Now I Become Myself
Who I AmPatricia Hauslein, Ph.D.Promotion Presentation
1/22/2014
1
EducationWho am I ?
It might surprise you.
Luther College, 1976MajorsBiology, BAReligion, BA
Senior research Thesis
Transferable Drug Resistance in the Enteric Bacteria
Luther College affirms the liberating power of faith and
learning.Luther is committed to a way of learning that moves us
beyond immediate interests and present knowledge into a larger
worldLuther is rooted in an understanding of grace and freedom that
emboldens us in worship, study, and service to seek truth, examine
our faith, and care for all Gods people.
Who am I ? I am one .
Iowa State UniversityBacteriology/BiochemistryReligious
StudiesM.S. 1979Masters Thesis
Development of a Differential Medium for the Selection of
Bacillus thuringiensisMajors
Who am I ? I am a .
Louisiana State UniversityCurriculum & InstructionScience
EducationPh.D. 1989Doctoral Dissertation
The Effect of Teaching upon the Biology Content Cognitive
Structure of Teachers.Major
Patrons Award Outstanding Paper for 1989National Association of
Research in Science Teaching,
Who am I ? I am a .
Who am I ? I am a .
ThinkerScholarWonderTeacher
Educational PhilosophyTeacherScholarCONSTRUCTIVISM
students must generate their own meaning
students must work with the content of a domain in an active
way
Educational PhilosophyTeacherThinkerCONSTRUCTIVISM
A classroom then, is a place where meaning is negotiated between
the student, teacher, and the discipline.
I CONSTRUCT learning environments.
Outcomes New or Redesigned CoursesBIOL 103 Human Biology
BIOL 111 Applied Human Biology
BIOL 151 Cell Function & Inheritance
BIOL 601 Selected Topics
BIOL 610 Special Topics
BIOL 678 TA Practicum
BIOL 699 Masters Thesis
SCI 600 Higher Ed Teaching
SCI 226 Science for Elementary
HONS 130, 220, 300
1991, April. Science: Springboard for the integrated curriculum.
Workshop presented at the meeting of the Minnesota Science Teachers
Association, Alexandria, MN.1991, April. Inquiry or inquisition:
Setting the tone for science education. Workshop presented at the
meeting of the Minnesota Science Teachers Association, Alexandria,
MN. 1991, December. Science: Springboard for the integrated
curriculum. Workshop presented at the National Science Teachers
Association Regional Meeting, New Orleans, LA.1991, December.
Inquiry or inquisition: Setting the tone for science education.
Workshop presented at the National Science Teachers Association
Regional Meeting, New Orleans, LA.1991, December. Discrepant events
and questioning strategies. Workshop presented at the St. Cloud
State Science Teacher's Day, St. Cloud, MN.1993, January. Microbial
methods for secondary biology. Workshop presented at the St. Cloud
State Science Teacher's Day, St. Cloud, MN.1994, January.
Investigative labs for secondary biology. Workshop presented at the
St. Cloud State Science Teacher's Day, St. Cloud, MN.1994,
November. Inquiry or inquisition: Setting the tone for science
education. Workshop presented at the National Science Teachers
Association Regional Meeting, Minneapolis, MN.1995, April.
Implementing the standards- Changing 201: Story of curriculum
reform. Workshop presented at the Sci-Math MN Conference, Brainerd,
MN.1995, June. Inquiry or Inquisition: Using questions in the
Science Classroom. Workshop presented at the Coalition of Educators
of the Life Sciences, Madison, WI.1995, June. Changing 201: Story
of curriculum reform. Workshop presented at the Coalition for
Education in the Life Sciences meeting, Madison, WI.1996, October.
Using questions to promote critical thinking. Workshop presented at
the Q7/Bush Faculty Development Conference, Minneapolis, MN.2000,
April. How Luther (College) Taught Me to Profess Biology: Teaching
theories and philosophy. Russell R. Rulon Endowed Chair in Biology
Celebration. Luther College, Decorah, IA.2002, February. Inquiry or
Inquisition: Asking Questions in the Science Classroom, Mankato,
MN2007, 2005, 2003, November. The Courageous Classroom.University
of Minnesota, Duluth, Faculty Development WorkshopLuther College,
New England Faculty Development Consortium, Westford, MA2011, SCSU
Biology Department Seminar, No Time to Think: Mindfulness in the
ClassroomOutcomes I help others think about their teachingWORKSHOP
& IN-SERVICE PRESENTATIONS
Outcomes I help others think about their teachingFaculty
Development Center for Excellence in Teaching and Learning,
SCSUFaculty Learning Community Facilitator, 2012-
presentMindfulness Practice in Higher EducationFaculty Teaching
Consultant (2000-present) A cohort of faculty studied together AY
99-20 to become Teaching Consults. This was led by Prof. Roseanna
Ross the first director of CETL. Faculty Forum: Team Teaching
Experiences (1996)Workshop for Orientation 150 Faculty- Concept
Mapping and other things useful (1996)New Faculty Forum: Things I
know now that I wish I knew then. (1996- 99)Faculty Book Talk:
Teaching to the Rhythms of the Semester (1997)Faculty Book Talk:
Scholarship Reconsidered & Scholarship Assessed (1999;
2001)Campus Teaching Workshop Day: Scholarship Reconsidered
(1999)Senior-to-Sophomore Workshop: Giving students a campus
experience (1999)Faculty Forum Workshop Day: Learning Theory 101:
Constructivism (2000)Faculty Forum Workshop Day: The Courage to
Teach (2003)Faculty Forum Workshop Day: The Courage to Teach
(2004)January Workshop Days: Teaching Large Lecture (2005)Teaching
Circle: Spirituality of Education (2004-05)Reading Circle Leader:
Spirituality of Education (2006-2007)Faculty Forum Workshop Day:
Engaging Students for Healthier Lives and Greater Learning
(2007)Faculty Forum Workshop Day: Teaching as Vocation
(2004)Faculty Forum Workshop Day: Grace of Great Things
(2003)Faculty Convocation Workshop: Senior to Sophomore (2004)
Outcomes I try to inspireThin SpotsFall GluttonyFireThe FluteIce
& BirdSetting the TableThe CranesTracksJuxtapose
What I am Most Proud ofThe first 10 years
What am I most proud of ?Re-visioning and re-design of BIOL
201/151 to includeConceptually Driven ContentCo-operative Learning
StrategiesInvestigative LabsNovel Pedagogical Supports Writing and
Data Analysis IntensiveOver a 95% pass rateOne day Denise comes up
to me in the hallway a year or so after weve changed 151. She tells
me she has just come from her class (genetics/cell?) and says, She
can see a difference in the way her students go about learning and
thinking. And their writing has improved.
What am I most proud of ?Re-design of BIOL 103 to an Issues
Driven ApproachTopics relevant toTypical college age students
College life situationsSocial Work MajorsLabs are designed to ask
questions about themselvesPoster projects shared with the
university community
Quarter to Semester Curriculum ChairWe did not just adjust the
creditsWe looked at the flow and connections between coursesWe
re-envisioned the CoreWe developed BIOL 152
I thought Ralph Gunderson was gonna kill me!
ish
New ResponsibilitiesSenior to Sophomore
Senior to SophomoreThe Senior to Sophomore Program (S2S) is St.
Cloud States concurrent enrollment program. S2S is a partnership
with participating high schools and the university which allows
eligible high school students to enroll in introductory
college-level courses in their high schools.
S2S students are considered St. Cloud State students since they
are enrolled for credit and will be counted in enrollment
reports.
A Regional Outreach for the College of Science &
Engineering
S2S: What I doOfficially: Faculty Mentor to the High School
TeachersInitial orientation with new teachersVisit as guest
Lecturer or Lab InstructionOrganize visits for Lab and/or Library
Experiences On-CampusWork with students on research projectsWork
with students on Lab ReportsFind and or design resourcesGenerally
keep in touch
S2S Student Research Colloquium2007, 2009, 2012 STUDENT RESEARCH
COLLOQUIUM December 14, 2009 St. Cloud State University Atwood
Memorial Center ___________ Student Research Colloquium Keynote
Speaker DR. RUTH LYNFIELD Minnesota State Epidemiologist PANDEMIC
INFLUENZA: WHATS THE BIG DEAL?
STUDENT RESEARCH COLLOQUIUM FALL 2012 KEYNOTE ADDRESS Prof.
Heiko SchoenfussDirector of the Aquatic Toxicology Laboratory Saint
Cloud State University Whats in YOUR water? Endocrine Disruptors in
Minnesota Waters
S2S EnrollmentUp to this point I was still teaching 10-12 crds
on-campus
ThinkerScholarWonderTeacherEffect of S2S on ME
I BECAME AN ADMINISTRATOR
Now I Become MyselfThe Closing Years1/22/2014
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Now I become myself. It's taken Time, many years and places;I
have been dissolved and shaken, Worn other peoples faces,Run madly,
as if Time were there, Terribly old, crying a warning,"Hurry, you
will be dead before-"(What? Before you reach the morning? Or the
end of the poem is clear?
Now I Become Myself
ThinkerScholarWonderTeacher
The Contemplative TeacherThe most practical thing we can achieve
in any kind of work is insight into what is happening inside of us
as we do it. The more familiar we are with our own inner terrain,
the more surefooted our teaching and living becomes.
Parker Palmer
Contemplative Practice Mindfulness PedagogyContemplative
pedagogical techniques seek to enhance FOCUS i.e. Mindfulnessfor
the purpose of improving learning
Increased ability to concentrate
Increased tolerance of ambiguity
Self-awareness of a stressful state with the ability to move
back to a quieter state
The Contemplative TeacherWe cannot teach mindfulnessWithout
first learning to be mindful
Mindfulness PedagogyTeachers engaged in mindful practices
enhanced:Collaborative teacher/student engagements around problem
solvingIncreased awareness of students misunderstandingsStudents
abilities to deal with anxiety and conflictClassroom practices
which engaged the students mindfulness awareness and skills.
Now to stand still, to be here, Feel my own weight and density!
The black shadow on the paperIs my hand; the shadow of a wordAs
thought shapes the shaper Falls heavy on the page, is heard. All
fuses now, falls into placeFrom wish to action, word to silence, My
work, my love, my time, my face Gathered into one intenseGesture of
growing like a plant.As slowly as the ripening fruit Fertile,
detached, and always spent, Falls but does not exhaust the
root,
