6th Annual, Lilly Conference on College & University Teaching
South
11-13 February 2000, Athens, Georgia
Cosponsors:  Miami University, The University of Georgia,
Appalachian State University, Claflin College, Kennesaw State University,
North Carolina State University, Samford University, & Valdosta State University

8:30am Registration Opens

9:00am Welcome & Keynote
Welcome
Laurie Richlin, President & Conference Director, International Alliance of Teacher Scholars

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

Peter Shedd, Assistant Vice President for Instruction, The University of Georgia

Keynote: Teaching and Learning Online: Opportunities and Responsibilities
Thomas C. Reeves, Instructional Technology, The University of Georgia
Many universities and colleges are promising to provide anytime, anywhere learning options through online technologies. However, questions remain about whether students and faculty view these online options as authentic opportunities to enhance teaching and learning or just economic ploys. More questions persist about whether students and faculty are can assume the new responsibilities these opportunities inevitably require. This presentation addresses these questions directly and describes a multi-dimensional model of effective online teaching and learning environments.

10:30am-12noon Concurrent Workshops

Faculty Learning Communities: Strong Partnerships for Teaching and Learning
Milton D. Cox, University Director for Teaching Effectiveness Programs, Miami University
Faculty learning communities offer many of the same positive outcomes as student learning communities, for example, increased colleagueship across disciplines, interest in teaching and learning, and engagement in the scholarship of teaching. In this session we will examine these as well as ways to overcome the obstacles that learning communities have on campus. I will share my experiences with three programs: junior faculty, senior faculty, and the faculty learning community using difference to enhance teaching and learning.

Integrating Learning-How-to-Learn Strategies Into Your Content Teaching
Terrance J. Doyle, Center for Teaching, Learning & Faculty Development, Ferris State University
Participants will learn easy ways to integrate learning how to learn strategies into their content teaching. This workshop will show instructors how to help students improve their organizational skills, enhance their recall of information, develop test preparation processes, develop fix-up strategies to use when they don’t understand and hwo to help students take better notes in class. The workshop will also include a discussion of how current learning theories can be applied to instruction.

Drawing Shadows on the Wall: Plato's The Allegory of the Cave
Anne-Marie Bowery, Philosophy, Baylor University
This active learning endeavor promotes the use of different learning styles. It requires close textual analysis of Plato’s Allegory of the Cave, facilitates effective group collaboration, and stimulates philsophical discussion about the nature of the pedagogical process, and the societal role of the philosopher/educator. Paricipants read the Allegory. They divide into groups. Each group draws part of the story. A group representative explains the drawing. The entire group discusses the allegorical symbols of philosophical themes.

Deciding When and What Technology To Use
Erick Lauber, Psychology, University of Georgia
When should you use technology to enhace your teaching? What technology should you use? Tough questions to answer partly becasue the answer must be campus specific, professor specific and course specific. This session will provide decision aids (handouts) designed to help you decide these answers for yourself. We will cover: What do you want your students to learn/What do you want them to do? What constraints govern your particular situation? And, what technologies accomplish what?

12:00noon Lunch Tables by Discipline

1:30pm-2:15pm Concurrent Sessions

Student Use of Goal Attainment Scaling on Course Objectives
Bruce Dalton, Social Work, University of South Carolina
Participants will actively learn Goal Attainment Scaling (GAS), a program evaluation tool used in mental health professions. The presenter will describe how he had social work students apply GAS to course objectives, at once teaching them GAS and social constructivist concepts, and increasing their understaning of the course objectives. The students rated the exercise as being effective, and most recommended it be kept as part of the course. Instructors using this exercise benefit by learning about student perceptions of the course objectives, helpful when revising the course syllabus.

Bridging the Collaboration Gap
Laurie L. Williamson, Human Development & Psychological Counseling, Appalachian State University
We are told that the future work force will depend on cooperation and team work. Current pedagogical trends encourage collaborative learning techniques. Educators highlight the need for partnerships. And yet, ironically, many educational institutions do not even collaborate across the hall, across disciplines. This presentation will describe one department’s efforts to collaborate with allied departments to model the communication we encourage students to develop as professionls.

The Pedagogical Implications of the Collected Works of W.E.B. Dubois: A One Hundred Year Revisitation
Louis B. Gallien, Jr., Education, Spelman/Morehouse Colleges
Thomas V. O'Brien, Educational Foundations, Millersville University
One hundred years ago, W.E.B. DuBois, the noted black educator and prophetic voice for the African-American community, wrote the Souls of Black Folks. This autobiographical polemic grained prominent attention as a counter-argument to Bookder T. Washington’s views on the future of black education. While DuBois’s views on the education of African-American men and women are widely known, few scholars have culled the pedagogical ramifications of his collected works. Beginning with Souls, the presenters will discuss the pedagogical implications embedded in diverse environments and perspectives which the two presenters approach their analysis—a public, pre-donominatey white, former teacher’s college and a historically black, private college.

Testing in On-Line Courses - Assessing Outcomes
Sue Henderson, Mathematics & Computer Science, Georgia Perimeter College
This session explores the issues related to assessing learning outcomes in a web-based course on a multi-campus instruction. Although the course content is consistent with more traditional sections, effective delivery and assessment methods offer pedagogical challenges to both faculty and student.

2:30pm-3:15pm Concurrent Workshops

The Math Circle: A Teaching Tool
Sue D. Achtemeier, Institute of Higher Education, University of Georgia
The Math Circle is a visual representation I created which organizes mathematical concepts in a way which is simple but theoretically accurate. It can be used as a memory aid for a beginning algebra student to separate mathematical procedures. It also foreshadows concepts of abstract algegra so that the continuing student has a simple schema with which to understand future concepts. It is a way to unify the mathematics we teach at an early level with its future theorectical counterpart without burdening the beginning student with theory or disappointing the continuing student with fragmentation of a truly unified idea.

Incorporating Undergraduate Research in an Assignment-Driven Course
Robert F. Mulligan, Economics, Finance, & International Business, Western Carolina University
Writen research assignments can facilitate development of student communication skills, as well as analyticla and scientific literacy. A general framework for designing an assignment-driven course will be discussed, but the primary focus of the presentation will be discussion of practical issues of implementation. As an example, an econometric forecasting project undertaken by students in an upper-level undergraduate Money and Banking course will be presented as an example. Participants will be invited to discuss their own experiences and/or instructional requirements, and share their own experiences and perspectives from their disciplines.

A Collision at the Corner of Theory and Poetry
Robert A. Kelly, Humanities, Macon State College
In this session participants will hear a heartening though brief review of the presenter’s training and experience in teaching literature. Participants then will read and respond to a poem, using group discussion and ‘low stakes writing.’ As first-year students often do, participants in this session will learn just enough about literacy theory to make them suspicious about its efficacy, realizing that the understanding and appreciation of literature persist despite critical theory. The session will illustrate one way that theory and practice merge in the classroom.

Online Learning’s Promises, Problems and Administrative Perceptions: A Departmental View
Jeff Anderson, Sabrena Parton, & Denis Vogel, Communications, Kennesaw State University
This session will examine two diverse views on the efficacy of online learning, as well as the schools of administrative thought that appear to be forming regarding the value of a faculty member’s involvement in this delivery methodology. Included will be a discussion of the "Virtual Workgroup" environment that promises to offset the lack of interpersonal context in online education, and intellectual property questions posed by the creation of online educational materials.

3:30pm-4:15pm Concurrent Sessions

Physics Education Research: Implications for College Science Teaching
Wilson J. Gonzalez-Espada, Science Education Department, The University of Georgia
Physics Education Research, which includes physics teachin, learning, and assessment, is a relatively new area of educaitonal research that is starting to produce interesting findings and contributions ot college science teaching. Can you take advantage of these findings to become a better science instructor? Don’t lose tiem reinventing the wheel and come discover the retionale behind physics education research, its main findings, and practical suggestions to boost the intellectual power of your students!

Student Evaluation of Teaching: What Do They Really Know?
J. Len Gusthart, Kinesiology, University of Saskatchewean
The study was conducted at two universities to determine whether university students have self-insight into how they make overall evaluations of teaching effectivness and whether there is consensus among the studnets in making verall evaluations. The final results provide evidence for the validity of students’ evaluation of teaching effectiveness. The congruence of students perception and colllege instructors will be examined in the session.

Who's Responsible: Attributions About Classroom Misbehavior
James D. Long, Psychology, Appalachian State University
Elizabeth W. Long, Elementary Education, Lenoir Rhyne College
Patricia E. Gaynor, Economics, Appalachian State University
Teachers, student teachers, and education majors responded to a survey containing four scenarios about a misbehaving student. For each scenario, the participants responded to 12 options containing two alternatives (e.g., teacher or parent) indicating whom they believed to be most responsible for the student’s behavior. Although there were some differences in responses, the particpants primarily attributed responsibiltiy to the teacher only when the student seldom misbehaved at home or in other social settings.

A Luddite's Guide to Developing an Internet-Enhanced Course
Christopher D. Johnson, English Modern Languages, Philosophy, Francis Marion University
Many educators recognize the Internet’s potential for increasing learning. The prospect, however, of designing and maintaining a Web site can be overwhelming. This presentation prevides a starting point for educators with limited budgets and little training. It offers practical ideas for developing a site using software most professors already own. The presentation also suggests ways of using on-line materiasl to enhance traditional classroom activities, especially those connected to critical thinking.

4:30pm-5:15pm Concurrent Sessions

The Internationalized Classroom: Making It Work
Maria Parker & Lynn DiPietro, English for International Students, Duke University
The number of international students at U.S. universities contines to grow. This sessions addresses language, learning, and cultural adaptation issues faced by these students from both the student’s and instructor’s perspective. The presenters will identify and raise awareness of specific language and cultural dilemmas faced by international students and the instructors teaching them. They will then present and elicit ideas and strategies instructors can adopt to help make their classrooms a more inclusive learning community.

Teaching to Transgress: A Grassroots Approach to Teaching
Ralph C. Watkins, Sociology, Augusta State University
We need principles that inform practices that revolutionize the classroom. We have been beset with models that razzle dazzle the classroom but don’t result in the dethroning of the hegemonic practices of the class-room. This model, Teaching to Transgress, based on the work of bell hooks has the potential to dethrone power and dominance models that has held class-rooms hostage for years. It is based on principles that are facilitated through teaching strategies and monitored by tools designed for successful implementation. This presentation delivers what others have only hinted at. If you are looking for a principle-based model that will make a lasting difference in the class-room and the lives of students then you should participate in the process of teaching to transgress.

Harmony or Dissonance? Four Writing Intensive Courses in One Biology Department
Mark S. Davis, Frank Corotto, & Irene Kokkala, Biology, North Georgia College & State University
Our institution has recently implemented an initiative to enhance student-writing skills within various disciplines. In designated courses, discipline-specific writing methods receive focused attention. In this session, we compare and contrast the approaches, the share lessons learned, in four very different writing intensive courses offered by the biology department. We invite participants to share their experiences in teaching discipline-specific writing and science writing in particular.

WebCT in Use: Teaching Online, the Positives and the Negatives
Sally Padgett Wheeler, English, Georgia Perimeter College
Online courses are here and we will have to learn to handle them whether we like them or not. First we have to to master the enormous task of learning how to use the program. Then, once we learn the technical side of the online course, we must deal with the teaching side. How will you explain material to students? How will you make assignments? How will you grade students? How will you encourage students? I don’t have all the answers, but I do want to share some of the problems I encountered and some of the solutions I am developing. I would also like at the end of the presentation for any audience members who have worked with WebCT to share brief tips for success.

5:30pm Reception

6:00pm Dinner

7:30pm Two Special Workshops

How Teachers and Students Gratify and Disappoint Each Other
Donald A. Misch, Psychiatry and Health Behavior, Medical College of Georgia
Ronald D. Simpson, Institute of Higher Education
Patricia Kalivoda, Instructional Support & Development
University of Georgia
A brief segment of a videotape of a human socio-emotional situation will be presented to the group. The episode will be examined by the group and one of the presenters (a psychiatrist) will summarize the interactions in terms of Kohut’s Theory of Self-Psychology. The other two presenters (instructional and professional development professionals) will present typical classroom situations where the Theory of Self-Psychology can be applied. During the presentation ideas for enchancing the learning environment and minimizing hurtful behaviors will be examined.

The "Self" That Teaches: The Spiritual Dimension in Teaching
Bruce Saulnier, Computer Information Systems, Quinnipiac University
Louis Schmier, History, Valdosta State University
Susan Henry, Humanities, Clayton College & State University
Educator Parker Palmer has postualated: "Good teaching does not come from technique, but from the identity and integrity of the teacher." Good teachers are able to weave a complex web of connecitons among themselves, their subjects, and their students, so that their students can learn to weave a worldview of their own. We believe that the complex connections held by good teachers are pased on to their students are held not in their methods but in their hearts – the place where intellect, emotion, and spirit converge in the human self. Join us on an inner journey as we seek to answer the question: "Who is the self that teaches?"

Evaluating Teaching by Using the Alignment of Student-Teacher Expectations
Tony Bastick, Educational Studies, University of West Indies
This paper reports pilot studies that measured indicators of a two outcome definition of good teaching: high post-course student attainment and in-course student enjoyment of learning. The indicators of good teaching were the in-course alignment of student-teacher expectations of emphasis on three abilities considered to underlie good teaching: skills, understanding, and values. Teaching and assignments were desgined to a negotiated emphasis on these three abilities; the theory being that quality teaching and learning occur when teachers and students work towards these same goals.

Nurturing Learning Environments by Fostering Civility in the Classroom
Sue D. Achtemeier, Institute of Higher Education, University of Georgia
Lack of civility on campuses has become an increasingly prevalent topic in recent education literature as its costs to individual students, teachers, classrooms, and society has been documented. What is the cure? We will share our experiences. We will also explore some literature that suggests how teachers may unknowingly create some of these difficulties themselves and how they can minimize them.

What’s the On-line Difference? Student Readiness for Learning
Jane Zahner, Curriculum & Instructional Technology & Susan Thomas, Odum Library, Valdosta State University
Student characteristics, skills and resources adequate for success in the classroom are not adequate for those same students in an online environment. Institutions have set up self-assessments, surveys, informational materials or even short courses to aid students to assess their own readiness and for faculty to communicate expectations. These materials shed interesting light on faculty views about what it takes to be successful online and can enable for faculty to begin systematic assessment for their own student’s readiness.

9:00am-12:45am Problem Based Learning Extended Workshop

9:00am-9:45am
Introduction to Problem Based Learning
Claire C. Major, Problem Based Learning, Samford University
Problem-Based Learning (PBL) is an educational approach in which problems solve as the context and the stimulus for learning. Students work in teams to find viable solutions to real world problems as instructors guide learning by asking probing questions. This session will introduce participants to PBL. Participants will engage in an interactive discussion about the method. This session will also introduce the Lilly PBL track.

9:50am-10:50am
What Is a Problem?
Carol D. Dean, Education, Samford University
Just what makes a good PBL problem? Understanding this is the heart of PBL. This workshop will introduce participants to the essential elements of a problem. Workshop participants will deconstruct a problem looking at its characteristics and then will construct a problem to be used in their own classes.

11:00am-12:00noon
The Dance of the Intellect Among Words
Nancy M. Whitt, English & Bryan M. Johnson, Communication Arts, Samford University
When we began researching PBL teaching methods two years ago, we found no models for teaching literary texts through a problem-based format. In working with first dramatic, then poetic literature we had to construct real world, ambiguously defined problems in such a way that students would learn to read, write, and perform texts while developing their aesthetic understanding. We will introduce our practice and results in this presentation.

12:00pm-12:45pm
Reflection
Claire C. Major, Problem Based Learning, Carol D. Dean, Education, Nancy M. Whitt, English, & Bryan M. Johnson, Communication Arts, Samford University

10:00am-10:45am Concurrent Sessions

Engaging the Disengaged Student
Chris Norfleet Jeffries, Economics, Jackson State University
This sesssion will identify ways to engage the disengaged student. Disengaged students are those students who show visible signs that they are unmotivated, uninterested, or unconcered about learning and classroom activities. The session will include the active participation of those in attendence. Useful teaching tips and strategies will be provided to enhance the classroom learning process.

Grassroots Faculty Development to Enhance Student Learning
Zia Hasan, Academic Affairs, Barbara McIver, & Dennis Bormann, English & Foreign Languages, Douglas Johnson & David Whitford, Religion & Philosophy & Rebecca Bullard-Dillard, Biology, Claflin University
This session reports on a faculty development program that is broad-based and participatory and is primarily designed to enhance student learning. Every fall a core group of about 15 faculty participate in in-service sessions and develop course-specific portfolios on a specific theme. They design research plans that involve experimental and control groups of students to test the effectiveness of the strategies from the instructional portfolio. During the second semester, the strategies are implemented as the participants keep detailed records of their impact including pre-test, post-test, written reflection and observation and collect samples of student work. These records are then compiled into a finished instructional portfolio.

(Forget the Classroom) Students Get More With Distance Education
John Casey Hurley, Victoria Faircloth, & Kevin Pennington, Educational Leadership & Foundations, Western Carolina University
If your goals are to engage students in a) critical thinking, b) reflective interaction with peers, c) individualized communication with you, and d) experiential learning, you have powerful tools in the internet and interactive television. Three presenters will describe how online debates, bulletin boards, chat rooms, e-mail, and interactive television provide adult learners with experiences that surpass traditional classrooms. Come and share your experiences and beliefs in debate of the issues.

11:00am-11:45am Concurrent Sessions

What You Don't Know About Your Students is Hurting Them
Nancy Borkowski, Institute of Higher Education, University of Georgia
How well do you know the students sitting in your classroom? What are their wants, beliefs, values, and desires? More importantly, what are the issues that are keeping students from learning in the classroom? This session will provide a "snapshot" of today’s student and demonstrate how student services functions on your campus can help can make your classroom a better learning environment.

What!? No More Lectures?
Margaret H. Venable, Science, Georgia Perimeter College
Imagine telling you Chemistry (/Math/…) students that you will not lecture over the material. Sound scary? Sound interesting? Maybe both? Students view the "lecture notes" via the Web before coming to class. In class, we discuss difficult concepts/problems and work in small groups on additional questions to help identify and work through points that are unclear. Even the weakest students say this approach works better for them. Who knows – it might work for you too!

Bringing the "Dismal Science" into the Long Distance Arena: The TeleWeb Experiment
M. James Kahiga, Business/Social Science & Tina J. Philpot, Business, 
Georgia Perimeter College
The presenters will discuss how they are implementing "TeleWeb" Principles of Macroeconomics and Microeconomics courses at Georgia Perimeter College. A TeleWeb is a telecourse, which encompasses web components. The project was begun following intense faculty training of the various computer software and distance learning methods. The presenters will explain the history and the status of the project as well as the challenges they face in implementing the project. Audience will be involved in a two-way discussion on possible solutions as well as sharing of similar experiences.

12:00noon-12:45pm Concurrent Sessions

Course Portfolios and Interdisciplinary Peer Review: Tools for Teaching Excellence
Jeanne Dodd-Murphy & Heather M. Clark, Language, Reading & Exceptionalities, Pamela W. Schram & Charlene W. Sox, Curriculum & Instruction, Appalachian State University
This session will introduce the concept of course portfolios. The interdisciplinary panel will describe how course portfolios were developed to document assess more fully the complexity of teaching, connect assessment of teaching with assessment of learning, and foster better teaching and learning through reflection. We will also discuss the value of interdiscipliary collaboration in the development of the portfolios and as part of the peer review process.

Roundtable Sharing of Teaching Tips
Sally Padgett Wheeler, English, Georgia Perimeter College
Please join your peers in a roundtable sharing of our best teaching ideas. Everyone will have a chance to share one good idea with the group. Bring your idea written on an index card (or quickly use one of the cards provided at the session) and be ready to share with the group. Each participant will quickly describe a teaching idea that will be helpful for the group. So think about one something that you do with your students that you can share with the group. Here is one idea from a past sessions to get you thinking: Allow each student to bring one small index card to a big test. Anything they want can be written on the card—formulas, dates, names, whatever. Just writing the card forces the student to access what is important and often sets the information in the student’s head. Get the idea? I bet you have a million of them. Bring us your best!

Getting A Handle on Distance Education
Margaret M. Cramer, SISTE, Exceptional Child Program, Western Kentucky University
Participants will view an online course taught in 1999 to discover alternative approaches to presenting course information. Methods of communicating effectively with distance sites will be covered as well as how to personalize that instruction. Case Studies and discussion questions designed by the presenter for the online course will be shared with particpants. How to encourage students to participate and alternative methods of assessing and monitoring instruction will be included.

1:00pm Lunch (Tables by Topic)

2:00pm-3:30pm Concurrent Workshops

Enhancing Teaching Effectiveness Through Role Reversal
Emily M. Crawford, Shawn Holmes, Elmore Patterson, & Shaina Singleton, Marketing, Savannah State University
The objective of my teaching style is to show the use of faculty and student teams in teaching preparation and delivery. The uniqueness of this workshop is that students exposed to this style will present the information. Participants will learn how to enhance teaching effectiveness through an unique form of team teaching. This session is for individuals who teach Junior and Senior level major classes.

Writing Fair and Effective Tests
Terrance J. Doyle, Center for Teaching, Learning & Faculty Development, Ferris State University
Workshop participants will learn how to improve the relabilitiy and validity of their course tests, write clearer and more persice objective and essay test questions and learn how to develop a test matrix to check that their test questions match the learning objectives of their course. Time will be given to practice writing sample test questions and develop a test matrix for checking test quality and fairness.

Teaching Statistics Correctly; Errors Found In Most Elementary Statistics Text Books
Richard Stephens, Mathematics, Western Carolina University
Stop teaching your beginning statistics students materials and/or methods which are mathematically false. Just because something in a text book, that does not mean that it is true. Mathematically correct procedures are usually easier to teach and to learn. Teachers of Elementary Statistics (and others) are invited to participate in and contribute to a workshop on common mistakes which we all have probably made in our statistics classes.

The Effect of Technology on Teaching and Learning
Alison Morrison-Shetlar, Center for Excellence in Teaching, Georgia Southern University
As the use of technology increases in the classroom it is essential to consider the impact (or not) that it is having on student learning and the time required to develop materials for use in the classroom. In this workshop, participants will be involved in determining their own learning and teaching style, discussing the effectiveness of technology form overhead projectors to web based learning, and developing methods for assessing and documenting teaching effectiveness.

2:00pm-5:45pm Problem Based Learning Extended Workshop

2:00pm-2:45pm
Real Data and Internet
Marlene M. Reed, School of Business, Samford University

3:00pm-3:45pm
Bringing the Real World Into The Classroom: PBL in a Parenting Class
Clara E. Gerhardt, Family & Consumer Education, Samford University
This session will lead participants through the planning, implementation and evaluation stages of a PBL course on Parenting. Students taking this course are Human Development and Family Studies majors. None of these students are parents and their notions of parenting are addressed by looking at their family of origin and their own experiences of being parented. Finding unique ways that represent real-world situations formed the essence of the course.

4:00pm-4:45pm
Group Work in PBL
Paul D. Blanchard, Biology, Samford University

5:00pm-5:45pm
Assessing PBL in the Classroom
Paula A. Thompson, McWhorter School of Pharmacy, Samford University
Assessment is one of the most difficult tasks in teaching. It involves both knowing what students need to learn and determining how well they have done so. If, in problem based learning, we have determined that the process of problem solving is as important as the acquisitition of knowledge, then we need to be able to assess this process as well as the student knowledge base.

4:00pm-4:45pm Concurrent Sessions

Content, Technology, Active Learning - A Virtual Trilogy for Student Success
Ruby Evans, Mathematics & Statistics, Santa Fe Community College
This presentation highlights strategies which merge content instruction, technology, and active learning in a traditional class. Presentation highlights includes review of a ‘living link’ on my course’s web site, sample writings from an online student newsletter, and practical collaborative learning activities. Participant commentary will be encouraged throughout. Examples will come primarily from my introductory statistics class, but are readily transferable to other disciplines.

How to Significantly Improve Teaching at Research Universities
Carol Carmichael, Institute of Higher Education, The University of Georgia
What will it take to significantly improve the quality of teaching at research universities? Some would argue that we expect too much from our faculty, that they cannot master the wide variety of teaching methods demanded in today’s classroom while achieving excellence in their research. This presentation describes an alternative approach that shifts the focus away from incrementally compentence of the academic department.

Computer Assisted Instruction: Students' Perceptions and Learning Outcomes
Marilyn A. Cairns, Cardiopulmonary Sciences, Northeastern University
In this session, participants will be introduced to the many many uses of computer assisted and web-based instruction in udergraduate and graduate courses in the areas of anatomy, applied anatomy, and physiology. Results of two evaluative studies to measure the impact of the use of computer assisted instruction on students’ learning experiences will be presented. Participants will have the opportunity to discuss the use of computer assisted instruction and the internet as a means to promote critical thinking, collaborative learning, effective communication, information literacy, and life-long learning.

The Influence of Learning Styles on Collaborative Problem-Solving
David A. Sandmire, Life Sciences & Pauline Boyce, Learning Assistance Center, University of New England
Do individual learning styles influence a group’s ability to collaboratively problem-solve? Furthermore, do learning styles influence a group’s satisfaction with the complete task? The findings of two recent studies will shed light on these questions and will also clarify the effect of "novice" vs. "export" knowledge base on transfer-of-learning skills. Finally, presenters will address the benefits of modelling collaborative learning in college as a way of preparing students for the "real world."

Creating a Learning Community With Your Distance Learning Faculty
Debra Moon & Stella A. Smith, Business, Georgia Perimeter College
Creating a learning community of distance learning faculty requires a systematic approach. The presenters will describe the model used by their college to create enthusiasm and team spirit for the task of developing innovative approaches to distance learning. Participants will leave the session with a model for faculty development that can be adapted to their own institutions.

Faculty Learning Communities
Milton D. Cox, Teaching Effectiveness Programs; Mathematics, Miami University
This session will display materials used to create faculty learning communities for junior and senior faculty, cooperative learning, and working with difference.

The Samford PBL Initiative
Claire Major, Problem Based Learning, Samford University

PBL Portfolios: Publishing the Scholarship of Teaching
Valerie L. McCombs, Problem Based Learning, Samford University

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.

Getting Students Into the Class: What Works
Robert E. Ledman, Economics & Business Administration, Morehouse College
This session will present the results of a two year study of ways to improve student attendence. The presenters will review the results demonstrating that student attendence can be signigicantly improved using basic management techniques. The remainder of the session will be a discussion of the significance of these results to educators. Specific topics of discussion are the value added by student attendance, additional ways to increase student attendence and potential future directions for research.

Assessment Criteria for the Best in Peer-Assessed Cooperative Learning
Tony Bastick, Educational Studies, University of West Indies
This research maps associations between university students’ attainments on cooperative learning assignments and their attitues to coursework and to their assignments. The research uses job-related and work-related attitude scales, which have been used in published studies of industrial job involvement, to measure student’s assignment-related and coursework related attitudes. All scales had a reliability greater than 0.8. The objective of the research was to find which dispositional and situational attitudes associated with assignments were most indicative of high attainment in cooperative learning situation.

Course Portfolios
Marlene M. Reed, School of Business, Clara E. Gerhardt, Family & Consumer Education, Paul D. Blanchard, Biology & Paula A. Thompson, McWhorter School of Pharmacy, Samford University
Course portfolios can demonstrate the scholarship of teaching, they may be evaluated as scholarship, and they can be subjected to external peer review. Presenters discuss the process of developing a portfolio, thoughts on having them reviewed, and experiences in how they may be used to gain recognition and reward. Presenters also describe a major course portfolio project underway at Samford University involving publication of peer reviewed portfolios.

Teaching with Internet-Based Texts: A "Great Books" Approach
Robert F. Mulligan, Economics, Finance, & International Business, Western Carolina University
Web-based texts offer a powerful and highly flexible alternative to conventional textbooks. Instructors can choose from a wide range of "great books" and other web-based texts. Participants will be acquainted with the range of texts and other media available, and an understanding of how to take advantage of it. The presentation will cover a general framework for using web-based texts, mechanics and implementation issues, and an example of supplemental readings for the presenter’s introductory economics courses. Participants will be invited to share their own experiences and suggest possible application for the technology.

A Better Way to Brainstorm: Combining Critical Thinking and Creativity
Katherine N. Kinnick, Communication, Kennesaw State University
This presentation is designed for instructors of any discipline who encourage students to engage in brainstorming for creative ideas. Based on the work of Edward DeBono and the practices employed by leading advertising agencies, the session will present an alternative paradigm for brainstorming designed to yield higher quality ideas. Participants will try specific techniques in a hands-on simulation based on a real-world case study.

I Really Like The Way You Organized Your Presentation, But…
Lynn DiPietro & Maria Parker, English for International Students, Duke University
This workshop will engage participants in a discussion of ways to give feedback to students in a teacher training class. Participants will critique a variety of feedback forms (e.g., quantitative, narraitve, reflective) for efficiency and effectiveness. Participants and presenters will also address issues of when and how feedback should be given to be most productive and the use of non-verbal cues to generate self-correction during an actual presentation.

10:00am-10:45am Concurrent Sessions

Multi-Institution Interdisciplinary Problem-Based Learning
Heather M. Clark, Language, Reading and Exceptionalities, Appalachian State University, Brenda Kennell, Occupational Therapy, Lenoir-Rhyne College & Julie A. G. Stierwalt, Communication Sciences & Disorders, Southwest Missouri State University
This session will describe how Internet technology was used to facilitate problem-based learning among three clinical training programs. Students in speech language pathology and occupational therapy completed integrated case studies, modelling professional interdisciplinary case management. Suggestions for developing learning activities and selecting/utilizing appropriate technology will be provided.

What’s the On-line Difference? Instructor Readiness for Teaching
Susan Thomas, Odum Library & Jane Zahner, Curriculum & Instructional Technology, Valdosta State University
How does an instructor infuse a course with technology? Make the best use of the WWW? Take a course completely online? What personal characteristics, skills, resources and actions support instructor readiness for teaching in an online environment? Come join in a discussion of online course migration and what instructors have to learn to make it happen. We’ll explore personal values and beliefs about instructions to help you determine if online teaching is right for you.

Curricular Change, The Agony and the Ecstasy
Thomas L. Stec, Physical Therapy, Medical College of Georgia
This session is desinged to stimulate thought and discussion about curricular change. A masters level physical therapy program, which recently changed to a problem-based curiculum, is used to demonstrate the realities of curricular change. The effects of change on the faculty are shared. Information from the stage, the program’s educational philosophy and definition of problem-based learning are briefly presented.

Making Learning Accessable: Three Diverse Techniques
Charles Aust, Susanna Porter, & Denis E. Vogel, Communications, Kennesaw State University
Three diverse approaches to enhancing accessibility to learning will be presented. a) Formalized course packets will be examined as an especially effective means of placing a variety of instructional, support and feedback materials in student hands. b) The problems associated with the integration of experiential learning in larger classes are addressed by an innovative technique. c) The "active" on-line syllabus and conversion to on line readings are examined for their pitfalls and promise in increasing accessibility to learning.

12:00noon Lunch & Closing Session