2003 UNC Teaching and Learning with Technology Conference
March 2729, Greensboro, NC

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Dr. Jeremy A. Haefner

Dean, College of Engineering and Applied Science
University of Colorado at Colorado Springs

(719) 262-3543

Deeper Learning: Stepping Back 500 Years (Thursday, March 27, 12:451:30)

With severe budget cuts hitting many higher education institutions across the country, the quality of education at universities is fundamentally at stake. Now more than ever, we must be strategic at how we make these cuts while preserving a quality educational experience for our students. Using the recent research regarding how we learn, we can identify key principles for deeper learning and we can implement these principles in the classroom. More importantly, technology CAN effectively be used in conjunction with these principles to make a true learning environment. Course Management Systems are one such example but so are the hands-on, project-oriented curriculums that are now gaining favor in engineering education.

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About Dr. Haefner

Jeremy Haefner has been a professor of mathematics at the University of Colorado (CU) at Colorado Springs since 1989. He received his bachelor of arts degree in mathematics from the University of Iowa in 1979, and he completed his master of science and Ph.D. degrees in mathematics at the University of Wisconsin at Madison in 1983 and 1986, respectively. He spent three years at the University of Tennessee at Knoxville before joining the faculty at the University of Colorado.

Professor Haefner has served the Colorado Springs campus in a wide variety of roles and positions. From 1992 to 1995, he served as the associate director of the Mathematics Learning Center and was charged with integrating technology into the mathematics curriculum. Dr. Haefner has served as chair of the Department of Mathematics from 1989 to 2001 and as the senior faculty associate for Information Technology, a campus-wide position he continues to hold. He also was director of the campus Teaching and Learning Center and senior faculty associate for Teaching and Learning, before his appointment as dean of the College.

Dr. Haefners research interests include integral representation, module and matrix theory, while emphasiz-ing a broad range of teaching interests. He has numerous refereed publications in these fields as well as within the field of technology-enhanced instruction. He developed the program in Applications in Technology for Mathematics Education in 1995, which provides technology training to students interested in careers in mathematics education. He also has codeveloped the MathOnline program, which provides university-level mathematics courses over the internet to high school students across the State of Colorado.

Professor Haefner has been recognized with a National Security Agency Young Investigator Award, a research fellowship from the Universidad de Murcia in Spain, and numerous research contracts with the National Security Agency, the University of Colorado, and the University of Tennessee. In 1998, Dr. Haefner won the inaugural Innovations in Teaching with Technology Award from the University of Colorado at Colorado Springs and the inaugural University of Colorado Presidents Faculty Excellence Award for Advancing Teaching and Learning through Technology. The CU system has recognized him for his collaborative contributions to using technology in education. In 2002, he served as a Fellow with the National Learning Infrastructure Initiative (NLII) of EDUCAUSE.

Dr. Carl F. Berger

Director of Advanced Academic Technologies
Collaboratory for Advanced Research and Academic Technologies
University of MichiganAnn Arbor
(734) 763-4668

Predicting the Future: Stepping Forward Five Years (Friday, March 28, 11:0011:45)

Predicting the future can be fun but difficult. Sometimes predictions work and sometimes they dont (Where are the flying cars?). Often we use history to help predict the future but new technologies pop up unexpectedly along the way. Ideas and technologies shared from the recent past and some unexpected technologies just appearing can help predict an exciting future. Well also use research from 20 years of work on how people actually learn with technology to help to understand whats important in the future for teaching and learning with technology. Adding WINWINI to WYSIWYG, developing the next Killer App... who knows what the future can bring!

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About Dr. Berger

Carl Berger is currently a professor of science and technology education, codirector of CARAT (Collaboratory for Advanced Research and Academic Technologies), Office of the Associate Provost for Academic, Information, and Instructional Technology Affairs, and co-investigator on the Next Generation Internet Visible Human project at the University of Michigan, Ann Arbor. Carl is a graduate of the University of Denver, California State University at Sacramento, and holds a doctorate from the University of California at Berkeley.

Dr. Berger began his career as a research programmer on a UNIVAC in the 1950s. Realizing that computers were a passing fad, he left computer programming for teaching and curriculum design. He was a research scientist at Berkeley in the 60s, a public school educator in California, director of education for Detroit Edison, and professor of science education at Michigan in the 70s. In the 80s Dr. Berger became dean of the School of Education at the University of Michigan, Ann Arbor. After 9 years, he turned to something more fun . . . working with faculty and administrators at the University of Michigan in the development and deployment of instructional technology. He has served as president of the National Association for Research in Science Teaching and has sat on higher education advisory boards for Apple, Zenith, Addison Wesley, the Seaborg Science Center, and is past chair of the CIC (Big Ten) Learning Technology Initiative. Dr. Berger is currently board chair of the IMS Global Learning Consortium and serves as UM project director for MERLOT. In 2001, he received an EDUCAUSE Leadership in Information Technologies Award for contributions to the field.

Last Modified September 10, 2003
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