The Educational Activities Task Force Presents
The 4th Annual Faculty Best Practices Showcase
Faculty-to-Faculty Effective Practices:
Integrating Technology into Teaching and Learning
Hosted by Kean University's Center for Instructional Resources and Technology
and PT3 (Preparing Tomorrow's Teachers to Use Technology) Project

TRACK 1. Instructional Methodologies
. Linda S. Bloom & Jack Dirr
. Peter Shapiro & Dr. Richard Blonna
. Dina Rosen
. Chris Shamburg & Carlos Morales
. David McCurry, Heide Estes & Ann Chamberlain
. Dr. Mary Jane Clerkin and Leonard De Botton
. Michael Searson & Kim Cornell
. Dr. Bonnie Mullinix & Dr. Fernando Padro
. Patrick Schmidt & Lynnel Joy Jenkins

TRACK 2. Science, Math, Nursing & Computer Science
. George Avirappattu
. Kenneth Myers
. Ivan Gepner, Cary Harr & Theodore Tsoutsas
. Yeung-gyo Shin
. Paul Ranky, Ph.D. & Scott Nadler, D.O.
. Lawrence Bernstein
. Julian Scher, Ph.D. & Eunhee Kim, Ph.D. Candidate
. Yuanqiong Wang, Dr. Murry Turoff & Dr. Starr Roxanne Hiltz
. Kathleen Burke Ph.D, RN & G. Elaine Patterson, Ed.D., RN
. Anthony Selimo

TRACK 3. Liberal Arts: Communications, English, Languages, Philosophy, Psychology
. Dr. Cordelia Twomey & Adriana Cifuentes
. Chris Weaver & Sandra Miller, Ed.D.
. Jason Scorza & Lana Tiersky
. Dr. Thomas Simonet & Dr. E. Graham McKinley
. Dr. Robert Spellman
. Norman Hymowitz, Ph.D.
. Ian Aronson
. Deborah Gonzalez
. Richard Dery
. Norbert Elliot & Valdimir Briller

PRESENTORS (In alphabetical order)

Patrick Schmidt and Lynnel Joy Jenkins [top]

Name Patrick Schmidt
Title Assistant Professor of Music Education and Chair
Department Music Education Department
University/Institution Westminster Choir College of Rider University
E-mail pschmidt@rider.edu
Second Presenter Lynnel Joy Jenkins Westminster Choir College of Rider U ljoyjenk@aol.com
Title Enhancing Student Learning Through Critical Pedagogy
Curriculum Area Developed for pre-service music teachers, the model is applicable in all academic disciplines.
Technology Technology may be integrated into the teaching model at various points. Use of the Internet by students and PowerPoint by faculty is common.
Delivery Method in class
Presentation Abstract Critical Pedagogy is a teaching strategy that empowers students to think, feel and act critically. Its goal is to transform both students and their teacher as they learn to connect the subject matter, i.e., “word” to their individual realm of experience, i.e., “world.” Grounded in the post modern teaching philosophy of Paulo Freire and operationalized with learning styles theory, the teaching model can be useful to professors in any academic discipline. The model is currently used in all music methods classes taught to pre-service music teachers at Westminster Choir College.
Presentation Content
  1. Summary Statement: This session will present a teaching model developed by the Music Education Faculty at Westminster Choir College to empower students to think, feel and act critically as they master the curriculum content of the pre-service teacher education program in music.
  2. Description of activity, project, or solution: In order to deliver the highest quality of instruction and experiences to pre-service music teachers, the Department opened Westminster Academy, a laboratory school where music education majors could explore innovative teaching strategies that connect to the issues of education and educational reform in today's schools and music classrooms. In creating a curriculum for the Academy, the Department looked to reconceptualize the Tyler Rationale by asking four new questions. They are: Who am I? Who are my students? What might they become? What might we become together? To answer these questions, the Department created a teaching model grounded in the educational philosophy of Paulo Freire and the learning styles theory of Bernice McCarthy. The faculty, with the education students then designed music lessons that were centered on essential musical concepts and presented in an 8-step format to engage students in authentic musical experiences. In collaboration with the Princeton Regional Schools, the Academy began a residency to teach general music using Critical Pedagogy to the sixth grade. In addition, the faculty re-designed the methods courses to reflect an emphasis on the principles of critical thinking, critical feeling and critical action. Faculty and students kept reflective journals.
  3. Outcome: Many from the outside observed the teaching and commented positively on the increased engagement of the sixth grade children during music instruction, the ability of the students to retain the information for longer periods of time, the ability of the students to build and recall what they learned and to apply that learning to new concepts and in new and different contexts. The same observations appeared to be consistent with the college students as well. Classroom assignments revealed an increase in the college students' abilities to think, feel and act critically and the quality of their own lesson planning and teaching improved dramatically.
  4. Importance or relevance to other institutions: For all concerned with improving teaching and learning in higher education, the Critical Pedagogy model developed for the music education classes easily transfers to other disciplines.
Suggested Audience This presentation is most appropriate for faculty in teacher education; although, all concerned with the improvement of instruction will find the presentation of interest.

Ian David Aronson  [top]

Name Ian David Aronson
Title Assistant Professor of Digital Media
Department Communication
University/Institution Ramapo College
E-mail iaronson@ramapo.edu
Title The online family portrait: Web design in a liberal arts context
Curriculum Area Communication/Web Design
Technology Students create Web pages from scratch using Dreamweaver, Photoshop, and an FTP client (such as Fetch).
Delivery Method Students receive face to face classroom instruction and then post their work to the Web.
Presentation Abstract Technology allows students to share their work with anyone in the world who has access to an Internet connected computer and a Web browser. Without quality content, however, this ability is of little use. Creating a Website about a family member allows students to create something of great importance and share it with large public audiences via the desktop computer. In this session, Ramapo College Professor Ian David Aronson will show examples of online family portraits his students have created, and he will discuss the use of technology to explore important cultural and social issues.
Presentation Content
  1. Summary Statement: For the final project in my Designing for the Web class (CCOM 303) I have each student create a Website about a person in their family they would like to acknowledge or about the social issue of their choice. During this session I will show student projects that exemplify the power of the World Wide Web as a communications medium and the ability of the Internet to bring people together. I will also discuss the techniques I have developed for teaching students to express themselves using a computer.
  2. Description of activity, project or solution: For the final project, each student is given four weeks to: A. " Design a site about a person who is very important to you. This can be a living person who you want to thank for everything they’ve done. This can also be someone who is no longer living, and who’s memory you'd like to honor. B. Design a site about an issue of social justice which is of personal importance to you. This can be a site about the environment, race relations, gender issues, access to education, or another issue of social justice about which you feel strongly." Students are then asked to select eight "relevant, evocative images" they have created. These can be photographs they've taken themselves, or have scanned from family albums. Students assemble their images, along with 750 to 1,000 carefully edited words and work their material into a well crafted Website.
  3. Outcome: This final project yields a number of tangible outcomes each semester - most notably the creation of high quality student produced Websites. Students from a wide variety of backgrounds and perspectives have created extremely moving work as a result of this assignment. This semester's collection of student projects includes the very personal story of a student's own history of drug use and her best friend's battle with heroin, a site by a student who is grateful to attend college in the US, but deeply misses the family he left behind in Taiwan, and a project "dedicated to the most incredible and loving man I know," Eliezer Schwartz, the student's grandfather and a survivor of the Auschwitz concentration camp.
  4. Importance or relevance to other institutions: This assignment is successful because it allows students to create a project of obvious value. This semester the projects were due just before Thanksgiving, which provided an excellent opportunity for students to return home to their families and show off the impressive work they'd done in college. The goal of this assignment is get students to use the Web as a communications tool, and to teach students the value of creating a project which they can be proud to show publicly. These goals are relevant to any institution, and can be adjusted to fit a wide variety of academic subjects and student populations.
Suggested Audience Suggested Audience: My target audience for this presentation consists of teachers who use or would like to use technology in a liberal arts context.

George Avirappattu, Ph.D  [top]

Name George Avirappattu, Ph.D
Title Assistant Professor
Department Math/Comp Science
University/Institution Kean University
E-mail gavirapp@kean.edu
Title Web Databases for Course Administration and/or Teaching
Technology Database, Web interface, CGI
Delivery Method asynchronous
Presentation Abstract A set of platform independent technologies such as a database server, middleware (CGI programs), and web interfaces is presented as a web data storage and retrieval system. Together, these provide the users with a minimal set of cost-free online course management tools as an alternate to commonly used WebCT and BlackBoard systems. The possibilities for an interested user/developer are limitless.
Presentation Content Summary: Web database to store and retrieve data on the web. The two popular choices for online course management and delivery seems to be WebCT and BlackBoard. However their prohibiting licensing fees might leave indivduals with alternates especially if they do not need full power of these applications for their course needs. The presenter has successfully put together a web database to support many of his course needs. The tools presented are freely available on the internet and adpatable anyone who is intereted.
Suggested Audience Although any body who is interested in teaching online might benefit , the presentation will be geared towards those who are interested on the technical aspects of running an online course.

Lawrence Bernstein  [top]

Name Lawrence Bernstein
Title Industry Professor of Software Engineering
Department Computer Science
University/Institution Stevens Institute of Technology
E-mail lbernstein@ieee.org
Title Overcoming Aversion to Software Development Process Through the Use of Controlled Failure
Curriculum Area Computer Science/Software Engineering
Technology software development process, tools, etc.
Delivery Method in class
Presentation Abstract Between 50% and 75% of all industrial software development projects fail, by coming in at least 100% over budget, and/or 80% over schedule, or by being cancelled (close to 30%) after significant expenditure. It is widely accepted that the reason is lack of acceptance of and/or attention to software development process, a problem familiar to faculty who teach software engineering and software project courses. We will present a method, Live-Thru Case Histories, for overcoming students' aversion to development process by making them "live through," rather than simply discuss, failed development projects. We will also present a survey instrument for outcomes assessment of pedagogic techniques like Live-Thru's, and of process aspects of software project courses, software engineering courses, and entire computer science degree programs. We will offer interested/qualified faculty the opportunity to participate in a proposal, to NSF, for (larger-scale) dissemination of both Live-Thru’s and the outcomes assessment techniques.
Presentation Content If the level of adoption of Software Development Process (Software Engineering Best Practice) is to be increased in industry, then it must be taught effectively in the university. Many Computer Science students, however, either view software process as intellectually shallow or are averse to the oppressive discipline which they perceive to be required to follow it. We have devised a method, Live-Thru Case Histories, for motivating students to recognize the necessity of Software Engineering Best Practice, and to learn how to use it, by shocking them into the realization that without it they are likely to fail, not in their course work, but in real-world software development projects in which they will engage once they have graduated and are out in the working world. There are three varieties of Live-Thru Case Histories: Live-Thru development projects, Live-Thru homeworks, and Live-Thru exams. Live-Thru homeworks and exams have been used by the first author in Barry Boehm’s CS577, an elective two-semester graduate-level Introduction to Software Engineering, at USC. Live-Thru development projects and exams have been used by the second author, over a period of three years, in the required two-semester undergraduate capstone (Senior Project/Software Engineering) course at Stevens Institute of Technology. Live-Thru exams have been used at Monmouth University. In all cases the faculty member in charge of the course has been extremely happy with the outcome. In order to measure the efficacy of Live-Thru’s, and for more general use, we have developed a survey instrument, ATSE (Attitude Toward Software Engineering), for measuring attitude toward, knowledge of, and ability to apply, software development process (best practice). It has been used in Before-and-After situations in the courses listed above, with second administrations followed by focus groups with respondents. Its reliability has proven to be very high and it has been validated against industry through administrations, followed by focus groups, at various meetings including the North Jersey SPIN (Software Process Improvement Network), the Los Angeles SPIN, the Southern California SPIN, and the DoD’s 2002 Software Technology Conference. The survey instrument is now at a stage at which we believe it can also be used for outcomes assessment of the process aspects of software project and software engineering courses and of entire degree programs in computer science. We will present and discuss both Live-Thru Case Histories and ATSE, both of which have been developed with funding from NSF (CCLI pilot project) and the New Jersey Commission on Science and Technology. We will offer interested/qualified faculty the opportunity to participate in a proposal for larger-scale dissemination of both Live-Thru’s and the outcomes assessment techniques.
Suggested Audience computer science, computer engineering, and software engineering faculty

Linda S. Bloom & Jack Dirr  [top]

Name Linda S. Bloom
Title Director, CIT and Distance Learning
Department CIT and Distance Learning
University/Institution Bergen Community College
E-mail lbloom@bergen.edu
Second Presenter Jack Dirr, Manager of Video Services, Media Broadcasting Center, Bergen Community College jdirr@bergen.edu
Title Transforming Instructional Materials – Lights, Camera, Action!
Curriculum Area All curriculum areas, developing multimedia materials for Math, Science, English, Humanities, etc. We are presenting an alternative instructional methodology.
Technology Developing multimedia materials that can be incorporated into Blackboard, WebCT, other LMS systems including web-databases and onto various servers. We are presenting an alternative use for instructional technology.
Delivery Method The delivery of a multimedia material can be delivered via VHS, CD-ROM, DVD, synchronous/asynchronous over a distance learning course or via a MPS file system. Deliverying multimedia files is quite flexible.
Presentation Abstract As faculty members become more proficient in the development of online, hybrid and web-enhanced courses and the multimedia capabilities for teaching and learning within this environment, the natural transition it to enhance these courses with media materials incorporating pedagogy. This session will demonstrate how to set up a production center, equipment needs and establish a training program. Teacher-created productions will be presented including the process emphasizing the development of VHS conversion to CD-ROM and DVD, taping a class or lab, developing video materials for students, combining video with a PowerPoint presentation and housing files for library and internet use.
Presentation Content Today more than ever, integrating technology into the curriculum has become the focal point of many educators and institutions. As faculty members become more proficient in the development of online, hybrid and web-enhanced courses and the multimedia capabilities for teaching and learning within this environment, it is natural that they will seek to enhance those courses with media materials similar to those used in the on-campus classroom. With this in mind, the Educational Broadcasting Center (EBC) and the Center for Instructional Technology (CIT) at Bergen Community College (BCC) have established an Online Production Center for the creation and the production of audio and video materials designed specifically for library resource and web use. Six years ago, BCC began its Distance Learning program with 5 online courses, currently the college offers over 120 online courses, over 100 web-enhanced courses and has begun a pilot program to determine if the hybrid model of learning will be appropriate for the Bergen community. During this time Bergen established a powerful online faculty training program called The Online Professor Program (TOPP). With the success of this program and the continued growth of online learning, the demand for alternative enhancements and methods for educational learning became relevant. In the fall, 2001 the Online Production Center was established. The center was introduced to the faculty through training courses, pedagogical examples and benefits to the current curriculum including technology integration. Each faculty member is trained in the use of the equipment and proper development of media materials for web use. Using Real Networks software products (Real Producer and Real Presenter) and Microsoft Producer, instruction is given in the use of these programs to capture materials and to prepare the materials for distribution using the existing BCC video servers. Guidelines and operational requirements to activate a production center were established to include support from the Bergen Academic department. The budgetary plan was to utilize existing equipment which kept start up cost to a minimum. Although the intention of the center was to enhance the online teaching faculty materials, traditional classroom teachers began to require video materials for their classes. The Nursing program at Bergen is an example. The nursing program wanted to establish a video tutorial section on the proper care and use of specific equipment. Since they were unable to locate any commercial items for their needs, they developed their materials with MBC and created a video resource library. These resources, currently on the Bergen server, are available to all nursing faculty for use in their teaching while students can review them via the internet on an as needed basis. The continued collaboration between the CIT and the MBC allows for the technical support to faculty and to staff with the management of the video servers for continued success. Currently, the production center provides the instructor quick and easy ways to create audio and video productions including the process emphasizing the development of VHS conversion to CD-ROM and DVD, taping a class or lab, developing video materials for students, combining video with a PowerPoint presentation while incorporating pedagogical academic strategies. The proposed presentation will emphasize the practical experience that has been learned through the development and production of multimedia files and internet capabilities. Examples and demonstrations will focus on key aspects to making this type of center successful with in budget limitations. For further information and a video demonstration go to: http://www.bergen.edu/cit/productionctr.asp
Suggested Audience All faculty, administrators,instructional deisgners, IT professionals and AT providers who want to either establish a production center in their educational environment, or learn how to develop, produce, upload and integrate a multimedia file into thier curriculum.

Kathleen Burke PhD, RN & G. Elaine Patterson EdD, RN [top]

Name Kathleen Burke PhD, RN
Title Assistant Dean Joint Nursing Programs at Ramapo
Department School of Nursing
University/Institution UMDNJ
E-mail kmburke@ramapo.edu
Second Presenter G. Elaine Patterson EdD, RN, C UMDNJ SN Joint Nursing Program at Ramapo epatters@ramapo.edu
Title Learnig styles, computer anxiety and computer playfullness as related to success in an on-line learning environment
Curriculum Area Nursing (and any other discipline)
Technology Web ct
Delivery Method asynchronous distance learning via web
Presentation Abstract The on-line nursing courses of the RN to BSN curriculum of the UMDNJ Joint Nursing Porgram at Ramapo has been delivered in an on-line format since 1999. While there has been much research published on the satisfiers of both faculty and students in an on-line environment, there has been little research on the impact of variables such as learning styles, computer anxiety and computer playfullness on the success of students in an on-line environment. In a pilot study of 88 nurses enrolled in on-line courses, it was found: - that there was a significant positive relationship between computer playfullness and course grade; - and that computer anxiety negatively related to course grades. Additionally it was found that learning styles impacted on the student use of the on-line environment. This study is being expended to include other academic majors.
Presentation Content Literature linking learning styles and new technological approaches has been steadily increasing. Tyler and Baylen (1998) found the majority of web-based students to be extroverted and judging. The teacher on the other hand preferred introversion and perceiving. While many studies discuss the significance of learning styles to course design and student satisfaction, there is little research looking at student outcomes in on-line learning in relation to learning style and other variables. Computer anxiety is defined as the level of anxiety normally related to computer use, and computer playfulness is defined as the spontaneity of decision making related to computer issues. Both variables have been suggested as variables that impact on the adoption of technology as a useful tool, but there has been no research on the relation of these variables to outcomes in on-line learning. Hypothesis Students with high level of computer playfulness will have more positive learning outcomes that other students, despite high levels of computer anxiety This study aims to identify variables that impact the success of students in an on-line environment o Success in on-line learning is being measured by individual course grades. o Additionally, the number of "hits" to the course site is being reviewed. In a sample of 88 RN students in on-line courses, it was found that there was a significant positive relationship between computer playfulness and success in on-line courses (the higher the degree of computer playfulness the higher the grade). Additionally, there was significant negative relationship between computer anxiety and grades (the higher the anxiety the lower the grade. The Learning style of the student impacted on their use of the web and the number of times the course was accessed. Students with learning styles of reflective observers (who learn through observation) were found to have a higher number of hits to the web, and to post to the web only after reading the comments of other students. In progress " Comparison of various academic majors " Comparison of web based courses and web enhanced courses.
Suggested Audience Faculty interested in on-line learning

 

Dr. Mary Jane Clerkin  [top]

Name Dr. Mary Jane Clerkin
Title Coordinator of Online Faculty Support
Department COA
University/Institution Berkeley College
E-mail mjc@berkeleycollege.edu
Title Group and Wimba Discussion Boards as a Means of Fostering Student Interaction
Curriculum Area All
Technology Blackboard
Delivery Method Asynchronous distance learning via the Internet
Presentation Abstract An online class, which does not foster critical thinking and problem solving, evoke original response, and promote meaningful interaction among students falls short of its true objective. By seeding the group discussion with provocative questions and providing relevant links for each group of students, professors provide students with the opportunity to use the upper-level thinking skills necessary for true learning. By adding Wimba, a French software program that offers a voice discussion board, students can even express themselves enthusiastically in their own voices. In this online atmosphere real teaching and learning takes place.
Presentation Content
  1. Summary StatementThe importance of interactivity in an online class will be my focus.
  2. Description :The professor attempting for the first time to create a new paradigm for teaching and learning by blending pedagogy with technology in an online class has many choices to make. It is easy to become overly inventive with the appearance and format of the course, turning it into the equivalent of an anywhere anytime online Smart classroom. It is also easy to become overly concerned with format creating the perfect workable syllabus studded with extensive goals and objectives, student learning outcomes, assessment and evaluation, precise course outlines. It is also easy to provide students with innumerable links to enable them to travel the Information Superhighway with speed and ease and and feel completely comforable in cyberspeace. Being professors, it is also easy to integrate our best lectures into the course and feel we have provided the necessary instruction. However, having provided all these things--and they are not bad things--one has to consider the question---Where does the real teaching and learning in an online class take place? Is it enough to have provided the attractive site, the right text, the right lectures, the right sequencing of learning units, and a myriad group of objective and subjective tests to assess learning? How do we assure ourselves that we will be able to provide somewhere in our online course a way of inculcating important intellectual skills, stimulating critical thinking and problem solving, promoting original thought, and somehow fostering true enthusiasm? Somewhere we must replicate tht spark that takes place in the classroom--that moment of intellectual curiosity, of complete understanding of concepts, of recognition of fallacy, of the creation of an entirely new angle of vision---that is the challenge. It is true, the interaction between student and professor is important. However, the stimulation of peer dialog is also important--for all types of collaboration stimulates good reasoning and critical thinking--and this I believe is the challenge. It is not enough, however, for the professor to simply let students discuss. The professor must "seed" the discussion with a provocative question. Moreover, while a large the discussion board is certainly fine for it is a sounding board for ideas---where even shy students often find it easy to share views and even to diagree with peers--it is often too large for students to interact in a meaningful way. On the other hand, small group discussions work quite well and offer the professor the opportunity for real teaching. Here small groups of five or six students can respond to their professor's questions and interact in a meaningful way. Professors seed discussion, students discuss and argue their points, and debate is started. The pace is more like a regular classroom discussion. Moreover, the professor can interject comments and remarks to keep the discussion going. Add the Wimba Discussion Board to a class and students and professors can speak with their own voices. This French software program definitely promotes interaction. Group discussion is now the cornerstone of each of my classes. Taking a class of twenty and dividing it into manageable groups and encouraging the use of the group discussion board and the Wimba discussion board has led to new enthusiasm and the development of upper-level thinking skills.
  3. Outcome :Students prefer using small group discussion and speaking in their own voices. There is more interest in the subject matter, more enthusiastic use of discussion, and more evidence of real thought.
  4. Importance or Relevance to Other Institutions: Wimba, the new French software program, would be good to add to any online course. It is extremely user friendly. Even my first introductory class was able to use it. It makes a difference. Students enjoy using it and professors can even add voice to lectures and directions. Most importantly, it adds to the interctivity needed in any online course.
Suggested Audience All professors who teach online classes could attend this presentation.

Richard H. Dery  [top]

Name Richard H. Dery
Title Instructor
Department English
University/Institution Brookdale Community College
E-mail rdery@brookdalecc.edu
Title Bloody murder! Research Papers as writing games
Curriculum Area English
Technology Web hybrid courses and networked classrooms with web access
Delivery Method In class, but it could also be delivered as a home lesson via Internet or CD-Rom.
Presentation Abstract Students develop the inductive and deductive reasoning skills needed to write a traditional academic research paper by examining a crime scene, doing research and formulating a thesis to explain the evidence. They then write an argumentative research paper presenting and defending their thesis. The crime scene and research opportunities are all part of a web environment, and the lesson offers an interesting and fun way for students to practice the skills involved in a research paper before tackling the real deal.
Presentation Content This session is wholly active. Together, we will examine the crime scene and look at the available research material. Then, participants will form small groups, develop their theses and present them to the participants. This will be a truncated version of what the students do in a regular classroom session. I will also demonstrate the technology I used to make the interactive activity, discussing the ease of use and time efficient techniques I have developed. Each participant will receive a CD-Rom with handouts, notes and other materials
Suggested Audience I intend this primarily for college level composition instructors who teach an introductory course in the college level research paper. Any instructor from any discipline who teaches the research paper, however, would benefit.

Norbert Elliot & Valdimir Briller  [top]

Name Norbert Elliot
Title Professor of English
Department Department of Humanities and Social Sciences
University/Institution NJIT
E-mail elliot@adm.njit.edu
Second Presenter Vladimir Briller Institutional Research and Planning NJIT vladimir.briller@njit.edu
Title Teaching and Assessing Contemporary World Literature
Curriculum Area Literature
Technology Highlander Pileline Web Interface WebCT CD ROM Streamed Video
Delivery Method asynchronous distance learning via internet
Presentation Abstract Contemporary world literature, a two-semester upper division course sequence, offers undergraduate students ways to understand the global complexities of 21st century culture. In this presentation, we will provide a summary of the content and relevance of the courses, the methods by which the courses are offered in an asynchronous distance learning format (with the use of CD ROM lectures, WebCt platform, and course management through NJIT’s Highlander Pipeline) and the strategies by which the courses are being evaluated. We will focus especially on methods of course design in which we will describe how the course has been structured to deliver literature content and to increase both student computer skills and writing skills through the use of technology. We will also focus on our empirical evaluation of the courses.
Presentation Content Contemporary world literature offers undergraduate students ways to understand the global complexities of 21st century culture. At NJIT, the Department of Humanities and Social Sciences has designed and offered a two semester sequence of upper division electives that satisfy the university's General University Requirements: Literature 330: World Literature I (Contemporary Literature of North America, Latin America and the Caribbean, and Australia) and Literature 331: World Literature II (Contemporary Literature of Europe, Asia, and Africa). In this presentation, we will provide a summary of the content and relevance of the courses, the methods by which the courses are designed to be offered in a distance-learning format, and the strategies by which the courses are being evaluated. We will focus especially on the following: Content and relevance: The syllabus will be presented as a vehicle by which students may, in the words of philosopher Richard Rorty, "see more and more traditional differences (of tribe, religion, race, customs, and the like) as unimportant when compared with similarities with respect to pain and humiliation—the ability of people wildly different from ourselves as included in the range of 'us'." The course was designed and has been taught by the English faculty at NJIT; the assessment of the course has been undertaken by Institutional Research and Planning at NJIT. Methods of course design. The course has been designed both to deliver content and to increase student skills (both cognitive and affective). Key here is the aspect of the task, a type of writing assignment that links course construct to validity. Special attention will be paid to the way that technology is used to foster student succedd. Outcomes Assessment: Here we will quantify what we have presently found regarding the following measurable aspects of the courses: the relationship between student placement and achievement in the courses; student attitudes toward the course; the number and quality of student response to the tasks; and the mode of teaching as a factor in the student/professor relationship. Attention will also be paid to future assessment plans regarding the reliability of the instructor's grading, and the impact of the course on other courses, on retention, and on graduation rates. The method of assessment and the findings will be important to others wishing to design and assess humanities courses offered in a distance learning format.
Suggested Audience Those interested in the humanities and in the ways that technology can be used to deliver humanistic course content should attend this presentation. As well, the presentation should be attended by those interested in outcomes assessment.

Ivan Gepner, Cary Harr & Theordore Tsoutsas  [top]

Name Ivan Gepner
Title Associate Professor
Department Biology
University/Institution Monmouth University
E-mail gepner@monmouth.edu
Second Presenter Cary Harr Director of Instructional Technology Monmouth University charr@monmouth.edu
Third Presenter Theodore Tsoutsas Web Developer Monmouth University tsoutsas@monmouth.edu
Title Teaching and Testing with Images - The Evolution of a Technique
Curriculum Area Science - Biology - Developmental Biology
Technology Web interface, database, dynamic page content.
Delivery Method Distance learning for study and practice, in class for examinations.
Presentation Abstract We have developed a number of flexible techniques for presenting images to students for study or testing. These techniques include typing answers into text boxes next to annotated images, presenting movable arrows that the student can position next to a structure in the image, and the ability of the student to respond to a question by clicking the mouse on the stucture in question. We will discuss these techniques and the issues that guided our thinking in their development.
Presentation Content Presentation of images in biology for study or testing has always presented problems. Traditional methodologies involved placement of slides on a series of microscopes and the marching of students from one microscope to another, or the display of slides on a screen. Both techniques force the student to encounter the images in a rigid order and spend a fixed amount of time on each slide. The first technique also has the disadvantage of accidental or intentional moving of slides on the stage. Over the past two years we have worked to develop a browser enabled technology that will make presentation of images more convenient and the testing of knowledge concerning these images less restrictive for the student. We have moved through a series of stages in this project, from fill in boxes, to drag and drop arrows, to clickable hotspots that enhance the possibilities for testing. With some of these techniques we have attached the interface to backend processing that allows for automatic grading of exams. We will discuss these techniques and the issues that guided our thinking in their development. We also demonstrate a fruitfull collaboration between faculty and the office of instructional technology. This type of collaboration is needed to make the bridge between what is possible technically and a classroom situation where it is relevant
Suggested Audience A wide range of backgrounds would find this presentation useful.

Deborah Gonzalez  [top]

Name Deborah Gonzalez
Title Adjunct Professor
Department New College for Professional and Continuing Education
University/Institution Fairleigh Dickinson University
E-mail dgewc@fdu.edu
Title Communications and Gender: A Collaborative Learning Approach via Media
Curriculum Area Communications Gender Studies Cultural Studies
Technology Blackboard Computer Mediated Communication (E-mail & Discussion Forum) Video/DVD
Delivery Method Hybrid: In-Class Independent Group Sessions Asynchronous Distance Learning via Internet
Presentation Abstract This session will present a unique approach using collaborative learning and multimedia to the teaching of "Communications and Gender" and the results that were obtained after the approach was implemented. The course explored the differences and similarities in communication styles by gender by analyzing specific communication messages, situations, and the effect that culture and socialization plays on the development of communication styles, behaviors, and attitudes. The course used in-class meetings, independent group sessions, multimedia components, and asynchronous distance learning via the Blackboard platform. The session concludes with a discussion of the academic outcomes for the students and professor involved.
Presentation Content
  1. Summary Statement This session will present a unique approach using collaborative learning and multimedia to the teaching of "Communications and Gender" and the results that were obtained after the approach was implemented.
  2. Description of Activity, Project or Solution This course was an elective course that was presented to 18 adult learners (15 female + 3 male) in an off-site program offered by Fairleigh Dickinson University in Fall, 2002 at Quest Diagnostics, a medical laboratory located in Teterboro, New Jersey. The course explored the differences and similarities in communication styles by gender by analyzing specific communication messages, situations, and the effect that culture and socialization plays on the development of communication styles, behaviors, and attitudes. The course used in-class meetings, independent group sessions, multimedia components (books, movies, music, cartoons, etc.), and asynchronous distance learning via the Blackboard platform. Session topics included (but were not limited to):  Assumptions of Gender  Gender Identity: Biology vs. Socialization  Media and Advertising Influence  Family Dynamics  Genderlect Styles  Language and Gender Bias  Women's and Men's Movements  Gendered Education  Gendered Friendships and Romantic Relationships  Gender Politics (Domestic and Global)  Gender and Power in Organizations (Discrimination, Glass Ceiling, etc.)  Gendered Violence There were two issues at hand. First, how to present the material in an efficient way to students who would not be meeting with their professor every week as they were accustomed to doing. "Efficient" was defined as a way that was interesting, interactive, and motivating to induce self-learning and collaborative dialog. Second, how to integrate theories of communication and gender studies with practical applications for these business professionals. The solution present offered a hybrid use of available educational technologies including the Internet, video, and DVD, in-class overview lectures, and group meetings. The methodology was as follows:  The 18 students were divided into 5 groups: 4 groups consisted of 4 members, 2 groups consisted of 3 members each.  The 3 male students were dispersed into different groups leaving 3 co-ed groups and 2 all female groups.  Students met with the professor 6 out of 14 class sessions, approximately once every 3 weeks).  Students were given a package of reading materials and access to the Blackboard Course site.  Students met in their groups during the other 2 weeks to review material covered with the professor in-class, as well as material assigned from the package and the web site for that session.  Assignments included experimental and observational exercises, as well as self-assessments, film analysis, etc.  Students were allowed to use any method available to them to foster communication within their groups including meeting in person, using e-mail, using the Discussion Forum, or other suitable alternative.  Students were required to complete assignments for each session. These assignments were submitted in two forms: 1) individual student answers and 2) group answers with analysis of what were the differences between the individual members of the group. This format was used for the Mid-Term as well.  The Final consisted of a presentation made by members of the group regarding gender communication occurring in a specific holiday celebration. The five holidays selected were Thanksgiving, Christmas, Kawnzaa, New Year's, and Valentine's Day. Materials included (but were not limited to): Readings: Venus/Mars, John Gray What Are Little Girls Made Of? Deadly Persuasion: Why Women and Girls Must Fight the Addictive Power of Advertising, Jean Kilbourne, 1999 Genderlect, Deborah Tannen Gendertraps, Judith Briles, 1996 Music "Anything You Can Do, I Can Do Better" "Hymn to Him" (from My Fair Lady) "I Am Woman Hear Me Roar" (Helen Redding) Movies My Fair Lady Clan of the Cave Bear Boys Don't Cry Thelma and Louis When Harry Met Sally The Contender Elizabeth Excerpts from: Television Shows (Zena, Buffy, etc). And various Web Sites, cartoons, etc.
  3. Outcomes: Although in the beginning, some students resisted the approach and did not feel comfortable with the idea of not seeing the professor every week, the group concept was successful for 4 out of the 5 groups. Only one group disintegrated during the course, leading them to submit individual assignments and no group assignments in two occasions. However, even this group presented a group holiday. By the third in-class session students had had time to get into the process and become accustomed to the personalities in their groups. When in-class with the professor they were interacting more, participating in classroom discussions and sometimes even initiating them. In addition, the level of their questions became more and more complex as their research and collaboration brought out more nuances to the concepts in the materials. This led to very intellectually stimulating classroom experiences for the professor as well as for the students. Comradity was also increased - many students took part in good-natured back-and-forth remarks and observations that led to much laughter and a friendly, non-threatening atmosphere in which to explore sometimes very sensitive issues about gender differences. The students thrived in this open environment. Each group successively became more and more creative with their assignments, culminating in a final project presented as a 3-act Christmas play (stereotypes included). In the end all 18 students rated the course as "Excellent" in their course evaluations. Only 1 student stated she was not satisfied with the delivery of the course. Her complaint was that each time the class got together it was so much fun, she wanted to do it every week and missed it when they had to work in their own individual groups only. Out of 5 students who were very reluctant to engage in the process, all five made comments to the professor of how much they enjoyed the class and its structure and would like to try it again. One even wrote the professor an e-mail stating that she was "very happy that she was wrong" on her resistance to the class format and felt that she learned so much from the collaborative group work that she would have missed in a regularly delivered class. One last point I would like to make is that these were adult students. Individuals with an average age of early 30's. They had families, professional obligations, and work experience. These factors were reflected in their responses and interaction with each other. It also accounts for some of the nuances they picked up on the concepts presented in class. It is for this reason, that I believe this course structure worked so well for them.
  4. Importance or Relevance to Other Institutions: One of the lessons from this experience that can be applied to other institutions is the awareness that different approaches can be combined to offer a student a complete learning experience. Multimedia and the Internet can be used to complement the in-classroom experience and enhance and reinforce the concepts discussed with the Professor. A subcomponent to this lesson is the importance for the professor to have the complete course mapped out and to strategically place when and where to incorporate the difference media components. Another lesson is the importance of integrating theoretical concepts with practical applications for specific students (in this case, business professionals). They want to learn, but they also want to use their new knowledge. This approach not only had them learn about gender communication but actually take part in the gendered dialog occurring around them, within their small groups and within the class as a whole. A third lesson is the awareness that students want to be active participants in the classroom and to take ownership of their learning experience. When given that empowerment in this course these students produced creative and complex outputs that surpassed academic expectations. As a final lesson I would like to highlight the importance of collaborative learning. Students need to interact with each other as a way of clarifying theoretical concepts and practicing analysis on these concepts with each other in preparation for a discussion with the professor. This is especially true for these adult learners, many of whom have not been in a classroom for a number of years. They offer each other understanding, an opportunity to sound out ideas, a method of receiving reassurance and enhance their self-confidence, and a means to fully engage in the learning process.
Suggested Audience Professors of Communication, Language and Gender & Cultural Studies courses. Professors looking for innovative ideas and creative approaches to their subject matter. Department Chairs and Deans looking for examples of how to integrate adult learners with traditional students.

Norman Hymowitz, Ph.D.   [top]

Name Norman Hymowitz, Ph.D.
Title Professor of Psychiatry
Department Psychiatry
University/Institution New Jersey Medical School
E-mail hymowitz@umdnj.edu
Title Training Program on Tobacco for Pediatric Residents
Curriculum Area Psychology, Residency Training, Tobacco Prevention and Control
Technology Hybrid CD-ROM/Web Site Training Program; WebCT course entitled "Solutions for Smoking"
Delivery Method WebCT via internet and CD-ROM
Presentation Abstract "Solutions for Smoking"is a hybrid CD-ROM/WebSite training program on tobacco for pediatric residents. The WebCT course serves as the primary teaching tool for an NIH-funded research project involving 15 pediatric residency training programs in New Jersey and New York. The purpose of the research is to determine the efficacy of training pediatric residents to address tobacco. The "Solutions for Smoking" web site provides background material on tobacco prevention and control, while the CD-ROM models state-of-the-art tobacco interviewing and intervention skills.
Presentation Content
  1. Summary Statement: I will demonstrate, describe, and discuss "Solutions for Smoking", a hybrid CD-ROM/Web Site training program on tobacco for pediatric residents.
  2. DescriptionCigarette smoking and environmental tobacco smoke (ETS) are "pediatric diseases" that adversely affect the health and vitality of infants, children, and adolescents, and the initiation of smoking by youths predisposes another generation to a lifetime of addiction and tobacco-related disease. Pediatricians have a unique role to play in the anti-tobacco arena, but few of them address tobacco in their office or clinic. While they may ask about tobacco and advise patients and parents to quit smoking and protect infants and children from ETS, few pediatricians help patients or parents modify their behavior. One reason for this may be lack of preparation and training in tobacco prevention and control during residency training. A recent nation-wide survey of pediatric residency training directors showed that lack of expertise and resources were key barriers to residency training on tobacco. To address these deficiencies, our research group, with assistance and guidance from the UMDNJ Academic Information Technology Advisory Committee and funding from the Foundation of the University and Dentistry of New Jersey, developed "Solutions for Smoking", a hybrid CD-ROM/Web Site training program for teaching pediatric residents to address tobacco in patients and parents. The Web Site consists of the following "chapters": Interviewing and Counseling, ETS, Postpartum Relapse Prevention, Prevention of Smoking Onset, Smoking Cessation, Other Forms of Tobacco, and Advocacy. The web site also includes a glossary of terms that can be accessed by "clicking" on the term, links to the world wide web, a Bulletin Board for posting information, a "Journal Club" for access to abstracts of recent articles on youth smoking, and multiple choice questions for assessing resident knowledge and progress. As residents read through the web, they are instructed to insert the CD and view vignettes that were scripted and produced to demonstrate skills and interventions described on the web. A grant from the National Institute of Child Health and Development will allow us to assess the utility of "Solutioms for Smoking" at 15 pediatric residency training programs in New Jersey and New York.
  3. Outcome: "Solutions for Smoking" is a distance learning tool designed to facilitate training of pediatric residents in tobacco prevention and control. The program has been well received by sites in the Metroplitan area, and we are hopeful that it will soon be available to pediatric residency training programs throughout the country. Of course, it is necessary to update the web site periodically and to constantly monitor links to the world wide web to make sure that they still are current. Preliminary findings suggest that residents are able to access and navigate the program without difficulty, and the program serves as an effective teaching tool.
  4. Importance to Other Institutions: Pediatricians must address a wide variety of health behaviors, such as obesity and nutrition, alcohol and other forms of substance abuse, accident prevention, and the prevention of sexually transmitted disease. Yet, few residency training programs have the expertise or resources to provide the necessary training in these vital areas of health promotion and disease prevention. Distance learning tools, such as "Solutions for Smoking", which provide background information as well as demonstrations of "how to" intervention skills, may enable pediatric residents, as well as residents from other medical disciplines, to acquire the necessary information and skills to address behavioral issues that they otherwise would miss.
Suggested Audience Health science faculty and others interested in distance learning.

Dr. Louisy-Louis, Valerie  [top]

Name Dr. Louisy-Louis, Valerie
Title Associate Professor
Department Management and Marketing
University/Institution Kean University
E-mail vlouis@kean.edu
Title Must Haves and Must Dos of online components of web-enhanced courses
Curriculum Area Management
Technology WebCT
Delivery Method Asynchronous distance learning via Internet web-enhanced courses)
Presentation Abstract You built it yet they won’t come. After months of work, your online course component is finally up and running … but students are not using it. What went wrong? Whether you site did no fit your objectives or they were not realistic given your students’ [technical] skills: you failed to provide an enticing learning tool. You must (1) stimulate constructive feedback from your students and (2) re-evaluate your objectives and the quality of your website to (3) restructure it. Here are some “must haves” and “must dos” to draw students to your website and improve their learning experience.
Presentation Content
  1. Summary statement: This presentation will focus on strategies to develop an online component for web-enhanced courses that meet pedagogical and teaching objectives and improve students’ learning experience by stimulating their self-involvement and academic performance.
  2. Description: The presenter first explains how her desire to facilitate teaching and learning through greater students’ involvement and accountability led her to (1) formulate a list of goals and then to (2) the decision that adding online resources to her courses was the solution that would help her achieve these objectives. The second part of the presentation describes successful elements of strategies she developed to fulfill her goals. She gives specific examples of how the deployment of e-tools and resources (course guidelines and materials, assignments and communication tools) quickly enthused students, increased their self-involvement in the course and facilitated their learning while bridging the technological divide.
  3. Outcome: The website ended up improving both teaching and learning in the presenter’s classes. Details on the specific objectives but also on the resources (content and activities) and communication tools used will be presented with visual aids (of some of her ongoing web-enhanced courses as well as graphs of statistics on students’ participation, experience and performance).
  4. Importance and relevance to other institutions: Instructors need to learn to be more efficient and effective in teaching to improve learning. Adding a resourceful (not necessarily highly sophisticated) online component to a traditional course can noticeably improve teaching and learning while stimulating students’ morale and involvement in the course.
Suggested Audience New online, hybrid or web-enhanced instructors or faculty intrigued by or interested in distance education

David S. McCurry, Heide Estes & Ann Chamberlain [top]

Name David S. McCurry
Title Assistant Professor
Department Curriculum and Instruction
University/Institution Monmouth University
E-mail dmccurry@monmouth.edu
Second Presenter Heide Estes Assistant Professor English Department Monmouth University hestes@monmouth.edu
Third Presenter Ann Chamberlain Chemistry, Medical Technology and Physics Monmouth University achamber@monmouth.edu
Title Mentoring Technology Innovations: From Portfolios to Course Communications to on-line Assessment in WebCT
Curriculum Area Education, Social Work, English and Sciences
Technology Mutimedia Electronic Porfolio, Web page Creation (Netscape, FrontPage), Video Editing (Media Studio), WebCT, Respondus
Delivery Method All modes: in class, hybrid, asynchronous distance learning via internet, synchronous via internet, Multimedia CD (w/ video).
Presentation Abstract This is a joint presentation by three faculty participating in a University initiative to support faculty-to-faculty mentoring of technology innovation. Presenters share case descriptions of their departmentally-based mentoring projects that explore technology as a tool for enhancing instruction, assessment and programs, including development of multimedia electronic portfolios, web page design, web-enhanced course communication, and development/use of web-based exams and quizzes. Discussion considers advantages, limitations, challenges and lessons learned in each of the cases and the effectiveness of faculty technology mentoring as a strategy. Disciplines directly addressed include Education, Social Work, Literature and Writing, and the Sciences.
Presentation Content
  1. Summary Statement: This presentation focuses on a University Initiative to support faculty-to-faculty mentoring of technology. Following an initial recounting of the history and institutional structure of the technology mentoring grants, faculty participants describe their projects and approaches from each of their disciplinary perspectives (Education, Social Work, Literature and Writing, and the Sciences). Presenters share cases covering the development of multimedia electronic portfolios, web page design, web-enhanced course communication, and development/use of web-based exams and quizzes. Each presenter then turns to sharing information about outcomes, touching briefly on advantages, limitations, challenges and lessons learned from each of the cases. Finally, presenters share lessons learned regarding the importance and effectiveness of faculty technology mentoring as a strategy for change and engage participants in discussion.
  2. Description of activity, project, or solution: Background: History of development of the Technology Mentoring / E-Mentoring grant that allows faculty with particular skills to identify faculty who have particular needs and allow them to work together to improve instruction. Case 1 – Electronic Portfolio Development for Faculty and Students in Education and Social Work programs. Multimedia lab set up, strategic planning, Exploring on-line portfolio storage and access via the web; moving towards production of emerging portfolio templates related to professional standards, production of Multimedia CDs. Case 2 -- Individual Faculty and Departmental Support Strategies in English - Work with a faculty member to develop skills through one-on-one individual assistance to use Netscape to build a web-based course and post materials for student access; support of broader English faculty in the use of Discussion tool in WebCT. Plan for presentations to department. Case 3 – Respondus and WebCT Quiz/Exam Feature in the Sciences ~ Advocacy and skills building for online quiz/exam development through use of Respondus Software. Three licenses and time through the grant allow for direct support to help faculty to move towards on-line testing and address concerns/challenges in online test administration (text referencing, student collaboration during testing, etc.).
  3. Outcomes: Case 1 – Establishment of Multimedia Lab, meetings with key faculty from School of Education and Social Work departments to identify needs and project strategy, introductory training sessions (orientation to lab, orientation to software and construction of portfolios), setting up …and production timeline… {please fill in…} Case 2 – Individual development of faculty course websites and classroom presentation materials and tools. Response to questions from departmental faculty members regarding use of specific programs and strategies for synchronous and asynchronous interactions. Initial attempts to coordinate group discussion flopped. Hope remains for building individual interest towards collaborative discussions. Case 3 - Respondus: Total of 9 Requests for assistance (5 in chemistry, 2 in biology, 1 in anthropology and 1 in computer science). Many faculty have now put their tests online and experience associated advantages (allows for greater interactivity and problem-oriented / constructivist activities during in-class sessions and more effective/sophisticated use of WebCT in Science courses).
  4. Importance or relevance to other institutions: Lessons Learned Ø Handholding and reassurance is a part of the job. Ø Time for taking course release should perhaps be a year long with second semester being activity time. Ø Possibilities of technology for supporting and enhancing teaching (giving quizzes on-line allows for greater interaction during class time. Ø Personalized and/or one-on-one contact between faculty is a safer environment, more effective and productive than other modes. Ø Trickle down effect – one faculty member is successful and it spreads through the department. Ø Creates a mentoring network and possibilities for reaching out and exploring technology in a different way.
Suggested Audience Faculty, administrators and support staff interested in faculty-to-faculty mentoring around pedagogical applications of technology.

Dr. Bonnie B. Mullinix & Dr. Fernando Padro [top]

Name Dr. Bonnie B. Mullinix
Title Instructional Design Specialist
Department Instructional Technology Services
University/Institution Monmouth University
E-mail bmullini@monmouth.edu
Second Presenter Dr. Fernando Padro
Title Building Practicum Portfolios within Individual Threaded Discussions
Curriculum Area Education and Professional Studies
Technology WebCT
Delivery Method Asynchronous with in-class set up.
Presentation Abstract The purpose of this session is to explore one solution to a question that often emerges: How can you trick WebCT into doing what you need it to do? Case-in-point: development of practicum portfolios and communication strategies to support formative assessment of practicum students. The session will offer, through PowerPoint visualizations, a look into how to effectively structure and monitor mentored field-based practica. It will touch on practical aspects of utilizing the ‘threaded discussions’ feature to create and facilitated development of a simple electronic portfolio. Once shared, data/findings on usage, effectiveness, advantages/challenges and lessons learned will prompt discussion among participants.
Presentation Content
  1. Summary Statement: The session will offer, through PowerPoint visualizations, a look into how to effectively structure and monitor mentored field-based practica. It will touch on practical aspects of utilizing the ‘threaded discussions’ feature to create and facilitated development of a simple electronic portfolio. Once shared, data/findings on usage, effectiveness, advantages/challenges and lessons learned will prompt discussion among participants.
  2. Description of activity, project, or solution: Context: Students in Masters in Education (MSEd) Programs participate in practicum courses which provide for field-based mentored experience. In Spring 1999 and 2000 Educational counseling, principals and supervisors certificate programs began to experiment with using more structured portfolios as a vehicle for student assessment. WebCT served as a tool to support dialogue and formative assessment as well as monitoring of the practicum experience Tasks: With hours increasing to 75 - 100 (now up to 200 in Principal’s program) Participants were responsible for regular submissions confirming their activities. The Practicum Portfolio: A Framework for Supporting and Assessing Professional Growth and Development The portfolio itself consists of the following ten components: 1. Practicum Design(s) and Three Party Learning Agreement 2. Approval Documents 3. Activity Logs 4. Initial Activities - Description of and Reflections on 5. Progressive Activities - Description of/Reflections on 6. Culminating Activities - Product Documentation/ Reflections 7. Mentor's Evaluation 8. Self Evaluation and General Observations 9. Instructor's Evaluation 10. Other Supporting Documents In an early class we take time to allow each person to input each component into previously established individual fora. A Special Discussion Forum was created to provide access to attached practicum forms to facilitate printing and downloading for use. Practicum Forms were also available for viewing under Contents.
  3. Outcome: Data Sources and Findings: Data was collected on: student use, impressions, instructor strategies for facilitating on-line dialogue, etc. · Student use was structured and strong - Avg: 134 hits, range 13-760 · On average, it is to be recommended. Challenges encountered by Students Ø Browser/connection (aol) barriers, Ø lack of computers at home, Ø lack of sufficient computer skills, Ø firewalls within their school sites or local libraries that did not allow for WebCT communication, etc.
  4. Importance or relevance to other institutions: Advantages Ø flexibility it provides for communication. Ø ability to provide professional networking, Ø timely feedback, Ø new ideas, and Ø a supportive fit in their busy schedules Challenges and Considerations for Faculty Lessons Learned Ø Additional time needed to facilitate the WebCT component once the course is established (minimum of 1 hour per day, 6-7 days per week); Ø Structuring, building and maintaining electronic portfolios within WebCT (private 2 person forums)
Suggested Audience Faculty facilitating professional practica and field work or individuals who like to push the Instructional envelopes of Course Management Software.

Kenneth Myers  [top]

Name Kenneth Myers
Title Assistant Professor
Department Mathematics
University/Institution Bloomfield College
E-mail Kenneth_Myers@bloomfield.edu
Title Developing Online Material for Mathematics Courses
Curriculum Area Mathematics Algebra, Calculus, Geometry and Discrete Mathematics
Technology Blackboard and Geometer's Sketchpad
Delivery Method In class delivery using a computer lab.
Presentation Abstract Presenting mathematics on the WEB gets easier every day. Utilizing Blackboard and Geometer's Sketchpad I am able to create a variety of mathematical material for my courses. This session will discuss methods I used for creating online material in teaching Algebra, Calculus, Geometry and Discrete mathematics. Examples I have created include online worksheets, online quizzes, PowerPoint presentations, and lesson notes.
Presentation Content
  1. Developing online mathematical material is easy and fun but the real reward is seeing your students improve their mathematics.
  2. When the college brought Blackboard to the campus I wanted to effectively use it to enhance my student learning experience with mathematics. Many students have access to computers both on campus and in their homes or dorm. I believed I could to use technology to help students with their studies and help them monitor their progress. Many student s have poor study habits and often come unprepared for in class exams. Using technology, students could better prepare for class and would have access to other math related information on the web. I utilized Blackboard for posting mathematical information on the web and for online quizzes to help students prepare for exams. Making Blackboard a requirement I had 100% participation and students performed better on in class exams when they took online quizzes. Student interest in the class increased and there were fewer absences in the classes. Most students stated they enjoyed the mathematic class more using Blackboard.
  3. Creating online mathematical material is easy and fun. There are many software titles available for creating mathematical documents for the WEB. I will show a few example of how easy it is. Institutions that have online learning systems can enhance their mathematics courses.
Suggested Audience Matheamtics and Science Faculty

Paul G Ranky, PhD & Scott F. Nadler, D.O. [top]

Name Paul G Ranky, PhD
Title Full Tenured Professor
Department IME
University/Institution NJIT
E-mail ranky@njit.edu
Second Presenter Scott F. Nadler, D.O. Associate Professor, Department of Physical Medicine and Rehabilitation, and Director of Sports Medicine, UMDNJ – New Jersey Medical School
Title A New, Web-enabled Multimedia Approach with 3D Virtual Reality Internal and External Body Tours to Support Low Back Pain Diagnosis
Curriculum Area Biomedical Engineering Education with Technology, Medical Science Education, Science Education
Technology Web, 3D multimedia, internal and external virtual 3D body tours, self-assessment, active code embedded into web pages
Delivery Method Internet on-line, or off-line
Presentation Abstract The objective of this collaborative research and educational program development was to adopt an advanced 3D engineering case-based/ problem-based teaching, learning and assessment methodology, and technology, developed by Ranky, to biomedical engineering, and even to medical science education, with the contribution of Nadler. Following a design, manufacturing and IT industry validated methodology, that enables students to explore engineering, management, biomedical engineering, computer systems and networking subjects in an integrated environment, thousands of objects were created and programmed by Ranky, with the aid of a generic architecture, that includes 3D web-browser readable multimedia, text, images, interactive videos, 3D objects and virtual 3D tours, active codes for calculations, and for even self-assessment tools (as spreadsheets, spreadsheet templates, and other statistical and quality control and quality management). The developed and validated cases besides traditional teaching and learning methods, and laboratory activities, use browser-readable interactive 2D and 3D objects, animation, videos, 3D objects of real components, virtual 3D disassembly methods of objects, and simulated (virtual) factory tours, and in this case of biomedical engineering virtual 3D inside the body and external virtual tours, that the students can explore and study. Our educational and computational methods introduce a novel approach to developing and running undergraduate and graduate courses in this subject area for face-to-face, honors and distance learning modes.
Presentation Content The paper illustrates a working, high quality 3D interactive web-solution, several case-based learning solutions with advanced, interactive active code. The presentation will help others to understand how they could develop similar teaching/ learning support tools and systems.
Suggested Audience Biomedical Enginering, management, IT , medical science educators

Dina Rosen  [top]

Name Dina Rosen
Title Assistant Professor
Department Early Childhood, Elementary, and Literacy Education
University/Institution Montclair State University
E-mail rosend@mail.montclair.edu
Title Structuring Videoconferences Between Elementary Schools, Teacher Candidates, and Content Area Experts To Enhance Preservice Teacher Preparation
Curriculum Area Teacher education
Technology Video Conferencing
Delivery Method Video Conferencing using ISDN lines and NJEdge connections
Presentation Abstract This session considers the use of videoconferencing technology to foster supportive partnerships between elementary schools, university faculty, teacher candidates, and subject area experts. Various formats for videoconferencing will be explored including (1) Virtual field visits to elementary school classrooms, (2) Interactive lessons, and (3) Interactive virtual field trip to meet content area experts. Recommended procedures and potential challenges for each format will be shared. We will consider videoconferencing as a means to (a) engage students and teacher candidates, (b) provide candidates with experiences about which they may collaboratively reflect, and (c) assess teacher candidates' ongoing development.
Presentation Content Summary and Description of activity, project, or solution: This session considers the use of videoconferencing technology to foster supportive partnership relationships between elementary schools, university faculty, teacher candidates, and subject area experts. The project began three years ago. During the first year, MSU and Warren Point Elementary school (Fair Lawn, NJ) engaged in four videoconferences. These activities focused on providing education candidates with opportunities to observe children learning and teachers teaching. Post observation discussions with the teacher were key to the success of the activities. During year two, the same partners engaged in videoconferences that offered a balance of observation and participation for both partner groups. During year three of the project, the videoconferences connected authors with two classes from two elementary schools. A combination of onsite interaction and videoconferencing was used. The various formats used during the three years are described below. The project that will be described considered various formats for videoconferencing including: (1) Virtual field visits to elementary school classrooms. The virtual field experience (VFE) is a videoconference that allows MSU students an early peek into elementary school. Through video conferencing preservice teachers observe a lesson taught at an elementary school. The students collectively analyze the teaching and learning illustrated in the teaching episode and dialogue with the elementary school children and the cooperating teacher. (2) Interactive lessons Elementary school children and teacher candidates collaborate on problem-based learning curriculum. Teacher candidates gain valuable hands-on experiences with a problem-based teaching strategy they learn as part of their theoretical instruction at MSU. Elementary school children take the role of teacher/facilitator and practice public speaking skills (3) Interactive virtual field trip to meet content area experts. Elementary school children from several schools meet with field experts via videoconferencing. To date, the program has focused on meeting published children's book authors. Education students observe the virtual interactions with the expert book author. We will consider the use of videoconferencing as a means to (a) provide candidates with multiple experiences about which they may engage in collaborative reflection (b) provide candidates with insight into authentic teacher decision-making, student decision making, and critical thinking (c) assess teacher candidates' ongoing development. Outcome This project is an example of an innovative partnership among those accountable for the preparation of teacher candidates. Education students developed their abilities to analyze classroom instruction, used professional language to discuss teaching and learning, and built a repertoire of teaching skills and strategies. Elementary school students practiced public speaking skills and made connections with various community groups. Importance or Relevance The presentation will provide other institutions with ideas about how to engage in videoconferencing with various partners. The share suggested procedures and formats can be duplicated at other institutions interested in exploring ways to use telecommunications technology to bridge geographical distance to provide critical field observation and hands-on experience
Suggested Audience Teacher educators University professors interested in videoconferencing as a teaching tool

Julian M. Scher, Ph.D. & Eunhee Kum, Ph.D.  [top]

Name Julian M. Scher, Ph.D.
Title Associate Professor of Information Systems
Department College of Computing Sciences
University/Institution New Jersey Institute of Technology
E-mail Julian.M.Scher@njit.edu
Second Presenter Ms. Eunhee Kim Ph.D. Candidate in Information Systems College of Computing Sciences New Jersey Institute of Technology exk1736@njit.edu
Title Some Pedagogical Strategies and Ideas for Teaching in Distance Learning Environments
Curriculum Area Information Systems/Computing Sciences
Technology Distance Learning/Multimedia
Delivery Method Asynchronous distance learning via internet
Presentation Abstract Distance Learning instructors are faced with numerous challenges in presenting material and learning opportinities in a virtual classroom. We shall present various strategies and software tools which may be prudently used by the Distance Learning instructor to enhance the pedagogical delivery of courses. A discussion of some cognitive theories will provide a framework for the utilization of various multimedia technologies to enhance the delivery of material in a DL enironment.
Presentation Content
  1. Summary Statement: Many traditional Distance Learning courses generally focus on a single presentation mode at a time, though sometimes "piggy-backed" with an alternative presentation model. With the advent of the Internet, the common presentation mode is often purely text based, invoking computer mediated communication systems such as WebBoard and WebCT. Our concern in this ongoing project involves the investigation of a multi-tier approach to presentation modes, which the investigators postulate will enhance the pedagogical delivery of course material, student interest, and a more desired level of student participation. .
  2. Description of Activity, Project, Solution: An understanding of the human multi-store information processing system is outlined before we seek to augment a text presentations mode with modalities such as audio (including mp3 and midi), animation, picture, video, and combinations of these. Strategies for effective integration of software tools are presented, including structured class introductions, Flash/Camtasia generated presentations for learning software applications, the principle of individualizing-collectivizing, multi-presentation modes to appeal to different learning styles, text to mp3 conversions, enriched media presentation of assignments, and other techniques employed by the authors. Demonstrations of these will be provided to the audience.
  3. Outcome: The authors will review, from their experiences using these modalities, the observed outcomes, and the feedback process which has resulted in the improvement of these presentation modes.
  4. Relevance to Other Institutions: We have seen an enhanced level of student interest resulting from our multi-tier presentation mode strategies, and the encouragtement of active participation of students in the pedagogical delivery of course material. The multi-tier presentation modes we have described are generally non-specific to any discipline, and this discipline indepent approach we feel would be beneficial in numerous areas of academic instruction,
Suggested Audience This presentation would be of interest to any individual seeking to enhance the delivery of material in a distance learning environment.

Jason Scorza & Lana Tiersky [top]

Name Jason Scorza
Title Assistant Professor
Department Philosophy
University/Institution Fairleigh Dickinson University
E-mail scorza@fdu.edu
Second Presenter Lana Tiersky Assistant Professor Psychology Fairleigh Dickinson University tiersky@fdu.edu
Title You Can’t Do That On-Line: Integrating Technology into the Philosophy Curriculum
Curriculum Area Philosophy with interdisciplinary thrusts toward natural science, social science, and behavioral science.
Technology Blackboard
Delivery Method The Life of the Mind (PHIL 1000) utilizes a hybrid approach with 20 percent classroom instruction, 80 percent asynchronous distance learning via internet. Course is designed to permit 100 percent on-line approach.
Presentation Abstract Philosophy faculty; other faculty in discussion-centered/text-centered disciplines; instructional designers interested in interdisciplinary approaches.
Presentation Content In spite of the importance of critical and ethical thinking skills, and the alarming deficit of such skills among undergraduates, philosophy has become less central to the undergraduate curriculums of many universities, including those which purport to emphasize the liberal arts. This presentation takes the challenges presented by teaching philosophy on-line as an opportunity: 1) to revisit the relevance of philosophy itself for undergraduate education; 2) to reevaluate the manner in which this discipline is typically taught; 3) to offer an innovative interdisciplinary alternative to the traditional introduction to philosophy course. Emphasis is placed on the problem of teaching and discussing challenging philosophical texts on-line and the possibilities for introducing interdisciplinarity into the philosophy curriculum.
Suggested Audience
  1. Summary Statement – Philosophy is a text-centered and discussion-centered discipline. As such, teaching philosophy on-line presents two crucial challenges. First, can instructors effectively illuminate complex philosophical texts in an on-line format? And, second, can the experience of discussing philosophical problems in a traditional classroom be simulated in an on-line environment? The Life of the Mind (PHIL 1000) represents a radical rethinking of the introduction to philosophy course and an effort to make the discipline of philosophy more relevant to the university as a whole. This rethinking was provoked by the need to present the course on-line, but some of its conclusions could also be valuable for course taught in traditional formats.
  2. Description of Activity/Project/Solution – The Life of the Mind is required for all students in Fairleigh Dickinson University’s University College. Approximately six sections of the course are offered each semester with each section capped at twenty students. The course was designed by a four-member interdisciplinary development team which included a political scientist specializing in political philosophy; a psychologist with a background in existentialism; a chemist with training in the philosophy of science and technology; and a philosopher specializing in ethics and the philosophy of education. Two educational technology staff members provided support. The design team had three main goals: First, they wanted to show the ways in which philosophical inquiry penetrates and serves the various modern academic disciplines. As a result, the Life of the Mind focuses on a series of philosophical questions that highlight the enduring relationship between philosophy and other disciplines, including the social sciences, behavioral sciences, and the natural sciences. Focusing questions include: How real is real? Do other people matter? Is democracy overrated? To whom do we belong? Why do we hurt the ones we love? Students also interact on-line with guest lecturers who utilize philosophical ideas in their professional work, but who are not themselves philosophers. For instance, students discuss the philosophy of science with a retired forensic investigator from Scotland Yard, who applies philosophical concepts such as empiricism, rationalism, induction, and deduction in his work. This interaction coincides with a discussion of Descartes’ “Discourse on Method.” Second, they wanted to promote capacities for rigorous critical and ethical thinking, as well as inter-cultural understanding, which are prized in most contemporary workplaces and professional settings. As a result, the Life of the Mind is a writing-intensive and highly interactive course. The course utilizes an asynchronous discussion board, moderated by a faculty member. Students write four essays with opportunities to rewrite. Rubrics are provided for the assessment of written work and class discussion. And third, they wanted to explicate challenging philosophical texts in an on-line format. To this end, they created a set of interactive lecture notes which guide students through complex ideas, making use of Coursebuilder elements and graphics, as well as text elements. The interactive lecture notes require students to pause and think about questions and provide answers before they can proceed. This simulates the experience of listening to a lecture by a professor who pauses to address a question to a member of the class. These lecture notes are completed by students prior to completing reading assignments and participating in on-line discussions.
  3. Outcome – It is premature to draw conclusions about the pedagogical effectiveness of the Life of the Mind. The course has only been taught for one semester and no learning outcomes assessments have been implemented. However, the initial buzz about the course is highly encouraging. Students say that it is one of the most unusual courses they have ever taken and nothing like what they expected from an introduction to philosophy course. They also say that it is one of the most difficult courses they have ever taken. Some faculty, on the other hand, report dissatisfaction with the quality of on-line discussions, calling them generally more superficial than their traditional classroom equivalents. They also feel frustrated by their inability to engage in the Socratic method with students in real time as they are accustomed to doing in the traditional classroom. As a result, they fear that student understanding of complex philosophical questions is more superficial than it would be in a traditional classroom.
  4. Importance or Relevance to Other Institutions – We have discovered that it is possible to teach philosophy on-line, using carefully designed interactive elements as well as asynchronous discussion boards, although it is difficult to sustain a high level of class discussion in an on-line format compared with the traditional classroom format. Even so, we find that the on-line format lends itself to teaching philosophy for the following reasons:
    • The on-line approach invites collaboration by faculty members from different academic fields; instructors for The Life of the Mind, including both philosophers and non-philosophers, work together throughout the semester to enhance the quality of all sections of the course.
    • The on-line approach can make good use of classic philosophical texts freely available on the Internet.

Michael Searson & Kim Cornell [top]

Name Michael Searson
Title PT3 Project Co-Director
Department PT3
University/Institution Kean University
E-mail msearson@kean.edu
Second Presenter Kim Cornell, PT3 Project Manager Kean University kcornell@kean.edu
Title What a Wonderful (Wireless) World! Possible Applications in Higher Education
Curriculum Area Any area.
Technology Wireless laptop computers.
Delivery Method Workshop participants will be given an opportunity to use wireless laptops in a classroom-like setting. Beyond exploring the technologies, participants will discuss issues, problems, and potential solutions related to the use of wireless technologies in the classroom environment.
Presentation Abstract With the availability of wireless mobile carts, traditional distinctions between classrooms and computer laboratories may become blurred in the future. With these devices, any classroom can be transformed into an interactive, electronic environment within minutes. Workshop participants will be given an opportunity to use wireless laptops in a classroom-like environment. After sampling possible classroom interactions facilitated through wireless devices, further applications of wireless devices in higher education settings will be discussed. Potential barriers to the use of wireless technologies (and possible solutions for overcoming them) will also be presented. Information about technologies for both Macintosh and PC platforms will be provided.
Presentation Content Summary Statement: The potential strengths and weaknesses of wireless technologies in a higher education classroom will be presented. Description of Activity, Project, or Solution: The PT3 program at Kean University is working with faculty in the College of Education, and university at large, in the exploration of wireless technologies as an education medium. While this grant-funded project has secured the technology for faculty use, which allows for the transformation of any classroom at the university into an interactive, electronic environment, issues related to the strengths and problems related to this new medium are beginning to arise. While it is likely that classrooms of the future will be transformed by the availability of new technologies, the role of the classroom environment as a medium for educational discourse must be maintained. While the potential to control (or prohibit) the use of wireless technologies is one possible way to address some of the potential problems, options to harness the educational potential of these devices in effective and meaningful ways are also available. The choices made by faculty and administrators will have a dramatic impact on both the traditional classrooms and computer labs of the future. Potentially, historic distinctions between them may blur. With the availability of wireless mobile carts, any standard classroom could be transformed into an interactive computer laboratory within minutes. Outcome: At Kean University, the availability and application of wireless technologies is an ongoing enterprise. While some pioneering faculty are actively pursuing the use of wireless devices as an educational medium, other faculty and administrators are considering future applications and their potential impact on the university. Importance or Relevance to Other Institutions: Both the wireless technologies and issues related to them that are currently being addressed at Kean University have application to all institutions of higher education.
Suggested Audience Faculty and Administrators

Anthony R. Selimo  [top]

Name Anthony R. Selimo
Title Video/Data Manager
Department Information Technology
University/Institution Passaic County Community College
E-mail aselimo@pccc.cc.nj.us
Title Creating meaningful images with new technology for the classroom.
Curriculum Area This presentation will demonstrate the various ways to use technological advances to create exciting visual images for the classroom, the ITV classroom, and on-line courses. My experiences include teaching a lab science (meteorology) in the classroom, as an ITV course and online. As a video producer I have pushed the visual use of this medium to the limit creating by my own visuals for these classes. My presentation will focus how quick and easy the current technology has allowed for the creation of exciting visual materials. I will demostrate, with the use of an Apple G4 laptop, types of editing software, powerpoint uses and streaming images that can be used in all these