FACET is 30: Reflections on continuing challenges and new priorities in teaching and learning
Jamie Buffington-Adams, Ph.D. is an Assistant Professor in the School of Education at Indiana University East where her teaching focuses on preparing future teachers to identify what they believe about teaching and learning and to work with students who struggle to find success in schools. A former jack-of-all-educational-trades, Jamie’s broad experiences in special, remedial, and alternative education have developed into professional interests in emancipatory pedagogies for marginalized youth and curriculum theory. She currently serves on committees focused on ensuring the quality of academic offerings and addressing issues of diversity, equity, and student success across multiple facets of campus life. She is a co-author of Race and Pedagogy: Creating Collaborative Spaces for Teacher Transformation. Her other publications are included in SAGE Encyclopedia of Curriculum Studies, Review of Disability Studies: An International Journal, SAGE Encyclopedia of Deaf Studies, and the forthcoming books Radical Youth Pedagogy and Racial Tensions and the Public School
David Blouin is an Associate Professor of Sociology at Indiana University South. Over the years he has conducted numerous community-based research projects with his research methods classes. His projects have involved partnerships with neighborhood associations in Elkhart and South Bend, a local grocery cooperative, and St. Joseph County Community Corrections. David has also conducted scholarship on community based learning. His work has included an investigation of how service learning impacts community organizations and a paper, written with Gail McGuire, on the costs and benefits of different models of community-based research.
Sau Hou Chang is an Associate Professor at School of Education at Indiana University Southeast. She teaches Educational Psychology, Psychology of Teaching, Classroom Assessments, and Assessments in Schools. She also supervises clinical experiences and practices for undergraduate education students. She has done studies on testing effect, memory strategies, reading strategies, flipped learning, co-teaching, and teacher concerns. One of her research interests is to use cognitive science to inform teaching.
Executive Vice President and Provost Karen Hanson began her post at the University on February 1, 2012.
Provost Hanson’s arrival at the University of Minnesota was a homecoming for her. She received her bachelor of arts, summa cum laude, in philosophy and mathematics here in 1970. She went on to earn both her master’s and doctoral degrees in philosophy from Harvard University in 1980.
Prior to returning to Minnesota, Hanson served as provost at the Bloomington campus of Indiana University and executive vice president of that university from July 2007 to January 2012.
Provost Hanson’s research interests are in the philosophy of mind, ethics and aesthetics, and American philosophy. She has published many articles and essays in these areas and is the author of the book The Self Imagined: Philosophical Reflections on the Social Character of Psyche and a co-editor of the book Romantic Revolutions: Criticism and Theory.
She has twice been elected to the executive committee of the Central Division of the American Philosophical Association (APA) and to the APA National Board of Officers. She served as chair of the APA board from 2004 to 2005. From 1993 to 1997, she served as the APA delegate to the American Council of Learned Societies (ACLS) and as a member of the ACLS Executive Committee.
Hanson has been an associate editor of the Journal of Social Philosophy, a member of the editorial board of American Philosophical Quarterly and a trustee for the American Society for Aesthetics. Her current editorial board memberships include Notre Dame Philosophical Reviews and Cognitio, and she is an officer of the board of the John Dewey Foundation and a member of the advisory board of the Peirce Edition Project.
Heather S. Jones is a Lecturer in French and Spanish at Indiana University South Bend. She grew up in Normandy, France. After graduating from high school, she moved to Indiana where she received her Bachelors in History for Bethel College, and her Masters in Liberal Studies from Indiana University South Bend. She is a veteran of the U.S. Army, having served as an Arabic Interrogator. Heather has been teaching foreign languages (French, Spanish, English as a Second Language, and Arabic) in many different settings (kindergarten immersion, intermediate academy bilingual program, 1st to 4th year college courses, and private tutoring) for the past 20 years. She was recently awarded an Engaged Faculty Fellowship through the Carnegie Engaged Campus Initiative. Thanks to the fellowship and training, she has started implementing service-learning in various forms in her foreign language classrooms.
Andrea Quenette, Ph.D. (Ohio State University) is an Assistant Professor in the Department of Communication Studies at IUE. She teaches a variety of media and political communication courses, many of which implement problem-based learning and new ways of integrating digital technologies to facilitate student learning.Her teaching specialties include Communication Theory, Media and Terrorism, Political Communication, Media and Politics, Propaganda and Persuasion, and more. Her research interests are focused on the intersection between the effect of political news content on audiences and their political interests, attitudes, and engagement. She also serves as the Assessment Coordinator for her department.
Saturday morning Plenary Session.
Moderated by Executive Vice President and Provost Karen Hanson.
Graduate Student Panelists: Katie Beardall, Megan Bolton, Brianna Crawley, Bernice Pescosolido and Maritza Steele (with Jasmine Davis, Brent Hutchison, and Ann McCranie)