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2000–2001 SOTL Schedule of EventsProgram NotesAll events are open to all faculty of Indiana University. Faculty are warmly invited and encouraged to participate in as many events as feasible. All events with topics useful to the preparation of graduate students as future faculty are open to associate instructors, and other graduate students enrolled in pedagogy courses or otherwise contemplating teaching careers. Faculty are encouraged to forward invitations to SOTL events to graduate students who may gain from participation or to place reservations for these students at the same time they make their own reservations. Food is provided at almost every event. To minimize cost and waste of food, cost of handouts and other materials, and also because seating capacity is limited at some events, advance reservations for all events are kindly requested. Videotapes of events will be loaned to faculty on any IU campus via campus mail. Make request to Sharon Smith (5-9023 or smiths@indiana.edu). Comments, suggestions, or queries regarding this Schedule of Events or any aspect of the Scholarship of Teaching and Learning (SOTL) initiative are earnestly solicited. Please direct communication to:
SOTL Advisory CouncilAlthauser, Robert–Professor of Sociology Andrews, Moya–Vice Chancellor for Academic Affairs and Dean of the Faculties Becker, William–Professor of Economics, and Editor, Journal of Economic Education Boeyink, David–Associate Professor of Journalism Boschmann, Erwin–Associate Vice President for Distributed Education and Professor of Chemistry Brabson, Ben–Professor, Physics Department Brassell, Simon–Professor of Geological Sciences Brogan, Martha–Associate Dean of Libraries, Main Library Brown, Catherine–Associate Professor, School of Education Dolby, Sandra–Associate Professor, Folklore and Ethnomusicology Department Gallahue, David–Associate Dean of Health, Physical Education, and Recreation and Professor of Kinesiology Glowacki, Kevin–Assistant Professor, Classical Studies Jaffee, Bruce–Associate Dean of Academics, Kelley School of Business Professor of Business Economics and Public Policy Kintgen, Eugene–Associate Dean, Research and University Graduate School Krishnan, Shanker–Associate Professor of Marketing, Kelley School of Business Nelson, Craig–Professor, Biology and SPEA Pace, David–Associate Professor, History Department Parkhurst, David–Professor of SPEA Pescosolido, Bernice–Chancellors’ Professor, Sociology Department Robinson, Jennifer–Office of Academic Affairs Royce, Anya Peterson–Professor, Anthropology Department Savion, Leah–Philosophy Department Schlegel, Whitney–Assistant Professor, Physiology and Biophysics and Director Undergraduate Curriculum Sept, Jeanne–Professor, Department of Anthropology and Associate Dean of the Faculties Smith, Ray–Associate Vice Chancellor, Office of Academic Affairs Thompson, Samuel–Office of Academic Affairs Woodcock, John–Associate Professor, English Department
2000–2001 SOTL Events ScheduleBalancing Constraints Versus Flexibility in Undergraduate Education: How Do We Prepare Students to be Productive Thinkers?Jonathan A. PluckerWhen teaching undergraduates, we often encounter students who receive decent or good grades in our courses yet leave us with the sinking feeling that they are not significantly better thinkers than when they entered our classes. One framework through which to view this problem is provided by research on cognitive flexibility. Our actions in the classroom, from the way we lecture and guide activities and discussions to our assignment instructions and grading systems, influence students’ ability to develop their critical thinking abilities. This session will provide an overview of techniques that can be used to enhance the flexibility of student thinking within the context of most courses. A recently developed course that seeks to put flexibility-fostering principles into practice will be described. Participants will discuss the advantages of such a conceptualization, along with strategies for addressing the related problems. To conclude, we will discuss the results of an on-going research program that seeks to evaluate the effectiveness of this approach. Friday, September 22, 2000
Jonathan Plucker is an Assistant Professor of Learning, Cognition, and Instruction in the School of Education. He is the former director of the department’s Preparing Future Faculty program, as well as a former supervisor of associate instructors for the department. His research focuses on evaluating instructional practices that foster or inhibit creative and intellectual development, a topic on which he has published widely. He is especially interested in the use of problem-based learning within higher education. He recently received a Teaching Excellence Recognition Award. Production and Distribution of Broadcast-Quality Digital Video by Occasional Videographers (Teachers)Adam AllerhandDistinguished Respondent: Erwin Boschmann, Associate Vice President for Distributed Education and Professor of Chemistry Unlike previous “promising” technologies that did not live up to their anticipated impact to advance teaching and learning (motion pictures, television), digital video can make a big difference, because it is becoming increasingly practical for a teacher to produce and disseminate instructional material in the form of “broadcast-quality” (not “postage-stamp”) digital video, with simple equipment, without a steep learning curve, and at a moderate cost. Adam Allerhand will survey the large number of options available in each of the five steps of this rapidly evolving field: (1) choose and use camcorder to create raw source material, (2) transfer to computer, (3) edit the raw material and add text, close captioning, etc. (4) choose suitable formats and convert to them, and (5) set up for distribution. Participants will be asked to provide their wishes with respect to a website for occasional videographers. Professor Allerhand will also specifically create for IU faculty a “CD Guide to Production and Distribution of Digital Video.” NOTE: Professor Allerhand recently received SOTL travel support to present papers at the 16th Biennial Conference on Chemistry Education. He graciously offered to share one of his papers with the campus community.
Wednesday, October 11,2000
Adam Allerhand is Professor of Chemistry on the Bloomington campus. He has been on the IU faculty since 1967, and was Chair of the Department of Chemistry in 1978–81. In addition to his undergraduate curricular research and development work, mainly in freshman chemistry laboratory courses, supported by the National Science Foundation and the Camille and Henry Dreyfus Foundation, he has published over 100 papers on his research in nuclear magnetic resonance spectroscopy and its applications to biological macromolecules and conformational equilibria. He is a Fellow of the Amer-ican Association for the Advancement of Science, a recipient of an Alfred P. Sloan Foundation Research Fellowship, and a recipient of an Outstanding Paper in Carbohydrate Chemistry Award from the Corn Refiners Association.
Human Subjects Issues and Educational Research: When Students Become Human SubjectsA Collaboration of The Miller Education Seminar Series of the School of Education, The Poynter Center for the Study of Ethics and American Institutions, and the SOTL Initiative Regina A. KreisleEducational research, by its very nature, focuses on data collected from a special set of human subjects–the students. While there are many differences between medical research studies and educational research activities, the ethical principles that serve to protect medical subjects from undue risk also apply to the participation of students in educational research. While most educational research is of low risk to the students, educational research activities must still comply with regulatory oversight at the institutional level. These regulatory guidelines serve to minimize any risks to the students while ensuring privacy, confidentiality, and fair treatment. This presentation will discuss that relationship between ethical principles, human subject protections, and regulatory guidelines as they apply to the design and execution of educational research. A central issue to be discussed is whether regulatory guidelines serve to lessen or enhance the quality of educational research activities. Wednesday, October 18, 2000
Regina A. Kreisle M.D., Ph.D. is an Associate Professor of Pathobiology at the School of Veterinary Medicine, Purdue University and Assistant Director for Curriculum Development, Lafayette Center for Medical Education, Indiana University School of Medicine. She currently teaches human pathology and advanced general pathology. She has designed pathology resource databases for distribution to over 60 medical schools, computer-based learning modules in pathology for course delivery via internet and the administrative database for the IUSOM Statewide Pathology Examination. She has received numerous grants and coauthored more than a dozen articles related to her research in immunology, immunopathology and tumor angiogenesis. She has served more than eight years as medical consultant to the Human Subjects Committee at Purdue. A paper with the same title as her talk was recently accepted by the Journal of Pathology Education.
Constructing and Evaluating a Course Portfolio: Making Good Teaching ApparentRita Naremore, Simon Brassell, Shanker Krishnan, David ParkhurstCourse portfolios afford a comprehensive yet efficient means of documenting the intellectual work of teaching a particular course. Much briefer than a teaching portfolio, a course portfolio contains:
Indiana University is engaged with other research universities in an effort to create a model community of scholars who engage in regular substantive peer review of course portfolios to provide insight for individual professors about their teaching and to provide information for salary, promotion, tenure, and teaching award committees. This project is intended to both generate renewed enthusiasm for teaching and provide a vehicle for review that will enhance the standing of teaching as a serious part of professorial life (http://www.unl.edu/peerrev/) In this highly interactive session, faculty members involved in the project will
Thursday, October 26, 2000 Rita Naremore is Professor of Speech & Hearing Sciences and coordinator of the department’s clinical Master’s degree program. She is a recipient of the College of Arts and Sciences–Graduate School Alumni Award for Outstanding Teaching and the President’s Award for Distinguished Teaching. She has served as Associate Dean in the College of Arts and Sciences and as Chair of her department, focusing on curriculum development and reform in both of those administrative roles. She was a member of a national task force established by the American Speech Language-Hearing Association to define standards for undergraduate education in her field, and is the author of three widely adopted textbooks. She is conducting research investigating the role of student and peer evaluations in the faculty reward system, and presented an initial report of the results in the 1999–2000 SOTL program. In addition, she is chairing a team of IU faculty who are participating in a national program funded by the Pew Foundation to devise standards for developing and evaluating course portfolios.
Simon Brassell is Professor of Geological Sciences and has been a member of the IU Bloomington faculty since 1991. Born in England, he received his baccalaureate in Chemistry and Geology and doctorate from the University of Bristol. For his introductory oceanography class he pioneered development of web-based exercises that involve assessment and interpretation of oceanographic phenomena from up-to the-minute satellite data. He has authored over 100 publications in molecular biogeochemistry, including several benchmark papers. Perhaps his major contribution is the discovery of a paleoclimatic proxy for ocean temperatures based on sedimentary distributions of organic molecules known as alkenones. He has served as an associate editor for geochemical journals and as a member of review panels for federal funding agencies, including NSF, NASA and DEN. He is a past recipient of a Royal Society University Research Fellowship and a David and Lucile Packard Fellowship for Science and Engineering.
H. Shanker Krishnan is an Associate Professor of Marketing, Kelley School of Business, Indiana University. His research interests focus on effects of humorous advertising, memory for brand intentions, advertising testing methods, and nonconscious processing of brand information. His research papers have appeared in Journal of Marketing, Journal of Consumer Psychology, Journal of Experimental Psychology, International Journal of Research in Marketing, Psychology & Marketing, and Advances in Consumer Research. He is an ad hoc reviewer for Journal of Consumer Research, Journal of Marketing Research, Journal of Consumer Psychology, Journal of Experimental Psychology, and other journals and conferences. He recently co-edited a special issue of Psychology & Marketing on “Nonconscious Memory Processes.” He teaches courses on Customer-Oriented Strategies at the MBA level and Consumer Behavior and Effective Marketing Communications at the undergraduate level. He has worked on projects with various firms including Eli Lilly, Quaker Oats, Cummins Engine, Software Artistry, and Kimball. His executive education experiences include IBM, Samsung, Ashland Chemical, and Harrisons & Crosfield. He is interested in pedagogy, in particular how to structure and evaluate teaching improvements. These interests have led him to become the coordinator of the Faculty Teaching Seminar and Doctoral Teaching Seminar at the Kelley School of Business.
David Parkhurst is a professor in the Environmental Science and Policy Faculty of SPEA. His research applies mathematics and statistics in ecology, environmental science, and public policy. He has developed a mathematical model for diffusion of carbon dioxide and other gases inside leaves, and used this model to study how leaf structure affects water loss and carbon dioxide uptake by plants in different environments. He has shown that methods of statistical hypothesis testing taken from basic science tend to be biased against protecting public health and the environment when used in setting public policy. Recently, he has noted the advantages of arithmetic over geometric means for averaging environmental concentration data, and developed methods for averaging concentrations of pathogenic organisms in water when they are rare. Dr. Parkhurst teaches graduate courses in applied mathematics, statistics, and scientific computing, and an undergraduate introduction to environmental science. He is interested in exploring possibilities for enlarging the role that teaching plays in the promotion and tenure process.
Concurrent ColloquiaConcurrent Colloquia provide obliging venues for faculty to engage colleagues from across the disciplines in topics of interest to themselves * Daniel Maki, Rita Naremore, Robert Althauser, Samuel ThompsonThursday, November 16, 2000 Seating capacity at tables limited. Advance reservations recommended
Colloquia begin promptly at 4:05 and end at 4:50 *Contact Sharon Smith (5-9023, smiths@indiana.edu) to: 1) express interest in con- ducting a colloquium at future SOTL events, 2) reserve a seat at any colloquium, or 3) request any materials related to colloquia. I. Innovations to Improve Learning and Their Effectiveness in Courses Involving Quantitative WorkDaniel MakiThe Department of Mathematics at Bloomington has conceived and implemented several significant innovations to improve mathematics learning on the campus and throughout the state. Department Chair Daniel Maki discusses the nature of these innovations, the reasons for their implementation and what has been learned. Participants are invited to discuss the applicability of these innovations and results to their own disciplines. II. Student Measures of Teaching Effectiveness ReconsideredRita NaremoreLooking toward greater validity of student inputs in future evaluation of teaching, Professor Rita Naremore wishes the help of colleagues in reconceptualizing student measures of teaching effectiveness. She asks what can students tell us about our teaching and their learning . . . and what can they not tell us? What do we really know from student evaluations of teaching? How ought this knowledge to be used and ought not it to be used? If we could control what students evaluate and how they evaluate, what would we have them do? It will be helpful to be familiar with two articles prior to the discussion, but interested faculty are encouraged to join whether or not they have had time to read the articles.** **Marsh, H. W., and L. A. Roche. 1997. Making studentsØ evaluations of teaching effective- ness effective: the critical issues of validity, bias, and utility. American Psychologist 52 (11), 1187°97. **Feldman, K.A. 1988. Effective college teaching from the studentsØ and facultyØs view: Matched or mismatched priorities? Research in Higher Education 28, 291°334. III. Using Peer Instructors from other Disciplines to Boost Freshman Performance in Our CoursesRobert AlthauserStudent learning in a course does not occur primarily in the classroom. Time spent studying or doing homework outside of class produces the largest correlations with learning outcomes. How can you influence what your students do out of class? What is the subsequent effect on their learning outcomes? Professor Robert Althauser seeks faculty colleagues to participate in a research project directed at these questions within the context of the FIGs program. The FIGs program is a Lilly-funded pilot effort in which highly achieving juniors and seniors (PIs), are trained in active learning techniques and assigned to freshman interest groups (FIGs) of about twenty freshmen. All freshmen in each group are enrolled in the same three introductory courses (which may include yours!). The task of the PIs in weekly classes with their freshmen is to help them succeed in the three courses and at IU in general. How can FIGs resources be used to enhance freshman outcomes in your courses? What would you have PIs do to improve outcomes for your freshmen? What factors in the FIGs program should be studied to evaluate effectiveness of this innovation on freshman learning outcomes? IV. A List of Reasons Not to Have SOTL at IUBSamuel ThompsonAdvocates of SOTL claim that the Bloomington campus should support this initiative. What of other viewpoints? In this discussion, participants are invited to elaborate or expand on a list of reasons not to have SOTL at IUB:
Daniel P. Maki is Professor of Mathematics and Chair of the Department of Mathematics at Indiana University, Bloomington. His teaching and research interests center on mathematical modeling. He especially likes to teach modeling for students in the social and life sciences and for math students planning to work in industry. He has developed courses to teach mathematical ideas via teams working on real world problems and directed NSF teacher institutes on modeling for over twenty years. He has received more than $5,000,000 in education grants and currently directs a large curriculum project funded by both the National Science Foundation and Strategic Directions Initiative, titled Mathematics Throughout the Curriculum. His research in mathematical modeling involves digital signal processing and mathematical aspects of simulation. He has published several journal articles and co-authored two textbooks with a third in preparation. He served as Governor of the Mathematical Association of America and received a Distinguished Service Award from that professional society. He also received the Rothrock Faculty Teaching Award in Mathematics. Rita Naremore’s biography and photograph appear above.
Robert Althauser is a professor in the IUB sociology department. He frequently teaches introductory sociology and courses related to organizations and the workplace. He began regular use of collaborative learning groups, electronic conferencing and other active learning pedagogies in 1991. In 1993 he received support for these efforts in grants from the Student Technology Fund and the Dean of Faculty’s office. He has given demonstrations and presentations on these topics for the History Department graduate seminar, the African Studies Faculty, the faculty development series on distance education, the Spring 1999 Symposium and for classes in IU’s School of Education, as well as at a national conference on collaborative learning at Penn State. A chapter on the “Pedagogy of Electronic Instruction” (with Julie Matuga) recently appeared in Curt Bonk and Kira King’s Electronic Collaborators.
Samuel Thompson, as an impressionable young faculty member in the 1970s, was struck by how strongly individual practice and departmental policy related to teaching seemed based on received belief, how intensely individuals held their views, and how scant the real evidence to support these views. Educated as a physicist, he applied the methods of science to educational practice. He attracted a following, especially among young faculty. They formed an Educational Research Group (ERG–a unit of energy) and designed and conducted experiments. Some of these challenged fundamental beliefs and policies and not necessarily in ways sensitive to feelings of proponents. Critics eventually discouraged such research and support was withdrawn. Disillusioned, Samuel went abroad. He had a wonderful time innovating to improve mathematics and science learning in the University of Maryland’s programs in Europe and Asia and fostering a spirit of inquiry about teaching in all disciplines. He stayed fifteen years. In 1997, he returned to an American Academe in which scholarship of teaching had come of age and has worked since then in a very supportive environment at Indiana University.
From Theory to Practice to Theory: Using Others’ Classrooms as Doorways to Understanding Your OwnJosé Bonner–Associate
Professor of Biology In May of 2000, a group of faculty fellows in the Lilly Freshman Learning Project explored the writings of Sheila Tobias on the importance of discipline differences in shaping student learning. With this background, they participated as students in classes in disciplines different than their own and additionally observed each other teach model lessons. From these experiences, they reshaped learning experiences for their own classes. In this session, a group of these fellows will share their experiences, present samples of new approaches, and reflect on the general and discipline-specific challenges faced by students in their own introductory courses. The fellows will also engage session participants in the framing of research questions that may guide further inquiry in this topic. Friday, January 26, 2001
Fellows of the Lilly Freshman Learning Project
A Neophyte’s Adventures in the Scholarship of Teaching and Learning: Fostering Interactive Learning in a Large Science Course and Methodically Measuring the EffectsValerie Dean O’LoughlinIs it possible to transform a large (270+ student) science course from a traditional lecture course into a more student-participatory and group-focused interactive learning experience? Can one still cover the “content” that science courses deem so precious, yet also let students take partial control of their own learning in the classroom? Will these changes result in overall better student performance in the course? Drawing on the work of Angelo and Cross*, Valerie O’Loughlin will discuss how she developed and incorporated modest interactive learning exercises in her course, and the lessons learned along the way. She will share comparative data and invite peer comment on several dimensions of outcomes: class attendance, exam performance, student attitude, and faculty/staff resources. Finally, she hopes to encourage other SOTL “neophytes” to perform similar research in their own classrooms. *Angelo, T, and. K. P. Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. Jossey-Bass. Friday, February 9, 2001
Valerie Dean O’Loughlin is an Assistant Professor of Anatomy and Director of Undergraduate Human Anatomy in the Medical Sciences Program, IU School of Medicine. She has been teaching anatomy courses to both undergraduate and first year medical students since 1995. She received her Ph.D. in biological anthropology at IUB, where she also taught a variety of anthropology courses. Her research interests are broad and span the fields of anatomy, biological anthropology, and most recently, the scholarship of teaching and learning. She received a Teaching Excellence Research Award in 1998. The above research was funded, in part, by a Scholarship of Teaching and Learning Research Grant.
Building a Science of TeachingEdward F. RedishDistinguished Respondent: George E. Walker, Vice President for Research and Dean of the Graduate School Individual professors sometimes develop deep insights into how their students learn and what elements of classroom instruction are valuable in facilitating the learning process. Yet these insights rarely persist beyond the individual instructor. Educational methods seem to cycle from one fad to another, rarely cumulating increasingly powerful knowledge in the way scientists expect understanding to grow. The critical factor in building a science of teaching is using “the culture of science”–the set of processes that allow us to build a community consensus knowledge base. One need not hold a degree in science to do this and the processes are certainly applicable to other disciplines than sciences. Professor Redish will discuss the beginning of a base for our educational knowledge and give examples from physics education research. Wednesday, February 21, 2001
Edward F. (Joe) Redish is a professor of physics at the University of Maryland, College Park. He received his Ph.D. in theoretical nuclear physics from M.I.T. in 1968 and has been at the University of Maryland ever since. His research in nuclear theory emphasized the theory of reactions and the quantum few-body problem. Since 1982 he has been actively involved in the subject of physics education and since 1992 has devoted his entire research effort to physics education. He has received numerous awards for his work in physics education including the 1998 Robert A. Millikan Medal from the American Association of Physics Teachers (AAPT).
What Does Quantitative Research Really Show about Teaching and Learning?William BeckerThis study advances the scholarship of teaching and learning by separating empirical results from conjecture about the student outcomes associated with classroom assessment techniques and other teaching strategies designed to engage students actively in the learning process. Specific criteria are advanced for exploring the strength of discipline-specific quantitative research into the teaching and learning process. Recent studies employing statistical inference are reviewed to identify specific teaching strategies that appear to increase student learning. Friday, March 2, 2001
William Becker is a professor of economics at Indiana University, Bloomington, adjunct professor at the University of South Australia, editor of the Journal of Economic Education and member of the editorial board of the Economics of Education Review. He is also a member of the American Economic Association’s standing committee on economic education and the National Bureau on Economic Research’s working group on higher education. He was a tenured faculty member at the University of Minnesota, and has held visiting appointments at Princeton and three Australian universities. He has consulted for higher education programs in Indonesia, Spain, Russia and the United Arab Emirates, and for numerous corporations.His research has been supported by the National Science Foundation, Kazanjian Foundation, Russell Sage Foundation, Helen Dwight Reid Foundation, and the Bush Foundation. He has over 100 scholarly publications, including three statistics textbooks and six edited volumes on issues in higher education. In 1987, he received the Henry H. Villard Research Award for his work in education.
Education and the Professions: A Perspective on Professing and ScholarshipLee S. ShulmanFor faculty in most settings, teaching is a private act, limited to the teacher and students; it is rarely evaluated by professional peers. “The result,” writes Shulman, “is that those who engage in innovative acts of teaching rarely build upon the work of others; nor can others build upon theirs.” Building on a conception of teaching as scholarly work proposed in the l990 report, Scholarship Reconsidered, by former Carnegie Foundation President Ernest Boyer, the Foundation launched in 1998 the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). CASTL seeks to render teaching public, subject to critical evaluation, and usable by others in both the scholarly and the general community. Lee Shulman will discuss CASTL and other Carnegie initiatives including “Rethinking the Doctorate” led by George Walker, Vice President for Research at Indiana University and Dean of the University Graduate School. For more information about the work of the Carnegie Foundation for the
Advancement of Teaching see: For more information about CASTL and the Carnegie Scholars program (Four
Bloomington faculty members have been selected as Carnegie Scholars in
the last three years) see: Read more about Lee Shulman at: Wednesday, March 21, 2001 Lee S. Shulman is past president of the American Educational Research Association (AERA) and received its highest honor, the career award for Distinguished Contributions to Educational Research. He is a member of the National Academy of Education, having served as both vice-president and president. He is also the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education.
Student Visions of Truth: Naïve Theories and Misconceptions across Academic DisciplinesAlbert Ruesink, Leah Savion, David BoeyinkDistinguished Respondent: Gerardo M. Gonzalez, University Dean, School of Education Professors think a lot about what they want students to learn in a course. But how often do they consider the effect pre-existing misconceptions have on students’ abilities to learn? Philosophy, biology and journalism are linked in a teaching/research initiative that explores how students’ mistaken ideas about truth affect learning across three divergent disciplines:
Grounded in a problem as fundamental as student ideas about the meaning of truth, these explorations promise parallel applications in every college classroom and discipline. NOTE: In October 1999, Leah Savion conducted a session in the SOTL series titled “Pet Theories and Na‘ve Misconceptions.” It was well-attended and well received. Now a collaborative cross-disciplinary inquiry has emerged, exemplifying how a research initiative can grow from an individual’s interest. Friday, March 23, 2001 12 noon–1:30 pm
Albert Ruesink, Professor of Biology, teaches large numbers of undergraduates, both majors and non-majors. Since coming to I.U. in 1967, he has been heavily involved in curricular planning in Biology, chairing the Biology Committee on Curriculum and Courses for many years. For the past ten years he has been the primary AI trainer for his department. His teaching has been recognized by an Amoco Foundation Teaching Award (1980) and the Senior Class Award for Teaching Excellence in Biology and Dedication to Undergraduates (1999). In 1992 he received the Pinnell Award for Distinguished Service. In addition to handling his full teaching load, he is currently serving as Special Assistant to the President for Faculty Relations.
Leah Savion is on the faculty of the Philosophy Dept. at IUB, and a FACET member since 1992. She teaches a variety of analytic philosophy courses such as logic, philosophy of language, and theories of rationality; she also offers the campus-wide pedagogy course “Excellence in Teaching” through the Graduate School. She has directed Associate Instructor training in her department for the last eleven years. Her research focuses on cognitive science areas of models of human inference and heuristics and biases in learning. She is the recipient of several teaching awards, of an Active Learning Grant, and regularly offers workshops on teaching related issues such as motivation, concept comprehension, and pseudo scientific misconceptions.
David Boeyink is associate professor at the School of Journalism and Nelson Poynter Senior Scholar and Director of Media Studies at the Poynter Center for the Study of Ethics and American Institutions. Boeyink teaches courses in reporting and writing, ethics, and pedagogy. He’s been actively involved in the revision of the School of Journalism’s curriculum and has been part of the university’s Preparing Future Faculty initiative. A member of FACET since 1993, Boeyink has won several awards for teaching, including IU’s 1995 Frederic Bachman Lieber Award for Distinguished Teaching. His research explores newsroom ethics and, more recently, journalism pedagogy.
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