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Friday, May 31st
9:00 AM

Campus Partnerships for Academic Integrity: Connecting Conversations Across Campus

Jacalyn A. Kremer, Fairfield University
Kathy Nantz, Fairfield University
Christina McGowan, Fairfield University

DSB, Room 110

9:00 AM - 10:15 AM

Are you looking for ideas on how to engage with multiple constituents across campus on academic integrity issues? This workshop focuses on work done at Fairfield University over a 2 year period to broaden the number of stakeholders engaged with academic integrity issues. The showcased work includes reading circles, discussion groups, and workshops. Participants in this workshop will be taken through a condensed version of our campus-stakeholder sessions and then invited to work in groups according to interest (securing funding; facilitating cross-divisional collaboration; planning reading and discussion groups; preparing workshops) to plan next steps for their own programs.

Electronic Portfolios for Empowering Collaboratives among Learners and Teachers

David L. Stoloff, Eastern Connecticut State University

DSB, Room 109

9:00 AM - 10:15 AM

This roundtable will seek to attract teaching and learning professionals/faculty members/instructional designers and assessors who might be interested in discussing their progress in the uses of electronic portfolios to support student learning, professional development, and the assessment of learning and curriculum. The roundtable facilitator will discuss the applications of, a freeware blog site, by undergraduates to organize their learning, reflect on the integration of their experiences and practice with course theory. A case study in the reflections of undergraduates who participated in a global field experience in Jamaican schools will illustrate the uses of electronic portfolio for creativity, reflection, and personal growth. The roundtable facilitator will discuss the uses of AAC&U Integrative Learning VALUE rubric to assess student electronic portfolios, course redesign that encourages students to archive their coursework in an ePortfolio to empower them to reflect on their learning and the integration of campus experiences to connect theory and practice.

Roundtable participants will be encouraged to discuss their uses of electronic portfolio to enhance learning and pedagogy, the potential impact of the growing uses of “student success portfolios” in PK-12 schools on learning and teaching in post-secondary settings, and their practices and planning for assessment which may be enhanced using student ePortfolios. We will also discuss the uses of electronic portfolios to encourage collaborations inside the learning community and outside in the wider community of parents, family members, and other stake-holders. This session would conclude with the development of a listserv for further discussions and collaborative support among the participants.

Local Environments, Global Citizens: Cultivating the Octopus's Garden

Nancy Parent, University of Connecticut - Avery Point
Laurie Wolfley, University of Connecticut - Avery Point
Diane Barcelo, University of Connecticut, Avery Point
Syma Ebbin, University of Connecticut, Avery Point
Christine Green, University of Connecticut, Avery Point
Randall Paterson, University of Connecticut, Avery Point

DSB, Room 105

9:00 AM - 10:15 AM

Now in its fourth year, the Avery Point Learning Community, “Local Environments, Global Citizens” is extending its interdisciplinary, experiential work beyond the campus community collaborating with public schools and libraries, environmental organizations, community artists, and other outreach programs. This session will highlight specific projects cultivated through the Avery Point Learning Community and the community-building successes resulting from those collaborations.

10:30 AM

Moving the Desktop into the Cloud: Can It Work for Faculty & Students?

Jay Rozgonyi, Fairfield University
Kathy Nantz, Fairfield University

DSB, Room 110

10:30 AM - 11:45 AM

This session will provide participants with the chance to discuss the opportunities and challenges of new cloud-based technologies in the classroom. The presenters will kick off the conversation with a brief review of their own project and then engage the group by posing a series of discussion questions. Our project came about as a direct result of the collaboration between a professor of economics, with years of experience in the classroom, and a director of academic computing, who has spent a career helping faculty to incorporate technology into their teaching. In discussions about students, technology, and the changes we are observing on campus and in our classrooms, we serendipitously arrived at an idea to “test” an old technology approach against a new one and see what we can learn.

Talking & Writing to Learn: Read-Write-Reflect-Respond (tm)

Sharon A. Roth EdD, Greenfield Community College

DSB, Room 109

10:30 AM - 11:45 AM

Community college students are oftentimes precariously balancing employment, families, career-change stress, college demands, and more. The number of students who are showing up in class without having read the materials is on the rise, with many consequences and certainly also causing the rise of the instructor’s blood pressure. Quality classroom learning requires that students have read and thought about the assigned materials. All of this requires time. Time that more and more students, even if willing, are unable to find. In their book, “How Learning Works,” Ambrose, et al. state, “learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning.” (p. 3) Howard Gardner speaks about the “correct answer compromise” and how it affects our students’ abilities to actively learn and engage with written material. The RWRR strategy was designed to support the process of learning content from written material. In addition, it supports students’ study habits, their grasp of the value of reflective practice, and the skill of thinking about their own thinking and writing. For the instructor, it supports all students’ attention to and grasp of the reading assigned.

In preparation for this session, please read:

Visual Listening: Listening With One's Eyes

Margaret A. Goralski PhD, Quinnipiac University
Krystyna Gorniak-Kocikowska PhD, Southern Connecticut State University

DSB, Room 105

10:30 AM - 11:45 AM

At the Eleventh Annual Summer Conference – Innovative Pedagogy & Course Redesign – at Fairfield University, 2011, we presented a session on Active Productive Listening. Since that time our interest in the role of listening as a key component of critical thinking pedagogy has evolved into an interactive workshop with students and faculty at Southern Connecticut State University (November 2011) entitled Listening as a Precondition to Critical Thinking, surveys of over 250 students regarding their desire or ability to listen in the classroom, a paper The Role of Active Productive Listening in Communication, Pedagogy, and Thinking Critically published in the Journal of Business Management and Change, and a presentation at the International Higher Education Teaching and Learning Conference (January 2013) entitled In One Eye and Out the Other. As our listening research continues we realize that in today’s world students learn visually as well as aurally. Students learn from “visual listening” – listening related to reading texts, emails, and tweets. They are “listening” to conversations "visually" with their eyes. This presentation discusses our findings on student learning – listening and “visual listening” in order to think critically and explores the need to capture this unique way of “listening” and incorporate it into teaching students to think critically. Participants will an opportunity to experience various interactive aspects of the presentation during our session.

12:00 PM

Coming Together: Collaboration as a Tool of Change for Teaching and Learning

Katie Linder, Suffolk University

Dolan School of Business Dining Room (104A)

12:00 PM - 2:00 PM

Hybrid pedagogy. Interdisciplinary teaching and scholarship. Internationalization. Cross-institutional funding. These recent trends are evidence of the constantly changing landscape of higher education, one in which collaboration is now a necessity as never before. Despite the fact that many of us were trained to work in isolation as academics, it is now a requirement to collaborate with administrators, academic technologists, students, and other faculty on a constant basis. In this plenary, explore the benefits and challenges of these new collaborative relationships and find out how collaborative ventures may be the answer to the most pressing issues in higher education that are impacting teaching and learning. Together, we will discover the possibilities for enrichment that collaboration can bring to our teaching practices and discuss concrete strategies for how to prepare for collaborative efforts.