5th Annual Advancing Teaching and Learning Conference

Thursday, March 5, 2009
Conference Workshops

“Using Team Teaching to Promote Critical Thinking”
Drs. Ken Baake, Jennifer Shelton, and Rebecca Rickly
10:00-10:50
Room 151, TLTC
Department of English
Texas Tech University

The central assertion behind our workshop and discussion is that universities should use intradisciplinary team teaching within departments and collaboration across departments as a way of promoting critical thinking among students (and the professors). Providing several teachers covering the same material invites critical synthesis by 1) offering several “takes” on the same information and 2) showing that knowledge unfolds out of a dialectic process in which it is not only safe, but necessary to disagree with one another. The workshop begins with a description of the team teaching experiences from this group—in Jen and Ken’s case, across the genres of literature and technical writing, with the central topic being World War I texts, and in Becky and Ken’s case across different pedagogical perspectives for addressing the perennial question of how to teach composition to first year students. Our panel will offer advice for collaborating within departments, but also across departments by reciprocal guest lecturing and similar cooperative teaching endeavors.

“Time on Task: A Useful Teaching Concept”
Dr. Roman Taraban
10:00 -10:50
Room 153, TLTC
Department of Psychology
Texas Tech University

In the educational literature, the concept of time on task has typically been applied as a measure of time students spend dedicated to a particular task. The role of time-on-task to learning can be productively studied at a number of levels. Prior research has established that undergraduates do not space study time, but rather prefer to cram before tests and quizzes. However, to the extent that students do dedicate themselves to study, the effects of study time on learning have been shown. In this workshop, I show how we can estimate the rate at which information is transferred from the environment into human memory. The discussion will focus on time as a parameter in educational practice, including the design and implementation of computer-based instruction.

“Segmented Research”
Dr. David Howle
11:00-11:50
Room 151, TLTC
School of Religion and Philosophy
Wayland Baptist University

Participants in this session will experience hands-on practice in segmented research, a method which involves students in several small similarly constructed research projects. When applied in the classroom, each student makes a presentation within a small group and turns in a written report for evaluation at least three times throughout the course of the semester. The low-pressure setting of small groups allows students to practice information delivery with less intimidation; frequent input from the teacher on research, analysis, and writing guides students to more effective critical thinking. By the end of the semester, students have gained clarity regarding expectations of research papers and confidence in making oral reports.

“A Teacher’s Lessons: Reflections on Using Service Learning”
Dr. Elizabeth Sharp and Cassandra Parker
11:00 – 11:50
Room 153, TLTC
Department of Human Development and Family Studies
Texas Tech University

In this workshop, we will share our observations and reflections on the first author’s use of Service Learning (SL) for 3 years in an undergraduate course on Gender Development. In doing so, we will share: (a) the ways in which we structured service learning, (b) our conclusions on how we have seen “movement” in students’ thinking from the onset of the course to the end of the course, and (c) our reflections on a teachers’ role in facilitating and modeling critical thinking in the classroom. Towards that end, we will offer suggestions, raise questions, and invite dialogue.

Lunch will be provided for all participants. The noon session will begin as soon as lunch arrangements are completed and attendees have been seated.

Implementing Learner Centered Teaching Strategies in Existing Coursework:
Positive Changes for Students and Instructors
Keith Dye, Ed.D.C.T., Janice Killian, D.M.A
12:15-1:15
Room 153, TLTC
School of Music
Texas Tech University

This session will present ideas in implementing learner centered teaching strategies in traditional instructional settings, regardless of discipline, based on the prior work of Fink, Weimer and others as well as our personal journeys. Key topics will include: student motivation, satisfaction and accountability; alternate assessment designs; developing critical thinking skills in line with professional expectations, authenticity of content and context; as well as new responsibilities and roles of the faculty member leading instruction. Video, analytical documentation, and sample designs of student activity will be presented, along with information detailing multiple resources to aid in pursuing this type of instructional delivery transition.

“Critical Thinking: Mapping and Tracking”
Dr. Cynthia Holubik and James Hogue, M.Ed.
12:15 – 1:15
Room 151, TLTC
School of Business
Wayland Baptist University

There has been serious discussion in education about deficits in students’ critical thinking skills. The ability to think clearly, quickly, and effectively is more vital than ever for meeting the demands of the 21st century work environment and daily survival. To achieve this, experts argue that learning environments need to be transformed to promote and support more active and meaningful learning. So how do faculty infuse opportunities within curriculum and also liven up the learning environment so students can practice and develop these life-skills? Join us as we present and discuss a variety of teaching strategies and methods to empower students, and some practical tools to drive and support the process. The session is applicable to educators/designers across most domains and disciplines.

“Tales from the Second Shift: Surviving Through Sharing”

Dr. Natalie Tarenko
1:30 – 2:20
Room 153, TLTC
School of Law
Texas Tech University

The second shift is the extra labor of care-taking and housekeeping that falls mainly on women, even when they work outside the home. The objectives of this workshop will be to think through tasks of the second shift and/in academic life, and more importantly, to generate, discuss, and share tips for getting through the second shift. Take-aways for participants will include tips from each other and from sources such as The Family Track; terms, such as the second shift; and a bibliography of sources by experts such as Robert Drago.

Constructing Knowledge: Using Hands-on and Cross-Cultural Teaching Strategies

Dr. Malinda Colwell and Dr. Elizabeth Trejos-Castillo
1:30- 2:20
Room 151, TLTC
Department of Human Development and Family Studies
Texas Tech University

Engaging students in critical thinking and active learning in undergraduate courses can be challenging, but also very rewarding. This short seminar offers an opportunity to help faculty and instructors to engage students in critical thinking and active learning rather than simply learning the concepts and terms required for class. This workshop will present a “hands-on” approach which is particularly helpful not only to illustrate the importance of the concepts covered in class, but to illustrate how the knowledge acquired in college applies to real life situations and to help students better understand the practical application to their professional careers. The workshop will include interactive segments with participants engaging in some of the activities used by the presenters and will provide useful strategies to transform the classroom setting into a “cross-cultural” learning experience. Activities such as debates, application activities, real world scenarios (“vignettes”, audio-visual resources, etc) will be implemented and discussed.

“Coworker Relationships in the Academy: A Special Case of Work/Life Interconnection”

Dr. Anisa M. Zvonkovic and Erika D. Brooks
2:30 – 3:20
Room 153, TLTC
Department of Human Development and Family Studies
Texas Tech University

In keeping with the work and family balance conference theme, our workshop addresses the potential for warm, supportive relationships at work. We base our workshop on the notion that work and family are not two separate, disparate dimensions. In our workshop, we provide information about the factors that tend to be present in workplaces where friendships, support, and intimacy can be found, supported by our analysis of a large national data set, the General Social Survey (2002 data collection), in which data were gathered on the number of close friends at work and the perception of coworker supportiveness, among a large number of factors. Coworker friendships vary by gender, social class, and sexual orientation of workers. Using this information as a baseline, the workshop will consider relationships in the academy, where there are strong social class divisions between staff and faculty yet multiple opportunities for friendships; however, faculty in most occasions are not assigned to work together. The workshop structure will include discussing the nature of coworker relationships in the academy; examining in small groups the commonly used measures of coworker friendship; and providing opportunity for sharing experiences that illustrate the variations of friendships in the workplace. Workplace relationships can be effective resources for dealing with stress, depending on structural conditions and circumstances.