2015 SoTL Conference – Looking Back

Please find resources presented during Maryville’s 2015 SoTL Conference available to view and to download!

Teaching-and-Learning-conference-2015

Download the official conference program (pdf)

How-to-Accessibility – Gina Oswald, PhD, CRC, LPC- Wright State University

Accessibility-MU-Workshop-2015-Final – Gina Oswald, PhD, CRC, LPC- Wright State University

Psychiatric-Disabilities-in-the-Classroom- Anna Kisting, M.S., Director, Disability Support & Success, Maryville University

Employing-Easy-to-Use-technological-resources – Bob Cunningham, Ph.D., OT/L, ATP, Maryville University

Grounded in Theory How To Promote a Sociocentric Worldview in Any Course! –

Randall Osborne, Professor of Psychology, Texas State University

Paul Kriese, Professor Political Science, Indiana University East

Stereotype-Threat-Growth-Mindset_SoTL-Conference_MaryvilleU_2015_final_to-post-

Beth Fisher, PhD, Director of Academic Services, The Teaching Center, teachingcenter.wustl.edu

We are pleased to invite you to our 7th Annual Scholarship of Teaching and Learning Conference at Maryville University, October 9-10, 2015. Within our overarching focus of Integrating the Scholarship of Teaching and Learning into Academic Culture, this year’s specific theme will be:

Creating a More Inclusive Learning Community: Awareness, Action, Inquiry

The twin goals of diversity and inclusion are central components of most college and university strategic plans today.These commitments recognize a striking new reality in demographics and an uncompromising belief that our nation’s future depends largely on higher education’s capacity to effectively serve a more diversified student body. In support of this critical agenda, our conference goal is for all participants to leave with:

  • Increased awareness of the exclusionary practices and prejudices that have had a negative learning impact on students of different backgrounds and abilities
  • A repertoire of new actions and strategies for building a more inclusive learning community for all students
  • A commitment to try new approaches and examine their impact through SoTL inquiry.

Online Registration Form

SoTL Conference History

Keynote Speakers:

Jamie WashingtonJamie Washington

Rev. Dr. Jamie Washington serves as the President and Founder of the Washington Consulting Group, a Multicultural Organizational Development Firm out of Baltimore, MD.    Dr. Washington has served as an educator, administrator, and consultant in higher education for over 30 years Dr. Washington is the President and a Founder of the Social Justice Training Institute. He also serves as Visiting Assistant Professor of Religion and Social Ethics at Winston Salem State University.

  • Dr. Washington serves on the board of Many Voices, A Black Church Movement for LGBT person: and Campus Pride, and
    Beyond Diversity.  He serves as a trustee for the American College Personnel Association.
  • Dr. Washington earned his B.S. degree from Slippery Rock State College, and a double Masters’ of Science degrees from
    Indiana University/Bloomington.  He holds a Ph.D. is in College Student Development, from the University of Maryland
    College Park. Dr. Washington also holds a Masters of Divinity from Howard University School of Divinity.
  • He is a writer, speaker, coach, consultant, teacher and trainer. He has spoken all over the US, as well as in Canada and South
    Africa.  He serves as the Co Pastor of Unity Fellowship and is the proud grandfather of 5 and great uncle to 3.
  • Known as  “The Engagement Specialist”, he sees himself as an instrument of change.  He works everyday to help people find
    the best in themselves and others.  He lives by the words of one of his favorite songs:

If I can help somebody as I Pass along, If I can cheer somebody with a word or song,

If I can show somebody that he’s or she has traveled wrong,

Then my Living Shall Not BE in Vain

Sherry Lee LinkonSherry Lee Linkon

Current Position and Academic Background

Sherry Lee Linkon is Professor of English and Faculty Director of Writing Curriculum Initiatives at Georgetown University. Prior to her Georgetown position, she was Professor and Co-Director of the Center for Working Class Studies at Youngstown State University.

Sherry earned her MA from University of Denver, in English/Creative Writing and her PhD from the University of Minnesota in American Studies.

Research:

Sherrie describes her research interests this way:

I do research in two areas: working-class studies and scholarship of teaching and learning. In working-class studies, much of my work explores the cultural meaning and social costs of deindustrialization. I’m currently working on a study of contemporary American literature that reflects the continuing influence of deindustrialization on working-class people and their communities.

I’ve also done some research and writing on teaching about social class and supporting working-class students in higher education.

My work on teaching and learning focuses on students’ learning in the humanities. I’ve written about students’ struggles with interdisciplinary analysis, and I published a book about teaching literature in the context of the English major.

Publications:

Sherry Lee Linkon. Literary Learning: Teaching in the English Major. Bloomington, IN: Indiana UP, 2011.

Sherry Lee Linkon and John Russo. New Working-Class Studies. Ithaca, NY: Cornell/ILR Press, 2005.

Sherry Lee Linkon and John Russo. Steeltown USA: Work and Memory in Youngstown. Lawrence, KS: University of Kansas Press, 2002.

Sherry Lee Linkon. Teaching Working Class. Boston: University of Massachusetts Press, 1999.

Sherry also produced a case study of her SoTL work in progress as a Carnegie Scholar for Opening Lines: Approaches to the Scholarship of Teaching and Learning: “Students’ Perspectives on Interdisciplinary Learning.”


 

PLUS: Exciting Announcement! Maryville has added Five New Panels/Workshops to its 7th Annual SoTL Conference Program on October 9-10. The following Special Invited Sessions will feature experts from different universities, offering practical strategies and supporting research for Creating a More Inclusive Learning Community:

    • Reducing Stereotype Threat and Fostering a Growth Mindset
      This workshop will offer an opportunity to learn about research on “stereotype threat,” a phenomenon that can affect student performance in the classroom, as well as to discuss strategies that can reduce the effects of stereotype threat and support learning by all students. We will discuss ideas for applying these strategies in courses across the disciplines.
    • Understanding and Addressing the Needs of International Students: Perspectives from Teaching, Learning, and Administration.
      International students often face linguistic and cultural challenges which can hinder successful inclusion into society and the classroom. This panel presents perspectives from an instructor, an international student, and an administrator who will offer strategies for successfully incorporating international students into the classroom, for learning and thriving in the U.S. as an international student, and for adjusting programs and services to meet international students’ needs.
    • Employing Easy to Use Technological Resources to Aid Students Who Struggle with Basic Academic Tasks
      What can you do when some of your students find the most basic of academic tasks challenging? This session will demonstrate a variety of technological resources to assist students who struggle with the fundamentals of reading, writing, and studying.
    • Supporting Students with Disabilities
      Higher education disability support providers from a variety of institutions will discuss challenges and successes on a variety of topics including universal design and strategies for supporting students with disabilities.
    • Creating Greater Inclusion for LGBT….in the Classroom
      How do your students know if it’s safe to come out as LGBT persons or allies?Have you ever had a moment of tension because of differing views or LGBT issues in your class? Do you wonder what to do when religion, race and sexuality collides?  This session will invite honest conversation about real issues related to creating greater inclusion for LGBT persons and allies.

KEY DATES

  • April 15 – Call for Proposals Published
  • May 1 – Online Registration Opens
  • June 15 – Proposal Submission Deadline
  • July 15 – Proposal Acceptance Notification
  • August 15 – Registration for Presenters of Panels, Workshops, and Breakout Sessions
  • September 7 – Early Bird Pricing Ends

REGISTRATION FEES

  • Individuals: $300.00
  • Groups of 4 or more from the same institution: $225.00 per person
  • Groups of 10 or more from the same institution: $180.00 per person
  • Students: $85.00
  • Late Fee (after September 7): $50.00

Registration Fee includes:

  • Breakfast, Lunch, and Cocktail Buffet on Friday, Oct.9
  • Breakfast, Lunch on Saturday, Oct. 10
  • All conference snacks and materials

Click here for online registration.

PROGRAM AND TENTATIVE SCHEDULE

Friday, October 9

7:45-8:45: Registration and Continental Breakfast (PFAFF LOBBY)

9:00-9:15- Welcome to Maryville and Introduction to Conference (AUDITORIUM)

9:15-10:15 Keynote: Jamie Washington (AUDITORIUM)

10:30-11:30 Follow-up Round Table Discussions with Dr. Washington (DONIUS UNIVERSITY CENTER/DUC)

11:30-12:30 Buffet Lunch (DUC)

12:45-1:45 Keynote: Dr. Sherry Linkon (AUDITORIUM)

2:00-3:00 Follow-up Round Table Discussions with Dr. Linkon (DUC)

3:15-4:30 Invited Panels and Workshops (Walker Hall)

  • Reducing Stereotype Threat and Fostering a Growth Mindset (Walker Hall 315)

    This workshop will offer an opportunity to learn about research on “stereotype threat,” a phenomenon that can affect student performance in the classroom, as well as to discuss strategies that can reduce the effects of stereotype threat and support learning by all students. We will discuss ideas for applying these strategies in courses across the disciplines.

    Presenter: Beth Fisher, Ph.D., Director of Academic Services, The Teaching Center; Lecturer in Women, Gender, & Sexuality Studies Program, Washington University in St. Louis

  • Understanding and Addressing the Needs of International Students: Perspectives from Teaching, Learning, and Administration (Walker Hall 150)

International students often face linguistic and cultural challenges which can hinder successful inclusion into society and the classroom. This panel presents perspectives from an instructor, an international student, and an administrator who will offer strategies for successfully incorporating international students into the classroom, for learning and thriving in the U.S. as an international student, and for adjusting programs and services to meet international students’ needs.

Presenters: Cathy Raymond, Assistant Director of English Language Programs, Peter Cramer, Assistant Dean, International and Graduate Programs, Law School, and International Student, Washington University in St. Louis

  • Supporting Students with Disabilities (Walker Hall 239)

 

Higher education disability support providers from a variety of institutions will discuss challenges and successes on a host of topics including universal design and strategies for supporting students with disabilities. Questions and issues from the audience will be solicited and discussed from multiple points of view.

Presenters: Anna Kisting, Director of Disability Support & Success, Maryville University; Kathy Haberer, Director, Student Development and Counseling, Lewis and Clark Community College; Karen Myers, Associate Professor and Director of the Higher Education Administration Graduate program at Saint Louis University and Karen Tompson-Wolfe, Assistant Professor/Director, The Tomnitz Family Learning Opportunity Center, Westminster College

Westminster College

  • Creating Greater Inclusion for LGBT….in the Classroom (Walker Hall 105)

How do your students know if it’s safe to come out as LGBT persons or allies? Have you ever had a moment of tension because of differing views or LGBT issues in your class? Do you wonder what to do when religion, race and sexuality collides? This session will invite honest conversation about real issues related to creating greater inclusion for LGBT persons and allies.

Presenter: Rev. Dr. Jamie Washington, President and Founder of the Washington Consulting Group, President and Co-Founder of the Social Justice Training Institute

  • Employing Easy to Use Technological Resources To Aid Students Who Struggle with Basic Academic Tasks (Walker Hall 241)

    A surprising number of students in higher education classrooms have never mastered basic academic tasks. This session will present and examine multiple ways to use technology to assist students who struggle with reading, writing, and studying.

    Presenter: Robert Cunningham, Director of the Occupational Therapy Program, Associate Professor of Occupational Therapy, Maryville University

4:45-6:00 Reception & Exhibits (President’s Conference Center/PCC)

 

Saturday, October 10

8:00-8:30 Breakfast (DUC)

8:30-9:30 Panel Discussion among Business Leaders: Preparing Our Students for Workplace Diversity (DUC)

9:45-10:45 Breakout Sessions I (Walker Hall)

Universal Design for Learning Tips and Tools Assisting Students with Disabilities Excel in Higher Education (Walker Hall 251)

Although students with disabilities are enrolling in higher education at comparable rates to their non-disabled peers, there is still a dramatic gap in program completion and graduation rates. While many issues contribute to degree completion and graduation, there is a critical role for educators to play in the learning success of students with disabilities. Universal Design for Learning examples and strategies for educators will be highlighted to demonstrate the possibilities for application in various courses.

Gina Oswald, Wright State University, Dayton Ohio, Michael Kiener, Maryville University, Michelle Marme, Northeastern Illinois University

Understanding the Cultural Nuances of the Classroom and Creating SafeSpaces for Students and Colleagues of Color (Walker Hall 315)

The power of hello, Mr. and Ms., diversity in the curriculum as a sign of respect or disrespect in schools. Are we talking across cultural and racial lines within the educational system? Learn to see the blind spots, hidden messages and barriers in the classroom. This is an interactive and hands on session.

Amy Hunter, Director of Racial Justice , YWCA, St. Louis

Creating Opportunities for Collaboration with Students and Faculty: Insights from Studies of Innovations in Teaching and Learning. (Walker Hall 325)

This session will describe and analyze four faculty members’ research projects, funded through an Innovative Incentive Grants Program at Maryville. Each of these projects is different, but there are key commonalities among them: efforts to enhance learning through the concepts of collaboration and active learning and to study the results, using a SoTL approach. Projects to be described are:

  • Examining the Impact of a Collaborative Student Research Team of Arts and Sciences
  • Assessing Occupational Therapy Students’ Learning Through a Collaboration of Two Graduate Courses
  • The Impact of Actively Engaging faculty in the Use of IPAD Technology
    to Enhance Teaching Strategies in the Classroom, Increase Student Engagement, and Deepen Learning

Robyn Otty, Touro University Nevada, Henderson Nevada; Lauren Milton, Mascheal Schappe, Kyra Krakos, Maryville University

11:00-12:00 Breakout Sessions II (Walker Hall)

Building a Community of Inquiry via a Virtual Café for College Students in Transition: A Pilot Study (Walker Hall 348)

Building a Community of Inquiry (COI) in the First Year Experience starts with making intentional connections with students as early as at New Student Orientation. The Triton Virtual Café is a social media platform that was developed and piloted in a nursing school to build community, promote early help-seeking behaviors, and break down potential barriers to success in the transition from high school to college. This model has typically been linked to virtual classrooms, but for this pilot, the model is adapted to focus on promoting early social presence and help seeking behaviors prior to the FYE. In particular, the model aims to promote early help seeking behaviors while addressing students’ prior misconceptions about college life and expectations. Since social media is widely used among our student populations and is easily accessible via mobile devices, the virtual café was created using Facebook as the platform.

Iris Hinderliter, University of Missouri, St. Louis; Kimberly Allen, Maryville University

“Draw your own Confusion”: Using Ambient Awareness to Foster Positive Aspects of Ambiguity in the Classroom (Walker Hall 251)

Students like to know the answers. But what happens when we want them to question? What happens when students must find their own answers? As much as students—and sometimes their instructors—sometimes strive to avoid ambiguity, exploring it can lead to understanding challenging texts and ideas. In this presentation, I will describe strategies to help instructors to design and respond to open-ended online questions to enhance the class’s face-to-face interaction, and vice versa. Rather than beginning in-class discussions by learning what students think, we can use what social media theorists refer to as “ambient awareness” to start at a more advanced and interesting stage—not to check answers or to alleviate student confusion, but rather to cultivate it for pedagogical purposes.

Jesse Kavadlo, Maryville University

Grounded Theory: How to Promote a Sociocentric World View in Any Course (Walker Hall 315)

This presentation discusses a common theoretical foundation that we use in
three different courses – Politics of Hate, Psychology of Prejudice, Discrimination
and Hate & International Psychology. In these courses, we have discovered that 8 theoretical perspectives (Critical Psychology, Liberation Psychology, Post-Modernism, Social Constructivism, Social Identity Theory, Social Reduction Theory, Symbolic Interactionism, and Vygotsky’s Sociocultural Theory) serve as a foundation that
assists students in understanding all courses and engaging in the kind of self-reflective (critical) thinking that understanding of others requires.Participants will engage in a dialogue about multiculturalism/diversity/inclusion in the classroom – why to promote, how to promote it and how to measure change.

Randall Osborne, Texas State University, San Marcos, Texas; Paul Kriese, Indiana University East, Richmond Indiana

Technology-Delivered Content: Accessibility for Students with Disabilities (WALKER HALL 325)

With the increasing reliance on technology-delivered course content and online teaching, special attention should be focused on accessibility for students with disabilities. This workshop will allow participants to learn about accessibility while assessing their own course content with the assistance of an accessibility checklist provided by the presenter. Examples, tips and resources for educators will be reviewed to demonstrate the possibilities for various courses. Attendees will be encouraged to share their course content accessibility concerns, current practices, and possible future strategies throughout the workshop, and are encouraged to bring laptops (iPads, etc.) and their course content to facilitate group assessment and assistance.

Gina Oswald, Wright State University, Dayton Ohio

The “Elephant” in the Room: Psychiatric Disabilities in the Classroom (WALKER HALL 348)

Approximately 25% of students in our college classrooms live with a diagnosed
mental health issue, and less than half of these students seek professional assistance
in managing these concerns. Psychiatric disabilities are often complex, individualized, and difficult to understand, which sometimes makes it tough for educators to know how to appropriately support these students within an academic setting. In addition, students struggle to communicate their often invisible disabilities to professors out
of fear of possible discrimination or stigma. How do we, as educators, work with students who live with a disability they themselves might not fully understand or feel comfortable discussing? In this interactive session, we will discuss the characteristics and etiology of multiple mental health disorders, explore how psychiatric disabilities affect learning inside and outside of the classroom, address techniques for managing related academic accommodations, and identify best practices for supporting students with these diagnoses.

Anna Kisting, Maryville University

12:15-1:00 Lunch and Closing Round Table Discussions (DUC)

 

 

HOTEL ACCOMMODATIONS

We have reserved a block of standard rooms for conference attendees at the low cost of $109.00 a night (plus state and local taxes) at the Marriott St. Louis West, 600 Maryville Center Drive,  St. Louis, MO, 63141! Shuttle service between the hotel and campus will be available. You can reserve your room on line, using the following link: Book your group rate for Maryville University Center for Teaching and Learning  You can also reserve your room by calling Marriott Reservations directly at (800) 352-1175. If you use the 800 number, mention Maryville University Center for Teaching and Learning.  The cutoff date is September 17th.