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Mini-Lilly Conference - Take 2 - Thursday, January 30, 2014

To register for any workshops that are of interest to you click here

12:00 - 12:50 - Cynthia Carver and Suzanne Klein
Promoting Faculty Development & Continuous Program Improvement Through Action Research
In this presentation, we share highlights from an action research study of the M.Ed. in Educational Leadership, a school leader preparation program. As program coordinators, our interest was to better understand how required course components support students’ learning to be leaders. Analysis of written work completed by two cohorts of students across the 22-month program has prompted changes to the required internship and focused attention on the importance of reflective thinking as a core leadership skill. In sum, action research has become a powerful tool for supporting our development as course instructors, and contributing to continuous program improvement.

    1:00 - 1:50 - Nicholas Lauer
    Using Technology to Enhance Hybrid, Online, and Flipped Graduate Classroom Learning

    This presentation will address how to deal with content that has typically been delivered face-to-face, how to engage the online learner, and ways to assess online learning.  The presenter will discuss screen technologies that allow instructors to present lectures online, as well as ways to use social media and a variety of software applications to make learning more meaningful and engaging.

    2:00 - 2:50 - Amanda Hess
    Instructional Technology Toolkit: Integrating Tools to Engage All Learners
    Identifying and implementing instructional technology tools in the classroom can be challenging, but integrating these tools becomes less daunting - and can create more meaningful learning opportunities! - when instructors consider technology use through the lens of active learning. This presentation equips attendees to take instructional technology into their classrooms by building a toolkit with scholarship, strategies for implementing active learning techniques, and different tools for different learning purposes.

      3:00 - 3:50 - Greg Allar
      Implementing Problem-Based Learning in the Curriculum  Greg Allar
      This session discusses the use of the problem-based learning strategy in an introductory international studies course, "The Global Citizen," as a case study. By integrating real-life problems and issues, this course goes beyond an introspective study of one culture or civilization. On the contrary, it seeks to demonstrate the interconnectedness of the global community and to provoke a deeper understanding of contemporary world cultures.

      4:00 - 4:50 - Alice Horning
      Print Explosure is NOT Enough: An Evidence-Based Approach Critical Reading
      This session will report on a set of case studies (conducted in an IRB-approved process) that show how highly engaged students respond to an assignment in critical reading and thinking as part of an inquiry project. The outcome of the study suggests that assignments that require the critical thinking and reading skills students need can lead to a much greater level of engagement and success in research, writing and course work. Participants will create their own assignments to engage students in critical reading and thinking in conjunction with research and inquiry assignments.


        Poster Sessions - set up in 200A - 200J Hallway

        Laila Guessous
        Connections Class – An Easy Way to Improve Faculty-Student Interactions  (WINNER of the Lilly Poster Award!!!)

        Connections Classes are designed to enhance faculty-student interaction in 1st and 2nd year engineering/STEM courses.  Faculty spend 15-20 minutes during one class period sharing information about themselves, their research, their career path, their interests, how they decided to become a professor, and/or any other information they feel comfortable sharing with the class. Students can ask questions and the dialogue is intended to be informal and open. Connections classes have been implemented in several engineering courses at Oakland University as part of a mini-grant from the NSF-funded ENGAGE program. Seven faculty members have so far implemented this initiative in their core 100-200 level engineering courses at OU since Winter 2013. Student survey results show that 92.1% of the student respondents agree or strongly agree that there is value in having a ‘Connection Class’ in their engineering classes. Student comments were overwhelmingly positive and indicate that students felt more comfortable approaching the faculty member after the class. Results at other institutions point to similar results.

        Greg Allar
        Teaching with Google Earth
        Brief overview of Strategy: Your first internet assignment for this course will be to create two virtual field trips; one involves West-East travel via the Trans-Siberian Railway, while the other involves a North-South cruise on the Volga River. This assignment uses Google Earth to introduce you to the vast geographic area which Russia occupies.