—i.e., the title of this chapter. Building resilient people and organizations is at the core of the military, first responders (police, fire fighters, wild land firefighting crews, EMTs, and paramedics), and emergency management organizations‘ ability to effectively operate, survive, and sustain operations successfully in chaotic environments. Weick and Sutcliffe (2007) classify these organizations as high reliability organizations (HRO), ―where the potential for error and disaster is overwhelming‖ (p. ix).
Some organizations and cultures are well on their way toward collapse without their leaders realizing that a sudden or unexpected occurrence could cause their organizations‘ ultimate demise. Weick (1993, p. 644) raises a practical inquiry: When a formal structure
Footnotes
1 General Martin E. Dempsey is the current U.S. Army Chief of Staff (circa 2011, August) and he was formerly the Commanding General of the U.S. Army Training and Doctrine Command (TRADOC), a major U.S. command position, when this quote was printed. A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 11
collapses, what, if anything is left? Weick (1993) asserts the answer to this question may be one of life or death indicating the urgency of leaders, management practitioners, and individuals to invest their efforts in preparing their people and culture for future crises that may lie in wait. Peter Drucker asserts, ―We are in one of those great historical periods that occur every 200 or 300 years when people don‘t understand the world anymore, and the past is not sufficient to explain the future‖ (cited by Cameron & Quinn, 2006, p. 1; citing Childress & Senn, 1995, p. 3). As global crises and disasters continue to become more frequent, it is critical for organizations that deal with potential trauma on a regular basis to understand and engage the constituents of resilience. Indeed, the government and the private sector will continue to call upon high reliability organizations (Weick & Sutcliffe, 2007) to implement their most promising strategies to develop resilient practices. Organizations must look at ways to embrace innovative methods and processes to develop resilience while combating the aftereffects of trauma, ambiguity, and chaos inside their organization
Purpose Statement
Given the alternating chaotic and constrained environment within which organizations operate today, the purpose of this study is to review the evidence-based resilience research literature and narrative commentary regarding organizations‘ response to traumatic events and explicate what these organizations are doing currently to develop resilience in the context where trauma is an integral part of accomplishing their mission. This study argues that, through constructed pre-trauma experience, cognitive and affective perspectives for embracing future trauma are possible.
A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 12
Statement and Significance of the Problem
Boin and McConnell (2007, p. 51) highlight that crisis and disaster management research suggest that conventional prevention and contingency planning approaches, as well as traditional top-down crisis management responses, have major limitations in the face of critical infrastructural breakdowns. Explicating lessons from crisis management, Boin and McConnell (2007) assert, ―Authorities should focus on the long-term promotion of societal resilience‖ (p. 51). This study implores organizations that do experience imminent danger and potential trauma on a regular basis to develop an awareness to the potential euphemism that Murphy‟s Law can happen and does happen when an organization least expects it. Embodying this awareness perspective may not be the case in high reliability organizations. For example, many leaders have the attitude that ―crisis or disaster won‘t happen to my organization‖ (Boin & McConnell, 2007; Coutu, 2002; Devargas, 1999, p. 39) or that ―crises were a result of other people‘s incompetence‖ (James & Wooten, 2010, p. xvi). This unpreparedness causes an escalation of conflict, stress, and organizational failure in the event of experiencing a traumatic loss. James and Wooten (2010) assert, ―Even very competent leaders can find themselves facing a set of undesirable and threatening circumstances‖ (p. xvi). Representing a predominant view, Boin and McConnell (2007; citing Baer et al., 2005) posit, ―In preparing to deal with crises and, especially, catastrophes, efforts should focus on the promotion of resilience i.e., the ability to ‗bounce back‘ after suffering a damaging blow‖ (p. 54). Rapidly bouncing back is an important resilience perspective; however, this study looks at both preparatory and reactive responses toward crisis to construct its conceptual model in Chapter 3. To further illustrate, Cameron and Quinn (2006, p. 1; citing Cameron, 1997) write that as many as three-quarters of reengineering, total quality management (TQM), strategic planning, and downsizing efforts have failed entirely A PRE-TRAUMA DEVELOPMENTAL APPROACH TO RESILIENCE 13
or have created problems serious enough that the survival of the organization was threatened. Specifically, Cameron and Quinn (2006, p. 1) note that several studies report that the most frequently cited reason given for failure was a neglect of the organization‘s culture.
Importance of Study
During a Department of Defense resilience conference and workshop held in Norfolk, Virginia in November 2009, Admiral Mike Mullen articulates resilience insight and elaborates on key strategic and operational areas for the conference leaders and participants.2 Reflecting on his past interactions with military members in combat, their families, and the war in Iraq,
Admiral Mullen shares the following insights and direction below regarding the importance of resilience research:
One of the things that struck me the most [over the past two to three years]…being in Iraq in the middle of the surge [2007-2008] and being with troops who came out of Iraq and knew the surge made a huge difference and really [the troops] – took Iraq from a trajectory that…was headed down to one that was headed up….To take what was an extraordinarily difficult situation, going in the wrong direction and headed in the wrong direction was a huge step. Clearly, there is [sic] a huge psychological component here that is critical and what are the factors that affect [sic] that positive experience being an example of, I think, something that certainly helps in resilience or could…help build resilience. One of the things that I…would need from you [conference leaders and participants]…is what measure do you see? How do you look at resilience? So we can start to understand it and possibly look at a way to build it [emphasis added]. I would
Footnotes
2 Admiral Mike Mullen, Chairman of the Joint Chiefs of Staf
TaskStream AMS for Facilitating Outcomes Assessment - DE Oracle
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TaskStream AMS for Facilitating Outcomes Assessment
Daniel McCollum
Senior Outcomes Assessment Associate
Other
Published: March-April 2011
Category: » Online-pedagogy » Teaching-tools
Introduction
At UMUC, we continue to expand and improve learning outcomes assessment. Part of this effort means
collaborating with more university stakeholders in the process. To facilitate university-wide discussion
and review of student learning, UMUC recently purchased a software-for-service from TaskStream
called the Accountability Management System (AMS). AMS streamlines the management of content,
resources, and communication related to continuous improvement projects such as outcomes
assessment. This article briefly examines learning outcomes assessment, its role at UMUC, and how
TaskSteam AMS will help administer the outcomes assessment process.
What is Learning Outcomes Assessment?
Although the definitions vary, learning outcomes assessment is a continuous process based on a
curricular approach that begins with a well-articulated, expected ending. With learning outcomes
established, students know what learning is expected and the evidence needed to demonstrate their
learning. Within the overall outcomes assessment process, various curricular elements (e.g., outcomes,
measures, and instructional tools) are designed, aligned, re-designed, and re-aligned over time.
Learning outcomes assessment is a formative, developmental function whose ongoing goal is to
improve student learning.
Because it is focused on student learning, learning outcomes assessment is good practice for any
educational institution. It is also a federal mandate for those in higher education: Each regional
accreditation body evaluates institutional success in achieving student learning, and an institution's
regional accreditation status is linked to federal funding.
Learning Outcomes Assessment at UMUC
Though it may seem new, UMUC has engaged in learning outcomes assessment for over 10 years. Over
those years, the outcomes assessment process has resulted in changes in organizational structure,
course design, and methods for gathering and reporting on outcomes data. With UMUC approaching its
periodic review from the Middle States Commission on Higher Education (MSCHE), our regional
accreditation body, we are focused again, as we were for our full accreditation review in 2006, on
strongly examining our learning outcomes assessment process. As we are moving toward our 2016 full
re-accreditation review, we are seeing improved learning outcomes assessment practice at UMUC. Part
of the expansion and improvement of learning outcomes assessment at UMUC is bringing people to
collaborate in the effort, including much-needed input on student learning from our Europe and Asia
divisions.
Facilitating Outcomes Assessment with TaskStream AMS
Outcomes assessment will be a built-in part of our work at UMUC. As our systemic, comprehensive,
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systematic learning outcomes assessment process emerges, it will be implemented and organized using
TaskStream AMS, which will serve as an interactive portal within which learning outcomes assessment
planning, implementation, and results will be centrally documented. AMS provides the hub from which
all learning outcomes assessment knowledge can be extracted—including internal reports for Academic
Program Review (APR) and external reports for organizations such as MSCHE. In time, UMUC’s use of
AMS will promote greater inclusion of more internal stakeholders in student learning outcomes
assessment and ease the process of meeting the requirements of our various external stakeholders.
To help manage the large-scale, ongoing process, AMS provides a streamlined system from which all
assessment planning, documentation, and reporting will be created and tracked. The tasks that can be
conducted within AMS include:
Developing an assessment plan with outcomes/student learning expectations
Aligning assessment measures (e.g., rubrics, tests, surveys) in curriculum maps
Uploading data (e.g., in spreadsheets and tables)
Inputting results (i.e., the statistics)
Documenting stakeholders’ discussions of results
Creating action plans based on the results
Identifying resource needs (i.e., people, budgets) to implement actions
Tracking action status
Reporting
For implementing learning outcomes assessment, each program will have its own workspace—a central
location for student assessment work, including managing an APR and providing evidence of learning
for specialized accreditors. Results on student performance can be followed over time, and the quality
of our assessment process (i.e., meta-assessment) can also be assessed. Outcomes/student learning
expectations at any level can be tied upward to the next level to create an overall picture of student
learning across a program, school, or UMUC as a whole. These reports will be used to inform strategic
planning and budgeting decisions.
Configuration and implementation of AMS began in October 2010. Training of university personnel
began in January 2011 and is ongoing, as needed. TaskStream provides UMUC with unlimited training
and support.
To stimulate the evolution of our learning outcomes assessment process, UMUC is also engaged in a
pilot study of TaskStream’s Learning Achievement Tool (LAT). LAT is an e-portfolio system that tracks
assessment at the student level and can be subsequently tied upward. The possibility of using an
e-portfolio approach will move us to an outcomes assessment process that is focused at the best
possible level—where instructors interact with students—and allow students to show off their best
work, which will also be our display of our success in student learning.
As UMUC moves forward with TaskStream, please direct questions to Dr. Dan McCollum in the Office of
Evaluation and Assessment, Anna Van Wie in the School of Undergraduate Studies, and Dr. Yan Zhang
in the Graduate School.
Resources
TaskStream Web site: http://www.taskstream.com/ (http://www.taskstream.com/)
About the Author(s)
Dan McCollum earned his PhD in educational psychology from Penn State. While there, he taught Research Methods in
Communications and Individual Differences in Education. After graduation, he went to the University of Houston - Clear Lake,
where he taught research methods, statistics, and assessment and taught online for the first time. He has worked with
universities, research organizations, testing companies, and social service organizations as a consultant developing test items,
designing measurement instruments, creating online course materials, and analyzing qualitative and quantitative research
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data. His presentation and publication record focuses on studies concerning the assessment of motivations and other learning
constructs related to college student performance, as well as on the motivations and professional development of educators
and educational leaders. He has also served as a researcher and program evaluator on multiple grant-funded projects through
the U.S. Department of Education, and he has served as a program evaluator in K-12 education. Dan worked in learning
outcomes assessment at the University of Nevada - Las Vegas, and he currently serves as Senior Outcomes Assessment
Associate at UMUC, where he also teaches in the psychology program.
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Academic Clubs Enhancing the Student Experience - DE Oracle
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Academic Clubs Enhancing the Student Experience
Shelley Hintz
Coordinator of Student Engagement
School of Undergraduate Studies
Published: September-October 2011
Category: » University-showcase » Classes-programs
Did you know that UMUC has online academic clubs open to students, alumni, and faculty? Our online
academic clubs allow members of the UMUC community a place to chat with each other about common
interests, careers, courses, and more. Students can talk with faculty outside of the classroom, learn
about helpful resources, and obtain updates from their academic department.
Joining a club is a great opportunity for students to enhance their experience at UMUC. As UMUC
classes focus on real-world applications, the clubs allow students to explore current topics and career
paths within their chosen program of study. Through the academic clubs, students can build a network
with other students, alumni, and faculty.
The clubs are online- in Webtycho meeting rooms- allowing for members to join from across the world.
The clubs do not have participation requirements although we do hope that students will be active in
the clubs they join. With the exception of the two professional organizations (UMUC SHRM Chapter and
UMUC IAEM Chapter), the clubs do not have membership dues.
While the clubs are primarily geared towards the students, they do welcome faculty participation.
Contact with faculty outside of the classroom often provides a rewarding experience for our students. It
gives students the opportunity to learn about other experiences and careers that they aspire to. Faculty
can join a club by contacting [email protected] (mailto:[email protected]) and requesting
membership to a specific club. Faculty can also contact the club advisor to volunteer to provide a guest
seminar. Seminars run for one-two weeks within a club, and range from a variety of topics, from
current events to information on a particular career or path.
Currently, UMUC has the following academic clubs and student chapters:
Accounting Forum
Communication Studies Club
Computing Club
Criminal Justice and Intelligence Club
Emergency Management and Homeland Security Forum
English Club
Environmental Management Club
Global Business and Public Policy Club
History Club
Human Resource Management Club
Legal Studies Club
Political Science Club
Psychology Club
Social Science and Gerontology Club
UMUC Chapter of the Society for Human Resource Management (SHRM)
UMUC Chapter of the International Association of Emergency Managers (IAEM)
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We welcome your efforts to advertise the academic clubs to your students. Feel free to pass the URL of
the Student Academic Clubs and Professional Organizations (http://www.umuc.edu/students/support
/studentlife/clubs.cfm) Website onto your students, and to encourage them to join a club- and to join one
yourself!
Resources:
Student Academic Clubs and Professional Organizations (http://www.umuc.edu/students/support
/studentlife/clubs.cfm)
http://www.umuc.edu/students/support/studentlife/clubs.cfm
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ShareFair_ Academic Conference for UMUC Faculty Research and Scholarship - DE Oracle
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ShareFair: Academic Conference for UMUC Faculty Research and
Scholarship
Floyd Csir
Instructional Support Specialist
Center for Support of Instruction
Published: November-December 2011
Category: » University-showcase » Conference-presentations
Sharing knowledge and ideas was the theme of UMUC's 1st
Annual ShareFair on UMUC Faculty Research and Scholarship,
which attracted an enthusiastic crowd on October 20, 2011.
One hundred and thirty faculty and some doctoral students
attended the half-day conference at the Academic Center at
Largo, with an additional 46 participants attending virtually.
Dr. Jay Liebowitz, the Orkand Endowed Chair in Management
and Technology in UMUC's Graduate School, said, "The
ShareFair was created to spark conversations, share knowledge
about one's research and scholarship, and encourage cross-disciplinary
collaborations." Liebowitz, who led the coordination
of the conference, also noted that an event such as ShareFair
allows faculty to stay on top of research trends and issues that will help them be more effective
professors.
Two-and-a-half hours of video recording from the event are available for those who were unable to
attend. These archived recordings can be viewed at http://nsp.performedia.com/umuc/umuc11
/gallery (http://nsp.performedia.com/umuc/umuc11/gallery) . In addition, several PowerPoint presentations
from ShareFair and a 12-minute video montage of the Faculty Research Poster Session that was
developed by the Center for Support of Instruction can be viewed in the UMUC Digital Repository
(http://contentdm.umgc.edu/) .
Dr. Sharon Tettegah, a program director at the National Science Foundation (http://www.nsf.gov/)
(NSF), kicked off the conference with a compelling talk about NSF grants. She encouraged faculty to
submit grant proposals to the NSF, adding that the federal agency values proposals that are innovative,
transformative, and interdisciplinary in their approach. Dr. Tettegah noted that evaluation of projects is
a key aspect to getting a grant proposal approved because it ensures a successful project and helps the
NSF conduct grant reviews. She encouraged grant writers to look at previous successful grant
applications for methods on how to write a winning proposal.
Dr. Datta Kaur Khalsa, Program Director for Assessment, Department of Education, said she hopes to
be involved in the assessment process for grant proposals from UMUC, noting that there is "an amazing
level of expertise" within the university community. She was glad to see UMUC faculty having the
opportunity to present their research at the event.
Following Dr. Tettegah's speech, Provost Emeritus Dr. Nick Allen discussed the challenges facing the
higher education sector in the age of tremendous technological change. His presentation cited
numerous published predictions, including the possibility that 50% of all learning will occur online by
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2020.
ShareFair participants then had an opportunity to engage directly with
more than 20 UMUC faculty who shared their research projects via
poster presentations, with a few conducted via Skype (from Guam,
Germany, and New Jersey). The research presentations covered a wide
range of subjects, including multimedia and computer simulations,
ethics education and analysis, online classroom communications,
community building, and synchronous online teaching.
Participants also actively conversed on a variety of timely topics
related to higher education at moderated roundtable discussions called
Knowledge Cafés. Topics included social science and system reviews,
community-based learning, science databases, e-mentoring,
team-based capstone projects, open access publishing, and knowledge management and e-learning.
Dr. Bryan Booth, Executive Director of Doctoral Programs, emceed the Knowledge Cafés during the live
streaming event. "The variety of table discussions covered many topics that I think are very relevant to
the UMUC community," he said.
A brief panel discussion entitled "How to Get Published" followed, in which panel participants discussed
the various factors related to book and article publishing. Understanding one's audience, knowing the
literature, and clearly stating the significant contribution of one's research to a given field are some of
the tips offered by the panelists.
The conference wrapped up with an awards ceremony recognizing UMUC faculty and staff in research
and scholarship. The following award winners were highlighted:
Most Cited Paper from 2010-11
Rana Khan for her co-authored article: Alkharouf, N. W., Klink, V. P., Chouikha, I. B., Beard, H. S.,
MacDonald, M. H., Meyer, S., Knap, H. T., Khan, R., Matthews, B. F. (2006). Timecourse microarray
analyses reveal global changes in gene expression of susceptible Glycine max (soybean) roots during
infection by Heterodera glycines (soybean cyst nematode). Planta, 4(224), 838-852.
doi:10.1007/s00425-006-0270-8.
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Strategic change: Inclusion of middle managers in the development of strategy may lead to improved organizational effectiveness
No full textThe purpose of the research are
- to explore how middle managers can contribute to the development of strategy.
- to investigate what conditions such as management behavior, culture, and structure influence the inclusion or exclusion of middle managers from the strategy development process.Strategic Change: Inclusion of Middle Managers in the Development of Strategy May Lead to Improved Organizational Effectiveness
Randee L. Sanders
DMGT 892
Residency Presentation
March 4, 2011
Keywords: Middle management, organizational effectiveness, strategic consensus, strategic change, behavior, culture, structure.Purpose and Scope of the Research
•
Explore how middle managers can contribute to the development of strategy.
•
Investigate what conditions such as management behavior, culture, and structure influence the inclusion or exclusion of middle managers from the strategy development process. Research Questions
There were three research questions that guided this research:
•
RQ1 -Were there provisions to include middle managers in strategy development?
•
RQ2 -Did management behavior, culture, and structure influence the inclusion or exclusion of middle managers from the strategy development process?
•
RQ3 -Was there a functional linkage between middle management’s involvement in strategy development and organizational effectiveness?Significance of this Research for Management
•
Educate organizational leaders that strategic consensus among top and middle management can facilitate the implementation of strategies that influence organizational performance.
•
Provide a theoretical framework that demonstrates in order to achieve high levels of effectiveness, top managers must provide a strong sense of strategic direction and middle managers must be active players in the strategy-making process. Main Literature Themes and Authors
•
Strategy
Hart (1992)
Mintzberg and Waters (1985)
•
Behavior
Hambrick and Mason (1984)
Mintzberg (1979)
•
Culture
Osterman (2009)
Schein (2004)
•
Structure
Carney (2004)
Chandler (1962)
•
Middle Management
Floyd and Wooldridge (1997)
Westley (1990)
•
Strategic Consensus
Hart and Banbury (1994)
Wooldridge and Floyd (1990)Key Propositions Distilledfrom the Literature
•
There needs to be a shift in top managers’ strategic behavior to include middle managers in the strategy development process.
•
From the perspective that strategy is emergent, this allows consideration of middle managers in strategic change beyond simply implementation.
•
Strategic consensus between top and middle management can lead to improved decision-making, improved strategy implementation, an organizational effectiveness.Conceptual Framework
Higher Strategic Consensus
Middle Management Involvement in Strategy Development
Improved Decision Making
Improved Strategy Implementation
Organizational Effectiveness
Source:Sanders, 2011Thesis statement
The inclusion of middle managers in the development of strategy can result in higher levels of strategic consensus between levels of management that can lead to improvements in decision making, strategy implementation, and organizational effectiveness.Research Approach & Formationof Argument
•
Evidence-Based Research
Utilized scholarly literature from multiple research and academic databases and Google scholar.
•
3 Member Expert Panel
2 Academics
1 Practitioner
•
Dissertation Committee
2 Member panel
Academic and practical experienceFindings
•Inclusion of middle managers in the development of strategy led to improved decision making of such strategies, improved implementation of such strategies and ultimately improved the overall effectiveness of the organization.
•Decentralizing strategy development contributes to improved decision making and enhanced organizational efficiencies.
•Consensus is critical in resolving differences, promoting a unified direction for the organization, increasing strategic commitment, and enhancing the successful implementation of a given strategy.Implications for Management Practice
•Top managers must provide a strong sense of strategic direction and middle managers must be active players in the strategy-making process.
•Middle managers are in an excellent position to evaluate whether strategies are suited to the organizational environment which adds significance value to the development of strategy.Future Research Agendas
•
A case study that explores middle management inclusion in strategy development as it relates to organizational effectiveness
Checklist manifesto for electronic resources: Getting ready for fiscal year
No full textNeed to organize how you prepare your current, new, upgraded, or deselected electronic resources for the new fiscal year? Learn how to innovatively apply the principles of The Checklist Manifesto: How to Get Things Right and prepare a checklist to manage the myriad of tasks involved in this process. As a simple, but effective tool, a checklist will help you to make priorities clearer and prompt people to function better as a team.Checklist Manifesto for
Electronic Resources:
Getting Ready for the Fiscal Year
Lenore England, Digital Resources Librarian
Li Fu, Digital Services Librarian
Stephen Miller, Associate Provost
[email protected]
ACRL National Conference, 2011
Friday, April 1, 2011 – 4:30-5:30PM, EDT
1I. Introductions
2
Li Fu, Digital Services Librarian
Stephen Miller, Associate Provost
Lenore England, Digital Resources LibrarianII. Objectives
•
Electronic Resources Management (ERM) Process
•
Application to ERM
•
Checklists – Other Library Possibilities!
•
Findings and Conclusions
•
The Checklist Manifesto
3III. UMUC and the Library
4About UMUC
•
University System of Maryland
•
Worldwide
•
Non-Traditional Students
•
100 Bachelors and Masters Programs
•
Doctor of Management Programs
•
77% of Classes Online
Image: ©2011 UMUC. All rights reserved.
5UMUC Library
•
Almost Entirely Online
•
Resources, Services, Instruction
•
28 Staff – 19 Librarians, 9 Staff
•
Mission:
–
Library and information literacy education
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Partnering with UMUC’s schools and faculty
–
Worldwide library resources and services
Image: ©2011 UMUC. All rights reserved.
6Library Services
•
24x7 Reference
•
Information Literacy Instruction
•
Online Collections
•
Document Delivery/ILL
•
Circulation of USMAI Consortium Materials
•
E-Reserves in the Online Classroom
Image: ©2011 UMUC. All rights reserved.
7IV. Poll
Getting to know you - What type of organization do you represent?
•
University/Research Library
•
College/Community College Library
•
Special Library
•
Public or K-12 Library
•
Other
8V. Principles of The Checklist Manifesto
9The Problem
•
We live in a world of extreme complexity
•
Expertise can only go so far
•
Even the best make mistakes
•
Failure due to incomplete understanding
•
Failure due to not applying knowledge correctly, distraction, or forgetting
(Gawande, 2009)
10Eastern Airlines Flight 401
Image from Wikipedia user versageek. Used under Creative Commons License.
11Johns Hopkins Catheter Checklist
1.
Wash Hands
2.
Clean the Site
3.
Use Sterile Drapes
4.
Wear Mask, Hat, Gown, Gloves
5.
Dress the Site
Image from Wikipedia user PhilippN. Used under Creative Commons License.
(Gawande, 2007)
12The Checklist Manifesto
•
Higher Baseline Performance
•
Avert Problems
•
Make Priorities Clear
•
Enhance Teamwork and Communication
•
Saves Lives, Money
(Gawande, 2009)
Image from http://gawande.com
13Checklists
Title Reflecting Objective
Clear, Concise
Actionable, Specific Responses
Natural Breaks in Workflow
Simple Sentences
Logical Format
One Page, Large Font
Reviewed Frequently
(Gawande & Boorman, 2010)
14VI. Poll
Do you use checklists for any function at your organization?
•
Yes, all the time!
•
Sometimes, as needed.
•
Use checklists, but not formalized ones like Gawande discusses
•
No, don't see the need
15VII. Small Solutions, Big Results
16Checklists for ERM
•
No System for July 1st Process
•
Started Checklists for “Emergencies”
•
Began Using The Checklist Manifesto Later
•
Ready For Fiscal Year
•
Not Emergency Medicine
17VIII. ERM Maintenance from Fiscal Year to Fiscal Year
18Electronic Resources July 1st Transition Process
•
Timeline
•
Resources: Drops, adds and upgrades
•
Systems: RIMS, Research Port, SFX, EZProxy, and Vendor sites
•
Staff: Digital Resources Librarian, Digital Services Librarian, Systems Librarian, and Web Programmer
19IX. Application of The Checklist Manifesto to ERM
20Complex Process Management – Checklists!
Higher Standard of Baseline Performance
Avert Problems
Not Only a Help, Required for Success
Precise and Practical
21Complex Process Management – Checklists…more!
Not Get Lost in Details
“Fly the Plane”
Create, Test, Develop, and Promote
22X. July 1st ERM Checklist Site
23July 1st ERM Checklist Site, cont.
24July 1st ERM Checklist Site, cont.
25July 1st ERM Checklist Site, cont.
26Checklists in LibGuides
•
http://tinyurl.com/6bmwwq3
–
On or before June 30th
–
On June 30th
–
As of July 1st or later
–
July 1st issues
–
A checklist of checklists
–
Accessible to all participating staff
27XI. How To Do a Checklist, Findings, and Results
28Other Library Possibilities
•
Digitization Projects
•
Acquisitions
•
Cataloging
•
Circulation, ILL, Reserves Processes
•
Hiring, HR Actions
•
Budget Development Process
•
Communication and Marketing
29Creating a Checklist
Plan and Develop
Draft
Test and Validate
30Plan and Develop
•
Involve the Team/Users
•
Clear Objectives First
•
Include Critical Steps, Likely to be Missed
•
Actionable, Specific
•
Ability to Read Aloud
•
Focus on Communication
(Gawande & Boorman, 2010)
31Draft
•
Follow Natural Workflow
•
Keep it Brief
•
Clear Title
•
Simple Sentences
•
Logical Format
•
Fit on One Page, Whitespace
•
Large, Sans-Serif Font
•
No Color
•
Date of Last Revision
(Gawande & Boorman, 2010)
32Test and Validate
•
Conduct Trial
•
Note Problems and Modify Checklist
•
Repeat
•
Ensure Short Time to Completion
•
Plan for Reviews
(Gawande & Boorman, 2010)
33Findings
•
Checklists Work!
•
Heads off Problems
•
Instills Discipline
•
Culture of Teamwork
•
“Effective Interdependence”
34Conclusions
•
Need to Update Checklists Over Time
•
Flexibility and Experience is Important
•
When to Improvise
•
Where Checklists Do and Don’t Work
35Thank you…Questions?
We are done.
Now you can check this Webcast off your conference checklist!
36References
Gawande, A. (2009). The checklist manifesto. New York, NY: Metropolitan Books.
Gawande, A. (2007, December 10). The checklist. The New Yorker. Retrieved from http://www.newyorker.com/reporting/2007/12/10/071210fa _fact_gawande
Gawande, A. & Boorman, D. (2010). A checklist for checklists. Retrieved from http://www.projectcheck.org/checklist-for-checklists.html
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