Opened Practices Users from de

room 337 Smith hall, Department of Sociology and Criminal Justice

Tammy L. Anderson is a Professor of Sociology and Criminal Justice at the University of Delaware. Her areas of expertise include culture, deviance, music scenes, drug abuse, medicalization, social problems, gender, and ethnography. She has taught traditional lecture undergraduate and graduate classes in deviance, qualitative methods, drugs and society, and introduction to criminal justice. She has also taught an online course in social problems. She has published many articles in these areas as well as three books: Neither Villain nor Victim: Empowerment and Agency among Women Substance Abusers (Rutgers University Press 2008), Rave Culture: The Alteration and Decline of a Philadelphia Music Scene (Temple University Press 2009- winner of the 2010 Charles Horton Cooley prize), and Sex, Drugs and Death: Addressing Youth Problems in America Society (Routledge 2010).

Québécois, LMS Project Leader (Sakai deployment) at the University of Delaware. Instructional Designer, Educational Technologist, Web 2.0 Evangelist, Huge Wiki Geek, 2009 Sakai Fellow.

004A Smith Hall
18 Amstel Avenue

I am currently one of the main support staff and administrators of Sakai at UD.

18 E. Main St
303 Old College

Vicki Cassman, Ph.D., is Director of Undergraduate Studies and an Assistant Professor in the Department of Art Conservation at the University of Delaware (UD). She received her doctorate in anthropology in 1997 from Arizona State University and she is a 1985 graduate of the Winterthur/University of Delaware Master's Program in Art Conservation. Before returning to the University of Delaware in Fall 2006, she was an itinerant textile conservator, an instructor for six years for the UD graduate art conservation program (1986-1991) and an assistant professor in the Department of Anthropology at the University of Nevada, Las Vegas (1997-2006). She is the main editor for the book Human Remains Guide for Museums and Academic Institutions (AltaMira Press 2007). Her current research interests include teaching strategies for conservation including e-portfolios and assessment, undergraduate research, collection management, Andean Archaeology, and textiles.

Dr. Vicki Cassman’s university teaching career began a year after graduating with her Master’s degree from the Winterthur University of Delaware Program in Art Conservation [WUDPAC] in 1985. She came back as a guest instructor for the intensive WUDPAC textile block and added hands-on learning to a course that had been traditionally a lecture and fieldtrip-based course. After six years of teaching she went back to get her Ph.D. in Anthropology to connect conservation and archaeology, something that seemed a large gap in both practices at the time. In Arizona she took traditional lecture-based classes, which were stimulating because of the topic, but not fulfilling. There were exceptions, those few who wove research into the fabric of the course (i.e. Dr. Christopher Carr, ASU), or what is officially known as PBL or Problem-Based Learning, as she learned in 2006 when she returned as a faculty member to the University of Delaware.
After finishing her Ph.D. in 1997, she was hired as a visiting professor at the University of Nevada, Las Vegas. She taught cultural anthropology, museum studies and cultural resource management courses initially in the lecture style that was expected. With the opening of the new teaching and learning center (TLC) she repeatedly heard the analogy of lectures, as verbally spreading seed to the wind and hoping something will germinate. For learning to be effective, it should be active, much as she had intuitively done for WUDPAC. In both her undergraduate and graduate courses she started to promote learning communities even within her large anthropology lecture hall classes (100+ students). To explain concepts of reciprocity students exchanged pennies and then analyzed their strategies applying concepts of reciprocal relationships and wealth accumulation. For concepts of exogamy/endogamy, students were married off and using poker chips (Las Vegas after all!) for children they arranged marriages for their offspring. These concepts for most students seemed inconceivable and trivial in lecture format. But with active learning, students began talking to each other, and were able to use and understand these concepts in deeper ways. As soon as WebCT became available, discussion groups, assignments, quizzes and a free online anthropology textbook were added. In terms of teaching development, UNLV was nurturing and experimental.
Upon her arrival in 2006 to the University of Delaware, she found a culture of teaching already existed, including a very logical and useful university-wide assessment plan. The acronym PBL was heard everywhere on campus and new faculty hires realized this was a formal name for something already part of her teaching toolbox. Art conservation teaching is hands-on and activity-based and colleagues in the Department, the College and the University support, encourage and practice this strategy too. The department’s work on assessment has been integral to the success of the art conservation programs. Because there is faculty buy-in for assessment, it has been a rewarding experience. Past curriculum development has focused primarily on WUDPAC or the master’s level, but both undergraduate and master’s level training present challenges and the two programs are linked in many ways.
In the undergraduate program we have asked the students to create portfolios for graduate school interviews. These are large binders with the evidence of their academic, artistic and internship work. The enormous portfolio sizes make them physically and intellectually awkward, therefore Dr. Cassman has been an advocate for conversion to e-portfolios. With the UD call for creating learning and presentation portfolios, she jumped at the opportunity in June 2010 and our capstone students have created their first learning and presentation portfolios in fall 2010. She is actively increasing the repertoire of resources to encourage more student self-reflection, to aid assessment and to help students prepare for their next steps after graduation all through the use of Sakai.

University of Delaware
524 Ewing Hall

My favorite topics to teach involve flavors of numerical analysis, differential equations, calculus and modeling. I believe students learn best when they have strong basic skills, make use of all the available resources, and engage in large scale problem solving drawn from either contemporary issues or current research. I measure my success by how well my students retain what they have learned in the long term.

Willard Hall Education Building
University of Delaware

Fred T. Hofstetter is Professor of Education at the University of Delaware. A specialist in multimedia, he developed the PODIUM multimedia application generator, the GUIDO Ear-Training Lessons, and the Serf Web-based teaching and learning environment. Dr. Hofstetter currently authors four IT textbooks for McGraw-Hill, including Internet Literacy, Multimedia Literacy, Advanced Web Design, and Internet Technologies at Work. Dr. Hofstetter has received many grants and awards and does consulting work for computer firms. He has published widely and has given lectures and workshops on multimedia and Internetworking in many locations in Europe, Africa, Australia, Canada, the United States, and the Pacific Rim. Professor Hofstetter is the winner of a gold CINDY award for his work in multimedia. His Internet Literacy course won the NUCEA credit program of excellence award. He also received the Best Faculty award in the School of Education, in which he coordinates the ed tech master’s and doctoral programs.

225 McKinly Laboratory

B.A University of Minnesota, 1959; Ph.D Cornell University, 1966 in Plant Physiology; Postdoctoral Fellow at Brandeis University 1966-1969; Faculty member in Department of Biological Sciences 1969 to present. Teach Introductory Biology two-semester course to first year biology majors (and other majors) at both conventional and honors levels. Author commercially-published laboratory manual for second-semester course.