
Beyond
Chalk & Talk II
Enhancing
Student Learning
in
Higher Education
Northeast
Regional Conference on
Excellence
in Learning and Teaching
Keynote
Speakers:
Dr.
Alan E. Guskin
Dr.
Rebecca Moore Howard
October
10 & 11, 2003
The
conference is supported by grants from:
SUNY
FACT COCID
United
University Professors, SUNY Oswego Chapter
Hosted by: CELT - Center
for Excellence in Learning and Teaching
COLT - Committee on
Learning and Teaching
Table by Times
|
TIME |
ROOM
212 |
ROOM
223 |
ROOM
232/233 |
ROOM
102 FORMAL
LOUNGE |
|
9:00 - 9:25 a.m. |
Involving Undergraduate Preservice Teachers in Publication: A
Strategy Audrey
Rule |
Into the Sea of Teachers Voice Expressing Social and Academic Needs
in Their Education Jere
Holman |
Faculty Guidebook Daniel
Apple |
Empirical Demonstrations of Abstract Statistical Concepts Kenneth
Rosenberg |
|
9:35 - 10:00 a.m. |
Nurturing Reflective Practice to Enhance Online Interaction Faith Maina |
What's the Deal with Information Literacy, and Why Should I Care?: A
Teacher's Guide to Information Literacy James
Nichols |
How to Increase Retention Rates with a Well Designed Freshman Course Paula
Bobrowski, Pamela Cox, Elizabeth Dunne Schmitt, & Glenn Graham |
Practical Use of Applications Software in Management of Multi Section
Courses in an Online Environment John
Wroblewski |
|
10:10 - 10:35 a.m. |
Technology Skills Infusion: Strategies for Preservice Education
Coursework Kathleen Gradel & Michael Jabot |
Career Planning Course for First Year Students Thomas
Matthews & Lisa Berardino |
Brining the Brain to College II Margaret
Maughan |
Bonjour, Hola, and Ciao, Getting to Know the Others in your Classroom Barbara
Wilkinson & Steven Doellefeld |
|
10:45 - 11:10 a.m. |
Brain-Based Learning to Enhance the Teaching of Science Eric
Olson |
Student Folders: A Simple Idea that Works Lisa
Berardino & Judy Williams |
Using Blackboard to Motivate Students to Look for Mathematics Erica
Johnson |
Using Cooperative Groups in Large Lecture Classrooms William Bosch |
|
11:20 - 11:45 a.m. |
Promoting Learning and Information Literacy Skills in Large Classes Rhea
Simmons & Marianne Eimer |
Active Learning - Effective Team Formation Hemo Rao |
Application of Problem Based Learning to History Iclal
Cetin |
Engaging and Educating Through Technology: Primary Prevention of
Plagiarism Michael
Rozalski & Jeff Liles |
|
11:45 a.m. - 1:15 p.m. |
Dr.
Rebecca Moore Howard in the Forum Restaurant Keynote
Speaker |
|||
|
1:25 - 1:50 p.m. |
Practical Strategies to Increase Active Learning in
Lecture Classes Suzanne Weber |
Creative Inspiration Through Movement and
Role-playing Jonel Langenfeld-Rial |
Creating Literative Lives: A Tutoring Program at the Onondaga Nation
School Jennifer
Kagan |
A New Framework for Evaluating the Effect of Computers on Learning
Outcomes Lester
Hadsell & Gerald Burke |
|
2:00 - 2:25 p.m. |
Teaching about Images of Woman and Girls in Advertising Tania
Ramalho & Bonita Hampton |
DISCOVERing Career: Integrating On-line Career Information into
Undergraduate Classes Robert
Schell & Robert Casper |
||
|
2:35 - 3:00 p.m. |
|
|
|
Organized Chaos: How Campus Collaboration Created a Successful
Assessment Environment During Freshman Orientation Kerrie
Fergen Wilkes |
Northeast
Regional Conference on Learning and Teaching
Poster Sessions 8:30 a.m. - 12:00 p.m.
The
New Journal of Authentic Learning (Online Journal)
Presenters:
Faith W. Maina, Assistant Professor and Audrey C. Rule, Associate Professor,
Curriculum and Instruction ~ SUNY Oswego
M.E.S.H.
Multi-Educational Student Hierarchies: Thinking Outside the Box in Online and
Distance Learning
Presenter:
John Talbot, Associate Professor of Philosophy, Humanities ~ Finger Lakes
Community College
Hewitt Union ~ Room 212
Involving
Undergraduate Preservice Teachers in Publication: A Strategy
9:00
- 9:25 a.m. Presenter: Audrey Rule,
Associate Professor, Curriculum and Instruction
SUNY
Oswego
Nurturing
Reflective Practice to Enhance Online Interaction
9:35
- 10:00 a.m. Presenter: Faith Maina,
Associate Professor, Curriculum and Instruction
SUNY Oswego
Technology Skills Infusion: Strategies
for Preservice Education Coursework
10:10 - 10:35 a.m. Presenters: Kathleen Gradel and Michael Jabot, Assistant
Professors, School of Education ~ SUNY Fredonia
Brain-Based Learning to Enhance the
Teaching of Science
10:45 - 11:10 a.m. Presenter: Eric
Olson, Assistant Professor ~ SUNY Oswego
Promoting Learning and Information
Literacy Skills in Large Classes
11:20 - 11:45 a.m. Presenters: Rhea
Simmons, Assistant Professor of Psychological Foundations, and Marianne Eimer,
Head of Reference and Instruction ~ SUNY Fredonia
12:00 - 1:30 p.m. Luncheon Speaker: Dr. Rebecca
Moore Howard in the Forum Restaurant
Practical Strategies to Increase Active
Learning in Lecture Classes
1:25 - 2:25 p.m. Presenter: Suzanne
Weber, Professor of Science Education & Associate Dean, School of Education
~ SUNY Oswego
Hewitt Union ~ Room 223
Into
the Sea of Perturbation: Stories of Teachers Voice Expressing Social and
Academic Needs in Their Education
9:00 - 9:25 a.m. Presenter: Jere Holman,
Professor ~ SUNY Geneseo
What's
the Deal with Information Literacy, and Why Should I Care?: A Teacher's Guide
to Information Literacy
9:35
- 10:00 a.m. Presenter: James Nichols, Assistant Coordinator of
Instruction and Distance Learning Librarian ~ SUNY Oswego
Career Planning Course for
First Year Students
10:10
- 10:35 a.m. Presenters: Thomas Matthews, Director Career Services,
and Lisa Berardino, Assistant Professor, Human Resources Management ~ SUNY
Institute of Technology
Active Learning - Effective
Team Formation
12:00 - 1:30 p.m. Luncheon Speaker: Dr. Rebecca
Moore Howard in the Forum Restaurant
Creative Inspiration
Through Movement and Role-playing
1:25
- 2:25 p.m. Presenter: Jonel Langenfeld-Rial, Assistant
Professor, Theatre and Education ~ SUNY Oswego
Hewitt Union ~ Room
232/233
Faculty
Guidebook
9:00 - 9:25 a.m. Presenter: Dan Apple, President ~ Pacific Crest
How to Increase Retention Rates with a Well Designed
Freshman Course
9:35 - 10:00 a.m. Presenters: Paula Bobrowski, Pamela Cox,
Elizabeth Dunne Schmitt, and
Glenn Graham, Department of Marketing and Management ~ SUNY Oswego
Bringing the Brain to College II
10:10
- 10:35 a.m. Presenter: Margaret Maughan, Assistant Professor, Adolescence
Education ~ SUNY Plattsburgh
Using
Blackboard to Motivate Students to Look for Mathematics
10:45 - 11:10 a.m. Presenter: Erica Johnson, Assistant Professor, Department of
Math/Science/Technology ~ St. John Fisher College
Application of Problem Based Learning to History
11:25
- 11:45 a.m. Presenter: Iclal Cetin,
Comparative Literature ~ SUNY Buffalo
12:00 - 1:30 p.m. Luncheon Speaker: Dr. Rebecca
Moore Howard in the Forum Restaurant
Creating
Literative Lives: A Tutoring Program at the Onondaga Nation School
1:25 -
1:50 p.m. Presenter:
Jennifer Kagan, Curriculum and Instruction ~ SUNY Oswego
Teaching about Images of
Woman and Girls in Advertising
2:00
- 2:25 p.m. Presenters: Tania Ramalho and Bonita Hampton, Assistant
Professors, Education SUNY Oswego
Hewitt Union ~ Room 102 (Formal Lounge)
Empirical Demonstrations of Abstract
Statistical Concepts
9:00
- 9:25 a.m. Presenter: Kenneth Rosenberg, Professor of Psychology ~ SUNY Oswego
Practical Use of Applications Software in Management of Multi Section
Courses in an Online Environment
9:35
- 10:00 a.m. Presenter: John Wroblewski, Assistant Professor of MIS,
School of Business, Department of Business and Accounting ~ SUNY Fredonia
Bonjour, Hola, and Ciao,
Getting to Know the Others in your Classroom
10:10 - 10:35 a.m. Presenters: Barbara Wilkinson & Steven Doellefeld, Center for
Excellence in Teaching and Learning ~ University at Albany
Using
Cooperative Groups in Large Lecture Classes
10:45
- 11:10 a.m. Presenter: William Bosch, Director,
Center for Excellence in Learning and Teaching & Professor of Computer
Science ~ SUNY Oswego
11:20
- 11:45 a.m. Presenters: Michael Rozalski, Library Instruction
Coordinator and Jeff Liles, Assistant Professor of Education ~ SUNY Geneseo
12:00 - 1:30 p.m. Luncheon Speaker: Dr. Rebecca
Moore Howard in the Forum Restaurant
A
New Framework for Evaluating the Effect of Computers on Learning Outcomes
1:25
- 1:50 p.m. Presenters: Lester Hadsell,
Visiting Assistant Professor, and Gerald Burke, Senior Assistant Librarian,
School of Business ~ University at Albany
DISCOVERing Career:
Integrating On-line Career Information into Undergraduate Classes
2:00 - 2:25 p.m. Presenters: Robert
Schell, Associate Dean of Students, and Robert Casper, Director of Career
Services ~ SUNY Oswego
Organized
Chaos: How Campus Collaboration Created a Successful Assessment Environment
During Freshman
Orientation
2:35 - 3:00 p.m. Presenter: Kerrie Fergen Wilkes, Reference and Instruction Librarian, Daniel A.
Reed Library ~ SUNY Fredonia
Abstracts
Poster Sessions 8:30 a.m.
Presenters: Faith Maina, Assistant Professor, and Audrey
Rule, Associate Professor, Curriculum and Instruction ~ SUNY Oswego
The New Journal of
Authentic Learning (Online Journal)
The
Department of Curriculum and Instruction is in the process of developing an
online Journal of Authentic Learning.
This twice-a-year online publication will provide a forum for
dissemination of original ideas in authentic teaching and learning. This serial will address connections between
theory and practice of classroom-tested approaches. Topics include techniques that relate learning to real world
experience; hands-on learning materials that present difficult concepts in a
concrete way; classroom simulations of authentic situations; problem-based
learning and inquiry focusing on real-world problems with authentic
products. This focus aligns well with
the School of Education.
Presenter:
John Talbot, Associate Professor of Philosophy, Humanities ~ Finger Lakes
Community College
M.E.S.H. Multi-Educational
Student Hierarchies: Thinking Outside the Box in Online
and Distance Learning
This
proposal has as its central focus the integration of student thinking,
reasoning and learning from a "tiered" perspective, especially in
online and distance learning. This
primary objective is to look at ways that enhance education by viewing the
student's involvement and contributions to a course, not only as an individual
effort, but as a part of a class, a college and as a part of a broader
intellectual environment including the community, as well as other colleges and
universities. Based on past and present
courses, I will draw from, for example, a co-taught Honor's Seminar here at
FLCC with a similar co-taught course at the University of Baltimore and
discussion forums incorporated into courses such as at Union College (NY) and
the University of California at San Diego.
Hewitt Union ~ Room 212
9:00
a.m. - 9:25 a.m. Presenter: Audrey Rule,
Associate Professor
Hewitt
Union SUNY Oswego
Room
212 Involving Undergraduate
Preservice Teachers in Publication: A Strategy
The presenter has successfully facilitated the authorship of
forty-five undergraduate education students as contributors to three ERIC
document publications and has submitted works by more than sixty others in two
more documents that are currently in review. This was accomplished during a
mathematics education course in which students researched mathematics-related
topics and created teaching materials as a class assignment, then volunteered
to have their work entered into a comprehensive ERIC document for publication. The
course instructor served as editor of the document. Titles of published
documents are: Mathematics in the real world: How people in different
professions use mathematics; Activities for differentiated instruction
addressing all levels of Bloom.
9:35
a.m. Presenter: Faith Maina,
Assistant Professor
Hewitt
Union SUNY Oswego
Room
212 Nurturing Reflective
Practice to Enhance Online Interaction
Recent
research on online teaching indicates that effective and successive learning is
dependent on the level of interaction.
While a lot has been documented regarding the need for increased
interaction in terms of quantity, little is known on how the quality of
interaction can be enhanced and nurtured.
This paper documents how reflective practice can be used to nurture
conscious effort to develop a learners interaction.
10:10
a.m. Presenter: Kathleen
Gradel, Assistant Professor, and Michael Jabot, Assistant Professor
Hewitt
Union SUNY Fredonia
Room
212 Technology Skills
Infusion: Strategies for Preservice Education Coursework
This presentation will highlight exemplars and initial results of
activities designed to bridge the technology gap in higher education teacher
preparation through: (a) Infusion of hands-on science-based applications in
coursework; (b) Lab-based instruction in and production of course mastery
materials in exceptionality coursework, using resources of the Intel® Teach to
the Future and Apple educational initiatives; and (c) effective utilization of
Blackboard to enhance course-related student interconnectivity across methods
and foundation coursework. In addition,
the presentation will address challenges to embedding technology training and
supports into preservice courses/course sequences, along with the results of an
initial action plan to address these challenges. Participants will leave with: (a) exemplars of what has and has
not worked in our current infusion process; and (b) a resource base for
participants to pursue “back home.”
10:45
a.m. Presenter: Eric Olson, Assistant Professor
Hewitt
Union SUNY Oswego
Room
212 Brain Based Learning to
Enhance the Teaching of Science
Results
will be discussed from an inquiry group of urban science teachers at Henniger
High School in Syracuse. Presentation
will discuss research on brain based learning principles and provide concrete
examples on how that information can be used to improve science teaching in a
block-scheduling format.
11:20
a.m. Presenter: Rhea Simmons, Assistant Professor of
Psychological Foundations, and Marianne
Hewitt
Union Eimer, Head of Reference
and Instruction
Room
212 SUNY Fredonia
Promoting Learning and
Information Literacy Skills in Large Classes
As our students become more sophisticated about computer-generated
activities, it is essential that they learn appropriate techniques and
applications that can enhance their academic studies. Our session will
demonstrate the practical application of implementing the Information Literacy
component required for each SUNY campus. Our goal for an Adolescent Development
course was to instruct students in the most efficient methods of library
research while incorporating active learning strategies within large lecture
classroom settings. It is clear that collaboration between disciplines is
essential for effective promotion and skill development in the context of
learning for responsive educator teacher-candidates. The collaborative efforts
between the Education faculty member and the Library Instruction faculty member
resulted in formulating student exercises that focused on subject-specific
research within the ERIC and Psych Info databases. The Research Integration
Project also demanded student ability to compare resources, identify, and
evaluate research studies. By utilizing peer-assisted teaching strategies, this
new method fosters active learning through group work and forces students to
adopt critical thinking skills for successful completion of the Research
Integration Portfolio Project. Outcomes of portfolio content and quality, and
statistics derived from the Library Instruction Survey assessment tool will be
discussed.
1:25
- 2:25 p.m. Presenter: Suzanne
Weber, Professor of Science Education & Associate Dean
Hewitt
Union SUNY Oswego
Room
212 Practical Strategies to
Increase Active Learning in Lecture Classes
Research
demonstrates that college professors can increase learning in lecture classes
by adding activities that require students to process complex information using
higher order thinking skills. Practical
strategies of this nature that can be applied to many disciplines include: KWL;
concept mapping; planned pauses; pop quizzes; exam "cheat sheets;"
minute papers; a variety of think/pair/share activities; case study activities;
and Dillon reviews. This presentation
will demonstrate these and other strategies, and summarize the research
supporting their use. Participants will
receive a handout designed to help them implement these strategies in their own
courses.
Hewitt Union ~ Room 223
9:00 a.m. Presenter: Jere Holman, Professor
Hewitt
Union SUNY Geneseo
Room 223 Into the Sea of
Perturbation: Stories of Teachers Voice Expressing Social and Academic Needs in
Their Education
My experiences with
students and their relationships to curriculum has encouraged my focus on the
role of
perturbation
as a major force driving students to become individuals who construct organized
systems of thought out of the chaos of information and ideas presented within a
specific course. As a constructivist
teacher/educator, my responsibility is to facilitate, through perturbation,
this organization by students as they journey through my courses toward
becoming teachers of strength and depth toward the experiencing of
autonomy. I accomplish this through
courses designed with an environment rich and open enough for multiple uses,
interpretations, and perspectives to come into play.
9:35
a.m. Presenter: James Nichols, Associate Coordinator
of Instruction and Distance Learning
Hewitt Union Librarian
Room 223 SUNY Oswego
This
is your chance to finally understand what information literacy is, and how you
can tell that you and your students are doing it. The presentation will begin with a view of information literacy
as a concept that integrates reading, writing, thinking, and information
seeking. Then I will present the Three
Directions Model of Information Literacy.
This model was derived from in-depth case studies of the research
practices of ten successful university juniors and seniors. The Three Directions will help you to
understand the skills and practices that underlie your own information
literacy, help you understand how information literacy develops in your
students, give you ideas on how you can design assignments and activities to
foster information literacy, and help you assess and diagnose the information
literacy practices of your students.
10:10
a.m. Presenters: Thomas Matthews, Director Career Services,
and Lisa Berardino, Assistant Hewitt Union Professor, Human Resources Management
Room 223 SUNY
Institute of Technology
Career Planning Course
for First Year Students
|
This paper presents the design of a new career-planning course.
This course is grounded in the student development theory of Chickering and
Resisser (1993) and their model of the developmental tasks associated with
the college years; 1. Learning how to use leisure time; 2. Forming an
identity (e.g. who am I? Where am I
going); 3. Developing and implementing my own values (e.g., what do I believe
in); 4. Becoming competence (e.g., what do I do well); 5. Achieving autonomy
(can I make it on my own); 6.
Becoming an active community member and citizen; 7. Making initial job
or career choice. Based on these developmental tasks, the following major topics
are included in the career-planning course: 1. Introduction to career/life
planning; 2. Overview of career development theory; 3. Introduction to
decision making; 4. Stages of adult development; 5. Self-exploration
(interest, values, skills, integration); 6. Education exploration; 7.
Environmental exploration (relationships with others and with social
constraints and enhancers); 8. Occupational exploration; 9. Decision
making/goal setting; 10. Job search skills; 11. Portfolio assessment. Ongoing self-exploration and goal setting
will be facilitated through the use of assessment tools (e.g., Self-Directed
Search, Myers-Briggs Type Indicator, Strong Interest Inventory, DISCOVER). Reflective learning (e.g., journal
writing) will be utilized through the course as a strategy for monitoring
student progress with course objectives. |
10:45 am Presenters: Lisa Berardino, Assistant Professor, Human
Resources Management, and Judy
Hewitt Union Williams, Adjunct Professor,
Room 223 SUNY Institute of Technology
Student
folders describes a class technique used throughout the semester to routinely
collect student weekly assignments.
Each student has one manila folder and adds to that folder
regularly. This simple idea can be used
by professors seeking to document course-learning objectives, to provide
systematic feedback, and to implement a type of student portfolio.
Student
folders is a simple idea that has been successfully applied in teaching Human
Resources Management (both undergraduate and graduate). The idea is that student folders provide a
place to bind weekly assignments (e.g., case reports, current event summaries,
in class writing assignments). Typically,
class ends with students placing their work into their folders. Outside of class, the professor writes
feedback to this work. The folders are
returned to students at the beginning of the next class. (Repeat.)
Advantages
and disadvantages of this student folder system are presented. A main advantage is the documentation of
achieving learning objectives, a requirement of assessment plans. The feedback provides opportunity for
student improvement and demonstrates student progress. The student folders were used in a class of
fifty students, facilitating communication.
Students not completing work are given early feedback. Specific problems can be identified early
(e.g., recommendations to use the learning center).
A
main disadvantage of student folders is the time required to provide quality
feedback to weekly work. Samples of
student folders will be presented.
Hewitt
Union SUNY Oswego
Room
223 Active Learning -
Effective Team Formation
Accounting
Education has been changing pursuant to demands made on the skill sets of new
graduates. CPA firms, the AICPA and its
various representatives want new recruits to start "working" as fast
as possible. This moves the acquisition
of "work" skills down stream to college classrooms.
The
objective of this paper is to demonstrate the important skill acquisitions that
take place in teamwork assignments. The
course in question is Auditing and nowhere is active learning more relevant. New accounting recruits initially start out
in audit situations in CPA firms which needs them to (1) teach themselves the
knowledge they need to do audits beyond basic CPA firm training, (2) use
commercial databases used by CPA firms that have publicly traded clients, (3)
learn to work effectively with comparative strangers, (4) develop leadership
skills, (5) cope with uncertainty and risk, (6) make presentations to audiences
of technical material, (7) deal with clients with tact and courtesy and (8)
maintain confidentiality.
The
grouping of students with different skill sets, strengths and weaknesses is an
important exercise to achieve at least some of these skills. This instructor has used several methods to
group the class. Anecdotal evidence of
student comments suggests that a formal matching procedure instituted by the
instructor from student responses to a skills incremental satisfaction and
learning may be needed before formal acceptance of the methodology as a
superior method. Both the skills set
questionnaire and student input questionnaires will be discussed to obtain
additional recommendation of the CELT membership and others in the teaching
community. And active methods of
teaching may be one tool to instill the initiative needed to achieve the
outcome in student learning.
1:25
p.m. - 2:25 p.m. Presenter: Jonel
Langenfield-Rial, Assistant Professor, Theatre and Education
Hewitt Union SUNY Oswego
Room 223 Creative
Inspiration Through Movement and Role-playing
Everyone,
at one time or another feels frustrated by a lack of inspiration, by the
feeling that they could be more original or creative in their thoughts and
ideas. The trick is to know what to do
when these moments occur, to have strategies to help stimulate your imagination
and techniques to aid you in your creative exploration.
Participants
in this workshop will learn various exercises and techniques to achieve greater
freedom of physical and vocal expression, which in turn helps one to break
through the boundaries of stereotypical thought and application. The information acquired in this workshop
may be used both as teaching and learning strategies in the classroom, and as a
method for personal inspiration.
Participants
will learn to release tension, and strengthen and focus the muscles of your
mind and body. Exercises taken from
Pilates, Yoga, Martial Arts, various dance and performance techniques, and the
works of Feldenkrais and Alexander; To release inhibitions and mental or
physical blocks through the use of Creative Movement and vocal release; Problem
solving and creative visualization techniques to help develop and strengthen
your imagination through various individual and group Theatre games and
Role-playing.
Hewitt Union ~ Room
232/233
9:00
a.m. Presenter: Dan Apple, President
Hewitt Union Pacific Crest
Room
232/233 Faculty Guidebook
Pacific Crest
has sponsored a four-year project to produce a Faculty Guidebook that covers a
wide range of faculty performance. The
project is in its second year and has involved now over 50 faculty and
administrators as authors and on the editorial team. While the pre-market version has been released, three more
editions will be released over the next three years. The sections of the guidebook range from philosophy, learning
theory, mentoring, learning environments, facilitation, measurement,
assessment, evaluation, teaching techniques, learning tools, instructional
design, program design, course design, activity design, technology, faculty
development, institutional effectiveness, program assessment, and educational
research. Come to explore how you can
become a member of this community of scholars and enjoy the collaborative
experience in helping to produce this national resource already adopted by many
institutions.
9:35 am Presenters: Paula Bobrowski, Pamela Cox, Elizabeth Dunne
Schmitt, &
Hewitt
Union Glenn
Graham, Department
of Marketing and Management
Room 232/233 SUNY Oswego
How to
Increase Retention Rates with a Well Designed Freshman Course
The Gateway to Business (MGT 110) course, which received special commendations from the AACSB accreditation team, is proving to be a great success when it comes to student retention. While most efforts on many campuses do not go far enough to promote student retention, SUNY-Oswego School of Business claims success that will be shared in this session. With the implementation of the Gateway to Business course in 1998, student retention rates in the School of Business have significantly increas