By now, your student should have completed the Free Application for Federal Student Aid (FAFSA.)  The FAFSA is the only application for financial aid required by Penn State York.  It is the application for federal, state, and University aid, so it is strongly recommended that you file.  If you have not completed it, you should probably work on it today.

You may be wondering, so what happens after I file the FAFSA? Your FAFSA data is processed by the Department of Education’s Central Processing Service and the information is sent to the colleges listed on the application.  Students will receive an email from the federal processor containing a secure link to access the Student Aid Report (SAR) online.  Students and parents should check the SAR for accuracy since this is the information that Penn State is going to use to process your financial aid award.

In late March, new incoming students who have applied for aid will receive an email notification that their student aid summary is ready to review. This summary will be a list of financial aid resources the student is estimated to receive, based on the FAFSA that was submitted.  The aid summary will also include estimated billable costs, but the actual tuition and fees amount will not be available until July.

Starting in April, the Office of Student Aid will start the FAFSA verification process.   You will be notified by the Office of Student Aid if you have been selected and what information you are required to provide.  Being selected does not mean you did something wrong.  Verification is used to ensure that Penn State is administering the federal aid programs accurately and fairly.  Not providing the documentation in a timely manner (within thirty days of the first request) will prevent the disbursement of the student’s financial aid to the bursar account thus creating a balance payable by the student.  You may bring all verification documents to the Student Aid office for review.  We are happy to make sure you have everything you need and will fax the documents directly to the Office of Student Aid for you!

If you have access to any type of media – newspaper, TV, internet – you have probably seen a report or two on sequestration and the federal government.  Federal financial aid programs will be impacted by sequestration, which generally means across-the-board cuts. The federal PELL grant and direct loans are exempt from sequestration but there will be some impact on the loan program.  The origination fees on the loans will increase but the loan amounts will remain unchanged.  The origination fees are currently 1 percent and are expected to rise to 1.051 percent for the 2013-14 academic year. That increase is necessary to offset the protection of the loan program.  The Direct Stafford loan interest rate is expected to rise to 6.8 percent as of July 1, 2013.  This increase only applies to new subsidized Stafford loans for undergraduate students.  

Other federal programs that are impacted by the sequester are the Federal Supplemental Educational Opportunity Grant (FSEOG) and the Federal Work Study Program (FWS). FSEOG is a grant awarded by the Office of Student Aid to students with demonstrated high financial need.  In order for students to be eligible for FSEOG, they must meet Federal and Penn State financial aid eligibility requirements and also be a Federal PELL Grant recipient.  FSEOG is expected to cut by $49 million and FWS program is going to be cut by $37 million nationally.  Since these cuts are expected to happen over the next several months, the Office of Student Aid here at Penn State does not yet know what the cuts will be specifically for our school, nor do we know how many students will be affected.  For updates, check our website at www.studentaid.psu.edu.

We understand financial aid can be confusing and encourage students to come to the office to ask questions or for help completing forms. Students must take responsibility for their financial aid package, and ask for help from the Student Aid office at Penn State York!

The transition from high school to college can be an exhilarating experience; a time filled with adventure and excitement as well as a time fraught with uncertainty and anxiety. Although technically classified as “adults,” recent high school graduates may feel lost as they try to navigate this often overwhelming transition period.  Finding a mentor on campus to assist students in navigating their college years can be an important factor in their future success. Whether new college students are relocating far from home for the first time or still living with family while attending classes, cultivating a mentor relationship during this critical chapter in their life can have a significant impact on their character, educational and professional development.

My first year of college was a very difficult one. I was away from home for the first time, didn’t know anyone, and suffered from an injury to my knee. After my first semester, I was ready to transfer to another university or even just give up and go home. But then I met my mentor; an upperclassman who encouraged, guided and comforted me during this difficult time. Her influence and advice were a major factor in my choice of major. I was fortunate after graduation to have the opportunity to work with her at our alma mater. She taught me the ropes of college admissions and higher education, and more importantly, she taught me to believe in myself and my abilities. Her encouragement and guidance gave me self confidence that has translated into inspiration and passion in my work with college students.

Since experiencing first-hand, the benefits of a positive mentoring experience as a student, I have been fortunate to be able to become a mentor to students during my time working in higher education. I have enjoyed guiding and counseling students through the admissions process and acting as an adviser for a student organization. Most recently, my mentor experience has expanded into athletics as I have coached the women’s basketball team at Penn State York.

As a coach, I have had the opportunity to be an advocate for a great group of young ladies. Not only am I someone they can go to for basketball questions and concerns, but also for problems with other aspects of college life. I’ve been a reference for some of them for different part-time job applications and guided them towards different courses and majors when I have witnessed them struggling in a particular area. Many times, as a mentor, my job has been simply to be a listening ear and a shoulder to cry on through relationship break-ups, conflicts with family and friends, trips to the emergency room, and the loss of loved ones. I feel privileged that I can be more than just a coach or admissions counselor for them, and I hope that my support and encouragement will assist in the development of their own self-confidence.

Mentoring relationships in college can be a vital tool in a student’s success. Having a positive mentor relationship during my college years was critical to my future personal and professional growth. Being a mentor continues to stretch and develop my communication skills, as a professional and as a human being. Mentoring the Penn State York Lady Lions makes my job in higher education extremely fulfilling and helps me develop new skills that will assist me as I continue to work with students in my career. These young ladies have also taught me a lot about patience, toughness and how to really enjoy the moment and the things you love in life.

I strongly encourage all students to actively seek a mentor relationship on campus. Whether the mentor is a faculty member, staff member, coworker, employer, adviser, or another student, a mentor can provide the advice and encouragement needed to help students succeed academically and grow personally.

By Terri Van Slyke
Admissions Counselor/Head Women’s Basketball Coach

When I first arrived onto campus this past summer, all I heard about was this magical event called “THON.”  From being a native of New York and spending the past couple of years down in New Orleans, I had no clue what “THON” meant, let alone what the event actually was! Throughout the course of the year, I’ve slowly developed an understanding for THON, the passion that it ignites within our students, and just how special and wonderful this event is for Penn State, the Four Diamonds Fund, and everyone else involved!

For those that have no prior knowledge of THON like I did, THON was organized in 1973 by a group of students looking to add some excitement to campus in the dreary month of February and to give back to the community. If you do the math, you’ll realize that this year’s THON was the 40thannual THON event. To sum it up in just a few sentences, THON is a dance marathon that lasts forty-six hours with the sole purpose of conquering pediatric cancer and providing funds for research, aid to Four Diamonds families during their time of need, and many other aspects of the two. THON has become so popular that it has branched out to include other Universities in the country and elementary, middle, and high schools across the state and nation in mini-THON’s.

Now that you have a vague understanding of THON, let me dive into the meat and potatoes of this piece. THON has been held in the Bryce Jordan Center of University Park for the past several years and there are usually long lines to even get into the building to be a part of the spectacle. Once you get inside, though, it is an atmosphere of organized mayhem, excitement, passion, and emotion as the weekend takes you through many high’s and low’s as students and compassionate human beings.

Each commonwealth campus is given a designated number of “dancers” who are on the floor for all forty-six hours depending on the amount of money that a campus or student organization fundraises. Only Penn State students are allowed to be dancers and they must get approved to dance from their host Four Diamonds family. This year, the York campus had two dancers and two host families. The biggest thing that one needs to realize is that once you’re in the Bryce Jordan Center, that means that there is no sitting down in any way, shape, or form.

For those students that attend and cheer on their dancers, many do so in shifts so that they can get some rest but for our dancers, they must go forty-six hours straight without sitting and without sleeping. This is to simulate the struggle that children with pediatric cancer go through every day as they fight this deadly disease.

There’s more that can be said about THON and I definitely encourage you to watch the PBS special about THON, check out their website (www.thon.org), or even consider attending THON next year. This year, the Penn State York broke their fundraising record and raised $22,550, while THON all together broke their record and raised more than $12.3 million dollars. I highly recommend you to do more research about THON, talk about THON with your student, and encourage your student to get involved with this amazing organization. Where else but Penn State can you participate in the largest student-run philanthropy in the world! If all else, share with them FTK, which in the THON world means – For The Kids.      

For the first time in forty-six years the Penn State York Men’s Basketball team is the Penn State University Athletic Conference (PSUAC) champions.  The team finished with a 19-6 record and beat the heavily favored Penn State Beaver (17-2) by one point, 80-79, in dramatic fashion to capture the PSUAC crown.  Ben Todd, a junior, sank a free throw with 4 seconds left in the game to secure the victory.  With the win, the team qualified for the United States Collegiate Athletic Association (USCAA) National Tournament which was hosted by Nemacolin Resort PA and played at Penn State Fayette. 

Along with the success of the team, a few individual players were also recognized.  Xavier Smith (senior) and Logan Steckel (sophomore) were named USCAA Honorable Mention All–Americans.  Smith was also a PSUAC Second Team All-American and Josh Jamison (junior) was named to the PSUAC Honorable Mention All-American Team.  Steckel and Evan Ehrhart were named to the PSUAC All-Academic team (3.0 grade-point average or higher) to round out the men’s awards.

The Penn State York Women’s Basketball Team also received various individual awards after their successful season which included a playoff berth.  Lauren Riggleman (sophomore) and Courtney Riggs (junior) were named USCAA Second Team All-Americans.  Riggleman, along with Ruta Dandekar (senior), was named to the USCAA All-Academic Team (grade-point average of 3.5 or higher) as well as the PSUAC All-Academic Team award.  Riggleman also took home PSUAC First Team All-American award and Courtney Riggs received PSUAC Second Team All-American award.  Brittany Kint (freshman) received the PSUAC All-American Honorable Mention award.  

We are almost at the end of the second semester of the year. Yeah! This also means that students have returned from spring break and we’re even past St. Patrick’s Day. Next we look forward to other spring and summer celebrations. In thinking about these events, one thing comes to mind: substance use.

Substance use, in the form of alcohol, illicit substance, and prescription medication, has been on the rise for years. Alcohol has increased in availability to high school adolescent and the college population. Since the inception of video games, adolescence and the college population have been enthralled with playing, sometime to the detriment of their academics. However, of concern is the isolation and subsequent alcohol use while gaming. Electronics have reduced students’ social skill development. Those students who are more socially active may be frequenting various parties.

The availability of marijuana has increased from 56 percent in 1998 to 88 percent for 10^th graders in 1999. Other illicit substances are just as easy to obtain. Reports suggest that accessibility is up for cocaine 30 percent, crack 29 percent, and heroin 21 percent (SMA, 1999). Imagine what that means for accessibility to the college population. In 2009, Adderall was abused by 90 percent of the college population; to further complicate the abuse of Adderall, approximately half of these students were also classified as binge drinkers. This is a dangerous combination. Additionally, research has shown that students who abuse Adderall were three times more likely to have abused marijuana, eight times more likely to abuse cocaine or prescription tranquilizers, and five times more likely to abuse prescription pain medication (SAMHSA, 2009).

So as a parent, what should be looking for? Warning signs of substance abuse may look like fatigue and may be overlooked, particularly as the student’s course load increases from this time of year to the end.  In addition, sudden changes in personality, loss of interest in previously enjoyable activities, sudden decline in academic performance, and reluctance to spend time with or talk about their friends. Further, poor hygiene, aggression, irritability, giddiness, and nervousness are warning signs. Difficulties with concentration or increased sensitivity to inquiry are behaviors worth investigating. Prescription medication can produce severe medical issues, including: increased blood pressure, organ damage, shortness of breath, seizures, heart attack, and stroke. If any of these behaviors present, seek medical and mental health services. An evaluation can be conducted to determine the exact level of care necessary to address the student’s needs.

Substance Abuse Mental Health Service Administration (SAMHSA),(2009). Nonmedical use of Adderall among Full-Time College Students, The National Survey on Drug Use and Health Report.

Substance Abuse and Mental Health Services Administration (SMA), (1999). Summary of Findings from the 1998 National Household Survey on Drug Abuse, 99-3328, Rockville, MD: Office of Applied Studies.

How would you describe your experience in Penn State York?

Penn State York (York) is a great place to start with. I came here in fall 2011 as a junior in IST. The campus is very welcoming. The teaching as well as the non-teaching staff is really helpful. York being a small campus, we got one to one attention in class. I could ask questions, seek help and clarify all my concerns easily. The faculty is approachable and they help you out with your concerns. I think York is a very diverse campus, with students from all across the world. York has been a jovial and a great learning experience.

You arrived on our campus in August 2011 as a part of the India Initiative project and you are scheduled to graduate in May 2013. How do you think you have grown as a person since your first semester here?

When I came to the campus in fall 2011, I was very nervous. It is hard to come to a new country, a new culture and adapt to a different education system. But, Penn State York made this transition real easy. I could explore myself as a person. The advisers helped out in picking the right courses for me and the faculty was supportive throughout. It was because of the superb faculty that I made it to the Dean’s list. I also got an opportunity to work on and present a research paper with my professor at Penn State DuBois in spring 2012. I am a member of the women’s basketball team at Penn State York. I never felt foreign to the team. They made me feel like a part of the team since day one. I have improved a lot as an athlete as well as a student. I got the opportunity to present the diverse culture of India during the Unity Week celebration last semester. Penn State York did truly help me explore myself, overcome my limitations, and seek newer opportunities.

What are plans after graduating with a bachelor’s in IST?

After graduation, I want to gain a work experience of about two years, before I pursue a masters degree. The work experience will expose me to the real business and technology world and I could use this opportunity to learn more about the upcoming trends, thus giving me a chance to sharpen my skills to be fit for the real world.

Did you ever feel homesick? How did you manage homesickness?

Sometimes, yes. Sitting idle, with nothing to do would be worse. My friends here helped me out. I would always find something to do with them, so I don’t keep thinking about home. Also, technology helps out. I can talk to my parents over Skype; maybe call them up using a calling card. I never really felt the long distance.

What could be a word of advice you would like to share with the international students who have just arrived this year?

I would say explore all the opportunities and utilize all the resources at your disposal to the fullest. Conquer your fears. Don’t be afraid to voice your questions, concerns. Such a diverse campus as Penn State York is a great platform to learn from other cultures.

Lastly, what would be your two favorite things about the campus? What are your two not so favorite things about the campus?

That’s tough! My favorite things are my basketball team and our coach, the Multi-cultural Club, and the International Coffee Hours. Honestly, there is nothing about our campus that I don’t like.

We are…Penn State York!!

How to Get Motivated for Learning

• Think Positive: Approach and think of class work as being both interesting and meaningful. Look at the bright side!
• Set Goals: Make sure your goals are realistic and attainable. Set specific and short term goals. Reward yourself when you reach one!
• Active Learning:  Passive reading is usually not sufficient to study effectively. You need to become actively engaged in the work. Take notes. Use bib cards. Talk out loud. Draw a diagram. Make connections between the new information you are learning and what you already studied.
• Persist:  Study your hardest or most boring subject first. Break a long assignment into smaller ones. Stick with it until it is completed.  Give yourself time to review and reflect.
• Make it Fun!  Be creative. Use icons or draw concept maps. Pretend you are teaching the material to someone else. Make interesting and novel associations and connections as you study.
• Get a Study Partner:  Study with someone who has a positive attitude and who wants to do well.  Stay focused. Two brains are generally better than one!
• Use humor!  Create unique rhymes or acronyms to help you remember. Find something to laugh about. It’s good for your brain!

This fee is solely intended to improve non-academic and non-administrative facilities here at Penn State in York. Previous projects include the renovation of the Community Room in the Joe and Rosie Ruhl Student Community Center (Ruhl) and The Lair on the lower level of the John J. Romano Administration Building (Romano). This year, funds are being used to make some changes in the Game Room and also the upper level lounge of the Romano building. Further, a portion of these fees will be spent on a renovation of the Ruhl building – we are currently exploring the scope of what this project might include.

If students would like to have more input on how these funds are used by joining the Student Facilities Fee Allocation Board, would like to propose an idea of how to use these funds, orf there are any other questions, please don’t hesitate to contact me.

Loans make up 65 percent of student aid funding at Penn State.  This figure includes federal loans from the Stafford loan program and the PLUS loan for parents, and private alternative loans for education.  At Penn State, we recommend exhausting federal student aid options before pursuing private alternative loans.

Here at Penn State York we encourage students to be smart borrowers.  Students should do their research on the loan types that are available.  There are major differences between the federal loans offered by the government and the private alternative loans that are offered by banks. Students should compare the interest rates, repayment terms and credit criteria.  Some loans offer benefits while in school and repayment incentives after graduation.   Students need to evaluate all of the options available and choose what loan type is best for them.  Students also need to review their student aid summary and know the amount of loan money they have borrowed, and keep track of how much they borrow year after year.

Once a student borrows a loan, they will receive important information about the loan either through the mail or email.  Please read your mail! All materials that are received by the student need to be reviewed carefully.  Some loans have additional paperwork that must be completed by strict deadlines.  Students will receive information about their rights and responsibilities as borrowers during entrance counseling, which is required by the federal Stafford loan program for first time borrowers.  This same information is reiterated during exit counseling, which is completed before graduation.  Private loan borrowers should read all materials sent to them, including the loan disclosure statement.

Some loan types offer in school deferment, which means the student is not required to make any payments as long as they are enrolled at least half time in school.  During this deferment period, some loan types have accruing interest.  One way to keep student loan debt low is to pay interest on the loan while the student is still in school.  These payments may be small, but they will reduce the amount of overall debt of a student upon entering repayment.  If you pay the interest as you go, it does not get added to the principle balance of the loan.

While students are borrowing loans to pay for their education, they must also be careful about getting into further debt.  According to data provided by Clearpoint Credit Counseling, 84 percent of undergraduates have at least one credit card and the average number of cards is 4.6!  Seniors graduated with an average credit card debt of more than $4,100 in addition to their student loan debt.  Student should identify their needs versus their wants and only borrow for what they really need.

Preparing students for financial success during college will help them be successful after college. Penn State York’s Office of Student Aid is here to help.  If you have questions about the different loan types that are available or if you receive something in the mail and you are not sure what it is, please don’t hesitate to give us a call!

Highlights

Educational Gaming is on the rise in higher education because of the potential to motivate and engage students in higher-order thinking and problem-solving. Special mention goes out to the summer edu-gamers who went above and beyond the call of duty in terms of time and intensity exploring ways to use game-like elements in their courses: Noel Sloboda (English), Barb Eshbach (library), Fred Haag (art), Jorge Santiago-Blay (biology), Jean Marie St. Clair-Christman (human development and family studies), Kerry Magni (kinesiology), Andrew Caldwell (Advising and Career Development). Take a look at highlights from the game!

Clicker Use

Clicker use is also growing on campus. Also called personal response systems, clickers are powerful educational tools that create an atmosphere of active learning while at the same time alert students and faculty to the gaps in knowledge during teaching.  Somya Dwivedi-Burks (biology) won a Teaching and Learning with Technology Innovation grant to work with clickers in her BIOL 110 class. Jane Sutton (communications, arts and sciences) is using them in both introductory courses and upper division courses to great success. Heidi Deren (German) is using them to ask thought-provoking questions about culture. Jorge Santiago-Blay (biology) uses them in courses for majors and also in general education courses.

Instructional Videos

Instructional Videos are being explored by many of our faculty using the Media Commons Studio and equipment. Fulgentius Lugemwa (chemistry) won a Schreyer Institute for Teaching Excellence (SITE) grant to create a series of videos to better prepare students for chemistry labs. Student actors explain the main concepts and equipment while demonstrating processes for each lab. Students watch the videos and take a quiz before coming to do the actual lab. Ken Swalgin (kinesiology) attended training and then spent many intense hours mastering the use of iMovie for a presentation of his research at the University Park Campus. Bob Bartell  and Samir Shah (Information Sciences and Technology),  Jean Marie St. Claire-Christman and Kelly Moon (human development and family studies), Mike Jarrett (English), Cecilia-Heydl-Cortinez (Spanish), Dianne Creagh (history), Kristin Cole (English), Dixie Winters (education), and Ed Jenkins (business) routinely include media projects in their course assignments

Video Learning Network

Penn State York joined the state-of-the-art video learning classroom in 2010 from Academic Outreach at the University which allows faculty to teach adult learners simultaneously at multiple campuses.

Most courses in the VLN are offered in an accelerated seven-week format and are taught in a convenient format combining face-to-face sessions with video conferences and online instruction by Penn State instructors. Offering courses in this format also will help ensure that courses remain open by aggregating learners at multiple sites.  The VLN was created by the Penn State World Campus as a way to give adult learners easy access to a Penn State degree.

VLN classrooms are equipped with high-definition viewing screens, document cameras and other technologies for live interaction among faculty and students at the course origination site and up to three other sites.

Mike Jarrett (English), Jane Sutton (communication arts and sciences), Dianne Creagh (history), and Joan Smeltzer (math)  have been going through a series of online and face-to-face training preparing them to design and deliver courses using the equipment which in the future will make more curricular offerings and degree pathways available to students across the Penn State system.  Jeff Warner (management information systems) has been teaching courses since 2010 and serves as the contact person for the VLN at the campus.

Blended Learning

Blended learning is a delivery method that combines activities in the face-to-face classroom with activities completed online. In-class time is reduced significantly while students complete projects and assignments online. Research shows that learning is enhanced in this delivery model because of the increase in active and higher-order learning tasks.

Significant re-design is required in order to create effective blended courses and over the past several semesters many faculty have participated in informational sessions and hands-on workshops designed to help them explore blended learning as an option for their courses. Cecilia Heydl-Cortinez (Spanish) , Deborah Eicher-Catt (CAS) , Kerry Magni (Kinesiology),  Joan Smeltzer (math) and Heidi Deren (German) completed the summer blended learning cohort series of workshops, and are currently exploring the re-design of parts of their courses into blended formats. Nadine Wolf (nutrition) has been offering her Intro Principles of Nutrition (NUTR 251) course as a blended course for several semesters and has been working diligently to improve it each and every semester.

Invigorating the General Education (Gen-Ed) Curriculum

In a recent survey by the Association of American Colleges and Universities to employers about the role and importance of skills developed in the general education curriculum, employers overwhelmingly extolled the importance of the skill sets learned in these courses. Problem-solving, critical thinking, writing, mathematics, and acquiring general knowledge were just some of the important skills mentioned that students acquire from this substantial part (35-38 percent) of the Penn State curriculum. Part-time faculty, in their fall orientation program, shared their expertise in teaching gen-eds, as they participated in a workshop on strategies to enhance gen-ed courses. Additionally, Harry Payne (astronomy), Kerry Magni (kinesiology), Ann Fetterman (English), Fred Haag (art), Noel Sloboda (English), and Barb Eshbach (library) attended a session on “Tapping the Power of the Gen-Ed Curriculum” during the summer months.

Incorporating an Innovative Design Process into Instruction

During the summer and again at the opening campus meeting this fall, staff and faculty members participated in a unique workshop on innovation and creativity using materials from Stanford University’s School of Design, called the d-School Crash Course. Design principles that encourage a bias towards action, empathetic listening, creative and rapid prototyping were experienced in a fast-paced and fun 90-minute workshop that got the fall off to a positive and creative start. Ed Jenkins (business) recreated the workshop in his Contemporary Skills for Business Professional (BA 321) course to help students working on a group video project to incorporate the design principles into their work process.

Critical Thinking is another skillset that employers clamor for in college grads. In the early summer, faculty from many disciplines participated in a session on incorporating critical thinking skills into the curriculum. Jennifer Nesbitt (English), Noel Sloboda (English), Fulgentius Lugemwa (chemistry), Sukhdeep Gill (human development and family studies), Kerry Magni (kinesiology), and Barb Eshbach (library) came away with strategies to teach critical thinking skills in and through their own content areas.

Faculty Forums

This fall faculty members participated in different forums to share topics of interest in the classroom, their research, or other areas of life. Bob Farrell (biology) shared his research on abiotic stress in apples. Sukhdeep Gill (human development and family studies) led a conversation about her research on mindfulness and stress reduction. Mark Casteel (psychology), Fulgentius Lugemwa (chemistry) and Jorge Santiago-Blay (biology) shared their classroom design ideas to enhance student success and engagement. Larry Newcomer (information sciences and technology) will share his work designing online courses, Kristin Cole (English) her interest in metered English poetry, and Maureen Muller Kahle (business) her research on women chief executive officers (CEOs) in a session this November.

University Teaching Awards

It should also be mentioned, that two of our Penn State York faculty won University-level teaching awards this year for excellence in teaching! Mark Casteel, associate professor of psychology, won the 2012 Milton S. Eisenhower Award for Distinguished Teaching. This award, established in 1992, is generally awarded to faculty members who, in addition to being outstanding teachers themselves, have also provided some kind of support or mentoring to others. Fred Haag, associate professor of visual arts,) won the Teaching Fellow Award, an award made possible by the Penn State Alumni Association, the Undergraduate Student Government, and the Graduate Student Association, to recognize distinguished teaching and to provide a forum for encouraging effective teaching.

The activities and accomplishments described above represent only a small snapshot of the work our faculty and staff do on campus every day to enhance their students’ learning experiences. In addition to their important pursuits in research and service to the campus, University, and community, Penn State York faculty and staff spend significant amounts of time learning about the latest educational technologies and best practice in teaching and learning to enhance their instruction. Our faculty care about their students’ success and their experiences in the classroom. The hundreds of hours they spend each academic year in improving their approaches to instruction and the awards they win attest to that fact! To find out more about our faculty and staff, visit the Campus Directory at http://yk.psu.edu/Information/directories.htm .