Wednesday, January 4, 2012

First Installment of the 2012 Faculty Research Forum Series


Please join us for the 2012 Faculty Research Forum Series. We invite all members of the CSU community to join us at the Main Campus Library on three consecutive Thursdays -- January 19th, January 26th, and February 2nd to enjoy presentations by our own CSU scholars. Lunch will be served at all three Forums, and presentations will begin at 12:30 p.m.


The first installment on January 19th will be presented by Dr. Ilaria Scaglia, Assistant Professor of History and by Dr. Erinn Bentley, Assistant Professor of English Education.


Dr. Scaglia will be presenting:

Exchanging Books for Peace: The Development of Intellectual Practical Cooperation, 1919-1939: The League of Nations called it 'technical;' political scientists preferred the adjective 'functional;' other authors used the term 'practical' to emphasize the importance of concrete and pragmatic approaches to international cooperation. The main idea, nevertheless, remains the same: cooperation in a variety of different fields can contribute to the preservation of international peace. In the realm of culture in particular, a connection and a fundamental agreement among people of learning in different countries needed to be reached in order for peace to be achieved. It was in this context that starting from 1922 International Committee on Intellectual Cooperation began its activities, which included the exchanges of objects (such as books, archives, and artifacts). As the most successful and enduring of the League's initiatives, international practical cooperation survived the Second World War and persists in international cultural policy to this day.

Dr. Bentley will be presenting:

Continual, Collaborative, and On-the-Job: Supporting Pedagogical Knowledge Through Professional Learning Communities: This study examines the nature of teacher development – specifically, how participation in a professional development model affects teachers’ pedagogical content knowledge. Drawing upon scholarship from the fields of rhetoric and composition, English education, and teacher education, this study analyzes current trends in ongoing, job-embedded professional development for English teachers. In particular, my research focuses on the Professional Learning Community (PLC), and this study provides key insights on how the PLC can be used to increase teachers’ pedagogical knowledge, promote faculty collaboration, and assess student learning. This presentation may be of interest to faculty members who wish to explore the PLC as a means for supporting their own professional development.

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