Program

11:00 a.m. - 7:30 p.m.

Conference Registration Open

2:00 - 5:00 p.m.

Pre-conference Workshops
(Separate registration and fee.)

Workshop #1

Effective Integration of Technology Using an Adaptive Learning Paradigm
With the growth of multimedia and web-technology, technology enhancements are increasingly integrated with on-campus and distance education. A systematic approach for effective integration of adaptive learning technology will be described and demonstrated through the following topics: Overview of Technology Enabled Education; Multidimensional Evaluation; Adaptive Learning Paradigm and Demonstrations; and Learning Technology Standards.
Nishikant Sonwalkar, Principal Educational Architect, Massachusetts Institute of Technology

Workshop #2

Innovative Technologies at Vanderbilt University
This workshop will focus on the Faculty Innovations Profile Project (FIPP) at Vanderbilt University. FIPP Is designed to provide a space where educators can connect, communicate, and form trans-institutional communities to enhance teaching, learning, and discovery. The session will provide a study of two major research conceptual frameworks: Technology Arc and How People Learn (HPL). The Technology Arc Faculty Assessment survey will also be demonstrated as a method of determining technology literacy of faculty.
Andrew Stricker, Associate Provost, Vanderbilt University; L. Lee Knefelkamp, Professor of Social and Organizational Psychology, and Arthur M. Langer, Chair, Instruction and Curricular Development, Programs in Information Technology, Columbia University

Workshop #3

Improving Teaching with Technology: Ideas and Assessment
This workshop will explore widely applicable strategies for improving teaching and learning with technology, such as taking advantage of online discussion and rethinking the relationship of homework and classroom work. For each teaching innovation, participants will explore difficulties that can be encountered when an idea is implemented, and then will develop data gathering strategies to help navigate through those difficulties.
Stephen C. Ehrmann, Director, the Flashlight Project

Workshop #4

Using the Diversity Opportunity Tool
The Diversity Opportunity Tool (DOT) is an innovative problem-solving multimedia tool to improve the ability of students, faculty, and staff to deal with acts of intolerance on their campuses. User selection of an incident triggers a brief video depicting a typical incident of intolerance. Users can consider a number of alternative responses to the incident and select among them; selection triggers a vignette of the likely outcomes of the response, as well as information and resources.
Alma R. Clayton-Pedersen, Vice President, Office of Education and Institutional Renewal, AAC&U

3:00 - 5:00 p.m.

Pre-conference Workshop
(Separate registration and fee.)

Workshop #5

Applications of Copyright and Fair Use in E-Learning
Collaborative production, rapid transmission, and easy duplication of intellectual property via the internet and other digital media are changing what is permissible by teachers under the doctrine of Fair Use and what is successful in terms of generating and distributing new knowledge. This seminar presents a basic introduction to internet applications of current copyright law for faculty and administrators. Concepts such as “author,” “derivative work,” “bundled rights”, and “copyright ownership” are explored. How and why technology affects what is (or is not) Fair Use, including the impact of the 2002 TEACH amendments to the 1976 Copyright Act, are briefly reviewed. Practical guidelines for teachers and institutions involved in e-learning development are provided. The concept and benefit of shared copyright ownership for e-learning products is introduced.
Linda Howe-Steiger, Director, Technology Transfer Program, Institute of Transportation Studies and Brian C. Donohue, Business Contacts Administrator, University of California at Berkeley

7:00 - 8:30 p.m.

Opening Keynote

Keynote:

Advancing Learning from School to College: Technology, Inquiry, and Nurturing Relationships Between Universities and Schools
This keynote will explore collaborative models for creating curricula that support school reform while connecting schools to broad communities of practice and preparing students for postsecondary education. Dr. Gomez will talk about the ways in which the findings from his research about techniques that aid in the acquisition of complex computer-based skills relate to the application of computing and networking technology to teaching and learning, curriculum design, and systemic school reform.
Louis M. Gomez, Aon Professor of Learning Sciences, Northwestern University, and co-director of the National Science Foundation-sponsored Center for Learning Technologies in Urban Schools

8:45 - 10:00 p.m.

Welcome Reception at the Museum at MIT

7:30 - 8:30 a.m

Poster Sessions and Continental Breakfast

Where the Work in Progress is Made Public: A Studio Approach to Designing Understanding
John J. Chalfa, Associate Professor of Communication, Mercer University

Millikin's Web-Enhanced Plan of Study System
Paul Alan Dorsey, Associate Professor of MIS, and Brian Posler, Associate Professor of Political Science, Millikin University

Teaching With Technology - An Ongoing Faculty Development Program Within a Liberal Arts Setting
Matthew Fisher, Associate Professor of Chemistry, and Steven Gravelle, Associate Professor of Chemistry, Saint Vincent College

LUCID - A Web-Based Learning and Assessment System

A Framework for Developing Cognitive Tools that Support Critical, Reflective, and Multi-Perspectival Thinking
Tom Murray, Senior Research Fellow, School of Cognitive Science, Hampshire College

A Multimedia Portfolio: The Showcase of Literacy in this Multicultural Class
Lydia Ann Nelson, Instructional Technologist, Curry College

Using Technology to Enhance Student Learning in Undergraduate Science Teaching and Research at Florida Gulf Coast University
Joseph Kakareka, Associate Professor of Chemistry, and Terry A. Dubetz, Assistant Professor of Chemistry, Florida Gulf Coast University

Not Another Paper: Using iMovie to Facilitate Reflective Learning
Arina P. Zonnenberg, Doctoral Candidate, American University

8:45 - 9:45 a.m.

Featured Sessions

Technology and Intellectual Development: A Framework for Student, Faculty, and Institutional Learning
This session will focus on how to assess the technology competencies of faculty and students. It will also provide an inventory of technology knowledge and support within the institution. The technology arc is designed to assess the technology literacy of faculty and students, as well as defining what infrastructure support is needed from the institution. The arc is useful to design curriculum that integrates technology with other core competencies and that provides institutions with a method of integrating technology and pedagogy through a structured approach of self-assessment and curricula design.
L. Lee Knefelkamp, Professor of Social and Organizational Psychology, and Arthur M. Langer, Chair, Instruction and Curricular Development, Programs in Information Technology, Columbia University

Institutional Design: Building the Capacity to Use Technology for Intellectual Development
To promote effective uses of technology for student learning, institutions must assess the resources and services that the faculty use and that are part of the campus culture. Drawing on experience with both, the presenter will discuss the pros and cons of central and distributed approaches to integrating technology in teaching and learning.
Ellen Waite-Franzen, Vice President for Computing and Information Services, Brown University

10:15 - 11:30 a.m.

Concurrent Sessions

Track I

New Media as Cognitive Tools: Technology's Role in Deepening Student Engagement and Understanding
This session will focus on the uses of new media in the process of learning. Should we conceptualize technology as another "instructional" tool, or as a "cognitive" tool that holds the promise of engaging students more actively? What can cognitive psychology lend to this discussion? Session includes a model of a course in Web Design for Humanities Majors as a path to develop liberal learning and technology competencies in the major.
John J. Chalfa, Jr., Director of the Media Center, Jonathan C. Glance, Associate Professor, and Priscilla R. Danheiser, Director of the Center for Teaching and Learning, Mercer University; Erick Lauber, Academic Professional/Cognitive Psychologist, Institute of Higher Education, University of Georgia

Track II

Campus Practices for Effective Faculty Development
To maintain an atmosphere of instructional innovation, ASU West supports the faculty alumni of its Technology Fellowship Program in recommending technology, mentoring colleagues and pioneering new practices. Fellows receive stipends to offer workshops, make faculty presentations, attend advanced training, and model instructional innovation. Popular workshops to be discussed will include: 1) creation and use of shared learning objects with MERLOT (Http://www.merlot.org); 2) best practices in teaching with course management systems; and 3) pedagogy and the hybrid courses.
Colleen M. Carmean, IT Director, Manuel Avalos, Associate Vice Provost, Arizona State University West

Track I

How People Learn: A Tool for Faculty Design
This session and demonstration will highlight a faculty course and lesson design tool supporting the use of the How People Learn(HPL) framework for developing problem-based learning activities. Members of the Faculty Innovation Profile Project and the Vanderbilt-Northwestern-Texas-Harvard/MIT Engineering Research Center (VaNTH ERC) are jointly developing and testing the HPL Faculty Design Tool.
Jonathan Blake, FIPP Graduate Fellow, Sean Brophy, Post-doctoral Scholar, Center for Innovative Learning Technologies, and Elizabeth Stricker, Assistant Director, Department of Biomedical Engineering, Vanderbilt University; Kathy Schmidt, Faculty Innovations Center Manager, University of Texas Austin

Track II

E-Corazones: Technology as a Medium for Building Community and Raising Consciousness
What is required of a faculty-development space to foster cross-cultural transformation? To answer this question, participants will experience a simulation from an on-line course at a Los Angeles college. This course provided members of a predominantly White faculty in a Hispanic-Serving Institution with an opportunity to learn about Chicano culture. Participants will also discuss the institutional and curricular ingredients that made this course a transformative experience for its participants and the college.
Debbie DePuy Giunta, Director, Center for Cultural Fluency, Mount St. Mary's College; Jill A. Aguilar, Professor of Education, California State University, Dominguez Hills; Jennifer Yee, Department of Education, University of California, Los Angeles

Track I

Technology in the Writing Classroom: Designing, Using, Assessing, and Revising Technological Literacy Modules to Enhance Student Learning
This session will focus on the importance of developing, integrating, and assessing functional and critical technology skills in teaching first-year and junior-level writing courses.
Sibylle Gruber, Professor of English, Nancy G. Barron, Professor of English, and John Norris, Assessment Specialist, all of Northern Arizona University

Track I

JiTT WrapAround: Total Coordinated Web Support for Classroom Instruction
Just-in-Time Teaching (JiTT) is a pedagogical strategy that blends web technology and active learning in a classroom. The key feature of JiTT is the creation of an in-class out-of-class feedback loop. It also includes post-instruction web assignments that help students master process as well as content. This session will describe the strategy and relate it to research into teaching and learning. It will also address some administrative and faculty development issues.
Evelyn T. Patterson, Professor of Physics, and Gregory M. Novak, Distinguished Visiting Professor of Physics, United States Air Force Academy

11:30 a.m.

Luncheon and Tour of Bentley College
Sponsored by Bentley College
Registration required, but free of charge

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AAC&U is pleased to offer participants a tour of Bentley College, recipient of the 2001 EDUCAUSE Award for Excellence in Campus Networking. The visit will begin with a luncheon and a presentation by Perry Lowe, Professor of Marketing at Bentley College. Bentley College has created a culture surrounding the use of technology that has evolved into a unique array of third generation high-tech teaching and learning centers. The tour will include a visit to the Trading Room that literally brings Wall Street into the classroom, Center for Marketing Technology, Center for Languages and International Collaboration, Accounting Center for Electronic Learning and Business Measurement, Software Design and Usability Testing Center, and a Classroom Network Control system that allows faculty to control student internet/network access. You will also see how Bentley offers traditional, on-campus courses concurrently to off-campus students using voice-over IP technology. The tour will be given by Phillip Knutel, Director of Education and Research Services, Bentley College. Dr. Knutel played an integral role in designing these facilities based on his research on faculty use of technology in the classroom.

3:15 - 4:15 p.m.

Concurrent Sessions

Track I

A Multi-dimensional Pedagogical Framework for Designing and Evaluating Technology Enabled Learning
Over the last few decades the pedagogy for technology enabled education has been influenced by behaviorist, cognitive, and constructivist theories. These theories are debated vigorously by educational scientists. While the debate is extremely important for the paradigm shift, the need for a framework for instructional designers seeking meaningful incorporation of technology is necessary. The new design framework must provide a flexible approach for incorporating technology within the context of pedagogy. A multi-dimensional approach for the design, development, deployment and evaluation is proposed based on sound pedagogical principles.
Nishikant Sonwalkar, Principal Educational Architect, Massachusetts Institute of Technology

Track I

The Transition from Calculators to Laptops: Experience, Attitudes, and Recommendations
This session will focus on the assessment component of teaching with technology in an introduction to quantitative methods course. Students at Babson continuously interact with Excel during class and electronic quizzes. A modification of the Microsoft RITE method is used to introduce and evaluate changes. Speakers will report on student attitudes towards different type of material, desired level of structure, and characteristics of quizzes. They will make recommendations which synthesize student attitudes with instructor experiences.
William H Rybolt, Associate Professor of Mathematics, Babson College

Track II

Assisting Faculty in Integrating Instructional Technology
This session will provide an overview of a pilot project that has succeeded in helping faculty integrate appropriate basic instructional technology into their courses to enhance the teaching-learning process. Participants will discuss the many benefits of this model for the faculty and students.
John D. Shank, Instructional Design Librarian, Head of Instructional Design Services, Pennsylvania State University, Berks-Lehigh Valley College

Track I

Promoting Internet-Mediated Collaboration and Group Work
This session will share strategies for promoting small-group collaboration and problem-solving skills using Internet-mediated communication tools. Faculty describe and evaluate examples of Internet groups that support course outcomes and projects in their disciplines. Panelists also discuss participation as it relates to gender, culture, and different communication patterns. Assessment strategies are shared and will lead to a group exploration of communication styles, beliefs, and activities that promote equitable participation and use of technology.
Charles Graessle, Professor of Psychology & Learning Communities Convener, Cynthia Noyes, Assistant Professor of Social Science, and Kirk Hendershott-Kraetzer, Professor of Humanities, Olivet College

Track I

Speech and Writing: Assessing a CD's Impact in an Online Course
How do online courses redefine the teaching and learning relationship and what are the implications of this relationship for speech and writing? This session will demonstrate Dr. Weaver's experience creating a CD for his online literature course in which he reads poetry and short fiction and foregrounds the oral qualities of literature. Dr. Miller will demonstrate the dimension of added value that assessment brought to this experience.
Sandra L. Miller, Director of Instruction and Research Technology, and Christopher Weaver, Professor of English, William Paterson University

Track II

Faculty Innovation Design Studios
This session will outline a design studio model developed to support Faculty Innovations Profile Project (FIPP) education and industry research partners. A recent test of the model, involving 35 faculty from across various universities and colleges, will be presented. The model will depict a structured exchange of ideas and instructional design activities. Design studio events were organized around transforming the connection between research and learning built upon the How People Learn (HPL) framework for emphasizing real-world problems and issues. Output from the design studio event and implications for encouraging faculty innovations will be highlighted.
Chris Oksala, Liaison to Students, Office of Innovation through Technology, Vanderbilt University; and Carol Stuessy, Associate Professor, Department of Teaching, Learning, and Culture, Texas A&M University

4:30 - 5:30 p.m.

Concurrent Sessions

Track I

Improving Teaching and Learning with Technologies: The 'Seven Principles' and Beyond
Before coming to Cambridge, participants are being asked to respond to a survey on their current uses of technology in their teaching. This data will inform the first part of this session, on strategies and tactics for improving the effectiveness of the learning process. The second part of the session will discuss how, for better and for worse, uses of technology seem to be leading to transformation of education: changes in fundamentals of mission, identity, and strategy.
Stephen C. Ehrmann, Director, The Flashlight Project

Track II

Why Create E-Learning Materials?: How Faculty and the Academy Can Collaborate to Support Innovation
Colleges and universities have traditionally recognized individual faculty as sole authors and owners of copyright for most new works in higher education. E-learning, however, often requires original contributions from both faculty and technical/creative experts, raising opportunity for shared copyright ownership. This session focuses on how to construct a collaborative agreement that will benefit and protect both the professor and the academy in this rapidly evolving environment. Guidelines for how to analyze relative contributions of university and faculty, how to unbundle ownership rights, and how to write a shared royalty/licensing agreement that will hold up in court are presented. Pros and cons of models for shared copyright ownership of e-learning products are discussed. (This session assumes familiarity with concepts presented in pre-conference seminar.)
Linda K. Howe-Steiger, Director, Technology Transfer Program, Institute of Transportation Studies, and Brian C. Donohue, Business Contracts Administrator, both of University of California at Berkeley

Track I

Technology and Imagery: Avoiding "Death by PowerPoint"
This session will demonstrate innovative use of classroom digital imagery. Participants will be involved in a fast-paced and informative lecture and demonstration of the advantages (and potential pitfalls) of digital imagery
John I. Winn, Assistant Professor of Law, USMA West Point

Track II

Evidence for Campus Transformation Through Faculty Development in Instructional Technology
Southeast Missouri State University's Technology Serving Learning Institutes have provided training to over 70% of the University's faculty since 1997. This session will give participants insight into the development and implementation of a successful instructional technology faculty development program. Discussion will address campus transformation and the positive impact on student learning as a result of the program. Participants will also discuss promotion and tenure decisions that value the effort put forth by faculty involved in creating and implementing Instructional Technology.
David Allen Starrett, Director, Center for Scholarship in Teaching and Learning, Southeast Missouri State University

Track I

Infusing Technology into a Mathematics Course: Lessons Learned
A mathematics educator and an instructional technologist developed a practical, collaborative model that integrates content and technology in a balanced manner by finding neutral territory between two. The presentation introduces the model and its application to the development of a mathematics course for prospective elementary school teachers. Presenters also provide examples of hands-on materials used in the class and discuss lessons learned (what works and what doesn't) during and after implementing the course.
Jung Lee, Assistant Professor of Instructional Technology, and Frank Anthony Cerreto, Professor of Mathematics, Richard Stockton College of New Jersey

Track II

Identifying Key Predictors for Successful Online Assessment in Large Enrollment Courses
Cost pressures are driving dramatic increases in class size and reductions in instructor support, often resulting in poorer student performance, increased attrition, and dissatisfaction for everyone. In 1997 we created an online assessment system now used by 16,000 students annually in 17 disciplines that successfully addresses this problem. However, widespread adoption has been slow due to new kinds of institutional demands it creates. We are now developing a set of institutional guidelines for successful adoption.
David M. Hart, Executive Director, Center for Computer-Based Instructional Technology

7:30 - 8:45 a.m

Continental Breakfast and Discussion Groups

Online Learning as a Catalyst for Transforming On-Campus Teaching: Putting Student Learning at the Center of the Teaching-Learning Enterprise
Karen S. Gersten, Associate Dean and Managing Director of Distance Learning, and Laura J. Evans, Dean and Vice Provost, Roosevelt University

Using Technology To Enable Study Abroad by Professional Students
Virginia P. Hight, Associate Professor of Occupational Therapy, and Nancy Carlson, Assistant Professor of Occupational Therapy, Elizabethtown College

Mobile Computing Initiative: Building Capacity for Anytime, Anywhere Technology Enhanced Learning
Kenneth Janz, Director of Instructional and Information Technology - School of Education, Indiana State University

Classroom Feedback Loops: Enhancing Classroom Assessment Techniques Through the Use of Personal Response System (PRS).
Alexei G. Matveev, Associate Director, Office of Institutional Effectiveness and Assessment, and Raj Chaudhury, Associate Professor of Physics, Norfolk State University

Early Implementation of a Learning Management System: How to Enhance Student Learning without Exhausting Faculty Resources
Lynette D. McGregor, Instructor of Biology, and Mariah Birgen, Associate Professor of Mathematics, Wartburg College

Habitus, Hybrids, and the Student Body
Mark Nunes, Associate Professor and Interim Chair, Department of Humanites, Georgia Perimeter College

9:00 - 10:00 a.m.

Featured Sessions

Creating New Learning Environments in the Convergence of Computers, Communications, and Cognition
The ultimate challenge and opportunity in technology-enhanced education is that people change very slowly while technology changes very rapidly. We have learned much about how students learn over the last decades although we have only begun to apply this knowledge to widespread use in higher education. This session will address historical trends, present developments, and future possibilities in technology-enhanced education.
Jack M. Wilson, Vice President for Academic
Affairs, University of Massachusetts System & Chief Executive Officer, UMassOnLine

Making Transparent the Construction of Knowledge
Digital editions of texts require new levels of self-consciousness about the constructed nature of scholarship. Scholars have been pressed toward greater self-reflection about the process of constructing knowledge and have long aspired to open their work to critical scrutiny. New media and digital editions allow students to be included in rich conversations about the process by which we arrive at "truth," and thereby enhance their critical thinking and engagement with bodies of knowledge.
Martha Nell Smith, Professor of English and Director, Maryland Institute for Technology in the Humanities, University of Maryland

10:15 - 11:30 a.m.

Concurrent Sessions

Track I

Virtual Focus Groups Measure Students' Diversity Awareness at Pepperdine University
One aspect of the Digital Portfolio Assessment Project at Pepperdine University conducts and analyzes student focus groups to assess campus climate and engage students with multiple social and intellectual contexts. To continue conducting focus groups while students studied abroad, faculty utilized PC-based technology (Immix™) to create virtual focus groups. In this highly practical session, you will learn how to plan for, create, conduct, analyze, and use qualitative data gained from virtual focus groups.
Henry Gambill, Director of Assessment, Lecturer of English, and Special Assistant to the Vice President of Planning, Information, and Technology, and J. Goosby Smith, Assistant Professor of Management, Pepperdine University

Track II

Educational Transformation through Teamwork: Partnering Faculty and IT
At the University of Delaware, a sustainable model for educational reform has emerged from two sources working in partnership. The Institute for Transforming Undergraduate Education is a faculty-led program that promotes problem-based learning in undergraduate courses. PRESENT (Practical Resources for Educators Seeking Effective New Technologies) is the technology support unit that helps faculty make the connection between learning goals and customized course design. The elements of the partnership to advance student engagement will be presented and discussed.
George H. Watson, Associate Dean, College of Arts & Sciences, University of Delaware

Track II

Thinking About Your Ideal Web-Based Learning and Assessment System
The use of the Web to deliver instructional and assessment materials and track and analyze student responses is providing new opportunities to enhance student learning outcomes. To examine how these opportunities can be maximized, this session will be divided into three parts. First, participants will identify the design principles and educational goals for an ideal web-based learning and assessment system appropriate for their contexts. Then, Stony Brook's LUCID Learning and Assessment System will be described. The session will conclude with a discussion of concerns and issues associated with the implementation of such technology.
Troy Wolfskill, Education Support Specialist, Stony Brook University, SUNY

Track I

Technology Driven Inquiry in an Integrated Calculus and Physics Course
Technology should push students to explore, discover and reach consensus about central concepts. We describe and model a learning environment for mathematics and physics in which students cooperate in a technological environment. Participants will experience processes and pedagogy that distinguish our use of technology to foster active inquiry. Those teaching in the sciences will learn to use sophisticated technologies, maintaining focus on conceptual understanding rather than technical details. Ample time will be allowed for discussion.
Gregory Moyer Hill, Associate Professor of Mathematics,and Tamar More, Assistant Professor of Physics, University of Portland

Track II

Scalable Training and Development Solutions for Busy Faculty
There is a wealth of information available on individual development programs geared toward the successful integration of communication and information technologies into academia, however, it tends to be dispersed and is often very campus specific. This session will provide a framework as well as templates for creating a comprehensive, collaborative, and sustainable program for faculty development. While highly practical in focus, this session will include areas where technology may be used most effectively.
Lisa J. Isleb, Manager, Educational Technology Services, Debra Babineau, Manager, Software Applications Instruction, and Sarah Walkowiak, Online Delivery Coordinator, Worcester Polytechnic Institute

Track II

Community Building and Affinity Tools for Faculty Innovations
Faculty Innovations Profile Project (FIPP) members have engaged in the design and development of a community oriented website supporting the use of knowledge networking tools involving informatics-based algorithms for indexing innovations that support meaningful connections between learning and research. The tools are being designed to support multi-definitional coding of innovations, with associated resources, in affinity relationship structures for retrieval and use by networked communities of faculty.
Donald C. Cox, Harald Trap Friis Professor of Engineering and Professor of Electrical Engineering, Stanford University; and Louis Pennock, Technology Strategist, Hammock Publishing

1:00 - 2:00 p.m.

Concurrent Sessions

Track I

Creating Synthesis Across Courses: A Model for Community
ASU West's first year learning communities consist of two cohort courses and include support from a technology person, librarian and student mentor. The model includes sharing a course management system (CMS) for the online announcements, discussion board and FAQ for the courses. Syllabi are separate for each course, but reflection on the course material is collaborative and cross-linked. Although the courses are separated by time and space, the use of shared technology creates a sense of connection across content, roles and curriculum.
Afsaneh Nahavandi, Director, Collaborative Programs, and Colleen M. Carmean, IT Director, Arizona State University West

Track II

Leveraging your Information Literacy Initiative: A Collaborative Model for Technology Integration, Faculty Development, and Curricular Change
Information Literacy (IL) is increasingly essential as both students and faculty strive to use technology to its fullest potential for learning. The presenters are currently responding to this challenge with an assignment-centered approach that identifies specific IL skills to be developed at key points throughout the core and major curricula. Participants will explore a collaborative model for using technology to build administrative and faculty structures to support a campus-wide IL initiative.
John Eliason, Director of Writing Across the Curriculum, Thomas Schrand, Associate Professor of History, and Jordana Shane, Electronic Instruction and Reference Librarian, Philadelphia University

Track I

Fostering Inquiry and Engaged Learning Across the Disciplines
This session will address a series of technology and teaching initiatives that have been funded by foundations and launched by faculty at Fairfield University. In economics, modern languages, and sociology, external support has enabled faculty to develop new paradigms of teaching and learning. In each case, students have been transformed from passive learners to active participants in the accumulation and generation of knowledge. Participants will also explore with the facilitators, the ways in which faculty leaders might conduct seminars for colleagues interested in incorporating technological innovations in their own classes.
Joel D. Goldfield, Associate Professor of Modern Languages, Larry Miners, Associate Professor of Economics, Kathy Nantz, Associate Professor of Economics, and Kurt Schlichting, Professor of Sociology, Fairfield University

Track II

Electronic Portfolios for the Technology-Mediated Academy
This session will outline how electronic portfolios are being designed and tested to help faculty document and improve their teaching, support student learning and assessment, and share their practices as part of a technology-mediated academy. Preliminary findings and ongoing research efforts among members of the Faculty Innovations Profile Project (FIPP), involving the Carnegie Foundation for the Advancement of Teaching, Stanford University, and Vanderbilt University will be highlighted.
Toru Iiyoshi, Senior Scholar and Co-Director, Knowledge Media Lab, Carnegie Foundation for the Advancement of Teaching; Cindy Franco, Director, Innovation and Assessment Laboratory, Vanderbilt University

Track I

Applying Technology to Enable Useful Assessment Practices in Diverse Instructional Settings
Northern Arizona University's Office of Academic Assessment (OAA) supports assessment for the improvement of student learning. Increasingly varied settings for instruction, including web-mediated, distance, and hybridized courses, call for unique solutions to collecting, analyzing, managing, and using assessment data. This session will feature technological solutions and associated outreach support provided by OAA in addressing immediate assessment demands. Participants will receive handouts and other materials designed to assist and encourage faculty in using technology for implementing useful assessment practices.
Cynthia Conn, Assessment Coordinator, and John Norris, Assessment Specialist, Northern Arizona University

Track II

Improving Campus Technology at a Small, Public College: Why & How
This session will describe and invite discussion of the technology improvements that have been underway at a small, public, liberal arts college, emphasizing the value of focusing technology to meet traditional needs, and of using collaborative processes to set and meet technology goals. The vision is a campus where technology contributes to the core programs in arts and sciences, teacher education, and human services by enhancing the traditional strength of personal relationships among students, faculty, and staff.
Ashley Montgomery, Director of Instructional Technology, and Frederick Brittain, Assistant Director of the Computer Center, University of Maine at Farmington

2:15 - 3:15 p.m.

Closing Plenary

How Virtual Interactions Deepen Learning for Real Students
Pedagogy in virtual learning settings has expanded beyond "talking heads" and downloaded readings to include tele-mentoring, shared virtual environments, collaborative learning, and small group inquiry. This plenary will describe key instructional design issues when faculty use new media.
Christopher Dede, Chair, Learning and Teaching, Timothy E. Wirth Professor in Learning Technologies, Harvard Graduate School of Education

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