International Society for the Scholarship of Teaching and Learning Conference 2013

Conference Locations

• Raleigh Convention Center

  • MR 301 A
    1758 sq. ft.
  • MR 301 B
    1737 sq. ft.
  • MR 302 A
    1847 sq ft
  • MR 302 B
    1771 sq ft
  • MR 302 C
    1749 sp ft
  • MR 303
    1718 sq ft
  • MR 305 A
    1847 sq ft
  • MR 305 B
    1835 sq ft
  • MR 306 A
    1846 sq ft
  • MR 306 B
    1846 sq ft
  • MR 306 C
    1846 sp ft
  • MR 307
    701 sq ft
  • Ballroom C
    10,072 sq ft
  • Ballroom A&B Lobby
    1000 sq ft
  • Ballroom B
    12,440 sq ft
  • Office
    1178 sq ft
  • MR 201
    1424 sq ft
  • MR 202
    776 sq ft
  • MR 203
    814 sq ft
  • MR 402

Conference Schedule

2013-10-02

09:00 AM - 12:00 PM

• Phillip M Motley, Amanda Sturgill, Symposium on the Digital Humanities, SoTL and Undergraduate Education
  Room: MR 305 A
• Patti H. Clayton, Kathleen E. Edwards, Tara Hudson, Jessica Katz Jameson, Robert G. Bringle, Investigating Student Learning in Service-Learning: Cognitive Development, Academic Learning, Civic Learning, and Intercultural Competence
  Room: MR 303
• Thomas Olsson, Torgny Roxå, Katarina Winka, Anders Ahlberg, Maria Larsson, Katarina Mårtensson, Peer-review assessment of teaching using teaching portfolios as the central document
  Room: MR 306 A
• Marian McCarthy, Daniel Blackshields, Looking at Art : Making Teaching and Learning Visible
  Room: MR 302 A
• Rebecca Pope-Ruark, Agile Faculty: New Collaboration Strategies for Teaching and SoTL Research
  Room: MR 302 B
• Rochelle Rodrigo, Sarah Spangler, Megan Mize, Lost & Found in a Wonderland of Mobile Learning
  Room: MR 305 B
• Craig E Nelson, Disarming Faculty Resistance to Taking SOTL Seriously
  Room: MR 302 C

01:30 PM - 04:30 PM

• Joan K. Middendorf, David Pace, Leah Shopkow, Arlene Diaz, Eliminating Zombies with Decoding the Disciplines and Thresholds Concepts
  Room: MR 302 B
• Deborah Currier, “Landscapes of Learning:” A Participatory Staged Reading of a New Theatre Piece
  Room: MR 302 A
• Sherry Lee Linkon, Jonathan Kaufman, John Russo, Randy Bass, Going Really Public: Talking about Teaching and Learning Beyond the Academy
  Room: MR 302 C

2013-10-03

11:00 AM - 12:30 PM

• Nelson Graff, Teaching Inquiry as a High-Leverage Practice: What Impact on Student Teachers?
  Room: MR 306 A
• Pat Michaelson, Mary Huber, Nancy Chick, Karen Manarin, Christina Hendricks, Reaching Out to the Wider (Disciplinary) Audience
  Room: MR 305 A
• Jennifer Clark, Lisa Gurney, Sarah Lawrence, Rhonda Leece, John Malouff, Yvonne Masters, Jackie Reid, Isabel Tasker, Fredy Valenzuela, Janelle Wilkes, Transition Pedagogy for staff and students: The First Year Teaching and Learning Network Co-ordinators
  Room: MR 302 A
• Valerie Mannix, Fostering “Possible “ and “Ideal” SoTL Agents through “Holding, Transitional Spaces”.
  Room: MR 303
• Nwabisa Josephine Bnagnei, Students’ acquisition of disciplinary knowledge through supplementary academic assistance:
  Room: MR 302 B
• Susannah McGowan, Threshold Concepts on a Massive Scale
  Room: MR 306 B
• Jeffrey L. Bernstein, Thinking about Methods: Perspectives on How We Do What We Do
  Room: MR 202
• Krys Strand, John Reber, Symbiosis: Improving Skills and Confidence in Mathematics for Life Science Students and Closing the Loop with Life Science Applications for Mathematics Students
  Room: MR 302 C
• Deandra Little, David A Green, SOTL around the edges: Marginality, disciplinarity, and the difficulty of “fit”
  Room: MR 303
• Stefanie Panke, A Book by Any Other Name Would Read As Well? How E-Books Transform Reading, Writing and Publishing Practices
  Room: MR 301 B
• Chiron Wesley Graves, Getting Pre-Service Science Teachers (PSTs) Involved in SoTL Secondary School Style
  Room: MR 306 A
• Matthew Fisher, How Chemists Think: Implications for Student Learning and Metacognition
  Room: MR 302 C
• Linda Macri, Daune O'Brien, Courtney Guth, Bringing Students into SOTL through an Undergraduate Teaching Assistant Program
  Room: MR 203
• Sandra Lynn Tarabochia, Embracing the WAC/SoTL Alliance: Faculty Collaboration as Relational Pedagogy
  Room: MR 302 B
• John P Egan, Efficacy and impact of formative and summative assessment in an online elearning course: findings from a SoTL study
  Room: MR 306 B
• Carrie Wastal, Transfer Students and Opportunities for Pedagogical Change
  Room: MR 302 A
• Laura Harrington, Teal McAteer, Faculty Views on Risk and Change: A Preliminary Investigation
  Room: MR 303
• Milton Cox, Gregg Wentzell, Laurie Richlin, The Impact of SoTL Journals on Change and Learning in Higher Education: Examples From 3 Journals
  Room: MR 306 C
• Orly Sela, Learning with and from each other: Social online teaching and learning
  Room: MR 305 B
• Megan Mullen, Assessing Cognitive Presence in an “À la Carte” Blended Course
  Room: MR 305 B
• John A. Huss, Shannon Eastep, University Students' Attitudes toward Online Learning and Instructor Presence
  Room: MR 305 B
• David Voelker, Ryan Martin, La Vonne Cornell-Swanson, The Wisconsin Teaching Fellows & Scholars Program: Cultivating Community and Leadership through SoTL
  Room: MR 301 A
• Tawannah G. Allen, Carol Mullen, James H. Johnson, Jr., Using APAC to Improve the Educational Outcomes of African American and Hispanic Male Students
  Room: MR 306 A
• Kathy Schuh, Samuel Van Horne, Jae-Eun Russell, Factors Associated with Instructors’ and Students’ Successful Adoption of Learning Tools in Interactive E-textbooks
  Room: MR 301 B
• Niamh Kelly, Janice Miller-Young, Dik Harris, Gary Poole, Bettie Higgs, Transitioning into SoTL: Decoding SoTL while identifying Bottlenecks and Threshold Concepts
  Room: MR 201
• Mary Louise Rearick, The Reading and Writing Connection—Global Issues Perspectives: A Digital Storytelling (GiPadS) Project
  Room: MR 301 B
• Prudence C. Layne, Peter Lake, Assessing the Impact of Course Format, Delivery, Mode, and Duration on Teaching and Learning
  Room: MR 306 B

01:30 PM - 03:00 PM

• John Draeger, Pixita del Prado Hill, Ronnie Mahler, At an Impasse: Faculty and Student Conceptions of Academic Rigor
  Room: MR 306 C
• David Purcell, Sarah Samblanet, Examining a Decade of Research on Introductory Sociology: What Are The Lessons for the Scholarship of Teaching and Learning?
  Room: MR 306 B
• Sean Scott Brawley, Time-on-Task Diaries: Revisiting what students and faculty do in assessment
  Room: MR 305 B
• Kathleen Colville, Setting Students Up for Failure
  Room: MR 306 C
• Michael Cubero Montejo, Professional Development: Through the Lens of the Scholarship of Teaching and Learning
  Room: MR 306 A
• Sanjay Marwah, Daniel Rhodes, Student Perceptions of Research and Scholarship: Challenges and Improvements
  Room: MR 306 C
• Tilly Hinton, A case for scholarship: understanding the influences of grant funding on individual, institutional and sectoral transitions
  Room: MR 306 B
• Katarina Mårtensson, Klara Bolander Laksov, Collegial influence on SoTL-work – teaching and learning regimes as a pivotal professional context
  Room: MR 201
• Patti H. Clayton, Kathleen E. Edwards, Julie Dierberger, Beyond the Student-Centered Paradigm: Toward Engagement-Grounded Teaching and Learning
  Room: MR 202
• Ragnhild Sofie Sandvoll, Marit Allern, Strategy statement for teaching and learning – a paper exercise or a steering document initiating Scholarly teaching and SoTL?
  Room: MR 302 A
• Anders Ahlberg, SoTL in postdoc programmes – constructing useful knowledge of doctoral education
  Room: MR 306 A
• Mathew Hayden Gendle, Rebecca Pope-Ruark, James Butler, Deanna Cox, Jeff Chen, Advancing SOTL through the work of undergraduate research journals
  Room: MR 301 A
• Rosalind Duhs, Changing landscape, changing SOTL: intensive researchers as scholars of teaching
  Room: MR 306 B
• Patricia Owen-Smith, Strengthening Inquiry-based Learning with Contemplative Practices
  Room: MR 302 C
• Jessie L. Moore, Paula Rosinski, Carmen Werder, Critical Transitions in Writing Transfer: Inquiry and Implications
  Room: MR 303
• Steven A Freeman, SoTL in University Promotion and Tenure Decisions
  Room: MR 302 A
• Nicola Simmons, Earle Abrahamson, Jessica Deshler, Barbara Kensington-Miller, Karen Manarin, Sue Moron-Garcia, Carolyn Oliver, Joanna Renc-Roe, Troublesome and Transformative Transitions: On the Yellow Brick Road to SoTL Identity
  Room: MR 301 B
• Marilyn Cohn, How Can Higher Education Leaders Integrate SoTL Work into the Culture of the Institution? Insights from the Faculty!
  Room: MR 302 A
• Sarah Bunnell, Reflective Portfolios: Links to Current and Extended Learning Outcomes
  Room: MR 305 B
• Marian Dobos, Richard Guy, Bruce Byrne, Replacing traditional lectures with active learning methodologies – two models for the biomedical sciences
  Room: MR 302 C
• Bettie Higgs, Arlene Diaz, Joan Middendorf, Leah Shopkow, David Pace, Beyond Coverage: Using Threshold Concepts and Decoding the Disciplines to Focus on the Most Essential Learning
  Room: MR 305 A
• Louela Manankil-Rankin, Patricia Ann Sevean, Lunyk Child Ola, Lynda Bentley Poole, Sally E. Dampier, Karen Poole, Lynn Martin, Transitioning into practice: Capstone experience for Baccalaureate nursing students
  Room: MR 302 B
• Kristina Ann Meinking, Ryan C Fowler, Linking the Liberal Arts: an Alternative to the MOOC
  Room: MR 203
• Clair Patricia Hughes, Simon Barrie, Generating credible evidence of graduate learning outcomes: an investigation of assessment practice
  Room: MR 305 B
• Tia Josslyn Cooney, Sally Dampier, Carine Gallagher, Emerging Technologies: Delivering a BScN Program to Rural and Remote Areas
  Room: MR 302 B

03:30 PM - 05:00 PM

• Ketevan Kupatadze, David Neville, Sarah Glasco, Olivia Choplin, Critical Transitions in Foreign Language Pedagogy: New Approaches that Foster Students’ Engagement, Critical Thinking and Intercultural Competence
  Room: MR 302 A
• Colleen M. Tremonte, Samantha Noll, Louise Jezierski, “Disciplinary ‘Toolboxes’, Interdisciplinary Teaching and Collaborative Inquiry”
  Room: MR 301 B
• Torgny Roxå, Power in higher education – teachers interacting with formal leaders.
  Room: MR 306 A
• Gary Poole, Martin Weller, Mary Kayler, Jim Groom, Andrea Livi Smith, What is the role of ‘Digital Scholarship’ in Higher Education, Faculty Development and the Scholarship of Teaching and Learning?
  Room: MR 305 A
• Frances Bottenberg, “That’s just my opinion”: Coping with classroom inquiry busters
  Room: MR 203
• Etleva A. Lala, The Impact of Darwin's Evolution Theory in History Learning in Albania
  Room: MR 305 B
• Maria Stalzer Wyant Cuzzo, Aeron Haynie, Jennifer Heinert, Renee Howarton, Moving from the Periphery to the Core: The Role of Centers for Teaching & Learning in Providing Institutional Support for SOTL Work
  Room: MR 302 C
• Stephen Bloch-Schulman, Daniel Malotky, Spoma Jovanovic, John Humphrey, Sherry Giles, What kind of Community? An Inquiry into Teaching Practices that move Beyond Exclusion
  Room: MR 302 B
• Torgny Roxa, Katarina Martensson, Academic freedom within collegial hierarchies – affecting SOTL?
  Room: MR 306 A
• Mandy Asghar, Let’s Talk! Exploring the experience of Dialogue Days, a student engagement activity.
  Room: MR 203
• Joel Schneier, Writing about Writing: Empowering First-Year L2 Writers through Meta-Discursive Writing, Research, and Genre Analysis of Academic Writing
  Room: MR 306 B
• Ellen G. Rafshoon, Ellen G. Rafshoon, Lydia Anne Soleil, Lee Kurtz, Alvina Atkinson, Master Teacher Program: Inspiring Faculty to be Scholars of Student Learning
  Room: MR 301 A
• Alicia H. Nordstrom, Reducing Racism in College Students: Using SoTL to Evaluate the Impact of a Peacebuilding Pedagogy
  Room: MR 306 C
• Jennie Osborn, Catriona Cunningham, Kissing the frog: transforming teachers by turning poetry into praxis
  Room: MR 202
• Emma Fitzhugh, Facilitating Student Discussion: The Case of a Political Science Class
  Room: MR 203
• Scott Chien-Hsiung Chiu, Zoom in on the new margin: Perspectives from international Chinese students in US higher education
  Room: MR 306 B
• Nina Bosch Namaste, Reinforcing stereotypes or transforming their world view?: Assessing how study abroad programs develop cultural competency
  Room: MR 306 C
• Wendy K. Matthews, Examining ensemble musicians’ motivation and cohesion in university and community college settings
  Room: MR 202
• Brad Wuetherick, Martin Luck, Rachel Spronken-Smith, Jason Brodeur, Tara Kajaks, Paula Myatt, An Verburgh, Helen Walkington, Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry
  Room: MR 201
• Victoria J. Furby, Holly Bewlay, Joy Guarino, The application of the scholarship of teaching and learning in the arts.
  Room: MR 202

05:30 PM - 07:00 PM

• Charles Ford, Amy Boyett, Ascertaining student transformational learning abilities in interior design education
• Abdalla A Alsmadi, The development and Validation of the Academic Related Behaviors Scale (ARBS)
• T. H. M. Gellar-Goad, Mythological roleplaying adventures in Latin Prose Composition: Gamifying a foreign-language grammar course
• Pam Parker, So what is teaching excellence and how should we assess and reward it?
• Jessica Leveto, Pinterest Pedagogy – Ways to Utilize Pinterest in Higher Education and SoTL
• April Tallant, Brenda Marques, Nicole Martinez, In pursuit of significant learning: Measuring application and caring learning in a university personal nutrition course
• Deborah Currier, Carmen Werder, Shevell Thibou, Olivia Ponzetti, “Landscapes of Learning:” A Devised Theatre Presentation of a SOTL Work In Progress
• Kearsley Stewart, The Undergraduate Global Health Field Research Experience: Study Abroad, Service Learning, Professional Training, or “None of the Above”?
• Jeffrey Phillips, Katharine Clemmer, Jeremy McCallum, Thomas Zachariah, Improving Students’ Problem-solving Competence with Think-alouds
• Craig E Nelson, An Idealized Model for Designing, Presenting and Evaluating SOTL Projects
• Kelly Hewson, Lee Easton, Who Speaks for SoTL?
• Verna Case, Susanna Boylston, Kristen Eshleman, A Flipped Approach to a Seminar Class
• Jacquelyn Lee, We Never Get a Second Chance to Make First Impression: Introductory Course Design for Significant Learning
• Ken Hubbell, Beyond the SCO - Modular Courseware - from Concept to Business Impact
• Brian P Smentkowski, Transforming the Institutional Ethos Through the Scholarship of Teaching and Learning
• Frank Joseph Fedel, Empowering Students and Encouraging Engagement - Teaching and Learning with "Lecture Capture"
• Sheila M Whitley, Teaching Critical Thinking in Journalism and Mass Communications
• Ann Trousdale Clapper, Jeanette Hoffman, Authentic teaching and assessment: Aligning the content and the context of the teaching learning process to ensure real world success
• Colleen P Gilrane, Kristin T. Rearden, Hannah Louderback, Jessica Covington, Focusing Teacher Education on Deep Understanding in a Culture of "Rubric Prep"
• Wendy Heck Grillo, Sandra L White, Gail P Hollowell, Infusion of Course Based Undergraduate Research Experiences (CURE) into Introductory Core Courses of a Biology Curriculum
• Stefanie Panke, Maureen Berner, Monitoring Program Effectiveness with Competence Assessment Rubrics: The Carolina MPA program
• Chiron Wesley Graves, Christopher Valasin, William Spotts, Lauren Mayleben, What Were They Thinking and Can We Change That?: An Investigation Into Middle School Students’ Thinking About Plant Growth
• Carolyn Kelly Ottman, Karla Kubitz, Wayne T McCormack, Jim Sibley, Using Team-Based Learning to “Flip Your Classroom”
• Korrel Kanoy, Marnie Arkenberg, When and How Can We Expect Students to Learn Emotional Intelligence if We Don’t Teach It?
• Colleen P. Gilrane, Kathryn L. Allyn, Kelly A. Boyce, Maggie L. Lohr, Monday Nights at Panera: An Alternative Setting for SOTL
• Alan Russell, How do students understand standard deviation?
• Jill Rinzel, Service Learning, Academic Engagement and Critical Thinking
• Susan Polich, Sallie Mayer, Brigitte Sicat, Christine Huynh, Rita Willett, Laura Morgan, Andy Pinson, Can students in an interprofessional learning experience still have disciplinary knowledge gains?
• Dannelle D. Stevens, Micki M. Caskey, SOTL as collaborative practice: Supporting the critical transition to co-instruction with doctoral students
• Carolyn Kelly Ottman, Global learning continuum for non-traditional adult learners
• Marnie E. Arkenberg, How dogs, kids and college students learn new tricks: What Dynamic Tricky Mix Theory and child language learning can tell us about teaching.
• Amanda Sturgill, Phillip M Motley, Brian Walsh, Mentoring across levels: Using service-learning to involve students across multiple levels in a pre-professional program
• Judith Longfield, Hsiu-Lien Lu, Critical Transitions in Faculty Pedagogical Learning: Does Extended Training Work?
• Jessica A. Merricks, Bethany Stone, Student attitudes and awareness: How do students’ attitudes towards the content and their awareness of the learning objectives relate to overall success?
• Rhonda M. Rabbitt, Susie Hughes, Action Research to Improve Teaching and Learning
• Victoria Lipinski, Kate Sidwell, Experiential education and student development: The development of a self-efficacy scale for intercultural competence
• Miriam Carey, Karen Manarin, Melanie Rathburn, Glen Ryland, Critical Reading in General Education
• Edward F. Gehringer, Grading by Experience Points: An Example from Computer Ethics
• Erin Robinson, Ashley Grantham, Diane Chapman, Developing the feedback loop: Strategies for increasing response rates on end of course evaluations
• Steven W Brown, Jennifer Oliver, Renee Michael, Promoting the Intellectual Skill of Synthesis through Student Scientific Writing
• Genevieve Zipp, Catherine Maher, Understanding Faculty Critical Thinking Skills as a Path to Developing Critical Thinking Learning Environments for Students
• Jennifer Austin, Gregory Austin, Making the Connection: Assessment to Learning Outcomes
• Daniel R. VanHorn, Abigaile M. VanHorn, Sean P. Brady, Student and Faculty Perspectives on the Value of an Undergraduate Preceptor Program
• Charles Thomas, Kirti Sawhney Celly, Budding Enthusiasts: Collaborative, Interdepartmental Perspectives on Engaged Learning of Ethics & Law
• Andrea Webb, Learning with/through other eyes: developing the scholarship of teaching and learning with a cohort of scholars from Beijing
• Susan Larson, Mona Ibrahim, Assessment of undergraduate research at a private liberal arts college
• Diane Angell, The effect of metacognitive exam planning assignments on student performance in an introductory biology course.
• Maria Teresa Gallardo-Williams, Use of study aids in an introductory organic chemistry course: an intervention that benefits low-performing students
• Christine Sorrell Dinkins, Qualitative Institutional Assessment: Articulating the Value of Face-to-Face Education
• Jason Edward Dowd, Julie A. Reynolds, Understanding How Undergraduate Thesis Writing Impacts Learning across Disciplines
• Jacquelyn Lee, Sarah Himmelheber, The Power of Presence in the 21st Century Classroom: Integrating Mindfulness-Based Pedagogy to Cultivate Attention, Curiosity, Compassion, and Intention Among Students and Educators
• Wendy K. Matthews, Engagement and Retention of University Students: The Marching Band Experience.
• J. Scott Townsend, Derek J. Mohr, SOTL in Teacher Education: Training Pre-Service Teachers to Demonstrate a Positive Impact on Learning
• Jim Zimmer, The Institute for Scholarship of Teaching and Learning at Mount Royal University
• Clair Patricia Hughes, Simon Barrie, SOTL or SOTLA? Practice or Policy? Assessment policy as a suitable focus for scholarship
• Susan Miller-Cochran, Dana Gierdowski, Diversifying Design: Understanding Multilingual Perceptions of Learning in a Flexible Classroom
• Dorothy Dillard, Rebecca Fox-Lykens, R U rdy 2 rite? IMPROVING WRITING SKILLS USING THE COMMON READER AND A REITERATIVE WRITING PROCESS
• Carol Hostetter, Assessing Higher Cognitive Skills in Undergraduate Learning
• Christopher McCarrick, Joseph C. Bodziock, Virtual Presence/Virtual Absence: Retaining (Dis-em)Bodied Students in Online Classrooms
• Shampa Biswas, Evaluating pedagogy processes for Writing: A practitioner inquiry for writing center research
• Diane D. Chapman, Using Action Learning for Creative Problem Solving in Doctoral Dissertation Proposal Preparation
• Andrea Hunt, Margaret Stiffler, E. Megan Glancy, Maria Febbo, The Role of Developmental Advising in Teaching the Whole Student
• Wendy K. Matthews, Joshua S. Duchan, Emery Stephens, The State of Extracurricular Music Making on Campus
• Maxine Atkinson, Andrea Hunt, The Scholarship of Teaching and Learning and the next Generation of Teacher-Scholars
• Peggy Liggit, Bethany Fort, DialoguEMU: the Power of Dialogue on a College Campus
• Bridgett Piernik-Yoder, Evaluation of the use of structured self-assessment with graduate-level occupational therapy students
• Sirena Hargrove-Leak, Problem Solvers + E-minds = Contemporary Engineers

2013-10-04

09:00 AM - 10:30 AM

• Tracy Wilson Smith, Vachel Miller, Reeves Shulstad, Barbara Michel, No More Workshops: A Critical Transition to Sustained Faculty Development
  Room: MR 301 B
• Andrea Lisa Nixon, Students Asking Questions: A Longitudinal Study of Help-Seeking Behavirors
  Room: MR 305 B
• Kelly Hewson, Diana Gregory, Katarina Martensson, Jennifer Meta Robinson, From Classroom to Lobby?: A Roundtable on Advocacy by ISSOTL
  Room: MR 305 A
• Doug Sweet, "Social Learning" and Material Community Capital
  Room: MR 306 A
• Michael S Palmer, Learning to See the Infinite: Teaching and Measuring Visual Literacy
  Room: MR 202
• Davida Scharf, Testing a New Model for Core Competency Assessment
  Room: MR 302 C
• Sara O'Sullivan, A ‘seamless learning environment’? Twitter and out-of-class learning.
  Room: MR 402
• John Craig, Janet De Wilde, Tackling Transition: Mathematics skill in the disciplines
  Room: MR 303
• Lora Warner, Students as Philanthropists: A New Approach to Trigger Deeper Learning
  Room: MR 306 A
• Michelle Yeo, Jennifer Boman, Assessment Practices in Higher Education
  Room: MR 302 C
• Stephen Bloch-Schulman, Ann J. Cahill, Making Philosophical Thinking Manifest Through Think-Alouds
  Room: MR 203
• Richard Munro Baker, The Australian National University Vice-Chancellor’s Courses – an evaluation of an interdisciplinary undergraduate program
  Room: MR 306 C
• Shari M Childers, Julie Suzanna Glass, What's in it for me? Critical transitions in faculty work
  Room: MR 402
• Brad Wuetherick, Stan Yu, The Canadian Teaching Commons: Exploring the SoTL Landscape in Canadian Higher Education
  Room: MR 302 A
• Alison Bradley, Librarians as active partners in teaching and learning
  Room: MR 305 B
• Holly J. Bauer, Madeleine Picciotto, Building Bridges: International Students, Cultural Transition, and Academic Discourse
  Room: MR 306 B
• Alison Cook-Sather, Hayley Burke, Peter Felten, Jennifer Hill, Desiree Porter, The Problems and Possibilities of Rethinking Power in Student-Faculty Pedagogical Partnerships
  Room: MR 201
• Lorraine S. Gilpin, Preparing Teachers to work with CLDS: Implications of Analysis of Students’ Journals
  Room: MR 306 B
• Karen Manarin, Original Undergraduate Research & the English Major: An Epistemological Transition?
  Room: MR 306 C
• Catherine O'Mahony, Bettie Higgs, Growing from local good practice to a national activity
  Room: MR 302 A
• Nancy L Chick, Cynthia Brame, Adam Wilsman, “SoTL Programs for Graduate Students: Characteristics and Impact”
  Room: MR 301 A
• Paulina Julia Bounds, Lindsey Harding, Multimodal Composition: Reimagining Space and Organization to Reinvigorate Meaning
  Room: MR 302 B
• Robin L. Snead, Dana C. Gierdowski, Critical Transitions and Transformations: De-Centering Classroom Spaces and Instruction
  Room: MR 302 B
• Kavita Bhatia, Kirthi Premadasa, Ibrahim Saleh, Concept maps for Calculus Concepts
  Room: MR 303
• Kathleen Marie Wood, Institutional Assessment Shaking Hands with the SoTL Scholar: Merging the “what is” with the what-has-to-work.
  Room: MR 302 C
• Catherine Ross, Amanda Horton, Campus Life and the Teaching and Learning Center: Crossing Boundaries and Turning the Tables on the Conversation about Learning
  Room: MR 402

11:00 AM - 12:30 PM

• John Draeger, Susan McMillen, Melanie Rathburn, Glen Ryland, Developing critical skills in general education: critical writing, mathematical literacy, and integrative learning
  Room: MR 301 B
• Alan Barnard, Robyn Nash, Kathleen McEvoy, Susan Shannon, Suzanne Rochester, Cheryl Waters, Susan Bolt, Developing a culture to support peer review of teaching in higher education
  Room: MR 305 A
• Judy Esposito, Resa E Walch, Students as Partners in Learning: Going beyond the Institutional Evaluations
  Room: MR 305 B
• Tony Crider, Assessment of Reacting to the Past Role-playing
  Room: MR 202
• Sarah Heckman, Edward F. Gehringer, Google Forms as an Enhanced Classroom Response System
  Room: MR 306 C
• Claire Englund, Emerging technologies – emerging practices?
  Room: MR 306 C
• Scott Paul Simkins, Karen Hornsby, Tawanna Franklin, Alice Moore, Moving SoTL Forward: Engaging Students as Co-Researchers in Institutional Inquiry and Assessment
  Room: MR 305 B
• Derek France, Victoria Powell, Brian Whalley, Alice Mauchline, Julian Park, Katharine Welsh, Student Perceptions and Learning Experiences of Mobile Technologies to Enhance Fieldwork Learning
  Room: MR 306 C
• Lisa M. Lundquist, Angela O. Shogbon, Cynthia A. Sanoski, Incorporation of Oral Assessments into Didactic Curriculum to Reflect Practice
  Room: MR 302 A
• Thomas Olsson, Torgny Roxå, Peer-review based assessment of teaching – a conceptual discussion
  Room: MR 305 A
• Roselynn Verwoord, Ashley Michell, Reflections from Co-inquirers engaged in a SoTL Research Project at Native Education College: What’s Social Location Got to do with it?
  Room: MR 306 A
• Leah Savion, Carol Hostetter, Metacognitive Skills for Critical Transitions in Learning
  Room: MR 303
• Trent W. Maurer, Jerri Kropp, The impact of the Immediate Feedback Assessment Technique on course evaluations
  Room: MR 305 A
• Adele Nye, The Contemporary Landscape of Teaching and Learning History in Australian Higher Education
  Room: MR 306 A
• Phillip M Motley, Nancy Chick, Stephen Bloch-Schulman, Deb Currier, Eduardo Gregori, SoTL in the Humanities and the Arts: Common Ground and Relevant Differences
  Room: MR 302 B
• Elizabeth Cleaver, Maxine Lintern, A UK approach to disciplinary SOTL (or how can we encourage UK faculty to apply their skills of research and higher-order thinking to their teaching?)
  Room: MR 306 A
• Laura Cruz, Robert Crow, Jill Ellern, George Ford, Barbara Jo White, Hollye Moss, Living in a Post-Boyer World: Second Generation Challenges in Emerging Scholarships
  Room: MR 201
• Michele Pittard, Marc Welsh, Co-Teaching: Impacting Student and Teacher Learning
  Room: MR 305 B
• Beth Marquis, Mick Healey, Fostering International Research Communities through a Collaborative Writing Initiative
  Room: MR 306 B
• Laurah B. Turner, Pamela Baker, Howard Jackson, The New Faculty Institute: using SoTL to inform new faculty support in the 21st century
  Room: MR 203
• Denise Domizi, C. Edward Watson, Tim Foutz, Stephan Durham, Hilary Tanner, Contributing to an Interdisciplinary College Identity Through SoTL Programming and Collaboration
  Room: MR 301 A
• Shevell Thibou, Carmen Werder, Timothy Costello, Kali Catherine Legg, Transforming Teaching and Learning Cooperatives
  Room: MR 302 C
• Ashley Grantham, Erin Robinson, Diane Chapman, Interdisciplinary relationship-building in an intensive, SoTL faculty institute
  Room: MR 306 B

04:00 PM - 05:30 PM

• Elizabeth A. Pitts, Considering Digital Learning Technologies for Nontraditional Students: A Diffusion-Based Framework
  Room: MR 306 A
• Daniel C. Johnson, Wendy K. Matthews, A Signature Pedagogy Analysis of Music Teacher Preparation and Motivation
  Room: MR 306 C
• Israel Dunmade, Impacts of Group Dynamics on the effectiveness of Term Project in helping students’ to connect Theory with Practice
  Room: MR 305 B
• Lizzie Ngwenya-Scoburgh, Case Study on the effectiveness of the Jigsaw Cooperative Learning Method in Introduction to Business
  Room: MR 305 B
• David A Reichard, Kathy Takayama, Preserving the Hybrid Spaces of SoTL: Cross-disciplinary Exchange as Catalysts for Creativity
  Room: MR 301 B
• Nicola Simmons, Wikipedia as a Catalyst for MEd Students’ Knowledge Construction Processes
  Room: MR 306 A
• Katharine Clemmer, Jeremy McCallum, Jeff Phillips, Thomas Zachariah, Problem Solving Through Think-Aloud
  Room: MR 203
• Diane Jacqueline Salter, Peter Felten, Lynne Hunt, Tessa Owens, Arshad Ahmad, Joy Lam, What does research reveal about successful academic development to promote teaching and learning? How might we move forward?
  Room: MR 305 A
• Lisa Brown Buchanan, Digital Immigrant as First Year Faculty: Harnessing Opportunities for Self-Study Research in Teaching with Technology
  Room: MR 306 A
• Tom Mould, Gloria So, Re-imagining service-learning through collaborative research
  Room: MR 306 B
• Laura B Regassa, Missy Bennett, An intensive biology service learning experience delivered professional development for graduate students and improved student learning
  Room: MR 306 B
• Carol Rolheiser, Tricia Seifert, Richard Wiggers, Developing Teaching Assistants’ Pedagogical Responsibilities and Professional Skills: Recent Canadian Research
  Room: MR 201
• Leigh Z Gilchrist, Carol T Nixon, Sharon L Shields, Barbara Holland, Elizabeth J Aleman, An Ecological Approach to a University Course Which Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities
  Room: MR 306 B
• Ho Eui Holly Bewlay, Assessment Rubric as a Tool to Increase Student Motivation in Applied Voice Lessons
  Room: MR 306 C
• Kathleen Marie Perkins, SOTL Research in the Performing Arts: Past Analysis/Future Directions
  Room: MR 306 C
• Jeffrey L. Bernstein, Christopher Cooper, Group Work Across State Lines: Innovation in Studying the 2012 Presidential Election
  Room: MR 302 A
• David Pace, James Cronin, Arlene Diaz, Bettie Higgs, Joan Middendorf, Leah Shopkow, Preparing the Next Generation: Placing SoTL at the Core of the Preparation of Future History Instructors
  Room: MR 402
• Genevieve Zipp, Catherine Maher, Finding Teachable Moments to Educate Professional Level Health Science Students in the Clinical Environment: Is it as easy as 1, 2, 3?
  Room: MR 303
• Christine Sorrell Dinkins, Kirsten Allen Bartels, Designing and Assessing Curricular and Co-curricular pairings
  Room: MR 202
• Elizabeth Cleaver, Celia Popovic, Connectors and Boundary Spanners: uncovering the complex roles of educational developers in contemporary higher education.
  Room: MR 302 C
• Jeffrey Paul Carpenter, Using Twitter to Extend and Democratize the Classroom Space
  Room: MR 302 A
• Lorraine S. Gilpin, Harnessing Data: Informed Course Revision for Improved Teaching & Learning
  Room: MR 201
• Margy MacMIllan, Reading Through Connections: A phenomenographic study of student connections to scholarly text
  Room: MR 302 B
• Rebecca Pope-Ruark, Empowering Student Collaboration through Agile Self-Organization
  Room: MR 305 B
• Trent W. Maurer, Judith Longfield, Improving Reading Compliance and Quiz Scores through the Use of Reading Guides
  Room: MR 302 B
• Helen Pokorny, David Chalcraft, Justin Haroun, Deborah Husbands, Sibyl Coldham, Renee de Neve, ‘Sense of belonging’ in science and humanities students: is there a difference?
  Room: MR 302 B
• Barry Stein, Ada Haynes, Gregory Light, Denise Drane, Meg Skinner, Erika Prager, Engaging Faculty in Assessing and Improving Students' Critical Thinking
  Room: MR 301 A
• Sally Abey, Susan Lea, Identifying factors that enhance the capacity of clinical educators to engage with the role
  Room: MR 303
• Sarah Maguire, Amanda Platt, Explorations of the role academic managers play in the liminal space of faculty engagement with SOTL
  Room: MR 302 C
• Trish Manns, Johanna Darrah, From Classroom to Practice – do Physical Therapists Use their Evidence Based Practice Skills?
  Room: MR 303
• Linda Margaret Price, Anders Ahlberg, Investigating the effects of academic development on novice teachers’ conceptions of teaching in higher education.
  Room: MR 201
• Trine Fossland, Marit Allern, Changing Academic Staff? Structure as a key concept in modeling academic staff development
  Room: MR 302 C

2013-10-05

09:00 AM - 10:30 AM

• Kim West, Carly Priebe, Mayya Sharipova, Kim Ennis, From Self-Reflection to Self-Knowledge: Helping Teachers Deepen Self-Awareness through an Alternative Arts-Based Research Methodology
  Room: MR 302 B
• Kevin Eric DePew, Will Writing Studies Scholarship Help Students Learn Academic Literacy?: Using Writing About Writing to Teach Transferable Writing Strategies
  Room: MR 306 B
• Marian McCarthy, Brian Butler, Universal Design for Learning and Multiple Intelligences Theory and Practice as SoTl Levers
  Room: MR 301 A
• Kristina Ann Meinking, One Step at a Time: a new approach to elementary language learning
  Room: MR 306 C
• Michael Ian Carignan, Maureen Vandermaas-Peeler, Danielle Deavens, Inquiry in Istanbul: Global Engagement and Scholarly Inquiry Development in a Pilot Study-Abroad Course for First-year Honors Fellows
  Room: MR 305 B
• Antonette Barilla, The Globalization of Higher Education and the Evolution of Best Practices in Teaching
  Room: MR 301 A
• Elizabeth Magdalena Smuts, The commons in action in rural South Africa: Maximizing the impact of SoTL on a satellite university campus
  Room: MR 306 A
• Susan Elgie, What is Already Out There? Evaluating Evidence about Educational Practice
  Room: MR 301 A
• Carolyn Bew, Practice Based Knowledge;Communities of Practice;Transition
  Room: MR 302 B
• Lynn Taylor, Dennis Sumara, The Second Wave: Integrating the Scholarship of Teaching and Learning in an Institutional Teaching and Learning Framework
  Room: MR 305 A
• Paul Anderson, Chris Anson, Robert M. Gonyea, Charles Paine, A National Empirical Study of Best Practices in Writing To Learn: Evidence-Based Actions Faculty Can Take To Increase Student Engagement and Learning
  Room: MR 306 B
• Beth Marquis, Fostering Sustainable Teaching & Research Communities? The Role of Teaching & Learning Research Institutes
  Room: MR 306 A
• Roselynn Verwoord, Andrea Williams, Theresa Beery, Karen Strickland, James McKinnon, Jessica Pace, Helen Dalton, Gary Poole, Weaving SoTL into Institutional Cultures: Two Models for Supporting Institutional and Cultural Change
  Room: MR 301 B
• Jane West, "Thinking More About My Writing": Students' Perspectives on What Helps Them Grow as Writers
  Room: MR 306 B
• meloni m muir, Yvonne Hodgson, The Collaboration of Biomedical Science Educators Network (CUBEnet): Supporting SOTL in Australia
  Room: MR 306 A
• Christian Gilde, Bethany Blankenship, Student Learning and Bricolage
  Room: MR 302 B
• Mills Kelly, Lendol Calder, Sherry Linkon, Susan Conkling, 15 Years On -- What We’ve Learned About Disciplinary Approaches to SoTL
  Room: MR 302 C
• Lauren Scharff, Michelle Butler, Development and Evidence-based Assessment of Respect for Human Dignity
  Room: MR 306 C
• Nicola Simmons, Finding Focus and Flow: Creative Activities to Unblock the Writing Process
  Room: MR 307
• Brad Wuetherick, Stan Yu, Jim Greer, Understanding the Institutional SoTL Landscape
  Room: MR 305 A
• Jody D. Horn, SoTL and study abroad: How to fail in experiential learning
  Room: MR 305 B
• Nataliya Morozova, Teaching Students to Think Critically About the Role of International Law in World Politics
  Room: MR 306 C
• Concepcion Godev, J. Garvey Pyke, Jaesoon An, Sam Eneman, Kurt B. Richter, Catalyzers of Change: Large Course Redesign, SoTL, Emerging Technologies and Centers for Teaching and Learning
  Room: MR 302 A