|
Program
Friday * August 3, 2001
8:30am Registration Opens
9:00am-10:15am Welcome & Keynote
Welcome
International Alliance of Teacher Scholars
Miami University
Southwest Texas State University
Keynote
1 * Understanding And Designing Scholarly Teaching and the Scholarship of Teaching
Laurie Richlin, Director, International Alliance of Teacher Scholars
This presentation will begin a conversation on the scholarship of teaching. What is the definition of teaching excellence? of scholarly teaching? of the scholarship of teaching? How are they the same or different from each other? What are the outcomes of scholarly teaching? of the scholarship of teaching?
10:30am-11:15am Concurrent Sessions
2A * "Angelo's Teacher's Dozen": What Works Best in Introductory Economics Classes?
William Doyle Smith, Economics & Finance, University of Texas at El Paso
The "teacher's dozen" is Tom Angelo's list of 14 principles of "effective higher learning" that are well supported by research. The stated objective of the 14 principles is to help faculty improve the quality of higher learning in their classrooms. In this session we will ask the question: What are the characteristics of the typical undergraduate introductory economics class? And we will examine the "teacher's dozen" in order to determine which of Angelo's principles is most critical and applicable for the teaching of introductory economics.
2B * Know the Way: Design, Development, and Implementation of Multimedia, Interactive Web-Based e-Learning Programs
Katherine Squires, Chief Learning Officer, WebCE.com/Legal EdNet.com
The sesion will focus on how practitioners, management, and employees, and consultants can identify, capture, and develop content to be delivered in a multimedia, interactive Web-based environment. The session will teach different content evaluation methods so that a next-step needs assessment can be conducted to determine the proper content and the appropriate development techniques. The session also will identify the various technology issues involved with using multimedia and explore media capturing and conversion issues.
11:30am-12:15pm Concurrent Sessions
3A * The Changing Environment for Women Faculty: A Faculty Mentoring Program
Evelyn Posey, Instructional Development Technology & Instruction,
Christine Reimers, Center for Effective Teaching & Learning,
University of Texas at El Paso
How do we help women faculty adjust to the culture of their new institution and communicate to them the institution's expectations? How can we help them discover resources and networking opportunities available to them? Can we help women balance the conflicting demands of work, family, teaching, research, and service? We will describe our program and explore ways--proven and new--to retain young women faculty in the academy and to promote their success.
3B * Using Guided Inquiry in Large Lecture Courses: An Example From General Chemistry
Mark C. Morvant, Physical & Life Sciences, Texas A & M University - Corpus Christi
Guided inquiry has been used successfully to engage students in their learning in classes of 20-30, but can the same approaches and activities be used in a general chemistry course with 220 students? Over the past two years, guided inquiry activities have been used in large section general chemistry classes to help students overcome "knowledge barriers." Assesments indicate that students who used guided inquiry gain a more profound understanding of fundamental concepts and significantly increase passing rates.
3C * Using Multi-Media to Teach a Business Capstone Course
Sharynn M. Tomlin, Business Administration, Angelo State University
Teaching business policy and strategic formulation in a classroom setting is not easily accomplished. Higher education must offer new and intriguing educational material in order to encourage active learning and application of materials. Traditional methods of instruction are no longer effective; students do not learn by osmosis. During the session, the presenter will discuss the major characteristics and obstacles associated with active learning, and how faculty members can employ various multi-media tools to create a stimulating environment. Instructional strategies using simulations, cross-cultural role playing, international team competitions with teleconferencing, sharing of international seminars and building educational consortia will be examined as a means.
12:15pm Lunch v Tables by Discipline
Sit at the table of your choice. Choose from among:
-
Accounting, Business, Management, Marketing
-
Lab Sciences, Biology
-
Computer Science/Computer Information Systems
-
Economics
-
Education
-
Engineering
-
English/Writing, Journalism, Communication
-
Fine & Performing Arts
-
Humanities/Languages/Philosophy/Interdisciplinary Studies
-
Mathematics/Statistics
-
Medical, Nursing, Health-Related
-
Political Science, Psychology, Sociology, Social Work
-
Teaching & Learning Centers, Faculty/Instructional Development
1:30pm-3:00pm Concurrent Workshops
4A * Student Development: Transitioning Into the Academy, Transitioning From the Academy
Miriam Barnard, English, Kim Pamplin, Chemistry, Debbie J. Williams,
English, Abilene Christian University
This presentation will address student development theory as foundational to the pedagogical paradigm within the classroom: Freshmen learn and develop differently then upper level students. The presenters will illustrate the ways in which students develop from entering the academy to assuming responsibility for their learning in preparation to leave the academy. The presenters will share their experiences with freshmen learning communities, a freshman chemistry class, and an upper level business writing class.
4B * Multidisciplinary Team Teaching in General Education: Using Instructional Technology
Karen H. Nelson, Psychology, Jerry B. Lincecum, English, Peggy A. Redshaw,
Biology, Austin College
Professors of biology, psychology, and English literature teamed to deliver a general education course that deals with 18th - 20th century cultural experience. The presenters will illustrate the uses of Internet resources, electronic discussion groups, and PowerPoint™ presentations and will present evaluation data. Discussion will highlight this methodology as a vehicle for stimulating faculty creativity, contextualizing the study of general education, and increasing student engagement.
4C * How to Get Students to Critically Think Through Videos
Thom Keyes, Philosophy, Our Lady of the Lake University
This workshop will offer one possible solution to a problem many instructors across all disciplines encounter when showing a video in class, namely "how can I get my students to actively and critically think through the content of the video?" This is difficult because most students watch videos in the same passive way they watch television or movies. As a result, they view the prospect of a video presentation as a chance to relax and be entertained, rather than as an opportunity to learn. Thus, rarely do they take notes, and, if asked any other than superficial questions about the video, they typically are unable to respond. The presenter will show a video and model his approach for eliciting critical engagement.
4D * From the Inside of a Research Project: What's "Really" Going on in Your Classroom?
Timothy P. Mottet, Michelle Paulsen, Amanda Medlock, & Steven A. Beebe,
Speech Communication, Southwest Texas State University
This workshop will give you an inside look at an on-going research project examining teacher and student classroom communication. You will first participate as a subject in the study by viewing a simulated classroom and then you and your fellow researchers will generate and test hypotheses. You will leave this workshop with a better understanding of classroom interaction patterns and how to manage these interaction patterns to achieve maximum instructional effectiveness. You will also take with you a new way of seeing what's going on in your classroom.
3:15pm-4:00pm Concurrent Sessions
5B
* Taking the Mystery Out of Inquiry: Strategies for College Educators
Russell Wilke, Biology, Angelo State University & William J.
Straits, Science Education Center, University of Texas at Austin
Inquiry learning is lauded for its ability to produce positive attitudes
and meaningful learning by actively engaging the learner in instruction.
The presenters will define inquiry learning in a way that is useful
for practitioners who are unfamiliar with, but interested in, this
technique.
The presentation will provide participants with the means to
design, implement, and assess their own inquiry activities.
5:30pm Reception
6:00pm Dinner
7:15pm 6 * Postprandial Gathering: 2001:A Space Odyssey
Join your colleagues at a showing of this historic film. Popcorn provided!
The1968 film 2001: A Space Odyssey begins by tracing the dawn of civilization, evolves into a top-secret scientific discovery, and eventually follows the journey through the solar system of a crew of astronauts aboard a Jupiter-bound spaceship. Far from earth, the astronauts slowly realize that all is not right, as it becomes apparent that the supercomputer HAL 9000 tries to take over the mission. The resulting contest between humanity and machine in one of the most gripping film episodes of all time. The overall theme of the Arthur C. Clarke and Stanley Kubrick movie is "the toolmaker has been re-made by his own tools." Throughout the film, from the dawn of humanity as our prehistoric ancestors "learn" to use bones as weapons, through the film's ultimate contact with "others" from far-away planets, the question remains: are people slaves to the tools on which they depend?
Saturday * August 4, 2001
8:30am Registration Opens
9:00am Plenary Address
10:15am
7 * Involving Community in Learning: Making Connections for Your Classroom and Campus, Your Students and Colleagues
Milton D. Cox, Teaching Effectiveness Programs, Miami University
What is community and how may it help you achieve some of your course learning objectives? Beyond the classroom, what are ways that learning communities help achieve department and institutional learning objectives? This session will provide opportunities to reflect on these questions and to consider ways to initiate communities that might benefit your students and colleagues.
10:30am-11:15am Concurrent Sessions
8A * Essay Exams in Upper Division Courses: Preparation for the Workplace
Lawrence J. Johnson, English, The University of Texas at El Paso
I routinely grade over 100 "essays" each week as a Reserve general officer supervising 1500 full-time professional employees (and 10,000 part-timers). With that awareness, I structure, support, and evaluate my university students' essay examinations in analogous ways. This presentation will outline what I expect and what I do in both environments in order to manage the huge workload.
8B * Inquiry in the Science Classroom - Tips From the Teachers
Connie P. Russell, Biology, Angelo State University & Donald P. French,
Zoology, Oklahoma State University
Instructors of non-science majors have successfully used inquiry to engage science-intimidated students or those who dislike science. Those same instructors continue to use expository methods with majors in the mistaken belief that science majors need only content and not connections. We describe the design of a mixed-majors biology course emphasizing inquiry-based methods, present study results on the efficacy of the approach, and offer practical advice on implementing inquiry-based methods in (almost) any science classroom.
8C * The Teaching Technology Lunch Bunch: A Beta Campus Learning Community
Elizabeth Allison & Jo Ann Jarl, English, Southwest Texas State University
As colleges and universities send signals to faculty that they want them to do more with technology but without adequate money and resources to do so, and as technology quickens the pace and stress of academic life, what might a learning community do to help faculty cope? Our presentation will generate ideas about how such a community can help by presenting our experience with a small and experimental one at our university.
11:30am-12:15pm Concurrent Sessions
9A * Integrating Academic Success Skills
Maggy Smith, Entering Student Program & Dorothy Ward, University
Studies, University of Texas at El Paso
The first year of college is an important transitional period for students. Students must adjust not only to new surroundings, responsibilities, and procedures, but also to new academic demands. To address the needs of its first-year students, we have initiated the Seminar in Critical Inquriy, which integrates college success strategies in an academic course that is discipline-based and theme-driven. This presentation will discuss the design of the course, examine how success skills are integrated into academic themes, and present two specific course examples.
9B * A Computer Component for a Course Without a Computer Component
Karl Havlak, Mathematics, Angelo State University
FACT: Technology evolves much more quickly than the typical college syllabus. CONSEQUENCE: Instructors face the dilemma of trying to expose students to the latest software in their discipline while attempting to follow a syllabus that does not include an adequate computer component. ONE INSTRUCTOR'S ANSWER: This talk will discuss a means for incorporating technology by having students complete self-contained, instructor-independent, technology modules.
12:15pm Lunch * Table by Topic
Sit at the table of your choice. Choose from among:
-
Classroom Assessment/Research
-
Collaborative/Cooperative Learning
-
Creating Learning Communities
-
Evaluating Teaching
-
Ethics in the Classroom
-
Grading
-
Teaching in the Diverse Classroom
-
Teaching in Research-Intensive Universities
-
Technology Across the Curriculum
-
Writing Across the Curriculum
-
Problem-Based Learning
1:30pm-3:00pm Concurrent Workshops
10A * Equipping Ourselves: Helping Teachers Teach and Publish
Nancy W. Shankle, English, Virginia Sadler, Art & Mark L. McCallon,
Library, Abilene Christian University
In this session, participants will learn how our university supports scholarship of teaching and learning activities. Components include a model for teachers helping other teachers develop scholarship of teaching and learning activities, reflections on how the program encourages research, and suggestions on forums for publishing scholarship of teaching and learning projects.
10B * Banishing the Isolation of the College-Teaching Experience
Margaret K. Snooks, Human Sciences & Humanities, Sue Neeley & Kathleen Williamson,
School of Business & Public Administration, Lillian McEnery, School of
Education, Judy Bargman, School of Natural & Applied Sciences & Wayne Young,
School of Business & Public Administration, University of Houston - Clear Lake
This workshop involves an interdisciplinary peer teaching-evaluation process with enormous potential for immediate improvements in teaching><learning. The process includes face-to-face discussions with students facilitated by an empathetic colleague. Acting as students, participants will observe brief teaching samples and then practice this process of constructive analysis facilitated by experienced faculty members. This is a non-threatening way for instructors to learn about the progress of their courses based on what students have to say.
10C * Teaching Critical Thinking: An Interactive Game Based on Perry's Scheme
William Roberson & Christine Reimers, Center for Effective Teaching &
Learning, University of Texas at El Paso
How do we help students climb the ladder of critical thinking? The first challenge is to increase awareness-amoung ourselves as well as among our students-of the signs that indicate where students are in their thinking. In this hands-on workshop we will experience a critical thinking diagnosis "game" that will increase our consciousness of successful and unsuccessful student thinking patterns, and therby help us identify ways of moving our students to higher levels of cognition. Based on the research of William Perry this exercise can be adapted for use in the classroom with groups of students or with groups of faculty.
10D * Socrates at the Cinema: Using Film in the Philosophy Classroom
Lenore Wright & Anne Marie Bowery, Philosophy, Baylor University
College teachers typically see themselves as Socratic gadflies, exhorting students to better themselves through the process of critical reading, analytical thinking, and insightful discussion. In this workshop, we will show how using films in the philosophy classroom can facilitate these goals. Group participants will experience an active learning cycle where they will view short segments of three films (The Truman Show, Pleasantville, and The Matrix) and discuss how these films illuminate Plato's Allegory of the Cave.
3:15pm-4:00pm Concurrent Sessions
11A * Success in the Classroom with Detailed Internet Notes and PowerPoint
Erwin Mantei, Geography, Geology and Planning, Southwest Missouri State University
This multi-year study outlines the benefits of using Internet Notes and PowerPoint™ in the physical geology classroom. The study compares the use of these computer activities with the chalkboard and overhead transparency methods of presentation. Results showed that students desired the use of the compute- related activities over the traditional methods and performed better on exams. Also, the use of the computer took 15-20% less time to cover the same material.
11B * Writing About Serious Content: How Students Can Get It Right
Charles Elerick, Languages & Linguistics & John McClure, Metallurgical & Materials
Engineering, University of Texas at El Paso
In this session we review a successful semester-long exercise in which advanced engineering content supports and is supported by a series of connected writing tasks. We will present and discuss the scenario-establishing communicative documents that initiate the actual assignments as well as resulting student papers. We will discuss the logistics of such a team undertaking. Colleagues in attendance will be brought into a discussion of the potential of such assignments for integrating and reinforcing course content and the portability and applicability of the model to other contexts.
4:00pm-4:30pm Closing Session
|