1999 Program
Thursday,
March 4, 1999
4:00pm EARLY REGISTRATION
6:30pm DINNER
7:30pm PRE-CONFERENCE GATHERING
Intellectual Choreography
Al McLeod, Sociology, CSU
– Fresno
Meet other early arrivals and get in the Lilly "Spirit" with activities and
ideas aimed at creating the conference learning community.
Friday, March 5, 1999
8:00am BREAKFAST
(for
those who arrived Thursday evening)
8:00am REGISTRATION OPENS
9:00am-9:45am CONCURRENT SESSIONS
Enhancing Scientific Literacy Through the Use of Relevance & Technology in
Introductory Courses
Yildirim Dilek, Geology, Miami
University
This session describes an introductory science course that has been reconstructed to
provide a level of closure so that non-majors learn concepts and gain knowledge, and to
demonstrate to students that learning is enjoyable. Traditional lecture, Internet-based
instruction, group discussions, homework problems, and reading assignments are
incorporated to facilitate retention and to encourage curiosity. This approach directs
students to construct meaning from data and creates the crucial connection between science
and society.
Integrating Technology and the Internet in a Project- Based Course
Sharon Evans Brockman & Brenda Betts, Teacher
Education, CSU
– Stanislaus
This presentation will assist educators in understanding the developmental process of
adult students learning to use technology, such as the internet, for the first time.
Presenters will bring samples of syllabi, student curriculm, and web sites used in their
own classes. Participants will discuss the technological developmental levels of their
students, engage in meaningful discussion about concerns and positives of integrating
technology, and develop specific and appropriate uses of the intregration of technology in
their courses.
"Valley Curtain" Mentality: Investigating Team
Accomplishments Across Disciplines
Julia A. Lindsey, Art
John H. Benamati, Decision Sciences
& Management Information Systems
Miami
University
This session will describe a course in which students from art and business were asked to
consider the evolving dynamics of team building and collaboration present throughout the
sculptor Christo’s installation process. The students analyzed a video account to
identify and understand how outcomes can vary based on level of personal investment.
Students were then confronted with an unrelated problem requiring common ground for
application.
Health Care and ISL and Community Involvement
Elaine W. Trei, Physical Therapy, Loma
Linda University
At the conclusion of this presentation, participants will be able to: a) Provide health
learning and volunteering in the classroom curriculum with little change in your present
curriculum; b) list the types of departments where volunteers may be needed; c) list the
volunteer assignments of a health facility; and d) list of the do’s and don’ts
of volunteering in health care. Some activities will include: drawings, diaries, and
photos.
Involving Teachers in Active Science Inquiry to Overcome the Fear
of Science
T. Jean Adenika-Morrow, Curriculum and
Instruction, CSU -
Los Angeles
Working with non-science major educators who are required to assist preadolescent,
minority students achieve in science is an exciting challenge. This session will describe
how an experimental research program, grounded in the pairing of applied "inquiry
science and teacher benefits," was used to attract and hold participants. Once the
classroom momentum started, techniques were invented to keep the teachers involved until
they learned to control their own continued professional development in science education.
Getting Started in Outcomes Assessment
Mary J. Allen, Faculty Teaching &
Learning Center, CSU -
Bakersfield
Faced with internal and external pressure to move rapidly into outcomes assessment, our
Faculty Teaching and Learning Center sponsored workshops and small grant programs,
developed handouts, and organized support by a team of faculty experienced in qualitative
and quantitative research. This session will summarize how to get started in outcomes
assessment and will include handouts developed for this purpose, a review of assessment
strategies, specific examples of outcomes, and suggestions based on our experience. Note:
this program won the 1998 POD Bright Idea Award.
10:00am– 11:30am * 2 PLENARY WORKSHOP
If You Have to Give a Lecture, Don’t Apologize. Do it Right!
Wendy Larcher & Lisa Newman, Communication, University
of Cincinnati
Many faculty, even after years of college teaching, are uncomfortable delivering a
lecture. This workshop will aid participants in the process of both developing and
delivering an effective lecture, reading class feedback, and leading discussion.
Mini-lectures will alternate with small-group and whole-group discussion of concepts,
examples, and personal goals.
11:45am LUNCH
1:15pm– 2:00pm CONCURRENT SESSIONS
Teaching Diverse Learners: Dealing With the "Isms"
Laura Howzell Young, Education
Clifford O. Young, Business & Public
Administration
CSU -
San Bernardino
Discourse in the 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. Attempts to facilitate discussions
dealing with these topics have been known to lead to hurt feelings, misunderstandings,
mistrust, and anger. This presentation will discuss suggestions on how to trigger
thoughtful discussions, how to encourage students to confront barriers they may now hold,
and how to 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.
Improving Methods for Assessing Active Learning: A Departmental
Initiative
Bonnie Brunkhorst & Herbert Brunkhorst, Science
Education
Amy Leh, Education – Instructional
Technology
James Monaghan, Education
CSU -
San Bernardino
In this presentation, we will address the assessment techniques we established and the
collaborative process by which our department was able to improve assessment techniques.
The Extended Field Trip: An Eleven Week Off Campus Study
Experience
Walter M. Tryon, Landscape Architecture, California
State Polytechnic University
This session will inform participants of a successful 15 year Extended Field Trip Progam
designed to expose students to professional design and planning issues around the world,
while heightening their awareness and understanding of different cultures and
environments. Storying the near or distant landscape will also be explored as a means to
investiagate a culture’s relatedness of myth, decision-making, and structuring of the
environment. Bali, Indonesia will be used as a model.
Creating and Sustaining Curricular Innovations and Cultural Change
in Higher Education
Connie Kubo Della-Piana, Model Institutions
for Excellence
Andrew Bernat, Computer Science, University
of Texas El Paso
Lessons learned from an effort to institutionalize learning communities in science,
engineering and mathematics serve as a springboard for discussing the challenges facing
institutional "champions" as they move to sustain innovative curriculum and
foster cultural change in higher education. Using a case-study approach, presenters and
participants will share successes and failures and develop a list of issues/challenges
facing institutional innovators, and possible strategies for institutionalization.
Building Student-Teacher and Student-Student Partnerships
in the Mathematics Classroom
Mark Greenhalgh & Yash Pai Manchanda, Mathematics, Fullerton
College
Emerging national consensus for teaching mathematics centers on the notion of having
students be active learners. Research shows that students learn better when more involved
in their subject, and when given the chance to work with others and learn cooperatively.
This presentation will examine structures that facilitate movement form lecture-based
teaching to a more student-centered approach. Participants will have the opportunity to
outline how to use these structures in their own classes
Using Simulations to Facilitate Understanding and Application of
Concepts
Carol Bashford, Nursing, Miami
University - Hamilton
The greatest challenge for students in most disciplines is to be able to understand and
apply critical concepts. Through simulations students can use their senses to understand
and apply critical concepts. During this experiential process students use critical
thinking, analysis, and decision-making skills. This session will use simulations to
demonstrate their dynamic potential to facilitate student-centered learning.
2:15pm–3:00pm CONCURRENT SESSIONS
I Know How I Say It; Now How Do They Need Me To Say It?
Student-Centered Classroom Presentation Skills
Maribeth S. Metzler, Communication, Miami
University
Chances are we don’t always present material to students in the most effective manner
possible. This presentation will cover "nuts and bolts" aspects (e.g.
structuring the presentation, vocal variety and non-verbals, designing appropriate visual
aids), as well as more subtle points (e.g. varying your style appropriately, adapting
presentations to physiological and environmental constraints, how much can effectively be
covered in a class period) to help you improve the way you present material to your
students.
Circumventing "Techno Phobia": Helping Faculty Teach
With Web-Based Technology
Ellen Junn, Sorel Reisman, & Tim McMahon, Faculty
Development Center, CSU
– Fullerton
Come learn how you can assist your campus increase the number of faculty interested in
using web-based technology in teaching. Participants will learn: How to build upon a given
campus’ technology priorities and infrastructure to support technology. How to
identify innovative funding support for an instructional technology initiative. How to
develop and implement a comprehensive plan of support, training, and incentives for
faculty participants. How to assess the initiative’s success in terms of faculty and
student learning outcomes.
Second Level Effects of Electronic Mail on Student Teacher
Interaction
Alan Zaremba, Communication Studies, Northeastern
University
The use of electronic mail as a channel for communication between student and instructor
resulted in some surprises in terms of the nature and frequency of student/teacher
contact. In this session the presenter will explain how the technology was used in the
classroom, the so called "second level" effects of the use, and some potential
problems with implementation. Participants will be asked to discuss their reactions to the
alleged benefits of using electronic mail to improve student teacher interaction and to
offer suggestions for how to make the usage more beneficial.
Learning to Profess: How New Faculty Members Learn to Teach
Alan Kalish, Center for Teaching and
Learning, CSU -
Sacramento
Academic culture systematically socializes its new members. This session will provide the
accounts of 12 new professors, including their job search and initial year faculty
experiences. Graduate school prepared these informants for immediate teaching needs, but
not as well for broader faculty duties, leaving many aspects of teaching to be learned
"on the job." Session participants will discuss these accounts and some attempts
to address the lacuna in the preparation of faculty for teaching.
From Portfolio in a Math Class to Portfolio in Your Class
Jacqueline M. Dewar, Mathematics, Loyola
Marymount University
This workshop will describe various aspects of a portfolio assignment in a mathematical
proofs class. The presenter will describe the course and portfolio assignment she uses to
address certain desired students outcomes. Then through think-pair-share the participants
will identify a course and one or more objectives that a similar assignment could address.
Two possible methods for grading the porfolios will be presented. Again, through
think-pair-share the participants will select as assessment technique for their
assignment. The presenter will give her suggestions for first-time portfolio users and
encuorage other participants to share their experiences with or concerns about the use of
portfolios.
Enhancing Your Large Class Through the Building of a Learning
Community
Lynne E. Anderson, Education/Psychology
John Carta-Falsa, Psychology
National
University
The purpose of this workshop is to share our handbook, "Communities Are Us,"
with the participants as the culmination of our past six years of genuine collaboration.
We want to guide those in attendance through a series of orchestrated activities that we
have developed that trigger a transformation from anxious energy to creative energy. At
the close of our workshop, the participants will be able to answer the question: How
does an instructor develop a community of learners?
NOTE: This workshop is continued in 5F.
3:15pm–4:45pm CONCURRENT WORKSHOPS
Diversity or Difference? Perspectives on and Outcomes of Being a Member of the
Faculty Group Using Difference to Enhance Teaching & Learning
Mel Cohen, Political Science, Miami
University - Middletown
Larry Greeson, Educational Psychology, Miami
University - Middletown
W. Sherman Jackson, History, Miami
University
Jim Kelly, Philosophy, Miami
University - Hamilton
Marty Stevens, Communications, Miami
University – Middletown
"To what extent do I use a variety of teaching methods to accommodate the diverse
needs of my students?" "To what extent do I encourage different views and
perspectives in class discussions?" "Is my course curriculum truly
inclusive?" "Do I prefer the term diversity to difference?" " What is
the working class, and are they oppressed in today’s society?" These are just a
few of the questions our group had explored and struggled with thus far this year. The
panel will begin with an overview of the groups history, goals and activities. Panel
members will then explain their personal goals for joining the program, how what they have
learned has informed their teaching and their students’ learning, and what they plan
to explore in the future. After some concluding remarks, we will facilitate a discussion
about these important issues and opportunities that all faculty face.
Streamed Audio and Graphics in a Special Education/Mainstreaming
Course
Robert Berdan, Educational Psychology
Jana Echevarria & Gary Greene,
Special Education
Kumar Ramajayam, Instructional
Technology
Alfredo Quinteros, California Center for
Teaching Careers
CSU -
Long Beach
This presentation will describe how campus-based lectures—recorded and
edited—have been incorporated into a PowerPoint presentation and encoded for
RealMedia to form the backbone of this on-line mainstreaming course. The course site is
constructed in Cold Fusion to merge databased content with generalizable display and
course management templates. The result is a highly interactive and individualize course
site. The course development has been a collaborative project of faculty, students and
colleagues to integrate media and learning in special education.
Encouraging the Scholarship of Teaching at Cal State Universities
Laurie Richlin, IATS & Panel of CSU
Faculty
This session is aimed primarily at CSU faculty and administrator conferees, but others
may attend. Universities in the Cal State System present an excellent ground for the
Scholarship of Teaching. The purpose of this session is to discuss ways to encourage and
reward faculty who present and publish their work on the teaching><learning
connection.
Are We Having Fun Yet?
Gail Rice, Physical Therapy, Miami
University
Learning is directly proportional to the amount of fun you are having. Do you sometimes
wish that teaching could become fun again? Do you wonder about how much fun your students
are having in your classroom? Come, have some fun, and learn new ways to inject
enjoyalbe humor and interest into your teaching.
Innovations in Teaching with Problem-Based Learning
Paige Shaughnessy, Speech-Language
Pathology & Audiology, Loma
Linda University
Problem Based Learning (PBL) is a powerful teaching strategy which provides students the
opportunity to use their powers of discovery and analysis, synthesis and integration,
reflection and interpretation. This session will guide the participants through the
evolution of PBL, highlighting the most recent innovations in its use. Participants will
view videotaped sessions of PBL in action, and will have a chance to experience this
teaching style in an actual group learning experience.
Enhancing Your Large Class Through the Building of a Learning
Community (cont'd)
Lynne E. Anderson, Education/Psychology
John Carta-Falsa, Psychology
National
University
The purpose of this workshop is to share our handbook, "Communities Are Us,"
with the participants as the culmination of our past six years of genuine collaboration.
We want to guide those in attendance through a series of orchestrated activities that we
have developed that trigger a transformation from anxious energy to creative energy. At
the close of our workshop, the participants will be able to answer the question: How does
an instructor develop a community of learners?
NOTE: This workshop is a continuation of 4F.
5:00pm– 5:45pm CONCURRENT SESSIONS
Sexual Harassment: Case Study Discussions of Sensitive
Material In The Classroom and Online
Beth Rienzi, Psychology, CSU -
Bakersfield
Psychology of Human Sexuality courses present opportunities for values clarification,
decision making, and diversity exposure. Face-to-face discussion of delicate topics such
as abortion, rape, or harassment can intimidate students. This presentation shows how
online case study discussion allows students the opportunity to discuss realistic
situations, to engage in problem solving, and to understand the diverse viewpoints of
others in a safe environment.
Using Dynamic Modeling Software to Enhance Student Understanding
of Systems
Lee S. Altier, Agriculture, CSU -
Chico
Whether we know it or not, we all are model builders—continually creating in our
heads conceptual models of how things work. As we learn new information, we enhance and
reconstruct our mental models. But how well do we really understand the relationship among
these mental constructs? Computer software is available that allows the instructor and
students to collaboratively develop and explore working models of systems. This session
will be an active discussion examining the learning opportunities available through the
creation of dynamic simulation models. A user-friendly software package will be
demonstrated that allows diverse kinds of systems to be described and simulated through
graphical images. Together, we will develop and run a simple, working model of a system,
allowing a focus on details and interactions otherwise out of reach of most discussions.
Field-Based Teacher Education: Integrating Curriculum Classroom
Management Instructional methods Assessment in a Public School Setting
Paul A. Nelson & Harry W. Gibson, Education, St.
Martin's College & Odd Couple Productions
This presentation is to discuss and illustrate the dynamics of integrating three courses
at multiple field sites under the direction of two professors ala "Felix and
Oscar." The framework is as follows: a) three courses (9 semester hours) have been
blocked together; b) half of the hours are allocated to classroom participation, the other
half to an integrating seminar; c) students are traditional or returning, graduate or
undergraduate, and d) the instructors who team bring very different philosophies to
education in general and the three courses in particular (one progressive the other
traditional). Teachers and principals are also in the mix.
Making Research Come Alive: Using Case Studies to Infuse Research
Activities with Practical Experience
Gary Hoban, Specialized Programs, National
University
Engaging students in research projects, which stress the importance of facts and theory
and then relating to daily professional practice is a challenge for most of us who teach
such courses. In this session, I will share case studies specially developed to engage
students in courses that are competency-based with specific content requirements. The case
studies used in these courses center on real-life problems and require students to
complete research, which serves as a basis for revolving the issues raised. Participants
in this session will be given short case studies for discussion and resolution as well as
more extended cases, which require outside research and could be used as models for other
courses.
The Undergraduate Teaching-Learning Conference: Creating a Local
Intersegmental & Multi-Disciplinal Mechanism to Annually Re-Unite the Education Family
– K-12 Schools, Community Colleges & 4-Year Universities
Nadine Ishitani Hata, Academic Affairs
& History, El
Camino College
Donald Teruo Hata, History &
Asian-Pacific Studies, CSU -
Dominguez Hills
This unique conference, co-sponsored since 1993 by El Camino Community College and
CSU-Dominguez Hills, has evolved as a regional, intersegmental and multi-disciplinary
mechanism to re-unite the education family. The planning committee is now chaired by
faculty. Fifteen national, state, and local organizations have co-sponsored the event.
Annual participants include more than 200 colleagues from 9 elementary schools, 2 middle
schools, 15 high schools, 25 community colleges, and 6 universities.
College Algebra on the Web: Designing and Implementing Computer
Activities in the Classroom
Joan T. Hallett, Mathematics, CSU -
San Bernardino
In an effort to make college algebra students more active and participatory in their
classes, interactive web-based modules were developed under a university grant. The
software contains text introducing each topic, interactive exercises, and demonstrations
(many animated). It was introduced to three sections of the course in Spring 1998 and a
further two sections in Fall. The modules will be demonstrated, and observations shared on
both the student’s academic achievement and perceived attitudinal changes.
6:00pm RECEPTION
6:30pm DINNER
8:00pm–9:30pm FEATURED WORKSHOP
Participatory Dancing and Human Identity
Wayne B. Kraft & Ildiko Choy, Modern
Languages & Literatures, Eastern
Washington University
During this active session, we will model a process for exploring how participatory
(social) dancing is related to people’s sense of identity; investigate how we relate
as individuals to the medium of dance; achieve tentative observations on whether we happen
to share some dance experiences and attitudes with our immediate peers; explore in the
specific and abstract what we expect of dance events in our realm of experience; try out
some dances from an unfamiliar culture; and observe analytically examples which illuminate
the context of dancing in that unfamiliar culture.
Saturday,
March 6, 1999
8:00am BREAKFAST
8:30am REGISTRATION OPENS
9:00am-10:30am CONCURRENT WORKSHOPS
The Pedagogical Dance of Diversity Education
Jaime Romo, Teacher Education, National
University
Multi-cultural competency development is one of the central outcomes of a Cross Cultural,
Language and Academic Development (CLAD) teacher education program. Modeling
transformative instruction and curriculum is a pedagogical requirement. As talking is not
teaching, and listening is not learning, participants will examine and share their own
experience. Rather than presenting a cookie-cutter set of solutions, the presenter will
facilitate an interactive, culturally relevant, philosophical dialogue.
Experiencing an Interactive Fieldwork Simulation for
Cross-Cultural Understanding
Frances F. Berdan, Anthropology
Carey Van Loon, Academic Computing and
Media
Edward Stark, Anthropology
CSU -
San Bernardino
This session is built around an interactive demonstration of EthnoQuest, a multimedia
simulation of ethnographic fieldwork. In EthnoQuest, students undertake fieldwork
assignments while gaining cross-cultural awareness and problem-solving skills.
Participants in this workshop will experience and build on the program’s interactive
features and decision-making strategies by playing the simulation, by assessing the
program’s learning outcomes, and by relating this approach to any course involving
cross-cultural issues, fieldwork, or the development of problem-solving skills.
Explorations in Biology A Collaborative, Hands-On Approach for the Non-Major
Christina Strickland & Lillian Mayer, Life
Science, Clackamas
Community College
Learn biology by experiencing biology! Join us and experience a non-majors biology
curriculum that is a student-centered model, consisting of inquiry-based, collaborative
activities, hands-on demonstrations, critical-thinking activities, and short- and
long-term investigative labs. This format includes the integration of ethical, economic,
and social isssues and concepts that focus on the applicability of biology to current
issues and to the development of scientific literacy.
Coteaching an Introductory, Graduate-Level Course: Overcoming
Problems and Strengthening Successes of a Teaching Paradigm
Louis Downs & Sue Brotherton, Educational
Psychology & Counseling, CSU -
San Bernardino
As educational standards become increasingly stringent and society becomes increasingly
diverse, introductory courses at the graduate level become more important as preparatory
and screening interventions. A multi-dimensional model of teaching, assessment and
experiential learning will be presented, discussed, critiqued and modeled in an
experiential setting. Participants will receive a syllabus.
Experiential and Affective Elements of Service Learning
Richard D. Berrett, Child & Family
Sciences, CSU -
Fresno
This workshop invites participants to explore the impact of emotions and experiential
assignments upon learning states. 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 service learning as an experiential assignment
which has the potential to facilitate deep learning. Please join with a curious mind, open
heart, and a sense of adventure.
Become A More Successful University Educator by Using Active
Participation and Cooperative Learning
Bette Tryon, Psychology & Human
Development, California
State Polytechnic University
Participants in this session will review basic teaching/learning concepts in a cooperative
learning context. They will leave the session with methods for attracting the attention of
their students at the start of each topic, knowing what to look for and how to model the
five key elements of physically attending, knowing how to use both overt and covert
activities interchangeably as they teach, and becoming aware of the level of thinking they
are creating for the learner.
10:45am-11:30am CONCURRENT SESSIONS
Teaching Students to Become Critical Reviewers: A Multiple-Drafts Model for Enhancing
Student Writing and Research
Lin S. Myers, Cognitive Studies/Psychology, CSU -
Stanislaus
Weary of poorly written papers, I have developed a procedure in which over the semester
students write a research paper in multiple drafts to be read by me and other classmates.
Students are prepared to constructively critically review others’ work. Not only is
the quality of the finished product immensely improved (and grading less of a chore), but
they also learn how to be a colleague. I will show specific examples of student work.
Creative Classroom Action and Video Use
Thomas C. Timmreck, Health Sciences and
Human Ecology, CSU
– San Bernardino
Review some basic experiential learning concepts-revisit the "cone of learning."
Explore a creative and unique approach to teaching graduate level case study method. Learn
how to get an edge on the MTV generation in the classroom through the use of video.
Explore some uses of creative video production in class and integration into classroom
use.
Making Large Classes More Interactive
Robert Blair, Zoology,
Miami
University
One of the largest hurdles for instructors of large classes (n > 80 students) is
incorporating active learning during lectures. I will present guidelines for developing
and executing short, active learning sessions withing the framework of traditional
lecture-based classes using sample active-learning ssesions from Introductory Biology and
Environmental Science. I will end the workshop by initiating the development of an
active-learning session for your class.
Team Teaching: An Example Using a Course in Social Studies Methods
for English-Only and Bilingual Students
Nena Torrez, Educational Leadership,
Curriculm, and Instruction, CSU -
San Bernardino
This presentation will describe how two faculty members team taught a joint course of
social studies methods for student teacher candidates who were being credentialed to work
with designated language population students. There has traditionally been a segregation
of everything involving the non-English proficiency student and, with the attempted
deconstruction of bilingual education going on in this state and elsewhere, it is
important to make each teacher non-English-proficient student friendly. One of the
purposes of the course was to break down the language isolation that evolves and is
evident in schools across the country. Another purpose was to sensitize English-only
teachers to the ways that learning and language are bound, and ways to overcome language
barriers. I will present results from surveys taken at the end of the course, as well as
student reflections on the language issues and how they were overcome in the course.
Dualing Courses: An Approach to Intentional Integration
Ellen Saxe Clymer, Biomedical Sciences, UC
– Riverside
Sarah G. Daum, Applied Technology and
Health Science, Mt. San
Antonio College
There are inherent barriers that all health professions educators (indeed, all adult
educators) face when seeking an advanced degree. Time, distance, and family
responsibilities are the most frequent challenges voiced. Two faculty members from a
university of health sciences sought a solution to the time and distance challenges after
identifying a continuing redundancy in their individual courses. A pilot study was
initiated in 1994 and, subsequently, a full implementation combining two courses
(Instructional Design and Introduction to Clinical Teaching) was completed. This
presentation will look at the strengths and weakness encountered.
A Strategy for Building Partnerships Between Health Care Providers
And Educational Leaders
Karen Hanson & Nancy Saks, School of
Education & Human Services, National
University
In order to demonstrate the partnership model, this presentation will focus on health
issues facing school children and how adults from various fields including teaching and
nursing work collectively in a classroom setting to resolve the isssues. The application
of the model to various challenges facing educators will be addressed and different
examples will be explored through dialogue among the session participants. In this
presentation, the topic will focus on the value of preparing university teachers to
embrace collaboration among students for the purpose of promoting cross-disciplinary
solutions to problems.
1:15pm-2:45pm CONCURRENT WORKSHOPS
Diversity and Deep Learning: Discovering What We Know,
Remembering Who We Are
Al McLeod, Sociology, CSU
– Fresno
I will conduct our experiential/active learning session the way I might do a class with my
students, using silent reflection and imagery with music, supportive work with symbols and
metaphors, dyadic and small group discussion and open forum. Because I believe deeper
learning is based more on "uploading"—accessing our collective knowledge
and wisdom, rather than a "downloading" lecture format, this is essentially what
we’ll be doing. I’ll share several handouts I’ve successfully used in my
classes. The goal of this session is to evoke inquiry, to soften and open conceptual
frames and attitudes, rather than arriving at hard answers. If our session leads us into
deeper learning states, we may leave more unsettled and excited than when we arrived.
Teaching With Style in Traditional and High Technology Classrooms
Anthony Grasha, Psychology, University
of Cincinnati
This session will explore the presenter's integrated model of teaching and learning style
and its applications to traditional classrooms as well as those emphasizing technology.
Participants will explore how their styles as teachers, their students styles as learners,
and the classroom process they employ interact. In addition, recent work with the model
comparing teaching and learning styles in traditional and technology oriented courses will
be reported. Self-assessment process, videotaped cases, and small group discussions will
be used.
Here’s What I Do; What Do You Do? Using Small Groups:
Sharing What Works and Doesn’t
Milton D. Cox, Teaching Effectiveness
Programs, Miami
University
This session is designed for participants to share their experiences in using small groups
for teaching and learning. Those who have not used small groups are welcome to gather
ideas and pose questions. Participants will first work in small groups which will then
share their findings with all. Topics for discussion will include development of
one’s involvement in using groups and one’s formation of groups, objectives for
using groups, activities, and assessment. Participants are welcome to bring handouts to
share with others.
A Conceptual Framework for Experiential Exercises: The Pathway
to Integration
Marshall Jung & Ira Neighbors, Social
Work, CSU -
San Bernardino
The material presented in this workshop is derived from the collaboration between two
colleagues teaching different subject matter. Together we designed experiential exercises
aimed at assisting students in integrating their diverse experiences with the subject
matter and practice skills being taught. Drs. Neighbors and Jung will describe a
conceptual framework for designing experiential exercises to help achieve specific
learning objectives. The exercises take into consideration course content, students
learning mode, teaching style, and the diverse experiences of members in the class. To
demonstrate concepts and principles, participants will be encouraged to develop, and asked
to participate in experiential exercises using the principles presented.
Making the Humanities Relevant
Sharon L. Gorman, Humanities & Fine
Arts, University
of the Ozarks
The most difficult task in humanities teaching is motivating students to approach past
cultures seriously. They see no relationship between the work of "white dead
men" and their own lives. Teachers must present opportunities for students, not only
to learn the facts about the past, but also to explore their relationships with it,
bringing 20th century culture into the classroom for comparison and discussion and using
group projects and tests to encourage this process.
Lecturing for Learning in Pairs: A Peer Teaching Strategy
Pyung E. Han, Business & Accountancy, Truman
State University
Lecturing is the most common method of teaching in the college classroom. However, the
effectiveness of lecturing is not always assured, due to the shortcomings associated with
the lecture method. As a way of counteracting the drawbacks, Lecturing for Learning in
Pairs (LLIP) will be discussed. LLIP is a lecture method blended with peer teaching. It is
designed to have a pair of students take turns answering a question or two to each other
on a lecture topic, providing corrective feedback on wrong answers. LLIP is a cooperative
learning strategy to generate teaching for twice the learning effect.
3:00pm-3:45pm PLENARY PRESENTATION
Is Mastery the Same as Excellence?
Alice Flores, Teacher Education, National
University
This session will focus on grade inflation, a recognized problem in higher education that
has global implications. The difference between student mastery of course content and the
demonstration of excellence in learning the course content significantly impacts faculty
and students. We need to be able to distinguish between what is truly excellent work and
what is mastery of the course material. Definitive guidelines providing expected learning
outcomes at different levels of achievement must be available for faculty discussion and
use.
4:00pm-5:30pm CONCURRENT WORKSHOPS
The Use of Oral Traditions to Enhance Effective Teaching: An Interdisciplinary
Workshop
W. Sherman Jackson, History, Miami
University
Larry Greeson, Educational Psychology, Miami
University - Middletown
A considerable amount of oral tradition can be found in such depositories as the judiciary
system and National Park archives. Court documents can give an accurate description of the
zeitgeist (spirit of the times). Personal lives and experiences often become more visible
in court documents. Court records in the legal challenges to Jim Crow segregation in
America are particularly dramatic and revealing documents which can help students gain
access to the meaning and character of segregation as well as arguments used both to
justify and condemn local segregation ordinances. Oral methodologies, which highlight the
production of collaborative accounts, enhance the use of these documents as effective
teaching instruments. This workshop will use the historical case studies as the vehicle
for demonstrating an important approach to effective classroom methodology.
Teaching History Through Art: Two Case Studies of Women's Images
& Roles
Robert Blackey, History, CSU -
San Bernardino
Using slides of prints from the Northern Renaissance/Reformation (15th-16th Centuries) and
of paintings of the Dutch Masters (17th Century), the ways in which women were protrayed
(as dangerous to men in the first case, serving in a variety of roles—e.g., as
mothers, wives, servants, skilled workers, bastions of the community—in the second)
will be examined as examples of how art can be used both to inform and enliven the history
lecture (and conversely, how history can do the same for art) and to expand student
interest, learning, and understanding.
Issues in the Classroom: Teaching About Heterosexism and
Increasing Tolerance for Diversity
Patricia Little & Marcia Marx, Sociology, CSU -
San Bernardino
This session will engage scholars through active participation in the teaching of issues
involving diversity, in this case, heterosexism. Often in classes the discussions of race,
class, and gender dominate; however, it is important that we learn how to address issues
specific to discussions of sexuality and specifically, the problem of homophobia. This
interactive workshop will include hands-on activities that began to engage participants in
discussions of heterosexism and that can be used in the classroom when teaching. A preview
of videos intended to educate students about gay and lesbian issues will also be shown. We
will discuss the potential problems and issues that arise in the course of talking about
these issues.
Determining Career-Oreinted Student Outcomes: Partnering With
Industry
Michael McAnear, Writing &
Communication
Vanessa Haakenson, Distance Education
National
University
This workshop demonstrates how to involve industry in determining desired student
outcomes. The presenters show how students simulate a corporate environment in the
classroom (virtual and real) in order to communicate with one another and with the
business community about on-going student projects. Workshop participants work in groups,
aided by checklists and industry-academia partnering scenarios and then participate in a
final roundtable discussion to identify how they might utilize the information at their
own institutions.
Sharing Critical Pedagogy: Creating Student Learning Communities
Doni Kobus & Nancy Jean Smith, Teacher
Education, CSU -
Stanislaus
This session will explore critical pedagogy and its relevance to creating student learning
communities in university classrooms. Presenters will provide examples from their own
teaching experiences and participants will be invited to share their own classrooms.
Finally, utilizing resources from within the group, participants will develop an action
plan for implementing selected strategies for community building in a course they teach.
Philosophical Approaches to Teaching: Learning by Experience
Richard M. Eberst, Health Sciences &
Human Ecology, CSU -
San Bernardino
After an introduction regarding several theoretical approaches to teaching, each
participant will be provided one theoretical approach and one learning objective. One
participant role-plays an educator and a second role-plays the learner. The objective is
shared and the group attempts to guess the approach being used. The "student"
becomes the new "educator" and selects another participant as the new
"student." All participants role-play both roles. The activity is then processed
towards reaching the learning objectives.
5:45pm Reception & Poster Session
The Model Teacher Education Program
Cherie De Jong-Hawley, Charter School of
Education, Curriculum & Instruction, CSU -
Los Angeles
This presentation will describe the development and progress of the blended, undergraduate
pilot program at Cal State LA that leads to a BA and preliminary Multiple Subject Teaching
Credential in four years. MTEP, approved by the Commission on Teacher Credentialing and
now in its second year of implementation, includes such features as cohort groups,
fieldwork activities beginning in the fall of the freshman year, and eight general
education content area courses that are integrated with corresponding education methods
courses. The presentation will also include a discussion with audience members of the
difficulties and positive outcomes encountered so far in developing and implementing the
program.
Teaching With Style: A Practical Guide to Enhancing Learning by
Understanding Teaching & Learning Styles
Anthony Grasha, Psychology, University
of Cincinnati
Join Tony Grasha to discuss his findings from over 25 years dealing with teaching and
learning styles. His book by the same name takes the reader on a journey that includes an
understanding of the elements of teaching and learning styles; the need for discovering Who
am I as a teacher? and What do I want to become? and presents an integrative
model for selecting instructional processes that are tied to different blends of the Expert,
Formal Authority, Personal Model, Facilitator, and Delegator styles of teaching
and the Independent, Avoidant, Collaborative, Dependent, Competitive and Participant
learning styles. Tony will gladly sign copies of Teaching With Style (available at
a special conference discount) for you.
Teaming Up To Recruit and Encourage Future Teachers
Judy Kasabian, Mathematics, El
Camino College
Mark Greenhalgh, Mathematics, Fullerton
College
Jackie Dewar, Mathematics, Loyola
Marymount
Learn how the Los Angeles Collaborative for Teacher Excellence (LACTE), an NSF-funded
project, has recruited over 400 prospective K-12 math and science teachers in the last
three years. LACTE continues to encourage and support these future teachers through a
variety of activities, internships, and other pre-professional experiences described in
this poster. In addition to numerous ideas and photos displayed on the poster, a detailed
handout will be available and three LACTE representative will be present to discuss other
aspects of the project.
Distance Education: Innovation at its Best
Gail Rice, Physical Therapy, Loma
Linda University
The Occupational Therapy Assistant Program initiated a distance learning partnership with
Fresno City College beginning in 1997. This poster presentation will demonstrate the
overall program planning, innovative modifications made in teaching methodologies, and
outcomes assessment being utilized to determine program effectiveness.
Portfolios for Student Assessment
Gail Rice, Physical Therapy, Loma
Linda University
Portfolio development has become a popular tool for assessment of students in courses and
programs. This poster presentation will describe a program that uses portfolio development
to assess School of Allied Health Professions goals and general education outcomes.
Innovative Methods to Support Basic Skills Development For Adult
Students
Elizabeth T. Tice, General Studies
Pamela Felkins, Student Services
University
of Phoenix
One of the most compelling problems facing professionals in higher education today is the
lack of basic skills in communication, computation and critical thinking demonstrated by
many incoming students. This lack of proficiency negatively affects students’ ability
to be successful in achieving their educational goals. In this presentation, we will
demonstrate how the University of Phoenix has integrated technology with traditional
methods to provide effective, low cost, and convenient learning resources that allow its
adult students to gain the proficiencies necessary for academic success.
Developing A Campus-Wide Discussion About Teaching
Todd Zakrajsek, Psychology
Psychology
Lee Ayers, Criminology/Distance Learning
Carol Nemec, Business
Southern
Oregon University
The role of the educator in the 21st century is rapidly changing. To address these
changes, instead of throwing problems and issues faced in the classroom into filing
cabinet under problems, teachers are beginning to desire open discussions with others
facing similar challenges. As teachers, it is important that we take charge of making
these changes and of opening such a dialogue. Addressing shared problems sheds light on
what and how to handle such issues head on. This poster presentation will detail how this
group began, topics we have discussed, and a list of teaching resources that have proven
to be beneficial.
6:30pm DINNER
7:45pm READERS' THEATRE
Teaching, Learning, and Other Dangerous Things
Wendy Larcher & Lisa Newman, Communication
Tony Grasha, Psychology
University
of Cincinnati
The Lilly Conference Players will give an insightful, thought provoking and song-filled
Readers' Theatre performance.
8:30pm POST PRANDIAL ACTIVITIES . . . including
8:30pm-midnight
Hot Tub Seminars, an informal discussion group
Community Building with the Mountain Music Machine
Music * Refreshments * Dancing * Good
Conversation
8:30pm-10:00pm
Movie & Discussion: Shattering the Silences
Laurie Richlin, Faclitator
"Diversity" may be the word of the hour on the nation’s campuses, but
women and faculty of color still face singular stresses and challenges. Shattering the
Silences wends its way through the Culture Wars and battles over affirmative action to
provide a unique look at campus life from the points of view of individual scholars. The
90-minute movie will be followed by discussion of the problems and challenges faced by
minority faculty. This is an award-winning film that has elicited outstanding discussion
by faculty and administrators at national and international gatherings.
Sunday,
March 7, 1999
8:00am BREAKFAST
9:00am-9:45am CONCURRENT SESSIONS
Standards 101: How to Implement the California State Standards in a Practical Way
That Works For You
Rock D. Moore, Teacher Education, National
University
Maritza Ruano, Teacher Education, Ina
Arbuckle Elementary
This session is designed to be beneficial to those who teach in the preservice teaching
and Cross Cultural, Language and Academic Development (CLAD) programs. The format will
focus on pratical ways that the California Academic Standards can be implemented in any
classroom setting. Various techniques will be demonstrated on how to accomplish this task
effectively. In addition, rubrics will be used to assist measuring performace standards to
discriminate students’ levels of attainment. Participants will leave with the ability
to put these practices into use immediately.
Peer Mentoring For ITV & Web Based Courses
Timothy G. O’Keefe, Continuing
Education, California
State Polytechnic University
For the past few years, the CSU (California State University) system has been concerned
about a large, rapid increase in students—called Tidal Wave II. Traditional teaching
methods will be inadequate to cope with this rapid student increase. Therefore, CSU is now
experimenting with different forms of distance learning—such as ITV and web-based
courses—to cover this teaching gap. During the past decade, several CSU campus units
have developed very effective faculty peer mentoring programs. However, peer mentoring in
the traditional classroom is clearly a different process than peer mentoring in distance
learning classes. This session will present the results of this initial Project.
Assessment and Evaluation of Integrating Formal Analysis into the
Software Engineering Curriculum
Anne E. Kelley Sobel, System Analysis, Miami
University
This presentation outlines the goals, controls, and assessment methods of an NSF-funded
educational experiment. The assessments methods covered consist of specifically targeted
examinations and programming assignments, self-assessments, clinical interviews, and
anonymous analytic skills examinations. This overview can aid the participants in
structuring their own educational experiments. We will analyze each assessment method for
its effectiveness and applicability in increasing complex problem-solving skills.
Teaching and Learning of Adult Learners: New Perspectives
Jerry Ngati, Business and Technology, National
University
As the population of adult students increases on campuses, questions arise as to what are
the best methods or teaching strategies available to help them learn. Teaching and
learning styles of adult learners are apparently not getting their share of research and
development, but numerous opinions exist in various schools of thought. This presentation
will describe the teaching styles and methods that have been successfully applied in
educating the adult learner and will also highlight current trends in this area.
Enhancing Learning via Multiple Exposures to the Subject
Mark Cybulski, Chemistry & Biochemistry, Miami
University
This presentation describes a strategy which requires students to study difficult topics
for the second, third, and even fourth time if previous attempts have not been successful.
10:00am-10:45am CONCURRENT SESSIONS
Preparing the Next Generation of Human Service Professionals: An
Interdisciplinary Saturday Seminar
Judy Bordin, Child Development Program, CSU -
Chico
Teach a human service discipline? This workshop is intended for faculty who prepare and/or
supervise students to work with children and their families or consult with other
professionals about their clients. It describes an innovative Saturday seminar that
include over 250 students and faculty from child development, education, health and
community services, nursing, psychology, special education, and social work. Using a
problem centered case study approach, community professionals, faculty and students worked
collaboratively to design a case plan for a realistic case study. Participants will view a
video of the event, examine the case study, and discuss the benefits and barriers to this
approach. Student evaluations will also be described. Packets of materials will be
available.
Use of the World Wide Web to Enhance Traditional Distance
Education
Mary E. Hazzard, Health and Human Services, National
University
This presentation will focus on the author’s experience using the Internet as a
adjunct when providing distance education via two-way audio and video to multiple sites.
Factors to consider prior to selecting strategies and issues arising from on-line
education will be discussed. Learning strategies such as listserv, e-mail, webliographies,
on-line syllabus, schedule, and class material will be presented. Participants will have
an opportunity to identify one strategy and how they might implement the strategy.
The Scavenger Hunt: An Undergraduate Research & Writing
Project to Infuse Multi-cultural Respect, Critical Thinking & Other Basic Skills for
Student Success in the 21st Century
Donald Teruo Hata, History &
Asian-Pacific Studies, CSU -
Dominguez Hills
Nadine Ishitani Hata, Academic
Affairs & History, El
Camino College
This presentation will describe an integrated, multicultural history exercise for
computer-illiterate and library-phobic undergraduates to master traditional library
references and new cyberspace resources, develop individual initiative and networking with
classmates, and hone critical analysis and writing skills. The Scavenger Hunt requires
students to integrate 50-100 diverse terms in a chronologically and thematically accurate
interpretive essay in formal term paper format, with a succinct narrative plus unlimited
footnotes, appendices, and a comprehensive annotated bibliography.
Team Teaching Effectively to Improve Completion Rates and
Academic Quality
J. Robert Skalnik, Business &
Technology, National
University
The presenter’s experience using team teaching techniques with an MBA Research
Project course reveals that a significant increase in the number of students complete
course requirements within prescribed time frames, an increase in the overall satisfaction
with the course as expressed by students in exit interviews, and, in the opinion of the
instructors, an improvement in the overall quality of research produced by the students.
Comparative information will be presented from 60 courses conducted between May 1996 and
September 1998, including 797 students and 28 instructors.
Using Cooperative Learning with Groups Formed From Very Different
Disciplines
Pete Brewer, Accountancy
Victoria Manion Fleming, Educational
Psychology
Miami
University
This session will present a project currently in progress that puts to the test the
benefits and potential of interdisciplinary collaboration as a teaching tool. Students
from two disciplines work collaboratively to develop an implementation plan for a
fictitious company. The business students approach the task according to what is
appropriate to the area of business, while the educational psychology students approach
the task from a human learning standpoint. The students will then be grouped and asked to
join their strategies in a way that will meet the company's need while attending to the
issues related to learning theory.
11:00am-12:00noon * GOODBYES & FEATURED PRESENTATION
Creativity and Renewal in Higher Education: Self Reflection. Reflective Practice, and
Practiced Excellence
Beverly Firestone, School for New
Learning,
DePaul University
Creativity has long been examined as a cognitive and psychological
process credited with the "ingenious" and artistic elements of performance and
problem solving. In this participatory and reflective workshop, we will examine ourselves
through the elements of the creative process and our own "inner triggers" that
enable us, motivate us, and "make possible" excellent performance that renews
rather than drains us of our energy and morale. Participants will be engaged in a series
of guided exercises, discussions and personal reflections to explore their creative
process---and to identify the links of that inner process to their outer actions in
teaching---and life preferences. Participants will also receive exercises for future
self-reflection (from the facilitator's book The Forms of Things Unknown: Creativity
and Renewal in Higher Education).
12:00noon CLOSING LUNCH
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