1999 Program
Friday, March 5, 1999
8:30am REGISTRATION OPENS
9:00am-9:45am CONCURRENT SESSIONS
Legal Issues in Distance Learning: Million Dollar Mistakes and How to Avoid Them!
Debra Moon & Stella Smith, Business, Georgia
Perimeter College
In this session a team will present an action-packed seminar on crucial legal issues,
including legal do’s and don’ts for developing safe web sites, copyright
nightmares on the Internet, privacy issues in running a distance learning program, and
other cutting-edge issues for online courses, two-way interactive video courses, and
telecourses.
Teaching Through Industry/Professional Partnership: The Pedagogical Efficacy of
Service Learning Projects, Internships and Senior Theses
Katherine Kinnick, Richard Welch, & Denis
Vogel, Communication, Kennesaw
State University
Internships, and more recently service learning, are seen as transitional steps from
campus to career. But colleges and universities are beginning to see the value and
potential of the bridges to industry/profession formed by internships and service
learning. This team presentation focuses on the value of these partnerships, and how to
cultivate them with nontraditional approaches such as the senior theses. Attendees are
asked to bring for distribution copies of materials they have developed that have improved
the quality of internships and service learning projects.
Sharing Artifacts in the Social Sciences: The Value of Fragmentary Records in the
Classroom
Robert Rhodes Crout, History
Charles V. Smedley, Behavioral Sciences
Charleston
Southern University
Despite the many technological changes in the classroom that emphasize students as visual
learners, we propose that multi-sensory learning experiences continue to be valuable in
our two disciplines: history and anthropology. Beginning our courses by developing working
definitions of the disciplines that emphasize the role of fragmentary evidence in research
in our disciplines, we proceed to bring such records to classes and integrate them into
the instructional format. By visualizing artifacts in three dimensions, students gain an
immediacy of the cultures in which they were used.
10:00am-10:45am CONCURRENT SESSIONS
Teaching Effectively Over Interactive Television
Michael D. Fisher & Lori A. Seward, Humanities, South
Georgia College
This program will offer an introduction to teaching over interactive television. We will
discuss differences between the distance learning environment and the traditional
classroom. We will offer suggestions for creating interactivity with students at remote
sites. Participants will have the opportunity to discuss communication skills necessary
for effective use of the technology. We also will explore some of the potential
applications and pitfalls of the distance learning format.
Service Learning as a Bridge Between Academic Study and Community
Mary K. Madsen, Health Science, University
of Wisconsin-Milwaukee
This session will describe service learning, an educational approach that builds bridges
between academic study and community. It confronts the theoretical knowledge learned by
students in the classroom with the social practice of everyday struggles of communities.
Service learning is an educational approach aimed at fostering an increase in a
participant’s defining, interpreting, expressing, and acting on the common good.
Service learning empowers students and communities to become active agents of social
change.
No Lecture, No Textbook: Innovations in Instruction
Chris Wozny, Social and Physical Science, Waycross
College
The traditional lecture/textbook format is counter to the philosophy and practice of
science and only serves to perpetuate student myths concerning both science and learning.
Current research in science education has demonstrated that inquiry-based active learning
improves student understanding and retention of basic concepts and principles. This
session will introduce a current teaching format which relies on interactive instructional
materials, including traditional and computer-based experiments, physics simulations,
Socratic Physics, and concept tests.
Building Background Knowledge for Writing
Tonya Strickland & Ellen Burleson, Humanities/Developmental
Studies, Waycross
College
Students who have limited experiences with both language and life are doubly disadvantaged
when they write. Not only do they lack language skills, but they also lack the necessary
content knowledge. This session demonstrates how instructors can enhance learning support
for developmental students by building background knowledge through shared experiences and
posed problems of emerging relevance.
11:00am WELCOME & KEYNOTE
Welcome
Laurie Richlin, President &
Conference Director
International
Alliance of Teacher Scholars
Milton Cox, University Director
for Teaching Effectiveness Programs
Founder & Director, Original Lilly
Conference
Miami
University
J. Thomas Bowen, Assistant Vice
President for Academic Affairs
University
of Georgia
Keynote: Academic
Partnerships: Meeting Teaching and Learning Needs in the 21st Century
Virginia Andreoli Mathie, Psychology, James
Madison University
This presentation examines future trends in higher education and the role of academic
partnerships in meeting the challenges that confront us. The presenter will describe
models of partnerships (among teachers and between teachers and other professionals),
practical issues in their implementation, and their implications for teaching and
learning. The presenter will describe the American Psychological Association's Psychology
Partnerships Project, a model offered by one professional organization to facilitate
and promote new and existing partnerships.
12:30pm LUNCH Tables by
Discipline
2:00pm-3:30pm CONCURRENT WORKSHOPS
Using Technology to Focus and Enhance Student-Teacher Interaction
Bob Harbort, Computer Science, Southern
Polytechnic State University
This session will be an audience-participation brainstorming session about how we might
design and implement technologically-enhanced environments for supporting apprenticeship
types of interaction between a teacher and multiple students. We will start with an
overview of theoretical issues, then open the floor for discussion of ideas, technologies,
and techniques for supporting this mode of student-teacher interaction.
Keys to a Successful Internship
Wanda W. Hutchinson & Andryna Kuzmicic, Education, Athens
State University
The internship is an integral component in the education of a preservice teacher. During
this phase of the learning process, students apply the knowledge and skills acquired in
the university classroom. Working collaboratively, the director, the supervisor, and the
cooperating teacher can unlock the door to a successful internship experience. This
session will share the following methods and techniques: placement of the intern,
orienting the cooperating teacher and intern, planning seminars, and organizing paperwork.
Education as Connection: Interactive Learning Through an Interdisciplinary
Team-Taught Course
Elizabeth Bookser Barkley, Humanities
Alan deCourcy, Religious Studies
College
of Mount Saint Joseph
This presentation will give participants the chance to actively experience a team-taught
interdisciplinary seminar designed for undergraduates. Developed and taught by three
teachers from different disciplines, the seminar stresses dialogue and active learning,
and helps students learn the art of making connections between material from different
disciplines, with each other, and with their teachers. Presenters will also focus on
strategies for working together in the planning and presentation stages.
Building Community Using Cases About Ethical Dilemmas in Teaching
Milton D. Cox, Teaching Effectiveness
Programs, Miami
University
When I led a multidisciplinary 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 departments and across
disciplines.
3:45pm-4:30pm CONCURRENT SESSIONS
Samples and Discussion of Web Technology in the Classroom
Erick Lauber, Psychology, University
of Georgia
I will demonstrate and discuss several web techniques I have used in my classes. This will
include student-built web pages as a final product replacing a semester-long research
paper, web-based tutorials as supplements to textbook learning, web-based searches as
"here is how the web works" introductory exercises, and on-line quizzes as
immediate-feedback mechanisms for promoting meta-cognition. Participant discussion and
advice will be encouraged. Examples will come primarily from my introductory psychology
and history of psychology courses.
Service Learning and Contracting a Health Promotion Project "To Your
Health"
Mary Ann Camann, Health and Human Services, Kennesaw
State College
Students often verbalize significant anxiety when confronted with working with persons
with mental illness and often have difficulty applying information learned in class to the
real world. Unless students are engaged in the learning process and begin to see what they
have to offer in the rehabilitation effort for persons with mental illness, they tend to
become observers rather than participants in the process. In the application of the
Service Learning and Contracting - a menu approach to teaching and learning - the student,
teacher, and clients become active and interactive participants in the learning process.
This session will describe how teachers, students, and mentally ill persons work together
on issues related to building a healthy life and the outcomes of a pilot project from the
viewpoint of the student, faculty, and clients.
Active Learning Through Cooperative Learning
Allen Seed, Education, Northern
Kentucky University
Cooperative learning (CL) is a well-researched educational innovation that promotes active
learning while producing significant improvement in student achievement. This session is
designed to introduce educators to the various models of CL and techniques that help set
the climate for productive use of these models. CL models will be used to conduct the
session, allowing participants to examine and experiment with the models.
Crossing Identities: Team Teaching Gay and Lesbian Literature
Joanne Glasgow & David Kievitt, English, Bergen
Community College
Gay and lesbian courses attract students who often seek confirmation of themselves. Many
also believe such confirmation comes from role models, gay men teaching gay literature and
lesbians teaching lesbian literature. Team teaching across sexual identity lines can
eliminate this false expectation. We will share our experience of a lesbian teaching gay
male texts and a gay man teaching lesbian texts. This approach bridges the gap between
identity and knowledge and illustrates the value of team teaching in crossing the line of
difference, no matter what that difference is.
4:45pm-5:30pm CONCURRENT SESSIONS
Practical Ways to Use Technology in Your Lectures
Sally P. Wheeler, Humanities, Georgia
Perimeter College
In the past several years, we have all attended training sessions on using Word Perfect,
on using the Internet, and on creating PowerPoint presentations. Now let’s apply
these new skills to our classes. How can they be easy-to-use, practical teaching tools? I
will show you how I use my web page every day in all my classes, and I will share ideas on
how to organize and use your own web page. This will be an informal presentation. Come,
ask questions, and share ideas.
Peer Review and Class Interviews
Laurie L. Williamson, Human Development and
Psychological Counseling, Appalachian
State University
Tired of receiving professional feedback from the limited checklist format? Want to know
what students really think about your course? Invigorate the peer review process by
conducting a class interview! Class interviews involve three steps that allow the
instructor and the students to identify the strengths and weaknesses of the course. Come
away with a renewed perspective of effective peer review!
An Experiential Learning Experience: Teaching Cooperation and Competition as
Alternative Values
Jimmy D. Sanders, Public Administration, Troy
State University
This presentation will demonstrate the pervasiveness of the competitive model in group
relations – even when competition is inappropriate. This presentation will further
highlight the extent to which destructive competition has been enculturated into American
society. By participating in a class exercise, participants will learn the challenges in
trying to teach cooperation and collaboration as alternative values in group relations.
Participants also will experience the same frustrations their students will encounter when
this new learning exercise is incorporated into future courses.
Pedagogical Stratagies for Teaching Character and Ethics From a Multi-Cultural
Literary Approach
Louis Bertrano Gallien, Jr., Education, Mercer
University
This session will focus on introducing issues of character and ethics from a literary and
cross-cultural perspective. While field experiences in teacher education are critical to
understanding different cultures, not all students/teachers live in a multicultural area
of the country. As a result, this session will discuss ways to introduce moral and ethical
dilemmas endemic to people from African-American, Chinese-American, Native American and
Mexican-American backgrounds. A video will be shown as a case study, with discussion to
follow.
6:30pm RECEPTION
7:00pm DINNER
8:00pm FEATURED WORKSHOP
Ethical Issues Facing Professors Supervising Students in Out-of-Class Settings
Randall V. Bass, Richard Schmertzing, &
Albert S. Gibbs, Educational Leadership, Valdosta
State University
Ethical dimensions of the professor-student relationship have been extensively explored.
Given the increased interest in service learning programs, qualitative research classes,
internships, student teaching placements, and other clinical experiences, professors face
new ethical issues in these settings that arise from the experience of students in
out-of-class settings. This presentation will consider these issues through the use of
stories (scenarios) drawn from our experiences or imagination.
Saturday,
March 13, 1999
8:00am BREAKFAST
8:30am REGISTRATION OPENS
9:00am-9:45am CONCURRENT SESSIONS
Student Use of Power Point to Improve Organizational Skills
Anna Holloway & Geraldine Walker, Languages, Fort
Valley State University
Students can use presentation software to cultivate communication abilities and thinking
skills. We will share experiences, survey results, and PowerPoint presentations of
literary papers and business proposals done by students. Students who hated to outline,
write papers, and give oral presentations were captivated by the technology and exceeded
their own expectations of success.
Lessons Learned and "Best Practices" Initiated in Faculty Development
Pamela Colbenson, History, Georgia
Perimeter College
David Graf, Center for the
Advancement of Teaching and Learning, Valdosta
State University
Harry Dangel, Center for Teaching and
Learning, Georgia
State University
Lana Wachniak, Sociology, Geography
and Anthropology, Kennesaw
State University
In 1995, the University System of Georgia developed a vision statement for faculty
development. Initiatives at the Board of Regents led to opportunities for institutions to
examine the teaching and learning process. Presenters provide examples of the lessons they
have learned while fostering learning communities. The panelists will also discuss their best
practices, or most effective programs and activities. Participants will be encouraged
to share ideas and examples from their institutions.
Classroom Assessment: Writing Good Test Items and Developing Other Effective Forms
of Student Evaluation
Linda Sanders, Education, Auburn
University Montgomery
This presentation will highlight some strategies and techniques for developing good
classroom assessments. It is designed as a refresher course in test design for experienced
faculty or an introduction to good test writing for new faculty. In addition, various
forms of alternative assessments, such as projects, portfolios, journals, performance
tasks, and creative assignments will be discussed. In the group work portion of the
session, faculty will be grouped by discipline to share existing assessment ideas and to
brainstorm new ideas for the participants’ classrooms.
Problem Based Learning Track
Technology and PBL: Bringing the Real World Into the Classroom Through Internet
Resources
Claire Major & Valerie McCombs, Center
for Problem Based Learning, Samford
University
Problem-based learning (PBL) is an innovative approach to learning in which "real
world" problems serve as the stimulus for student learning. In teams, students work
together to define the nature of the problem, to find and use appropriate resources, and
to communicate their findings. Internet resources can help students engage in these tasks
in a way that is real and meaningful for them. Course web pages with on-line problems,
authentic data, electronic texts; communication technologies; and electronic student
portfolios can provide an increased perception of reality in the classroom. This will
provide examples of these techniques as well as tips on how to make the most of
technologies in the PBL classroom.
10:00am-10:45am CONCURRENT SESSIONS
What's My (On)Line? Or the Wayward Ways of the Internet Interdiciplinary
Susan C. Hines, English, La
Salle University
This session will demonstrate and discuss how on-line teaching and on-line teaching
components can promote and facilitate student learning that is interdisciplinary,
group-conscious, and student-centered. It will also consider some of the effects of
on-line instruction on the instructor.
Co-Teaching and Active Learning: An Example From a Research Methods Course
Nancy Mamlin & Jane Nowacek, Language,
Reading Exceptionalities
Helen Hall, Educational Leadership
Doctoral Candidates
Appalachian
State University
In this presentation, we share our experiences co-teaching a qualitative research methods
class. We will discuss how and why we chose this method, and the issues involved in
co-teaching. Students who took the course will discuss the process of learning research
via participating in a group research project.
Engaging Students Through Article Presentations
George M. Dupuy, Business Administration, Presbyterian
College
This session will present an active learning technique composed of each student orally
presenting a recent article to the class. The presentation is composed of a summary of the
article plus the application of course concepts. It is followed by a question-and-answer
session to involve the rest of the class. The module stimulates learning and aids
understanding of concepts while developing critical thinking skills. The technique updates
text with current examples and applications. It also adds stimulation and interest in the
course through active student involvement, real world applications and examples, and
variety from lectures.
Problem-Based Learning Track
Dealing with Group Dynamics in the Classroom: Techniques From the Trenches
Steve Ruble, Sports Medicine, Samford
University
Students are generally resistant to the idea of group work for an entire semester. This is
usually because of a previous experience that was not pleasant. Participants in this
session will be actively involved in group formation, group life cycle discussion, and
group activities. These activities are intended to help with problems such as group
dysfunction, lack of group participation, conflict resolution, and individual roles within
the group.
11:00am-11:45am CONCURRENT SESSIONS
Partnership to Support Teaching and Learning
Marwin Britto, Instructional Support and
Development, University
of Georgia
This session will describe Web CT (Web Course Tools), web-based course management
software, which can be used to create entire on-line courses or to provide supplementary
web materials and communication tools for existing courses. Partnership between the
instructional support office and computing services office in providing workshops,
seminars, and consultation has been vital to WebCT’s success with faculty in teaching
and learning at UGA.
Teaching Portfolios: A Tool to Accomplish Teaching Excellence
Sotiris H. Avgoustis & Linda Brothers, Restaurant,
Hotel, Institution,& Tourism Managment, Indiana
University - Purdue University
Excellence in teaching should be measured by more than student and peer evaluations. A
significant method to accomplish this is by developing a course teaching portfolio. This
presentation will describe how a course portfolio cites an instructor’s educational
philosophy and accomplishments accumulated over time. It enhances professional development
and documents effective teaching.
Sharing the Stage: Presenting a Paper with a Student
Laura Feitzinger Brown, English, Converse
College
This session will explore the benefits of co-presenting a conference paper with a student.
Co-presenting sharpened both of our thinking about our paper topic (how and why to
introduce religious questions in an adolescent literature course), helped me re-think my
teaching style, and allowed the student, a senior, to reflect seriously not only on the
course but also on her entire undergraduate education.
Problem-Based Learning Track
Assessing the Problem-Solving Abilities of Undergraduates
Elizabeth Jones, Higher Education
Administration, West
Virginia University
Participants will learn about multiple methods to assess the problem-solving abilities of
undergraduates. Specific types of course-embedded strategies including graded and
non-graded methods as well as self evaluations and peer assessments will be discussed. In
addition, participants will critique concrete examples that link problem solving with
communication abilities (including writing and speaking) and discuss how the results can
be used to make improvements.
12:00noon LUNCH Tables by
Topic
1:30pm-3:00pm CONCURRENT WORKSHOPS
What Do I Need to Know? Copyright and Ethics on the Internet: Issues for
Everybody!
Rebecca H. Rutherfoord, Arts & Science, Southern
Polytechnic State University
College and university teachers have begun to use the Internet in record numbers. However,
most teachers and students do not have the knowledge and information that they need
concerning the new laws and bills on copyright. In addition, faculty and students need to
be aware of ethical behavior that should be used on the Internet. This presentation will
examine copyright and ethics using scenarios for a "hands-on" examination of
these issues.
Designing Instruction to Optimize Cognitive Growth
Wendy Duncan-Hewitt & Dave Mount, Grian
Facilitations
The concept and assessment of cognitive maturity, optimizing its development in students,
and the effect of the relative cognitive maturity of the instructor will be presented as
it pertains to curricular and instructional design and outcomes. Cognitive maturity is
discussed in a Piagetian framework, and the likelihood of achieving true critical thought
by the end of an undergraduate education is explored.
Using Small- Group Role Play to Achieve Learning Objectives
Yezdi K. Bhada, College of Business, Georgia
State University
This demonstration will help instructors who use cases or are contemplating using
role-playing to see how interesting and exciting learning can be made. The important point
is that active learning can take place in the classroom without giving up the
substance/content that one wants to teach. The demonstration leader has used this approach
in different countries, for different audiences (ranging from undergraduate classes to
senior executive groups) and for different disciplines.
Problem-Based Learning Track
Encouraging Active Scholarship Through Problem-Based Learning
Toni Cascio, Social Work, University
of South Carolina
Problem-based learning (PBL) is an innovative teaching approach that combines the case
study method with cooperative learning. Students taught using PBL demonstrate a higher
level of independent learning, increased use of the library and professional literature,
enhanced reflective abilities, and improved critical thinking skills. This presentation
will explain the PBL process and give participants the opportunity to engage in the
initial problem identification stage as well as construct cases relevant to their
educational setting.
3:15pm-4:00pm CONCURRENT SESSIONS
Higher Order Objectives and Learning on the Web
Dorman Landtroop, Higher Education, Luther
Rice Seminary
College and university professors are continually seeking new and innovative means of
helping students use higher-order thinking and reasoning skills. This session will
demonstrate how use of the web in the teaching/learning process can facilitate such a
goal. Use of technology can greatly aid professors to train students in analysis,
synthesis, and evaluation, as well as to develop effective writing skills.
Instructor Evaluation - It's More Than a Box of Chocolates
J. Len Gusthart, Physical Education Centre, University
of Saskatchewan
This presentation will describe a study that was conducted to address the question
"How are students’ overall evaluation of teaching effectiveness influenced by
various factors or dimensions of teaching?" Data were collected at two very different
universities and in several contextual situations. A relevant finding is the consistent
importance students place on amount learned, instructor enthusiasm, and organizational
ability. Together, those three elements correlated consistently with overall teaching
ratings. The presenter will discuss how the results have implications for student
evaluation of university teaching.
What is the Text in a First Year Experience Course?
Gwen Sorrell Sell, Larry Mobley, & Robert
Kelly, Humanities, Macon
State College
This session will discuss a required two-course first-year-experience sequence. The first
course introduces students to the college environment and teaches skills, especially
technological, which facilitate their progress in college. The second course, more
traditionally content oriented, uses the skills learned in the first course to delve into
topics dealing with art and culture, or culture and society. Our developing awareness of
student needs, levels of preparation, and learning styles has led us to develop and
implement strategies which result in student-oriented learning.
Problem-Based Learning Track
Incorporating Laboratory Experiences into Problem-Based Learning in the Classroom
Sandra L. Gilchrist, Natural Sciences, New
College of the University of South Florida
Participants will engage in a problem-based learning experience including a laboratory
element. Though this approach can be used in a variety of classes, the abbreviated
exercise is part of an introductory biology sequence, which emphasized group work in
class, supplemented by guided experiments outside the class. Methods for evaluating these
activities and assessing effectiveness will be demonstrated and discussed as a guided
review of the activities. Each participant will receive a set of problems and associated
lab exercises.
4:15pm-5:00pm CONCURRENT SESSIONS
Lessons Learned: Teaching and Learning at a Distance
Ruth Patterson, Health Professions, Medical University of Southern Carolina
When I mention college or university education, what do you think of? Red brick buildings
on a grassy campus with lots of large, old trees, meandering pathways, and residence halls
in the background? Today’s nontraditional students are often older, working full time
with family responsibilities, and a desire to continue their education without the
constraints of a specific time and place. The ability to access courses they need from the
computer or television, while remaining at home, has increased the demand for excellent
instruction by distance technology. Outstanding teachers, faced with this technology, must
use new instructional skills in the distance education classroom. This presentation will
share lessons learned by an experienced teacher who had to make the change.
The Perfect Professor: A Consumer Report
Dennis Oneal, Radio-Television/Photography
Sharon S. Smith, Journalism
Middle
Tennessee State University
This session will examine the characteristics of the ideal college professor. Institutions
routinely ask students to evaluate faculty members based on the needs and perceptions of
the institution and rarely ask for student input into the designing of the instrument.
This session will give participants (professors) the opportunity to compare their
perceptions of what is important to their consumers (students).
Learning Communities: A College Life Orientation Course
Sotiris H. Avgoustis & Linda Brothers, Restaurant,
Hotel, Institution,& Tourism Managment, Indiana
University - Purdue University
The Learning Community Program is for all first-semester college students at our
university. It provides an environment where students can easily make connections with
other students, faculty members, and campus resources. This presentation will show how the
program helps students ensure a successful transition to college life.
Problem-Based Learning Track
How Can I Help? Identifying Group Problem-Solving Skills and Pitfalls in an
Undergraduate PBL Course
Dan Sandifer-Stech & Clara Gerhardt,
Human Science and Design, Samford
University
The problem of constructive intervention in group processes is addressed in the context of
an undergraduate problem-based learning course. This presentation’s focus is on the
facilitator’s role in group problem-solving sessions. Participants will observe video
clips which illustrate selected highlights of effective and ineffective group work with
the goal of training instructors in their new non-lecturing role. This role is crucial to
help student groups produce creative and focused products.
5:45pm RECEPTION & POSTER SESSION
Posters: Program on Using
Difference to Enhance Teaching and Learning
Milton Cox, Teaching
Effectiveness Programs, Miami
University
With this program, Miami University has made an active commitment to addressing faculty
and student difference in the creation of equitable teaching and learning opportunities.
The objectives of the program are to provide participants with opportunities to increase
awareness and understanding of who we are; recognize differences and similarities among
students, and between our students and ourselves; explore pedagogies and behaviors that
create an inclusive course content; learn about ways to assess the success of our courses
and the learning of our students in achieving outcomes connected with multicultural
teaching and learning; and be proactive in working with departments to use difference to
enhance teaching and learning.
Using Assessment to Extend Teaching-Learning Interaction
Bob Harbort, Computer Science, Southern
Polytechnic State University
When both teachers and students stop seeing assessment as a control mechanism, everyone
can start using it as a means of process improvement. Students can use assessment
activities to direct them to areas where they need more study. Teachers can use them to
challenge students to continue learning. The presenter will discuss examples of some
successful nontraditional assessment techniques and how they might be used in your
classrooms.
Publishing the Scholarship of Teaching
Laurie Richlin
Executive Editor, Journal
on Excellence in College Teaching
President, Alliance
Publishers
Find out the how-to's of publishing your teaching scholarship. Discuss your ideas for
articles and books and get feedback on your plans.
Public Health Education Faculty and Practitioners: Partners in
Program Development
Ruth P. Saunders, Health Promotion
& Education, University
of South Carolina
In this session I will describe the on-going partnership between public health education
faculty and practitioners. The practitioners from many health settings accept student
practicum placements and hire many graduates. The partnership’s purpose is to effect
program changes that develop skills and provide "real world" experiences so
graduates are effective health education practitioners prior to entering the work force. I
will describe this on-going collaboration, including assessment, planning, implementation,
and future directions.
Problem Based Learning Portfolios PBL Track Members
Faculty members will present their course portfolios.
6:45pm DINNER
8:00pm MOVIE TIME ON SATURDAY NIGHT!
Two different, but important films about college & university teaching will be
shown…popcorn and all!
Educating Rita
The 1983 film Educating Rita is a charming demonstration of college student
cognitive development. Michael Caine and Julie Walters develop a highly unusual
teacher-student relationship in this smashing comedy about a young working-class woman on
the path to self-discovery. Rita (Walters) desperately hungers for an education. To escape
her dreary life as a hairdresser and confining existence at home, she enrolls in
literature tutorials at a British university. Much to her bemusement, she is assigned to
Frank Bryant (Caine), a disillusioned English professor who encourages his students to
forsake dead poetry and enjoy life. Despite her husband’s resentment, Rita learns and
grows. As witness to her radical transformation from oppressed housewife to free spirit,
Frank himself is forced to confront the deterioration of his own life.
Shattering the Silences
"Diversity" may be the word of the hour on the nation’s
campuses, but women and faculty of color still face singular stresses and challenges. Shattering
the Silences wends its way through the Culture Wars and battles over affirmative
action to provide a unique look at campus life from the points of view of individual
scholars. The 90-minute movie will be followed by discussion of the problems and
challenges faced by minority faculty. This is an award-winning film that has elicited
outstanding discussion by faculty and administrators at national and international
gatherings.
Sunday,
March 14, 1999
8:00am BREAKFAST
8:30am-9:15am CONCURRENT SESSIONS
Contemporary Global Issues: An Interdisciplinary Partnership
Kandis Steele, Professional Development, Gainesville
College
At my college an interdisciplinary partnership between a scientist, psychologist,
historian, and political scientist resulted in a new course, "Contemporary Global
Issues," which allows students to explore issues such as population growth, disease
and poverty, and prejudice from a multi-disciplinary viewpoint. This interactive session
will focus on how to develop this type of course and will provide participants with a
course outline, and information on materials, and technology used.
Two Critical Transitions: First-Year and Senior Experiences
Delmas S. Crisp, Humanities
Hilary Kight, Mathematics
Wesleyan
College
Aware of two critical transitions that undergraduate students encounter – beginning
and leaving college – we have developed a distinctive first-year seminar program
which prepares students for liberal learning and an innovative senior-year experience
which prepares students for work or further study beyond the baccalaureate degree. The
first-year seminars prepare students to be active learners; develop their ability to use
technology; and enhance their critical thinking, writing, and speaking skills. The senior
experience is designed to aid students in integrating, reflecting upon, assessing, and
gaining closure on their college experience.
Teaching Through Partnerships: The Faculty Retreat as a Source of Peer Support
and Pedagogical Sharing
Pamela T. Colbenson, Social Sciences
Debra Denzer, English as a Second
Language
Georgia
Perimeter College
Thinking about using a teaching retreat to reinvigorate your faculty and/or department?
Come to this session in which faculty who have been involved in retreat planning and
facilitation, take participants through a step-by-step process to creating the ideal
retreat. This session will be interactive and will give you specific tips to help you with
retreat planning at your own institution.
Problem-Based Learning Track
Authentic Assessment and PBL in the Professions
Mary Sue Baldwin & Janet Alexander, Nursing, Samford
University
The challenge for professional educators is to develop innovative strategies that will
prepare students to critically think to solve problems, to use resources, and to
communicate. Given the complexity of current health care and other professions
problem-based learning (PBL) is a natural approach to use to achieve outcomes. This
presentation will focus on the creation, implementation, and assessment of PBL outcomes.
Authentic assessment strategies, designed to measure learning outcomes in the professions,
will be discussed.
Student/Faculty Collaboration: Teamwork for Course Design and Revision
Patrick M. Malone, Urban Studies
Joanna Mareth, Student
Brown
University
Brown University’s Odyssey Program enables a student and a professor to work together
on course development and revision. The student’s insights are extremely valuable,
particularly when he or she has taken one or more courses with the professor. A
student/faculty team will introduce their research on "urban greenspace" and
explain their collaboration in the summer and fall of 1998. They will discuss the lessons
learned in designing the course on Green Cities and in revising a course on historical
preservation.
9:30am-10:15am CONCURRENT SESSIONS
A Partnership That Bridges Time: How Archaeology Brings History Alive for
Elementary School and University Students
Anne Yentsch, History, Armstrong
Atlantic State University
This session describes a partnership between a state university, county schools, and the
National Park Service which enables students to study history using parks as classrooms.
University interns assist county teachers in both field and lab as fourth graders become
"real-life" archaeologists. Techniques implemented include scientific
technology, computer-based learning, traditional curriculum materials, applied math, and
experiential learning. The interdisciplinary approach introduces historical research with
its different building blocks and leaning stages.
Constructivism: Principles, Pedagogy, and Problems
Peter E. Doolittle, Teaching &
Learning, Virginia
Tech
Hands-on Learning! Minds-on Learning! Active Learning! Cooperative Learning!
Student-Centered Instruction! Problem-based instruction! Reciprocal Teaching!
Constructivism! Verum ipson Factum! Huh? What’s all the fuss? What do these concepts
really mean? Is constructivism worth the effort? How might a constructivist perspective be
implemented in a college classroom? This presentation will focus on experiences and
experiments designed to allow you to construct your own perspective on constructivism
There's Something Funny Going on Here: The Uses of Humor in the College Classroom
Mark Stevens, Humanities & Technical
Communication, Southern
Polytechnic State University
Injecting humor into teaching – especially in large college classrooms – can not
only get us better teacher evaluations and help our students remember the material, it can
also help us question our subject matter and our motives for teaching it. But what makes
something funny? How can we make opportunities for instructor (and student) humor? When
does classroom humor cross the line between appropriate and inappropriate? If I told you
here, you wouldn’t come.
Problem-Based Learning Track
Academic Administrator and Faculty Partnerships in Pedagogical Change: Getting
the Job Done
Joseph Dean, McWhorter School of Pharmacy, Samford
University
Efforts focused on reforming pedagogy are most productive when administrators and faculty
develop a shared vision and partnership to accomplish the desired change. Important
components provided by administrators include articulation the vision, enlisting key
faculty with proven expertise, providing resources for developing faculty and constant
encouragement and dialogue with all involved. It is also useful if the administrator will
model the change by personally delivering course work according to the proposed plan for
change.
Cross-Discipline Peer Evaluation: A Case Study and Discussion from Mathematics
and History
Patrick McCarthy, Jr., History
Pamela Cutter, Mathematics
Richard Byers, History
University
of Georgia
With post-tenure review a hot topic on many campuses, scholars of various stripes have
begun to give serious attention to the concept of peer evaluation. But are one’s
peers simply one’s department members? Are not instructors and professors in other
units within your institution also your peers? We will present the results of our
experiment comparing intradisciplinary peer evaluation with cross-diciplinary peer
evaluation, and have members of the audience discuss the merits of both in small groups.
10:30am-12:00noon CONCURRENT WORKSHOPS
Integrating Science, Mathematics, and Technology
Roberta S. Lacefield, Business,
Mathematics, Physical Education
Chris Wozny, Social and Physical
Sciences, Waycross
College
Sheryl Williams, Science, Gainesville
College
When we began planning for the conversion from quarters to semesters, we were asked to
"think outside of the box." The courses Integrated Science and Integrating
Science, Mathematics, and Technology are a result of that thinking. This presentation
will share the ideas, planning, thinking, and sharing that made the courses a current
reality. (The website for the courses maybe found at http:// www.way.peachnet.edu/istrn/
and http://troy.gc.peachnet.edu/www/swilliam/isci.htm)
Image/Model Concept in Teaching and Learning
Patricia A. Ahanotu, Science, Georgia
Perimeter College
The workshop includes the discussion of left and right brain hemisphere
specialization/dominance in skills. Why do some individuals acquire certain skills and
others do not? Left Brain participants will illustrate a phenomenon by whatever
methods they prefer, while Right Brain participants will illustrate by either
diagrams or by model construction. The various illustrations of the phenomenon will be
compared. Participants also will watch a video of students using the Image/Model
Concept in studying.
Problem-Based Learning Track
The Heart of Problem-Based Learning: Writing Engaging Problems
Carol Dean, Teacher Education, Samford
University
In order to capture the interest of students in a PBL course, problems must be real world,
open-ended, and engaging. Each course usually has objectives that must be met, and often
professors cannot find problems that fit their specific needs. Consequently, they must
write them. This interactive workshop will present guidelines for writing engaging
problems and take participants through a process to develop and critique a problem
specifically for their course. Handouts will be provided.
Problem-Based Learning Track
16D* Computer Games and Simulations in the Classroom: Using the Computer to Teach
Problem-Solving Skills
James Brown, History, Samford
University
This session will engage participants in a PBL style computer game. The simulation
involves using a spreadsheet to avoid the complexities of computer languages. A sample
problem involving the logical progression of modern national independence movements will
demonstrate the effectiveness of computer games for teaching.
12:15pm CLOSING REMARKS & LUNCH
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