E-Proceedings
Promoting Learning and Information Literacy Skills in Large Classes
Rhea J. Simmons
Assistant Professor of Psychological Foundations
School of Education
State University of New York at Fredonia
Marianne B. Eimer
Associate Librarian
Head of Reference & Instruction
Daniel A. Reed Library
State University of New York at Fredonia
Abstract Accepted Paper
Using Blackboard to Motivate Students to Look for Mathematics
Erica Johnson
St. John Fisher College
Abstract Accepted Paper
Organized Chaos: How campus collaboration created a successful assessment environment during Freshmen Orientation.
Kerrie Fergen Wilkes
Reference and Instruction Librarian
Daniel A. Reed Library
SUNY College at Fredonia
Fredonia, New York 14063
Kerrie.Wilkes@fredonia.edu
Abstract Accepted Paper
Involving Undergraduate Preservice Teachers in Publication: A Strategy
Audrey Rule
Associate Professor of Curriculum and Instruction
State University of New York at Oswego
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Nurturing Reflective Practice to Enhance Online Interaction
Faith Maina
Assistant Professor of Curriculum and Instruction
State University of New York at Oswego
Abstract Back to top
Technology Skills Infusion: Strategies for Preservice Education Coursework
Kathleen Gradel and Michael Jabot
Assistant Professors, School of Education
State University of New York at Fredonia
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Brain Based Learning to Enhance the Teaching of Science
Eric Olson
Assistant Professor
State University of New York at Oswego
Abstract Back to top
Practical Strategies to Increase Active Learning in Lecture Classes
Suzanne Weber
Professor of Science Education & Associate Dean, School of Education
State University of New York at Oswego
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Into the Sea of Perturbation: Stories of Teachers Voice Expressing Social and Academic Needs in Their Education
Jere Holman
Professor
State University of New York at Geneseo
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What's the Dean with Information Literacy: and Why Should I Care?: A Teacher's Guide to Information Literacy
James Nichols
Assistant Coordinator of Instruction and Distance Learning Librarian
State University of New York at Oswego
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Career Planning Course for First Year Students
Thomas Matthews and Lisa Berardino
State University of New York Institute of Technology
Director Career Services and Assistant Professor, Human Resources Management
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Student Folders: A Simple Idea That Works
Lisa Berardino and Judy Williams
Assistant Professor, Human Resources Management and Adjunct
State University of New York Institute of Technology
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Active Learning - Effective Team Formation
Hema Rao
Accounting Finance & Law
State University of New York at Oswego
Abstract Back to top
Creative Inspiration Through Movement and Role-playing
Jonel Langenfield-Rial
Assistant Professor of Theatre and Education
State University of New York at Oswego
Abstract Back to top
Practical Use of Applications Software in Management of Multi Section Courses in an Online Environment
John Wroblewski
Assistant Professor of MIS, School of Business, Department of Business and Accounting
State University of New York at Fredonia
Abstract Back to top
Using Cooperative Groups in Large Lecture Classrooms
William Bosch
Center for Excellence in Learning and Teaching
Professor of Computer Science
State University of New York at Oswego
Abstract Back to top
Engaging and Educating Through Technology: Primary Prevention of Plagiarism
Michael Rozalski and Jeff Liles
Library Instruction Coordinator & Assistant Professor of Education
State University of New York at Geneseo
Abstract Back to top
A New Framework for Evaluating the Effect of Computers on Learning Outcomes
Lester Hadsell & Gerald Burke
Visiting Assistant Professor, Senior Assistant Librarian
University at Albany
Abstract Back to top
Faculty Guidebook
Dan Apple
Pacific Crest
Abstract Back to top
How to Increase Retention Rates with a Well Designed Freshman Course
Paula Bobrowski., Pamela Cox., Elizabeth Dunne Schmitt, & Glenn Graham
Department of Marketing and Research
State University of New York at Oswego
Abstract Back to top
Bringing the Brain to College Part II
Margaret Maughn
Assistant Professor
State University of New York at Plattsburgh
Abstract Back to top
Application of Problem Based Learning to History
Iclal Cetin
PhD Candidate, Comparative Literature
State University of New York at Buffalo
Abstract Back to top
Creating Literature Lives: A Tutoring Program at the Onondaga Nation School
Jennifer Kagan
Curriculum and Instruction
State University of New York at Oswego
Abstract Back to top
M.E.S.H. Multi-Educational Student Hierarchies: Thinking Outside the Box in Online and Distance Learning
John Talbot
Associate Professor of Philosophy
Finger Lakes Community College
Abstract Back to top
Abstracts
Promoting Learning and Information Literacy Skills in Large Classes
Rhea J. Simmons and Marianne B. Eimer
State University of New York at Fredonia
Our presentation demonstrated 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. The collaboration between Education and Library Instruction faculty members resulted in formulating student exercises on subject-specific research within ERIC and PsycINFO databases. The Research Integration Project demanded that students compare resources, identify, and evaluate studies. By utilizing peer-assisted teaching strategies, this method fostered active learning through group work and promoted critical thinking skills. Workshop effectiveness and the Library Instruction assessment tool were discussed.
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Using Blackboard to Motivate Students to Look for Mathematics
Erica Johnson
St. John Fisher College
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. To dissuade the perpetuation of students' algorithm-driven perception of mathematics, students at St. John Fisher College are required to look for mathematics in their daily lives. Students hone their communication skills by articulating observations and connections that they've discovered in a discussion forum on Blackboard, promoting active learning across the curriculum. In this paper, student use of on-line discussion boards on Blackboard to communicate mathematics observed found in the "real-world" will be discussed.
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Organized Chaos: How campus collaboration created a successful assessment environment during Freshmen Orientation.
Kerrie Fergen Wilkes
St. John Fisher College
This paper focuses on the collaborative efforts used in creating a successful assessment of Information Management. The SUNY Fredonia campus committee on Information Management created an assessment tool outside of a particular discipline, and in a pre/post test format. The pre-test was administered during Freshmen Orientation, with much assistance from a variety of campus offices and volunteers. The creation of the assessment tool, the coordination of assessing all incoming freshmen, and preliminary results are discussed.
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Involving Undergraduate Preservice Teachers in Publication: A Strategy
Audrey Rule
State University of New York at Oswego
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.
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Nurturing Reflective Practice to Enhance Online Interaction
Faith Maina
State University of New York at Oswego
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.
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Technology Skills Infusion: Strategies for Preservice Education Coursework
Kathleen Gradel and Michael Jabot
State University of New York at Fredonia
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.”
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Brain Based Learning to Enhance the Teaching of Science
Eric Olson
State University of New York at Oswego
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.
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Practical Strategies to Increase Active Learning in Lecture Classes
Suzanne Weber
State University of New York at Oswego
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.
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Into the Sea of Perturbation: Stories of Teachers Voice Expressing Social and Academic Needs in Their Education
Jere Holman
State University of New York at Geneseo
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.
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What's the Dean with Information Literacy: and Why Should I Care?: A Teacher's Guide to Information Literacy
James Nichols
State University of New York at 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 the skills and practices that underline 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 practices of your students.
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Career Planning Course for First Year Students
Thomas Matthews and Lisa Berardino
State University of New York Institute of Technology
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). Refelctive learning (e.g., journal writing) will be utilized through the course as a strategy for monitoring student progress with course objectives.
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Student Folders: A Simple Idea That Works
Lisa Berardino and Judy Williams
State University of New York 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.
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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.
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Active Learning - Effective Team Formation
Hema Rao
State University of New York at Oswego
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 CPPA 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.
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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 CPPA 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.
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Creative Inspiration Through Movement and Role-playing
Jonel Langenfield-Rial
State University of New York at Oswego
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 will release tension, and strengthens 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.
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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 will release tension, and strengthens 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.
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Practical Use of Applications Software in Management of Multi Section Courses in an Online Environment John Wroblewski State University of New York at Fredonia
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.
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Using Cooperative Groups in Large Lecture Classrooms
William Bosch
State University of New York at Oswego
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.
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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.
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Engaging and Educating Through Technology: Primary Prevention of Plagiarism
Michael Rozalski and Jeff Liles
State University of New York at Geneseo
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.
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A New Framework for Evaluating the Effect of Computers on Learning Outcomes
Lester Hadsell & Gerald Burke
University at Albany
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.
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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.
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Faculty Guidebook
Dan Apple
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.
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How to Increase Retention Rates with a Well Designed Freshman Course
Paula Bobrowski., Pamela Cox., Elizabeth Dunne Schmitt, & Glenn Graham
State University of New York at Oswego
The Gateway to Business (MGT 110) course, which received special 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.
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Bringing the Brain to College Part II
Margaret Maughn
State University of New York at Plattsburgh
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:
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- Sensory awareness
- Perception processing
- Systems of organization
- Methods of information storage and retrieval
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Application of Problem Based Learning to History
Iclal Cetin
State University of New York at Buffalo
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 notetakers and memory banks is the primary goal of education and a possible outcome of Problem-Based Learning
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Creating Literature Lives: A Tutoring Program at the Onondaga Nation School
Jennifer Kagan
State University of New York at Oswego
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.
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M.E.S.H. Multi-Educational Student Hierarchies: Thinking Outside the Box in Online and Distance Learning
John Talbot
Finger Lakes Community College
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.
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