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
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 increased. Data collected by
EBI demonstrates the success of the program, while statistical analysis
provided by Elizabeth Dunne Schmitt and Glenn Graham of the department of
Economics reveals some interesting findings regarding the success of the course
in increasing retention rates.
10:10
a.m. Presenter: Margaret
Maughan, Assistant Professor
Hewitt
Union SUNY Plattsburgh
Room 232/233 Bringing the Brain to College Part II
Ever wonder why some students "get
it" immediately while some seem to be on the delayed reaction
setting? What can university instructors
do to maximize student learning and retention of the "pearls of
wisdom" that we share?
Each individual arrives on this planet
hard-wired with certain unique gifts and talents. Among these faculties are included specific "ways of
knowing". This presentation will
examine the following sub-topics:
Sensory
awareness
Perception
processing
Systems
of organization
Methods
of information storage and retrieval
Sensory awareness is the process by which the
five senses receive data in the form of impressions and images regarding sight,
sound, smell, taste, and touch. These
descriptors and details are transformed into conscious concepts that are
identified and defined based upon previous experience. These new 110 ideas are sited within the
construct of prior learning, woven into tapestry of prior knowledge. Each individual had developed a distinctive
scheme of organization by which to understand the world and their place in
it. Therefore, a complex and
sophisticated structure within the brain is designed to record and recover an
extensive collection of information.
This presentation will focus on ways in which teachers can foster
student learning and retention.
10:45
a.m. Presenter: Erica Johnson, Assistant
Professor, Department of Math/Science/Technology
Hewitt
Union St. John Fisher College
Room
232/233 Using Blackboard to Motivate Students to
Look for Mathematics
When
students have experienced mathematics as little more than how to perform
arithmetic and algebraic operations misconceptions about the nature and utility
of mathematics follow. The struggle to
get students to see through "mathematics-coloured lenses" is shared
by many educators. If future elementary
students are to have the opportunity for a broader vision of the beauty and
breadth of mathematics, it's crucial that educators "break the cycle in
the training pre-service teachers.
As
a result, faculty at St. John Fisher College have designed a two-course
sequence for pre-service elementary teachers where students are immersed in a
technology-supported, problem-based environment that models an environment
appropriate for their future classrooms.
Goals of these courses include facilitating meaningful student
understanding of fundamental mathematical concepts and fostering the development
of mathematical connections.
To
dissuade the perpetuation of students' algorithm-driven perception of
mathematics, students are required to look for mathematics in their daily
life. Students home their communication
skills by articulating observations and connections that they've discovered in
a discussion forum of online discussion boards on Blackboard to communicate
mathematics observed found in the "real world" will be discussed.
11:20 a.m. Presenter: Iclal Cetin, PhD Candidate, Comparative Literature
Hewitt
Union SUNY Buffalo
Room 232/233 Application of Problem Based Learning to History
This paper aims to explore the nexus between Problem-Based
Learning and teaching history. One major challenge in teaching history is to
create an active learning environment for students where deliberate
memorization is minimized. Surely students do not come to class as mere
"tabula rasa" but their knowledge is usually like a blank paper with
polka dots on it, with hardly any connection between them. To build a
connection with these bits of information also means active learning. History and historical events have to make
sense for the students and thus PBL can provoke discussion environments where
these bits of information can be processed, discussed and critically analyzed
by asking or formulating the right questions. PBL makes it possible to create
active learning environment in class via small group discussions and learning
environment in class via small group discussions and participation. Teaching
students how to ask questions about historical events and making them active
learners and critical thinkers rather than pathological note takers and memory
banks is the primary goal of education and a possible outcome of Problem-Based
Learning.
1:25 p.m. Presenter: Jennifer Kagan, Curriculum and Instruction
Hewitt
Union SUNY
Oswego
Room
232/233 Creating Literature Lives: A Tutoring
Program at the Onondaga Nation School
In the summer, graduate students in the Literacy
Master's program from Oswego State University may opt to take a course entitled
"Evaluation for Reflective Instruction" at the Onondaga Nation School
in Nedrow, New York as part of their course requirements for the Master's
degree. These graduate students
participate in the Onondaga Nation School's S.T.A.R. program (Summer Thinkers
and Readers) and tutor children grades two to six for one hour each day that
the S.T.A.R. program meets. The
graduate students learn much about innovative reading instruction, but as
important is the bond that they make with the children and the cultural
awareness that evolves as a result of relationships that are built. The program ends with a celebration, where
children, tutors and parents attend an assembly and have lunch and each child
is honored for their efforts. As
instructor of the course, I have seen advancement of skills and growth in both
children and students because of this program.
This course moves graduate students quickly from learning theory to
classroom practice and provides students with hands-on, practical teaching
techniques.
2:00
p.m. Presenters: Tania Ramalho
Assistant Professor, and Bonita Hampton, Assistant Professor,
Hewitt
Union Education
Room 232/233 SUNY Oswego
Teaching About Images of
Women and Girls in Advertising
Teachers compete with television for the hearts
and minds of children and adolescents.
Television programs deliver viewers to advertisers that sell products
and, by extension, values, attitudes and behaviors. An analysis of gender in advertising shows common usage of
stereotypes and sexist messages.
Females are generally objectified, sexualized, shown as passive,
child-like, especially depicted as active, aggressive and even violent. These gender messages strongly affect the
socialization of the young.
It is important that teacher candidates become
media literate and learn how to teach media literacy to K-12 students. One of the most effective tools available
for the discussion of gender in advertisement is a 40-minute video by
nationally known researcher Jean Kilbourne, Killing Us Softly, now in its third
version (2000). In this presentation,
we will show this video, discuss the issues with session participants, and make
available information about a study guide.
We will also discuss how undergraduate and graduate students react to
the video, and comments they make about its importance in their own awareness
of the issues concerning gender in advertisement and media literacy.
Hewitt
Union ~ Room 102 (Formal Lounge)
9:00
a.m. Presenter: Kenneth
Rosenberg, Professor of Psychology
Hewitt
Union SUNY Oswego
Room
102 Empirical Demonstrations
of Abstract Statistical Concepts
Learning
how to properly analyze and interpret research data requires mastery of many
abstract statistical concepts. For
instructors who teach statistical analysis to behavioral science majors,
presenting complex mathematical proofs is seldom a viable approach for teaching
the logical underpinnings of statistical analysis. Nor is asking students simply to accept certain statistical
principles on faith likely to be a satisfactory solution. A compromise is to test theoretical
predictions empirically with the aid of interactive sampling experiments,
which, through modern technology, is now possible to do in the classroom. The Excel Statistics Companion (Rosenberg,
2004) allows students to make systematic changes to a variety of data
configurations and immediately assess the impact of those changes on
statistical and chart output. Immediate
feedback changing statistical values and chart output helps students understand
what features of data are (or are not) reflected in specific statistical
values. In my talk I shall perform a
representative subset of sampling experiments from the ESC package and explain
what the output reveals about the conceptual foundation of statistical
analysis.
9:35 a.m. Presenter: John
Wroblewski, Assistant Professor of MIS, School of Business, Department of Hewitt
Union Business and Accounting
Room 102 SUNY Fredonia
Practical Use of
Applications Software in Management of Multi Section Courses in
an Outline Environment
The purpose of this presentation to provide the audience with an
understanding of a practical, workable methodology in the management of on line
multi- section courses. Traditionally, software applications such as
Blackboard, CTWeb, MyCourse.com, Angel and others have increased the
instructor's abilities to deliver course content. However, software has the potential of increasing instructor time
in course management and offer practical solutions based upon presenter
experience teaching a second level multi section MIS course to over 180
students.
10:10
a.m. Presenters: Barbara
Wilkinson and Steven Doellefeld, Center for Excellence in Teaching and Hewitt
Union Learning
Room
102 University at Albany
Bonjour, Hola, and Ciao,
Getting to know the others in your Classroom
Numbers
of international graduate students at U.S. universities has steadily increased
over the last decade. At many
universities, this has lead to more international teaching assistants (ITAs)
teaching undergraduate courses in U.S. students. Reactions from students, parents, administrators and ITAs
highlight the communicative difficulties experienced. "The continued excellence of American higher education
hinges on the success of American undergraduates on the one hand, and
international instructors on the other, in learning intercultural communication
skills"(Rubin, 1993). The quote underscores our purpose: to provide a
place where communication between ITAs and U.S. undergraduates can occur. A series of workshops has been designed to
develop communication skills of ITAs and undergraduates. After pronunciation, "ability to relate
to students" was rated second in importance by undergraduates (Hinofotis
& Bailey, 1981). ITAs value
understanding and interacting with Americans (Smith & Simpson, 1993). Development of these skills is also linked
with being a successful teaching assistant.
The workshops include one-to-one discussions, microteaching practice,
and reactions to videotaped lessons.
The goals are increasing ITA's and undergraduates understanding of one
another, and preparing ITAs to assume classroom responsibilities. Our presentation will focus on the
experiential learning workshop series, including pinnacles, pitfalls, and
lessons learned along the way.
10:45
a.m. Presenter: William
Bosch, Director , CELT, and Associate Professor of Computer Science
Hewitt Union SUNY
Oswego
Room 102
Using Cooperative Groups
in Large Lecture Classes
In the large lecture class (100 students) for CSC 101
(Computing Tools) I felt that the students needed to be more involved with
their learning. Discussions often involved a few students, as others were not willing to
take part in a large group. Students were assigned to labs of 30 for a weekly
hands-on session, but the other sessions were of the standard lecture type.
There was a real need for
the lecture session to also be more active. I decided to take a chance and try
cooperative groups. I hoped the cooperative groups would give the students an
opportunity to become active learners. The groups were given a structure with
each group member given a specific role that they were accountable for. The
assignments were organized so that the group grade was 60% of the student.
11:20
a.m. Presenter: Michael Rozalski,
Library Instruction Coordinator, and Jeff Liles, Assistant
Hewitt
Union Professor of Education
Room
102 SUNY Geneseo
Engaging and
Educating Through Technology: Primary Prevention of Plagiarism
Jeff Liles, Library Instruction Coordinator,
has teamed up with education professor Michael Rozalski to provide Geneseo's
teacher education classes with a web-based workshop entitled, "It's All
About Style: Using the APA Style Guide (5th Edition) to Avoid Plagiarism." In addition to providing teacher education
majors with important research and writing skills, the class highlights efforts
to educate students. This presentation
will discuss hw they came together to create the class, outline the content of
the class, demonstrate the hands-on, collaborative teaching methods they use to
involve students in the learning process, and show how they use web-based, word
processing, and electronic "Personal Response System" technologies to
facilitate learning.
1:25
p.m. Presenters: Lester Hadsell,
Visiting Assistant Professor, and Gerald Burke, Senior Assistant Hewitt
Union Librarian
Room
102 University at Albany
A New Framework
for Evaluating the Effect of Computers on Learning Outcomes
We offer a framework for evaluating computer usage in education
that reconciles previous conflicting empirical findings. Our explanation is
derived from basic economic theory. It recognizes the trade-offs students face
when confronted with decisions regarding studying, and it reconciles two
seemingly contradictory observations: that computers are useful learning tools
and that computers do not lead to measurable improvements in learning outcomes,
as found in many studies. Our framework identifies the types of students whose
writing will likely improve using computers and those that will not (perhaps
requiring intervention).
We conclude that even assuming that computers are in fact helpful
educational tools, whether or not a computer helps a student learn depends on
the balance between a student’s preference for more learning or their
preference for non-learning activity. Some students will show measurable
benefits while others will not. Furthermore, under the framework posed, one
should expect computer technology to widen the gap between well-prepared students
and those not so well-prepared, not decrease it as is commonly thought. We
present our own empirical findings, focusing on college composition, and
examine them using the framework. Finally, we discuss a question that is
especially important in fiscally tight times: should educational institutions
spend substantial funding on integrating technology into the classroom.
2:00
p.m. Presenters: Robert Schnell,
Associate Dean of Students, and Robert Casper, Director of Hewitt Union Career Services
Room
102 SUNY Oswego
DISCOVERing
Careers: Integrating On-line Career Information into Undergraduate Classes
This
workshop is to share effective strategies to improve student learning about
careers. The nature of careers is
changing. The link between college
study and work has lost its traditional focus.
Students can no longer automatically step from college to a career. Many faculties have begun to integrate
career information and issues into there courses. In the past, this has been difficult because there was no
systematic way for students to synthesize the wealth information that was
available from educational and governmental agencies.
With
the advent of DISCOVER, ACT.
2:35
p.m. Presenter: Kerrie
Fergen-Wilkes, Reference and Instruction Librarian
Hewitt
Union SUNY Fredonia
Room
102 Organized Chaos: How Campus
Collaboration Created a Successful Assessment
Environment During
Freshman Orientation
SUNY Fredonia recently assessed the Information Management skills
of over five hundred incoming freshmen students during their summer orientation
sessions. During the four sessions of orientation, no less then one hundred
students were tested concurrently. Why would we do this to ourselves?
Our Campus is currently undergoing the assessment of their College
Core Curriculum program, as is required by SUNY. One of the assessment
components is Information Management. Our campus committee decided that
students’ research skills ran across the curriculum, and created an assessment
tool outside of a particular discipline. The committee wanted to assess what
skills our students were coming to college with, and how core courses would
affect their research skills. A pre/post test environment was created. Freshmen
students were tested during summer orientation, before exposure to research in
a college environment. A sample set of these students will be tested again in
the spring of 2004. The success of this
mammoth undertaking would not have occurred without the collaboration of many
campus departments such as: Academic Affairs, Campus Life, and the computing
center. A discussion of this collaboration, the many challenges that occurred,
a sample of the assessment tool and preliminary results will be presented.
Special
thanks for their help organizing this conference:
April
Tuttle
Lesley
Wallace
Nikolay
Gul
Dave
Dan
Anbnel
Pena
Lan
Pham
