{"id":19,"date":"2014-08-27T13:32:08","date_gmt":"2014-08-27T13:32:08","guid":{"rendered":"http:\/\/mainemaritime.edu\/mes2014\/?page_id=19"},"modified":"2014-10-21T18:01:16","modified_gmt":"2014-10-21T18:01:16","slug":"papers","status":"publish","type":"page","link":"https:\/\/mainemaritime.edu\/mes2014\/papers\/","title":{"rendered":"Papers and Presentations"},"content":{"rendered":"

\"papers\"<\/a><\/p>\n

 <\/p>\n

Saturday\u00a0<\/strong>0900 – 1000<\/b><\/p>\n

Understanding Privilege<\/a>:
\nCreating Safe Zone and Bystander\u00a0Intervention Training Programs in the Context of Maritime\u00a0Academy Culture<\/strong><\/p>\n

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\u2019s 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 \u201cprivilege\u201d before attempting to change culture. Presenters will include both Student Affairs staff and student leaders involved in the training.<\/p>\n

The presentation will include the following components:
\n1 Overview of the rationale for undertaking campus-wide and focused training on privilege and culture change.
\n1 Review of the initial approach taken to launching a Bystander Intervention and Safe Zone Ally program and lessons learned.
\n1 Overview of revised training plan for Bystander Intervention and Safe Zone programs for fall of 2014.
\n1 Audience discussion of campus climate and best practices.
\nThe 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\u2019 ability to engage in training on diversity topics, a \u201ctool-kit\u201d 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.<\/p>\n

Amanda Nguyen & Elizabeth True
\nMaine Maritime Academy<\/i><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Beyond Read, Write and Discuss<\/a>:
\nWhy Canvas<\/strong><\/p>\n

This look at Canvas will focus on three key aspects of the learning\u00a0management system: adoptability, adaptability, and reliability.<\/p>\n

Kenna Torp
\nInstructure<\/i><\/p>\n

 <\/p>\n

\n

 <\/p>\n

The ALABAMA and the KEARSARGE<\/a>:<\/strong>
\nTeaching Civil War Naval History through Historic Song<\/strong><\/p>\n

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 \u201cthe flag.\u201d<\/p>\n

Stephen Sanfilippo
\nMaine Maritime Academy<\/i><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Effective Tanker Training<\/a><\/strong>:
\nA Comparative Study of Simulation Technologies<\/strong><\/p>\n

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\u00a0 simulator with the abilities of the students.<\/p>\n

Ralph Pundt
\nMaine Maritime Academy<\/i><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Assessing Ocean Literacy: What Do Students Know About the Ocean?<\/p>\n

Cudaback, Dewey, Parker, Runyon
\n<\/b><\/p>\n

 <\/p>\n

 <\/p>\n

Saturday 1005 – 1035<\/b><\/p>\n

How Can We Improve<\/a><\/strong>
\nMaritime Academy School-Ship Training in the U.S.?<\/strong><\/p>\n

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. \u00a0For 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.<\/p>\n

Mark Libby, Laurie Flood, Lance Burton
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Regiment as an Educational Environment:
\nSelf-Determination<\/p>\n

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.
\nIt 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.
\nThe 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\u2019s transition from the extrinsic to intrinsic motivation based behaviors.<\/p>\n

Nathan Gandy
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Benefits and Challenges of a Strong Physics Laboratory Program<\/strong><\/p>\n

Yilmaz, Fikir, Schaab
\n,\u00a0Maine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

Inter-Disciplinary Teaching Using Maritime Archeology
\n<\/strong>
\nRiess<\/p>\n


\n<\/strong><\/p>\n

Saturday 1050 – 1135<\/b><\/p>\n

 <\/p>\n

Information Navigation<\/a>:
\nMaritime Students and the Library<\/strong><\/p>\n

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\u00a0through critical analysis. When a Maritime student graduates will they be able to identify a scholarly work from a source that doesn\u2019t 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.<\/p>\n

Gregory Murphy
\nSUNY Maritime College<\/em><\/p>\n

\n

 <\/p>\n

The U.S. MET System: Business-as-Usual, or A Paradigm Shift to Meet Changing Needs of the Global Energy Market?<\/strong><\/p>\n

Kumar<\/p>\n

\n

 <\/p>\n

STEM an Opportunity<\/a>
\nFor Improving Maritime Education<\/strong><\/p>\n

 <\/p>\n

David Skaves
\nMaine Maritime Academy<\/i><\/p>\n

 <\/p>\n

\n


\n New Apparatus for Examining Diffusion and Steel Phase Transitions for Materials Lab Courses<\/a>
\n<\/strong><\/p>\n

This presentation\u00a0will cover:<\/p>\n

1. Why we are interested in steel metallurgy and strength of shipbuilding\u00a0materials
\n– Crack fractures in cold water
\n– High temperatures changes to steel
\n–\u00a0Three ships whose hulls failed from brittle cracks in steel
\n2. Three lab tests of steel strength in our materials lab course
\n–\u00a0Tensile strength- at room temperature
\n–\u00a0Impact strength \u2013 brittle point at low temperatures
\n–\u00a0Heat treat \u2013 crystal changes in steel and predictable effects (focus of this\u00a0paper)
\n3. The Maine Maritime Steel Phase Apparatus \u2013 a very useful demo tool
\n– For steel phases and their effects
\n– Design and construction
\n– Lab exercises<\/p>\n

This presentation includes a lab demo that will continue until 1200.<\/i><\/p>\n

Jill Schoof & Paul Wlodkowski
\nMaine Maritime Academy<\/i><\/p>\n

 <\/p>\n

 <\/p>\n

Saturday 1140 – 1200<\/b><\/p>\n

Turnabout and Fairplay<\/a>:
\nXenophobic Roots of the Jones Act<\/strong><\/p>\n

Joshua Smith<\/p>\n

\n


\nMaritime Education Factors and Presenteeism<\/a><\/strong><\/p>\n

\u00a0 \u00a0 \u00a0\u00a0(click for\u00a0PowerPoint presentation)<\/a><\/em><\/p>\n

Presenteeism research has only recently extended from a construct capturing lost productivity due to attending work despite health issues to a construct representing students\u2019 perceived academic performance. Aligning with presenteeism\u2019s 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.<\/p>\n

Vicki Ferritto
\nSUNY Maritime College<\/i><\/p>\n

\n

 <\/p>\n

Looking at Fort George through Loyal Eyes<\/strong><\/p>\n

Rodrigues<\/p>\n

\n

 <\/p>\n

Arctic Maritime Education<\/strong><\/p>\n

Blackwood, Pundt<\/p>\n

 <\/p>\n

 <\/p>\n

Saturday 1315 – 1415<\/b><\/p>\n

 <\/p>\n

Maritime Security Training: Standards and Requirements<\/strong><\/p>\n

Helmick<\/p>\n

\n


\nInstilling an Honors Culture<\/a>
\nat Maine Maritime Academy:
\nReflections From A Pilot Study Honors Seminar
\n<\/strong>
\nMany a good idea or invention has its origins in a problem needing a solution.\u00a0 Thus is the case with the Honors Seminar course developed at Maine Maritime Academy.\u00a0 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.<\/p>\n

Ann Cleveland, Sue Loomis, Richard Miller, Betsy Reese, Michael Schaab, Thomas Batt
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Using 5th Year Students to Teach Undergraduate Precalculus<\/a><\/strong><\/p>\n

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
\nequivalent 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.<\/p>\n

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\u2019s degree after their 4th year\u00a0that includes an extensive applied mathematics education.<\/p>\n

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.<\/p>\n

 <\/p>\n

Patrick Lorenz, Jeffrey Taub, Jeffrey Willmann
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

 <\/p>\n

International Transportation and Trade Study Abroad Program<\/strong><\/p>\n

Carella<\/p>\n

 <\/p>\n

Saturday 1425 – 1500<\/b><\/p>\n

 <\/p>\n

Discovering More Than Lost Treasures<\/strong><\/p>\n

Allen<\/p>\n

\n

 <\/p>\n

Implementation of\u00a0 Interdisciplinary Logistics-Focused Programs<\/strong><\/p>\n

Shaughnessy, Jain<\/p>\n

\n

 <\/p>\n

Thinking Critically about Critical Thinking<\/a>:
\nEpistemological Frame Shifts in a Humanities Survey Course
\n<\/strong><\/p>\n

A year ago at about this time, John Tierney published a flattering piece about MMA in The Atlantic Monthly<\/em>, calling our school \u201can educational surprise from Down East.\u201d 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 \u201cvocational school\u201d that failed to offer its students a \u201cbroad-based education.\u201d
\nAs 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\u2014\u201cwho you calling narrow?\u201d\u2014has 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\u2019m sure the dean would, too, if she weren\u2019t limited to 140 characters. In fact, I admire her succinctness. I especially appreciate that she didn\u2019t resort to another term to make her case: \u201ccritical thinking.\u201d Is there a more a more hackneyed pair of words in education? In speeches, editorials, mission statements and syllabi, \u201ccritical thinking\u201d 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.<\/p>\n

Thomas Batt
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n


\nTeaching Physics at a Maritime Academy<\/a><\/strong><\/p>\n

David Ciampa
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

Saturday 1515 – 1600<\/b><\/p>\n

 <\/p>\n

Outcomes Assessment<\/a>:
\nProve You Are Improving<\/strong><\/p>\n

David Avery, Sue Loomis
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

 <\/p>\n

Transitioning from Corporate to Academia: Thoughts from the Field<\/strong><\/p>\n

Scheuchzer<\/p>\n

\n

 <\/p>\n

When the Hospital is More Than a Week Away<\/a><\/strong><\/p>\n

Washburn, Berdel, Emory, Malamphy<\/p>\n

\n


\nFrom Maritime Education to Transportation Education<\/a>:
\nChanging the Teaching Paradigm \u2014 An Invitation for Discussion
\n<\/strong>
\nMaritime 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.<\/p>\n

George Edenfield
\nU.S. Merchant Marine Academy<\/em><\/p>\n

 <\/p>\n

 <\/p>\n

From Maritime Education to Transportation Education<\/strong><\/p>\n

Edenfield<\/p>\n

 <\/p>\n

Sunday\u00a0<\/b>0900 – 1000\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

Student Experience Roundtable
\nNguyen, True<\/p>\n

\n

 <\/p>\n

Student to Author: Using Wikipedia to Improve Undergrad Writing
\nHanson, VanHoeck<\/p>\n

 <\/p>\n

\n

 <\/p>\n

Paternalistic Leadership<\/a>:
\nA Preliminary Study on Maritime\u00a0<\/strong>Students<\/strong><\/p>\n

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\u00a0 also will improve safety onboard of vessels and foster safety culture.<\/p>\n

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.<\/p>\n

Ender Asyali & Guldem Cerit
\nDokuz Eylul University, T\u0131naztepe Campus<\/em><\/p>\n

 <\/p>\n

 <\/p>\n

Sunday 1005 – 1035<\/b><\/p>\n

Using A Planetarium to Support Celestial Navigation Instruction<\/p>\n

Miller<\/p>\n

\n

Roundtable Discussion: <\/strong>
\nChallenges and Opportunities\u00a0of Online Learning at Sea <\/strong><\/p>\n

Maier, Picariello, Yates<\/p>\n

\n

Pythagoras Theorem in Curved Space<\/strong><\/p>\n

Pilot<\/p>\n

\n


\nDesigning a Co-Curricular Leadership Development Program<\/b><\/p>\n

The \u201cMaritime Model\u201d 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\u00a0management best practices. The Maritime Leader is a \u201cloyal shipmate,\u201d who is ethical, responsive and goal-oriented, who strives for excellence, demonstrates integrity, and is confident, ever-learning and adaptive.<\/p>\n

Steve Kreta
\nCalifornia Maritime Academy<\/em><\/p>\n

 <\/p>\n

Sunday 1050 – 1135<\/b><\/p>\n

Leveraged Time<\/a>:
\n<\/b>Learning Management Systems in the Classroom,
\n<\/b>Learning Management Systems as the Classroom \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>\u00a0<\/i><\/p>\n

By the end of this session, the participant will be able to:
\n\u2013Define learning management system (LMS)
\n\u2013List at least 3 positive features of an LMS for an educator
\n\u2013List at least 3 positive features of an LMS for a student
\n\u2013Explain ways in which an LMS fosters intra- and inter-organizational collaboration<\/p>\n

Jonnathan Busko & Wyatt LaPage
\nMaine Maritime Academy<\/em><\/p>\n

 <\/p>\n

\n

\u00a0<\/em><\/p>\n

 <\/p>\n

Women in the Maritime Industry<\/a>:
\nRecruitment and Retention<\/strong><\/p>\n

Identifying Attitudinal and Structural Impediments<\/p>\n

Ana Abert, Florida Atlantic University<\/i>
\nJoan Mileski & Wyndylyn von Zharen
\nTexas A&M University at Galveston<\/i><\/p>\n

 <\/p>\n

\n

Connecting World, Ocean, and Maritime History<\/strong><\/p>\n

Skwiot<\/p>\n

 <\/p>\n

\n

What Makes For a Good Training Ship?<\/strong><\/p>\n

Murray<\/p>\n

 <\/p>\n

\n

 <\/p>\n

Constructing Auctoritas on a Naval Vessel:
\nThe Power of Tradition<\/strong><\/p>\n

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.\u00a0 I examine the ways Augustus\u2019 utilization of epideictic display was rhetorical and specifically show how his strategic employment of symbols and rituals served to create and perpetuate his auctoritas<\/em>, unite Roman citizens, and influence social behavior.\u00a0 I argue that certain shipboard traditions of United States Coast Guard cutters are steeped in this \u201crhetoric of empire\u201d and function precisely to augment the auctoritas<\/em> of a ship captain, promote shared values among the crew, and encourage crew discipline.\u00a0 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.
\n<\/strong><\/p>\n

Brooke Millard
\nU.S. Coast Guard Academy<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

  Saturday\u00a00900 – 1000 Understanding Privilege: Creating Safe Zone and Bystander\u00a0Intervention Training Programs in the Context of Maritime\u00a0Academy 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 […]<\/p>\n Read More...<\/a>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"yoast_head":"\r\nPapers and Presentations - Maritime Education Summit 2014<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/mainemaritime.edu\/mes2014\/papers\/\" \/>\r\n<meta property=\"og:locale\" content=\"en_US\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"Papers and Presentations - Maritime Education Summit 2014\" \/>\r\n<meta property=\"og:description\" content=\"  Saturday\u00a00900 – 1000 Understanding Privilege: Creating Safe Zone and Bystander\u00a0Intervention Training Programs in the Context of Maritime\u00a0Academy 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. 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