1998 Program
Wednesday, 15 July
1998
8:30am-5:00pm Registration
Open
9:00am-12:00pm Pre-Conference Workshops
Teaching with Style: A Practical Guide
to Enhancing Learning by Understanding Teaching & Learning Styles
Anthony Grasha, Psychology, University
of Cincinnati
This workshop will explore the practical applications of an integrated model of teaching
and learning styles developed by Tony Grasha over the past 25 years. The model illustrates
how various blends of teaching and learning styles can be used to encourage active
learning in the classroom. Participants will have an opportunity to assess where they
stand in this model and to consider the implications of the model for using a variety of
active learning strategies in the classroom. A variety of self-assessment processes, case
studies, video examples, small-group discussion, and personal planning processes will be
employed. At the conclusion of the session, participants will have designed a class
session using concepts in the model and will have an outline of how the model can be
employed in a course they currently teach.
Defining Objectives, Teaching, and Assessing to Foster Critical Thinking
Across the Curriculum
Craig Nelson, Biological Sciences, Indiana
University
Cognitive development theories (such as, Perry, Belenky et al., or Kittchener & King)
can help us distinguish the typical forms/levels of critical thinking students engage in,
running from "naïve realism" through "rampant relativism" to
"constrained social constructivism." In this workshop, participants will (a)
learn to use these distinctions to refine teaching objectives, (b) consider example
strategies for promoting and assessing such objectives, and (c) adapt these teaching and
assessment strategies to foster critical thinking in their classrooms.
A Guided Tour of British Higher
Education for our American Cousins (and Anyone Else Who Would Like to Join
Us)
Mike Malone-Lee, Vice-Chancellor; Stephen
Marshall, Pro Vice-Chancellor,
Graham Badley, Director, Centre
for Learning and Teaching; John Davies, Dean, Graduate School
& Brian Underwood, School of
Education,
Anglia
Polytechnic University
1. First stop - what do you know already?
Well there's Oxford and Cambridge and London and then there's…Best in our 20-item
test gets a big British prize.
2. Second stop - what would you really like to know?
An attempt to clear up the main myths and confusions about British HE - Are Brideshead
Re-Visited and Inspector Morse really true?
3. Third stop - some things we think you ought to know.
The top ten issues in British Higher Education for the new millenium.
Tour conducted by guides who speak English and know some American. More seriously,
participants will also be introduced to three major aspects of current British policy and
practice in higher education.
12:00noon-1:15pm INTRODUCTORY
WELCOME & LUNCH (Tables by Discipline)
1:30pm - 2:15pm CONCURRENT SESSIONS
Graduate Profiling: Encouraging Students to Reflect on Their Graduate
Skills and Abilities
Susan Hughes & Mick Betts, University
Centre for Accreditation & Negotiated Awards, Anglia
Polytechnic University
Anglia Polytechnic University's Profiling Project aims to encourage students to reflect on
the graduate skills and abilities that they are developing in order to prepare them for
the workplace or for future study. It also involves liaising with employers to establish
the skills they need from graduates. This presentation will chart the progress of the
research and will include active participation by the audience and feedback from students,
tutors and employers.
Student Lecture Note Use Experiences in Two Settings
Paul Teedon, Geography/Life Sciences, Roehampton
Institute London
This presentation will provide a comparison of students' use of lecture notes in two
geography departments, one in the UK and the other in the US. Their recent use and
expected future use is considered, as established through use of a student-completed
questionnaire at each institution. Some interesting differences emerge from the two
systems.
Smart Network Scholars Mentoring Associates on Research and Teaching:
A Distant Learning Network
Martin W. Sharp, Curriculum and
Instruction, Pennsylvania
State University, Joyce Putnam, Teacher Education, Michigan
State University & Carol Sharp, Faculty Center in
Teaching and Learning, Rowan
University
As individuals become members of a higher education institution they receive instruction
on guidelines for tenure and promotion and then need to develop a protocol that will
enable them to teach, publish and do scholarly work. The establishment of a SMART Network
enables faculty members at different locations to visit, observe and consult with faculty
members who are at different colleges and universities in the country and the world.
Using Experiential Educaito as a Basis for Instruction in Communications
and Marketing Courses
Elizabeth H. Campbell & Karen E. Cayo, Business
& Industrial Management, Kettering
University
In our multi-disciplinary department, we teach a wide variety of courses in business and
industrial management. In our marketing and communications courses, we base all
assignments on "real-world" activities and ask our students to draw upon their
cooperative work experiences as well as research about company profiles and market
conditions.
Project BusyCity
Erik Wallin, Informatics, Lund
University
BusyCity is a virtual city under construction as a creative learning and meeting place for
students, SME managers, and ordinary citizens in the field of electronic commerce.
BusyCity will be discussed as a model for distance experimental learning of electronic
commerce which can be customized and adopted to different states and regions when it comes
to language, software tools, standards, real-world cases, and other means to learn and to
practice electronic commerce.
The Relationship of Leadership Styles of deans and Department Chairs on
Job Satisfaction of Departmental Faculty Members
Debra Simon, Teacher Education, Glenville
State College
This presentation highlights the findings of a study conducted in all four-year public
institutions of higher education in the state of West Virginia which grant baccalaureate
degrees and beyond. The study was conducted to determine if there was a relationship
between the perceived leadership styles of deans or department chairs and self-reported
faculty job satisfaction. The population of the study included all instructional faculty
at 11 public institutions represented (N=2,279).
The Credit Framework for Industry: Flexible Learning Opportunities for
Business and Industry
Brenda Eade, University Centre for
Accreditation and Negotiated Awards, Anglia
Polytechnic University
The Credit Framework for Industry (CFI) is a three year project with Essex TEC. The
project aims to a) promote a culture of life-long learning in business and industry, b)
promote credit as the currency of work-based education and training, and c) enable the
development of mutually beneficial partnerships between APU and industry. Conference
delegates will have the opportunity to discuss some of the barriers to participation in
the CFI which have been identified in the initial stages of the project.
2:30pm-3:15pm Concurrent
Exemplary Practice Panels
Exemplary Practice
Panels: Reforming Higher Education
Science Teaching Reform Methods
Introduced to In-Service Teachers and Pre-Service Student Teachers
Davy Bernard, Physics, University
of Southwestern Louisiana
This presentation will focus on objectives, strategies, and evaluation results of two
programs involving science teaching reform. A teaching method known as Physics Resources
and Instructional Strategies for Motivating Students (PRISMS) was used to train in-service
physics and physical science teachers. A second program involved the development of a
science course (two-course sequence) for pre-service student teachers. Assessment results
will be presented for both programs.
A Freshman Curricular Overhaul for
Improving Teaching and Learning
Maxine A. NuZez, Instruction and Academic
Affairs, University
of the Virgin Islands
The University of the Virgin Islands did what many thought was impossible! Imagine
establishing a new freshman curriculum for all entering students and designing courses
that were interdisciplinary and "linked" to basic skills so that even students
needing remediation experienced the academic rigor of college level instruction. This was
accomplished at an institution on the "come- back" after a devastating hurricane
and by a faculty willing to take risks.
Exemplary Practice
Panels: Teaching Across Cultures and Distance
The Future of English Studies in
Poland, A.D. 1997-2006
Ronnie D. Carter, Humanities & Fine
Arts, Indiana
University East
Based primarily on a forty-year study of Master's theses, doctoral dissertations, and
doctor habilitacje degrees granted in Poland in English Studies (1945-1995), this
presentation will focus on the next ten years by identifying and analyzing new foci and
paradigm shifts in three areas: British Studies, American Studies, and English
Linguistics/Applied English Linguistics and Pedagogy. Tables of the most popular American
and British writers, and on all linguistic fields will be handed out.
An Asynchronous Web-Based Learning Environment
Keith Barker, Institute for Teaching
& Learning, University
of Connecticut
This session will describe a Web-based environment which has been developed to encompass
the fundamentals of engineering education and exploits the facilities provided by the Web.
The structure allows students to take delivery of the course materials, utilize the
ability to launch simulations, interact with animations, view video segments, take self
tests, and provide substantial feedback through reporting and assignment evaluations, and
view current grades. An important aspect is a mechanism for the system to learn, as well
as the creation of a structure for evaluation of the course materials.
Exemplary Practice
Panels: Educating Adult Learners
Collaborative Experiences: Successful
Learning Strategies for the Adult Learner
Dorothy Singleton, Education and Human
Services, National
University
After teaching pre-service and in-service teachers for several years, in addition to
teaching in the public schools, this presenter has had the opportunity to acquire teaching
and learning strategies that have proven effective when working with the adult learner.
The strategies to be discussed are grounded in andragogy and enable the instructor to
serve as a catalyst for inspiring aspiring, fledgling, and seasoned practitioners to
contribute to the learning process.
Post-Graduate Degrees Via Work-Based
Learning: An Approach to Life-Long Learning
Ian K. Allison, Computing, Nottingham
Trent University
The session will report our initial experience of using learning contracts for work-based
degrees. A model for broadening the current scheme to cater for a significant number of
students will be described. How the model will support the transfer of advanced
technologies in companies will be explained. It would be useful to hear the forum's views
on the potential problems for quality assurance, such as maintaining standards across
different contracts.
Exemplary
Practice Panels: Partnerships in the Academic Community
Teaching/Learning Partners: Peers
Helping Peers
Robin K. Morgan, Psychology, Indiana
University Southeast
At Indiana University Southeast, the Institute for Learning and Teaching Excellence has
created a program where faculty work in pairs to improve teaching. This program requires
adjunct or residential faculty, from the same or from different disciplines, to observe
one another's class twice during the semester and attend a workshop. The selection
criteria and guidelines for the program will be distributed and successes/problems with
the program will be discussed.
The Way to the Frontier:
Student-Faculty Partnerships and Mentoring at Work in the Arts
Georgia O'Daniel Baker, Arts, Towson
University
The learning environment and practice in the arts is a complement of facts, research,
practice, exploration, independent study, methodology, and mentoring. The one-to-one
relationship specifically in music, theatre, and art, create a learning environment based
on the self motivation of the student and the professional experience and background of
the teacher. This relationship creates a high retention rate in these fields and has
parallels that might be used in other learning areas.
Exemplary Practice
Panels: Improving Business Educaiton
Uses of Historical Imagination in
Business Management Courses
Linda Longfellow Blodgett, Business &
Economics, Indiana
University
The social science models used in business management courses impose rigorous analytical
structure on the situations faced by business managers. They neglect, however, factors
that cannot be neatly incorporated into statistical formulations, such as personalities,
context, time, and pure luck. This presentation addresses several historical techniques,
such as creating a time line of events and imagining the future as it may be when it
becomes the past, and illustrates them with particular business cases.
Innovations in International Business
Education
George M. Dupuy, Business Administration, Presbyterian
College
This will be an interactive session where the presenter will get the ball rolling by
briefly describing two international programs that his department offers in the UK and
South Korea. Then we will open it up for interative sharing of international education
programs and ideas amongst the panel and participants.
3:30pm-5:00pm Concurrent
Workshops
Writing the Blues: An Interdisciplinary Approach to
African-American Literature
Karen F. Jahn, English, Assumption College
This workshop helps participants to synthesize oral and post-modern traditions as they
read major African-American writers. Baker's "vernacular tradition" has become
crucial to understanding much of the Nobel Prize-quality-literature written today. So we
will analyze the blues performance-call and response, repetition, and the existential
stance of the performer-to develop a rubric of the blues aesthetic. Then we use this
concept to analyze writing by Morrison, Wideman, Wilson, and Hayden.
Student Learning Portfolios/Faculty
Teaching Portfolios: A Look at Each From Both Sides, Now
Milton D. Cox, Teaching Effectiveness
Programs, Miami
University
This session will explore the purposes, benefits, and challenges of student learning
portfolios and faculty teaching portfolios. Both can play important roles as developmental
and assessment processes for students and faculty. I will bring several student portfolios
for "hands on" examination, providing an opportunity to see their effectiveness
as reflective documents which increase students' awareness of their learning and inform
and guide the instructor's teaching. I will also display some faculty teaching portfolios
which illustrate potential for demonstrating the effectiveness of teaching and learning,
including the complexities of one's philosophy, style, students, and discipline. We will
note the results of Miami's departmental teaching portfolio project and how portfolios are
used to select award-winning teachers. In conclusion, we will look at student and faculty
portfolios from "both sides."
Jumping Over Moore's Chasm: Effective
Techniques to Achieve Real Use of Learning Technologies
Su White, Interactive Learning Centre, University
of Southampton
Despite the fact that academics have long been crafting innovative technological solutions
to teaching and learning problems, effective creation and use of new methods is taking a
long time to reach the mainstream. Experience of the Interactive Learning Centre at the
University of Southampton, through their work with academic departments, and the Teaching
and Learning Technology Support Network has enabled them to convert theory of effective
methods into practice realised in this useful workshop session.
The Practice of Democracy in the
University Classroom
Terrence O'Connor, Center for Teaching
& Learning, Indiana
State University
Turning the ideas of democracy into college classroom practices is a challenge in
institutions grounded in hierarchy and privilege. This session will demonstrate a variety
of democratic strategies for planning learning experiences in higher education. It will
introduce four pedagogical models, each offering faculty a range of strategies for
engaging students in democratic educational relationships. Participants will explore the
rhythms and routines that they might use to promote the political education of their
students.
Leadership Teaching and Learning: Innovation and Inspiration at the
Undergraduate Level
J. Michael Beeby, Bristol Business School, University
of the West of England
At this workshop the presenters will share their experience in developing, delivering and
evaluating a new and innovative undergraduate course on leadership. This incorporates
theory inputs, self managed components, outdoor experiential exercises, skills
development, and visiting leader presentations. It has been described by a current student
as "an unmissable experience." The presentation will provide an overview of the
course, the opportunity to participate in a leadership exercise, and access to a sample of
the learning materials used.
5:15pm Transportation from Danbury to Rivermead, The County, & Ivy
6:00pm Transportation from Danbury,
Rivermead, & The County to Ivy
6:30pm Reception
7:00pm Dinner
8:00pm-9:00pm
Welcome & Featured Presentation
Professionalizing the Profession: The Role of the Institute for Learning
and Teaching
Roger King, Vice-Chancellor, Lincolnshire
& Humberside University
The Dearing and Garrick Reports recommend the establishment of an independent and
professional Institute for Learning and Teaching in Higher Education. The aim would be to
promote the standing and effectiveness of teaching in UK universities and colleges, and to
militate against a perceived over-emphasis on research. The ILT will be launched in the
Autumn and, as the Chair of the ILT Planning Group, Roger King will explore some current
plans and dilemmas.
Thursday, 16 July
1998
8:30am-5:00pm Registration Opens
9:00am-9:45am Concurrent Sessions
Problem-Based Learning in Action: An Example from Nurse Education
Judith Tanner & Dankay Cleverly, Health
Care Practice, Anglia
Polytechnic University
Problem-based learning is a student-centred philosophy of learning, which is self directed
and inquiry based. At Anglia Polytechnic University we have introduced a problem-based
module within the nursing degree programme. This session will provide participants with
the opportunity to evaluate problem-based learning and consider how this approach could be
taken forward. Video recordings of problem-based learning sessions from the nursing degree
programme will be used to generate discussion.
Foundations of Science: A New Beginning
Michael Smith, Developmental Studies, Sinclair
Community College
Developmental science is becoming a hot issue at many colleges. Participants will walk
away with a blueprint on how to plan, develop, and market developmental science courses at
their college. They also will learn how to develop a partnership between the science
departments (Chemistry, Biology and Physics) and a developmental studies department.
Building Employability Skills into the
HE Curriculum: A Partnership for the Future
Christine Steven, Senior Teaching Fellow, University
of Luton
Following extensive debate, the University of Luton is implementing a university-wide
scheme to build employability skills into every student's experience. The scheme maps
skills delivery against an agreed template, thereby ensuring that each student addresses
all skills areas. The template defines learning outcomes for all levels of students. The
presentation focuses on teaching, learning and assessment issues including discussion of
action research within the Faculty of Science, Technology and Design.
University/Public School Partnerships: The Long Journey into Reality
Maria Natera & Walt Hale, Education
and Human Services, National
University
An increasing amount of U.S. national attention is focused on connecting high schools to
the Internet. Comprehensive high schools are connected, but few teachers have implemented
its use into the restructuring efforts. National University's School of Education has
completed some pilot Internet programs consisting of four university classes whereby
professors work collaboratively with secondary teachers at their school sites. Staff
development challenges should incorporate the Internet, as it appears that it could triple
voluntary attendance.
Understanding Learner Stances
Maggi Savin-Baden, Savin-Baden
Associates
This session will present the findings of a qualitative, multisite study, which explored
staff and students' experiences of problem-based learning that revealed three interrelated
sets of concepts called Dimensions of Learner Experience. There will be an opportunity to
examine the model through student case study material, along with space to explore
participants' own learner stances and the relevance of the model to other learning
contexts.
Resurrecting a Dead Language...We have the Technology: Teaching Ancient
Greek to Modern Students
Brook W. R. Pearson & Matthew B. O'Donnell, Roehampton
Institute London
The study of ancient languages, such as Hellenistic Greek, at the university level has
seen serious decline over the past decades. This presentation seeks to diagnose reasons
for this decline and suggest ways in which technology and corpus-based learning theory and
techniques might be used to develop new teaching strategies, maximize classroom time and
increase teaching effectiveness. The presentation reflects a part of the Hellenistic Greek
Grammar and Lexicography Project, which includes an elementary grammar, an intermediate
grammar, teaching software, corpus-based lexicography and discourse analysis and an
advanced Hellenistic Greek grammar.
Creating the Effective Learning Experience: Focus on Writing
Nancy Mammarella Nagy, Graduate Education, Marywood
University
In How We Think, John Dewey stated that experience is necessary for learning to occur. He
considered thinking to be an experience. Therefore, if we can structure our classes so
that students are thinking, learning will occur. Engaging students in writing activities,
both in and out of class, is a means of stimulating thinking processes. The focus of this
presentation will be on in-class writing activities that activate and expand schema, as
well as journal writing.
10:00am-10:45am
Concurrent Sessions
Peer-Team Teaching Partnerships:
Lessons Learned
Martha Brueggeman & Kathleen Flanagan, Education, Ashland
University
This session will focus on successful peer-team teaching within the undergraduate
elementary education field experience. Eight semesters of individual video portfolio
conferences, daily journals, and focus questions were examined through the content
analysis process. From this data emerged patterns of behaviors and attitudes that serve as
indicators of either successful teaming collaboration or the need for scaffolds to support
growth in teaming. Specific examples of case studies will be presented and discussed.
Using Technology to Foster Learning Partnerships
David S. Levin, Distance Learning, DePaul
University & Marion Ben-Jacob, Mathematics, Mercy
College
Technology is increasingly being used as an educational tool in today's colleges and
universities. Nowhere is this more evident than in distance learning programs. Technology
facilitates student learning when coupled with effective teaching strategies. The
presenters will describe how different technologies are being used within distance
learning programs at their respective institutions to enhance student learning. They will
discuss how the results of their joint research will yield sound pedagogical tactics to
promote active and collaborative learning in the technologically-oriented environment of
the future.
The Infusion of Portfolios into the
Evaluative Process for Student Teachers
Edward Sullivan & Catherine L. Keating, Education, Providence
College
This interactive presentation will look at a performance-based evaluation of student
teachers' portfolios. These portfolios include unit plans, sample lessons, case studies of
students, model assessments, observations of teaching, and planning for on-going
professional development. Attendees at this session will be given examples of student
teacher produced portfolios and will examine them using rubrics based on expected and
observed performance. Some of the difficulties in evaluating portfolios will become
obvious in the hands-on activity.
Teaching Diverse Learners: Dealing with
the "ISMS"
Laura Howzell Young, Education
& Clifford O. Young, Business &
Public Administration,
California
State University - San Bernardino
Discourse in the college/university classroom relating to topics on cultural diversity,
race, ethnicity, ageism, multiculturalism, and sexism at best can be difficult and awkward
discussions for university professors to facilitate. Such attempts to facilitate course
discussions dealing with these topics have been known to lead to hurt feelings,
misunderstandings, mistrust, and anger. This session will provide suggestions on how to
effectively deal with several issues of diversity, particularly the "isms" as in
sexism, racism, ageism, and heterosexism. We will discuss how to trigger thoughtful
discussions and encourage students to confront barriers they may hold and how professors
can create a climate which respects and welcomes diversity and where no one leaves angry
and discouraged, but enlightened and open to the thinking process of others.
Are We Doing Anything Interesting in
Class Today? Innovative Techniques to Spark Students' Interest
Tamara Shue, Developmental Studies, DeKalb
College
To help basic writers develop their skills, teachers can draw upon their creativity to
generate innovative techniques that interest students. This session will demonstrate two
effective methods: journalizing and role-playing. By using a variety of journal topics,
teachers can increase students' desire to write as well as help students gain confidence
in their abilities. Role-playing uses a new form to present "old" material so
that students will remember essential skills as they compose their papers.
Development of Professional
Partnerships to Foster the Scholarship of Application
Ruth Ludwick, Barbara A. Dieckman, &
Catherine M. Snelson, Nursing, Kent
State University
Student learning should take place in a variety of ways. Forging professional partnerships
that focus student learning in "real world" experience provides rich learning
opportunities. The purpose of this interactive presentation is to explore models of
professional partnerships that foster the scholarship of application. Examples will be
identified of how peer review can enhance the scholarship of application in professional
partnerships.
Linking Subject Associations with Higher Education Institutions: Learning
from national Subject-Based Initiatives in the UK and USA
Vaneeta-marie D'Andrea, Quality
Assurance Agency for Higher Education & Roehampton
Institute London
In recent decades there has been a slow but steady process of educational development
which has been based in subject specific contexts. These have included national
initiatives in the UK and USA as well as more local initiatives in institutions and within
subject associations themselves. The first identity of faculty/staff within universities
is often that of a teacher/scholar within a named field of study. In light of this
situation, the link between subject associations and higher education institutions is an
area which could fruitfully be explored. This presentation will review a selection of
subject-based initiatives in higher education which have been developed in recent years.
Examples from the USA and the UK will be explored for similarities and difference. The
presentation will also include a brief comparative case study of the initiatives carried
out in one subject on both sides of the Atlantic.
11:00am-12:00pm Featured Workshop
Building Reality from Rhetoric: Moving National Policy with Pilot
Projects in Learning
Stephen Heppell, Ultralab, Anglia
Polytechnic University
The UK and US share a good amount of political enthusiasm for information and
communication technologies in education and this is expressed in much supportive rhetoric.
At Ultralab we have become centrally involved in UK policy making as a result of the
certainties derived from some of our pilot projects representing some 20 million pounds of
research. This presentation tracks the iterative process from hypothesis through to policy
and suggests why 4 million children influencing policy directly may not be as subversive
as it sounds! Partners in the Ultralab projects included in this presentation are: IBM,
Apple, Digital, EDS, Motorola, Intel, Bull, ICL, US Robotics, Nortel, Tesco stores,
Xemplar, the Department of Trade and Industry, BT, Whipps Cross Hospital, The World Health
Organization, ESPRIT and the Institute of Public Policy Research.
12:00noon-1:15pm LUNCH
(Tables by Topic)
1:30pm-3:00pm Concurrent
Workshops
Models, Analogies, and the Teaching of
Literary Texts
Mark Rawlinson, English, University
of Leicester & Jon Cook, English & American
Studies, University
of East Anglia
The Development of University English Teaching project (DUET) has run residential
workshops since 1979. These workshops explore the identity and practice of teaching and
develop reflection and innovation through the modelling of institutions and practices of
reading, writing and learning in a sequence of boundary, academic and creative events.
Some of these will be recreated in this workshop. Participants will work with models and
analogues in investigating a literary text in a series of group interactions which will
lead to plenary reflection on what has occurred, and whether it is reproducible in other
contexts.
Virginia Tech's Mathematics Emporium, a Student-Centered advanced
Learning Center
Monte Boisen, Terri Bourdon, Kenneth Hannsgen,
Robert Olin, Robert Rogers, & Linda Scruggs, Mathematics, Virginia
Polytechnic Institute and State University
This session will describe Virginia Tech's new Math Emporium, a 500-workstation
student-centered advanced learning center. Each semester, approximately 10,000
undergraduates engage individually and in small groups in an active learning environment,
using a combination of interactive self-paced courseware, diagnostic quizzes, small-group
work, and one-on-one faculty-student tutoring. Faculty monitor each student's progress and
quickly intervene before problems become critical. The Emporium, the first of its kind in
the U.S., is a bold example of the potential of instructional technology to systematically
improve student learning and faculty productivity.
Guiding the Student Self-Evaluation in
Cooperative Education
Charles Beck, Business, University
of Colorado
To merge job experience with educational objectives, the educator must guide the student
in examining the entire cooperative experience. A complete self evaluation will involve
three key activities: a) document the actual completion of job tasks, b) journal the
application of knowledge in completing these tasks, and c) analyze the student's
acceptance as a working professional within the organization. This session uses a workshop
approach to involve college teachers in guiding co-op students.
Critical Thinking in the Classroom
Using Quality Management Tools
Linda Long, Business, University
of Cincinnati - Clermont College
Quality management tools can provide a valuable structure to develop critical thinking in
a varity of disciplines. The tools by their very nature elicit analysis. In this session
the presenter will present four quality tools and describe their use as a means of
facilitating critical thinking in essentially all disciplines. The participants will have
an opportunity to construct one or more of the tools in a group setting with guidance by
the presenter.
Peer Observations of Teaching: The Brass Tacks
Marjorie MacKinnon, Centre for the
Advancement of University Teaching, The
University of Hong Kong
Peer observation of classroom teaching is potentially one of the most powerful ways to
help academics become more effective teachers. In this session participants will practice
an approach that has been used successfully at the University Hong Kong. Guidelines will
address such brass-tacks as the role of the observer, what to look for during the
visitation, how to take notes, how to offer non-intrusive support, and how to give
constructive feedback. Strategies will focus on how to empower the teacher while
strengthening the teacher-observer partnership.
Assessing in Partnerships with Learners
Lorraine Stefani, Centre for Academic
Practice, University
of Strathclyde
This workshop is based on a model developed at the University of Strathclyde on work which
supports the concept of developing teaching, learning, and assessment partnerships between
students and tutors. Creating an active learning environment which empowers the learners
requires university teachers to consider a significant shift in their role to that of
facilitators of active learning. This requires increased dialogue and a realignment of the
power dynamics within the classroom. These topics will be fully explored in this session.
What Do the Best Teachers Do?
Kenneth R. Bain, Searle Center for
Teaching Excellence, Northwestern
University
This highly interactive workshop draws from a twelve-year study on what some of the best
teachers in the United States do to motivate their students, to stimulate and help them to
achieve remarkable learning successes. That study has looked at both undergraduate college
and university professors and medical school professors. While many of the best teachers
have never extensively explored the literature on human learning and motivation, our study
found that most of these highly successful teachers teach with attitudes and practices
that reflect the insights of that literature. This workshop will give participants an
opportunity to explore those insights systematically and to consider the implications of
those insights for the ways they structure and conduct their courses. Participants should
emerge with an increased understanding of human learning and motivation and the practices
of outstanding teachers; they should emerge also with a greater ability to incorporate
appropriate ideas into their own practices.
3:15pm-4:00pm
Concurrent Sessions
Extending the Academic Year: New Opportunities for Learning
Marilyn Barton, Extended Academic Year
Project
& Graham Symon, Educational
Development,
University
of Luton
The standard UK academic year runs from October to June; in the remaining months the
university teaching infrastructure lies largely unused. Meanwhile, the proportion of
students studying on a part-time basis has increased; for these students, in particular,
there could be benefit in year-round study. This University of Luton has received
government funding to pilot an extended academic year. The presentation describes the
program, its organization and management, and the outcomes of evaluation exercises.
Get Your Students Working
Jan Farndale, Languages & Social
Sciences, Anglia
Polytechnic University
According to most of the UK national press and television, employers have expressed
concern about the lack of communication skills and decision-making abilities in graduating
students. This presentation will consider ways of developing these skills in a realistic
and meaningful way, while ensuring that academic standards are maintained. The student
groups demonstrated were studying Business English, but the method could be adapted to
suit many courses. Both the lecturer and student perspectives will be considered. Audience
comments and sharing of experiences will be welcomed.
Service Learning as Constructivist
Pedagogy in the College Classroom
Tom Russo, Counseling & School
Psychology, University
of Wisconsin - River Falls
This presentation will describe a project that has been part of an ongoing three-year
service learning grant to help students develop a "voice" and perspective on
professional practice. This "bottom-up" approach to professional role
development suggested the role of the counselor is socially constructed and situated.
Immersion in the service learning project and seminar presentations of service learning
projects supplied the content for individual and group development of professional role
descriptions. Questions of meaningful service experience, reflection during service, and
analysis leading to a clear role definition will be considered.
Getting Real with Students Learning and Assessment: The Educational
Leadership "Walk & Talk" Experience
Judith A. Kerrins, Educational
Administration and Leadership, California
State University - Chico & Katherine S. Cushing, Curriculum &
Assessment, Everett
School District
During this session, participants will identify characteristics of quality assessments,
review an example of an authentic assessment task and scoring rubric, and have the
opportunity to reflect upon and evaluate their own assessment practices. The presenters
will describe Educational Leadership Interactive "Walk & Talk" On-site
Experience, which aligned with "best test" characteristics.
Assessing the Impact of Technology on Education
Walt Hale & Beverly Neu, Education
and Human Services, National
University
Higher education is looking at new forms of assessment to understand the impact of
technology. Greater accountability of the educational product is being demanded. The
fiscal and educational value of technology is being seriously questioned and researchers
are seeking evidence of increased learning using technology. The presenters will discuss
data related to assessment of educational technology, problems and conflicts of past
assessment programs, and suggestions for future programs. Assessing technology can be a
catalyst for change!
A Day in the Life: Literature and
History in Their Original Settings
Roy Schreiber, History
& James Blodgett, English,
Indiana
University - South Bend
This team presentation is about a traveling class in literature and history. It is meant
both for people who have never participated in this type of interdisciplinary activity and
those who have and would like to compare notes with others or act as resource persons. The
format is a brief presentation by the team on their experiences and a discussion with the
audience about the pedagogy and practicality of this type of class.
Building a Multiple Partnerships Model
for Teaching and Learning Around Community Issues
Gordana Rabrenovic & Will Holton, Sociology
& Human Services, Northeastern
University
This presentation explores a multiple-partnership model of teaching and learning linked to
community-based approaches to meeting people's needs, solving local problems, and
developing nurturing social environments. The model combines community service learning,
internships, and other kinds of student involvement. Interdisciplinary team projects
designed by community agencies make undergraduate and graduate students familiar with
community-based approaches, both on the theoretical and practical levels.
4:15pm-5:45pm Concurrent
Workshops
The Teacher as Storyteller
Richard D. Berrett, Child and Family
Sciences, California
State University - Fresno
The use of story to communicate profound principles of living is as old as language. In
education, stories have the potential to speak for the didactic elements and yet they
provide the opportunity for a much deeper learning, that of the heart. Come and explore
the basic elements and power of stories as well as their application in the classroom.
Experience the power of connecting the mind and emotions so that deep learning
occours.
Celebrating Cultural Diversity: A Constructivist Class Project
William Phillips, Special Education, Brigham
Young University - Hawaii
Participants will discuss a constructivist project involving students in the design and
implementation of a multicultural attitudinal survey. From a class discussion on
multicultural differences, students begin to question their own cultural stereotypes about
people with disabilities, construct a survey, and interview other college students about
their attitudes.
Joint Research Project for the
Evaluation of Group Projects
Leo Rogers, Roehampton
Institute London
Since 1992, Roehampton Institute London (RIL) has been involved in an ERASMUS exchange
project with Roskilde University Centre, Denmark (RUC). A considerable number of RUC and
RIL students have studied a wide variety of subjects on this programme, and members of
staff of both institutions have been involved in short teaching exchanges. A significant
aspect of the academic work at RUC is the group project which takes up about 50% of a
student's workload in each year of their course. The principal hypothesis upon which group
project work is based is that studying in small groups and being assessed together enables
students to develop not only their study and cognitive skills but also a wide range of
social abilities which can be considered useful in later work situations. A description of
the aims, objectives, methodology and current state of the project will be given.
Cooperative Learning in Higher Education
Philip G. Cottell, Jr., Accountancy, Miami
University
Higher education practitioners and researchers now recognize that well-structured
cooperative learning promotes deep, not surface learning as students who share the
responsibility for academic success engage in meaningful interactions. In the process,
students acquire skills needed for workers and citizens in a global society. This session
will be highly interactive. The facilitator will use cooperative learning activities,
called structures, to engage participants in activities similar to ones faculty can
successfully use in their classrooms.
An Epistemological Apprenticeship: Promoting the Intellectual
Development of Our Students
Jan Bruckner, Physical Therapy, Northeastern
University
Some professors report that students resist problem-based learning by demanding "the
right answer" or whining about "subjective" grading. I overcame this
resistance by converting Perry's scheme of intellectual development into an
epistemological apprenticeship. The students stopped complaining and began focussing on
the class's fundamental concepts. In this presentation participants will examine Perry's
scheme and experience the apprenticeship. Examination of teaching strategies, student
activities, and assessment tools will help participants develop their own epistemological
apprenticeships.
Creating an Infrastructure of Support for Curriculum Innovation:
Partnerships Between TEachers and Support Personnel
Ruth Marshall, Instructional Resources, Margaret
Scharf, Library, Karen L. Smith, Faculty Center for
Teaching and Learning,
University
of Central Florida & Judith Welch, College of Business,
University
of Central Florida
Concerned with the time and effort it takes to update course content, design web pages,
and include multimedia supports? Examine the University of Central Florida curriculum
innovation support infrastructure and learn how librarians and teachers learn with
technology and faculty development specialists to create new courses. Discussions will
engage participants in a discussion of their own needs and a brainstorming session to
suggest ways in which you can build a support team at your institution.
6:00pm Transportation from Danbury to Rivermead, The County, &
Ivy
6:30pm Transportation from
Danbury, Rivermead, & The County to Ivy
6:45pm Reception
7:15pm Dinner
8:15pm-9:15pm Featured Presentation
Speaking Your Mind: Teaching Oral Presentation Skills in Higher Education
Rebecca Stott, 19th Century Literature, Anglia
Polytechnic University, Cambridge
Many British universities assess students on their oral communication skills in some way
(individual presentations, group discussions or group presentations) but very few
departments in the humanities actually teach oral communication skills. The
government-funded Speak-Write project, run by the English Department of Anglia Polytechnic
University, was set up to research, develop and pilot the teaching of communication skills
(both written and oral) at first-year undergraduate level. This session will give
participants an opportunity to sample some of the innovations being designed and piloted
at APU.
Friday, 17 July 1998
9:00am-12:30pm 12 -
Featured Workshop
Faculty Roles and Rewards Strategies
Through Ennegram Analysis
Janet Levine, National Educators
Institute for Enneagram Studies, Milton
Academy
Few faculty roles and rewards programs and policies are designed to take into account the
diverse personality styles of faculty. The Enneagram Model describes varying personality
types that have unique application to traditional roles and rewards policies and offers a
different perspective of the learning/reward model. In this session, the participants will
take the Triads Personality Indicator for Educators and project alternative strategies for
promotion and tenure, as well as assess the implications for collaborative
departmental/committee work.
9:00am-10:30am Concurrent Workshops
Writing Web-Based Cases That Help
Learners Master Problem-Solving Skills
Frederick G. Smith, College of Veterinary
Medicine, University
of Georgia
Many disciplines consider improved problem-solving ability to be a key goal for learners.
Repeated practice with Web-based cases may help improve problem-solving skills. This
presentation will summarize our use of these cases in a professional school and suggest
ways similar cases might be adapted for multidisciplinary, cross-cultural and
international settings. The Web-based case software is available for free downloading.
Developing as Reflective Practitioners:
Onions, Giraffes, and Transformative Learning in a Service-Learning Course
Joan Fopma-Loy, Nursing, Miami
University
This interactive session focuses on the promotion of critical reflection through service
learning. Participants will engage in selected "mini" critical reflection
activities used throughout the course to enhance student readiness for service-learning
and critical reflection, assist students in beginning to question hidden assumptions and
judgments, and facilitate student reflection on their learning processes. Excerpts from
student reflections will be shared. Examples of assignments, additional reflection
prompts, evaluation methods, and resources will be provided.
Featured Workshop
Who Me? I Don't Discriminate Against Minorities! Or Do I?
Craig Nelson, Biological Sciences, Indiana
University
This session will make your day. If you are one of the minuscule minority whose classrooms
are really free of discrimination, you will go away feeling deeply affirmed. If not, you
will go away with clearer ideas as to how bias is unintentionally built into (virtually)
every college teacher's classroom practices (individual assignments, grading and paper
procedures, etc.). More importantly, you will have some strategies to make your classes
fairer without sacrificing learning. Indeed several of the procedures radically increase
learning. [Comment: The abstract is based on higher education in the USA. Participants
will explore the extent to which similar insights apply to the UK.]
"You and Me, Partner?"
Philip Kirk & Jane James, Bristol
Business School, University
of the West of England
For the last four years we have developed an innovative in-company partnership programme
in personal and organizational learning which is designed to form the backbone to the
organization's development strategy. The partnership between facilitators and participants
is crucial in the process and we are seeking to develop our theory and practice in order
to operate more effectively. In this workshop we will provide a group learning experience
with a review to give participants the opportunity to engage experientially with the
process.
Managing Student Peer Evaluation
Jolanta Jagiello, Management Strategy
Academic Group, Middlesex
University Business School
This presentation will describe how to facilitate students working in groups so that it
encourages group responsibility, deeper learning, the sharing of resources, whilst being
fun and offering students a variety of experiences they will encounter in the working
world. More importantly, the session will look at how lecturers can support students in
peer evaluations, so that the apparent reduction in assessment time for lecturers is not
lost in spending time dealing with problematic groups.
10:45am-12:15pm Featured Workshop
How to Become an Oscar-Winning Teacher
Anthony Grasha, Psychology, University
of Cincinnati
Regardless of how people teach or whom they teach, faculty must deal with five issues: [1]
helping students to acquire and retain information; [2] getting students to concentrate
and pay attention; [3] motivating students; [4] developing critical thinking skills; and
[5] helping students to take initiative and responsibility for learning. OSCAR is an
acronym for principles of active learning that research across disciplines shows can help
teachers to manage such concerns. This workshop will demonstrate how to use the concepts
in OSCAR in instructor-centered as well as in student-centered classrooms. A variety of
active learning demonstrations, mini-cases, and video examples will be employed to give
participants a "hands-on" experience with the principles embedded in OSCAR. How
to use the concepts in OSCAR to assess current teaching practices and to develop options
for enhancing the teaching-learning process will be explored.
10:45am-11:30am Concurrent Sessions
Developing Reflective Practices: Using
Rubrics to Improve Student Learning and Performance
Katherine S. Cushing, Curriculum &
Assessment, Everett
School District &
Judith A. Kerrins, Educational
Administration and Leadership, California
State University - Chico
Rubrics (pre-identified targets for student performance) allow and require us to be clear
about student learning goals or targets; to provide models of quality work before students
begin their work; to teach, model, and expect self-evaluation and reflection; and to
provide opportunities for practice and feedback. Examples of performance tasks, rubrics,
and instructional strategies that support their use, will be the focus of this learning
session.
Learning Communities: A Practitioner's Paradise
James Towers, School of Education, St.
Mary's University of Minnesota &
David Bernard, Graduate Program in Teaching & Learning,
St. Mary's University of Minnesota
Participants in this session will be introduced to the learning community concept through
a non-threatening, meaningful simulation of the covenant-building process, which is an
important initial step in creating successful learning communities of adults. As a result
of this simulation, participants will discover the basic tenets of the learning community
concept, and how effective communities are prepared for the teaching/learning experiences
which lie ahead. Significant time will be devoted to discussion and questions.
Partners in Learning: Faculty Pairing with Colleagues for the
Improvement of Teaching and Learning
Lois Sullivan & Judith Friedman, Arts
& Humanities, Bergen
Community College
This interactive session will give participants an opportunity to teach, observe,
interview, and evaluate techniques offered by the model. A three-year U.S. federal grant
studied how partners impacted upon teaching and learning on several campuses. Through
role-playing, presenters will define the programs, show how faculty are intellectually and
personally engaged, and describe Bergen Community College's successful implementation of
Partners in Learning.
11:45am-12:30pm Concurrent Sessions
The Recognition of Verbal Abuse as a
Precursor to Physical Violence in the Schools: A Problem for Our Global
Society
Catherine Keating & Edward A. Sullivan, Education, Providence
College
Violence is a problem in our global society. Acts of violence are highlighted on the
evening news. Most reports are of adults committing violent acts. In the past decade the
reports increasingly include references to students committing violent acts against their
peers. Research shows that 99% of all acts of physical violence are preceded by verbal
confrontation. This interactive presentation will demonstrate what verbal abuse is and how
to handle it before it leads to physical violence in schools.
"Chunk and Chew" with the
Help of Pictorial Graphic Organizers
Paula M. Gardner, Special Education, CSU
- Sacramento
Learning to use a delivery system to structure a class of both on-campus and distance
learners in a way that is highly organized and interactive is one of the biggest
challenges facing instructors. Distance educators must organize their courses to ensure
three types of interaction: Learner-Content, Learner-Instructor, and Learner-Learner.
Attendees will learn how these three types of interactions can be facilitated through the
use of pictorial graphic organizers, helping students consolidate information into
meaningful "chunks."
Understanding and Managing Barriers to Learning
Maggi Savin-Baden, Savin-Baden
Associates
Across different learning contexts it is possible to see that students encounter barriers
to learning, yet it seems there is little to guide educators or students in managing these
barriers. This presentation will offer interactive opportunities to explore ways of
managing disjunction in learning through a video clip and participant shared experiences.
Strategies for effective management of disjunction will also be examined and discussed.
How Do Universities Become Learning
Communities?
Shan Wareing, Educational Development
Centre, Roehampton
Institute London
What will be the key characteristics of universities which successfully remodel themselves
as "learning communities'? Will they look very different from what we have now? And
what will be the place of the lecturer in them? This presentation will try to pull
together the current changes to give a coherent and positive overview of where we might
find ourselves a few years down the line, and what we'll be doing when we get there.
12:30pm-1:45pm LUNCH
2:00pm-2:45pm Concurrent
Sessions
Understanding Educational Change: A
System Model Approach
Charles Beck, Business, University
of Colorado
As educators adapt to new technologies and new constituencies, they may overreact to a
single element of educational change. By understanding education as a system, the
professor can more effectively manage change by seeing the interrelationship between the
input assumptions, purpose and method, output interpretation, and feedback. The session
will use an overview presentation, handouts of the models, and group discussion to explore
a systems model of educational change.
Study Skills: The Games We Play
Michael Smith, Developmental Studies, Sinclair
Community College
Come experience how much fun learning can be in any classroom. Through collaborative
learning, participants will create hands-on activities, games and study-skill techniques
that they can use when they return to their classroom. These techniques take the
"stress" out of taking notes and studying for tests, and puts the fun back into
learning.
An Evaluation of Student-Led Seminars
Ian K. Allison, Computing, Nottingham
Trent University
To promote a deep approach to learning, it was decided that a series of seminars would be
ran by undergraduates rather than their lecturers. The session will report a combination
of qualitative and quantitative feedback from the three cohorts to date. Areas of success
and concern will be identified from the feedback. The discussion session will be used to
further the ideas to enhance the process and allow participants to share their experience
of peer teaching.
Interactive Multimedia: An Appropriate
Medium for Text-Based Learning
Derrik Ferney & Sharon Waller, Languages, Anglia
Polytechnic University
An introductory overview of the project's pedagogic objectives will be followed by the
educational justification of the CD-ROM's content with interactive demonstrations of
example exercises involving audience participation. A subsequent examination of the
content-dependent Human Computer Interface decisions which shaped the interface
development will be concluded, with a look at work-in-progress and possible Internet
course management support. Finally, contributions from the audience will be invited
relating to the relative merits of this application.
If You're Learning it, Use It:
Connecting Classroom Proficiency Expectations with Community Service
Opportunities
Mark Hogan, Education, Eastern
Mennonite University
Much of what is taught in the classroom is either isolated to contextual meaning of that
classroom or put on reserve until linked later in the academic program of a student.
Seeing the need for creating opportunities of relevancy, as well as recognizing the need
of students to make learning purposeful, the presenter of this session changed his
approach to teaching. Intentionally choosing to make his instruction Relevant, Immediate,
and Purposeful (RIP), the instructor rewrote his objectives into competency proficiencies.
Students were then asked to engage in community service opportunities in which they
demonstrated proficiency of the competencies. The outcome was increased student
engagement, immediate implementation of learning, building the student's accountability to
the community in which he/she now resided, and a changed perception of Why do I have to
learn this?
The Use of Poster Presentations as an Assessment Measure
Jane Akister, Social Work, Anglia
Polytechnic University
Delegates will have an opportunity to study posters and consider how they may have rated
them on the marking categories provided. Experience with this method of assessment will be
described, highlighting the scope for creativity and innovation on the part of the
students. Integration of theory and practice, depth of learning, opportunity to see other
students' work and the type of dialogue held with the student who presents the poster will
be addressed.
3:00pm-4:00pm 18 - Good-Byes and Closing Session
Translating Institutional Objectives into Action
George Gordon, Centre for Academic
Practice, University
of Strathclyde
This presentation will outline a series of initiatives that one institution has taken to
further its objectives in relation to teaching and learning and addressing many of the
teaching and learning challenges identified by the National Committee of Inquiry into
Higher Education (1997). These embrace: promotions that recognize the scholarship of
teaching; certified development of university teachers; centres to support staff and
educational development; linkages between professional, educational, and institutional
development.
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