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2004–2005 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
Simon Brassell – Professor, Geological Sciences
Brian Powell – Professor, Sociology
Jennifer Meta Robinson – SOTL Coordinator, Office
of Academic Affairs
Howard Rosenbaum – Associate Professor, Library
& Information Science; MIS Program Advisor
Whitney Schlegel – Assistant Professor, Physiology
and Biophysics, Director, Undergraduate Curriculum, Medical Sciences Program
Ray Smith – Associate Vice Chancellor for Academic
Affairs and Student Retention
SOTL Advisory Council
William Becker – Professor, Economics; Editor,
Journal of Economic Education
David Boeyink – Associate Professor, Journalism
Ben Brabson – Professor, Physics
Catherine Brown – Associate Dean for Research
and Development; Professor, School of Education
Carolyn Calloway-Thomas – Associate Professor,
Communication and Culture
Sandra Dolby – Professor, Folklore and Ethnomusicology
Kevin Glowacki – Assistant Professor, Classical
Studies
Harriette Hemmasi – Executive Associate Dean,
University Libraries
Eugene Kintgen – Associate Dean, RUGS; Professor,
English
Shanker Krishnan – Associate Professor, Marketing,
Kelley School of Business
Patricia McDougall – Associate Dean of Academics
and Professor of Strategic Management, Kelley School of Business
Craig Nelson – Professor Emeritus, Biology and
SPEA
David Pace – Associate Professor, History
David Parkhurst – Professor, Environmental Science,
SPEA
Bernice Pescosolido – Chancellors’ Professor,
Sociology
Dennis Rome – Associate Professor, Criminal Justice
Craig Ross – Associate Dean and Associate Professor,
HPER
Anya Peterson Royce – Chancellors’ Professor,
Anthropology, Comparative Literature
Barry Rubin – Professor, SPEA
Leah Savion – Assistant Professor, part-time,
and Assistant Director of Undergraduate Studies, Philosophy
John Slattery – Dean of the Graduate School
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2004–2005 SOTL Events Schedule
Toolbox: Course Portfolios
as a Design Tool for Teaching in Fall
Doug Karpa-Wilson, Jennifer Meta Robinson, Kim
Geeslin, Valerie O’Loughlin
Faculty members have found course portfolios to be excellent tools not
only for reporting on courses already finished but also for planning those
to come. This three-day course design series builds on the approach developed
by IU authors as part of the Pew Peer Review of Teaching Course Portfolio
Initiative. These special sessions will employ, prospectively, the structured
approach used for preparing a course portfolio. The result should be a
sound and rigorous course plan for the fall.
During this three-day workshop, participants will work cooperatively
to develop the learning goals, major assignments, and activities for their
fall courses. In discussion with colleagues, participants will explore
how they would like students to be different by the end of the semester.
Participant will also develop the key assignments in which students can
show they have moved toward those goals. Finally, we will collaborate
on the teaching activities and structures that will help students be successful
with these key assignments. This cumulative process should yield both
a solid plan for this fall’s teaching and, through daily writings,
a preliminary draft of a course portfolio that documents the intellectual
work of teaching and the corresponding student achievements. All participants
will be invited to join a working group that continues the conversation
into the fall.
As a member of a Pew Charitable Trust research university consortium,
Indiana University has taken a lead in piloting a system for peer review
of teaching using course portfolios. These portfolios provide rich documentation
of teaching and learning that includes the instructor’s voice and
evidence of student performance. Experiences at the campuses involved
in the Peer Review of Teaching Course Portfolio Initiative have shown
that these portfolios can be used for course development, grants, awards,
job applications, scholarship of teaching publications, dossiers, and
other dissemination of teaching. Participation in the course portfolio
initiative brings participants into a larger movement toward peer reviewing
teaching.
Tuesday, August 17, Thursday, August 19, Monday, August 23, 2004
9:00 – 11:00 am
Maple Room, Indiana Memorial Union
Light refreshments will be provided
Register online
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Taking the Excitement of Discovery
to the Classroom and Beyond
Roger Hangarter, Associate Professor, Biology
Plants typically move and change on timescales that are too slow to be
easily observed by most people. This temporal disconnect contributes to
the phenomenon of “plant blindness,” in which students fail
to see plants as alive and tend to regard them as boring and unchanging.
As a result, students who might otherwise make good plant biologists fail
to develop the skill of detailed observation that is so fundamental to
science. They often enter other areas of specialization that look exciting
by comparison. To address this fundamental misconception and cultivate
in students the skills that would dispel it, Professor Roger Hangarter
drew on the same time-lapse methods that he uses in his research to give
students a fresh look at plants. Specifically, he has made available to
students the time-lapse movies he uses to analyze how plants respond to
environmental stimuli, such as light and gravity. As they do for scientists,
the movies reveal to students important details that are often missed
by relatively simple before-and-after comparisons.
The rich connection that Professor Hangarter made between his research
and his teaching has set in motion an innovative teaching agenda that
continues to expand. While the quality and character of the questions
that his own students ask have clearly improved after the introduction
of the videos, a more surprising outcome has been their enthusiastic reception
by a much broader audience. An award winning public educational web site,
several artistic collaborations and creations, exhibits at the United
State Botanical Garden and the Chicago Botanical Garden, citations in
scientific and popular journals, and significant interest from the National
Science Foundation suggest that this work is addressing a widely-recognized
problem. In this presentation, Professor Hangarter will discuss his realization
of a serious misconception among biology students, how that developed
into a teaching innovation that draws on actual basic research methods,
and his further extension of this work into a powerful demonstration of
the dynamic nature of plant growth and development to the public at large.
Friday, September 24, 2004
Noon – 1:30 pm
Frangipani Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
Roger Hangarter is an Associate Professor in the Department of Biology
at Indiana University, Bloomington. He earned a B.A. in biology at State
University College at Geneseo, New York, and an M.S. in Horticulture and
a Ph.D. in Plant Physiology from Michigan State University. He did postdoctoral
work on photosynthesis with Norman Good from 1981–1983 at Michigan
State University and with Don Ort from 1983–1986 at the University
of Illinois, Urbana. He was assistant and associate professor in the Department
of Plant Biology, Ohio State University in Columbus, OH from 1986 to 1995.
He then moved to his current position at Indiana University. He spent
1998 serving as the Program Officer for NSF Integrative Plant Biology
Program in Arlington, VA.
Professor Hangarter’s research focuses on physiological and
molecular mechanisms controlling plant growth and development, including
mechanisms by which plants perceive and respond to environmental stimuli.
He has had a long-term interest in photobiology and development and has
conducted research on auxin physiology, photosynthesis, and plant photosensory
systems. His recent work is investigating how light and gravity response
systems interact to control plant architecture and how light regulates
chloroplast motility and development.
At IU, Professor Hangarter teaches an undergraduate plant physiology
course, a graduate course on plant development, and special topics courses
on photobiology and plant development. He has also been an invited lecturer
in the DOE–NSF Plant Biochemistry Summer Course and the Arabidopsis
Molecular Genetics Course at the Cold Spring Harbor Laboratory. He has
served on a number of competitive grant panels, including the USDA–NRI
Plant Growth and Development Program, the DOE Biosciences Grant Program,
and the NSF Integrative Plant Biology Program, and as the Panel Manager
of the USDA Plant Growth and Development Panel. He has also organized
several national and international conferences. Hangarter is currently
on the editorial board for Plant, Cell & Environment, the advisory
board for Trends in Plant Science, and he served on the editorial board
for Plant Physiology from 1993-2000. He is president elect of the American
Society of Plant Biologists and will assume the role as President in October.
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Toolbox: Design Workshop for Poster
Presentations
Michael Nelson, Director, ISS Graphics and Publications
Poster presentations are growing in popularity as a communication medium
for academic work, both in disciplinary contexts and in the scholarship
of teaching and learning. Posters usually combine pictures and text in
an aesthetic manner for easy viewing and rapid absorption of information.
Their special appeal lies providing an interactive forum. Readers learn
about new and innovative work-in progress, and presenters can preview
interesting preliminary results of on-going research projects. The resulting
conversations can be rewarding and generative for both sides.
This hands-on toolbox event will help IU faculty members, graduate students
and staff prepare conference poster presentations that are clear in content
and visual composition. Led by Michael Nelson, Director of IU Bloomington’s
Graphics and Publications, participants will hone the main messages of
their posters and design effective visual presentations for them. By the
end of the workshop, participants will have a clearer sense of the main
focus of their work and a preliminary plan for constructing their posters.
Participants are encouraged to bring abstracts they have submitted or
plan to submit, as well as laptop computers, if possible. Consultants
will be on hand for further design planning after the session ends.
Friday, October 1, 2004
3:00 – 4:30 pm
Teaching and Learning Technologies Center
(Main Library, Undergraduate Side, 3rd Floor)
Light refreshments provided
Register online
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The Research University and Innovation in
Undergraduate Education
George D. Kuh, Chancellor’s Professor of
Higher Education
Research universities get their fair share of criticism in terms of the
quality of undergraduate education they provide their students. At the
same time, many innovations in undergraduate education, such as learning
communities and first-year student seminars currently being used in all
types of institutions were developed by and first implemented at research
universities. Most widely used assessment tools also were developed by
scholars at research universities. Are research university undergraduates
more or less engaged in effective educational practices? Compared with
their counterparts elsewhere do they study and interact with faculty members
more or less? Moreover, how do they fare in terms of what they gained
from attending the university relative to other students? Do faculty members
at research universities who teach undergraduates emphasize different
pedagogical practices and learning outcomes for their students compared
with instructors at other types of institutions?
In this session George Kuh will draw on his chapter in The Scholarship
of Teaching and Learning in Higher Education, edited by William Becker
and Moya Andrews, to review some of the more important contributions made
by research universities to improving student learning and institutional
effectiveness. A faculty member at IUB since 1976, George directs the
Center for Postsecondary Research which houses several national projects
including the National Survey of Student Engagement (NSSE) and the Faculty
Survey of Student Engagement. To date about 600,000 first-year and senior
students from more than 850 different colleges and universities have completed
the NSSE and IUB has annually participated in the project since its inception
in 2000. In addition, George and a research team of two dozen scholars
from around the country recently completed a two-year study of 20 colleges
and universities with better-than-predicted student engagement and graduation
rates. He will draw on this combination of data to frame his observations
and offer suggestions for individual faculty members can establish some
of the key conditions that promote student engagement and contribute to
challenging but supportive learning environments, drawing on research
about first-year seminars, learning communities, student-faculty collaboration
on research, and capstone seminars.
Friday, October 8, 2004
Noon–1:30 pm
Georgian Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
George Kuh is Chancellor’s Professor of Higher Education at
Indiana University Bloomington. He directs the Center for Postsecondary
Research, the National Survey of Student Engagement, and the College Student
Experiences Questionnaire Research Program. George received the B.A. from
Luther College (1968), the M.S. from the St. Cloud State University (1971),
and the Ph.D. from the University of Iowa (1975). At Indiana University,
he served as chairperson of the Department of Educational Leadership and
Policy Studies (1982–84), Associate Dean for Academic Affairs in
the School of Education (1985–88), and Associate Dean of the Faculties
for the Bloomington campus (1997–2000). Previously he was an admissions
officer at Luther College and taught at Kirkwood Community College and
the University of Iowa Colleges of Education and Dentistry.
Professor Kuh has published more than 250 items and made several
hundred presentations on topics related to college student development,
assessment strategies, and campus cultures. In addition, he has been a
consultant to about 150 institutions of higher education and educational
agencies in the United States and abroad. George has received awards for
his research contributions from the American College Personnel Association,
Association for Institutional Research, the Association for the Study
of Higher Education (ASHE), the Council of Independent Colleges, and the
National Association of Student Personnel Administrators. He is past-president
of ASHE and serves on the editorial boards of About Campus, Change,
Higher Education Abstracts, Liberal Education, and the Vanderbilt
Higher Education Series. In addition, he received the Educational
Leadership Award for Teaching from St. Cloud State University, several
Teaching Excellence Recognition Awards from Indiana University, the Dean’s
Award for outstanding contributions by a faculty member to the quality
of undergraduate life at IUB, and the prestigious Tracy Sonneborn Award
from Indiana University for a distinguished record of scholarship and
teaching.
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International Society for the
Scholarship of Teaching & Learning Inaugural Meeting
The Scholarship of Teaching and Learning: Perspectives,
Intersections, and Directions
The International Society for the Scholarship of Teaching and Learning
will hold its inaugural meeting on the Indiana University Bloomington
campus this fall. Launched from the Bloomington campus by a core group
from IU’s Scholarship of Teaching and Learning Program in 2003,
IS-SOTL was founded by scholars representing 6 countries, 43 institutions
of higher education, and 3 IU campuses. This will be the first time this
distinguished group of faculty members, scholars of both their disciplinary
studies and teaching, will gather together anywhere.
Internationally, good teaching is increasingly recognized as resting
on both professors’ knowledge of their disciplines and their knowledge
of how to teach specific disciplinary content. The scholarship of teaching
and learning invites faculty to use the literature on learning and teaching
that already exists and to undertake study of learning questions from
their own disciplinary perspectives. This conference will examine a range
of interdisciplinary perspectives, intersections, and future directions
in response to the central question: “How can we best use the disciplinary
expertise of faculty members to educate the higher education students
of today?”
Keynotes will be presented by Keith Trigwell (Oxford University), Lee
Shulman (Carnegie Foundation for the Advancement of Teaching), Randy Bass
(Georgetown University), and Dan Bernstein (University of Kansas). Other
outstanding presenters include Michael Prosser (University of Sydney),
Nick Hammond (Higher Education Academy, UK), Janet Gail McDonald (McGill
University), and Barbara Cambridge (AAHE). The developing program of events,
the full roster of the founding committee, and other information about
the International Society are available on the conference web site: www.is-sotl.indiana.edu.
Conference sponsors include Indiana University and the Carnegie Foundation
for the Advancement of Teaching.
Thursday, October 21 through Sunday, October 24, 2004
Indiana Memorial Union
Registration required: www.is-sotl.indiana.edu
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The Future of Teaching the Middle Ages
in Higher Education: Challenges, Paradoxes, Reconceptions, and Optimism
Vicky Gunn, Lecturer, Teaching and Learning ServiceUniversity
of Glasgow, UK
Sponsored by the Institute for Advanced Studies, with support
from the Medieval Studies Institute
This roundtable will examine some of the key challenges facing the teaching
of Middle Ages in Western Higher Education with particular reference to
the UK. The workshop facilitator will set out what she sees are the problems
facing her University (University of Glasgow, one of the ‘ancient’
Universities) and invite participants to compare this experience with
the current situation in the USA. The focus of the workshop will be the
tradition of teaching the English and European Middle Ages to Undergraduates
and will raise questions about curriculum development, changes in teaching
and learning, diversity, and relevance of approaches traditionally associated
with the discipline of Medieval History. On October 26, at the Lilly Library,
Dr. Gunn will present “A Case of Generic Discomfort: Bede’s
Historia Abbatum.”
Wednesday, October 27, 2004
Noon–1:30 pm
State Room West, Indiana Memorial Union
Lunch will be provided
Register online
Dr. Vicky Gunn is a lecturer at the University of Glasgow in the
field of teaching and learning service. Her special areas of interest
include professional development of Graduate Teaching Assistants (GTAs)
and new academic staff and the emotional processes of academic research.
Her expertise in medieval history includes interdisciplinary approaches
and the study of early medieval text construction and composition, particularly
in Bede’s work. She is currently a fellow at IU’s Institute
for Advanced Studies.
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Toolbox: Turning SOTL Conference Papers
into Publications
The SOTL Team
Designed as a follow-up to the International Scholarship of Teaching
and Learning conference, this workshop is open to anyone who has a SOTL
presentation that they would like to turn into a manuscript suitable for
publication. Over lunch we will discuss library resources and general
publication guidelines. Participants will receive a list of disciplinary
and interdisciplinary journals that accept scholarship of teaching and
some examples of published guidelines and articles. Participants will
have the opportunity to organize themselves into writing groups and to
find partners for future collaborations.
Friday, November 5, 2004
Noon–1:30 pm
Coronation Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
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Linking Professional and Classroom
Practice: A Survey of Professionals on Hands-on Instruction
Frederika Kaestle, Assistant Professor, Anthropology
April K. Sievert, Lecturer and Director of Undergraduate Studies, Anthropology
“Active” learning and “hands-on” experience seem
to be logical goals for higher education. Certainly they reverberate through
discussions about college teaching. But how do we construct day-to-day
classroom activities that convey the kinds of experiences and skills valued
by professionals in the field?
In this presentation, Frederika Kaestle and April Sievert will discuss
preliminary results of a study that surveys professional anthropologists
and archaeologists nationwide about hands-on learning. Combined with results
of interviews with anthropologists at Indiana University, this study provides
recommendations for revising courses here on campus. A further phase of
the study applies these recommendations to four, quite different courses
in the Anthropology Department. The success of these pedagogical changes
will be discussed in terms of student achievement and satisfaction, as
well as instructor experience, using both quantitative and qualitative
assessments. Funded by a 2003 Dean of Faculties award for Leadership in
Scholarship of Teaching and Learning, this project will provide the basis
for a rich discussion about definitions, problems, and solutions for hands-on
learning.
Friday, January 28, 2005
Noon–1:30 pm
Georgian Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
Frederika Kaestle is an assistant professor of Anthropology at Indiana
University. She specializes in molecular genetic techniques that can be
utilized to address anthropological questions. Over the past decade, she
has concentrated on the new techniques and protocols that make ancient
DNA available for study and has used these data to test hypotheses based
on archaeological, linguistic, and ethnographic studies. Her research
concentrates on several instances of hypothesized prehistoric population
movement and replacement, such as the Numic Expansion in the Great Basin,
the initial peopling of the New World, and the settlement of the Pacific,
in an effort to determine which archaeological signals are the most reliable
indicators of prehistoric migrations and relationships and to refine current
hypotheses regarding these specific instances of possible population movement.
Her previous projects have included much more fine-grained analyses of
kinship and residence and burial patterns using ancient DNA.
April Sievert is Director of Undergraduate Studies and a lecturer
in the Anthropology Department at Indiana University. She studies the
interface between ceremonial behavior and craft industries, researching
how people in different cultural situations use lithic tools to manufacture
other tools and objects. She has worked especially with archaeological
collections from the Spiro Mounds in Oklahoma and from various Maya sites.
Her technical specialty is in the examination of wear traces using light
microscopy and high-power magnification to reconstruct artifact function.
Her newest research interests concern centers for the production of ceramic
and glass tableware in the late 19th and early 20th centuries in North
America, especially in the Ohio Valley. Dr. Sievert also studies the ways
in which we teach anthropology, create course materials, and write textbooks.
She is committed to improving the accessibility, readability of anthropology
for students and the public as well.
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Getting Our Money’s
Worth: Consumerist Attitudes among Indiana University Students
Bernice Pescosolido, Chancellor’s Professor,
Sociology
Suzanna M. Crage, Ph.D. Candidate, Sociology
Emily Fairchild, Ph.D. Candidate, Sociology
In recent years, there has been a good deal of interchange among academics
about the presumably rising “consumerist attitude” toward
higher education among college students. Instructors complain that students
are not academically engaged and that they are instead concerned with
“getting their money’s worth,” at times making demands
that instructors believe interfere with learning. Although these discussions
are common in university hallways and academic newsletters, research that
defines the attitudes that compose the consumerist perspective is nonexistent.
Furthermore, the frequency of such attitudes among students is also unknown;
existing sources rely on anecdotal evidence or assumption.
This research team addresses both the content of the consumerist perspective
and the prevalence of it through an online survey of randomly selected
Indiana University Bloomington undergraduates. Their presentation will
address the variety of attitudes measured in the survey that tap various
components of consumerist perspectives. With a diversity of measures,
they are able to identify multiple types of consumerism and describe their
defining elements. They also provide a description of the prevalence of
these attitudes among IU’s undergraduate students, identifying demographic
characteristics of those adhering to the perspectives as well as how the
attitudinal responses link with responses to a critical thinking scale.
Beginning with reliable data of consumerist attitudes as a context, this
presentation will launch an informed discussion of how, with this knowledge,
faculty members can better advance students’ learning in individual
courses.
Friday, February 11, 2005
Noon–1:30 pm
Frangipani Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
Professor Bernice Pescosolido focuses her research and teaching on
social issues in health, illness, and healing. Her research agenda addresses
how social networks connect individuals to their communities and to institutional
structures, providing the “wires” through which society’s
energies (social interaction) influences people’s attitudes and
actions. She has received numerous grants from federal and private sources
including the National Institute of Mental Health, the National Science
Foundation, the MacArthur Foundation, and the Robert Wood Johnson Foundation.
From 1989 to 1995, she held a Research Scientist Development Award and
from 1997 through 2002 holds an Independent Scientist Award, both from
the NIMH. She is the founder and director of the NIMH-funded Indiana Consortium
for Mental Health Services Research as well as the IU-Strategic Directions
Initiative’s CONCEPT I Program in Health and Medicine. Both are
designed to enhance the research and training of IU’s faculty and
students to contribute to the national agenda on health and health care.
In 1985, she received the Edwin H. Sutherland Award from Excellence in
and Commitment to teaching and in 1992, the Herman F. Lieber Award from
Distinguished Teaching. She has published widely in sociology, social
science, public health and medical journals; served on the editorial board
of a dozen national and international journals; been elected to a variety
of leadership positions in professional associations.
Emily Fairchild is a Ph.D. Candidate in Sociology at Indiana University,
Bloomington. She has participated in the Preparing Future Faculty program,
has been a Faculty Fellow at DePauw University, and is currently serving
as the Preparing Future Faculty Fellow in the Indiana University Bloomington
Department of Sociology. Her research interests center on sociology of
culture and gender. Recent projects include an interview-based study of
engaged women’s views of marital love, a content analysis of gender
in children’s books, and an analysis of General Social Survey data
regarding the effects of maternal employment on gender-related attitudes.
Her dissertation research includes observation of weddings and analysis
of the role of gender and ritual in these events.
Suzanna M. Crage is a Ph.D. Candidate in the Sociology Department
at Indiana University. She conducts research primarily in areas relating
to the sociology of culture. During 2004–2005, she is conducting
field research for her dissertation, which compares how two cities in
Germany are set up to provide social services for refugees, focusing on
the roles and relationships of non-governmental agencies. Related topics
include how refugee migrants in Europe use local cultural resources, and
how refugee coping strategies are influenced by the nature of their attachments
to places. She is also working with Elizabeth Armstrong on a study of
the influence of the Stonewall riots on the development of the gay liberation
movement in America. In addition to this project, with Emily Fairchild,
about student attitudes toward higher education, she is working with Evelyn
Perry on a study of attitudes among sociologists about the increasingly
discussed idea of “public sociology.”
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Sexual Assault on Campus: Insights
from Research on College Student Social Life
Elizabeth A. Armstrong, Assistant Professor, Sociology
Brian Sweeney, Associate Instructor, Sociology
Often the scholarship of teaching and learning on college campuses is
confined to the study of teaching and learning within the classroom environment.
However, if it is defined more broadly, as encompassing the whole college
environment in which students reside and in which they are taught and
generate learning, then myriad questions for study emerge. In fact, few
people would deny that valuable learning occurs outside of the classroom
or that events outside the classroom influence students’ engagement
with academic work. An accumulating body of literature on college life
documents that learning in college does not stop at the classroom door
and that classroom instructors are not always the most influential teachers.
Professor Elizabeth Armstrong uses a sociological perspective to better
our understandings of how college students learn from each other and act
as informal mentors and teachers in a variety of settings. Her report,
at an early stage of a multi-year project, will add to what we know about
how teaching and learning proceed outside of the classroom and how that
can be used to improve the more formally academic parts of the college
experience. Data from surveys and interviews will reveal an erotic curriculum
that includes the reinforcement of gender inequality. Dr. Armstrong will
suggest concrete implications for teaching and learning both inside and
outside of the classroom and lead participants in a discussion along these
lines.
Friday, March 4, 2005
Noon–1:30 pm
Georgian Room, Indiana Memorial Union
Lunch will be provided from 11:30
Register online
Elizabeth A. Armstrong has been an Assistant Professor in the Sociology
Department at Indiana University since 2000. Her interests in cultural
sociology, social movements, institutional theory, and sexuality are reflected
in her book Forging Gay Identities: Organizing Sexuality in San Francisco,
1950-1994, which was published by the University of Chicago Press (2002).
As part of a multi-year project exploring how individuals change in college,
she is tracking students at several universities through the college experience.
This research on “the erotic curricula” of American universities
was funded by a $50,000 National Academy of Education Spencer Doctoral
Fellowship. She received her Ph.D. from the University of California-Berkeley.
Brian Sweeney came to IU the summer of 2000 after graduating from
Ohio Wesleyan University in Delaware, OH. His academic interests mostly
deal with gender, sex, and culture. Currently he’s finishing an
interview project that looks at the subjectivity of manhood as it relates
to college culture and the objectification of women and commodification
of sex. He’s also a researcher on a project on college culture with
Prof. Elizabeth Armstrong for which they and other researchers will be
doing dorm ethnography--living and interacting with students in two residence
halls here at IU. Brian’s taught sociology classes on gender and
sexuality at IU, and this spring he’ll also teach at DePauw University
in Greencastle, IN.
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Creating Social Presence in Online
Learning
Carol Hostetter, Assistant Professor, Social Work
The disembodied messages we send and receive through the computer lines
often convey only a shadow of the meaning that a face-to-face encounter
would provide. If meaning is made, in part, through social context, then
online education presents faculty members with a heightened challenge
in facilitating a sense of community without the accustomed face-to-face
classroom culture. As online components become more prevalent and more
important in residential and distance courses, how can we understand and
improve communication between an instructor and her students and among
students themselves. In this presentation, Professor Carol Hostetter will
share findings from a study that compares two entirely online courses
with one face-to-face course, in order to understand students’ perceptions
of social presence in electronic courses. Her presentation will discuss
“social presence” and how fostering it can aid instructors’
efforts “to instigate, sustain, and support critical thinking in
a community of learners” (Rourke, Anderson, Garrison, and Archer,
1999).
This exploratory, qualitative project examines students’ perceptions
of social presence through surveys and interviews for both online and
face-to-face courses, particularly comparing classes in which students
are familiar with the faculty and those in which they are not. Professor
Hostetter also examines social presence, as expressed through content
analysis of discussion groups in online classes and explores the relationship
between students’ learning outcomes and their perceptions of social
presence. Her recommendations for increasing a sense of social presence
will help to guide other instructors as they design online interactions
for their students and could serve as the foundation for others’
scholarship of teaching and learning projects.
Friday, April 1, 2005
Georgian Room, IMU
Noon–1:30 pm
Lunch will be provided from 11:30
Register online
Dr. Carol Hostetter is Assistant Professor in the School of Social
Work at Indiana University, having joined the faculty in 2001. As an assistant
faculty member, she has won the Trustees Teaching Award and was inducted
into the Faculty Colloquium on Excellence in Teaching (FACET) in the Spring
of 2003. Her grant awards include a PA Mack Fellowship (through FACET),
a Grant-in-Aid of Research (through the Office of Professional Development),
an Indiana Partnership for Statewide Education (IPSE) grant (through the
Indiana Higher Education Telecommunications System), and a NETwork for
Excellence in Teaching Grant (through the Office of Professional Development).
Dr. Hostetter’s research interests are in education and technology,
and empowerment beliefs of social work students. Dr. Hostetter worked
since 1977 as a social work practitioner and since 1979 as a part-time
lecturer at Indiana University. She earned her bachelor’s in psychology
from IU, graduating Phi Beta Kappa. She earned an MSW and then her Ph.D.,
in sociology in 1998, both from IU.
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SOTL Spring Celebration
Please join Jeanne Sept, 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 Sept will spotlight some
of the new and renewed directions and initiatives at IU Bloomington. We
will feature poster presentations, preprints, reprints, and other materials
that represent recent work by local scholars of teaching and learning.
We will also talk strategically about future directions by collaboratively
drawing a concept map that represents the work of local scholars. If you
have new work or other achievements you would like to share, please contact
Sharon Smith at smiths@indiana.edu
or 855-9023.
This closing session of the SOTL season has become a traditional opportunity
to touch base with SOTL colleagues before the summer. Please drop by for
refreshments, browsing, and conversation beginning at 3:30.
Thursday, April 14, 2005
4:00–5:30 pm
University Club, IMU
Refreshments will be provided from 3:30
Register online
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SOTL Writing Retreat
Cosponsored by the Scholarship of Teaching and
Learning Program and the Campus Writing Program
Even while working on one research project, we often have questions,
data, even drafts of other projects simmering until the right time to
work on them emerges. This two-day SOTL Writing Retreat is designed to
create time, place, and critical feedback for a teaching and learning
project you would like to publish. Consultants will be on hand to answer
questions, provide feedback, and otherwise help you make the most of two
full days devoted to writing.
The retreat will run May 12 and 13 in the Devault Alumni Center at Indiana
University. It will be facilitated by SOTL Program Director Jennifer Robinson
and Campus Writing Program Director Laura Plummer. Any member of the IU
Bloomington faculty, staff, and graduate student body who is at any phase
of a scholarship of teaching and learning article, grant application,
or proposal—from brainstorming, reflecting, designing, outlining,
revising, to polishing—is eligible to submit a proposal. Collaborative
teams are also welcome to apply.
The Retreat’s Goals
- to help scholars dedicate time for writing and provide them with a
sense of a supportive community
- to provide scholars with constructive feedback from peers on ideas,
research design, data analysis, and paper drafts
- to help scholars formalize and organize their thinking about teaching
and learning in writing so that it can be shared with their peers
- to make available to participating scholars the latest theory and
research in the field by means of a research assistant available to
do custom web searches
- to encourage and support writing aimed at scholarly publication
The Schedule
The SOTL Writing Retreat is scheduled for two full days, 8:30 a.m. to
4:00 p.m. Participants will be expected to attend the entire retreat and
one reunion meeting during the 2005-06 academic year (date TBA). Each
participant will receive a complete set of successful proposals prior
to the retreat.
Most of each day during the retreat will be devoted to self-directed
writing. Optional peer writing feedback groups and one-on-one project
consultations will also be available throughout the day. Lisa Kurz, an
assessment specialist with Instructional Support Services, will be on
hand for those working on quantitative projects. Participants must bring
their own laptops or other writing instruments. Breakfast and lunch will
be provided.
Participants who successfully place their retreat manuscript in a refereed
journal by April 1, 2006, will be entered into competition for a $500
award.
Guidelines for Proposals
Please include a cover-sheet that gives your name, department, office
address, telephone number, email address, and the title of the scholarship
of teaching and learning project you want to work on during the retreat.
Include this cover sheet with the materials in your proposal, described
below.
In no more than two, single-spaced pages, please include:
- a brief description of your scholarship of teaching and learning
project
- the type of project you will be working on (e.g., research, grant,
essay)
- the phase of writing you expect to be in during the retreat (e.g.,
brainstorming, reflecting, outlining, designing, literature reviewing,
analyzing, revising, polishing)
- what you plan to accomplish during the retreat
- how the retreat will help you to move your project toward publication
- any special needs you have
You may also attach any other documentation you think may be helpful
in describing your project.
Please send the complete proposal package as an email attachment to smiths@indiana.edu
or on paper to:
Sharon Smith
Scholarship of Teaching and Learning Program
Franklin Hall 004
If you have any questions about the retreat, please contact Jennifer
Robinson at 855-9023 or jenmetar@indiana.edu.
May 12 and May 13, 2005
8:30 am–4:00 pm
Devault Alumni Center, 1000 East 17th Street
Application deadline: March 22, 2005
Candidates will be notified by April 1, 2005
Register online
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