7th Annual Teaching and Learning Conference August 19, 2010 · 7th Annual Teaching and Learning...

7thAnnualTeachingandLearningConference August19,2010

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August 19, 2010

Dear Colleagues,

Welcome to Elon University and the 7th Annual Teaching and Learning Conference! By design, our conference is both comprehensive and simple - tackling large overarching themes as well as more specific, focused topics directly related to student learning. This year we address Connectivity in Education, between and among students and faculty, and between pedagogical practices and emerging social and networking technologies. Both conference plenaries will consider that theme. Janna Anderson from Elon University will draw on her research about the future of the Internet to explore what's next in teaching and learning. Joan Middendorf and David Pace from Indiana University will use their "decoding the disciplines" research to explore how peer conversations about disciplinary and interdisciplinary thinking can lead to better teaching and deeper student learning. The conference also will provoke discussions about and opportunities for diverse forms of connection. Technology-based and face-to-face teaching are woven together in many of the sessions and roundtables, with the goal of helping us all ask important and new questions about when, where, and how we teach -- and our students learn. Connections between affective and cognitive dimensions of learning and teaching also will recur throughout the day. Finally, the conference planners designed the day so you would have multiple chances to connect with colleagues who share common interests and passions. We hope you end the day refreshed, recharged, and more prepared to face the new academic year. We deeply appreciate the hard work of the Conference Coordinating and Planning Committee, and the vital contributions that you - as conference participants - bring by sharing your own experiences and perspectives.

Peter Felten Christopher Waters Director, Center for the Advancement Assistant CIO of Teaching and Learning Teaching and Learning Technologies



7th Annual Teaching and Learning Conference August 19, 2010

Ernest A. Koury, Sr. Business Center (KoBC), Elon University

7:45 – 8:25 am KoBC Lobby Registration and Coffee

8:30 – 9:20 am Room 101 Plenary I: Janna Anderson, Elon University

9:30 – 10:30 am Concurrent Sessions I Room 101 The Zen Garden Approach to Course Design: Balance

through Social Media Room 208 The Counseling Center is Your Ally: Connecting

Student Performance with Mental Health Room 346 Seeing Eye to Eye: Using Webcams in the Classroom

10:30 – 10:45 am KoBC Lobby Coffee Break

10:45 – 12:00 pm Concurrent Sessions II Room 101 Face-to-Face-to-Face Teaching

Room 208 [Re]connecting: Exploring new Opportunities for Teaching and Learning in a Networked World

Room 310 The Value of Multi-Media Projects Room 346 Creating Transformative Community Partnerships

for Community-Based Learning

12:00 – 1:15 pm Collonades Lunch and Round-Table Discussions

1:15 – 2:15 pm Concurrent Sessions III Room 101 Playing the Role: How Student Actors Enhance

Learning Across the DisciplinesRoom 208 iTouch Your World So You Can Touch Mine: Using the

iPod Touch as a Pedagogical Tool Room 237 Open, Connected and Social: Personal Learning

Networks for Faculty Development Room 346 Making Computer Supported Collaborative Learning

Work in Online Classes 2:15 – 2: 30 pm KoBC Lobby Break

2:30 – 3:45 pm Room 101 Plenary II: David Pace and Joan Middendorf Indiana University



Plenary I

LaRose Digital Theatre, Room 101

8:30 am – 9:20 am

Opportunities and Challenges for Knowledge Sharing Today and Tomorrow

Janna Anderson

Elon University Director, Elon University/Pew Internet Project,

Imagining the Internet

In this discussion of today’s rapid evolution of knowledge-sharing and acquisition, we will

review current and expected Internet capabilities and user interfaces, hear expert opinions

about where this may be taking us, and address some of the questions all of this raises.

How do we teach effectively? How do we evaluate effective teaching? Are the approaches

and the goals of teaching that were emphasized in higher education in the 20th century all

still relevant in the 21st? And why does anyone need assistance in knowledge acquisition

when all the world’s knowledge is at our fingertips? How do we optimize on the

opportunities we are experiencing today? What are the challenges we must address?

About Janna Anderson Janna Quitney Anderson is the director of the major international resource and Webby Award winning "Imagining the Internet: A History and Forecast", an initiative of the Pew Internet & American Life Project and Elon University. She is the lead author of the "Future of the Internet" book series and "Imagining the Internet". Her expertise is concentrated in the fields of the future of the internet and communications; internet history; futures studies; and print/online journalism.



Plenaries and concurrent sessions are located in the Koury Business Center.

(Lunchtime roundtable discussions are located in the Collonades Building.)

Concurrent Sessions

9:30 – 10:30 am

The Zen Garden Approach to Course Design: Creating Balance through Social Media ............................................................ Room 101 Cathi Phillips, Cris Crissman, and Amanda Robertson NC State University This session will examine two courses that integrate a variety of social media in the course design. An instructional designer will facilitate a conversation about the process that includes the common elements in course design--content creation, community building, communication, collaboration, contribution, and reflective assessment. Instructors will demonstrate that the foundations and process of good course design are the same but the choices of social media and how to use them can be very different. Among the applications discussed are Ning, Second Life, VoiceThread, YouTube, WordPress, and Google Apps. Contribute to our Zen Garden Course Design Wiki–http://socialzen.wikispaces.com

The Counseling Center is Your Ally: Connecting Student Performance with Mental Health ..................................... Room 208 Bruce Nelson, Karen Morgan, and Christine Borzumato-Gainey Elon University Many learning-centered institutions are committed to approaching the student in a holistic manner that “transforms mind, body, and spirit” through rigorous academic pursuits. Faculty create engaging courses yet sometimes students continue to flounder. Though faculty may wonder “what is happening with this student?” usually it takes an extreme situation to highlight the connection between student performance and mental health issues. Nationwide increases in the severity and number of mental health problems among college students make this oversight particularly detrimental. This session will increase faculty awareness of performance-related behaviors that may be red flags of mental health issues.



Seeing Eye to Eye: Using Webcams in the Classroom.................................... Room 346

April Post, Sarah Glasco, Ketevan Kupatadze, Nicole Librandi, and David Neville Elon University

Webcams are used in the Department of Foreign Languages at Elon University to provide authentic cultural interaction and practice in the target language. Webcams and video conferencing software, however, can be applied in other disciplines as well. Our panel will discuss the learning theory behind the use of webcams, talk about software and hardware requirements, demonstrate the use of webcam technology and brainstorm potential applications for use across the curriculum.

Concurrent Sessions II 10:45 – 12:00 pm

Face-to-Face-to-Face Teaching .......................................................................... Room 101

Ed Neal UNC Chapel Hill

Active learning requires social cohesion in the classroom: positive relationships between teacher and student and between and among the students themselves. It also requires the expansion of one’s teaching repertoire beyond the traditional lecture mode. This workshop is designed for faculty who are interested in experimenting with active learning strategies in their courses. It focuses on low-risk strategies that can be used in virtually any classroom and includes a treatment of the essential preconditions for success. Participants will leave the workshop with strategies they can apply in their courses immediately.



[Re]connecting: Exploring New Opportunities for Teaching and Learning in a Networked World ............................................ Room 208

Jeffrey S. Nugent and Britt Watwood Virginia Commonwealth University

We live in a world where information is abundant, where access is seemingly ubiquitous, and where our connection to people and resources is always on and instantaneous. This convergence of information abundance, access and a platform for connecting on the web, represents unprecedented opportunities for teaching and learning that are networked. This session provides participants with the opportunity to examine and discuss course-based examples of teaching practices and technology tools that explore the idea of networked learning. A key outcome of the session will be the identification of teaching practices that attempt to leverage our connected world to enhance learning.

The Value of Multi-Media Projects...................................................................... Room 310

Steve Braye and Cheri Schauer-Crabb Elon University

As technology continues to shape learning, we would like to explore the role of technology in the creation and presentation of academic projects. No longer are we limited to the written word in a paper document, not with hypertext, sound, and images of all kinds at our fingertips. We need to discover how we, as teachers, can use this technology to deepen both the creation and expression of student learning to better achieve our learning outcomes. Five interactive projects created by students from the Fall of 2009, will be shared in the session, demonstrating some steps on the way to harnessing technology to promote student learning.



Creating Transformative Community Partnerships for Community-Based Learning ......................................................................... Room 346

Bud Warner and Tammy Cobb, Elon University

Community-based learning is an important part of an Elon education. Creating mutually beneficial relationships with community partners requires thoughtful planning, preparation and evaluation. During this workshop, participants can learn about the difference between transactional and transformational relationships, the process of working with community members from beginning to end, preferred practices and practical experiences that create healthy and sustainable community partnerships, and the perspective of community partners regarding service-learning.



Lunch 12:00 – 1:15 pm – Colonnades Dining Hall

Round-Table Discussions (Please look for signs on the tables)

Teaching Assistants Facilitating Multiple Connectivities Yumika Muramatsu Araki and Shereen Elgamal Elon University This session highlights the many roles that undergraduate teaching assistants can play. For example, in foreign language classes, TAs provide support for student learning beyond instructional time and instructors’ office hours. The central part of the session will be the discussion of positive outcomes we as instructors observed, and implications for instructors. What Constitutes Classroom Authority? Joan Middendorf Indiana University-Bloomington Instructors become disheartened when they experience the negative effects of a lack of authority in the classroom, such as unexpectedly low student evaluations or unwanted challenges from students. This roundtable will discuss a rubric that can be used to identify authority problems and will explore the interaction of identity characteristics and classroom authority. The Emotional Dimension of Teaching Steve Braye Elon University Effective, engaged teaching and learning can often be highly charged emotional work. This session will address emotional, relational, moral and ethical dimensions of the act of teaching, with a specific focus on the role of forgiveness (based on Michael McCullough’s recent research) in the teaching and learning process.



Roundtables, continued

Teaching Research Ethics: Strategies and Online Resources

Doug James Duke University Graduate School Involving undergraduate and graduate students in research typically includes training in ethical treatment of subjects. But what are the key learning goals for students? How should we teach and assess learning? Duke University has developed RCR training that is sequenced, interdisciplinary, and led face-to-face by faculty and staff. We will discuss the pros and cons of web-based training and exchange strategies on how to teach research ethics effectively. Teaching Digital Literacies Across the Curriculum Jessie Moore and Greg Hlavaty Elon University Although today’s students often are immersed in digital technologies, Few students are “digital natives” when it comes to academic digital literacies like using library databases and collaborating electronically. We will discuss how faculty across the university can support students’ development and practice of strategies for using new writing and research technologies in their academic studies.

Thirteen Ways of Looking at Analysis: Multiple Perspectives in Processes of Inquiry Crystal Anderson and Michelle Trim Elon University In his poem, “Thirteen Ways of Looking at a Blackbird,” Wallace Stevens explored how multiple perspectives yielded different interpretations of common things. Similarly, this roundtable will explore strategies that faculty can use to encourage students to recognize and use diverse disciplinary approaches in reading, writing and classroom discussion activities in order to enhance their learning.



Roundtables, continued

“I Cannot Believe Someone Just Said That…”

Brooke Barnett and Ashley Hairston Elon University We’ll begin with some starting comments and analysis related to both undergrad and law classes. We would explore what faculty are seeing in the students, hearing from them, and how they are addressing the issues raised by the comments (or not) and their strategies for using tense, odd, funny, unexpected moments to address issues of diversity. Bringing the Outside in (to the Classroom) Sean Giovanello Elon University Increasingly, successful courses involve outside the classroom learning experiences. Students greatly enjoy “getting out of the classroom” to take part in simulations and service-learning, but it is important to make sure the lessons learned are brought back inside and clearly linked to the course materials. In this session, we will discuss the challenges of integrating outside the class learning experiences with core concepts in the undergraduate classroom.

Teaching First-Year College Students David Pace Indiana University First year students often are different than other undergraduates. What’s different about their learning? What implications do those differences have for your teaching. David Pace, co-director of Indiana University’s Freshman Learning Project, will facilitate this interactive discussion.



Concurrent Sessions III

1:15 – 2:15 pm

Playing the Role: How Student Actors Enhance Learning Across the Disciplines......................................................................................... Room 101

Judy Esposito and Richard Gang Elon University This 60-minute session will share highlights of a collaboration across disciplines, specifically Human Service Studies (HSS) and Performing Arts (PA). In this collaboration, students came together for videotaped mock counseling sessions in which the HSS students practiced the role of the counselor while the PA students played the role of a client. The focus of the session will be on the cross-disciplinary parallels discovered as students from two very different fields learned what they had in common, as well as how their work together facilitated both professional and personal development. iTouch Your World So You Can Touch Mine: Using the iPod Touch as a Pedagogical Tool ................................................... Room 208 DorothyBelle Poli Roanoke College Thirty-five Roanoke College faculty had the opportunity to begin to explore Touch technology during 2009-2010. The resulting “Touch Community” met monthly to discuss application usage within the classroom and how the machine could increase overall faculty productivity. Additional Biology faculty explored how to expand Touch uses and resources within their department through a number of broad models. This session will explore the entire initiative and how this specific technology may aid student and faculty engagement during teaching and learning, both inside and outside of the classroom.



Open, Connected and Social: Personal Learning Networks for Faculty Development ..................................................................................... Room 237 Britt Watwood and William Deihl Viriginia Commonwealth University We live in an era of ever increasing change. Staying current and staying relevant remain challenges. Faculty members can now take advantage of rich resources and tools within a personal learning environment (PLE), while creating customized opportunities and accepting ownership for professional development through participation in personal learning networks (PLN). PLEs/PLNs are emerging as more than a suite of web-based applications; they describe a process for learning that is social, connected, and participatory. In this session, we will explore the use of personal learning networks as well as the challenges associated with creating networks for learning.

Making Computer Supported Collaborative Learning Work in Online Classes ................................................................................................. Room 346 Irina Falls UNC Pembroke Utilizing on-line groups for instruction requires an understanding of the multiple issues involved in web-based learning, such as the pedagogy applicable to groups and how communication technology influences group interaction. This presentation will address two methods of collaborative learning in online courses: peer reviews and learning teams. Preliminary results from a research study about the connection between peer reviewing and perception of self-efficacy will also be presented.



Plenary II

LaRose Digital Theatre, Room 101

2:30 – 3:45 pm

Connecting with Colleagues to Deepen Student Learning

David Pace and Joan Middendorf

Indiana University

In this interactive plenary, Pace and Middendorf will explore how peer conversations about

disciplinary and interdisciplinary thinking can lead to deeper student learning. Drawing on

their "decoding the disciplines" research, Pace and Middendorf will use interview data to

show how understanding expert thinking about key disciplinary concepts can help faculty

identify and respond to "bottlenecks" in student learning.

About David Pace

David Pace is professor of history at Indiana University, co-director of the Indiana University Freshman Learning Project, a fellow of Mack Center for the Scholarship of Teaching and Learning, and recipient of the American Historical Association's Eugene Asher Distinguished Teaching Award for 2010.

About Joan Middendorf

Joan Middendorf is Associate Director of Campus Instructional Consulting Center and Adjunct Professor in Higher Education at Indiana University. Pace and Middendorf are co-editors of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking.



7th Annual Teaching and Learning Conference

Coordinating and Planning Committee

Katie King, Chair Psychology / CATL

Joan Barnatt, Education

Olivia Choplin, French

Kirstie Doehler, Mathematics

Jean Eckrich, CATL Visiting Scholar, from Colby-Sawyer College

Peter Felten, CATL

Sean Giovanello, Political Science

Barbara Guy, CATL

Ben McFadyen, CATL/TLT

Phillip Motley, Communications

Sang Nam, Communications

Alan Scott, Psychology

Tonya Train, Biology

Mark your calendar for next summer!

8th Annual Teaching and Learning Conference Thursday, August 18, 2011

Elon University

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