Poster
Sessions from
Millennial Learning: Teaching in the 21st Century
28th International Lilly Conference on College Teaching
Miami University
Oxford, Ohio
November 20-23, 2008
Titles, Links to eClips
Title of Session &
Duration [Optional: Photos of Interviewees]
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Descriptions of
Poster Sessions
Topic Area, Presenter(s), Abstract
Diane M. Baker, Nursing,
Indiana University East
Tonya Breymier, Nursing, Indiana University East
The purpose of this
presentation is to show how the presenters
introduce simulation and promote the use of
technology early in the nursing education
program to facilitate a smoother transition to
the junior level and enhance students’ comfort
with simulation and clinical technology. The use
of simulation and technology within the
fundamental skills lab gives an early
introduction to the translation of knowledge and
theory into practice without fear of
consequences when mistakes occur. The evolution
from the archaic “skills check-off’s” to
simulation promotes enhanced critical thinking
while delivering competence with the fundamental
skills.
Debbie A. Beyer,
Nursing, Miami University Hamilton
To increase the use
and exposure of the human patient simulator to
more associate degree nursing students, I
proposed using it in the classroom with 50
students. The purpose of this project was to
evaluate the use of the Human Patient Simulator
(HPS) in a classroom setting. The HPS allows the
content and case study to come to life as an
active and engaging learning strategy.
Evaluation and students’ perceptions of the
human patient simulator as a learning strategy
will be discussed at this session.
Sarah Cass, Teaching and
Learning Center, Rochester Institute of Technology
Susan Donovan, Academic Support & Special Programs,
Rochester Institute of Technology
Trudy Howles, Computer Science, Rochester Institute
of Technology
The RIT Faculty Learning Community project
originated at the1996 Lilly Conference with the germ
of an idea that bloomed in 2001 with our first
year-long community, FLC1. Now, seven years later,
members of FLC8 are attending the 2008 Lilly, 60 RIT
faculty identify themselves as FLC alumni, and plans
are in place for future FLC spin-offs and
enhancements. Join us as we tell our story of growth
and share seven important lessons learned in the
process. Members of both existing and new
communities will find encouragement as they nurture
their own good ideas into institutional realities.
LuEllen Doty,
Education, Elmhurst College
Nancy Cheeseman, Elmhurst Life Skills
Academy, Elmhurst College
This session
is a reflective summary of Elmhurst Life
Skills Academy’s (ELSA) first three
years. What have we learned? Where are
we going? The discussion will include
descriptions of program development,
structure, and revisions, Elmhurst
College and department of education
faculty and student participation and
the impact of involvement, and future
plans.
Stephen D. Kroeger,
Special Education, University of Cincinnati
Chester Laine, Secondary Education, University of
Cincinnati
This session
describes team-based collaboration of
school-based mentor teachers, student teachers,
university faculty, and supervisors to improve
programs. We evaluated the preparation of
special and general education teachers by
asking: Can prospective general and special
education teachers effectively co-engage in
problem-solving processes in response to
interventions needed in the classroom?
An empirical study
was carried out to evaluate the role of a
pedagogical tool: a group project in motivating
students to learn economics. A survey was
conducted among students in introductory
economics courses upon completion of a group
project. Each student was given a questionnaire
assessing his or her interest, enjoyment,
effort, perceived value and usefulness of, and
competence with the assignment. Statistical
studies were carried out to determine the
effectiveness of the group project in enhancing
motivation and to identify drivers of
motivation.
Sheldon X. Liang,
Computer Science, Azusa Pacific University
Holly S. Hu, TESOL, Azusa Pacific University
Today, education
faces the challenges of a new world, and there
exists a big gap between teaching and learning
that restricts the effective communication of
knowledge. Therefore, the authors, based on
years of teaching and research experiences in
China and the U.S., present the 7 Laws of the
Bridges Between Teaching and Learning, with the
aim to discover a meaningful way to integrate
traditional principles and laws in education
into a transformational approach. These laws
also inspire teaching and learning activities as
teamwork to develop rational thinking
competence.
Sally Myers, Art, Ball
State University
Judy Wojcik, Ceramics, Earlham College
After attending a
workshop by Barbara Millis, we used cooperative
learning strategies to teach our students basic
concepts from the discipline of aesthetics. We
asked students to listen, talk, read, write,
reflect, and apply aesthetic theories. The
project started with an explanation of four
lenses, or ways of looking at artworks, moved
into small-group activities and discussions, and
resulted in each student making a simple
hand-made book to illustrate the concepts. We
found students used these theories throughout
the class. We will show examples of student-made
books, images, definitions, and games, and
invite participants to apply this to their own
discipline.
Mysore Narayanan,
Engineering Technology, Miami University Hamilton
In this poster
presentation, the author indicates how he has
implemented, incorporated, and assessed ideas
from Gardner’s Theory of Multiple Intelligences
to cultivate intellectual curiosity among
students.
Walter Pechenuk,
Computer Science, Kent State University
This session will
explore how Honors College students, with and
without disabilities, can use the knowledge
gained in a faculty learning community to create
a project that will explore how facilities and
programs on campus can be improved to take into
account the needs of students with disabilities.
Topics will include accessibility, classroom
design, access to computer-based programs, and
universal concepts when designing any facility,
whether physical or abstract. The project will
revolve around the writing of Honors College
theses by students from various fields,
including, but not limited to, the natural
sciences, visual communication and design,
architecture, and entrepreneurship.
Wayne State
University’s instructional technology
program embarked on a major initiative,
assisted by funding from a grant, to
develop an online M.Ed. program. As an
instructional technology program, we
felt the burden of creating exemplary
online courses. The results after two
years include a 100% student retention
rate. Surveys of our students yield
interesting data about how they use and
value the resources and tools provided
in the courses. Faculty reactions range
from enthusiastic support to grudging
acceptance. The first cohort graduates
in August, 2008. Additional research
yields guidance on future development
and growth of the program.
Mary Jane Weintraub,
Biology, University of Cincinnati Raymond Walters
College
Fulfilling
prerequisites in biology often does not correct
the disparity in the knowledge bases of students
who are entering microbiology at an open
enrollment campus. Filling in these gaps is the
aim of the addition of online interactive
modules on cellular structure, metabolism and
genetics to the course content. The evaluation
of the efficacy of the modules in terms of
academic success as well as the students'
perception of their usefulness will be analyzed
and presented.
A glorious moment of performance may just
happen—emotion and vocal technique may collide
for a perfect storm performance. But most often,
this does not happen or may happen in rehearsal
but never happen for an audience! Good vocal
technique is the toolbox for the sound of the
voice; the brain, using critical- and
creative-thinking skills, is the toolbox for an
accurate yet imaginative interpretation and
insightful presentation of the whole. This
poster session traces a successful process of
teaching students to use these skills to create
dynamic performance of art song.
Susan Donovan, Academic Support & Special Programs,
Rochester Institute of Technology
