Session A (two-day workshops):
Monday and Tuesday, June 17-18, 2002
(9:00 to 4:00 both days)

Workshop 1:
New Ideas for Course Design: Helping Your Students Learn More

Workshop 2:
Teaching Well Using Technology: Wise and Time-Efficient Use of Instructional Technology

Workshop 3:
Learning and Teaching for Deeper Understanding

Workshop 4:
Scholarship of Teaching: Investigating Student Learning in Our Classes

Workshop 5:
Classroom Management: Creating a Climate for Collaborative Learning and the Exploration of "Hot" Topics

Workshop 6:
Introduction to the Effective Use of CSU Electronic Resources: MERLOT and Pharos

Workshop 7:
The Madness Behind Our Methods: The Relationship Between Values and Teaching

Workshop 8:
Fostering Reflection in Teaching Through Interdisciplinary Collaboration

Workshop 1:
New Ideas for Course Design: Helping Your Students Learn More

College teachers can solve a lot of their classroom problems and can help their students achieve more significant kinds of learning by carefully designing their courses. In this hands-on, interactive workshop, Dr. Fink will explore the latest ideas for integrating what we know about higher-level learning, active learning, and educative assessment into our courses. Participants will identify the impact they want their teaching to have on students, analyze relevant situational factors, develop a differentiated course structure marked by "Rich Learning Experiences," draft feedback and assessment procedures, and consider special issues associated with large courses and the use of information technology. Faculty who are interested in designing courses to maximize learning are particularly encouraged to register for this highly acclaimed workshop!

L. Dee Fink, founding director of the Instructional Development Program at the University of Oklahoma and AAHE award-winning teacher, is a nationally recognized expert on college teaching and is currently writing a book on instructional design and co-editing another book on learning teams. For more information, please see his Web site: http://www.ou.edu/idp.

Workshop 2:
Teaching Well Using Technology: Wise and Time-Efficient Use of Instructional Technology

Faculty too often have spent time learning how to use technology tools without having a clear plan for how the tools will be used. This often results in time being wasted because the tool is never implemented or doesn't work well.

This workshop will help you decide which technologies to learn by helping you reexamine what you're doing in the classroom. Learn how you can enhance student learning and motivation, make good use of in-class and out-of-class time, plan meaningful assignments and tests, and effectively interact with students. It will help you choose technologies to facilitate good learning and good use of time--yours and your students'. Learn to make technology the servant of learning.

Kevin Barry, Assistant Director, Kaneb Center for Teaching and Learning, University of Notre Dame, Notre Dame, Indiana, has a B.S. in Marine Biology and an M.S. and Ed.S. in Science Education. At the Kaneb Center he helps faculty members and TAs choose and implement technology to enhance teaching and learning. He also is involved in the development of technology-based curriculum resources and the design of teaching and learning spaces. In addition to these duties, Kevin is a concurrent lecturer in the Computer Applications and Alliance for Catholic Education (M.Ed.) programs.

Workshop 3:
Learning and Teaching for Deeper Understanding

A bedrock goal of higher education is to foster students' deep understanding of what we want them to learn-to develop more than a superficial grasp of what we are teaching. A college education should prepare students to conceptualize and solve complex problems, make sound judgments, and develop new ideas. Yet, as contemporary research indicates, deep understanding is not an automatic consequence of college participation. Too often, students' understanding is fragmented, underdeveloped, and riddled with misconceptions.

This workshop uses contemporary research in the cognitive sciences to explore theoretical, empirical, and practical bases of learning and teaching for understanding. It examines three key questions:

1. How does student understanding develop and what factors and conditions facilitate and impede its development?
2. What is most important for your students to understand in your discipline and what is the appropriate balance of breadth and depth in the courses you teach?
3. How can you investigate the development of students' understanding in your courses and use that feedback to further develop their capacities to solve problems, develop new ideas, and make informed judgments?

Participants will examine and discuss case studies and problems related to learning and teaching, consider the implications of constructivist theory and research, and use empirically established principles to design (or revise) learning experiences and teaching practices to develop students' understanding. Participants are encouraged to bring course materials (e.g., syllabi, assignments, exercises, lecture notes, etc.) to revise during the workshop.

William Cerbin is Professor of Psychology and Assistant to the Provost at the University of Wisconsin-La Crosse where he has taught a wide range of psychology courses for 20 years. He has served as his campus assessment coordinator and as director of various teaching-and-learning projects, including the Writing-in-the-Major Project (http://www.uwlax.edu/wimp). He is former co-director of the UW System Teaching Fellows Program; and in 1998, as a Carnegie Scholar, he studied the development of student understanding in a problem-based learning course he teaches (see http://kml2.carnegiefoundation.org/gallery/bcerbin). Bill has given numerous workshops and presentations on problem-based learning, teaching for understanding, and using course portfolios to document the scholarship of teaching and learning.

Workshop 4:
Scholarship of Teaching: Investigating Student Learning in Our Classes

Faculty routinely monitor student learning to understand what works, how well, for whom, and in what context. In the last decade these efforts have become recognized as a new form of scholarship-the scholarship of teaching. As with traditional disciplinary research, the scholarship of teaching takes time and careful planning, includes publishing or otherwise making findings public, benefits from collaboration with colleagues and peer review, informs the teaching of other faculty, and brings a variety of rewards. The scholarship of teaching is characterized by critical analysis, an expectation of evidence (and honesty about the limitations of available evidence), ethical research methods, careful and clear reporting, and links to the work of others.

Faculty engage in the scholarship of teaching to investigate relationships between teaching and learning: Many want to study the impact of new approaches to teaching that are informed by pedagogical theory. Others want to better understand student mastery of important learning objectives or the effects of teaching on different types of learners. Studies often compare different approaches to the same course-online vs. face-to-face, small sections vs. large, or using different assignments, examination schedules, or instructional methods.

Faculty in any discipline may engage in the scholarship of teaching, using research methods with which they are already familiar or collaborating with others who bring knowledge of other investigative approaches. Participants in this highly interactive session will review a variety of scholarship of teaching projects and will work collaboratively to refine projects of their own. They should bring ideas for a scholarship of teaching project and will work with colleagues to

• refine research questions
• inform and ground work in already-published research
• devise a manageable approach for gathering and analyzing evidence
• plan for writing and publishing results.

Carol Holder, Professor of English, directs a Scholarship of Teaching Project at Cal Poly Pomona, assisting colleagues in the design and conduct of classroom research and the publication of results. From 1990 to 1998 she served as Founding Director of the Cal Poly Pomona Faculty Center for Professional Development, and from 1999 to 2001 she served as Director of the CSU Institute for Teaching and Learning where she started Exchanges: The On-line Journal of Teaching and Learning in the CSU. A nationally recognized leader in Writing in the Disciplines initiatives and faculty development, she has made numerous presentations on assigning and evaluating writing in various disciplines and has consulted on more than 50 colleges and universities on a variety of instructional and professional development topics.

Workshop 5
Classroom Management: Creating a Climate for Collaborative Learning and the Exploration of "Hot" Topics

University classes often discuss and explore important issues that involve problem solving, controversy, and disagreement. In this workshop, we will examine case studies, discuss alternative solutions, and role-play classroom management strategies that establish and maintain productive, civil relationships among all involved. Participants will learn how to:

• Create and maintain an atmosphere of collaborative learning in the classroom
• Help students develop shared decision-making and problem solving skills
• Foster meaningful discussion of "hot" or "difficult" topics
• Recognize conflict styles and types of power and use this knowledge to manage productive class discussion
• Directly resolve conflict without avoidance or a dictatorial stance
• Set civility expectations on the syllabus and during early class sessions
• Help students learn to express disagreements and opinions without attacking individuals who have alternative perspectives
• Help students learn to listen to each other
• Balance the need to stay "on task" with the desire to explore relevant ideas that emerge during discussion

Susan Rice is a Professor of Social Work at CSU Long Beach, where she has been since 1986. She created and teaches undergraduate and graduate courses in Non-Violent Conflict Resolution, and she regularly teaches community professionals and academic colleagues how to deal with "difficult situations." In 1999 she developed a conflict management manual that is used by social workers statewide. A Rotary Scholarship and a Fulbright-Hayes Summer Seminar Fellowship enabled her to study conflict resolution in South Africa, Egypt, and Israel. Most recently, she has been conducting community forum discussions in the area of violence related to the events and aftermath of September 11.

Workshop 6
Introduction to the Effective Use of CSU Electronic Resources: MERLOT and Pharos

The CSU has invested in two electronic resources that faculty can use to help students learn and to help students develop information competence skills.

The Multimedia Educational Resource for Learning and Online Teaching (MERLOT) is a free, open resource designed primarily for faculty and students in higher education. With a continually growing collection of online learning materials, assignments, and reviews, MERLOT helps faculty enhance instruction by providing free access to online materials that can be integrated into courses. MERLOT's resources are richer in some disciplines than in others, and potential registrants are urged to examine the breadth of available materials by exploring the MERLOT site. In this workshop, leaders will focus on how to integrate online learning materials from MERLOT, MERLOT-TWO, and other sources into courses to maximize student learning.

Faculty and student information competence skills are increasingly important, and the second major component of this workshop will focus on these skills (http://www.calstate.edu/LS/infocomp.shtml). Pharos is the new systemwide portal that provides access to library resources throughout the CSU. Workshop participants will sharpen their own skills in locating relevant paper and electronic resources through Pharos and will learn how to help their students by working through online tutorials and case studies designed for this purpose. They will also investigate strategies for designing assignments that include an information competence component and for avoiding and detecting plagiarism.

Come prepared to roll up your sleeves, consider new uses of technology, and engage in an active, hands-on session!

Gerry Hanley is the Senior Director for Academic Technology Support for the California State University, Office of the Chancellor, and program manager for the MERLOT project. He oversees the development and implementation of integrated electronic library and academic technology resources to support the instructional and research programs of all CSU faculty. Previously he held the positions of Professor of Psychology, Director of Faculty Development, and Director of Strategic Planning at the CSU, Long Beach campus. He received his B.A., M.A., and Ph.D. degrees in Psychology from the State University of New York at Stony Brook.

Ilene Rockman is the Manager of the Information Competence Initiative for the CSU Office of the Chancellor. Formerly a library faculty member (reference/instructional services) and library administrator, Ilene has designed and offered summer workshops to help faculty integrate information competence into their academic courses, has collaborated with others to develop Web-based instructional tutorials, and has guided the creation of various inquiry-based assignments and information competence courses. She has a B.A. in History from UCLA, an M.S. in Library Science from USC, an M.A. in Education (Curriculum and Instruction) from Cal Poly San Luis Obispo, and a Ph.D. in Educational Policy and Organization Studies from UC Santa Barbara.

Workshop 7
The Madness Behind Our Methods: The Relationship Between Values and Teaching

Teaching-improvement activities frequently focus on "how to" -- particularly on how to implement specific teaching strategies -- leaving unexamined the assumptions and values implicit in those practices. This workshop seeks to make explicit the essential value decisions that teachers must make - decisions that logically ought to occur prior to selecting specific teaching practices. We will begin with an exploration of some of the "big questions" in higher education, including its purpose, structure, and delivery, as well as faculty and student roles; and we will explore six major belief systems about education and teaching (perennialism, essentialism, logical positivism/behaviorism, existentialism, reconstructionism, and progressivism). Participants will engage in exercises, discuss a variety of ideas, clarify their own teaching priorities, and plan for appropriate teaching changes as they see fit.

Greg Valde is an Associate Professor of Educational Foundations at the University of Wisconsin - Whitewater, where he teaches graduate and undergraduate courses in the psychological foundations of education and directs the UW-W Teaching Scholars Program. Greg is the recipient of several teaching awards and is a popular speaker at faculty development workshops and conferences. Greg is known for his sense of humor as well as his superb mastery of teaching practices, so expect to have a fun as well as challenging and provocative experience!

Workshop 8
Fostering Reflection in Teaching Through Interdisciplinary Collaboration

Faculty traditionally teach in isolation within a framework bound by their discipline. Yet, as Bohen and Stiles report, "more and more the notion of working collaboratively within or across the boundaries of disciplines has caught the attention of academics . . . [who] seem to be thirsting for the opportunity to create collaborative models that move beyond the solitary tradition of academia." Transitioning to a more collaborative model of teaching often challenges long-held assumptions about the instructor's role in the classroom. When we teach in solitude, we tend to develop a set of habits based on unchallenged assumptions. We develop a comfortable teaching persona and ways to negotiate the dynamics of power in the classroom. Other instructors model different practices and different ways of interacting with students. Encounters with these differences can be unsettling for faculty, but the experience can lead to surprising intellectual and professional growth. The facilitators will share some of what they have learned from research among faculty, including themselves, who have taught in a general education program that involves intensely collaborative, interdisciplinary team teaching. The primary goal of the workshop will be to help participants reflect on and critically examine their own teaching, be it done alone or collaboratively, and to promote the scholarship of teaching. Participants will review selected readings, participate in structured group activities, reflect on their own teaching persona, and explore implications and opportunities for scholarship of teaching research that emerge from their discussions. Faculty who have not previously engaged in collaborative teaching, as well as those experienced in this modality, are welcome to participate in this session.

Elizabeth Colwill, Associate Professor in the Department of History at San Diego State University, has been actively involved in curricular reform and pedagogical innovation since the mid 1990s, when she played a primary role in the redesign of general education at SDSU. This work culminated in the creation of the Interdisciplinary Experimental Curriculum (IEC) program, an eighteen-unit package of theme-based, team-taught courses for first-year students. Colwill has served as the Co-Director of this program since 1999. Together with Co-Director Richard Boyd, she conducts workshops and training sessions in the challenges of collaborative teaching for new IEC faculty and works with recently hired SDSU faculty and campus organizations committed to improving teaching throughout the institution. A portion of Colwill's scholarship has been devoted to the critical examination of teaching practices, most recently in several conference presentations on the "lessons" of team-teaching (done in conjunction with Richard Boyd) and a manuscript on the pedagogical implications of reigning theories of objectivity in her discipline.

Richard Boyd, Associate Professor in the Department of Rhetoric and Writing Studies and Co-Director of the IEC at San Diego State University, has had long-term interest in the investigation of pedagogical practice. A substantial part of his scholarly work has dealt with issues directly involving classroom teaching, including controversies surrounding grading, student resistance to faculty classroom agendas, and negotiation of power between teacher and students in the writing classroom. He also has served as the Director of Composition at both San Diego State University and the University of California, Riverside, and has been involved in faculty development programs at both institutions, including offering talks, seminars, and workshops for faculty from a range of disciplines.