November 21-24, 2002

Marcum Conference Center
Miami University
Oxford, Ohio

A Chorus of Voices Singing the Joys of Teaching

Lynne Anderson, Psychology, National University

John Carta-Falsa, Psychology, National University

In Conjunction with the Lilly Loyalists:

Peter Beidler, English, Lehigh University; Milton Cox, Teaching Effectiveness Programs, Mathematics, Miami University; James Eison, Center for Teaching Enhancement, University of South Florida; Linc. Fisch, Independent Educational Consultant, Lexington, KY; Tony Grasha, Psychology, University of Cincinnati; Barbara Millis, English, U.S. Air Force Academy; Barbara Mossberg, President Emerita, Goddard College; Craig Nelson, Public & Environmental Affairs; Biology, Indiana University - Bloomington; Lisa Newman, Communication, University of Cincinnati; Louis Schmier, History, Valdosta State University

At the heart of every profession is a passion for it and a joy resulting from it. We have gathered a chorus of voices with whom we have interacted over the years at the Lilly Conference on College Teaching. We have listened to their stories of teaching, which speak of the joy they have experienced, how much they have learned, and the tremendous impact they have made upon the lives of others. How fortunate we have been to have heard these voices over the years in the arena of the Lilly Conference! Now we have collected and assembled these stories into an anthology as a tribute to the educators who have authored them and an inspiration to those who are destined to follow in their footsteps. This session will highlight the “Lilly Loyalists,” the educators who have contributed to the anthology, in an open forum for sharing the experiences that have influenced their lives and made them the teachers they are today. Participants in this session will have the opportunity to extend the connections and converse with the contributors.

Fostering Critical Thinking, Active Learning, and Awareness of Diversity Across the Curriculum: Practical, Research-Based Strategies

Tom Angelo, co-author, Classroom Assessment Techniques; Teaching, Learning, & Faculty Development, University of Akron

Craig Nelson, 2000 CASE Professor of the Year; Public & Environmental Affairs; Biology, Indiana University

Why do so many university students resist higher-order critical thinking? Why do they find it so difficult? Cognitive development theories and research (e.g., Perry, Belenky et al., and Kitchener & King) can help us understand students' resistance/difficulties and distinguish the typical levels of critical thinking students engage in, running from "naive realism" through "rampant relativism" to "constrained social constructivism." Teaching and learning strategies that take this dimension of student diversity into account can provide faculty and faculty developers with tools to better understand and serve an ever-wider range of learners. (The workshop will include mini-lectures, videotaped examples, individual reflection and writing, small-group work, and structured discussions.)

Learning Objectives: By participating actively in this full-day workshop, you can expect to:

Harnessing Cats and Colts: Linking to Classroom Assessment and Collaborative Learning Techniques

Tom Angelo, co-author, Classroom Assessment Techniques; Associate Provost, Director of the Institute for Teaching & Learning, and Professor of Education at the University of Akron

Engaging students in productive groupwork is key to deep learning--but also very hard to do well. In this interactive session, we'll consider ways to use simple classroom assessment techniques (CATs) to provide early feedback to avoid or minimize common problems in applying collaborative learning techniques (CoLTs). The session is based on material from a forthcoming book by K. Patricia Cross, Claire Major, and Tom Angelo.

Games Students Play: Eight Ways to Keep Students Involved in the Classroom

Jeanne Ballantine, Sociology, Wright State University

Students play their own games--tuning you out, plugging into their music, passing notes to neighbors, whispering, studying for their next exam—or they can play YOUR games, ones that will involve them, help them learn your class material, and keep their attention. This interactive session includes information on "games," discussion of when and how to use games, logistical issues, ideas from participants about games that have worked for them, practical demonstrations, and handouts on games. Many games discussed and demonstrated are applicable to most fields. A few (Barnga, Simsoc, Ghetto, Cities, BfaBfa) are specific to social sciences. Games will include simulations, board games, team competitions, discussion formats, role playing, debate formats, use of music and videos, and other techniques, with discussion about general uses of games.

Educator-Learner Partnerships to Promote Learning and Self-Authorship

Marcia Baxter Magolda, author, Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy and Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development; Educational Leadership, Miami University

Hallmarks of a college-educated person include familiarity with one's discipline, critical thinking, the ability to manage multiple perspectives, and an internal belief system through which one sorts knowledge claims. College teaching to promote these hallmarks must focus simultaneously on helping learners master content and on developing a sense of self-authorship. Learning and self-authorship are fostered through collaborative partnerships between learners and educators. A vision of these partnerships from two studies--one 16-year longitudinal study of young adults' development and one course observation study--will be shared to help educators craft productive partnerships with learners. Videoclips of learners' stories will be used to give participants direct access to learners' perspectives. A framework emerging from these stories will guide our exploration of effective partnerships.

September 11, Chaucer, and the Altered Heart: A Professor and Student in Dialogue

Peter Beidler, author, Why I Teach; 1983 CASE Professor of the Year; English, Lehigh University

Sierra E. Gitlin, student, University of Nevada at Las Vegas

Peter G. Beidler will present a dialogue with Sierra Gitlin, one of the undergraduate students in his Chaucer course at Lehigh University in the Fall of 2001. They will compare reactions to the course and to each other as the course proceeded. Part of their dialogue will concern the effect of the terror attacks that came in the third week of the course. They will talk about how it altered their thinking about a white male poet, dead these 600 years, and about continuing with a course that seemed, suddenly, utterly irrelevant to anything that mattered. They will talk also about a wide range of topics besides that devastating event: first impressions in the classroom, growing trust for each other, what really happens in the classroom, and the very purposes of teaching and learning.

Making Science Inclusive: Using “Unseen Life” to Promote Science Learning for All

Spencer Benson
Cell Biology & Molecular Genetics
University of Maryland College Park

For many non-majors, science is seen as something apart and disconnected from their lives. Often these students view science as “hard,” irrelevant, or uninteresting. This is especially true for sciences where the subject matter is not readily visible. Using a set of 12 commercial videos, “Unseen Life of Earth,” I asked whether the use of videos in a general education non-majors course, Microbes and Society, resulted in positive outcomes in student learning and attitudes towards microbiology. Preliminary results suggest that traditional lectures can be replaced by videos without a loss in learning and result in improvement of students’ views and attitudes towards science.

Humor as an Instructional Defibrillator

Ronald Berk, author, Professors Are From Mars, Students Are From Snickers and Humor as an Instructional Defibrillator; Biostatistics & Measurement, Johns Hopkins University

Grab those paddles. Charge 300. Clear! Now how do you feel? Great! Humor used as a systematic teaching tool in your classroom can bring students and deadly, boring course content to life. Since some students have the attention span of goat cheese, we need to find creative techniques to hook them, engage their emotions, and focus their minds and eyeballs on learning. This session presents 10 evidence-based, "low-risk" humor methods that can be integrated into handouts, examples, case studies, discussion questions, homework problems, project outlines, tests, wedding invitations, and parking tickets. Examples include quotations, cartoons, multiple-choice items, top-10 lists, anecdotes, skits/dramatizations with music, and Jeopardy!-type reviews. The techniques are applicable to any course level, discipline, content area, or ice-cold beverage. This session "boldly goes where no academician has gone before," maybe!

Using Music to Trigger Laughter and Facilitate Learning in Multiple Intelligences

Ronald Berk, author, Professors Are From Mars, Students Are From Snickers and Humor as an Instructional Defibrillator; Biostatistics & Measurement, Johns Hopkins University

Have you ever used music in your courses to produce laughter and prime your students' brains for "serious" problem-based learning activities? I didn't think so. This session will demonstrate applications of music at nine different points during any college course: (1) pre-class warm-ups, (2) first-class blockbusters, (3) class openings/topic introductions, (4) demonstrations/skits, (5) test reviews, (6) written activity interludes, (7) post-review send-offs, (8) post-test pick-me-ups, and (9) holiday frolic. Consider playing music from Star Wars and Mission: Impossible and Broadway shows, plus songs by Britney Spears, Whitney Houston, Michael Jackson, Donna Summer, Queen, Bobby McFerrin, and Louis Armstrong to begin transforming your class into an adult version of Sesame Street. This abstract was brought to you by the number 9,176,384,964 and the letter "M."

Affecting Student Perceptions Through Photography, Mentoring, and Immersion: A Cultural Perspective in Black and White

Elinor Brown, Curriculum & Instruction, University of Kentucky

The purpose of this presentation is to share the findings of a qualitative study that used photography to investigate the relationship between the cultural frames-of-reference of graduate teacher education students and their perception of an urban school's community. Additionally, these photographs were compared with photos taken by secondary student participants who resided in the neighborhoods. The study found that a relationship did exist between the participants’ cultural frame-of-reference and their attitude toward and behavior in their own neighborhood and the neighborhoods of others. The university students, who were previously immersed in a cross-cultural experience, took pictures of the activities, people, and places that they felt made the neighborhood a community. Pictures taken by the university students, with limited cross-cultural experiences, were generally devoid of people, taken from the periphery of the neighborhood, and/or reinforced preconceived biases toward the neighborhood. The high school students living in the neighborhoods took pictures of people engaged in activities and places within the community where they gathered with friends.

Using Theatre of the Oppressed in the Classroom

Suzanne Burgoyne, coauthor, Teaching and Performing: Ideas for Energizing Your Classes; Carnegie Scholar, Theatre, University of Missouri-Columbia

This workshop will introduce participants to Theatre of the Oppressed (TO), an interactive theatre form devised by Brazilian Augusto Boal, building upon Paolo Freire's Pedagogy of the Oppressed. TO techniques engage students in experiential exploration of power issues and problem-solving approaches. After experiencing a sample of TO methods, participants will discuss application of TO to classroom teaching, diversity training, faculty development, etc.

Cooperative Learning for Higher Education Faculty

Philip Cottell, co-author, Cooperative Learning in Higher Education; Accountancy, Miami University

Barbara J. Millis, co-author, Cooperative Learning in Higher Education; Center for Educational Excellence, United States Air Force Academy

Participants will come to know the theory and philosophy behind cooperative learning, including its belief in the value and educability of all students and the need to provide cooperative environments that balance challenge and support. As important, however, they will learn how to use cooperativestructures to foster academic achievement, student retention, and liking for the subject matter. The presenters will emphasize efficient facilitation of group processes. The session itself will model a cooperative classroom with combinations of direct instruction, interactive group work tied to the sessionobjectives, and whole-class discussion with questions. Participants will experience at least six increasingly complex cooperative structures and two report out methods that are applicable to virtually all disciplines. Emphasizing critical-thinking skills, the presenters will help faculty understand how to sequence assignments to build toward deeper learning, increased preparation, and enhanced motivation to learn. Assessment for both students and teachers arises naturally out of the structured activities. Participants will receive a copy of Millis and Cottell's Cooperative Learning in Higher Education (Oryx Press) to aid future applications.

Teaching as Learning: The Pedagogy of The Sun Also Rises

Don Daiker, Co-editor, The Writing Teacher as Researcher, New Directions in Portfolio Assessment, and Composition in the Twenty-First Century, Department of English, Miami University

I will focus on how we learn ourselves by teaching others. In Ernest Hemingway's The Sun Also Rises, Jake Barnes tries to teach Lady Brett Ashley how a true matador confronts and then vanquishes the charging bull. Brett fails to understand the lesson, but, in teaching Brett, Jake himself becomes the learner. In the novel's closing pages, Jake puts into practice the knowledge he has gained from teaching, becomes the metaphorical bullfighter, and thereby ends his mutually destructive relationship with Brett. I will conclude by demonstrating several ways of turning students into teachers--and therefore learners--in our college classrooms.

Twelve-Step Recovery Program for Professors Addicted to Lecturing (Lectureholics)

Neil Davidson, coeditor, Enhancing Thinking Through Cooperative Learning; Curriculum & Instruction, University of Maryland

Are you irresistibly drawn to the podium every time you enter a classroom? Do you become irritable when a student's raised hand interrupts your monologue? Are members of the class still nameless and faceless to you by midterm? Are you the only person in the classroom who loves the sound of your voice? Do you believe that students eagerly await the pearls of wisdom that drop from your lips? If you answer "yes" to any of these questions, you could be suffering from an addiction common to many college professors: excessive, out-of-control lecturing. But don't despair! We were once lecture addicts ourselves and know that full recovery is possible through a 12-step recovery program designed especially for "lectureholics." In this experiential session, you will participate in half a dozen methods/techniques for each of the following approaches: active learning in cooperative groups, classroom management for active and cooperative learning, and classroom assessment. Come to this high-energy, funny, and practical session and learn how to stay on the wagon of active learning.

Just Desserts: Designing Portfolios that Reward Service-Learning, Social Activism, and Other Community Partnerships

Helen Deines, School of Social Work, Spalding University

Sharon Hollander, Education, Georgian Court College

Faculty members who focus on community outreach and engagement, whether professors of art, biology, political science, or education, face unique challenges in their quest for promotion and tenure. Service-learning proponents, builders of community partnerships, outreach specialists, community consultants, as well as activists, ecologists, and more claim their passion as authentic examples of the scholarship of engagement. Yet they often struggle to demonstrate how they use their programs and expertise to address real-world issues, thereby promoting the welfare or common good. This hands-on session applies the significant body of higher education literature focused on this topic, offering practical tips, exercises, and resources to guide engaged scholars in successful portfolio development.

Mindfulness & Metacognition: Strategies for Encouraging Thoughtful Students

Peter Doolittle, Teaching & Learning, Virginia Polytechnic Institute

Mindfulness is the conscious awareness of one's meaning making, openness to new ideas, and awareness of possible alternative perspectives on experience. Mindlessness is the routinization of cognition, where individuals no longer critically examine their experiences. Mindlessness, and the pursuit of mindfulness, may be remedied by the judicious use of metacognitive strategies. Metacognition refers to individuals’ ability to regulate and monitor their own cognition. These processes of regulation and monitoring include two broad categories, knowledge of cognition and regulation of cognition. Research on the use of metacognitive strategies has indicated that (a) strategy instruction positively affects student learning, (b) strategy instruction is beneficial to a wide spectrum of students, (c) strategy instruction that addresses multiple strategies is more effective than single strategy instruction, (d) strategy instruction that emphasizes conditional knowledge is particularly effective, and (e) strategy instruction that emphasizes the transferability of strategies is essential for the transfer of strategies to be effective.

Active Learning: Research Findings and Classroom Applications

Jim Eison, Center for Teaching Enhancement, University of South Florida

Over the past two decades, faculty throughout higher education have been urged by the authors of blue-ribbon national panels and discipline-based reports to more actively involve and engage student learners. This interactive session will synthesize the scholarly writing and research literature supporting the use of active learning instructional strategies as well as illustrate how these findings and recommendations have been successfully implemented in college and university classrooms across the disciplines.

Prompting and Promoting Student Reflection

Jim Eison, Center for Teaching Enhancement, University of South Florida

Faculty members often observe undergraduates in their classes who seemingly go through the motions of being students (e.g., attending classes and completing course requirements) without demonstrating a genuine understanding of what they are doing or a personal sense of how well they are doing it. This interactive session will explore instructional strategies to stimulate student reflection on (a) forming general and course-specific educational goals, (b) identifying personal learning preferences and approaches, and (c) self-assessing the quality of one's academic work.

Designing, Implementing, and Leading Faculty Learning Communities: Enhancing the Teaching and Learning Culture on Your Campus

Faculty Learning Community Directors, FIPSE Project: Claremont Graduate University, Indiana University-Purdue University Indianapolis, Kent State University, Miami University, The Ohio State University, and the University of Notre Dame

Community is often missing in higher education, where connections across disciplines and institutional units are overlooked. Faculty learning communities (FLCs) help establish these connections and achieve most of the outcomes of student learning communities: increased interest in learning, retention, active learning, rate of intellectual development, and civic contributions to the common good. The safety and support engendered in a community enable risk taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide effective “deep learning” that encourages and supports faculty to investigate, attempt, assess, and adopt new methods of teaching. This workshop will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, leadership, and continuation of FLCs. After discussing definitions and the 30 components of n FLC, participants will consider implementation strategies and which components to engage at their institutions. Important issues include assessment of outcomes, involvement of students, development of the scholarship of teaching, course mini-portfolios, and development of community. A tour through the FIPSE-developed Web site will indicate where to find examples and resources.

Letting Go: Co-Management in Teaching and Learning

Alex Fancy, Modern Languages & Drama, Mount Allison University

Students are spectators seeking, we hope, to become actors as soon as possible. As actors they will have achieved ownership of their script and empowerment in their ever-evolving role. These goals can be promoted from the very first class through reference to Twelve Co-Management Strategies that this workshop will explore. The session will unfold as follows: Scene 1--Setting the Stage: dramatic reading of very brief scenarios highlighting co-management issues; Scene 2: The Huddle: small group discussion of a scenario; Scene 3--The Break-out: Solutions will be shared with all participants, with reference to the Twelve (or more) Co-Management Strategies; Scene 4--The Over-view: possibilities and limits of co-management; Scene 5--The Wrap-up: implications for teaching and learning.

Want Your Students to Learn More? Designing Your Courses for Higher Level Learning

L. Dee Fink, Instructional Development Program, University of Oklahoma

College teachers can solve a lot of their classroom problems and can help their students achieve more significant kinds of learning by learning about new ways of designing their courses. In the last few years, leaders in higher education and college teaching have created some exciting and powerful new ideas, e.g., about higher level learning, active learning, and educative assessment. In this workshop we will learn how to incorporate theses ideas into our courses, and we will do this in a way that allows us to learn from each other in the process.

Renewing the Spirit

Linc. Fisch, author, The Chalk Dust Collection, and editor, Ethical Dimensions of College and University Teaching; Lexington, Kentucky

The demands of everyday activities and responsibilities often contribute to our losing track of (and sometimes overlooking) the spiritual and philosophical assumptions that inform our professional and personal behaviors. This session will provide time, an intimate space, and soft music to help each of us individually to refocus on these principles, as well as to consider steps for restoring them to a more central position in guiding our lives.

The Ethics of Student-Faculty Friendships (Continued)

Linc. Fisch, author, The Chalk Dust Collection, and editor, Ethical Dimensions of College and University Teaching; Lexington, Kentucky

Coping With Learning Styles Diversity: The VARK Inventory

Neil D. Fleming, Faculty Development, Lincoln University, New Zealand

This interactive workshop will help you identify some of your own preferences and plan strategies to empower your students. You will take a brief inventory (VARK-- Visual, Aural, Read/write and Kinesthetic) to identify your own preferences for sensory modalities and get some feedback. In groups we will plan amendments to a curriculum to suit the diversity in front of you. Examples will be provided with some examination of the implications for your classroom. At the end of the workshop you will know more about your own preferences and be able to use VARK confidently with your students.

Examining Your Biases: An Exercise in Marking and Grading

Neil D. Fleming, Faculty Development, Lincoln University, New Zealand

This is a role-play exercise that aims to improve your marking. It is not competitive, but I suggest that you hang any biases on the coat hooks provided outside the door of the conference room. Participants will work through a simulated set of brief students scripts and argue for the grades/marks they award..

The Seven Deadly Sins of Teaching—and Strategies for Salvation

Neil D. Fleming, Faculty Development, Lincoln University, New Zealand

Tom Angelo, co-author, Classroom Assessment Techniques; Associate Provost, Director of the Institute for Teaching & Learning, and Professor of Education at the University of Akron

No need to abandon hope, all ye who enter this session. We’ll illustrate how Pride, Envy, Anger, Avarice, Sloth, Gluttony, and Lust are embodied in pedagogical pecadillos and damnable didactics. Then we’ll seek educational redemption through uplifting strategies based on the Seven Cardinal Virtues. [N.B., this is meant to be a humorous, non-sectarian session.]

Teaching with Style—and Technology Too!

Tony Grasha, author, Teaching With Style: A Practical Guide to Enhanceing Learning by Understanding Teaching and Learning Styles; Psychology, University of Cincinnati

This session will emphasize new work looking at how teaching and learning style information can be used in the design of courses that emphasize the use of instructional technology. The session will explore contemporary work on learning style and technology as well as the lessons learned from a new research study using Tony Grasha's integrated model of teaching and learning styles, developed over the past two decades. Participants will have an opportunity to assess their teaching styles and those of their students and the specific implications for classes that use one or more forms of instructional technology. Case studies, self-assessment, and small-group discussions will provide an interactive environment for this session.

Cognitive Biases, Perceptual Illusions, and Other Tricks of the Mind: Implications for Teaching and Learning

Tony Grasha, author, Teaching With Style: A Practical Guide to Enhanceing Learning by Understanding Teaching and Learning Styles; Psychology, University of Cincinnati

A variety of cognitive biases and perceptual illusions interfere with the ability of students to learn and faculty to teach. This session will explore several common biases in the context of "mindless" and "mindful" teaching and learning. Among the issues to be examined are problems associated with the focus on surface versus the deep structure of information, thinking "inside the box," making inappropriate assumptions, becoming trapped by categories, obedience to authority, anxiety-induced rigidity, seeking premature closure, and denying and rejecting the relevance of new information. A variety of cognitive and perceptual biases and illusions will be used as "trigger stimuli" to introduce each issue and to focus discussion. The session will be interactive, with participants asked to react to the concepts introduced and to explore their relevance for their own teaching.

Improving One's Teaching: What Do the Experts (Students and Teachers) Tell Us About Teaching?

Len Gusthart, Kinesiology, University of Saskatchewan

Linda Ferguson, Nursing, University of Saskatchewan

"Teaching as scholarship both educates and entices future scholars, and builds bridges between the teacher's understanding and the student's learning" (Boyer, 1990). Many university teachers strive to improve the effectiveness of their teaching through ongoing reflection and revision of their courses and teaching activities. For some university teachers, teaching as scholarship may include research on teaching effectiveness; however, for most teachers, this scholarship is evident in their seeking more effective ways of teaching the content and ways of thinking of their disciplines. This session is intended to involve participants in a discussion of effective teaching strategies, as identified by students and teachers in two recent research studies at the University of Saskatchewan. Len Gusthart studied students' perspectives to determine the impact of individual instructional characteristics on the global assessment of teaching effectiveness. Linda Ferguson studied the perspectives of teachers who have been acknowledged for their teaching excellence through teaching excellence awards (USSU) or Master Teacher Awards (University of Saskatchewan). These dual perspectives will be merged to identify teaching strategies that faculty can use to improve the learning environments in their classrooms and other learning situations. Although other university teachers have used these teaching strategies in very effective manners, approaches to overcoming barriers to their use in the classrooms will also be addressed.

Objectives:

Participants will:

• explore teaching strategies that could be used to create more effective learning environments in our classrooms.
• share their personal experiences in creating effective learning environments.
• identify facilitative strategies that could be used to overcome barriers to the creation of more effective learning environments.

Activities:

This interactive session will provide a forum for the discussion of effective teaching strategies in the university community.

Myth and Misconceptions About Student Ratings

Jim Hammons, Higher Education Leadership, University of Arkansas

In the last 20 years, the use of student ratings has increased dramatically, to the point where it is now the number one ranked method for evaluating teaching. It is estimated that there are more articles on this issue than on any other single topic in higher education. With all of this attention, you would think that there would be a clear consensus on answers to questions such as: Do students rate younger faculty higher than older faculty? Do students in evening classes rate their instructors higher than those students in day classes? Are alumni ratings different from those of currently enrolled students? Increasingly, more and more faculty are questioning the value of student ratings for either development purposes or merit raises. Other faculty are raising real concerns about the effect students ratings are having on grade inflation and cheating--two occurrences whose increase parallels the growth in the use of, and value given to student ratings. If you come to this session, you will get a chance to test your knowledge about student ratings, learn what the preponderances of research say, and leave with a handy checklist to take home to ensure you are using them right.

Grading Your Grading Plan

Jim Hammons, Higher Education Leadership, University of Arkansas

The title says it all. This session will allow you to "grade" the grading scheme you used for each of the courses you teach. The grading system presented is based on two sets of criteria: (1) The principles of any grading system and (2) the steps you should have followed to develop your grading plan.

Interdisciplinary Teaching

Carolyn Haynes, Editor, Innovations in Interdisciplinary Teaching; University Honors Program, Miami University

Interdisciplinary studies has been criticized for not being rigorous enough, for impeding a student's development of an essential disciplinary competence and for being difficult for faculty to teach. This session will offer some arguments for the value of interdisciplinary teaching, provide some possible models for implementing it, and offer participants an opportunity to imagine teaching an interdisciplinary course.

A Powerful Partnership: Faculty-Librarian Collaboration

Sharon Hollander, Education, Georgian Court College

When you announce a library orientation to your students, the response may be less than enthusiastic. However, many librarians have moved beyond traditional bibliographic instruction (BI) to a more comprehensive concept of the teaching library. As a team, librarians and faculty members can teach lessons, create new assignments, select A/V materials, and develop online courses and course supplements. The list could go on and own. The presenter has had much success with course-specific library orientations and collective support of students' independent research projects and grant writing efforts. Types and examples of faculty-librarian collaboration will be described with a special emphasis on how this partnership supports good teaching.

Cats, Not Dogs: A Better Metaphor for Achieving Critical Thinking

Alan Kalish & Kathryn M. Plank, Faculty & TA Development, The Ohio State University

"Cats are a mysterious kind of folk. There is more passing in their minds than we are aware of."-Sir Walter Scott
At past Lilly Conferences, Folly the Dog and her human, Darby Lewes, have offered "A Portrait of the Student as a Young Dog." While this model of behavioral conditioning is effective in training behaviors with observable, correct responses, most college faculty instead cite "critical thinking" as a higher priority goal for their students. This lighthearted yet serious session will use the metaphor of students as cats to explore strategies for facilitating critical thinking.

The Development of the Multicultural Self

L. Lee Knefelkamp, Teachers College, Columbia University

This workshop will begin with an overview of five years of research on college students' understanding of their identities as multicultural individuals and how those identities are constructed and integrated in the context of students' intellectual development. Examples will be provided from the student data. The presenter will also seek to provide “webs of connection” between and among various models of student intellectual, spiritual, racial, ethnic, and personal identity. Suggestions for course content, pedagogy, and connections across both student and academic affairs will be presented.

Greater Expectations for Teaching and Learning: Obligations Without Measure.

L. Lee Knefelkamp, Teachers College, Columbia University

This keynote presentation will address the following issues:
• the sense of higher education’s obligations to know our students more deeply and to our students for more effective teaching,
• the obligations of higher education to create greater connections between K-12 and higher education in terms of preparation and access,
• the obligations of higher education to the nation toward promoting greater citizenship both by our institutions and our graduates in terms of the continual making and remaking of American democracy and social justice seeking, and
• the obligations of higher education to promote more effective general and global education as well as deeper study of the disciplines and their use in the larger society.

Using Behavior Conditioning and Canine Behavior Models to Increase Student Motivation:

Part I, Theory: A Portrait of the Student as a Young Dog.
Part II, Praxis: Literature for Linebackers.

Darby Lewes, author, Dream Revisionaries; English, Lycoming College

Folly the Dog, holder of six advanced AKC obedience titles; therapy worker at hospitals and rehabilitation centers; full faculty privileges at Lycoming College

Part I: Theory--A Portrait of the Student as a Young Dog

The student we wish to teach is alert, focused, enthusiastic, and finds our subject matter intrinsically rewarding. The student we find ourselves teaching is too often grade-obsessed, stressed out, and resentful of our demands. After training dogs for competitive obedience since Eisenhower was in office, I have gradually come to realize that my ideal canine student (alert, eager, with tail awag) closely resembles my ideal college student (alert, eager, with raised hand awag). Thus, I have imported several of the techniques I use in dog training into the classroom, and have found the results remarkably encouraging.

Part 2: Praxis--Literature for Linebackers

This mock "Intro to Lit." class--along with a running commentary explaining what I'm doing and why--will serve as an interactive demonstration of how behavior modification and canine behavior models can draw even unwilling students into sophisticated analysis.

Realizing The Reflective Professor: Integrating Teaching And Research

Gregory Light and Melissa Luna, Searle Center for Teaching Excellence, Northwestern University

Kimberly Lawler-Sagarin, Department of Chemistry, Elmhurst College

"When it comes to teaching...just don't embarrass us." Thus begins the track to earning tenure at any research university. However, in a yearlong program for pre-tenure faculty at Northwestern, we asked new faculty to reconceptualize their view of teaching and research. The program is based on a four-part conceptual model that integrates teaching and research. We will discuss the successes and challenges we experienced and invite a conversation around the practicality and implications of such programs. We will draw on the participants' experience developing junior faculty, working with senior faculty mentors, and promoting the integration of research and teaching.

Making Botany Bloom: Unpacking "Understanding" to Write Measurable Learning Objectives

Christopher S. Lobban, Natural Sciences, University of Guam

Growing out of the need to write measurable student outcomes for science education grants was the recognition by science faculty that it could be useful and not so intimidating after all to revise syllabi from the “Week 1: Chapter 1” format to provide specific objectives for testing. Such objectives, derived from the very useful chart in the revised Bloom’s taxonomy, allow both professor and students to know how “understanding” is to be operationalized in class tests. Lobban, coached by Schefter, has revised a general-education environment course and a majors plant diversity course.

Teaching Large Classes Well

Joseph Lowman, author, Mastering the Techniques of Teaching; Psychology, University of North Carolina at Chapel Hil

The large college class presents a number of special problems for college teachers and students alike. Fortunately, there are numerous techniques instructors can use when planning large classes and dealing with the day-to-day challenges of teaching them well. This presentation will discuss both the special problems and the ways of helping to reduce any negative impact they may have on the quality of instruction and the extent of student learning in large classes.

A Meeting of the Minds: Undergraduate Research of Both the Student Researcher and the Faculty Advisor

Patricia Mabrouk, Chemistry, Northeastern University

In this session, the results of two recent national studies of undergraduate research (UR), one surveying faculty mentors and the second surveying undergraduate researchers in the field of chemistry will be presented, and the implications of these studies for the development of effective undergraduate research experiences will be discussed. Results suggest that the majority of undergraduates work in small groups containing fewer than five people, usually alongside other undergraduate students, in the laboratories of faculty who were themselves at one time undergraduate researchers. Based on these studies, a checklist will be presented that may be useful in the thoughtful design of high-quality research experiences.

Learning, Emotion and Potential Application to Teaching Practice

Luz Mangurian, Institute for Applied Cognition & Teaching; Biological Sciences, Towson University

This presentation will start with some basics of neuroanatomy and neurophysiology needed to follow current findings in cognitive neuroscience. The importance of holistic interpretations of the body and mind, and the importance of emotion in the making of consciousness will also be explored. Empirical findings regarding learnng will be examined with an evolutionary perspective. Important and inspiring work from professional educators, such as Parker Palmer and Stephen Brookfield, will be discussed in the context of pedagogical research in cooperative learning.

College Teaching and Learning: Paradoxes Revealed

Wilbert J. McKeachie, author, Teaching Tips, 11th Edition: Strategies, Research and Theory for College and University Teachers; Professor Emeritus of Psychology; Director Emeritus of the Center for Research on Learning and Teaching, University of Michigan

I intend to suggest that some of our beliefs and practices are in conflict with each other or with what we know from research. I shall ask participants to suggest research still needed, not only with respect to the paradoxes discussed but also with respect to other beliefs and practices.

Improving Teaching and Learning Through Outcomes Assessment

Judith Miller, co-editor, Student-Assisted Teaching and Learning; Educational Development; Biology & Biotechnology, Worcester Polytechnic Institute

Thanks to accrediting bodies for requiring outcomes assessment (OA)! OA forces us to shift focus from what courses students complete to what educational experiences produce learning. Participants will choose a general education learning objective of interest. Working in small groups, they will begin to develop a plan to assess that objective, and will discover new connections between learning and the teaching that promotes it. Participants will leave with understanding of how OA can improve teaching and learning, knowledge of OA methodology sufficient to participate on their own campuses, and a draft OA plan for a specific general education objective.

How People Learn

Barbara J. Millis, co-author, Cooperative Learning in Higher Education; Center for Educational Excellence, United States Air Force Academy

Both scientists and teachers have been increasing awareness of the research related to the biological basis of learning and its impact on teaching and learning in higher education. This workshop will explore some of that research, discuss its implications for teaching and learning, and then model some specific practices that will enhance the learning process. This highly interactive workshop will draw eclectically from practices also associated with classroom assessment, cooperative learning, and writing across the curriculum.

Using Cooperative Focus Groups for Qualitative Assessment

Barbara J. Millis, co-author, Cooperative Learning in Higher Education; Center for Educational Excellence, United States Air Force Academy

Barr and Tagg's influential article, "From Teaching to Learning—A New Paradigm for Undergraduate Education," states: "The place to start the assessment of learning outcomes is in the conventional classroom: From there, let the practice grow to the program and institutional levels." Increasingly, individuals and institutions are turning to qualitative assessment activities. Participants will learn how to efficiently conduct focus groups and modifications called Quick Course Diagnoses (QCDs). The model uses structured activities and open-ended questions to capture large amounts of valuable data. This interactive workshop emphasizes practical issues such as transcribing sessions, interpreting data, and sharing feedback constructively.

Science in the Limelight: How Theater Provides Connective Glue for General Education's Integration of Arts and Sciences

Barbara Mossberg, author, When a Writer Is a Daughter; Dean of the College of Arts, Humanitites, & Social Sciences, California State University Monterey Bay

From Einstein to Feinman, John Muir to Niels Bohr, Chaos Theory to Deconstruction of the Universe Theory, what can we learn from today's popular theater of great minds (what makes them great?), and what complex ideas and issues for society emerge from modern and contemporary science? An examination of plays from Steve Martin's Picasso at Cafe Lapin to Alan Alda's Q.E.D. reveals how theater provides a window into essential knowledge about humanity at our most whole, as a foundation for general education programs.

Diversity: Three Pedagogical Changes That Make a Difference in ANY College Classroom

Craig Nelson, 2000 CASE Professor of the Year; Public & Environmental Affairs; Biology, Indiana University

Issues of diversity are often cast in content-centered ways that leave many faculty feeling that they are irrelevant to their own classrooms. When we focus instead on pedagogical practices, we find a need for major changes in all courses. Hence, this session will make your day! If you are one of the minuscule minority whose classroom practices are really free of discrimination, you will go away feeling deeply affirmed. If not, you will go away with clearer ideas as to how bias is unintentionally built into our classes and will have strategies to make your classes fairer while increasing learning. Specific topics will include: (1). How can I change lecture courses so as to radically reduce or eliminate low grades without lowering standards? (2). How can I make my students brighter and harder working using only 1 hour of class time (in ways that level the playing field for all groups)? and (3). Does my system of exams and paper assignments unfairly and unnecessarily favor particular economic or ethnic groups? Please note that this session will focus on pedagogical practices and not on content issues. [My session with Angelo on critical thinking and this one reinforce each other at some points. The amount of redundancy depends in part on participant responses.]

The Times They Are a Changin': Integrating SOTL Into Ph.D. Training

Craig Nelson, 2000 CASE Professor of the Year; Public & Environmental Affairs; Biology, Indiana University

Jennifer Robinson, Campus Instructional Consulting, Indiana University Bloomington

As faculty members around the country catch fire about the scholarship of teaching and learning, questions emerge about how best to draw graduate students into this new field of scholarly endeavor. The graduate student strand of the SOTL Initiative at Indiana University Bloomington offers a rich professional development opportunity for graduate students by involving them as active observers, skilled participants, and co-investigators. Through the SOTL Initiative, graduate students have opportunities to become members of a diverse interdisciplinary community of scholars, observe and try on ways of integrating research and teaching, and learn about the multi-faceted life of a faculty member.

Fighting the Fade in Large-Lecture Peer Instruction

Steven Pollock, Physics, University of Colorado, Boulder

We have investigated student attitudes regarding in-class participation activities in large lecture (>120 students) introductory physics courses. Recent studies in the literature of interactive engagement classroom techniques show encouraging results for students’ conceptual understanding, but there has been little investigation into the limits of peer instruction methods with regard to student participation. Through a combination of interviews and surveys, we categorize a variety of student attitudes and generate hypotheses regarding student disengagement.

Making Public The Scholarship of Teaching: Designing Publishable Projects and Publishing The Scholarship of Teaching

Laurie Richlin, Co-author, Improving a College/University Teaching Evaluation System Preparing Future Faculty Program, Claremont Graduate University; Executive Editor, Journal on Excellence in College Teaching

How can you turn your good teaching ideas into publishable scholarship? How can you demonstrate that your ideas help your students learn? How do you get credit for your scholarly teaching? This session will include guidelines and support for designing teaching projects, creating course and teaching portfolios, and turning your work into publishable scholarship. In order to get credit for what you do, it is very important that you be able to describe and explain your professional decisions to others in your program, university, and disciplinary community. This session will facilitate your progress from ideas to products.

Coping With Overload in Teaching: What to Do and Why We Don't Do It

Douglas Reimondo Robertson, Teaching & Learning Center, Eastern Kentucky University

Teaching faculty often feel overloaded. If you don't, pat yourself on the back, or knock on wood--whichever is most appropriate--and proceed to the next abstract. Better yet, come and share your wisdom. This session explores teaching applications of six adaptations that systems typically make when experiencing stimulus overload--such as when a professor carries a full teaching load and does everything else that professors are supposed to do. Perhaps most importantly, the session presents a way to discern why we don't do these things that help us to cope with overload, even though we really want to.

Our Human Spirit: The Neglected Dimension in Teaching

Bruce Saulnier, Department of Computer Information Systems, Quinnipiac University

Louis Schmier, author, Random Thoughts: The Humanity of Teaching; History, Valdosta State University

We believe that effective teaching rests far less on technique than most suppose; rather, it rests far more on the personality, integrity, and humanity (if you will) of the teacher. This interactive, inspirational session leads attendees on a humorous but serious set of self-reflective exercises to gain a glimpse of who we are and to discover who we bring into the classroom. Further, we will discover relationships between who we are and the choices we make about what we do in the classroom.

Crayons, Markers, and Other Things

Louis Schmier, author, Random Thoughts: The Humanity of Teaching; History, Valdosta State University

Having the information is not enough; having the skill is not enough. It's what you do with it, what you are willing to do with it, what you see can be done with it, that really counts. Maybe that's what Einstein really meant when he said imagination and creativity are more important than information. That's the spice in the stew of creative and imaginative learning--and teaching. That's the spice of an education. So be prepared to have riotous creative fun as I take you into very rational and critical-thinking activities that are far from the traditional written and verbal way of learning.

Forging a Classroom Learning Community

Louis Schmier, author, Random Thoughts: The Humanity of Teaching; History, Valdosta State University

Most students come to our campuses with a varying severity of "LD": "L"earning "D"ependency. It's a pernicious disability that drains the intellectual and emotional excitement, drive, energy, purpose and meaning from the student. Since attitudes have an effect on performance, this LD stunts or arrests intellectual development, academic achievement, and emotional growth. Blank faces, hollow gazes, silent voices, unexcited movements are the easily spotted physical symptoms of this malady. The intellectual disabilities are legion: shortage of creativity and magination, deficient sense of curiosity, lack of initiative, weakened technical skills, addiction to dull and meaningless plodding, satisfaction with copying and memorizing and drill, preoccupation with test scores and grades, contentment with being controlled, inability to exercise empowerment. The emotional impediments fundamentally are a difficulty in believing in themselves, acceptance of mediocrity, lack of pride, eroded self-confidence, weakened sense of self-worth, and an overriding fear of being wrong or "looking stupid." The students often think they are the only ones in the world with pain. They feel separated from everyone else; they feel different. A sense of isolation envelopes them in an opaque emotional curtain that doesn't allow them to see others and makes them think others cannot see them. They believe that other people don't want them, don't want to listen, don't care about them, aren't concerned with them. They feel mediocre at best, worthless at worst. So they hide in silence; they hide in aloneness. So many have been betrayed and hurt and demeaned; so many have learned to build defenses of varying thicknesses and heights. The walls that protect, however, also isolate and restrict. I am struck that such a simple idea as "community," of sharing, seems to have such a powerful impact and a dramatic effect for so many. I find that students who feel isolated, or isolate themselves, perform at lower levels. I find that anything that promotes isolation and perpetuates loneliness is debilitating. Anything that promotes a sense of intimacy, connectedness, and community can be releasing, exhilarating, and, in some cases, healing. We'll engage in a series of exercises and discussions in which you will experience how I create a powerful, supportive, encouraging sense of classroom community situation where the students feel better about coming out from behind their "walls of loneliness," share who they really are instead of being socially isolated, and risk discovering the extent of their native learning potential.

Does Music, Animation, Slides, and Full Motion Video Bring Excitement and Learning into the Classroom? Judge for Yourself and Learn How-to!

Victor Stanionis, Coordinator, Scientific & Technological Literacy Program; Physics, Iona College

What is multimedia? Does it require multiple talents on the part of faculty? Does it require a large investment of time? What is the motivation for doing it? Is there evidence to support its effectiveness for teaching and learning? Can we see some examples of its use in various disciplines in the arts and sciences? With PowerPoint, one can illustrate and demonstrate concepts from many fields using digitized slides, full motion video, digital audio, scanned images, CD-ROM, DVD, hypertext, and Web-based sources. This session’s goal is to demonstrate that you, too, can do it. Capture your students’ attention! Spark their imaginations! Excite their curiosity!

Science, Music, and Computers

Victor Stanionis, Coordinator, Scientific & Technological Literacy Program; Physics, Iona College

Computer Music is a course we teach to liberal arts and business students in which we use music and computers as a means of developing scientific and technological literacy. We have developed a strategy built around the MIDI (Musical Instrument Digital Interface) to integrate science topics with computers and music on a “need to know” basis. It is a hands-on approach that endeavors to increase the appreciation, knowledge, and skills of our students in music and, at the same time, develop an understanding of science, technology, and elementary quantitative methods that are intrinsic to computer music.

Institutionalizing Teaching Excellence: The Bingham Program for Excellence in Teaching at Transylvania University

Theodore Wagenaar, Carnegie Scholar; Sociology & Gerontology, Miami University (Bingham Selection Committee)

Other Participants: Brian Rich, Transylvania University (Bingham Fellow); Ingrid Fields and Sharon Brown, Transylvania University (Bingham Fellows); Charles Shearer, President, Transylvania University

This session examines the Bingham Program for Excellence in Teaching at Transylvania University, a unique teaching awards program. This Program began in 1987 and serves to recognize and reward outstanding teachers. Over a third of Transylvania faculty have received awards. Several features of the Program are unique. First, the award period is for five years. Thereafter, awardees can apply for additional five year awards, for up to 20 years of continued service. Second, the awards carry a substantial yearly stipend, ranging from $8,000 for assistant professors to $12,000 for full professors (renewals at $8,000). Third, recipients are selected by an external peer-review committee, which visits Transylvania twice a year to conduct interviews and visit classes. Fourth, recipients include faculty members being recruited as well as current faculty members. Fifth, the Program includes programs other than the basic Bingham Fellows program. The David and Betty Jones Fund for Faculty Development strives to foster teaching expertise through professional development and growth opportunities. The Start-up Grants for Young Faculty are one-time awards designed to foster diversity and fresh ideas. The Bingham-Young Professorship is a three-year award open only to Bingham Fellows ending their first term, and involves a stipend and course release to spearhead a program of curricular enrichment and teaching development for all the faculty. The panel will explore the operation and consequences of the Bingham Program at both the individual and institutional levels. Lessons learned, both positive and negative, will be shared and advice offered. The impact of the Program on the culture and scholarship of teaching and learning at Transylvania will be explored.

The Carnegie Scholars Program and the Scholarship of Teaching and Learning: Examples From the Disciplines

Theodore Wagenaar, Carnegie Scholar; Sociology, Gerontology & Anthropology, Miami University

This session profiles several Carnegie Scholars’ contributions to the scholarship of teaching and learning. All served as Carnegie Scholars through the Carnegie Academy for the Scholarship of Teaching and Learning. Participants will show how their Carnegie Scholars' projects contributed to their understanding of the scholarship of teaching and learning, and offer suggestions on how the scholarship of teaching and learning can be promoted on campuses. Session titles and presenters will be as follows:

The Impact of Theater of the Oppressed on Student Understanding of Oppression
Suzanne Burgoyne, University of Missouri, Columbia

Fighting the Fade: Understanding Student Response to Peer Instruction/Concept Tests in Large Lectures
Steven Pollock, University of Colorado, Boulder

Hands-On Modeling Activities and the Development of Abstract Thinking in Biology Students
Alix G. Darden, The Citadel

Making Science Education in Microbiology Inclusive and Relevant to All Students
Spencer Benson, University of Maryland, College Park

Teaching Writing in the Foreign Language Classroom: A Paradigm Shift
Didier Bertrand, Indiana University Purdue University Indianapolis

Peer Review of Teaching

Theodore Wagenaar, Carnegie Scholar; Sociology, Gerontology & Anthropology, Miami University

I review the literature on peer review of teaching and present advice on how to do effective peer review. Sample forms will be distributed. I conclude with the difficulties involved in peer review.

The Scholarship “On” Teaching: Types and Categories

Maryellen Weimer, Editor, The Teaching Professor; Psychology, Berks Lehigh Valley College of Penn State

Most often completed in disciplinary contexts, pedagogical scholarship has been around for years but it has never been looked at critically from a cross disciplinary perspective. This session will explore the types of articles that can be found in this literature and even more importantly what distinguishes pedagogical literature from the various kinds of research work completed in the disciplines. The types of articles will be illustrated with exemplars, work that showcases the best of articles within a particular category. The session aims to explore how new interests in a scholarship ‘of’ teaching can build constructively on the already existing pedagogical scholarship.

Making Sense Of Student Instructional Evaluations: Using Student Development Theory As A Lens

Michele Welkener, Center for Teaching & Learning, Indiana State University

Tom Derrick, Department of English, Indiana State University

Have you ever noticed that student evaluations of your instruction sometimes vary greatly from student to student? Constructively making sense of these inconsistencies in evaluations is more productive than blaming students for missing the point. During this interactive session, presenters will help participants recognize student development theory as one potential framework through which faculty can better understand students' worldviews, aiding in the interpretation of student feedback. To accomplish this goal, attendees of this session should come prepared to examine student responses (via hard copies or vivid memories of results from instruments that aim to assess teaching effectiveness) using this framework.

Academic Time Management: Setting Priorities, Dealing with Deadlines, and Taking Control of Your Professional Life

Todd Zakrajsek, Director of Academic Excellence, Central Michigan University

Colleges and universities (as well as corporations) have long used mission statements as a tool to identify themselves and as an aid in making strategic decisions. Faculty often face a multitude of tasks in trying to meet the needs of students, administration, and their own professional development. In this session, we will discuss the importance of developing a mission statement for yourself with respect to your academic life. This will not only give you an opportunity to reflect on what is important, it will also serve as a guide to aid you in determining which future tasks to accept and which to avoid. Topics in this session will include helping you to decide which tasks to accept, how to say "no" without feeling guilty, and major issues in academic time management.

Teaching Students How to Learn: Strategies From Learning Theory That Can Be Included in Any Course

Todd Zakrajsek, Director of Academic Excellence, Central Michigan University

We work diligently to create classrooms that are maximally conducive to student learning. This is often difficult, however, as the disciplinary research we learned in graduate programs rarely prepares us for life in the classroom. Many speak of the value of active learning: but what is the research base? How do students learn, and what can we do to facilitate the process? This session is devoted to helping individuals better understand what research in the area of human learning suggests about active learning. The session will be highly interactive and demonstrations will illustrate the principles of presented research.