Saturday 0900 – 1000
Understanding Privilege:
Creating Safe Zone and Bystander Intervention Training Programs in the Context of Maritime Academy Culture
In response to required and recommended changes to procedures dictated by the Office of Civil Rights, many college campuses are implementing various training and educations opportunities for their students. Maine Maritime Academy launched several pilot programs with student leaders in the spring of 2014. We introduced a Bystander Intervention Program that encourages students to intervene when they observe behavior that might lead to sexual misconduct occurring on campus. In addition, we launched Safe Zone Ally training and the first ever Women’s History Month celebration. In doing so, the facilitators learned valuable lessons about understanding campus culture, overcoming a pervasive lack of awareness of issues facing women on campus and in the workforce, and accounting for the broad range of previous experiences each student brought to the training. After incorporating feedback from the student leaders, the Student Affairs staff is now preparing to expand the training and education programs to a greater proportion of the student body. The revised programs take into account the unique campus culture of a maritime academy, with a majority male student population, and focus on helping students understand the concept of majority “privilege” before attempting to change culture. Presenters will include both Student Affairs staff and student leaders involved in the training.
The presentation will include the following components:
1 Overview of the rationale for undertaking campus-wide and focused training on privilege and culture change.
1 Review of the initial approach taken to launching a Bystander Intervention and Safe Zone Ally program and lessons learned.
1 Overview of revised training plan for Bystander Intervention and Safe Zone programs for fall of 2014.
1 Audience discussion of campus climate and best practices.
The goal of the presentation is to share successful strategies for increasing student awareness of the role they can play in combating oppression and preventing sexual misconduct. Audience members will be encouraged to share experiences and strategies that have worked on their campuses. Anticipated outcomes include a broader understanding of how campus culture affects students’ ability to engage in training on diversity topics, a “tool-kit” of resources to use in diversity training, and an opportunity for all the maritime academies to work together to share resources to facilitate better training for students on these topics.
Amanda Nguyen & Elizabeth True
Maine Maritime Academy
Beyond Read, Write and Discuss:
Why Canvas
This look at Canvas will focus on three key aspects of the learning management system: adoptability, adaptability, and reliability.
Kenna Torp
Instructure
The ALABAMA and the KEARSARGE:
Teaching Civil War Naval History through Historic Song
This presentation offers a look at the values of naval sailors and of songwriters ashore who wrote on maritime themes for the Union and Confederacy, particularly as these relate to the production of masculinity-based notions of patriotism and naval service at a time when the concept of manhood included the manly public singing of manly songs by men who valued their ability as songsters. To understand this important aspect of history it is necessary to listen to the time when manhood, singing, patriotism and naval service intersected, most significantly under the embodiment of all of these in “the flag.”
Stephen Sanfilippo
Maine Maritime Academy
Effective Tanker Training:
A Comparative Study of Simulation Technologies
There are many impressive training tools on the market today, without which we would not be able to meet the requirements of STCW. Institutions must invest in these high tech training tools to remain compliant and relevant as a world class Maritime Training Institution. The trick is to blend the educational value of a simulator with the abilities of the students.
Ralph Pundt
Maine Maritime Academy
Assessing Ocean Literacy: What Do Students Know About the Ocean?
Cudaback, Dewey, Parker, Runyon
Saturday 1005 – 1035
How Can We Improve
Maritime Academy School-Ship Training in the U.S.?
The STCW Convention lays great emphasis on practical competence. Therefore an important part of any STCW training program is to put into practice what you have learned from books or with an instructor in a classroom. For some specific skills this is best done at approved training establishments in purpose-built installations ashore (fire-fighting courses, for example). However, to gain certain other competencies the best way is to practice them at sea under the supervision of a person with appropriate training and experience.
Mark Libby, Laurie Flood, Lance Burton
Maine Maritime Academy
Regiment as an Educational Environment:
Self-Determination
The concept of internalization relates to the integration of attitudes, values, and standards into a subjects individual identity. This process has several development windows as outlined in the self-determination theory which identifies a continuum of development that begins with extrinsic motivation and ultimately develops into intrinsic motivation which in turn yields autonomous self-regulation.
It is this autonomous self-regulation that is the hallmark of the MMA Regimental graduate and is sought after by the maritime industry as essential to being a successful officer.
The four year Regimental Program is based on this progression from extrinsic to intrinsic motivation within a 4-year timeline. The standard convention of Self Determination Theory is as a life-long pursuit, with large gains occurring in the adolescent developmental years. This paper will identify areas where regimental programs might be able to leverage focused training, both academic and experiential, to increase the student’s transition from the extrinsic to intrinsic motivation based behaviors.
Nathan Gandy
Maine Maritime Academy
Benefits and Challenges of a Strong Physics Laboratory Program
Yilmaz, Fikir, Schaab
, Maine Maritime Academy
Inter-Disciplinary Teaching Using Maritime Archeology
Riess
Saturday 1050 – 1135
Information Navigation:
Maritime Students and the Library
Are Maritime undergraduates being given opportunities to develop skills in evaluating online information sources? A graduate from any field of study should be able to discern a good source through critical analysis. When a Maritime student graduates will they be able to identify a scholarly work from a source that doesn’t possess valid research? Information literacy is a skill that will benefit Maritime students throughout their lives and careers. Comparing and analyzing information is central to creating a meaningful research paper. Being able to navigate through print and web sources is an essential lifetime skill to possess and maritime graduates will need to continually utilize this as the internet grows exponentially.
Gregory Murphy
SUNY Maritime College
The U.S. MET System: Business-as-Usual, or A Paradigm Shift to Meet Changing Needs of the Global Energy Market?
Kumar
STEM an Opportunity
For Improving Maritime Education
David Skaves
Maine Maritime Academy
New Apparatus for Examining Diffusion and Steel Phase Transitions for Materials Lab Courses
This presentation will cover:
1. Why we are interested in steel metallurgy and strength of shipbuilding materials
– Crack fractures in cold water
– High temperatures changes to steel
– Three ships whose hulls failed from brittle cracks in steel
2. Three lab tests of steel strength in our materials lab course
– Tensile strength- at room temperature
– Impact strength – brittle point at low temperatures
– Heat treat – crystal changes in steel and predictable effects (focus of this paper)
3. The Maine Maritime Steel Phase Apparatus – a very useful demo tool
– For steel phases and their effects
– Design and construction
– Lab exercises
This presentation includes a lab demo that will continue until 1200.
Jill Schoof & Paul Wlodkowski
Maine Maritime Academy
Saturday 1140 – 1200
Turnabout and Fairplay:
Xenophobic Roots of the Jones Act
Joshua Smith
Maritime Education Factors and Presenteeism
(click for PowerPoint presentation)
Presenteeism research has only recently extended from a construct capturing lost productivity due to attending work despite health issues to a construct representing students’ perceived academic performance. Aligning with presenteeism’s prevalent research paradigm, the pioneering studies used health-related issues to measure presenteeism. In contrast, this study used the Presenteeism and Perceived Academic Performance (PPAP) Scale, which the researcher developed for this study. The PPAP Scale is comprised of aspects of student behavior that support academic performance.
Vicki Ferritto
SUNY Maritime College
Looking at Fort George through Loyal Eyes
Rodrigues
Arctic Maritime Education
Blackwood, Pundt
Saturday 1315 – 1415
Maritime Security Training: Standards and Requirements
Helmick
Instilling an Honors Culture
at Maine Maritime Academy:
Reflections From A Pilot Study Honors Seminar
Many a good idea or invention has its origins in a problem needing a solution. Thus is the case with the Honors Seminar course developed at Maine Maritime Academy. Faculty and administration recognized that, while the institution was making strides in meeting the needs of at-risk students, we were not directing sufficient attention and resources to our highest performing students. The first Honors Seminar was offered in Fall 2013; the second seminar is currently in progress. The goal of these pilot seminars is to ultimately build a curriculum which raises the aspirations of the entire student body, increases our exposure as an intellectual community, and persuades students with high aspirations to attend Maine Maritime Academy.
Ann Cleveland, Sue Loomis, Richard Miller, Betsy Reese, Michael Schaab, Thomas Batt
Maine Maritime Academy
Using 5th Year Students to Teach Undergraduate Precalculus
Precalculus is required by almost every major at Maine Maritime Academy. It is offered as a one semester 4 credit course (MS-101), and an
equivalent sequence of two 2 credit courses, (Ms-102 and Ms-103) offered over 2 semesters. The two semester sequence was developed for students who were not prepared for the pace of the one-semester course or who preferred a more relaxed pace.
Unable to find qualified faculty to teach all the required mathematics courses for the fall semester of 2013, we decided to use two 5th year Systems Engineering students. Under faculty supervision, fifth year students taught MS102, the first semester of our two semester precalculus sequence. While working on their ABET-accredited Systems Engineering degree, these students meet all requirements for an Engineering Operations bachelor’s degree after their 4th year that includes an extensive applied mathematics education.
This presentation explores the situation and the considerations that led to the decision to use 5th year students to teach, and our eventual conclusions about using students under supervision to teach precalculus. We present details of the experience, the level of success we achieved, and finally a panel discussion with students and instructors.
Patrick Lorenz, Jeffrey Taub, Jeffrey Willmann
Maine Maritime Academy
International Transportation and Trade Study Abroad Program
Carella
Saturday 1425 – 1500
Discovering More Than Lost Treasures
Allen
Implementation of Interdisciplinary Logistics-Focused Programs
Shaughnessy, Jain
Thinking Critically about Critical Thinking:
Epistemological Frame Shifts in a Humanities Survey Course
A year ago at about this time, John Tierney published a flattering piece about MMA in The Atlantic Monthly, calling our school “an educational surprise from Down East.” Many of you will recall that a week later he received a tweet from the dean of Pomona College, one of the most prestigious liberal arts colleges in the country, criticizing MMA as a “vocational school” that failed to offer its students a “broad-based education.”
As a teacher of two of the few courses on campus that cover the humanities, I have skin in this game, as Warren Buffet would say. My initial defensiveness—“who you calling narrow?”—has given way to an earnest desire to describe to the dean (and anyone else interested) what I do in my courses to provide students the kind of broad-based education I agree that we owe them. As for what that term means, I think the dean pretty much nailed it as involving discovery, empathy and adaptability. I would a few more values, and I’m sure the dean would, too, if she weren’t limited to 140 characters. In fact, I admire her succinctness. I especially appreciate that she didn’t resort to another term to make her case: “critical thinking.” Is there a more a more hackneyed pair of words in education? In speeches, editorials, mission statements and syllabi, “critical thinking” is totted out as a key goal of a liberal arts education. But what does it mean? Well, it turns out it depends on whom you ask. For example, in my field, composition and rhetoric, definitions of critical thinking range from a politically charged, holistic consciousness to a set of discrete skills that should be taught in a stepwise progression.
Thomas Batt
Maine Maritime Academy
Teaching Physics at a Maritime Academy
David Ciampa
Maine Maritime Academy
Saturday 1515 – 1600
Outcomes Assessment:
Prove You Are Improving
David Avery, Sue Loomis
Maine Maritime Academy
Transitioning from Corporate to Academia: Thoughts from the Field
Scheuchzer
When the Hospital is More Than a Week Away
Washburn, Berdel, Emory, Malamphy
From Maritime Education to Transportation Education:
Changing the Teaching Paradigm — An Invitation for Discussion
Maritime education and training at the Academies focuses on preparing students to become merchant marine officers, to gain STCW competency and pass the USCG License examinations, but often provides broader studies on the marine transportation system, the supply chain, intermodal transportation, and logistics. However, the recent economic downturn and resultant era of collegiate funding constraints are forcing reductions in student credit loads at the same time new regulatory requirements drive the need for additional training and certification. These concerns come at a time when maritime stakeholders are trying to find the path to improve and grow the industry to ensure the availability and viability of a U.S. merchant marine in the future. The question then for maritime educational institutions is how to provide more comprehensive education that can support the goals of an integrated national transportation strategy, while constraining spending to make up for lost funding.
George Edenfield
U.S. Merchant Marine Academy
From Maritime Education to Transportation Education
Edenfield
Sunday 0900 – 1000
Student Experience Roundtable
Nguyen, True
Student to Author: Using Wikipedia to Improve Undergrad Writing
Hanson, VanHoeck
Paternalistic Leadership:
A Preliminary Study on Maritime Students
The Manila amendments to the STCW Convention and Code were adopted on 25 June 2010, marking a major revision of the STCW Convention and Code. With the introduction of the 2010 amendments, leadership training becomes a compulsory and essential part of Maritime Education and Training (MET). Appropriate leadership style will not only improve job satisfaction, well being, and motivation of seafarers but also will improve safety onboard of vessels and foster safety culture.
In this study, a preliminary study has been performed in order to determine the perceptions of maritime students about paternalistic leadership determinants. A survey tool developed by Aycan (2006) was applied to deck and engine cadets of Dokuz Eylul University, Maritime Faculty. This study will contribute to the literature by analyzing the impact of paternalistic leadership as an effective management tool in maritime domain.
Ender Asyali & Guldem Cerit
Dokuz Eylul University, Tınaztepe Campus
Sunday 1005 – 1035
Using A Planetarium to Support Celestial Navigation Instruction
Miller
Roundtable Discussion:
Challenges and Opportunities of Online Learning at Sea
Maier, Picariello, Yates
Pythagoras Theorem in Curved Space
Pilot
Designing a Co-Curricular Leadership Development Program
The “Maritime Model” of Leadership is one which embraces the history, importance, and tradition of the seafaring chain of command while promoting active participation and engagement in modern team management best practices. The Maritime Leader is a “loyal shipmate,” who is ethical, responsive and goal-oriented, who strives for excellence, demonstrates integrity, and is confident, ever-learning and adaptive.
Steve Kreta
California Maritime Academy
Sunday 1050 – 1135
Leveraged Time:
Learning Management Systems in the Classroom,
Learning Management Systems as the Classroom
By the end of this session, the participant will be able to:
–Define learning management system (LMS)
–List at least 3 positive features of an LMS for an educator
–List at least 3 positive features of an LMS for a student
–Explain ways in which an LMS fosters intra- and inter-organizational collaboration
Jonnathan Busko & Wyatt LaPage
Maine Maritime Academy
Women in the Maritime Industry:
Recruitment and Retention
Identifying Attitudinal and Structural Impediments
Ana Abert, Florida Atlantic University
Joan Mileski & Wyndylyn von Zharen
Texas A&M University at Galveston
Connecting World, Ocean, and Maritime History
Skwiot
What Makes For a Good Training Ship?
Murray
Constructing Auctoritas on a Naval Vessel:
The Power of Tradition
This essay explores how the ancient construction of authority, as established by the first Roman emperor, continues to serve a significant purpose in the maritime domain. I examine the ways Augustus’ utilization of epideictic display was rhetorical and specifically show how his strategic employment of symbols and rituals served to create and perpetuate his auctoritas, unite Roman citizens, and influence social behavior. I argue that certain shipboard traditions of United States Coast Guard cutters are steeped in this “rhetoric of empire” and function precisely to augment the auctoritas of a ship captain, promote shared values among the crew, and encourage crew discipline. Today, dogmatic pragmatism or skepticism concerning the value of shipboard rituals threatens its very existence; this essay serves as a reminder of the power of epideictic display and its integral and enduring role in establishing command and control at sea.
Brooke Millard
U.S. Coast Guard Academy
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