1999
PROGRAM
Teaching With [a] Difference
Friday * 1 October 1999
8:30am-3:45pm Registration
Open
9:00am-10:15am Welcome &
Opening Address
Welcome
Laurie
Richlin, President & Conference Director
International
Alliance of Teacher Scholars
Steve Nathanson, Center for Effective University Teaching
Northeastern
University
Milton D. Cox,
Founder & Director, Lilly Conferences on College
& University Teaching
Miami
University
Session 1
Modeling Leadership: Differences in Classroom Roles and Functions
Gary M. Shulman, Communication, Miami
University
Participants in this plenary session will have the opportunity to assess themselves on
several dimensions of modern leader (teacher) roles and functions such as visioning,
coaching, student focus, empowering, gaining student commitment, mentoring, leading
change, improving processes, and more. Participants will leave with a better understanding
of how their classroom leadership consciously or unconsciously facilitates or detracts
from student learning. They will be able to identify areas where they need additional
knowledge or skills.
10:30am-11:15am Concurrent Sessions
Session 2A
Critique a.k.a. Professional Assessment Tools
Donnalee Shain & Ann C. Golub-Victor, Physical
Therapy, School of Health Professions
Physical
Therapy, School of Health Professions, Northeastern
University
This presentation will highlight the use of three forms of critique required of our
students to promote professional development. The forms of critique presented are
self-critique, critique of classmate performance, and critique of experienced
professionals. We will relate the importance of critiquing to the development of effective
thinking, communication, life management/career and interpersonal skills. We believe these
skills are fundamental for professional growth and development for all professions.
Session 2B
What’s in it For Us?
Laura Godtfredsen, History/Society, Babson
College
Less than satisfactory results in the effectiveness of teaching can often be traced to the
limitations of professors’ perceptions about student motivation and lack of
understanding of how students think and reason. College teachers have assumed
intentionalities that stem from their professional needs, ways of thinking, membership in
the academy, and ego needs that undermine their effectiveness as educators. They are often
out of touch with the fundamental needs and life circumstances of the students in their
courses. They are often out of touch with the needs and minds of their students.
Session 2C
Making Group Problem-Solving A Principal Instructional Strategy
Carla Oblas & Bob Case, Mathematics
Mathematics,
Northeastern
University
Group problem solving can be an important strategy in undergraduate learning. For the past
three years at Northeastern University, a new course, Interactive Mathematics, has been
offered with this focus. In this session, will work on a sample problem and discuss the
issues involved in utilizing this method in our own courses. No particular prior
mathematics experience is necessary for participation.
Session 2D
Virtually Connect: Teaching and Learning Differently Online
Kathleen Skubikowski, English
English
Elizabeth A. Allen, Senior
English Major, Middlebury
College
How do computers change our students’ thinking and learning and our own sense of what
we do as teachers? By examining sample students’ online exchanges, culled from
writing courses at a liberal arts college, a teacher and student collaborative research
team will demonstrate how virtual learning environments can produce both desirable and
undesirable discourse practices. Together with participants we will strategize responses
to the changed dynamics of the virtual classroom. This presentation should interest
teachers integrating online learning environments into their courses, and anyone who
reflects upon the personae we create when we enter the realm of computer-assisted
communication.
11:30am-12:15pm Concurrent Sessions
Session 3A
Learning Well by Doing Good: An In- and Out-of-Classroom Experience
Leonard J. Glick, College of Business
College of Business,
Northeastern
University
Learning in a classroom—even an interactive, experiential classroom—is still
different from learning to apply knowledge outside the classroom. The presenter will
discuss how he enhances learning by having students actually plan and run a business (with
the profits donated to charity) to apply some major concepts such as, culture, rewards,
structure, leadership, and communication in an organizational behavior course.
Participants will identify and discuss potential out-of-classroom projects for their own
courses.
Session 3B
More Student Learning, Less Faculty Work?
Judith E. Miller, Biology &
Biotechnology, Educational Development, Worcester
Polytechnic Institute
In response to a challenge to improve educational quality and faculty productivity, WPI
tested the use of undergraduate Peer Learning Assistants (PLAs) to facilitate group
process and dynamics in cooperative learning groups in large introductory courses. The
important differences of increased student responsibility for learning and support from
PLAs resulted in improved student learning, improved retention, and reduced faculty time
input. We will discuss the model, its outcomes, and the controversial concept of
educational productivity. (Session 4B is a workshop on this topic.)
Session 3C
Teaching and Learning in a Complex System
Peter E. Doolittle, Teaching and Learning Teaching and Learning,
Virginia
Polytechnic Institute & State University
Teaching and learning is an adaptive process that involves the emergence of unique
knowledge structures based on students’ idiosyncratic organization of experience. It
is quite common for students to leave a course having attained very different
understandings than those intended by the teacher. Complex systems pedagogy provides a
rationale, guidelines, and strategies for understanding and exploiting this
unpredictability. Participants in this presentation will engage in three complex systems
experiments and explore innovative complex systems pedagogy.
Session 3D
Using Music as a Teaching Device
William F.S. Miles, Political Science
Patrick Manning, History & African-American Studies
Casey Silvia, Arts & Sciences, Northeastern
University
When introducing students to foreign subjects and alien cultures, music is an excellent
way to span the gap between cognition and affect. Even for social scientists and
historians, musical pedagogy can be a very effective means for connecting or, (in the case
of "aging" professors) reconnecting with undergraduates. This
presentation will melodically demonstrate techniques and lyrics to get college-level
learners "in tune" with material to which they may otherwise have a hard time
relating.
Session 3E
Mediating Engagement: Should Learning Experience Become Y2K
Compatible?
Francoise Dussart, Anthropology & Women's Studies, University of Connecticut
How can professors employ late-20th century technology to
compensate for ever-expanding class size? Is
there a way to tether the enthusiasm many students have for computer culture to the
pedagogic imperatives we face as educators? Can
we make the social sciences Y2K-compatible? These
were the basic questions a team of University
of Connecticut teacher and administrators asked themselves when “reengineering”
an undergraduate course in anthropology that was part of the core curriculum.
12:30pm-1:45pm Lunch
(Tables by
Discipline)
2:00pm-3:30pm Concurrent
Workshops
Session 4A
Effective Learning Strategies for College Students with Learning Disabilities
Nancy Sharby, Physical Therapy, School of
Health Professions
Physical Therapy, School of
Health Professions, Northeastern
University
This presentation will describe the charactertistics of the most common types of learning
disabilities; language based disabilities, non-language based disabilities, and
attention/organizational disorders. We will discuss the behaviors, learning difficulties
and patterns of failure which students typically demonstrate in the academic setting.
Suggestions will be provided to help identify students who may have been previously
undiagnosed. Specific strategies, and accommodations will be offered which will enable
learning disabled students to be more successful in the classroom and lab.
Session 4B
How to Use Undergraduate Peers to Facilitate Cooperative Learning Groups
Judith E. Miller, Biology &
Biotechnology, Educational Development, Worcester
Polytechnic Institute
The use of undergraduate Peer Learning Assistants (PLAs) to facilitate group process and
dynamics in cooperative learning groups in large introductory courses has been shown to
result in improved student learning, reduced attrition, and reduced faculty time input.
Participants will identify ways in which PLAs could be useful in their own courses. They
will go away with enough specific, practical advice and materials to try this different
model of student-teacher collegiality in their own courses. (Session 3B is an overview of
this topic.)
Session 4C
Community Building in the College Classroom
Karen M. Dutt-Doner, Kimberly Fullerton, &
Jessica Desmond, Teacher Education
Teacher Education,
University
of Southern Maine
In this presentation we intend to a) explain the relevance of community-building
activities in the college classroom; b) engage audience members in two community building
activities; c) provide an opportunity for audience members to debrief their experience in
the community building activities while highlighting the key elements of cooperative group
work/team building; and d) college students will describe their perceptions and
experiences in community building activities. Participants will not only engage in
community-building activities during this session, but, also will have an opportunity to
debrief these experiences as they would in a college classroom.
Session 4D
When the Differences Lead to Conflict: Promoting Civility In the Classroom and
Beyond
Susan A. Holton, Communication Studies
& Theatre Arts
Communication Studies
& Theatre Arts, Bridgewater
State College
While acadamia may not be a "blackboard jungle," incivility is increasing on our
campuses. What are the issues of incivility in your classrooms – and beyond? What do
you do? In this session we will identify the issues of incivility at your institution, and
what styles you might use to be effective. Participants will be invited to share ideas
that work – and some that don’t. We will look at a conflict management model to
address the issues of incivility.
3:45pm-5:00pm Special Event – Walking Tour of
Boston
Session 5A
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.
3:45pm-4:30pm Concurrent Sessions
Session 5B
Involving Students in Transforming the Learning Culture
Kim Chambers, Instructional
Resource Center
Keith Barker,
Institute for Teaching & Learning, University
of Connecticut
This session focuses on ways to involve students in university wide efforts
to promote a learning culture. Using efforts
to involve students in moving from teaching-centered to learning-centered models, the
presenters challenge participants to explore ways students can get involved in
transforming the learning culture at their own universities.
Session 5C
The Permeable Classroom: A Dialogue
Leo R. Sandy, Education Education, Plymouth
State College
This session will provide examples of practices used in a "Permeable Classroom"
where students learning is facilitated by providing connections between classroom
material and the external environment. Experiential knowledge includes a combination of
personal interviews, guest speakers, panel presentations, and service learning. Three
college courses - two undergraduate and one graduate – are described relative to
their application of permeability. It is suggested that if courses have experiential
components, students make more meaningful connections with classroom learning. The format
will include a brief presentation followed by dialogue.
Session 5D
The Biotechnology Programs at Massachusetts Bay Community College
Bruce A. Jackson, Biotechnology, Boston
College
Anthony Lombardo, Biotechnology, Massachusetts
Bay Community College
Saduiqa Yancey, Marine Biotechnology, Massachusetts
Bay Community College
Gwen Lovewell, Biotechnology, Massachusetts
Bay Community College
Carrie Guyan, Forensic Science, Massachusetts
Bay Community College
Adam Goetzel, Biotechnology, Massachusetts
Bay Community College
John Beisham, Marine Biotechnology, Massachusetts
Bay Community College
Rachel Barry, Forensic Science, Massachusetts
Bay Community College
The Biotechnology (BT) Programs at Massachusetts Bay Community College (MBCC) are novel,
internationally renown, undergraduate science programs designed specifically for
nontraditional students. The BT Programs are considered by the National Science
Foundation (NSF) to be three of the preeminent undergraduate science programs in the
nation and are used as educational models by that agency. The achievements of BT
students exceed that of their counterparts at any institution nationally. Indeed,
the NSF has written that the average BT student at MBCC has the scientific ability of
"most first-year graduate students." In this session, the BT students wil
discuss their accomplishments and their reflections on their programs.
6:00pm Dinner
7:30pm-8:30pm Reception &
Poster Sessions
Join your colleagues for libation and snacks while you visit with poster
session presenters.
Session 6A
Faculty Learning Communities
Milton D. Cox,
Teaching Effectiveness Programs; Mathematics
Muriel Blaisdell,
Senior Faculty Community for Teaching Excellence;
Interdisciplinary Studies
Philip Cottell,
Faculty Community Using Cooperative Learning;
Accountancy,
Miami
University
This session will display materials used to create faculty learning communities for junior
and senior faculty, cooperative learning, and working with difference. (See Session 7B.)
Session 6B
Better Performance in a Service Course By Relating to Student’s Majors
John Goulet, Mathematical Sciences, Worcester
Polytechnic Institute
A service mathematics course (linear algebra) with a large (102) population of
non-mathematics majors had students spending roughly 25% of their time working on weekly
team projects which used course material to be applied to areas to their own particular
major (including engineering, science, management and biology). Data analysis of final
exam questions show significant improvement in 2 to 5 areas. Instructor’s
understanding of the applicability of the material and students need improved
substantially.
Session 6C
Active Learning: Materials Science Through Art
Karen M. McNamara, Chemical Engineering
Chemical Engineering,
Worcester
Polytechnic Institute
A course, Materials Science of Art Objects, was designed to get students actively involved
in learning traditional science material. The incorporation of two seemingly unrelated
topics, along with specially designed assignments, was successful in creating and active
dynamic learning environment. One critical issue was motivating students, getting them to
"buy in". The results of the first offering, including students evaluations,
will be presented. Methodologies that were and were not successful and future
modifications will be discussed.
Session 6D
Publishing the Scholarship of Teaching
Laurie Richlin,
Executive Editor,
Journal on
Excellence in College Teaching
Want to publish your
classroom research or other teaching scholarship? Learn
about opportunities for publishing and discuss your teaching projects with the editor of
an interdisciplinary, peer-reviewed journal. Bring
any papers you are working on, or just come to talk about your ideas.
Session 6E
Workshop Chemistry: A Peer-Led Team-Learning Teaching Model
Jerry Sarquis, Chemistry, Miami
University
Workshop Chemistry is a peer-led team-learning model of teaching chemistry an other
undergraduate science disciplines. The workshop provides and active learning experience
for students, provides leadership experience for undergraduates, and engages faculty in a
creative new dimension in teaching. This presentation summarizes the author’s
experience with this model in the general chemistry course at Miami University.
8:30pm-9:00pm Music & More
A musical treat, with Verne
McArthur on guitar..
Verne McArthur is a teacher, organizer, singer and songleader.
Holding a doctorate in Community Psychology from Yale University, he has taught at
both the high school and college level for over thirty years. Verne teaches community
development and human services to adult students in the School of Human Services at
Springfield College. He uses music in his teaching and community work to inspire
collaborative learning and to deepen critical thinking.
As a community activist, he contributes his organizing and music skills to the
Pioneer Valley Project, a faith-based multi-cultural coalition of churches and unions in
Springfield.
Verne is also a member of the Peoples’ Music Network, an organization of folk
musicians, teachers, and community workers who use music in the struggle to build a better
world.
Steve Nathanson on occasion will join in on the banjo
Saturday * 2 October 1999
8:30am-1:30pm Registration Open
9:00am-10:30am Concurrent
Workshops
Session 7A
A New Paradigm for Teaching Science to Non-Science Students
Arun Bansil, Physics
Physics,
Northeastern
University
Northeastern's Embedded Learning Module (ELMO) project seeks to create learning
experiences for naturally integrating scientific concepts and principles throughout
non-science courses. The plan is to develop laboratory modules that will be embedded
directly into required courses in non-science disciplines. In this session, participants
will see ELMO in action by taking part in a laboratory science activity designed for Art
and Architecture students. It should be fun for all involved, and ample time will be
available for questions and sharing ideas.
Session 7B
Enhancing the Teaching Culture on Your Campus: Faculty Learning Communities
Milton D. Cox, Teaching Effectiveness
Programs; Mathematics
Muriel Blaisdell, Senior Faculty
Community for Teaching Excellence; Interdisciplinary Studies
Philip Cottell, Faculty Community Using
Cooperative Learning; Accountancy
Miami
University
The advantages and outcomes of student learning communities also hold for faculty learning
communities, for example, decreased fragmentation and isolation, increased retention, the
building of community, coherence of learning across disciplines, and increased interest in
learning. Three coordinators of faculty learning communities will guide participants
through one of their communities: junior faculty, senior faculty, those using difference
to enhance learning, or those using cooperative learning.
Session 7C
Working Memory: The Gateway to Learning and Understanding
Peter E. Doolittle, Teaching and Learning
Teaching and Learning,
Virginia
Polytechnic Institute & State University
Working memory is the gateway to long-term learning and retention. Working memory 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 workshop 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.
Session 7D
Developing as Reflective Practitioners: Onions, Giraffes, and Transformative
Learning in a Service-Learning Course
Joan Fopma-Loy, Nursing, Miami
University
This interactive session focuses on the promotion of critical reflection through
service-learning. Participants will engage in selected "mini" critical
reflection activities used throughout the course to enhance student readiness for
service-learning and critical reflection, assist students in beginning to question hidden
assumptions and judgments, and facilitate student reflection on their learning processes.
Excerpts from student reflections will be shared. Examples of assignments, additional
reflection prompts, evaluation methods, and resources will be provided.
10:45am-12:15pm Concurrent
Workshops
Session 8A
Warming Up Your Cold Call
Julie H. Hertenstein, Business
Administration-Accounting
Business
Administration-Accounting
Elise J. Dallimore, Center for Effective
University Teaching, Northeastern
University
A colleague once suggested "I wouldn’t cold call for fear of humiliating
students." Implicit in this statement are assumptions about teachers, students,
teaching, and learning. This session will examine benefits of calling on students whose
hands are not raised and concerns faculty may have about cold calling. Strategies for
modifying the cold calling technique to "warm up the cold call" to enhance the
range of participation without humiliating students will be discussed. Presenters will
address other cold calling issues, and will share preliminary results from a research
study on student responses to required participation and cold calling.
Session 8B
Enhancing Reflection Through Technology in a College Learning Community
Karen M. Dutt-Doner, Teacher Education,
University
of Southern Maine
In this session I intend to a) provide participants with a general background about using
a list server, b) discuss aspects of designing and implementing a list server, c) share
our experiences in using a list server, d) share data from our students about their
perspective on using a list server, and e) stimulate a dialogue among audience members
that centers on using a list server to promote active student involvement and reflection.
My presentation will consist of a reporting and active involvement of audience members.
Session 8C
Nurturing the Environment for Us All: Spirit in Higher Education
Susan A. Holton, Communication Studies
& Theatre Arts, Bridgewater
State College
In the 50s, if you had "spirit" you cheered for a football team. What is it in
the 90s? There is a movement afoot in academia to make us all more aware of the
"spirit," the heart that we bring to this enterprise. We will begin with an
exploration answering "What is spirit?" "What should be its role in your
academic life?" "How is spirit manifested in your institution, and what blocks
spirit?" "How do we join together to bring spirit (back)?"
Session 8D
Our Changing Universe: Understanding the Nature of Nature
Gerard A. L'Heureux, Physical Science
Physical Science
Brian E. Hagenbuch, Biology, Holyoke
Community College
Informal surveys by the authors reveal that non-science students find traditional science
classes to be "boring, difficult, and irrelevant." In an effort to change this
attitude, we designed an exciting, interdisciplinary, team-taught science course that
integrates both the content of scientific knowledge with the context in which science is
used. We focus on student-active learning and constructivist methods where instructors act
primarily as facilitators of knowledge, not lecturers. Evaluations and activities are
shared.
12:15pm Lunch (Tables by Topic)
1:30pm-2:15pm Concurrent Sessions
Session 9A
A Four-Way Partnership for Social Conflict and Community Service
Jack Levin, Director,
Brudnick Center; & Sociology
Wilfred E. Holton, Sociology & Human
Services
Sociology & Human
Services
Irving Brudnick, Northeastern
University Alumnus; Founder, Brudnick Center
Tuan Le, College
of Arts & Sciences
Paul Marcus, Community Change
Ben Mount, Student
Lorna Rivera, Project Hope
Stephanie Rose, Student
Northeastern
University
"Social Conflict and Community Service" in Sociology at Northeastern University
is an exciting service learning course in which students work on teams in community
organizations to reduce racism, violence, and related problems. The model can be adapted
for use in several disciplines. The panel will include students, community partners, the
two professors, and the alumnus who has funded the course. The session will begin with
participants reading materials which describe the course. Each representative of the
partnership will make a very brief statement about personal experiences. The discussion
will cover the development of projects, reflection, and writing assignments. Participants
will suggest how the strengths of this partnership could be maximized and how changes in
the model could lead to important improvements in the students’ learning.
Session 9B
Teaching Without Lecturing – The Interactive Classroom
Sarah L. Mabrouk, Science &
Mathematics, Boston
University
Research and experience tell us that students benefit from being actively involved in the
learning process. However, what about the lecture? Why not eliminate the formal
lecture or at least change the lecture so that students can be actively involved?
Student-professor interaction is crucial to the student's learning and understanding the
material. In this session, we will discuss how to involve students during class
meetings even when new material is presented. This student involvement does not revolve
around the use of in-class group work or in-class text/handout readings. The
benefits of daily professor-student interaction for both the professor and the students
will be discussed.
Session 9C
The "Inverted" Classroom: A Gateway to a More Inclusive Learning Environment
Maureen J. Lage & Glenn Platt, Economics, Miami
University
In the inverted classroom, material that is typically covered inside of class is covered
outside of class, and vice versa. For example, "lectures" are given outside of
class (with the use of multimedia), while class time is devoted to problem solving,
critical thinking, experiments, and debates. This session will discuss the following: a)
the basics of the "inverted" classroom, b) how the inverted classroom fits in
with theories of learning styles, c) the technology used in the inverted classroom, and d)
costs and benefits of the inverted classroom.
Session 9D
Where Do We Draw The Line? Undergraduate Behavior and Instructor Response
Catherine Jarvis, International
Teaching Assistant Program
Keith Barker,
Institute for Teaching & Learning, University
of Connecticut
In TA training, classroom management is a challenging and sometimes overlooked need.
Because TAs are in an awkward intermediary position between faculty and undergraduates and
insecure about teaching, they may be uncertain how to handle ambiguous or problematic
undergraduate behavior. With International TAs there are added cultural differences which
further exacerbate such situations. This video project offers ways to help TAs know where
and when to draw the line between informal and unacceptable behavior.
2:30pm-3:15pm Concurrent Sessions
Session 10A
Co-Learning: A Laboratory for Faculty/Student Collaboration
Alicia Russell, Gail Matthews-DeNatale, &
Cory Meier, Educational Technology Center, Northeastern
University
During this presentation EdTech staff and student consultants will present Co-Learning:
Partnerships in Technology, the Center’s model for employing students as technology
consultants to form faculty/student collaborative work groups. In addition to learning
about the program model, participants will see demonstrations of projects developed by
student /faculty teams and divide into small groups to brainstorm ideas for fostering
student/faculty collaboration in other settings.
Session 10B
Students' Perceptions of and Strategic Approaches to Case-Based Instruction
Lorna M. Hayward, Physical Therapy, School
of Health Professions
Physical Therapy, School
of Health Professions
Marilyn A. Cairns, Cardiopulmonary Science, Northeastern
University
This session will present the results of two qualitative research studies which examined
students’ perceptions of and strategic approaches to case-based and computerized
case-based instruction. Participants in this session will have the opportunity to discuss
the educational implications of the results of these studies across a variety of
disciplines. Small group discussions will allow participants to identify how case-based
and computerized case-based instruction might be integrated into their curriculum or class
to promote critical thinking, decision making, and real world skills.
Session 10C
Freshman Composition & First-Year Calculus
Charles Vinsonhaler, Mathematics, University
of Connecticut
I will discuss an experiment pairing a section of a first-year-math course (Math 115,
Calculus I) and a section of a first-year-writing course (English 105, English
Composition). By dovetailing writing assignments in English with topics being studied in
math, instructors in both classes enrich the overall experience of students. Student
writers benefit from the logic and problem-solving techniques of mathematics, while
student mathematicians benefit from the clarity of thought required to put ideas into
(readable) writing.
3:30pm-4:00pm Closing Session: But What Will I Do On Monday?
Join your conference colleagues to sum up and say good-bye. Make plans to bring new
ideas into your classroom. Turn in your nametag to win in a drawing for copies of Tony
Grasha’s Teaching With Style, the Journal on Excellence on
College Teaching, and even a classic Lilly Conference mug.
|