2014 SUNY-Oswego Symposium on Teaching and Learning

Tenth Annual SUNY-Oswego Symposium on Learning and Teaching:
Teaching in the 21st Century

October 10 and 11, 2014


Please register by clicking here

Friday, October 10

  • 4:00 pm - 5 pm - 132 Campus Center (Auditorium) Keynote address by Rand Spiwak: "eTexts: Past, Present, and Future"
  • dinner off-campus. If you are interested in joining our guest speaker, contact celt@oswego.edu

 Saturday, October 11

  • 8:30 - 9:00 am - coffee, bagels, and informal discussion (no charge for those attending from SUNY-Oswego) - CC 114

  • 9:00 am - 11:45 - workshop on "eText and the Future of Digital Learning Materials: What, When, Who, How Much, and Why???"  lead by Rand Spiwak - CC 114

  • 11:45 - 12:45 - lunch - pizza and soda/water (no charge for those attending from SUNY-Oswego) - CC 114

Sessions on Learning and Teaching

Session 1
Title: RATs, CATs and other forms of Classroom Assessment
Time: 1:00 - 1:50
Presenter: Sandra Bargainnier (Health Promotion and Wellness)
Room: CC 208
Participate actively in a variety of classroom assessment techniques that will engage and challlenge students in the act of learning.

Session 2
Title: iTime: 1:00 - 1:50
Presenters:  Elizabeth Schmittt, David Andrews, Valentina Kozlova, and John Kane (Economics)
Room: CC 210
Four faculty from the economics department will discuss their use of the iclicker classroom response system.

Session 3A
Title: Open SUNY Textbooks -- Free & In Demand!
Time: 1:00 - 1:25
Presenters:  Barbara Shaffer
Room: CC 211
For two years a SUNY Innovative Instruction Technology Grant has provided support for publication of Open Access textbooks as part of the Open SUNY initiative. Learn more about this project, the textbooks that are being supported and the benefits of adopting them for your courses.

Session 3B
Title: Authentic Assessment
Time: 1:30 - 1:55
Presenters:  Brandon West (Library), Theresa Gilliard-Cook (Extended Learning)
Room: CC 211
Traditional testing does not promote higher order thinking in students. Rather, it focuses on memorization and regurgitation of facts and fails to scaffold the subject matter for students. There are a myriad of ways to authentically assess students both formatively and summatively that promote student engagement. This presentation will explore the nature of assessment in online and face-to-face learning by examining how the instructional design process can help inform effective practices that lead to meaningful and authentic assessment. Participants will walk away with practical strategies, tips, and ideas for assessing their learners.

Session 4
Title: The VERB...It's What We Do!
Time: 2:00 - 2:50
Presenter: Sandra Bargainnier (Health Promotion and Wellness)
Room: CC 208
Bring your syllabus to this interactive session to determine how your course objectives (hence the VERB) align with your course content, pedagogy, and evaluation systems. Determine if students are actually required to think critically and if you are measuring what matters most.

Session 5A
Title: Gatekeeping in Mathematics
Time: 2:00 - 2:25
Presenters:  Marcia Burrell (Curriculum and Instruction)
Room: CC 210
The relationship between the language of poverty and the language used to denigrate those students who are learning mathematics in our K-16 classrooms may be uncomfortable for teachers and for those outside of teaching. In general, when someone says, "I cannot do mathematics", the response from those listening is typically affirming (I cannot do mathematics either, is the typical response.), except from Those Who Have Had Some Success In Mathematics (TWHHSSIM). The language (or the thoughts) used by TWHHSSIM parallels the negative discourse accepted around those who are labeled as poor. The language used by TWHHSSIM has multiple negative consequences, however. We risk causing leaks in the STEM pipeline, excluding certain populations, like women, people of color and possibly those from lower socioeconomic groups, from being successful in STEM. Mathematics education literature has much to say about how students can be successful in mathematics, but this researcher posits that there are particular factors that stifle student success in mathematics: 1. TWHHSSIM disagree about the best way to teach mathematics (the Math Wars). 2. There appears to be an elitist (only certain people can do mathematics) perspective, and sometimes, a bias about who can do mathematics. 3. Particular instructional technology can be useful to mediate instruction, but is often discouraged by TWHHSSIM. 4. Student success in mathematics is heavily influenced by teacher expectations (Battey, 2012; Horn, 2004). These factors create a gatekeeper perspective around mathematics success. TWHHSSIM create a negative discourse to discourage others from the being successful in mathematics, in much of the same way the larger society may be collusion to malign the poor and keep the poor, poor. The idea is that our systems of poverty appear to mimic the systems of mathematics illiteracy.

Session 5B

Title: Web 2.0 Reflective Inquiry: A Transformative Teacher Education Tool.
Time: 2:00 - 2:25
Presenters:  Elizabeth Stevens (Curriculum and Instruction)
Room: CC 210
This presentation will describe action research that informed my teaching of a graduate course titled Perspectives on Literacy and Technology. I will highlight the ways that I translated theory and research to my practice which resulted in collaborative research with students.

Session 6
Title: Lynda.com
Time: 2:00 - 2:50
Presenter: Mark Springston and Rebecca Mushtare
Room: CC 211
Using Lynda.com in and out of the classroom-as a supplement for textbooks, as a way of "flipping" the classroom, and as a shared resource for both faculty and students.

Session 7
Title: Best Practices of Action-Based Teaching in Social Sciences
Time: 3:00 - 3:50
Presenters: Ceylan Cizmeli (Psychology), Murat Yasar (History), and Rebecca Burch (Human Development)
Room: CC 208
An interdisciplinary group of SUNY Oswego faculty will introduce the best practices of action-based teaching that they use in their classroom and off-campus community outreach and discuss unique challenges they experience. After the initial presentations the remainder of the session will focus on discussions with audience members about ways of integrating action-based teaching methodologies into face-to-face, online, and/or blended learning environments.

Session 8
Title: Affective State and Student Learning
Time: 3:00 - 3:50
Presenters:  Roger Taylor (Psychology) and Kristen Munger (Counseling and Psychological Services)
Room: CC 210
The complex and dynamic relationship between students' learning and their affective states is not yet well understood. One factor contributing to this problem is the difficulty of collecting longitudinal process data of students' affective states while they engage in learning activities. As a first step toward addressing this problem, this paper describes the development of an instrument called an "Affect Map," designed to provide a quick and relatively unobtrusive way for individuals to provide repeated self-reports of their affective states. The single-item measure consists of a two dimensional grid (i.e. quadrant) of two important dimensions for categorizing affect. These include activation (e.g., the level of stimulation of the emotion), and valance (e.g., the degree to which an emotion is experienced as pleasant). This paper reports on the extent to which the Affect Map transforms linguistic representations of a small set of educationally relevant emotion labels (e.g., anxiety, boredom, calmness) into a corresponding set of distinct spatial locations on the two dimensional grid. Multivariate analyses from a sample of 143 fifth-grade students revealed that this approach was successful in capturing virtually all of these transformations. Implications for longitudinal educational research and adaptive instruction interventions are discussed.