NOTE:  The speed of your Internet connection may cause some delay when you first launch some of these files.  You might need to adjust the audio volume to a comfortable level.

Professional Development- Scholarship of Teaching and Learning (SoTL), Faculty

Daniel Bernstein, University of Kansas;
Wes Dotson, University of Kansas

We have applied the model of individual scholarship to the teaching of entire programs or departments. Departments identify goals for their program and specify where students demonstrate an understanding of those goals. Faculty members use a shared rubric to identify how well students achieve program goals and give feedback to the program. We present two examples of unit portfolios generated with graduate student writing partners. The individual scholar model functions with entire academic units.

Tom Carey (4:44 Minutes)

Brett Christie (2:02 Minutes)

Instructional Development- Faculty, Learning and Teaching

Tom Carey, University of Waterloo
Jeannie Cheng, San Francisco State University
Brett Christie, Sonoma State University
Wai Mei Fang, San Jose State University
Tasha Souza, Humboldt State University

Digital case stories for faculty development combine faculty storytelling with course artifacts and interactive resources. This requires collaboration between the faculty storyteller and other team members with expertise in faculty development and digital media especially for stories shared with other institutions for faculty development). This poster/demo will demonstrate case stories for faculty development on topics such as First Day of Class, Universal Design for Learning, Integrative Learning and Course Redesign. The poster presenters will share experiences about creating digital stories with faculty, including emerging issues concerning the partnership between faculty authors, faculty development experts and digital media specialists.  [SW#2 VID5 4:44]

Instructional Development — Learning and teaching, Scholarship of Teaching and Learning (SoTL)

Yu-Jen Chiu, National Taiwan University;
Wen-Shya Lee, National Taiwan University

This poster presents a series of activities that a teaching center inane Asian Research I university conducts to assist new faculty with future success in the early stage of career. The series of events consists of New Faculty Orientation, a Mentorship Program, and routine workshops and seminars. This presentation will show how a teaching center functions with respect to new faculty professional development in the National Taiwan University context.  We invite an exchange of institutional experiences and practical suggestions for effective implementations in helping new faculty thrive in their academic career.

Instructional Development — Scholarship of Teaching and Learning (SoTL), Educational Research.

Alix Darden, The Citadel

The American Society for Microbiology (ASM) has a long standing commitment to providing educational resources and tools that foster professional development of its educator members. In 2005 AS initiated a three-year pilot program, the ASM Scholars in Residence, ASMSiR, program, which is designed to have significant impact on faculty and their communities, in science education reform, through the scholarship of teaching and learning. The poster will focus on development of the program and outcomes based on three cohorts of scholars.

Organizational Development — Educational Developers

Wesley Dotson, University of Kansas

As part of a 10-year review and self-study process, our advisory board asked us to place the University of Kansas Center for Teaching Excellence into the context of other teaching centers across the country. Several comparisons were made along dimensions such as: center size, funding sources, audience served, and types of services and programs offered. In addition, an analysis of websites and programs offered was done to identify interesting or informative website features and programs. Seventeen centers who shared information are included in the results. The poster will summarize the findings and offer discussion of interesting programs and website features.

Organizational Development — Marketing, Development

Cheryl Ernst, Southern Illinois University Carbondale

For over 25 years, International Teaching Assistants (ITAs) have been the focus of numerous research studies. One area that has been lacking is a comparison of the testing and training processes from the perspectives of the administration, the ITA-hiring departments, and the ITAs themselves. This poster session shares the results of a study that qualitatively evaluated the testing and training process at large Midwestern university to identify areas of miscommunication and inconsistencies with the aim of improving communication across campus. This session will be useful for those involved in the testing and training process of ITAs.

Professional Development — Scholarship of Teaching and Learning (SoTL), Program Evaluation

Peter Felten, Elon University
Katie King, Elon University
Ben McFadyen, Elon University

This poster describes a new program that brings together high schoolteachers and university faculty to conduct collaborative year-long scholarship of teaching and learning (SoTL) research projects. The eight high school teachers and eight university faculty in the program's initial cohort are exploring shared questions about student learning, leading to new insights and improved teaching at both the high school and college level. The poster will feature the work of the program's participants, and will present evidence of how this collaborative approach changes the SOTL research process by weaving together insights into student learning from teachers and faculty.

Organizational Development — International, Large Institutions

Jake Glover, Fort Hays State University
Leaf Yi Zhang, University of Florida

This poster covers an in-progress case study of the transition from paper-based to web-based student ratings of teaching. It discusses research foundations for the proper use of student ratings in faculty evaluation and how change creates opportunity to realign institutional mindsets on how "we've always done it." This case study also entails the paper to web transition in a Chinese partner school and the poster explores Chinese higher education culture regarding faculty evaluation and the efforts required to weave this context into the American university paradigm.

Instructional Development — Scholarship of Teaching and Learning (SoTL), Faculty

Kimberly Green, Washington State University

At Washington State University, we are exploring three-way partnerships across campus and community, supporting SoTL  work-in-progress using portfolio thinking and technology. We've designed electronic SharePoint environments which offer structured reflective assignments to a) promote thinking, questioning, and integration of ideas, and b) document students' process and progress. The environments have built-in assessments which provide rich timely feedback to faculty and other collaborators, allowing them to make adjustments, build on student perceptions and address challenges. This approach has recently facilitated two multi-partner collaborations: Honors College, Libraries, and CTLT; Education, public school, and CTLT. We've woven much together and raised new questions.

Enhancing Faculty Collegiality with a Continuum of Teaching/Learning Support (2:28 Minutes)

Organizational Development — Faculty, International

Laurie Hatch, Ohio University
Martin Tadlock, University of Wisconsin Oshkosh

Increased economic pressures on colleges and universities raise significant challenges not only for maintaining educational access and academic standards, but also for collegial relationships within the academy. This poster presentation addresses how faculty development programs and initiatives can enhance the collegial environment for both full-time and adjunct/part-time faculty with a continuum of teaching and learning support.

Instructional Development — Faculty, Learning and Teaching

Amber Dailey-Hebert, Park University
Emily Donnelli-Sallee, Park University
Jean Mandernach, Park University

Research has shown the importance, particularly for women, of receiving mentoring in the academic profession (Castor, Caldwell, &Salazar, 2005). Those women who do remain in the academy through the tenure and promotion process may have difficulty finding mentors oriole models in academic leadership positions (Kaplan, 1995; Cawyer, Simonds, & Davis, 2002). With the dwindling number of women remaining in the profession, and fewer achieving high level positions of leadership, this lack of women leaders in academia influences the policies, procedures, and expectations set by institutions (Cullen &Luna, 1993). This poster session addresses ways to support women faculty in defining and pursuing leadership excellence.

Professional Development — Professional Context, Career Stages

Cho Hee, Korea University
Meena Hwang, Korea University
Younghae Park, Korea University
John Sager, Korea University

This poster examines the English-mediated classes (EMC) in non-English-speaking countries both from a policy point of view and with pedagogical considerations. As higher education institutions try to internationalize their programs, many universities in non-English-speaking countries have adopted EMCs. We will examine the cases of Finland and the Netherlands, Hong Kong and Singapore, and will present Korea University in particular to review the policy, faculty development activities, and the EMC Certification process. The study will bear significance in that the same exact program may be used for assisting foreign faculty members in universities of English speaking countries.

Instructional Development — Learning and teaching, Scholarship of Teaching and Learning (SoTL)

Jane Holbrook, University of Waterloo
Donna Ellis, University of Waterloo

How can we help faculty members adopt purposeful blended learning approaches in their courses? Come and experience our Instructor Resources Repository to learn about one method that you could use on your campus. As part of our course management system, we have been collecting online learning activities that our faculty members caner-use and re-purpose for their own courses, and have organized them according to common instructional challenges that instructors face. The repository includes activities that are more pragmatic than learning objects and has helped us to introduce faculty members into the world of blended learning.

[SW#2 VID7]

Organizational Development — Graduate Teaching Assistants (GTA), Large Institutions

Cassandra Volpe Horii, Harvard University

The Carnegie Foundation's recent study of PhD programs reports that major outcome is the pervasive importance of "intellectual community." While we know that teaching is important, the questions of who can more effectively integrate it into the PhD, and how, remain. Based on assessment data from a program employing graduate students as department-based peer mentors on teaching, our data (surveys, interviews, and reports from faculty, administrators, and graduate students) suggest that peer mentors capitalize on their positions as marginal authorities within departments to facilitate improvements in Carnegie's measures of strong intellectual community (e.g., meaningful faculty-GTA interaction, departmental teaching culture).

Organizational Development — Graduate Teaching Assistants (GTA),

Thomas Janke, Indiana University—Purdue University Indianapolis
Megan Palmer, Indiana University—Purdue University Indianapolis
Genevieve Shaker, Indiana University—Purdue University Indianapolis

Is it worth keeping up with technology? Remember, good teaching is good teaching, and technology is merely a tool. But, what possibilities exist within tools like wikis, blogs, and podcasting to enhance student learning? For example, as communication methods and channels evolve, can these tools provide opportunities for students to explore how to express their learning in multiple genres? During this session we will share and engage in discussion about the ways we have used instructional technology to enhance face-to-face, hybrid and fully online courses. Finally, students' self-reports of the impact obit on their learning will be discussed.

Instructional Development — Learning and teaching

Naoshi Kira, Japan Professional School of Education

This poster explores the differences in the systems and training programs for graduate teaching assistants (GTA) in universities in Japan and the U.S. based on a comparative study. In the U.S., each university decides how GTAs are trained and utilized, but in Japan, the Ministry of Education plays an important role. Japanese universities started using GTAs in 1992, supported by public subsidies and regulated by some guidelines from the Ministry, but GTAs have not been fully utilized yet. Participants will learn about the differences between the university-led and government-led GTA systems from international perspectives in the context of faculty development.

Professional Development — Graduate Teaching Assistants (GTA), International

Sally Kuhlenschmidt, Western Kentucky University
Barbara Kacer, Western Kentucky University

Have you wished the level of persistence and enjoyment aimed at videogames was directed to learning? How do games and educational activities compare? How can teachers take advantage of games for learning? Does technology make it possible to infuse game-play more easily and consciously into learning? Learn about:• the nature of serious games,• the advantages and challenges of using serious games, and• resources for creating games for learning.

[SW#2 VID6 3:53]

Professional Development — Faculty, Educational Developers

Richard Lyons, Faculty Development Associates
Michael Dabney, Hawaii Pacific University

Adjunct faculty members provide colleges and universities potential scheduling flexibility and increased curriculum potency. Many however are initially ill-prepared to manage the array of expectations of their students, administrators and colleagues. Although most institutions provide insufficient support for their part-timers, growing number of institutions have installed an array of preparatory and support initiatives to meet their needs. These include structured orientations, courses in basic teaching and course management skills, mentoring, and recognition practices for exemplary work. This session highlights best practices from an array of institutional types, and the results that have been achieved through those practices.

Instructional Development — Learning and Teaching

Edward Nuhfer, California State University—Channel Islands
Bob Bleicher, California State University—Channel Islands

We produced a reliable and beneficial summative rating form based heavily on CSU-Channel Islands' Mission Statement. Our unconventional campus emphasizes student-centered active learning and interdisciplinary education. We hire faculty for their academic qualifications and their likelihood to support these signature attributes. We opted to create our own student ratings form based upon the latest research and our unique needs. Faculty should own their evaluation system, but developers can play crucial roles as communicator, manager, resource person and co-worker in designing summative ratings forms with faculty. Student ratings forms, foremost, should accurately reflect what an institution asks faculty to do.

Instructional Development — Science, Technology, Engineering, Math (STEM), Educational Research

Jennifer Turns, University of Washington

Jim Borgford-Parnell, University of Washington

Ken Yasuhara, University of Washington

For the past five years researchers with the Center for the Advancement of Engineering Education (CAEE) have studied engineering students and faculty.  This interactive session is designed to familiarize the audience with results from two strands of this research and to guide participants in collaboratively identifying implications for engineering teaching and faculty development. 

[Not listed as a poster session?]

Professional Development — Faculty, Small Colleges,

Laurie Richlin, Charles Drew University of Medicine and Science

In this session, the presenter will describe how a Faculty Learning Community (FLC) is developing an ePortfolio to facilitate graduate student advising. Poor graduate student advising has been shown to be a leading cause of student drop-out and lengthy time-to-completion. During 2006-2007, members of two FLCs investigated graduate advising and conducted a survey of graduate students and graduate faculty members/advisors. Members now are working with individual academic programs and students to develop Learning Matrices to create a graduate student ePortfolio using Sakai. This session will provide the background (including challenges) of the development of their work.

Organizational Development — Educational research, Faculty

Kelly Roberts, University of Hawaii
Kathleen Kane, University of Hawaii
Robert Stodden, University of Hawaii

This poster provides specific research based skills and strategies for faculty to use with students with disabilities. Many of the strategies benefit all students. These include:
• universal instructional design strategies;
• strategies for working with students who use assistive technology;
• strategies for working with students with hidden disabilities including psychiatric and learning disabilities;
• integrating accommodations into the classroom; and
• making the classroom and learning environment accessible. [SW#2]

Professional Development — Diversity, Faculty

Amanda Ryan, University of San Diego
Sandra Sgoutas-Emch, University of San Diego

Academic excellence requires a learning community that mischaracterized by inclusive engagement with diverse groups of people. Successful organizations seek to provide structures that enable collaboration and provide the means to gather and discuss different and marginalized perspectives. This poster session will show how faculty development center and a network of professors and artist educators from the greater city community created opportunities on campus to explore multicultural literature and performing arts; twill also demonstrate how the programs facilitated conversation among students, faculty, staff, administrators and community members about the complexities of gender and race.

Organizational Development — Assessment & Evaluation

Hiroaki Sato, Ehime University
Tayo Nagasawa, Nagasaki University
Hidehiro Nakajima, Meijo University

The purpose of this poster presentation is to show a conceptual and structured map of faculty development (FD) programs in Japan. Since all institutions of higher education were mandated to conduct systematic FD in 2008, various kinds of programs have been developed and implemented in Japanese universities. We gathered the 123 programs in 12 universities and categorized them with the chart which we called Map. It provides us with a reflective framework. Participants would find it useful as a scale for program evaluation and a map for supporting the career development of faculty members.

Organizational Development — Faculty, Program

Yvonne Shafer, Minnesota State Colleges and Universities

The Minnesota State Colleges and Universities system is the fifth-largest system of two- and four-year colleges and universities in the country, based on student enrollment. This session highlights project sponsored by the Center for Teaching and Learning within the system. Faculty and staff from state universities, state and private colleges, and clinical internship sites collaborated to develop an assessment method that aligns medical/clinical laboratory technician competencies for measuring students' performance against predetermined standard of acceptable performance. The poster will be useful for those interested in helping others establish collaborative assessment method for programs where the goal is mastery.

Instructional Development — Faculty, Educational Developers

Alice Stephens, Clark Atlanta University

An effort to improve student learning outcomes in a critical analysis course entitled, "African American Images in the Media" required students to create and deliver a community lecture presentation on atopic related to the representation of African descended people in themes media. The effectiveness this requirement aimed at was deepening the students' comprehension and understanding of course concepts, and strengthening critical thinking skills was compared to an earlier version that did not include a service-learning component. The opportunity to interact with community audiences may be an important and necessary component to mastering very dense and unfamiliar course content.

[Not a "regular" poster session!]

Samples:  Other Web Pages that Display Links to Video & Audio Recordings of Interviews
 

1.  Poster Session Interviews:  28th International Lilly Conference on College Teaching

2.  Interviews:  Compassionate Pioneers - League CIT 2008

3.  Interviews:  Compassionate Pioneers - Various Locations, Media

4.  Interviews:  Categories of Diversity - League CIT 2007

Generic Permission/Release Form 2008