Poster
Sessions from
Millennial Learning: Teaching in the 21st Century
Lilly Greensboro Conference on College Teaching
February 20-22, 2009
Titles, Links to eClips
Title of Session &
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Descriptions of
Poster Sessions
Topic Area, Presenter(s), Abstract
Galen
Foresman
and
Robert
Drake,
North
Carolina
A&T
State
University
Researchers
found
that
students
performed
better
on
multiple
choice
sections
of
exams
if
they
knew
that
there
would
be
essay
components
on
the
exam
as
well.
Expertiza:
Software
for
Managing
Team
Projects
through
Peer
Review Edward
Gehringer,
North
Carolina
State
University
Expertiza
is a
Web
application
for
creating
student
teams
and
assessing
them
through
peer
review.
Teams
may
be
formed
by
the
students,
or
by
the
instructor,
based
on
certain
criteria.
Individuals
are
assigned
to
peer-review
team
submissions.
Teams
may
offer
feedback
to
their
reviewers.
Team
members
are
required
to
evaluate
each
other’s
contributions.
All
these
evaluations
are
rubric
based.
This
poster
presents
the
features
of
Expertiza
and
offers
an
opportunity
to
try
out
the
system.
Arranging
African
American
Melodies
for
Sight-Singing John
Henry,
Jr.,
North
Carolina
A&T
State
University
Do
you
find
that
the
musical
examples
in
your
sight-singing
textbooks
lacking
in
variety?
When
teaching
sight-singing
at a
Historically
Black
College
and
University
(HBCU)
or
at
any
other
institution
of
higher
learning
or
grade
school,
I
find
it
necessary
to
use
familiar
tunes
to
teach
the
basic
concepts
of
sight
singing.
To
accomplish
this,
I
decided
to
write
several
arrangements
of
African
American
melodies
to
use
for
sight-singing.
The
melodies
will
be
in
major
and
minor
keys.
The
African
American
melodies
arranged
in
major
keys
include:
Lift
Ev’ry
Voice
and
Sing,
We
Shall
Overcome,
and
Nobody
Knows
the
Trouble
I
See.
The
African
American
melodies
arranged
in
minor
keys
include:
I
Want
Jesus
to
Walk
With
Me,
Wade
in
the
Water,
Go
Down
Moses,
and
Soon-Ah
Will
Be
Done.
The
melodies
in
minor
keys
allow
students
to
become
acquainted
with
the
“la”-based
minor.
The
melodies,
which
were
arranged
using
FINALE,
will
be
on
display
along
with
a
brief
description
of
what
concepts
are
to
be
learned
from
each.
The
solfege
syllables
will
be
written
in
at
key
points
in
order
to
demonstrate
the
particular
concept
to
be l
earned
from
the
melody.
These
melodies
illustrate
some
basic
concepts
of
sight-singing,
such
as
the
use
of
major
and
minor
modes,
pentatonic
scales
and
advanced
concepts
of
blues
notes
and
chromaticism.
These
melodies
also
make
pleasant
exercises
to
be
sung
from
memory
using
solfege.
This
interactive
session
for
any
music
teacher
grade
school
through
college.
Attendees
may
stop
by
and
sight-sing
the
melodies
using
solfege.
Development
of
an
International,
Multidisciplinary,
Multicultural
Learning
Community:
Building
a
Bridge-Without-Borders Cheryl
Hettman,
California
University
of
Pennsylvania
Faculty,
staff
and
students
from
multiple
disciplines
and
healthcare
professionals
from
the
community
created
an
international,
multidisciplinary,
multicultural
“learning
community”
with
a
mission
and
a
university
in
Kingston,
Jamaica.
Learning
Community
members,
along
with
lay
caregivers
for
severely
disabled/disordered
children
at
the
mission,
encountered
a
shared
teaching-learning
opportunity
via
distance
technology
using
videoconferencing
through
the
Internet.
Additionally,
a
service/experiential
learning
opportunity
offered
active,
hands-on
interactions
and
a
dynamic
exchange
among
those
involved.
If
You
Build
It,
Will
They
Come?
Developing
and
Implementing
a
Scholarly
Teaching
Career
Track
for
Tenured
Faculty
in a
Doctoral
Program Sallie
Ives,
University
of
North
Carolina
at
Charlotte
There
have
been
a
number
of
articles
written
about
the
challenges
in
implementing
a
true
appreciation
of
the
scholarship
of
teaching,
especially
at
research
institutions
and
in
academic
departments
which
are
heavily
invested
in
the
expansion
of
research
and
the
support
of
graduate
programs.
This
presentation
discusses
one
such
model
that
was
developed
through
a
workload
policy
change
that
avoided
many
of
the
pitfalls
typically
associated
with
the
elevation
of
teaching
in a
research-intensive
climate.
How
to
Reach
the
YouTube
Generation Charles
Lorbeer
and
Mary
Cooper,
Capella
University
We
will
discuss
the
relevance
of
YouTube
videos
in
the
classroom.
We
will
demonstrate
in
1-2-3
stepwise
motion
how
easy
it
is
to
upload
a
short
(less
than
10
minute)
video
to
the
instructor's
channel
that
can
be
created
for
educational
purposes.
Students
can
also
be
required
to
upload
a
short
video
as
an
assignment
and
the
purpose
will
be
discussed.
A
brief
demonstration
of
how
this
process
is
performed
during
the
workshop!
Researching Teaching and Learning: What Do SOTL Journal Editors and Reviewers Look For? Danielle Lusk, Jefferson College of Health Sciences
This poster presentation will display common themes among journals in the field of scholarship of teaching and learning. In addition, it will highlight what editors and reviewers of SOTL journals most value in submitted manuscripts. This information is part of a research study in progress involving trends, issues, methods and participants in the scholarship of teaching and learning.
Health Education Students’ Self-Efficacy for Critical Thinking and Writing: Development of an Instrument and Results of a Targeted Skills Development Effort Ray Marks, CUNY, York College
This presentation describes the concept of self-efficacy and its role in writing outcomes and writing achievement. It further highlights: 1) the development of an instrument to assess health education student’s writing self efficacy in the context of an important future professional task required by graduates in the health field, 2) the design and outcome of a study to examine if targeted efforts to improve writing self-efficacy heightens task confidence is outlined and 3) the results and conclusions reached in context of study results and recommendations for practice and future research are explicated in the presentation.
Engaging
Students
via
Audience
Response
System
Technology:
A
Constructivist
Approach Ava
Porter,
Jefferson
College
of
Health
Sciences
Using
Interactive
Audience
Response
Systems
(ARS)
with
question
driven
instruction
(QDI)
in
the
classroom
conforms
to
constructivist
learning
theory.
Gagnon
and
Collay’s
Constructivist
Learning
Design
(1996)
emphasizes
six
key
elements
designed
around
constructivism
and
the
process
of
active
student
learning.
Using
ARS
with
QDI
in
the
classroom
allows
for
successful
implementation
of
all
six
elements.
In a
pilot
study,
baccalaureate
nursing
students
reported
increased
interactivity,
paying
more
attention
in
class
and
better
understanding
of
concepts.
Targeted
Strategies
in
Technology
to
Improve
Student
Success
in
Anatomy
and
Physiology
Michael
Slaughter,
Jefferson
College
of
Health
Sciences
Before
2005
the
approach
to
teaching
Anatomy
and
Physiology
I to
freshmen
healthcare
students
at
Jefferson
College
of
Health
Sciences
was
the
traditional
didactic
based
method.
The
student
success
rate
using
the
traditional
approach
was
68%.
Starting
in
Fall
2005,
a
large
departmental
effort
was
developed
and
initiated
that
used
a
combination
of
traditional
methods
and
electronic
technology
methods
to
impact
student
success
rates.
A
large
electronic
component
that
supported
the
traditional
work
was
developed
and
placed
on
Blackboard
for
access
by
every
student
in
the
class.
The
emphasis
in
technology
was
directed
at
an
increase
in
the
accessibility
and
organization
of
information.
Student
success
rate
in
the
Fall
2005
semester
was
80%
and
in
the
Fall
2006
and
2007
semesters
it
was
83%.
The
increase
in
technology
increased
student
access
to
course
information
and
increased
student
success.
