Wednesday, January 16, 2008
All sessions are located in the Student Annex (room numbers are indicated below) |
| Time / location |
Session Title, Session leader & Abstract |
Jan. 16, Plenary Session (back to conference home page) |
10:10am - 11:20am
Rm. 200C
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Keynote Speaker: Dr. Sylvia Hurtado
“Diversity, Learning & Citizenship: Making the Connections”
How does diversity impact learning and citizenship in today's society? Dr. Hurtado addresses the theoretical, empirical and practical connections between these ideas and institutional goals. Implications for making these central to institutional practice will be discussed. Want Your Students to Learn More?
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Jan. 16, Session One (back to conference home page) |
11:30am -
12:45pm
Rm. 217 A
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“Why They Do What They Do Outside of School and What It Means for Us As Teachers: Motivating Genuine Engagement"
Session leader: Dr. Michael Smith, College of Education
Have you ever said to a student, “If you would just spend as much time on my class as you do on (sports, video games, etc.), you’d be doing great”? In this session we’ll explore what motivates students’ engagement in their out-of-school activities, focusing on Csikszentmihalyi’s theory of flow experiences and expectancy-value theory. We will then share ideas about how to foster similar motivation in our courses.
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11:30am -
12:45pm
Rm. 217 B
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Diversity in the Classroom: Challenges for Instructors
Session leader: Dr. Edward Wonkeryor, College of Liberal Arts
This workshop will teach participants strategies that help a racially, ethnically and culturally diverse class to function. It will present three case studies that deal with diversity, learning and good citizenship in the classroom. Participants will be organized into groups to discuss problems and propose and evaluate solutions. By discussing these case studies and proffering solutions, participants will be prepared to handle problems that may arise in their classrooms. They will also become appreciative of the issues of negative behavior that are hallmarks of disengaged students relative to diversity.
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11:30am -
12:45pm
Rm. 217 C
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Student Debates as a Teaching Strategy
Session leaders: Professors Wendy Urban, Claudia Pine-Simon, Laurie Shteir, Abbe Forman, College of Science and Technology
We will discuss our experiences with using debate in the classroom as a way t involve the entire class in active learning. Learn how we’ve incorporated debates into our classes, the format of the project, how to encourage the clash/conflict/debate between the student presenters, and methods to get the class to interact and participate. We will also explore ways that you can incorporate debates into your classes. Not only have we seen benefits from the students who are actively involved in the debate, but we involve the rest of the class by having them participate in the grading, evaluating the debate and engaging in the topics with the actual debaters.
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11:30am -
12:45pm
Rm. 217 D
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Utilizing e-portfolios for Longitudinal Assessment
Session leader: Dr. Ina Calligaro, School of Pharmacy
The emphasis of this seminar will be on utilizing student portfolios to assess students longitudinally. The implementation of on-line student portfolios using Blackboard to document the achievement of educational outcomes in individual courses and across the curriculum will be described. The logistics of implementing and using student portfolios will be discussed and participants will be invited to share their experiences. Participants will also have the opportunity to identify potential ways to include this documentation and assessment tool within their courses and/or program and to consider the format and type of artifacts to include.
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11:30am -
12:45pm
Rm. 220 |
What is Community-Based Learning and How Can I Try It?
Session leader: Dr. Eli Goldblatt & Dr. Michael Szekely, College of Liberal Arts
This workshop will explore ideas for community-based learning (sometimes called “service learning”), in university contexts ranging from specific courses to non-disciplinary campus life learning experiences. We will consider the unique, potentially life-changing, learning opportunities we can create for our students, as well as the mutually enriching relationships we can build with community partners. We will discuss the elements of such a course, consider how to partner with small non-profit organizations, and speculate on research possibilities in community settings.This session will be useful both to those with no experience in community projects and those with a considerable history of work in Philadelphia neighborhoods or elsewhere. |
11:30am -
12:45pm
Rm. 223
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Addressing perplexing teaching problems
Session leader: Dr. Nancy Morris, School of Communication and Theatre
Starting from the premise that perplexing problems regarding any aspect of teaching -- i.e. managing large classes, dealing with difficult students, grading dilemmas -- can be attacked with the same tools we use in our academic research (but in a more efficient, less time-consuming way), this session will focus on the process of specifying the questions underlying the teaching problems, and on finding useful resources for answering these questions. It will include the presentation of specific recommended resources for different kinds of questions about teaching.
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| back to the top |
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Session Title, Session leader & Abstract |
2:00pm -
3:15pm
Rm. 217 A
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Understanding Learning Styles
Session leader: Dr. Jan Fernback, School of Communications and Theatre
Where does the responsibility of learning reside-within the students or within the instructor? Receiver-centered or active learning perspectives claim that instructors communicate with students not to them. This session examines learning styles as a means for discussing the processes of learning and teaching. Using the Kolb Learning Styles Inventory, the session investigates four different ways of processing information that results in one’s “preferred” learning style. We will see how learning styles influence our teaching styles and how students’ learning styles determine their reactions to us. We will explore strategies for addressing all learning styles in the classroom.
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2:00pm -
3:15pm
Rm. 217 B |
Sex, Lies and Videotapes—How to Teach a Large Class
Session leader: Dr. Sam Hodge, Fox School of Business
Large class teaching can be an enjoyable learning experience. This session will demonstrate how to energize a class to draw the audience into the lecture and subject matter. Through the use of audience involvement, storytelling, props, animations, videos, and pictures, come see how to make your class come alive and allow students to easily retain the subject matter. If you don’t think this is possible, just attend the session and see for yourself. |
2:00pm -
3:15pm
Rm. 217 C
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Teaching Students With Disabilities: Compliance, Accommodation, and Compassion
Session leader: Dr. Robert Pred, The FOX School of Business
Participants will be briefed on legislation regarding disabilities and their implications for higher education. The many different types of disabilities -- including learning disabilities, impairments of mobility, physical and mental/psychiatric health -- and their relative prevalence, will also be discussed. We will discuss rights and responsibilities of students with disabilities and the role of Temple’s Disabilities Resource Services in the determination of proper accommodations. Universal course design will be presented as a means for better accommodating the many different learning styles of not only students with disabilities, but of all students. Case studies will be examined to apply principles of accommodation.
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2:00pm -
3:15pm
Rm. 217 D
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Teaching Diversity-Sensitive Topics with Competence and Confidence
Session leaders: Dr. Marie-Amey Taylor and Professor Karen Turner, Human Resources and School of Communications and Theatre
Have you had difficult experiences in or out of the classroom that have challenged your ability to facilitate student learning? Have you thought about ways in which your own identity might impact your ability to be effective when teaching diversity-sensitive topics? Consider these questions before the conference, and then come to this discussion with stories to share and ideas about skills you would like to develop in this area. |
2:00pm -
3:15pm
Rm. 220 |
Life is a Team Project: Addressing the Challenges of Group Activity
Session leader: Dr. Adrienne Cooper, College of Engineering
Group activities, such as team problem solving, or team design, have significant rewards for both the students and the instructors. However, they also pose some challenges that often make the instructor feel it is not worth the effort. Both the rewards and difficulties are particularly evident in engineering, science and mathematics. In this session, participants will discuss the challenges and benefits of teamwork as an instructional tool and identify strategies for designing group projects that maximize the learning opportunities, while minimizing the negative consequences. Participants will have an opportunity to apply the lessons learned to their own courses. |
2:00pm -
3:15pm
Rm. 223 |
Emotions in the classroom: Are they a figment of your imagination?
Session leader: Dr. Darlene Brooks, Boyer College of Music and Dance
Our assumption often, when we go into the classroom is that we are going in to teach materials. What occurs, however, is often a very dynamic process, often laden with emotion. The dynamics that unfold can be extremely helpful to the retention of knowledge at a deeper level, especially when the subject matter of the course is something students can relate to their emotional lives and/or their life experiences. While this dynamic process is valuable to the professor, it is often fraught with confusing emotions and difficulties. For example, why is the student responding in a certain way; why has the student done so poorly in examinations, etc. . . This presentation seeks to provide some insight into how to become aware of this process, how to interpret it and how to understand and work through emotions that may be brought up, both for the professor and the student. |
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| Time / location |
Session Title, Session leader & Abstract |
10:00am - 3:00pm
Rm. 200C |
Keynote speaker: Dr. Dee Fink
Want Your Students to Learn More?
Designing Your Courses for More Significant Learning
Most college teachers would like their courses to be an experience in which their students achieve some kind of significant learning that lasts. But we feel frustrated and uncertain about how to get that to happen – for more students, more of the time.
In this workshop, we will:
- Examine the place of instructional design in the “big picture” of teaching,
- Take a close look at what each of us really wants our students to learn,
- Systematically work through a new model of instructional design that will enable us to “design high quality learning into our courses,” and
- Conclude by looking at two case studies that address the question of whether this more intensive way of designing courses is worth the time it takes.
The reaction of most teachers to this new model, Integrated Course Design, is quite enthusiastic, for two reasons. It shows them why much of what they are currently doing is good, but it also identifies what they could add to their teaching that would make it even more powerful.
Get a head start on Dr. Fink's workshop by reading "A Self-Directed Guide to Designing Courses for Significant Learning." |
