Beyond Chalk & Talk II

Enhancing Student Learning

in Higher Education

Northeast Regional Conference on

Excellence in Learning and Teaching

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Keynote Speakers:

Dr. Alan E. Guskin

Dr. Rebecca Moore Howard

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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

Hewitt Union Upper East Lounge

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

Student Folders: A Simple Idea That Works

10:45 - 11:10 a.m. Presenters: Lisa Berardino, Assistant Professor, Human Resources Management, and Judy Williams, Adjunct Professor ~ SUNY Institute of Technology

Active Learning - Effective Team Formation

11:20- 11:45 a.m. Presenter: Hema Rao, Accounting Finance & Law ~ SUNY Oswego

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

Engaging and Educating Through Technology: Primary Prevention of Plagiarism

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

Hewitt Union Upper East Lounge

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

What's the Deal with Information Literacy, and Why Should I Care?: A Teacher's Guide to Information Literacy

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: A Simple Idea that Works

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.

11:20 a.m. Presenter: Hema Rao, Accounting Finance & Law

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