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New England
Faculty Development Consortium
“Teaching and
Information Literacy: Collaborative Efforts to Improve Teaching,
Learning, and Research”
May 30,
2008
DRAFT CONFERENCE PROGRAM
Concurrent Session I:
10:45 – 11:45 AM
CC
#162
Together Everyone Achieves More – An Adventure Approach
Mike Gessford and Justin McGlamery, Saint Joseph College
This workshop
presents strategies that create a positive learning atmosphere
in a non-traditional classroom environment. By sharing our time
proven methods and engaging in experiential group activities, we
will demonstrate how we facilitate first year students to
successfully create a bond with each other and with the
college. As students learn the true meaning of trust in
themselves and in their team members, they also reflect on their
own personal interactive styles, as well as how they fit into
the larger group. Fun is contagious. Laughter creates an
immediate sense of togetherness. Together we build teams and
long lasting friendships.
CC
#165
A Multidimensional Approach to Teaching Psychology
Neal Klein and Jan Wall, Lesley College
Using the unique
undergraduate Psychology major at Lesley College as a model, we will
demonstrate the transformational nature of integrating whole person
(body/mind/spirit) learning with required credit-bearing internships,
off-campus semester intensives, and condensed travel opportunities. The
objectives of this presentation are: to show how to develop meaningful
internships that promote skill-based learning; to inspire participants to
engage in two-week study abroad experiential learning/living situations;
and, to facilitate whole-person (fully-functioning) learning by
incorporating curricula that works with the mental, emotional, physical, and
intuitive in each of us. Designed for faculty and administrators, this
workshop (through a multi-modal presentation) will invite participants to
expand their thinking about the undergraduate experience.
CC # 101
Learning Through Community and Academy Partnerships in Information
Technology
Carol Soules,
UMass Amherst
An interactive
case presentation of a community–based, interdisciplinary course
at the University of Massachusetts, Amherst that places junior
and senior students with Information Technology coursework and
skills into full-functioning teams to address real-world
community needs. In this Community Service Learning experience
students are engaged in partnerships with non-profit, social
justice organizations in nearby Holyoke, Massachusetts to assess
technology needs, develop a project proposal and implement that
plan. Projects vary from installation of a technology room in an
after school center to installation and implementation of fund
raising software, construction of cutting edge web sites and
staff training for all projects.
CC #163
Reflective Practices to Mobilize Learning From Experience
Joe Raelin, Northeastern University
Following up
on his keynote presentation, Joe Raelin has cheerfully agreed to
moderate a workshop in which he will share a toolkit of some of
the learning strategies that spring from a focus on “practice
first.” In particular, since reflection is considered to be the
engine that pulls learning out of lived experience – planned or
unplanned, he will hone in on some of the reflective practice
tools that can be used in any faculty development setting. His
plans are to demonstrate one of the exercises in particular,
namely, the “Seven Hats” approach often attributed to the work
of Edward de Bono. The reflective practices will be shown to be
applicable to both individual as well as to team development.
Lunch:
12:00 - 1:00 PM
Concurrent
Session II: 1:15 - 2:15 PM
CC #165
Internships and Domains Development
Mary King and Frederick Sweitzer, Fitchburg State College
Internships are a form of
experiential education and learning that are used in a wide variety of
liberal arts and professional disciplines. Internships can be a powerful
vehicle for student development in multiple domains, including the personal,
professional, and civic domains, as well as the academic and career
domains. The presentation will discuss these multiple domains of
development and essential tools for facilitating that development, including
reflective techniques, learning contracts, and attention to the lived or
phenomenological experience of the academic internship. Participants will
work in groups to apply these ideas to their specific academic settings.
CC #162
Making Service-Learning Easier
Susan Lowe, Kristen Simonelli and Richard Porter Northeastern University
During this 60 minute
interactive workshop participants will discuss the many challenges that need
to be overcome in order to successfully integrate service-learning into
their curriculum. Our workshop will describe the development,
implementation and assessment of Service-Learning Teaching Assistant program
to address some of the challenges faced by the faculty at our institution.
Workshop attendees will be given the opportunity to develop action plans
specific to their institutions to help initiate and sustain service-learning
courses.
CC #163
Engagement, Energize the Classroom and Deepen Student Learning Across the
Disciplines
William
Murphy, New England Institute of Technology
Whether your subject matter
is English, Accounting, Anthropology, Business, Nursing, Engineering, or
Automotive Technology, this workshop will get you on your way to bridging
your students’ classroom experiences with the broader community in ways that
research indicates will lead to their sustained community engagement and
participation in the future. The presenter will share a template assignment
adaptable across virtually any discipline as well as examples of other
related learning activities. Participants will have the opportunity to
either develop an external active learning assignment for one of their
courses or adapt or improve one of the examples given by the presenter.
CC #101
Addressing Common General Education Learning Goals Through Experiential
Learning
Robert
Wauhkonen, Lesley University
A growing
number of colleges and universities are adopting general
education learning goals to clarify the rationale for general
education learning at their institutions. Common goals include
student growth in social and civic responsibility, acceptance of
diversity, critical reasoning, and a disposition toward inquiry
and lifelong learning. This session will examine how
experiential learning supports student attainment of such goals.
Drawing upon his own doctoral research and the research of
others, the presenter for this session will explore how common
forms of experiential learning, such as internships, teaching
practica, and work with community organizations, have been
demonstrated to support student growth in such goals, and argue
for the inclusion of experiential learning as a key source of
liberal learning.
Concurrent
Session III: 2:30 - 3:30 PM
CC #165
Motivations and Reflections: Service Learning in a Large and
Required Course
Glenn Caffery, University of Massachusetts
Can service
learning work in a large, required class? What technologies and
pedagogical changes are necessary for success--for the community
partners, instructor, and range of students, including those who
are initially resistant? What is the impact of high-stakes
reflective writing in a technology course, and can broader
lessons be generalized for STEM education? How can the large
group be leveraged to actually increase individual engagement,
and produce better results for community partners, while
remaining sustainable? How can technology be used to humanize
the course experience? In the context of a case study, these
questions will be explored.
CC #101
Creating Significant Learning Through an Authentic Problem-Based Capstone
Project
John Cormier and Stephen Souza, New England Institute of Technology
Dr. L. Dee Fink
created a new learning taxonomy that better prepares students
for the information age by focusing on what the students are
learning and the kind of changes that occur as a result of that
learning. This workshop will demonstrate how a problem-based
capstone project is an ideal vehicle for producing significant
learning. A student who has recently completed a capstone
project will join the presenter in analyzing how the project
conforms to Dr. Fink’s six major categories in his Taxonomy of
Significant Learning.
CC #162
Vision to Action: Learning Leadership Outside of the Classroom
Jane Noce and Dee Grimes, Army Management Staff College
This session
focuses on a Vision Audit project recently implemented in a
leadership course at the Army Management Staff College. This
experiential project has students leave the classroom to
investigate the vision, purpose, mission, values, culture, and
climate of different organizations. This workshop will include
an interactive exercise related to communicating vision,
followed by a discussion of the Vision Audit project and its
results.
CC #163
Teaching White Teachers about Environmental Racism
Coleen O’Connell, Lesley University
Within the
summer field intensive of the Ecological Teaching and Learning
MS Program in down east Maine, the mostly white teachers are
exposed for the first time to a real life environmental racism
issue. Through meeting and interviewing Passamaquoddy people in
their home place, studying the history of the proposed liquefied
natural gas terminal on Passamaquoddy reservation land, meeting
with the Oklahoma corporation that has proposed the terminal,
graduate students are introduced first hand to the truths of
environmental racism. In reviewing this case study visually and
with story, we will highlight and discuss the best practices for
teaching racism within our programs.
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