Selected Presenters

We make a call for proposals that generates a significant number of session proposals. The conference advisory board reads through each proposal and selects the best of these for presentation at the conference.

Below is a list of sessions and presenters, simply click on the title that you are interested in, and you will be taken to that part of the page.

Feedback by Design? Exploring the Emotional Landscape of Instructor Response in the Fields of Writing and Design
Evaluating and responding to student projects is a large part of a professor’s job, but the results and impact of that work are generally shrouded in mystery. This presentation will examine how students process the feedback that they receive from their instructors, with a special focus on the interaction between the emotional and pedagogical effects of instructor response. The presenters will also explore the student side of instructor feedback by comparing two distinct “response cultures”: the oral and public feedback practices used in the design fields (architecture, industrial design, and fashion design) and the written and private feedback practices used in writing courses.
Presenters: Tom Schrand and John Eliason, Philadelphia University

Building SoTL Communities: Methods of Engagement, Assessment, and Reward
There are various methods of making the Scholarship of Teaching and Learning (SoTL) count and, more fundamentally, genuinely matter on college campuses. This session will draw upon the work of a CASTL Leadership Institution committed to "Building SoTL Communities" and its experience in developing, implementing, and assessing a successful SoTL Fellowship Program. Emphasis will be placed on both individual and institutional methods of enhancing the value of pedagogical scholarship and how to develop sound programs and projects.
Presenter: Brian Smentkowski, Southeast Missouri State University

Differentiated Learning—Blending Time, Pedagogy, and Instruction
Effective instructional delivery must actively engage the learner in the learning process and must include greater interaction between the students, more collaborative assignments that increase student-to-student interaction, and involvement of students in the analysis and assessment of written peer submissions. This presentation will provide participants with information to identify a course that could be adjusted to fit the blended model and which portions of the identified course could be taught online. Participants will leave the session with a partially developed blended course and the knowledge to complete this development.

Presenters: Leonard R. Bogle, Vickie S. Cook, and Scott L. Day, University of Illinois at Springfield

Undergraduate Research: Let the Battle Begin
Undergraduate research can be exciting on a number of planes, but students need to understand how to make the shift from opinion writing to a profession-advancing manuscript, navigate through the IRB process, and provide adequate support for their work from the literature. In this session, participants will explore various options for undergraduate research and consider the following questions: How does undergraduate research fit into a current curriculum program, and how can it be used to facilitate faculty research? Participants will also learn about some options for undergraduate research publication and will receive links to journals specifically for undergraduate research publication.

Presenters: Janet M. Wilbert and Laura Brown, University of Tennessee at Martin

Going Beyond Expertise in Content: Encouraging Instructors to Become Expert Educators
Expertise in a content area does not necessarily transfer to expertise as an educator. What should instructors know about the information processing system of the novices they are teaching? This session will explain information storage, describe how novices differ from experts, and demonstrate strategies that encourage students to begin building neural networks of knowledge. Participants will be exposed to a real-life novice learning experience that is guaranteed to surprise and challenge! Participants will then discuss their learning experience and brainstorm about how this information can be applied in the classrooms. Participants will also be engaged in several replications of classic learning experiments and a novel learning activity geared at simulating novice learning.
Presenters: Margo Bowman and Debra L. Frame, Wayne State University

Understanding the Needs of Adult Learners
The topic of adult education is very relevant given the 6.9 million adults who are enrolled in colleges and universities. This presentation will provide a comprehensive approach to understanding and meeting the needs of adult learners by exploring perceptions of adult orientation to learning and concepts of adult motivation in the context of curriculum design implications. This session will include data on the growing trend of adults as participants in postsecondary education and the application of theories and those of the major theorist in the field to inform practice and characteristics of effective adult educators, particularly how they create a positive learning experience for adults will be shared.
Presenter: Marlinda A. Boxley, Montgomery College

Puzzled about Student-Centered Learning? Connecting the Pieces
How can individual student-centered learning initiatives across a college campus unite? One approach is the teaching and learning model, which involves a reorganization of the academic support center to present a unique opportunity that brings together various learning communities in the context of a new curriculum, ongoing faculty development, and a strategic concern with student retention. Instructional strategies, student support services, and faculty development are among the factors that connect to enhance student-centered learning, and this session will offer a description of a center for teaching and learning model (CTL) at a small liberal arts college. Participants will be actively engaged and will receive a template to design a CTL model for their own institutions.

Presenters: Brenda M. Davis, Jack Trammell, and Jenny Bruce, Randolph-Macon College

What Exactly are Your Learners Learning? Applying Mental Model Elicitation Techniques to Enhance Assessment of Your Courses and Programs
How do we really know what students are getting from our courses? Elicitation of students’ mental models is a powerful approach that goes beyond traditional assessment methods. Mental models represent how well an individual organizes content in meaningful ways. Model analysis reveals inaccuracies and omissions that are crucial for deep understanding and application of course material. In this session, participants will learn how to employ card sorts as an effective assessment tool. The presenter will demonstrate the card sort method utilizing materials and results from two assessment projects, show a software package designed for administering card sorts, explain the process for developing a sort exercise, and share various methods for analyzing results. Participants will get a feel for how the method works and begin developing a card sort project that can be used in their own courses or programs.

Presenter: Barry R Hill, Lebanon Valley College

Student/Teacher Designed Final Examinations: Using Authentic Assessment to Increase Self-Directed Learning and Achievement Outcomes
One current challenge for educators is the task of developing assessment strategies to meet the needs of an increasingly diverse college student population. Each instructional objective of a particular course must have an aligned, meaningful assessment—meaningful to both professor and student. This session will consist of an interactive workshop format that will utilize different cooperative-learning strategies. The session will draw on the creativity literature, the concept of understanding by design, and research on culturally responsive teaching and authentic assessment to help participants begin to construct a framework for students and professors to collaboratively design final examinations for particular courses.
Presenter: Lynne A. McVey, Salve Regina University

Butterflies in My Classroom: Student Anxiety and the Learning Process
While many aspects of the learning process make students nervous, sometimes the subject itself causes the jitters. This interactive panel will explore subject-based student anxiety and its effects on the learning process. Faculty and administrators from various backgrounds, including speech, math, and reading will discuss anxiety commonly associated with their disciplines. Topics covered will include tools for diagnosing anxiety, tips for addressing it in the classroom, and techniques for helping students manage it. Participants will participate in several small-group activities. These will include diagnosing their own subject-based anxiety as well as developing a list of best practices for dealing with student anxiety.

Presenters: Donald Painter, Jr., Anna Butler, Courtlann Dixon-Thomas, Richard Decker, and Lynda Wolverton, Polk Community College

Using Student Feedback to Improve Teaching and Classroom Climate
One way to improve both teaching and classroom climate is to integrate students' opinions into teaching. Whether teaching large or small classes, asking students for their feedback can help create a positive climate that encourages involvement and, in turn, learning. This session addresses how to effectively use student feedback to improve teaching and learning. A short presentation will address the importance of student input and feedback for motivating students and the effectiveness of using students' point-of-view to critique our own teaching. Examples of several techniques and actual student feedback will then be shared. Participants will analyze actual student feedback and develop a strategy for gathering feedback in their own courses.
Presenter: Pat Pokay, Eastern Michigan University

Need for Cognition: A Critical Variable in the Process of Teaching Critical Thinking
This session will explore the role of need for cognition (NFC) as a variable in the process of teaching and learning. NFC is a construct originally developed in social psychology that refers to one’s preference for, and facility with, complex thinking when acquiring or analyzing new information. The session will propose the use of an inventory measuring NFC in all disciplines. The NFC can be used as a self-awareness tool for students to understand how preferences might impact learning and can be used by instructors to better tailor assignments to work with students low in NFC. Participants will take and self-score the NFC inventory and then participate in a debriefing on the results similar to that which might be done with students. They will then discuss how the NFC might be used in their individual courses. Participants will also receive outlines and instructional slides to assist them.
Presenter: George M. Sousa, Bentley College

Best Practices: Preventing and Managing Challenging Classroom Situations
Have you contended with students who arrive late, leave early, chat through class, dominate the class, refuse to participate, or interact with hostility? What about students with significant challenges impacting learning such as attention deficit, learning disabilities, or even psychological problems? Throughout this interactive session, participants will apply a repertoire of strategies to manage mildly irritating to serious and dangerous classroom behaviors. Participants will first have the opportunity to reflect on a specific classroom conflict/problem that the participant has observed or experienced in the classroom. Then attendees will work in small groups to address scenarios representing a myriad of specific classroom problem behaviors. This session will address current campus efforts to identify potential warning signs of crises and to promote safety and academic and personal growth. The session will culminate with a wrap-up question- and-answer segment.
Presenters: Deb Wingert, University of Minnesota and Tom Molitor, College of Veterinary Medicine, University of Minnesota

Practicing What We Preach: What Effective University Teachers Do
What distinguishes effective teachers from those who are less effective? One attribute possessed by effective teachers is the capacity to provide instructional activities that actively engage all students in relevant, meaningful collaboration. This session will present several easy-to-use instructional strategies and arrangements for promoting active student engagement. Participants will learn strategies to move away from the didactic nature of traditional classes to a facilitative approach where students are active members of a learning community. Participants will engage in activities such as jigsaw, cooperative groups, problem-based learning, reflective journaling, and informal assessments. There also will be time for participants to share personal strategies that have proven effective for them.
Presenters: Lisa S. Dryden and Joseph W. Dryden, Texas Wesleyan University

Teaching and Engaging Unprepared Students: Strategies for Promoting Success and Retention in Higher Education
Colleges have many diverse students, and there is an increase in first-generation students who may be at risk—students with learning disabilities and those who arrive unprepared for the academic rigors of college. Professors must be prepared to reach all the students in their courses. When dealing with unprepared students, professors must use learner-centered educational methods as well as universal design strategies. This session will address methods for engaging and teaching peripheral students so they have a greater chance of success. Participants will take part in several meaningful educational activities and analyze specific actions, techniques, and strategies designed to teach students how to learn.
Presenter: Kathleen F. Gabriel, California State University, Chico

Pick a Card, Any Card: Using Card-Sort Activities to Combine Critical Thinking and Cooperative Learning
Professors have become increasingly aware of the importance of critical thinking and problem solving in the holistic development of students at all stages of schooling. One of the greatest challenges, however, is locating instructional activities that elicit these skills and appeal to the “instant gratification” of today’s students. This session will describe, demonstrate, and engage participants in a series of card-sort activities that combine critical and creative thinking, cooperative problem solving, and reaching consensus. These high-interest activities promote academic achievement for diverse students and are easily adaptable for undergraduate or graduate audiences. Participants will learn how to create and implement these critical, cooperative strategies.
Presenter: John A. Huss, Northern Kentucky University

Active Learning Strategies that Engage and Inspire Your Students
This hands-on workshop will focus on how to motivate, engage, and actively involve students through practical, meaningful, and thought-provoking classroom-tested activities. The session is designed to help educators help their students become more effective learners as well as dispel certain misconceptions held by some educators. Session activities will include the importance of speaking, listening and writing; cooperative and collaborative learning strategies; ideas to motivate students; and interactive reflections and discussions. Each participant will receive a CD of all session strategies and activities.

Presenters: Deborah Mink and Linda Pickett, Winthrop University

No More Sage on the Stage: Strategies for Active Learning in Blended Face-to-Face and Online Courses
Teaching online has its own set of challenges—how to engage students in active learning, how to create a sense of community, and how to make the class all about them and not all about the instructor. Online learning, while convenient, can also be isolating. This presentation will focus on strategies for early engagement of students both in face-to-face sessions and online. Various group and individual assignments options will also be shared. Participants will recognize the evolution of education from instructor-centered teaching to student-centered learning and discuss creative active-learning strategies that can be used in face-to-face and online courses to engage students and create learning communities.

Presenter: Lynda Nauright, Kennesaw State University

Creating Active Student Learning Across the Disciplines: How to Design Low-Stakes/Informal Writing Activities
Active learning is self-reflexive, process-oriented, and personal and should provide students the opportunity to assess their own learning. It also allows teachers to learn about themselves, the material, the students, and teaching and learning. One simple and adaptable method to do this is low-stakes, informal writing. This interactive workshop will introduce the participants to the benefits of using informal writing as a tool to enhance student learning and to the many options for designing such assignments. Such informal writing assignments can improve student learning across all levels and abilities, in a variety of courses, and in any discipline.
Presenter: Michael Reder, Connecticut College

A Model for Facilitating Deep Case Study Analysis from Multiple Perspectives
In many fields and disciplines instructors struggle to help students make the connection between theory and practice and to provide opportunities for students to process theory in a way that leads to deep understanding. Participants in this guided session will learn how to help students analyze one case from multiple theoretical perspectives then use these analyses to develop practical strategies to apply in real-world settings. By the end of this session, participants will have a structure, tools, and skills to facilitate deep case study analysis from multiple perspectives.

Presenter: Julie A. Schrock, Meredith College

We’ve All Got Problems: Practical Strategies for Implementing Problem-Based Learning in the College Classroom
This interactive workshop is designed as a broad overview to help participants gain a thorough understanding of the benefits of implementing problem-based learning in the classroom. We teach in an age where there are so many differing pedagogical strategies that it is easy to become overwhelmed. Rather than being simply another strategy, problem-based learning is a fun, engaging teaching style that equips students with two essential skills that businesses are seeking in would-be employees—critical thinking and teamwork skills. During the session, participants will gain an understanding of the pedagogical benefits of problem-based learning and apply these concepts to “real” academic situations.

Presenters: Josh Simpson, Gary Booth, and Andrew Heldt, Sullivan University

Ask What Your Librarian Can Do for You! : A Hands-on Workshop
In this workshop, participants will become "students" and will see the kinds of activities that can be done in the classroom, using active learning, to teach copyright and plagiarism, proper citation; become Web-savvy users; and use critical-thinking skills to evaluate sources, both from the library and the Internet. Whether intentional or inadvertent, students do plagiarize, and the need to correct this is critical. Discussion throughout the session will be encouraged, and the attendees will be engaged with hands-on activities to help them recognize the correct format for citations, easy methods for evaluating resources, and when plagiarism could occur.
Presenter: Marilyn Steinberg, Massachusetts College of Pharmacy and Health Sciences

The Transition from Online Learning to the Virtual Classroom
This seminar demonstrates how very high-quality virtual classrooms can be established for a total hardware/software investment of less than $100 per faculty member and a total deployment cost of less than $50 per semester per course. Perhaps more importantly, training time for most faculty members is well under three hours. Most significant of all, of course, is the significant improvement to the learning environment we provide for our students.
Presenter: Henry Barker, Tiffin University

Learning Styles and Online Learning—How are They Related?
The very nature of online learning shifts the focus of control away from the educator to the learners who make a conscious decision about what to examine, when they will examine it, and the degree to which they will pursue what has been identified by the instructor for a given course. While technology has the ability to provide more information and quicker communication, that same technology cannot hurry the process by which the human mind receives, processes, and integrates the information provided. This presentation will provide information on how students’ perceptual modality preferences interact with online learning. Participants will consider how to use this information to plan online courses.
Presenters: Glenn Cockerline, Brandon University and Dave Yearwood, University of North Dakota

When Virtual Spaces and Student Learning Collide
This session describes ways to integrate blogs and electronic discussion boards into the classroom in order to engage students, foster active learning, and situate students within a discourse community. In addition, this session will use examples from two different courses—an expository writing course for first-year basic writers that includes a service-learning component and a literature course—to help illustrate the variety of ways in which blogs and online discussion boards can enhance the classroom space. Participants will develop a better awareness of the pedagogical implications of online discussion boards and blogs.
Presenter: Angelique Davi, Bentley College

Integrating Technology to Engage the Student
Implementing a variety of technological tools is essential in today’s universities in order to engage students and provide an accessible and appealing learning environment. This session will demonstrate how to maximize technology tools that are available for use in the classroom with an introduction to course delivery tools, tablet PCs, and various software applications such as Camtasia. Participants will see how tablet PCs, when coupled with a projection system, can be used as digital whiteboards. Participants are encouraged to bring a laptop with wireless Internet access and to download the evaluation version of Camtasia.
Presenters: Kristina Drumheller and Gregg Lawler, West Texas A&M University

Give Students the Choice to Create Relevance and Communicate in a 21st Century Mode
Businesses have found ways to reach our students and “turn them on” by letting them personalize and customize the experience with their products. Each student has different goals and ideas about personal relevance. This presentation will give participants ideas on increasing student choice in college course work, thus making the learning experience more relevant and engaging. Participants will consider the importance of student personalization/customization, learn techniques to design or redesign assignments so that students can personalize, learn to incorporate learning modalities that millennium students feel comfortable with such as Internet searches, YouTube, IM, MySpace, Facebook, blogs, etc.

Presenters: Maureen Greenbaum and Toby Marx, Union County College

Classrooms with Clickers
Classroom response systems (CRS) collect, analyze, and display students’ responses to questions presented during classroom discussions. Through handheld remote controls, called clickers, students actively participate in class, while instructors can complete a variety of activities, such as discussions, multiple-choice questions, and critical thinking. In the process, instructors can gauge students’ knowledge of a subject. Research has shown that clickers promote active participation and learning in the classroom, while allowing instructors to measure a variety of variables. This session will focus on introducing the concept of clickers, utilizing clickers effectively, creating questions for clickers, and the handling the challenges of clickers.
Presenter: Valerie Kasper, Saint Leo University

Supporting Online Learners: A Faculty Development Approach
Informed by the work of Robert Gagne and others, a series of faculty development courses at Embry-Riddle Aeronautical University prepares successful online instructors to be learning guides rather than directive instructors. By taking these courses in the same online environment as their future students, the faculty are immersed in the technology and acquire vital new skill sets. Participants in this session will explore these processes for online faculty, practice using advanced discussion board management techniques, and set up an assessment system.

Presenters: Ronald C. Thomas, Jr. and Martha S. Hollis, Embry-Riddle Aeronautical University

How to Succeed in First-Time Online Teaching: Top Ten Tips
There has been a growing demand for online courses in every subject. Many instructors feel hesitant and nervous about teaching a course over the Internet. The presenters share their experience and useful tips in developing, designing, and teaching courses to help others overcome anxiety and obstacles and turn their experience into a successful one in the process. Most importantly, these useful and practical tips will help students succeed when taking online classes. Participants will learn how to develop and design an online course without feeling overwhelmed in order to educate online students and how to engage and inspire students to help them succeed.
Presenters: Ngoc-Bich Tran and Patricia Petty, San Jacinto College

YouTube and Facebook in the Curriculum
Social networking applications on the Web have transformed student culture outside the classroom. This workshop will explore how useful it can be inside it. Examples such as using Facebook as an extension of the physical classroom or lecture hall, using a blog for student feedback on course activities and pace, using Flickr as a location for visual portfolio building and class critique, and finally, using YouTube as a data collection and analysis environment for qualitative research.

Presenter: Katherine Yamashita, York University

Documenting Effective Teaching in a Scholarly Manner: Why and How
This session will focus on discussing the centrality of high-quality, scholarly teaching to the mission of colleges and universities, and why it is important that it is documented with the same care as traditional discipline specific research. The presenters will share their model for documenting effective teaching, adapted from work that originated at the American Association of Higher Education (AAHE), along with feedback they received from faculty members who have adopted this methodology. At the end of the session, attendees will have a model that can be used to document effect teaching at their institutions.

Presenters: Janice M. Denton and Lesta Cooper-Freytag, University of Cincinnati—RWC

Refresh, Renew, Revitalize: How Simple Movements can Re-energize Teaching and Learning
The demands placed on faculty can be overwhelming, so it is no wonder that faculty are tired and in need of both mental and physical energy boosts. This session will briefly explain how physical activity not only energizes, but boosts mental functioning and alertness. Participants will be involved in a variety of simple movements that can enhance energy, improve thinking, and thus revitalize teaching. The session will conclude with a discussion of how these movements can be used to revitalize participants and their students in the classroom.
Presenter: Natalie Manbeck, National-Louis University

The Imposter Phenomenon in Higher Education
This interactive session will offer attendees insights into the Imposter Phenomenon (IP)—the feeling that one is successful because of luck or external factors rather than his or her abilities—and its impact on higher education. The presenters will use cases to help attendees to practice identifying IP symptoms and ways to address the issue in small discussion groups. At the end of the session, individual attendees will be able to identify factors associated with this phenomenon in their own work, their departments, and the community.
Presenter: Anna W. Parkman, Ohio Dominican University

Increasing Student Participation: A New Bag of Tricks
Too often we let ourselves get stuck in a rut when it comes to the methods we use to involve students during class discussions and in-class activities. This presentation will discuss and demonstrate several ways to increase student participation and involvement. Some of those methods will involve QuizShow—a new, copyright-free (public domain) software tool. At the end of the session, attendees will know how to obtain QuizShow, use it in a wide variety of classroom situations, and apply other effective practices associated with student participation and engagement.
Presenter: Kenneth L. Alford, National Defense University

Facilitating Effective Small-Group Discussions
In addition to their roles as instructors in large classrooms, many faculty members facilitate small-group discussions in their courses. These sessions often are held informally, with little preparation except for reading assignments. As a result, many valuable teaching and learning opportunities are missed. In this workshop, specific teaching strategies will be presented that enhance learning outcomes in small-group settings. Participants will learn how to set expectations and endpoints for productive discussion, how to use questioning techniques that facilitate learning based on unique educational needs, and how to promote debate and critical thinking among students.

Presenter: John R. August, Texas A&M University

Teaching So Students will Learn More of Your Discipline
Weimer described five practice areas that need to change to achieve learner-centered teaching. Learner-centered approaches may appear difficult to implement because these five practice areas are broad, and the literature does not offer specific implementation steps. In this session, participants will learn four to seven questions (components) per practice area that can be used to move their teaching toward learner-centered practices. Participants will also learn which of Weimer’s practice area(s) and component(s) they wish to change to become more learner-centered. Much of this session is devoted to activities that demonstrate how to transform teaching to be more learner-centered within specific disciplines.
Presenter: Phyllis Blumberg, University of the Sciences in Philadelphia

College Reading and Writing Gone Wrong … What’s a Teaching Professor to Do?
This session will examine the most current and prevalent problems facing reluctant readers and writers in the college classroom. It also will explore multiple teaching and learning strategies to identify, address, and resolve these problems. Participants will learn how to move students away from a passive, marginal status and empower them to be active, effective wordsmiths. The complementary relationship between the act of writing and the act of reading is an important component in deconstructing the problems associated with student writing. Participants will also learn how to analyze student annotations in order to provide more specific and prescriptive support to student writers.
Presenters: Diane DeVido Tetreault and Angelique Davi, Bentley College

Reduce Lecturing—Use a Three-Part Lesson
For many students, classroom sessions of 60 minutes or longer seem to last an eternity. This is especially true for students who happen to be tired, stressed, unfocused, or generally disinterested. This workshop details the methods and successes of dividing a 60-minute session into three distinct components—interactive overview, instructor-led discussion, and cooperative application. The method is easily understood, easily applied, and provides a low-risk opportunity for instructors to redesign the lecture format. Workshop participants will learn a new quizzing technique and can expect a relaxed session that encourages open discussion and comfortable interaction.
Presenter: Greg Fontaine, Embry-Riddle Aeronautical University

Learner-Centered Approaches—Constructivism in the College Classroom
The presenters of this session believe that one of their purposes as college educators is to create a meaningful learning environment that is conducive to teaching students the necessary concepts and skills for professional growth. Unfortunately, evidence suggests that many educators still teach in a rote lecture style in which the focus is on the teacher providing information to passive, uninvolved students. The presenters will share their research that examines the effects of constructivist teaching and learning in pre-service secondary mathematics courses. This reflective and interactive session will facilitate the participants' discussion of the applicability of constructivism in their individualized teaching/learning settings. Participants will be able to describe and define the constructivist approach through a mini-lesson in mathematics and learn the applicability to their own disciplines.
Presenters: Maria E. DiCarlo, Renee White-Clark, and S. Nancy Gilchriest, St. Joseph's College

Comparing Student and Faculty Assumptions and Expectations of Teaching and Learning
Both faculty and students bring to each class assumptions, expectations, and pre-conceived ideas of teaching and learning that influence their behavior in online and on-site courses. Identifying these concerns and issues is critical in determining their importance and whether or not teachers and students are “on the same page.” This session presents the results of a survey asking faculty and students to rank in order of importance nine meanings of teaching and 11 meanings of learning. Participants will be able to describe teaching and learning in nine to 11 different ways, analyze the importance of teaching and learning, and discuss strategies for aligning teaching and learning in meaningful ways.
Presenter: George Drops, National University

"To See the World in a Grain of Sand": An Approach to Educating our Students and Ourselves about Globalism and Diversity
Most post-secondary institutions include the terms “global mindset,” “international perspective,” or “appreciation of cultural diversity” within their mission statements and learning objectives. Actually putting this mission and these objectives into practice, however, presents challenges. Recommendations for students to learn a second language, work within culturally diverse groups, and gain international experience may be impractical or impossible to implement because of cost, time, or class size/profile. This workshop offers an approach to educating students (and faculty) about cultural diversity and globalism when faced with some of these challenges. The approach includes a conceptual model, as well as practical teaching suggestions. Attendees will see the need to promote global mindset among students as well as concrete suggestions on how to put the model into practice.
Presenter: Joan Flaherty, University of Guelph

Plagiarism: Addressing the Complex Issue in Your Course
This session will assist instructors, faculty, and administrators in understanding their roles and responsibilities in teaching students about plagiarism. Participants will learn how to incorporate academic honesty issues within a variety of assignments; use group and individual assignments effectively to teach students how to avoid intentional and unintentional plagiarism; use role playing activities to reinforce the ethical, financial, and legal repercussions to the student and college or university; and learn strategies for handling plagiarism in any course. Each participant will receive handouts, sample syllabi statements, lesson plans, active-learning exercises, recommended articles, and a bibliography.

Presenters: Gina Garber, Christina Chester-Fangman, and Nancy Gibson, Austin Peay State University

Get Them Moving: The Benefits of Bodily-Kinesthetic Pedagogies
Bodily-kinesthetic pedagogies involve the use of one's body as a learning tool, in order to better understand concepts and solve problems. There is great value in embodiment pedagogies as they encourage students to combine mental ability and bodily movement, which ultimately enhances learning. Such pedagogies recognize that the learning process is as important as the result. Moreover, thinking beyond the walls of the classroom space and thinking outside the box can lead to deeper understanding. While these pedagogies may be more prevalent in the arts, they can be applied across the curriculum. Attendees will explore the use of bodily-kinesthetic pedagogies and create discipline-specific exercises and assignments that involve the use of the body.

Presenter: Ann Marie Gardinier Halstead, St. Lawrence University

The Dendrites are There But Aren't Talking to Each Other: Wiring the College Student for Critical Thinking
Assumptions that college students are adults miss one point. Students come to class externally wired to the computer age but handicapped by internal disconnects, becoming frustrated by disjointed, inefficient learning. Faculty face students who need more than PowerPoints and inspired lectures. The session offers brief comments on brain theory and student learning and launches participants into strategies to create “connective” learning experiences designed to encourage students to associate details of course content with broad concepts, leading to strengthening critical thinking. Integrated in the session are demonstrations of new software that offers opportunities to create interactive student-learning experiences. Participants will gain skill in identifying at least three elements of the “cognitive load” and create a skeleton of one lesson appropriate to their general discipline.

Presenter: Karen Hattaway, San Jacinto College North

WARNING—This Material is Intended for Mature Audiences: Managing Difficult Dialogues in the Large Lecture Classroom
Instructors teaching diverse student populations risk offending any one student’s sensibilities whenever controversial subjects—sex, religion, ideology—are broached. Effective strategies for managing difficult dialogues in visual arts courses—where offending material is often blatant—are applicable in other courses containing any degree of cultural breadth. Because frank discussions can escalate to confrontation, workshop participants will report on their own most difficult classroom moments and then share approaches for rendering that polarizing material more palatable.
Presenter: Wayne Michael (Mick) Charney, Kansas State University

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