Milton D. Cox
University Director for Teaching Effectiveness Programs
Founder & Director, Original Lilly Conference, Miami University

Dan Jones
Acting Provost, Towson University

Keynote

Working Memory: The Gateway to Learning and Understanding
Peter E. Doolittle, Teaching and Learning, Virginia Polytechnic Institute 
and State University
Working memory is the gateway to long-term learning and retention. It provides the interface between a student’s prior knowledge and new learning and experience. Much is known about the components of working memory and how these components affect the teaching and learning process. This keynote is comprised of several active learning activities designed to explore the nature or working memory, and the results of these activities will be directly applied to pedagogy, including classroom activities and teaching and learning strategies.

Engineering Project Team Training for Students Workshop
Patricia F. Mead, Marjorie Natishan & Linda Schmidt, Mechanical Engineering, University of Maryland at College Park
A pilot workshop on the impact of learning style and diversity on overall team productivity, and a survey to determine student perceptions of the engineering project team experience has been presented to over 400 students at three culturally diverse engineering schools. This presentation will introduce the philosophy of the Engineering Project Team Training for Students and review the analyzed survey data to highlight effective methods and practices in engineering project team management.

What Can a Professor Do to Enhance Expository Textbook & Note-Taking Comprehension Skills
Daniel L. Agley, Health Science, Towson University
This session will suggest that most students are unfamiliar with the structure of knowledge. A research-based methodology will be presented to the session attendees that will enhance their students’ comprehension of expository texts and their note-taking skills. A practical outome of this session will be that professor will be able to help students organize their study habits, which will produce improved comprehension outcomes.

Building Literature Review Analysis Skills
Jimmy D. Sanders, Public Administration, Troy State University
Participants in this session will learn to focus on a specific research question and then classify literature according to the extent to which it explicitly addresses the question. This exercise will enable attendees to complete worksheets that organize authors according to common patterns, themes, and streams of thinking. Attendees will learn how to label the material to relate it directly to the research question. Another technique will demonstrate using the literature framework to analyze a case situation.

The Lucky Man Left Town… Elaboration as a Study Skill
Lori Murphy & Marybeth Ruscica, Learning Support Services, St. John's University
In the past two decades, cognitive psychology has become aware of the effectiveness of elaboration as a strategy to improve learning and memory. When material must be learned and remembered, relating it to something one already knows can lead to better performance when compared to memorization alone. This presentation will give the history of elaboration as a tool for memory and compare it to other methods of encoding information. In addition, concrete examples of the technique will be provided so that it can be applied immediately by interested classroom teachers.

Enhancing Disciplinary Understanding Through Quantitative Reasoning
Frank Cerreto & Ellen Clay, Skills Center, Richard Stockton College of New Jersey
The purpose of this workshop is twofold. First, we will demonstrate the disconnect that often occurs between what students learn in mathematics classes and what they are able to apply in other classes. Next, we will share strategies for overcoming this problem that have been developed in connection with our Quantitative-Reasoning-Across-the-Disciplines program. Through this session, participants should be better equipped to identify the quantitative elements in their courses and the difficulties students might have with them.

Connecting on the First Day of Class and Beyond
Richard L. Faircloth & Michael S. Glasgow, Biology, Anne Arundel Community College
This workshop will involve participants in small group activities that reliably encourage inclusivity among students, especially those with notably low levels of confidence in their academic ability. The activities will model methods for introducing students to one another and to the instructor on the first day of class and for introducing new topics within the course. Relationships established in this way have proven lasting and valuable for encouraging informal collaborative study activities.

Creating a Course Website Using CourseInfo™: As Easy as 1, 2, 3
Elizabeth A. Wilkins-Canter, Secondary Education, Towson University
This session will describe and demonstrate the attributes of a new software program called CourseInfo™. Learn how to create Web sites that provide students with 24/7 access to course information, assignments, documents, and communication tools. Participants will take part in a hands-on activity highlighting the major features available. If you know how to fill out an online form, then you can easily build a CourseInfo™ web site.

Building Effective Teams in Cyberspace
Joan D. McMahon, Human Resources Development & Center for Instructional Advancement & Teaching, Towson University
Can working groups become real teams and be effective in cyberspace? What are the elements common in face-to-face classrooms and in cyberspace? What are the differences? This session will address what has to change to manage team development in cyberspace.

Undergraduate Research - Oxymoron NOT!
Katherine McAdams & John Cordes, College Park Scholars
Diane Harvey, University Libraries & Cheryl Hiller, Career Center, 
University of Maryland at College Park
The successful establishment of an undergraduate primary research program, targeted to sophomores in the 1300 student living/learning community, College Park Scholars, at the University of Maryland, has been a bridge among different units on campus. Connecting academic and student affairs, the library and research support units, and the specialization of experienced researchers in different fields and methodologies, this research program has provided a developmentally appropriate course of study for the traditionally overlooked second year college population. This panel presentation will highlight the process of growth of this program over the last three years and discuss it future.

Do the Write Thing: Strategies for In-Class Writing
Bruce C. Kelley, Music, Shepherd College
In the last 20 years educators have advanced the simple premise that writing, in various forms, can foster learning in every class, in every discipline. I have discovered that the use of short, ungraded wrtiting assignments, addressed primarily to the writers themselves, helps students learn new concepts. This workshop will begin with a rationale for incoporating writing-to-learn across the disciplines, and will then involve the participants in hands-on experiences with various writing-to-learn exercises.

Classroom Adventure: Exploring the Learning Community
Cynthia L. Cates, Political Science, Donna M. Cox, Health Science, Judith Marie DeCraene, English, Michael O'Pecko, Modern Languages, Cynthia Sulfridge, English, Mark Whitman, History, Towson University
The session will open with a summary of how learning communities were structured and initiated on our campus. Panelists will then share their experiences in the learning community courses as they relate to such matters as group dynamics, classroom discussions, parallel programs such as academic advising, interactions with students in the group, and student deportment. Participants will be invited to contribute to the discussion with comments and questions.

Developing Frameworks: For Analyzing Thinking Levels in University Courses
Linda R. Sanders, Education, Auburn University at Montgomery
This presentation will present strategies to help university professors determine the levels of thinking that they are currently using in their course content and in their assessment of students. Using a matrix of analysis, the participants will develop a framework to analyze what levels are being used. Ways of raising the thinking levels in both the instruction and the assessment will be presented.

Selecting the Appropriate Test for Your Students
Gloria Holland, Center for Instructional Advancement & Technology, 
Towson University
Often faculty are faced with the uncertainty of how to best test student learning. What are the appropriate tests to use? How can you determine if the test you select is really measuring student learning? What are the guidelines for constructing different tests? Questions such as these and more will be addressed and answered in this highly interactice session. Participants will work together to examine topics they teach and share ideas. Beacause participants will be working within their own subject area, the information presented at the session will have immediate application in the classroom.

Reforming General Education: Teaching Science and the Other Through Writing
Michael S. Herderson, Foreign Languages, James N. Roney, Russian & International Studies and William Russey, Chemistry, Juniata College
General education courses can no longer either simply teach or critique the humanist canon. We must convince students of the value of liberal education by countering their preconceived notions about what types of learning are useful. Novels and essays from other cultures (Slavic, African, and Carribean), discussion activities, and sequenced wrtiting assignments can be used to understand the history of science as a cultural institution and how it has affected both European and other cultures.

Promoting Active Learning in Science Lectures Using ConcepTest™
Laurence J. Boucher, Chemistry and Thomas O. Krause, Physics, Astronomy, Geosciences, Towson University
The workshop will introduce science faculty members to the use of ConcepTests to make lectures interactive and actively involve students in the learning process. Participants will practice writing and critiquing ConcepTests in their disciplines and they will take away a PC disk with all the ConcepTests developed during the workshop. The Personal Response System will be demonstrated. Participants will gain hands-on experience use the PMS technology in a simulated lecture situation with ConcepTests.

Comparing Student Learning Communities and Faculty Learning Communities: Similar Successes, Similar Obstacles
Milton D. Cox, University Director for Teaching Effectiveness Programs, 
Miami University
Faculty learning communities offer many of the same learning outcomes as student learning communities. When compared to "regular courses," both students and facutly in learning communities evidence greater satisfaction with college life, improved communication across disciplines and with each other, a better understanding of self and others, a faster rate of intellectual development, better retention rates, and a stronger commitment to civic responsibility. In this session we will examine these outcomes as well as some of the obstacles callenging the implementation and continuation of learning communities.

Write-to-Learn Strategies - Classroom Activities
Peggy Walton, English, Howard Community College
Please join me in using informal writing to foster students’ thinking in disciplines across the curriculum. Experience Write-to-Learn activities yourself, and then apply them in one of your own courses. This will be a hands-on, interactive session designed for teachers with an interest in enhancing students’ thinking through writing.

Pedagogical Strategies to Present Gender/Racial Bias in the Sciences
Gail Gasparich, Biological Sciences & M. Paz Galupo, Psychology, 
Towson University
An undergraduate, non-science majors, course has been created as a general education option to explore the concepts of gender and racial bias in the sciences. A brief overview of the course will be given, including several of the activities used to model gender/racial equity pedagogy. A discussion of early science education experiences will also be used to discuss possible reasons why there are so few women and minorities that pursue careers in the sciences.

Passive Learning: A Potent Marker for Academic Failure?
Sandy Dolan, School of Medicine, University of Maryland at Baltimore
What makes one adult student do better academically then another, even though they share a similar educational backround? What my colleagues, Mallot, Emory, and I have found is that the "passive learning" trait appears to be an excellent marker for identifying students at greater risk of academic failure than their classmates. This presentation will discuss these research findings, including the study’s practical implications.

A Web Supported Introduction to Logic Course
Richard L. Wilson, Philosophy & Religious Studies, Towson University
I will present the project I have developed as a result of a Technology Fellowship. The project involves developing a Web-supported Introduction to Logic course. I will introduce the ideas I have developed for presenting the abstract concepts of logic to students using diagrams and colors. I believe some of the ideas can be exported to other fields.

Pedagogy of Suffering Experienced Through Art and Narrative
Sharon Eifried & Gayle Voigt, Nursing, Towson University
This presentation will move teachers closer to understanding the experience of students caring for clients who are suffering. What is it like to learn amid suffering? The experience of nursing students will be revealed in the report of an interpretive phenomenological study. We will turn to art and narrative as a way of understanding the experience. Suffering will be placed at the center of our pedagogical circle.

Teacher as Actor, Classroom as Theatre: Transforming the Educational Environment
Richard Stockton Rand, Visual & Performing Arts, Purdue University
Each class is a mini-play, a metaphor for the theatrical experience. Teachers and actors face similar challenges. They must choose their objectives, learn their scripts, prepare for the event, and communicate key information. Finally, both teacher and actor must hold their audience’s attention if their message is to be received. This workshop will include excercises designed to improve communication, create classtoom atmospheres, develop stage presence, and engage one’s audience.

Creating Interactive University Classrooms
James Lawlor, Sally McNelis & Gloria A. Neubert, Secondary Education, Towson University
Our session on interactive university classrooms has three phases and will include modeling by presenters and audience involvement: a) builiding a description of what research says about the interactive nature of instruction, constructivism, learning style adjustment, and brain-compatible teaching/learning; b) contrasting passive v. interactive university classrooms, using audience examples; c) and strategies for maximizing interactive teaching and learning (think/pair/share, active reading, meta-cognition, interactive discussions, wrtiting-to-learn and purpose setting.

Online Science Tutoring Center: Lessons Learned in the First Year
Lynn J. Tracey, Physical Sciences & Carol B. Veil, Biology, Anne Arundel Community College
At last year’s conference, we presented our newly designed Online Science Tutoring Center (OSTC) just prior to piloting. Join us this year to find our what we’ve learned during our first year of actual operation of the OSTC. For those who didn’t join us last year, we will review the process by which we established the center and give a brief tour of the OSTC. Our primary goal, however, will be to discuss our experiences and to assess the successes and problems we have encountered along the way.

Team Building, Empowerment, Formative Evaluation: Keys to Nurturing Educational Environments
Helen Melland & Cecilia Volden, Practice & Role Development, 
University of North Dakota
Teaching college or university students provides faculty with the rich opportunity to incorporate interactive techniques fashioned to meet the students’ unique needs. Students come expecting to think critically about topics relevant to their future careers and to learn by building on the literature and interacting with their peers and faculty. Within this presentation, the concepts of team building, empowerment, and formative evaluation will modeled to create such a nurturing, learning environment.

Walking in Their Moccasins: Role-Playing to Expand Ethical Sensitivity
Evonne Kruger, Diane Holtzman, Whiton Paine & Karen Stewart, Professional Studies, Richard Stockton College of New Jersey
Participate in an ethical role playing exercise and discussion that can be customized for use with your students. The ethical role play used in this session will demonstrate how it promotes students’ critical thinking skills to: identify ethical issues, uncover assumptions, recognize and use different paradigms, evaluate one’s thinking regarding ethical issues, evaluate different critical issues confronting organizations/society and their stakeholders, and to understand the complexity of ethical situations. Discover how this ethical role-play can be tailored for your teaching.

Fostering Involvement, Initiative and Innovation, and Individuality With Environmental Experience Portfolios
Stuart Miller, Psychology, Towson University
I will describe how I use portfolios in environmental psychology to enhance student involvement, facilitate thinking and writing skills, and assess breadth and depth of course knowledge. You will experience, through student role-playing, classroom exercises that prepare students for doing portfolios that fit their individual needs and interests. You also will inspect the variety of entries that can go into a portfolio and get practice in evaluating them according to standard criteria.

Science and Mathematics Faculty as Scholars of Teaching: Challenges and Opportunities
Neil Davidson, Curriculum & Instruction, University of Maryland at College Park, Luz P. Mangurian, Biological Sciences & Laurence J. Boucher, Chemistry, Towson University, & Phillip G. Sokolove, Biological Sciences, University of Maryland at Baltimore
Faculty from the University of Maryland System will discuss three case studies on improving student learning in biology and chemistry. Additionally, at the end of their presentations they will hold an open forum to discuss the benefits of developing innovative courses, as well as the pitfalls encountered in embarking in creating and implementing this type of change.

Alternative Teaching and Assessment: Embracing Difference to Forge Memory and Learning
Ellen Gay Leathers, English, Bradley University
Learning style, multiple-intelligence, cooperative/collaborative learning, community building, autobiography, interdisciplinary studies, and technology-enhanced instruction intertwine as alternative teaching and assessment to facilitate classroom cultures rich in stereophonic orality, cinemascope vision and aesthetic experience. With PlaDoh™, paper dolls, and small group activities, participants will see how a variety of tasks and situations raise students’ consciousness about the power of the literature they are "required" to read in a general education literature course, and how the tasks invigorate the students’ potential as readers, writers, speakers, listeners, teachers, and citizens.

Technology as a Complement to Teaching: Using Web-Based Class Discussion
Douglas N. Ross, Management, Towson University
How can you use Web-based discussion tools to make your teaching more effective? The aim is to enable you to selelct and utilize Web-based technology in the conduct of some aspect of your classes. The session will introduce and very briefly explain CourseInfo™ and how its communications function may be used to support, expand, and deepen class discussion and participation. We may then go to a lab to conduct a demo/exercise with participants at a networked computer. The presenter will then demonstrate some classroom research on the effectiveness of using the technology to enhance group collaboration and learning.

Debate Across the Curriculum: Views from Eastern Europe
Kenneth T. Broda-Bahm, Mass Communication & Communication Studies, Towson University
Debate has increasingly come to be used, not just as a competitive activity emphasizing skills in argument, but also as an educational exercise to teach a wide variety of subjects. This presentation will highlight recent experiences in Eastern Europe to address the question of how debate can be used to facilitate active student learning.

Teaching in Kazakhstan
Milton D. Cox, Teaching Effectiveness Programs, Miami University
Laurie Richlin, President, International Alliance of Teacher Scholars
This PowerPoint™ presentation will show the students, professors, institutions, and settings of a weeklong experience in the summer of 1999. The presenters taught Sociology graduate students from many of the former Eastern republics of the USSR who were developing their doctoral proposals.

Comparing Pre- and Post-Instructional Student Success in Analyzing Research Articles
Susannah T. R. Feldman & Sarah A. Bruce, Biological Sciences, 
Towson University
Beginning science majors often find their first encounters with the primary research literature extremely challenging. We have used simple research articles to measure students’ pre- and post-instructional success in understanding the overall design of experiments reported and in identifying and evaluating relevant data from figures and charts. Outcomes, assessment instruments, and instructional approach will be available for discussion.

Matching Teaching to Learning Styles
James M. Furukawa, Psychology, Towson University
Learning style is defined broadly as including not only differences in information processing style (visual or verbal) but also to include learning capacity, learning experience, and learning motivation. A teaching style that accommodates the four differences will be explained and modeled. Participants also will have an opportunity to measure their learning capacity, style, and learning experience.

The Phantom (Class) Menace: Strategies for One-on-One Teaching
Sharon A. Hollander, Graduate Education, Georgian Court College
Many undergraduate and graduate departments require an individually supervised thesis or project as part of a capstone or research course. Few faculty members have training in this type of guidance and fewer still would describe their dissertation advisement as a model. In addition, there is relatively little research in this area of pedagogy. This researcher surveyed over one hundred students and professors involved in the 1:1 teaching process and discovered numerous common needs, concerns, and teaching strategies. These findings can assist faculty in providing students with successful independent study experience.

Music as Generational Manifesto
Richard Stockton Rand, Visual & Performing Arts, Purdue University
The current generation of students is dealing with unprecedented social change. As a result, they often bring to the classroom "attitudes" that are difficult to decipher. Understanding how their current attitudes develop is the first step towards empathic communication. One way to do this is by listening to themes in contemporary music. After seeing the world through students’ eyes, we can become more effective teachers and mentors.

Make Your Portfolio A Web Page
Robert Wall, Reading, Special Education & Instructional Technology, 
Towson University
This poster will report on a project to help students develop their own electronic portfolio/web page. Examples of portfolios, instructions, and guidelines for their production will be displayed and discussed, as well as pitfalls and benefits of this project.

Saturday, April 8, 2000

Biology of Human Learning: Messages for Higher Education
James E. Zull, Teaching & Education, Case Western Reserve University
Human learning is a biological process. Key aspects of this process are now becoming better understood, and much of our new understanding contains important implications for higher education. In this session, I will present a non-technical discussion of new biological developments in four specific areas: basic mechanisms and principles of brain learning, the biology of memory, the role of the emotional and rational centers of the brain in both memory and reason, and how the whole body affects brain function and learning. I will suggest implications for teachers in some of these areas, and invite suggestions and discussion of others.

Creating a Global Vision
H. Stephen Straight & Jo Malin, Academic Affairs, Binghamton University
The presenters have been engaged in an ongoing assessment of the effects of their university’s General Education program on student learning and education. This session will present a review of the survey intruments used in the assessment and analyses of the "Global Vision" requirement, including data from 1997 to the present. In general, study results reveal that, by large margins, students approve of the Global Vision requirement and the courses themselves, with the full knowledge that they directly influence attitudes and beliefs. Further, a large majority of students report becoming more attuned to, and more appreciative, of the complexity of issues involving race and culture.

Using PowerPoint™ Technology as a Tool to Promote Collaborative Learning
Larry Froman, Psychology, Towson University
The need for balancing classroom-based technology with social interaction is becoming an increasingly important goal for educators. The question of how faculty can co-exist harmoniously with technology is explored in this presentation through the use of PowerPoint™ technology. This presentation will illustrate the use of PowerPoint™ through a graduate course on organizational behavior. A small group/action learning model will be used.

Taming Technology: An Interdisciplinary Approach to On-Line Based Learning
Susanne Madler Marshall, International Studies & Mary Kay McManamon, Business, Lake Erie College
On-line learning and the personal, highly indvidualized academic atmosphere of a small, private liberal arts college are not mutually exclusive concepts. We will report on our experiences as co-leaders of our college’s first on-line course. We will demonstrate some of the tools necessary to create the course, and will offer insight into its daily management. The generation of a lively discussion surrounding the concept of on-line learning is an important session goal.

Journal Writing: An Interactive Process for Improving Reflective Thinking
Nancy W. Wiltz, Early Childhood Education, Towson University
The importance of students being reflective teacher-learners has become a prominent issue in teacher education. Field experiences provide prospective teachers with "opportunities for reflection on their teaching." Unlike experienced teachers, preservice teachers are limited in the abililty to anticipate unforseen situations and to reflect upon decision-making-in-action. Using samples of students work, this presentation will provide explanations on how journals gradually become a "conscious tool of conveying knowledge and assisting thought"

Student’s Incorrect Answers Diagnostic Teaching-Learning Opportunities
Sonia V. Gonsalves, Institute for The Study of College Teaching, Elizabeth Ince, Psychology, Steve Kubricki, Professional Studies, & Lyn Mathis, Computer Science and Information Systems, Richard Stockton College of New Jersey
The session will present a theoretical and empirical analysis of the diagnostic power of students’ written and spoken errors in college classes. The existence of subject-specific naïve theories as a causitive factor in erroneous concept formation will be explored and some effective methods of correcting these errors presented. Attendees will identify some common errors in their subject areas, and suggest causes and corrective measures.

Configuring Diversity Education to Fit the New Landscape of Power
Brad Simcock, Sociology, Miami University
Social class and migration trends in the last 30 years have transformed the landscape of power involving majorities and minorities in America. I have developed a graduated, three stage introduction to power differences between majorities and minorities that responds to the new complexities and ambiguities of this landscape. It moves from simple cross-cultural awareness exercises to more challenging power awareness tasks. Participants are invited to sample pars of this process and engage in discussion of a video-taped Affirmative Action debate involving Hispanic, Asian, White, and Black college students.

Does Stereotype Threat Affect Performance on a Standard Content Test?
Beth Hufnagel, Apriel Hodari & Grace L. Deming, Astronomy/Physical Science, Anne Arundel Community College
C.M. Steele describes Stereotype Threat as the threat to a person that another’s judgment of her actions will negatively stereotype the person, but only if she sees herself as a member of a particular academic community. Steele believes that the possibility of conforming to the stereotype threatens to separate the person from her chosen academic community. We attempted to Stereotype Threaten undergraduate, non-science majors taking an introductory astronomy course. Did we succeed?

What Worked and Why: An Analysis of a Course to Teach Principles of Web-Based Instruction
Nada Dabbagh, Graduate School of Education, George Mason University & Linda Burton, College of Education, Towson University 
The move to online technologies is an evolving and dynamic process in investigation, particularly examining the ability of such technologies to improve the teaching and learning process. This presentation will discuss the design, development, implementation, and evaluation of a graduate level course aimed at teaching the concepts and principles underlying WBI. Specific instructional strategies and activities will be presented and their effectiveness in traditional and Web-based learning environments will be discussed.

Experiential Learning: College Students and the Kamp for Kids
Judith W. Herrman, Nursing and Leta Aljadir, Nutrition & Dietetics, 
University of Delaware
This session will describe the development of a multidisciplinary course entitled, "Teaching Wellness to Children." Didactic information is operationalized in the clinical component, in which students plan and implement the weeklong "Kamp for Kids." The class/camp effectively teaches a variety of skills and engenders students’ independence, sense of initiative, and creativity. Attending this session will introduce participants to successes/dilemmas, stimulate new ideas, and validate this method of teaching in the academic setting.

Geometry of Patterns and Designs
Tzong-Yow Lee, Mathematics, University of Maryland at College Park
We shall use patterns and designs around us as a starting point to explore math, science, arts, and their relations. Fabrics, blocks, tiles, and puzzles will be provided for the exploration. Along the way we shall encounter interesting stuctures and ideas of geometry.

Using Ethics: Developing Student Thought and Responsibility
Kimberly Wilmot-Weidman, English, Education & Mass Communication, Towson University
Encouraging students to think about ethics is important for learning. It helps to develop the thinking process and often bridges the gap between the classroom and the working world. The added benefit for teachers and students is a more enjoyable learning environment. This presentation will include an active discussion of student ethics as a demonstration of how to incorporate ethics into lesson plans. Participants will leave with practical examples of how to use ethics in their classrooms.

Computer-Mediated Mentoring in Professional Education
Toni Cascio, Social Work, University of Maryland at Baltimore & Janice Gasker, Social Work, Kutztown University of Pennsylvania
Professional education, including preparation is such fields as nursing, law, medicine, education, and social work, traditionally passes on knowledge, skills, and professional values through mentoring. This task is becoming increasingly difficult, however, as demands on professionals’ time and energy become more and more daunting. This study explores the possibility of supplementing professional mentoring with computer-mediated mentoring among students.

Ethical Analysis and Discussion in Business and Medicine
Richard L. Wilson, Philosophy & Religious Studies, Towson University
I will present a framework for conducting ethical analysis that I now use in the classroom. This framework will be presented on Power Point™ slides with cases included. The purpose of this presentation is to introduce a framework for faculty to use in teaching ethics, as well as a device that can be employed for generating interactive discussions within ethics classes. Participants will be expected to engage and interact.

In The Metaphor of Theatre - Personal Story as Foundational Sourcework
Diane Sadak, Theater, Towson University
What is our educational responisbility to the unique life story of each student? What is the role of personal story in the classroom? This workshop will provide examples of the power of personal story utilized in the training of theatre artists and explore how the metaphor of theatre as a learning process can be apply to the generation of more open, dynamic and rigorous classroom communities. Experimental excercises and open discussion will be included.

Strategies for Internet Use in the College Classroom Environment
James C. Hull, Biological Sciences, Towson University
E-mail utilizing class distribution lists is an effective means to provide announcements, distribute attachments, answer questions of universal interest, and provide critical thinking opportunities. E-mail with individual students provides reluctant students interaction opportunities under a less intimidating environment. Web pages provide class information, extensions of course topics, gateways into the Internet, student resources, results of class discussions and laboratories, student practice exams, and answers frequently asked questions.

Applying the Scholarship of Integration to the Classroom
Patricia M. Alt, Health Science, Joanna Basuray, Nursing, Barry Frieman, Early Childhood Education, Carolyn Hill, English & Gerald Phillips, Music, 
Towson University
This session will discuss how several faculty members have applied the scholarship of integration in their classrooms: the health care worker as a "cultural worker," including race/gender/class influences; the impact of divorce on children; the ways we make marks on the world and interpret (for example) Internet texts depending on the terminology used; and using Eco’s The Name of The Rose to open students’ eyes to similarities and differences between the 20^th century and the 1300s.

Teaching Strategies Perceived Effective by First-Year Faculty At a State Arts and Sciences College
William Miley & Alan Arcuri, Social & Behavioral Science, Sonia V. Gonsalves, Institute for the Study of College Teaching, Lyn Mathis, Computer Science and Information Systems, & Linda Smith, Natural Science and Mathematics,
Richard Stockton College of New Jersey
The session will present data on teaching strategies that new faculty identify as being the most effective for them in the classroom. The panelists, a mix of new and experienced faculty, will propose explanations for their findings based on learning theory. The different approach will be connected to the literature and discussed by panelists and participants.

Teaching Academic Reading and Writing Skills to Non-Native English Speaking Students
Miriam M. Diaz-Gilbert, Humanities, University of Sciences in Philadelphia
Non-native English speaking college students, many of whom are underprepared, struggle with the demands of the English language and the academic reading, writing and study skills essential for college success. In this interactive workshop, participants will learn how to develop learning activities, how to actively teach these activities, how to evaluate student progress, and how to empower students using this innovative approach.

Self-Learning Modules for Students in Majors With Psychomotor Skills and Procedures
Frances J. Damratowski, Nursing, Towson University
This presentation demonstrates and describes the development and implementation of self-learning modules that use step-by-step digital images of skills and procedures. Because the learning takes place at the time, place, and pace of the learners, it is suitable for a variety of learners who must master a new psychomotor skill. The learning method includes written text, audio, individual images, and practice, thereby accommodating a variety of learning styles.

When a College Really Supports Teaching & Learning, What Does It Look Like?
Janet Malone & Martin Loy, Professional Studies, University of Wisconsin - Stevens Point
This session will ask participants to consider teaching-learning activities on their own campuses. The story of one college with a clear focus on teaching and learning will be shared through a PowerPoint™ presentation. This session will conclude with general discussion and the formulation of an action plan.

Web-Enhanced Instruction to Promote Active Learning in Large Enrollment Classes
Sarah A. Bruce, Biological Sciences, Towson University
A major challenge in large enrollment, classroom-based courses is to enhance active learning. The incorporation of Web-enhanced instruction was used to foster active learning through increased participation, student-student communication, and student inquiry in a freshman, non-major introductory biology course with an enrollment of 300. I will present my experiences with strategies such as multiple-attempt study quizzes, student submission of science news summaries for solicitation of peer questions prior to oral presentation, and discussion of instructor-posted topics as a study tool for in-class tests.

Rescue Missions: Can Students, Individual Classes, and Courses That are Failing, Be "Saved"
Alan Arcuri, Social & Behavioral Science, Richard Stockton College of 
New Jersey
The beginnings of teaching strategy, or even philosophy, are implicit in this study. It turns on a friendly, adversarial association between instructor and student. Fundamentally, and at the very heart of this study, is a quasi-sacred obligation to make the student better. Stated differently, the academic bar must be raised and the students must be persuaded to stretch their intellects. But there is, of course, a huge fly in this teaching prescription: professors must put forth tremendous effort. Ergo, teaching excellence goes far beyond rich course content, to develop methodologies for a successful intervention.

Integrating Computers Into the Mathematics Classroom
John Quinn, Skills Center, Richard Stockton College of New Jersey
Computer technology is here. It permeates all of society. We in education must learn valuable ways of integrating technology into our classrooms. At the same time, our challenge is to utilize technology without having it overshadow curricular content. In this presentation, we will discuss techniques for using technology as a vehicle for access to real-world data, real-time communication, and realistic computing. We’ll also discuss how the shift toward technology has caused us to rethink the skills that are essential.

Stress-Proofing Professors
Jack D. Osman, Health Science, Towson University
Why should professors have any stress? They’ve got it made! Tenure. Summers off. Sabbatical leave. Those of us on the inside, however, realize that being a teacher-scholar comes with a desk full of stressors. Find out why most of our stress is between our ears. Come and relax to music, view graphics, and suggestions on a PowerPoint™ presentation and enjoy a good laugh. Share in the discussion and learn new ways of stress-proofing your life.

Designing Instruction to Accommodate Different Learning Styles
Gloria Holland, Center for Instructional Advancement & Technology, 
Towson University
How important is it to consider learning styles when teaching a lesson? What is your preferred learning style? Must you assess your student’s learning style to be an effective teacher? Should you change your teaching style for each class? If these are questions you are considering, come to this highly interactive session to learn easy and effective instructional design techniques to accommodate the different learning styles in one teaching method.

Managing Learning in Online Classes
Joan D. McMahon, Human Resources Development & Center for Instructional Advancement & Technology, Towson University, Jo Paoletti, American Studies, University of Maryland at College Park, & John Lea-Cox, Natural Resource Science & Landscape Architecture, University of Maryland at College Park
Interested in moving to online learning? What’s in store for you? How does the syllabus have to be re-structured? How do you handle office hours? How are online discussion questions different? How do you manage learning groups? How do you handle lecturing on the content? How is learning measured? Visit with three professors from three different disciplines and two different campuses to get a broader view.

Twelve-Step Recovery Program for Professors Addicted to Lecturing
Neil Davidson, Curriculum & Instruction, University of Maryland at College Park
Excessive, out-of-control lecturing is an addiction common to many secondary teachers and professors. What are the tell-tale signs of a "lectureholic?" What can be done about this problem? How can you get your lecturing "under control" and balance your lectures with active learning strategies? This experiential session will employ a balance of mini-lectures, class discussion, six cooperative learning procedures, and other active learning methods. A series of activities will address the key questions presented above as well as other steps in the recovery program. Come and join me for involvement, information, and fun. I can help you stay on the wagon of active learning.

Learning Through Writing
Evan Balkan, Judith Marie DeCraene, Linda Mahin, Tonia Minor, & Carol Pippen, English, Kimberly Wilmot-Weidman, English, Education & Mass Communication, & Susanna Sayre, English & Business, Towson University
This workshop will introduce participants to a variety of ways writing can be used to actively promote learning. Writing can provide feedback to the instructor, help students analyze ideas, and promote constructivist thinking. Participants will learn how to incorporate writing into their classrooms to actively engage students in the learning process. Members of this panel are all Teacher Consultants with the Maryland Writing Project.

Discover the Thrill of Teaching
James R.C. Cook, English, Towson University
Imagine walking down the hall to your class, looking forward to a fascinating discussion with inquisitive, thoughtful students. Can teaching be the exciting, dynamic process that we want it to be? This workshop delves into some fundamental priciples and tools that we can use to create a stimulating environment for both students and teacher. In this interactive workshop, you will get ideas for revitalizing your courses and samples of assignments that generate interest and enthusiasm in students. Discover that teaching can be exciting, even thrilling, when a few basic guidelines are followed. The workshop is designed for professors in all disciplines, from beginners to seasoned veterans.

Discover Your Teaching Personality: Dovetailing M-I and MBTI to Teach with a Difference
Angela W. Williams, Communication Across the Curriculum, The Citadel & Patricia A. Williams, Curriculum & Instruction, Sam Houston State University
Do you teach like Robin Williams or Meryl Streep? Participants will engage in a hands-on workshop, conducted by a certified Myers-Briggs trainer, to discover their teaching personalities. This session is a unique opportunity to apply the latest research on students’ learning styles to teachers’ teaching styles. Focus is on participants’ discovering their individual teaching personality/personalities based on Howard Gardner’s Multiple Intellences and the Myers-Briggs Type Indicator. Participants will receive booklets to use in their classes.

Sunday, April 9, 2000

Ten Lessons Learned About Undergraduate Research
Katherine McAdams & John Cordes, College Park Scholars, University of Maryland at College Park
Between 1996 and 1999, through funding from FIPSE, and continuing now through institutionalization of the program, College Park Scholars is a two-year living/learning community of 1300 academically talented students in 12 thematic programs that offers research opportunities to its sophomore students. This is a first-time opportunity for second-year students to do primary research of their choice under mentors who are professional researchers and subject-matter experts. This session will share the lessons we learned about undergraduates doing primary research.

Asbestos-Free Learning: Team Pedagogy Igniting Creativity Across Disciplines
Dianne Roman, Art and Sally L. Hresan, Communication, Shepherd College
The Creator Ignition Model (CIM) is more than cooperative learning or team teaching: it is creative interdisciplinary pedagogy. Just as a struck match glows until set to something, then grows, the CIM encourages the fire of creativity. The glow increases student productivity and socialization and gives better results. Teaching is strengthened through collaboration, clearer learning objectives, and valid assessments results. Asbestos-free learning takes away the negativity of competition and course narrowness, spreading light for all.

But What’s Wrong With This? I Found it on the Internet!
Mary Ann Trail, Library, Richard Stockton College of New Jersey
As more and more students become connected and use the Web for information gathering, the instructor needs skills to help students analyze their findings. This session offers techniques for evaluation and selection of Web sites. I propose to show how to apply standard evaluation techniques to Web sources and help the participants be aware of the pitfalls their students face when doing Internet research.

Helping Students Understand the Effects of Technological Change
Louise W. Smith, Marketing, Towson University
Students will need to adjust to a rapidly changing world – one that will affect them personally and professionally. If they have a sense of the coming changes, they will be better able to adjust in positive ways. This session will describe an assignment to help students recognize the impact of technology which has already occurred in their short lives, and to plan for a very different future.

Newspapers in the Writing Classroom: The Current Events Connection
Catherine Bull, English and Kimberly Wilmot-Weidman, English, Education & Mass Communication, Towson University
The world is interdisciplinary - the topics college students need to understand are not limited to a content area. Students often fail to make the connection between what they are learning in the classroom and what is happening in the world aournd them. This session will demonstrate how we can aid students in developing a better understanding of how knowledge can be applied to their lives by using current events and newspapers.

The Effects of Learning Environments on Wellness Scores
Daniel L. Agley, Health Science, Towson University
This session will describe what a living-learning environment is within the university culture and discuss what dynamics would come into play within this environment. The session will present research evidence supporting the living-learning experience as a viable alternative to traditional classrooms and will present the results of a comparative study of traditional classroom and living-learning center effects on Wellness Scores.

Showcasing Excellence in Undergraduate Scholarship: Research, Performance, and Practice
Albert H. Gardner, Human Development, Shirley Wilson Logan, English, Leigh Ryan, English & Andrew Wolvin, Communication, University of Maryland at College Park
Independently and in groups, many undergraduate students develop significant research or artistic projects for classes or campus programs, then present them to teachers or committees and receive credit. The projects represent many hours of work, but ultimately most languish on shelves. After briefly describing a structured opportunity for students to share their projects with the campus community in a professional, one-day conference, we will invite the audience to share their ideas and experiences for recognizing undergraduate scholarly achievements.

Engaging Difference: Making Connections in Women's Studies Writing Courses
Christine Potts, Women's Studies & Jacqueline N. Wilkotz, English & Women's Studies, Towson University
This session is based on two sections of a women’s studies class focused on reading and writing about the lives of women. All students in the two sections are linked through computer technology to the instructors and each other and all complete one weekly assignment on-line. Through explanation, talking/writing activities, and discussion, participants will consider ways that a writing class can engage issues of gender and authority while studying diversity, individuality, and community.

Developing Concepts in a Technical Course Using In-Class Collaborative Learning Strategies
Saralyn G. Mathis, Computer Science & Information, Richard Stockton College of New Jersey
Technical classes sometimes use groups outside of class in collaborative learning situations to apply and practice the concepts learned in class. In-class groups are used less frequently, especially to actually develop new concepts. This session addresses some of the questions that must be considered before in-class groups can be used effectively to develop new concepts. In this session, the participants will experience an in-class group activity that was developed for use in a junior/senior level database systems course.

Enhancing Science and Mathematics Education Through Authentic Experiences
Katherine Denniston & Sherry McCall Ross, Center for Science & Mathematics Education, Towson University
This session describes MESRP, a program that partners preservice and inservice teachers in summer internships, providing authentic experiences that give teachers the experience and credibility they need to promote inquiry-based learning in the classroom. We will explore the inputs and processes of MESRP, including a discussion of the roles of the interns and the contributions of on-site mentors. Sample products and outreach activities will be shared, along with an examination of preliminary assessment of the program’s impact on teacher enhancement.

A Cyberspace Homebase for Distance Management of Interns
Sharon B. Buchbinder, Health Science, Towson University
This goal of this session is to demonstrate a model for distance management and guidance of off-campus student interns. The "cyberspace homebase" enables faculty, interns, and internship site supervisors to have remote online access to critical instructional evaluative pieces including an Intern handbook, Evaluation Forms, and Discussion Groups. This model has the potential for easy adaptation to other disciplines.

Be Aware/Beware of What You Say
Norma C. Holter, Accounting & Donald J. Kopka, Marketing & Management, Towson University
Do you know what the professor wants us to do? What are we supposed to do? Should the numbers in A also be used in C? Students confused? Perhaps it’s because what you say is not what they hear. When a professor is speaking, the message is received by the student, but not necessarily in the manner and intent of the professor. When your message is received by the student’s brain, it is filtered through experience, prior knowledge, biases, cultural background, and emotions. This session will describe the communication process and how it has impact on the written and oral communication between teacher and student.

A Teacher’s Learning
Tom Dulz, MBA Department, Frostburg State University
Most research on education focus on students and issues related to student learning. The focus of this session is different; the focus is on the teacher and teacher learning. It was developed because I had reached an impasse in my teaching. It is a record of the messy path I have taken to resolve the impasse. By going through a learning process myself, it helped me understand learning on a much deeper level. The following ideas are some I believed: Learning can be orderly. Students will not work without the threat of grades. Class material and class time should be well-organized and structured. There is a certain amount of material that must be covered and it is my responsibility to see that this happens. Nothing will happen unless I provide the structure and impetus. Every one of these ideas were challenged. The most unexpected thing I learned was that I would have to change my self image.

Understanding Linguistics Hegemony and Its Challenges: Students Studying Home Discourses
Linda Williamson Nelson, Skills Center, Richard Stockton College of 
New Jersey
The session describes the practical steps and the theoretical basis of a specific classroom assignment designed to help students understand the complex sociolinguistic issues that clarify the relationship between language and social power. Students are introduced to a number of interacting concepts which together clarify the way that language styles in this country and elsewhere are ranked from low to high prestige, with varying degrees of privilege and access afforded to speakers along the vertical continuum.

Creative Classroom Uses of Interactive Theater
Jenna Celaine Yeager, Occupational Therapy & Harvey Doster, Theater, Towson University
Interactive theatre provides an exciting and innovative opportunity for engaging students in learning experiences. Through interactive theatre, students observe and even participate in simulated experiences that are thought provoking and capture the emotions, as well as the imagination. In this presentation, participants will be exposed to a variety of potential uses of interactive theatre, including a demonstration interview by an occupational therapy faculty member and a Catalyst Theatre student portraying an individual with Bipolar Disorder, Manic phase.