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1998 Program
Friday, 22 MAY 1998
9:00am-9:45am CONCURRENT SESSIONS
Eight Tips To An Effective PowerPoint Presentation
Marlene K. Wren, Computer Science & Technology
Tallulah Falls School
No matter what your topic is about, this seminar will show how you can put together a
professional-looking, seamless, visually impressive presentation. Many features will be
displayed that will expertly enhance your text, including graphical demonstrations that
enable you to capture the attention of your audience quicker, and maintain it longer
through interesting and innovative techniques. But, most importantly, this presentation is
designed to show you how to get your point across in the most expert looking way.
From Jigsaw to Pass the Problem: Classroom Assignments to
Promote Active Student Learning
John H. Newell Jr., History
College of Charleston
We know that students retain much more of what they learn by doing than what they learn by
only hearing or seeing; nevertheless, lectures still dominate many college classes. This
session will examine results obtained from students’ use of adaptations of such
active learning assignments as "Jigsaw" and "Pass the Problem." A
large part of the workshop will be devoted to having participants share their experiences
with active learning assignments by modeling the "Pass the Problem"exercise.
Using Rubrics to Evaluate Assignments
Jo Ann F. Bass, Early Childhood & Reading
Valdosta State University
Tired of having students complain about not knowing why they got a particular grade? Try
using rubrics to score written assignments. This presentation will provide information on
different types of rubrics, the advantages, and disadvantages of each type, and samples of
rubrics used in undergraduate and graduate courses as well as comprehensive examinations
in graduate programs. Participants will develop a rough draft of a rubric for one of their
assignments.
Teaching Through Music: What's In a Song?
Albert S. Gibbs & John R. Slate, Educational Leadership
Valdosta State University
This presentation will demonstrate the use of music in the classroom to facilitate
students’ articulation of their educational philosophies and beliefs. Students’
evaluations of the incorporation of music into instructional practices will be examined.
Objectives are to inform participants of a useful technique viewed into their
instructional practices. Activities will involve the use of music to demonstrate how
teaching objectives can be accomplished.
10:00am-10:45am CONCURRENT SESSIONS
Portable, Truly Interactive, Presentation System Able to
Address Individual Learning Styles
William A. Byrtus, Health Sciences
Sandhills Community College
The developer of the innovative portable presentation system, Presenter, will demonstrate
its ability to accommodate a multitude of learning styles. Integrating a computer and
camcorder, effectively replaces slide projectors, OH projectors and videotapes. Instant
"hypertext" capability during presentations, flexibility, and ability to respond
will be demonstrated. Presentations are prepared in a professor’s office, previewed,
and taken to classroom.
Whole-Class Projects as Models for Collaborative Learning
Madeleine Picciotto, English
Spelman College
Faculty frequently use small-group learning experiences to enhance students’ academic
skills while giving them valuable practice in working collaboratively. However, students -
especially those in the early stages of their academic careers - do not always know how to
engage in small-group work successfully. I propose the use of whole-class projects as a
way to model effective collaboration, and I describe an example of one such project in an
intermediate-level writing class.
Don't Wait Until It's Over: Incorporating Quick and Innovative
Informal Classroom Assessment Into Your Course
David H. Allsopp, Karen E. Santos, Reid Linn, & Cheryl Beverly, Special
Education
James Madison University
Traditionally, college and university classroom assessment comes in the form of summative
course evaluations from students and formal assessments of student learning (e.g., tests,
research papers, projects). More recently, the literature suggests going beyond this
traditional approach to assessment. This presentation will examine the benefit of using a
more systematic, continuous and formative approach to evaluating the success of
instruction and learning in the university or college learning environment.
Helping Your Students Give Effective Group Presentations
Steve Ralton, Teaching & Learning Center
East Tennessee State University
Students are frequently asked to participate in group presentations, and the assignment
often significantly affects their course grades. However, students do not often posses
sufficient expertise to successfully conduct the assignment nor are they given useful
instructions on how to negotiate this important educational activity. In this session we
will discuss ways to help student’s plan, participate in, and deliver effective group
presentations.
11:00am-11:45am CONCURRENT SESSIONS
CD Software: A New Teaching Tool for Humanities Courses
Sally P. Wheeler, Humanities
DeKalb College
Courses in the humanities can be enhanced by incorporating a library of CDs, accessible
through a multimedia delivery system. Such a project merges classroom teaching and
computing technology. Replacing videos, which must be reserved, checked out,
fast-forwarded, and returned on time, the CDs are available with the click of a mouse.
Teachers can use them in class to add music, art, video maps, analysis and much more. The
students also can use the CDs for group or individual projects, term papers, and for
tutorials and review.
Experiences With Implementing Cooperative Learning Techniques
into Courses Using Computer Simulation: The Good, The Bad, and the Ugly
James E. Lewis & Michael E. Wiggins, Aeronautical Science
Embry Riddle Aeronautical University
This session will describe how we have integrated active and cooperative learning
strategies and techniques into three upper level college courses in an aeronautical
science program. We will review how those strategies were implemented, our successes, and
the problems that we encountered. The discussion will include the students’ reactions
and solutions to their concerns. The session will conclude with a cooperative learning
session to develop a checklist to prevent the problems from recurring.
The Impact of Motivation in Your Classroom
Nona L. Woolbright & Robin S. Williams, Technology
Appalachian State University
This presentation illustrates the importance of the instructor’s roll in setting the
tone of the classroom environment. When students are taught using motivational techniques
found in business, the results are increased productivity, higher moral and increased
student retention.
Getting Students to Talk in Class
Norma MacRae, Teaching and Learning Center
East Tennessee State University
Participating in class discussion is an important part of students’ education.
However, students often are so reluctant to talk in class that teachers give up in
frustration and talk with only a few vocal students. This presentation will provide
practical techniques for getting students to talk in class, including warming up a group,
maintaining discussion throughout the term, dealing with silence, responding to
students’ responses, dealing with wrong answers, avoiding questions that kill
discussion, handling dominators, and involving quiet people.
11:45am LUNCH: TABLES BY DISCIPLINE
1:15pm-2:45pm CONCURRENT WORKSHOPS
Lost in Space?: Teaching Issues Confront Technology
Karen Weekes & Nancy L. Chick, English
Nancy Luke, Instructional Technology
University of Georgia
Higher education generally welcomes emerging technology with open arms (and, often, open
pockets). Innovations such as on-line courses and two-way audio/video instruction are
effective for certain subjects, teachers, and learners, but these technologies are far
from an educational panacea. This session features hands-on experience with MOO-based
courses, an introduction to compressed video workshops, and a chance for participants to
discuss the positive and negative implications of technology in their own programs.
Conceptual Mapping: A Strategy for Examining Meanings
Janet Malone, Health Promotion and Human Development
University of Wisconsin - Stevens Point
This presentation will begin with a rationale for the use of conceptual mapping in the
college or university classroom. Following this, the presenter will share an example of
the use of the strategy in the examination of two views of the concept of
"leadership." Working in small groups, participants will have opportunities to
engage in the process of constructing conceptual maps. The session will conclude with a
general discussion of this process as a means of helping learners become critical
thinkers.
Injecting Interdisciplinary Seminars Into the Mainstream
Steve Braye, Writing Center
Barbara L. Gordon, English
Jean Schwind, NEH Grant Director
Elon College
This session begins with an activity that illuminates differences between traditional
general education courses and interdisciplinary writing intensive seminars. Following
this, we will present a model for preparing faculty to teach these seminars with time to
consider the applicability of this model at participants’ institutions. The session
will close with groups working on case studies to explore the consequences of
interdisciplinary writing intensive seminars for teaching and learning.
Student Learning Portfolios/Faculty Teaching Portfolios: A Look
at Each From Both Sides, Now
Milton D. Cox, Teaching Effectiveness Programs
Miami University
This session will explore the purposes and benefits of student portfolios and teaching
portfolios in college and university classrooms. Student portfolios have enjoyed
increasing use to facilitate assessment in university classrooms across the county and
internationally. This session will involve a "hands-on" examination of the
student portfolio as a reflective document, one which increases students’ awareness
of their learning and features the potential to inform and guide the professor’s
teaching. The teaching portfolio is also gaining acceptance as a means to document
teaching accomplishment and as a tool for reflection and growth in teaching. This workshop
will explore how the concurrent creation of both teaching and student portfolios by
professors and learners can have a positive impact in classrooms and departments across
the curriculum.
3:00pm-3:45pm CONCURRENT SESSIONS
The Challenge of Incorporating a Distant Site Into a
Problem-Based Curriculum
Thomas L. Stec, Jan Dennis, Jan F. Perry, & Kenneth Wessling, Physical Therapy
Medical College of Georgia
This group presentation will present an overview of a 20-year-old modified problem-based
Physical Therapy curriculum and relate the recent experience of its transition into the
present world of technology. This presentation will share the experience of the expansion
of the curriculum to a distant site. Ongoing research, used to monitor this transition, as
well as anecdotal information will be presented. We will reveal successes, failures, and
future plans.
Non-linear Learning and Teaching: Links, Not Traps
Randy Swing, Freshman Seminar/Institutional Research
Appalachian State University
The web’s genius is its simplicity and non-linear construction. Both assets easily
transfer to off-line teaching. This presentation covers two models of HTML-based documents
supportive of professors as content managers, rather than delivery agents. By
demonstration, linked documents are contrasted with "slide-show" formats for
in-class use. Participants will use a "stimulus pack" (linked documents,
graphics, photographs, etc.) connected to a freshman writing assignment teaching
observation, thesis-formation, and information-evaluation skills.
Exemplary Practice Panel: Making the Classroom Better for
Learning
Research Methods Anxiety: Strategies for Helping Students
Linda R. Sanders, Education
Auburn University Montgomery
Often graduate students enrolled in Research Methods classes have little knowledge of
research and have heard horror stories about the course. This presentation will provide
examples of instructor techniques to help reduce student anxiety as students become more
knowledgeable about the course and about conducting research. Assignments and in-class
activities will be presented. These strategies will provide insight into how to improve
the teaching-learning situation for both professors and students.
Faculty and Student Perception of Classroom Etiquette
Gail Tom, Business Administration
California State University –
Sacramento
Faculty in higher education take for granted that college students know how they should
behave in the classroom, and that they will voluntarily demonstrate proper classroom
etiquette. However, the increasing cultural, social class, ethnic, lifestyle and age
diversity in college populations, coupled with changing cultural norms, have created a
fuzziness in the definition of classroom etiquette. Recent publications suggest that all
may not be roses in the hallowed classrooms of higher education.
Who's Responsible: Shared Voice and Accountability in Course
Development and Student Learning
Cheryl L. Beverly, Special Education
James Madison University
Learning is not a passive activity, yet the traditional focus of course evaluations put
the onus for student learning solely on the course instructors. To truly represent the
active nature of learning, the student’s role in the process and product must be
acknowledged. This presentation will examine the barriers and benefits of using student
voice in course development and direction and incorporating the concept of mutual
accountability for student learning outcomes.
4:15pm-5:15pm 6 - WELCOME & KEYNOTE
WELCOME
KEYNOTE: Biology of Human Learning: Messeges for Higher Education
James E. Zull, Biology & Faculty Teaching Center
Case Western Reserve University
Human learning is a biological process. Key aspects of this process are now
becoming better understood, and much of our new understanding contains important
implications for higher education. In this session I will present a non-technical
discussion of new biological developments in four specific areas: basic mechanisms and
principles of brain learning, the biology of memory, the role of the emotional and
rational centers of the brain in both memory and reason, and how the whole body affects
brain function and learning. I will suggest implications for teachers in some of these
areas, and invite suggestions and discussion of others.
5:45pm RECEPTION
6:15pm DINNER
7:30pm FEATURED WORKSHOP
Baseball, Beethoven, and Botticelli: An Interdisciplinary
Intro-duction to Critical Thinking
Betty Oliver Seabolt, Humanities & Technical Communication
Southern Polytechnic State
University
In this featured session, participants will listen to play-by-play commentary of a
baseball game and identify essential elements used in the first two steps of critical
thinking: description and analysis. A recording of Peter Schickle’s humorous
commentary of Beethoven’s Fifth Symphony will be used to demonstrate the use of these
same steps in the third and fourth steps of critical thinking: interpretation and
evaluation.
Saturday, 23 MAY 1998
9:00am-9:45am CONCURRENT SESSIONS
Laboratory Development for Distance Learning and Distance
Learning for Profit
Tim O'Keefe, Natural Resource Management
California Polytechnic State University
Most distance learning (DL) classes are structured as lecture only classes. However, for
effective science classes, a good lab element is essential. Development of a traditional
lab exercise is more difficult on a DL basis. This presentation will examine some
alternatives for lab exercises in DL courses.
Faculty Mentoring: Blending the New With the Old
Albert S. Gibbs & John R. Slate, Educational Leadership
Valdosta State University
By a team approach, the mentor (senior faculty) and mentee (new faculty) are paired to
explore the instructional planning, teaching, and evaluation process. The team approach to
mentoring also involves student advisement, student internship, professional activities,
services, and adjustment to university life. The presenters will share their experiences
as mentor and mentee in support of the team approach to mentoring.
Global Positioning System In the Introductory College Physics and
Mathematics Classroom
Jitendra Bal Sharma, Physics
Chris Semerjian, Geographical Information Systems
Gainesville College
This session will discuss Global Positioning System, a technology which enables the
tracking the movement of an object by recording its position every one second. This
capability opens up a very wide realm of opportunities for context-rich math-modeling.
Students can analyze their own bodily motion for quantities of interest like displacement,
velocity, acceleration, force, power, momentum etc. This helps connect the ideas learned
in the classroom with motion encountered by students in everyday life. It creates a
learning environment in which the student uses many aspects of information technology to
gain insight into the mathematical principles governing motion. Examples of student
activities and the constraints of this technology will be discussed.
Turning Interviews into Case Stories: Exploring Scientific
Sense-Making
Francis S. Broadway, Curricular & Instructional Studies
University of Akron
The writing of case stories is a method to analyze, synthesize, and present sense-making
– what students know, how they know, and why. In order to invite conversation,
discourse, and/or analysis by the reader, case stories are narratives based upon factual
information garnered from interviews. The instructional strategies for teaching case story
writing, with examples of case stories and assessment rubrics for them, are the focus of
this presentation.
10:00am-10:45am CONCURRENT SESSIONS
A Corner of Cyberspace for A State-Wide Faculty Development
Program
Tricia Kalivoda, Instructional Support & Development
University of Georgia
In most campus-based faculty development programs, one positive outcome expressed by
participants is the chance to interact with peers from other disciplines. One of the
greatest challenges for the coordinators of a state-wide faculty development program has
been How do we keep the participants connected with each other for the duration of their
participation in the program – and beyond? This year the coordinators have
experimented with a WebCT –"course" and will discuss its application to
future faculty development programs.
35 UP!
Laurie L. Williamson, Human Development & Psychological Counseling
Appalachian State University
35 Up is a longitudinal study documenting the lives of 14 children in Britain. The
children were initially interviewed at age 7, and subsequently at ages 14, 21, 28, and 35.
It is an excellent tool that can be used in an a wide variety of disciplines to identify,
evaluate, and discuss developmental theory and process. Portions of the video will be
shown.
GIS Partnership & Service Learning at Gainesville College
Chris Semerjian, Geographical Information Systems
Gainesville College
The integration of Geographic Information Systems (GIS) into two- and four-year college
education has become a major national initiative over the past five years. However, there
is ongoing debate over justifying the cost of such systems, integrating the technology as
a tool into other overburdened disciplines, and developing curriculum that will have the
maximum impact and relevance to the student. Through service learning projects, GIS can be
used as a powerful, user-friendly educational tool campus-wide, as well as providing a
valuable resource to the community.
Integrating The Learning Disabled Student Into The Ivory Tower
Janice Harper & Fran Jackson, Education
North Carolina Central University
Researchers show that an increasing number of students who are learning disabled (LD)
pursue college degrees, but few faculty members are equipped to provide effective
instruction for this student population. This session focuses on using the public school
consultant model to facilitated learning for LD Students. We will provide a team approach
to explore legal issues, difficulties that learning disabled students face in the
university class, and specific instructional strategies to accommodate these students.
11:00am-12:30pm CONCURRENT WORKSHOPS
Netaware: Helping Students Critically Evaluate World Wide Web
Resources
David Graf, Center for the Advancement of Teaching & Learning
Valdosta State University
As more and more students use the WWW to support their research and augment their
learning, questions arise about the worth and validity of these readily accessible
resources. What makes for a good WWW site? How can we help students critically evaluate
the resources they find? This workshop will provide an interactive forum to address these
questions and will provide an opportunity for participants to develop an initial checklist
their students can use when surfing the World Wide Web.
The Wired Professor: Using Technology for Writing Throughout
the Curriculum
Charlotte S. Pfeiffer, Humanities
Abraham Baldwin Agricultural College
This session will begin with a short discussion on the benefits of the use of
technological equipment in the writing process. Next, the leader will describe specific
applications of technology in composition instruction at each of the four stages of the
writing process: prewriting, drafting, revising, and editing. Participants will then share
uses of technological tools which they have found to be effective or think might be
effective for writing assignments in their various disciples.
Beyond Memorization: Promoting Critical Thinking Among
First-year College Students
Anne Galantowicz, Natural Sciences
El Camino College
"Is this going to be on the test?" College instructors are frequently confronted
with this question. Many first time college students have little practice using critical
thinking skills and assume that unless they memorize each concept, they will not succeed
in a given class. Good teachers recognize that real learning has taken place when students
can demonstrate a higher level of understanding. Help your students achieve more learning
in your classes with these suggestions.
Quality Educational Experiences in Large-Enrollment Courses
Gary Kiger, Sociology, Social Work, and Anthropology
Utah State University
Teaching a large-enrollment course poses challenges to quality learning and teaching. It
is difficult to foster analytic skills, reflective thinking, and collaborative problem
solving in a large-enrollment course, and to give students relatively frequent evaluative
responses to their work. Participants in this session will have the opportunity to learn
about, experience, and discuss three integrated strategies that have proven successful: a)
brief writing assignments, b) cooperative-learning strategies, and c) an undergraduate
teaching fellows program.
12:30pm Lunch: TABLES BY TOPIC
2:00pm-3:00pm 11 - FEATURED WORKSHOP
Creativity and Renewal in Higher Education: Self Reflection.
Reflective Practice, and Practiced Excellence
Beverly Firestone, School for New Learning
DePaul University
Creativity has long been examined as a cognitive and psychological process credited with
the "ingenious" and artistic elements of performance and problem solving. In
this participatory and reflective workshop, we will examine ourselves through the elements
of the creative process and our own "inner triggers" that enable us, motivate
us, and "make possible" excellent performance that renews rather than drains us
of our energy and morale. Participants will be engaged in a series of guided exercises,
discussions and personal reflections to explore their creative process---and to identify
the links of that inner process to their outer actions in teaching---and life preferences.
Participants will also receive exercises for future self-reflection (from the
facilitator's book The Forms of Things Unknown: Creativity and Renewal in Higher
Education).
3:15pm-4:45pm CONCURRENT WORKSHOPS
Developing Online Course Materials: Promises and Concerns.
Frank Gillespie, Instructional Support and Development
University of Georgia
This interactive session will explore questions such as Why do you want to put your course
online? What do you expect to gain? and Are you and your students ready for online
instruction? The presenter will provide an overview of major issues relating to online
instruction in a web site that can be accessed before, during and after the Lilly
conference. As a result of this session, the participants will be able to describe
advantages and disadvantages of putting some of their course materials online.
Assessing Learning Outcomes: Writing as a Measure
Kate Wrightson, Institute of Higher Education, University of Georgia
Claire Major, Problem-Based Learning, Samford University
This workshop will provide an overview of current learning outcome assessment models used
in higher education. It will identify writing as a learning outcome and describe how
writing is currently assessed. It will present a new model for assessing writing at the
college course level, attempting to identify theoretical and practical factors which
surround the model. It also will identify various strategies for writing assessment, such
as journals, portfolios, and holistic grading.
Warm Fuzzies: Designing College Classrooms That Nurture
Lynn J. House & Deborah J. McRae, Educational Leadership
Barry University
This session is designed to explore ways to create "learner friendly" classrooms
at the college/university level. Techniques that a) foster participation by diverse
student groups, b) create an atmosphere of acceptance and appreciation for others, and c)
contribute to creating an authentic community of learners will be the focus of this
participative presentation. Role-playing, problem-solving, and other group activities will
be utilized. Join us if you are interested in learning about ways to enhance the nurturing
environment in your own classroom.
Designing a Sequenced, Integrated Master's Program for a
Cohort
Randall V. Bass, Educational Leadership
Valdosta State University
There has been much discussion of higher education curriculum and how it could be
structured differently to promote student learning. This workshop encourages participants
to consider this issue and presents a master’s program that incorporates integration
of subject matter, the sequencing of courses, teaching program participants as cohort
groups, and extended internships running concurrently with course work. Participants will
brainstorm ways to apply these concepts and others to their subject areas and individual
situations.
5:30pm RECEPTION
6:00pm DINNER
7:30pm 13 - MOVIE & DISCUSSION: Shattering the Silences
Laurie Richlin, Faclitator
"Diversity" may be the word of the hour on the nation’s
campuses, but women and faculty of color still face singular stresses and challenges.
Shattering the Silences wends its way through the Culture Wars and battles over
affirmative action to provide a unique look at campus life from the points of view of
individual scholars.
Sunday, 24 MAY 1998
9:00am-9:45am CONCURRENT SESSIONS
The Active College Classroom: A Test of Group Role-Playing in
History and Political Science
Liam Anderson, Political Science
Shantonu Mazumdar, Statistics
Patrick McCarthy, Jr, History
University of Georgia
Group role-playing is an exciting way to diversify your students’ classroom
experience and encourage active learning. We will present the results of two experiments
in history and political science classes that test the effectiveness of group
role-playing.
Besides showing brief video clips of our classes in action and explaining the testing
results, we will engage the audience in a sample group role-play to better demonstrate
this method for the active classroom.
Leap of Faith: A First-time Experience With Service Learning
Lita Hooper-Simanga, Humanities
DeKalb College
I will present the findings of my first quarter of integrating service learning
into my courses. As part of my institution’s commitment to the surrounding community,
there is a strong emphasis toward
blending service learning activities into courses. As a result, I required my students not
only to read, research and discuss a social problem (e.g. homelessness, child abuse,
domestic abuse, illiteracy), but also work with an agency aimed at eradicating the
problem. I will review the benefits and difficulties of integrating service learning by
reviewing the process and results of my experience.
Mythic Journeys of Teacher-Leaders: Recognizing the
Hero/Mentor in You
Adam Palmese & Steven Baldridge, Educational Leadership
Barry University
Presenters will report on a recent study that compared the transformative, personal
journeys of past Teachers of the Year to Joseph Campbell’s elements of the
mythological hero’s journey that help define, train, and test the hero.
Who MI? What MI? Why MI?: Teaching for Multiple Intelligences
Gae Golembiewski, Gifted Programs
Norfolk State University
This interactive, hands-on workshop will leave the participants empowered to walk, talk,
and sing about the multiple intelligence as relayed by Howard Gardner. Why are they so
popular? How can you use facets of each one to strengthen the performance of your
students? With which intelligence are you most comfortable? Participants will review the
dynamics of each intelligence and receive usable activities applicable to all content in
the university classroom.
10:00am-10:45am CONCURRENT SESSIONS
What I Did on my Summer Vacation: The Pros and Cons of
Travel-Study
Byron R. McCane, Religion & Philosophy
Converse College
International travel programs are receiving increasing emphasis at many small, private,
liberal-arts colleges. This presentation will describe and interpret the results of one
such travel-study program in which students can register for a six-week summer archaeology
experience. The professor who leads the program will show video and slides of the last two
trips, and will discuss the advantages and difficulties of running a travel-study program.
Metaphorical Analysis as a Teaching Strategy to Help Students
Think
Jimmy D. Sanders, Public Administration
Troy State University
This presentation will demonstrate how metaphorical analysis may be used as a teaching
strategy for helping students think about why they think what they think about everyday
events and occurrences. The clinical practice metaphor is used to establish the relevance
of professional practice standards for administrative decision-makers. Differences in
physician and administrator decision models will enable students to appreciate that
administrators, like physicians should, from moral and ethical perspectives, be
accountable for professional decisions.
Exemplary Practice Panel: Student Voices
Beyond Words: A Comparison of Professors’ & Students’
Perceptions of Course Objectives
Candace Lacey, Educational Administration & Secondary Education
Arkansas State University
This discussion will focus on the differences of perceptions of course objectives as they
are presented by college professors and received by their students. The data were gathered
using a qualitative research design using semi-structured interviews and participant
observations. Recommendations will be made for improved content and delivery strategies.
Students' Beliefs About Learning and Knowing in Different Academic
Disciplines
Scott VanderStoep, Psychology
Calvin College
Do students think learning in biology is the same as learning in psychology or religion?
My research suggests they don’t. This presentation is a report of research on college
students’ beliefs about learning in four different academic disciplines: biology,
psychology, religion, and mathematics. Participants will complete at least one of the
belief questionnaire and will work in groups exploring the same "thought
questions" to which students in the studies responded. Completing the same activities
as the students will allow better understanding of the issues being discussed, and will
give the presenter constructive criticism on how to improve the measures. Most
importantly, the group will discuss how different beliefs across academic subject areas
might impact students’ motivation and critical thinking, and how these beliefs will
affect pedagogy in different disciplines.
Exemplary Practice Panel: Improving Educational
Effectiveness
Improving the Effectiveness of Ethics Education
Holly B. Tompson & George H. Tompson, Management Studies
University of Waikato
This session will present the results of a research project concerning ethics in
education. Specifically, the purpose of the study was to determine which types of ethical
principles are most often violated and why. The relevance of these findings for educators
will be discussed. In addition, in this session we will attempt to identify the primary
difficulties associated with teaching ethics, that is, why ethics education is often
ineffective, and to propose potential solutions.
Tips on Educating Adults: Adult Education Theory in Practice
Roberta S. Lacefield, Developmental Studies
Waycross College
Participants will use a method described in research on adult students to determine the
topics of the presentation. In groups, participants will list questions they have about
educating adults. These questions will be compiled and addressed by the presenter.
11:00am-12 noon 16 - GOOD BYES & CLOSING
PLENARY
Full Range Teaching: Extending the Frontier
Dan Wheeler, Professional & Organizational Development
University of Nebraska
The idea of full range leadership, first articulated by James MacGregor Burns in
1978 and then developed by Bass in 1985, has considerable application to teaching. In both
situations, management is needed, and yet, in both cases, we observe various
transformations that are beyond basic management. Too much of what we often discuss and
evaluate in teaching are the management facets, yet many unexpected results are tied to
transformational aspects of enabling people to know or do beyond their original
expectations. This featured session explores how the idea of full range leadership applies
to teaching. The model will be explained and then the participants will have an
opportunity to explore its relevance to their teaching-learning situations. A number of
activities will be used to demonstrate the application to the learning setting.
12:00 noon LUNCH
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