http://tltgroup.roundtablelive.org/FridayLive?eventId=365557&EventViewMode=EventDetails
FRIDAYLIVE! This is a free, interactive, online event each Friday from 2:00 - 3:00pm Eastern.
Tuesday, September 20, 2011
Sunday, September 18, 2011
ISTJ Personality Type
Each Personality type gravitates towards similar careers. From our experience, ISTJ type students tend to go into engineering, science, math etc. Go to www.personalitypage.com, note that ISTJ and ISTP describe SPSU student population. The question is: Can this be generalized? Can we say that students in other polytechnic schools also have ISTJ personality?
Friday, September 16, 2011
Intellectbase International Consortium Academic Conference
Here is a weblink to the first conference that we are applying for. Note that the deadline is September 25th. We will plan on submitting an abstract.
http://www.intellectbase.org/Atlanta.php
http://www.intellectbase.org/Atlanta.php
Definition of a polytechnic
I looked at some websites of polytechnics to find their definition of what a polytechnic is. Here's a collection of a few that seemed interesting:
From SPSU’s website:
Today's business must apply technology in every way imaginable. That's why at Southern Polytechnic State University, our students study the sciences and technologies in a unique, practical manner that provides an education that is career-based and balanced.
From WPI’s website:
WPI's founding motto of Theory and Practice continues to underlie our academic programs. WPI graduates emerge ready to take on critical challenges in science and technology, knowing how their work can impact society and improve the quality of life.
From USF Polytechnic’s website (more lengthy):
The word "polytechnic" comes from the Greek word polytechnos, which means "skilled in many arts."
Just as there have been many institutions that have claimed to be "polytechnics," there have been many conceptions of "a polytechnic university." Chancellor Charles W. Sorenson, of the University of Wisconsin-Stout (recently designated as "Wisconsin's Polytechnic University"), has offered the following definition of a 21st century polytechnic university:
Polytechnics are comprehensive universities offering professional, career-focused programs in the arts, social and related behavioral sciences, engineering, education, and natural sciences and technology that engage students in active, applied learning, theory and research essential to the future of society, business and industry.
Sorenson's understanding is consistent with the "polytech vision" that has been articulated by USF President Judy Genshaft and USF Polytechnic Regional ChancellorMarshall Goodman as they have described plans for USF's new polytechnic campus. Among the important elements of the concept are the following: what a polytech does; how it does it; and why it does it.
What
While a "typical" college or university will tend to offer about 60 percent of its coursework in the liberal arts and 40 percent in math/science/technical disciplines, a polytech can be expected to flip that ratio: 60 percent applied and technical disciplines and 40 percent liberal arts. USF Polytechnic's strategic plan (unanimously approved by the USF Board of Trustees) calls for particular curricular strengths in areas such as business, education, engineering, information technology and allied health disciplines.
How
Polytechnics place a premium on "active, applied learning": faculty members emphasize innovative, hands-on pedagogies with practical implications. The faculty member traditionally seen as a "sage on the stage" is transformed as a "guide on the side." Students "learn by doing" and connect their collaborative learning to in-demand career paths. Not surprisingly, faculty research agendas are also shaped by the polytechnic focus and reflect collaborative, cross-disciplinary approaches, yielding applied solutions to real-world problems.
Why
"Traditional" colleges and universities reasonably and appropriately point to centuries of history: in many ways they are extensions of the academic traditions that emerged from Europe and have flourished around the globe. Polytechnics, on the other hand, point not to the past but the future as a rationale for their focus and methods. Polytechnics do things not because "that's the way we've always done it" but rather because "these are the demands of the world around us and the world we hope to create." As Florida continues its entry into the information economy, a public polytech provides an ideal environment in which to produce valuable knowledge and to prepare a new generation of talent who will make an impact on the state, national and global economy.
Because of USF Polytechnic's geographical location at the epicenter of Florida's High Tech Corridor, the polytechnic model is an ideal means of delivering the state's vision of access, excellence and impact to the region. The kinds of students a polytech will produce fit perfectly with the economic development priorities of the region. The kinds of research a polytech will foster fit perfectly with the socio-economic realities of the region. And the way that a polytech does what it does fits perfectly with the future of central Florida and the global economy in which it competes.
Wednesday, September 14, 2011
Sunday, September 11, 2011
SoTL Journals
Here's the link to the website with the extensive list of SoTL journals. It also has an excel file with information on the acceptance rate of various journals, which is interesting.
http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/journals/
http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/journals/
Friday, September 9, 2011
Thursday, September 8, 2011
Wednesday, September 7, 2011
Sunday, September 4, 2011
Books
A search for "active learning" on amazon returns many books on the subject (only a few of which are for toddlers!). Not all are geared toward higher education, but some are, and of course many active learning techniques would cut across most age groups, anyway. We might want to consider trying to acquire some for the CTE library. (For that matter, we may have some of them already.)
Some sources
Some assorted sources I've come across after a quick search:
Richard Felder's (extensive) list of papers, many on active learning, with links:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Education_Papers.html
______________________________________________
From http://www.crlt.umich.edu/tstrategies/tsal.php
Active Learning for the College Classroom (Paulson and Faust, California State University, Los Angeles)
http://www.calstatela.edu/dept/chem/chem2/Active/main.htm
A survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures; includes 29 activities and exercises instructors can use in class.
Professional Development Module on Active Learning (Texas Collaborative)
http://www.texascollaborative.org/activelearning.htm
Summary of research and resources pertaining to active learning. Includes specific strategies for use in specific disciplines such as humanities, business/economics, mathematics, and the sciences.
_______________
Has a few ideas:
http://www.ntlf.com/html/lib/bib/91-9dig.htm
_______________
This is a great source - has a huge list of active learning activities in Appendix 1:
Active Learning: Creating Excitement in the Classroom. ERIC Digest. (ED340272)
Author(s): Bonwell, Charles C.; Eison, James A.
___________________
Also, I saw that there's a whole journal devoted to this subject:
http://alh.sagepub.com/
____________________
Not necessarily related to our project, but a VERY comprehensive survey of research into best-practices for college teaching. It's old, but definitely still very relevant - shows how slowly the field of higher education moves!
http://www.eric.ed.gov/PDFS/ED314999.pdf
Saturday, September 3, 2011
A must review paper
Out of all the papers and references I have received thus far, this one is a must read. It talks about what we are trying to do. It has a great summary of a variety of active learning classroom techniques.
http://www.calstatela.edu/dept/chem/chem2/Active/main.htm
http://www.calstatela.edu/dept/chem/chem2/Active/main.htm
Learning Style(s) of Polytechnic Students
Most Polytechnic/Engineering students are ISTJ
from>http://en.wikipedia.org/wiki/ISTJ
ISTJ (introversion, sensing, thinking, judgment) is an abbreviation used in the publications of the Myers-Briggs Type Indicator (MBTI) to refer to one of sixteen personality types.[1] The MBTI assessment was developed from the work of prominent psychiatrist Carl G. Jung in his book Psychological Types. Jung proposed a psychological typology based on the theories of cognitive functions that he developed through his clinical observations.
From Jung's work, others developed psychological typologies. Jungian personality assessments include the MBTI assessment, developed by Isabel Briggs Myers and Katharine Cook Briggs, and the Keirsey Temperament Sorter, developed by David Keirsey. Keirsey referred to ISTJs as Inspectors, one of the four types belonging to the temperament he called the Guardians.[2] ISTJs account for about 10–14% of the population.[2][3]
The MBTI tool consists of multiple choice questions that sort respondents on the basis of the four "dichotomies" (pairs of psychological opposites). Sixteen different outcomes are possible, each identified by its own four-letter code, referred to by initial letters. (N is used for iNtuition, since I is used for Introversion). The MBTI is approximately 75% accurate according to its own manual.[5]
ISTJs are faithful, logical, organized, sensible, and earnest traditionalists. They earn success by thoroughness and dependability. Shutting out distractions, they take a practical, logical approach to their endeavors. Realistic and responsible, they work steadily toward their goals. They enjoy creating order in both their professional and personal lives.
Despite their focus on their internal world, ISTJs prefer dealing with the present and the factual. Keen observers of life, they weigh various options when making decisions. ISTJs are well-prepared for most eventualities and have a good understanding of most situations. They believe in practical objectives, and they value traditions and loyalty.
For the Keirsey description, see Inspector (Role Variant).
They like learning activities that allow them time to reflect and think. Material that seems too easy or too enjoyable leads ISTJs to be skeptical of its merit. Because of their practical outlook, ISTJs clearly delineate between work and play. Therefore, their ideal learning environment is task-oriented, has a clear schedule, and has a clear and precise assignment.
ISTJs often work for long periods, devoting their energy to tasks that they see as important to fulfilling a goal. However, they resist putting energy into things that don't make sense to them, or for which they can't see a practical application. They prefer to work alone but can work well in teams when the situation demands it. They like to be accountable for their actions, and they enjoy positions of responsibility. They have little use for theory or abstract thinking, unless the practical application is clear.
In general, ISTJs are capable, logical, reasonable, and effective individuals with a deeply driven desire to promote security and peaceful living. They can be highly effective at achieving their goals—whatever those may be.
The Dominant function is the personality type's preferred role, the one they feel most comfortable with. The secondary Auxiliary function serves to support and expand on the Dominant function. If the Dominant is an information gathering function (sensing or intuition), the Auxiliary is a decision making function (thinking or feeling), and vice versa. The Tertiary function is less developed than the Dominant and Auxiliary, but it matures over time, rounding out the person's abilities. The Inferior function is the personality type's Achilles' heel. This is the function they are least comfortable with. Like the Tertiary, the Inferior function strengthens with maturity.[13]
Jung and Myers considered the attitude of the Auxiliary, Tertiary, and Inferior functions to be the opposite of the Dominant. In this interpretation, if the Dominant function is extraverted, then the other three are introverted, and vice versa. However, many modern practitioners hold that the attitude of the Tertiary function is the same as the Dominant.[5]
Using the more modern interpretation, the cognitive functions of the ISTJ are as follows:[13]
from>http://en.wikipedia.org/wiki/ISTJ
ISTJ (introversion, sensing, thinking, judgment) is an abbreviation used in the publications of the Myers-Briggs Type Indicator (MBTI) to refer to one of sixteen personality types.[1] The MBTI assessment was developed from the work of prominent psychiatrist Carl G. Jung in his book Psychological Types. Jung proposed a psychological typology based on the theories of cognitive functions that he developed through his clinical observations.
From Jung's work, others developed psychological typologies. Jungian personality assessments include the MBTI assessment, developed by Isabel Briggs Myers and Katharine Cook Briggs, and the Keirsey Temperament Sorter, developed by David Keirsey. Keirsey referred to ISTJs as Inspectors, one of the four types belonging to the temperament he called the Guardians.[2] ISTJs account for about 10–14% of the population.[2][3]
Contents[hide] |
[edit] The MBTI instrument
The MBTI preferences indicate the differences in people based on the following:[4]- How they focus their attention or get their energy (extraversion or introversion)
- How they perceive or take in information (sensing or intuition)
- How they prefer to make decisions (thinking or feeling)
- How they orient themselves to the external world (judgment or perception)
The MBTI tool consists of multiple choice questions that sort respondents on the basis of the four "dichotomies" (pairs of psychological opposites). Sixteen different outcomes are possible, each identified by its own four-letter code, referred to by initial letters. (N is used for iNtuition, since I is used for Introversion). The MBTI is approximately 75% accurate according to its own manual.[5]
- I – Introversion preferred to extraversion: ISTJs tend to be quiet and reserved. They generally prefer interacting with a few close friends rather than a wide circle of acquaintances, and they expend energy in social situations (whereas extraverts gain energy).[6]
- S – Sensing preferred to intuition: ISTJs tend to be more concrete than abstract. They focus their attention on the details rather than the big picture, and on immediate realities rather than future possibilities.[7]
- T – Thinking preferred to feeling: ISTJs tend to value objective criteria above personal preference. When making decisions, they generally give more weight to logic than to social considerations.[8]
- J – Judgment preferred to perception: ISTJs tend to plan their activities and make decisions early. They derive a sense of control through predictability. [9]
[edit] ISTJ characteristics
[edit] Type description
ISTJs thrive on organization. They keep their lives and environments well-regulated. They bring painstaking attention to detail in their work and will not rest until a job is well completed.[12] They are often dissatisfied with unresolved issues, whether in life or in fiction.ISTJs are faithful, logical, organized, sensible, and earnest traditionalists. They earn success by thoroughness and dependability. Shutting out distractions, they take a practical, logical approach to their endeavors. Realistic and responsible, they work steadily toward their goals. They enjoy creating order in both their professional and personal lives.
Despite their focus on their internal world, ISTJs prefer dealing with the present and the factual. Keen observers of life, they weigh various options when making decisions. ISTJs are well-prepared for most eventualities and have a good understanding of most situations. They believe in practical objectives, and they value traditions and loyalty.
For the Keirsey description, see Inspector (Role Variant).
[edit] Learning
ISTJs learn best and apply themselves to subjects that they deem practical and useful. As learners, ISTJs tend to need materials, directions, and teachers to be precise and accurate if they are to trust the information that is presented. They prefer concrete and useful applications and will tolerate theory only if it leads to these ends.They like learning activities that allow them time to reflect and think. Material that seems too easy or too enjoyable leads ISTJs to be skeptical of its merit. Because of their practical outlook, ISTJs clearly delineate between work and play. Therefore, their ideal learning environment is task-oriented, has a clear schedule, and has a clear and precise assignment.
[edit] Working
ISTJs respect facts. They hold a tremendous store of data within themselves, gathered through their Sensing function. They may have difficulty valuing a theory or idea that differs from their own perspective. However, if they are shown the importance or relevance of the idea by someone whom they respect or care about, the idea becomes a fact that the ISTJ will internalize and vigorously support.ISTJs often work for long periods, devoting their energy to tasks that they see as important to fulfilling a goal. However, they resist putting energy into things that don't make sense to them, or for which they can't see a practical application. They prefer to work alone but can work well in teams when the situation demands it. They like to be accountable for their actions, and they enjoy positions of responsibility. They have little use for theory or abstract thinking, unless the practical application is clear.
In general, ISTJs are capable, logical, reasonable, and effective individuals with a deeply driven desire to promote security and peaceful living. They can be highly effective at achieving their goals—whatever those may be.
[edit] Cognitive functions
Drawing upon Jungian theory, Isabel Myers proposed that for each personality type, the cognitive functions (sensing, intuition, thinking, and feeling) form a hierarchy. This hierarchy represents the person's so-called default pattern of behavior.The Dominant function is the personality type's preferred role, the one they feel most comfortable with. The secondary Auxiliary function serves to support and expand on the Dominant function. If the Dominant is an information gathering function (sensing or intuition), the Auxiliary is a decision making function (thinking or feeling), and vice versa. The Tertiary function is less developed than the Dominant and Auxiliary, but it matures over time, rounding out the person's abilities. The Inferior function is the personality type's Achilles' heel. This is the function they are least comfortable with. Like the Tertiary, the Inferior function strengthens with maturity.[13]
Jung and Myers considered the attitude of the Auxiliary, Tertiary, and Inferior functions to be the opposite of the Dominant. In this interpretation, if the Dominant function is extraverted, then the other three are introverted, and vice versa. However, many modern practitioners hold that the attitude of the Tertiary function is the same as the Dominant.[5]
Using the more modern interpretation, the cognitive functions of the ISTJ are as follows:[13]
[edit] Dominant: Introverted sensing (Si)
Si collects data in the present moment and compares it with past experiences, a process that sometimes evokes the feelings associated with memory, as if the subject were reliving it. Seeking to protect what is familiar, Si draws upon history to form goals and expectations about what will happen in the future.[14] Using Si, ISTJs thrive on deep analysis of their surroundings.[13][edit] Auxiliary: Extraverted thinking (Te)
Te organizes and schedules ideas and the environment to ensure the efficient, productive pursuit of objectives. Te seeks logical explanations for actions, events, and conclusions, looking for faulty reasoning and lapses in sequence. [15] ISTJs use this function to actively process and evaluate their perceptions.[13][edit] Tertiary: Introverted feeling (Fi)
Fi filters information based on interpretations of worth, forming judgments according to criteria that are often intangible. Fi constantly balances an internal set of values such as harmony and authenticity. Attuned to subtle distinctions, Fi innately senses what is true and what is false in a situation.[16] Fi allows ISTJs to turn their analysis to themselves and others, to understand their feelings and the causes thereof.[13][edit] Inferior: Extraverted intuition (Ne)
Ne finds and interprets hidden meanings, using “what if” questions to explore alternatives, allowing multiple possibilities to coexist. This imaginative play weaves together insights and experiences from various sources to form a new whole, which can then become a catalyst to action.[17] While ISTJs are capable of rapid and dogged information processing and number crunching, they often have difficulty with, or simply dismiss, abstract concepts without immediate concrete applications.[13][edit] Shadow functions
Later personality researchers (notably Linda V. Berens)[18] added four additional functions to the descending hierarchy, the so-called "shadow" functions to which the individual is not naturally inclined but which can emerge when the person is under stress. The shadow processes "operate more on the boundaries of our awareness…We usually experience these processes in a negative way, yet when we are open to them, they can be quite positive."[19] For the ISTJ these shadow functions are (in order):- Extraverted sensing (Se): Se focuses on the experiences and sensations of the immediate, physical world. With an acute awareness of the present surroundings, it brings relevant facts and details to the forefront and may lead to spontaneous action. [20]
- Introverted thinking (Ti): Ti seeks precision, such as the exact word to express an idea. It notices the minute distinctions that define the essence of things, then analyzes and classifies them. Ti examines all sides of an issue, looking to solve problems while minimizing effort and risk. It uses models to root out logical inconsistency. [21]
- Extraverted feeling (Fe): Fe seeks social connections and creates harmonious interactions through polite, considerate, and appropriate behavior. Fe responds to the explicit (and implicit) wants of others, and may even create an internal conflict between the subject’s own needs and the desire to meet the needs of others. [22]
- Introverted intuition (Ni): Attracted to symbolic actions or devices, Ni synthesizes seeming paradoxes to create the previously unimagined. These realizations come with a certainty that demands action to fulfill a new vision of the future, solutions that may include complex systems or universal truths. [23]
[edit] See also
[edit] References
- ^ "Myers-Briggs Foundation: The 16 MBTI Types". Retrieved 2009-05-07.
- ^ a b "Keirsey.com". Retrieved 2008-05-03.
- ^ "CAPT". Retrieved 2008-10-13.
- ^ Myers, Isabel Briggs (1998). Introduction to Type: A Guide to Understanding your Results on the Myers-Briggs Type Indicator. Mountain View, CA: CPP, Inc..
- ^ a b Myers, Isabel Briggs; Mary H. McCaulley (1985) (in English). Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator (2nd edition ed.). Palo Alto, CA: Consulting Psychologist Press. pp. 52. ISBN 0-89106-027-8.
- ^ "Changing Minds: Extraversion vs. Introversion". Retrieved 2009-01-10.
- ^ "Changing Minds: Sensing vs. Intuiting". Retrieved 2009-01-10.
- ^ "Changing Minds: Thinking vs. Feeling". Retrieved 2009-01-10.
- ^ "Changing Minds: Judging vs. Perceiving". Retrieved 2009-01-10.
- ^ "Washington, an ISTJ". Retrieved 2009-06-01.
- ^ "Ethical Feedback of MBTI Results". Retrieved 2009-06-02.
- ^ "The Myers-Briggs Foundation". Retrieved 2008-05-03.
- ^ a b c d e f Barron-Tieger, Barbara; Tieger, Paul D. (1995). Do what you are: discover the perfect career for you through the secrets of personality type. Boston: Little, Brown. ISBN 0-316-84522-1.
- ^ "Cognitive Processes: Introverted sensing". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Extraverted thinking". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Introverted feeling". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Extraverted intuition". Retrieved 2009-05-12.
- ^ "CognitiveProcesses.com". Retrieved 2008-05-21.
- ^ "CognitiveProcesses.com The 16 Type Patterns". Retrieved 2009-07-11.
- ^ "Cognitive Processes: Extraverted Sensing". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Introverted Thinking". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Extraverted Feeling". Retrieved 2009-05-12.
- ^ "Cognitive Processes: Introverted Intuition". Retrieved 2009-05-12.
[edit] External links
- Keirsey Guardian-Inspector (ISTJ)
- Type Logic ISTJ
- Personality Page ISTJ
- The Myers & Briggs Foundation: The 16 MBTI Types
- ISTJ Examiner-Type
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Active Learning from MERLOT
http://en.wikipedia.org/wiki/Constructionist_learning
Constructionism
http://www.merlot.org/merlot/viewMaterial.htm?id=90820
The Active Learning Site with VARK Learning Styles Inventory
http://www.merlot.org/merlot/viewMaterial.htm?id=87724
Active Reviewing Site
http://www.merlot.org/merlot/viewMaterial.htm?id=330058
Teaching Critical Thinking through Active Learning Strategies
http://www.merlot.org/merlot/viewMaterial.htm?id=329407
Scenes from a Classroom: Making Active Learning Work
http://www.merlot.org/merlot/viewMaterial.htm?id=329400
Active Learning for the College Classroom
http://www.merlot.org/merlot/viewMaterial.htm?id=329419
Use Active Learning Techniques
http://www.merlot.org/merlot/viewMaterial.htm?id=344225
ELIXR: Active Learning in Organic Chemistry
http://www.merlot.org/merlot/viewMaterial.htm?id=85754
Active Learning Handbook (ALHB)
Constructionism
http://www.merlot.org/merlot/viewMaterial.htm?id=90820
The Active Learning Site with VARK Learning Styles Inventory
http://www.merlot.org/merlot/viewMaterial.htm?id=87724
Active Reviewing Site
http://www.merlot.org/merlot/viewMaterial.htm?id=330058
Teaching Critical Thinking through Active Learning Strategies
http://www.merlot.org/merlot/viewMaterial.htm?id=329407
Scenes from a Classroom: Making Active Learning Work
http://www.merlot.org/merlot/viewMaterial.htm?id=329400
Active Learning for the College Classroom
http://www.merlot.org/merlot/viewMaterial.htm?id=329419
Use Active Learning Techniques
http://www.merlot.org/merlot/viewMaterial.htm?id=344225
ELIXR: Active Learning in Organic Chemistry
http://www.merlot.org/merlot/viewMaterial.htm?id=85754
Active Learning Handbook (ALHB)
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