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1998 Program
Friday, March 6, 1998 8:30am
REGISTRATION
OPENS
9:00am - 9:45am CONCURRENT SESSIONS
Transformation in Educational Programs
Jean Langan, Art
Miami University
This presentation will focus on the process of transformation in education. Strategies for
the metamorphoses of student to student - teacher to teacher will be introduced.
Discussion of pedagogy and methodology will be included.
An Innovative Method of Developing Critical Thinkers: Using
Torbert's Four Territories to Avoid Gender and Cultural Bias
Marilyn Smith - Stoner, Nursing
CSU - San Bernardino
This paper presents the use of William Torbert's four territories of experience as a
strategy for developing critical thinking skills in undergraduate students. Examples of
using this method will include: debriefing emotionally intense reactions of students,
analysis of complex events occurring in the clinical setting, and promoting understanding
and insight into the cultural similarities and differences among students. Instructional
techniques emphasize congruence of this method with intellectual standards and adult
learning principles.
Teaching Culture Through Primary Texts
Denise Eileen McCoskey, Classics
Mary G. McDonald, Physical Education, Health & Sport Studies
Miami University
This presentation introduces a number of interdisciplinary approaches to teaching culture
through a close analysis of primary texts. The emphasis will be on training students not
only to engage critically and reflectively with a variety of types of primary texts
(visual, material, textual, oral) but also to help them find ways of situating these texts
within a larger cultural framework.
Interactive Teaching in Public Administration Courses
Clifford Young, Public Administration
CSU - San Bernardino
Based on an observation case study, the presenter will examine interactive teaching in a
public policy analysis course. The session will highlight interactive teaching as it
relates to curriculum development and organization, small - group communication among
professors and students, and interpersonal relations in the classroom. The presenter will
conclude with recommendations for interactive teaching in public administration curses
based on the case study results and findings.
Building Electronic Communities: Is It important to Quality
Education in On - Line Courses?
Ruth Guthrie, ANWC Management & Business
University of Redlands
This presentation explores educational process gains and losses in on - line environments.
During the presentation, participants will explore the implications of reading and writing
technology on the first university. Extrapolations will be drawn to current technological
innovations in on - line and distance education environments. The presentation will
contain results of a survey on student perceptions of educational richness in on - line
environments and a discussion of learning process gains and losses caused by new
technologies.
Solving Homework in Class and Receiving Lectures at Home: Reversing
the Situation
Teruo Fujii, Engineering Technology
Miami University
The traditional approach to engineering courses is for the professor to lecture during
class, and then have students accomplish problem - solving homework outside of class. In
response to students' complaints about homework, the presenter reversed the sequence so
that the students carried a greater part of the lecture process and homework became
largely performed in groups during class time, where ample help from teacher and
classmates is available.
10:00am - 11:45am FEATURED WORKSHOP
Same Time Next Year
Lynne Anderson & John Carta - Falsa, Education and Human Services
National University
Genuine and lasting relationships are the basis for a sense of comaraderie which
facilitates the exploring and experiencing of common interests. In order to accelerate and
intensify our time during this conference, we will act as designated travel guides and
assist participants in designing their itineraries for the 10th annual Lilly - West.
Within this workshop we will form friendships as we discover and explore our common
experiences. We will map our routes and locate our stopovers from the agenda and, as a
result, we look forward to interacting with our travel companions throughout the year and
make plans to see each other next year!
10:00am - 10:45am CONCURRENT SESSIONS
Cross - Cultural Teaching/ Learning Process as a Self - Organizing,
Self - Creating System
Nancy M. Lydick, Psychology
National University
The cross - cultural experience of the classroom will be examined through Capra's example
of Self - Organizing, Self - Creating systems. Subject matter will be explored through the
eyes of the international student by closely looking into the beliefs and values of both
student and instructor as an interwoven, interconnected and interdependent process of
teaching/ learning. Conference attendees will be asked to break into groups for an
experiential exercise in cultural awareness as it relates to systemic teaching/ learning.
The Politics of Teaching Across Disciplinary Boundaries
Carla Corroto, Architecture
Miami University
Expanding pedagogical styles beyond their disciplinary boundaries creates teaching that is
dynamic, student - centered, and responsive to diverse learners. This not only serves
students who otherwise would miss out, it provides a political challenge to the existing
order. Refusing to rethink our teaching perpetuates systems of domination based on
personal identities bound up with sex, race, and class. This session will address ways
this "hidden curriculum" is carried as "pedagogical style," how
discipline - based styles serve those in power instead of students, and ways to encourage
instructors to consider the politics of style in the classroom.
Community Co "Laboratories": Collaborative Partnerships
With Community Healthcare Agencies for Innovative Nursing Education
Marcia L. Raines & Mary Molle, Nursing
CSU - San Bernardino
Presenters will provide demonstrations and discussions of "hands - on"
strategies/ methods for finding and developing partnerships with community healthcare
agencies. Examples from specific student - agency projects will be presented. We will
discuss faculty experiences, both positive and negative, with coordinating and teaching
students based in different clinical sites, using collaborative learning and consultative
sharing of these "expanded learning experiences." The advantages of community -
university collaboration in identifying and solving mutual concerns will be emphasized.
Teambuilding in the Intercultural Classroom
Claire Purvis, Accounting
Lynne T. Diaz - Rico, Educational Psychology & Counseling
CSU - San Bernardino
Successful teamwork and effective interpersonal interaction are not guaranteed in
university courses, which enroll both native speakers of English and international
students. This presentation offers specific strategies which build teams that can work
productively, using techniques derived from Bourdieu's work on cultural capital and
Bakhtin's conception of "public voice." Participants will receive an overview of
basic theoretical principles, and then practice a variety of tactics in each of four
distinct phases of the teambuilding process.
Helping Underprepared Students Succeed in Science
Beverley A. P. Taylor, Physics
Miami University
I recently taught a science course for underprepared students. The course is laboratory -
based, taught using cooperative learning, and emphasizes critical thinking skills. Few
students completed the course successfully. I will describe the course and what I believe
were the root causes for the problems encountered and the changes needed for these
students to be successful. Participants will critique my solution and suggest others.
Lastly, we will discuss the role of developmental education at state - supported colleges.
Improving the Master's Level Experience Through Listservs,
Mentoring, and Internships
Janelle A. Gilbert & Kenneth S. Shultz, Psychology
CSU - San Bernardino
We will describe and provide examples from three innovative curricular changes we have
recently instituted in our program. These include the use of Electronic Discussion Lists
(EDLs, a.k.a. e - mail listservs) in the classroom. Next, the implementation of a
mentoring program for graduate students in our program will be described and discussed.
This discussion will include a description of the mentor program, socialization of new
students, and mentor training. Finally, we will discuss issues around the key pedagogical
and practical issues in the use of internships as well as describe how increased mentoring
and monitoring in our program has dramatically increased the consistency and quality of
the internship experience for students, faculty, and the sponsoring organization.
11:00am - 11:45am CONCURRENT SESSIONS
Development of Low - Cost Teaching Aids to Stimulate Learning
Patricia K. T. Pothier, Nursing
Loma Linda University
This presentation will use demonstrate sensory aids used in teaching nursing students in a
medical/ surgical course. I will demonstrate slides and teaching using taste, sight, and
smell, construction of an inexpensive model for tracheal suctioning, and use of anatomical
Tee - shirts.
Factors Which Increase or Decrease the Academic Success or Progress
of Culturally Diverse Students
Vaneta Mabley Condon, School of Nursing
Loma Linda University
This session will describe the findings of a recent study focusing on self - reported
factors which increased or decreased the academic success or progress of 771 culturally
diverse nursing students from all 21 accredited baccalaureate nursing programs in
California. Similarities and differences in success factors, barriers to success, and
predictors of academic success for African - American, Asian American, Anglo - American,
Latino/ Hispanic - American and Native - American students were identified. Conference
participants will apply the research findings to their own teaching methods and
institutional policies.
The Effects of Isolation on Faculty
Alumni Teaching Scholars: Carla Corroto, Architecture, Robert Davis, Mathematics &
Statistics, Joan Fopma - Loy, Nursing, Jean Langan, Art, Denise McCoskey, Classics, Mary
McDonald, Physical Education, Health, & Sport Studies, Allen Montagu, Geography, Osaak
Olumwullah, History
Miami University
Isolation is a significant problem for many faculty in higher education. Factors
contributing to this include the reward system in institutions and often conflicting
messages regarding productivity. These and related issues will be explored, and the
participants will engage in a discussion of possible strategies to deal with these issues.
Discovery Based Learning in Mathematics and Science: Part 1
Larry King, Mathematics
Donald Boys, Physics
Ann Towsley, Education
Harriet Wall, Arts & Science
University of Michigan - Flint
Karen Sharp, Science & Mathematics
Mott Community College
Members of our project will present a panel discussion, beginning with a brief overview of
the project, about what we have done so far, and some assessment results. The remainder of
the session will involve the audience and center on questions such as: a) Does concern for
positive student attitude lower the standards of the courses? b) What is discovery - based
learning and how does it work? c) How does this type of teaching change the instructor's
role?
The Effects of Thinking Style and Instructional Design on the
Formation of Flexible Knowledge Structures in Adult Learners
Sydney Brooks Blake & Helen Anderson - Cruz, Education & Human Services
National University
Within the context of cognitive psychology, the assimilation of features that are critical
to a specific task or body of knowledge expedites acquisition of knowledge within that
domain. Following the presenters' discussion of current research on the effects of
instructional design on knowledge structures, the audience will experience various methods
of criterial feature presentation of a task by participating in an experiment.
12:00noon LUNCH: TABLES BY DISCIPLINE
1:00pm - 2:30pm CONCURRENT WORKSHOPS
Combating Racism in Curriculum and Pedagogy
Laila Aaen, Human Development
Pacific Oaks College
Most of us know how to identify overt racism. Much more difficult is addressing the subtle
ways in which we participate in perpetuating racism through our presentation of self,
curriculum, and pedagogy. In this workshop, I will share the experience of a class in
which racism became the emergent curriculum. I will take the participants through two of
the pedagogical designs in the class: one planned and one emergent. We will share and work
with results of the emergent pedagogy: the identification of racism in all areas of the
class, from design to execution. The participants will use the list of inclusive and
nonexclusive (racist and anti - racist) practices to examine their own courses and begin
to plan for increasing anti - racist practices.
Portfolios and Active Learning: Nontraditional Methods in
Traditional Courses
Mark Greenhalgh & Yash Pal Manchanda, Mathematics
Fullerton College
Michael H. Clapp & Susan Kasparian, Mathematics
CSU - Fullerton
This presentation will provide insight into the factors that have caused four faculty to
fundamentally change their methods of teaching and assessment. They now teach with BITs
(Better Instructional Techniques.) Participants will engage in hands - on lessons in a
cooperative learning environment, and examine alternative assessment tools that can be
applied across many disciplines. We will share samples of student feedback from a Liberal
Arts Mathematics course.
Visible and Invisible Group Processes in the Classroom
Tony Grasha, Psychology
University of Cincinnati
This session will explore the visible and invisible dynamics of large and small classroom
groups. An understanding of both is needed to manage the diversity of problems many
faculty have in managing classroom groups. We will explore using a dynamic systems
perspective the effect on classroom groups of power and status issues that dictate
functional and dysfunctional communication styles, positive and negative emotional
climates, unstated models of what it's like to teach and learn, perceptions of
psychological size and distance, the needs for inclusion, control, and affection; and how
informal group norms, roles, and leadership patterns facilitate and hinder group
processes. Participants will gain an understanding of such issues and will be shown ways
to improve the quality of large group discussions, group projects, small group
discussions, as well as other large and small group activities. Various activities, role
plays, and demonstrations will be used to illustrate key concepts.
Discovery Based Learning in Mathematics and Science: Part 2
Larry King, Mathematics
Donald Boys, Physics
Ann Towsley, Education
Harriet Wall, Arts & Science
University of Michigan - Flint
Karen Sharp, Science & Mathematics
Mott Community College
By involving the audience, we will demonstrate some of the activities we are doing in our
courses. We start by administering the attitude assessment in mathematics, and then show a
brief video of students working on some science activities. We will end the session with
some mathematics activities that will center around the theme "Lying with
Statistics". The audience will work in small groups and the activities should be
accessible to all attendees.
Instant Aging: An Affective Learning Activity
Desmyrna Taylor & Gail Rice, Physical Therapy
Loma Linda University
This workshop is designed to highlight the differences between affective and cognitive
learning and to show how affective learning in the classroom setting can assist students
awaken feelings of vulnerability, empathy, and compassion. The presenter will demonstrate
how students "become old" in order to better understand the effects of aging on
the performance of day - to - day activities. Participant will have artificially induced
difficulties with their sight, hearing, tactile, and motor functions, as they complete a
series of "assigned" task. They will have opportunities to process, discuss, and
apply.
2:45pm - 3:30 pm CONCURRENT SESSIONS
Helping Students Predict Their Performance
Edward E. Anderson, Teaching, Learning & Technology Center
Texas Tech University
Research has demonstrated that it is possible to reasonably predict student performance
based upon their choices; sleeping, working, study habits, etc., The GREG expert system
permits students to simulate their performance based upon these factors. This session will
demonstrate GREG and how it may be used to advise students in planning to be successful in
college. Participants will have the opportunity to assess their own potential performance.
Promoting Integrity in the Classroom
James Eison, Center for Teaching Enhancement
University of South Florida
Recent surveys conducted at all grade levels from secondary school to medical school
indicate that cheating has become commonplace. This session will examine common causes and
forms of academic dishonesty and explore instructional strategies that create an academic
environment that helps students learn to succeed without cheating.
The Teacher as Storyteller
Richard D. Berrett, Child and Family Sciences
CSU - Fresno
"One of our problems today is that we are not well acquainted with the literature of
the sprit"
Joseph Cambell, The Power of Myth
The use of story to communicate profound principles of living is as old as language. In
education, stories have the potential to speak for the didactic elements, and yet they
provide the opportunity for a much deeper learning, that of the heart. Come and explore
the basic elements and power of stories, as well as their application in the classroom.
Knowing...REALLY KNOWING Your Freshman Students: Our Highly
Successful Program of Using the Focus Group Discussion Approach
James F. Morgan, Management
Sara Armstrong, Provost Office
Jeanette Alosi, Institutional Research
CSU - Chico
Knowing one's student audience is critical in providing the best possible learning
environment to students making the transition from high school to freshman status. Using a
format reminiscent of CNN's "Talk Back Live" show, a focus group and mini -
survey format has been employed to capture the experiences and impressions of a selected
number of freshman after their first semester. We enjoyed the interaction with focus group
participants and were surprised with the richness of our findings.
Teaching via Distance Learning: Strengths, Limitations, and Outcomes
Mark A. Mayse, Plant Science
CSU - Fresno
Based on three semesters of offering an undergraduate plant science course (with
laboratory) via distance learning technology, the presenter will discuss lessons learned
with respect to relative strengths and limitations of this increasingly popular approach.
Student learning outcomes, such as test scores and course grades, will be compared between
the local and distance campus sites. Broader issues, such as faculty compensation,
enrollment credit and ownership of course material, will also be discussed
Student Travel Courses: Expanding the Classroom and Enriching Your
Curricula
Susan Goodwyn, Psychology
CSU - Stanislaus
Having recently survived a student travel course to Cuernavaca, Mexico, the presenter will
discuss the "ins and outs" of preparing and conducting student travel courses.
Group discussion will focus on possible travel options in various disciplines.
Participants will learn how to arrange group travel, prepare student contracts, arrange
student supplemental insurance, and complete necessary university documentation. Anyone
interested in enhancing student learning through travel, as well as experienced travel
course instructors, are urged to attend.
EXEMPLARY PRACTICE PANEL: TEACHING AT A DISTANCE
Uses of Mailing Lists and Web - Based Message Boards in Teaching and
Learning
Ron Buckmire, Mathematics
Occidental College
This presentation will discuss the use of asynchronous electronic communication between
students, students and teacher, and teachers as a useful tool in content instruction and
faculty development. Many teachers are using electronic mail as a tool to communicate from
teacher to student, and some are using it for student - to - student interaction. Web -
based message boards allow users to access discussion using a web browser and have many
technical improvements upon the basic mailing list, such as password protection, instant
archiving, maintenance of discussion threads and keyword searching. Specific examples,
addresses and instructions will be distributed.
Exploring Faculty and Student Roles and Strategies in a Distance
Learning Program
Sarah Gammon Daum, Academic Development
Western University of Health Sciences
This session will describe a qualitative research study that was conducted with faculty
and students participating in a physician assistant training program using distance
learning (two - way audio video) instruction with a single off - site group. The study
explored changing instructor and student roles and the impact of this technology on
teaching/ learning dynamics and strategies. Study findings indicate a significant impact
on both faculty and students, including a shared concern for the development of
professional behaviors, values, and attitudes.
4:00pm WELCOME & KEYNOTE
WELCOME
Laurie Richlin, President & Conference Director
International Alliance of Teacher Scholars
Milton D. Cox, Founder & Director
Lilly Conference on College Teaching
Miami University
KEYNOTE ADDRESS: TEACHING AND LEARNING: THE NEXT FRONTIER
Albert Karnig, President
CSU - San Bernardino
5:15pm RECEPTION
6:00pm DINNER
7:30pm PLENARY ADDRESS: THE AGING FACE OF HIGHER EDUCATION
Susan Harris, Special Assistant to the President
National University
The population of adult learners is swelling on campuses across the nation - - challenging
faculty and administrators to modify the environment of the traditional campus. The
challenge involves changing relationships between students and teachers, altering teaching
strategies, and reshaping student services. The reward is an opportunity to ignite a
pattern of lifelong learning. This session is designed as a dialogue between the speaker
and audience in exploring the topic.
Saturday,
March 7, 1998
8:00am BREAKFAST
9:00am - 9:45am CONCURRENT SESSIONS
Teaching African History: A Case for an Interdisciplinary Approach
Osaak Olumwullah, History
Miami University
In this session, we will briefly examine the origins, organizational structure, goals and
accomplishments of African Studies Programs in the U.S. There is need to re - assess their
place in the curriculum to make them more suitable to a changing international scene.
Disciplines like history, anthropology, literature, and religion should develop ways of
studying multi - site phenomena with the same sensitivity as they study places and times.
This will define an interdisciplinary agenda that will not only encourage the building of
confidence and intellectual productivity in a diverse atmosphere, but also encourage cross
- cultural comparisons that help in highlighting the connections between Africa and its
Diaspora.
They Can Hardly Wait to Read This!!
Joan Cook, Education
Montana State University
Elizabeth Viau, Charter School of Education
CSU - Los Angeles
Electronic presentation will be used to provide a background on how people read, basic
page design and layout, and how to make documents more readable and interesting.
Participants will form small groups to analyze a variety of printed materials used in the
classroom and redesign them so the catch the attention and interest of their readers.
Groups will share their ideas and creative designs. Technique handouts, design materials,
and sample documents will be provided.
They're Not Cheating, They're Learning!
Dale Steiner, History
Brooke Moore, Philosophy
CSU - Chico
It may look as though students taking a group quiz are cheating, but by sharing
information and debating different answers they are actually learning. This session will
examine the ideas that lie at the root of group quizzes, explore various ways that this
cooperative learning technique can be adapted and applied to your classroom - and offer
some compelling reasons why it should be.
From Teaching to Learning: Revamping Curriculum in a Graduate
Counseling Program
Kathy O'Byrne & Pamela Downie, Counseling
Judith Ramirex, Child, Family & Community Services
CSU - Fullerton
Listen and react as four full - time faculty members describe their current efforts to
revamp their program. What would it be like to eliminate 3 - unit, semester - long courses
in the first half of a graduate program and replace them with self - paced, demonstrated
learning goals? In what ways do the role of the faculty and the process of assessment
accommodate those changes? What happens when graduate students are engaged in a
collaborative effort to demonstrate learning?
Grading Team Oral Presentations
Joseph W. Leonard, Management
Miami University
This session will deal with the evaluation/ grading of student teams of four or five
members and individual team members. A method of utilizing class and peer evaluations as
grade inputs will be illustrated.
Specifically, the grading and feedback processes of each individual class member's
Presentation Appraisal form and each team member's Confidential Peer Rating form will be
detailed. We also will discuss of dealing with troublesome (unmotivated, senioritis,
personal problems, disruptive, conflict, etc.) student.
Issues and Problems in Teaching High Technology Courses: Experiences
from Geography and Urban Planning
Simon Montagu, Geography
Miami University
This presentation addresses a number of problems common to all instructors teaching
technology - based subject matter. The presenter will discuss the range of pedagogical
models employed in several disciplines, and evaluate each model in light of his
experiences with geographic information systems courses in both geography and urban
planning programs.
Interactive Applications of the World Wide Web
George R. Wiger & William Wilk, Chemistry
CSU - Dominguez Hills
The presentation will have two major aspects. First, we will demonstrate the materials
developed to date and currently in use, showing fully the multifaceted nature of the
project. Then we will demonstrate a series of templates, upon which others could build
similar applications. Interested participants will be given diskettes containing a
complete set of the applications.
10:00am - 10:45am CONCURRENT SESSIONS
EXEMPLARY PRACTICE PANEL: ENCOURAGING CRITICAL THINKING
Developing Useful Discussion Questions
Mary McDonald, Physical Education, Health & Sport Studies
Miami University
When engaged in the study of social inequality students often equate structured lectures
with "being told what to think." Yet in other cases, when discussing issues
related to gender, race, class and sexuality from non - dominant perspectives, sometimes
some students respond by disengaging. The main focus of this presentation will be to
provide suggestions for developing useful discussion questions which encourage active
participation and challenge students to think critically about inequality.
Teaching Learning and Thinking Techniques
Ron Garrett, Geography
Miami University
As a geographer, I am well aware of the limited geographic knowledge students of all
levels bring to my introductory courses. More recently, I have discovered that students do
not seem to know much about how they learn or think. In response, I have begun to give
students lists of "orientations to learning" and "stages of thinking"
and asked them to think about how they learn and think. Some preliminary responses to this
information have been startling to me. This presentation will discuss whether their
knowledge about their own learning and thinking can help them do geography and other
subjects better.
Building a Sense of Community for First - Time Freshman: Fullerton
First Year
Sylvia Alva, Fullerton First Year
Ellen Junn, Academic Affairs
CSU - Fullerton
The Fullerton First Year (FFY) is a purposeful attempt to create a rich, challenging and
nurturing learning environment where students have the opportunity to succeed. This
presentation will a) provide an overview of the purpose and goals of the program; b)
summarize national trends and research findings on freshmen - year programs and learning
communities; c) relate student persistence factors to the components of the program, and
d) report preliminary data derived from a paper - and - pencil questionnaire and focus
groups with FFY participants and a comparative sample of freshman students.
Technology in Teaching: The Impact of Computer - Data Acquisition
Systems on an Engineering Laboratory
Josue N. Libii, Engineering
Indiana University - Purdue
This presentation describes the impact that the introduction of technology can have on
teaching and learning. It uses a laboratory experiment that is done in our introductory
course on fluid mechanics as an example to compare and contrast the way this experiment
was done before and after data - acquisition systems. It highlights the impact of this
technology on teaching and learning by stating and explaining the benefits and caveats
that were observed while using it.
Integration, Application and Innovation: Linking Practical
Experience With Classical and Modern Leadership Theory
Richard Arlin Stull, Health & Physical Education
Humboldt State University
This presentation will be an informative and entertaining look at a multi - faceted
approach to the teaching of a leadership theory class incorporating classical texts (e.g.,
Sun Tzu's Art of War, Machiavelli's Prince) and current texts (e.g., Covey's Seven
Principles), cinema (e.g., Wall Street, Malcolm X), the use of shared inquiry technique,
case study approaches, and more. These teaching approaches can be adapted for a variety of
disciplines including literature, history, psychology, sociology, business, and others.
How to Teach Any Post - Secondary Course in a Wilderness Setting
Robert London, Education
CSU - San Bernardino
This presentation explores the hypothesis that teaching a post - secondary course in a
wilderness setting enhances the quality of the course. The presenter's experience teaching
four courses in a wilderness setting provides the framework for the presentation. The
presentation includes an introductory slide show based on the wilderness course, followed
by a discussion of how to organize such a course. Participants will have an opportunity to
plan a wilderness course at their institutions.
Steps to Make Collaboration Work
John Attinasi, Bilingual Education
Deborah Hamm, Teacher Education
CSU - Long Beach
Lisa Isbell, Curriculum and Instruction
Long Beach Unified School District
The call is for collaboration and partnerships. Sounds good but... how do we begin and how
do we sustain the positive forces once we begin? This presentation will share the lessons
and skills learned in the pursuit of collaborative reform in a large urban school district
and a state university. How have the two cultures learned to value each other and work
together? What are the lessons learned? What helped facilitate collaboration? What do we
wish we had predicted? How can our experiences be shared with others? Participants will
leave with specific research based techniques to use in their own collaborations.
A Hands - On Approach to Studying Introductory Macroeconomics
Radha Bhattacharya, Economics
CSU - Fullerton
I will present a data - oriented way to teach Introductory Macroeconomics. The only
resources that are needed are access to a computer and very basic knowledge of Excel(tm).
This "specific to general" approach to teaching first introduces students to
actual features of data for the U.S. and other countries and then discusses the economic
theories that seek to explain the data. An example of this will be provided in the
session.
11:00am - 11:45am CONCURRENT SESSIONS
Projects to Enhance Quality & Productivity in Learning and
Teaching
Scott G. McNall, Academic Affairs
William E. Post, Library Academic Resources
Kathy Fernandes, Technology and Learning
Marilyn A. Winzenz, Center for Excellence in Learning and Teaching
CSU - Chico
Our campus decided to commit significant resources to an exploration of how technology
could be used to enhance the quality and productivity of learning and teaching. A call for
proposals was sent to all faculty and staff. Ten proposals, all for experiments in the use
of the computer, were selected. Some faculty created web - based materials. Others used e
- mail or chats, or CD - ROMs to make more efficient use of class time. The findings and
conclusions from year one yielded valuable insights into the nature of learning and
teaching that are guiding our work with another round of projects to enhance quality and
productivity in learning and teaching.
Joining the Dialogue: Evaluating Systemic Reform in Higher
Education
Andrew Bernat & Connie Kubo Della - Piana, Model Institutions for Excellence
University of Texas El Paso
The session examines the issues involved in developing and implementing a formative
evaluation plan for systemic reform in higher education. Participants will engage in on -
going discussion of the issues a school/ university/ faculty need to consider in
developing, implementing, and managing an evaluation plan. Attendees will learn how the
information gained from the evaluation can be used improve their programs.
Gender - Related Differences in Ethical Decision Making of Business
Students
Robert Skalnik, Management & Technology
National University
This study investigated gender - related differences in ethical attitudes of 184 graduate
and undergraduate business students. Five categories of ethical problems were selected for
the study: coercion and control, conflict of interest, physical environment, paternalism,
and personal integrity. Significant differences were observed in male and female responses
to questions concerning coercion and control, conflict of interest, and physical
environment. No differences were noted for survey items concerning paternalism and
personal integrity. Implications for future management will be discussed.
Humor As An Instructional Highlight
Thomas E. McDuffie, Jr., Education and Health Services
St. Joseph's University
"And now, here's Johnny!" Johnny Smith author, scholar and your professor in
this required introductory course which explores the background, beauty and bounty of....
While humor supposedly enhances everything from memory to sexual capacity, the real
question is "Can it improve Dr. Smith's student evaluation?" After summarizing a
classroom perspective, examples of the instructional use of cartoons, quotations and
dissonance will be presented. Since "Dead at Arrowhead" is a scary thought, come
prepared to share your uses and source of humor.
Perceived Level of Preparedness of Pre - Service Teachers and
Professionals to Work with Children and Disabilities
Richard L. Luftig, Educational Psychology
Miami University
Regular education teachers are increasingly encountering children with disabilities in
their classrooms. How much do these individuals know and how anxious are they about
inclusionary practices? This research surveyed over 300 pre - service special - education
and regular - education undergraduates on these topics. Data revealed a) groups did not
differ on their knowledge about inclusion, b) regular - education and education -
profession individuals remain anxious about inclusion, and c) students tended to be less
anxious as they progressed through the four years of undergraduate training.
The Underprepared Student, Academic Language, and Academic Success
Phyllis Kuehn, Educational Research
CSU - Fresno
The academic language of textbooks and lectures is distinctly different from the spoken
language of everyday communications. Students, including native speakers of English, may
enter college with low academic language proficiency, which contributes to academic
failure. This presentation will discuss results from two FIPSE projects related to
academic language assessment and development, and includes: a) characteristics of
underprepared students, b) evidence that low academic language proficiency interferes with
lecture and text comprehension, and c) effects of a program designed to assess and develop
student academic language proficiency.
Culture and Schooling
Laura H. Young, School of Education
CSU - San Bernardino
Children are the fastest - growing segment of this nation's homeless population. These
children encounter many barriers to school enrollment and attendance, both in the family
and at school. Unfortunately, higher education has not adequately addressed, studied or
even discussed the special needs of homeless children. It is incumbent upon university
teacher preparation programs to cultivate a heightened level of awareness, expectations,
and possibilities, in order to prepare the teachers who are entering the field of
education today. In this session, we will examine insightful information, research
gathered in a school for homeless children, and a hands - on approach for educators.
12:00noon LUNCH: TABLES BY DISCIPLINE
1:00pm - 2:30pm FEATURED WORKSHOPS
TICKET REQUIRED
In honor of Lilly - West's 10th anniversary, we have six nationally - known
educators presenting workshops on a critical area of teaching and learning based on their
research and experience. There are a limited number of tickets available for each session.
Pick up a ticket at the Registration Desk for the workshop of your choice prior to the
session.
Teaching With Style: A Practical Guide to Enhancing Learning by
Understanding Teaching & Learning Styles
Tony Grasha, Psychology
University of Cincinnati
This workshop will examine how to design effective instructional processes using knowledge
about teaching and learning styles. Teaching and learning style inventories will be used
to help participants identify their preferred styles as teachers and to suggest
alternatives to those styles. Participants will explore the personal applications of a
model that integrates teaching and learning style information in a course design.
Classroom Assessment Techniques
Philip G. Cottell, Jr. Accountancy
Miami University
Classroom Assessment Techniques (CATs) furnish college and university faculty with simple,
practical tools with which they can determine the effectiveness of teaching and learning
in their classes. These assessment techniques - formative in nature - enable faculty to
make mid - course corrections in their courses early and often. In this highly interactive
session, workshop participants will receive an overview of classroom assessment and
practice using CATs in ways that will demonstrate their usefulness with college students.
Active Learning: Creating Excitement in the Classroom
James Eison, Center for Teaching Enhancement
University of South Florida
Nearly 25 years ago, McKeachie wrote in the Handbook of Research on Teaching,
"College teaching and lecturing have been so long associated that when one pictures a
college professor in a classroom, he almost inevitably pictures him as lecturing." A
host of recent national reports, however, have challenged college and university faculty
to use instructional approaches that transform students from passive listeners into active
learners. This session will demonstrate both why and how this can be done. Warning: This
program will practice what it teaches; active involvement is expected.
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.
Emotional Intelligence and Deep Learning: The Role of Shame in
Learning Environments
Al McLeod, Sociology
CSU - Fresno
In my ongoing classroom experimentation, shame has emerged as a topic of central interest:
I've come to believe that rigid lecture formats, traditional exams and other behaviors can
be inherently shaming for both students and teacher. I posit that information flow
characterized by high shame levels can trigger fight - flight responses in the learner,
leading to the release of brain chemicals impeding deeper learning. Safe and supportive
emotional infrastructures appear to lead to the suspension of survival impulses and
"learning readiness."
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). She will also be available throughout the conference to answer questions for
any participants.
BIOGRAPHIES OF FEATURED PRESENTERS
PHIL COTTELL is Professor of Accountancy and Director of the Senior Faculty
Program for Teaching Excellence at Miami University. He and Barbara Millis have reecently
published Cooperative Learning for Higher Education Faculty (ORYX Press). Phil has
led workshops on Cooperative Learning and Classroom Assessment at teaching conferences and
at college and University campuses. He was a featured presenter at the 1996 Lilly - West
Conference.
MILTON D. COX, University Director for Teaching Effectiveness Programs at Miami
University for 18 years, founded and directs the original Lilly Conference on College
Teaching, and has presented sessions at all ten Lilly - West Conferences. He also is
Editor - in - Chief of the Journal on Excellence in College Teaching and directs the 1994
Hesburgh Award - winning Teaching Scholars Program at Miami. For the past 31 years he has
taught mathematics, designing and teaching courses that celebrate and share with students
the beauty of mathematics. He is piloting the use of student portfolios and the use of
Howard Gardener's other (than mathematical logical) intelligences in his mathematics
classes.
JIM EISON, the founding director of the Center for Teaching Enhancement at the
University of South Florida, is a psychologist who made teaching and learning in higher
education the focus of his professional career. Jim coauthored with Charles Bonwell the
text Active Learning: Creating Excitement in the Classroom, which has sold over 10,000
copies (1991, ASHE - ERIC). During the first seven years of his leadership, USF's Center
for Teaching Enhancement has had over 200 faculty participate in an intensive ten - day
summer workshop examining ways to incorporate active learning strategies in university
classes. Jim has published over 40 articles, made invited presentations on over 60
different campuses, and delivered an even greater number of presentations at regional or
national conferences, including 13 Lilly Conferences and the first Lilly - West
Conference.
BEVERLY FIRESTONE is a professor in the School for New Learning at DePaul
University. In her research and teaching, she has developed a "mind model" that
combines psychology, organizational sociology, communications, and qualitative and
quantitative research methodologies - retaining the integrity of each while finding the
"new" in the integration. Her most recent publication, The Forms of Things
Unknown: Creativity and Renewal in Higher Education, also adds information of the 16th
century Christian Mystics to the model. In addition to her work at the university in the
areas of creativity, planned change, and communications, she facilitates retreats and
interactive sessions at universities in teaching and faculty renewal.
TONY GRASHA has been a regular presenter and workshop leader for 18 years at the
Ohio Lilly Conference and for six years at Lilly West and other regional Lilly
Conferences. He is Director of the Social Psychology Program, Professor of Psychology, the
first recipient of the title Distinguished Teaching Professor, and winner of the A. B.
Dolly Cohen award for excellence in university teaching at the University of Cincinnati.
He serves as the Executive Editor of the interdisciplinary journal College Teaching and is
a consulting editor to the Journal on Excellence in College Teaching. His most recent book
is Teaching With Style, which deals with the applications of teaching and learning styles
in the college classroom.
AL MCLEOD has been teaching Sociology at CSU - Fresno for many years. He says,
"I'm dedicated to the pursuit of excellence in the classroom, and to this end am
always experimenting with new teaching modalities and group process. I am perhaps not so
much a "teacher" but more a facilitator of information - flow - - and part of
this is knowing that my students are also my teachers. As much as possible I attempt to
create deep learning environments characterized by safety, trust and respect believing
that this promotes a type of brain chemistry allowing easy connection of information with
our values, beliefs, mind set and character structure. Many of my students report
transformations in their sense of self and how they are in the world, and how they take
in, process and apply knowledge. The class processes I use keep me alive too; I love
teaching and my students more than ever."
2:45pm - 3:30pm CONCURRENT SESSIONS
The Third Generation Learner: A New Look at Faculty Responsibility
Sylvia Tucker & Robb Rogers, Education
National University
Mary Blizzard, English
San Dieguito Academy
How does the learning of our students affect the learning of the next generation of
students - the students of our students? This presentation is designed for us to look at
"teaching through" students directly in contact with us in order to reach the
next generation of learners. The presenters are persons who represent three generations of
learning - spiral of influence which should be a vision, a goal of our learning/ teaching
process.
What Was I Thinking?
Elizabeth A. Viau, Charter School of Education
CSU - Los Angeles
Joan Cook, Education
Montana State University
How can we get of students to engage in discussion? Sometimes using questionnaires can
help to get them thinking. Let's try this idea out, and discuss different types of
questionnaires that help students find something to talk about.
Non - Academic Factors of an Instructor That Contribute to
Students' Course Evaluations
Barbara J. Hughes, Psychology
National University
Ever wonder exactly what makes the difference between high course evaluations and just
"okay" numbers? "What is" it that students value? Ever thought that
the degree of humor communicated during lectures, or maybe some other "personal"
factor, could actually be a key component in overall evaluations? The research described
in this presentation evaluates seven areas which contribute to course evaluations in
undergraduate and graduate classes. The ratings of the areas were compared to the course
evaluation means.
Strategies to Motivate College - Level Students: Techniques from a
Mathematics Anxiety Class
Judy Kasabian, Mathematics
El Camino College
We will create list of characteristics and a student profile of an unmotivated student.
Focusing on the specific characteristics, we will examine a variety of successful
techniques that have been used to motivate students in developmental level courses. We
will discuss these techniques in small groups. Participants will explore how these
strategies can be incorporated in their classes.
The Development of an Outcomes - Based Curriculum and a New Campus
Daniel Fernandez, Earth Systems, Science and Policy
Richard Harris, Integrated Studies and Global Studies
Gerald Shenk, Social and Behavioral Sciences
Angie Tran, Social and Behavioral Sciences
Judith White, Management and International Entrepreneurship
CSU - Monterey Bay
The presenters have been intimately involved in the development of an outcomes - based
undergraduate curriculum and the establishment of a ground - breaking, innovative new
campus within a large and established state university system. This presentation will
engage the participants in formulating a series of tentative lessons to be learned about
outcomes - based education and the development of innovative new campuses within existing
university systems.
How We Use the Internet for Immediacy and Service in Course
Delivery
David H. Lindsay & Annhenrie Campbell, Accounting and Finance
CSU - Stanislaus
Use the Internet to expand students' access to course materials and increase their
capacity to communicate. We'll demonstrate how we use the World Wide Web for 24 - hour one
- way communications and email for 7 - day two - way communications in our accounting
courses. Notes, announcements, solutions, and useful links can be posted on the web.
Students' questions and problems can be addressed when they need the help. We'll give you
practical guidance to start using the Internet effectively.
Teacher Preparation in a Time of Math Wars: What's Reasonable? What
Works?
Robert G. Stein, Mathematics
CSU - San Bernardino
This presentation will include a review of the issues, some suggestions for depolarizing
the situation, and a look at how these have been successfully implemented in a math course
for prospective elementary school teachers. The session will demonstrate actual classroom
activities from the course and show how they fit an underlying philosophy which leaves
room for diversity of learning styles and interests, encourages higher order thinking
skills, yet ensures that the teachers are able to meet the demands of even the most hard -
headed critics of reform.
3:45pm - 5:15pm CONCURRENT WORKSHOPS
Learning Styles and Adult Learners
Elizabeth T. Tice, General Studies
Pamela Felkins, Student Services
University of Phoenix
This session provides an opportunity to understand your own learning style using Kolb's
Learning Style Inventory and how your style impacts your learning experiences and
interactions with others. You will learn the strengths and weaknesses of the four learning
styles and how they impact communication and decision making.
Teaching Perceptive Listening: Critical Thinking and the Study of
Music
Sharon L. Gorman, Humanities and Fine Arts
University of the Ozarks
Students today generally experience music passively. Whereas trained musicians tend to
listen to music actively, as an activity of value in and of itself, general students are
socially conditioned to use it as mere backdrop to other activities. Though it might seem
that this is a problem that concerns only music teachers, in fact, it is symptomatic of
difficulties found across the liberal arts curriculum. Perceptive listening - whether to a
musical composition, a biology lecture or a TV program is an essential skill for all
students, and the effort to appreciate music in an active, rather than passive, mode will
reap benefits in fields far removed from music. In this session I will show how, through
examination of musical examples already familiar to most people (film music and TV ad
music), one can hone important skills not ordinarily associated with general music
classes: critical thinking, perceptive listening, and examination of personal values,
biases, and ethics.
How to Provide a Supportive Experience to Foster Student Success:
Lessons From an Integrated Calculus and Mechanics Course
Laurie A. Fathe, Project Manager
Los Angeles Collaborative for Teacher Excellence
Lars Kjeseth, Mathematics
Occidental College
The Coordinated Introduction to Calculus and Mechanics course was created 3 years ago,
with NSF support, for students with weak backgrounds and low confidence. The year - long
course encompasses pre - calculus, calculus, and mechanics and is designed to meet
students at their varied levels of preparation, to build their skills, and to increase
their confidence. Our session will highlight the support mechanisms we use, and
demonstrate the classroom techniques employed in this team - taught course.
Developing as Reflective Practitioners: Onions, Giraffes, and
Transformative Learning in a Service - Learning Course
Joan Fopma - Loy, Nursing
Miami University
This interactive session focuses on the promotion of critical reflection through service
learning. Participants will engage in selected "mini" critical reflection
activities used throughout the course to enhance student readiness for service learning
and critical reflection, assist students in beginning to question hidden assumptions and
judgments, and facilitate student reflection on their learning processes. Excerpts from
student reflections will be shared. Examples of assignments, additional reflection
prompts, evaluation methods, and resources will be provided.
From Teaching to Learning: Managing Experiential Learning
Environments
Jon Hope, Gail Hoover,
Laura Fitzpatrick, & Craig Sasse
School of Management
Rockhurst College
Transforming classrooms into experiential learning environments can be a powerful way to
involve learners in self - directed activity. Developing faculty capabilities of managing
and facilitating experiential learning context is the focus of this workshop. Presenters
will guide and model a process to help participants think experientially. Specifically,
participants will engage in an activity that will allow them to reflect on and observe key
behaviors and principles of experiential learning environments.
5:30pm RECEPTION
6:00pm DINNER
8:00pm - midnight POST - PRANDIAL COMMUNITY BUILDING
with the Mountain Music Machine
Music * Refreshments * Dancing * Good Conversation
8:00pm - 10:00pm MOVIE & DISCUSSION: Shattering
the Silences
Lakeview
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, March 8, 1998
7:30am BREAKFAST
8:30am - 10:00am CONCURRENT WORKSHOPS
Dewey Was Right: Learning by Doing for College Faculty
Tina Hartney, Biology
Lars Kjeseth, Alan Knoerr & Emily Puckette, Mathematics
Rae McCormick, Center for Teaching and Learning
Jim Whitney, Economics
Occidental College
In this workshop, we will demonstrate how we used active learning strategies during a
faculty development workshop to teach our colleagues useful teaching/ learning tools for
their own lecture and discussion ally. If the structure of our classes is angled to enable
our students to obtain the very things they wish for, they will be inclined to take an
active role as learners. This session is designed to offer some tips and techniques to
attain this.
A Post - Modern Approach to Post - Secondary Teaching
Robert London, Education
Samuel Crowell, Elementary/ Bilingual Education
CSU - San Bernardino
This presentation will explore the implications of post - modern theory for the teaching
of post - secondary courses. The presenters will identify general principles for such a
course and discuss their experience trying to apply those principles in a Master's program
in education. In small and whole group discussion, participants will have an opportunity
to discus how to implement a course in their institution consistent with post - modern
theory.
10:15pm - 11:45pm CONCURRENT WORKSHOPS
Developing Skill, Confidence, and Community in Freshman Mathematics
Majors
Jacqueline M. Dewar, Mathematics
Loyola Marymount University
Workshop participants will engage in problem solving and writing activities from a course
for freshman mathematics majors and will see how theses activities work together to
develop the student's skill, confidence and sense of community. Participants will receive
a handout of sample course materials, assignments, and bibliographies for problem solving
and mathematical writing.
How to Jazz Up Your Lectures with Multimedia Slideshows
Sherry Howie, Leadership
CSU - San Bernardino
This workshop will prepare instructors to develop multimedia slideshows to enhance
lectures and instructional presentations. Multimedia makes learning active and engages
sensory modalities of the media generation. Ideas can be presented graphically so that
they capture attention and make notetaking much easier. Participants will see a
demonstration, then create their own storyboard for instruction using clear guidelines for
effective presentation. Participants will share their slides in brief presentations to
each other.
Assuring High Levels of Diversity in Very Competitive Academic
Programs
Morley D. Glicken, Social Work
CSU - San Bernardino
Recent state laws limiting affirmative action efforts sometimes make it very difficult to
select a diverse student body. Our program has developed procedures in which 50% of our
students are of color. Their graduation rates and job success are much higher than their
non - minority colleagues in the program. This presentation will describe the way in which
admissions committees can insure diversity and quality without lowering standards or
violating state laws. Procedures will be described, including the way students are
evaluated for admissions. There will be an opportunity to practice these procedures in a
simulated admissions discussion and ample time for workshop participants to ask questions.
Finally, the presentation will explain the use of group interviews in evaluating
applicants and the way the information gained from these interviews is factored into
admissions decisions.
Objective Structured Performance Exams: Beyond Cognitive Assessment
Nancy Heine, Medicine
Gail Rice, Physical Therapy
Loma Linda University
A multi - station performance examination can be used to evaluate performance of skills by
a learner. Students rotate through a series of stations and perform a variety of tasks.
The exam focuses on assessment of individual skills and performance components. It is
valuable when performance rather than cognitive assessment is the goal. Assessment of both
process and product allow faculty to give corrective feedback to a learner. This workshop
will focus on development of a matrix and individual stations for a performance exam with
participation in a simulated exam.
Creating Deep Neurological Impressions: Learning by Using All Five
Senses Simultaneously
Shirani de Alwis - Chand, Teaching Learning Center
Loma Linda University
The presenter will facilitate experiential application of approaches maximizing learning
potential. Cognitive and affective processes of learning will be integrated using all five
senses simultaneously to create a deep neurological impression. Data collected from
graduate students in a health science university will be shared to demonstrate the
effectiveness of this model in enhancing dynamic processing of large volumes of
information. Participants will experience enhancement of their own learning potential.
11:45am LUNCH & GOOD - BYES
Box Lunches will be available beginning around 10:30am.
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