|
Final Program
Cosponsored
by
Miami University, Towson University, Frostburg State University,
Shepherd College, The Richard Stockton University of New Jersey,
&
University of Maryland at College Park
Friday,
April 27, 2001
8:30am
Registration Opens
9:00am-10:15am
Welcome & Keynote
Welcome
International Alliance of Teacher
Scholars,
Laurie Richlin, President & Conference Director
Miami University,
Milton D. Cox, University Director for Teaching
Effectiveness Programs, Founder & Director, Original Lilly Conference,
Towson University
Towson
University,
Dan Jones, Provost
Keynote
Getting Credit for What You Do: Making Your Teaching Count from Teaching
Project to Course Portfolio to the Scholarship of Teaching
Laurie Richlin,
President, International Alliance of Teacher Scholars,
Director,
Regional Lilly Conferences on College & University Teaching,
Executive
Editor, Journal on Excellence in College Teaching,
Director,
Preparing Future Faculty Claremont Graduate University
How can you turn your good teaching ideas into publishable
scholarship? How can you demonstrate that your ideas help your students
learn? How do you get credit for your scholarly teaching? This keynote
address will include guidelines and support for designing teaching
projects, creating course and teaching portfolios, and turning your work
into publishable scholarship. In order to get credit for what you do, it
is very important that you be able to describe and explain your
professional decisions to others in your program, university, and
disciplinary community. This session will facilitate your progress from
ideas to products.
10:30am-11:15am
Concurrent Sessions
Using Quality Improvement Concepts to Teach Critical Thinking in
the Classroom
Thomas H. Dulz, Business
Management, Frostburg State University
Our cars and a lot of other products work a lot better than they did
some years back. We consumers
have benefited from a world-wide quality improvement movement that has
developed methods to help employees think critically about improvement
efforts. These concepts can
be used in the classroom to teach critical thinking.
In this session, we will introduce some commonly used quality
improvement concepts such as the Plan-Do-Check-Act-Cycle, Pareto Analysis,
and Root Cause Analysis.
Dark Side of the Web: Combating Cybercheating
Mary Ann Trail &
Carolyn Gutierrez, Academic Affairs, The Richard Stockton College
of New Jersey
The problem of cheating seems to be becoming more prevalent in
today’s academic community. There
is more pressure than ever on students to achieve and excel. The Internet offers enormous potential for mischief.
We will introduce faculty to possible ways of helping students to
avoid cheating and, in particular, avoid using the Internet to plagiarize
or buy their way to success.
Sharing Authority in the
Classroom: Students Grading Students
Cheryl Brown, English/Writing,
Towson University
This session will demonstrate that by sharing the authority of “the
grade” with students, teachers may strengthen their overall authority
and ethos in the classroom. Participants
will be asked to complete a grading exercise in order to reveal the
criteria and assumptions they use to evaluate writing.
The results and the following discussion will show how this
exercise can be used to bridge the gap between teacher and student
expectations concerning grades.
11:30am-12:15pm
Concurrent Sessions
Building Community Through Spiritual Knowing
Sharon Eifried, Nursing
& Gayle Voigt, Nursing Student, Towson University
In this presentation the experiences of teacher-student dyads will be
used to illustrate how spiritual knowing can build community as students
learn to care for persons who are suffering.
Spiritual knowing brings us face-to-face with community and
encourages the strengthening of bonds within the community. When students enter into the community of teachers, learners,
and clients in the health professions, bonds begin to form.
As they learn to care for suffering clients, students open
themselves to situations that expose their vulnerability and ways of
knowing that assist them to understand an ineffable way of being.
Professors’ Annoying
Habits as Perceived by Their Students
William Miley & Sonia
V. Gonsalves, Social Behavioral Sciences/Psychology, The Richard
Stockton College of New Jersey
Faculty members are frequently unaware of their students’
perceptions of their teaching. Preliminary
results have indicated that some faculty have problems with conveying
organization, interest in the subject matter, and interest in the
students. Faculty and
students have different ideas about what is important in a course.
We will discuss pet peeves and will work together to develop
strategies to change these annoying habits.
Teaching Changes in China
Richard B. Rosecky, College
of Business & Economics, Towson University
There are many changes in the Peoples Republic of China.
One of the main changes is in the method of teaching.
This discussion will highlight the history of teaching at the
university level in China, and how the teaching is changing.
Also presented will be a paradigm suggested for visiting Americans
if and when they might teach in a Chinese university.
This session draws on the personal experience of the American
author, and lengthy interviews with Chinese education experts.
Increasing Science
Knowledge of Elementary School Teachers Through Collaborative Efforts
Salvatore J. Rodano, Science/Math
& Floyd M. Grimm, Biology,
Hartford Community College
In this session the participants wil review the successful
collaborative effort of a community college and a public school system
developing a Science Institute for Elementary School Teachers.
The Institute is dedicated to providing elementary school teachers
with an understanding of science process, while enhancing their science
content backgrounds. The
presenters will show a video overview of the Institute activities and
describe its organization and structure, including a longitudinal analysis
of data indicating participants’ success.
12:15pm
Lunch, Tables by Discipline
Sit at the table of your choice. Choose
from among:
-
Accounting, Business,
Management, Marketing
-
Lab Sciences,
Biology, Management, Marketing
-
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
2:00pm-3:30pm
Concurrent Workshops
Building Your Web Presence: Web-Site or Web Course or Not at All?
Marthe A. McClive, Business
Administration, Frostburg State University
Why tech? Whatever the
motivation, each of us probably feels the need to develop some on-line
aspect for our courses. In
this workshop, participants will delineate the elements of the
face-to-face classroom setting and begin to identify whether an on-line
aspect is appropriate for each of those elements.
The session activities will help participants develop an
understanding of how to begin or add technology for more effective
classroom management and student learning.
Teaching Ethics Through the Use of Cases
Richard L. Wilson, Philosophy
& Religious Studies, Towson University
This workshop will offer participants insight into how to participate
in an interactive approach to ethical analysis. Our purpose will be to discuss an important topic with the
objective of group analysis of a specific case. My hope is that others will learn to frame cases to
facilitate group discussions on important ethical subjects in any field.
Use of Challenge
Problems to Promote Critical Thinking Skills
Richard S. Preisler & Liina H. Ladon, Chemistry,
Towson University
A challenge problem is a collaborative multi-part exercise that
promotes participation, critical thinking and integration of concepts by
students. While the
presenters have written challenge problems for chemistry courses, the
challenge problem approach is applicable to any academic discipline.
The presenters will lead participants through the construction of
challenge problems relevant to their own disciplines.
Incorporating the Psychology of Diversity into the Classroom
Dynamic
Joan S. Rabin & Barbara
R. Slater, Psychology, Towson University
In this workshop we will explore the dimensions
of difference likely to be encountered in the classroom, including race,
gender, ethnicity, socio-economic class, sexual orientation, religion,
culture, geographic location, age, physical ability/disability, and
appearance. We will offer
strategies for increasing psychological comfort with diversity for
ourselves and for our students. Participants
will engage in eight activities structured to enhance diversity in the
classroom. These exercises in diversity can be used as part of existing
courses in any discipline.
A Lifetime of Learning: Meeting the Needs of Older Students
Katharine Snyder, Psychology,
Shepherd College
This session will discuss a lifetime of learning, a lifetime of
growth, from biopsychosocial to sociohistorical contexts. Whether a child is adding or an older adult is studying,
neural plasticity, the formation of new synapses, is occurring.
This session will link teaching style, instructional design, and
learning style to facilitate integration of left and right frontal,
parietal, temporal, occipital, and subcortical neuropsychological systems.
Direct, active, and collaborative techniques, integrating the work
of Luria and Vygotsky, will facilitate adult learning.
3:45pm-4:30pm
Concurrent Sessions
Multiple-Attempt On-line
Quizzes: Student Use and Learning Outcome
Sarah A. Bruce, Biological
Sciences, Towson University
One advantage to web-enhanced instructional format is the electronic
quiz feature. I have used
this feature in a large enrollment, first-year non-majors, introductory
biology course to encourage students to work actively on the course
material on a regular basis. I
will present my evaluation of the effectiveness of weekly,
multiple-attempt, open-book, “study” quizzes on learning outcome by
comparing quiz grades, number of attempts, grade on subsequent in-class
test, and student response to this strategy.
Become Bankers, Merchants, and
Speculators for 90 Minutes
Keramat Poorsolton, Business
Management, Frostburg State University
How can we learn some difficult concepts such as comparative
advantage, foreign exchange fluctuations, terms of trade, scarcity and
abundance of goods, environmental impacts, and poverty of nations in an
easy way? The solution lies
in experiential exercises, where you play and learn.
This is Exactly what we are going to do in this session. The young and inexperienced mind begins with the real world
examples and discovers theories. The
Master moves from the opposite direction.
Why not walk with the learner instead of just talking?
A Daily Class Progress Assessment Improves the Performance of
Freshmen
Brian J. Rogerson, Natural
Sciences & Mathematics/Chemistry, The Richard Stockton College of
New Jersey
The lackluster performance of freshman chemistry students led to a
reevaluation of what and how students were learning.
We will discuss a daily assessment technique that provided students
with rapid feedback on their understanding.
These moments of reflection and review at the end and beginning of
each class made a big difference in student performance. This technique greatly helped the instructor as well.
Find out how it can help you.
4:45pm-5:30pm
Concurrent Sessions
Restructuring Professional Curriculum for a Weekend Format:
Challenges of Instruction and Student Engagement
Marcie Weinstein &
Sonia Coleman, Occupational Therapy and Occupational Science,
Towson University
Nontraditional students frequently ask for nontraditional academic
programs. Occupational
therapy, a health profession, has been drawing interest from students
unable to accommodate a full-time day schedule, so an alternative weekend
format of a screened master’s degree program was established. The program relies heavily on Web enhancement to deliver
instruction, and students attend campus-based classes on alternate
weekends. This program, which
historically is centered around small classes, intensive lab periods,
group interaction, and close contact between instructors and students, has
made many accommodations to preserve academic integrity and a
student-centered learning community.
Technology to Create Teacher Materials: Going Beyond the Dittos!
Mubina Hassanali Kirmani, Early
Childhood Education, Towson University
How can technology be used creatively by teachers to produce learning
materials for students? The
presentation will discuss some of the basic conepts in math, reading, and
writing to demonstrate a variety of computer-based materials created to
teach the concepts. A
discussion will follow to analyze the educational value of such
technologically-created materials for classroom use.
The Subversive Effect of Ambiquity
Doug Cooper, Education,
Shepherd College
A deep metaphysical tradition in western culture is the assumption
that certain knowledge is attainable.
This has been fostered by the dominance of a positivist
epistemology and the modern scientific and technological program.
This session will address how teaching has, in the main, relied on
this tradition to “deposit” knowledge in learners’ heads. It will be suggested that a practice of deliberate ambiguity
can interrupt this certainty and engage learners in a path of inquiry that
promotes their own construction of meaningful knowledge.
5:30pm
Reception
6:00pm
Dinner
7:15pm-8:45pm
Featured Workshop
An Odyssey in the
Scholarship of Teaching and Learning (SoTL)
Samuel Thompson, Office of
Academic Affairs, Indiana University
Ernest Boyer popularized the phrase “scholarship of teaching” over
a decade ago. Through the
1990s, colleges and universities as well as national entities, including
the Lilly Conferences, promoted this scholarship.
Faculty members today show great variability in their knowledge of
SoTL. This workshop will
accommodate everyone. It
traverses a continuum from a basic terms and concepts, through sample
campus programs and faculty projects, to developmental processes that lead
to productivity and count in reward systems.
The workshop will be rich in resources and media, including video
vignettes.
Saturday,
April 28, 200
8:00am
Breakfast (for those staying at the Burkshire)
8:30am
Registration Opens
9:00am-10:15am
Plenary Workshop
Involving Community in Learning: Making Connections for Your
Classroom and Campus, Your Students and Colleagues
Milton D. Cox, University
Director for Teaching Effectiveness Programs, Miami University
What is community and how may it help you achieve some of your course
learning objectives? Beyond
the classroom, what are ways that learning communities help achieve
department and institutional learning objectives?
This session will provide opportunities to reflect on these
questions and to consider ways to initiate communities that might benefit
your students and colleagues.
10:30am-11:15am
Concurrent Sessions
Assessing the Effects of Using Interactive Learning Strategies in
Large Science Classes
Valerie Dean O’Loughlin, Anatomy
& Medical Sciences Program, Indiana University
A ‘neophyte’ Scholar of Teaching and Learning not only wants to
improve student learning, but also wants to methodically assess whether the changes made in the classroom are having an
impact on learning, and report her results.
This first part of this session will examine the interactive
learning activities that were implemented in a large science lecture
course. Participants will use
one of these learning activities during the session and will examine the
assessment of these learning activities.
Participants will be shown multidimensional assessment techniques
that they may apply to their own scholarly research.
Doctoral Education: Securing
our Future by Building on the Past
S. Maggie Reitz &
Regena Stevens-Ratchford, Occupational
Therapy & Occupational Science, Towson University
This session will explore the myriad of issues that emerged prior to
and during the proposal development process for a new doctoral program.
Concerns that were identified included those specific to the
department, of concern to the profession, and related to providing an
education at the doctoral level.
The Role of Controversy in
Promoting Critical Thinking and Scientific Analysis: An Inspiration
Franklin O. Smith, Social
& Behavioral Sciences, The Richard Stockton College of New Jersey
Danger and rewards exist at the same edge for the teacher who dares.
Using controversy in the classroom to sharpen our insights of
social inequity is fraught with danger.
This session is grounded in the voices of those whose lives are too
often assaulted by the ugliness to legacy, indifference, pretense, and
naked bias. These “broken
ones have come to have the teacher reveal the paths to healing.”
Constructs and abstractions are not enough.
Everyone Wins: A Mentoring
Program for Undergraduates as Teaching Assistants
James Greenberg, Leigh
Ryan, Stacey Bass & Karen Marbury , College
of Education & The Center for Teaching Excellence, University of
Maryland at College Park
As underscored by Tuesdays with Morrie, October Sky, and Educating
Rita, the growing practice of mentoring includes a premise of
responsibility and accountability, as well as significant benefits, for
both mentor and student. Participants
will explore the concept of mentoring undergraduates.
The panel will explain our highly successful and long-standing
program for undergraduate teaching assistants.
Participants will then share suggestions or comments from their own
mentoring experiences.
11:30am-12:15pm
Concurrent Sessions
Organizing the Learning
with Presentation Software
Marthe A. McClive, Business
Administration, Frostburg State University
Have you ever considered how you organize and manage the flow of
communication in your classroom? Have
you wondered how the use of presentation software can enhance that flow
and help structure cooperative learning?
Join me for a presentation of “progressive” PowerPoint™
slides which organizes a multimedia approach to managing discussion and
student-centered learning.
On-Line Peer Review
Tom Cantu, Technology
Enhanced Learning, University of Maryland, College Park & James
Rutkowski, Center for Instructional Advancement and Technology,
Towson University
Online peer review gives students more practice opportunities with
editing and revising different forms of writing.
As students practice the editing/revising phases of writing, they
will gain a stronger understanding of the poor vs. strong elements.
At the same time, creating a well-structured on-line peer review
environment also can save class time, give students more practice editing,
and allow the instructor to closely monitor progress in a timely fashion.
The Master Teacher:
Many Roads, One Destination
Alan F. Arcuri, Political
Science, The Richard Stockton College of New Jersey
This session has three goals: to discuss the core characteristics of
“great” teaching; the rewards, incentives, and institutional mechanism
to enrich the teaching enterprise; and to prod or coax colleagues out of
an apparent academic complacency. In
many colleges and universities the rhetoric favors teaching, but the
rewards (tenure and promotion) strongly favor publication.
This presentation outlines institutional remedies that may elevate
and improve teaching.
Why Not Add a "Lab" to Your Non-Science Course?
Louise W. Smith, Marketing,
Towson University
By designating certain days in your syllabus as “lab” days, you
will create a sense of excitement for your students (and yourself), have
students better comprehend how the subject is relevant and applicable to
the contemporary world, force yourself to search for hands-on applications
to extend your subject matter topics into your students’ world, and
foster curiosity and creativity in your students.
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
2:00pm-3:30pm
Concurrent Workshops
Nine-Step Program for
Successful Student Learning
Gloria Palumbo Holland, Center
for Instructional Advancement & Technology, Towson University
Frustrated by students learning for a test and then immediately
forgetting what they have learned? This
workshop is for you! In this
interactive workshop, you will have the opportunity to participate in an
instructional unit designed around Robert Gagne’s nine instructional
events. Gagne’s model
provides an excellent example for introducing, teaching, reinforcing and
assessing the learning for students.
After examining each instructional event, we will work together to
apply this model to topics you teach.
Forms of Assessment: A
Practical Approach
Richard Cerkovnik, Physical
Sciences, Anne Arundel Community College
Theory is one thing. Practice
is often something entirely different.
This workshop is a no-holds-barred
look into the challenges and benefits of using a variety of assessment
techniques in real classrooms. We
will analyze authentic journal and portfolio entries for the information
they reveal and explore how assessment can be used to drive the learning
environment. The focus of
this workshop is on the practical – real solutions for real classrooms.
Making the Leap – On-Line
Teaching and the Shared Learning Experience
Donna M. Cox, Health
Science, Towson University
This workshop will focus on the use of on-line strategies to promote
greater student involvement in the learning processes.
The presenter will highlight her on-line teaching experience.
Each participant will focus on a course that either has been
modified or which could be adapted to include on-line components.
Experiences will be shared and/or feedback given to help identify
how teaching and learning experiences can be enhanced using on-line
technology.
Pet Theories and Naïve
Misconceptions: What Students Bring to Class
Leah Savion, Philosophy,
Indiana University Bloomington
Learning is influenced by prior knowledge – including pet theories
– that students bring to every classroom.
Pet theories are inevitable, involuntary explanatory constructs,
built from infancy in an attempt to make sense of the world.
They generate naïve misconceptions about every aspect of life.
They also resist replacement by the academically acceptable.
Understanding the sources and validity of pet theories may generate
effective treatments.
3:45pm-4:30pm
Concurrent Sessions
Using Web
Technologies in Foreign Language Instruction
Colleen Ebacher & Katia
Sainson, Modern Languages,
Towson University
The presenters will share innovative strategies for enhancing the
learning environment via Web-based technologies in language courses at the
elementary and advanced level.
On-Line Teaching
Paul Jones, Paulette
Robinson, James Rutkowski & Robert Wall, Reading, Special Education
& Instructional Technology, Towson University
Faculty members who are currently using web enhancements will discuss
successes as well as challenges. Graduate
students’ reactions and comments on the value and shortcomings of this
technology will be presented. Use
of web-supported features such as course links, discussion groups, digital
drops, and on-line feedback to students will be discussed.
Participants will be encouraged to share their own experiences
using web systems for course delivery.
The panel and participants will discuss questions regarding the use
and value of a variety of features and techniques.
Cooperative Learning in the
University Class: A Reality Check!
Gloria A. Neubert, Secondary
Education, Towson University
In this session, participants will engage in the Jigsaw cooperative
learning strategy. Through
this direct experience, they will learn what two decades of research
reveal about cooperative learning in the university setting, how to assign
university students to collaborative and cooperative learning groups, how
to facilitate the activity to maximize student learning, how to hold their
students accountable for contributions, and how to assess students’
contributions.
Environmental Life
Writing: Attaining Transendence on Bluff Lake Drive
Ellen Gay Leathers, English,
Bradley University
Amidst the frenzy of cell phones, pagers, and wireless laptops, amidst
academic communities which expect and demand much of overworked
tenure-seeking candidates, amidst family-life contexts which torture kind
hearts, efforts to find life’s balance and peace within oneself seems as
frenzied as the broilers from which we seek temporary escape.
When our bodies finally tell us to stop, we embark on an odyssey
seeking remedies to sleepless nights and failing health. The speaker will share an epiphanal narrative in which she
learned to practice what she taught.
4:45pm-5:30pm
Concurrent Sessions
Teaching a Web-Supported
Philosophy Class
Richard L. Wilson, Philosophy
& Religious Studies, Towson University
In liberal arts classrooms we often find a number of problems related
to information download. I
find myself standing in front of classroom lecturing on subject matter
with inactive students sitting passively in their seats.
I have developed a Web-supported framework that is aimed at
changing the classroom to be a place for discussions, so that students
master the information needed to excel in the class by interacting with
the materials posted in a database.
Will the Test Pass
Examination?
Sonia V. Gonsalves &
William Miley, Social & Behavioral Sciences/Psychology, The Richard Stockton
College of New Jersey
This session will engage participants in a discussion about the
validity of teacher-made tests and the students’ perception of test
validity. The results of
survey of college students’ perception of the validity of their tests
will be presented and participants will be asked to share tips on the
steps that they take to increase test validity.
We will explore the impact of the students’ perception of the
appropriateness of their tests on other classroom variables.
Translating Generic Thinking/Writing Skills Into Course Assignment
Grading Criteria
Thomas G. Kruggel &
Stuart Miller, Psychology,
Towson University
Learn about a method to assess students’ written work for eight
generic thinking and writing skills, whose component subskills can be
translated into discipline-specific language.
Learn about developing grading criteria for writing assignments
based on these skills.
5:30pm
Reception
6:00pm
Dinner
7:15pm
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?
Sunday,
April 29, 2001
8:00am
Breakfast (for those staying at the Burkshire)
9:00am-10:30pm
Concurrent Workshops
The Human Classroom: Student and Teacher as Actor and Audience
Diane Smith-Sadak, Theatre,
Towson University
Theatre is alive, vital, and existing in the moment, person to person.
It defies all expectations of “virtual” experiences in favor of
human relationship. How can
we utilize the power of live theatre in classooms in order to maintain a
balance between the gifts of technology and the degrees of disengagement?
In this workshop we will use a series of exercizes adapted to work
in a variety of classroom settings to explore ways of humanizing the
classroom dynamic – student to student to teacher and back.
Teaching Students with Disabilities
F. Rachel Magdalene, Philosophy
& Women's Studies & Veronica Uhland, Disability
Support Services, Towson University
A disabled faculty member and a disabilities services director will
discuss their experiences working with disabled students. Clips from two important films will be shown.
Topics include: types of disabilities, student challenges and
needs, faculty responsibilities, faculty oppositional attitudes
strategies, typical campus resources for students and faculty, and
standard and innovative in-class teaching strategies for achieving better
involvement and learning on the part of students and their classmates.
Connecting on the First Day of Class and Beyond
Richard Faircloth &
Michael Glasgow, School of Arts
& Sciences, Anne Arundel Community College
This workshop will involve participants in demonstrating small group
acitvities that reliably encourage inclusivity among students, especially
those with notably low levels of confidence in their academic ability.
The activities will model methods for introducing students to one
another and to the instructor on the first day of class and for
introducing new topics within the course.
Relationships established in this way have proven lasting and
valuable for encouraging informal collaborative study activities.
Guided Inquiry Laboratories for Introductory Science Courses
Laurence Boucher, Crystal
Yau, & Alan Pribula, Chemistry,
Towson University
Attending this workshop you will learn about guided inquiry-based
laboratories – a strategy for laboratory instruction that promotes
exploration and the application of concepts and laboratory procedures in a
way that reflects what scientists actually do.
They also illustrate the scientific method and allow a smooth
transition between laboratory and classroom activities.
You will participate in hands-on activities by critiquing and
revising typical standard experiments according to the general principles
underlying guided-inquiry laboratories.
You will have the opportunity to select an experiment that you can
use in your course and outline its development as a guided-inquiry
laboratory.
10:45am-11:30am
Concurrent Sessions
Multimedia Biology Lecture
that is ALIVE (Attention-Grabbing, Logical, Interactive, Visual,
Effective)
Susan Ruth Bard & Mary
Alice Jost, Science & Technology
Division, Howard Community College
Instructor-developed multimedia is used to facilitate lecture delivery
in an introductory community college biology course, and to enhance
individual study and review. Through
demonstration of the software, the presenters will show that multimedia
technology can be used to accomplish pedagogical goals that are difficult
to achieve with other instructional media.
They will show how appropriate use of the technology can enhance
student learning and understanding. Design
of the software is critical to its educational effectiveness.
Enhancing Linkages with External Communities: Improving Curriculum,
Courses, and Resources
Marion Leonard, Paul Lyons
& David M. Nicol, College of
Business, Frostburg State University
Our odyssey into “space” takes us out into relevant communities.
Our individual and organizational learning can be enhanced by
interaction with members of organizations where our program graduates
could likely enter as employees. This
session will inform participants about three approaches, or tools -
forums, advisory groups, organization visits - that enable positive
interactions and information flow that can strengthen, promote, and
enhance programs, students, and teaching.
Program Evaluation: Comparing Goals-Based and Learning History
Approaches
Alan Clardy, Psychology,
Towson University
Evaluating educational programs is a highly desired, but frequently
neglected, dimension of practice. In
part, this is due to time demands. In
part, it is due to confusion over which type of evaluation procedure to
use. In this session, two
approaches to program evaluation – the more traditional goals-based
approach and a newly adapted “learning history” approach – will be
reviewed. The session will
present a summary of research comparing the effectiveness of the two
approaches in evaluating a distance education faculty training program.
Art and (As?) Knowledge “Thinking Out? of the Box…” Exactly
Which…
Would
That Be????
Gerald L. Phillips, Music,
Towson University
Through the discussion of false contextualization in Eco’s novel and
several experiential acivities, participants will experience aspects of
art and music that reveal social and cultural predispositions -
predispositions which encourage false, or, at least, radically Westernized
representations of the world. Discussion
will be directed toward interdisciplinary and creative techniques that
encourage students’ awareness and critical evaluation of perspectives
they unconsiously entertain.
11:45am
Closing Lunch
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