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Program
Friday,
February 16, 2001
8:30am- 4:30 pm
Registration Open
9:00am
Welcome & Keynote
Welcome: Laurie
Richlin, President & Conference Director, International
Alliance of Teacher Scholars
Milton D. Cox, University Director for Teaching Effectiveness Programs,
Founder & Director, Original Lilly Conference, Miami University
Peter Shedd, Assistant Vice President for Instruction, The
University of Georgia
Keynote:
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
Online vs. Face-to-Face:
Best Practices in Teaching
Roberta S. Lacefield, Mathematics,
Business, & Physical Education, Waycross College
This presentation wil
discuss best practices for on-line teaching and learning.
It will compare them to best practices in face-to-face learning.
Participants will be given the opportunity to consider their own
practice and to engage in discussion.
Teacher's
Grab Bag: 20 Best Teaching Practices
Cheryl Mairead McCormick, Institute
of Ecology & Jennifer R. Walker, Microbiology, University
of Georgia
This session offers the expertise of over 30 award-winning teachers of
higher education in one setting. Take
home with you a list of 20 best teaching techniques compiled from
interviews of the University of Georgia’s Teaching Fellows and teaching
assistants. Included are
handouts with descriptions and references listed to carry out each
technique in your own classroom. The
session will be packed with examples and detailed explanations along with
group discussion and evaluation.
Teaching
in Intensive Course Formats
Jessica Jameson, Communication, Virginia S. Lee, Faculty Center
for Teaching & Learning, & Anna Wilson, Curriculum &
Instruction, North Carolina State University
This session will
describe how faculty designed courses that addressed the challenges and
opportunities in teaching in the intensive summer sessions format. Using aspects of these courses as mini-case studies,
participants will have an opportunity to consider various approaches to
adapting instruction to intensive course formats such as summer and
modular sessions and weekend colleges.
Promoting
Diversity in Learning Styles
Joseph J. Mantos, Russell Institute of Religion & Ministry,
Spalding University
What would happen if college students were allowed to learn what they want
– provided it is on the topic? That’s
the way I designed an introductory course titled The Christian Tradition.
The key concept is that nothing is required except learning.
Students are free to learn whatever they want – and however they
want – and get credit for it. Does
it work? You bet. And
I’ve been doing it for years. Let
me show you how.
Son
of Frankenstein: Plagiarism and Technology
David Whitford, Religion,
Barbara McIver, English & Foreign Languages, & Edythe Boyer
Jones, Biology, Claflin University
The presenters (who
represent the humanities and science) will discuss strategies for
discovering, documenting, and preventing plagiarism.
Activities will include sample Internet searches for plagiarized
papers, exploration of available Web-sites, and sample assignments that
make plagiarism difficult.
11:30am-12:15pm
Concurrent Sessions
Student
Web Pages and WebCT™
Clinton C. Ready, Biology, Middle Georgia College
I will demonstrate how
I use student-created web pages with WebCT™ in my biology and science
classes. I will give detailed
instructions on how to do so yourself.
I will include in these instructions how to copy pictures off the
Internet, how to create web pages, how to add pictures to web pages, how
to make links to other web pages, and how to load web pages onto WebCT™.
Enabling
(the Good Kind): Critical Thinking With the Web
Joyce Swofford & Susan Copeland Henry, Humanities, Clayton
College & State University
Join us to rethink the teaching of critical thinking across the
disciplines. Students have
difficulty grasping the concepts of critical thinking and recognizing
their own practice of these concepts.
The solution is to provide both a more concrete terminology and
different electronic contexts in which students are given the opportunity
to recognize the process of critical thinking as they apply its
principles. We will provide
both that terminology and various Internet resourcse for innovative
perspectives.
The
Intersection of Communication Technology and Collaboration: Electronic
Course Listservs
John Zubizarreta, English,
Columbia College
In this session, participants will hear about the use of electronic course
listservs to enhance students’ critical thinking and writing skills.
Specific assignments, criteria, and representative faculty and
student entries will be shared. Participants
also will contribute their own experiences and issues with the value of
such technology, setting the stage for productive discussion about the
role of asynchronous communication technologies in improving student
learning.
Teaching
Business to First Generation College Students
Harpal S. Grewal,
Louis C. Mancuso, Tarun Prabhakar, & Marion Robinson, Business
Administration, Claflin University
In this session,
participants will be exposed to the Claflin University Model of teaching
first generation college students from rural areas business administration
courses. Participants will
hear a discussion of team learning experiences, experiential learning
exercises, incorporation of executive speakers into the Business
curriculum, the professional development seminar, and BEEP/SIFE programs.
Participants will be shown videotape excerpts of the Career Day
Seminar. After exposure to
the Claflin University Model, participants will join a round table
discussion.
12:15pm Lunch T
Tables by Discipline
Sit at the table of your choice.
Choose from among:
- Accounting,
Business, Management, Marketing
- Lab
Sciences: Biology, Chemstry, Physics, Geology
- Computer
Science/Computer Information Systems
- Economics
- Education
- Engineering
- English/Writing,
Journalism, Communication
- Fine
& Performing Arts
- Humanities/Languages/Philosophy/Interdisciplinary
Studies
- Mathematics/Statistics
- Medical,
Nursing, Health-Related
- Political
Science, Psychology, Sociology, Social Work
- Teaching
& Learning Centers, Faculty/Instruction Development
Technology:
A Tool – Not a Solution
Jerry W. Samples, Engineering
Technology, University of Pittsburgh at Johnstown
Technology, used
correctly, is a powerful aid to learning.
The pedagogy of technology use is being developed on the fly while
claims abound that without technology todays students cannot learn. Critical elements when using technological classrooms are
competence, development time, practice, and the performance.
Years of study provide evidence that these elements are citical to
successful teaching with or without technology.
Let’s tackle the problem and map solutions that we can utilize.
Inquiry-Based
Teaching and Learning
Sara Davis Powell, Elementary & Early Childhood Education,
College of Charleston
In this workshop, participants will explore how professors can shift from
being dispensers of information to sparkers of ideas. This transition may be accomplished by focusing on asking
instead of telling, questioning instead of lecturing.
Inquiry-based teaching engages students in the process of
investigation that leads to greater understanding.
We will examine and experience ways to orchestrate the learning
context, motivate students, provide resources, and pose questions to
stimulate student thought processes.
Assessing
Empathy
Donald A. Misch, Psychiatry & Health Behavior, Medical College
of Georgia
Empathy – the ability to recognize and understand another person’s
feelings and motives – is a key component of many professions including,
but certainly not limited to, health care, counseling, teaching, business
or sales, literature, art, history, and anthropology.
Nevertheless, there is little consensus as to the crucial elements
of empathy, much less how it can be validly and reliably measured.
This workshop explores some of the issues, opportunities, and
perils of attempting to concretely define and assess empathy in students.
Integrating
Learning-How-to-Learn Strategies into Your Teaching
Terrence J. Doyle, Center
for Teaching, Learning & Faculty Development, Ferris State
University
The presentation will focus on six major areas of learning and study
strategies. They include the
abilities to organize, comprehend, study, recall, find and think about
information. Participants
will learn specific strategies in each of these areas that are needed for
students’ success and ways to easily integrate these strategies into
their teaching.
3:15pm-4:00pm Concurrent
Sessions
Visuo-Audial:
PowerPoint™ as a Tool for Visualising Music
Mark K. Stevens, Humanities
& Technical Communication, Southern Polytechnic State University
Like music?
Sure! Understand it?
I think so. Even when
there aren’t any words? Uhh…maybe.
Well perhaps you’re a visual learner.
Problem is, music is
an aural medium. However,
using PowerPoint™, I’ll help you SEE several musical concepts.
International
Students’ Perceptions of Online Courses
Chet Trahan, School
of Humanities & Muhammad A. Obeidat, Shool of Management,
Southern Polytechnic State University
This empirical study
compares student perception of taking online courses in the United States
and the United Arab Emirates. This
study consists of designing, distributing a sixteen-question survey, and
collecting information. The
sample was taken from a university in the Southeastern region of the
United States and a university in the United Arab Emirates.
Collected data will be statistically compared, analyzed and
reported.
Problem-Based
Learning: A New Approach to Introductory Science
Lee Lines, Environmental
Studies, Rollins College
Presenter and participants will discuss problem-based learning, a learning
strategy designed to clarify important conceptual relationships through
collaborative student work on clearly stated, contextualized problems.
Using an introductory physical geography course as a case study,
participants will actively enage in a demonstration of the method.
This will be followed by a discussion of the benefits and
challenges associated with making the transition from traditional lecture
format to inquiry-centered learning.
How
Do You Do That Thing That You Do?
Robert Rhodes Crout, History,
Katherine Gehr, English, & Stacy Shaw, Arts Management,
The College of Charleston
The liberal arts
college assumes as part of its framework the introduction to students of a
variety of ideas and subjects the educated person should know. One topic that usually appears in a survey course is a
general “introduction” to the nature of that specific academic
discipline. An introduction
might include terminology and definitions, techniques of investigation,
learning strategies, and perhaps the “value” of the discipline to the
person and/or the society. Some
courses have eliminated these introductions to provide more class time for
conveying subject matter. Do
introductions to academic disciplines serve a useful purpose that
justifies the time expended? What
do faculty/students find useful in them?
How can such introductions enhance the “meat and potatoes” of a
course? Brief remarks and
handouts will be followed with general discussion by panel and audience.
4:15pm-5:00pm Concurrent
Sessions
Development
and Assessment of an Interdisciplinary Learning Community
Irene Kokkala, Biology
& Donnna A. Gessell, Language
& Literature, North Georgia College & State University
This session will
encourage participants to examine relevant methodology and assessment to
create and maintain successful student learning communities. To begin, we
will present a brief overview of the issues.
Then participants will explore how technology can be used to
enhance the experience. They will then develop tools to assess each side of the
learning community. We will
conclude the session by presenting the outcomes of our five semesters of
establishing learning communities consisting of biology and English
classes.
Interweaving With the Internet: Interdisciplinary Resource and Research
Susan Copeland Henry, Humanities,
Clayton College & State University
Join us in exploring
how the Internet facilitates a return to more interdisciplinary teaching
and learning in the humanities. See
how instructors can interweave Internet sites with art, architecture,
poetry, handwritten and illuminated texts, etc., to illustrate the
“zeitgeist” of almost any given culture more clearly.
In addition, view how technology-savvy students are conducting web
research and designing sites with audio and/or video clips and links, all
of which illuminate aspects of their hypertext essays.
Documentary Photography, Visual Anthropology, and the Negotiation of
Meaning
Hank Margeson, Fine Arts, North
Georgia College & State University
Documentary
photography as a medium that effectively interprets the human condition
must adhere to the requirements of the anthropological fieldworker to gain
acceptance and validity as a textual document.
This session will examine the limitations of using visual
fieldnotes (still photography) in cultural studies and will propose a
model for interpretation/meaning using collaborative negotiations.
Web Enhanced Class or How to Save a Tree
Judy Davis Butler, Curriculum &
Instruction, State University of West Georgia
Participants will
experience one professor’s journey from structuring a class around a
textbook and class package to using a web site as the only source and
guide for the course. Participants
will have opportunities to see examples of the web page and supportive
materials in different stages of development.
5:30pm
Reception
Join your colleagues for libation and snacks.
6:00pm
Dinner
7:30pm
Postprandial Gathering: 2001:A
Space Odyssey
Join your colleagues
at a showing of this historic film. Popcorn
provided!
The1968 film 2001: A Space
Odyssey begins by tracing the dawn of civilization, evolves into a
top-secret scientific discovery, and eventually follows the journey
through the solar system of a crew of astronauts aboard a Jupiter-bound
spaceship. Far from earth,
the astronauts slowly realize that all is not right, as it becomes
apparent that the supercomputer HAL 9000 tries to take over the mission.
The resulting contest between humanity and machine in one of the most
gripping film episodes of all time. The
overall theme of the Arthur C. Clarke and Stanley Kubrick movie is “the
toolmaker has been re-made by his own tools.”
Throughout the film, from the dawn of humanity as our prehistoric
ancestors “learn” to use bones as weapons, through the film’s
ultimate contact with “others” from far-away planets, the question
remains: are people slaves to the tools on which they depend?
Saturday,
February 17, 2001
8:00am
Breakfast
8:30am-2:30
pm Registration Open
9:00am
Plenary Address
10:15am Civility and Academic Freedom in Higher Education
Anne Proffitt Dupre, Law, The
University of Georgia
As participants in the
academic enterprise, we are all dealing with issues of civility and
collegiality, and we all understand the importance of academic freedom.
To what extent are these important concepts consistent or
inconsistent with the realities of our academic lives?
Anne Dupre received her B.A. from the University of Rhode Island
and her J.D. from The University of Georgia.
She teaches the courses Contracts, Education Law, and Children in
the Legal System. Anne was
First Honor Graduate, UGA Law Class of 1988; editor-in-chief, Georgia Law
Review; law clerk for Justice Harry A. Blackmun, U.S. Supreme Court, and
Judge J. L. Edmondson, Eleventh Circuit U.S. Court of Appeals and she is a
former associate, Shaw, Pittman, Potts and Trowbridge in Washington, D.C.
She received the Faculty Book Award for teaching excellence and the
John C. O'Byrne Award for significant contributions furthering
student/faculty relations.
10:30am-11:15am
Concurrent Sessions
Decision-Making and Pedagogical Issues in Computer-Mediated Higher
Education
Nini Yang, Management &
Marketing, Clayton College & State University of Georgia
While
computer-mediated virtual education such as on-line programs opens an
exciting opportunity in the new paradigm of higher education, a number of
trade-offs and pedagogical issues should be analyzed before any decision
on whether to embrace this opportunity is made.
Based on recent empirical studies and the presenter’s firsthand
experience, this session will highlight information technology-related
opportunities and challenges, counterpoints over computer-mediated virtual
education, and alternative web-enhanced pedagogical models for effective
teaching and learning.
Putting a Course On Line: Experiences by an On-Line Teaching Neophyte
Allan A. Gahr, Mathematics &
Natural Sciences, Gordan College
In this session,
participants will be introduced to pre-made WebCT™ courseware.
Placing a course on line, from scratch, is a formidable task.
It is easy for on-line teaching paralysis to set in while
attempting to conform to teaching pedagogy, course construction, and so
on. This presentation reports
the utilization of pre-built courseware and may help prevent on-line
teaching paralysis.
Learning Threads and Active Learning for Higher Order Learning
David E. R. Gay, Teaching and
Faculty Support, University of Arkansas
This session
introduces participants to the active learning process of discovering,
articulating, and sharing what they perceive as the important course
topics and their underlying themes, also known as “learning threads.”
Participants, like students, work through a series of questions
which have them identify course topics, to will their underlying common
threads or themes, and to attach to literature, music, movies, and so
forth. This procedure is
generalized so that almost any course could use the process for higher
order learning of connections and synthesis.
Using Graphic Organizers Across Academic
Disciplines
Barbara G. Bowman, Teacher Education,
Theresa Davis, Science and Mathematics, & Frances York, Teacher Education, Claflin University
Widely accepted schema
theory suggests that teaching metacognition is necessary for meaningful
learning. Explores are
demanding workers who are able to process information and solve problems.
This necessitates a shift away from teacher-centered instruction to
methods that emphasize higher-order thinking skills.
In this session participants will learn how to utilize graphic
organizers across disciplines as an instructional tool to organize and
present information to facilitate students’ comprehension, retention and
transference of knowledge and skills.
11:30am-12:15pm
Concurrent Sessions
Pro-Choice? Technology Competency, Faculty Roles and Rewards
Jane Zahner, Curriculum &
Instruction Technology, & Jack T. Hasling, Jr., Sociology, Anthropology, & Criminal Justice, Valdosta State
University
Whether called
computer literacy, technology literacy or information literacy, increasing
emphasis is placed on the technology competency of college faculty.
Faculty are asked to use technology to do tasks previously
categorized as clerical to, shift communications from face-to-face
interaction and exchange of print to electronic means, and to change
teaching methods to integrate the use of technology in both delivery and
student assignments. Do these
expectations impact faculty performance and evaluation? Should they?
Hills and Valleys of Online Course Development by Committee
Sally Padgett Wheeler, English
, Georgia Perimeter College & Anna R. Holloway, English & Foreign Languages, Fort Valley State University
Would you like to
teach an on-line course written by a committee?
It can be done! In
this session we will share the positive and negative aspects of developing
an on-line course by committee. We
were two of the six faculty members who designed a freshman composition
course for state-wide use. How
we got organized, how we made decisions, how we wrote and edited the
lessons will be informative and interesting to anyone planning to develop
an online course. We also
will discuss what it was like to teach a course designed by a committee
and containing students from several different colleges.
Introducing Inquiry-Guided Instruction into Undergraduate Courses
Virginia S. Lee, Faculty Center for
Teaching & Learning, Rebecca Leonard, Communication, & Maria Oliver-Hoyo, Chemistry, North Carolina State University
The recent Boyer
Commission Report supports the use of inquiry-guided instruction (IGI) in
undergraduate education particularly at research institutions. A group of 40 faculty, graduate students, and staff are
participating in a three-semester program that involves retreats, outside
speakers, working groups, and embedded assessment to integrate IGI into
undergraduate courses. Presenters
will share their experiences using IGI and assist participants in
designing an instructional innovation consistent with IGI.
No Mere Requirement: Synthesizing Liberal and Professional Education
Through General Education
Kathleen A. Nesbitt, Humanities
& Janis Renninger, Occupational
Therapy, Spalding University
In this session
presenters will give preliminary results of Spalding University’s
efforts to break down the liberal/professional dualism existing in
undergraduate education. Three
years ago the general education philosophy was revised to create outcomes
relevant to all areas of study, faculty from across the university are
encouraged to participate in the freshman orientation to college class;
and sections of the capstone course are being team taught by the faculty
member from the College of Professional Studies and a faculty member from
the College of Art and Sciences. Results
from assessment of the core curriculum include those gathered from an
essay that requires all students to reflect on the relationships between
liberal and professional education.
12:15pm Lunch T
Tables by Topic
Sit at the table of your choice.
Choose from among:
- Classroom
Assessment/Research
- Collaborative/Cooperative
Learning
- Creating
Learning Communities
- Evaluating
Teaching
- Ethics
in the Classroom
- Grading
- Teaching
in the Diverse Classroom
- Teaching
in Research-Intensive Universities
- Technology
Across the Curriculum
- Writing
Across the Curriculum
- Problem-Based
Learning
1:30pm-3:00pm
Concurrent Workshops
Concept Map Construction: Meaningful Learning Activity and Assessment
Tool
Gregory G. Passmore, Radiologic
Sciences, Medical College of Georgia
In this workshop the
participants will develop the skills to apply the concept map as a
meaningful learning intervention and as an assessement device. Following a discussion of the theorectical foundations for
mapping, participants wil learn how to develop their own maps. Next, we will conduct a practicum on map assessment.
The workshop will conclude with a brief representation of the
presenter’s research using concept maps, and a discussion of future
collaborative activities.
Collaborative and Integrative Classroom
Patricia Adumanu-Ahanotu, Science,
Georgia Perimeter College
In this session,
participants will be actively involved in discussions and exchange of
ideas about learning and teaching. Participants
will discuss questions and answers concerning learning, teaching, and
assessment; compare and contrast linear and jigsaw collaborations learning
styes. The presenter will
discuss the overview of the active classroom through discussions about
learning, effective learning theories, teaching and effective teaching
theories, role of lectures, and technology in teaching.
Using Technology in Teaching and Learning
Alison Morrison-Shetlar, Center for
Excellence in Teaching, Georgia Southern University
As the use of
technology increases in the classroom it is essential to consider the
impact (or not) that it is having on student learning, and the time
required to develop materials for use in the classroom.
In this workshop, participants will be involved in determining
their own learning and teaching styles discussing the effectiveness of
technology from overhead projectors to web based learning, and developing
methods for assessing and documenting teaching effectiveness.
How Teaching Portfolios Create a Climate of Institutional Collaboration
John Zubizarreta, English,
Columbia College
This session focuses
on how teaching portfolios help shift the perception and practice of
evaluation from a documentary, isolated venture to a collaborative
process. Such a shift
promotes evaluation not as a summative act but as faculty development, as
continual, shared effort to improve performance.
Participants will actively explore how collaboration on portfolios
helps faculty define teaching excellence, articulate a teaching/learning
philosophy, and examine the role of faculty and administration in
improvement, assessment, and evaluation.
3:00pm-4:00pm
Closing Session
Laurie Richlin, President
& Conference Director, International Alliance of Teacher Scholars
Join your colleagues
for the conference “wrap up” and raffle of Alliance Publishers’
books and the Journal on Excellence in College Teaching.
Bring your nametag -- you must be present to win.
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