Thursday, May 19, 2016

Puppy Stick: The Movie

In this happy little tale, two puppies find joy in chewing their sticks that fell from the sky like manna from Heaven, ...er...albeit the big pecan tree looming overhead.

Note: Click on the video for full screen view

Remembrances of Mother's Day at Hardy Hall Dining Room

One of "Kay's 5 Kids" remembers what it was like every Mother's Day at Hardy Hall Dining Room, growing up in the late 1960s.

Note: Double click on video for full screen view

Monday, February 3, 2014

2013 Gulf Shores Thanksgiving

We all went over to visit Jerry and Rosemary's new home while David and Erin were visiting Gulf Shores.

Friday, October 18, 2013

Dr. Crispin Introduces the new Course Model Pilot 4 to all CSU Faculty

Saturday, September 28, 2013

CSU Tailgate Judging Contest 2013

College Football has begun for 2013.  CSU celebrates with a tailgate judging contest. 

Dr. Jon Crispin and Chief Paul Bourgeois




Dr. Jon Crispin and Chief Paul Bourgeois








Dr. Jon Crispin sat down with CSU student Paul Bourgeois, Fire Chief of Apache Junction Fire Department, at the recent Fire Rescue International (FRI) Conference & Expo

Monday, May 27, 2013

A Memorial Day Reflection: When We Were Thirty





A Memorial Day Reflection: When We Were Thirty

My memories of when I was 30 differ greatly from those of my father and my uncle. When they were 30, they were serving in the Navy and Army Air Force, respectively, during World War II.

As I reflect on when I was 30, I was married. We would have our son within the next 2 years. I would complete graduate school. Finding a home, building a career and looking forward to a safe tomorrow were what daily occupied my mind in those days.

In stark contrast, when Dad and Uncle Scheib were 30, their thoughts of a safe future had been interrupted, put on hold or in some cases forgotten altogether. For them, it was day to day survival in an uncertain world gripped by a world war.

Dad, a Navy Seabee Chief in the South Pacific and Uncle Scheib, a fighter pilot in the European front both endured a long war on a daily basis. War has been often described as long days and hours of boredom interrupted by short moments of sheer terror.




For Dad, it was being part of that first wave of construction engineers to move in to repair and rebuild captured Japanese island airfields and bases. It was not uncommon for the fighting to be ongoing just beyond their construction perimeter. With enemy snipers often still not swept from the area, life remained very uncertain for the armed Seabees as they labored to build secure footholds on the island hopping victory march to Japan.






Uncle Scheib, a fighter ace, engaged the enemy directly, ruthlessly, without quarter. Flying bomber escort missions in his P47 “Thunderjugs” and later his P51 “Mustang,” his mission usually began with hours of peaceful flying on his way to the fight.

In the beginning, because of the limitations of his P47’s fuel capacity, all he and his other fighter pilots could do was escort allied bombers part of the way to their target. Waiting just beyond P47 fuel range, all could see the German fighters hanging and circling like an angry swarm of hornets just waiting to pounce on the soon to be unprotected bomber squadrons.

Returning home, with frustration high, he and his group would seize upon targets of opportunity, hitting the enemy wherever they could. It was a very unsatisfying response to what they had just seen. Finally, their ability to strike the enemy who would attack their bomber squadrons would improve.

They would bring new, offensive tactics to the fray with the introduction of their new long-range P51 Mustangs. Fitted with high capacity, long-range fuel tanks, they could now escort allied bomber missions to and from their targets, fighting the enemy all the way.

Although more satisfying on the one hand, a fighter pilot’s odds of not surviving increased dramatically. Such was warfare. They did survive, though.

Their memories survived as well. Memories such as these were not uncommon for young, married men in their 30’s returning from the War. It is from these memories and those who have defended our nation before and since that we owe our nation’s freedom and safety.

For me to have the relatively uncomplicated ordinary memories of a young husband, father and professional during his 30’s, I, along with the rest of our families, friends, neighbors and countrymen have fathers, uncles and others who served and sacrificed so that we would not. For this nation, there can be no greater sacrifice than that of those who served and died so we may live to carry on the dream for which they fought.






Friday, May 10, 2013

Crew of the USS Perch 313 - 1945

http://www.myfamily.com/isapi.dll/c/content/f/viewproperty/siteid/JNpB/contentclass/PICT/contentid/YZZZZM8C/propertyname/Original/~/USSPerch313Crew0831304.jpg

Saturday, December 8, 2012

The 2012 Columbia Southern University Education Group (CSEG) Merry Christmas Video!

Here's the 2012 Merry Christmas Video you've been waiting for! With no spared expense in both costuming (note the identical Columbia Southern Sunglasses) and set decor (Note the rented van)!

Saturday, August 11, 2012

What Makes Adult Students Different?

Columbia Southern University - What Makes Our Students Different?

As we open our first discussion for “Coffee With Crispin – and Student Success Stories with Chantell,” I thought I would share a few of my viewpoints developed over the years about how adult students learn differently than younger, traditional students. This area is rich in research, which, hopefully, can help to continue to validate and guide us toward improving our interaction and student engagement. Please share your thoughts with your colleagues on how you continue to improve our students’ learning experiences as they matriculate towards a CSU certificate or degree.



According to Knowles, adults learn differently than their younger traditional counterparts. Traditional teaching pedagogy states that the teacher, not the student is the central figure in the classroom. As the central figure, the teacher determines what is to be learned and when. (Knowles, 1968)



In fact, in 1968, Malcolm Knowles used the term andragogy, as a means to distinguish the way in which adults learn. This began a new learning model separate from the ubiquitous term, pedagogy. Simply put, Knowles defined pedagogy as the art and science of teaching children. Conversely, Knowles defined andragogy as the art and science of helping adults learn. (Knowles, 1984).



Knowles went on to convey four basic assumptions about adult learners:



1. Their self-concept moves from dependency to independency or self-directedness.



2. They accumulate a reservoir of experiences that can be used as a basis on which to build learning.



3. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles.



4. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (Knowles, 1980, pp. 44-45).



Adult learners need to be engaged in the classroom. Essentially, Revere and Kovach, posit that it is not a matter of if the student should be engaged in an online learning environment but to what extent should the student be engaged. They agree that what is not needed is to recreate the traditional, on ground classroom environment. Rather, they emphasize the responsibility of the faculty member to recreate a student centered learning environment. These notions clearly coincide with Knowles’ andragogy definition. (Revere & Kovach, 2011) (Knowles, 1984)



The authors agree that adults are self-directed, and that they will continue to learn as long as it seems practical to their aims and goals. As long as online adult learning classes contain these baseline requirements, students will find their experience an engaging one. Moreover, they are also more likely to persist towards graduation. (Revere & Kovach, 2011)



Some of the challenges of working with adult learners are because of their experience and their self-directedness, they are constantly seeking ways in which the learning content connects with their own experience and life requirements. (Smith 1997, 2004) This may often cause them to question the learning content and its relevance to their lives and to their degree seeking goal progress. Accommodation must be made to facilitate this energy and questioning this drive adult students show towards constructing useful knowledge on their way to mastering the class course outcomes.



Adult learning methodology was not followed during my traditional undergraduate experience. In fact, my traditional undergraduate experience was so poor that I almost did not graduate. After pondering and reflecting all that summer, I finally decided to return and finish my degree.



It was not until ten years later when I enrolled in an adult MBA program that my whole view of post secondary education changed. On the first night of class, I challenged the instructor, who had also been one of the founders of the university's adult MBA program, that I had experienced professors who treated knowledge as if it were a scarce resource like gold or oil, selectively withholding and dispensing it as they saw fit. As a working adult, such behavior did not coincide with what I experienced daily in the professional world. I further went on to say that if this was the way this program was designed, then we were going to have a hard time.



Everyone in the class turned and looked down the table at me while I looked back down the table at the instructor. He carefully eyed me over his reading glasses and then a smile slowly lit up his face. “You and those like you are the reason why we started this program in the first place,” he smiled. True to his word, my graduate learning experience was an engaging and fulfilling one.



The adult learner characteristics addressed in the above articles were those espoused by Knowles, Lindeman, and Revere and Kovach. They specifically characterized adult learners as having characteristics different from their younger, traditional counterparts. (Smith, 1997, 2004) Younger, traditional learners depend upon the teacher to be the central focus of their learning experience in that the teacher is solely responsible for determining what shall be introduced into the classroom learning experience. This teacher centered pedagogical approach is the antithesis of what goes on in an adult, student centered classroom.



These characteristics are implemented through discussion, facilitation, small group activities, and a short lecture period. This enables the experience of the adult learner to play a significant role in the learning and sharing process of the classroom.



References



Knowles, M. S. (1968). Androgogy, not pedagogy! Adult Leadership,16(10), 350-352, 386.



Knowles, M. S. (1980). The modern practice of adult education. Chicago, IL: Association Press.



Knowles, M. (1984). The adult learner: A neglected species. Houston, TX: Gulf Publishing.



Revere, L. & Korach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 12(2), 113-124.



Smith, M. K. (2012). Eduard Lindeman and the meaning of adult education.The Encyclopaedia of Informal Education. Retrieved from http://www.infed.org/thinkers/et-lind.htm

CSU Bowling!

Big sister, Karen was on a bowling league at the Ridgeway Lanes, a 7 lane bowling alley dad built in the early 1960's in Ridgefarm, IL. This video performance is a far cry from hers displayed in bowling bygone days. Still it was fun!

Saturday, June 30, 2012

Florabama Lounge!

It was a cloudy day at the famous Florabama Lounge which straddles the state line between Florida and Alabama on the legendary Gulf Coast. We met some new friends with sunny attitudes, though. — with Bonnie at Orange Beach, AL.