Building a Community of Learners

"Teaching is perhaps the most privatized of all the public professions. Though we teach in front of students, we almost always teach solo, out of collegial sight - behind closed doors." -Parker Palmer, The Courage to Teach

The diversity in today’s student body is unprecedented and technology is rapidly changing ways of work and life. How can curricula, pedagogies, and programs change to better satisfy the needs of present and future generations? How do students interact with their teachers in meaningful ways? How is Ohio University positively influencing student engagement? How do we know when instructional technology effectively fosters student learning? This two-day event will explore the ongoing quest for effective ways to assess learning outcomes, academic quality and institutional effectiveness.

The purpose of Spotlight on Learning is to provide a large-scale venue for faculty to "show and tell" about innovative learning-centered pedagogies that they have successfully implemented in the classroom.

It will present a unique opportunity to explore transformations in instructional practices, which have the potential to advance learning productivity, knowledge retention and higher order thinking.

Through poster sessions, panel discussions, demos and presentations, faculty will share how they cultivate learning experiences that are truly learner-centered and customized to the way individual students learn best. This is a way to promote and recognize the great work that faculty members have been doing to engage students in active thinking, inquiry and the discovery of different ways of knowing.

Presenters come from all ranks of the faculty and from diverse disciplines, and their presentation topics are equally wide-ranging. We will have the opportunity to learn about classroom research projects in all stages of development from outstanding OU scholars. Involving all ranks and disciplines, Spotlight on Learning seeks to bridge the gap between disciplinary scholarship and instruction and foster collegiality across disciplines based on the common pursuit of teaching. Conference Guide

Thursday, May 16

8 a.m.

Track: Active/Collaborative Learning Industrial Hygiene Virtual Laboratory Tim Ryan, Health and Human Services Location: Grover W123

A CD-ROM constituting a Virtual Laboratory in Industrial Hygiene Sampling Analysis is demonstrated and described. The Virtual Laboratory program has been beta tested and evaluated in the college classroom. Pedagogical aspects pertaining to the effectiveness of the application are discussed. Student scores from lab sections taught in 1999 and 2000 by traditional classroom techniques were compared to scores following implementation of the CD in 2001. Results show the CD-based course is as effective as the traditional approach. Students reported deeper understanding when hands-on laboratory sessions were augmented with virtual laboratory modules, and were appreciative of the convenience and portability inherent in the approach.

Track: Transforming Teaching through Technology Greek Before Christmas: Computerized Drill in Classical Greek Morphology Steve Hays, Classics Location: Scripps 114

The primary goal in teaching elementary Classical Greek is to acquaint the students with enough grammar knowledge and reading experience in the first year that they can begin reading serious literary texts (by such authors as Plato and Homer) in the first quarter of the second year. Typically, students face two difficulties: the exotic alphabet and the complex morphological structure. Many students, however, left to their own devices don't know how to structure their study so as to make progress from the first day, and many fine students are paralyzed by the amount and the complexity of the data and so fall irretrievably behind during the first few weeks. This is precisely the sort of problem that computer instruction is most suited to addressing: systematic drill via repetitions of patterned data. The presenter will share his anecdotal observations as he set out to develop exercises to provide structured drills to help students learn the alphabet and noun/adjective morphology.

Track: Curriculum and Assessment The Electronic Portfolio Program - Assessment in the College of Business David Chappell, Business Location: Lab A, Basement, Computer Service Center

The purpose of this Spotlight on Learning session is to introduce participants to an electronic portfolio program at the College of Business at Ohio University. Individuals will create their own portfolio during the session; all they need is a valid Oak account at Ohio University. The session will include examples of projects presently included in business portfolios, in addition to examples from other academic areas, including Theater and Flight Aviation. Examples of portfolios may be viewed at: http://oak.cats.ohiou.edu/~chappell/Page3.htm. Track: Poster Session Assessing Student Performance in General and Organic Chemistry and Involvement in the Peer-Led Team Learning Model Lauren McMills, Chemistry Laura Schaeffer, Academic Advancement Center Location: Baker Center Ballroom

The Peer-Led Team Learning (PLTL) Model has been introduced into both General Chemistry and Organic Chemistry at Ohio University. The PLTL model promotes a non-intimidating learning atmosphere, fosters student confidence and competence and stimulates enthusiasm. In addition it fosters a sense of community, cultivates and strengthens the communication between faculty and students. This leads to a deeper appreciation and better understanding of the course content, with the net result being an increase in student success and retention.

The students self-select the PLTL option for each of the three-quarter courses and earn 1 credit hour (pass/fail) for the 2-hour PLTL course. Student grades earned in General and Organic Chemistry are used to assess the effectiveness of the PLTL method. By comparing results for students in six courses taught by eleven different faculty, we seek to correlate course performance with the participation in the PLTL program. Materials for the PLTL courses have been developed in several formats by four different faculty members to provide each participant experience in several formats.

9 a.m.

Track: Active/Collaborative Learning Enhancing Engineering Education with Writing-to-learn and Cooperative Learning Lonnie Welch, Sherrie Gradin, and Karin Sandell Location: Scripps 114

Why would anyone want to switch from the lecture method of teaching engineering to methods that employ active learning? Doesn't lecturing produce the most informed engineers? It will be shown that teaching through writing-to- learn and cooperative learning can not only achieve these goals, but can also result in extraordinary transformation of both teacher and students. Student engagement and excitement are elevated at the same time as the depth of learning increases. Students become better engineers because they can think critically, solve problems individually or in teams, write better, and orally present information.

Track: Transforming Teaching through Technology Engaging students in an Environmental Plant Biology Course Kim J. Brown, Environmental and Plant Biology Location: Clippinger 132A

Teaching large undergraduate science courses presents a number of challenges: How can one assess student integration of material in a faster timestep than formal exams? How can the instructor increase class participation (with a class size of 80)? How can introductory plant science be taught in a manner that is engaging for non-science majors? To meet these (and additional) challenges, the Environmental and Plant Biology course "Plants and People" was restructured to include timely topics, minute papers, and updated technological approaches. Specifically, the instructor provided all course materials online in a web site that was updated, at a minimum, thrice weekly. Also, asynchronous online discussions on BlackBoard(tm) were utilized as a means of engaging the students in critical thinking and written expression regarding case studies that relate plant biology to their lives (examples: genetically modified plants, bioprospecting, global change and fossil fuel usage).

Track: Poster Session The Electronic Portfolio: Assessment in Teacher Education Teresa Franklin, Educational Studies Location: Baker Center 329

It is expected that teachers entering educational practice will be technology literate and proficient in the integrate technology into P-12 teaching and learning strategies. The electronic portfolio is being used in the College of Education, Teacher Education Department to demonstrate the knowledge, skills and dispositions gained by preservice teachers in the use of technology. The National Educational Technology Standards for Teachers (NETS) are used to assess the level of competence of preservice teachers in their ability to integrate technology into teaching and learning strategies, master technology skills, trouble shoot technology equipment, determine ethical, socials and legal implications of technology use in the classroom and demonstrate mastery of software used in K-12 environments.

Track: Poster Session Innovations at the Child Development Center Cathleen Waller and Kristin Mazzeo, Child Development Center Location: Baker Center 329

At the Child Development Center the focus is on the children: their abilities, interests, and developmental needs. The teachers (student and Master) observe the children and with them, embark on a journey of research and discovery. This type of learning cannot happen from only reading a textbook. While the undergraduate students engage in active, collaborative, and problem-based learning, higher order thinking, inquiry and discover, the children are encouraged to participate in this type of learning, also. How do toddlers interact with a box? How do children paint after viewing the work of an artist and are provided with the same colors found in the original painting? How do four year olds respond when presented with the question “what should we do?” How will the children react when given wire to work with? How will the children show what they know and what will their questions reflect? Undergraduate students, as teachers in the classroom, learn to observe the children and document their reactions, involvements, processes, interactions and communications. With several active learning experiences, the Child Development Center provides an experience that encourages all university students, children, parents, staff and community to observe, reflect, and continuously question and discover as life-long learners.

10 a.m.

Active/Collaborative Learning Getting the Class out of the Classroom William Condee, Comparative Arts Location: Baker Center 304

Students can benefit from getting out of the classroom to learn actively in alternative spaces. This outside work should support the classroom work, and should entail active physical involvement of each student with the alternative learning space. The Tier III course I teach, Theatrical Space and Performance, exemplifies this approach. The goal is to help the students understand how humans interact with the space around them in the medium of theatrical performance. This material cannot be taught sitting in a classroom reading, discussing and looking at slides. Instead, I take the class all over campus to experience a variety of indoor and outdoor spaces.

Track: Transforming Teaching through Technology Using Blackboard in a Health and Human Services Classroom Eugene Geist, Health and Human Services Location: CITL Lab, Scott Quad Basement This presentation will demonstrate some of the possibilities for using interactive media, web video, Web Pages, and Blackboard to enhance traditional courses and optimize courses for distributed learning.

Track: Service Learning Pre-Teachers and Pre-Principals as School Leaders Rosalie Romano and Catherine Glascock, Education Location: McCracken 104

In Fall 2001-2202, the two faculty for the respective courses above ventured into terra incognita: they 'intermingled the species' of pre-teacher and pre-principal. The courses were collaboratively entitled: The Interprofessional Educator and the aim was to crumble traditional barriers between teachers and principals that exist in schools; where the principal is the "authority" and the teacher is the "subordinate" in the school hierarchy. The class consisted of field based, web based (Blackboard software), and face to face joint, team-taught classes. 11 a.m.

Track: Transforming Teaching through Technology Facilitating Action Learning with Web-Based Platforms Brian Hoyt, Business Technology – Lancaster Location: Clippinger 132A

The Virtual Business Training Center (VBTC) is online integrated business resources center that functions as a business lab and virtual internship for Ohio University students. The VBTC also provides community partners and business users with access to online training, market research, project management, and other project based resources. Our interaction with business entities, community partners and student teams are maximized by both the synchronous and asynchronous benefits of our online approach.

Track: Curriculum and Assessment Assessment Methods, Types, and Techniques Michael Williford, Institutional Research Location: Scripps 108

Assessment of teaching and learning is at the core of assessment as defined by the Higher Learning Commission of the North Central Association of Colleges and Schools. Assessing teaching and learning is an activity in which Ohio University faculty and staff are expected to be engaged, but misunderstandings and confusion about assessment still exist. This presentation will give practical information on student assessment for faculty. It draws on North Central guidelines, published assessment literature (especially Palomba and Banta's Assessment Essentials), the presenter's experience consulting with other institutions and with the North Central Association, and experience with assessment in academic departments at Ohio University. It will profile best practices, potential resources, internally- developed methods, externally-developed methods, and existing data sources. Examples will be given for use in classroom assessment and department-wide assessment.

Track: Poster Session Comprehensive Curricular Revision at the OU College of Osteopathic Medicine John Howell, Peter Dane, Bonita Biegalke, and Dennis Baker Ohio University College of Osteopathic Medicine Location: Baker Center Ballroom

In 1999 OUCOM adopted a clinical presentation curriculum (CPC) modeled, in part, after the University of Calgary Medical School curriculum, and influenced by our own experience with a problem-based curriculum (PCC) that was initiated in 1995 for 20% of the medical class. The purpose was to promote active learning and to integrate learning into the context of clinical cases, i.e., the context in which students will apply the information as physicians.

Track: Poster Session Curricular Design in a Patient Centered Continuum, the PCC Ronald Portanova and Malcolm Modrzakowski Department of Biomedical Sciences, Ohio University College of Osteopathic Medicine Location: Baker Center Ballroom

Since 1994 we have offered a curricular tract that is Patient-centered, Case-based, and incorporates Continuum education principles, the PCC. Features of this curriculum include: a primary care focus, an emphasis on the time- dependant, progressive nature of health maintenance or disease progression, the integration of the biopsychosocial sciences throughout the entire learning process, and team building among students at different stages of training. Small groups consisting of first year students, second year students, or first and second year students interact with "paper" patients, exhibiting common primary care presentations; the students are directed to work cooperatively and are assigned tasks and assessed commensurate with their level of training. The concept of continuity of care is introduced through "return" visits of the "paper" patients. These concepts are augmented during a fourth year Longitudinal Care Clerkship where students track a panel of patients in a family medicine ambulatory care setting, under the supervision of a primary care practitioner. Didactic experiences focusing on the biopsychosocial sciences are continued throughout the "traditional" clinical training years, partly through the use of videoconferencing and other distance learning technologies.

12 p.m.

Track: Active/Collaborative Learning National Newspapers as the Textbook in Freshman Composition: Implications for Writing Across the Curriculum Michael Nern, English – Zanesville Location: Scripps 114

A sixteen-year veteran of teaching freshman composition will describe a course taught in a computer lab in which students design their own documented essay assignments using national newspapers as the textbook and the Lexis- Nexis Academic Universe database as a vehicle for locating articles relevant to their topics. Forty-percent of the contact time in the course is delivered via BlackBoard 5 discussion groups. The instructor, who started from scratch in designing this course, obtained the best anecdotal results and the best student evaluations of his freshman composition teaching career the first time he offered the course. The presentation will include a discussion of the rationale for the course, a discussion of the results of the course, a self-generated critique of the course's strengths and weaknesses, and suggestions for using national newspapers to help generate writing assignments across disciplines.

Track: Transforming Teaching through Technology Teaching Academic Oral Communication Skills Online Greg Kessler, OPIE Location: CITL Lab, Scott Quad Basement

The presenter will share his experience of designing and teaching an online academic oral communication skills course for international students. He will compare the online version of this course with its traditional counterpart, OPIE 500 Oral Communication for the U.S. Academic Community. This comparison will investigate some of the important distinctions and realizations that he discovered in the process of designing and delivering the online version of the course. He will also reflect on the influence that an Ohio University TIPS (technology incentive packages) grant had on the development of the course.

Track: Transforming Teaching through Technology Centralized homework, quizzes and tests for undergraduate mathematics courses Phong Vu, Mathematics Location: Grover W123

It has long been recognized that the Web and the Internet can be used as effective tools for both traditional and online instruction. Often the best instruction uses a hybrid model that replaces some in-classroom activities with online, asynchronous, sessions. In such a model, the instructor would alleviate the heavy workload related to grading homework, quizzes, tests, grades recording and calculation, answering standard questions, and so force, to web programs while devoting more time for teaching, and students have greater choices of learning methods suitable to their personal inclinations. We propose a model of a website, which contains databases of centralized homework, quizzes and tests that can be used by instructors and students who would like to use this hybrid model of teaching and learning. The website would also contain sufficient mathematical contents to help students review on the spot related topics and to prepare them for the homework, quizzes, and tests, and tools for typing mathematical formulas.

Track: Service Learning Service Learning in Intercultural Studies Sheida Shirvani, Communication – Zanesville and Deborah Henderson, Nursing – Zanesville Location: McCracken 104

The goal of this paper is to recommend a new methodology of intercultural education built on performance and learning from theory. The presenter recommends an action-oriented methodology based on Dewey's (1938) learning theory. The presentation suggests an overview of current intercultural education and training methodologies and explains the service learning pedagogy in the intercultural area. Some means of implementing service learning in an intercultural communication course are offered. Deborah Henderson will share her expertise on service learning in nursing.

Track: Scholarship of Teaching Information Competency at the 300 Level Lorraine Wochna, Reference and Instruction Librarian, and Lois Vines, Professor of French Location: Room 319 Alden Library

This session will be a demonstration class given for FR434, French Through Film, in collaboration between the librarian and the professor. Library instruction works best when it is tied closely to assignments in the major. This session will demonstrate the types of materials and techniques used to help students relate their research to subject databases and web resources.

Track: Active/Collaborative Learning Active Learning in the General Education Classroom Sharran Parkinson, Assistant Dean, University College James Dyer, Associate Professor, Geography Joe McLaughlin, Associate Professor, English Location: Baker Center 304

These three panelists discuss the active learning component of the new general education breadth of learning component. Sharran Parkinson will be facilitating the first in a series of workshops this summer where faculty will develop active learning course modules and she will provide an overview of that workshop and the faculty development support offered through University College and the Center for Teaching Excellence as faculty begin revising their courses to incorporate active learning strategies. Joe represents EPSA and will discuss the general education program and the kinds of course experiences that will be included. James will offer a third perspective as a faculty member who has worked on transforming one of his courses into an active learning experience for students.

Track: Poster Session Three Diverse Uses for a Blackboard Site Susan Sarnoff, Social Work Location: Baker Center 329

This electronic poster presentation will provide a PowerPoint overview of the three websites as well as one-to-one demonstrations of the websites in response to conferee interest. The three websites are: Social Work 384/584 (Social Welfare Law), Social Work 690B Writing for Social Workers, and the Field Office Education website.

Track: Poster Session Active learning in an introductory library skills session Andrew Stuart, Instructional Librarian Location: Baker Center 329

The poster will show the active learning techniques used in the library instruction session for INCO 103 the basic public speaking course. Learning principles, classroom applications and in-class exercises will be discussed. The in- class session involves a short demonstration, student work on the in-class exercise and presentations by students of the results of their work. 1:30 p.m.

Keynote and Reception Keynote Address: Scholarship of Teaching and Learning at OU Time: 1:30 - 3:30 p.m. Reception: 3:30-4:30 p.m. Location: Templeton-Blackburn Memorial Auditorium

The kick-off program will begin with opening remarks by President Robert Glidden, Interim Provost Dr. Gary Schumacher and Incoming Provost Dr. Stephen Kopp, followed by a panel discussion by Presidential Teacher Awardees DeLysa Burnier and Carolyn Tice who will address the state of the scholarship of teaching and learning in their disciplines. Friday, May 17

8 a.m.

Track: Active/Collaborative Learning Active Learning and Information Competency Sherri Saines, Instructional Librarian Location: Scripps 116

As the perceived need for instruction in research skills grows, librarians are responding with direct classroom help at the request of faculty, using creative and engaging methods to present what has traditionally been thought of as dry and uninteresting - library skills. Ms. Saines will discuss methods currently in use by Alden staff, and look toward the future of Information Competency at Ohio University. Topics which might be covered in the discussion period include logistics, general education, or alternative assignments.

Track: Transforming Teaching through Technology Introducing Athena, the new library resource gateway Tim Smith, Reference Librarian Location: Alden 319

In September 2002, the OU Libraries will introduce a new database system that will replace many features of the libraries' current web pages. This new system, named Athena, will make it much easier to locate and keep track of available databases, reference tools, and other types of library and internet resources. Tim Smith, one of the designers of the database-driven concept, will demonstrate the work-in-progress.

Track: Curriculum and Assessment Innovations in Regional Higher Education Bill Willan, Regional Higher Education Location: Baker Center 329

Track: Poster Session Service Learning in a Methods Course Dorothy Bryant, Music Location: Baker Center 329

Service learning is a logical outgrowth of a teaching methods class. The inclusion of this kind of experience into a Music in Early Childhood course resulted in a significant increase in course content application. The class content remained the same and both versions included a final, videotaped microteaching lesson that was evaluated by the student and teacher. Since the students were actively teaching lessons, rather than observing, they developed more confidence about their teaching ability. Relating course content to the “real world” was a natural outgrowth of their teaching experience, reflection and discussion. In addition, students felt that they had made a positive contribution to the lives of the children and to the child care environment.

Track: Poster Session Bringing Web-Based Technology to the Classroom: A MOOving Experience Robert L. (Lenie) Holbrook, Jr., Management Systems Location: Baker Center 329

World-wide web, chat rooms, instant messaging – all features of today’s technological world that are integral parts of student lives. This poster session considers issues related to effectively incorporating these elements in the classroom to enhance the learning experience. The focus will be on lessons learned from a pilot project (undertaken in cooperation with the Center for Innovation in Technology for Learning) using a multiple-user Object-Oriented (MOO) environment in a management class taught at the Lancaster campus. The MOO uses a graphical interface and combines features of the web and chat rooms. Specific topics for interactive discussion include design considerations, MOO features, setting parameters for usage, and access issues. 9 a.m.

Keynote Address Engaging Students in Large-Enrollment Classes Randy Phillis, University of Massachusetts, Amherst Location: Baker Center Ballroom

Phillis and a colleague successfully redesigned large-section biology courses at the university with three goals in mind: to improve student learning, engagement and attendance; to improve the transfer of learning to higher-level biology courses; and to ensure more efficient use of faculty time. Thanks to a $200,000 grant by the Pew Charitable Trust, the course redesign incorporated in-class problem-solving exercises and a Web-based student preparation and quizzing system, with students in traditional course formats.

10:00 a.m.

Q&A Randy Phillis, University of Massachusetts, Amherst Location: Baker Center 334

10:30 a.m.

Track: Active/Collaborative Learning Innovations in Health Psychology Margret Appel, Health Psychology Location: Baker Center 329

Health psychology is a relatively new area of psychology and, like most of psychology, is dominated by researchers in the United States. In addition, students are more likely themselves to have or to know individuals who have the health-risk behaviors and physical disorders that covered in this course than they are to have or to know individuals who have mental illness. Student projects for this course were designed (a) to broaden students' exposure to the prevalence and interventions for the physical disorders in other countries (and to give them some exposure to geography) or (b) to have them apply the material in the course to case studies of individuals with certain disorders or health-risk behaviors. Students collected data (both quantitative and qualitative) which they then presented to the class on panels of four to five students who had selected the same topic.

Track: Scholarship of Teaching Teaching Colloquium Panel Members of the 2001-2002 Colloquium on Teaching Moderator: Karin Sandell, Director, Center for Teaching Excellence Location: Baker Center 304

This year's Colloquium on Teaching, a group of eleven faculty who have been meeting together since January of this year, has utilized an inquiry-based approach to studying student engagement and models of active intellectual engagement. Their work has culminated in a series of small teaching projects where they have assessed everything from students' attitudes about their roles as learners to students' preparedness for active learning. Members of the colloquium will share what they have gained from their mutual work and will present the results of the individual student assessment projects. 11:00 a.m.

Track: Active/Collaborative Learning Engaging Students through "Dis-engagement": Shakespeare from Page to Stage Loreen Giese, English Location: Ellis 106

In the last decade, teaching Shakespeare through performance has become more widespread. When students perform a scene in which Hamlet and Ophelia "dis-enage" (Act 3, scene 1) they are better able to understand how the practical, material conditions of theatre produce meaning. This session spotlights students experiencing Shakespeare as both a dramatic and literary text. Students will perform versions of this scene in hopes to 1) formulate critical responses to the play in general and, more particularly, to a scene that some scholars have called the most puzzling in the play; 2) overcome language barriers; 3) apply theory and historical contexts; and 4) experience collaborative learning.

Track: Transforming Teaching through Technology The Use of Computerized Assignments in Physics and Chemistry: CAPA and LON-CAPA Mark Lucas, Physics Location: Scripps 116

The Department of Physics and Astronomy and the Department of Chemistry have been using the CAPA (Computer-Assisted Personalized Approach) system since Fall of 1994 to deliver computerized assignments. The Department of Physics and Astronomy is currently piloting a completely new system from Michigan State University called Learning Online Network with CAPA (LON-CAPA). This new system provides a full course delivery environment as well the ability to seamlessly share resources between faculty and between institutions. The presentation will address some of the advantages and disadvantages of computerized assignments.

Track: Transforming Teaching through Technology Low Threshold Applications of Educational Technology: An Emerging Approach for Large-Scale, Improvement of education Stephen C. Ehrmann, Ph.D., Director, The Flashlight Program for the Study and Improvement of Educational Uses of Technology at The Teaching, Learning and Technology Group Location: Baker 327

Attempts to use computing to improve higher learning go back at least four decades. Only recently have we begun to escape a paradigm that once described most such investments. This older paradigm was characterized by attempts to make huge leaps forward, often featuring major investments in hardware and sophisticated interactive courseware.

Today computing and the Web are becoming part of the fabric of education, changing the fabric (bit by bit) in the process. As we all know now, this new paradigm uses technology to support active learning and communication. Both take advantage of relatively familiar software (e.g., word processing, disciplinary packages) and the Web. The teaching-learning ideas are relatively easy to pass from person to person.

Because the tools are familiar and the pattern of change is incremental, it's possible for rather profound changes in the fabric of education to creep up on us. Steve Ehrmann will discuss some of these possibilities and their implications for program improvement, assessment, and faculty development.

Track: Service Learning Introduction to Service Learning: Does Service Learning Fit Into Your Curriculum? Merle Graybill, Center for Community Service Location: Ellis 14

Faculty across the campus are electing to help students make this connection by incorporating community service into their curriculum. This pedagogy, called service learning, has been shown to enhance student learning while meeting community needs. There is a national community of service learning faculty from all disciplines participating in teaching, training, conferences, research and publishing. The foundation of service learning rests upon the notion of an effective collaboration between faculty, students and community organizations. An effective collaboration: § engages students in academically rigorous, responsible and challenging actions for the common good § allows for those with needs, community members, to define those needs § articulates clear learning and service goals § provides structured opportunities for partners to critically reflect upon and assess their collaboration

Best practices of service learning collaborations require integration with course learning goals, planning ahead with your community organization partner for creative and effective projects, good student orientation, managing the work of students, delivery of a useful outcome and informative assessment.

Track: Curriculum and Assessment Meeting with the Biology faculty Randy Phillis, University of Massachusetts, Amherst Location: Baker Center 334

Track: Poster Session Comprehensive Curricular Revision at the OU College of Osteopathic Medicine John Howell, Peter Dane, Bonita Biegalke, and Dennis Baker Location: Baker Center Ballroom

Track: Active/Collaborative Learning MENT/WENT: Active Learning with High School Engineering Prospective Students Bob Houdek, Science Reference Librarian, Alden Library; Sharon Huge, Director, Hannah McCauley Library, Lancaster Location: Scripps 108

For 2 weeks each summer, the O.U. Engineering School offers a taste of engineering education for qualified high school students. As part of this experience, librarians from Alden Library have created a 3-hour intensive introduction to engineering research. Students are offered a short instruction session, do an hour of hands-on work in the library, and create short group reports -- the academic process in miniature. The positive response from this experience has influenced librarians to create a similar exercise for other introductory sessions offered during the academic year.

1:00 p.m.

Track: Active/Collaborative Learning Active learning in an introductory library skills session Renee Geary, Reference and Instruction Librarian Location: Alden 318

Live demonstration of instruction session for INCO 103 using the structure explained in the poster session. The in- class session involves a short demonstration, student work on the in-class exercise and presentations by students of the results of their work. Session participants will serve as the class for the demonstration.

Track: Service Learning Service Learning at the Southern Campus Lacey Curtis and Mikki Crawford, Southern Location: Baker Center 304

Service Learning pedagogy is a growing interest to educators. Service Learning experiences bridge the academic preparation and learning from the university classroom into the real world of communities. Our Southern students have linked their classrooms with numerous service activities. Reflection from our students and from our communities supports the impact our students have within the tri-state area. Our students are learning and our communities are enriched. Service Learning is alive on OU's Southern campus.

Track: Transforming Teaching through Technology Joint Internet-Based Education Project in Design Education and Architecture David Matthews, Interior Architecture Location: Ellis 14

This presentation will provide an overview of a joint internet based education project between design education and architecture practitioners. Ohio University, Miami University, Eva Maddox Associates, an Interior Architecture firm located in Chicago, and BHDP Architecture, an Architectural office located in Cincinnati teamed to provide design students a collaborative internet based project. The students implemented a variety of internet based tools to communicate research and design ideas to practitioners for critical review. Some of the tools include shared virtual reality environments and student generated web pages. Projects were actual projects from the design offices. The joint studio offered Ohio University Interior Architecture students the opportunity to experience educational opportunities not available on campus. The ability to collaborate with international award winning designers and architecture students are two resources not available regionally. Track: Transforming Teaching through Technology Faculty Research on Technology Use in Their Own Courses: Promising Lines of Inquiry Stephen C. Ehrmann, Ph.D., Director, The Flashlight Program for the Study and Improvement of Educational Uses of Technology at The Teaching, Learning and Technology Group Location: CITL 021 Scott Quad Basement

The rapid pace of technological change has made education more exciting; the use of such technology makes teaching more risky, especially when students use technology outside the classroom. This session will explore the kinds of research ("scholarship of teaching") that faculty can do in order to improve learning in their own courses. In this session Steve Ehrmann will review Flashlight Online and some other tools and methods to help faculty members get started in gathering useful data. This informal discussion will describe several archetypal approaches. The emphasis will be on studies that are both easy to do and easily worth the effort.

Track: Curriculum and Assessment Institutional Research Support of Academic Department-Based Assessment Michael Williford, Annette Skillman and Elizabeth Bennett Location: Scripps 116

This demonstration profiles institutional research support of academic department-based assessment. It is divided into two parts. First, the demonstration covers how the Office of Institutional Research (OIR) provides central support of Academic Assessment. Academic departments rely on OIR for direct, central access to much of the data they need. The presentation demonstrates OIR’s web site’s organization and components, which are instrumental in supporting Academic Assessment. Second, the demonstration presents OIR’s specific initiative to provide all academic departments with program-specific outcomes assessment data requested by the departments.

OIR no longer sends out paper copies of assessment reports. Rather, a web site, maintained by OIR, was developed to provide access to this information: http://www.ohio.edu/instres/7YrReview/index.html.

The demonstration includes examples of how a department would access the site and find the information it needs for program review, self-study, and annual student assessment. The site is designed to provide “one-stop-shopping” to help answer their questions. It groups together an extensive array of online assessment resources for use in academic department-based assessment.

Assessment information that is of particular interest to academic departments includes what their students are doing after graduating. OIR regularly conducts two follow-up studies of graduates. One of these is the Career and Further Education (CAFE) Survey. In 1994 OIR began helping academic departments develop questions specifically for their graduates to be included in the CAFE survey. This second set of questions, designed by and for the academic departments, was included with the generic questionnaire. At present about 25 academic departments participate in collecting department-designed, department-specific student outcomes data, supported by OIR. OIR handles all of the administrative and analysis tasks associated with the department-specific data—mailings, postage, data entry and analysis, and reporting. Examples of these department-specific surveys will be included in the demonstration.

Track: Scholarship of Teaching Chairs and Directors Council Location: Baker 327 This session is for department chairs and school directors to meet with Incoming Provost Stephen Kopp.

Track: Poster Session Three Diverse Uses for a Blackboard Site Susan Sarnoff, Social Work Location: Baker Center 329 This electronic poster presentation will provide a PowerPoint overview of the three websites as well as one-to-one demonstrations of the websites in response to conferee interest. The three websites are: Social Work 384/584 (Social Welfare Law), Social Work 690B Writing for Social Workers, and the Field Office Education website.

Track: Poster Session The Ohio Executive MPA David Shafie, Political Science Location: Baker Center 329

The Ohio Executive MPA is an innovative degree program that uses internet-mediated learning to meet the growing demand for graduate education in public management around Southeast Ohio and in Columbus. The program's target audience is public and nonprofit managers who are unable to participate in the Master of Public Administration program formats currently offered in Athens and at OU's regional campuses. Unlike a pure online format, this hybrid program allows the Political Science department to deliver an Executive MPA to a geographically dispersed market without sacrificing valuable classroom interaction or a sense of community. Resources

Resources, projects and sites supporting innovative learning pedagogies:

Student Engagement

National Survey of Student Engagement http://www.indiana.edu/%7Ensse/

Active/Collaborative Learning

The Active Learning Site This site supports the scholarship of teaching by providing research-based resources designed to help faculty use active learning successfully in college and university classrooms. http://www.active-learning-site.com/

Collaborative Learning A comprehensive, well-indexed, site on collaborative small group learning. Includes links to useful resources, to guidelines and tips on "doing" collaborative learning and to case studies. http://www.wcer.wisc.edu/nise/cl1/CL/clhome.asp

Computer-Based Collaborative Groupwork A project based at Sheffield University, UK, on online collaborative learning. http://collaborate.shef.ac.uk/

Collaborative Learning Enhances Critical Thinking An article from the Journal of Technology Education vol 7, no 1, Fall 1995 which reports on a study of the of individual learning versus collaborative learning in critical-thinking skills in an engineering subject at college level in the US. http://borg.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

SOLAR SOLAR (Social & Organizational Learning and Re-animation) is an interdisciplinary centre for collaborative learning and participatory research based at University College Northampton, UK. http://www.northampton.ac.uk/solar/

Two Studies of Collaborative Learning The 1994 issue of the Journal of Excellence in College Teaching has two studies on collaborative learning; Encouraging Critical Thinking Using the Case Study Method and Cooperative Learning Techniques by Robert W. Grossman and The Effectiveness of Cooperative Learning Strategies in Multicultural University Classrooms by Pamela G. George. http://ject.lib.muohio.edu/sample/ Service Learning

Corporation for National Service Site contains information on CNS's three main programs: Americorps, Learn and Serve America, and National Senior Service Corps. Contains information on grants and higher education programs. http://www.cns.gov/

Campus Compact Membership organization of college and university presidents committed to public and community service. Site contains resource materials, information regarding workshops and conferences, and state campus compacts. http://www.compact.org

National Society for Experiential Learning Promotes experienced-based approaches to teaching and learning including service-learning. Contains publications, resources center, conference information, and membership materials. http://www.nsee.org/

Campus Outreach Opportunity League Details the programs and services of COOL - a non-profit organization that helps college students start, strengthen, and expand community service programs on their campuses. An extensive list of other service-learning links is also found here. http://www.cool2serve.org/

Council for Independent Colleges (CIC) Two separate CIC initiatives promote service-learning including publications and the Promoting School Success program. http://www.cic.edu/projects

International Partnership for Service Learning Partnership programs that unite academic study and community service with an emphasis on international/intercultural service-learning. http://www.ipsl.org

Transforming Teaching through Technology

NetLearn An excellent annotated directory of resources for learning about and using the Internet for teaching and learning, based at the Robert Gordon University, Aberdeen. http://www2.rgu.ac.uk/%7Esim/research/netlearn/callist.htm

COSE (Creation of Study Environments) COSE is a project based at Staffordshire University which has developed an inexpensive and easy to maintain Virtual Learning Environment that supports a holistic approach to active and collaborative learning http://web.staffs.ac.uk/COSE/

STILE STILE (Students' and Teachers' Integrated Learning Environment) is a project based at Leicester University which was principally concerned with institutional culture change, but it also produced a set of simple tools for the use of University staff wishing to produce and integrate Web-based teaching materials. http://www.le.ac.uk/stile/ TILT (Teaching with Independent Learning Technologies) A project based at Glasgow University, with the aim "To show how teaching and learning can be made more productive and efficient throughout a single Higher Education Institution, by demonstrating how to use Information technology effectively in teaching methods, especially to support more independent learning." This site contains a range of useful project conclusions, case-studies and evaluations. http://www.elec.gla.ac.uk/TILT/TILT.html

Dynamic Syllabi A useful annotated list of links to a broad variety of course pages and syllabi - all devoted to some aspect of American culture - where the Web has been used to enhance course delivery. http://www.georgetown.edu/crossroads/webcourses.html

Sites/Articles evaluating available software for collaborative online learning

Reviews of online Educational Delivery Applications http://www.c2t2.ca/landonline/reviews.html

Colleges Sort Through Vast Store of Tools for Designing Web Courses A short article from the Chronicle of Higher Education. http://chronicle.com/data/internet.dir/itdata/1997/10/t97102101.htm