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Featured Sessions

SoTL 2.0: The Next Ten Years of Technology-Enhanced SoTL

Randy Bass, Georgetown University
Toru Iiyoshi, Massachusetts Institute of Technology (panel organizer/chair)

While we continue to tackle key problems and challenges in our day-to-day educational practice, an increasing number of tools and resources that can amplify our ability to investigate, collaborate, and learn from each other are emerging. This interactive featured panel reviews and reflects on how technology has advanced the ways we document, examine, peer-review and share our efforts in improving teaching and student learning over the last ten years, and explores and envisions how it will further help evolve the Scholarship of Teaching and Learning in the next ten years.

Randy Bass is Executive Director & Assistant Provost for Teaching and Learning Initiatives at Georgetown University. He has been working to integrate new technologies, pedagogy, and educational change since 1986, and is a nationally recognized leader in the field. He is the editor and author of numerous publications and has directed or collaborated on numerous education and technology projects, including the Visible Knowledge Project and the American Studies Crossroads Project. He served as the Electronic Resources Editor of the Heath Anthology of American Literature, and won the 1999 EDUCAUSE medal for outstanding achievement in technology and undergraduate education. Before founding CNDLS at Georgetown, he served as the chair and founder of the Teaching, Learning, and Technology Roundtable. Dr. Bass is an Associate Professor of English, a member of the American Studies committee, and a Senior Scholar with the Carnegie Foundation for the Advancement of Teaching.

Toru Iiyoshi is Senior Strategist in the Office of Educational Innovation and Technology at the Massachusetts Institute of Technology. He was a senior scholar and director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching. Iiyoshi has led research and development efforts that take advantage of emerging technologies to enable educational institutions, programs, faculty, and teachers to transform the knowledge implicit in effective practice and transformation efforts into ideas, theories, and resources that can be shared widely to advance teaching and student learning. His current work areas include open education, technology-enhanced scholarship of teaching and learning, and collective educational knowledge building and sharing. He also works with various national and international initiatives, projects, and organizations in an advisory role to provide vision and leadership in the development and distribution of innovative educational technology. He has served as a juror for major international awards and competitions in the field of educational media and technology. Iiyoshi is a co-editor of the Carnegie Foundation book, "Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge" (MIT Press, August 2008) and an author or co-author of three books including "The Art of Multimedia: Design and Development of The Multimedia Human Body" (1996, in Japanese) and numerous academic and commercial articles. He received the Outstanding Practice Award in Instructional Development and the Robert M. Gagne Award for Research in Instructional Design from the Association for Educational Communications and Technology.


Master Teachers and the Development of World-Class Talent:  A Comparative Study of Different Performance Domains

Robert F. Arnove, Indiana University

This presentation summarizes a long-term study of mater teachers and the development of world-class talent.  Among the questions examined in the cross-national study are these:  What is the nature of talent, and how is it identified and nurtured? What role does the intervention of expert teachers play in enabling talented individuals to achieve peak performance levels? How do social class, gender, and ethnicity influence access to instructional and performance opportunities?  Can lessons learned in one particular national and cultural context or in one performance field be extended to other societies and fields?   Over one hundred and twenty-five internationally prominent teachers and peak performers in the arts and athletics were interviewed in countries ranging from Argentina to Australia. For comparative purposes, the study further included more than thirty public school teachers selected by Indiana school district superintendents to serve as Armstrong Teacher Educators working with Indiana University School of Education faculty for a period of one or more years on various research and development projects.

Robert Arnove is Chancellor’s Professor Emeritus of Educational Leadership and Policy Studies at Indiana University, Bloomington.  He is a Past President and an Honorary Fellow of the Comparative and International Education Society.  Winner of many distinguished teaching awards, he has been a visiting scholar in universities around the world. His various educational engagements include being a teachers union president, a candidate for the U.S. Congress, and the president of an experimental theater company. His latest book Talent Abounds: Profiles of Master Teachers and Peak Performers (Boulder:  Paradigm Publishers, 2008/2009 paperback) forms the basis of his SOLT  featured presentation.


Learning across cultures: Opening our minds as well as our doors

Jude Carroll (Oxford Brookes University, UK)
and Janette Ryan (Monash University, Australia)

Pedagogic literature abounds with discussions of difference in academic cultures and in learning approaches. So-called Confucian and Western education are commonly cast as divergent and sometimes even opposing models. This presentation will illustrate some of the radical changes in learning contexts in countries such as China, and demonstrate what can be learnt from the increased flows of people and ideas across cultural academic traditions if we open our minds as well as our doors to international students and scholars. This new approach could allow a wide range of teaching and learning strategies to be recognised as valid and valuable. We draw upon the specific example of academic writing ( and its distaff side, copying and plagiarism) to illustrate how this more general positions could be made to work in local, specific practicies.


Strand on Going Public with SOTL

The “Publishing SoTL in the Next Generation: How to Choose a Journal” panel with Michael C Loui, Laurie Richlin, Sue Clegg, Libby V Morris, Laura Cruz will bring together the executive editors of five scholarly journals that publish articles on teaching and learning across all academic disciplines at colleges and universities. Each editor will describe the scope of his or her journal, the kinds of papers it publishes, and the review process and evaluation criteria for submitted manuscripts, in five to ten minutes. Then the editors will collectively answer questions from the audience about choosing an appropriate journal for publishing their SoTL work. At least 45 minutes will be allocated for interaction with the audience.

The “SoTL in Disciplinary Education Journals” panel with Josh Tenenberg, Derek France, John Ishiyama, Liz Grauerholz will bring together editors of disciplinary-education journals to discuss journal publication in their dual role as stewards and gatekeepers. Each will discuss the disciplinary context of their journals, how they apply their conceptions of scholarship to their journals (i.e. what gets published and what does not), the relationship of sotl work in the discipline to disciplinary knowledge, the challenges that they have faced as editors, and the implications of these challenges for SoTL in general and within their disciplines.

Following these consecutive panels, there will be an opportunity to meet with these and other editors and with recent book authors to discuss the business of going public with SOTL.

In Search of the Humanities in (IS)SOTL
Nancy Chick (University of Wisconsin-Barron County); Lesley Smith (George Mason University); Paul Ranieri; Tony Ciccone (Carnegie Foundation for The Advancement of Teaching); Dave Concepcion; Stephen Bloch-Schulman (Elon University); Randy Bass (Georgetown University)
Friday, 23 October in Whittenberger Auditorium 10:30 AM – 12:00 PM | Session C21

Investigating Threshold Concepts and Troublesome Knowledge in Three Disciplines: Why Do/Don’t Students “Get It”?
Renee Meyers; Erin Winkler; Leah Dvorak; Rene Antrop-Gonzales (University of Wisconsin-Milwaukee)
Friday, 23 October in Whittenberger Audiorium 1:30 PM – 3:00 PM | D19

SoTL 2.0: The Next Ten Years of Technology-Enhanced SoTL
Toru Iiyoshi (MIT); Randy Bass (Georgetown University)
Friday, 23 October in State Room East 3:30 PM - 5:00 PM | E10

Teagle Collegium: Outcomes of a Preparing Future Faculty Program on Student Learning and Long-Term Course Development in Biology
Dan Johnson (Indiana University, Bloomington); Elizabeth Middleton; Karen L. Bohorquez; Deanna Soper (Indiana University - Bloomington)
Friday, 23 October in Alumni Hall 5:30 PM - 7:30 PM | F17

University of Wisconsin - Integrative Learning Outcomes Project
Lisa Kornetsky (University of Wisconsin - Parkside); Renee Meyers (University of Wisconsin - Milwaukee); Nancy Chick (University of Wisconsin - Barron County)
Friday, 23 October in Alumni Hall 5:30 PM - 7:30 PM | F25

Come for the Content, Stay for the Community: Virtual Networks for Improving Chemistry Teaching
Joanne Stewart (Hope College)
Friday, 23 October in Alumni Hall 5:30 PM - 7:30 PM | F34

Facilitating Scholarship of Teaching Through Electronic Course Portfolios
Bridgett Piernik-Yoder (UT Health Science Center at San Antonio)
Friday, 23 October in Alumni Hall 5:30 PM - 7:30 PM | F43

Strengthening SOTL Research: The Voices of Journal Editors
Patricia Jarvis; Gary Creasey (Illinois State University)
Saturday, 24 October in Oak Room 10:30 AM – 12:00 PM | H11

Setting an Agenda for the Scholarship of Teaching and Learning in History
David Pace (Indiana University); Sean Brawley (University of New South Wales); Alan Booth (University of Nottingham); Keith Erekson (University of Texas at El Paso); Paul Hyland (Bath Spa University); T. Mills Kelly (George Mason University); Geoff Timmins (University of Central Lancashire); Sarah Richardson (University of Warwick)
Saturday, 24 October in Sassafras Room 10:30 AM - 12:00 PM | H33

Publishing SoTL in the Next Generation: How to Choose a Journal*
Michael Loui (University of Illinois at Urbana-Champaign); Laurie Richlin (Charles Drew University of Medicine and Science); Sue Clegg (Leeds Metropolitan University); Libby V. Morris (University of Georgia); Laura Cruz (Western Carolina University)
Saturday, 24 October in Oak Room 1:00 PM - 2:30 PM | I12

Empowering Student Creativity and Critical Thinking through the Inquiry Process
Cheelan Bo-Linn; Walter Hurley; Prasanta K. Kalita; Judith Sunderman (University of Illinois at Urbana-Champaign)
Saturday, 24 October in Persimmon Room 1:00 PM - 2:30 PM | I33

SOTL in Disciplinary Education Journals*
Josh Tenenberg (University of Washington, Tacoma); Derek France (University of Chester); John Ishiyama (University of North Texas); Liz Grauerholz (University of Central Florida)
Saturday, 24 October in Oak Room 3:00 PM – 4:30 PM | J11

Cultural Capital and Possible Selves: An Exploration of Diversity and the Dynamics of Success in Colleges and Universities
Ross Peterson-Veatch (Goshen College); Sue Clegg (Leeds Metropolitan University)
Saturday, 24 October in Wittenberger Auditorium 3:00 PM – 4:00 PM | J19

Master Teachers and the Development of World-Class Talent: A Comparative Study of Different Performance Domains
Robert Arnove (Indiana University)
Saturday, 24 October in Woodburn Hall 003 3:00 PM - 4:30 PM | J30

Promising Practices for Partnering with Students in SoTL: Lessons Learned at Western Washington University
Megan Otis; Whitney Dunbar; Daniel Espinoza-Gonzalez; Joyce D. Hammond; William H. Lay; Michael Murphy; Connor Powell; Shanyese Trujillo; Carmen Werder (Western Washington University)
Saturday, 24 October in Frangipani Room 4:30 PM - 6:00 PM | K19

Pressing Questions Regarding the Future of SOTL Research and Activity: An Open Space Technology Session
Ross Peterson-Veatch (Goshen College)
Saturday, 24 October in Dogwood Room 4:30 PM - 6:00 PM | K22

Evaluating Student Outcomes in a Diversity and Ethnic Studies Course
Erica Siegl; Kimberly J. Turner (University of Wisconsin-Madison)
Saturday, 24 October in Alumni Hall 6:00 PM - 8:00 PM | L09

Action Research: Using Data to Improve Instruction and Student Retention
Chad Hershock (University of Michigan)
Saturday, 24 October in Alumni Hall 6:00 PM - 8:00 PM | L17

Student Voices in the Scholarship of Teaching and Learning: CASTL Institutional Leadership Group
Megan Otis (Western Washington University); Carmen Werder (Western Washington University); Whitney Dunbar (Western Washington University); Daniel Espinoza-Golzalez (Western Washington University); Joyce Hammond (Western Washington University); William H. Lay Western Washington University); Michael Murphy (Western Washington University); Connor Powell (Western Washington University); Shanyese Trujillo (Western Washington University); Betsy Decyk (Califonia State University, Long Beach); Stephen Bloch-Schulman (Elon University); Peter Felten (Elon University); Jessie Moore (Elon University); Kathleen McKinney (Illinois State University); Tom Drummond (North Seattle Community College); Kalyn Shea Owens (North Seattle Community College)
Saturday, 24 October in Alumni Hall 6:00 PM - 8:00 PM | L23

Growing SoTL through The Irish Integrative Learning Project: The Carnegie Catalyst
Bettie Higgs (University College Cork); Tony Ryan (University College Cork); Shane Kilcommins (University College Cork); Alan Booth (University of Nottingham)
Saturday, 24 October in Alumni Hall 6:00 PM - 8:00 PM L24

Sustainable Development of Reading, Integration, and Synthesis of Professional Literature
Dan Bernstein (University of Kansas); Leah Shopkow (Indiana University); Andrea Greenhoot (University of Kansas); Sarah Bunnell (University of Kansas)
Sunday, 25 October in Whittenberger Hall 9:00 AM – 10:30 AM | M09

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