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Program
Thursday,
March 1, 2001
4:00pm Early Registration
Opens
6:00pm Reception
6:30pm Dinner
7:30pm-8:30pm Pre-Conference
Gathering
Untitled
Leadership: Do You Need to Wait for a Title to be a
Pedagogical Leader?
Lisa H. Newman, Communication,
University of Cincinnati
Only
a select few will hold a designated title or official
leadership position. If you never get one of those titles, does that mean you
aren’t or can’t be a leader?
This workshop will focus on examining core
qualities of leadership, identifying opportunities for
pedagogical leadership in an academic community, and
expanding your circle of influence.
Examine what you are passionate about, evaluate
whether you think like a leader, determine whether your
paradigms are self-limiting or enabling, and set the
stage for change.
Friday,
March 2, 2001
8:00am
Breakfast (for
those who arrived Thursday night)
8:30am
Registration Opens
9:00am-10:15
am Welcome & Keynote
Welcome:
Laurie Richlin, President & Conference Director,
International Alliance of Teacher Scholars
Milton D. Cox, University Director, Teaching
Effectiveness Programs, Founder & Director, Original
Lilly Conference, Miami University
Keynote:
Assessing the Difference: Strategic Planning For Your
Own Academic Path
Todd D. Zakrajsek, Psychology, Southern Oregon
University
It
is important to assess the difference between where your
career is and where you would like it to be.
Faculty members’ goals often are set aside
while they attempt to meet student, professional, and
administrative needs.
In this interactive session, we will examine
strategic planning for individual 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.
10:30am-11:15am Concurrent
Sessions
Using
Traditional Teaching Theory to Evaluate On-Line
Discussions
George Drops, Public Policy &
Administration, National University
In
this session, participants will analyze chat sessions
and threaded discussions, comparing their similarities
and differences. Participants also will learn how to
integrate the two forms of dialogue to enhance and
complete students’ learning.
Transcripts will be analyzed and evaluated using
traditional teaching theory to determine the level of
learning demonstrated by students.
Recommendations for grading student performance
in these dialogues will be proposed and discussed.
Capturing
Multiple Intelligence Efforts in a Student Course
Portfolio
Milton D. Cox, Teaching
Effectiveness Programs, Miami University
Does
your course inform and challenge only one or two of your
students' multiple intelligences? What about the art
major in your math course, or the athlete in your
English course? This session will review Howard
Gardner's concept of multiple intelligences and
investigate applications that might enhance student
learning. We will look at some course portfolios that
provide a means for collecting this student work.
Inclusion
and Representation in the Classroom
Babacar Camara, French &
Italian/Black World Studies, Miami University
Middletown
Student
learning strategies vary.
Some students are outgoing while others are
taciturn; some express themselves better in writing than
orally, and vice versa.
Gender and race also play an important role in
the learning process as well as in classroom activities.
Therefore, there is a need to find ways to bring
out students’ voices.
This session will discuss how students’ voices
can develop if teachers work at eliminating the gap
between knowledge and reality outside the classroom and
the gap between students and the teachers who ignore
their students’ characteristics or identities.
From
Page to Screen Analysis of Texts and Films
Monique Saigal, Romance Languages
& Literatures, Pomona College
This
session will demonstrate how to teach a course on texts
and films adapted from these texts, and will show
projects made by students.
An important part of the course is not only to
analyze novels and films but also to learn how to make a
Web page by digitizing video clips. This
is a creative and useful method of teaching students
because they not only enhance their language and
cultural skills but they also learn a practical skill,
which will be an asset for them in the future.
11:30am-12:15pm Concurrent
Sessions
Towards
Effectively Teaching Multiple-Section and Team-Taught
Courses
Teresa Bargetto-Andres, Modern
Languages, CSU – Stanislaus
In
this session, participants will learn the importance of
designing a departmental curriculum that unites all
multiple-section courses and will benefit from
discussion of effective teaching measures that tie
together two courses in the same department so that the
content of each course is reinforced.
Voyage
Into Department Writing Assessment
Susan Walsh, Communication
& Laura Young, University
Colloquium, Southern Oregon University
A
number of benefits are possible when departments design
and implement writing assessment strategies for their
curricula. Students
benefit with clearer expectations; grading is less
problematic for teachers with established guidelines;
and, departmental programs are more effective when
students adhere to similar writing requirements across
courses. This
session will describe how one department developed
writing criteria for its research writing courses.
Presenters will share performance criteria, the
data assessment form used to score writing assignments,
and the procedure they have used in implementing a
department-wide writing assessment strategy.
They will also discuss challenges to bringing
faculty on board.
Using
Stories to Enhance Teaching Effectiveness
Satinder Dhiman, Business &
Management, Woodbury University
Stories
have been used from time immemorial as teaching/learning
tools, owing to their entertainment and/or moral value.
A modern Sufi teacher has pointed out that
stories also have a deeper, psychological dimension that
accords a developmental value to them.
In a classroom setting, stories may be introduced
to crystallize an abstract point, to illustrate the
underlying message, to enhance students’ attention
span, and to sharpen their conceptual skills.
The purpose of this session is to illustrate the
use of stories to enhance teaching.
A
Thematic Approach to Integrated Learning in Science
James M. Landry, Chemistry
& Gary A. Kuleck, Biology,
Loyola Marymount University
We
have successfully implemented a two-course sequence in
science with integrated lecture and laboratory.
These courses provide the science content
necessary for liberal studies majors who are pursuing an
elementary teaching credential.
Based on our experience, we find that the
students have a much greater appreciation for the
process of science as an experiential activity, as well
as renewed interest in science.
Although this is a work-in-process, we will
present an example of such a thematic module.
We will discuss how the content can be presented
and developed through a variety of activities all based
on a single theme.
Teaching
in a Wilderness Setting
Bob London, College of Education,
CSU - San Bernardino
The
first part of the presentation will be an introductory
slide show based on three wilderness courses taught by
the presenter, followed by a discussion of how to
organize such a course.
This presentation explores the hypothesis that
teaching a post-secondary course in a wilderness setting
enhances the quality of the course.
The presenter’s experience teaching three
courses over a seven-year period in a wilderness setting
provides the framework for the presentation.
12:15pm Lunch * Tables
by Discipline
Sit at the table
of your choice. Choose
from among:
-
Accounting,
Business, Management, Marketing
-
Lab
Sciences, Biology, Chemistry, Physics, Geology
-
Computer
Science/Computer Information Systems
-
Economics
-
Education
-
Engineering
-
English/Writing,
Journalism, Communication
-
Fine
& Performing Arts
-
Humanities/Languages/Philosophy/Interdisciplinary
Studies
-
Mathematics/Statistics
-
Medical,
Nursing, Health-Related
-
Political
Science, Psychology, Sociology, Social Work
-
Teaching
& Learning Centers, Faculty/Instructional
Development
1:45pm-3:15pm Concurrent
Workshops
Teaching
With Style and Technology, Too
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 Grasha’s integrated model of
teaching and learning styles and their interface with
instructional technology will be explored.
Participants will have the 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.
Postsecondary
Students With Disabilities: A Unique Odyssey
Cheryl Beverly & Reid Linn, Special
Education Program, James Madison University
They’re
here! Who
are they? What do you do with them?
Are you a risk-taker? Are
you open to revelatory experiences?
Come experience being handicapped.
Come discover, or rediscover, insights and
strategies (high tech, low tech, and no tech) for
successful teaching of students with disabilities, a
unique teaching><learning odyssey.
How
to Effectively Deal With Disruptive Student Behavior
Terry Doyle, Center for Teaching
& Learning , Ferris State University
Students
have changed! Many
students today do not act like the adults we would like
them to be. Students
challenge our authority, disrupt our classes, and see
themselves as our “customers.”
This workshop is designed to help faculty
understand why students are behaving as they are, and
what we can do to effectively deal with disruptive
behavior. Practical, specific strategies will be presented to help
instructors better manage their classroom learning
environment.
Chasing
Dreams in the 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; it struggles for expression, may wake us at
night, and often excites and scares us.
This session will help clarify our implicit model
by using experiential processes, including silent
reflection, special inquiry exercises,
imagery/visualization, sharing in dyads and our larger
group.
3:30pm-4:15pm
Concurrent Sessions
Learning
With Visual Metaphor: Diagnosing Abnormal Psychology in
Saguaro Cacti
Brian L. Burke, Psychology,
University of Arizona
What does a Saguaro cactus have to do with your
teaching? Journey
to the Arizona desert where you will encounter these
personified cacti up close!
Each cactus will be diagnosed with a mental
disorder (according to DSM-IV) and the pedagogical
purpose for such bold botanical labeling will be
explained. The
presentation will venture beyond this specific example
into a consideration of what visual metaphor is and how
it can deepen student learning in today’s classroom.
Problem-Based
Learning: Website Construction and Learner Buy-In
Michael McAnear, Writing &
Communication, National University
In
this session, the presenter will demonstrate how
students developed a website for an academic program,
while simulating the client–consultant relationship.
Student groups (consultants) conducted needs
assessments and, in sales pitches to the instructor
(client), proposed Web-based solutions.
The presenter will show work-in-progress websites
and explain instructor involvement in the lifecycle of
these student-developed products, including assigning
groups and tasks, setting milestones and deadlines, and
grading individual and group effort.
Big
Bucks for Great Teachers: The UK's National Teaching
Fellowships
Stephen A. Marshall, Vice
Chancellor's Office, Anglia Polytechnic University
In
2000, the UK introduced a National Teaching Fellowship
Scheme for higher education teachers.
This scheme makes 20 awards to excellent
teachers, worth £50,000 ($75,000) each.
Winners are seen as experts of good practice. The presenter was a member of the panel which judged
entrants. He
will describe the process and the criteria used, and
will discuss whether the need for winners to be
exemplars distorted the outcomes.
Reflections
from a Spanish-for-Engineers Conversation Class
Carlos M. Andres, Modern Languages
& Literature, CSU – Stanislaus
In
this session, based in his experience teaching a class
of Spanish for Engineers, the presenter will discuss
some of the advantages that classes on language for the
professions may have for the learning of a foreign
language.
Catapulting
Students Into the Intellectual Seat of Creativity
Ann Haley MacKenzie, Teacher
Education, Miami University
This
interactive session will be devoted to the research,
methodology and strategies of creative learning and
assessment. Participants
will be engaged in creative activities and must come
prepared to be catapulted out of their academic comfort
zone. Specific
methods for infusing creativity into their courses with
special attention devoted towards alternative forms of
assessment will be provided.
4:30pm-5:15pm
Concurrent Sessions
The
Campus Climate: Examining Attitudes of Students and
Staff Toward African Americans
Marcia Marx, Sociology, Ethnic
& Women's Studies & Patricia Little, Sociology, CSU - San Bernardino
Our
session will focus on the campus climate for African
Americans and Gays/Lesbians.
We will describe the perceptions that students
and staff personnel have regarding these groups.
Factors that influence the experiences of diverse
groups will be examined and suggestions for improving
the campus climate will emerge from interactive
discussion with participants.
Experiential
Learning with Computer Information System Projects
Zbigniew J. Gackowski, Computer
Information Systems, CSU – Stanislaus
The
presentation will show the current application of
experiential learning with computer information systems
projects within the four-stage learning cycle defined by
Kolb. It
also will show how the four principles and strategies to
bring knowing and doing together, defined by Hutchings
and Wutzdorff, and the four types of learning
environments recommended by Kolb and Lewis, have been
implemented. Some
multidisciplinary aspects of experiential education, and
drawbacks specific to the academic environment in
assessing student learning will be discussed.
Teaching
With Court Cases to Uncover Beliefs, Values, and Ethics
in Disciplines
Mayling Maria Chu, Social Work
Program, CSU – Stanislaus
Participants
in this session will be involved in judging a scenario
based on a selected court case.
The purpose is to uncover the power of beliefs,
values, and ethics on the decision-making process.
It also aims to identify the interactions between
court decisions/legal regulations and disciplines.
Participants will compare their judgments with
court decisions in order to reveal similarities and
differences in beliefs, values and ethics.
Interdisciplinary brainstorming and exchange will be
included.
Providing
Educational Needs That Fall Between The Cracks
Gail Tom, Management, CSU –
Sacramento
The
A student ends up working for the C student.
Street smarts count more than book smarts after
graduation. Left-brain earns As, right brain earns bucks.
These oft-heard statements carry an element of
truth. Undoubtedly,
content skills provided by academic courses are vital to
securing and performing well at jobs, but the soft
skills (e.g. etiquette skills) that are not formally
taught in university classrooms may be the tipping point
to career advancement.
Through the use of interactive demonstrations and
a problem-solution format that will involve audience
participation, this presentation will describe the
initial efforts of an innovative program designed to
provide the educational needs that fall between the
cracks.
Development
of Teaching Philosophies Through Reflective Practice
Nuria R. Lopez-Ortega, Spanish
& Portuguese, Miami University
The
presenter will analyze the development of teaching
philosophies through introspective writing.
Six Spanish teaching assistants developed a
reflective teaching portfolio that included a number of
assignments with a final “working teaching
philosophy.” These
reflective writings show that teaching philosophies
develop in a bottom-up, task-based (trial and error) way
rather than a top-down, deductive style based on the
theory and methods studied in a practicum.
6:00pm Reception
6:30pm Dinner
8:00pm Postprandial Gathering: 2001:A
Space Odyssey
Join your
colleagues at a showing of this historic film.
Popcorn provided!
The1968
film 2001: A Space Odyssey begins by tracing the dawn of
civilization, evolves into a top-secret scientific
discovery, and eventually follows the journey through
the solar system of a crew of astronauts aboard a
Jupiter-bound spaceship.
Far from earth, the astronauts slowly realize
that all is not right, as it becomes apparent that the
supercomputer HAL 9000 tries to take over the mission.
The resulting contest between humanity and machine in
one of the most gripping film episodes of all time.
The overall theme of the Arthur C. Clarke and
Stanley Kubrick movie is “the toolmaker has been
re-made by his own tools.”
Throughout the film, from the dawn of humanity as
our prehistoric ancestors “learn” to use bones as
weapons, through the film’s ultimate contact with
“others” from far-away planets, the question
remains: are people slaves to the tools on which they
depend?
Saturday,
March 3, 2001
8:00am Breakfast
8:30am Registration Opens
9:00am Plenary Address
10:15am Knowledge is Power: Lessons
From Cognitive Psychology
Peter E. Doolittle, Teaching
and Learning, Virginia Polytechnic Inst & State
University
Cognitive
psychology has revealed much concerning the processes
underlying teaching and learning.
Unfortunately, this science of human learning has
had minimal impact on the practice of higher education.
This gap between research and practice is
lamentable and serves to deny students and professors
access to powerful forms of teaching and learning.
This plenary session will be comprised of several
active learning activities designed to explore the
nature of learning, memory, and cognition.
Ultimately, the results of these activities will
be directly applied to pedagogy, including classroom
activities and teaching and learning strategies.
10:30am-11:15am Concurrent
Sessions
Performance-Based
Portfolios and the Multiple Intelligences
Marianne Jones, Child, Family &
Consumer Sciences, CSU – Fresno
Performance–based
assessment presents new challenges for both faculty and
students in higher education.
This presentation addresses function and design
consideration in using developmental portfolios, how
portfolios have been utilized as an assessment tool in a
senior level course, how they are now being used as a
comprehensive measure of competency in a degree option,
and how they engage students and build on their
strengths.
“Meet
the Teachers Roundtable”: Exemplary Teachers/Exemplary
Lessons
Jacqueline M. Dewar, Mathematics,
Loyola Marymount University, Mark Greenhalgh, Mathematics, Fullerton College, Judy Kasabian, & Susie Tummers, Mathematics,
El Camino College & Fran Manion, Mathematics,
Santa Monica College
The
Los Angeles Collaborative for Teacher Excellence (LACTE)
is a National Science Foundation funded project designed
to recruit and support prospective teachers. One of its major successes is a Meet the Teachers Roundtable
in which prospective teachers are given the opportunity
to participate in hands-on math and science lessons
while interacting with role-model teachers.
In this session we will show a video and share
material with those institutions who may wish to plan
similar events.
Cooperative
Learning Across the Curriculum
Jessie Carduner, Modern &
Classical Languages, Kent State University, Min Qi, College of Business Administration, Kent State University, Vic
Perera, Mathematics
& Computer Science, Kent State University –
Trumbull, & Jeannette E. Riley, English,
Kent State University - Stark
In this session, the presenters will address some
important theoretical and practical issues in
cooperative learning.
Various cooperative learning techniques used
across the undergraduate curriculum and in classes of
various sizes will be discussed.
Participants in this session will take home some
relevant cooperative learning strategies that can be
carried out in their own courses so that they can help
their students find meanings in the classroom.
Examining
the Critical Relationship Between Democracy and Higher
Education
Devon J. Metzger, Education,
CSU – Chico
This
session will involve participants in the examination and
evaluation of democratic citizenship as a central
purpose for higher education.
There is a concern that higher education is
currently being driven more by an ethos of careerism and
technology than by a moral commitment to public
education for democratic citizenship.
Participants will consider this concern, both
within the context of their own courses and within the
general teaching/learning process in higher education.
Making
the Humanities Safe Through Science
Brian Domino, Philosophy, Miami
University Middletown
The
humanities can be taught either as a collection of
observations on human nature or in a deeply personal
way. At its
worst, the former method merely fills the memory while
leaving the understanding empty.
The latter method, however, may by
psychologically painful for some students.
In this session, participants will experience
being philosophy students in both kinds of classes, as
well as a third type that uses philosophical
experiments. I
believe the experiments make philosophy personal without
requiring uncomfortable self-revelation.
I also will start a discussion on the ethics of
teaching personally.
11:30am-12:15pm Concurrent
Sessions
New
Technology, New Curriculum? (What's Added & What's
Deleted)
George L. Miller, Education,
Fitchburg State College
In
this session, participants will engage in a proactive
discussion of the consequences technological evolution
will have on changes in course content and curriculum.
Participants will be presented with likely
scenarios of the impact of particular technological
innovations on current practice and asked to present and
support alternative viewpoints.
Questions to be examined include: Do standards
make sense? What’s
basic? What
criteria should be used for additions and deletions to
the curriculum?
Helping
Students Become Critical Consumers of Internet-Based
Information
Glenn Stone, Family Studies &
Social Work, Miami University
This
presentation explores what we are to do now that
students are using the Internet more to obtain
resources. As
Gardner, Benham, & Newell point out, we have woven a
tangled web as a result of encouraging extensive use of
electronic resources.
This session will explore ways to untangle this
web by helping students be more critical “consumers”
of Internet-based information. We will explore a rubric that can be applied to any Web site
to determine the credibility of the information.
This session is not “anti-technology.”
Rather, it is “pro-critical thinking.”
The presenter will use Web-page examples,
lecture, handouts, and discussion to explore this topic.
Utilizing
the World-Wide-Web as a Supplement to Enhance Teaching
and Learning
Bob Skalnik, School
of Business & Technology, National University
& Patricia Skalnik & Paul Verdugo, School
of Business & Management, Azusa Pacific
University
Web-based
programs using a variety of delivery systems promise to
change traditional “sage on the stage” lecture
methods by helping to create more collaborative
environments in which meaningful knowledge can be
created and exchanged among members of an
electronically-connected learning community.
In such settings, the challenges for both
teachers and learners can be considerable.
This interactive group presentation will discuss
using the WWW as a supplement to classroom learning, the
pros and cons of the Web as a delivery system from the
perspectives of both students and faculty, the strengths
and weaknesses of both synchronous and asynchronous
delivery systems, and tips for faculty involved in
building and maintaining Web pages.
No-Fail
Discussion Techniques: Discussion in Class and On Line
Jeanne H. Ballantine, Sociology,
Wright State University
In
this session the participants will model different
techniques for groups in small and large classes and on
line. The
presenter will demonstrate techniques using
participants, review when discussion is appropriate, and
share problems in group discussion processes. Topics will include setting the atmosphere for discussions;
organizing discussion groups; asking good
questions/presenting good problems; getting students to
take the tasks seriously; evaluating discussion;
monopolizing and non-participating students, and other
issues raised by participants.
Participants will receive handouts and leave with
specific techniques for their classes.
Administration
of Graduate Interships A Partnership with the Community
Thomas C. Timmreck, Health Sciences
& Human Ecology, CSU - San Bernardino
This
session will provide lessons and experience from
conducting graduate internships.
The presenter will provide an overview of one
program, coupled with a question/discussion approach.
12:15pm Lunch * Tables
by Topic
Sit at the table
of your choice. Choose
from among:
-
Classroom
Assessment/Research
-
Collaborative/Cooperative
Learning
-
Creating
Learning Communities
-
Evaluating
Teaching
-
Ethics
in the Classroom
-
Grading
-
Teaching
in the Diverse Classroom
-
Teaching
in Research-Intensive Universities
-
Technology
Across the Curriculum
-
Writing
Across the Curriculum
-
Problem-Based
Learning
1:45pm-3:15pm Concurrent
Workshops
The
First Year and Growing: Kent's Junior Faculty Scholars
Alison Butler, Economics,
Jessie Carduner, Modern
& Classical Languages, Mark Cassell, Political
Science, Mary Ann Devine & Lettie Gonzalez, Exercise, Leisure & Sport, Lisa Holland, Chemistry, Lynn Koch, Educational
Foundations & Special Services, Pam Lieske, English, Vic Perera, Mathematics
& Computer Science, Daniel Price, Justice
Studies, Min Qi, Economics,
Jen Riley, English,
& Kathryn Wilson, Economics,
Kent State University
In
the summer of 2000, twelve untenured faculty members
from a variety of desciplines were accepted into the
first ever Teacher Scholar Program at Kent State
University. The
program was designed to focus on teachng as a scholarly
endeavor and to improve practice. Presenters will describe the program, highlighting key
elements and issues realted to working with mentors,
student associates, and each other.
A
Curriculum Development Odyssey
Lars Kjeseth, Mathematics, El
Camino College, Mark Greenhalgh, Mathematics,
Fullerton College, Jacqueline M. Dewar,
Mathematics,
Loyola Marymount University, & Judy Kasabian, Mathematics,
El Camino College
Participants
will see how the LACTE project fostered curriculum
development projects from 10 two- and four-year colleges
and universities in the greater Los Angeles area.
They will receive a LACTE curriculum development
kit, including the request for proposal guidelines, an
application package; instruments for peer reviewing
proposals, and a post-development evaluation
questionnaire. Participants
will engage in an interactive brainstorming session to
conceive and incubate course development ideas.
Teaching
Emotional Intelligence in Any College Course
Ruby Jane (R.J.) Cooke, Chemistry,
Bethany College
Emotional
intelligence, including the competencies of being
self-aware, self-controlled, and empathetic, seems to be
more important than 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 will 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.
Do
You See What I See?
A Verbal and Videotape Analysis of Your Lecture
Style
Wendy Larcher & Lisa Newman, Communication,
University of Cincinnati
Participants
are asked to bring either a 10 minute videotape from a
recent class or be prepared to give a ten minute
presentation. Objective:
Feedback for a fabulous future.
Literature
Circles: Constructing Knowledge Through Engagement and
Collaboration in College Classrooms
Lynda E. Randall, Nathan Babcock, Mary Contreras, Michael Gieldon, &
Kelly Miner, Secondary
Education, CSU – Fullerton
Literature
circles are on-going discussion groups composed of four
to five individuals who have chosen to read the same
trade book. While
preparing independently for the discussion, each group
member does careful reading and takes notes on
interpretations and reactions to the text (personal
meaning). The
group meets regularly to extend personal perspectives
and construct shared meaning through informal,
open-ended, and in-depth discussion around structured
role sheets. In
this presentation, the professor and some of her
students will demonstrate/reenact a dynamic, in-class
presentation given by students from the class.
They will offer evidence of profound personal and
academic growth through a shared literacy experience.
3:30pm-5:00pm Concurrent
Workshops
Advancing
Community Partnerships to Enhance Academic Outcomes:
Applications for Service Learning
Richard M. Eberst, Community-University
Partnerships, CSU - San Bernardino
This
presentation will provide participants with specific
ideas and models on how universities can focus on
advancing partnerships with their communities with yield
major improvements in the over-all quality and life and
health in the service area.
Participants will learn the structural,
philosophical, and practical challenges in developing a
new focus on community-university partnerships,
utilizing long-term, interdisciplinary service-learning
efforts.
Caught
in the Web: Pitfalls of Teaching Strictly Online Classes
Lin S. Myers, Psychology &
Terrie Short, Mathematics,
CSU – Stanislaus
Our
presentation gives two different perspectives with
respect to course content (cognitive studies vs. math),
Web-based programs used (Blackboard CourseInfo™ vs.
Prentice Hall’s Interactive Math™) and students’
use of the technology.
We will show the different programs we used to
illustrate some of the pitfalls.
We will present quantitative data on student
characteristics and course-related assessment.
Additionally, we will provide course materials we
used to help faculty learn more about this unique
pedagogical approach.
Experiencing
Cooperative Learning
Shari S. Stoddard, Art, Central
Washington University
In
this workshop, participants will have an opportunity to
experience an interactive, cooperative learning
activity. The
objective of the activity itself is to come up with a
list of criteria used to determine whether an object is
art. After
the activity, the participants will discuss their
experience and the strategies that were employed to
complete the activity as both participants and as
teachers. A
handout concerning interactive, cooperative learning and
empowering students will be given.
Putting
Thinking Back Into Critical Thinking
Andy Young, Philosophy, CSU –
Stanislaus
This
session introduces a new critical thinking methodology
designed to overcome paradoxical problems sometimes
associated with current methodologies—the teaching of
superficial thinking and mistrust of analysis.
The proposed strategy models itself on the kind
of thinking that naturally occurs during the process of
exploring real questions. This focus links critical thinking to students’ lives,
thereby improving motivation and writing.
Participants will experience the strategy and
explore ways to adapt it to their own disciplines.
Inquiry
is More Than a Word: It Requires Action
Kenneth L. Anderson, Biology,
CSU – Los Angeles
Explore
how science works as a inquiry process.
Use observations, critical thinking, and
questions; consider answers; and find everyday
applications to understanding.
The ability to do inquiry is based upon:
identifying investigations that can be developed through
questions and answers; explaining cause and effects with
connections with other investigations; thinking
critically and logically; providing explanations and
predications; communicating findings; and understanding
the role of mathematics and technology.
6:00pm Reception
6:30pm Dinner
8:00pm-Midnight Post-Prandial
Activities, including:
Readers’
Theater: We All Teach on a Yellow Submarine
The Lilly Conference Players: Wendy Larcher &
Lisa Newman, Communication & Tony Grasha, Psychology,
University of Cincinnati
2001:
A Moving Odyssey
A
Community-Building Experience featuring the Mountain
Music Machine
Hot
Tub Seminars
Sunday,
March 4, 2001
8:00am Breakfast
9:00am-11:30am Featured
Workshop
Emotional
Assets: How Are They Characterized in the Classroom?
Lynne E. Anderson, Education
& John Carta-Falsa, Psychology,
National University
In this session, participants will take an Assessment of
Emotional Assets. Once
administered and scored, we will develop a graphic
profile of the top two emotional assets of the workshop
participants. We
will discuss a definition of our behaviors as teachers
and learners in the areas of those assets and offer
possible reasons for these assets being highest.
In groups, we will move to a more complete
description of the emotional assets in terms of
recognizable behaviors characterizing the asset in a
teaching or learning role.
We will report, review, and discuss our findings.
9:00am-10:30am
Concurrent Workshops
Improving
Teaching Using a Scholarly Approach
Alison Butler, Economics,
Lettie Gonzalez, Exercise,
Leisure & Sport, Lisa Holland, Chemistry,
Lynn Koch, Educational
Foundations & Special Services, Pam Lieske, English,
Daniel Price, Justice
Studies, Kathryn S. Wilson, College
of Business Administration, Kent State University
This
session will examine how individual projects to improve
teaching were implemented by faculty from a variety of
disciplines and the changes in teaching that occurred
through this intentional effort at approaching teaching
in a scholarly manner.
The focus will be on examining various techniques
and thought processes that enable teachers to create and
sustain scholarly approaches to teaching and learning,
exploring strategies for self-assessing improvements in
teaching practices, and engaging participants in
reflecting on and discussing their own scholarly
approaches to teaching.
Online
Pedagogy: The Good, The Bad, and the Really Ugly
Peter E. Doolittle, Teaching and
Learning, Virginia Polytechnic Inst & State
University
This
workshop will explore the basics of designing an
effective on-line course, tips for implementing
theoretically sound on-line pedagogy, and the aesthetics
of effective Web pages.
This workshop will begin by examining the
essential components necessary in the design of
effective on-line instruction.
Specific types of on-line instructional
strategies will be demonstrated.
Finally, the essential aesthetic elements of Web
page design will be analyzed.
This workshop will focus on the actual
implementation of online instruction, including
Web-based examples and detailed handouts.
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. Methods of cooperative learning will be used to conduct this
workshop.
10:45am-11:30am Concurrent
Sessions
Active
Learning in Large Lecture: Note-Taking Incentives that
Enable Learning
Steven L. Jessup, Biology,
Southern Oregon University
In
this session we will interactively explore the
teaching><learning connection by comparing two
modes of in-class activity.
I will present evidence from a general education
biology sequence taught two consecutive years,
contrasting note-taking behaviors in straight lectures
and a mixed format of active learning lectures.
I found note-taking incentives and in-class
assignments not only facilitate content learning, but
also foster valuable transdisciplinary academic skills.
These different presentation styles were
associated with sharply contrasted learning outcomes.
Interdisciplinary
Collaboration at its Finest
Ruth Guzley, Communication Arts
& Sciences, CSU – Chico
In
this session, participants will learn the challenges
faced when a team of administrators, staff, and faculty
decided to create an interdisciplinary minor in
Leadership Studies.
The presenters will explore with participants the
process adopted (along with alternatives), the
educational objectives embraced (along with
alternatives), and the methods of delivery chosen (along
with alternatives).
Through related exercises participants will leave
this session equipped to begin interdisciplinary course
development.
11:30am-Noon Closing Session
Putting
It All Together
Todd D. Zakrajsek, Psychology,
Southern Oregon University
Our
keynote speaker revisits the conference theme and events
to bring together our learning community experiences and
to guide our academic paths back to our own campuses and
classrooms. [There
also will be a drawing for Teaching With Style and
issues of the Journal on Excellence in College
Teaching!]
12:00
Noon
Lunch & Goodbyes
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