SST Faculty Orientation Information

Georgia Gwinnette College

SST Faculty Orientation Information

Disability Services

If a student needs additional time in taking tests, they need to get a proper documentation from disability services at GGC.

CAFES: Cohorts for Academic and Faculty Excellence

Supports discussion of both faculty issues and college-wide issues (assigned membership)

Faculty Evaluations

For getting student evaluations faculty can use novel /their own ideas to get multiple student and faculty-peer inputs.

Outline of Committee structure

If a faculty is on a committee they are required to turn-in the goals of the committee and if the goals were achieved or not. Report is turned in to the dean of SST.

1. Disciplinary Search Committees include one out of discipline member

2. Program Goal Teams-Assessment

3. COPs (Council of Professors, are advisors to Dean Mundie)

4. SST Curriculum Committee

5. Lab Resources Committee

6. Internship Committees (BIOL and ITEC)

7. Mentoring Committee

-Pre-health subcommittee

8. Theme Committee (BIOL 1101-2, PSCI 1101-2)

9. STaRS Committee: STaRS is a science fare day to encourage science PR and to display science student projects.

College Committees

Admissions, AHSBC, Awards, Art, CTE Advisory, CLAW card, Convocation, EDTech, etc.

New SST building has a computational cluster machine contact: Michael

Educational Technology Notes

GGC Center for Excellence Teaching
Educational Technology Notes

Students expectation
1. Accurate, fresh, and organized content on blackboard
2. Prompt feedback on assignments on their blackboard courses
3. Accurate grade updates in their blackboard courses throughout the semester
4. Interactive content on blackboard

Recommendations for Better Use of Educational Technology
1. Establish grade book schema before class start
2. Create all numeric and calculated columns in grade book before class starts
3. Build an active learning community in the blackboard course during the first week of class.
4. Do not use your course primarily a placeholder for power points and other materials.

Recommended Tools on Blackboard
1. Announcement tools
2. Assignment tool
3. Calendar tool
4. Mail tool: Ask all students to use this blackboard internal mail tool to communicate with the instructor.
5. Roster tool
6. Learning modules tool

Chickering and Gamson Principles: Good practice in undergraduate education.
1. Encourages contact between students and faculty,
2. Develops reciprocity and cooperation among students,
3. Encourages active learning,
4. Gives prompt feedback,
5. Emphasizes time on task,
6. Communicates high expectations, and
7. Respects diverse talents and ways of learning.

Orientation Session on GGC Student Mentoring

GGC Student Mentoring

Dr. Napier

This log is a compilation of my understanding of the orientation talk on faculty mentoring at GGC. A sentence from the faculty manual of GGC mentions a line on student mentoring: “Formal and informal enrichment experiences that lead to the purposeful holistic development of students.”

Every student at GGC gets a faculty mentor whom can be approached by the student at any time during their study at GGC. The mentoring includes personal growth of individual students, help with career advising and suggestions with academic advising. During the meeting with mentees, the faculty are encouraged to talk with students about things that include their personal growth, career goals, and academic guidance.

There are other centers that cater to student counseling, student affairs, and co-curricular programs. Career development advising center, internship programs. Apart from faculty mentors there are other mentors referred to as school advisers.

Role of the Faculty Mentor

1. Prepare mentees for what lies ahead

2. Help students to learn about the registration process, registering for courses, grade requirements of graduating.

3. Help in successful graduation of student within 4 years.


Mentor Assignment

A mentor committee assigns students to faculty. Generally freshman are assigned to faculty and students are from faculty's class in general. In general faculty mentors are from the field of interest of the student. The mentoring assignment is done once a semester.

Below is a video compilation of faculty mentoring approach at GGC.


Social-Relational Outcomes

1. Interact productively with faculty and staff.

2. Socializing and developing connections with peers.

3. Co-curricular activities.

4. Civic engagement activities.

5. Adopting responsible patterns of behavior in one’s personal life.

First Five Encounters

1. Meet mentee students in first two weeks of semester.

2. Encourage student participation in workshops organized by GGC.

3. Encourage student participation in campus wide events.

4. Meet with mentee students for academic advising.

5. Participate in welcome back event in January that is planned by student affairs of GGC.

6. When a faculty takes students for field-trips there are liability-release forms that need to be signed before the trip. These forms are with the dean of SST.


Passport to Success

This is a booklet that is given to all GGC students. This booklet contains information about their mentors, and a list of things that all students are required to do during the semester.

Senior Mentor Contact Information

Lee Kurtz
lkurtz@ggc.edu
770-990-7992

Orientation at School of Science and Technology at Georgia Gwinnette College

The School of Science and Technology

Georgia Gwinnette College

This is a compilation of my understanding of the presentation given by the dean of SST at GGC during the new faculty orientation.

Aims of SST for 2011-12:

According to Dr. Mundie, the dean of SST at GGC, the things to be done this year are listed below. These are the goals of the school for next year 2011-12.

1. Getting a honors program in B.S.

2. Office of grants.

General distribution of new SST faculty:

Out of a total of 105 new GGC faculty hired this year, there were 45 new SST faculty. To give a general idea of the career-demographics of the new faculty of SST: there were around 12 faculty having about 10+ years of experience in either academic teaching or industry. There were about 6 fresh Ph.D’s in this group.

Orientation Presentation:

The following part of this document is taken from the ppt presentation of Dr. Mundie presented during the orientation of new SST faculty.

Team of SST at GGC:

2 Associate Deans are: Dr. Sauder and Dr. Taylor.

5 faculty administrators.

2 Administrative assistants.

4 Lab support personnel.

1 Health and Safety Environmental Specialist.

131 Full-time faculty (1:25 ratio across entire GGC 300 faculty).

80 Part-time faculty (30% of sections), Dean would like to reduce this to 15-20% of sections.

Mission of SST:

1. Innovative outcome-based learning experience for all students. The outcomes are the basis domains that determine the content and syllabus of any new course that is proposed and taught at GGC.

2. Offer disciplinary and interdisciplinary courses as well as practical and applied learning experiences.

3. The SST faculty are knowledgeable of methods of providing innovative active-learning environments.

4. As SST and liberal arts school are the two biggest schools at GGC, they provide courses to all students at GGC.

Vision:

1. SST is looking forwards to be recognized for providing an innovative courses and programs in science, math, and information technology.

2. All courses are characterized by active learning environment and innovative teaching methods.

Dr. Mundie’s Leadership Philosophy:

1. Hire good people and let them do their jobs, not a micro-manager.

2. Believe in selfless service.

3. Open door policy.

4. Committed to creating a positive and supportive work environment.

5. Open to suggestions.

6. Work in the best interests of the students, college and the faculty.

7. Two-way communication with all SST faculty.

8. If authority is exercised, it would be for supporting SST’s mission and vision.

9. Supporter of collaborative leadership.

10. A personality that “chews” on a given issue and make a decision after a good thought process.

11. Might take time in getting back with a reply/solution to a given situation.

Job of the dean of SST:

1. Focus of mission and vision of SST.

2. Work with consensus while making decisions.

3. Manage SST structure and organization.

4. Be dedicated to success of student and faculty.

Characteristics of SST:

1. No departments

2. Balance between disciplinary and interdisciplinary interactions

3. Leadership in place

4. Collaborative decision making.

Literature Review:

There was a mention of reading a peer-reviewed journal paper on following topics:

1. Literature on academic pedagogy

2. Leadership in place

3. What has happened to the professoriate?

Administrative Support Plan:

1. Administrative efficiency and productive

2. Using less paper, printing, copying

3. Help from administrative assistants

a. Support dean and associate dean

b. Liasion with bookstore

c. Walk-in with students

d. Faculty volunteer lists

e. Schedule meetings

f. Purchasing/budgets

g. Maintain faculty information

h. Support faculty and staff search committees

i. Prepare travel requests for all faculty

j. Faculty should maintain correct/updated MS outlook calendar

Thanks!

Einstein's Brain

Albert Einstein, one of the greatest scientific thinkers of modern times died in 1955, at the age 76, at Princeton. Hours after his demise, his brain was taken for scientific study to see if it could reveal the mystery of the genius. Einstein was cremated within 24 hours, his brain was taken out secretly without any public knowledge.

The autopsy on Einstein was the standard procedure, the official file of the autopsy has been missing. Einstein had blood to death due to a rupture in a blood vessel. The brain was removed in the autopsy. Einstein's brain was cut into 240 sections those were saved in alcohol solution. Dr. Thomas Harvey from the University Medical Center, Princeton was responsible for removing the brain of Einstein.

Nature or nurture dominates; are geniuses born or made is the content of this blog. To the question, what does it take to be a genius, Einstein answered that, its the ability to ask questions that only children would ask. His discoveries originated from the question: what happens when one rides along with the light. Einstein said it also takes continuous working, thinking on the solutions to the asked questions. Its because Einstein stayed with the problems for long times. 99 times the conclusion is wrong but the 100th time the conclusion is right. Now who wants to be the next genius, anyone?

The Pleasure of Finding Things Out: Dr. Richard Feynman

This is a collections of thoughts mentioned in the above titled interview of Dr. Richard Feynman.

Can being a scientist deprive one of the ability of appreciating the beauty of nature as seen through an artist's eye? I think that the view of a scientist has for sure some overlaps with the views of an artist; and to add more there are additional dimensions that a science-bent person can use to enjoy the natural beauty from a different perspective/level.

Everything that Feynman was read to as a child was essentially translated into corresponding vivid imagery by his father. The example he gives, is of a T-Rex's dimensions compared to the size of their window. Feynman learned to do this visualization in his mind of whatever he read subsequently.

There is a difference between knowing the name of a concept and having an understanding of that concept. During his graduate school days, Feynman was interested in taking time off for doing his PhD research as though his work would protect civilizations. Something very similar thought every PhD student has while thinking of doing his PhD research.

Feynman won the Nobel prize in quantum electro-dynamics. He attributes the origin of his interest in the topic to rotational motion, electron rotation, to a particular day in his university cafeteria when he observed a student throw a circular wobble in air. Feynman was amused by the rate at which the blue dot at the center of the wobble was rotating as compared the the wobble itself. His work had all started with mere amusement in a particular observation followed by continued interest in studying similar behaviors in other physical systems.

Feynman seems to have a psychological troubles with getting honors like recognition awards etc. From his childhood his father had passed on a sort of disrespect to honors, hierarchy (like Pope, army ranks, etc.). Feynman also invented an alibi that he is irresponsible about administrative tasks because of his belief that for doing good physics one needs a long uninterrupted interval of time.

The best way to teach Physics is not to be history to be chaotic and to connect multiple thoughts. Feynman admits that he does not know how to make his teaching interesting. Learning depends on the personality of the student attempting to learn. There is no one unique best way of teaching science, in the opinion of Feynman.

An interesting thing Feynman says is that, if one is expecting science to give all the answers, to the wonderful questions about what we are , where we are going, the meaning of love; then its easy to become disillusioned and look for mystical answers. It might be that some questions does not have answers and they are just as they are.

The part/observation that does not conform to an understood phenomenon are considered interesting by researchers. Such observations and thoughts lead to new things and new knowledge.

Feynman's scientific views have undeniable effect on the faith/belief-system he has, this he acknowledges in his interview. One of the fundamental part of Feynsman's soul is to doubt, an interesting revelation and then ask to get clarification. It might be interesting to have doubt, not to know and to live as compared to a way life with belief that something is right and not be sure about its validity. One need not be frightened by not having answers to mysterious universe/things, ignorance is just a part of being human. No one knows all and everything.

The Buddha: A Crash Course

Buddha is believed to have lived 500 years before the advent of Christ. India is considered as the place of birth of Buddhism, the first world religion, a religion with out a god. Lumbini has documented as the place of birth of Buddha, according to the pillar found in this place. Kapilavastu, a place in India or Nepal(?) is known to be the place where Buddha stayed during his young days. There has been a palace that was discovered in this place of Kapilavastu. Maya, the then queen is considered as the mother of the Buddha. The birth-name of the Buddha was Siddhartha, unfortunately his mother passed away a few days after his birth. There were some special birth-marks (chakra) on Buddha at the time of birth.

Siddhartha from birth seemed to be more interested in understanding the nature of his surroundings than the military pursuits as expected of a prince. It was at the age of 9 that Siddhartha went out side the walls of his palace to see the real-world. He is thought to have seen a farmer planting seeds as a hard toiling work. Due to land tilling, he observed a fresh worm came visible that was then eaten away by a bird.

His first experience of a real outside the palace life. He felt his mind leading to a contemplative mode. He seemed to have thought why human beings have to leave in such a suffering way. Siddhartha for the first time got a glimpse of how the world was interconnected: if the farmer had not tilled the lad, the worm might not have been eaten away by the bird. All actions have consequences, this simple thought became the basis of what is now understood as "Karma". This event of thinking about the happenings around him led him into a trance; "Dhyana", thinking/meditating about the purpose life.

Siddhartha's father tried to entice him to keep on the track of taking the duty of the king of Kapilavastu. Siddhartha even married a princess but he was not able to take his mind off about the thinking on the nature of life and its suffering.

When Siddhartha set out on a journey to see the kingdom there were a total of 4 journeys that left an undeniable mark on him.

First, he noticed an old man, painfully making his way through the village. This sight made him realize the process of physical aging. Siddhartha was alarmed to learn about the undeniable fact of aging and that it no one can escape the same. Now, the reality was being to unveil itself to this young prince.

Secondly, he noticed a man suffering with disease and shocked about the truth that all can become infected with diseases. The protective wall of his fantasy of the palace was crumbling within Siddhartha.

Thirdly, Siddhartha was four men carrying a corpse on their shoulders. At this time he discovered that according to the popular belief then, every one is destined to be born and then die time and again. There seemed to solution, end about the misery of human living.

Siddhartha is to say the least was shocked. The fourth sight was a man wearing a simple robe and begging around the road-side. The question arose why would one want to be begging and living a simple life?

The above mentioned four journeys had tremendous effect on Siddhartha's life, who now had learned the meaning of non-permanence of life. he knew that he had to see answers about the various questions he had about the process of life. He escaped the palace through the eastern gate and was now on his journey to discover the meaning of life. He exchanged his jewellery, princely clothes for simple robe and set out into the world, all alone for the fist time. He wanted to come face to face with the reality of life. He encountered a widespread of human suffering in various cities, perhaps this is the reason why Buddhism stresses on the human suffering like a universal problem of human life.

Siddhartha realized that if he were to get an answer about getting rid of the suffering, he might have to challenge the then prevailing religion of Brahman religion. Those times, Brahmins were thought to have the sacred knowledge centered on knowing certain spiritual texts called Vedas (Knowledge). Brahmins knowledge was considered to be essential in performing various "right of passage" of life. But this knowledge was only passed on among Brahmins, from father to sons. At this time, the philosophy of Brahminism (Hinduism) was being questioned. Siddhartha thought that the solution of overcoming the miseries of life should be open to all humans rather than to a few class of people called Brahmins. Siddhartha is know to have said, one does not become a brahmin by birth, but instead by living a good life. Nothing is predispositioned by birth.

Buddha was looking for a new explanation of life and sought to meditation to understand the philosophy of life. Aim was to attain the alter form of existence. At first Siddhartha tries meditation, and then my ascetic form of living by fasting. Just when Siddhartha was getting worse in health due to fasting a young girl offered him a bowl of milk and rice. Then Siddhartha realized that if her were to continue to fast further, he might just die without having understood the purpose of life. Such past asceticism does not help a person in getting answers about life.

During the course of his ascetic living Siddhartha observed a musician tighten his stringed instrument, he observed that harmony and good music originated when the string was not too sloppy and not too tight. The string had to tightened just to the middle for the good music to arise. This middle was the state of mind, called enlightenment (ever lasting peace) he was looking for.

After 6 years of traveling Siddhartha reached Bodh-Gaya and decided to stay in the same place until he found a way to enlightenment. He gave himself the time to focus the mind by slowing down the rhythmic breathing. This helped him in quietening the mind. During this period, Maya (desire: psychological forces of the self mind) is seen to have tempted Siddhartha to get him out of meditation.

Siddhartha recognized that Maya itself is an aspect of himself. The total recognition of this fact was his enlightenment.

Thus Siddhartha became the awakened one "Buddha". If one removes desire from within, then one can get rid of dissatisfaction and sufferings of the life. This content became the central theme of Buddhism. It has four foundation noble truths:

1) There is suffering in life.
2) Diagnose the cause of that suffering that is, desire
3) There is a cure of this suffering
4) The prescription given by Buddha to attain a state of liberation

Morality, meditation, and wisdom are the stepping stones to enlightenment. Buddha dedicated rest of his life in helping his fellows in attaining liberation. Buddha, by some is considered as the one with the qualities of peace and non-violence.

According a Buddhist follower,
1. Buddhism in two words is: practice, mindfulness.

The following are also considered as prescribed by Buddhism:

Not to kill,
Not to steal,
No societal misconduct,
Not to tell a lie,
No indulgence to intoxicants.


After 8 years of his leaving of the palace, Buddha went back to his palace. Father had forgiven his son, his wife joined Buddha's sangha (monastery) and became his first women disciple. Before leaving again for this journey Buddha anointed his son as a member of his monastery.

Buddhism can be described as a religion, as the science of mind, a philosophy. Its unlike any other religion, Buddhism centers around the mind and has no concept of supreme god, instead the presence of the supreme teacher (the Buddha, the awakened one). For many people, its like an alternative to religion, sort of a therapeutic means to deal with the problems of life.

Meditation can be a means to be more effective in the society where one lives. This is one of the reasons many people are drawn towards Buddhism. In current times, Buddhism becomes a form of self improvement: a way of dealing with the stresses of life, a way of clarifying the goals of life.

To the best knowledge of one of the narrators, Buddha might have wanted to be known as a normal human being (unlike a magical/super-natural figure) . There have been comments to Buddha having bodily ailments such as back-ache and weakness. It is considered that Buddha died at the age of 80 due to food poisoning.

It is said that just before his passing away, Buddha fell into a state of trance on his journey from this world to Nirvana. After Buddha's life, his teachings were documented and his remains were preserved after the cremation. The remains of Buddha's were kept in the kingdom of king Ashoka (3 B.C.) , who himself was a follower of Buddha.

The narrator concludes by saying that, the irony of the legacy of the Buddha is that, after the Buddha's passing away, the person how preached the uselessness of rituals, cult, etc. ultimately himself is being followed as a cult using a ritual based system in the current times.

The path to Nirvana according to Buddhism lies in the mind of each and every one of us.