PROGRAM

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Pre-Conference Workshops
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Pre-Conference Workshops

PRE-CONFERENCE SEMINAR $115.00 Tues., Oct. 19th

Price as per registration - ie $40 single workshop, $65 two workshops, includes light lunch.

‘International Perspectives on Undergraduate Research and Inquiry’ organised by Council for Undergraduate Research (CUR) and co-sponsored by the ISSoTL Advancing Undergraduate Research Special Interest Group.

 

TITLES AND ABSTRACTS

Using Course Management Tools to Teach Content through a Conceptual Approach
Karen Swanson (Mercer University), Mary Kayler (George Mason University)

This session provides participants an instruction design process to create a learning community using learning modules to restructure course content and engage students in higher level learning. Palmer defines a learning community as “one that embodies both rigor and involvement will elude us until we establish a plumbline that measures teacher and students alike as great things [subject content] can do” (insert mine, Palmer, 2007, p. 119). Reconfiguring content conceptually is challenging work for both teaching and learning.

 

Finding a Framework
Karen Swanson (Mercer University), Mary Kayler (George Mason University)

This session explores three possible frameworks for faculty to engage in SoTL, models reflective tools and practical strategies for faculty to engage themselves and students in SoTL. Frameworks include Brookfield (1995) critical incident model, Baxter Magolda & King’s (2004) model of self-authorship and designing learning partnerships and Weimer’s (2002) learner-centered theory. The purpose of our approach in finding a framework suggests transformation entails validating students as learners and defining learning as mutually constructing knowledge.

 

Emotional Bottlenecks to Teaching and Learning: Using “Decoding the Disciplines” to Address the Emotional Conflict that Blocks Student Learning
Leah Shopkow , Joan Middendorf, Arlene J Díaz, David Pace, (Indiana University)

Research on emotional resistance suggests students need help with conceptual change (Chi 2008). Teacher narratives that don’t address student preconceptions generate emotional conflict and/or failure to learn, frustrating students and damaging their self-efficacy. In this cross-disciplinary workshop participants will view videos of Decoding the Disciplines applied to emotional bottlenecks and consider useful frameworks for understanding these problems. Participants will be contacted about some materials to bring for the workshop.

 

"Do-it-yourself" data sources: Improving student learning with readily available classroom data
Dannelle D Stevens, Micki Caskey

Although faculty may be very interested in studying their own teaching, identifying the “best” data sources and, then, acting on them often is time-consuming and discouraging. Many faculty are reluctant to take on “just one more thing”. However, surprisingly there are some readily available and easy-to-use classroom data sources. In this workshop, participants will explore a set of what we call, “do-it-yourself” teaching tools that can be used to study teaching and improve student learning.

 

Just-in-Time Teaching and Decoding the Disciplines
Gregor Novak (United States Air Force Academy), David Pace (Indiana University), Steven Novotny (United States Air Force Academy)

This workshop will introduce participants to interactive engagement pedagogies that help students deal with disciplinary content the way experts deal with it. Starting with “decoding the disciplines” techniques that help faculty identify the conceptual bottlenecks and develop scenarios and activities that model the expert’s handling of these, participants will construct in-class and out-of-class student assignments and activities, following the “Just-in-Time Teaching” paradigms that guarantee a high level of timely interactions between students and instructors.

 

Assessments and Standards Workshop to discuss and test the "LAAER" Model
Miriam Firth (Manchester Metropolitan University) Earle Abrahamson (Middlesex University) Chris Rust (Oxford Brookes University)

This is a multidisciplinary workshop to address the concept of ‘firstness’ in Higher Education. Participants will engage in small group discussions to address and evaluate: Levels of learners, Articulation of assessment, Application of theory, Evidence base and Reviews/references. Through these discussions participants will question if “LAAER” is an emerging and appropriate model to aid classification for the highest grade awards in global undergraduate HE.

 

Student Assessment - A Manifesto for Change
Chris Rust (Oxford Brookes University)


Experts in the field of assessment, including from outside the UK, were brought together to consider perceived problems with UK assessment practice. The outcome was a six point manifesto for change. After a brief summary of the manifesto, and the thinking behind it, participants will be encouraged to consider whether the identified problems apply outside the UK, and the degree to which the manifesto might be applicable in other national contexts.

 

NVIVO for qualitative data analysis
Patsy Clarke (Oxford Brookes University, UK)

This introductory session will focus on NVIVO software as a data
management and analysis tool for use with text and multimedia data e.g.
images, audio and video, in qualitative research projects. As well as
providing an
overview of the functionality of the software, the session will provide
ideas and suggestions for using the software to 'lighten the load'.

 

 

 

Further details about the seminar programme, details about submitting posters, and examples of posters are available at http://www.cur.org/pre-ISSOTL.html.

If you book for the full ISSoTL conference at the same time the fee is only $75. CUR Registration Includes: Participant in CUR sessions; Light Lunch; Opening Reception of ISSOTL conference; Morning and Afternoon Refreshment Breaks

 

SOCIETY WEBPAGE:

 

Indiana University Conferences