Selected Presenters

Doing the Scholarship of Teaching
This workshop will share strategies for using course management software (WebCT or Blackboard) to collect data, for developing understanding of the data, and for using the data to deepen our understanding of the processes of personal/intellectual development that participation in this complex system engenders. The presenters have drawn on three complementary bodies of theory in this work: learner-centered teaching, critical pedagogy, and constructivist theories of adult development.
Presenters: Leo C. Rigsby, Mary Kayler, Karen Weller, Krissy Bartlett, and Shahidah Kalam Id-Din, George Mason University
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Teaching and Scholarship in International Business
How to be engaged in qualified research in the area of teaching is a challenge to teaching professors worldwide. This session addresses this important issue by incorporating the presenter’s research experience with the international business courses he has taught for the last 10 years. It proposes a scholarship of teaching international business that involves question-asking, inquiry, and investigation, particularly around issues of student learning, thereby acting as the mechanism through which the profession of teaching itself advances. This presentation will be highly interesting not only to the teaching professors but also to deans and program directors who are keen on identifying an effective way to combine excellent teaching with quality research.
Presenter: Ping Deng, Maryville University of St. Louis
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Do You Really Want to Know What I Think? Facilitating Classroom Discussions About “Sensitive” Issues
Dialogue about “sensitive” topics (e.g., conversations about race, sexual orientation, sexual assault) across group boundaries can be risky because it brings participants into contact—the outcome of which is often unpredictable. Decades of research in social psychology cautions that intergroup contact may result in increased prejudice, ostracism, decreased self-esteem, and reinforced stereotypes—to name some of the risks. Even so, perhaps the most common (and likely preventable) negative outcome of intergroup dialogue about sensitive topics is the response of disengagement. Not talking, of course, carries its own risks, including the perpetuation of divides and misunderstandings. In view of this problem, this session will present an approach to dialogue grounded in Buddhism and Social Drama Theory that works to open up dialogue and engage students. Participants will partake in a conversation about race and learn to implement three specific techniques of facilitation: “recursive loop feedback,” “adding without contradiction,” and “granting freedom for conclusions.”
Presenters: Aaron Castelan Cargile and Marc Rich, California State University, Long Beach
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Reading Strategies for the College Classroom
We are all guilty of assigning course readings and then not instructing student as to why or how to enter into a conversation with the author and one another regarding that reading. This workshop will examine how to think more broadly about which readings are chosen to enhance the classroom component, create learning, sustain student-led conversation, and generate new question. This session will highlight several strategies successfully implemented in classes of 65 students, including Fishbowl, Jigsaw I and II, journaling, critical dialogue, and art.
Presenters: Karen Weller, Mary Kayler, Leo Rigsby, and Krissy Bartlett, George Mason University

Engaging Students; Assuaging Conflict: How Occasional Vocational Exercises Create a Climate of Cooperation, Not Confrontation
This session explains a conflict management method that grew from a four-year study of class discord. The presenter will engage participants in open discussion of teaching experiences where conflict distracted the class from teaching goals and demonstrate how four vocation-oriented discussion techniques can be adapted to a wide range of course content to assuage classroom conflict. The presenter will also share with participants a review of relevant literature to ground these types of exercises and a technique for analyzing students’ comments.
Presenter: Paul Fritz, University of Toledo
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Service Learning in the Aftermath of Katrina
A year-and-a-half after Hurricane Katrina, the Mississippi Gulf Coast region continues to struggle to rebuild. This session will outline ways that service learning classes can help. It will be based on a two-week winter intersession class offered by the Delta State University Languages and Literature Department. The main focus will be on the student-centered outcomes, logistics, and interdisciplinary nature of the class.
Presenter: D. Allan Mitchell, Delta State University
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Classroom Island…Outthink, Outplan, Outlast
Do you feel like you need survival skills to navigate classroom management successfully in your classroom? Join this interactive session for a look at different case scenarios dealing with common classroom challenges. The presenters will examine the all-too-common challenges of student unpreparedness, classroom incivility, and lack of student participation and offer ideas for building rapport with students, establishing and enforcing clear guidelines, encouraging students to read, and fostering student involvement. These survival skills are guaranteed to help you make peace with the natives and create a winning environment for all members of the tribe.
Presenters: Suzanne Tapp and Allison Boye, Texas Tech University
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Engaging the Overwhelmed: Improving Classroom Performance in a Baccalaureate Nursing Program
Baccalaureate nursing students traditionally have an enormous coursework burden that often results in the students coming to class without fully reading or otherwise preparing for the content to be presented. Lack of preparation makes it difficult for students to engage in classroom lectures in a manner promoting comprehension and retention of content. This presentation will demonstrate how faculty can improve student engagement, improve performance on exams, and enhance content retention in a large classroom setting through the use of a remote wireless keypad system.
Presenters: Donna W. Roberson, Janice A. Neil, and Mary H. Wilson, East Carolina University School of Nursing
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Born of Frustration, Nurtured by Learning: A Different Kind of Final Exam
This session will focus on one effective mechanism for assessment of student learning by immersing participants in exploring the potential for using student-generated concept maps as a final examination. The lead facilitator will relate her story of frustration with student motivation and learning in a senior-level urban forestry class and what she did in collaboration with a colleague to promote higher levels of student learning through the use of concept mapping as a final exam. After examining the rationale and theory for concept maps, participants will create their own concept maps and share thinking about their use in summative assessment.
Presenters: Jan R. Thompson and Barbara L. Licklider, Iowa State University
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Teachers Talk Less--Students Learn More
In most classrooms, faculty talk and students passively sit and supposedly listen. The students are not engaged nor are they really accountable for their learning. Students need to learn the content within their disciplines at application and analysis levels and to do this they must be engaged and accountable for their learning. Two techniques that will ensure engagement are the Anticipation Guide which will provide pre-, mid-, and post-reading support and the Double Entry Organizer which provides writing to learn/mid- and post- reading support as well as helping the student engage with the text material. In this session, participants will learn how to revise and use these two techniques in their own classes.
Presenters: Patricia A. Herald and John Hugo Back, Hazard Community and Technical College
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Shifting Paradigms from "Instruction Focused" to "Learning Focused" in an Introductory Nursing Course
This session will explore the evolution of a beginning nursing fundamentals course that includes nursing concepts, standards of practice, and communication strategies. The course evolved from “instruction focused” to “learning focused” by replacing a traditional 50-minute lecture with a variety of pedagogical approaches. Several active- learning strategies used to promote learning will be described as well as the impact of this new approach on student learning based on questionnaires, student grades, and journal writings. Participants will examine the assumptions that underlie the instructor versus the learning paradigm with relation to active learning, student motivation, and assessment of student learning.
Presenters: Jill Foster, Ellen DeLuca, and Kim Ayscue, Lynchburg College
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Diversity in Delivery
This interactive session will expose participants to a variety of pedagogical techniques used in both introductory and advanced undergraduate classes. The intent is to keep teaching fun, interesting, and engaging in an effort to address many styles of learning. The presenter will share techniques that encourage 100 percent student participation, use experimental methods to learn, and encourage individual creativity. Participants will learn how to help students relax so that they feel they can take risks and participate. Each participant will explore examples of ways to implement the session ideas in his or her own courses and how to assess student learning using these methods.
Presenter: Joanne M. Walsh, Ramapo College of New Jersey
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Teaching Critical Thinking Skills: Shifting Bloom's Paradigm
Using Bloom's Taxonomy of Thinking, participants in this workshop will learn innovative strategies to facilitate the reshaping of students' cognitive schemas and self-concept. Such strategies will not only address students' mastery within subject-area domains, but will also enable students to realize their leadership potential. A key goal of this session is to help participants learn how to use the basic tenets of Bloom's Taxonomy to enhance students' self-concept within the normal classroom environment. Participants will learn innovative strategies to help students identify and appreciate their inherent leadership potential while simultaneously empowering them to achieve content mastery and self-actualization.
Presenters: Veda Brown and Jourdan, Renfro Prairie View A & M University of Texas

Building a Repertoire of Social Justice-Inspired Pedagogical Tools across Disciplines in a Contemporary University Classroom
In this panel, four social scientists from various disciplines continue an ongoing dialogue among progressive educators committed to integrating social justice into the theory and practice of teaching. The presenters will discuss ways to encourage students to critically reflect, analyze, and challenge systems of oppression, inequality, and privilege, while promoting democracy, equality, and social change. Several cross-disciplinary case studies will be presented that describe how to integrate social justice-inspired pedagogical practices into the classroom. Participants will learn various activities to integrate social justice into their curriculum and classrooms and how to adapt these activities to a variety of courses.
Presenters: Lauren Rauscher, Amy Cabrera Rasmussen, Guido Urizar, and Bianca Wilson, California State University, Long Beach

More is Definitely Better: Actively Engaging Large Classes in the Sciences
Research has shown that interactive teaching and learning enhances student mastery. Effectively engaging large classes, however, can challenge even the best professors. This lively, interactive session will introduce, model, and integrate a wide variety of strategies to reduce student passivity/anonymity and enhance student learning in large classes, particularly in the sciences. Participants will have the opportunity to strategize and apply a myriad of ways to effectively engage students in large classes and maximize student responsibility, accountability, and learning mastery.
Presenters: Deb Wingert and Tom Molitor, University of Minnesota
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Maximizing Student Engagement in Large Classes
Participants will learn five strategies that will ensure student engagement in large classes for the entire class period. This session will also focus on designing assignments that reinforce course content and motivate students to stay engaged in the content away from the classroom.
Presenters: Stuart Yager and James Stump, Bethel College
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Fostering Active Learning in the Large Classroom: Creative Teaching Techniques
Fostering active learning and student participation in content-heavy courses is challenging. Doing so in a large classroom setting is even more difficult and demanding. Limitations of large classes include faculty monologues, passive learning, minimal student involvement, and the inability to assess students' comprehension. Creative methods of engaging students can remedy these challenges. Effective openings, interactive assignments, and participatory reviews reinforce and stimulate active learning. Small-group activities cultivate collaboration and create a positive learning environment. The presenters will demonstrate and provide an overview of strategies to engage students in active learning that have been successful with groups as large as 300 students.
Presenters: Jennifer D. Goldman-Levine and Kate MacDonald, Massachusetts College of Pharmacy and Health Sciences; Division of Library and Learning Resources; School of Pharmacy-Boston
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A.G.E.D.--How Experience and Guile can Engage the Young Learner
Experience some of the Activities, Group exercises, Enthusiasm for excellence and Demonstrations involving the class that the presenter has developed over the past 25 years of teaching. These will be adapted for this presentation so that those in attendance will see that good teaching, even to large groups, can be achieved. You will leave having heard and experienced how a large class can seem small and where students leave feeling that many of their needs have been met. Discover how you can engage your students, even in a large class.
Presenter: Scott A. Davis, Mansfield University

No More Excuses: A Stress-Free Method for Managing Students
Instructors deal with an onslaught of excuses made by students who have poor attendance, fail to submit assignments on time and fail to show up for scheduled exams. These same students seem to be the ones who challenge their grades on subjective assignments, papers, and essay tests. In this seminar, participants will learn how to establish clear course expectations and clear consequences for students who fail to follow through and then challenge instructor decisions concerning these matters. Participants will learn how to deal with demanding students, put an end to the excuse-making, and take pleasure in the classroom experience.
Presenter: Gloria J. Howell, Saint Leo University
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Stop Allowing Teaching to Burn You Out
College instructors are expected to multi-task. We coordinate projects, serve on committees, participate in professional associations, and try to stay current in our fields. Then there are the never-ending updates to our course content, syllabi, and exams, not to mention dealing with the students, their problems and excuses. All of this can lead to burnout. This session will help you assess your own level of burnout, recognize and treat signs and symptoms of burnout, and develop a greater appreciation for working in the field of higher education.
Presenter: Gloria J. Howell, Saint Leo University
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Think You Are An Unbiased Teacher? Think Again!
This highly interactive and thought-provoking workshop will help participants uncover any biases, stereotypes and preconceived notions they may have about urban classrooms and the students within them. In this workshop, the facilitator will first present real-life classroom scenarios. Then in groups, the participants will be required to guess the gender and race of the subjects in the scenarios.
Presenter: Dionne Poulton
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Seasons of Change in Becoming an Educator (Rather than an Information Disseminator)
Appropriate for mid-career faculty seeking a structure to work with others to keep their learning and teaching fresh, this session will immerse participants in a faculty learning program designed to support faculty transformative learning that enhances student learning. The presenter will share stories of involved faculty as seasons of change in faculty beliefs and practice. Participants will describe the thoughts, feelings, and struggles they encounter as they strive to improve their teaching and place themselves in a season of change. Examining the structures of a working program, they will be challenged to transfer their understandings to possibilities on their own campuses.
Presenters: Barbara L. Licklider and Janice A. Wiersema, Iowa State University
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Food For Thought: A Teaching Circle Tells All
This session will highlight the trials, tribulations, and triumphs of a long-running teaching circle. The session will stress, by actual demonstration, the value of group validation and interaction as a modality to enhance faculty renewal by introducing “problems du jour” that focus on utilizing new pedagogical techniques in the classroom. The interdisciplinary makeup of the teaching circle underscored and facilitated the process of rejuvenation via cross pollination of ideas and the challenge of dialogue among the faculty participants.
Presenters: Marshall S. Harth, Valerie (Scottie) Massimo, Philip J. McLewin, Sharon Rubin, Robert Sproul, and Terra Vandergaw, Ramapo College of New Jersey
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Stress and Female Faculty in Teacher Education
Stress is part of everyone’s life. Stress in the workplace may come from many different sources, however, for this presentation, the focus is on female teaching professors working in teacher education programs. Stressed female professors may feel emotionally taxed and thus become less productive. Stress may deteriorate social and family relationships and ultimately take a toll on health. Participants will learn about research on stress and the quality of life of female faculty in teacher education programs, the effects of therapeutic massage, and recommendations for stress management and improved quality of life.
Presenter: Clarine Sandstrom, Minot State University
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Hybrid Courses in Philosophy and Economics
This session will describe and discuss several general education hybrid courses taught by faculty in economics and philosophy at California State University, Long Beach. The advantages and disadvantages of teaching students in formats that include both in-person lecture/discussions and online activities every week will be compared with traditional courses measured only through in-person “seat time” as well as with courses taught entirely on the Internet. Several techniques used for the online activities will engage the audience in participation. Additionally, pitfalls in developing such courses and lessons learned the hard way in teaching in hybrid format will be introduced.
Presenter: Julie C. Van Camp, California State University, Long Beach
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Podcasting, an Opportunity for Exploring Course Content Beyond What Might be Possible in Traditional Classroom Settings
Tools, appropriately employed, can result in greater efficiency and increased productivity. Portable electronic devices capable of receiving downloadable materials from the Internet are examples of technological tools that could be used by educators to engage and challenge students about topics outside the confines of the classroom. Podcasts, broadcast audio/video content available from the Internet, requires some creativity in the design phase if they are to be attractive to listeners/viewers. Therefore, educators wishing to use podcasts must address three important issues: the purpose of the podcast, the added value to learners, and how to maintain students’ interest in podcast’s content.
Presenter: Dave Yearwood, University of North Dakota

Using Digital Video to Motivate and Engage Students
This session is NOT about showing films in class! It is about the use of short video excerpts (1 to 5 minutes) to prompt student thought and discussion and to enhance student learning, motivate students, and encourage class participation. This session will demonstrate the use of carefully selected, short, digitized video clips. The presenters will show how they use video clips to bring the real world into the classroom and how students can learn to use the same techniques to prepare for their own class presentations.
Presenters: Jayne Zanglein and Barbara Jo White, Western Carolina University
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Beyond Poster Board--Cell Phones, Cameras, and the Internet
Photo Scavenger Hunt was a project implemented to teach the classical theories of play, leisure and recreation through student-generated digital photography. During this session, learn about the project, its effect on student learning and the many different technologies used by the students. This session will also explore application to any discipline. Participants will acquire a variety of methods to enhance student learning.
Presenter: Beverly Evans, Southeast Missouri State University
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Cognitive Cartography: Concept Mapping as a Tool to Support Problem Solving and Meaningful Learning in Individual and Collaborative Environments
Concept mapping is a strategy that can be used to help students organize their thinking, identify important concepts, visualize the relationships between and among concepts as well as help instructors identify students’ misconceptions and evaluate conceptual change over time. Add concept mapping software and a public server to the mix, and suddenly interesting opportunities are available for collaboration and conceptual growth!
Presenters: Margaret Cheatham, Tracy Herrmann and Ellen Lynch, University of Cincinnati

Undergraduate Research: Raising Awareness and Expectations
Although research is of paramount importance to upper class and graduate students, undergraduate students also benefit from developing and conducting research projects. The greatest constraint relative to successful undergraduate research is a lack of awareness of authentic research methods. Presenting undergraduates to topic choice, proposal development, literature reviews, and results presentations greatly enhances scholarly growth and future research efforts. This workshop introduces concepts that combine student experiences and instructor commitment, to meaningful research efforts via scaffolding them through all "real-life" components of an authentic research project.
Presenter: Gerald G. GeRue, Concordia University of Wisconsin
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Research as an Authentic and Collaborative Task in an Undergraduate Methods Course
This session is designed to share with participants an approach to the teaching of undergraduate research methods in psychology that focuses on the development and implementation of student research projects. The approach relies on the use of collaborative research teams that are guided through the process of conducting independent research as they are simultaneously introduced to the topic of research methods. This session will feature various in-class, collaborative activities and sample undergraduate research projects.
Presenter: Lysandra Perez-Strumolo, Ramapo College of New Jersey
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Involving Pre-service Undergraduate Students in Classroom Research
It is well documented that classroom research aids in improving teaching. In order for teachers to conduct classroom research in the future, it is critical that they are prepared by being involved in some form of classroom research during their pre-service years. This workshop illuminates strategies for engaging pre-service teachers in action research endeavors in real classrooms.
Presenter: Eucabeth Odhiambo, Shippensburg University
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Ensuring a Sense of Belonging Through Inclusive Teaching
We can all relate to “feeling like you belong; yet feeling different” while at other times when “feeling different” inhibits your “feeling like you belong.” In the classroom, we want all students to embrace their own uniqueness while having a solid sense of belongingness. This workshop is designed to introduce faculty to inclusive teaching principles in which everyone is recognized and no one is excluded because of their uniqueness. In this session, participants will develop a personal position statement based on inclusive teaching principles, use a Venn Diagram to assess their own teaching in relation to inclusive teaching, and develop an inclusive teaching strategy.
Presenter: Laura MacDonald, University of Manitoba
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Do We Need to Buy the Book for this Class?
When students ask if they have to buy the book for your class, does the academic in you bristle indignantly, “But of course!"? Or, do you ever actually pause to think, "Well, do they?" If you say the book is necessary, how do you help students get their money's worth? What can you do to get students to open their books, and even more extraordinarily, read them, when research shows that students read assignments only 20 percent to 30 percent of the time? This workshop addresses noncompliance issues, offering tips for connecting your course's learning outcomes to students' motivation, reading ability, and course performance.
Presenters: Nancy C. McClure and Nancy Parks, Pierpont Community & Technical College of Fairmont State University
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The Challenge of Change: Increasing Student Motivation
Students can be resistant to change in a number of classroom contexts. It is possible that recent theories on change and motivation may have application in the classroom. Essentially it has been found that certain communication styles can either reduce or increase resistance. These theories provide individuals with ways to reduce “resistance” and increase motivation and may facilitate students to become more independent and self-directed. Two current theories: Stages of Changes (Prochaska and Norcross, 2006) and Motivational Interviewing (Miller and Rollnick, 2002) will be discussed along with general motivational principles, common communication roadblocks, and suggestions on how to enhance learning.
Presenters: Debra A. Murray, Viterbo University and Colin Ward, Oakland University Michigan
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Weaving Cooperative Work into Literature Courses
This session presents two group active learning assignments designed for use in two very different literature courses. The goals for these assignments were to increase student comprehension of the course materials and to increase student engagement with course materials by emphasizing cooperative and collaborative learning activities. The first assignment offers a new twist on group presentation work while the second involves ongoing reading analysis groups to aid students in developing their communication and critical-thinking skills through poetry interpretation. The participants will learn about the active-learning assignments, discuss and critique their effectiveness, and consider applications of these techniques in their own courses.
Presenter: Susan Cosby Ronnenberg, Viterbo University
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Intergenerational Learning
The differences in generational expectations, ethics, learning styles, and learning preferences are evident globally. From the global perspective to the classroom perspective it is necessary for today's educators to understand the intergenerational complexities of learning and the expectations that each generation brings into the online and face-to-face classrooms. This interactive session will explore concepts related to improving your intergenerational approach that may be applied to multiple content areas. Additionally, discussions relating to both online learning, as well as traditional classroom settings will be explored.
Presenter: Vickie S. Cook, University of Illinois at Springfield
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Empowering Students to Learn: Experiential and Reflective Approaches
How can we empower students to become active learners? This session will present ways in which we can help student learners become more independent, self-directed, and self-regulated. Topics covered include the use of goal-driven teaching in encouraging students to learn, the importance of determining students’ prior knowledge before beginning to teach, how the integration of knowledge allows students to build upon experiences and feel more empowered, how critical thinking in the form of reflective work prompts active learning, and the use of experiential learning to engage students and make them responsible for/have a stake in their own learning.
Presenter: Regina Clark, Ramapo College of New Jersey
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Putting Technology in the Hands of Students to Provide Active and Deep Learning Experiences
Learn about undergraduate student use of multiple inexpensive or free technologies in an active and deep learning process the product of which is a “published” multimedia presentation, a strategy that is applicable in diverse disciplines. The presenters will describe elements of structure, process, and assessment that are effective. All materials presented—rubrics, handouts, and project assignments—will be posted on the Web for participants' use later.
Presenters: Jane Harris, Pamela Kocher Brown, Sandie Barrie Blackley, Celia Hooper, and Robin Gee, University of North Carolina at Greensboro
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Teaching Counseling Theories: Understanding Who I Am
This workshop will present a method of teaching counseling theories using the “Ways” Paradigm of Cheston. This presentation will help faculty learn how to implement expressive arts activities in the classroom that will help students explain their counseling theory to peers. Participants will also learn how to help students understand the value of being able to identify a personal counseling theory. Handouts useful for students’ self-reflection and growth will be provided as well as handouts describing how to help students identify their theoretical orientation using the “Ways” Paradigm.
Presenter: Shelley Jackson, Texas Woman’s University
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Embarking on the Service-Learning Journey: Design, Implementation, and Assessment
This session is an examination of an undergraduate service-learning course titled Children's Theatre in the Schools. A poll of school principals in the local area helped document the lack of performing arts offerings in K-12 schools. A course was created at the university to address this need in the community. Participants in this workshop will learn how to conduct research in their communities to identify possible needs and how to design a course to address these needs. Participants will also learn techniques to work collaboratively with community partners to assess student work and student learning.
Presenter: Ann Marie G. Halstead, St. Lawrence University
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Active Classroom Learning with Beginner-Level Multimedia Animation
Even with beginner-level skills, instructors can use multimedia animation to engage students in active classroom learning. Participants will take part in their own active- learning exercise that demonstrates how low-threshold animation can heighten student engagement with course material and generate interactive learning experiences that tap into multiple intelligences and learning styles. The session will include a demonstration of actual classroom exercises, an examination of the pedagogical theory behind this multimedia approach, a hands-on experience of this approach, and a discussion of the low-threshold skills and technology necessary for instructors to create their own multimedia classroom exercises.
Presenter: Tom Schrand, Philadelphia University

When It's About Skills, Not Integrity: Assessing and Remedying Skill Deficiencies Related to Common Academic-Integrity Issues
Violations of academic integrity are often related to skill deficiencies rather than ethical/moral deficiencies. Learn how to assess what your students know about citing sources, researching ethically, and more. Then, try some of the handy fixes offered in this workshop to help your students begin to patch their knowledge gaps. You will walk away with a workbook filled with activities designed to assist your students in developing a deeper understanding of what academic integrity entails and how they can be pursued in higher education ethically!
Presenter: Sarah Ryan, Baruch College/CUNY

Creating an Environment of Academic Motivation in the First Two Years of a Student’s Academic Career
This presentation is focused on the question of why some students are not motivated to learn, particularly the challenges that new students encounter as they transition into college. Student motivation may be impacted by the student's confidence level. The learning environment of the classroom will be examined by focusing on how teachers invite students to participate in their own learning. Teaching methods and communication strategies for creating an environment that help students improve their confidence level will be discussed. Participants will be asked to reflect upon their individual classroom climate.
Presenters: Kathie Erdman and Denise Peterson, South Dakota State University
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“I learned many new techniques to deal with discussion, group work, as well as ways to engage my students.” 2006 Participant