Mead Novels, Movie Scripts, Educational topics

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Adobe Photoshop Course Manual 2000

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My Educational Philosophy

by Dr. Pelham K. Mead III

My Educational Philosophy

By Dr. Pelham K. Mead III

Introduction

I have always believed in Dewey’s position on Education on “pragmatism” since I am a pragmatist. I believe in God and that he/she has a purpose for our lives. Of the idea of God, Dewey said, “it denotes the unity of all ideal ends arousing us to desire and actions.

I agree with Dewey that education and learning are social and interactive processes. Education or schooling is where a child spends 6 ½ hours a day. It becomes their social focus. Thus as Dewey has stated, the school itself is a social institution through which social reform can and should take place. It is also my firm belief that students do well in an environment in which they are allowed to experience things and interact with the curriculum. This is another tenet of Dewey, and still today we are striving to allow students to actively engage in their learning in lecture halls in colleges, and in classrooms in elementary and secondary education.

Being a pragmatic teacher I believe programs that arise in education can be worked out. I also believe in Existentialism in which students learn in their own way. I believe students to be unique and no set curriculum will work unless it allows for their individualism to exist. Dewey believed, as do I that a teacher needs to model the right way of doing things and to prepare a student not only for the subject being taught, but also for the future where their values will continue.

Today, I received an e-mail letter from a student I had in my physical education classes and my Boys Gymnastics team over 40 years ago, thanking me for all I did for him. When I first saw the name, I had to think, “Who was this student.” Then it occurred to me it was one of my smallest gymnasts that I always gave encouragement to, that one day he would grow taller and become stronger. He never forgot that modeling, and even though it took 40 years, he finally thanked me. Thanks were not need because I was doing my job and then some. I was being not just a teacher or a leader but and adult role model, something which had stuck with this student even though after he graduated from high school I never saw him again.

Satisfactions and Challenges of the Teaching Profession

The satisfactions of teaching are when like the student just mentioned come back or contacts me and says thanks. I use to always get excited when my students who had graduated from high school would come back and tell me how they were doing in college and how gymnastics or physical education in knowing me made a difference for them. I recruited a great deal of students to the profession of teaching even at the young ages of 14, 15, and 16. When I saw that special talent in working unselfishly with others I knew this student would one day make a great teacher. I gave them opportunities to teach by becoming what I called Junior Instructors and when they went off to high school from Junior High, I asked them to come back and help me after-school in the gymnastic practice sessions. Soon after a few years I had over 30 Junior Instructors helping my gigantic team of 110 students. Out of the 30 students 19 went on to become teachers, which is quite a record. Many became Gymnastic Captains at their College teams. Three such students became Captains of the Springfield College Gymnastic Team, my Alma Mata. These successes were very satisfying rewards for me in my career in teaching.

There are always cons in all professions, however despite the politics of my school where I taught for 31 years, I managed to survive. We had three major strike threats in which our Union tried to force the Board of Education to give us at least a 3% pay increase every four years that was below the cost of living.

Student diversity seems to be a key word in today’s education, however when I started teaching I saw no diversity in having as many black students on my gymnastic team as white students. I did not see the difference between special students and normal students. I remember going out of my way to encourage a tall black student who was considered a special education student to succeed in gymnastics when his friends all wanted him to play Basketball. My support of this student paid off because he actually became a NY State Gymnastic finalist. After high school graduation he attended the local community college and started a Gymnastic Club there. He went on to transfer after two years to SUNY Cortland University where he became a star male gymnast. Even though he was a special education student with a reading level of second grade in eighth grade and being a black American in a generally “white” sport, he achieved. My major philosophy in my Gymnastic Exhibition Team was that everyone that kept up their attendance and show motivation and effort would participate in some way in all of our traveling gymnastic shows at other elementary and secondary schools in our district and later on in other school districts. If they weren’t good at tumbling, I put them in the parachute event. If they are too weak for the parallel bars or uneven parallel bars I made them a vaulter so they could be a part of the “Elephant Vaulting” event. (Vaulting over parallel bars with a mat laid over the rails using a springboard or trampolette, with me on the other side catching many of them as they cleared the mat.)

It never occurred to me that there was diversity of religious backgrounds, or ethnic backgrounds until my school had an International Day and I noticed that all of my students came from 21 different countries and spoke 21 different languages at home. In the 1960’s and the 1970’s my school district was 60% Jewish students from Spring Valley, Monsey, Pomona, and Montebello, NY. Monsey itself was a self-sufficient Ultra-orthodox Jewish community where Jewish people owned all of the stores, and all the schools were Jewish Yeshivas. By the 1980’s the population changed and Haitian students became the next population to move into Spring Valley bringing the overall Haitian student population to almost 40% by the end of the decade. Much of the liberal and conservative Jewish population moved out of Spring Valley to New City. Out diversity increased more and more each decade with an influx of different nationalities moving out of New York City to the suburbs where the schools were better than the city and housing was available for a cheaper amount. By the 1990’s the Indian population and the Russian population had become larger along with Chinese families. Our diversity became out strength as we struggled to learn from one another and to identify with the ethnic cultures that had moved into our community over 30+ years. Diversity was the keyword then as it is now and it meant treating students equally and fairly with sensitivity for their religious and ethnic cultural values.

Scope of my Teaching Profession

My first teaching experience other than my field-teaching placement was as a Graduate Teaching Fellow in Biology, Botany, and Anatomy at Springfield College. In my senior year I was fortunate to get a part-time position as a Teaching Fellow in Botany when another Teaching Fellow left suddenly. Because of this opportunity I stayed on as a Graduate Teaching Fellow in Botany and Zoology the next year. I was in charge of four Biology labs a week and had to teach once a month using 35 mm slides to a lecture hall of 350 Freshman Students.

After a summer in Los Angeles as Assistant Director of the LA Board of Education “School Camp” experience at Point Fermin Park, I concluded my graduate field experience, and headed back to New York. I started teaching Physical Education and Health that fall of 1967 and Coach of Cross Country, Track and Field, and Assistant to the Wrestling coach. After one year of teaching Physical Education I realized the school was in the “ice age” when it came to Gymnastics. The Men’s Physical Education staff had no clue what gymnastics really was as a sport. They called rope climbing and obstacle course-gymnastics. I had to demonstrate everything and strive to up grade the equipment, which was 20 years out of date. After I developed an intramural gymnastics program for the boys that were too small to play basketball in the winter, I inherited the girls gymnastic program the second year of my job when the girl’s coach left for a college job. I knew nothing about Girls gymnastics since in the 1960’s and early 1970’s before the Federal Title 9 rule came into effect demanding equal programs and equipment for girls. I went to gymnastic clinics every year. I bought records for Floor Exercise, and read books on Girls Gymnastics. I later became a Nationally Certified USGF Safety Gymnastic Instructor and Coach. I went on to pass the Men’s USGF National Judging test and was certified as a Men’s Gymnastic Judge for ten years.

My teaching experience was diverse in public school with 31 years at a Physical Education Teacher, Health Education teacher, Darkroom Photography Teacher, and Dean of Students for grades 7,8, and 9, called Junior High in New York State. I coached practically every sport that existed including Girls Softball but no Field Hockey. I coached French Foil fencing on a club basis and Lacrosse that was a new and upcoming sport at the time. I was supposed to be the Swimming Coach but the pool in my building was turned down by public vote and we never got a swimming pool and instead had to rent a college pool for the team to practice.

As I was retiring in 1998 the junior high system of education was being replaced by a Middle School concept of grades 6,7, and 8, leaving the 9^th grade in High school where it belonged. In the 1970’s Physical Education which used to teach separate gender classes. Getting my Doctoral degree in 1992 opened a future door for me since I knew that I could not be a Physical Education Teacher forever and keep the same stamina and energy I had when I was younger. When I retired in 1998, it was just the beginning of another wonderful career in higher education where my Doctoral degree opened the doors to college and university jobs. My Dewey and James philosophy had stayed with me all my career and always made me reach out to the underdog, the underserved, the small the large, the slow and the fast students that came across my career path.

Responsibilities and Requirements of Teaching

My legal responsibilities as a teacher were “en loco parente,” in Latin, in place of the parent. It was my responsibility to prepare my lesson plans in advance, both for Health Education and Physical Education and have it approved by the Department Chairman. It was my job as a teacher and leader to present a moral presence to my students and to show them by my actions that act of kindness, good sportsmanship, good ethical values and fairness in judgment mattered both in school and in society.

My skills as a gymnast in high school and college gave me an edge in teaching Physical Education since most Physical Education teachers were poorly educated in Gymnastics and other minor sports like Fencing, Lacrosse, and Judo. These specialty areas made the difference between an average Physical Education teacher and a great Physical Education teacher. I found that in my first ten years on the job, I not only had to introduce real gymnastics to my colleagues, but I had to also educate other Physical Education teachers at the two high schools, the other two Junior High schools and the 13 elementary Schools. This opportunity came around once a year when we started off the year with the first Day of the year with the Superintendent’s Conference. I contacted several Olympic Gymnasts and one National Trampoline Expert that were employed by the Nissen Corp. and American Gymnastic Equipment Corp. as field reps and good will ambassadors. They came and put on demonstrations and clinics on three different occasions that sparked a lot of interest on the elementary school level in proper gymnastic progressions.

In 1975 I was asked to serve on the District-wide Curriculum Committee for Physical Education. I had the opportunity to write the complete Gymnastic Curriculum from K-12 grade with the skills progressions that were appropriate for each age and skill level. Later on in 1982, I was again invited to join the combined Health and Physical Education Curriculum rewrite committee to meet State requirements that had changed in Health Education and Physical Education. Trampoline has been outlawed and dropped due to insurance rates and local Doctors lobbying to drop it. Health Education was fighting with the AIDS/HIV curriculum which little was known at the time and was changed each year beginning in 1985 until 1992. These curriculum writing experience would go on to help me later in my second career in higher education where I wrote curriculums for instructional technology in the classroom, and in software programs like Powerpoint, MS Publisher, Podcasting, Electronic Whiteboards, and Student Response clickers. Still to this day my concern for the social life of the student, their learning environment, and getting them to participate in their education as Dewey and James advocated so many decades ago.

Conclusion

In conclusion I have tried to demonstrate how my philosophy of life with the tenets of Dewey and James in mind, have helped me to be a good lifelong teacher. I have shown by example how I deal with diversity in students and how I have always attempted to treat every student equally and with sensitivity to their cultural and religious backgrounds. I have tried in my teaching career to model what a highly motivated person would be like. I have tried to demonstrate that I achieve above the norm and that I have always tried to do more than expected and more than anticipated by my peers and colleagues, as well as my students. Proudly I have always remembered my College’s motto “spirit, mind, and body.” Treat the whole person was the theme at Springfield College, former YMCA Training School and the college where Basketball and Volleyball were invented. In retrospect I have been fortunate to have had two teaching careers, one in the New York State Public school Secondary level for 31 years, and after retirement for 12 years of higher education experience at some of the best Universities in the Northeast; New York University, St. Johns University, the NY College of Osteopathic Medicine and the College of Mount Saint Vincent.

References

Alfred, A. (2010). Surviving the APA requirement. American Research Journal, 47 (2), 75-83.

Curz, M.J. & Smith, C.D. (2009). APA format for dummies. American Psychological

Association Journal, 58. Retrieved July 1, 2010, from Academic Search Premier.

Dewey, John, “My Pedagogic Creed” (1897), “The School and Society “(1900), “The Child and the Curriculum,” (1902), Democracy and Education, (1916) Experience and Education (1938).

Henniger, M.L. (2004). The teaching experience: An introduction to teaching. Upper Saddle

River, NJ: Pearson Education, Inc.

Henniger. M.L. (2008). Educational philosophies and you. (Rev. ed.). Athens, OH: Universal

Publications.

Longfield, J.A. (1997). A survival guide for f200 students. Retrieved July 1, 2010, from

http://www.iun.edu/~edujal/f200/survival.doc

James, William, “ Principles of Psychology (1890), “ Psychology: The Briefer Course,” (1892). A

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Taira No Masakado, Samurai

The flag of the Taira clan 940 CE Japan. One of the most powerful Japanese clans in the early history of Japan. The red butterfly.

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Looking Back at the Title V federal grant at the College of Mount Saint Vincent, Riverdale, Bronx, New York 2001-2005.

by Dr. Pelham Mead III

A true story of a five year Title V federal grant at the College of Mount Saint Vincent, a small Catholic College in Riverdale, New York, 2001-2005.

Twenty years ago in May of 2001 I was hired as the Director of the Teacher Learning Center at the College of Mount Saint Vincent in Riverdale, New York, on the border of Westchester county and the Bronx on the Hudson River. The Associate Dean at the time interview me first and I was recommended by Sister Margaret who was the Department chairperson of the Education Department. Originally, the Fall before in 2000 I applied for a job as a Professor of Special Education and Sister Margaret passed my name along as a possible Director of the Title V, Hispanic Serving Institutions grant for 1.1 million dollars.

The Dean of Students previously wrote the Title V grant but when it was awarded she had taken a leave of absence to care for her son in Arizona who was in a car crash. She never returned, so the 160 page grant was never read by anyone in the College. President Richard Flynn was hired in January of 2001 and insisted that someone be hired to run the Title V grant project for five years. I was interviewed in April 2001 and after several interviews including a group interview of ten people and a final interview by the President. There was no Teacher Learning Center at the time and no office.

After I was hired there was no office for me to work in. I stayed a week in the Reading Center until they could find an office. A storage closet on the four floor of the Administration building was selected. At the time it was full of cabinets and had no desks or chairs.

My first job was to hire an office assistant. I was allowed to pick my own office assistant, so I chose a Cambodian woman who was in my Computer training class at BOCES of Nyack. Her name was Py Liv Sun. I selected her because she was a quick learner and hard worker. I needed someone I could trust and depend on to keep track of the purchase orders and financial records. Py Liv was a a perfect choice. She lived in Suffern, so she drove to my house in Nyack and left her car there and we drove in together to the College of Mount Saint Vincent for five years. Later on I hired a Teaching Assistant, Christine Servano, who was an outstanding student in my Adobe Photoshop course at BOCES.

My second big task was cleaning out the storage room so we could set up office for the new Teacher Learner Center. I called Facilities many times to remove the metal cabinets, but they never came. Py Liv and I moved the cabinets out ourselves leaving them in the hallway to be removed. Finally, Facilities removed them. Next we needed furniture, so we were told there was old furniture in the fifth floor attic we could take. There was only one elevator that went to the fifth floor attic. We found office chairs and several desks in the attic. I got a hand cart from the basement and Py Liv and I moved the tables and chairs down the elevator to our new office on the fourth floor.

The clean-up came next. The place was dusty and filthy. We had to scrub all the wall and the floor before we could sit in the office. Eventually, I got approval to hire someone to paint the walls to cover all the cracks and stains. The ceiling lights needed new bulbs and the windows needed caulking to fill the cracks. Finally, we settled in and I was able to order several computers to work with using Title V grant money. All expenses had to be approved by the College Provost before I could order anything. Our budget for the first year was $340,000 dollars. All of it had to be spent or our account would be red flagged. The grant called for five smart classrooms a year to be installed on the campus. I reached out to the VP of Finance and the Director of Facilities for help in finding classrooms to upgrade to Smart Classrooms, but I got no cooperation all summer of 2001. Every time I called the Director of Facilities he ducked out on me. For some reason he did not want to be involved in the Title V grant development.

I interviewed Professors that were still on campus in May and June of 2001 and found some supportive friends for technology. Professor Pat Grove in Biology was one of my biggest supporters and had previously pushed for technology at CMSV. Dean Bob Coleman in the Communications department was another great supporter. He told me the history of the College in relation to technology and the hiring of an outside agency to run the college computer and technology program at the cost of five million dollars. Sister Margaret was also a good friend in helping to get teachers to sign up for Instructional Technology tutoring with the Teacher Learner Center. Sue Apold was the Director of the Nursing Department at the time and she personally came down for instruction from me in the first year. I was able to help her Professors write two successful grants for the Nursing Department. Professor Kathy Flaherty won a Masters Degree plus certificate Nurse training program from the New York State Education department. I helped write all the technical specs for that program and helped teach Nurses with Master degrees who wanted a certificate to teach on the college level but did not want to take a Doctor degree to do so.

The second Nursing grant for $650,000. dollars was a technology Nursing grant from the Federal Office of Health. I had to install a MAC lab for that grant and train the teaching Professors how to use the MAC Computers. We converted two old unused classrooms into a computer lab. I helped file all the Assessment paperwork for the Nursing Professors and kept all their equipment up to date. They had to film or video tape lectures for future reference, so I filmed the lessons and showed the Professors how to use iMovie and Final Cut Pro edit the movies and see them to a server.

Back to the Teacher learner center. The Associate Dean who hired me ran the Reading center for students and was very popular, but not with the new President. He forced her to retire in a year and all of a sudden she was gone to Canada to retire. There were a lot of turnovers in the Administration especially at the VP of Finance and Comptroller positions. The VP of Finance had spent funds from the grant illegally and without permission of the new incoming President for a financial software program costing $60,000. I found about the expenditure when I did the first year Assessment report and realized that $60,000 was unaccounted for. With some research, Py Liv and I went through all the purchase orders prior to my being hired from the fall of 2000. Lo and behold we found monthly payments to a software program in Indiana and signed by the VP of Finance. I knew that being the new guy in administration I could not opposed the VP of Finance until I had more evidence. I was able to absorb the expense within the ten percent rule the first year, but eventually, I had to inform the President that the VP of Finance has spent $60,000 from the grant illegally before he or I were hired in the fall of 2000. The President confronted the VP of Finance with the copies of the purchase orders Py Liv and I found and he was fired. The Director of Facilities was also fired for refusin to cooperated with the Title V grant.

After a whole summer of planning and interviewing administrators and faculty I achieved no progress on constructing the five smart classrooms in the goals of the Title V grant, thanks to the lack of cooperation from the Director of Facilities. Finally, when all hope dimmed and the first year grant was about to expire on September 30, 2001, I went to the President and told him the Director of Facilities had blocked me all summer and prevented me from installing any smart classrooms as required by the Title V grant. I informed the President that if we did not install the smart classrooms and spent the money, we would lose the 1.1 million dollar grant from the US Department of Education. He was furious that the director was not cooperating. The President told me to do what ever it took to install the five smart classrooms that weekend before there grant expired. “Do whatever it takes,” he told me.So I hired a subcontractor that was a specialist in smart classroom installations for $25,000. Sister Mary Edward the administrator of the Biology building helped me renovate the Biology 90 seat lecture hall. We could not safely remove a giant ceiling projector without danger to the workers. Sister Mary Edward talked the college plumber, a devote Catholic, into climbing through the ceiling to reach the heavy projector and lower it down by rope to the floor. I was nervous he would get injured, but luckily all went well. Sister Mary Edward helped me plan the TV wall rack which had to be drilled through a brick wall to hold it up. We ran a LAN wire from the computer server closet for WAN access for computers. The chemistry counter was removed and an electronic giant movie screen was also installed. Sister Mary Edward got President Flynn to replace the broken plastic seats and new curtains for the faded and torn old curtains. It was a very successful smart classroom conversion thanks to her help and Professor Pat Grove.

Back in the administration building I chose rooms 410 and 412 and on the third floor 310 and 308 classrooms with fifteen foot ceilings. Room 410 had been started but never finished as a smart classroom previously. It had defective windows that were broken and cracked that had to be replaced. The LAN system was drilled through the floors to the server closet on the first floor. Later on as technology improved I installed portable wireless modems. Eventually, I copied the UCLA approach and had the wireless modems installed on the telephone poles in front of the Administration building. This saved thousands of dollars in not having to put a modem in every classroom.

I began installed year two smart classrooms the fall of 2002 to make sure we had plenty of time to do it right. Meanwhile, My first class of professors had started. The professors were too interested in what the other professors were doing than what they were learning. I had to scrap the classroom approach and switch to individual tutoring to custom design the instructional technology to each Professors needs and learning ability level. Each Professor got an hour a week for 14 weeks in which they received a stipend of $1600. This factor alone made the TLC program very popular. In addition I ordered Laptop computers to loan out to Professors to use for the semester. Most of the King brand desktop computers were broken and beyond repair in most Professor’s offices. The five million dollar fee for an outside company did not go very far. Being that I had access to funds and the Technology department did not, I was able to get their cooperation.

A third priority was to establish a TLC web site with online learning courses in Photoshop, MS Word, Powerpoint, and Access. I also taught podcasting and movie editing to advanced Professors. To keep the graduates of the TLC program active and involved, I offered monthly Grad dinners in which I brought homemade chili, Py liv brought Cambodian spring rolls and Christine brought Filipino Adobo Beef. The unique foreign meals were a big hit. I reported the TLC progress and offered lunch time catch up clinic in new programs.

Installing Blackboard was the next major priority. I had to learn the program from scratch and then teach it to all the faculty. It took help from Manhattan college to install the program. I then had to manually upload each professor’s classiest and teach them how to upload their syllabus and use the lockbox. I was the administrator for three years until Manhattan college hired a full time person.

The biggest and most difficult job was a costly installation of the Banner all-college system. Manhattan College again provided tech support. The cost of the modules was thousands o dollars and training was included for the student database, registrar, financial, admissions and accounting modules for staff. The installation was so expensive it had to be spread out over a couple of years. The Banner system completely replaced the previous Manhattan college and College of Mount Saint Vincent systems. It was a very complicated and expensive process.

Dressed up in my Columbia Doctor’s Robe for Graduation ceremonies at CMSV.

Year

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My Years at the College of Mount Saint Vincent as Director of the Teacher learner Center and Coordinator of the Title V federal grant for 1.1 million.

Dr. Pelham Mead, Director of the College of Mount Saint Vincent Teacher Learning Center 2001-2005.

Dr. Pelham Mead at CMSV graduation with Sister Mary Edward Zipf, Sisters of Charity and Biology Professor.

The College of Mount Saint Vincent Biology Building 2002

The College of Mount Saint Vincent administrative building 2002.

My hard working assistant Mrs. Py Liv Sun at the CMSV Teacher Learning Center 2002-2005.

Professor Kathy Flannigan, Nursing Professor.

The first Smart Classroom presentation in 2002 Fall, room 210.

Dr. Mead and Kathy relaxing at the monthly TLC graduate dinner at the College of Mount Saint Vincent. Kathy was one of the first Professors to complete the TLC tutoring program.

Christine Servano, my TLC teaching Assistant

Christine the TLC teaching assistant working with a Business Professor.

Professor Arlene Moliterno teaching in a Smart Classroom 2002.

Smart Classroom with electronic movie screen, TV mounted on the wall, overhead projector and LAN access with portable Laptop computer.

Py Liv Sun and Professor of Sociology 2003.

Dr. Pelham Mead attending College ceremonies in the fall of 2001.

Professor Pat Grove, Biology in her Office 2002.

The Biology Classroom 2002.

Christine TLC teaching assistant helps Professor Moliterno.

Professor Barbara Cohen, Nursing Graduate Professor 2002.

TLC Assistant Py Liv Sun and Christine Servano working at their desks in the Teacher learning lab 2001.

Newly renovated smart classroom -Biology Lecture hall, With the help of Sister Mary Edward, Biology administrator we completed the upgrade in September 2001. The old projector was taken down and a new $5,000 projector was installed. LAN access was installed and the Chemistry counter was removed. An electronic movie screen was installed and a 37 inch TV mounted through a brick wall to the right.

Dedicated Biology Professor.

Biology Department Chairperson in 2001.

Professor Jim working with students in Biology.

Dr. Green, Provost in 2001.

Professors Kathy and ….

Three female Professors at CMSV graduation in 2001.

Professor Fran and Sister Pat talking during the line up for Graduation 2001.

Director of the TLC- Dr. Pelham Mead and Professor Kathy.

Professor Arlene Moliterno, Teaching Professor at CMSV graduation 2001.

Dean of Communications, Bob Coleman, 2001.

Professor John, College Organist and Music Professor, graduate of TLC program using a Smart Classroom 2002.

Professor teaching in a new Smart Classroom 2002.

Sister Pat teaching in a smart classroom for Communications department. Notice the TV mounted in the background.

The Nursing Annex Smart Classroom. Previously a snack room. The floor was black from years of dirt. I had it sanded and resurfaced. The walls were cracked and had to be repaired. The overhead movie projector can be seen in this photo which was installed. The entire room was repainted after repairs. Outside the room a roof leak was also repaired. This room was a major unmaking but successful in the end.

Director of Nursing and Later VP, Susan at Graduation.

Bother, Professor of Communications 2001.

College of Mount Saint Vincent Castle seen through the trees.

Fran, Department Chairperson for Communications 2001.

CMSV department TV studio 2001 before the new one was installed in 2003.

Christmas party of 2001. Sister Mary Edward celebrating in Santa outfit.

Professors Celebrate at Christmas CMSV party 2001.

President Flynn and others sing at the Christmas Party 2001.

Dean Bob Coleman relaxes during the Christmas Party of 2001.

CMSV administration building from parking lot view.

Statutes in front of the CMSV library 2001.

Chapel of CMSV from the rear of the administration building.

The Business building under construction 2004. Maryvale was upgraded to a Fine Arts labs and Communication labs and classrooms, partially with Title V funds.

Maryvale construction. Before demolition.

Maryvale construction 2004-2005.

Front porch of Administration building. Before the old porch fell down, the Sisters of Charity had a porch going from end to end of the front of the administration building.

Another view of the administration building.

Maryvale construction pipes.

Sisters of Charity cemetery at the top of the hill.

Another view of the cemetery. All Nuns that taught or lived on the grounds and Priests are buried here.

Winter view of the great lawn from the Administration building.

2002 Spring View of Castle on the College of Mount Saint Vincent campus.

Winter view of Campus with Hudson river in the background.

Finished Maryvale 2005.

Road into the College of Mount Saint Vincent. 2002.

Gazebo on the back lawn behind the castle on the CMSB campus 2002.

CMSV auditorium and gymnasium building 2002 , spring.

Biology Building 2002.

Road to St. Vincent’s Point on the other side of the RR tracks on the shores of the Hudson river. Used to be a train station here in the old days.

Blackboard menu. Blackboard was installed by Title V and administered by Dr. Pelham Mead for three years until Manhattan College took over with a full time administrator.

Angel statute on campus.

Outdoor angel in the CMSV garden

Children praying to the Mother Mary.

Angel statute on campus

CMSV college logo

Female students exercise class at CMSV

Female CMSV students working out.

Exercise room at CMSV.

Fall leaf

Castle view from the administration building.

CMSV bell in the tower

Top of the administration building over the chapel.

Castle view.

Hudson river view looking toward the Tappan Zee bridge from the tower.

View from inside the bell tower on top of the administration building.

View of the road from the bell tower.

Administration building roof.

View from the roof.

Graduation Tent for 2002 goes up.

Stages of graduation tent going up on the great lawn. CMSV 2002.

Graduation tent covers the entire great lawn.

John, College Organist and Music teacher, Py Liv Sun and Christine Servano 2003.

Dr. Pelham Mead, Py Liv Sun, Christine Servano and Professor John.

College of Mount Saint Vincent chapel organ 2002.

College organist, John plays on the organ.

Organ view in chapel.

College organist John.

President Richard Flynn 2002 graduation.

Sister Mary Edward.

Faculty procession 2002 graduation.

Faculty procession 2002, Graduation.

Faculty entering Administration building.

Faculty leads student procession.

Student process in 2002 graduation at the College of Mount Saint Vincent.

Graduation 2002

castle door on CMSV campus

Faculty ascend platform.

Construction sign 2005 graduation

Faculty gather before graduation. Fran from Communications in background sitting.

Faculty graduation 2002.

Fran, Sister Pat and Brother chat.

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Adobe Photoshop for Beginners

Here are the course projects and contents.

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The White Eyes and the Native Americans

By Dr. Pelham Mead

If you country was invaded by a foreigner what would you do? Fight back of course. Supposing the invader had superior weapons and you had only bows and arrows? Such was the plight of the American Native Indians. Who were the good guys and the bad guys? That depends on who you think had the right to wipe out entire nations of American Natives. The white eyes lied to the American Indians time after time. No wonder there was no trust.

Was the Native American Indian worse than the white eyes. Taking scalps was a tradition for Native Americans, but what about hanging a person from a rope in public until their neck broke or they choked to death.

Who killed hundreds of thousands of Buffalo? Not the Native American Indians, it was the white eyes with guns that could shoot rapidly. Buffalo skins had a great market value as well as horns.

Who held the white eyes accountable for their crimes against the Native American Nations? No one did. Killing Native American Indians was like a fox hunt where the fox had no chance in hell of surviving with hunting dogs chasing them down and men on horseback armed with rifles shooting at them.

So, a Few hundred years later the Native American Indian is treated as a minority with little or no rights. Look at Brazil how they do not let the Amazon Indians own land and have no more rights than a teenager.

When there is talk about reparations for the black slaves of America, think first about the white men who stole the land away from the Native Americans to begin with before the slaves were brought to America.

The Native American Nations had wonderful cultures and practices that are fading into the air over time. What can we do? Perhaps renew their status in the American culture and give them more support to get educated and become part of this great American society. Always remember the place in History the Great Chiefs and their Nations played in our history and the Wild West.

Why are there no national holidays that celebrate Native American Holidays?

Think about the Washington Redskins football team. Is Redskin really an insult?

Do we have any teams called the white eyes or the yellow skins? Think about it.

Are there any Polish poppers, or Irish hacks, or British cavaliers, or French Frogs?

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New York College of Osteopathic Medicine

Learning Outcomes Assessment 2009-2010

January 2009

Taskforce Members

John R. McCarthy, Ed.D.

Pelham Mead, Ed.D.

Mary Ann Achziger, M.S.

Felicia Bruno, M.A.

Claire Bryant, Ph.D.

Leonard Goldstein, DDS, PH.D.

Abraham Jeger, Ph.D.

Rodika Zaika, M.S.

Ron Portanova, Ph.D.

Pre-

Doctoral

Data

Post-Graduate Data

Career

data

Pre-Matriculation

Table of Contents

OVERVIEW 4

I. Introduction and Rationale 5

II. Purpose and Design 9

III. Specifics of the Plan 11

Mission of NYCOM 11

Learning Outcomes 11

Compiling the Data 17

Stakeholders 17

IV. Plan Implementation 18

Next Steps 18

V. Conclusion 20

A. OUTCOME INDICATORS – DETAIL 24

1. Pre-matriculation data 24

Forms 26

2. Academic (pre-clinical) course-work 47

Forms – LDB / DPC Track 49

Forms – Institute for Clinical Competence (ICC) 55

3. Clinical Clerkship Evaluations / NBOME Subject Exams 86

Forms 88

4. Student feedback (assessment) of courses/Clinical clerkship

PDA project 92

Forms 94

5. COMLEX USA Level I, Level II CE & PE,

Level III data (NBOME) 120

6. Residency match rates and overall placement rate 121

7. Feedback from (AACOM) Graduation Questionnaire 122

Forms 123

8. Completion rates (post-doctoral programs) 142

9. Specialty certification and licensure 143

10. Career choices and geographic practice location 144

11. Alumni Survey 145

Forms 146

B. BENCHMARKS 151

Bibliography 152

Appendices: 153

Chart 1 Proposed Curriculum and Faculty Assessment Timeline

Institute for Clinical Competence:

Neurological Exam – Student Version Parts I & II

Taskforce Members

List of Tables and Figures

Figure 1 Cycle of Assessment 9

Figure 2 Outcome Assessment along the Continuum 15

Figure 3 Data Collection Phases 22

Table 1 Assessment Plan Guide 23

New York College of Osteopathic Medicine

Learning Outcomes Assessment Plan

February 2009

Overview

This document was developed by the NYCOM Task Force on Learning Outcomes

Assessment and was accepted by the dean in January 2009. Although a few of the assessment

tools and processes described in the document are new, most have been employed at NYCOM

since its inception to inform curriculum design and implementation and to gauge progress and

success in meeting the institution’s mission, goals and objectives.

The Learning Outcomes Assessment Plan documents the processes and measures used by

the institution to gauge student achievement and program (curricular) effectiveness. The results

of these activities are used by faculty to devise ways to improve student learning and by

administrators and other stakeholder groups to assess institutional effectiveness and inform

planning, decision-making, and resource allocation.

Certain of the measures described in later sections of this document constitute key

performance indicators for the institution, for which numerical goals have been set. Performance

on these measures has a significant effect on institutional planning and decision-making

regarding areas of investment and growth, program improvement, and policy.

Key performance indicators and benchmarks are summarized below and also on 􀁓􀁄􀁊􀁈 151

􀁒􀁉􀀃􀁗􀁋􀁈􀀃􀁓􀁏􀁄􀁑􀀑

Indicator Benchmarks

 Number of Applicants Maintain relative standing among Osteopathic Medical

Colleges

 Admissions Profile Maintain or improve current admissions profile based

on academic criteria (MCAT, GPA, Colleges attended

 Attrition 3% or less

 Remediation rate

(preclinical)

2% reduction per year

 COMLEX USA scores

(first-time pass rates,

mean scores)

Top quartile

 Students entering

OGME

Maintain or improve OGME placement

 Graduates entering

Primary Care careers

Maintain or improve Primary Care placement

 Career characteristics Regarding Licensure, Board Certification, Geographic

Practice, and Scholarly achievements–TBD

I. Introduction and Rationale

At NYCOM we believe it is our societal responsibility to monitor our students’ quality of

education through continual assessment of educational outcomes. On-going program evaluation

mandates longitudinal study (repeated observations over time) and the utilization of empirical

data based on a scientific methodology.

At Thomas Jefferson University, an innovative study was implemented circa 1970, which

was ultimately titled “Jefferson Longitudinal Study of Medical Education”.1 As a result of

implementation of this longitudinal study plan, Thomas Jefferson University was praised by the

1 Center for Research in Medical Education and Health Care: Jefferson Longitudinal Study of Medical Education,

Thomas Jefferson University, 2005.

Accreditation Team for the Middle States Commission on Higher Education for “…..their

academic interest in outcome data, responsiveness to faculty and department needs and the clear

use of data to modify the curriculum and teaching environment….their use of this data has

impacted many components of the curriculum, the learning environment, individual student

development, and program planning…” (TJU, 2005).

The Jefferson Longitudinal Study of Medical Education has been the most productive

longitudinal study of medical students and graduates of a single medical school. This study has

resulted in 155 publications in peer review journals. Many were presented before national or

international professional meetings prior to their publication (TJU, 2005).

According to Hernon and Dugan (2004), the pressure on higher education institutions to

prove accountability has moved beyond the acceptance and reliance of self-reports and anecdotal

evidence compiled during the self-regulatory accreditation process. It now encompasses an

increasing demand from a variety of constituencies to demonstrate institutional effectiveness by

focusing on quality measures, such as educational quality, and cost efficiencies.

Accountability focuses on results as institutions quantify or provide evidence that they are

meeting their stated mission, goals, and objectives. Institutional effectiveness is concerned, in

part, with measuring (Hernon and Dugan, 2004):

 Programmatic outcomes: such as applicant pool, retention rates, and graduation rates.

Such outcomes are institution-based and may be used to compare internal year-to-year

institutional performance and as comparative measures with other institutions.

 Student learning outcomes: oftentimes referred to as educational quality and concerned

with attributes and abilities, both cognitive and affective, which reflect how student

experiences at the institution supported their development as individuals. Students are

expected to demonstrate acquisition of specific knowledge and skills.

At NYCOM, we recognize that our effectiveness as an institution must ultimately be

assessed and expressed by evaluating our success in achieving our Mission in relation to the

following Outcomes:

1. Student Learning / Program Effectiveness

2. Research and Scholarly Output

3. Clinical Services

The present document focuses on #1, above, viz., Student Learning / Program Effectiveness.

That is, it is intended only as a Learning Outcomes Assessment Plan. At the same time, we are

cognizant that Institutional Effectiveness/Outcomes derive from numerous inputs, or “means” to

these “ends,” including:

1. Finances

2. Faculty Resources

3. Administrative Resources

4. Student Support Services

5. Clinical Facilities and Resources

6. Characteristics of the Physical Plant

7. Information Technology Resources

8. Library Resources

We believe it is our obligation to continually assess the impact of any changes in the inputs,

processes, and outputs of this institution.

The evaluation approach in this Assessment Plan provides for on-going data collection

and analysis targeted specifically at assessing outcomes of student achievement and program

effectiveness (educational quality). Assessment of achievement and program effectiveness is

based on objective, quantifiable information (data).

As a result of the NYCOM Learning Outcome Assessment Plan’s continual assessment

cycle, the report is available, with scheduled updates, as a resource in the decision-making

process.

The report provides outcomes data, recommendations, and suggestions intended to inform key

policy makers and stakeholders2 of areas of growth and/or improvement, together with proposed

changes to policy that strengthen both overall assessment and data-driven efforts to improve

student learning.

2 NYCOM Administration, academic committees, faculty, potential researchers, and students.

II. Purpose and Design

Well-designed plans for assessing student learning outcomes link learning outcomes,

measures, data analysis, and action planning in a continuous cycle of improvement illustrated

below.

Figure 1 Cycle of Assessment

Ten principles guide the specifics of NYCOM’s Learning Outcomes Assessment Plan:

1. The plan provides formative and summative assessment of student learning.3

2. The primary purpose for assessing outcomes is to improve student learning.

3. Developing and revising an assessment plan is a long-term, dynamic, and collaborative

process.

4. Assessments use the most reliable and valid instruments available.

3 Examples of the former include post-course roundtable discussions, Institute for Clinical Competence (ICC)

seminars, and data from the Course/Faculty Assessment Program. Examples of the latter include the AACOM

Graduation Questionnaire, COMLEX scores, NBOME subject exam scores, and clerkship evaluations.

Define

intended

Learning

Outcomes

Identify

methods

of measuring

outcomes

Collect Data

Review results

and use to make

decisions

regarding program

improvement

Start

Here

5. Assessment priorities are grounded in NYCOM’s mission, goals, and learning outcomes.

6. The assessment involves a multi-method approach.

7. Assessment of student learning is separate from evaluation of faculty.

8. The primary benefit of assessment is the provision of evidence-based analysis to inform

decision-making concerning program revision and improvement and resource allocation.

9. The assessment plan must provide a substantive and sustainable mechanism for fulfilling

NYCOM’s responsibility to ensure the quality, rigor, and overall effectiveness of our

programs in educating competent and compassionate physicians.

10. The assessment plan yields valid measures of student outcomes that provide stakeholders

with relevant and timely data to make informed decisions on changes in curricular design,

implementation, program planning, and the overall learning environment.

Outcomes assessment is a continuous process of measuring institutional effectiveness

focusing on planning, determining, understanding, and improving student learning. At

NYCOM, we are mindful that an integral component of this assessment plan is to ensure that the

plan and the reporting process measures what it is intended to measure (student achievement and

program effectiveness).

III. Specifics of the Plan

The NYCOM assessment plan articulates eleven student learning outcomes, which are

linked to both the institutional mission and the osteopathic core competencies

Mission of NYCOM

The New York College of Osteopathic Medicine of the New York Institute of

Technology is committed to training osteopathic physicians for a lifetime of learning and

practice, based upon the integration of evidence-based knowledge, critical thinking and the tenets

of osteopathic principles and practice. The college is also committed to preparing osteopathic

physicians for careers in primary care, including health care in the inner city and rural

communities, as well as to the scholarly pursuit of new knowledge concerning health and

disease. NYCOM provides a continuum of educational experiences to its students, extending

through the clinical and post-graduate years of training. This continuum provides the future

osteopathic physician with the foundation necessary to maintain competence and compassion, as

well as the ability to better serve society through research, teaching, and leadership.

Learning Outcomes

The following eleven (11) Learning Outcomes that guide this plan stem from NYCOM’s mission

(above) and the osteopathic core competencies:

1. The Osteopathic Philosophy: Upon graduation, a student must possess the ability to

demonstrate the basic knowledge of Osteopathic philosophy and practice, as well as

Osteopathic Manipulative Treatment.

2. Medical Knowledge: A student must possess the ability to demonstrate medical

knowledge through passing of course tests, standardized tests of the NBOME, post-

course rotation tests, research activities, presentations, and participation in directed

reading programs and/or journal clubs, and/or other evidence-based medicine activities.

3. Practice-based learning and improvement: Students must demonstrate their ability to

critically evaluate their methods of clinical practice, integrate evidence-based medicine

into patient care, show an understanding of research methods, and improve patient care

practices

4. Professionalism: Students must demonstrate knowledge of professional, ethical, legal,

practice management, and public health issues applicable to medical practice.

5. Systems-based practice: Students must demonstrate an understanding of health care

delivery systems, provide effective patient care and practice cost-effective medicine

within the system.

6. Patient Care: Students must demonstrate the ability to effectively treat patients and

provide medical care which incorporates the osteopathic philosophy, empathy, preventive

medicine education, and health promotion.

7. Communication skills: Students must demonstrate interpersonal and communication

skills with patients and other healthcare professionals, which enable them to establish and

maintain professional relationships with patients, families, and other healthcare providers.

8. Primary Care: Students will be prepared for careers in primary care, including health care

in the inner city, as well as rural communities.

9. Scholarly/Research Activities: Students will be prepared for the scholarly pursuit of new

knowledge concerning health and disease. Students in NYCOM’s 5-year Academic

Medicine Scholars Program will be prepared as academic physicians in order to address

this nation’s projected health care provider shortage and the resulting expansion of

medical school training facilities.

10. Global Medicine and Health policy: Students will be prepared to engage in global health

practice, policy, and the development of solutions to the world’s vital health problems.

11. Cultural Competence: Students will be prepared to deliver the highest quality medical

care, with the highest degree of compassion, understanding, and empathy toward cultural

differences in our global society.

The NYCOM assessment plan provides for analysis of learning outcomes for two

curricular tracks and four categories of student

NYCOM has historically tracked student data across the curriculum, paying particular

attention to cohorts of students (see below), as well as NYCOM’s two curricular tracks:

a) Lecture-Based Discussion track: integrates the biomedical and clinical sciences along

continuous didactic ‘threads’ delivered according to a systems based approach;

b) Doctor Patient Continuum track: a problem-based curriculum, whose cornerstone is

small-group, case-based learning.

Current data gathering incorporates tracking outcomes associated with several subcategories of

student (important to the institution) within the 4-year pre-doctoral curriculum and the 5-year

pre-doctoral Academic Medicine Scholars curriculum. The pre-doctoral populations are defined

according to the following subcategories:

 Traditional:4

 BS/DO: The BS/DO program is a combined baccalaureate/doctor of osteopathic

medicine program requiring successful completion of a total of 7 years (undergraduate, 3

years; osteopathic medical school, 4 years).

 MedPrep: A pre-matriculation program offering academic enrichment to facilitate the

acceptance of underrepresented minority and economically disadvantaged student

applicants.5

4 All other students not inclusive of BS/DO, MedPrep, and EPP defined cohorts.

5 The program is funded by the New York State Collegiate Science and Technology Entry Program and the

NYCOM Office of Equity and Opportunity Programs.

 EPP (Émigré Physician Program): A 4-year program, offered by NYCOM, to educate

émigré physicians to become DOs to enable them to continue their professional careers in

the U.S.

The NYCOM assessment plan includes data from four phases of the medical education

continuum (as illustrated in Figure 2 and Figure 3): pre-matriculation, the four-year predoctoral

curriculum6, post-graduation data, and careers and practice data

Within the NYCOM Learning Outcome Assessment Plan, the Task Force has chosen the

following outcome indicators for assessment of program effectiveness at different points in the

medical education continuum:

 Pre-matriculation data, including first-year student survey;

 Academic (pre-clinical) course-work (scores on exams, etc.) – attrition rate;

 Clinical Clerkship Evaluations (3rd/4th year) and NBOME Subject Exams;

 Student feedback (assessment) of courses and 3rd and 4th year clinical clerkships and

PDA-based Patient and Educational Activity Tracking;

 COMLEX USA Level I, Level II CE & PE, and Level III data, including:

o First-time and overall pass rates and mean scores;

o Comparison of NYCOM first time and overall pass rates and mean scores to

national rankings;

 Residency match rate and placement rate (AOA / NRMP);

 Feedback from AACOM Graduation Questionnaire;

 Completion rates of Post-Doctoral programs;

 Specialty certification and licensure;

 Career choices (practice type–academic, research, etc.);

 Geographic practice locations;

 Alumni survey.

The Outcome Indicators—Detail sections of this plan (􀁓􀁄􀁊􀁈􀁖 24 􀁗􀁋􀁕􀁒􀁘􀁊􀁋 150) show the various

data sources and include copies of the forms or survey questionnaires utilized in the data

gathering process.

The NYCOM assessment plan identifies specific sources of data for each phase

Figure 2 illustrates which of the above measures are most relevant at each phase of the medical

education continuum.

6 And the five-year pre-doctoral Academic Medicine Scholars program

The NYCOM assessment plan describes the collection and reporting of data,

responsibilities for analysis and dissemination, and the linkage to continuous program

improvement and institutional planning

Compiling the Data

Discussions with departmental leaders and deans confirmed that data gathering occurs at

various levels throughout the institution. Development of a central repository (centralized

database) facilitates data gathering, data mining and overall efficiency as it relates to data

analysis, report generation, and report dissemination. This includes utilization of internal

databases (internal to NYCOM) as well as interfacing with external organizations’ databases,

including the AOA (American Osteopathic Association), AACOM (American Association of

Colleges of Osteopathic Medicine), AMA (American Medical Association), and the ABMS

(American Board of Medical Specialties).

Stakeholders

Information from the data collection serves to inform NYCOM administration, relevant

faculty, appropriate research and academic/administrative committees, including the following:

 Curriculum Committee

 Student Progress Committee

 Admissions Committee

 Deans and Chairs Committee

 Clinical and Basic Science Chairs

 Research Advisory Group

 Academic Senate

The NYCOM assessment plan sets forth benchmarks, goals and standards of performance

The major elements of the plan are summarized in Table 1: Assessment Plan Guide:

Learning Outcomes/Metrics/Benchmarks found at the end of this chapter.

IV. Plan Implementation

As discussed earlier, most of the assessment tools and processes described in the

document have been employed at NYCOM since its inception to inform curriculum design and

implementation and to gauge progress and success in meeting the institution’s mission, goals and

objectives. Beginning in fall 2008, however, assessment efforts have been made more

systematic; policies, procedures, and accountabilities are now documented and more widely

disseminated.

The Office of Program Evaluation and Assessment (OPEA), reporting to the Associate

Dean for Academic Affairs is responsible for directing all aspects of plan refinement and

implementation.

Next steps

1. Develop a shared, central repository for pre-matriculation, pre-doctoral, and postgraduate

data (see Figure 3). Time Frame: Academic Year 2010-2011

Centralized database: Development of a (shared or central) repository

(database) utilized by internal departments of NYCOM. WEAVEonline is

a web-bases assessment system, utilized by numerous academic

institutions across the country, for assessment and planning purposes.

Utilizing this program facilitates centralization of data. The central

database is comprised of student data categorized as follows:

Pre-matriculation Data includes demographics, AACOM pre-matriculation survey, academic

data (GPA), and other admissions data (MCAT’s, etc.).

Data is categorized according to student cohort as previously written and

described (see item III. Specifics of the Plan on pages 13-14).

Pre-doctoral Data includes academic (pre-clinical) course work, course grades, end-ofyear

grade point averages, the newly implemented, innovative Course /

Faculty assessment program data (described in Section 4), ratings of

clinical clerkship performance, performance scores on COMLEX USA

Level I and Level II CE & PE, descriptors of changes in academic status

(attrition), and AACOM Graduation questionnaires.

Post-graduate/Career Data includes residency match rate, residency choice, hospitals of

residency, geographic location, chosen specialty, performance on

COMLEX Level III, geographic and specialty area(s) of practice

following graduation, licensure, board certification status, scholarly work,

professional activities/societies, faculty appointments, type(s) of practice

(academic, clinical, research).

This database supports and assimilates collaborative surveys utilized by

internal departments in order to capture requested data (see item III.

Specifics of the Plan on pages 13-14) essential for tracking students during

and after post-graduate training. Specific data (e.g., COMLEX Level III,

board certification, and licensure) is provided by external databases,

through periodic reporting means, or queries from NYCOM, therefore the

database provides for assimilation of this external data, in order to

incorporate into institutional reporting format.

2. Establish metrics. Time Frame: Academic Year 2010-2011

Benchmarks and Reporting: Conduct a retrospective data analysis in

order to establish baseline metrics (see Compiling the Data on page 17).

Following development of these metrics, institutional benchmarks are

established. Benchmarks align with Institutional Goals as written above.

Reporting of data analysis occurs on an annual basis. An annual

performance report is compiled from all survey data and external sources.

Timeframe for reporting is congruent with end of academic year. Updates

to report occur semi-annually, as additional (external) data is received.

Data reporting includes benchmarking against Institutional Goals

(mission), in order to provide projections around effectiveness of learning

environment, quality improvement indicators, long-range and strategic

planning processes, and cost analysis/budgetary considerations.

Report dissemination to key policy makers and stakeholders, as previously

identified (see Stakeholders on page 17) in addition to other staff, as

deemed appropriate for inclusion in the reporting of assessment analysis.

V. Conclusion

The impact on student learning of such things as changes in the demographics of medical school

applicants, admissions criteria, curricula, priorities, and methods of delivery of medical education

deserve careful discussion, planning, and analysis before, during, and after implementation. This

plan facilitates change management at three points:

o Planning, by providing evidence to support decision-making;

o Implementation, by establishing mechanisms for setting performance targets and

monitoring results, and

o Evaluation, by systematically measuring outcomes against goals and providing evidence

of whether the change has achieved its intended objectives.

At NYCOM, accountability is seen as both a requirement and a responsibility. As healthcare

delivery, pedagogy, and the science of medicine constantly change, monitoring the rigor and

effectiveness of the learning environment through assessment of student learning outcomes

throughout the medical education continuum becomes paramount.

Figure 3 Data Collection Phases

Pre-doctoral Data

Pre-matriculation

Data

Post-Graduate

Data

Career

Data

Assessment

Process

Learning Outcomes7 Data Collection Phases8 Assessment Methods Metrics9 Development of

benchmarks10

Students will:

Demonstrate basic knowledge of OPP

& OMT

Demonstrate medical knowledge

Demonstrate competency in practicebased

learning and improvement

Demonstrate professionalism and

ethical practice

Demonstrate an understanding of

health care delivery systems

Demonstrate the ability to effectively

treat patients

Demonstrate interpersonal and

communication skills

Be prepared for careers in primary

care

Be prepared for the scholarly pursuit

of new knowledge

Be prepared to engage in global

health practice, policy, and solutions

to world health problems

Be prepared to effectively interact

with people of diverse cultures and

deliver the highest quality of medical

care

• Pre-matriculation

• Pre-doctoral

• Post-graduate

• Career

• Didactic Academic

Performance

• LDB Curriculum

• DPC Curriculum

• Formative / Summative

Experiences: Patient

Simulations (SP’s /

Robotic)

• Student-driven Course,

Clerkship, and Faculty

Assessment

• Clinical Clerkship

Performance

• PDA-Based Patient and

Education Tracking

• Surveys

• Standardized Tests

• Alumni Feedback

Vis a Vis:

• Admissions Data

(Applicant Pool

demographics)

• Course Exams

• End-of-year pass rates

• Coursework

• Analysis of Residency

Trends Data

• Standardized Tests

Subject Exams

• COMLEX 1 & II Scores

• Analysis of Specialty

Choice

• Analysis of geographic

practice area

• Academic Attrition

rates

• Remediation rates

• Graduation and postgraduate

data

• External surveys

• Applicant Pool

• Admissions Profile

• Academic Attrition

rates

• Remediation rates

(pre-clinical years)

• COMLEX USA

Scores I & II (1st

time pass rate /

mean score)

• Number of

graduates entering

OGME programs

• Graduates entering

Primary Care (PC)11

• Career Data:

Licensure (within

3 years);

Board

Certification;

Geographic

Practice Area;

Scholarly

achievements

7 Complete detail of Learning Outcomes found in III., pages 11-13.

8 See Figure 3, page 22.

9 List of Metrics is not all-inclusive.

10 See complete detail of benchmarks—pages 5 & 151.

11 Primary Care: Family Medicine, Internal Medicine, and Pediatrics.

Table 1 – Assessment Plan Guide: Learning Outcomes / Data Sources / Metrics

Outcome Indicators – Detail

1. Pre-matriculation data

Data gathered prior to students entering NYCOM, and broken down by student

cohort, which includes the following:

Traditional, MedPrep, and BS/DO students

 AACOM pre-matriculation survey given to students;

 Total MCAT scores;

 Collegiate GPA (total GPA-including undergraduate/graduate);

 Science GPA;

 College(s) attended;

 Undergraduate degree (and graduate degree, if applicable;

 Gender,;

 Age;

 Ethnicity;

 State of residence;

 Pre-admission interview score.

Additional data is gathered on the MedPrep student cohort and incorporates the

following:

 Pre-matriculation lecture based exam and quiz scores;

 Pre-matriculation DPC (Doctor Patient Continuum) based facilitator assessment

scores and content exam scores;

 ICC (Institute for Clinical Competence) Professional Assessment Rating (PARS)

Scores.

Émigré Physician Program students

 TOEFL (Test of English as a Foreign Language) score;

 EPP Pre-Matriculation Examination score;

 Medical school attended;

 Date of MD degree;

 Age;

 Ethnicity;

 Country of Origin.

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 MedPrep 2008 Program Assessment

 MedPrep Grade Table

 NYCOM Admissions Interview Evaluation Form

 Application for Émigré Physicians Program (EPP)

 AACOM Pre-matriculation survey (first-year students)

 NYCOM Interview Evaluation Form – Émigré Physicians Program

Samples of the forms/questionnaires follow

MedPrep 2008 Program Assessment

Successful completion of the MedPrep Pre-Matriculation Program takes into consideration the

following 3 assessment components:

1. Lecture-Discussion Based (LDB)

2. DPC (Doctor Patient Continuum)

3. ICC (Institute for Clinical Competence)

A successful candidate must achieve a passing score for all 3 components. Strength in one

area will not compensate for weakness in another.

1. The first component assesses the Lecture-Discussion Based portion of the MedPrep Pre-

Matriculation Program. It is comprised of 3 multiple choice quizzes and 1 multiple choice exam.

 Histology

 Biochemistry

 Physiology

 Genetics

 Physiology

 OMM

 Pharmacology

 Pathology

 Microbiology

 Clinical Reasoning Skills

Each of the three quizzes constitutes 10% of an individuals overall LDB score and the final exam

(to be conducted on June 27) constitutes 70% of an individuals overall LDB score (comprising

100%) in the Lecture-Discussion portion of the program.

2. The second is based upon your performance in the DPC portion of the MedPrep Pre-

Matriculation Program. There will be a facilitator assessment (to be conducted on June 26),

which will comprise 30% of an individual’s grade and a final written assessment which will be

70% of an individual’s overall DPC score.

** Note – Both the Lecture-Discussion Based and DPC passing scores are calculated as

per NYCOM practice:

 Average (mean) minus one standard deviation

 Not to be lower than 65%

 Not to be higher than 70%

3. The third component is the ICC encounter designed to assess your Doctor Patient

Interpersonal skills. This assessment is evaluated on the PARS scale described to you in the

Doctor Patient Interpersonal Skills session on June 12, by Dr. Errichetti.

After the program ends, on June 27th, all three components of the assessment will be compiled

and reviewed by the MedPrep Committee. The director of admissions, who is a member of the

committee, will prepare notification letters that will be mailed to you within two weeks.

Please note:

The written communication you will receive ONLY contains acceptance information. NO

grades will be distributed. Exams or other assessments (with the exception of the Lecture-

Discussion Based quizzes, which have already been returned) will not be shared or returned.

Please DO NOT contact anyone at NYCOM requesting the status of your candidacy. No

information will be given on the phone or to students on campus.

Thank you for your participation in the MedPrep Pre-Marticulation Program. The faculty

and staff have been delighted to meet and work with you. We wish you success!

Sincerely,

Bonnie Granat

Last Name, First Name

Quiz #1

Score

(10% of

Overall

LDB

Score)

Quiz #2

Score

(10% of

Overall

LDB Score)

Quiz #3

Score

(10% of

Overall

LDB

Score)

LDB Final

Exam

Score

(70% of

Overall LDB

Score)

Overall LBD

Score

(Exam and

Quizzes

Combined)

Overall

DPC

Score

Overall

ICC

Score

NEW YORK COLLEGE OF OSTEOPAHTIC MEDICINE

ADMISSIONS INTERVIEW EVALUATION FORM

Applicant______________________________________________________ Date____/_____/____

The Future of the College, Secondary and Elementary Classroom 2020+.

Due to the coronavirus Education in College and other levels will never be the same. Protection against the coronavirus and future pandemic viruses will require Social Distancing and the wearing of face masks to prevent spreading of a virus from one student to another or to the teacher. I have a solution for Elementary, Secondary and College schools to still have classrooms with live students instead of complete online courses. The average Secondary school grades 7-12 usually has 32 student except in some States it may rise to 45 in a classroom to one teacher. To allow for social distancing in the future the number of students in a classroom is going to have to drop from 32 to half that amount or 16 students.

This change would impact the Teacher contracts and agreements with the teacher Unions. Instead of having 8 classes a day of which teachers teach five, the new norm will be twice that number or 16 short classes a day. Short classes would be twenty minutes long instead of the usual 50 minutes. Teachers will have to teach ten short classes a day. Department chairpersons who use to be excused for teaching several classes a day would have to return to a full teaching regiment of 16 classes a day.

Online in school classes can be made available to help make the new curriculum easier to apply. Music auditoriums are the largest room in most schools next to the gyms. In auditoriums student could sit every other seat for social distancing with their own laptop or iPad and log on to the online course they were assigned for that period.

Lunch or cafeteria would have to change to allow social distancing . Every other seating might not work, so chairs might have to be placed in hallways near the cafeteria. Schools in warm climates could have an expanded outdoor picnic area with plenty of extra permanent seating installed.

Online course can supplement in class courses with support and guidance after school at home.

In College money walks and money talks. College Presidents will be tempted to go the all class online route to save massive amounts of money, while at the same time charging tuition to students who log on from home. Dormitories could become problem as the students at UCSD have complained, “why should they pay for a dorm or apartment when they can log on from home? At the NY College of Osteopathic medicine where I worked as. Director of Faculty Development and Assessment they had streaming for all lectures. The lucky thing is that only had two lectures going on at the same time. If a University were to apply instant streaming of all lectures and classrooms the cost would be prohibited due to the need for massive computer server storage space. The down side of streaming other than cost is that the students did not come to the lectures and instead remained at home with a cup of coffee and a donut. The administration at the NY College of Osteopathic medicine could not figure out how to get the students to attend the lectures. The solution was simple. Stop streaming the lectures and handing out of lecture notes in advance. Online course can be bought from third party companies or developed over time with the existing faculty. The problem there is intellectual property rights. Does the Professor had full rights to the classes and curriculum they write and teach or does the University or College have the full property rights to the recorded video copies of the lectures? That depends on the employment contract the Professors sign when they are hired. If they agree to give the University or College full legal rights to replay a Professor’s lectures for eternity than the Professor has no rights. Online courses save Colleges and Universities millions of dollars by not having to provide classroom space or pay a live professor to teach the course.

Some Universities provide a Professor at the beginning of the course and at the end for the final exam and the rest of the course is online. Blackboard is an online administrative system that I was certified and trained in that makes online teaching easy with computer testing, online grading reporting, lock boxes to record when an assignment is handed in onetime and the full curriculum can be posted in advance. Some textbook companies will provide the full text of their books to be uploaded to Blackboard for students to read and not have to pay for an expensive textbook.

Obviously the human interaction between student and teacher is going to suffer. There might be a decline in Teachers due to the new non personal online teaching approach? One big glitch is what happens when the servers go down? No server, no internet, no classrooms broadcast. Hacking will be a major problem and colleges, schools and universities will have to learn how to protect their online systems.

E-mailing a professor is always going to be risky if the student can upload a virus or deliver a link or app that tracks a Professors keyboard. Protected institution e-mails are the only way to prevent this.

Will the online system come the fall of 2020 be good? Probably not because schools have not had the time to train their teachers how to teach online. Early Kindergarten and first grade students will need software that is good for their age level. Who is to pay for these iPads or laptops, the district or college or the student. Many students come from poor families that cannot afford an iPad. They will need financial assistance to secure an iPad and the training how to use one on cds or dvds.

The shorter class time is actually a plus for student with a short attention span. It makes teaching more concentrated. Teachers tend to blab a lot and this will teach them to be concise. Online projects must be completed in 20 minutes.

Physical Education is more essential than ever as an outlet from being cooped up all day and for character development. Online instruction is not a good venue for character development. Good sportsmanship carries over into adult life and provides guidelines for interaction with others in sports. Learning to lose as well as win and profit from losses to eventually win says a lot about Physical Education. We live in an age of overeating students who are so obese they cannot do many things like run or hike. They run out of breath when walking or riding a bike. They are made fun of by their peers. Physical Education will teach students what they cannot learn on a computer. Live body practice is a great way to teach a person’s muscles how to coordinate a skill or sport. Just watching on a computer is not the same. Muscles have memory and the more you repeat a skill, the better you become using that skill.

This is only the beginning of the discussion. Next time the mathematics of setting up a school master schedule with 20 minute classes and 16 sections a day.

Dr. Pelham Mead, June 2020

From the Notes of Dr. Pelham Mead, Director of the College of Mount Saint Vincent Title V Hispanic Serving Institution Grant 2001-2005.

These are the actual notes for Mar. 19, 2002 when I was the Director of the Teacher Learning Center. Dr. Green was the Provost at the time and Dr. Richard Flynn was the President of the College. We had 1.1 million dollars in a Title V grant to use over five years from the US Dept. of Education.

Teacher Learner Center
Rm. 412, Admin. Bldg.
College of Mount Saint Vincent
Dr. Pel Mead, Director of the TLC

Meeting on Mar. 19, Wed.
Agenda

6 Month budget review Title V Grant
a) Extensive repair problems with Cables , VCRs
b) Delayed bills from the Facilities Department 9 months late
c) Equipment budget exhausted and Outside contractors due to repairs and unexpected bills and no allowance for repairs in the Grant. College must assume costs for repairing VCRs/DVDs and wiring and Smart Classroom repairs.
Progress in online training Web Sites
The http://www.profweb.ws server problem
a) Consultant hired…DNS server problem
b) OIT to repair with Linnux box?
c) Two months later no progress or report as to progress.
d) Lack of communication with OIT, Andrea Joba…no meetings and no communication what is going on with the DNS server problem and the Banner project.
e) Tawana’s position and responsibility and remainder of staff and their jobs no clear. No real communication as to who is doing what.
Chain of command for Banner Project and the Chain of Command of Title V Grant Funds and approval procedures

4- Need for a monthly or frequent meetings between Andrea Joba, et.al regarding Banner issues and technology related issues that overlap OIT and Shared Department of Computer Services. Year IDUES evaluation concerned with communication as to Goals of the Grant and Objectives ….Communication between departments toward those goals.
IDUES report wants to know what obstacles are preventing success in completing a goal. Web Publishing required of faculty 75% is included in the Grant.

Lack of follow-up with OIT, Mike and Saber have never finished the printers in TLC office, My computer cannot print to the HP black and white laser. iMac cannot print to networked printers. Ports in TLC office never repaired and only 3 are working out of 12.

Future TLC Needs that will affect OIT

24 Laptops will need upgrading in May. 2003. 20 do not have Windows XP system installed. Most are Windows 2000.
Two desktops are SONY ME and need to be upgraded to Windows XP to make all computers the same. We will need OIT assistance to do this.
Cooperation of services, Immediate mode vs the wait mode of OIT.
Future Grants planned, Renewal of Title V grant possible and Cooperative Grant sought for year V to run concurrently. Greater role for OIT or Share Department of Computer Services. Digital Divide problem with Mount Students. May apply for free laptop for every Hispanic student who enrolls at the Mount and can keep a B or better academic average the first and second years. May involve ordering 100-150 laptops a year. Part-time tech may be hired to service laptops and assist with laptop loan program.
More loaned SONY laptops which TLC is phasing out may be (not definite yet) loaned to OIT to use for Smart Classroom borrowing program Fall 2003.
Four Smart Classrooms installed each year for two more years.
Maryvale to be designated site for 4 smart classrooms this year, however, ….must be completed before Sept. 30, 2003.
Concerns about Tawana stepping on the TLC program. Copying exact titles from our programs like Web Publishing in one hour. Previously she was responsible for Staff, not faculty for instruction. Also, OIT Web site is an example of plagiarism. None of the material Tawana posted is written by her personally in the Instructional step by step materials. No credits given and no citations for permission to publish material written by someone other than herself .
She has no authorization from the TLC to publish to profweb server which is owned by the TLC program. Profweb server is reserved for faculty and TLC use only, no staff or administrators or OIT are permitted to use it since it falls under the guidelines of the Grant.

Adobe Photoshop Class Curriculum 2000

Text Box: Quiz Review: (do this during the break)
Name two ways to select a tool from a toolbox?
Name two ways to select hidden tools in a toolbox?
Name two ways to change the view (display) of an image?
How do you preview the position of an image on a screen before printing?
How do you select the hand tool and the zoom tool from the keyboard without deselecting the active tool?
How do you display a palette once it’s hidden?

Section IV- Image Basics for Adobe Photo

Vector and Raster images...vector are composed of mathematically composed lines as in clipart allowing
for easy enlargement and manipulation. Raster images are created by Adobe
Photo on a grid called pixels. For editing a raster image you edit the pixels.
Image resolution-pixels per square inch. The more pixels per square inch the higher the resolution as in
printing . Now for the math part….One inch square of an image scanned at
resolution and 2400 dpi photo 72 PPI contains 5,184 pixels (72 x 72) and has a file size of
6k.
Project III– Formats for Saving Files

There are 20 different file formats in which to save in Photoshop 5.0.
You need to remember to both save in the Photoshop format and the other format you will need for a Web page or document. Saving in Photoshop preserves all the layers, channels and paths you created.
Quick Edit is an optional plug-in available in Adobe Photo 5/5.5 that will allow you to save a very large flattened image in a format that will let you open part of it.
For files to be used with Adobe Illustrator use- .eps or .tif endings
For Macromedia Freehand (a drawing program) use .tiff files when you save.
For Adobe Acrobat Reader use .PDF files.
For Pagemaker or QuarkXpress use .tiff and .eps formats.
To save a bitmap (.bmp) image whose white parts will be clear instead of opaque white save in .tiff or .eps format, choosing the transparent Whites Option.
To Save a Duotone file for use in Illustrator, Pagemaker or QuarkXpress use. Eps format.To save a file for the internet use .jpg or .png format and export , Gif89a format. In both 5/5.5 Photoshop you can use the [File] SAVEAS command.
In addition 5.5 has a Save for Web interface which lets you do side-by-side comparisons of .jpg or jpeg, .png and gif formats to optimize the size and color of images for the Web..jpg or .jpeg formats are useful to compress a picture in order to send it by modem
.lzw is another compression program that can be used with .tiff formats and does not degrade the image as much as .jpeg but the compression is far less than a .jpeg file.
Paint Programs save in .bmp. Pcx, amiga iff, tiff and targa

Text Box: Graphics Endings Review
Matching List: (connect the item in the list on the left with a line to the correct answer on the right.)

.bmp scanner default file ending
.tiff graphic interface format
.gif/gif89a bit mapped protocol
.jpg/jpeg Adobe Photoshop default file ending
.eps Adobe Acrobat reader default file ending
.pdf default ending for compressed photos
Paintshop Pro default file ending

*Remember to bring another dozen pictures or so, some poorly taken and some better. Individual objects against contrasting backgrounds are good, nature shots, portraits, etc..

Assignment: In class work: List all the navigation Tools without looking at the cheat sheet and number them.

Text Box: Mr. Melon Head Project-Class II

Explanation: This project will take some time so don’t rush it. You are going to be working with the four basic selection tools in the toolbox of Adobe Photoshop. The Marquee tool, the Move Tool, the Lasso Tool and the Magic Wand Tool. In this project you will move the various parts of Mr. Melon’s head onto a melon and then do some brush up editing. You will use all four basic tools in this project.

Marquee hidden tools

Explanation of Tool functions:

Marquee tool lets you select rectangular or elliptical areas in an image.
The Lasso tool lets you draw a freehand outline around an area.
The Polygon Lasso tool lets you draw freehand straight lines around an area.
The Magic Wand tool lets you select parts of a image based on the color similarities of adjacent pixels. This tool is helpful for selecting odd-shaped areas without having to trace a very complex outline with the lasso tool. Not available in version 5.0 sorry.
The Move tool lets you move a selection marquee or objects on a single layer.
Another selection tool is the Pen tool which will be used later. You can use the pen tool to draw straight and curved lines.

Let’s Begin the Step by Step Process

First we have to copy the photos onto our harddrive into a file we will call Lesson1.
All photos needed for this project will be on a cd-ROM or floppy disk. Backup is located on the internet at www.blackboard.com under BERC Adobe Photoshop Course.
Using My Computer , open up the H: drive and go to the FILE menu at the top of the screen and select {NEW} Make sure the cursor is on H:\ so the subdirectory we are creating will be on the H:\ directory.
Type in under New Folder [melonhead]
Copy the photo from Lesson 4 called Melon from the floppy disk or the internet to the Melonhead folder on H: Look under Adobephoto Classbook 5/5.5
Once you have accomplished this we are ready to open Adobe Photo.

Text Box: Starting the Mr. Melon Head Project in Photoshop

Step by step instructions: see also the Pdf file in the AdobePhoto classbook folder.
Open Adobe Photoshop by double clicking the ICON for the program.
Now under [FILE] click {OPEN}
Go to the H:/melonhead directory you created
Double click the H:/ melonhead directory to find the picture we need called melonhead
Load the file Melonhead by double clicking it.
With the picture of the various parts of Mr. Melon Head on your workspace or monitor you need to not select the [RECTANGLE MARQUEE TOOL] from the toolbar.
Double-click the [RECTANGLE MARQUEE TOOL] in the toolbox and the marquee options palette appears.
Drag the rectangle marquee tool diagonally down from the top left corner of the melon to the bottom right corner of the melon by holding the mouse button down. This will create a selection marquee. A rectangular outline that looks like marching ants will now be surrounding the melon.
Click the Move Tool (>+) in the toolbox (to the right of the rectangle marquee tool), and position the pointer within the selection. The Pointer becomes an arrow with a pair of scissors, to indicate that dragging the selection will cut it from its present location.
Drag the melon downward, toward the bottom of the window, leaving about an inch of space below the melon. Now release the mouse button.
If you make a mistake do not panic. All is not lost. You can click [EDIT] in the menu on the top and click [UNDO] . This will undo your last command and move the melon back to where it started.
**Now this is very important– Before making your next selection, you’ll need to Deselect the current one. Use either of these methods to deselect an active selection:
Choose Select>None
Click outside of the selection marquee anywhere in the window.

Now for the Elliptical Selection ( making eyes) for Mr. Melon

The ellipse marquee tool lets you select elliptical or circular shapes. You will the ellipse marquee to select eyes for the face.
You want to select the blueberry now for the eyes.
They are a little small so you will need to Zoom in on them or enlarge the view.
Click the zoom tool which looks like a magnifying glass.
Click the zoom tool over the blueberry until you zoomed 200%.
There are three ways to select the ellipse marquee tool:
Click and hold the mouse button down on the rectangle marquee to display the hidden tools and drag to the ellipse tool and release the button.

Text Box: Hold down the Mac key /control and click the rectangle marquee tool. Each time you click while holding down the modifier key the next hidden tool appears in the toolbox.
Press M ..M stands for Marquee and is the keyboard shortcut for Marquee. Pressing M repeatedly toggles between the two tools.

7. Move the pointer over the blueberry and the pointer becomes a cross-hair.
8. Drag diagonally from the top left of the blueberry to the lower right edge of the blueberry to create a selection marquee. DO NOT RELEASE THE MOUSE BUTTON.
9. ***This is another critical step. Still holding the mouse button down– hold down the spacebar and drag. The selection marquee will moves as you drag.
10. Release the spacebar.
11. Drag again with the mouse button down.
12. What happens?
13. You will notice that without the spacebar being held down the size of the marquee changes, but the location of the marquee does not.
14. The spacebar-drag method of moving a selection marquee while drawing works with any selection tool. Just remember to continue holding down the mouse button when you press the spacebar and drag.
15. Take some time to practice here.

The next major step: Now for surgery Mr. Melon Project

You need to remove the star shaped inner portion of the blueberry to place it on the carrot as eyes.
In order to see the blueberry you will need to zoom or enlarge it 200% to be able to work with the elliptical marquee. Click the icon in the toolbar that looks like a magnifying glass. Press the right button and click [Zoom IN] until 200% appears in the top margin of
the menu.
3. Select the ellipse marquee tool (
Click and hold down the mouse button or Hold down the MAC option key and click the rectangle marquee tool or Press M...the keyboard shortcut key (3 possible ways)
Move the pointer over the blueberry; the point becomes a crosshair.
Drag diagonally down from the top left edge fo the blueberry to the lower right edge of the blueberry to create a selection marquee. Do NOT RELEASE THE MOUSE BUTTON.
If the selection marquee isn’t where you want it you can adjust it by holding down the Spacebar and dragging the selection around to center it.
You can release the Spacebar and drag again. Notice that when you drag without the Spacebar being held down, the size of the marquee changes, but the location of the marquee does not.
Just remember that in order to resize or drag the marquee around you must hold the mouse button down and then press the Spacebar down.

Text Box: 10. Position the marquee tool anywhere inside the selection border surrounding the blueberry. The pointer becomes an arrow with a small selection icon next to it.
11. Drag to reposition the selection marquee around the blueberry.
Note: Any time an image contains an active selection, you can position the marquee tool, the lasso tool, or the magic want tool within the selection outline and drag to reposition the selection border.
12. Now move the blueberry onto the carrot slide to use as eyes for Mr. Mellonhead.
13. You can move it by holding down the Command key in MAC and hold the mouse button down and in PCs use the Control Key and the mouse button.
14. Release the mouse button and the control key when you place the blueberry on the carrot slice.
15. Choose Select>None to deselect everything.
16. Choose [File] SAVE to save your artwork.

Anti-Aliasing vs Feathering

Ordinarily pixels in pictures are little squares and therefore every picture in digital format is really a jagged edges but undetectable by the human eye. To create a smooth line appearance we create an extra jagged box in between each pixel.(otherwise partially transparent). This creates a softened image called anti-aliasing.
The anti-aliased option is available in the marquee, lasso, and magic wand options in the toolbar. Feathering differs from anti-aliasing in that it blurs the edges of a selection when you cut , copy, move or fill a selection. Feathering works by creating a gradual transition from the hard edges of the selection into the pixels in the surrounding area.

Next step in the process ...anti-aliasing the carrot slide.

The anti-aliasing Process
Smoothing the edge of a line by adding extra spaces between each pixel.

The Feathering Process
Uses a gradient of dots to appear to feather of shade in an edge or object

Contents of Adobe Photoshop Customized Manual

adobelabmanual-1 Download

Adobe Photoshop Custom Course Manual.

I wrote and used this customized manual in 2000 for the Nyack, NY, BOCES adult education program in Rockland county New York. This manual deals with version 5.0 and Adobe now as version 10.0 out, but the tool bar and other features remain the same.

coveradobephoto2001-1 Download

adobelabmanual Download

Title V Hispanic Serving Institution Grant-Institution Overview for the College of Mount Saint Vincent 2000.

Part I Overview of the Institution

Institutional Narrative
A. Introduction The College of Mount Saint Vincent is proud of its history and accomplishments in giving preference to second generation Latino and other immigrant parents in college admission. Our tradition represents over 136 years of helping non-traditional student population to be accepted to college and to provide a positive supportative experience. The College of Mount Saint Vincent was founded in Manhattan as a women’s academy by the Sisters of Charity of New York in 1847. Relocate to the Bronx in 1859, Mount Saint Vincent was chartered as a liberal arts college in 1910, and moved to a site overlooking the Hudson River in a beautifully wooden area of the northwest corner of the Bronx. The College of Mount Saint Vincent has been an independent institution since 1968 and co-educational since 1974. It offers associate, baccalaureate, and masters degrees to its current population of 933 graduate and undergraduate students’ full time and part-time students. Though the College is governed by a lay Board of 30 Trustees, the Sisters of Charity remain a valued presence and a financial contributor. In 2001, The College of Mount Saint Vincent named its second Lay President Dr. Charles Flynn. Under Dr. Flynn’s guidance the College of Mount Saint Vincent has embarked on a capital fund raising campaign to fund an extension to the Maryvale building for Communication and Fine Arts departments with smart classrooms financed by a Title V Grant 200-2005. In addition to the new building, a newly renovated Technology Center is planned for the basement area of the library as part of the Capital campaign. The renovation of the attic was recently completed to allow for additional revenue by renting the new space to community organizations.

B. Mission Statement

As recent as this past December 2002, the board of trustees for the college approved a final draft of the college mission statement and Vision Statement. This mission statement and Vision Statement was approved by all the members of the College community, faculty and administrators and staff as of January 2003.

        Vision Statement

In looking to the future, the College of Mount Saint Vincent is guided by its spirit, history, values and traditions which are reflected in the following directional statements:

• The College of Mount Saint Vincent will nurture and sustain its community of learners and scholars characterized by the value of civility that flows from respect for the dignity of each person; the intellectual tradition of the liberal arts; spiritual development and the spirit of the Sisters of Charity.
• The College of Mount Saint Vincent will seek a student population that reflects and celebrates unity within diversity, and is capable of achieving personal and academic success.
• The College of Mount Saint Vincent will act from the perspective of stewardship in the care of its campus and surrounding grounds.
• The College of Mount Saint Vincent will invite and encourage leadership that is responsible and enabling.

        Mission and Goals

The College of Mount Saint Vincent provides to qualified, motivated students an excellent values-orientated education rooted in the Catholic heritage and in the liberal arts tradition.  The College requires of its students a common core of learning experiences as well as specialization in a major field that will permit them to attain their academic, career and personal goals.  Recognizing the ability and dignity of each person, the College teaches students to think critically, to develop self-respect and self-discipline, and to make informed choices which will affect their own lives and the world in which they live.  Students who graduate from the College are prepared for a variety of careers and professions, and for responsible leadership in their field.

To achieve these ends, the College attempts to:

• Offer an integrated liberal arts program;
• Afford an educational environment of open inquiry into truth;
• Encourage students to think critically and constructively so that they constantly strengthen their abilities to identify academic and personal problems, and to make judgments on problems of professional development;
• Develop self-confident, informed, concerned individuals who possess convictions of self-worth and purpose, and respect for humanity;
• Provide a climate of appreciation for religious and spiritual values where students may form strong and enduring value systems based on integrity and respect for the rights of others;
• Foster respect for the views of others through opportunities to investigate various systems and cultures;
• Alert students to needs in the community and in the world as large and to promote a spirit of service;
• Infuse students with a sense of responsibility for their world, and a practical urgency to be an influence for good.

Together, the Vision, Mission, and goals guide the planning and development of the college, its programs and services. Both documents reflect the College’s emphasis on the importance of teaching and learning and the desire to provide quality educational programs and services.

Primary Service Population

The College enrolls most of its students from the Bronx, a borough of NYC; Manhattan borough, also a borough of NYC; and Yonkers a city on the border of our property in Westchester counts. Students from the Bronx enrollment________, from Manhattan, from Queens, __from Westchester (primarily Yonkers). A total of of our students come from one of the 5 boroughs of NYC. The largest group comes from the
Bronx both in 1998 and again in 2003.

The demographics of the surrounding area have a direct relationship to student ethnicity, unemployment, family income and high school graduation rate of our students. .Many of Yonkers students come to the College because we are in the neighborhood and accessible by public transportation. Yonkers is right on the border of the College campus has 5 high schools with the highest percentage of students Hispanic and black in all of Westchester county, New York. The Table 4 below indicates the Yonkers High School Enrolment for the school year 2000-2001. The Hispanic population is the highest with 39.7, 39.6, 44.0, 29.2 and 17.7 in the Trade high school. Black students are also in the 30 percent level except the Trade school and together with the Hispanic student population comprise 60% or more of each school’s student body..

School Grades Students %white %black %hisp. %asian %indian Tot B/H
Groton 9-12 1595 21.5 31.0 39.7 7.6 .02 70.70
Lincoln 9-12 1336 17.5 39.0 39.6 3.7 .02 78.60
Roosev 9-12 1649 16.1 35.1 44.0 4.8 .02 79.10
Yonkers Mts 9-12 1564 27.6 29.2 29.2 7.0 .01 58.40
Saunders
Trade 9-12 1465 34.3 17.7 17.7 5.7 .00 35.40
(Source Nat. Center of Ed. Statistics 2000-20001 )

The largest population comes from the Bronx which according to the Census 2000 is the only county in the northeast quarter of the US (north of the Ohio River; East of the Great Plains) where more than 40% of children live in families below poverty.

It is the only county in the same area where more than 30% of the population lives below the poverty line. Congressional District 16 (entirely in the Bronx, covering most of the South Bronx) had the highest poverty rate in the US (40.2%; the next highest rate was 32.4%). Congressional District 16 also had the highest proportion of children living below poverty (50.1%; the next highest was 42.2%, and the lowest median household income. See Figure 5 below comparing the Bronx with the rest of the US as being the highest county in the US with Single female head of household below the poverty level as being a most glaring sign of need.

Table 5 –Families with single Female Head of households for the entire US from the 2000 Census. Note the Bronx is one of the highest in the entire country.

In the Table 6 below the Hispanic population in the Bronx is indicated from the Federal Census of 2000. The area in dark green indicates 50-100 percent and it is the area that is two neighborhoods away from the College of Mount Saint Vincent campus. The majority of all the Hispanic population lives in this northeastern section of the Bronx bordering with Westchester and going down almost halfway into the Bronx. A majority of these students apply to and are accepted at the College of Mount Saint Vincent. The College is conscious of its obligation to server the local community and this service has seen an increase of Hispanic students since 1998 of 11% up from 25% to 36 percent in year 2003. The two neighborhoods adjacent to the college reflect a 10-25% Hispanic population whereas in 1998 these neighborhoods had less than 10 % Hispanics or Latinos living there. The trend is that the surrounding neighborhood is changing over the past decade and will continue to change as poverty values devalue and more affordable high rise apartments become available on the real estate market in the affluent Riverdale area.

(Table 6- The Bronx: Latinos as percentage of Total Population)

The ethnic census of the Bronx show one of the highest percentages of Hispanics in New York State. There are more Hispanics located in the Bronx than any of the other four boroughs of New York. The ethnic concentration has been mostly Puerto Rican and Cuban with a smaller percentage of Central American Latinos. Mexican Hispanics do not have a significant representation as in California and Texas, giving the New York Hispanics a little different ethnic composition and the third highest rate of Hispanics in the US.

 (Table 7 Racial-Ethnic Concentration of Bronx Blocks)

The heaviest population of Hispanics is just to the south-east corner of Riverdale where the College is located. In addition to the highest Hispanic and minority population for any other county, the Bronx and Yonkers demonstrate a high level of families below poverty levels. The major red and pink zones show that the Hispanics populate the major portion of the Bronx. The College of Mount Saint Vincent is in the upper most Northeast corner of the Bronx, right on the Yonkers-Westchester county border. The little white box in the upper left corner in the Blue Riverdale area of the Bronx.

The Census 2000 Chart below demonstrates a comparison of the five boroughs of New York City as to the poverty levels. The Bronx leads and has continued to demonstrate a higher level of poverty among all of the five boroughs of New York City. With 54% of the total population below Poverty level, and the kids under 18 at 40% below poverty level and the Female headed families at 30% below poverty all paints a sad scenario. The College does everything in its power to give financial aid to these students living in below level poverty. Almost 88% of the entire student population at the College are on some form of financial assistance including work study, TAP, PEL grant and other scholarships available for Hispanics and other minority groups

(Table 9- Poverty Levels by NYC Boroughs from Census 2000)

The Bronx leads all five New York City boroughs in the total level of families below the poverty level at 52 %. This compares to the Unites States as one of the most concentrated pockets of poverty in New York State as well as other states. The infamous South Bronx area which numerous Presidents have come to see but give little Federal aid looks like the aftermath of an atomic blast. Empty buildings with windows knocked out and graffiti everywhere dot the horizon. All of the commercial building are closed up and abandoned and gangs rule the area. Only the poorest Hispanics and minorities live in or near this area because of cheap rent in depilated buildings

(Table 10- Families below Poverty by County, The Bronx is in the insert in RED, from the 2000 Census)

The families that live in the Bronx live in the one county that compares with all other counties in the US as having the highest rate per capita of poverty.
“Most Bronx children now live in single-parent homes, and almost half of those under four are below the poverty line – many in immigrant families that are new to the Bronx. For the population as a whole, the poverty rate has risen slightly to 30%, while for senior citizens, it has fallen slightly, to just under 20%.
Education levels are also continuing to rise as more of the borough’s population graduates from high school and then completes college. But while two-thirds of the borough’s adults now have at least a high school education, a good indication of a growing skilled labor force, the number of those employed continued to fall throughout the decade.(Bosworth, “First glimpse at Bronx Census Data,” 2002). The children in the Bronx suffer not only from poverty and overcrowded housing, but they also are being brought up by one parent. The chart below shows clearly how from 1960 to 2000 the children under 18 population have dropped drastically from a high of 350,000 in 1960 for two parent families to less than 150,000 two parent families in 2000. The single parent homes have been on a steady increase since 1960, to slightly less than 200,000 in year 2000.

(Table 11- Bronx Kids (under 18) Family Structure –one parent families vs two parent families)
To sum it all up the College of Mount Saint Vincent who was originally an academy run for poor children since 1847 has survived over one hundred and fifty years serving second generation children, below poverty level children, Hispanics and other minorities as a part of it’s tradition. The Sisters of Charity who originally foundedthe academy and who own half of the land where the college is now located has supported this tradition of helping the poor. Supporting the poor and underprivileged students of the Bronx and Yonkers (Westchester) is not without difficulty, however. The college had to merge with Manhattan College in an agreement to allow students from both colleges to cross-enroll for classes at either college in the 1960’s in order to survive.
In the early 1990’s the College of Mount Saint Vincent began to experience difficulties in meeting the new technical revolution of computers and computer driven devices. The faculty was dedicated to teaching but behind in modern methods of teaching using technology such as computers, LCD projectors, internet access and databases.
It was not until Oct. 1, 2000 when the College received a Title V HIS grant for Institutional Improvement did technology instruction for faculty really take hold with individual instruction for 15 professors each year and the installation of 5 smart classrooms each year for a period of five years.
Just recently in the spring of 2003 the Banner corporation began a complete administrative software upgrade both for the College of Mount Saint Vincent and Manhattan College, it’s sister school. This 1.3 million dollar data conversion would take 2-3 years to install. Manhattan College who has 5,000 students would agree to pay 60% of the payments for Banner, and the College of Mount Saint Vincent would pay 40% for this process over three years. The College of Mount Saint Vincent was able to fund their payments through their Title V HIS grant which made the whole process affordable and possible. When the complete database system for both colleges is completed, both colleges will be better able to cross-register and handle student financial aid, college financial services, admissions, Bursar, student services and graduate development offices.

Adobe Photoshop tools for Mr. Melon head.

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Adobe Photoshop 5.0 Tools and Key Strokes for Mr. Melon Head Project

Sample Lesson Plan Adobe Photoshop-Lesson Five.

Adobe Photoshop 5.0/5.5
Project 3 Homework over the vacation period

Download or copy the coyote picture start04.psd from http://www.blackboard.com or your cd-rom Adobe Student Copy under Adobe 5.5 Lesson 4.
Download or copy the 04End.psd to see the final product. When you finish viewing the finished coyote minimize it to the desktop.
Tools to be included in this project, brushes, rubber stamp tool, the smudge tool, the blur and sharpen tools, the dodge, burn and sponge tools The history brush and the art history brush let you paint data from the History palette.
The foreground color is used to paint (see the two boxes foreground and background at the bottom of the tool bar. Also the foreground color is used to fill selections and as a beginning color for gradient fills.
The background color (white by default) appears when you delete pixels in a transparent area of color as the canvas behind a painting.
Put the pointer over the color ramp in the color palette, the eyedropper tool becomes the pointer and click the ramp
Double click the paintbrush and the brushes palette will appear.
You will use the History pallet to remove paint you applied so that you can restore an image to how it looked.
Click the History tab in the History/Actions palette to display the history palette.

Paintbrush tool Creates soft strokes of color
Airbrush tool Applies gradual tones to an image, diffused
Pencil Tool Creates hard edge freehand lines
The History brush Paints with the selection or snapshop
Art History Brush Paints stylized strokes, simulates texture

Setting up the foreground and background Colors

Click the swatches palette tab to bring the palette to the front of its group.
Select a desired foreground color
For Brushes choose a medium sized brush for painting..
To display brushes palette, click Windows, Show Brushes.

Using the Options palette

Double click the paintbrush tool to display the Optionas palette. The default opacity setting in Paintbrush Options palette is 10%
Experiment with the different levels of opacity with the opacity slider in the options palette.

Painting within a selection

You can paint anywhere in a an image simply by not making a selection . Now you can combine
In the toolbox click the Magic Wand tool.
Click within the coyotes body and then hold down shift key to the wand selects
Before you start painting you will need to create a new layer on which to draw.
to open the Layers Palette, choose Window-show layers, click the new layer button at the bottom of the layers palette. To rename the layer, double-click the layer and name it Painting and then click OK.
In the toolbox double click the paintbrush tool to select its Options palette. Click to make sure the opacity setting is 100%.
Use brown paint a few areas within the coyote, but don’t fill in the entire area.
Drag the Opacity slider to about 60%
Select another shade of brown and paint the entire coyote
You can customize the shape and size of the paint brush hotspot in Display and cursors preferences.
CAP LOCK will set a precise cursor and overrides the default brush size option.
Choose VIEW>Hide Edges to hide the selection border.
NOW YOUR ARE GOING TO USE A FILTER
Choose FILTER>BLUR>GAUSSIAN BLUR
Make sure the Preview option is turned on.
Drag the Radius slider to the right. The higher the value the more blurred the colors. Click OK to apply the blur.
Don’t forget to SELECT>DESELECT AFTERWARD
In the Layers palette, drag the Painting layer down to position it below the drawing layer.
Now you can turn off the transparency Checkerboard so you can see the changes made.
Choose File>Preferences>Transparency&Gamut For Grid size chose NONE.
Then click OK.

USING the Pencil TOOL ..hard edged lines

In the toolbox click the Default Colors icon to return to foreground and background colors black and white respectively.
Click the pencil tool in the toolbox to select it.
In the brushes palette, select a small brush from the top row.
Remember Pencils draw only with hard edges.
Drag with the PENCIL tool to close the bottom of the cactus.
Draw another line for the horizon behind the cactus.

Painting with a Watercolor Effect

Next is painting the mountain using the wet edges option of the paintbrush tool.
This option creates a water color effect by building up (darkening) the edges of the brush
Open the dolor picker click the foreground box in the toolbox.
Drag the selection triangle along the color bar to find a color range that appeals to you for painting the mountains. Hint…blue??
The foreground color box shows the color.
Double click the paintbrush tool to display the OPTIONS palette. Turn on the Wet edges option. Set Opacity to 100%.
Click the Brushes palette tab. Select a medium size, soft-edge brush from the middle row.
Paint the mountains.
Feel free to change the colors for the mountains as you paint. You are not limited to one color only.
UNDO the Paintbrush Options palette when you are done and turn off the Wet edges option.
FILE>SAVE to your floppy disk.

Erasing

Click the eraser tool and move the pointer into the image area
In the brushes palette select a small, hard-edged brush from the top row
Drag the eraser tool over any mistakes you made with the painting of the mountains.

The Paint Bucket Tool

Make sure the cactus is a closed figure and use the paint bucket and fill it with color. Hint green. See below:
In the layers palette, make sure that the painting layer is the active layer.
Double-click the Lasso tool to display the Options palette.
Enter a value of 3 in the FEATHER text box.
Draw a rough selection around the Cactus.
Close the line with the starting line (closed figure)
Click the paint bucket.
In the swatches palette, select a light green color
Click inside the Cactus by clicking the paint bucket.
Chose SELECT>DESELECT to undo the paint bucket.

Custom Brushes

Select paintbrush tool.
Choose load brushes from brushes palette menu.
Now get the Assorted.abr file which comes with the project
Click Open for the file and add the custom Brushes Palette.
For reference these assorted brushes are located in Photoshop subdirectory under Goodies/brushes.
In the eighth row of the Brushes palette, click the far right brush to select the texture brush
In the Swatches palette. Select a light green or yellow color to add texture.
Use the brush tool, click inside the cactus to add texture.
To complete the cactus you will now add spines.
In the toolbox, click the default colors icon and return to the foreground color default black.
In the brushes palette, click to select the 4th brush in the 9th row, a spiny shaped brush.
Click at the edges of the cactus to add prickles
Choose Select>Deselect…don’t forget to undo the tool

Airbrushing and Smudging

Painting the clouds using the airbrush tool.
Be careful, the slower you drag the brush the darker it becomes.
The default pressure is 50%
You can choose a color by sampling or by choice.
Make sure the Painting Layer is the active layer so you can paint without affecting the drawing.
In the brushes palette select a small soft-edged brush from the 2nd row.
Double-click the AirBrush tool to bring up the Options palette and check to see the default pressure is set for 50%.
In the swatches palette, click a gray swatch and paint a portion of the clouds using the airbrush. No problem if you go outside the outlines. You can correct it later.
Sample color from the border of the image to add color for the clouds.
With the airbrush tool still selected Hold down the Alternate Key and the pointer becomes an eyedropper.
Click the eyedropper in the green border to sample the green color and make it a new foreground color.
Release Alternate/Option this returns you to the airbrush again. Continue painting.
Before you select another color, save the green color in the Swatches palette.
Click the Swatches palette tab. Position the pointer in the blank area at the bottom of the swatches palette. The pointer becomes a paint bucket.
Click the paint bucket in the blank area and the green color is added to the swatches palette.
Use the Smudge tool- located under the blur tool .
In the brushes palette. Select a smaller soft brush from the 2nd row.
Drag the tool in the clouds to create swirls.
The Smudge tool uses a default Opacity of 50%. You can increase the opacity to make the effect more pronounced.
Yes, don’t forget FILE>SAVE.

Creating Gradients

Explanation of Gradients…The gradient tools let you apply a gradual transition between multiple colors. The gradient pull-out menu in the toolbox includes five different tools. You sue the radial gradient to apply a gradient to the sun that shades concentrically from starting point to ending point.

Double check…are you in the Painting Layer in the Layers Palette? If not make sure you are.
Use the Zoom tool drag over the sun to zoom in.
Select Ellipse marquee tool and double click to display the Options palette.
To fill only part of the image you must select the desires area first, otherwise the gradient fill will be applied to the entire active layer. OOOps.
In the Marquee options palette, enter a value of 2 in the Feather text box. Feathering will blur the edges of a selection.
Hold down the Alternate key and drag from the center point of the sun to the outside edge to create a circular selection.
Select the Radial Gradient Options palette, Select Orange,Yellow, Orange from the gradient Pop-up Menu. Set Opacity to 50% or 60%.
In the image, drag from the center of the Sun to the outside edge to appy the gradient.
Remember Select >Deselect. Double click the zoom tool to zoom out of the image.
File, Save

Painting with Gradients and Modes

Make sure the Painting layer is active. Also make sure the Preserve Transparency option is off.
Select the rectangular marquee tool from the horizontal line to the top of the image.
Now you can apply a gradient to the sky.
In the toolbox position the pointer on the radial gradient tool and drag to the right to select the LINEAR gradient tool. This tool blends from the starting to the ending point in a straight line.
In the Gradient Tool Options palette for Gradient …Select Foreground to Background.
At the bottom of the Gradient palette is sample. You can change the opacity to 80% or 90%.
Select Violet, Green, Orange from the Gradient pop-up menu. Make sure that Transparency, Dither, and Reverse are deselected.
Using the gradient tool, drag downward from the top of the image to the horizontal line to apply the linear gradient.
The gradient will be applied on top of the cactus and mountains saturating them with color.
You can UNDO the gradient so you can see what happens when you reverse the order of colors.
Choose Edit>Undo UNDO to undo the gradient
In the Gradient options palette select an opacity of 60% and select the Reverse Option to reverse the order in which the colors are applied from orange to green, and then to violet.
Choose Edit>Undo
In the linear Gradient Options Palette, choose Behind from the mode menu. In the Behind mode, paint is applied only to the transparent part of a layer to give the appearance of painting behind existing objects. The MODE works only in layers with the Preserve Transparency off.
Using the gradient tool, drag from the top of the image downward to the horizontal line. Now the gradient appears behind the mountains and cactus for a more realistic sky.

Painting with Texture

This is the last thing to do and that is paint the desert floor behind the existing fill and gradients.

Make sure the painting layer is still active
Use the rectangular marquee and drag it to cover the desert floor.
In the swatches palette, select a light brown or tan color for the desert sand.
In the Paintbrush Options Palette, choose BEHIND from the palette’s mode menu.
Select the Paintbrush tool in the toolbox, in the brushes palette select a large brush from the second row.
Drag to paint in the desert floor
Choose Select>Deselect
File>Save

Sample Lesson plan 2 for Adobe Photoshop curriculum

by Dr. Pelham Mead Ed.D.

Adobe Photoshop 5.0 Session II -Assignments

Your password to http://www.blackboard.com has been assigned by Dr. Mead. e-mail him or ask in class what your password is to gain access.

The second week we will be using two scanners which will take some time and a third station will be working with a digital camera and saving the .jpg pictures on your floppy disk. This will take a considerable amount of time, so as each student rotates around from one of the scanners to their own computer, the following work needs to be done on Adobe Photoshop:

Scan and crop at least 5-10 pictures
and lighten them if necessary.
Dr. Mead is going to come around and work individually with every student in the class and help each adult with the assignments.
Go back to the orange Rose picture on the cd-rom and color in the petals, save to your floppy.
Using the Lasso took, cut out the Lillypicture, loaded on this site or get it off the cd-rom or a floppy in class.
move the lilly to another frame and fill in the background with black using the paint can icon. Remember to click the bent arrow to change the front and background color squares.
5.If you have a personal picture that has something distracting in the background try to color it out by enlarging the picture, select the brush and shape and color and carefully color out the distraction. Be careful to match the color by eye or use the eye dropper to sample the color of the background object.
Please save all your pictures so you can show them next week to Dr. Mead. Some pictures can be sent to Dr. Mead via e-mail to save time in class if you have e-mail.

Make sure you are comfortable with the lasso tool, the marquee tool, the magic wand and the pick tool (move tool) since these tools will be used Week Three for the Mr. Melonhead project.

If you have the textbook or otherwise read the instructions at home about the Mr. Melonhead project so You are familiar with what is being done. Look at the completed picture in the book. The completed picture has been removed from the cd-rom in class but it will be shown on the screen during the entire class so you can see what you have to create.

Bring pictures pre-scanned in the future or on cd-rom to save class scanning time. We will not be able to have everyone scan every week or we will never get anything done, so what ever you can do in advance to get your pictures saved digitally at home in .gif format or .jpg format compressed.

Any questions at home…e-mail Dr. Mead.. drpeliii@aol.com

Orange Rose Picture Magnify the picture, and use the paint brush to color in petals Save as a .jpg and export as a Gif
Bear Mountain Picture Use the crop tool and crop out the black line on the right Save as a .jpg and export as a .gif also.
Iona Island Picture Crop out the bushes, darken the sky Export as a .gif
Orange Frog Using the Lasso tool, outline and move Ctrl.key and mouseRemember to create a second picture to move the Frog . Save as a .jpg
10 Personal PicturesScan at least 2-5 picsBring the rest in on cd-rom or computer disk. Crop, lighten or darken, and remove any spots with paint brush. Edit our distracting objects or background. Export as .gif
Print ONE only in color if time allows. Color printer prints very slow so don’t wait till the last 30 minutes to print.
Yellow Lily picture Create a blank box first, then Lasso practice, outline and move ctrl. Key and Hold mouse button. Save as a .jpg
Yellow Lily of the fields Once you move the lily color the background any color and hold down the Alt. Key and the left mouse button and a copy of the lily will be created. Create a field of lilies. Save as a .jpg and export as a .gif
Practice Use of Lasso and marquee tools on Personal pictures.
Try to finish all these assigments Today Session II
Session Three– Mr. Melonhead project-Mar.31st See Lab Manual Instructions Print out in color the final product

Original Adobe Photoshop Course at BOCES NYACK

written by Dr. Pelham Mead, Ed.D.

This is the original BOCES Course I wrote and taught back in the summer of 1999 in Nyack, New York. The course was intended for Beginner Adults. I used some of Adobe’s Tutorial and inserted my own photos and methods to make the process of learning Adobe Photoshop easier. The Adobe pictures and lessons are copyrighted and cannot be published in a formal manner without their approval. This was only produced as a Curriculum guide for this Class of students and never professional produced.

Project Rose- Cutting an outline and transferring it.

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