2005 Lilly Conference Schedule of Events for Saturday
NOTE: Schedule subject to change without notice
Thursday - Friday - Saturday - Sunday
Early risersMarcum 180-186 | Booksigning/ReceptionBooksigning by Ron Berk |
Early risers | Enjoy jogging or walking on plenty of beautiful trails. |
7:15 am - 10:00 pm | Registration in the Marcum Center Lobby |
7:15 am - 8:15 amMarcum Lobby | BreakfastContinental Breakfast - or - |
Marcum 154-158 | Full Breakfast (reservations required) Some of the presenters are available at a few table segments on a first-come basis:
- or - |
Marcum 154-158 | In case you would like to meet conference participants in your discipline, some tables are available by discipline (space on a first-come basis):
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8:15 am - 11:35 am | Workshop |
Fostering Critical Thinking Across the Curriculum: Using Active Engagement, Collaboration and Assessment to Improve LearningCraig Nelson, 2000 CASE Professor of the Year; Public & Environmental Affairs; Biology, Indiana University | |
8:15 am - 9:45 am | Panel: Teaching Psychology |
Using Short-Story Writing as a Method of Teaching Topics in PsychologyMia Biran, Psychology, Miami University | |
Assessing Critical Thinking by Students in Psychology CoursesCecilia Shore, Facilitator, Graduate Students Teaching Enhancement Program; Psychology, Miami University | |
8:15 am - 9:45 am | Workshops and Seminars — Eight concurrent sessions |
Collaborative Writing Using Web ToolsTimothy W. Spannaus, Instructional Technology, Wayne State University | |
Multimedia for the Masses: A How-to Session Using Full-Motion Video, Slides, and MusicVictor Stanionis, Coordinator, Scientific & Technological Literacy Program; Physics, Iona College | |
Teaching Insight: Facilitating the Ah HahDouglas Reimondo Robertson, author of Making Time, Making Change; Professional and Organizational Center, Northern Kentucky University | |
Conducting Effective Classroom ObservationsBarbara J. Millis, author, Cooperative Learning for Higher Education Faculty, Excellence In Teaching Program, University of Nevada, Reno | |
Humor as an Instructional DefibrillatorRon Berk, author, Professors Are From Mars, Students Are From Snickers and Humor as an Instructional Defibrillator; Biostatistics & Measurement, Johns Hopkins University | |
The Use of Knowledge Surveys as Alignment and Assessment ToolsEdward B. Nuhfer, Center for Teaching and Learning, Idaho State University | |
Are Students Prepared for A Globalized Society?Anthony Truog, Educational Foundations, University of Wisconsin - Whitewater | |
Discovering Hidden Transformations: Making Deep Learning in Science and Other Disciplines Available to More StudentsRobert Grossman, Psychology, Kalamazoo College | |
10:05 am - 11:35 am | Panels — Three concurrent sessions |
Panel: Cooperative Learning | |
Cooperative Learning, Peer Pressure and Nontraditional Assessment: Case Studies in Motivating Strong Students to Even Higher Levels of PerformanceThomas Goulding, Computer Science, Daniel Webster College | |
Ten Mistakes to Avoid in Implementing Active/Cooperative LearningSusan Hill, Communications, Florida Community College | |
Panel: 1st Year Experience | |
Freedom Within Structure: Inventing the First-Year Seminar on Ways of KnowingBonnie Smith, English, Belmont University | |
Faculty Learning Communities as Pilots for First-Year Experience CurriculumJoni Torsella, College of Applied Science: Mathematics and Physics, University of Cincinnati | |
Panel: Service Learning | |
No Tours Beyond This Point: From Service to Civic LearningShelly Jarrett Bromberg, Spanish and Portuguese, Miami University-Hamilton | |
Cross-Disciplinary Experiences and Research in Service LearningTheresa Rufrano-Ruffner, Psychology, Indiana University of Pennsylvania | |
10:05 am - 11:35 am | Workshops and Seminars — Eight concurrent sessions |
Teaching Well with Technology: A Focus on LearningTodd Zakrajsek, Faculty Center for Innovative Teaching, Central Michigan University | |
Student Evaluation of TeachingMichael Theall, co-author, The Student Ratings Debate: Are They Valid? How Can We Best Use Them?, Center for the Advancement of Teaching and Learning, Youngstown State University | |
A Real-World Model for Engaging Students in Classroom DiscussionsTerry Doyle, Center for Teaching, Learning, & Faculty Development, Ferris State University | |
Learning From Inspiring FacultyJim Eison, Adult, Career, & Higher Education, University of South Florida | |
Accreditation, Assessment, and Writing across the Curriculum: Unexpected AlliesPaul Anderson, Center for Writing Excellence; English, Miami University | |
Just-in-Time Teaching: Using Web-based Assignments to Inform and Modify Classroom Teaching "Just-in-Time"Scott Simkins, Academy for Teaching and Learning; Economics, North Carolina A&T State University | |
Workshop in Integrated Studies: How the Timeline Can Make or Break Citizen Engagement and Leadership: A Case Study in Cultural History for Environmental and Civic IssuesBarbara Mossberg, College of Arts, Humanities, & Social Sciences, California State University Monterey Bay | |
The Assessing Critical Thinking Project: Involving Faculty in Full-Cycle Assessment of Student LearningCecilia Shore, Facilitator, Graduate Students Teaching Enhancement Program; Psychology, Miami University | |
11:45 am - 1:10 pm | Luncheon (reservations required)At the registration desk participants may reserve space to be discussants at "presenter round tables":
- or - |
In case you would like to meet conference participants in your discipline, some tables are available by discipline (space on a first-come basis):
| |
1:20 pm - 2:50 pm | Workshop |
Teaching Online with Case Studies: Trials, Tribulations, and TriumphsMary R. Sudzina, author, Teaching and Learning with Case Studies, Teacher Education, University of Dayton | |
1:20 pm - 2:00 pm | Contributed Paper Seminars — Ten concurrent sessions |
Electronic Portfolios Across the Curriculum: a Pilot Research StudyDavid Marado, English, Miami University | |
Creating a "Place of Transgression" in the ClassroomMarianne Cotugno, English, Miami University Middletown | |
Point-Counterpoint: Does Group Work and the Individual Paper or Group Paper Achieve the Most Learning?Paul J. Wirtz, Education, Northern Kentucky University | |
An Analysis of Factors Affecting Students' Perceived Costs of CheatingDavid J. Burns, Marketing, Xavier University | |
Grab Bags: Interweaving Icebreakers With Course ContentRobin Morgan, Psychology, Indiana University Southeast | |
Active Learning Exercises for Use in Introductory Programming CoursesKeith J. Whittington, Information Technology, Rochester Institute of Technology | |
Teaching in an Accelerated FormatFrances Ford, Business Administration, Spalding University | |
Using Decision-Tree Technology to Inform Students and New Faculty about Research EthicsStacey Lane Tice, Graduate School, Syracuse University | |
Enhancing Learning With Emotional ArousalMatt DeLong, Mathematics, Taylor University | |
Creating and Implementing PBL Problems: A Sampler of Problem-Based Learning ExperiencesTracy Herrmann, Allied Health, Radiologic Technology, The University of Cincinnati | |
2:10 pm - 2:50 pm | Contributed Paper Seminars — Eleven concurrent sessions |
Virtual Office Hours: Using Instant Messaging in a Freshman Science CourseKaren Stine, Biology/Toxicology, Ashland University | |
Using Role Conflicts to Enhance Students' Decision Making SkillsGurram Gopal, Center for Business and Economics, Elmhurst College | |
Web-Guide to Research for Undergraduates (Web-GURU)Pam Mabrouk, Chemistry, Northeastern University | |
Motivating Students: What Are Students Telling Us It Takes?Thomas Wooten, College of Business, Belmont University | |
Best Practice and College Teaching: If It Matters, How Do We Do It Better?Karen L. Obsniuk, Education, Madonna University | |
Improving Cognitive Complexity in Graduate Written WorkDarcy Haag Granello, Physical Activity & Educational Services, The Ohio State University | |
Different Equals Different — Different Does NOT Equal Wrong: Transformation of a Course to Embrace DiversityLinda Johnston Lolkus, Consumer & Family Sciences, Indiana University Purdue University Fort Wayne | |
Learning from the Mistakes of Others: Insights for Better Teaching from an Academic OmbudDavid Royse, College of Social Work, University of Kentucky | |
Communication Across the Curriculum: A Faculty Learning Community Using Problem-Based LearningTammy S. Allen, Spanish & Portuguese, Miami University | |
The Salem Witch Trials: Making a Documentary Film in an Interdisciplinary Humanities CourseJonathan Thorndike, Honors Program, Belmont University | |
2:10 pm - 2:50 pm | Contributed Paper Seminars |
Critical Thinking and the Imagination: The Role of the Arts in PedagogyKathleen Knight Abowitz, Educational Leadership, Miami University | |
3:00 pm - 4:00 pm | Seminars — eleven concurrent sessions |
Instructional Design for VideoTimothy W. Spannaus, Instructional Technology, Wayne State University | |
Strategies for Enhancing Learning and Teaching: Games, Memo-Pictures, and Humor (Especially on a Day Before a Holiday)Olga Brezhneva, Mathematics & Statistics, Miami University | |
Assessing Assessment: Are We Making A Difference?Karl Schilling, Center for the Enhancement of Learning and Teaching, Miami University | |
Making a Difference: A ReadingAlex Fancy, Modern Languages and Drama, Mount Allison University | |
Everyday Ethical Issues in TeachingLinc Fisch, author, The Chalk Dust Collection, and editor, Ethical Dimensions of College and University Teaching; Lexington, Kentucky | |
Engaging With Islam on Campus: What Can We Learn From Muslim Student Experiences Before and After 9/11?Christine Asmar, Education Studies, Victoria University of Wellington, (New Zealand) | |
Freedom Summer 1964: Using Performance, History, and Community Engagement In and Out of the ClassroomAnn Elizabeth Armstrong, Theatre, Miami University | |
Publish or Perish and the Ripple Effect: Lessons From a Research and Teaching Faculty Learning CommunityAndrew Hershberger, Art History, Bowling Green State University | |
A Model of Collaboration in Course DesignSteven Simpler, Religion, Belmont University | |
Faculty as TA MentorsAlan Kalish, Faculty & TA Development, The Ohio State University | |
Five Sisters Share: Creative Ideas for Teaching Different DisciplinesDeDe Wohlfarth, Psychology, Spalding University | |
4:15 pm - 5:15 pm | Spotlight on Lilly Teaching Scholar Presentations |
Research-Led Learning and Teaching: A Suggested ModelTom Angelo, co-author, Classroom Assessment Techniques; University Teaching Development Centre; Higher Education, Victoria University of Wellington | |
Grading: Do It Less, Do It BetterPeter Elbow, author, Embracing Contraries and Everyone Can Write; English, University of Massachusetts | |
Stepping Aside: Two Sexagenarians on Why, How, and Especially When to Retire from the Profession We LovePeter G. Beidler, author, Why I Teach; 1983 CASE Professor of the Year; English, Lehigh University | |
5:45 pm - 6:15 pmMarcum 180-184 | Conference Reception |
6:00 pm - 7:45 pmMarcum 154-158 | Dinner (Reservations required)Tables at Random - or - |
Marcum 112 | If you are attending the theatre, sit at the theatre table in Room 112 for an on-time departure from Marcum. |
8:00 pmCenter for Performing Arts (Behind the Shriver Center) | Miami University TheatreArthur Miller's A View from the Bridge |
8:00 pm - 9:00 pm | Conference ConcertMiami University String Quartet |
9:00 pm - 12:00 am | Conference PartyRobin Lacy and DeZydeco (Cajun Band) |
All Evening | Grade papers or a variety of other activities:
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