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Co-sponsorship & Other Funding Opportunities

The Center for Teaching Excellence has sponsored institutional groups to attend various conferences, such as the Annual Lilly Conference on College and University Teaching - West at Cal Poly Pomona, and the International Institute for SoTL Scholars and Mentors (IISSAM), formerly the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL).



International Institute for SoTL Scholars and Mentors (IISSAM) 2011

Scholars:
Maria Alderete, Center for Service and Action
Teresa Heiland, Dance
Cathy McGrath, Management
Nina Reich, Communication Studies

Mentor:
Jacqueline Dewar, Mathematics

Participants:
Dorothea Herreiner, Economics
Nicholas Mattos, Center for Teaching Excellence



Lilly West 2011

Concurrent Session - Evaluating Faculty Work in Creative Specialties for Promotion and Tenure

Jacqueline Dewar, Mathematics
Nicholas Mattos, Center for Teaching Excellence
Suzanne Larson, Mathematics
Adriana Jaroszewicz, Animation
Kevin Wetmore, Theatre Arts
Laura Massa, Office of Assessment
Stephen Duncan, School of Film and Television

Evaluating faculty work that lies in the creative arts (film & tv production, screenwriting, theatre, dance, music and studio arts) presents a difficult challenge for institutions of higher education. This session, led by faculty from the arts and their colleagues working in faculty development and assessment, will engage you in an exploration of resources and methods for evaluation of creative work as “scholarly” work. Collectively, we hope to advance our understanding and approaches.
Concurrent Session - Will Laban Movement Analysis + Software = 3D Animation Skills?

Adriana Jaroszewicz, Animation

Could the use of Laban Movement Analysis (LMA) increase understanding of character performance and 3D
space for students transitioning from 2D traditional animation to 3D tools? I will apply a rubric, focus groups, and surveys to pre-LMA class assignments post-LMA assignmentsto assess the impact this system has on student work.


Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) 2010

Scholar:
Adriana Jaroszewicz, Animation

Mentor:
Jacqueline Dewar, Mathematics

Participants:
Suzanne Larson, Mathematics
Laura Massa, Office of Assessment
Nicholas Mattos, Center for Teaching Excellence
Kevin Wetmore, Theatre Arts
Stephen Duncan, Screenwriting



Lilly West 2010

Concurrent Session - Online Exams: Good, Bad, Just Different?

M. Catharine McElwain, Biology
James M. Landry, Chemistry
Joseph  Russo, Information Technology Services

We will begin the session with hands-on use of on-line testing, both from a student and faculty perspective. We will then discuss how students in three courses (general biology, general chemistry and precalculus) responded to the opportunity for nearly unlimited attempts to demonstrate mastery of material. We will then engage the participants in a discussion on using on-line instruments so that students perceive a formative rather than purely evaluative approach to assessment.

Concurrent Session - The Virtual Engineering Sciences Learning Lab ("VESLL"): Teaching Engineering Sciences in a Virtual World

Michele L. Hammers, Communication Studies

This session will describe a project that focuses on the development of an online interactive learning environment within the Second Life virtual world. This project, which is being undertaken by the presenter and Dr. Stephanie E. August (LMU), represents an exploration of the many benefits of virtual learning environments, including: improved opportunities for visualization, increased student autonomy, increased access to resources without the demands of co-presence, and innovative ways to evaluate student learning. The presentation will address early design and implementation issues and provide a demonstration of Second Life‘s pedagogical potential.

Poster Session - Transforming a Large Introductory Biology Course Using Active Learning Techniques

Wendy J. Binder, Biology

I want to determine how a change in pedagogy, from a lecture-based course to an active and group learning, multimodal teaching environment will change attitude, interest and performance in my Introductory Biology course for majors. I have taught this primarily freshman class of 90+ students for years, and implemented new techniques in 2008. With the same content and changed pedagogy, presentation and feedback, I want to demonstrate the effect and degree of importance of pedagogy.

Poster Session - Do Professors’ Beliefs About Teaching Predict Their Responses to Professional Development?

Jacqueline M. Dewar, Center for Teaching Excellence

Implicit theories about the malleability of skills/abilities have been shown to predict learners‘ willingness to participate in learning opportunities. This study of 130 college faculty was conducted by the presenter and Drs. Vandana Thadana (LMU) and William Breland (USC). It examined whether faculty members‘ implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to teaching. The findings have implications for colleges/universities, which face increased pressure to engage faculty in PD in order to meet goals for institutional excellence.