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

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 students interact with their teachers in meaningful ways? How is Ohio University positively influencing student engagement? How 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, roundtables, 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 Ohio University 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 Table of Contents Schedule at a Glance………………………………………………………………………… - Schedule Planner……………………………………………………………………………… Keynote Sessions……………………………………………………………………………… Conference Schedule Thursday, March 6…………………………………………………………………… – 26 Friday, March 7………………………………………………………………………… 27 - 37 Resources……………………………………………………………………………… ……… 38 - 39 Evaluation Form……………………………………………………………………………… 40 Schedule At-A-Glance Time Ballroom 8:15 a.m Keynote Session Kickoff Thursday, March Room 304 Room 327 Room 329 Room 332 Room 334 Alumni Lounge Dr Stephen Kopp 9:00 a.m Building Pathways: Student Learning Through Reflection, Transformation, and Evaluation Trends in First-year Team Teaching: Education at Modeling Synthesis Research and Collaboration for Universities Preservice Teachers Matthew Ziff David Matthews 10:00 a.m Marc Cutright Joan Safran Diane Gut Two Heads Are Better Than One: The Promise of Collaborative Teaching Information History Repeats Itself: Competency: Active Revitalizing the Past in Learning, Research the Classroom Skills and the Library Ame Wilson Albert Rouzie Mara Holt 11:00 a.m 12:00 Noon Sherrie Saines Lorraine Wochna Problem Based Learning: How Can I Engage Students in My Course? Research and Creative Activity: What Can the Libraries Offer? Peter Dane Judith Edinger Nancy Stevens Andrew Stuart Sharon Huge Teachers and Principals as Partners: An Integrative Approach to Preparing Educational Leaders Rosalie Romano Catherine Glascock Roundtable Discussions and Drawing - Ballroom R1: College is in the Palm of My Hand! Colleen Sexton and Teresa Franklin R2: Catch-22s in Utilizing Feminist Pedagogy in the Classrrom Michaela Meyer R3: Metacognition and Student-Centered Learning Hongyan Ma R4: Computer Technology and Constructivist Instruction Yong Lu R5: Across the Desk Renee Geary R6: Creating Learning Portfolios Lois Vines, Fred Toner, and Mary Jane Kelley Schedule At-A-Glance Time 1:00 p.m Ballroom Thursday, March Room 304 Room 327 Residential Learning Communities at Ohio University Joseph Burke Wendy Merb-Brown 4:00 p.m Room 332 Rampant Plagiarism Using Multimedia to and the Hunt for the Enhance Identity, Wicked: Is the Witch Content and Reacl or Are We Interactivity in a Burning Learners at Web Tutorial the Stake? Dan Johnson Sherrie Gradin Ann Kovalchick Candace Stewart 2:00 p.m 3:00 p.m Room 329 Room 334 Alumni Lounge Institutional Research Support of Academic Department-Based Assessment Michael Williford Goals and Practicalities of Teaching Student Cheating: How Ethical are our Students Really? William Condee Jane Sojka Chris Moberg Ashok Gupta Communication Roadshow: Enhancing Teaching with Broadcasting Technology Carolyn Bailey Lewis Joe Richie Michael Real From Classroom to Community Using Web-based Discussion Tools Susan Sarnoff Ann Kovalchick Faculty Development on the Regional Campuses Blackboard Demo Doug Mann Bill Willan Schedule At-A-Glance Time 8:30 a.m Ballroom Friday, March Room 304 Room 327 Room 329 Room 332 Room 334 Alumni Lounge Keynote Some Candidate Principles for Designing Tools for Learning Alan Lesgold 10:00 a.m A Conversation on Writing in a Computer Science Course Folknography: Teaching Undergraduate Students Techniques of Research Sherrie Gradin Rachel BrooksRather Lonnie Welch 11:00 a.m The Use of Technology in Project Based Learning Environments David Matthews David Lucas Facilitating Student Engagement with Web-Based Platforms Assessment Advanced Technology Methods, Types, and and Instructional Techniques Technology Michael Williford Alan Lesgold Brian Hoyt 12:00 Noon P1: P2: P3: P4: P5: P6: P7: P8: P9: Poster Sessions and Drawing - Ballroom CATVision and the Campus Community Channel Jean Radcliff and Brian Thompson CITL Information Booth Paul O’Donnell and Andy Kranyik Ohio University Degrees at a Distance Jane Penwell Collaborative Action Research in the OPIE Classroom Dawn Rogier, Pedro Lopez, and Ayako Deguchi Encouraging Student Engagement in General Chemistry Martha Kline Transforming Statistics Teaching Gocmen Gulsah Empowering Student Writers Jennifer Pauley-Gose Hong Kong in Four Metaphors David Lucas SCOPE Project Team Ann Kovalchick, Karin Sandell, David Descutner, Sherrie Gradin, Merle Graybill, Bill Willan, and Lonnie Welch Schedule At-A-Glance Time 1:00 p.m Ballroom Friday, March Room 304 Room 327 Active Learning in Ohio University's Global Learning Community Dawn Bikowski Greg Emery Brian Manhire 2:00 p.m Diffusion of Information and Communication Technology for Teaching and Learning at Ohio University Erica Butcher Hsin-Ho Tsao Ziad Akir Room 329 Room 332 Room 334 Alumni Lounge The Digital Classroom - Today and Tomorrow Portable Content Delivery for the Mobile Nursing Student Alastair Thorne John Cook Deborah Henderson Vicki Sharrer Nursing Students Utilize Service Learning to Deliver an Injury Prevention to Schoolage Children Vicki Sharrer Pamela Sealover Schedule Planner Time Thursday, March Friday, March 8:00 a.m 9:00 a.m 10:00 a.m 11:00 a.m Noon 1:00 p.m 2:00 p.m 3:00 p.m 4:00 p.m Keynote Sessions Welcome and Kick-Of Dr Stephen Kopp, Provost Thursday, March 8:00 a.m Location: Baker Center Ballroom The kick-off program will begin with opening remarks by Provost Dr Stephen Kopp, followed by a video that will highlight some of the best practices of teaching that are occurring in Ohio University’s classrooms Some Candidate Principles for Designing Tools for Learning Alan Lesgold, University of Pittsburgh Friday, March 8:30 a.m Location: Baker Center Ballroom After more than two decades of work related to applications of information technologies for learning, some very basic principles have become quite evident to me The first is that we learn primarily by doing and reflecting Accordingly, anything that facilitates doing hard cognitive work, getting help when impasses are reached, and reflecting afterwards on what has been done will be productive Technologies that not handle well are three components – simulation or other ways of presenting realistic hard tasks, coaching to resolve impasses, and reflection opportunities – will be relatively ineffective A second principle is that cultural knowledge is needed to make it easy to use a technology If the training course in how to use a technology is long and complex, it will not get used well and probably won’t be used much at all I will discuss these principles, some evidence for them, and some things that follow from them, using as sources of experience my work with colleagues on intelligent training systems for complex troubleshooting tasks, work on an argument environment for science education, and work on professional development environments on networks Alan Lesgold received his Ph.D in psychology from Stanford University in 1971 and joined Learning Research and Development Center and the Department of Psychology of the University of Pittsburgh that same year He is a fellow of the Divisions of Experimental, Applied, and Educational Psychology of the American Psychological Association, a fellow of the American Psychological Society, and a past president of the Society for Computers in Psychology In 1995, he was awarded the Educom Medal by Educom and the American Psychological Association for contributions to educational technology Lesgold served on two Congressional Office of Technology Assessment advisory panels and was the chair of the Visiting Panel on Research of Educational Testing Service Lesgold and colleagues developed a technology of intelligently coached learning by doing over the period from 1986 to the present, in partnerships with the U.S Air Force, US WEST, and Intel Corporation This work is now being applied to professional development as part of LRDC’s Institute for Learning, a partnership with urban school systems for standards-based school system restructuring Spotlight on Learning Event Guide Thursday, March a.m Keynote: Welcome and Kick-Of Dr Stephen Kopp, Provost Location: Baker Center Ballroom Opening remarks by Provost Dr Stephen Kopp, followed by a video that will highlight some of the best practices of teaching that are occurring in Ohio University’s classrooms a.m Team Teaching: Modeling Synthesis and Collaboration for Preservice Teachers Joan Safran and Diane Gut, Education Location: Baker 332 The College of Education Sophomore Core Block, consisting of EDCI 200 Human Development and Learning; EDCI 201 Characteristics of Learners with Exceptionalities, and EDCI 202 Field Experience, was created to allow all future educators to engage in innovative, Learning-centered Pedagogies and Activecollaborative Learning and is built upon the premise that we must promote Critical Thinking and Reflective Practices in the Classroom Cohort student groups, taught by collaborative pairs of instructors, are immersed in integrated learning experiences in both classroom and field, designed to maximize deep understandings related to the full range of student ages and abilities Instructors for the development and learning and exceptional development classes (including all sections, with professors meeting regularly as the Core Team) jointly determine content and sequence of material and develop integrated activities and team teach varied synthesis topics Study of cognitive development is paired, for example, with cognitive disabilities and classroom issues related to varied cognitive styles and strengths Classroom simulation assignments, graded by both instructors, require that students with disabilities be effectively integrated Assignments in the field (taught jointly by the EDCI 200 and 201 professors) emphasize observing classroom constructs – a theory to practice approach The purpose of this presentation is to 1) explain the collaborative process and types of integrated assignments; and 2) share information related to formative assessment of its effectiveness, ongoing evolution and the benefits accruing to both students and team At the conclusion of the session, participants will be able to understand, explain and apply:  the framework, logistics and topical organization of the interdisciplinary sophomore core courses and field experiences  the ways in which section, or cohort partners closely coordinate syllabus and assignments leading toward a Final Synthesis Project indicating mastery of the overall goals of the CORE  the value of collaborative modeling for pre-service teachers Students and team members have experienced and reported increased learning and satisfaction with this integrated core of courses and the collaborative models of teaching Doctoral students, serving first as teaching assistants, with increasing responsibility for teaching sections of the core found this model to be an excellent way to improve their teaching and collegial connections Inclusion in the team can serve as a powerful mentoring vehicle new faculty as well The impact of this model and those aspects and components found critical to the program’s success, will be shared 10 Spotlight on Learning Friday, March 10:00 a.m The Lecture is Over, Now It’s Time to Learn: A Conversation on Writing in a Computer Science Course Rachel Brooks-Rather, English/ Center for Writing Excellence Sherrie Gradin, English/ Center for Writing Excellence Lonnie Welch, Engineering Location: Baker 304 With the expansion of popularity in writing across the curriculum (WAC) throughout academia, and with a new general education reform about to commence on our own campus, faculty from various disciplines have attended workshops to hopefully be encouraged to incorporate writing-to-learn tools within their courses However, once the instructors leave the workshops, the WAC administration is always left wondering whether or not any of the instructors were inspired What, if anything, they with the teaching methods gained? How and when they decide to implement the "new" methods into their courses? How does the writing-enriched workshop help the instructor envision new ways of seeing his/her own discipline? How the changes made in the course affect the students accustomed to the "old" traditions? Most of these questions are often answered through testimonials from instructors or copies of syllabi illustrating the use of the new methods, but rarely is WAC administration invited back into the classroom to experience what happens first hand until now This presentation follows the path of implementing writing in the spirit of writing across the curriculum within a computer science course through the dialogue of three perspectives Inspired by methods taught in a WAC workshop and seeing the potential of combining those with that of a conference in his own discipline, an instructor introduces the realm of writing workshops into his course Through the perspectives of the instructor, visiting WAC representatives, and the students, it will be shown that teaching students how to write is about more than simply lecturing and assigning a paper at the end of a term It is about elevating student engagement, increasing interaction between the instructor and the students, and modeling techniques utilized in the field to improve writing in the discipline 10:00 a.m The Use of Technology in Project Based Learning Environments David Matthews, Interior Architecture Location: Alumni Lounge This presentation will illustrate the integration and use of technology in a project based learning environments The presentation will begin with the strategic introduction of digital technology based on theories of constructivist teaching and brain based learning The author will present a model of integrating “new” digital technology utilizing a method that synthesizes virtual and physical experiences The “model of integration” was developed to provide a method of introducing complex digital technology processes in a deep learning environment where intellectual growth is highly valued in relation to the learning of technical skills Examples of student work will be used to illustrate various aspects of the model of integration The course emphasizes critical integration of technology for the development of enriched experiences in subsequent course work The second aspect of the presentation will illustrate advanced use of digital technology to support collaborative learning with experts in related disciplines not available on campus Interior Architecture students from Ohio University teamed with Architecture students from Miami University and design firms in Chicago and Cincinnati to complete design projects Team members located in three different physical locations worked together using internet based tools such as conferencing, shared virtual environments, and web pages, to create and present complex design ideas Students, instructors, and practitioners worked in both synchronous and asynchronous methods to complete a ten week project The collaborative project was a winner of the National Council of Architectural Registration Boards Prize for Creative Integration of Practice and Education in the Academy Examples of work created by the students and presented via the internet to the practitioners and instructors will be a major aspect of the presentation 33 Spotlight on Learning Friday, March 10:00 a.m Assessment Methods, Types, and Techniques Michael, Williford, Institutional Research Location: Baker 329 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 are expected to be engaged, but misunderstandings and confusion about student 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, externallydeveloped methods, and existing data sources Examples will be given for use in classroom assessment and department-wide assessment Faculty have a wide variety of assessment techniques and tools from which to choose; sometimes the choices can be overwhelming Developing learning objectives for students (i.e., what is to be assessed) is the most important task before selecting any method Inventorying existing assessment data sources and then identifying new assessments also should occur Information will be presented on identifying the tasks in selecting assessment methods The ability of the chosen method to address the assessment question should be the most important consideration, but feasibility and utility also should be considered 11:00 a.m Breakout Session: Advanced Technology and Instructional Design Alan Lesgold, University of Pittsburgh Location: Baker 334 Alan Lesgold will expand upon his keynote address by giving in-depth strategies on how to implement advanced technology and instructional design in the classroom 11:00 a.m Facilitating Action Learning with Web-Based Platforms Brian Hoyt, Business Technology – Lancaster Location: Baker 327 The Virtual Business Training Center (VBTC) is an 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 34 Spotlight on Learning Friday, March 11:00 a.m Folknography: Teaching Undergraduate Students Techniques of Research David Lucas, Communication, Ohio University-Southern Location: Baker 332 In this presentation, the successful use of the qualitative methodology called Folknography to teach undergraduate students the proper techniques of qualitative field research will be presented The presenter will describe three separate research projects in which undergraduate students explored different cultures, constructed narrative descriptions of their experiences, and described the impact that the experience had on them personally In each of the three projects the students engaged in writing daily narratives, posted narratives and photos to an accompanying web site, and gained cross-cultural communication experiences The presenter will detail the successes and the struggles encountered while preparing students to travel abroad, training them to write narratives, and coaching them on how to work in research teams, and helping them to stay on task The presentation will provide insight into the transportation issues, technology needs, and coordination difficulties that arose in the projects The presentation will provide information that could be used by professors and students who plan to field research It will also contain evaluations and results of the experiences along with personal testimonies written by participating undergraduate students 35 Spotlight on Learning Friday, March 12:00 p.m Poster #1: CATVision and the Campus Community Channel Jean Radcliff and Brian Thompson, Facilities and Auxiliaries Location: Baker Ballroom The Campus Community Channel (19) is intended for programming created specifically by or for students CATVision is committed to the educational experience and encourages Ohio University students to submit their video productions for airing on Channel 19 CATVision 19 also airs public service announcements, special programs and movies in support of various classes and student activities CATVision 19 will arrange to air at pre-scheduled times, lectures recorded at Ohio University or other universities, live-feeds from campus, or other instructional media Poster #2: CITL Information Booth & Poster Session Paul O’Donnell and Andy Kranyik, Center for Innovations in Technology for Learning Location: Baker Ballroom The presenters will pass out literature and demonstrate some of our primary services for faculty The booth will function primarily as an instructional forum, including information about basic Blackboard usage, Web Crossing, how to use newsgroups, the MOO, chat tools like AIM and Yahoo, how to hold online office hours, an introduction to the wireless network, etc Faculty not employing computer-based technologies in their classrooms will take away from it some concrete resources to help them start, and faculty already employing such technologies will gather information to help them supplement and expand their knowledge The session will also showcase completed CITL projects, such as the MOO (Lennie Holbrook), WAC CD-ROM (Sherrie Gradin), Greek Mythology (Tom Carpenter), and the Humanities regional resources website (Andy Kranyik) Poster #3: Ohio University Degrees at a Distance: Expanding an existing Student Centered Learning Program Jane Penwell, External Student Program Location: Baker Ballroom The Ohio University Division of Lifelong Learning’s External Student Program offers the opportunity to earn an Ohio University degree to those students throughout the United States and the world who cannot attend an on-campus degree program Most of the ESP students are gainfully employed or own a business, have families, travel on the job and are attempting to complete a degree while juggling the demands of family, business and community while others are unable to attend due to incarceration The External Student Program has identified the lack of specific degree availability as a major problem Many of the external students who enroll in the program are interested in finding a degree that has a direct path towards completion and that will meet the needs of their profession Traditionally, the Bachelor of Specialized Studies has been a degree that allowed students to develop a mix of courses that would meet their individual needs, compile these courses in an Area of Concentration, which would be approved by a committee and then completed in order to graduate However, the current external student is a student who is interested in earning an Ohio University degree, not a student who has a specific and unique need for a particular mix of courses This student, who has had little or no contact with the OU campus, needs creative advising, direction towards a specific curriculum, and help in finding the most expeditious means of completing the degree 36 Spotlight on Learning Friday, March 12:00 p.m Poster #4: Collaborative Action Research in the OPIE Classroom Dawn Rogier, Pedro Lopez, and Ayako Deguchi, Linguistics Location: Baker Ballroom This poster presentation will focus on a collaborative action research project designed to increase the oral participation of English learners in a content-based OPIE (Ohio Program of Intensive English) classroom Though this research focused on a specific group of learners (non-native speakers learning English), the process of collaborative action research is one that can be a benefit to all teachers It is a means "to both improve the teaching-learning process and make meaningful contributions to the development of the teaching profession" (Sagor, 1992) Action research involves working together with other teachers to make improvements to the classroom It involves observation, reflection, data collection, analysis, and most importantly action In this action research project "Moving the Center," a series of observations focused on teacher talking time and questioning patterns allowed the collection of data regarding the existing classroom situation This data was analyzed and an action plan developed to try and move the center away from the teacher and more toward the students The plan of action involved changing questioning patterns to involve more student participation and encouraging more student-led discussion In this way the teacher hoped to increase oral participation and allow the students to play a more active role in their learning process Poster #5: Encouraging Student Engagement in General Chemistry Martha Kline, Chemistry, Ohio University – Lancaster Location: Baker Ballroom Typically a lecture format is used in science classes to deliver course content This method is very teachercentered, and students are passive receivers of information The students grow to depend on the professor for information, but later in students’ post-academic careers they are expected to think independently and develop creative solutions to new problems I have begun to transform my chemistry courses to a more student-centered format Most recently I have attempted to shift the responsibility for “first exposure” to course material to the students; largely this has been through the use of take-home and in-class exercises designed to cover basic concepts and their applications My intention was to be able to spend class time helping the students process the material, which is probably the most difficult aspect of their study of chemistry In addition, I have participated in the creation of a new science classroom which allows for a wide variety of active learning strategies to be used I plan to describe (1) the design of the new science classroom; (2) active learning strategies that I have used; and (3) the impact of the new classroom and these teaching strategies on student engagement 37 Spotlight on Learning Friday, March 12:00 p.m Poster #6: Transforming Statistics Teaching through Available Computer Programs in EDRE 720 Statistics Gulsah Gocmen, Mathematics Location: Baker Ballroom MC2G is a software program written by Gordon Brooks of Ohio University and it has been used in teaching certain topics; such as, power, reliability, effect size and Type I error Through the use of Monte Carlo studies, MC2G provide the opportunity to learn more directly in the hands of students, through collaborative learning methods In EDRE 720, students practice with the software in the guidance of Dr Brooks He has also developed similar software programs that can also be used in this class By today, several works has been done varying from developing lesson plans to evaluation of the MC2G by a group of Ph.D students and Dr Brooks This study’s objective is to provide students with the information regarding what is available at O.U and encourage them to take the opportunity while they have a chance Poster #7: Empowering Student Writers With Student Writing: Increasing the Use of Student Samples in the Writing Classroom Jennifer Pauley-Gose, English Location: Baker Ballroom As a composition instructor, my colleagues and I strive to validate student writers In fact, we take great pains to achieve this goal We teach our students that writing is a process that good writing doesn’t occur in one fell swoop We encourage students to find their own voice and write with authority Our language also highlights the goal of validating our students as writers we structure our courses so they are “student-centered” instead of “teacher-centered,” and we assign “free-writes” where students can explore ideas without fear of grammatical punishment But recently, during my fourth year of teaching on the college level, it struck me that we can’t validate student writers without validating student writing, and we can’t validate student writing without reading and studying it in our classrooms Through exploration and classroom experience, I advocate studying student writing in our classrooms in the same way we study published writing Instead of passing out an occasional student sample, or simply reading a student paper when it exemplifies a principle we’re trying to teach, student writing should be a central focus in the composition classroom I didn’t come to this conclusion on my own as usual, my students led me to this discovery through their questions and lamentations about English 151, a course where, until recently, we talked a lot about student writing, but formally studied only professional, published pieces from the textbook My presentation will discuss how students led me to restructure my classroom Specifically, I will examine the disconnection students experience when they study only professional writing, and how privileging professional writing creates a “good/bad” writing dichotomy that stifles student learning I will also discuss how studying student writing can break down those barriers and encourage learning I will also discuss the approach I use to get students to rhetorically analyze student texts and apply those findings to their own work 38 Spotlight on Learning Friday, March 12:00 p.m Poster #8: Hong Kong in Four Metaphors: Street Secrets of the Fragrant Harbor David Lucas, Communication, Ohio University – Southern Location: Baker Ballroom In this poster, the presenter will demonstrate that the use of a rhetorical template of four metaphors allows undergraduate students to gain a better understanding of the culture of the Asian port city of Hong Kong Using the four metaphors of corridor, canal, canyon, and kaleidoscope, the presenter will provide a unique and innovative framework through which the student can better grasp the differences between the culture of the United States and the street culture of Hong Kong Resulting from a five-week qualitative study, the presenter will provide a descriptive analysis of the attitudes, perspectives, opinions, and beliefs of people encountered on the streets of the major Asian city Using the qualitative methodology of folknography, the presenter will employ the use of narrative to open up the street personalities to the student A pictographic web site accompanies the paper providing an innovative use of technology to support a more traditional academic resource Through this combination of traditional and nontraditional instructional mediums, the author engages students in geographical, literary, artistic, and cultural pedagogy Through this study, students discover food ways, city navigation methods, cultural differences, and Asian architecture Poster #9: SCOPE Project Ann Kovalchick, David Descutner, Sherrie Gradin, Merle Graybill, Karin Sandell, Bill Willan, and Lonnie Welch Location: Baker Ballroom Scholarly Communities of Practice in Education at Ohio University (SCOPE-OHIO) represents an exciting new collaborative initiative designed to develop and support faculty learning communities (FLCs) on Ohio University's campuses during the next academic year FLCs support and enrich our scholarly and academic work by providing opportunities for developing community around our teaching scholarship Nine such communities will be led by faculty who are currently taking part in a Faculty-Leaders-in-Residence program where they are developing the goals and activities associated with their FLCs SCOPE-OHIO originated in the collaborative work of a group of nine faculty and administrators who responded to an Ohio Learning Network grant program designed to promote faculty learning communities on Ohio's college and university campuses Support from OLN, the Provost's Office, and Regional Higher Education provides the resources to create small communities of faculty dedicated to investigating issues of mutual concern that arise out of their work as teaching scholars This poster session provides you with an opportunity to meet the FLC leaders and hear about the model faculty community that they envision and the focus of the scholarly issues and topics that they will consider This session will be a great chance to learn more about the different communities and the benefits of participating in them next year 39 Spotlight on Learning Friday, March 1:00 p.m Active Learning in Ohio University’s Global Learning Community Dawn Bikowski, Greg Emery and Brian Manhire, Global Learning Community Location: Baker 304 This session will provide an overview of Ohio University’s Global Learning Community (GLC) and describe the learner-centered pedagogy implemented by the GLC: project-based or problem-based learning It will include a brief history and background of this type of learning and how the GLC uses it to foster understanding of global issues The session will end with discussion on how this type of learning can be used in other fields within the university The GLC provides opportunities to internationalize curricula across campus via its thirty-credit, two-year undergraduate certificate program Admission is competitive and open to all majors, and the certificate is intended to complement all undergraduate degree programs at the university The GLC focuses on developing professional and academic skills (processes) through multidisciplinary team-based study of international themes (content) Team-based activities include a variety of appropriately documented analyses, media and press kits, and primary research GLC projects allow group members to build their team skills, hone their critical thinking, and learn how to find and combine relevant information into polished reports and presentations The presenters will describe a variety of projects, including one that entailed developing new-product proposals for improving the quality of life in Asia for The Procter & Gamble Company Examples will focus on fundamental concepts key to creating successful projects in any discipline A final key component of the GLC is international experience Every year at least one GLC project is undertaken cooperatively with foreign universities and non-academic clientele so that GLC student-teams have the opportunity to collaborate with peer-groups overseas and work on projects with real clients The presenters will discuss the GLC’s Fall 2002 Overseas Joint Consulting Project, which involved Mexican students at the University of Guadalajara and Mexican business clientele Participants will then have the opportunity to discuss ways that they might build international experiences into their courses 1:00 p.m Portable Content Delivery for the Mobile Nursing Student Deborah Henderson and Vicki Sharrer, Nursing, Ohio University – Zanesville Location: Baker Alumni Lounge The purpose of this session is to describe a project designed to empower learners to become technology fluent while increasing access to course content, university resources and e learning products anywhere, anytime Mobile learning is now possible but available content material remains an issue A course was redesigned to incorporate distance learning principles, digital content and use of personal digital assistants (PDA) by students and faculty The course reviews nursing content in preparation for licensure by examination PDA use has the potential of becoming a dominant educational tool for on-line learning, combining the function of book, note taking, communication device and eventually simulation device Distance learning begins to bridge the time bound issue but it often doesn’t address the location challenges The use of PDAs will eliminate location boundaries by decreasing the need for the student to come to the classroom as often yet communication will be enhanced Benefits of this instructional method are threefold: students 40 gain self-confidence in computerized testing, increase their technology fluency (important in health delivery) and their experiences contribute to academic understanding of PDA use in learning 41 Spotlight on Learning Friday, March 1:00 p.m The Digital Classroom – Today and Tomorrow John Cook, Visiting Assistant Professor, Interdisciplinary Arts Alastair Thorne, Instructional Technology Specialist, Fine Arts Location: Baker 329 The School of Interdisciplinary Arts is undergoing a rapid digital revolution in its teaching and research Dr John Cook will present some of the tools, techniques and theories behind this innovation One tool showcased will be the College of Fine Art‘s recently instituted online digital image library Alastair Thorne will close the presentation with a look into the future of the digital classroom The future proposed will be one of a centralized Digital Asset Repository A digital library providing instant universal access across campus to text, video, audio, and interactive learning objects 2:00 p.m Nursing Students Utilize Service Learning to Deliver and Injury Prevention Project to Schoolage Children Vicki Sharrer and Pamela Sealover, Nursing, Ohio University – Zanesville Location: Baker 332 The general purpose of this service-learning project was to facilitate student learning and involvement in the development and implementation of a community awareness program The project focused on educating youth and families on preventive measures to reduce the risk of childhood injury Project objectives:     To identify potential risk factors in the identified population through risk assessment To implement an innovative teaching method that will improve the availability and accessibility of trauma prevention education to students and their families To heighten awareness and provide educational information to children and their families related to environmental risks and prevention of traumatic injury To increase awareness related to the importance of trauma prevention in schools and the community The project includes implementation of a risk assessment of the school-aged to identify priorities for trauma prevention education The nursing students develop a plan to address the identified topics and then provide age appropriate education related to that topic in the classroom setting The students incorporate a variety of hands-on activities to reinforce learning The students are required to develop an educational poster that is left in the classroom to provide reinforcement of the educational material The students also provide the parents with information on the topic to stimulate family discussion, provide parents with the tools to reinforce the education and to provide available community resources The children are then given the chance to participate in a trauma prevention poster contest that provides the children with a vehicle in which to convey what they learned to others The winner of the poster contest was featured on a billboard during trauma prevention month The publicity generated through this program is utilized to heighten the community awareness of trauma prevention 42 Spotlight on Learning Friday, March 2:00 p.m Difusion of Information and Communication Technology for Teaching and Learning at Ohio University Erica Butcher, Communication and Development Studies Hsin-Ho Tsao, Communication and Development Studies Ziad Akir, Telecommunications Location: Baker 327 The growth in computer technology and the Internet has signaled a major transformation in university practices and policies Information and communication technology (ICT) is increasingly being adopted as an innovative tool for teaching, learning, collaboration, communication, curriculum development, and staff development Although there has been considerable progress in this area, research indicates that university faculty members are far from fully adopting ICT as an instructional tool Faculty members’ reluctance to adopt ICT as an instructional tool is attributed to resistance to change, issues of institutional support and lack of training This paper investigates the issues of ICT diffusion among faculty members at Ohio University The barriers, potential adopters’ uncertainty, and the role of change agents in promoting and diffusing ICT among faculty members are explored The social and cultural perceptions that may influence faculty adoption decision and integration of ICT into teaching are discussed The paper suggests a diffusion model that relies on reducing uncertainty of ICT usage for teaching in terms of various subconceptual diffusion mindsets such as boosting relative advantage, compatibility, complexity, trialability, observability, and through change agents Qualitative analysis of faculty members’ perceptions of ICT for instruction indicates a strong need for diffusing ICT through interpersonal networks and graduate teaching assistants Findings suggest a need to consider ICT use in the evaluation and promotion process The indicated model offers a prototype that can be replicated across the various colleges and departments in the University 43 Spotlight on Learning Resources Internal Resources Center for Teaching Excellence www.ohiou.edu/teacher Center for Innovation in Instructional Technology and Learning www.citl.ohio.edu/ Center for Writing Excellence www.ohio.edu/writing Upcoming Seminars The Center for Teaching Excellence invites you to join us in an online teaching portfolio workshop scheduled for March-June Individuals accepted into the workshop will receive a $100 spending account for purchase of instructional materials In order to learn more about the workshop, we invite you to go to www.ohiou.edu/teacher/onlineworkshop/ and follow instructions posted there CITL Seminar Schedule Apr 18, 2003 1:00 - 3:00 PM Apr 18, 2003 10:00 - 12:00 PM Apr 23, 2003 10:00 - 12:00 PM Apr 25, 2003 10:00 - 2:00 PM Apr 28, 2003 1:00 - 3:00 PM May 01, 2003 2:00 - 4:00 PM May 01, 2003 10:00 - 12:00 PM May 02, 2003 2:00 - 4:00 PM May 09, 2003 10:00 - 12:00 PM May 13, 2003 1:00 - 3:00 PM May 16, 2003 10:00 - 12:00 PM May 23, 2003 2:00 - 4:00 PM Active Online Learning I Enhancing Your Blackboard Course Media Acquisition I Critical Thinking Online Dynamic Web Content FLASHLIGHT Tools for Research Instructional Use of Video / Audio Course Design with Blackboard Active Online Learning II Instructional Use of Web Animation Enhancing Your Blackboard Course Blended Teaching For more information, visit the CITL website at http://kant.citl.ohiou.edu/apps/courses/index.cfm Asssessment Faculty Learning Community The Center for Teaching Excellence announces the formation of a faculty learning community focused on classroom assessment Participants will receive a copy of the Angelo and Cross book, Classroom Assessment Techniques, and will work together on the implementing classroom assessment in their spring quarter classes For further information, go to wwww.ohiou.edu/teacher/assessment/ Spotlight on Learning 44 External Resources Projects and sites supporting innovative learning pedagogies 10 11 12 13 14 15 16 17 18 YALE WebStyle Guide: http://www.webstyleguide.com/index.html?/ Learner-centered Psychological Principles: http://www.apa.org/ed/lcp.html ERIC Clearninghouse on Information & Technology: http://ericit.org/ Problem-based Learning Clearinghouse, University of Delaware: https://www.mis4.udel.edu/Pbl/ Problem-based learning, Samford University: http://www.samford.edu/pbl/ Matrix of Learning Theories: http://chd.gse.gmu.edu/immersion/knowledgebase/ Learning Theories: http://www.educationau.edu.au/archives/cp/04.htm National Teaching and Learning Forum: Active Learning, Creating Excitement in the Classroom: http://www.ntlf.com/html/lib/bib/91-9dig.htm Explorations in Learning & Instruction: The Theory Into Practice Database : http://tip.psychology.org/ Learning Styles Inventory: http://ttc.coe.uga.edu/surveys/LearningStyleInv.html VARK: A Guide to Learning Styles: http://www.vark-learn.com/english/index.asp Teaching Goals Inventory: http://www.uiowa.edu/~centeach/tgi/background.html Implementing the Seven Principles: Technology as Levers: http://www.tltgroup.org/programs/seven.html Learning Theories, Primers & Overviews: http://www.oln.org/teaching_and_learning/theory.php Active Learning Site: http://www.active-learning-site.com/ National Survey of Student Engagement: http://www.indiana.edu/%7Ensse/ Key site for information/resources on cooperative learning: www.clcrc.com/ Key site for information/resources on problem-based learning: www.udel.edu/pbl/ Professional organizations and conferences Lilly Conference on College Teaching: http://www.units.muohio.edu/lillycon/ American Association of Higher Education (AAHE): www.aahe.org Professional and Organizational Developers Network (POD): http://www.podnetwork.org/ EDUCAUSE: www.educasue.org Association for Educational Communication & Technology (AECT): http://www.aect.org/ American Association of Colleges and Universities: http://www.aacu-edu.org/ American Educational research Association: http://www.aera.net/ Projects, publications, and consortia Multimedia Educational Resource for Learning and Online Teaching (MERLOT): http://www.merlot.org/Home.po The Futures Project: http://www.futuresproject.org/ The TLT Group: http://www.tltgroup.org/ the Technology Source: http://ts.mivu.org/ Syllabus : http://www.syllabus.com/ The SLOAN Consortia on Asynchronous learning: http://://www.aln.org/ Journal of Computer-Mediated Communication: http://www.ascusc.org/jcmc/ 45 46 Spotlight on Learning Evaluation Form Is your position primarily  Faculty Member  Administrator  Student  Staff Department/Office: Campus: Athens Lancaster Zanesville How did you hear about the conference?  Post Ad  E-mail  Flyer Eastern Southern Chillicothe  Other Why did you decide to attend the conference? Which sessions did you attend? Which topics/sessions would you like to see next year? Please rate each category through by circling the appropriate number (1=poor, 5=excellent) Advertising (print, website) Venue 10 Overall Impression/Rating 11 What did you like best about the conference? 12 What suggestions you have for improving next year’s conference? 13 Additional Comments Please complete this form before you leave Thank you for your participation 47 ... colleges, is in the process of adapting its curriculum to take advantage of the power of the web in instruction One of the many considerations in this process is the idea of using the web as a means of. .. however, on practical issues of teaching: Establishing the scope and sequence Keeping the syllabus clear Using evaluations wisely Linking teaching with research I not buy the notion that teaching. .. encouraged to incorporate writing-to-learn tools within their courses However, once the instructors leave the workshops, the WAC administration is always left wondering whether or not any of the instructors