POSTER SESSION COLLECTION Faculty In - Service Fall 2022
Stacy Stacy.brock@mstc.eduBrock
Sample
How does this work? While students provide different services on the salon floor, they can use their service procedure cards as a reference. This allows for accurate services and the ability for our students to focus more on providing a great services rather than trying to remember the service. These cards also keep our program services consistent and accurate as we rotate different cohorts on the salon floor. To my Team: Our program would not be what it is today without all your hard work and dedication. I don’t know a team that works harder or a team that is more invested as all of you! Thank you ALL for teaching with your whole heart and ensuring our students are always getting the very best!! Procedure Card
Service Procedure Cards
Meet the Cosmetology/ Barbering Team
Read it, write it, learn it! Procedure Cards
“Success is best when it’s shared” Howard Schultz Pictured below from left to right: Riley Denny part time, Josie Stoflet full time, Christy Hoffman part time, Stacy Brock full time and Hollie Van De Loop part time. Instructors not pictured below: Lindsay Martini part time, Becca Babcock part time and Lynn Vollert part time Our students were struggling with remembering all the steps in every service. So, the idea of the “Service Procedure Card” was developed. The purpose of this card was to help the students remember all the proper steps as well as little reminders needed during any service they may be providing while on the salon floor.
Why this works!
Reading and understanding all service procedures starts in the classroom. Within the first semester while our students are in the classroom, we introduce over 40 different services they will need to remember and perform on clients!
During the introduction of these services in the classroom we display the step by step procedure for the students to read and write it on an index card. While the students are recording the steps, we have the opportunity to discuss each step, in detail, allowing students to add helpful tips and hints to their cards. Provides students with confidence Helps students stay organized Keeps students focused and doing only the steps needed Serves as a tool for studying Gives students a “talking piece” to further educate their clients on the service they are providing Helps students with anxiety Helps transfer and returning students from forgetting service procedures Serves as a quick reference while students enter the industry Ensures consistency with all services throughout the program
The advantage of using Craigslist, versus Facebook Groups, is that the advertisements are readily accessible using an unprotected hyperlink or by downloading the sale notice as a PDF for distribution in the classroom. Since listings are always changing on Craigslist, you can pick new items on a regular basis so that the activity doesn’t become stale.
Kelly Soczka Steidinger, M.A.
Communication & Behavioral Science Teams
Purpose of Learning Activity
What makes this activity fun?
Activity Synopsis Aristotle’s Rhetorical Proofs
The purpose of this learning activity is to have students practice integrating Aristotle’s Rhetorical Proofs into their persuasive writing or speaking. The activity could be used in Communication, English, Marketing, Professional Selling, or other courses that teach persuasive techniques. Aristotle proposed three methods of persuasion that writers and speakers can use to more effectively persuade their audiences termed Ethos, Pathos, and Logos. Rapp (2020) states “Persuasion comes about either through the character (êthos) of the speaker, the emotional state (pathos) of the hearer, or the argument (logos) itself” (para. 5). In face to face or virtual web conference classrooms, students are split into groups of 3 to 5 students. Each group is given a different Craigslist object that is “for sale” and told to either revise the current advertisement to incorporate Ethos, Pathos, and Logos or to start from scratch and construct a new listing using the rhetorical proofs. Groups are also told that the exercise is a competition with the instructor as the subjective judge. The judge is looking for the correct use of the proofs, use of creative language, and exceptional oration skills when reading their new paragraph to the class. This activity can also be executed in an online course using a Padlet or discussion board where students pick their own items to resell. Students love both the contest nature of the exercise and the unique items they need to sell. In the past, students have had to sell a wire basket, poker chips, Christmas Wreaths, a homemade Green Bay Packer clock, and other items displayed on this poster. Students really enjoy the opportunity to be creative, zany, and competitive! References Rapp, C. (2022). Aristotle’s rhetoric , Trans.). https://plato.stanford.edu/archives/ spr2022/entries/aristotle Aristotle, ca. 350 B.C.E) Why Craigslist?
Craigslist Communication Competition
What is the Firehouse Kitchen Table?
Currently the faculty team lead, and lead instructor for the Fire Protection Technician, Firefighter Technician, and Emergency Services Management programs. I have been a faculty member with Mid State since 2016. I am also the interim Training and Safety Officer for De Pere Fire Rescue
Firehouse Kitchen Table
Why use an open discussion forum?
Brandon Hageman, Mid-State, brandon.hageman@mstc.edu
Brandon Hageman Where and when is it used?
TheDepartment.Firehouse Kitchen Table idea started when I incorporated something I saw during my own coursework, the virtual coffee shop. Similar to how you might be able to picture a coffee shop, any firefighter knows exactly what the kitchen table means to the culture of the fire service. In the physical world of their chosen profession, it is a place where the day begins and ends, a place where formal and informal lessons take place, and a place for meals and bonding with your crew. It is often said, it is where all of the world’s problems are solved. The Firehouse Kitchen Table lives in the Learning Plans area of all of my courses, whether online or face to face. Students know where to find it, and know that it will never move. It is a great place to chat with classmates and the course instructor on any topic or question related to the Icourse.canalso add articles or recent event discussions that don’t exactly fit the lesson plan or topic of the Thereweek.are several benefits to the use of an open discussion forum. The first and main reason is that everyone in the course gets to see when someone asks a question, and what the answer is which often doesn’t happen when communication is only between one student and the instructor in an email. We know that if one student has a question, it is likely that another has the same question. Students can search the discussion forum for answers prior to sending an email or posting their own thread. Think of it as the virtual version of raising your hand in class to ask a general question. The second is learner engagement. Students are encouraged to answer classmate’s questions if they know the answer, or add their own thoughts and idea to contribute something else posted. They can even subscribe to the forum and get notified by email every time someone posts in it.
Drawing by Zack Newton @zack_newton
We tested some event ideas in the Spring semester of 2022, but our real test of this method comes in the Fall semester as we require this in all second year classes. Students must complete 6 different assignments from at least 3 of 6 available categories. Students then write up a small lessons learned about the topic selected and provide proof of completing the assignment. For example, a student may decide to go to the “Cyber Deception Event” on campus. They attend, sign in with an instructor at the event and then write up 1 3 pharagraphs about what they learned and what next steps they may take based on completing the activity. We hosted many events on campus in the evening. Our events were broad and inviting: including board gaming nights and professional speakers with community networking Students that attended these events stayed well after the event ended. They built relationships in the community, and most importantly gained valuable knowledge through active discussion. One student even ended up getting a job through one of the events hosted. Engagement
Student
Increased
Grade 6 CategoryChoices Daily Doubles 3 MandatoryCategoriesPapersWhiteNewsletters News VideosYouTubeMovies Media EmploymentScholarship Other On Campus… After Hours
Pro Points Matt Meis, matt.meis@mstc.edu Who Where and When What AcknowledgementsWhyThe IT Instructors Thank you to campus admins, deans and assistants that helped us put together these events, build marketing materials and reserve space on campus. We also were able to pay for event snacks and expenses through our club budget EdContinuingConferences Events VolunteerClubs Orgs LinkedInNetworking Pro
Our goal was to get students actively engaged in their education outside the classroom. We wanted students to build employability skills, their personal networks and additional soft skills that they didn’t practice as regularly in the classroom. We built the Professional (Pro) Points program to give students credit for those “extra opportunities” that we announce in class and encourage participation in. Class Jason Stroik, Brent Presley, Brian Krause, and Matt Meis. Inspiration from UWSP Business department and Ben Nusz. 10% of Class
Measure and Provide Employability Skills Outside
Learning Menus
What are Learning Menus?
Use & Results
IT’S ALL ABOUT CHOICE! Learning menus (aka choice boards) are a form of DIFFERENTIATED LEARNING that gives students a menu or CHOICE of learning activities. Learning menus and choice boards can be created in a variety of styles and mediums. They’ve been around for a long time and originated in a static, paper format. But with digital tools, we can bring the menus to life with INTERACTIVITY and hyperlinks. Menus can be a simple list, a tic tac toe or bingo style game, or get as CREATIVE and intricate as you like. Choice Boards enhance STUDENT MOTIVATION and ENGAGEMENT in the classroom while using differentiated instruction to PROMOTE LEARNING.
Desiah Melby, Communication Instructor
Why use Learning Menus?
Since learning menus are so flexible, they can easily be created and adapted for just about any subject area. Any instructor can make use of this STUDENT CENTERED strategy. They are a great way to bring many resources into a single menu (see café menu) and ENHANCE CLASSROOM DISCUSSION. They offer additional resources for students who like to EXTEND LEARNING. Learning Menus can also offer MULTIMODAL options for DIFFERENT LEARNING STYLES leading to INCREASED ENGAGEMENT. Learning Menus offer many ways for students to DEMONSTRATE KNOWLEDGE AND MASTERY. They are great to increase EQUITIBILITY in the classroom. I launched Learning Menus in Speech and Technical Reporting during second semester last year (2021 2022). The student feedback was overwhelmingly positive. Students reported enjoying all the choices and access to additional supporting learning materials. This reduced visual clutter in Blackboard and made sure that students knew where all the supporting learning materials were located. I'm really excited about the impact this had on my teaching and on student learning and plan to create these for discussion boards my upcoming classes/units. Next year I will add them to Children’s Lit and Contemporary World Lit. Sample Learning Menus from the new Children’s Literature Class
From : https://www.researchgate.net/publication/229051785_Learning_roadmap_studio_new_approaches_and_strategies_for_efficient_learni ng_and_training_processes
I launched Learning Road Maps in English Composition 1, Speech, and Technical Reporting during second semester last year (2021 2022). The student feedback was overwhelmingly positive. Students reported having significantly easier access to all the steps in the learning process. They were also able to work ahead or catch up more quickly. This reduced visual clutter in Blackboard and made sure that students knew where all the supporting learning materials were located. I'm really excited about the impact this had on my teaching and on student learning and plan to create these for all my upcoming classes/units. I sent these along to the dual credit instructors for use at the high school level as well in hopes that it will simplify the communication process with the High School instructors.
Results Learning Road maps are a great visual way to organize unit content. They allow the instructor to VISUALLY SCAFFOLD all the assignments, rubrics, examples, resources, and review materials on a single document. This empowers students to SELF PACE, DIFFERENTIATE, and EASILY ACCESS materials supporting STUDENT OWNERSHIP over the learning process. This also facilitates ABSENCE LEARNING RECOVERY for students who miss class. “At its core is the concept of “learning roadmaps” that act upon two fundamental axes: education and learning. For the teachers, it aims at becoming a self supporting tool that stimulates the organization and management of the course materials (lectures, presentations, multimedia content, and evaluation materials, amongst others). For the students, the learning road map aims at promoting self study and asynchronous supervised study, endowing the pupil with the capabilities to find the relevant information and to capture the concepts in the study materials. The outcome is a stimulating learning process together with an organized management of those materials.”
Sample Learning Roadmap from English Composition
Desiah Melby, Communication Instructor
UseWhatWhy&
Learning Road Maps
Use of Google Slides as Landing Page for Students Megan M. Kundinger, General Education- Natural Science Megan M. Kundinger Where and when?AcknowledgementsWhat?Why? I am a Natural Science Instructor in the General Education/ Liberal Arts Department, where I teach Applied Microbiology, Microbiology, General Biology, and General Chemistry. • “One Stop Shop” for links & resources for students. • Place to post lab results and data for hybrid students. A virtual laboratory was created in Google Slides to showcase links to the textbook, TEAMS, MSDS, laboratory results/data, and course-specific resources. The embedded slide appears at the top of the list of learning plans to serve as a landing page for students. Thank you to the Natural Science and General Education Departments. • Students appreciate having a landing page • Easily updated with “live synching” • Great place for remedial videos/activities Microbiology Course Landing Page Biology Course Landing Page Chemistry Course Landing Page Google Slide Landing Pages in Natural Science Courses.
Supporting
Tomorrow
about
Carrie Jarosinski, HWP Faculty; Seasoned Dual Credit Faculty, New Dual Credit Faculty, Dual Credit Students, Mid State Health and Wellness Promotion (HWP) Students Ensuring quality instruction for dual credit students and informing dual credit students about Mid State programming is a responsibility of faculty. This includes sharing resources and meeting with dual credit faculty, classroom outreach to dual c redit students and collaborating with Mid State dual credit staff. Stepping “outside the box”
Academic
Student
Mid-State & Dual Credit Faculty, Staff, Students Year 2021-22 Dual Credit Successes Engagement and Experiential Learning Acknowledgements
Supporting Dual Credit Success Dr. Carrie L Carrie.Jarosinski@mstc.eduJarosinski
Mid State Health and Wellness Promotion Students River Dual Credit High School
painting
The innovative strategy I leveraged to meet these expectations is two fold. The first is connecting seasoned dual credit faculty from one district high school to new faculty at a different high school in an informal mentorship and idea sharing capacity. The second is inviting and including dual credit students to a HWP program promotional community event. In fall of 2021 I began connecting seasoned and new dual credit faculty for the informal mentorship. This garnered very positive responses from both seasoned and new faculty. Idea sharing commenced in both directions. Relationships were strengthened both amongst dual credit faculty as well as with Mid State dual credit faculty and staff. Working off these strengthened relationships I was able to secure participation from dual credit students for an “Empty Bowls” event where we promoted wellness concepts, supported local food systems, and promoted the program. Dual Credit students learned from current HWP students about the health concepts we were teaching, but also about the HWP program at Mid State and what it is like to be a Mid State student.
CommunityStudentsmembers bowls learning health and wellness concepts
and
Support received from Mid State dual credit staff to facilitate meetings, conversations, the community event and other supports. Funding for Empty Bowls event was awarded by the Central Wisconsin Community Foundation. Three new dual credit faculty were paired with seasoned faculty. Classroom activity ideas were shared as well as content conversion and delivery from online to in person classroom ideas. All offered positive feedback about the experience. Three HWP students and three dual credit students participated in the community event. HWP and Dual Credit students earned extra credit and had the opportunity to practice hands on HWP teaching to the community. We served over 100 community members during the event.
My courses are 100% online, so I work hard to make my interactions and getting to know my students very intentional and personal. At the start of each term, students provide information about themselves in the introduction posts; I often get students who will email me privately to share additional insight about them. Each term, I create/update a spreadsheet identifying the following categories • Student: First and Last Name • Year/Term: 1st or 2nd year student • Courses: List all courses I have with them • Accommodations: • About: What the student has shared with me • Email Communication: Brief description of any 1:1 email communication • Blackboard: Identity any discussion posts of theirs I have replied to or participated in • Civitas Alert: Topic and Date • Dropped: Yes/No • Dropped Date: This Excel spreadsheet is always open as I continue to add to it Noteoften. to Self… Julie Larsen, RHIA, CCS, CDIP Health Information Management & Medical Coder Program Director & Instructor Julie.Larsen@mstc.edu Julie TikTokLarsenobsessed, insomniac extraordinaire, Strong believer Excel can fix anything Note to OutcomeSelf…&ExamplesThisletsmecommunicate with students personally, helping me get to know them outside of the class and seeing if there are any blind spots, I am missing that may explain their work (good/bad) all in one document. AExample:student mentioned they lost someone to cancer (add this to my “About”); during the holidays, I may send a personal email to the student checking in and seeing how they are doing. Acknowledgments THANK YOU Angie Voight, for always helping me and always being YOU.
***If (at least) half the class participates in the discussion EVERYONE will get a point on the assignment.
The rules for participation If you had the correct answer:
• What helped you get to the correct answer (readings, website, lecture notes, etc.)
Acknowledgments
Julie Larsen
A student sent me an email defending their answer to a particular question. They provided a rationalization and additional information to support their response. However, the students had missed an essential rule, so their answer was still incorrect. I replied to the student and indicated I understood their thought process and appreciated them taking the time to garner furthe r clarification. I wanted to open this up to the class to discuss.
Self proclaimed NERD, obsessed with cows, and lover of OneNote.
THANK YOU Academic & Professional Excellence Team (APEX), for the continued support, encouragement, and ideas!!!
Julie.Larsen@mstc.edu
Student Seeks Clarification on Assignment Question
• Explain how you obtained your answer If you had the incorrect answer:
Open Discussion. Outcome
• More than half the students participated each time I provided this opportunity.
• Students commented this it was beneficial to share thought processes and learn from each other.
Open Class Forum – Extra Point
• Do you understand where you went wrong and explain?
• Best back and forth discussions for this 1 point compared to discussion posts worth 5.
I created an announcement in Blackboard and explained I had received some feedback on a particular question in the latest assignment. I told the students I would post the question and the correct answer in Open Class Forum (OCF), and I wanted peop le to join the conversation. I explained if they got the question “right/wrong,” this discussion was open to everyone.
Open Class Forum Open Discussion
Julie Larsen, RHIA, CCS, CDIP Health Information Management & Medical Coder Program Director & Instructor
Objective Communicate Effectively In the Health Information & Medical Coding field, 99% of our communication happens via email; learning to communicate effectively and obtaining the skill necessary to defend your work appropriately and explain your thought process is essential.
• Do you still think your answer is better and explain?
Goal 2 : Students learn disadvantages of using government data.
WhyWhatWhoGoals
This project takes place in my Introduction to Sociology course. It allows students to roll up their sleeves and apply secondary research analysis skills by looking at data from the United States Department of Labor, Bureau of Labor Statistics. Using Table 39: Median weekly earnings of full time wage and salary workers by detailed occupation and sex, students investigate the differences in weekly earnings between men and women. Students then discuss disadvantages with secondary data analysis and possible reasons for the persistent wage gap between men and women.
Assessment 2 : Ask students through class discussion questions to describe any disadvantages from using government collected secondary data in comparison to other research methods.
Goal 3 : Students will analyze the data, thinking about explanations for pay differences. Assessment 3 : Students should describe sociological reasons for pay differences in class discussions or through a written reflection. Instructor wraps up assessment through a discussion of reasons for the pay gap such as the child penalty. Photo This is a great activity to get students to analyze and think about secondary data and gender issues. I prefer using this hands on activity to talk about the gender pay gap rather than lecturing to students about gender issues, especially if based off my gender students may feel I’m being biased (I’m a woman discussing lower pay).
Assessment 1 : Students fill out a table based on The United States Bureau of Labor Statistics data. They note which occupations are male or female dominated, the average weekly pay difference, and if men or women tend to earn more per week.
Hands-on Gender Pay Gap Activity
Michelle Peria , Instructor of Social Sciences at MSTC since 2018. My office is on the Stevens Point Campus. I teach Introduction to Sociology, Introduction to Diversity Studies, and new this Fall 2022, Marriage and the Family. Chances are I have some of your students in one of my classrooms!
Michelle.peria@mstc.edu
Goal 1 : Students learn the pay gap between men and women by occupation.
A ccounting
Project is a capstone project for my Cost and Managerial Accounting class. The project is introduced mid semester and it is due at the end of the semester. Students have seven weeks to reflect, complete, and submit the project. The students are creating a unique fictitious manufacturing business. Each student describes in detail about their company such as what they manufacture, where they are located, and what is the composition of their labor force.
Susan.Strautmann@mstc.eduProject
Cost Accounting
and Why
What and When Susan Strautmann. I’ve been a full time Accounting Instructor at Mid State since 2015 and previous to 2015 an adjunct Accounting Instructor for over four years. I teach many of the accounting classes in the Accounting Program at Mid State; Accounting 1, Cost and Managerial Accounting, Managerial Finance, QuickBooks Applications, Accounting Capstone, and Accounting TheInternship.CostAccounting
End of period financial statements are created by the student for their business. Each financial statement must make sense for a manufacturing business in amounts, structure, and the accounts being used.
WhoMyGoal
Unique Manufacturing Businesses Created by Students Candles R Us Candle manufacturing business Ashley Lucky’s Corner – Adult novelty manufacturing company – Brandie Famiglia Winery Manufacturing wine Casey Shauna’s Surfboard Shack Manufactures surf boards Shauna MBK Equestrian Supplies – Manufactures horse saddles and bridles Michelle Kaiteku Furniture Company – Furniture manufacturing – Jacob On a Roll – Paper Converting Company – Jennifer Big Vallie Machetes Manufacturing machetes - Joe I switched to this project for the Cost and Managerial Accounting class in the Fall of 2020. Previously, the project for my class was calculating standard cost, standard uses, and standard price for a potato chip manufacturer. My main reasons for the change was to encourage students to put into practice what they learn and to be creative. Also, even though I used different names, products, and amounts from the original on the previous project I found the solution for that project out on Chegg.
The current cost accounting project is excellent for encouraging students to think “outside of the box.” Students demonstrate creativity when they create their own fictitious manufacturing company along with the year end financial statements specific with accounts used by a manufacturing company. Student knowledge learned in class is communicated through the completion of this project. Since each student project is unique and original, it cannot be obtained from other sources.
WhoWhere and when WhyWhatAcknowledgements
No Questions Asked Coupon (NQA)
Jill Przekurat has been teaching at Mid State Technical College since 2016. Her background includes a MS in Education and a BS in Early Childhood Education. She holds a PK 3 DPI Teaching License and is an approved Wisconsin Pyramid Model trainer.
This idea was developed by Pat Markenson, retired ECE instructor at Mid State Technical College. Some students will avoid class or the instructor because an assignment is missing. Now the students say that they are using the coupon and attend class. The instructor can remind the student to turn in an assignment and use the coupon.
The No Questions Asked Coupon ( NQA) is a simple method to provide students with an opportunity to turn in an assignment late without having to provide an explanation. No points are deducted, and the assignment is graded as if it was turned in on time. The student have up to 3 weeks to turn in an assignment or by the expiration date.
Students are provided one NQA coupon for each ECE class . An expiration date is set before the end of the semester and is indicated on the syllabus/class schedule and blackboard. Typically, this is before a large assignment is due. There are limitations to the use of the coupon. The student may not use the coupon when planning lesson plans at the practicum site or tests. The instructor keeps track of the use of the coupon by creating a column on blackboard. The coupon is used or not used. It is not a graded assignment. In the text box in gradebook the instructor can track which assignment used the coupon. When using the coupon to turn in an assignment online, the student simply states in the comment box that they are using the NQA coupon. We stress to the students to use the coupon for a large point assignment, rather than a small points assignment.
Sample form No Questions Asked Coupon
April Hartjes, MS and Jill Przekurat, MS
April Hartjes has been teaching at Mid State Technical College since 2013. Her background includes, MS in Education, BS, Special Education, BS in Human Development, BA in Humanistic Studies and a Special Education DPI Teaching License.
IT Software Developer Brent Presley, Jason Stroik projectresults Our Advisory Board has charged us with improving Communication Skills in our learners We have found the Peer Evaluation process to be a perfect tool for this BAc KGrouND In our four team based classes, the importance of Good Communication is highlighted from the beginning Teams work together on semester long projects which require demonstration of these skills The Advisory Board loves these results Graduates from our program interview more effectively and are hired quickly Since beginning this focus on Communication Skills, we have seen a significant improvement in the ability of our learners to work together in a team based environment Learners come away with a deeper understanding of themselves and of others, forming tighter bonds and achieving greater success Near the end of each class, learners develop a Peer Evaluation for themselves and each of their teammates Instructors evaluate each learner’s comments After completing Peer Evaluations, teams have a meeting with the instructor to discuss the Evaluations steps Our conclusion is that using the Peer Evaluation process to target Communication Skills has been successful EvaluationPeer Evaluate Self Evaluate Team Members InstructorFeedback Professionalism Language Tone MeetingTeam Discuss Evaluations Instructor Guided Face -to-Face During this meeting, students are held accountable for their evaluation comments, as well as for their reaction to the comments about them from other team members
In 2022, the finalists and winners were published in Mid-State’s first digital and print literary journal. The community reading took place on Thursday, April 14th, in the Community Engagement Room on the Stevens Point Campus, with 50 attendees
The digital journal will be released to students on the Student Life Facebook page this fall.
Write on the Money Literary Journal
Jill Quinn, Kelly Steidinger, Desiah Melby, Abby Ferrell
The winning students are also invited to read from their works.
Write on the Money began as a college-wide student writing contest in 2017.
Mid-State Communication Instructors Who Where and when What WhyAcknowledgements
Print copies of the literary journal will be available to read in the LiNK on each campus and will be used in English Composition 1 classrooms as an Open Education Resource.
To showcase the high level of writing many Mid State students achieve To provide students an opportunity to engage with professional writers on campus To promote writing in the classroom with a student-centered, high-interest resource Contest judge Matt Cashion reads from his novel, Our 13th Divorce.
The contest is judged by regional writers who visit campus for a community reading and discussion.
We would like to thank the EDC for funding the print magazine through a mini- grant, marketing for the cover design and promotion of the contest, Digicopy for help in design of the print magazine, Jon Steele for selecting the research paper finalists, and Suzanne Rathe and the college administration for their support.
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EMT student Chelsie Pickle reads from her winning essay. Accounting student and research paper winner Makhaila Walker with judges Jeff Snowbarger and Matt Cashion.
Prior visiting writers: Bill Berry, Banning DDT: How Citizen Activists in Wisconsin Led the Way; Alan Haney , Laughing in the Wilderness , Jerry Apps , Simple Things: Lessons from the Family Farm ; David McGlynn, One Day You’ll Thank Me.
