Edward B. Nuhfer, Director

This is a 6-day program with two evenings in it. In addition to Colorado faculty we've had attendants from most of the "lower 48" Canada, Japan, the West Indies and Alaska, and institutions from the most prestigious ivy-league universities to the smallest of local business or junior colleges. In 1994 we met requests to take Boot Camp "on-the road" and did programs at Western State College in Gunnision and Illinois State University in Normal. We ceased Boot Camp in 1996 and 1997, not because of lack of desire or demand, but because we had to concentrate on technology training for CU faculty as result of large grants we received and their accompanying obligations. We are still providing technology training in 1998, but the outcomes from Boot Camp were so wonderful and our desire was so strong that we could not let a third year go past without the program.

The Boot Camp program differs from a convention in four important ways: (1) we help attendants to define and reach their own aspirations, which makes this a program that is integrated around the individual rather than one of individuals being integrated around an agenda; (2) the program is designed to build an integrated system wherein varied practices and new skills are always evaluated and integrated within the context of the participant's own philosophy of scholarship and teaching; (3) we make certain that people can prepare materials for their own classes at the workshop site and (4) we provide well-indexed primary references so that faculty will later have ready access to these in their office. This integration yields a final result which is more valuable to an individual than accumulating a collection of good practices that might be gained in excellent, but non-integrated, workshops.

We reserve computer labs (both Mac & PC) at the host site where attendants have brief assignments to prepare materials for their own classes based upon the day's workshops. They then, of course, save these lessons on disk and take them with them when they leave the workshop.

The notes furnished in this course are proprietary. It is our intent to produce a book based on the workshop sessions, and the bound notes are our first steps in that direction. The texts we provide are solid and varied. Texts we furnished in the 1995 camp are as follows:

Angelo, T. A., and Cross, K. P., 1993, Classroom Assessment Techniques (2nd ed.): San Francisco, Jossey-Bass, 427 p.

Barry, L., 1989, The Busy Prof's Travel Guide to Writing Across the Curriculum: La Grande, OR, Eastern OR State College, 73 p.

Davis, B. G., 1993, Tools for Teaching: San Francisco, Jossey-Bass, 429 p.

Ellis, D., 1994, Becoming a Master Student (7th ed.): Rapid City, SD, Houghton-Mifflin, 378 p.

Johnson, D. W., Johnson, R. T., and Smith, K. A., 1991, Active Learning: Cooperation in the College Classroom: Edina, MN, Interaction Book Co., pages not numbered.

Nuhfer, E. B., and others, 1990-1995, A Handbook for Student Management Teams: Denver, CO, Univ. of CO at Denver, 50 p.

Seldin, P., and others, 1993, Successful Use of Teaching Portfolios: Bolton, MA, Anker Publishing, 212 p.

Those registered for the optional workshop on videotaping and consultation receive.

Lewis, K. G., ed., 1988, Face to Face: Stillwater, OK, New Forums Press, 253 p.

The approach seems to work. At every workshop we held last year, we had veterans of more than fifteen years of teaching telling us that it was the most valuable workshop they'd ever attended. Obviously that makes us feel very good. We usually use about 10 instructors for the week in Denver and 6 for programs done on-the-road with additional instructors coming from the host institution.