12th Annual, Lilly Conference on College & University Teaching
West
3-5 March 2000, Lake Arrowhead, California
Cosponsors: Miami University, California State University-Chico, California State University-Sacramento, California State University-San Bernardino, California State University-Stanislaus, Southern Oregon University, Loma Linda University, National University, & Occidental College

  
2000 Program
Thursday, March 2, 2000

4:00pm Early Registration Opens

7:30pm-8:30pm Pre-Conference Workshop
The (Ten) Secrets of Successful Teaching Disclosed for the First Time
Brooke Moore, Philosophy, CSU – Chico
If you had to list THE ten most important or useful techniques, strategies, or philosophies (TSPs) of successful teaching to lower division undergraduate university students, what would they be? In this session, each group of participants determines what it thinks are the two most important TSPs and compares its findings with other groups. Through discussion and debate a "final" list is derived, and compared with the list of the presenter, who may or may not defend his list against all comers.

8:00am Breakfast (for those who arrived Thursday Night)

Laurie Richlin, President & Conference Director, International Alliance of Teacher Scholars
Milton D. Cox, University Director for Teaching Effectiveness Programs & Founder & Director, Original Lilly Conference, Miami University

Keynote: It’s All in a Word – Difference! What Does This Mean for All of Us? What Does This Mean for Each of Us?
Kay & Frank Gillespie, CKF Associates in Higher Education
In this interactive plenary session, the keynoters will sharpen our focus on the theme "Teaching With a Difference" by enjoying thinking together about a word – difference. What is different about higher education now as compared to the past? What might be ahead for us? What does this wonderful word mean for the academy as a whole? And, perhaps more importantly, what does it mean for each of us? Kay and Frank will inspire you (and themselves), surprise you (and themselves), and challenge you (and themselves) as we all wrestle with two important questions. How do we indeed "teach with a difference"? How do we "make a difference"?

Engaging Students in Active Learning: The Applications of EthnoQuest™
Frances F. Berdan, Anthropology
Carey Van Loon, Academic Computing & Media
Edward Stark, EthnoQuest Project
CSU - San Bernardino
Simulation is a wonderful way to involve students in your discipline. EthnoQuest™ is an interactive multimedia simulation where students undertake realistic anthropology fieldwork assignments while gaining cross-cultural awareness and problem-solving skills. Students cope with ethical dilemmas, social predicaments, and practical problems. By engaging in the simulation, participants in this session will experience the value of one program designed for active student learning using innovative interactive features and decision-making strategies and will consider how it can be used for their subjects.
Note: The EthnoQuest™ program will be available in the registration area after this session.

Turn College Students into Active Learners: Three New Methods from Classroom Instruction
Victor N. Shaw, Sociology, California State University, Northridge
This session presents three active learning methods the author has been experimenting with the past three years. First is the adoption of an audience-in-charge format to motivate students to present academic materials in a professional manner. Second is the use of a peer-review panel to encourage students to write in-class essays in an accessible form. Third is the execution of a make-the-quiz exercise to inspire students to read for major facts and ideas in academic publications. Each method is described with respect to its rationale, procedure, student reaction, and pedagogical significance. The three methods combine to make an integral approach to the training of college students with essential academic skills.

Understanding Perceptual Undercurrents in Mentoring Minority Students
Suad Cox, School of Business, Southern Oregon University
Mentoring has been investigated as the vehicle with the most promise to address the issue of recruitment and retention of minority students. However, the potential of proper mentoring as a tool to create a more nurturing learning environment has not been optimized. This presentation will discuss the findings of a qualitative research study that highlights the dynamics involved in mentoring and engage participants in activities that focus on mentoring as a learning enhancement.

Use of Assessment Tools to Aid in Group-Work Success
Carol Nemec & Janice Swanson, Business, Southern Oregon University
Witness the value of assorted assessment tools in working with groups in project-oriented situations. See how assessment tools assist in raising the quality of work and the satisfaction experienced by group members. See why "assessment" kicks in before the project works begin.

Cross-Cultural Learning Across Cyberspace: Using Technology to Bridge the Cultural Gap
Gillian Oakenfull, Marketing Marketing, Miami University
With the increasing capabilities of technology, virtual exchange programs may be used to provide students with the experience of cultural exchange without having to travel abroad. Virtual exchange means that the students use available technologies such as using e-mail, discussion boards, and video conferencing to communicate and collaborate with foreign students toward a common learning objective. This presentation demonstrates the objectives and execution of a virtual exchange program between U.S. students and European students in Marketing.

12:00noon Lunch  Tables by Discipline

1:15pm-2:45pm Concurrent Workshops

Walking the Talk: Using Effective Nonverbal Communication Strategies to Make Your Point
Wendy Larcher, Communication, University of Cincinnati
What could be more persuasive evidence of the importance of communication than the recollection of butterflies in your stomach when you fretted about what to say in you first department meeting? The flush of pleasure after making a well-received presentation at a conference? The exhilaration of receiving a job offer after a grueling interview? Or, the sadness of feeling sharp criticism on a teaching evaluation? This workshop will assist university professionals in learning to monitor their own non-verbal communication and in developing successful strategies for their future.

I Never Thought Like This Before! Apprenticing Critical Thinking
Mark Stoner & Sally Perkins, Communication Studies, CSU – Sacramento
Although grounded in the practices of "arts", this workshop also is appropriate for faculty in the sciences. The session reflects our research and experience in apprenticing students in critical thinking skills. Our conclusion is that use of the model a) facilitates students’ ability to analyze messages in a sophisticated and competent fashion; b) raises students’ awareness of the thinking processes that mark professionals in the field, and c) helps students appropriate those processes as needed.

Issues for Teaching Web-Based Instruction
Joseph Scarcella, Math, Science, & Technology
Kenneth E. Lane, Educational Policy/Research
CSU - San Bernardino
The electronic delivery of courses and considerations for teaching interactive web-based instruction have become widespread internationally. Presently, educators are intergrating resources into electronic delivery systems providing greater flexibility for instruction and learning. However, there has been little discussion about how curriculum has to be developed for optimum student learning, how student learning will be addressed, and how educators will be trained to use this delivery system. Educators are debating the quality and continuity of the courses developed for electronic delivery via the Inernet. This session will provide an in-depth understanding about how to facilitate interactive classrooms, organize and modify a curriculum, and assess student learning.

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

Gateways: Building Basic Skills With a Department-Wide Coordinated Program
Lars Kjeseth, Mathematics, Occidental College
Addressing the wide range of basic skills deficiencies among our students is a departmental responsibility. The goal of the Coordinated Gateway Program’s exams and workshops is to ensure that students in our calculus program show mastery both of the required basic skills before they are needed in each course and the new skills that will become basic skills in subsequent courses.

Bringing Diversity Programs Into the Millennium: Are We Doing Enough?
Lisa H. Newman, Communication Communication, University of Cincinnati
Will diversity initiatives be necessary in the new century? Can members of diverse populations coalesce around a unifying set of principles? The Just Community model is a major initiative to create cohesiveness, appreciation for diversity and a sense of pride among students, faculty and employees at the University of Cincinnati. Just Community can be described as an ideal, a philosophy or a state of mind. This session will present lessons learned from implementing a campus-wide initiative focused on building community. Participants will engage in small group and large group discussion and sharing of critical moments, ideas and resources.

Really Making a Difference: Uncovering Structural Privilege Instead of Disavowing "Prejudice"
Warren Hedges, English, Southern Oregon University
This session pertains to teaching multicultural issues on a predominantly white campus. The main point of this interactive discussion will be that for white folks to focus on proving they are "unprejudiced" is not as effective as considering the structural privileges bestowed upon them by the society in which they live. I will also argue that most white students who are exposed to this idea are more, not less, receptive to thinking about multicultural issues.

Techniques For Handling Large Classes
Jeanne Ballantine, Sociology, Wright State University
Many colleges offer large classes of 75 or more students. This session focuses on three specific area os preparing to teach large classes—planning, giving and grading examinations; using discussion; and getting feedback from students. The session goal is to provide some innovative theoretical and practical advice on handling large groups, and involve participants in several "large class" activities to share their ideas, solve common large class problems, and demonstrate ways of handling discussion and feedback.

Exploring the Effectiveness of an Interactive Teaching Portfolio
Mark Brown, Educational Psychology Educational Psychology, Miami University
This project developed a prototype of an interactive teaching portfolio that pre-service teachers can use once they graduate and are looking for employment as special education teachers. An interactive portfolio consists of a CD Rom that contains examples of taught lessons, written work, and edited videotape of a lesson conducted in a special education or inclusionary classroom. The choice of items that are placed in the interactive teaching portfolio was determined through a questionnaire given to a random sampling of one hundred school principals in the Dayton, Cincinnati, Indiana, and Kentucky region.

Student Teams and Real World Projects: Creating Learner Buy-In
Michael McAnear, Writing & Communication, National University
This workshop demonstrates the implementation of constructivist learning principles in student team assignments. The presenter discusses how students follow loosely-defrined "real world" team assignments in order to construct the learning experience appropriate to their self-determined skills, career goals, attitudes, and learning styles. Emulating the students’ learning process, workshop participants work in teams. Aided by checklists, questionnaires and templates, the workshop teams design and present proposals to improve student learning.

Preparing Preservice Teachers to Teach Other People’s Children- Perceptions About Diversity
Nena Torrez, Language, Literacy and Culture, California State University, San Bernardino

Student Evaluation of Instruments of Instructor Effectiveness: A Comparison of Instruments
Bonnie Raingruber & Kathleen Bowles, Nursing, CSU – Sacramento
This presentation details the rationale for, and the process of, setting specific tools for student evaluation of instructor effectiveness. To accomplish the goal of improving instruction, student evaluations should be tailor-made to the educational setting and mode of delivery. Thse tools are relevant in evaluating distance education courses, large classroom settings, clinical placements, varied teaching strategies and learning styles. When used effectively these tools may increase teaching abilities for both beginning and experienced insructors.

Successful Syllabus Development: Staying Out of the Defensive Teaching Trap
Rock D. Moore, Education, National University
This sessions will demonstrate ways to design classroom syllabi so that instructors do not accidentally fall into the defensive teaching trap. Results from my own classroom research, as well as the as the remedies and strategies that have worked, will be shared. Participants will be given the opportunity to work on and design a generic syllabus that will facilitate any instructor in distinguishing between mastery and excellence, and demystify the assessment process for the students.

Helping Students Generate Creative Ideas
Jim Flowers, Industry & Technology, Ball State University
Participants will see and experience a variety of techniques that can be used to help students generate a greater number and variety of original ideas. Five variations on brainstorming, and at least ten alternative (non-brainstorming) techniques will be shown. Participants are encouraged to discuss and illustrate additional techniques, applications, and perspectives.

The LACTE Student Symposium
Mark Greenhalgh & Yash Pal Manchanda, Mathematics, Fullerton College
For the past three years, the Los Angeles Collaborative for Teacher Excellence has sponsered a symposium for over 150 prospective teachers designed to present information on the credential process, how to interview, shown hands-on lessons from the k-12 classroom, and given the students the opportunity to meet and talk with new classroom teachers. Photos, video and evaluations from the event will be presented along with ideas on how other organizations can create similar events.

The Group Facilitator: A Multimedia Presentation
Alan Kalish, Center for Teaching & Learning
Lawrence J. Chase, Communication Studies
CSU – Sacramento
Students are often asked to work in groups without explicit instruction in how to make these groups succeed. There are two approaches for preparing student facilitators. The first model requires that all students develop minimal levels of leadership skills. The other model provides more intensive training to a cohort of peer para-professionals who then work as interns or teaching assistants. This poster and 20-minute video reviews a program for training students in the core competencies necessary for their success as facilitative leaders.

Intertwining Research on Students' Attentiveness With Teaching and Students' Learning
Paul Rowland, Psychology, Southern Oregon University
Data from 1131 samplings of students’ consciousness during five introductory psychology classes across three years indicates that the attentional state of students is dependent on the specific concurrent teaching activities. Besides presenting the results of this research, this poster suggests direct implications for teaching and discusses the research project as an example of "scholarly teaching" whereby students’ learning, teaching, and research are all inerwoven.

Teaching With Style: Integrating Teaching & Learning Styles with Instructional Technology
Anthony Grasha, Psychology, University of Cincinnati
This workshop will explore the practical applications of teaching and learning styles for selecting and using instructional technology in college courses. Emerging work by others in this area will be outlined and the implications of Tony Grasha's integrated model of teaching and learning styles and their interface with instructional technology will be explored. In the latter model, learning styles of Competitive-Collaborative; Independent-Dependent; Participant Avoidant will be examined and how they relate to teaching styles of Expert, Formal Authority, Personal Model, Facilitator, and Delegator will be explored. Participants will have an opportunity to assess where they stand in this model and to consider the implications of the ideas for small and large classes. A variety of self-assessment processes, case studies, video examples, small group discussion, and personal planning processes will be employed to illustrate concepts in this workshop.

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

Including the Affective Domain: Should We, Can We, Do We?
Kay Herr Gillespie, Higher Education Development, CFK Associates
While we clearly recognize that our students are individuals, each bringing a different backround and set of experiences into the classroom, we nonetheless rather seldom purposefully and intentionally seek to bring the affective domain into our classrooms or other interactions with students. In fact, we probably most often try to keep the affective, domain—the realm of feeling and emotions—out of our teaching and learning setting. In this seesion we will consider such questions as when it is appropriate to involve this domain in our teaching, when it is not appropriate, how does one do so and yet maintain intellectual integrity, and what are ways of doing so. Might doing so contribute to "making a diiference"? Or is it a fine line we shouldn’t cross?

From The Pursuit of a Perfect Lecture to an Effective Teaching Formula
Viji K. Sundar, Mathematics, California State University, Stanislaus
I considered myself an excellent lecturer little realizing that a majority of my students did not understand the material even though they scored well on the tests. This revelation came when I started to teach some veteran teachers in the Central California Mathematics Project. I learned some sound lessons on teaching for understanding. This presentation is designed to offer some tips and techniques to teach with a difference.

Two vs. Three Dimensional Teaching, Just What is the Difference?
Richard D. Berrett, Child & Family Sciences, CSU – Fresno
This workshop invites participants to explore and reflect on the differences in two-dimensional teaching/learning (a.k.a. distance learning) and three-dimensional teaching/learning. In addition the impact of emotions and experiential assignments upon learning states will be explored. Recent research of 567 students involved in service learning at CSU - Fresno will be presented as a supporting context for the academic value of using experiential assignments in the three dimensional context. Through story, interactive imagery, video, exercises, and small group work we will experience various emotional states, examine learning within these emotional states and finally look at the implications of both two- and three-dimensional teaching upon deep learning. Please join with a curious mind, open heart, and a sense of adventure.

Teaching Science to Future Elementary School Teachers
James M. Landry, Chemistry and Biochemistry
Gary A. Kuleck, Biology
Loyola Marymount University
An analysis of the shortcomings, and reasons for them, in present elementary school science teaching will be discussed. A "hands-on" approach to science instruction of future K-8 teachers will be presented. In addition, methods which enhance the future teacher’s ability to develop experiments and bring them into then classroom will be discussed.

Teaching Emotional Intelligence in Any College Course
Ruby Jane Cooke, Chemistry, Bethany College
Emotional intelligence, including the competencies of being self-aware, self-controlled, and empathetic, seems to be at least as important as IQ to success in life and work. Teaching emotional intelligence to school children and corporate managers is well documented; extension to higher education has only been recently proposed. In this presentation, we wil begin a dialog about reasons to fold into college courses the teaching of emotional intelligence, and interactively learn some ways in which to do this.

Virtual Web-Based Library Instruction: A 21st Century Approach
Dale Vidmar, Library, Southern Oregon University
As the Internet and other electronic resources continue to become more pervasive, instruction in how to use the library has become more essential than ever. This presentation describes how to utilize the Internet to expand information literacy by migrating material to the Web, focusing on:

          -Why Web-based instruction is necessary
          -The basics of Web-based instruction: More than you might think
          -Types of instruction: From virtual tours to interactive assignments
          -Interactive assesment as a learning tool

Project-Based Instruction for Applied Content: A Training Class Example
Mark D. Agars & Janelle A. Gilbert, Psychology, CSU - San Bernardino
Project-based instruction is an appealing approach to courses covering applied content. Projects afford students the opportunity to apply course material to situations in which they may later perform. While the experience itself is beneficial, projects also provide learning opportunities that are unavailable in the classroom. The session will involve a discussion of two examples of project-based instruction in a graduate training course. Successes and failures will be discussed and intergrated with experiences provided by attendees.

Crossing Identities: Team Teaching Gay and Lesbian Literature
Joanne Glasgow & F. David Kievitt, English, Bergen Community College
Gay and Lesbian Studies attract students who often seek confirmation of themselves. Many also believe such confirmation comes from rolemodels: gay men teach gay literature, lesbians teach lesbian literature. Team teaching across sexual identity lines can eliminate this false expectation. We will share our experiences of a lesbian teaching gay male works 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 the difference is.

Teaching Beyond the Topic: A Holistic Approach to Education
Terri Barr, Marketing, Miami University
The effects of the lessons that we teach are often felt years after students have left the classroom. But those lessons are not always reflective of the course content. Often, the greatest lesson that we can give to our students is the one that supports their growth into socially responsible, ethical, and caring members of society. One of the goals of a liberal arts education is to help shape well-rounded individuals. A holistic approach to education is proposed as one method of reaching that goal.

CLAD Pedagogy That Changes Lives
Jaime J. Romo, Teacher Education, National University
Linda Nolte, English, Mission Bay High School
The researchers will present their findings based on pre-service and inservice state-wide study group, (n=250) releated to the efficacy/transformative potential of one of the courses, which deals particularly with personal and professional multicultural competency development. The presenters will identify key successful components of the current course, insights into the efficacy of the program overall, and feedback for future course/program design and assessment.

The Meeting of the Heart and the Mind: Critical Thinking and Emotion
Robert G. Jensen, Psychology, CSU – Sacramento
For the person asked to "think critically" there are emotions that are part of the learning process generally and learning to think critically itself. The present focus in on the emotions that often accompany learning to think critically, emotions that are closely aquainted with the thinking that is being encouraged. If disregarded, emotions can cloud thinking, but when encountered directly, emotions can be used to foster critical thinking skills. Thus, acknowledging, identifying and articulating emotions is often a necessary part of the development of critical thinking.

Innovative Use of a Web-Based Course in Graduate Mental-Health Nursing
Mary Braham & Bonnie Raingruber, Nursing, CSU – Sacramento
This presentation will address the rewards and challenges encountered in the development of a master’s level Web-based course. Active learning strategies such as case studies, videos, Web-searches, and Web-conferencing will be discussed. Mental health nurses were recruited to evaluate the effectiveness of this Web-based course. The evaluation of the pilot project will be presented. The positive and negative aspects identified in the literature will be compared and contrasted with our experience.

Reflections on Teaching in a Learning Community
Elaine Miller, Philosophy, Miami University
In this presentation I will go through the rationale and goals of learning communities by looking at current literature on the subject. I will then connect these theoretical premises with my actual experience teaching as part of a learning community. I will spend time discussing possible pitfalls to be avoided and advantages that can be gained through small groups of students’ living, studying, and taking classes together.

Developing Student Outcome Learning Plans: The Agony and The Ecstasy
Judith Bordin, Child Development, CSU – Chico
This session will describe a department’s journey to create a comprehensive plan to mearsure student learning outcomes. The template and content of the plan will be shown, including student evaluation tools. Also, the plan’s application to many program and course decisions will be demonstrated.

Preparing Pre-Service Teachers to Understand the Importance of Parental Involvement
Rock D. Moore, Education, National University
This session will demonstrate ways to design pre-service teacher classroom activities that promote the importance of parental involvement. Results from current after-school programs as well as how this information can be turned into activities in the teaching program will be shared. Participants will be given the opportunity to apply the information as well as offer insights into how they can bring these issues to light their own classroom setting.

A Kinesiology Multimedia Laboratory Exercise Series Project
Louis Elfenbaum, Kinesiology & Health Science, CSU – Sacramento
This session will introduce the development of an ongoing series of interactive, multimedia, computer-assisted, laboratory exercise modules with self-assessment exercises. These modules allow for self-paced learning which minimizes the differences in achievement levels. The barriers to addressing these diffrerences are submerged by providing a non-judgemental, easily repetetive, accelerated or remedial tutorial learning environment. The program accommodates diverse learning styles by encouraging learning through listening, seeing and doing.

Hands-On Activities Make a Difference
Robert Vangor & Jacqueline M. Dewar, Mathematics, Loyola Marymount University
This workshop will engage participants in hands-on activities from two math lab courses designed for future elementary teachers. The presenters will discuss the teamwork involved in both preparing the "scripts" and in teaching these lab courses. They will describe how these courses changed the attitudes of the future teachers.

12:30pm Lunch (Tables by Topic)

1:45pm-3:15pm Concurrent Workshops

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

Cooperative Learning + Alternative Assessment: Adding Up To Make A Difference
Mark Greenhalgh, Mathematics, Fullerton College
Judy Kasabian, Mathematics, El Camino College
Laurie Fathe, Los Angeles Collaborative for Teacher Excellence, Occidental College
Jacqueline M. Dewar, Mathematics, Loyola Marymount University
Explore the design and assessment of cooperative learning activities in the classroom. Issues discussed will include the backround knowledge probe, the physical layout of the room, how group structures can be formed in the most traditional settings, group dynamics, addressing learning styles, and alternative assessment using portfolios and group presentations. Examples of activities will be shared, and participants will have the opportunity to discuss the role of alternative pedagogy in their own classes.

So How Does Your Emotional Intelligence Compare to Your Colleagues?
Lynne E. Anderson, Education
John Carta-Falsa, Psychology
National University
In this workshop, participants will assess their own emotional intelligence, describe that assessment, validate the assessment results, compare the assessment results to the assessment results of other participants, and discuss how the information garnered might be valuable in better understanding of what we and students do in the classroom. Moreover, we will discuss how we might use this information to assess and plan learning activities. The authors appeal to you, our colleagues, to assist us in the more complete understanding of emotional intelligence and its potential as a teaching tool for utilization in the higher education classroom.

Empowering Future Teachers With New Tools
Bette J. Tryon, Psychology & Human Development, California State Polytechnic University
Some of the most compelling challenges facing future teachers are to help children 1) think critically, 2) solve problems, 3) exercise creativity, 4) work collaboratively, 5) organize portfolios, 6) assess the merit of their work, 7) demonstrate basic communication skills, 8) develop strengths in leadership, 9) become proficient in the new tools for thinking. In this presentation, I will demonstrate how the Child Development major at California Polytechnic State University, San Luis Obispo, is implementing the use of technology to empower future teachers to meet these challenges.

Factors to Consider in Designing Online Course Components
Frank Gillespie, CFK Associates
This session will support conference partcipants in the investigation of factors that influence the design and development on online course components that are effective in supporting teaching and learning. During this session participants will investigate the following questions relating to online course development.

Elementary and More Advanced Methods of Cooperative Learning
Ruby Jane Cooke, Chemistry, Bethany College
Cooperative learning has been shown to increase student learning, retention, and effectiveness on the job. In this workshop, participants will learn some of the benefits and challenges of cooperative learning, how to progress in the use of cooperative learning, some elementary and some more advanced methods (including writing, oral presentations, and a Student Team of Representatives), and some considerations for grading. Many of the methods of cooperative learning will be used to conduct this workshop.

Developing a Learning-Centered vs. Teaching-Centered Curriculum
Walter M. Tryon, College of Architecture & Environmental Design
Walt Bremer, Landscape Architecture
California State Polytechnic University
This session will highlight the Cal Poly, San Luis Obispo, Landscape Architecture Department’s efforts in redesigning their undergraduate professional design curriculum. During the two year-long process, students and faculty have progressed from famliarization with theory and principles of curriculum development to the implementation of learning objectives and course design intergrating outcomes assessment and pedagogy.

Using Virtual Chats to Enhance Face-to-Face Discussions
Beth Dietz-Uhler, Psychology-Middletown, Miami University
This session will discuss how through a number of different experiences, the use of synchronous and asynchronous virtual chats has been found to enhance the quality and quantity of face-to-face discussions in a small, undergraduate psychology class. Students seem much more willing to express their views in internet chats than in face-to-face chats.

Developing A Constructivist Model For On-Line Learning
Samuel Crowell, Language, Literacy, & Cultural Foundations
Robert London, Learning Literacy
CSU - San Bernardino
Most on-line courses use a delivery mode of instruction where information is replicated and consumed. We developed an on-line program based on constructivist learning models, brain research, and various transformative learning theories. We emphasize the integration of information from many perspectives, reflection on assumptions behind knowledge, and experimental applications. The presentation has three components: a) a brief story of what we learned; b) the theoretical foundations of this model; c) an interactive exploration of key issues.

7:30pm Readers’ Theatre
Elvis: A Metaphor for Higher Education
Wendy Larcher & Lisa Newman, Communication, University of Cincinnati
Tony Grasha, Psychology, University of Cincinnati           
Brian Strong, Leesburg, Virginia
With cameos by other famous people

8:30pm Post Prandial Community Building & Hot Tub Seminars
Featuring The Mountain Music Machine

Chasing Dreams in the Learning Fields of Higher Education
Al McLeod, Sociology, CSU – Fresno
This workshop assumes we operate on two teaching models our explicit model is socially constructed more normative and rational, and keeps us wedded to the lecture and traditional assessment. Our implicit model is more personal, more fed by our passion and dreams. Our implicit model struggles for expression, may wake us at night, and often excites and scares us.

Encouraging Student Praxis: Teaching About Values and Community Participation
David Takacs, Earth Systems & Science Policy Institiute/Environmental Studies
Gerald Shenk, Social & Behavioral Sciences
CSU - Monterey Bay
"Praxis" is action guided by reflection. Teachers who practice praxis pedagogy wish to help students become self-reflective, historically informed, ethically aware leaders in their communities. In learning experiences facilitated by the presenters, students undergo a praxis cycle, examining their experience. In this workshop, participants will discuss the meaning of praxis in higher education, and all will share best practices in praxis pedagogy.

Moving Boulders: Major Curriculum Reform and Faculty Development
Bill Gholson, English
Laura Young, Colloquium
Southern Oregon University
The presenters will frame curriculum reform and faculty development around four sets of questions: How does a program articulate its principles and theory, considering the institutional climate and history of curriculum reform and change? If curriculum reform is the answer, what is the question (course design and change)? How does a program move from theory and planning to implementation? What are some practical excercises to help faculty work with new ideas, approaches, and course materials?

Creating Student Empowered Classrooms
Fred Hebert, Health, Excerise Science, & Athletics
Martin Loy, Health Promotion & Human Development
University of Wisconsin - Stevens Point
This workshop will ask participants to build a model of student empowered calssrooms through engagement in an affinity exercise. After constructing a model, presenters will provide a Power Point presentation providing research and examples of student empowered classrooms. This session will conclude with general discussion and formulation of an action plan.

Evaluating Student Writing in Your Classes
Tim Melley, English, Miami University
While instructors often want to assign more writing in their classes, many worry that evaluating writing is difficult, time consuming, and best left to "experts" in disciplines like English. This session outlines practical strategies for incorporating student writing in courses across the curriculum. Participants will read and discuss sample student essays. We will also cover how to design assignments, create evaluative criteria, provide models of effective writing, respond to student work, and save time when marking.

Mentoring & Women: Strategies for Improving the Mentor/Mentee Relationship
Suann Shumaker, Politics & Public Administration, CSU – Stanislaus
Qualitative and empirical data alike reveal mentoring to be an important component to success, but that mentoring women in male-dominated institutions, such as universities, poses a unique challenge. Since mentoring strongly aids in career success, then confusion about what constitutes a "good" mentor/mentee relationship, the boundaries of that relationship, what the expectations are both parties, and even how to select a mentor, becomes a matter of great concern. This presentation will delve into the "black box" of the mentoring relationship, crystalize the folklore and anecdotal aspect of mentoring, and propose strategies to mitigate the seemingly instinctual nature of the process in a cross-disciplinary theoretical model.

Commitment to Service Learning: Faculty Perspectives
Scott J. Modell, Pamela A. Milchrist, Maureen Smith & Lindy Valdez, Kinesiology & Health Science, CSU – Sacramento
Faculty within the Department of Kinesiology and Health Science have been able to link service learning to existing practicum experiences that were already required of students. By building on the service-learning framework, faculty have been able to enrich student learning experiences through diverse multidimensional opportunities that require critical and reflective thinking. The presenters will elaborate on their individual unique programs and the motivating factors that led to their development of service-learning experiences, which are now integral parts of their courses.

Making a Difference in Writing Skills: Building Writing Instruction and Assessment into the Major
Hugh Wilson, Criminal Justice
Alan Kalish, Center for Teaching & Learning
CSU – Sacramento
While many CSUS Criminal Justice majors graduate with excellent writing skills, the faculty of this large department (c. 1100 majors) worried others did not. This concern mirrored a campus-wide discussion of the need to improve writing instruction within all majors. For the last two years, CJ faculty have worked together to create locally-developed, disciplinary-appropriate curricula and assessment tools. We will discuss how the literature on change and program assessment informs this process and engage participants in reflection and discussion on how they might undertake a similar project.

Infusing Group Projects Into Undergraduate Courses
Kemble Yates, Mathematics, Southern Oregon University
Do group projects enhance learning or just burdern students with more busy work? Alas, they can do either or both! In this interactive session, I will present my experiences using group projects in lower division math courses. We will then work as a group and share similar experiences in other disciplines. Participants also will receive examples of group project assignments, examples of student work, and some tips on implementation and assessment of group projects.

Assessing the Difference: Strategic Planning For Your Own Academic Path
Todd D. Zakrajsek, Center for Teaching/Learning, Southern Oregon University
Periodically, it is important to assess the difference between where your career is and where you would like it to be. Faculty goals are often set aside while attempting to meet student, professional, and administrative needs. In this interactive session, we will examine strategic planning for faculty development. Topics will include helping you to decide which tasks to accept, how to say no without feeling guilty, and major issues in academic time management.