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Conference 2007
Conference on Teaching and Learning: May 29-31, 2007
Learning Styles: From Theory to Practice
Tuesday, May 29 (Training Sessions)
Morning: 9:00 a.m. -11:30 a.m.
Blackboard Basics (Jeff Samuels, Goucher College) Van Meter 201
Digital Camera Basics (Donna Lummis, Goucher College) Library Classroom
Final Cut Demonstration (Presented by Apple) Digital Arts Classroom
Afternoon: 12:30 p.m. - 2:00 p.m.
Computer Dissection (Reid Guanti & Eric Gadsby, Goucher College) Van Meter 202
Photoshop Basics (Sarah Kiley, Goucher College) Digital Arts Classroom
Poster Creation (Fran White, Goucher College) Library Classroom
Voice Tools in Blackboard (Donna Lummis, Goucher College) Van Meter 201
Wednesday, May 30 (Presentations)
8:00 a.m. Registration Opens (Kelley Lecture Hall Patio)
8:15 a.m. Opening (Michael Curry, Goucher College)
8:30 a.m. Morning Plenary (Marc Roy, Provost Designee - Goucher College)
Teaching, Technology, and Learning Styles: Lessons from Teaching Biology
Morning Session I (9:25 a.m. - 10:40 a.m.)
Integrating the Goals of Collaborative Learning and Responsiveness to Individual Learning Styles (Larry Froman, Towson University) Van Meter 213
The learning objective of this session will be to provide conference participants with an understanding of how both collaborative learning (CL) and responsiveness to individual learning styles (RTIL) can be integrated within a graduate Psychology course. The course - "Special Topics: Psychological Issues in the Workplace" - to be taught for the first time this summer - will be offered as an elective to both new and current graduate students in Towson University's Master's Program in Counseling Psychology. Participants will participate in several small group exercises designed to mirror components of this classroom/online hybrid course model.
Preparing E-Learning Materials for All Students (Adriana Val & Silvio Avenado, Goucher College & UMBC) Van Meter 201
Presenters in this demonstration will share sample online lecture formats, discussion board arrangements, assignment and project designs. The demonstration will include handouts and actual screen shots from online courses on PowerPoint presentation slides. Participants will work in groups to discuss how regular class materials can be re-designed for e-learning.
Using Soap Operas and Photographs to Explain Nonverbal Communication (Stacey Peterson, College of Notre Dame) Van Meter 209
Participants will take part in a two-part activity illustrating the communicative value of nonverbal communication. They will view a short clip from a television soap opera without sound and describe the events taking place. They will also view a number of photographs and describe the actions, relationships, etc.
Morning Session II (10:50 a.m. - 12:05 p.m.)
Addressing Learning and Teaching Styles in the Classroom with a Graphics Tablet (Ed Slattery, Goucher College) Van Meter 213
The graphics tablet can be used in class to project your lectures onto a screen exactly as and while you write them. You can move on to another point while saving the previous one or even go back to an earlier point that might need clarification. The ACECAD L20 is a graphics clipboard with regular paper which memorizes everything you write as you write, in your hand. You can then save pages in an ebook on your computer and have the computer software transcribe them into MS WORD. This is a perfect solution for note takers in your classroom to make their notes available to those who have a legitimate need for them. It is also useful for researchers to write, save and transcribe notes from journal articles, books and conferences. You can even keep meeting notes and save them to their own file on the computer.
An Evaluation of the Function and Utility of Supplemental Instruction in Freshman Chemistry at a Liberal Arts Institution (Candace Parker, Goucher College) Van Meter 209
The purpose of this study was to determine if the supplemental instruction (SI) provided by the Academic Center of Excellence (ACE) at a liberal arts college assisted with students' academic achievement in science. In this descriptive study design, students were asked to complete a survey about the function and utility of these resources.
Learning Styles, Assessments and their Context: Should Academic Disciplines "See," "Speak," and "Do"? (Gail Wisan & Pallabi Roy, Goucher College) Van Meter 202
"Learning Styles", traditionally viewed as individual characteristics, are examined within the context of learning experiences and academic disciplines. While visual, auditory, and kinesthetic learning styles of individuals have been analyzed, we will explore how these concepts can be applied to different learning environments, disciplines, and assessment techniques.
Using Voice Tools for Multiple Learning and Teaching Styles (Mark Bevenour, Chadia Abras & Jeff Samuels, Wimba and Goucher College) Van Meter 201
Wimba's Voice Tools are integrated into Blackboard courses at Goucher. Both undergraduate and graduate faculty have employed them with their students in order to enhance faculty-student, student-student, and student-content interactions. Join a panel comprised of two Goucher educators and a representative of Wimba for a demonstration and interactive discussion.
Lunch Break (12:15 p.m. - 1:15 p.m.)
Lunch will be served on the "G" level of Van Meter Hall. Please pick up a boxed lunch and join your colleagues for food and conversation in one of the "G" level classrooms!
Afternoon Session (1:30 p.m. - 2:45 p.m.)
The Creative Use of Serendipity in the Classroom (Michael Wriston, University of Richmond) Van Meter 202
This session will illustrate the "creative use of serendipity" in the classroom
drawing on a number of (very) successful projects, interactions and presentations - each employing a variety of learning styles (including auditory, visual, and kinesthetic) that have either evolved, emerged or been created/directed in the classroom to expand both student involvement, learning, and retention. This session will give participants the opportunity to engage in and/or create similar applications.
Managing Online Discussions Through a "Participation Portfolio" (John Fritz, UMBC) Van Meter 213
If you want students to use online discussions, how do you avoid initiating every thread or simply counting all their replies? By defining AND rewarding substantive Q & A (and requiring an "online participation portfolio"), students will take responsibility for discussions and reduce your burden in assessing them.
STUDYFORCE: Success Strategies for Students by Students (Victoria Childs, Carroll Community College) Van Meter 201
Join our site mascot Metacognition Man in exploring a student success web site where the emphasis is on students helping students to take control of their own learning. We invite you to explore our site's wiki, bulletin boards, and learning styles and study tips tools.
Demystifying the Archives: Promoting Primary Resources to Enhance Learning (Gail McCormick & Jim Huff, Goucher College) Van Meter 209
Can you imagine trying to teach a child the concept of a secondary color before he can recognize red, yellow, and blue? Similarly, the best secondary research resources are defined by the synthesis of primary sources representing a variety of perspectives. Effective searching for secondary sources is an important research skill, but hands-on experience with primary sources can help students critically evaluate both types of sources and their integral relationship. Hands-on experience with primary materials can engage students of diverse backgrounds and learning styles. Session participants will consider how using primary sources might be an essential educational experience for all undergraduates rather than a learning luxury only for advanced students. Particular consideration will be given to the collaborative model developed at the University of the Pacific
3 p.m. Closing Session (Kelley Lecture Hall)
We will come together for a final recap of the day. It will be a time to share "ah, ha!" moments and thoughts about implementation of all we have learned. Conference evaluations will be distributed and really cool techie toys will be given to a few lucky attendees!
3:30 p.m. Maryland Blackboard Users Group, Meet and Greet (Kelley Lecture Hall)
The Users Group is designed to facilitate communication between and among public or private Maryland educational institutions using Blackboard. For more information and to join the community listserv: https://lists.umbc.edu/lists/info/mdbug.
Thursday, May 31 (Workshops)
Course Transformation Workshop (CTLT Team, Goucher College) Soper Room, Starts at 9:00 AM
Participants in the Course Transformation Workshop will:
> Create a course that is learner-based
> Identify teaching goals and transform them into learning objectives
> Select and/or develop a learning environment that enriches student learning
> Evaluate teaching, learning, and research resources for course inclusion
> Develop creative learning experiences
> Develop rubrics for assessing assignments and course outcomes
Demystifying the Archives: Promoting Primary Resources to Enhance Learning (Gail McCormick & Jim Huff, Goucher College) Goucher College Special Collections, Morning starts at 9:00 AM; Afternoon starts at 1:00 PM
In each session, 8 participants will have a chance to use some of the many and varied resources of Goucher's Special Collections and Archives Department to explore ways in which primary sources can be used to enhance beginning research instruction for undergraduates. Participants will interact directly with archival materials and with each other. If necessary, additional sessions may be scheduled through the Archives at a later time.
Step under the ACE Umbrella: Witness ACE Behind the Scene (Gretchen Marcus, Ronni Uhland & Kitty Gratz, Goucher College) Library Classroom, Starts at 9:00 AM
This session will offer an overview of services and information the Academic Center for Excellence offers to student clients, faculty and student employees. Topics include the services of learning specialists, implementation of academic adjustments for students with documented disabilities, the Academic Progress Report (APR) process, communication with parents and specific services such as Supplemental Instruction.
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