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1998 Program
FRIDAY * 3 APRIL 1998
8:30am REGISTRATION OPENS
9:00am-9:45am CONCURRENT SESSIONS
1A Bringing Inspiration Back to Campus From Teaching/Learning
Workshops
Patricia M. Alt, Health Science
Towson University
Neil Davidson, Curriculum & Instruction
University of Maryland
Sidney Walker
Bowie State University
An interactive session in which teams from distinctly different universities within
the same system will present their experiences in returning from an inspiring
teaching/learning focused workshop and trying to maintain momentum and achieve an impact
on their home campuses. How can we best take excitement gained from national and/or
regional conferences and spread them to our colleagues? Participants will have the
opportunity to examine their own similar experiences and to arrive at some common
insights.
1B More Adult, Returning Students are Taking Undergraduate Classes:
How Can This Enhance Your Classroom Environment?
Sabrina Marschall, Faculty Development
University of Maryland University College
You know the students who take a seat in the front of class and have their eyes wide open
with wonder. Their questions and motivation can challenge any good teacher. They are
adult, returning students who continue entering undergraduate classes in ever increasing
numbers. Their common characteristics and expectations will be discussed. Participants
will learn to utilize them to enhance learning in their classes.
1C Course Restructuring for Transformational Learning
Joan D. McMahon, Center for Instructional Advancement & Technology
Jeff Schmidt, Computer & Information Sciences
Towson University
This presentation focuses on an innovative model that two professors are using to
transform learning in both graduate and undergraduate upper level courses where students
themselves choose alternative delivery systems to the traditional classroom. The
participants will learn about the model and see how it was adapted in two courses and hear
the "voices" of the students during the rhythms of the course. The outcomes of
the student learning and their transformational impacts will be shared.
1D Enhancing Critical Thinking Skills Through Concept Mapping
Nada Dabbagh, Reading, Special Education, & Instructional Technology
Towson University
Concept mapping is a mindtool that can enhance the interdependence of declarative and
procedural knowledge to produce yet another form of knowledge representation, known as
structural knowledge. Structural knowledge is best described as knowing why something is
the case. It requires that students think about a knowledge domain in meaningful ways in
order to represent what they know. This presentation will discuss the use of concept
mapping tools as a cognitive strategy that can help learners sharpen their critical
thinking skills to form structural knowledge.
1E Team Teaching via the Internet: Russian and American Professors
Develop Web-Based Courses in Public Relations
Mark McElreath, Mass Communication
Towson University
A student-faculty exchange program between a Russian and American university has been
dramatically affected with the introduction of team teaching via the Internet. Teaching
theories, classroom management issues, and logistical problems and opportunities will be
discussed. Demonstrations of a web-based course being taught this spring will be made
includes the presenter and his Russian colleague, Lyudmila Azarova at the Electrotechnical
University in St. Petersburg, who will join the panel discussion via one of the "chat
rooms" established for the course.
10:00am-10:45am CONCURRENT SESSIONS
2A E-What? Using E-mail Response Logs
Cynthia W. Sulfridge, English
Towson University
E-mail can be used to prompt students to think about and respond to subject matter in ways
that they might not do otherwise. We will examine a system for using e-mail response logs
as a pedagogical tool to stimulate active responses to reading assignments and to engage
students in an ongoing dialogue with the instructor. An extensive annotated bibliography
on the uses of logs and journals in the classroom will be distributed.
2B EXEMPLARY PRACTICE PANEL: CREATING AND PRESENTING RESEARCH
Connecting With the Omphalos: Discussion of Research on Teaching
Researchers
Roxana M. DellaVecchia, Elementary Education
Towson University
This session focuses on the role of the research advisor in the teaching of research
during the graduate research seminar and the perspectives of novice researchers as they
engage in the research process. Narrative Inquiry, interactive dialogue journals, and
theoretical approaches to the study of teaching and research methodologies are presented
and discussed.
The Technical Specialist as Adviser: Developing Students Abilities
to Communicate Technical Information to Nonprofessional Audiences
Seth Hammer, Accounting
Towson University
The session examines techniques that may be used to improve students abilities to
communicate technical knowledge to nonprofessional audiences. Special emphasis is placed
on developing students' abilities to present concise jargon-free written presentations to
business clients or other purchasers of professional services. The presentation will
include a discussion of one application of these techniques, a research project in which
accounting students evaluate tax and non-tax considerations of relocating businesses to
Empowerment zones.
2C EXEMPLARY PRACTICE PANEL:
ACTIVE LEARNING
Studios: A Vehicle for the Transformation of Mechanical Engineering
Curriculum
David Bigio, Mechanical Engineering
University of Maryland
In this presentation, I will present my experiences of introducing studios into
introductory and senior level courses, the various learning/teachng styles incorporated
and the organizational requirements to have this be successful. Discussion will include
input from the Center for Teaching Excellence, the Women in Engineering Program, the ECSEL
Program, and the Lilly Fellows.
The College as a Laboratory for Active Learning Projects in
Sustainable Development
Dwayne S. Breger, BA in Engineering Program
Lafayette College
The concepts of sustainable development often leave students overwhelmed by the enormity
of the global challenges we face. This presentation will describe the use of active
student projects which promote sustainability goals within the college community to
demonstrate the critical role of individual action on a local level to address the
problems being encountered. The active projects also serve to promote the awareness of
sustainability goals to the broader campus community.
2D Not Another Group Project: A Model for Student/Faculty
Collaborative Work
Virginia Hencken Elsasser, Business, Communication & Fashion
Sandra M. Wolthoff, Academic Support/Advising
Centenary College
Collaborative learning, group work, team teaching - all are great techniques for the
classroom. But, do faculty practice what they teach? Are faculty applying the techniques
of effective group work to their campus responsibilities? Join us for an interactive role
playing exercise on successful group work using task management, graphic organizers, and
simulated real-life experiences with the ultimate goal of encouraging faculty to model
effective collaborative work in their committee work on campus.
2E Linking Parents and Teachers via Long Distance Communications
Mubina Kirmani, Early Childhood Education
Towson University
Can emerging technologies with its multi-media capabilities facilitate effective
parent-teacher conferencing? An experiment was carried out through a course on
"Parents and Teachers as Partners." The experiment used long distance media, to
link up student teachers at Towson University with a group of parents at a school site in
Baltimore County. Results will be shared with view to examining the use of such a medium
for future one-to-one conferencing between parents and teachers.
11:00am-11:45am CONCURRENT SESSIONS
3A Changing Organizations: Implications for Teaching & Learning
Paul Lyons & Barbara Busey, MBA Program
Frostburg State University
In addition to vast changes resulting from advances in computer and information
technology, there are changes taking place globally that significantly alter
employer-employee relationships, the psychological contract of employment, communication
styles and means, authority-influence relationships, and others. In this session we will
identify the details of some of these transformations. We will encourage dialog among
session participants to give further definition and clarity to what the changes may mean
for students. As a group, we may want to identify some learning outcomes that will assist
students to meet the challenges they face in organizational life. A summary of the ideas
we create will be compiled and sent to session participants and others who would like to
receive the information.
3B Everything You Wanted to Know About Conducting a Curriculum Needs
Assessment...But Were Afraid to Ask!
Sharon B. Buchbinder & Donna Cox, Health Science
Towson University
This presentation will provide participants with an overview of the design and
implementation of a curriculum needs assessment to enhance educational outcomes. Practical
examples of what to do, and more importantly, what NOT to do will be provided, along with
tips for working on a shoestring budget. Attendees will participate in delineating the
framework of the who, what, when, why, how, and how-much-does-it-cost of conducting a
curriculum needs assessment.
3C Applied Ethics, Values, and Critical Reasoning
Richard L. Wilson, Philosophy
Towson University
My presentation will build from last years' presentation. First, I shall briefly discuss
the significance of applied ethics within todays professions. I shall focus on the growth
of ethical problems in professional arenas. Second, I shall discuss the nature and
importance of values clarification for dealing with ethical problems in professions such
as medicine and business. Third, I shall present a variety of cases that we as a group
will analyze using a critical reasoning framework that employee values developed in our
inactive session. I will attempt to maximize reaction.
3D Graphic Organizers for Learning and Assessment at the University
Barbara Laster, Reading, Special Education & Instructional Technology
Linda De La Isla, Maryland Writing Project
Towson University
Graphic organizers appeal to many learners, especially those that prefer a visual pathway.
Used to organize a learner's thinking when lecture-listening, reading, or writing, graphic
organizers can be a powerful teaching tool for a variety of university course offerings.
Furthermore, they offer an interesting option for assessment of student outcomes as they
promote more divergent thinking than traditional assessment techniques.
3E Constructing Learning From Local Culture: Meaningful Teacher
Education in a Maritime Region
Mary-Lou Breitborde, Roda Amaria, & Laurie Berger, Education
Salem State College
In Piagetian-Deweyan "constructivism," meaningful learning proceeds from what
one knows and who one is. For teacher- education students, constructivist, active,
culture-based, integrated teaching must be something they experience themselves. A series
of projects has engaged multidisciplinary faculty, students, and schoolteachers in joint
course-and-field learning and curriculum development, using landmarks representing the
maritime heritage and economy of our region. Participants will consider ways to build
integrated teaching-learning opportunities from their own regional histories.
Noon - LUNCH: TABLES BY DISCIPLINE
1:15pm-2:45pm CONCURRENT WORKSHOPS
4A Integrating Cross-Cultural, Multi-Ethnic, Gender Equity, Sexual
Orientation & Social Class Diversity Perspectives
Joan S. Rabin, Barbara R. Slater, M. Paz Galupo, Evangeline A. Wheeler, Maria P. Fracasso,
& Jean F. Ayers, Psychology
Towson University
We invite you to join us (a diverse group with respect to race, ethnicity, social class,
and sexual orientation) as we provide an overview of diversity and activities for
understanding diversity. We will provide and discuss resources, suggestions, and reading
lists/bibliographies which can serve as foundations for an inclusionary model of
developing diversity in courses across a broad range of disciplines so that you can
integrate new material and perspectives into your courses quickly and efficiently.
4B Trial By Fire: Learning Science by Doing Science
Larry E. Wimmers & Katherine J. Denniston, Biology
Towson University
We will present our NSF-funded initiative to model the scientific process in introductory
biology laboratories. Our lab sequence provides student teams the time to discuss models,
develop hypotheses, design and perform experiments to test hypotheses, analyze data, and
report results in oral and written forms. Conferees will participate in the first
laboratory of this sequence in which students discover the elements of good experimental
design in biology. Participants will then identify the elements of experimental design in
their own disciplines and explore implementation of inquiry-based laboratories in their
introductory courses.
4C Improving Large Classes: Unpacking the Problem and Defining
Solutions
James D. Greenberg & Elisa L. Carbone, Center for Teaching Excellence
University of Maryland
Teaching large classes well is a continuing challenge for many universities. This session
will review one university's systematic approach to the problem: involving faculty and
administrators from all over campus in a Continuous Quality Improvement process, and the
solutions which emerged. Participants will be actively involved in brainstorming as a
method for moving systematically from problems about particular issues to solutions which
will work across the curriculum. Participants will take part in a "faculty sharing
session" which contributed to the development of the successful Large Classes
Newsletter series.
4D Strategies for Enhancing Active Learning in the Biology
Curriculum
Gail Gasparich, Susie Feldman, Joan Schuetz, Brian Masters, & Daniel Wubah,
Biological Sciences
Towson University
Active learning strategies are incorporated into our biology curriculum at all levels.
This workshop will introduce participants to several activities and a variety of
pedagogical strategies used by in their classes. Presenters will discuss: a) use of case
studies; b) a graph critique; c) participation modeling; d) computer-generated
molecular-visualization activities; e) new pedagogical strategies in an upper-level
biology course and the; f) capstone undergraduate research experience.
4E The Use of the Digital Camera in Education
Frances J. Damratowski, Nursing
Towson University
The digital camera is a tool which can be used to enhance teaching, research, conference
presentations, and authoring. Original digital images can be created to meet individual
needs. Digital images can be sent to colleagues for purposes of research, publishing, or
teaching. The use of original images precludes copyright issues because the images are not
published in other sources. There is no cost for film or processing because the images are
stored digitally.
3:00pm-3:45pm CONCURRENT SESSIONS
5A EXEMPLARY PRACTICE PANEL: IMPROVING TEACHER EDUCATION
The Professional Development School: Interviews With Participants
Joan M. Hildebrand, Early Childhood Education
Towson University
This program consists of early childhood majors from a community college, a university and
an elementary school. The education courses are taught at the elementary school. The
college instructors and the school-faculty team teach. The college faculty provides
professional training and program enhancement. The pre-service teachers go into the
classroom and become teaching assistants. They participate in school activities, such as
PTA meetings, departmental meetings, in-service programs, and staff development programs.
23 participants were interviewed.
Taking it Personally: Using Memoirs in Teacher Education
Sharon Hollander, Education
Adelphi University
Textbooks and journal articles are valuable teaching tools, but memoirs can breathe new
life into lessons. Personal accounts, such as Let Me Hear Your Voice by Catherine Maurice
and The Broken Cord by Michael Dorris, portray the family lives of disabled children in
ways that are both accessible and extraordinary. Through memoirs, the presenter was able
to foster a sense of community in class, promote reading in the field, and inspire
original and thoughtful responses from students.
5B Faculty as Lifelong Learners
Louise W. Smith & David De Cenzo, Marketing
Towson University
We have developed a Workload Document that provides a mechanism for individual faculty to
chart and demonstrate their commitment to lifelong learning. By committing oneself in
writing to specific activities and their assessments, faculty members can assure that they
do not get bogged down in details. Instead, they do what they really want to do - focus on
growth activities that benefit themselves, their departments, and their colleges.
5C The Affective Effect: Enhance Learning by Blending Facts With
Feelings
Jack D. Osman, Health Science
Towson University
Are you a visual learner who loves to laugh and needs to see the fun potential of using
technology in the classroom? The information highway has become a cluttered parking lot.
Too much cognitive input clutters the brain, rendering critical thinking somewhat of a
lost skill. Lighten the message with humor and imagery by developing the learner's
emotional intelligence. Simple-to-design PowerPoint presentations can be developed to
communicate messages through this medium that cannot otherwise be delivered in
conventional presentations.
5D Authentic Assessments: Utilizing Literacy Portfolios In
Undergraduate Language Arts
Lynn S. Orlando, Education Division
Holy Family College
This session will overview the use of a Literacy Portfolio in undergraduate education
methods courses for elementary education majors. Thematic units, databases, chapter
presentations, teaching skills, and a variety of models will be presented in order to
develop the idea of a Literacy Portfolio. Active participation and learning strategies
will be demonstrated to show the integration of all the language arts. Collaborative and
cooperative learning will be shared from the learning communities of the junior block
sequence.
5E Fun With Foreign Language Teaching!
Yilin Sun, Basic Studies
Seattle Central Community College
In this workshop, the presenter will share several highly interactive, hands-on activities
for foreign language teaching, especially beginning and intermediate level courses. These
activities facilitate students' active participation and use student interaction to
maximize listening comprehension and oral communication. Active audience participation
will be encouraged.
4:00pm - 6:00 6-WELCOME & COMMENTS
Laurie Richlin, Conference Director & President
International Alliance of Teacher Scholars
Milton D. Cox, Founder & Director of Original Lilly Conference & University
Director for Teaching Effectiveness Programs, Miami University
REFLECTIONS ON TEACHING
Hoke L. Smith, President
Towson University
5:15pm RECEPTION
6:00pm DINNER
8:00pm 7 - PLENARY WORKSHOP
Twelve-Step Recovery Program for Professors Addicted to Lecturing
Neil Davidson, Curriculum & Instruction
University of Maryland
Emily Jensen, English
Harford Community College
Excessive, out-of-control lecturing is an addiction common to many professors. What are
the tell-tale signs of a "lectureholic?" What can be done about this problem?
How can you get your lecturing "under control" and balance your lectures with
active learning strategies? This experiential session will employ a balance of
mini-lectures, class discussion, six cooperative learning procedures, and other active
learning methods. A series of activities will address the key questions presented above as
well as other steps in our recovery program. Come and join us for involvement,
information, and fun. We can help you stay on the wagon of active learning.
SATURDAY * 4 APRIL 1998
9:00am-9:45am CONCURRENT SESSIONS
8A Beyond the Syllabus...The World Wide Web
Linda M. Sweeting & Justin Chandler, Chemistry
Towson University
Expanded world wide web syllabi of two courses, Organic Chemistry and Professional Ethics
for Scientists, illustrate the distinct advantages of software syllabi over paper syllabi:
they save trees, provide a nearly unlimited supply of references, make graphics-based
interactive problem sets possible, and enable links to other sources.
8B Student Evaluation of College Teaching - What Do They Really
Know?
J. Len Gusthart, Physical Education
University of Saskatchewan
The study was conducted to determine whether university students have self-insight into
how they make overall evaluations of teaching effectiveness and whether there is consensus
among the students in making overall evaluations in a experimental setting. It is
anticipated that this preliminary study will provide further evidence of the validity of
students' overall evaluation of teaching effectiveness.
8C Active Learning Tests that Focus on Assessments of Application
and Attitude
Louise W. Smith, Marketing
Towson University
Professors often view course tests as a method of "seeing if the students have read
the textbook." As such, the questions are often based on concept descriptions and
specifics. This professor tries to use the testing situation to extend students'
understanding, aid in "real-world" transitions, and gain self-confidence.
8D The Interdisciplinary World Courses at the University of
Maryland, College Park
Spencer Benson, Microbiology
Denny Gulick, Mathematics
University of Maryland
At the University of Maryland, College Park, we have created a pilot program called the
World Course program. It is designed to provide lowerdivision students with a broad,
interdisciplinary learning experience developed around broad contemporary issues. The
presentation will include a description of the origins and goals of the World Courses. It
will also include a discussion of the challenges of creating world courses, and the
benefits to faculty and teaching assistants, as well as assessment strategies.
8E Experience Inquiry Learning: Try it, You'll Like it!
Valerie J. Bergeron, Allied Health/Science
Delaware Technical and Community College
Harry L. Shipman, Physics & Astronomy
University of Delaware
Faculty best understand inquiry learning by experiencing it themselves. We will transform
participants into teams of detectives who catch the criminal and learn simple, yet
intriguing, teaching techniques in the process. Faculty members in English, psychology,
and science have used this activity, which requires only materials available in a
supermarket. We will relate this activity to several other inquiry-learning activities
which we have used in our classes, in disciplines as diverse as physics and philosophy.
10:00am-10:45am CONCURRENT SESSIONS
9A Chat Rooms and Electronic Bulletin Boards to Stimulate Learning
Outside of Class
Garry R. Bolan, Mass Communication
Towson University
Chat rooms and electronic bulletin boards are akin to the neighborhood soda fountains of
the 1950s. They provide a place for students to "hang out" after class and put
things in perspective. While not yet widely used in instruction, both provide an ideal
opportunity for students to continue discussion outside of the classroom. Such forums,
when used creatively, especially in larger classes, to help students formulate opinion,
question outside experts, and break down distance barriers.
9B Mandatory First-Year Student Seminars in Arts and Humanities
Gabriele L. Strauch, Arts & Humanities
Phoenix Liu, Student Affairs Office
Jason Schneiderman, Undergraduate Student and Residence Hall Assistant
University of Maryland
Beginning in fall 1997, we made participation in a one-credit, first-year student seminar
mandatory for all incoming freshmen. The course, which is taught by faculty members, is
aimed at assisting students in their successful transition from high school to the
university, enhancing academic success, introducing students to the intellectual mission
of the college, and improving student retention. Presenters will discuss curriculum
development, use of a Web-page, and role and contribution of peer educator.
9C The Common Syllabus: An Uncommon Problem
Donald L. Soucy, Human & Social Science
New England Institute of Technology
A common syllabus presents us with an interesting paradox: a document divided by a common
purpose. Departments often adopt a common syllabus to standardize outcomes in a large
number of sections of a single course. Our department devised a common syllabus by
reaching a consensus on the goals and objectives of the course from its many part- and
full-time instructors. Virtually nothing else, however, was agreed upon. The results have
been instructive for both course design and departmental policy.
9D Enhancing the Student's Ability to Apply Academic Knowledge to
Everyday Experience: An Example from Social Psychology
Stuart Miller, Psychology
Towson University
Many diverse courses have the potential for helping students understand their life
experiences. However, the transfer of knowledge from the classroom to real-life settings
is not automatic. In this session, I will share methods that facilitate student
application of concepts in my Social Psychology course to the understanding of self,
others and the social world. I look forward to dialoguing with others who share my goal of
making classroom experiences relevant to students' lives.
9E Cross-Cultural Learning in a Virtual Environment
Douglas N. Ross, Management
Towson University
With the internet becoming more prominent as a delivery channel, the challenge facing
faculty is to embody "hi-touch" active learning with "hi-tech"
delivery modes to improve overall student learning. This presentation, based upon an
actual class project, will explore lessons learned from a joint US-Australia WebCT-based
student project and demonstrate how to plan, manage, and improve the process. The aim of
the session is to show participants how to utilize the technology in their own classrooms.
11:00am-11:45am CONCURRENT SESSIONS
10A Teaching Across Borders
Donald Kopka, Management
Louise Laurence, Economics
Towson University
This presentation describes the recent experience of the authors in using the Internet to
create a virtual classroom that allowed students in a Business Strategy and Policy course
to interact with students enrolled in a similar class in Bulgaria. Through the Internet,
the students worked in teams to analyze economic, political, and cultural information to
develop plans for conducting business in Bulgaria. The course required American and
Bulgarian students to obtain, interpret, and exchange information with each other-not
unlike the electronic exchanges now occurring between companies seeking global business
relationships. This classroom activity can be easily accommodated in other courses in
other disciplines to bring an international perspective to the classroom without leaving
the country.
10B Interdisciplinary Collaboration and Team Teaching: The Rockland
Community College Writing Partnership
Elaine M. Toia, English
Thomas J. Butler, Allied Health
SUNY-Rockland Community College
This presentation will provide an overview of the Writing Partnership, a writing across
the curriculum program. Specifically, we will: a) outline the program's theoretical base,
structure, and goals; b) demonstrate the program's success c) examine creative means for
program funding. Since 1995, the Writing Partnership has taught students to apply writing
skills learned in composition classes to writing tasks required in technical courses.
Through interdisciplinary collaboration and use of discipline-specific instructional
materials, faculty from English and from Allied Health, Nursing and Computer Studies
team-teach writing-intensive technical courses. Successful program outcomes have been
demonstrated by various evaluation tools.
10C What Did You Say? Evaluating and Responding to Student Writing
Cynthia L. Gruhn & Matthew Hauber, Education & Instructional Technology
Towson University
In this session, participants will examine themselves as evaluators of student writing.
They will explore goals they hold in common, some of their differences, and what those
differences reveal about their approaches to student writing. They will look at what
several experts in the field say about the evaluation of student writing, and they will
experiment with the effect evaluative tools have on how they perceive the quality of
student writing.
10D Responding to Cultural Diversity at the University of East
London, UK
David Gosling, Educational Development Services
University of East London
How should higher education change to adopt to a multi-ethnic student profile? This
presentation will provide an insight into a multi-cultural university in London, UK with
70 nationalities represented among its students and at which 50% of students are either
Afro-Caribbean or Asian origin. We will focus on sharing experience and identifying good
practices which widen participation of students from all ethnic groups.
10E Reciprocal Science Success: Implications for Faculty in All
Disciplines
Virginia J. Anderson, Biology
Towson University
Examine the rationale, in-progress activities, and preliminary implications of an
innovative urban science and faculty development initiative. Funded by NSF, the project
brings new scientists with less than five years of teaching and veteran science educators
from the same college/university together to plan for their reciprocal science success.
Emergent collaborative classroom and research projects for students, as well as
strategies, techniques, and rubrics will be presented.
Noon - LUNCH: TABLES BY TOPIC
1:15pm-2:15pm
11 - KEYNOTE PRESENTATION
Long-term Patterns in a Successful Mentoring Program for Junior Faculty: Recommendations
for Building a Teaching and Learning Culture on Your Campus
Milton D. Cox, Teaching Excellence Programs
Miami University
For 18 years I have directed the 1994 Hesburgh award-winning Teaching Scholars Program at
Miami University. Mentoring patterns relative to teaching improvement, gender, mentor
repetition, protégés who later mentor, and multidisciplinarity within pairings may be of
assistance and encouragement to anyone investigating, initiating, or participating in
mentoring activities. We will explore ways to implement, conduct, and assess a mentoring
program designed to enhance teaching and collegiality on your campus.
2:30pm-4:00pm CONCURRENT WORKSHOPS
12A Using Sports to Make Mathematical Connections
Betsy McShea, General Studies
The Richard Stockton College of New Jersey
Maureen Yarnevich, Mathematics
Towson University
This interactive workshop will discuss and demonstrate how situations from the sporting
world can be incorporated into mathematics instruction. This workshop will touch on a wide
variety of sports and will explore incorporation of these sports into various mathematical
concepts including; algebra, geometry, and trigonometry. Relating sports to mathematics
can potentially enhance the interest and progress of students. Presenters will actively
involve participants during this workshop presentation and discussion of some innovative
classroom activities.
12B Maximum Achievement: A Cooperative Effort Between Student and
Instructor
James M. Furukawa, Psychology
Towson University
Participants will be asked to play the role of students in a cognitive teaching and
learning strategy course, a course that can be offered in an in-class or a
distance-learning format. It covers assessment of learning skills, explanation of the
strategy, and applications in spelling, vocabulary, reading, note taking, writing,
science, and mathematics. The research-supported strategy adjusts to individual
differences in learning rate, style, experience, and motivation. Networking is also
suggested.
12C Using Meta-Analytic Findings to Analyze, Apply, and Evaluate
Research: An Example from Kinesiology
Karla A. Kubitz, Kinesiology
Towson University
Many disciplines use meta-analysis to synthesize the scientific literature. This
presentation is for those who would like their students to use meta-analytic data to
analyze, apply, and evaluate the scientific literature. The presentation will introduce
participants to meta-analysis findings. It will also provide participants with practice
using meta-analytic data and help participants brainstorm possible uses of meta-analytic
data in their classrooms.
12D Changing Faculty Roles and Rewards Culture Through Intrinsic
Rewards
Joan D. McMahon, Center for Instructional Advancement & Technology
Towson University
Institutional rewards structures are usually tied to the promotion and tenure process, an
extrinsically based motivational system. This session focuses on changing the teaching
culture and establishing new rewards using an intrinsic motivational system.
12E Listening in the Classroom: A Two-Way Street
Elisa L. Carbone, Center for Teaching Excellence
University of Maryland University College
Ineffective listening. You've seen it: students who react to the gems in your lectures
with blank stares; those who tune out even during office visits. What makes a student quit
listening and start daydreaming? What keeps a student interested and open? In this
interactive session we will consider the perspectives of both listener and speaker, and
look at both sides of the classroom communication process to find answers.
4:15pm-5pm CONCURRENT SESSIONS
13A Distance Education - Extending the College Classroom to High
School What Works and What Doesn't
Jay Zimmerman & Raouf Boules, Mathematics
Towson University
The audience will be treated to an overview of what it is like to teach mathematics in a
FiberOptics Laboratory (Interactive Video Classroom) from the activities used to introduce
the students to the technology to the end of the class. The modifications necessary to
adapt two mathematics courses to this instructional medium will be explored with
activities and videotapes from the classes. Audience participation will be encouraged.
13B Beyond Socratic Discussion: Learning Activities Designed to
Synthesize Information & Construct Meaning
Jeff Winter, Elementary Education
National-Louis University
Branching out from lecture to Socratic discussions has its place in teaching, but even
Socrates probably searched for more. In this session we will explore multiple classroom
activities which help students evaluate and synthesize information. The presenter
incorporates poster sessions, trigger films, action research, personal interviews, and
more into a foundations of education class. This eclectic mix engages students form all
learning styles allowing students to construct meaning from course content.
13C Get Thee to a Writing Center: Do Incentives Spark Resistance to
Tutoring?
Susanna Sayre, Karen Generose, & Annie Hill, English
Towson University
Students who need help with writing skills are often given false incentives, both positive
and negative, to attend a university writing lab. But when students enter into tutoring
sessions without a true incentive to improve their writing, they bring with them both
resentment and resistance. Current research into this "Pushmi-Pullyu Syndrome"
will be presented, tutors will demonstrate a typical "infected" session, and new
strategies for motivating students will be discussed.
13D Students Don't Fall Asleep in My Class: Strategies for Dealing
With Tired Students
Stacia Carone, Leadership & Secondary Education
Morehead State University
How often have students nodded off in our classes? Of course, many factors contribute to
this phenomenon, but how to keep these students motivated and alive will be the focus of
this presentation. Participants will be provided with subtle and overt strategies to keep
our tired students awake, while maintaining the interest of our "more alert"
students. Participants will generate stories of tired students and experience activities
designed to liven up our students in class.
13E Preparing Students for a Managed Care Environment: An Innovative
Approach for Teaching Leadership/Management
Dianne E. Taylor, Nursing
Towson University
The presenter will discuss the critical thinking strategy that was implemented in a senior
level baccalaureate nursing leadership/ management course. The instructional strategy
requires critical analysis of demographic, epidemiological, and qualitative data from a
community study to make decisions about the structure and function of a nursing center.
The outcome is a written proposal for an ideal nursing center on the needs of a
preselected community. Students orally presented and defended the nursing center to a
panel of nurse leaders/managers.
5:00pm RECEPTION
6:00pm DINNER
8:00pm REFRESHMENTS, MOVIE & DISCUSSION
"SHATTERING THE SILENCE"
Discussion facilitated by Laurie Richlin, IATS
90-minute movie, 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 * 5 APRIL 1998
9:00am-10:30am CONCURRENT WORKSHOPS
14A Building Learning Communities for Distance Learning: Two Case
Studies
Marion G. Ben-Jacob, Mathematics & CIS
Mercy College
David S. Levin, Distance Learning
DePaul University
In this workshop the presenters will share their research on computer-mediated
collaborative learning within distance learning environments. The participants will be
divided into learning groups of different sizes and each group will review an instrument
measuring the effectiveness of working collaboratively. The results of the questionnaire,
as well as the experiences of working in different size learning groups, will be discussed
14B An Activity-And Outcome-Based Course Design: A Learning
Experience in Collaborative Learning and Teaching
Shohren Kaynama, Marketing
Gloria Holland, Center for Instructional Advancement and Technology
Towson University
This workshop will demonstrate and provide opportunity to model the process of developing
a new course utilizing a variety of techniques and tools such as an instructional systems
design and WebCT(tm). Most importantly, the presentation will show that content-based
courses allow students to strengthen their knowledge of concepts and theories using Web as
an instructional medium. Furthermore, students sharpen their critical thinking,
communication, and interpersonal skills via collaborative learning.
14C Developing the Skill of Observation: Foundation for Critical
Thinking & Writing
James W. Cook, English
Towson University
"When we do not see what we do not see, we do not see that we are
blind." Daniel Quinn, The Story of B.
Using photos, a short clip from a movie, everyday objects, and a short selection from
Shakespeare, participants will go through the observation process and discover how it
stimulates interest, questions, and appreciation. Experience the same excitement that your
students will in discovering this natural mind process and how it enables students to
think more clearly and explain their ideas with strong support. Although oriented toward
writing, true observation is a useful skill for all disciplines.
10:45am-12:15pm CONCURRENT WORKSHOPS
15A K-12 Science, Mathematics, and Technology Standards:
Implications for Higher Education
Ron Barnes, Office of Science
Baltimore County Public schools
Laurence J. Boucher, Chemistry
Mary Ann Brearton, Project 2061, American Association for the Advancement of Science
Loretta Molitor, Center for Mathematics and Sciences Education
Towson University
Standards-based education is changing the K-12 sector. Higher education will be receiving
students who are a product of the reformed secondary programs. It is important that
faculty not only be informed of the K-12 reforms but also that they provide a collegiate
experience that articulates with secondary programs. Our project has developed materials
and methods to implement standards-based programs at all levels. This presentation will
provide evidence of the need for reform of science literacy programs and review materials
and methods developed by the project. Participants will engage in interactive learning
experiences that demonstrate new approaches.
15B Teaching Economics Using Process Education
Masoud Moallem, Business & Economics
Rockford College
In this workshop, through active participation of attendees, we will explore costs and
benefits of process learning techniques compared to more traditional teaching methods such
as lecture format. The participants also will experience the use of activity sheets.
Furthermore, I will discuss the specific use of adapted process learning teaching methods
as they are used in my economic classes.
15C Learning Styles and Classroom Technology
Grace F. Johnson-Page, Economics, Management & Accounting
Marietta College
This workshop introduces faculty participants to various ways students become engaged in
the learning process. Participants will complete a learning style survey and discuss its
results. Participants then will be involved in several simulations of classroom settings
where technology will be used to engage them in a variety of learning activities. The
session concludes with participants sharing their ideas about how to assess the
effectiveness of technology-enhanced learning activities.
12:15 Noon CLOSING LUNCH |