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1998 Program
Friday, September 25, 1998
8:30am-5:00pm REGISTRATION OPEN
9:30am-12:00noon SPECIAL
MEETING: PREPARING FUTURE FACULTY
9:30am-10:30am
Session 1A
ISSUES AND MODELS
Harry J. Richards, Associate Dean,
Graduate School
Lee F. Seidel, Teaching Excellence
Program
University
of New Hampshire
An examination of current Preparing Future Faculty (PFF) models including an overview of
the current national PFF project sponsored by the Association of American Colleges and
Universities and the Council of Graduate Schools, with support furnished by the Pew
Charitable Trusts. Details will be presented on the academic programs for future faculty
available at the University of New Hampshire and developed under the auspices of the Fund
for the Improvement of Post Secondary Education (FIPSE) of the U.S. Department of
Education.
10:45am-12:00noon
Session 1B
THE 1998 NATIONAL SURVEY OF (NEW) FACULTY HIRING PRACTICES
Victor A . Benassi, Psychology
& (Interim) Associate Vice President for Academic Affairs
University
of New Hampshire
In total, 123 academic institutions participated in this national survey. All Carnegie
Classifications of academic institutions were represented. Each academic institution
provided us the names of the new faculty hired in the previous two years and the names of
the chairs of the hiring departments. In total, 5,427 surveys were distributed. Our
results are based upon 1,825 surveys from faculty and 832 surveys from chairs. Respondents
were asked to assess the (hiring) value associated with specific qualifications (e.g.,
prior college level teaching experience), documentation (e.g., student evaluations of
teaching) and formal preparation for teaching, if any. They were also asked to rate the
priority that they and others in their department place on teaching, research, and
service. Preliminary results are available that describe the importance faculty and chairs
ascribe to these factors. Results identify factors that are rated in terms of importance
to newly hired faculty and to department chairs. Overall, an interesting and coherent
story emerged about the faculty hiring process. Results from the survey provide a national
framework for Graduate Schools interested in better positioning and preparing doctoral
graduates for competitive advantage in the academic job market.
9:15am-10:00am CONCURRENT SESSIONS
Session 2A
AGGRESSIVE TEACHING USING THE WEB: AN ILLUSTRATION USING WEB COURSE IN A BOX
Robert H. Trudeau, Center for
Teaching Excellence & Political Science
Providence
College
Most faculty are neither "early adopters" nor "apathetic laggards"
when it comes to integrating technology and pedagogy. If you are a
"mainstreamer," you are curious about technological innovations, but rightfully
concerned about the technological learning curves that we sometimes face. You might like
to be more aggressive in helping students learn, but also want to retain professional time
for other commitments. Web Course in a Box (WCB) is a tool that allows us to become more
interactive in our teaching, without having to learn a lot of technology nor invest huge
amounts of time. This presentation will provide you with several concrete examples of
learning activities that use WCB to facilitate communication among students and increase
accessibility of course and web resources for your students.
Sesision 2B
CAN YOU TEACH PROBLEM SOLVING?
Charles Vinsonhaler, Mathematics
University
of Connecticut
This presentation will discuss problem solving, history and motivation, course design,
examples of problems, student reaction, and assessment of student learning in a general
education mathematics course. Participants engage in various types of problem solving, as
individuals and in groups of two to four persons. There will be energetic discussion of
the problems, the role of the student, the role of the teacher, and indeed the viability
of the whole enterprise.
Session 2C
CAN THE PROFESSORATE BE MADE MORE PRODUCTIVE?
William Beaver, Social Science
Robert
Morris College
There is a growing debate about how college teachers spend their time. Some claim that
productivity is so low that being a professor amounts to being a member of the new leisure
class. Yet surveys of college faculty indicate that the average professor works about 53
hours a week. My interactive session will address these apparent contradictions by having
participants consider the following: Do we teach too much or too little? Should college
teachers be doing more or less research? Does research enhance teaching? Do college
faculty spend too much time with committee work?
Session 2D
IMPROVING THE EDUCATIONAL VALUE OF STUDENT TEAM ASSIGNMENTS
John C. Bennett, Undergraduate
Education & Instruction
University
of Connecticut
This presentation will investigate strategies for helping instructors and administrators
integrate critical thinking early in a student's college career. Can the transition from
high school to university really be made seamless and effective? Using an approach
implemented in the first-year program seminars, instructors can learn how to make a
connection with students, how to implement guided research, project -based learning,
writing, and in-depth discussion into all types of undergraduate courses. Student
assessment and rallying faculty involvement also will be discussed.
10:15am-11:00am CONCURRENT
SESSIONS
Session 3A
TEACHING WITH THE WEB: NEW OPPORTUNITIES, NEW PROBLEMS
Thomas M. Terry, Molecular &
Cell Biology
University
of Connecticut
Web educational opportunities include providing lecture notes and interactive practice
exams, as well as other resources on a scale that would not be possible via paper
distribution, such as adding graphics, animations, and short videos to enrich
presentations and review of important concepts, and solving problems based on web-based
resources in many fields. At the same time, web use can create new problems, such as poor
attendance by some students, reliance on questionable source material, and a devaluation
of library resources.
Session 3B
THE CLASSROOM AS CREATIVE WORKSHOP
Eleanor Whalen Carducci & Arlene
Scott, Liberal Arts
Sussex
County Community College
Presenters will share ways to transform the classroom into a creative workshop wherein
students will utilize imagination and critical thinking skills. The presenters will share
actual student work that has resulted from this active engagement with subject matter. In
addition, participants will receive handouts, additional ideas that work in the classroom,
and students' responses to the assignments. The session will conclude with a group sharing
of ideas that would be effective throughout the curriculum.
Session 3C
WHEN PUSH COMES TO SHOVE: EXAMINING RESISTANCE IN THE COLLEGE CLASSROOM
Paul Abraham & Janet Chumley, Education
& Human Services
Simmons
College
As teachers, we have all experienced students who resist the experience of the classroom
either by denying the credibility of course material, by not completing course assignments
or simply by being absent or late. In this presentation, we will examine resistance by
reflecting on our own experience as resisters and then consider resistance in own
classrooms and possible responses.
Session 3D
WORKING SHOULDER-TO-SHOULDER: NURTURING BUDDING UNDERGRADUATE RESEARCHERS AT AN URBAN
GRADUATE RESEARCH UNIVERSITY
Particia Ann Mabrouk, Chemistry
Northeastern
University
The Boyer Report issued a call to graduate research institutions to institute fundamental
change in undergraduate education, emphasizing inquiry-based learning. For the past seven
years, over twenty undergraduates from many majors have been active participants in my
research program. In this presentation I will present the guided-discovery approach and
resources that can be used to successfully involve undergraduates in workshop
participants' research programs. We will explore how to move undergraduate researchers
from dependence to self-confidence, competence, and independence.
11:15am-12:00noon CONCURRENT SESSIONS
Session 4A
WEB PAGE BUILDING AS A TOOL FOR LEARNING MORE
Larry Isaacson, Marketing
Babson
College
At Babson we are experimenting with easy-to-use support systems for putting aspects of
courses on the Internet. This can significantly change the student-teacher-course
relationship - sometimes in unexpected ways. Heavy use of weekly threaded discussions of
key topics and pre-class voting on key issues provides an excellent way to get classes off
to a fast start and increase involvement and learning. But there are some
"tricks-to-the-trade" and this session will provide information and the
opportunity to exchange experiences and sharpen these techniques.
Session 4B
WHAT ARE THE BENEFITS AND WEAKNESES OF DOING A "FUN TWO SEMESTER SENIOR DESIGN
PROJECT"
Marcelle E. Wood, Mechanical
Engineering
University
of Connecticut
This session will present and discuss a major design experience involving knowledge and
skills acquired through traditional and non-traditional learning experiences. The project
incorporates standards and realistic constraints such as economics, environmental,
robustness, manufacturability, ease of repair, ethical, health and safety issues,
interpersonal skills, marketing, and ultimately demonstration of the finished prototype.
The value of this academic experience is that the student can solve real world problems,
with realistic constraints, in an environment where resources and mentors are familiar and
available.
Session 4C
INTERACTIVE ENGAGEMENT
Peter Kugel, Computer Science
Boston
College
When you teach by interactive engagement, you decide what you want your students to learn
and then you: Explain those things to them, one at a time. Ask them to use those things to
solve problems alone. Then to use those things to solve problem with their neighbors, and,
finally, with the whole class. I'll show you how I use this idea in an introductory
computer science class and then we'll talk about how you might use it in your classes.
Session 4D
MAKING YOURSELF PRESENTABLE - USING POWERPOINT™ TO PRESENT
Virginia DeAngelis & Yvonne Monette,
Office Technology
Roxbury
Community College
In some colleges "publish or perish" has become "publish, present, or
perish"! In order to get tenure, many colleges would like their faculty to present at
conferences as a representative of their institution. Presenting, especially to peers, is
very stressful. This presentation will focus on using PowerPoint™ to create outlines,
handouts, presentation boards, slide shows, and animated computer shows, thus taking the
stress off the presenter.
12:00noon-1:30pm INTRODUCTORY
WELCOME & LUNCH (Tables by Discipline)
1:30pm-3:00pm CONCURRENT
WORKSHOPS
Session 5A
PREPARING FUTURE FACULTY - A TOWN MEETING
Convenor: Lee F. Seidel, Teaching
Excellence Program
University
of New Hampshire
Preparing Future Faculty (PFF) programs have the potential to build significant bridges
between the academic institutions that prepare future faculty by awarding the doctoral
degree and those institutions that hire new faculty. A town meeting format is used to
highlight potential opportunities for collaborations related to graduate student
recruitment, preparation, and placement and to develop strategies -- especially strategies
involving academic institutions in New England -- to expand, evolve, and fulfill the PFF
agenda.
Session 5B
TINKER TOYS & TEAMWORK: A TEACHING STRATEGY
William McPherson, Linda Szul, Dawn
Woodland & Virginia Hemby, Office Systems & Business Education
Indiana
University of Pennsylvania
Searching for new strategies to effectively convey the importance of teamwork and
communication skills in today's workplace? Participate in a project designed to cultivate
creative thinking, teamwork, oral presentation, and writing skills. Design and construct a
product using Tinkertoys. Use the prototype to develop an entire marketing plan targeted
toward a selected audience, then make a presentation to that audience. Sound like fun? It
is! Let us show you how to make teamwork fun for students.
Session 5C
FACILITATING EFFECTIVE CLASS DISCUSSIONS
Julie H. Hertenstein, Accounting
Elise J. Dallimore, Center for
Effective University Teaching
Northeastern
University
We will explore strategies and tools to effectively facilitate discussion by examining
three questions frequently raised by discussion teachers: How do I ensure that students
prepare fully prior to class discussions? How can I make sure the session's learning
objectives are met while allowing free-flowing discussion? How do I get all students to
participate? Participant teams will develop responses to these questions. Participants are
encouraged to raise questions and share approaches for enhancing the effectiveness of
discussion teaching.
Session 5D
IS COOPERATIVE LEARNING POSSIBLE 100% OF THE TIME IN COLLEGE COURSES!?
Theodore Panitz, Mathematics,
Engineering, & Technology
Cape
Cod Community College
Using Cooperative Learning (CL) techniques 100% of the time in college courses may sound a
bit extreme. However, when CL paradigms are used extensively the responsibility for
learning is shifted from the professor to the students. This enables students to take
responsibility for their learning, fostering critical thinking skills, engendering
success, building self esteem, and creating an enjoyable social environment that promotes
extensive discussion of course content. This workshop will involve participants in a
variety of CL techniques including cooperative writing, pair reading, and round robin
brain storming. The focus will be CL structures which may be applicable to any college
course.
Session 5E
IMPROVING COURSE EMBEDDED STUDENT RESEARCH: A LITERATURE BASED MODEL FOR CREATIVE CLASS
PROJECTS
Jean A. Wyld, Biology
York
College of Pennsylvania
Participants in this workshop will utilize and analyze the literature-based model for
engaging undergraduates in scientific research. This teaching technique ensures that
students will design, implement, and analyze a research problem, while providing
instructors with a logistically feasible alternative to traditional lab exercises or
multiple- student research projects. Workshop activities will provide experience in
utilizing this technique and assistance for faculty interested in designing such projects
for courses in the social and natural sciences.
3:15pm-4:00pm CONCURRENT SESSIONS
Session 6A
THE DILEMMAS OF AN INTERNATIONAL TEACHING ASSISTANT PROGRAM IN AMERICAN UNDERGRADUATE
EDUCATION: PERSONAL PROGRAMMATIC, AND ADMINISTRATIVE VIEWS
Keith Barker, Institute for
Teaching & Learning
Charles Vinsonhaler, Mathematics
Catherine Jarvis, International TA
Program
Mei Tsung, Pharmacy
University
of Connecticut
The commitment to maintaining an International Teaching Assistant (ITA) program and
establishing an English proficiency policy creates dilemmas for all those involved in
undergraduate instruction: the ITAs themselves, the ITA program coordinator, and the
departmental and university administrators. In this panel, a representative of each of
these constituencies outlines these dilemmas as part of a dialogue aimed at resolution and
innovation in the training of the ITAs and in the instruction of undergraduates.
Session 6B
SOCIAL RESPONSIBILITY: TEACHING IT IN A MATH CLASS
Richard A. Zang, Mathematics
University
of New Hampshire
General Powell challenged communities across America to play an active role in education
during the President's Youth Summit for America's Future last year. This presentation is
about a successful partnership that grew out of New Hampshire's first Youth Summit. The
partnership is between a group of high school students - who are in a special program for
former high school dropouts - and students from a liberal arts mathematics course who opt
to tutor them as a social responsibility option for 2½ hours/week over a 10-week period
for one quarter of their grade.
Session 6C
TEACHING STYLES INVENTORY: A RESOURCE FOR OPENING DISCUSSION
Suzanne Barrett, Academic
Development Center
Boston
College
What really goes on behind classroom doors? Too frequently, faculty members become
isolated in their own classrooms. The Teaching Styles Inventory was developed to help
faculty compare teaching methods and assess teaching in their schools or departments. The
Inventory covers syllabus design, assessment of students and of teaching, classroom
techniques, outside interactions with students, and other topics. In this session
participants will fill out the inventory, suggest improvements and consider its usefulness
as a discussion facilitator.
Session 6D
IMPROVING STUDENT PERFORMANCE THROUGH COLLABORATIVE LEARNING
Steven Jarvi, Undergraduate
Education & Instruction
University
of Connecticut
Research on the influence of peers and collaborative learning on student performance was
conducted at a large New England Research University. Peer-led study groups, which
attempted to foster a collaborative learning environment, were formed for large lecture
courses. The results suggested that students who participated achieved higher grades, that
the study groups were not as effective in all classes, that there was evidence of
collaborative learning in the study sessions, and certain students were more likely to
participate.
Session 6E
EMBEDDED LEARNING MODULES [ELMOS]: A NEW PARADIGM FOR TEACHING SCIENCE, MATH, ENGINEERING
& TECHNOLOGY [SME&T] TO NON-SCIENCE MAJORS
Arun Bansil, Physics
Gerard Voland, Mechanical, Industrial,
and Manufacturing Engineering
Northeastern
University
The ELMO Project at Northeastern University, which has recently received major funding
from the National Science Foundation, seeks to create learning experiences in the
laboratory and in the field for naturally integrating concepts and principles of SME&T
throughout the non-science curricula in a progressive and reinforced manner. These
experiences form a set of laboratory modules that will be embedded directly into the
sequence of required courses for each non-science faculty member to mesh seamlessly with
study within a particular non-science major so that students will recognize the direct
relevance of SME&T to their disciplinary interests.
4:15pm-5:45pm CONCURRENT
WORKSHOPS
Session 7A
BUILDING COMMUNITY USING CASES ABOUT ETHICAL DILEMMAS IN TEACHING
Milton D. Cox, Teaching
Effectiveness Programs
Miami
University
When I led a multi-disciplinary faculty seminar in which the participants discussed some
of their own ethical dilemmas in teaching, one of the important and unexpected outcomes
was the sense of community which the discussion built among the group. In this session,
each participant will create a brief case about a personal ethical teaching dilemma. A
discussion about some of these will follow. Hopefully, this session will illustrate a way
to begin to build a community around teaching among colleagues in one's department and
across disciplines.
Session 7B
A JOURNEY IN EXPERIENTIAL LEARNING ACROSS THE DISCIPLINES: ENGLISH LITERATURE AND PHYSICAL
THERAPY, FOR EXAMPLE!
Karen M. Stanks, Physical
Therapist Assistant Program
Keystone
College
Deborah E. Brassard, English
Marywood
University
This interdisciplinary workshop focuses on the use of experiential learning in the
classroom. Those in attendance will be asked to participate in a collaborative,
interactive experience utilizing a variety of innovative techniques to promote critical
thinking and problem solving. Techniques we call dramatic impersonation, switching seats,
and provocative panning, among others, will be used to create a sense of the physical
experience of being eighty years old, as well as stimulate the metaphysical awarenesses
evoked by glimpsing life through the vision of aged sensibilites. This approach
demonstrates the methodology as it applies to two distinctly different disciplines and
establishes a design for other collaborative projects across the curriculum.
Session 7C
GOING BEYOND THE BLUE BOOK AND SCANTRON: INVITING MULTIPLE INTELLIGENCES AND CREATIVITY IN
LEARNING
Ann Brandt-Williams & René
Díaz-Lefebvre, Psychology
Glendale
Community College
The framework for affecting institutional change, with the goal of improving student
learning begins with risk-taking, asking "what if" as opposed to "it can't
be done! Working with this premise, participants will be introduced to Howard Gardenr's
theory of Multiple Intelligences and given the opportunity to view research on how this
theory is working in college classrooms to better evaluate student learning.
Session 7D: SPECIAL EVENT - WALKING TOUR OF BOSTON
USING WALKING TOURS AS A TEACHING TOOL
Wilfred E. Holton, Sociology &
Human Services
Northeastern
University
Walking tours are valuable teaching tools for courses in history, sociology, art and
architecture, urban planning, economic development, and more. A walking tour of about an
hour will cover a neighborhood near Northeastern University and handouts will be provided.
The concepts illustrated will include invasion and succession, gentrification, urban
redevelopment, ethnic neighborhoods, and urban social history. Limit: 35 participants.
Please sign up at the Registration Desk as soon as possible to assure a place on the tour.
The tour will be repeated on Saturday morning from 9:00am-10:30am.
6:30pm RECEPTION
7:00pm DINNER
WELCOME & PLENARY PRESENTATION
SCHOLARLY TEACHING AND THE SCHOLARSHIP OF TEACHING: WHERE BOYER GETS MUDDLED
Laurie Richlin, President
International
Alliance of Teacher Scholars
Ever since Boyer's publication of Scholarship Reconsidered, faculty, administrators, and
faculty development professionals have worked to understand and implement his ideas of
faculty work. Boyer proposed four "scholarships": discovery, integration,
application, and teaching. Unfortunately, his concept of the "scholarship of
teaching" was mixed up with the idea of "scholarly teaching," a very
different activity. This confusion has recently been made greater with the publication of
Scholarship Assessed, which attempts to describe the criteria by which Boyer's
"scholarships" should be judged. Because both scholarly teaching and the
scholarship of teaching are vital to the life of the academy, it is important to clarify
and operationalize both of them.
Saturday,
September 26, 1998
8:30am-12:00noon REGISTRATION
OPEN
9:00am-10:30am CONCURRENT
WORKSHOPS
Session 8A: SPECIAL EVENT - WALKING TOUR OF BOSTON
USING WALKING TOURS AS A TEACHING TOOL
Wilfred E. Holton, Sociology &
Human Services
Northeastern
University
Walking tours are valuable teaching tools for courses in history, sociology, art and
architecture, urban planning, economic development, and more. A walking tour of about an
hour will cover a neighborhood near Northeastern University and handouts will be provided.
The concepts illustrated will include invasion and succession, gentrification, urban
redevelopment, ethnic neighborhoods, and urban social history. Limit: 35 participants.
Please sign up at the Registration Desk as soon as possible to assure a place on the tour.
The tour is also given on Friday afternoon from 4:15pm-5:45pm.
Session 8B
DEMOCRACY OR POLITICS: THE CASE OF THE KWIATOWSKI BILL IN LAKEVILLE--AN EXPERIENTIAL
EXERCISE
Laura Godtfredsen, History/Society
Babson
College
Case teaching in the interactive classroom creates realistic scenarios for students as
political agents to understand the dilemmas and paradoxes in decision making and the
inherent contradictions in the political process between morals-ethic-rights and the
pressures to compromise, make deals, and address the demands of constituencies and
reelection. By writing cases tailor-made for teaching objectives, educators can utilize
the opportunities for introducing live case teaching, invigorate the classroom, and spur
further desire to learn.
Session 8C
A CASE FOR TEAM TEACHING
John E. Mack, Management
Krishna Mallick, Philosophy
Salem
State College
In this presentation we will discuss the process for introducing a team-taught course,
Ethical Issues in Business, at the graduate level. The course was taught by professors
from two diverse disciplines, Management and Philosophy. Specific areas to be covered in
the workshop include governance, curriculum, course design, methodology, assessment, and
evaluation. Emphasis will be placed on the methodology and techniques used by the
instructors to incorporate the theoretical and applied aspects of the field of business
ethics.
Session 8D
ACADEMIC SUCCESS WORKSHOPS: HELPING STUDENTS THRIVE IN COLLEGE
Theresa Ammirati, English, Dean of
Freshmen
Michael Reder, Writing Center
Leslie Williams, Unity Multicultural
Center
Connecticut
College
Students at risk of academic failure may need special attention to get back on track. A
series of workshops using various teaching and learning methods has proven valuable in
helping students learn strategies for academic achievement. A panel of presenters who have
developed and facilitated these workshops will demonstrate workshop activities, such as
learning inventories, time management techniques, and study strategies. Discussion will
focus on other means for helping students achieve academic success.
Session 8E
ADDRESSING ETHICAL ISSUES IN EXPERIENTIAL EDUCATION
Mary Jane Grusemeyer & Nancy Waggner,
Cooperative Education
Northeastern
University
This interactive workshop is designed to assist faculty who teach ethical issues or work
with internship, community service, or experiential programs. We will discuss effective
teaching strategies for preparing students to identify and appropriately respond to
ethical issues and for facilitating classroom discussion. Facilitators will utilize a case
study of an actual dilemma faced by a student. We will share actual and potential
strategies for addressing issues and discuss our ethical and legal responsibilities as
faculty. A summary of the discussion will be sent to participants following the
conference.
10:45am-12:15pm CONCURRENT
WORKSHOPS
Session 9A
PUBLIC VIRTUE AND THE GOOD LIFE: RETURNING MORALS AND ETHICS TO THE CLASSROOM
Julianne S. Cooper, Liberal Arts
New
Hampshire College
While the trend in recent years has been to focus on the rights of the individual, we, as
educators, see more and more a lack of understanding in students that they are members of
a larger community. This workshop, based on more than seven years of trial and error, will
focus on ways to create a classroom environment where students may learn and absorb clues
as to acceptable public behavior.
Session 9B
DESIGNING "SPRINGBOARD SCENARIOS" FOR THE INTERACTIVE CLASSROOM
Terry Ray, Finance & Legal
Studies
Indiana
University of Pennsylvania
During this interactive workshop the participants will learn the elements and techniques
needed to create their own Springboard Scenarios for use in generating animated classroom
discussion and then will have the opportunity to create several scenarios of their own. A
Springboard Scenario is writing that is constructed in such a way so as to create strong
emotion among the readers and consequential firm and varying opinions within a group - the
essential ingredients for the generation of classroom discussion. All participants will
receive a written guide on creating Springboard Scenarios, replete with examples of each
type of scenario.
Session 9C
TEACHING CIRCLES--LEARNING OPPORTUNITIES FOR FACULTY
William McPherson, Wayne Moore,
Linda Szul, Dawn Woodland, Virginia Hemby, & Kelly Wilkinson, Office Systems
& Business Education
Indiana
University of Pennsylvania
Many faculty have utilized teamwork in the classroom but few have developed teaching teams
in the form of teaching circles. This presentation focuses on the sharing of information
by discipline-related faculty with a specific goal to focus on the learning styles of
faculty and students. Together, the faculty share ideas and exchange instructional
strategies based on discussion of learning styles. The teaching circle has provided
faculty members opportunities to build both a professional relationship and respect for
each other.
Session 9D
IMPROVING STUDENTS' WRITING WHILE CUTTING DOWN ON YOUR OWN WORK
Tiane Donahue, English
Stephen Nathanson, Philosophy
Carolyn O'Brien, Clinical Specialist
in Nursing
Northeastern
University
In this interactive workshop a nursing professor, a philosopher, and a writing instructor
will provide models for helping students improve their writing without creating excessive
burdens for faculty members. Successful techniques to be discussed include forms of
student peer review and paper formats that help students avoid predictable errors.
Participants will generate adaptations of the models, based on their own criteria for
judging papers and on problems that they anticipate in student writing.
Session 9E
EXPERIENTIAL EDUCATION IN THE COLLEGE OF ARTS & SCIENCES PROGRAMS
Gordana Rabrenovic, Veronica Porter,
Timothy Donovan, Julie Curtis, Alicia Russell, John Portz, Tom Gilbery, Kellianne Murphy
& James Black,
Center for Experiential Education and Academic Advising,
Northeastern
University
This workshop will discuss the process of incorporating experiential education within arts
and sciences. After brief overview of our experiences, we will divide the workshop
participants into small groups. Each group will focus on specific experiential education
activities such as service learning, internships, faculty-student research projects, and
study abroad. We will close the workshop by sharing the highlights of each subgroup.
12:15pm-1:30pm LUNCH (Tables by Topic)
1:30pm-2:15pm CONCURRENT
SESSIONS
Session 10A
USING THE WWW IN ANATOMY & PHYSIOLOGY: PART ONE
Marilyn A. Cairns, Cardiopulmonary
Science
Northeastern
University
The purpose of these sessions is to demonstrate the use of the Internet to promote active
learning in undergraduate anatomy and physiology or other biological science classes. In
Part One participants will have the opportunity to use materials designed for an
undergraduate anatomy and physiology course. In Part Two (immediately following this
session) they will travel to the instructor's lab to explore Internet sites recommended
for use in the biological sciences, and create an assignment or exercise for their own
class. You are welcome to attend either or both sessions.
Session 10B
WHO IS AT RISK? A STUDY OF ENTERING STUDENTS' PREPAREDNESS
Richard E. Willson, Jr., Lila Foye &
Neal Lerner, Division of Arts & Sciences
Massachusetts College of Pharmacy & Allied Health Science
Because of our concern for freshmen and first-year transfer students who are having
difficulty handling the science, math, and writing components of our curriculum, we formed
a committee on Entering Students' Preparedness, which consists of faculty who teach
freshmen in these areas. This presentation will discuss the work of this committee,
including collecting data (SAT scores, freshman grades, etc.), performing statistical
analysis of these data, and making recommendations to appropriate offices. The audience
will emerge with a model for assessing and addressing the academic needs of entering
students.
Session 10C
USING CYBERSPACE TO PROMOTE THE EDUCATION OF CHARACTER: A LESSON FROM THE CLASSROOM
Bruce M. Saulnier, Computer
Information Systems
Quinnipiac
College
This session will be an interactive demonstration of how major character development
issues can be addressed in a cyberspace environment, modeling for participants how
technology can be used to address topics that form the basis of an educated citizenry.
Specific learning outcomes will include an appreciation of using the World Wide Web as an
interdisciplinary teaching tool and exposure to specific web sites that foster character
development classroom discussions.
Session 10D
CRITICAL THINKING - IN AND AFTER COLLEGE
John C. Bennett, Undergraduate
Education & Instruction
University
of Connecticut
This presentation will investigate strategies for helping instructors and administrators
integrate critical thinking early in a student's college career. Can the transition from
high school to university really be made seamless and effective? Using an approach
implemented in the first-year program seminars, instructors can learn how to make a
connection with students, how to implement guided research, project-based learning,
writing, and in-depth discussion into all types of undergraduate courses. Student
assessment and rallying faculty involvement also will be discussed.
2:30pm-3:15pm CONCURRENT
SESSIONS
Session 11A
USING THE WWW IN ANATOMY & PHYSIOLOGY: PART TWO
Marilyn A. Cairns, Cardiopulmonary
Science
Northeastern
University
The purpose of these sessions is to demonstrate the use of the Internet to promote active
learning in undergraduate anatomy and physiology or other biological science classes. In
Part One (immediately preceding this sessions) participants had the opportunity to use
materials designed for an undergraduate anatomy and physiology course. In Part Two they
travel to the instructor's lab to explore Internet sites recommended for use in the
biological sciences, and create an assignment or exercise for their own class. You are
welcome to attend either or both sessions.
Session 11B
FACILITATING STUDENTS' CAPACITIES TO PRESENT ORIGINAL RESEARCH
Judy Fenster, Social Sciences
City
University of New York
Conducting and presenting original research are two activities with tremendous potential
to augment a student's development. However, both can be intimidating for college students
to do on their own without the proper support and guidance from faculty. In this
presentation, I will share the challenges and triumphs involved in a recent experience I
have had mentoring a group of students through the process of conducting their own
original research and presenting it at a regional conference.
Session 11C
MAKING EFFECTIVE USE OF WEB-BASED MATERIALS, DISCUSSION BASES, AND POLLING TO SUPPORT
CLASSROOM DISCUSSION AND LEARNING
Larry Isaacson, Marketing
Babson
College
At Babson we are experimenting with easy-to-use support systems for putting aspects of
courses on the Internet. This can significantly change the student-teacher-course
relationship - sometimes in unexpected ways. Heavy use of weekly threaded discussions of
key topics and pre-class voting on key issues provides an excellent way to get classes off
to a fast start and increase involvement and learning. But there are some
"tricks-to-the-trade" and this session will provide information and the
opportunity to exchange experiences and sharpen these techniques.
Session 11D
IN THE NEWS: CRITICAL THINKING AND THE MEDIA
Sharon A. Hollander, Education
College
of Staten Island/CUNY
Toss that textbook! Or at least, set it aside. Newspapers, magazines, and the Internet can
be used to enhance curriculum and strengthen students' language and thinking skills.
Students can benefit from summarizing, evaluating, and discussing self-selected articles
from the popular media that are relevant to coursework. This task helps students become
critical consumers of information. They learn to evaluate material from newspapers and
magazines, resources which will be read long after students complete their formal
education, as well as other material, such as professional journal articles, and
ultimately, their own writing and ideas.
3:30pm-4:00pm CLOSING SESSION |