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2003–2004 SOTL Schedule of Events
Program Notes
The faculty and graduate students of Indiana University are warmly invited
and encouraged to participate in all events. Faculty are encouraged to
forward invitations to SOTL events to colleagues and graduate students
who may be interested in participating. To minimize cost and waste of
food, handouts, and other materials and 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. Please make your request to Sharon Smith, 812-855-9023 or smiths@indiana.edu.
Please direct comments, suggestions, or queries regarding this schedule
or any aspect of the Scholarship of Teaching and Learning Program to:
Jennifer Meta Robinson
Franklin Hall 004
Indiana University
601 E. Kirkwood Ave.
Bloomington, IN 47405
E-mail: jenmetar@indiana.edu
Tel: 812-855-9023
Fax: 812-855-8404
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SOTL Steering Committee
Moya Andrews—Vice Chancellor for Academic Affairs
and Dean of the Faculties
Simon Brassell—Professor of Geological Sciences
Brian Powell—Professor of Sociology
Jennifer Meta Robinson— SOTL Coordinator and Director
of Campus Instructional Consulting
Howard Rosenbaum—Associate Professor of Library
& Information Science; MIS Program Advisor
Jeanne Sept—Chair and Professor of Anthropology
SOTL Advisory Council
Althauser, Robert–Professor, Sociology
Becker, William–Professor, Economics; Editor,
Journal of Economic Education
Boeyink, David–Associate Professor, Journalism
Boschmann, Erwin–Special Assistant, Office of
the Dean of Faculties; Professor, Chemistry
Brabson, Ben–Professor, Physics
Brown, Catherine–Associate Dean for Research and
Development; Professor, School of Education
Calloway-Thomas, Carolyn–Associate Professor,
Communication and Culture
Dolby, Sandra–Professor, Folklore and Ethnomusicology
Gallahue, David–Dean of HPER; Professor, Kinesiology
Glowacki, Kevin–Assistant Professor, Classical
Studies
Hemmasi, Harriette–Executive Associate Dean for
University Libraries
Kintgen, Eugene–Associate Dean for Research and
the University Graduate School; Professor, English
Krishnan, Shanker–Associate Professor, Marketing,
Kelley School of Business
Nelson, Craig–Professor, Biology and SPEA
Pace, David–Associate Professor, History
Parkhurst, David–Professor, Environmental Science,
SPEA
Pescosolido, Bernice–Chancellor’s Professor,
Sociology
Rome, Dennis-Associate Professor, Criminal Justice
Ross, Craig–Associate Dean and Associate Professor,
Health Physical Education and Recreation
Royce, Anya Peterson–Chancellor's Professor, Anthropology;
Chancellor's Professor, Comparative Literature
Rubin, Barry–Professor, SPEA
Savion, Leah–Assistant Professor, part time, and
Assistant Director of Undergraduate Studies, Philosophy
Schlegel, Whitney–Assistant Professor, Physiology,
Director, Undergraduate Curriculum, Medical Sciences Program
Smith, Daniel– Associate Dean of Academics &
Clare W. Barker Chair in Marketing, Kelley School of Business
Smith, Ray–Associate Vice Chancellor for Academic
Affairs and Student Retention
Woodcock, John–Associate Professor, English
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2003–2004 SOTL Events Schedule
Finding the Good Questions: Genesis
and Development of Projects in the Scholarship of Teaching and Learning
Sharon J. Hamilton, Chancellor’s Professor
of English, IUPUI
Barry Rubin, Professor, SPEA
Whitney Schlegel, Assistant Professor, Medical Sciences
The formation of a research question is a crucial matter in any field
of scholarship. In the scholarship of teaching and learning, it may pose
special challenges to even an accomplished scholar because our knowledge
about success in the classroom is often tacit. At this session, Indiana
University Professors Sharon Hamilton, Barry Rubin, and Whitney Schlegel
will discuss the individual scholarship of teaching and learning projects
they are pursuing as part of a national program to advance the profession
of teaching and deepen student learning. They are among twenty-five 2003-04
professors from universities and colleges across the country selected
as new scholars of the Carnegie Academy for the Scholarship of Teaching
and Learning. Their projects were competitively selected for their potential
to create and disseminate examples of the scholarship of teaching and
learning that contribute to thought and practice in their fields. Their
projects address such issues as small group learning, the transferability
of learned skills and content beyond the immediate learning environment,
and the relationship between the goals and values of a liberal education
and the expectations of students.
During this interactive session, the scholars will focus on the genesis
of the central questions in their scholarly work on teaching and the further
development of those questions as they have moved towards formal study.
Together with the five other Indiana University Carnegie Scholars from
prior years—Didier Bertrand, Carolyn Calloway-Thomas, Craig Nelson,
David Pace, and Dennis Rome—they will lead session participants
in small structured discussions designed to help them develop their own
viable questions for further study.
Friday, September 12, 2003
Frangipani Room, IMU
Noon–1:30 pm
Lunch will be available from 11:30
Register
online
Sharon J. Hamilton is Chancellor’s Professor of English, Associate
Dean of the Faculties for Integrating Learning, and Director of Campus
Writing at IUPUI. She also holds an appointment in University College
and an adjunct appointment in the School of Education. Her twenty-eight
years of teaching experience began in the early sixties, in a one-room
eight-grade school on the windswept Canadian prairies. After seventeen
years as a public school teacher, culminating in a position as Chair of
an English Department in a suburban high school in Canada, Professor Hamilton
traveled to England to earn her Ph.D. in Language and Literature at London
University. She joined IUPUI in 1987, bringing to the campus an international
perspective on collaborative learning and interactive teaching. With several
teaching awards and publications about teaching and learning over the
ensuing ten years, she has established an international reputation for
her understanding of how to create effective learning environments, particularly
in the area of collaborative learning. Three publications that chronicle
her achievements as a scholar, a teacher, and a human being include Teaching,
Technology and Collaborative Learning: Developing a Model for Instructional
Teams (Video: Integrated Technologies/IUPUI); Collaborative Learning:
Teaching and Learning in the Arts, Sciences, and Professional Schools
(2nd ed. Indianapolis: Indiana University, 1997); and My Name's Not
Susie: A Life Transformed by Literacy (Portsmouth, NH: Boynton/Cook,
1995).
Barry Rubin is Professor in the School of Public and Environmental
Affairs at Indiana University Bloomington. He is currently involved in
several areas of research. He is exploring the link between climate change
and regional economic activity by developing and applying simultaneous
equation econometric models of multi-county and multi-state regions. These
models are designed to highlight the economic development impacts associated
with global warming. The models translate changes in average and peak
temperatures, precipitation, degree days, and cloud cover into effects
on regional employment, unemployment, income, population, schools, and
government, and allow for the exploration of adaptation and mitigation
policies. Over the past five years, Professor Rubin has also investigated
the impacts of gaming on economic activity for the State of Indiana, has
worked extensively on urban enterprise zones as economic development tools,
and has investigated the link between strategic planning efforts of cities
and their community development capacity. Other current projects include
empirical studies of the factors that lead to the success of collaborative
management in public sector organizations and the regional economic development
impacts of transportation investments. He teaches in the areas of statistics,
quantitative methods, urban policy, economic development, and information
systems. He has served as an advisor or consultant to state, county, and
municipal governments. He has been active in establishing past and future
directions for information technology within both the School of Public
and Environmental Affairs and Indiana University. For several years, he
served as Associate Dean and Associate Executive Director of Indiana University
Computing Services.
Whitney May Schlegel is Assistant Professor of Physiology and Biophysics
and Director of Undergraduate Curriculum in the School of Medicine, Medical
Sciences Program at Indiana University Bloomington. Her research in the
field of environmental physiology employs comparative and behavior animal
models. Much of her research focuses on the thermal environment and animal
thermoregulatory responses to diverse and dynamic environments. An understanding
of animal-environment interaction allows for informed management of the
environment and the animals that occupy that environment. Her scholarly
work on teaching employs a disciplinary perspective, specifically, questioning
what she needs to know about her students and student-teacher interaction
that will enable her to maximize and modify the environment to facilitate
learning. Understanding the learning past and future of her students provides
her with the data necessary to develop a learning environment that fosters
the skills and the content knowledge her students will need to succeed
in both the present and the future. Professor Schlegel is currently studying
collaborative student learning and how undergraduate students learn in
teams, especially how student understanding of process influences transferability
of knowledge and skills. She cites her growth from a reflective teacher
to a scholar of teaching and learning as growing from both her passion
for teaching and the supportive environment created by her peers on the
Bloomington campus, across the country, and around the world.
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Environmental Stewardship & Sustainability for
the 21st Century: the Role of Education
David Orr, Professor of Environmental Science,
Oberlin College
Discussant: Heather Reynolds, Assistant Professor, Biology
A new faculty seminar is meeting in Bloomington to consider environmental
literacy as a basic competency for citizens in the twenty-first century.
Representing a variety of disciplines in the sciences and humanities,
participants are asking not only what would constitute such a competency
but also what conditions of teaching and learning can themselves promote
ecological competence and mindfulness. Can the intellectual and educational
traditions of modern universities that tend to divorce students from their
environment be revised so that “the way learning occurs is as important
as the content of particular courses”?
David Orr is rethinking the goals of a university education and developing
practices that give students a stronger sense of connection to the world.
His emphasis on “real solutions to real problems,” especially
place-based environmental education as the foundation of the learning
process, aids students in developing higher order cognitive skills, such
as analysis and synthesis. In his courses at Oberlin College, Professor
Orr’s students lead research projects that inquire into their impact
on the place in which they live. In one of his most celebrated courses,
his students collaborated with professionals to develop the rationale
and design for what has become the Lewis Environmental Studies Center,
a model of ecologically-aware and place-aware architecture within which
to teach students about their fundamental connection to the world.
Discussant Heather Reynolds will probe the applicability of Professor
Orr’s ideas to Indiana University and practical means for assessing
student success in a system of education that does not separate the “how”
from the “what” of curriculum and teaching. Professor Reynolds
is co-leader of the Environmental Literacy Faculty Seminar, which co-sponsors
this event.
Friday, September 19, 2003
Georgian Room, Indiana Memorial Union
Noon – 1:30 pm
Refreshments will be provided from 11:30
Register
online
David Orr is Professor and Chair of the Environmental Studies Program
at Oberlin College. He is perhaps best known for his pioneering work on
environmental literacy in higher education and his recent work in ecological
design. He raised funds for and spearheaded the effort to design and build
a $7.4 million Environmental Studies Center at Oberlin College, a building
described by the New York Times as “the most remarkable”
of a new generation of college buildings. He was awarded a National Conservation
Achievement Award by the National Wildlife Federation in 1993, a Lyndhurst
Prize in 1992 awarded by the Lyndhurst Foundation “to recognize
the educational, cultural, and charitable activities of particular individuals
of exceptional talent, character, and moral vision,” the Benton
Box Award from Clemson University for his work in Environmental Education
(1995). He holds three honorary doctorates and has been a distinguished
scholar in residence at Ball State University (1995) and Westminster College
in Salt Lake City (1996). He is the author of three books: The Nature
of Design (Oxford, 2001); Earth in Mind (Island, 1994); Ecological
Literacy (SUNY, 1992) and co-editor of The Global Predicament
(North Carolina, 1979) and The Campus and Environmental Responsibility
(Jossey-Bass, 1992). He has published 120 articles in scientific journals,
social science publications, and popular magazines. Dr. Orr is contributing
editor of Conservation Biology. He is a Trustee of the Educational
Foundation of America and the Compton Foundation. He serves on the Boards
of the Rocky Mountain Institute (CO), Second Nature (MA), the Center for
Ecoliteracy (CA), and the Center for Respect of Life and Environment.
He is also an advisor and consultant to the Trust for Public Land, the
National Parks Advisory Committee, and other organizations.
Heather Reynolds is an Assistant Professor in Biology at Indiana
University Bloomington. Her research in temperate grassland and forest
plant communities focuses on plant-soil and plant-microbe interactions,
with the goals of understanding vegetation diversity and ecosystem functioning;
its responses to environmental changes like elevated carbon dioxide, exotic
plant invasions, or nitrogen fertilization; and applications to ecosystem
restoration and management. Professor Reynolds teaches courses in ecosystem
ecology with a focus on global change, human-environment interactions,
and sustainability. She has a special interest in service-learning, a
form of active learning involving partnerships between students and community
groups. She has developed undergraduate and graduate service-learning
courses at IUB, takes an active interest in the scholarship of teaching
and learning, and is currently a Course Portfolio Project Leader. She
was Chair of Indiana University Bloomington’s Council for Environmental
Stewardship (CFES) in 2002 and continues work with the CFES on campus
environmental literacy and green landscaping projects.
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Creating a Culturally Responsive Learning Environment
for Students of Color
Mary Howard-Hamilton, Associate Dean for Graduate
Studies and Assistant Professor of Education
Faculty members have the ability to make the learning environment supportive
and inclusive for all students from all backgrounds. But do they have
the know-how? We well recognize that the student population is becoming
increasingly “non-traditional” and multicultural. The largely
homogeneous classes of the past that posed their own substantial challenges
are now giving way to rooms full of people with cultural riches—and
complexities—that instructors may not be prepared to address.
Mary Howard-Hamilton has studied how students of color and white students
can develop strong senses of their own identities and healthy interpersonal
relationships with each other and their professors. With modest changes
to teaching, faculty members can help prepare students to succeed in our
multicultural society. In this session, Professor Howard-Hamilton will
ground a discussion of classroom practice in identity theories that help
us to understand how white people and people of color identify with their
racial cohorts. In this interactive session, she will engage participants
in discussion about how they, themselves, construct a sense of self and
work with participants to adapt their teaching practices to create a culturally
responsive learning environment for students and faculty.
Friday, October 24, 2003
Georgian Room, Indiana Memorial Union
Noon–1:30 pm
Refreshments will be provided from 11:30
Register
online
Mary Howard-Hamilton is an associate professor in the Department
of Educational Leadership and Policy Studies. Prior to coming to IU, she
held the positions of associate professor and coordinator for the University
of Florida's Student Personnel in Higher Education Program and, at the
same time, held an affiliate faculty position at the Center for Women's
Studies and Graduate Research (at the University of Florida). Dr. Howard-Hamilton's
areas of teaching and research expertise are multicultural issues in higher
education, student development theories, and feminist theory and therapy/counseling.
As a researcher, she has published over 45 articles and book chapters.
Her first book, co-authored with Dr. Tracy Robinson, is titled The
Convergence of Race, Ethnicity, and Gender: Multiple Identities in Counseling
(2000). Drs. Howard-Hamilton and Sherry Watt co-edited a New Directions
in Student Services book on Student Services for Athletes that was published
in April 2001. Additionally, Dr. Howard-Hamilton has published two book
chapters, “Creating a Culturally Responsive Learning Environment
for African American Students” (2000) and another with Dr. Patricia
King entitled “Using Student Development Theory to Inform Institutional
Research” (2000). She earned her Ed.D. from North Carolina State
University, and both her M.A. (in College Student Personnel Services)
and B.A. (in Speech and Dramatic Arts) from the University of Iowa. Among
her awards are the 1999 Melvene Draheim Hardee Award, and Outstanding
Student Affairs Faculty member by the Southern Association for College
Student Affairs Administrators.
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Teachings and Practices to Awaken Students to Science
Christopher Uhl, Professor of Biology, Pennsylvania
State University
Synthesizer: Eduardo S. Brondízio, Assistant Professor,
Anthropology
What is the role of teaching in a research university? Like many Research
1 faculty members, Christopher Uhl joined the faculty of the Pennsylvania
State University with excellent preparation for research but little training
to be an effective teacher. His place in the biology department was secured
through publications and grants, and his introductory course, with an
enrollment of 400–500 students, remained a secondary priority. Over
time, he realized that his courses about life science “seemed lifeless”
and even alienating to students. His response was to reconsider what he
most wanted students to learn and to document teaching practices that
catalyze deep thinking about science in an era when environmental problems
are almost certain to continue mounting in their severity.
At this interactive breakfast session, Professor Uhl will tell the story
of incorporating scholarship of teaching with his scientific study and
share the approaches he has developed to move students beyond “just
the facts” of environmental science. His practices for achieving
affective goals for his students, “to instill in students a sense
of awe and wonder for the natural world, as well as a deep sense of caring
and ecological responsibility,” include written and action exercises
to assess students’ ecological footprint, students’ involvement
in a large survey of the environmental impact of the Pennsylvania State
University campus, and a strongly personal approach to teaching. Professor
Uhl will discuss how these learning experiences not only communicate content
but also affect a deep-seated shift in his students’ own sense of
connection to the earth and their impact upon it.
Synthesizer Eduardo Brondízio will pull together the strands of
the participants’ discussion and discuss the potential in Professor
Uhl’s experience for faculty members at to Indiana University. He
is co-leader of the Environmental Literacy Faculty Seminar, which co-sponsors
this event.
Friday, October 31, 2003
Georgian Room, Indiana Memorial Union
9:00–10:30 am
Refreshments will be provided from 8:30
Register
online
Christopher Uhl is Professor of Biology in the Eberly College of
Science at Pennsylvania State University. As a human ecologist, Professor
Uhl has been a leader in the studies of the relationship of our species
to the nonhuman world, using the tools and perspectives of biology, ecology,
economics, political science, and ethics. In addition to examining the
ecological impacts of human activities (e.g., slash-and-burn agriculture,
ranching, mining, logging, fire) on Amazonian ecosystems, he has extended
his research to consider the economic, social and political factors contributing
to the impoverishment of Amazonian ecosystems. At the local level, he
has developed new research and educational initiatives at Penn State's
newly founded Center for Sustainability, emphasizing sustainable development,
ecological footprinting, and bioregional planning. He has also brought
this multidisciplinary approach to examining environmental problems to
his teaching through focus on developing environmental and ecological
literacy in his students. As part of this work, he has developed a series
of indicators that universities and communities might use to measure improving
or deteriorating environmental and social conditions. Dr. Uhl is currently
in the process of publishing a book on environmental literacy, tentatively
titled Teachings and Practices to Awaken Ecological Consciousness.
Professor Uhl is a co-founder and research associate at the Amazon
Institute for People and Environment in Belém, Pará, Brazil.
He has received Guggenheim and Fulbright scholarships and earned one of
the 1992 Pew Marine Conservation Fellowships, considered a preeminent
award for marine conservation.
Eduardo S. Brondízio is an Assistant Professor of Anthropology,
Assistant Director of the Anthropological Center for Training and Research
on Global Environmental Change (ACT), and Faculty Associate with the Center
for the Study of Institutions, Populations, and Environmental Change (CIPEC)
at Indiana University. His work focuses on land use, ethnobotany, and
rural development in the Amazon including long-term ethnographic work
on riverine Caboclo communities of the Amazon estuary and colonist farmers
of the TransAmazon. He has published more than fifty articles across anthropological
and environmental sources, an atlas on the occupation of the Brazilian
atlantic forest, and an ethnographic book currently under review. He is
the co-curator of the ethnographic exhibit “Forest farmers of the
Amazon estuary” currently open (until December 2005) at the Mathers
Museum of World Cultures in Bloomington, Indiana. His teaching portfolio
at Indiana includes senior undergraduate and graduate level courses such
as People and Plants, The Human Footprint: The Study of Land Use Change,
Human Ecology from Space: Introduction to Remote Sensing in the Social
Sciences, and People and Forests. His undergraduate level courses include
Peoples of Brazil, Native Amazonians, and Adapting to the Future: Human
and Environment in the 21st Century.
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Retreat Luncheon
Course Portfolio Authors
Course portfolios are one means of making the intellectual work of teaching
visible. While student evaluations give instructors insight into what
students think about a course, course portfolios that include both the
instructor’s reflections and examples of student performance may
present a more complete picture of this complex interaction. As a genre
for launching and reporting scholarship of teaching and learning, course
portfolios can be considered both a process that help us to reflect on
teaching and define research questions about it and a product that is
public, that speaks to a readership, and that lends itself to reporting
conclusions about teaching and learning.
This working session invites course portfolio authors and interested
others to help plot the future of the course portfolios on campus. Participants
will discuss their experience with writing and reviewing course portfolios
so far and generate recommendations for the future. Topics for discussion
will include the relationship of course portfolios to the larger scholarship
of teaching and learning activity on campus, the peer review component,
and the use of student performance as a measure of teaching success. Participants
will consider the efficacy of portfolios as a reflective tool, as a reporting
of scholarly teaching, and as a means to communicate best practices and
lessons learned. Future directions to be considered will include grants,
publications, collaborations, support systems, and participation in the
upcoming national conference.
Friday, November 7, 2003
Georgian Room, Indiana Memorial Union
12:30–2:00 pm
Lunch will be provided at noon
Register
online
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From Theory to Practice: Developments
in Technology-Enhanced Learning Environments
John Stinson, Chief Learning Officer, Ohio University
Without Boundaries
Now that much of the distracting hype and flash has collapsed with the
dot-com bubble, educational innovators can renew their focus on realizing
the teaching and learning potential in technologically-mediated environments.
In professional education, especially, technological solutions continue
to gain momentum as we better understand how to apply theories about how
people learn to what is possible through technologically-enhanced learning
settings. The result is instructional technology that offers newly active
and engaging ways to facilitate student learning, with benefits that face-to-face
interaction cannot provide.
In this interactive session, John Stinson, Chief Learning Officer of
the degree program Ohio University Without Boundaries and Professor Emeritus
of Business at Ohio University, will talk about a learning approach to
education that emphasizes what people can do as a result of their education.
He will demonstrate examples of how this approach has been put into practice
and assessed in some technologically-mediated learning projects at Ohio
University, including major elements of the MBA program and smaller components
used within courses. He will also share glimpses of the future of instructional
technologies through his current work on gaming and simulations as ways
to gain maximum engagement from students. Faculty members who use technology
in their on-campus courses will learn principles will help them to teach
better with the technology they now have. Co-sponsored by the Kelley School
of Business.
Friday, November 14, 2003
Graduate and Executive Education Center (CG) 2063
Kelley School of Business
Noon–1:30 pm
Lunch will be provided from 11:30
Register
online
John E. Stinson focuses on corporate-level leadership, strategic
transformation, and design of educational systems, with particular emphasis
on virtual education and action learning in executive education. He is
the primary architect and prime mover behind the Ohio University MBA Without
Boundaries, a unique educational program for high potential executives.
The MBAWB uses a learning architecture that combines the power of project-centered
action learning with the ease of access and learning enhancement of a
virtual learning community, featuring the latest in on-line learning.
He has also designed and implemented programs using a similar architecture
for corporate education. Dr. Stinson is Professor emeritus and former
Dean of the College of Business at Ohio University and he served as Director
of Management Development for two Divisions of Litton Industries. He has
been an active consultant with several major organizations including DuPont,
American Electric Power, Borg Warner, Cooper Industries, Westinghouse
Broadcasting, Nationwide Broadcasting, North American Coal, Litter Industries,
The Chillicothe Telephone Company, Southern Ohio Medical Center, Banc
One, Pace University, State Farm Insurance, and OHIC Insurance Company.He
also serves as Vice Chairman of the Board of Trustees of the Depositors
Assistance Corporation, a corporation established by the State of Ohio
to oversee the resolution of the Home State banking crisis. Dr. Stinson
is the author of six books and more than 100 journal articles, professional
papers, and grants. He was selected by the Society of Alumni and Friends
at Ohio University to receive the Faculty Contribution Award in 1991,
was twice nominated by students to serve as a University Professor, and
was given the Excellence Award for Graduate Teaching. He has long been
recognized as an innovator and is most energized when he is inventing
something new.
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Beyond Art: Teaching and Assessing Creativity
Across the Curriculum
Tony Ardizzone, Professor, Creative Writing
Estelle Jorgensen, Professor, Music
Georgia Strange, Professor, Fine Arts
“As a sudden flash of light, the enigma was solved. . . . For my
part I am unable to name the nature of the thread which connected what
I previously knew with that which made my success possible.” Such
was the experience of the mathematician Karl Frederick Gauss who, after
working for four long years, described his sudden success in proving a
theorem (Friedman 1999:12–13). Creative leaps are often crucial
for making breakthroughs on problems large and small. Innovators use mental
agility to find fresh approaches and discover new ideas, and professors
in many disciplines would like to see their students do the same. But
though we can recognize creativity when we see it—beauty in an equation,
transcendence in a musical line, economy in graphic representation, elegance
in language, inventiveness in interpretation—teaching creativity
proves difficult.
How can we foster creativity in our students? How can we assess the success
of their creative work? How do we make the criteria for this kind of excellence
available to our students? To colleagues? To what extent are our successful
methods transferable among the creative disciplines? Can they be adapted
by those in the sciences, social sciences, humanities, and professional
schools for the creative aspects of their work? Drawing on their extensive
experience working and teaching in disciplines that explicitly cultivate
creativity, Professors Tony Ardizzone (Creative Writing), Estelle Jorgensen
(Music), and Georgia Strange (Fine Arts) will discuss these and other
central questions of teaching and assessing creativity that are inherent
not only to the arts but also to the finest achievements of every discipline.
This interactive session will include time for participants to apply the
insights of the creative disciplines to their own work and to consider
new individual and collaborative projects that delve further into these
issues.
Friday, January 30, 2004
Georgian Room, Indiana Memorial Union
Noon–1:30 pm
Lunch will be provided from 11:30
Register
online
Tony Ardizzone is professor of English and the director of the Creative
Writing Program at Indiana University and the author of six books of fiction.
His work includes the novel In the Garden of Papa Santuzzu (Picador
USA/St. Martin’s Press, 1999), which was released in trade paperback
in 2000; Taking It Home: Stories from the Neighborhood (University
of Illinois Press, 1996); the interconnected collection Larabi’s
Ox: Stories of Morocco (Milkweed Editions, 1992); the story collection
The Evening News (University of Georgia Press, 1986); and the
novels Heart of the Order (Henry Holt, 1986) and In the
Name of the Father (Doubleday, 1978). His writing has received the
Milkweed National Fiction Prize, the Chicago Foundation for Literature
Award for Fiction, the Flannery O’Connor Award for Short Fiction,
the Virginia Prize for Fiction, the Pushcart Prize, the Lawrence Foundation
Award, the Bruno Arcudi Literature Prize, the Black Warrior Review Literary
Award for Fiction, the Prairie Schooner Readers’ Choice Award, The
Cream City Review Editors’ Award for Creative Nonfiction, and two
fellowships in fiction from the National Endowment for the Arts. He also
served two terms of office on the Associated Writing Programs’ Board
of Directors; edited the anthologies INTRO 10, INTRO 11, and INTRO
12; and was the founding editor of AWP’s Intro Awards Journals
Project. Professor Ardizzone’s stories are widely anthologized.
In 1998 he was awarded a Teaching Excellence Recognition Award by the
English Department and the I.U. Board of Trustees. He teaches courses
in creative writing, ethnic American literature, and 20th century American
fiction and has served as administrative consultant to the Indiana Review
(1989–94).
Estelle R. Jorgensen is Professor of Music Education in the School
of Music at Indiana University where she teaches graduate courses in the
foundations of music education. Editor of the Philosophy of Music Education
Review, founding chair of the Philosophy SRIG of MENC, author of
In Search of Music Education (Urbana: University of Illinois Press,
1997) and Transforming Music Education (Bloomington: Indiana
University Press, 2003) and frequent contributor to leading research journals
in music education internationally, she has spoken and written about a
broad array of themes in the philosophy of music education. Australian
born, she has taught music in the school grades in Canada, at McGill University,
Montreal, and lectured in Finland, Sweden, the United Kingdom, and Australia.
She has led and contributed to five international symposia in the philosophy
of music education held in Bloomington (1990), Toronto (1994), Los Angeles
(1997), and Birmingham, UK (2000). She is currently co-chair of the International
Society for the Philosophy of Music Education. Among the various honors
for her contributions to the philosophy of music education, she has been
named a fellow of the Philosophy of Education Society, and is the recipient
of an honorary doctorate in music from Andrews University, USA.
Georgia Strange is Professor of Fine Arts in the Indiana University
Henry Radford Hope School of Fine Arts. She also is Chairperson of the
Department of Studio Art and Director of Fine Arts. She earned a Bachelors
degree in Biological Sciences, a Masters degree in Science Education,
and an MFA degree in Fine Arts from Indiana University. Teaching positions
at Centre College of Kentucky, University of Georgia, and Ohio State University
preceded her return in 1986 to the faculty of Indiana University. Serving
in the Peace Corps in Liberia, West Africa, working on an archaeological
excavation in Greece, and several years of study in Italy have been important
influences on her artwork. She was an artist-in-residence at the Yaddo
Artist Colony. In 1987, Professor Strange was awarded an Indiana Arts
Commission Masters Fellowship. In 2001, she participated in an exhibition
of art about teaching and learning called Disco Erudio at Indiana University
Northwest. In addition to various venues across the country, her work
is exhibited regularly at the Ruschman Gallery in Indianapolis and SOHO
20 in New York City. Professor Strange works in a variety of media, including
ceramics, steel, wood, and stone.
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The Study Study: What IU Bloomington Students Really
Do to Support Their Learning
Lisa Kurz, Director, Writing Tutorial Services,
and David Perry, Director, IU Bloomington Evaluation Services and Testing
(BEST)
Introduction: Ray Smith, Associate Vice Chancellor for Academic
Affairs and Retention
Response: Bob Althauser, Professor Emeritus, Sociology Department
One generally accepted belief about student learning and academic success
is that time on task matters—that the amount of time students spend
on academic pursuits is an important factor in their academic success.
Some of what students do in support of their learning takes place in the
classroom, where activities such as listening actively, taking notes,
asking and answering questions, collaborating with peers, and participating
in planned activities contribute to academic success. However, much of
the academic work of students occurs outside of class and is largely invisible
to faculty and academic support staff. In this presentation, Lisa Kurz
and David Perry will report the results of a study designed to make visible
and quantify what students do when they are academically engaged but not
seated in a classroom. The goal of their study was to examine in detail
the relationships between demographic variables and study time—to
understand better how students study and what variables can be demonstrated
to affect academic success.
During the spring of 2003, Drs. Kurz and Perry designed and administered
an online survey to over 500 Indiana University Bloomington undergraduates,
asking them how they prepare for courses and exams outside of class, how
much various activities contribute to their learning, when and where they
study most effectively, how up to date they are in their coursework, and
what activities interfere with their coursework most often. The results
shed light on the Bloomington student population as a whole and on subsets
of respondents grouped by gender, class, GPA, and other variables. In
comparison with the National Survey of Student Engagement and a survey
administered by the Office of Academic Affairs in 1991, this study provides
insight into the behaviors of today’s students. Session participants
will be invited to discuss the implications of the survey for their teaching,
to generate their own questions, and to build further investigations on
this data set.
Friday, February 13, 2004
Georgian Room, Indiana Memorial Union
Noon–1:30 pm
Lunch will be provided from 11:30
Register
online
Lisa Kurz is the Director of Writing Tutorial Services and is on
the staff of the Campus Writing Program. She received a B.A. with distinction
in psychology from Swarthmore College (1976) and a Ph.D. in biopsychology
from Cornell University (1982). She was awarded a National Research Service
Award to conduct postdoctoral research with Dr. Lynn Nadel at the University
of California, Irvine. Her research there involved the development of
spatial behaviors in rat pups and the effects of neonatal stress on spatial
behaviors and hippocampal development. Following her postdoctoral fellowship,
she was a Staff Research Associate in the laboratory of Dr. Arthur Arnold
at UCLA, where she conducted research on the effects of hormonal manipulation
on neuronal morphology. Her research demonstrating the plasticity of neuronal
morphology in adult rats after hormonal manipulation was published in
the prestigious journal Science. She continued this research in the Department
of Psychology at IU Bloomington, where she also taught several courses,
including Introductory Psychology, Biological Views of the Mind, and Gender
in Biological Perspective. She joined the staff of the Campus Writing
Program in 1992. In addition to her position as Director of Writing Tutorial
Services, she consults with faculty, particularly those in the social
and natural sciences, concerning the uses of writing in their courses.
She has also taught courses on scientific writing and conducted numerous
studies on the uses of writing in various disciplines and on the efficacy
of writing assignments in improving students’ writing skills and
comprehension of course material.
David Perry is Director of Evaluation and Testing for IUB Evaluation
Services and Testing (BEST), where he consults with faculty and staff
on testing, course evaluation, and survey design. In his twenty year career
with IU David has designed computer-assisted instruction, consulted with
faculty on teaching and course design, evaluated courses and curricula,
and given workshops on such topics as classroom assessment, testing, and
course evaluation. He holds an A.B. degree in telecommunications and a
Ph.D. in instructional design and development, both from IU. In addition
to his staff duties, David is an adjunct faculty member in the School
of Education, where he has developed and taught a Web-based course in
learning psychology for the past five years. David’s research interests
have included instructional development paradigms, the consultation process,
and the impact of instructional technologies on classroom environments.
He has co-authored several educational journal articles and written numerous
evaluation and assessment reports.
Ray Smith is Associate Vice Chancellor for Academic Affairs and Student
Retention and serves as well as Executive Director of Instructional Support
Services. He received a B.A. with honors in English from the University
of Virginia and his Ph.D. from the University of Missouri. His recent
work has dealt with faculty development, instructional consulting, and
instructional technologies; his research investigates the use of writing
as a pedagogical tool. His most recent published essay, in About
Campus, is entitled “Changing Institutional Culture for First-Year
Students and Those Who Teach Them.” He is a faculty member in Language
Education, where he (occasionally) teaches a graduate writing course for
students new to American research universities.
Bob Althauser has published widely and developed an international
reputation in the areas of the sociology of work and occupations, social
stratification and labor markets. His most recent publications focus on
the methods he uses in his career analysis, the effects of education and
credentials on the work of allied health occupations (physical, occupational,
respiratory therapists), and a new area, the scholarship of teaching and
learning. He is currently completing a research project on learning outcomes
of freshman participating in Freshman Interest Groups (FIGs). His leisure
time is devoted to reading about the changing workplace in non-academic
sources and researching the genealogy of some interesting ancestors, through
travels and the Web.
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Book Reception for The Scholarship
of Teaching and Learning in Higher Education: The Contribution of Research
Universities
Moya L. Andrews, Vice Chancellor for Academic
Affairs and Dean of the Faculties, and William E. Becker, Professor, Economics
This session will feature the editors of a new book of essays on the
scholarship of teaching and learning, William E. Becker and Moya L. Andrews.
Their 2004 volume illustrates the often-overlooked contributions that
research universities make to pedagogical advances in higher education.
It provides examples of a few of the many ways in which a research-oriented
faculty advances teaching and learning of undergraduates by its members
applying their skills in classrooms, laboratories and individualized work
with students. The speakers will discuss a variety of models of the scholarship
of teaching and learning at research universities and the influence of
discipline-based research on teaching that leads to more meaningful student
activities. They will also highlight advancements in the assessment of
student outcomes through research that are featured in the book. The primary
authors in this volume were selected from the scholars who made presentations
in Indiana University’s Scholarship of Teaching and Learning Program
between 1999 and 2003. This book itself is a testament to the role of
research universities in disseminating ideas about teaching through their
own presses.
Tuesday, March 30, 2004
Georgian Room, Indiana Memorial Union
Noon–1:30 pm
Lunch will be provided from 11:30
Register
online
William Becker is a professor of economics at Indiana University,
Bloomington, and an adjunct professor at the University of South Australia,
where he was last in residence for two months in 2003. He is editor of
the Journal of Economic Education and of the SSRN Economic Research Network
Educator. He also serves on the editorial board of the Economics of Education
Review. He is a member of the American Economic Association’s standing
committee on economic education and a member of the National Bureau on
Economic Research working group on higher education. He is President-Elect
of the Midwest Economic Association. Before joining the faculty of Indiana
University, Dr. Becker was a tenured faculty member at the University
of Minnesota, where he returned for the academic year of 1988 to serve
as acting director of the Management Information Division. He has held
visiting appointments at Princeton University and the Universities of
Adelaide, Melbourne, and South Australia. He has consulted internationally
in Indonesia, Spain, Russia, the United Arab Emirates, Mexico, Portugal,
and Scotland. He has also been a consultant in the United States for government
agencies, industry, and individuals. Professor Becker’s scholarly
pursuits have been supported by the National Science Foundation, Kazanjian
Foundation, Russell Sage Foundation, Helen Dwight Reid Foundation, and
the Bush Foundation. His research appears in numerous journals, including
American Economic Review (refereed and proceedings), American
Statistician, American Journal of Agricultural Economics, Econometric
Theory, Economic Inquiry, Journal of Economic Perspectives, Journal of
Finance, and Review of Economics and Statistics. He is the
author of Statistics for Business and Economics (South-Western,
International Thomson Publishing) and Statistics for Business and
Economics Using Microsoft Excel (SRB Publishing), and is co-author
of Business and Economics Statistics (Addison-Wesley). He is
co-editor of Academic Rewards in Higher Education (Ballinger),
Econometric Modeling in Economic Education Research (Kluwer-Nijhoff),
The Economics of American Higher Education (Kluwer), American
Higher Education and National Growth (Kluwer), Assessing Educational
Practices: The Contribution of Economics (MIT Press), Teaching
Economics to Undergraduates: Alternatives to Chalk and Talk (Edward
Elgar), and Incentive Based Budgeting Systems in Public Universities
(Edward Elgar).
Moya Andrews' biography.
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The Ten Commandments of Applied Statistics: Some
Implications for Teaching
Peter Kennedy, Professor of Economics, Simon Fraser
University
Unpleasant realities of real-world data force applied statisticians to
violate the prescriptions of theory as taught by our textbooks. Leamer
(1978) vividly describes this behavior as wanton “sinning”
in the basement, with sinners' metamorphosing into high priests as they
ascend to the third floor to teach theory. However, this sinning is not
completely wanton; applied statisticians do (or should) follow some unwritten
rules of behavior. In effect, they recognize informally agree-upon boundaries
within which liberty is taken, promoting a kind of honor among sinners.
Professor Peter Kennedy will exposit these rules, cull from them an unauthorized
list of the Ten Commandments of applied statistics, and discuss implications
for teaching applied statistics. Co-sponsored by the Department of Economics
and the Interdisciplinary Consortium for Statistical Applications.
Thursday, April 22, 2004
University Club, Indiana Memorial Union
3:00–4:30 pm
A reception will follow
Register
online
Peter Kennedy received his B.A. from Queen's University in Canada
in 1965, and his Ph.D. from the University of Wisconsin in 1968. Apart
from visiting positions at Cornell, Wisconsin, the London School of Economics,
Deakin, Singapore, Cape Town, Canterbury, Curtin, Adelaide, Otago, and
EERC (Ukraine), he has been at Simon Fraser University ever since. Author
of four books, the best-known of which is his Guide to Econometrics,
he has published in a wide range of journals, primarily in the areas
of econometrics and economic education. He is the recipient of four awards
for excellence in teaching, and the Villard award for excellence in economic
education research. He is an associate editor of the Journal of Economic
Education, the International Journal of Forecasting, and
Economics Bulletin.
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SOTL Spring Celebration
Please join Moya Andrews, Vice Chancellor for Academic Affairs and Dean
of the Faculties, and your colleagues for an informal celebration of the
year’s SOTL successes. Vice Chancellor Andrews will spotlight some
of the initiatives that promise to have exemplary impact on instructional
development and undergraduate education. We will also feature posters,
preprints, reprints and other materials that represent work by individual
scholars and recognize IU’s other recent achievements in the scholarship
of teaching and learning. This is a chance for you to touch base with
your SOTL colleagues before they disperse for the summer. Please drop
by for refreshments beginning at 3:30.
Friday, April 23, 2004
University Club, IMU
4:00–5:30 pm
Refreshments provided from 11:30
Register
online
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