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2001–2002 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 initiative are earnestly solicited. Please direct communication to:
SOTL Advisory CouncilAlthauser, Robert–Professor, Sociology Department Andrews, Moya–Vice Chancellor for Academic Affairs and Dean of the Faculties Becker, William–Professor of Economics; Editor, Journal of Economic Education Boeyink, David–Associate Professor of Journalism Boschmann, Erwin–Associate Vice President for Distributed Education; 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 Calloway-Thomas, Carolyn–Associate Professor of Communication and Culture Dolby, Sandra–Associate Professor, Folklore and Ethnomusicology Department Gallahue, David–Associate Dean of Health, Physical Education, and Recreation; 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, Environmental Science, SPEA Pescosolido, Bernice–Chancellors’ Professor, Sociology Department Robinson, Jennifer Meta–Office of Academic Affairs Rome, Dennis–Associate Professor, Department of Criminal Justice Royce, Anya Peterson–Professor, Anthropology Department Savion, Leah–Philosophy Department Schlegel, Whitney–Assistant Professor, Physiology and Biophysics; Director, Undergraduate Curriculum Sept, Jeanne–Professor, Department of Anthropology; Associate Dean of the Faculties Smith, Ray–Associate Vice Chancellor, Office of Academic Affairs Woodcock, John–Associate Professor, Department of English
2001–2002 SOTL Events ScheduleThe Significance of Misconceptions for Teaching and LearningJoel A. Michael, Visiting ScholarMisconceptions are conceptual or reasoning difficulties that hinder student mastery of any discipline. They arise in a number of different ways, some in school and others outside of the classroom. Teachers must discover what misconceptions their students have in order to create a learning environment in which such difficulties can be overcome. Uncovering misconceptions requires teacher–student interactions. Overcoming them requires that students learn in an environment in which they can actively confront their underlying conceptual difficulties. Professor Michael will discuss the research and findings of the Physiology Educational Research Consortium (PERC), a National Science Foundation-funded collaborative research and development effort among scholars at twelve post-secondary institutions. The PERC project he will focus on examines ways in which faculty can best help students correct their misconceptions and develop problem solving skills. This session is oriented for a multidisciplinary audience and will present a successful research model for verifying and addressing students’ naïve theories and misconceptions. Tuesday, July 31, 2001 Probing Misconceptions WorkshopsJoel A. Michael, Visiting ScholarDr. Michael will lead two workshops for the purpose of developing diagnostic questions aimed at probing student mental models and misconceptions. Participants will be assisted in thinking about a misconception held by their students, developing diagnostic questions, and generating a specific classroom intervention to be employed during the next offering of their courses. Groups will be established so that support for one another in this area of scholarship may continue beyond the workshop and throughout the academic year. For those teaching in the Sciences: For those teaching in the Humanities and Professions: Joel A. Michael, Ph.D., is on the faculty of Rush Medical College in the Department of Molecular Biophysics and Physiology. He is also an investigative member of the Physiology Educational Research Consortium. Dr. Michael earned a B.S. in biology from the California Institute of Technology and a Ph.D. in physiology from the Massachusetts Institute of Technology. After post-doctoral fellowships at the National Physical Laboratory in England and at the Massachusetts General Hospital, he came to Chicago where he joined the faculty of Rush Medical College in the early 1970s. Over the course of a fifteen-year period, he followed the traditional academic routine, running a research lab (focused on mammalian neurophysiology) and teaching physiology. However, during this period he increasingly devoted his time, his energy, and his scholarly endeavors to the education arena. In particular the computer soon became his bridge between the research lab and the classroom. Observing students using Computer Assisted Instructional programs led to his growing interest in understanding the learning process itself. Attention to this endeavor fostered the gradual movement of all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980s. Thus, over the past twenty years, Dr. Michael has devoted himself to studying what it means to understand physiology and towards developing educational procedures and methods to help students achieve such learning. During this time he has published a variety of scholarly manuscripts on health science education, presented numerous faculty development workshops at national and international venues, and has conducted “field” research on learning and teaching in a number of physiology classrooms across America.
Course Portfolios: Introductory and Advanced SessionsA Toolbox EventCourse Portfolio TeamThrough course portfolios, faculty members document the design and execution of a particular course, including results in student learning. In this way, teaching can be understood and presented as a form of scholarship, utilizing the accountability through peer review that already exists in higher education. And like any form of scholarship, the persuasiveness of a course portfolio rests on the strength of its evidence, analysis, and argumentation. This Course Portfolio Workshop will focus on preparing a statement about the nature of three problems or challenges in the target course. What creates them? Are they generated in class, by the course materials, or as a preconception? What efforts or approaches may help to resolve or remedy them? What other strategies could be employed? How could they become focal points within a course portfolio? The statements will be worked on in collaboration with partners and small groups. Tuesday, August 14
2001 Kickoff: Celebrating Key Changes in Our Ideas of Teaching and Learning with Leading SOTL ScholarsCarolyn Calloway-Thomas, Craig Nelson, David Pace, Dennis RomeHosted by Vice Chancellor and Dean of the Faculties Moya Andrews Four Bloomington professors have been nationally recognized by the Carnegie Academy for the Scholarship of Teaching and Learning as outstanding faculty members committed to the study of significant pedagogical issues. Bloomington Professors Carolyn Calloway-Thomas, Dennis Rome, David Pace, and Craig Nelson, as well as IUPUI Professor Didier Bertrand work together with other recipients of this prestigious Carnegie Scholar award to invent and share new conceptual models for teaching. No other college or university in the country has had more faculty selected for this honor than Indiana University. This year’s kickoff event for the Scholarship of Teaching and Learning program will celebrate key changes in our ideas about teaching. Using interactive pedagogical methods, the Bloomington Carnegie Scholars will help you examine what you know about teaching and challenge you to explore what you still have to learn. See for yourself why these professors are increasingly known around the country for teaching excellence and why Indiana University is regarded as a leader in this national movement. Please join the celebration as part of the IU teaching community that is causing a buzz. Thursday, September 13, 2001 Carolyn Calloway-Thomas is Associate Professor in the Department of Communication and Culture. She is a 2001 Carnegie Scholar. Professor Calloway-Thomas has research interests encompassing African-American communications and inter-cultural communications. She is co-author of a textbook on inter-cultural communications and a book on Martin Luther King, Jr. She has been both a Fulbright scholar and a Ford postdoctoral fellow. She is past president of the Central States Communication Association and book review editor for The Howard Journal of Communication. She serves on the educational policies board of the National Communication Association, from which she received the 1999 Robert J. Kibler Memorial Award for dedicated and distinguished service. She serves on the editorial board for the Quarterly Journal of Speech and Southern Communication Journal. She was also a consultant for President Clinton's Initiative on Race and the U.S. Department of Justice “One America Dialogue Guide.”
Craig E. Nelson is Professor of Biology and of Public and Environmental Affairs at Indiana University in Bloomington, where he has been since 1966. The Carnegie Foundation and C.A.S.E. named him the Outstanding Research and Doctoral University Professor of the Year for 2000. He is a Carnegie Scholar and has received several awards for distinguished teaching from IU as well as nationally competitive awards for distinguished teaching from Vanderbilt and Northwestern Universities. He has presented invited workshops and papers, mainly on fostering critical thinking and on diversity and college teaching, at numerous national meetings and at scores of colleges and universities in more than thirty-five states, Puerto Rico, Canada, Ireland, and England. He has served on the editorial boards of several teaching journals and on teaching grant panels for NSF, NIH, and FIPSE.
David Pace, currently a Fellow of the Carnegie Academy of the Scholarship of Teaching and Learning, is an associate professor in the IUB History Department. He was the 1994 recipient of the Frederick Bachman Lieber Award for Distinguished Teaching. He is a member of FACET, and was one of ten teacher–scholars from the IU system featured in the special fall 1998 issue of Research and Creative Activity on the scholarship of teaching. He has been involved in a wide range of curricular reforms, including the History Department’s Associate Instructor and Preparing Future Faculty programs and the RUGS College Pedagogy Initiative, and has led faculty development workshops, most recently as co-director of the Freshman Learning Project. He is author of two books and numerous articles on pedagogy and French cultural history. Dennis Rome is Associate Professor in the Department of Afro-American Studies and is a 2001 Carnegie Scholar. Professor Rome’s research interests in sociology include criminology, race and minority relations, and comparative cultures. He has extensive published research in these fields over the past fifteen years and has received numerous grants and awards for his professional activities. He is a past Fulbright scholar who has received several awards from IU for teaching excellence. He also has held numerous appointments professionally with the American Sociological Association and served on several IU committees, including affirmative action, student affairs, and salary equity.
Funding Opportunities for SOTL ProjectsA Toolbox EventKerry Slough“The pearl of fundraising is the lucky matching of a brilliant new research idea with the desire of an individual, foundation, or government agency eager and able to support the development of the idea.”—Herman B Wells Kerry Slough from the Office of Sponsored Research will discuss the art and science of creating pearl-like funding proposals for scholarship into teaching and learning issues. Join this interactive presentation for advice on identifying external funding sources, generating and targeting a proposal, and accessing campus resources and expertise. Tuesday, October 9, 2001
Kerry Slough is the Grant Development Specialist at IU Sponsored Research Services. Her academic and professional background covers an unusually wide variety of disciplines, from music performance and composition to survey research and public policy analysis. She provides guidance in all areas of proposal development, and coordinates institutional proposal review and selection for competitive grant opportunities.
When Students are the Research Subjects: Getting IRB Clearance for SOTLToolbox EventPeter FinnThe death of a volunteer this summer in a research project at a major university and the subsequent suspension of all federal funding to medical research there offered a powerful reminder of the importance of oversight in all research involving human subjects. Such oversight is no less important, and no less required, when faculty pursue the scholarship of teaching and learning. To study one’s own students raises issues of “voluntariness,” fairness, and privacy; however, research into teaching methods, curricula, and other areas related to the scholarship of teaching and learning may depend on gathering data from those students. How then do we balance the interests of the students and the professor/researcher? This session offers an important opportunity to discuss the developing protocols for research in teaching and learning on the Bloomington campus. Peter Finn, the new Chair of the IUB Human Subjects Committee and Associate Professor of Psychology, will speak with participants about the broad intentions behind the human subjects committee and SOTL-specific catch points and concerns. Friday, October 26
Peter Finn is an Associate Professor in the Department of Psychology at Indiana University. Born in Canada, Peter came to Indiana University in 1988 after completing a Ph.D. in Clinical Psychology at McGill University in Montreal. He currently has a number of ongoing studies of young adults with family histories of alcoholism and young adults with alcohol and drug problems. He is a fellow at the Poynter Center for the Study of Ethics and American Institutions. He also has an extensive background in the study of research ethics and is a contributing author of a book entitled Research Ethics, edited by Robin Levin Penslar. In May, 2001, Professor Finn took over as Chair of the Institutional Review Board (IRB) on the Bloomington campus.
Assessing an Ameritech E-Commerce CourseHoward RosenbaumElectronic commerce courses are hot offerings around the country, and the case method can be one of the most powerful ways to teach. What happens, though, when e-commerce and the case method are combine so that students design their own electronic commerce businesses and study them in action? Howard Rosenbaum has designed a complex, realistic e-commerce course that asks students to sell information to people worldwide. Students start with a budget and shoppers from universities around the world have “money” to spend on the best products. Students’ grades are determined in part by how their businesses succeed. Professor Rosenbaum will discuss the pedagogy and logistics of his innovative course and preview his design for its assessment. Thursday, November 1
Howard Rosenbaum is Assistant Professor in the School of Library and Information Science where he teaches information networking, electronic commerce, and a seminar in intellectual freedom. His e-commerce course was the first one offered on the Bloomington campus. His publications include co-authoring “Building a web presence: Policies, Templates, and Icons for Libraries,” “Managing information technology: Transforming county governments in the 1990s,” and “National and international information policies in the Asia Pacific region.” His forthcoming co-authored book is Information Technologies in Human Contexts: Learning from Organizational and Social Informatics. He has received a Sun Microsystems Academic Equipment Grant for “Developing a virtual economy for teaching electronic commerce” and an Ameritech Fellowship for “Teaching and learning e-commerce in a virtual economy.” He has also received School of Library and Information Science Teaching Excellence Recognition Awards in 1999, 1998, and 1997.
When Students are the Research Subjects, Part IIToolbox EventPeter Finn and Senta BakerBy popular request, Professor Peter Finn has agree to hold a second toolbox colloquium on human subjects procedures for scholars of teaching that focuses closely on key human subjects issues for SOTL and model ways to structure this kind of research. Your questions will be invited. Additionally, you are welcome to stay at 2:00 to draft or workshop your own Human Subjects forms in collaborative groups. Blanks forms and models will be available. Those who intend to study their teaching during the spring semester are encouraged to attend. Please note that this lunch-time program conveniently complements the Emergent Course Portfolio colloquium, taking place at 3:00 in the same room. Friday, November 30
Alternative Methods for Assessing Student Performance: Is It Worth My Time? Is It Working?John HayekDr. Hayek is the project manager of the National Surve of Student Engagement (NSSE), a large-scale, research project housed at Indiana University that gather information directly from students about the extent to which they are engaged in good educational practices. Over 160,000 first-year and senior students at 470 colleges and universities have participated in NSSE. These data, especially those from IUB which has participated in NSSE since 1999, offer intriguing insights into student perceptions of their college experience, including the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment. These data can be used for comparative purposes but also provide useful feedback for internal discussions related to teaching and learning. Dr. Hayek will speak to our SOTL audience by describing how students perceive IU Bloomington and help us to explore how this information can be used to assess our own teaching and curricula. You can learn more about the NSSE at www.iub.edu/~nsse/. Please plan to attend this late-breaking, interactive event on a very alternative, highly-regarded method of assessing student experience of our teaching environment. Thursday, January 17 Dr. Hayek manages the day-to-day operations of NSSE. Dr. Hayek has a bachelor’s degree in economics from the University of Chicago, a master’s degree in sports administration from St. Thomas University, and a Ph.D. in higher education administration from Indiana University. He is a frequent presenter at faculty workshops and at national conferences including the American Association for Higher Education, the Association for Institutional Research, the American Educational Research Association, the Association for the Study of Higher Education, among others. Dr. Hayek’s research interests include student outcomes and institutional assessment, high performing colleges and universities, enrollment management, the impact of media on higher education, intercollegiate athletics, and academic leadership.
Constructing Course Portfolios: Data Selection & EvaluationA Toolbox EventCourse Portfolio TeamThis hands-on workshop will focus on sorting through different types of data that individual faculty have gathered in fall semester classes that may be useful to include in a course portfolio. Pertinent data will not only describe the activities of a course but also serve as evidence for the argument that the portfolio advances. Such data might include documents relating to assessments of student learning, course evolution and rationale for changes, and student assessments of course and instructor. Friday, February 1
New Developments in the Teaching of MetricsWilliam H. Greene, Visiting ScholarProfessor Greene is the author of Econometric Analysis, a standard reference on econometrics in Economics, Sociology, Political Science, Medical Research, Transport Research, and Environmental Economics. He has also written the software LIMDEP and NLOGIT, which are specialty econometrics packages used extensively by faculty and other researchers at IU and elsewhere. His own research interests center on econometric methods and applications, particularly nonlinear optimization, panel data, discrete choice modeling and limited dependent variables. During his visit to Bloomington, Professor Greene will meet with a small group to demonstrate alternatives to theorem & proof and chalk & talk in the teaching of metrics. Following this hands-on event, held in a computer lab, he will discuss research issues related to the scholarship of teaching and learning and other applications of statistics and econometrics in the Faculty Club. His visit is co-sponsored by the Scholarship of Teaching and Learning Program, the Interdisciplinary Consortium for Statistical Applications, and the Research and University Graduate School. Wednesday, February 13
William H. Greene is Professor of Economics and Chair of the Department of Economics in the Stern School of Business at New York University. He is recently named Entertainment, Media, and Technology Faculty Fellow. His work has been applied in modeling productivity, credit scoring, attrition in medical clinical trials, and labor supply models. His research has appeared in Econometrica, Journal of Political Economy, Journal of Econometrics, Journal of Economic Perspectives, Journal of Economic Education, Applied Economics, Review of Economics and Statistics, and the American Economic Review. Professor Greene has also taught at Cornell University, S.U.N.Y. Binghamton, Oxford, University of Lund, and Sydney University. He has consulted with National Economic Research Associates, American Express Corp., Ortho Biotech, LR Christensen Associates, the United States Postal Service, and the World Health Organization.
Preparing Students for Real-Life Problems: Multimedia Problem-Based Learning for Future TeachersTheresa A. Ochoa and Feng-Ru SheuProblem-Based Learning theory posits that knowledge of practice alone, even with accompanying memorization of a vast inventory of facts, cannot produce good practitioners who have the kind of thinking needed for the multidimensional decisions that real-life problems require. In this presentation, Professor Ochoa and Ms. Sheu will discuss their research into whether PBL approaches to teaching and learning can be demonstrated to increase retention of factual knowledge, foster greater intrinsic interest in subject matter, and enhance self-directed learning. Their qualitative data will be drawn from a School of Education class that prepares pre-service teachers to respond to students with different academic and behavioral characteristics. Their initial results suggest that a problem-based learning approach to teaching holds potential for preparing students to meet the challenges they will encounter in applied settings. This session will provide a visual and interactive description of a CD-ROM that presents a real-life, complicated, ambiguous, multidisciplinary problem to teachers-in-training and requires them to provide a solution to the problem. Professor Ochoa and Ms. Sheu will highlight the process of using the CD-ROM with pre-service teachers and discuss the implications of using problem-based learning across disciplines. Friday, March 1, 2002
Theresa A. Ochoa is a special education Assistant Professor of Emotional and Behavioral Disorders in the School of Education. As a former behavior specialist, she has research interests in cognitive behavior interventions for students with emotional and behavioral needs. Her current research agenda includes the systematic evaluation of the effectiveness of problem-based learning CD-ROM technology in the preparation of teachers for students from Hispanic backgrounds, those with limited English proficiency, and those with behavior problems. She won a 2001 Ameritech Grant for her research into “Development of an Interactive Multidisciplinary Problem-Based Learning (DIMPL) CD-ROM to Increase Pre-Service Teachers’ Knowledge Acquisition of Behavior Disorders and Improve Instruction of Students with Disruptive Behavior.”
Feng-Ru Sheu is a Ph.D. candidate in instructional systems technology (IST) at IUB, where she also received two master degrees in library science and in early childhood education. Her current research interests lie in information usage, cognitive artifact and technology application in education. Ms. Sheu is a recipient of the Jerrold E. Kemp Research Award for her work on developing technology-based support tools for teachers and of the Larson Professional Development Award at IUB. Her dissertation focuses on teacher expertise and technology-based support for teachers.
Feedback in a Distance Learning Environment: Types and FrequenciesBarbara BichelmeyerFeedback is one of the most important interactions between instructors and students. Providing it appropriately is key to facilitating student learning, but pedagogical approach and interaction medium greatly impact what kind of feedback professors give and how often. Given the increasing use of the web in higher education, and assuming that the web is creating changes in teacher–learner interactions, it seems appropriate to explore the uses of feedback in web-based learning environments. The world-wide web is used both as an adjunct to face-to-face instruction and as the primary mode of instruction in higher education. Web courses allow for three forms of instructional interaction: learner–content, learner–instructor, and learner–learner. Web courses may foster the development of critical thinking skills and construction of multiple perspectives through problem- and project-based learning. Web developments have converged to dramatically alter most conceptions of the teaching and learning process. In this presentation Barbara Bichelmeyer will report on her mixed method research project that explores the dynamic of feedback interactions between instructors and learners in a web-based learning environment. Friday, March 29, 2002
Barbara Bichelmeyer is Assistant Professor of Instructional Systems Technology at Indiana University. She received the School of Education Teaching Excellence Recognition Award in 1999 and 2000 and was awarded the School of Education Trustees Teaching Award in 2001. She teaches courses on the design, development, and evaluation of instruction. She also teaches a web-based course for the Instructional Systems Technology distance masters program. Her primary interest is in fostering learners’ engagement, ownership, and control of the learning process. Currently, she is engaged in research concerned with learner engagement in web-based learning environments. Dr. Bichelmeyer leads the IST Distance Education Research Group, which focuses its studies on social systems, group dynamics, and interaction in distance learning environments. Her research papers have appeared in Educational Technology Research & Development, Performance Improvement Quarterly, Quarterly Review of Distance Education, and College & University Media Review.
Shining a Flashlight on Teaching and Learning with TechnologyCraig RossThe increasing use of teaching and learning technologies has raised the importance of evaluating its educational effectiveness. To assess the success and progress of an undergraduate program is the key to learning and growth, and receiving feedback is the primary requisite for making technology planning essential. However, assessing the learning outcomes that result from using technology is a difficult challenge. In many instances, learning gains are not due to the technology per se, but the sound pedagogy it promotes. In this session, Craig Ross will share his study of a curriculum-wide use of technology. He employs the Flashlight Program and Tool Series Kit to learn what works well and not so well in teaching and learning with technology. The session should help faculty identify ways of thinking about pedagogical approaches to and uses of technology that can make significant differences in the way their students learn. Friday, April 12, 2002
Craig Ross is an Associate Professor in the Department of Recreation and Park Administration teaching both undergraduate and graduate courses. He joined IU in 1977 as a staff member in the Division of Recreational Sports and has been on the IU faculty since 1993. His teaching and research interests center on recreational sport programming and administration, computer technology, and career planning. He has given over sixty national and international presentations and authored numerous publications in these areas of research. He is the recipient of three Teaching Excellence Recognition Awards and is a FACET member. The above research was funded, in part, by a Scholarship of Teaching and Learning Research Grant.
Listening to StudentsSpring SymposiumRichard J. Light, Visiting ScholarWhy are some students successful in college, while others struggle? What choices can students make to maximize their time in college? What can teachers and university leaders do to improve the experiences of more students? How is greater diversity on campus affecting education, and how can both students and faculty benefit from these differences? Richard J. Light will address these and other questions as the keynote speaker in the 20th Annual Spring Symposium held in the Indiana Memorial Union Tree Suites. Professor Light has spent much of the past ten years learning from students what steps faculty members can take to improve the college experience. His latest book, Making the Most of College: Students Speak Their Minds, is based on 1,600 interviews with Harvard undergraduates. Drawing on the richness of students’ personal experiences with the academic environment, he finds some of the most important factors in student success to be class choice, productive work with advisors, writing and study skills, research assignments, and links between the classroom and the rest of life. His talk will include practical, cost-effective advice for how professors and administrators can best meet students’ needs. Professor Light’s Symposium talk is co-sponsored by the Office of the Vice Chancellor for Academic Affairs and the Office of the Vice Chancellor for Student Affairs. Wednesday, April 17, 2002
Richard J. Light is Professor in the Graduate School of Education and the John F. Kennedy School of Government at Harvard University. Making The Most of College: Students Speak Their Minds was published in 2001 by Harvard University Press and given the Virginia and Warren Stone Prize, which is awarded annually by the Press for an outstanding book on education and society. Professor Light teaches statistics, program evaluation, and policy analysis, with special focus on programs in education. His work emphasizes how to collect and analyze information to improve program management. He is also Director of the Harvard Assessment Seminars, a consortium of faculty and senior administrators from twenty-four colleges and universities convened to research college effectiveness. Outside of the university, he has held many positions, including president of the American Evaluation Association; chair of the Panel on Programs for Youth for the National Academy of Sciences in Washington; a member of the National Advisory Board for the Program Evaluation Division of the U.S. General Accounting Office; chair and director of “The Educational Impact of Changing Student Demographics in Colleges and Universities,” an American Academy of Arts and Sciences project that brings together senior campus leaders from twenty selective colleges and universities to explore and enhance benefits from changing student demographics. Professor Light is a Fellow of the American Academy of Arts and Sciences. In 1999, he became a member of the National Board on Testing and Assessment for the National Academy of Sciences. He has been elected to the National Board of the American Association for Higher Education, and appointed to the National Board of the Fund for Improvement of Postsecondary Education. Mr. Light has been honored with the Paul Lazarsfeld Award for distinguished contributions to science and to scientific practice, and named by Vanderbilt University’s Chancellor’s Lecture Series as one of America’s great teachers.
Checking Progress and Making PlansValerie Dean O’Loughlin, Donetta Cothran, Greg KitzmillerLike other forms of academic work, research in teaching and learning has its stages and phases and requires periodic reflection. Please join your colleagues in an informal gathering that closes the SOTL “season” and the school year. In conversational groups, you will have the chance to talk with a few Scholarship of Teaching and Learning presenters from years past about the progress of their research, including Donetta Cothran, Greg Kitzmiller, and Valerie Dean O’Loughlin. These experienced scholars will touch on new data, new implications, or current questions they are engaging. At the afternoon event, you can also touch base with the SOTL community before people disperse for the summer. Please drop by for refreshments beginning at 3:30. Thursday, April 25, 2002
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 the scholarship of teaching and learning. She received a Teaching Excellence Research Award in 1998, a Scholarship of Teaching and Learning Research Grant in 2000, and a Trustee Teaching Award in May 2001.
Donetta Cothran is an assistant professor in the Department of Kinesiology. She also holds the Child Development Professorship in the School of HPER. A graduate of the University of Maryland, Cothran publishes her research in the leading education journals, including Teaching and Teacher Education and Journal of Research and Development in Education. Her dissertation was awarded the Outstanding Dissertation Award by the American Educational Research Association Special Interest Group for Research on Learning and Instruction in Physical Education. Dr. Cothran is co-editor of Physical Activity Today and serves on the editorial board of the Journal of Teaching in Physical Education.
Greg Kitzmiller is a Lecturer in the Marketing Department of the Kelley School of Business, where he has taught three or more sections of undergraduate courses each term since 1995. He is Director of the School’s Global Business Information Network and Faculty Advisor of the undergraduate International Business Association. His professional interests are divided between teaching, scholarship of teaching, both professional and free-lance writing, and professional talks on global new product development of food and beverage products. Greg has been fortunate to give invited talks in Europe and Latin America on business strategy.
Constructing Course Portfolios: Conversations, Discussions and PreparationsA Toolbox EventCourse Portfolio TeamOver two days, people new to and experienced with course portfolios will be offered highly productive, concurrent working sessions that advance individual projects. The program format will include one-on-one conversations to aid reflection on teaching strategies, group development of strategies for course portfolio preparation, and plenary discussions focused on presentation and review of participants’ work. Tuesday, May 14; Wednesday, May 15
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