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and Abstracts Including new
slides and documents
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Christian Brothers University 650 East Parkway South Memphis, TN 38104 E-mail:
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A Professional Development Workshop Christian Brothers University |
| Program
and Abstracts Including new
slides and documents
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Christian Brothers University 650 East Parkway South Memphis, TN 38104 E-mail:
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Links
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Program:
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and Directions to CBU Enter CBU from Central Ave.
Posters are in Buckman Hall.
Thursday, 17 August 2000. |
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2000 |
CBU Excellence in Teaching | |
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Montesi |
Breakfast will be provided during registration.
(Montesi: 2nd floor, Buckman Hall) |
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Opening
Prayer and Opening Remarks |
Spain Aud. |
(Spain Aud.: Lower level, Buckman Hall) |
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Vendors
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Montesi |
Vendors' Displays
(Montesi: 2nd floor, Buckman Hall) |
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Break
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Refreshments
(Montesi: 2nd floor, Buckman Hall) |
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Concurrent Papers | ||
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Dr. Ellen S. Faith
Classroom assessment techniques: Tools for teaching and learning. |
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Ms. Cathy Carter
Technology Enhancing the Teaching, Learning, and Practice of Mathematics. |
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Dr. Pete Gathje and
Ms. Teri Mason
Service learning in the classroom. |
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Dr. Bob Brittingham
Teaching brain theory and how to apply it. |
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Authors for the following posters will be present 10:30-10:55 | ||
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Concurrent Papers | ||
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Dr. Malinda E.C.
Fitzgerald
A real-world experience for Biology majors at CBU: Senior research. |
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Dr. Robert Blanks and
Dr. Henry Luttrell
A new ChE project course. |
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Dr. Myron Trang and Ms.
Mary Patrzalek
Coaching professors to higher levels of effectiveness. |
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Dr. Robert Cosenza
Hot potatoes: Web based courseware development suite that is shareware. |
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Authors for the following posters will be present 11:00-11:25 | ||
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Lunch
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Alfonso Dining Hall, Thomas Center | |
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Concurrent Papers | ||
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Dr. K. Madhavan
Capstone design course in civil & environmental engineering. |
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Dr. Anna E. Ross
A demonstration of digital biology course materials that help students learn. |
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Bro. Joel Baumeyer
Helping students acclimate themselves to study in college. |
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Bro. Walter Schreiner
Inferential statistics with the TI-86. |
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Dr. Siripong Malasri
Supplementing traditional teaching & learning with distance education technology. |
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Authors for the following posters will be present 12:30-12:55 | ||
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| Closing
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1:00-1:45
Spain |
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| Author(s) | Excellence
in Teaching ~ 2000
Abstracts for Papers and Posters |
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| Bob Brittingham | Teaching Brain Theory and How to
Apply It
One model of the human brain distinguishes three parts, the reptilian, the mammalian, and the human (neo-cortex). Students using the neo-cortex will be more likely to do well in situations where reasoning is required, but it is often difficult to operate at this mental level. This presentation will demonstrate how one professor presents brain theory to business majors, and shows them how to use the theory to develop a more effective learning strategy. |
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| Cathy Carter | Technology Enhancing the Teaching,
Learning, and Practice of Mathematics
Technological advances have changed the way that mathematics is taught. Graphing calculators allow students to consider a math problem from several different approaches. Investigating and comparing numerical, graphical, and analytical solutions to the same problem foster a broader understanding of the underlying concepts. Verbalizing these observations is another important component in the way that mathematics is currently taught. Graphing calculators also allow students to go beyond the contrived problems of earlier math texts where all of the problems had “nice answers”. While spreadsheets and software packages perform these tasks, they lack the portability of the calculator. This will be a hands-on presentation to acquaint faculty with some basic uses of the calculator the in introductory math courses. Anticipated illustrations include an algebra problem, statistical applications, and a modeling example. |
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| Ellen S. Faith | Classroom Assessment Techniques:
Tools for Teaching and Learning
During the 1980’s, using Harvard Assessment Seminar as a collegial proving ground, Patricia Cross and Thomas Angelo pioneered a number of techniques to engage faculty in assessment of the teaching/learning process in their own courses and classrooms. Over the last decade, many faculty across the country have tried classics like the “One Minute Paper” to discover strengths and weaknesses in their students’ comprehension of newly introduced content. This workshop will (1) provide CBU faculty with perspective on the potential of these manageable mini-assessments to enliven teaching and learning and (2) introduce several of the techniques in enough detail to equip faculty for experiments with classroom assessment tin their own courses. |
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| Pete Gathje and
Teri Mason |
Service Learning
One of CBU’s institutional goals is to “provide programs which teach and encourage students to be active, informed, interested, and concerned citizens with a global perspective and a strong sense of justice and responsibility.” An ideal route to this goal is through the implementation of service learning in classrooms. Service learning is need-based and significant student service that is incorporated into the classroom through experiential reflection in the context of a course’s issues, texts and theories. Dr. Gathje has created a proposal for undertaking service at CBU, and we would like to take this opportunity to acquaint more of the faculty with this very relevant teaching tool which can be used in a variety of disciplines. We will present an overview of the literature in this area, the theoretical and institutional goal-directed reasons for implementing it, the logistics involved, and the results of a fall semester test case. Links for more information on Service-Learning: |
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| Robert Blanks and
Henry Luttrell |
A New ChE Project Course
Once a week, for 1 to 2 hours, all CBU chemical engineers [10 freshmen, 10 sophomores, 9 juniors, 14 seniors, and 3 faculty] meet to discuss topics of interest. The students are divided into teams, with each senior as a team leader. Each team tackles two projects during the year. One is a technical project done in cooperation with a local chemical company who supplies an engineering mentor for the project. The other is a project dealing with some aspect of engineering ethics, environmental responsibility, safety, or health. During the year, the course meetings are used in a number of different ways. We have the AlChE student chapter meetings and discuss fund raising, service projects and parties. We invite local chemical engineers and non-ChE CBU faculty to present various topics of interest. We discuss methods for successfully planning and managing projects and for making effective oral presentations and the teams present the results of their projects. We discuss theories for understanding human behavior and for interacting effectively with friends and colleagues. And we take some field trips to local companies. The goals in the development of this new course are: 1.To integrate the freshmen and sophomore chemical engineers into the activities of the juniors and seniors. 2. To provide a forum in which to discuss important "on-the-job" skills other than engineering, math, and science subjects; such as people skills, group dynamics and leadership, speaking before an audience and preparing written and oral reports. 3. To meet new ABET 2000 requirements. |
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| Robert Cosenza | Hot Potatoes: Web-based Courseware
Development Suite that is Shareware
The Hot Potatoes suite is a set of six authoring tools, created by the University of Victoria CALL Laboratory Research and Development team, which enable you to create interactive Web-based exercises of six basic types. The exercises use JavaScript for interactivity, and will work in Netscape Navigator and Internet Explorer versions 3 and above on both Windows and Macintosh platforms. Version 4 of Hot Potatoes is now able to produce Dynamic HTML exercises, including features like drag-and-drop, but these will only work with more recent browsers. The authoring tools will also handle accented characters, so you can create exercises in any language based on the Roman character set, including French, German, and many other languages. Although the exercises are constructed using JavaScript, you don't need to know anything about JavaScript to use the programs. All you need to do is to enter your data -- texts, questions, answers etc. -- and the programs will create the Web pages for you. Then you can post them on your Web site. However, the programs are designed so that almost every aspect of the pages can be customized, so if you do know HTML or JavaScript, you can make almost any change you want to the way the exercises work or to the format of the Web pages. If you work in a non-profit-making educational institution or context, then you may use the Hot Potatoes suite free of charge. If you are working for a company or in a commercial context, you will need to buy a license (contact Half-Baked Software for information). However, whether you're commercial or otherwise, we do ask that you register the programs; all you have to do is to fill in a form on our Website, and it helps us to stay in touch with our users and get some idea of who is using our programs. http://web.uvic.ca/hrd/halfbaked/index.htm |
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| Malinda E.C. Fitzgerald | A Real World Experience For Biology
Majors at CBU: Senior Research
CBU’s mission is to teach and provide the best learning experience possible for the student. Biology faculty at CBU in the mid 1970’s designed a program in which their students could obtain a research experience at other institutions. This provided an answer to the lack of research at CBU and utilized the research community available in Memphis for laboratory experiences. This program has continued to evolve as faculty change within the department and as the department continues to improve the biology curriculum. Currently, within the Department of Biology, all senior biology students at CBU are required to conduct research either as independent research or mentored research. The difference in these two courses is the complexity of the project and the time commitment of the students. However, in preparation for the research experience there are several courses that precede the research experience. As sophomores, students enroll Biological Career Choices. This course was offered for the first time in spring 1999 and was designed to assist the students in career choice development. In their junior year, biology majors enroll in Junior Seminars in Biology. This course exposes students to researchers who could potentially serve as mentors for their senior research as speakers from a wide range of backgrounds: however, mentors are not limited to the speakers. By mid-semester the students make contact with their potential mentor and develop a research project. Students are required to submit a research proposal and once the project has been approved, the students begin their work. Students conduct research in the summer between their junior and senior year. During the senior year the students prepare a journal style article, give an oral presentation and prepare a poster for the CBU undergraduate research poster session. The integration of these courses helps better prepare the students for careers in biology as well as allowing the students unlimited access to professionals that maintain active research programs. This type of program greatly expands the potential scope of the student’s research far beyond the limits of any one institution, but a vast majority of mentors that previously worked with CBU students are eager to provide a research experience for the next group. View the presentation slides. |
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| Myron Trang and
Mary Patrzalek |
Coaching Professors to Higher Levels
of Effectiveness
Most professors have acquired effective ways to engage, inspire, and motivate their students. While a solid command of the discipline is highly correlated with a variety of teaching styles that are admired by others, even the best skills and background may not cause all students to become successful. Determining whether the majority of students reach desired levels of understanding is difficult, if not impossible, task in that attempts to observe this would often interfere with artful teaching. One solution for those who are serious about the effects of their work lies in the use of peers to conduct observation for them. While some professors would hesitate to the thought of being observed by other academicians, research suggests that productive outcomes are typically experienced by those who use such a process. Peer teams can assist in determining such things as whether an unconscious gender or cultural bias might exist as indicated by the frequency or duration of interaction between the professor and specific students in a class. This presentation explains the rationale, processes, and critical assumptions essential for the successful use of a peer review team. Descriptions of common teaching behaviors that may not facilitate learning success are provided. A question and answer period will end the presentation. |
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| Bro. Joel Baumeyer | Helping Students Acclimate Themselves
to Study in College
The session will be an informal discussion. This will be an opportunity for sharing among those present of methods they have found useful in helping incoming students make the transition to academic collegiate life. Study habits checklist (MSWord to download). Handouts: Schedule Form and Time Budget (click to see larger image; right click to save & print)
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| K. Madhavan | Capstone Design Course in Civil
& Environmental Engineering
Fundamental principles, design methodologies, planning, scheduling, estimating, detailing, design drawings, and cost analysis are taught to students in the engineering curriculum. Several courses are planned and laid out in the curriculum so that they are interlaced in horizontal and vertical integration effectively, so the students gain their knowledge sequentially and systematically. Students apply their gained knowledge to solve real world, open-ended engineering problems successfully in the capstone design course. They are guided by faculty members and are also advised or mentored by practicing engineers in their respective disciplines. Student projects are examined and critiqued regularly and rigorously through classroom presentations and written reports. Details of how this course fulfills the requirements of the engineering accreditation agency (ABET) are also discussed. |
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| Siripong Malasri | Supplementing Traditional Teaching
& Learning With Distance Education Technology
This presentation will describe how distance education technology was used during the summer of 2000 to supplement traditional teaching and learning in ENGM 624 - Knowledge Engineering. Course materials consist of three major portions. The first part includes class notes (in hypertext markup language or HTML) and hands-on software (in the Visual Basic language). They are recorded on a CD and can be run off-line. The second part provides on-line resources available to the public. These web pages are in HTML format and are located on the CBU Sheba web server. The third part was created under the WebCT environment and is located on an ECE web server. This part is password-protected and only available to students in the class. It contains a syllabus, class schedule, assignment list, e-mail list, bulletin board, and chat room facility. The user interface is consistent across all three parts, so the user can move among parts seamlessly. Traditional face-to-face instruction was kept for about 80% of the course, while the other 20% took place on-line. On-line activities include posting information on the bulletin board, group and case study discussions in the chat room, and interaction with the professor via on-line office hours. View the presentation slides. |
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| Anna E. Ross | A Demonstration of Digital Biology
Course Materials that Help Students Learn
Examples of PowerPoint slides and other digital course materials will be presented. I will also show some of the ways digitized images are made available to students in my courses. For example, in addition to using images in PowerPoint, my students are now using sets of digitized photomicrographs with ACDSee software. Over the past several years, I have been experimenting with providing increasingly detailed “lecture notes” (lately in the form of PowerPoint slides) to free students from the passive role of taking dictation during class. The idea is to be able to spend class time explaining, discussing, and trying to understand the course material without having to sacrifice course content. That is, we can now devote more class time to active learning. Additional recent developments include the addition of a computer projection system with digital document camera in each of the biology labs and the availability of a shared directory that students can access from anywhere on campus. These resources have enabled me to post digital images of lab materials so that students can review lab material from anywhere on campus. View the presentation slides and notes. [Restricted to CBU domain] |
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| Bro. Walter Schreiner | Inferential Statistics with the
TI-86
We will illustrate the use of assembly language programs as a tool for doing inferential statistics with the TI-86. These programs are easily transferable to any TI-86 via graphlink, and add a STAT submenu to the TI-86's MATH menu. Illustrative examples will be chosen to show the usefulness of these programs for one-way ANOVA, chi-square, Z, t, and F test. These will include one and two sample tests and cases where variances may be pooled or not pooled. This presentation assumes at least a minimal acquaintance with inferential statistics. View the TI-86 Manual for Applied Statistics (pdf document requires Acrobat Reader) Bro. Walter's web page. |
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Conrad Brombach
10:30 BU104 |
Using Self-Assessments to Evaluate
Career Potential
It is discouraging when you hear of students who were successful in college and are not successful, or are not happy, in the career that awaited them after graduation. Often students will return to the university and talk about the possible majors they might have tried "had they only known." For some, the internship serves as the "eye opener." Many, however, view the internship as temporary and not a career commitment. In three of my classes, I require a "Self Assessment Profile" to help students evaluate future career success by assessing current attitudes, skills, and personality traits. This profile identifies career strengths, as well as needs. For many students it is the basis of career decisions, for some it is the impetus for a development plan. At Christian Brothers University, I have the advantage of a Career Center which makes available to our students many of the assessments I use in my classes. Students schedule, take, and have feedback from the trained Career Center staff. Fundamentals of Counseling Class: During the semester, each student is required to complete a number of personal inventories. The results of these are summarized and evaluated in a profile. This "Counselor Potential Evaluation" provides an opportunity for each student to assess and evaluate their strengths and weaknesses for the counseling profession. The assessments used for the class are: Sport Psychology Class: To accompany and enhance various chapters in the Sport Psychology textbook: Foundations of Sport and Exercise Psychology, by Weinberg and Gould, I require students to use various assessments. Two chapter examples are: Industrial and Organizational Psychology Class: During the semester, each student is required to complete a number of personal inventories and write an "Assessment of Managerial and Leadership Strengths and Weaknesses Profile." This is a personal evaluation measuring the strengths and weaknesses associated with managerial responsibility as an Industrial/Organizational Psychologist. Special attention should be given to challenges from problems at the individual group, and organizational level. The assessments used for this class are: Students' Evaluation of the Use of Assessments: At the completion of the course, the students are asked to evaluate the effectiveness of the use of the assessment profile by completing a "Value of Assessments Questionnaire." |
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| Rena Durr and
Tracie Burke
10:30 BU104 |
Professor's Self-Disclosure in the
Classroom: Risk or Reward
190 college students were asked which of 17 items had been disclosed by a professor at some time during their college. Students report that a wide range of personal experiences are revealed by professors, and most do not change the student's perception or evaluation of a professor. However, some items are much more likely to result in a change in perception or evaluation than others. |
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Johnny Holmes
10:30 BU104 |
Teaching Effectiveness and Annual
Evaluations: A Dean's Point of View
According to the CBU Faculty Handbook: "The primary duty of a faculty member is effective teaching. Most of a faculty member's time and effort will normally be devoted to effective teaching, and hence the evaluation of a faculty member emphasizes teaching effectiveness." This presentation will look at 1) the data available to me as Dean, 2) the data that would be most useful to me as Dean, and 3) the limitations on my ability to obtain more useful data. Here is the full text of the poster. (MSWord document to download) |
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Beth Nelson
10:30 BU104 |
Building a Better Mousetrap?
Developing a Course Evaluation Instrument
This poster presents and explains a one year study conducted to improve the evaluation instrument our students use to give us feedback about our courses and teaching methods. In the first phase of the study, 705 students filled out an open-ended evaluation in addition to the standard school form. During subsequent class time, a sample of 30 students filled out a questionnaire regarding the new evaluation instrument. Using this feedback and the data from the open-ended evaluation instrument, a second questionnaire was given to 30 students the following fall semester. These results were used to develop a new six-page evaluation instrument that measures characteristics of the course and the student. This new instrument was used to evaluate all behavior sciences courses in November 1999. This data was used to create a new open-ended evaluation form to be used April 2000. Developing a Course Evaluation Instrument Handout (MSWord to download) |
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Ellen Faith
11:00 BU104 |
Teaching for Understanding | |
Beth Nelson
11:00 BU104 |
Depression in the Classroom
This poster will describe the outcomes of a class assignment in Dynamics of Depression taught by Dr. Durr and Dr. Nelson during the May 2000 day session. The problems presented to the 11 students included the following: 1) Develop a specific plan to address dual diagnosis on the CBU campus; 2) Describe the subjective experience of the person with bipolar disorder. This poster presentation is a response to student recommendations to educate the CBU community about depression and comorbid disorders, especially as they pertain specifically to college students. Literature on depression, dual diagnosis and comorbidity will be available from the National Depression and Manic Depression Association (Dr. Nelson is a professional member) and from the National Alliance for Mental Illness (the department of Behavioral Sciences is an agency member). Here is the text of the poster (MSWord document to download) Here are some web sites related to depression where you can get information and free materials:
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| Sandra Nicks and
Tracie Burke
11:00 BU104 |
Operant Conditioning at the Zoo | |
Cathy Parker
11:00 BU104 |
Characteristics of Competent Teachers | |
Teri
Mason
12:30 BU104 |
Psychology is Everywhere: Using
Psychology to Teach (Medical) Anthropology
Medical Anthropology is the study of concepts of health and illness, and behaviors and beliefs relating to these in this and other cultures. This poster presentation will provide a brief look at the very distinct relationship between psychology and the study and teaching of medical anthropology. Definitions of medicine, practitioners, good and ill health can vary tremendously across cultures, but one relative constant seems to be the connection between minds and bodies in regard to health. This connection has been somewhat slow to examined in much of the West, with its history of a reality that quantifiable. However, in much of the rest of the world, this connection is regarded as very distinct and powerful. For instance, a shaman may cure through dancing and demon-extraction, and many in the West would see this as fairly unreliable. But research in the United States has often shown placebo treatment to be as effective as an experimental drug treatment 50 to 80% of the time, and that doctors' 'bedside manners' can have a significant impact on healing and hospital stays. And the illnesses in the US that have show the greatest growth in the last decade are anxiety disorders. Subsequently, this makes it difficult to discount Mexican spirit surgery, Tibetan meditation healing, ecstatic trances and serpent handling in West Virginian cancer cures, treatment of entire families by Chinese shamans to cure one patient, and the belief in India that burning pains can be caused by hot emotional states, hot food, and even hot weather. Maybe in many less quantitative parts of the world, they've long known what we in the West are only beginning to grasp - that you can't discredit the power of mind, belief, and behavior. So our brains and our minds, and what they may be capable of, may be one of the last great frontiers. And through the combination of psychology and anthropology, we can attempt to 'see' some alternate realities and alternate images of ourselves. |
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| Rod Vogl and
Beth Nelson
12:30 BU104 |
Human Factors / Engineering Psychology
Engineering Psychology, a.k.a. Human Factors, is a lucrative field for students graduating with a bachelors or masters. This poster will present information to the CBU community on the curriculum, career opportunities, job market and contributions made to society in the field of Human Factors. We will have available literature about Human Factors and from the Ergonomics Society. Dr. Nelson is a member of Division 21/Applied Experimental and Engineering Psychology of the American Psychological Association. Dr. Vogl is seeking grant money from the FAA to do research with air traffic control. Faculty will be able to view a continuous -run video on Human Factors careers and "play" with interactive software such as "Designing Accessible Environments". It is our goal to use the CBU Teaching Conference as a forum to introduce the CBU community to the field of Human Factor as the department of Behavioral Sciences works to create an engineering psychology option for our existing Applied Psychology major with future possibilities for a Masters in Human factors. View the "Human Factors" poster slides. |
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| Y.
S. Zagvazdin,
C. A. Meade, M. E. C. Fitzgerald, and A. Reiner
12:30 BU104 |
Evaluation of Instructor Skills
of Post-doctoral Fellows with Research Experience in Neuroscience
Student evaluation is a powerful tool that can provide useful information for improving teaching effectiveness. Studies have shown that students are sensitive to strengths and weaknesses of an instructor even after one lecture (Stillman et al., 1983). Student comments, therefore, are especially valuable for postdoctoral fellows, graduate students, and others beginners with limited teaching experience and limited opportunity to teach. However, the literature on this subject and on the evaluation of beginning teachers by students is limited. In this study, we used student comments to assess teaching performance of two postdoctoral fellows and to improve basic instructional skills. We also attempted to determine the effect of other factors such as different cultural backgrounds, personality characteristics, and research experience in neuroscience on student perceptions of the teaching performance of instructors. To address these issues, a questionnaire was presented to a group of students from Christian Brothers University regarding the performance of two postdoctoral neuroscientists that have difference cultural backgrounds. For both researchers this was their first opportunity to deliver two lectures and to conduct a lab for undergraduate biology majors. Presented is an analysis of students' comments to four categories of questions that include: a) performance of instructors, b) effectiveness of the teaching methods, c) performance of past instructors, d) effectiveness of past teaching methods. This study helps to identify potential ways for improving teaching effectiveness by postdoctoral researchers. |
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| Poster Board Format | Poster boards are double-sided.
There will be a poster on each side. Each poster presentation will
have one board, 72" wide, made up of four panels each 30" high by 18" wide.
Clear push pins will be available. The boards will be displayed on
tables. The table space may be used for handouts or supplemental
displays.
Posters will be set up by 8:30 am in BU104 and will remain up until 1:45 pm. |
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| |To the Program List| | ||
| Opening
Remarks
Ann-Nette Lofton
Spain Aud. |
Ann-Nette Lofton graduated from the CBU
Evening Program in 1998 with a degree in Management. Ann-Nette is
currently a Service Specialist at BellSouth, and her CBU degree has been
helpful in providing her with the flexibility to do a number of other things
in her job, such as training. She is currently working on her Masters
in Education at CBU, and she is looking forward to teaching on her retirement
from Bell in 3 years.
Ann-Nette is married and has a 15 year old daughter named Andrea who wants to be a lawyer, and who is telling her mother she’ll attend CBU, too. Ann-Nette’s photograph is featured on the Evening Program viewbook, envelopes, and advertising (and if you look, you’ll see Andrea, too). |
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| Closing
Remarks
Steven Henderson
Montesi |
Steven Henderson graduated from the CBU Evening Program in 1997 with a degree in Information Technology Management and is married with two children. On finishing his degree, Steve was promoted to Manager of Consumer Packaging Strategic Solutions at International Paper, and Steven said that the sense of accomplishment was great. However, he said what was most useful was being forced to give all those painful presentations in his classes. | |
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Christian Brothers University http://www.cbu.edu/~aross/teach/Conf-Aug2000.html |
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| CBU
Dept. of Biology
CBU School of Sciences |
CBU
Biology Webmaster:
E-mail: aross@cbu.edu Anna E. Ross, Ph.D. Associate Professor of Biology 
[This page updated 24 Aug. 2000 ~ AER] |
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