X

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=90 BGCOLOR="#6666FF" TEXT="#080000" bgproperties="fixed" background="14400760egblyg.jpg"> <div> <FONT SIZE="5" COLOR="#330066" FACE="Times New Roman" ><B>Digital Ecosystems                               </B></FONT><FONT SIZE="2" COLOR="#CC3399" FACE="Times New Roman" > </FONT><FONT SIZE="2" COLOR="#3300FF" FACE="Times New Roman" >  </FONT><B> |     </B><A HREF="index.htm" TARGET="_top" TITLE="Digital Ecosystems "><U><B>home</B></U></A></div> <div> <A HREF="id2.htm" TARGET="_top" TITLE="PDE"><U>PDE</U></A>   |   <A HREF="id3.htm" TARGET="_top" TITLE=" I"><U> I</U></A>   |   <A HREF="id10.htm" TARGET="_top" TITLE="II "><U>II  </U></A>   |   <A HREF="id8.htm" TARGET="_top" TITLE=" III"><U> III</U></A>   |   <A HREF="id9.htm" TARGET="_top" TITLE="IV"><U>IV</U></A>   |   <A HREF="id21.htm" TARGET="_top" TITLE="V. "><U>V.  </U></A>   |   <A HREF="id4.htm" TARGET="_top" TITLE="VI "><U>VI </U></A>   |   <A HREF="id5.htm" TARGET="_top" TITLE="VII"><U>VII</U></A>   |   <A HREF="id30.htm" TARGET="_top" TITLE=" VIII"><U> VIII</U></A>   |   <A HREF="id15.htm" TARGET="_top" TITLE="IX"><U>IX</U></A>   |   <B> X </B>   |   <A HREF="id23.htm" TARGET="_top" TITLE="Seminars"><U>Seminars</U></A>   |   <A HREF="id17.htm" TARGET="_top" TITLE="XI"><U>XI</U></A>   |   <A HREF="id18.htm" TARGET="_top" TITLE=" XII"><U> XII</U></A>   |   <A HREF="id20.htm" TARGET="_top" TITLE=" XIII."><U> XIII.</U></A>   |   <A HREF="id19.htm" TARGET="_top" TITLE="Web Page"><U>Web Page</U></A>   |   <A HREF="id6.htm" TARGET="_top" TITLE="Contact me"><U>Contact me</U></A>   |   <A HREF="id32.htm" TARGET="_top" TITLE="2 Core"><U>2 Core</U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=20 BGCOLOR="#6633FF" TEXT="#080000"> <div> <A HREF="id3.htm" TARGET="_top" TITLE=" I"><U><U>Section I.  Introduction</U></U></A></div> <div> <A HREF="id10.htm" TARGET="_top" TITLE="II "><U><U>Section II.  Background and Prior Learning Experience</U></U></A></div> <div> <A HREF="id8.htm" TARGET="_top" TITLE=" III"><U><U>Section III.  Field of Study</U></U></A></div> <div> <A HREF="id9.htm" TARGET="_top" TITLE="IV"><U><U>Section IV.  Field of Proficiency</U></U></A><U> </U></div> <div> <A HREF="id21.htm" TARGET="_top" TITLE="V. "><U><U>Section V.  Internship</U></U></A></div> <div> <A HREF="id4.htm" TARGET="_top" TITLE="VI "><U><U>Section VI.   Project Demonstrating Excellence (PDE</U></U></A><A HREF="id4.htm" TARGET="_top" TITLE="VI "><U><B>)</B></U></A></div> <div> <A HREF="id5.htm" TARGET="_top" TITLE="VII"><U><U>Section VII.  Personal Growth/Development</U></U></A><U> </U></div> <div> <A HREF="id30.htm" TARGET="_top" TITLE=" VIII"><U><U>Section VIII.  Interdisciplinary Dimensions of the Program</U></U></A></div> <div> <A HREF="id15.htm" TARGET="_top" TITLE="IX"><U><U>Section IX.  Social Meaning of the Program</U></U></A></div> <div> <A HREF="id16.htm" TARGET="_top" TITLE=" X "><U><U>Section X.  Union Sponsored Meeting</U></U></A><U>s</U></div> <div> <U>Section XI.  Proposed Program Credits</U></div> <div> <A HREF="id18.htm" TARGET="_top" TITLE=" XII"><U><U>Section XII.  Doctoral Committee</U></U></A><A HREF="id18.htm" TARGET="_top" TITLE=" XII"><U><B> </B></U></A></div> <div> <A HREF="id20.htm" TARGET="_top" TITLE=" XIII."><U><U>Section XIII. Proposed Doctoral Program Calendar</U></U></A></div> <bR> <bR> <bR> </td> <td valign="top" height=390 BGCOLOR="#6633FF" TEXT="#080000"> <div> <B> X </B></div> <DIV ALIGN="LEFT"></DIV> <div> <B><U>Union Sponsored Meetings</U></B></div> <div> <B>Colloquium</B></div> <bR> <div> <I>August 11-20, 2000</I></div> <bR> <div> Prepared by:  Robert McGinnis</div> <div> ID: #132610</div> <div> Cincinnati, Oh</div> <bR> <div> Temporary Core:  Ken Suslak</div> <bR> <div> Convened By: </div> <div> Sherry Eve Penn, Ph.D.</div> <div> Ken Suslak , Ph.D.</div> <bR> <bR> <div> My goals for the colloquium were:</div> <bR> <div> 1.  To obtain a better understanding of  The Union Institute's learning model</div> <div> 2.  To obtain a higher level of competency for the process involved in constructing a solid    </div> <div>      learners agreement</div> <div> 3.  To use the information gained at the Colloquium to develop an outline and a timeline </div> <div>      for my learners agreement</div> <div> 4.  To meet members of the TUI faculty and interview potential candidates for my </div> <div>      Doctoral Committee</div> <div> 5.  To meet with other learners to identify potential candidates the Peer Members of my </div> <div>      Doctoral Committee</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Seminars</B></div> <div> <B>Seminar #1</B></div> <div> <B>Title: Legal and Political Issues in Educational Institutions</B></div> <div> <B>Convener: Cherie K. Lohr</B></div> <div> <B>Location: The Union Institute</B></div> <div> <B>Cincinnati, OH</B></div> <div> <B>Dates: October 20 - 24, 2000</B></div> <bR> <div> Description: This seminar is intended to be a general study of the laws and political structures that influence the operation of educational institutions in America. Therefore, major attention will be given to landmark cases (federal and state) that have had an effect upon the policies and practices of governing boards, administrators, faculty, and learners in higher education and K-12 schools. </div> <bR> <div> The overall goal of this seminar is to enable the participants to become aware of statutory and constitutional guidelines and constraints in dealing with the rights and responsibilities of all educational constituents. </div> <bR> <div> Seminar Objectives: Examine the first, fourth, fifth, 10th, and 14th amendments to the U. S. Constitution as they apply to education and educational institutions. Investigate the federal and state court systems (and their major decisions) as they apply to educational practices.</div> <bR> <div> Examine and investigate educational issues and court decisions as they apply to due process rights of faculty and administrators in educational institutions including use of textbooks, equal opportunity, church-state relationships, privacy, academic freedom, etc. </div> <bR> <div> Examine and investigate legal issues surrounding tort liability of institutions and institutional personnel </div> <bR> <div> Examine the implications of equal opportunity legislation relative to admissions, enrollment, busing, sexual equality, and finance </div> <bR> <div> Examine collective bargaining statutes and process </div> <bR> <div> Investigate the sources of educational law and the political nature of law </div> <bR> <div> Required Reading: </div> <div> Kozol, Jonathon. Amazing Grace. New York: HarperCollins, 1996. </div> <div> Savage Inequities. New York: HarperCollins, 1992. </div> <div> La Morte, Michael W. School Law: Cases and Concepts. 5th ed. Englewood Cliffs, NJ: Prentice Hall, 1995. </div> <div> Recommended Reading: </div> <div> Alexander and Alexander. The Law of Schools, Students and Teachers. 2nd ed. St. Paul, MN: West Publishing Company, 1995. </div> <div> West's Education Law Reporter. 1995-96. </div> <div>  </div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Seminar #2</B></div> <div> <B>Seminar Title: Asking the Research Question:</B></div> <div> <B>Design and Execution in Research</B></div> <bR> <bR> <div> Description:  This research seminar is both a review of statistical evaluation and fundamental research design in the social sciences, and an opportunity for each participant to develop a clearly focused research question for his/her PDE that is researchable and manageable. The seminar will not only demystify statistical inference, but also will convince the most math-anxious learners that quantitative survey research can be fun and rewarding. </div> <bR> <div> Required Reading: Hubert Blalock, Social Statistics, rev. ed., New York: McGraw-Hill, 1979. </div> <div> Recommended Reading: Douglass, Bruce, and C. Moustakas. "Heuristic Inquiry: The Internal Search to Know." Journal of Humanistic Psychology. 25(3), 1985. </div> <div> Linton, Rhoda. "Toward a Feminist Research Method." Gender/Body/Knowledge, Feminist Reconstruction of Being and Knowing. </div> <div> Alison M. Jaggar and Susan R. Bordo, eds. New Brunswick, NJ: Rutgers University Press, 1989. </div> <div> Moustakas, Clark. Heuristic Research: Design, Methodology and Applications. Newbury Park, CA: Sage Publications, 1990. </div> <div> Patton, Michael. Qualitative Research Methods. rev. ed. Newbury Park, CA: Sage, 1990. </div> <DIV ALIGN="LEFT"></DIV> <div> <B>Seminar #3</B></div> <div> Title: Human-Machine-Human Communication and Integration</div> <div> Conveners: Chris Hables Gray</div> <div> Laura Piperno-Koplewitz</div> <div> Location: On-line 30 days</div> <div> Dates: January 5 - February 5, 2001</div> <div> Enrollment limit: 25 learners</div> <bR> <div> <B>Introduction:</B></div> <div> This virtual seminar will explore the role of computers in human communication, including the use of computers to improve human communication, computer-human communication, and computer-human integration. Learners will be introduced to the basic principles of communication in general, the fundamentals of computer interface design, and the interdisciplinary field that studies computer-human integration: cyborgology.</div> <bR> <div> <B>Description:</B></div> <div> Utilizing a virtual space inside The Union Institute's World Wide Web site, this working seminar conducted on-line, will introduce the learner to the technical, cognitive, social, and political principles behind computer-mediated communications between humans, human-machine communication, and the growing integration of human and mechanic sub-systems, also known as cyborization. The web is an ideal site for exploring these issues. The computer is first of all a communications technology. Primarily it is for communicating between humans, but human-machine communication is becoming much more important, especially as human-machine integration increases quantitatively and qualitatively. This seminar will explore the following concepts, among others: Human, Body, Subject, Interface, Cyborg, Symbiotic, Design, Computation, Simulation, Stimulation, Network, Symbol, Culture, Organism, Context, Environment, Representation, Augmentation, Ontology, Ecology, Epistemology, Artificial, Science, Technology, Natural, Life, Rational, Understanding, Boundaries, Borders, Learning, Communication, Integration, Interaction, Co evolution, Extropian, Transhumance, Post human, Intelligence, Heuristics, Empirical, Qualitative, Quantitative, Cybernetics, Nan technology, Virtual Reality, Mediated Reality, Augmented Reality, IRL, Systems, Language, Cognition, Discourse, and Community. Participants will be encouraged to conceptualize the most appropriate computer-mediated-communication issue for them to focus on, which can range from color in interface design, the construction of virtual gender, the politics of post humanism, to the dangers of info war. For computer designers and scientists the course can focus on the major types of user interfaces</div> <div> (Graphical User, Object Oriented, and Command Line), the advantages and disadvantages of each, the cognitive factors behind user preferences for interfaces, and the principles that would guide developers in the implementation of a customer user interface for a computer system. For business-oriented learners it can look at communication and design as they relate to e-businesses and other enterprises. For anthropologists, sociologists, and philosophers it can be used to explore communications as a concept and the role of technology in changing human cultures. The seminar will include on-line lectures, virtual demonstrations; both real-time and asynchronous group discussions, learner presentations, and time for reflection. Discussion topics will include interface design, ethics and legal issues, social policy, and critical theory.</div> <bR> <div> <B>Objectives:</B></div> <div> To understand the complexities of communications, especially as mediated through, and with, machines. To have a strong overview of the principles of computer interface design. To deeply engage the social and political ramifications of computerization as it impacts human communication and human-machine integration into a cyborg society.</div> <bR> <div> <B>READINGS</B></div> <div> <B>Required:</B></div> <div> Dix, Finlay, Abowd, Beale. <I>Human-Computer Interaction. </I>2 nd edition, 1998.</div> <bR> <div> Gray, C.H., S. Mentor, and H. Figueroa-Sarriera. <I>The Cyborg Handboo</I>k. Routledge, 1995.</div> <bR> <div> <B>Recommended:</B></div> <div> Laurel, Brenda, ed., “The Art of Human-Computer Interface Design,” Addison-Wesley, 1990.</div> <bR> <div> A text on human communication.</div> <bR> <div> <B>Participant Requirements:</B></div> <div> All learners must provide their own Internet connection and be equipped for web browsing and sending/receiving e-mail.  Post short commentaries on the readings and discussions every other day. Participants should expect to devote at least one hour a day to the seminar for each of the 30 days of the seminar.   That would include time spent off-line in reading and preparing responses to messages from participants and conveners, and to reading on-line information handouts from the conveners and preparing responses to research assignments from the conveners. The time does not include the required and recommended readings, which should be completed prior to the beginning of the seminar.</div> <div> Engage in 5 hours of synchronous Internet communication: chat room meeting, I-see-you-you-see-me link, or on-line audio.</div> <bR> <div> A 1500 word essay on an approved topic or a working interface design.</div> <div> A short science fiction story.</div> <div> A brief book report on a work of cyborg fiction.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Peer Days  </B></div> <bR> <div> I plan to participate in at least ten individual Peer Days. These residency events will be scheduled as the opportunity arises. A peer day is a planned experience of scholarly engagement involving at least three Union Institute Graduate College learners, or three Union Institute Graduate College learners and graduates. Most peer days are completed in the Learner's home area or at other locations where Union Institute Graduate College learners or graduates are together. </div> <bR> <bR> </td> </tr></table></body>