ACCA Pedagogy Symposium
FirstName	LastName	Position	Institution	Length (minutes)	Other Presenters
carol	Martin	Full-time Faculty	North Park University	20 min
Title: none yet Abstract: none yet
John	Greenwood	Full-time Faculty	Lewis University	20 min
Title: Pushing the Limits: Benefits, Risks & Ethics of Confronting Grief In Class Abstract: As part of a Cross-Cultural Psychology class, students are asked to simulate the Hispanic cultural practice of sharing memories of dead family or friends in the tradition of Day of the Dead. Students experience mild to moderate stress because of cultural training to avoid or deny grief. However, students typically experience catharsis, increased social trust and enlightenment about more effective personal and social modes of response to grief. Benefits, risks and ethical concerns associated with the exercise will be discussed.
Deb	Serra	Full-time Faculty	Concordia University	20 min	Anita Briedis-Bilsens
Title: Teaching a University Capstone Course Online Abstract: At Concordia University all students must complete the senior capstone course Values and Virtues. The course is usually taught in the traditional face to face format but each semester and during the summer, the course is also taught online. The advantages and disadvantages of teaching online will be discussed in the context of an issue-based course.
Rebecca	Trueman	Full-time Faculty	Concordia University	20 min
Title: "Life in the Biosphere"- A successful interdisciplinary travel course Abstract: This presentation will illuminate the challenges and rewards of an interdisciplinary May Term travel course offered at Concordia University Chicago in 2008. Tips for a successful travel course will be presented. Feedback from students, via excerpts from their journals, will also be presented and future revisions to such a course will be addressed. This talk should stimulate discussion amongst professors in the audience and assist in creating wonderful future experiences for student’s to learn outside the classroom.
Andrew	Wig	Full-time Faculty	Benedictine University	20 min
Title: none yet Abstract: none yet
Robin	Rylaarsdam	Full-time Faculty	Benedictine University	20 min
Title: Assessing learning in a freshman majors' biology laboratory Abstract: none yet
Jonathan	Lewis	Full-time Faculty	Benedictine University	20 min
Title: Collaborative Cartography Project Using Excel Abstract: Excel can be used to convert 2D contour maps into 3D, manipulatable images. Students collaborate by selecting a map to use, then determining the elevation of different points and entering them in Excel. The instructor evaluates their work, combines it into a common data file, then shows them how to manipulate and interpret the results.
Joyce	Hayward	Full-time Faculty	Lewis University	20 min	Joyce Hayward and Deborah Augsburger
Title: Performance Assessment of Students in Field-Based Settings Abstract: Working to develop an authentic and comprehensive assessment of student performance in field experiences can be a challenge. Students in the College of Education at Lewis University are evaluated during their field experiences with a performance assessment that requires them to provide evidence of their ability to analyze the context, set goals, take action, measure progress, and reflect on the effectiveness of their actions. See how this assessment can be modified for use during internship, practicum, or clinical experience in other disciplines.
Alberta	Gatti	Full-time Faculty	Saint Xavier University	20 min
Title: Communication Skills in Second Language Acquisition Abstract: Among current theories in Second Language Acquisition (SLA), aspects of the Input and Interaction approach have often been introduced to classroom practice because this theory provides a coherent explanation of the intricate processes involved in SLA. But some principles of the theory present challenges for classroom implementation. How to create in the classroom communicative situations in which there is authentic negotiation of meaning in the second language? By designing a two-part methodology for communicative production, “Building the Paragraph” and Internet mediated communication, I present a concrete option to bridge this implementation problem. When combined, the two practices have shown very promising results in the development of communication skills. In my presentation, I will introduce briefly the theoretical framework, I will describe the two-part method for communicative production, and I will discuss the advantages (and complications) of integrating Internet mediated exchanges to the second language classroom. Alberta Gatti Saint Xavier University
Matthew	Schau	Full-time Faculty	North Park University	20 min	Linda Vick and Carol Martin
Title: Revitalizing writing for the science of life Abstract: Like many Biology teachers, we were frustrated by the inability of entry-level majors to process and analyze data with clarity, concision, and precision. We saw this in both oral work and in papers they wrote. We also found that students were not retaining fundamental skills and habits of scientific thinking in higher-level work. Because writing seems to be especially well-adapted as a teaching method to fostering the skills of analysis and communication, we tackled our problem by devising a coordinated program of writing coaching, using the resources of our campus writing center. Writing utilizes the same strategies of reiterative thinking that we wanted our majors to use in processing biology data. We have integrated readings on writing for Biology into two courses, introductory-level Cell Biology and introductory-level Zoology, and we have hired Biology and Nursing majors to conference with students on drafts of particular assignments before turning in a revision of the assignment. We saw improvements in the quality of lab reports, especially in data presentation and the ability to produce a well organized lab report. Students became better biology students, not just better writers, because they are beginning to obtain the necessary tools to analyze and understand scientific data. We are now working towards building a coherent set of expectations in the department which we expect students to work with through their major.
Rani	Mathai	Full-time Faculty	Judson College	20 min
Title: Disinterest in Science: What is the Cause? What is the Remedy? Abstract: US student disinterest in learning science has become a concern for governmental agencies, industries, and to us as science educators in particular. Among the many reasons cited for this disinterest, the lack of teacher expertise in elementary schools ranks high. The traditional students in undergraduate classes and the adult students returning to science classes support this observation. The Education and Science divisions at Judson feel strongly that we have a good opportunity to provide a needed service in this area by preparing competent future teachers of elementary science. The first step toward this goal, we think, is to create a science curriculum especially designed for the ELED and EC majors, which we did and ran for the first time in 2007-08. We are proposing a collaborative presentation including two full time faculty in Education and Science, an adjunct faculty and an elementary school teacher. The adjunct and elementary school teacher will present the results of a research they did in their school system that supported the lack of teacher expertise in elementary schools. The science and education faculty will present the model of the curriculum in science concepts and its implementation. Presenters: Rani Mathai; Kristen Stombres; Linda Figgins
Anne	Buchanan	Full-time Faculty	Saint Xavier University	20 min	None
Title: Retaining Online Students at the Course Level: A Review of Current Scholary Lte Abstract: As universities begin or continue to develop distance education programs, attention to student retention remains a concern. This presentation reports on the state of current scholarly literature in regard to three components most often associated with student retention: student demographics, communities of learning, and faculty development. At the course level, earlier literature revealed the online instructor could influence course retention by incorporating pedagogical changes specifically designed for the needs of online students. However, more current research challenges accepted thinking concerning student demographics and communities of learning.
Faisal	Abdullah	Full-time Faculty	Lewis University	20 min
Title: Developing hands-on coursework for a Windows Forensics class Abstract: none yet
Brandon	Kooi	Full-time Faculty	Aurora University	20 min
Title: Online Education and the Working Professional: A University's Responsibility? Abstract: The character of universities is under rapid change. Traditional academic institutions are now becoming adept at using new tools of communication technology to reach a growing audience for scholarly consumption. Especially within criminal justice, changes in educational requirements and a focus on national security are forcing an expansion of returning nontraditional students. Changes in student demographics now include more working professionals who desire a median of utilizing technology to earn their degree in a manner that will allow them to maintain employment and family commitments. This paper discusses online education for criminal justice working professionals and questions what obligations today’s university has to nontraditional students. Exploratory data analysis used for this paper consists of contrasting surveys completed by students enrolled in an Internet Masters degree program (IMP). Strategies that can help alleviate problems in the application process for universities offering an Internet degree program are discussed in addition to the quality differences between students who enroll or just seek application material. Faculty interview data is explored with recommendations made through a constructivist approach to online learning, which signals a shift away from pedagogical control to an andragogy learner-centered web-based environment.
Cleamon	Moorer	Full-time Faculty	Trinity Christian College	20 min
Title: Service-Learning and Business Education: Holistically Preparing the Undergraduat Abstract: This study investigates the distinctions between undergraduate and graduate business students’ attitudes related to service learning. Students assessed their motivation, preparation, and skills to meet and fulfill service learning projects. Results of this study reflect graduate business students possess greater levels of commitment and skill sets to perform service learning projects. These data support an ideology that undergraduate business students may need more social development and academic preparation to gain the maximum benefit from service learning projects.
Salim	Diab	Full-time Faculty	University of St. Francis	40 min
Title: The Seven Pillars of Organic Chemistry Abstract: For many years, Organic Chemistry was taught as a body of chemical reactions with little or no conceptual connectivity. Professors and students alike struggle to make some sense out of literally tens of thousands of organic compounds within traditional classroom lectures. This presentation will focus on the conceptual framework called "the seven pillars of organic chemistry". I have used this approach for many years which led to a greater student comprehension and enjoyment of the subject matter. The approach is not intended to cover all the concepts needed for a second-year organic chemistry but rather to promote a teaching methodology that appeals to students and appears to be in harmony with many ideas concerning the teaching of organic chemistry. Hence, these seven pillars should serve as a vehicle for answering the most nagging questions in the synthesis and mechanisms of many organic reactions.
Bill	Bromer	Full-time Faculty	University of St. Francis	20 min
Title: Misconceptions Complicate the Teaching of Evolution and Natural Selection Abstract: Some basic misconceptions in the basic mechanism of natural selection and process of evolution that are held by many students make it difficult for students to learn and apply evolutionary theory. For three years, the attitude and understand of evolution for students in a non-majors biology class and in the second semester biology class for science majors were sampled with surveys at the beginning and end of the semester. Nearly 20% of the students in both classes began with the belief that the earth is less than 10,000 years old and nearly 25% of the students believed that natural selection was a random process of random chance and cannot explain complexity. Students that bring both of these misconceptions to the study of natural selection are going to have a difficult time understanding the effects of cumulative natural selection and incremental changes that take place over millions of years. The misconceptions that our students bring to class will be presented, the inherent difficulty in really learning the theory of evolution will be discussed, and possible mechanisms to dispel the misconceptions will be suggested.
Michael	Sawdey	Full-time Faculty	Aurora University	20 min
Title: Art, Science, and "Imitatio"--lessons in teaching and learning from an introductory photography course, or, finding light in a dark room Abstract: It should tell us something that the inventors of traditional, silver-based, photography were an artist-turned-scientist (Louis J. M. Daguerre) and a scientist-turned-artist (William Henry Fox Talbot); from the start, in 1839, photography was acknowledged as a scientific wonder and exploited as a method in the sciences, but fought an uphill battle to be recognized as a fine art. But, again it is significant that it was the scientist, Talbot, who devoted several years of his busy life to creating the first body of fine art in photography, learning as he went along both the aspects of the process needed to achieve his ends, and what those ends might be, based on existing art. Today in higher education, the "traditional, darkroom" photography course has a curious persistence, despite the almost universal use of digital imaging in our culture. In my presentation I will explore some of the unique elements of student learning that can come about from students' encounters with science and art in the practice of silver-based photography: seeing the results of simple chemical reactions (and controlling them), learning some basic elements of optics (and using them to control images). I will also explore the process of "imitatio" by which the course helps students make the bridge between studying the works of master photographers and making "interesting" or even "good" works of their own. This approach to teaching and learning about the creative process, and its technical underpinnings, has applications and implications that I will discuss for fields outside the fine arts. Some of these topics include integrating technical, scientific, and intuitive understandings; learning through a combination of cognitive, affective, and psychomotor modes; and gaining understanding, on a very personal level, of the relationship between "tradition and the individual talent."
Rich	Schultz	Full-time Faculty	Elmhurst College	20 min
Title: The Effective Use of Learning Styles Techniques to Facilitate Deeper Learning in Abstract: Online learning is an alternative delivery style to the traditional classroom setting in which facilitators are challenged to present unique and rich course content in a highly competitive environment. The bar is constantly being raised to enhance technology while providing deep learning opportunities. This research presents observations from an experienced online educator which provides helpful recommendations to faculty who are new to online instruction. Some issues with technology are examined as well as some new insights on catering to various learning styles in the online setting. Additionally, recent trends are presented in the online arena as well as recommendations for other educators to improve their pedagogical presence to distance learners.
Elizabeth	Davies	Full-time Faculty	University of St. Francis	20 min
Title: Tools for Overcoming Students’ Emotional Obstacles to Learning Abstract: This presentation examines two factors contributing to students’ difficulties in learning psychology, specifically, social anxiety and narcissism. It then describes a series of classroom exercises and assignments designed to assist students in overcoming these obstacles to learning. Strategies described include structured role-plays, peer-editing assignments, and strategies for providing difficult feedback, among others. Because previous research has shown that negative academic emotions, including anxiety and shame, predict poor academic performance and withdrawal from courses (Ruthig, Hladkyi, Hall, Pekrun & Perry 2002), these findings have the potential to make a difference in academic outcomes for students, as well as to change classroom dynamics in ways that make teaching more satisfying.
Ray	Klump	Full-time Faculty	Lewis University	20 min
Title: HelpfulTechnology for Enhancing Classroom Collaboration Abstract: This talk will present a variety of technology-based tools for enabling students and teachers to work together in developing an understanding of classroom material. The talk will discuss a platform for remote participation in classroom discussion, asynchronous aids for reinforcing classroom lessons, and tools for organizing large quantities of data for ready access both inside and outside the classroom.
Judy	Zito	Full-time Faculty	Lewis University	20 min	Dr. Valerie Hill
Title: CSI: Classroom Strategies for Instruction Abstract: Meyers and Jones (1993) and Marzano, Norford, Paynter, Pickering, and Gaddy (2001) suggest that certain techniques (such as cooperative learning, immediate feedback, role playing, and simulations) promote student ownership of material, increase critical thinking, & enrich conceptual understanding of course material. The presenters will share instructional techniques for improving classroom discussion and presentations of course material. In addition, participants will engage in small group and whole class conservations to identify and share effective strategies.
Susan	Sheffer	Full-time Faculty	Lewis University	60 min	Br. Armand Alcazar, Dr. David Anderson, Dr. Dennis Cremin, Dr. Ray Klump, Dr. Jennifer Roberts,
Title: Faculty-Student Interactions: Inside and Outside the Classroom Abstract: This session consists of an informal faculty panel discussion of issues related to dealing with students. Some of the topics will include handling inappropriate behavior in the classroom, responding to unreasonable requests, addressing academic dishonesty, maintaining appropriate professional boundaries with students and deciphering student excuses. Audience participation is encouraged in this faculty-to-faculty exchange session. Faculty Panelists: Dr. Ray Klump, Dr. Jennifer Roberts, Dr. Dennis Cremin, Dr. David Anderson, Br. Armand Alcazar
Sam	Enya	Full-time Faculty	Lewis University	20 min
Title: Rules of Engagement Abstract: none yet
Jerry	Kavouras	Full-time Faculty	Lewis University	20 min
Title: Incorporating Bioinformatics into the Traditional Microbiology Unknown Lab Abstract: Microbiology is generally taken by undergraduate biology majors. The laboratory component to the course usually has a capstone exercise in which students identify an “unknown.” The unknown is a bacterial culture which students identify using microbiological techniques and deductive reasoning. The exercise can be tedious at times for undergraduates and seems less relevant considering the modern techniques utilized in the identification of microbes. A bioinformatics component was added to the exercise in order to make it more interesting. Bioinformatics is a rapidly growing field that combines the disciplines of computer science and biology to analyze genetic information. The revised unknown lab has students navigate a bioinformatics database in order to predict bacterial phenotypes that they confirm using standard microbiological tests. In this version, students get hands-on experience using a bioinformatics database and apply the laboratory skills they have practiced during the semester. The inclusion of bioinformatics in this exercise broadens the undergraduate microbiology experience.
Kathy	Sexton-Radek	Full-time Faculty	Elmhurst College	20 min
Title: Blackboard discussion postings versus Short Essays Abstract: The results from two courses in the Psychology curriculum at the entry and mid-level were examined in terms of their ratings as quality responses to questions based on assigned readings. The format of blackboard postings and short essay to the same questions was compared in each class. The ratings were completed my myself and entailed a score of 0,1 or 2 in terms of operationalized definition of whether the answer was substantive for that particular assignment.
Lee Ann	Smith	Full-time Faculty	Benedictine University	20 min	Jeremy Nadolski
Title: Combining Efforts to Encourage Student Research in Collaborative Quantitative Fi Abstract: As technology and science advance, it is clear that colleges will need to require students to have a solid background in multiple fields to fully understand emerging scientific advances. We need to equip our undergraduate students not only with an introduction to these modern concepts, but how they will apply them in future careers. To address this need, we have begun collaborating with faculty outside our individual fields to help educate students in the classroom and aid in our research projects. Specifically, we have combined research labs to enable our undergraduate students to work together on projects requiring input from a biological and mathematical perspective. Students work side by side performing experiments and analyzing data, teaching each other pertinent background information, and leading discussions on advanced topics while sharing research results in journal clubs. Students benefit from this research since they encounter real world data sets requiring knowledge beyond the typical textbook examples. In addition to performing experiments, students participate in journal clubs to stimulate discussion of experiments and to improve data analysis skills. This type of collaborative learning can be applied to small classroom settings as well.
Eileen Quinn	Knight	Full-time Faculty	Saint Xavier University	20 min	Patrick M. Knight, ABD. University of Illinois at Chicago and Eileen Quinn Knight, Ph.D.
Title: Qualitative Techniques for Reflecting on Pedagogy Abstract: For educators that have been trained in ethnographic and qualitative research methods meeting the inevitable challenge of reflecting on one’s pedagogy may, at first take, seem to be a simple strategy of mobilizing the techniques we know best – i.e. it’s another ethnographic-like puzzle to tackle, business as usual, etc. Better yet, some may be tempted to assert that as reflexive (or hyper-reflexive) individuals constantly engaged in the iterative process of monitoring performances, eliciting open feedback, confronting one’s subjectivity, and so on there is little need to serious ponder the role of qualitative techniques when one’s pedagogy is at stake. We resist these two common sense views. In this article we argue that not only is the process of reflecting on pedagogy both like and not like the process of reflecting on the research endeavor, and one’s position there, but that one can enhance his or her techniques through active practice. Overall, we aim to share our experiences, pose some questions, and offer some potential points of guidance rather than prescribe a set of rules, regulations, and boundaries.
Serafima	Gettys	Full-time Faculty	Lewis University	20 min
Title: Teaching Diversity in a Foreign Language Classroom Abstract: Language courses create unique opportunities to develop sensitivity towards cultural differences and to understand the ways in which culture and language interlock. Raising awareness of the typological features of the language studied can make a substantial contribution to the development of trans-cultural sensitivity. This presentation will share with its audience some practical ways of doing it.
Toby	Arquette	Part-time Faculty	Aurora University	20 min
Title: Assessing Critical Thinking in the Communication Major Abstract: This presentation will discuss strategies and results of efforts to design a rubric for assessing the learning outcomes of critical thinking the the Communication Major. The rubric and preliminary results will presented to the audience.
Teri	Bengtson	Full-time Faculty	Elmhurst College	20 min
Title: Building and Evaluating a Simulation-Based Course Abstract: Simulations in political science courses are used as a tool for student engagement and classroom interaction, and to get students interested in politics by engaging them in the political process. Much of the literature addresses how to conduct various simulations for particular classes, what the students learned from this hands-on experience, and how the simulation compares to a more traditionally taught course. Student assessment is typically based on a reflective paper or may include questions on an exam. This paper diverges from “student reaction” assessments and attempts to fill a gap in the literature, by evaluating the assessment process and building an assessment model in order to assign a fair grade a simulation-based course.
Jackie	White	Full-time Faculty	Lewis University	20 min
Title: Empowering Student Writers to Contribute to Social Change Abstract: To encourage students in College Writing II to see their required multi-source paper as more than something they had to do, I characterize each assignment as means by which they can join a larger conversation on real issues. A key transitional activity I designed -- the conference panel presentation -- allows them to adopt the voice of an established writer and then, in collaboration with their peers, paraphrase and synthesize related arguments. My presentation will describe this activity in detail, its outcomes and its challenges. I will discuss also how students feel empowered by this activity, strengthen their own voices, and thereby improve in their critical thinking, speaking, and writing skills.
Linda	Vick	Full-time Faculty	North Park University	20 min	Carol Matrtin Matt Schau
Title: scientific writing in intro biology course sequence Abstract: none yet
Mary	Webster Moore	Full-time Faculty	Trinity Christian College	40 min
Title: Pre-Service to Inservice: A Holistic Model for Teacher Development Abstract: A primary goal for my approach to mathematics education is to develop reflective practitioners who embrace the notion of teaching and learning as being both cyclic and holistic. The organizing framework for structuring the classroom learning experiences for the elementary methods course includes the principles and standards articulated by the National Council of Teachers of Mathematics (NCTM). The presentation will offer snapshots of these learning experiences and provide opportunities for participation in and discussion of sample activities by the audience. Topics will include technology-interactive lessons; problem solving from multiple perspectives, including hands-on manipulatives and related activities which are accessible for all learners; a non-standard approach to the course curriculum; experiences with K-8 students, including math centers/math nights, clinical interviews, and math triathlons with embedded half-time activities; and comprehensive assessment strategies.
Royce	Earnest	Full-time Faculty	Judson College	20 min	Jhennifer Amundson
Title: Strategies for travel as a class for credit Abstract: none yet
Randolph	Chilton	Full-time Faculty	University of St. Francis	20 min
Title: The Poetry of Case Law: Charles Reznikoff in the Classroom Abstract: Although Charles Reznikoff practiced law only a short time, his interest in the language of legal testimony lasted his entire adult life. By 1928, it was his specific professional interest as a reader and editor at Corpus Juris. His first work based on legal testimony, My Country ‘Tis of Thee, a prose collection, appeared in the early 30s. Two volumes of poetry culminating his multi-volume work Testimony appeared after his death in 1975. His wife, the scholar Marie Syrkin, said that a little of Testimony went a long way, but in recent years, readers have increasingly found Reznikoff’s project of getting into verse “what actually happened,” as Allen Ginsberg said, provocative in a literary climate dominated by non-fiction and memoir. Yet Reznikoff almost always changed names and often changed the facts of cases he used, adding and omitting details, and of course he changed prose into poetic form. In the undergraduate classroom, a study of Reznikoff’s editorial changes to the raw material has immediate value for students learning to analyze both poetry and other various registers of rhetorical discourse. In this paper, I will provide a few examples of Reznikoff’s editorial method, and discuss my experiences with teaching Reznikoff in a course on Personal Histories (memoir and non-fiction), especially some surprising ethical concerns students raised to Reznikoff’s use of legal testimony.
Johnny	Lloyd	Full-time Faculty	Aurora University	20 min
Title: Teaching an Intensive General Education Science Course in Three Weeks Abstract: none yet
Lila	Kurth	Full-time Faculty	Concordia University	20 min
Title: Relating Politics 2008 to Nineteenth Century American Literature Abstract: Many of the students in my upper-level English classes are not very aware of the political world they live in. They also sometimes fail to see the relevance of the "old" literature they read in my American literature courses to their contemporary world. Thus I am designing a paper topic for my American Renaissance literature class that will relate contemporary politics with the literature of that period. For example what would Thoreau think of global warming, how would Margaret Fuller evaluate the Hilary Clinton campaign, or how does the rhetoric of Frederick Douglass still reverberate in the rhetoric of black preachers like Jeremiah Wright. By the time of the ACCA symposium, I will have the results of how this pedagogy engaged or did not engage my students.
Jhennifer	Amundson	Full-time Faculty	Judson College	20 min	Royce Earnest
Title: Strategies for travel as a class for credit Abstract: While there are obvious benefits from foreign study for students of architecture, there still remains the question of how to make the experience as productive as possible, and at the same time establish a sound pedagogical foundation for the experience that justifies a trip as a credit course. At Judson University, we require a foreign study course as a part of the undergraduate program (it is a part of a Bachelor of Arts in Architecture). The course typically occurs during the summer after the students’ third year. This presentation will summarize the delivery of the course, and address the pre-trip and post-trip assignments that are included as a part of the course.
hinza	awan	Full-time Faculty	Aurora University	20 min
Title: i want to be accountant Abstract: RESPECTED SIR, "ACCA HINZA AWAN" IS MY AIM AND I KNOW THAT I WILL DO THIS ONLY BY HARD WORKING.
Lynn	Tovar	Full-time Faculty	Lewis University	20 min
Title: Lessons Learned: Implementation of an On-Line Degree Program Abstract: Lessons Learned: Implementation of a Degree Program On-Line Dr. Lynn A. Tovar Lewis University Justice, Law and Public Safety Studies Abstract: Now that educators are observing the tangible proof there is a student population interested in not only taking the occasional online course in their major, rather interest is growing in regards to offering complete degree programs. Institutions are rushing to get in on the online learning delivery system, many for the wrong reasons. The use of online learning is creating changes in the delivery of education in general. Changes in online learning are occurring rapidly, predominantly, in ways courses are developed and delivered. This paper and presenter will address the implementation of one such degree program at Lewis University. It will examine the lessons learned as the Department of Justice, Law and Public Safety tackled the challenges of implementing a complete online graduate degree program for Public Safety Administration.
Curtis	Sartor	Administrator	Judson College	20 min
Title: A Critique of a Sustainable Multicultural Art & Architectural Education from an Abstract: The adaptability and sustainability of art and architectural education from a multicultural curriculum is the premise of this paper. Specifically we will narrow our critique to the African American culture in hopes of bring awareness to the sustainability of a marginalized population. Our proposal highlights how properly designed art and architectural education programs can meet specfic needs of an Afrocentric curriculum. Generally, some form of a multicultural art or architectural course becomes the usual methodology of introducing US students to non-European art or architectural studies. Unfortunately, this method does not meet specfic Afrocentric education requirements. After reviewing the background of Afrocentric education at the Histroically Black Colleges and Universities of Tuskegee University, Hampton University, Howard University, Florida A & M University & Prarie View A & M University, selected examples of multicultural art & architectural programs are discussed. Finally, foundational Afrocentric principles are presented that could be the basis for designing appropriate art & architectural education programs for African American students. These principles can also form the basis for introducing the cultural art and archtecture of other under-represented populations. Hence producing a sustainable and replicable educational curriculum for future generations.
Patti	Powell	Full-time Faculty	Trinity Christian College	20 min
Title: Honored to be a part of service-learning Abstract: What do an adolescent self-esteem workshop for African-American girls, a food and clothing pantry, a Young Authors event in Montego Bay, Jamaica, an HIV/AIDS awareness brochure for a Chicago health care facility, an after school program for low income students, and an international student awareness survey have in common? Each was an idea, birthed in a passion that sprouted into a semester long service-learning project for six Honors students at Trinity Christian College in Palos Heights, Illinois.
Noreen	Mysyk	Part-time Faculty	North Central College	20 min
Title: Metajournalling: Reflection on Reflection Abstract: Encouraging students to reflect and apply their learning through the process of maintaining journals is a commonly used pedagogical tool. The study of interpersonal communication is well suited to this approach in that the theory and concepts being discussed have current and significant relevance to students’ experience. During the course, students are asked to specifically direct their reflection each week to the topics of that week’s discussion. However, the concepts of interpersonal communication do not start and stop with one chapter. The recurring themes of important concepts are the “connective tissue” that binds together the study of interpersonal communication. Revisiting the weekly journals at the end of the term, i.e. metajournalling, provides an excellent opportunity to identify those connections. Students are asked to review all journals and to identify five important concepts that were relevant for several different discussions during this term. For each recurring theme, they are then asked to find the themes and to describe how their understanding of a theme helped them to understand other course concepts. The last task students complete in this metajournal is to reflect on their learning experiences during the term. This summary section asks them to discuss their own management of the learning experience offered by this course, reminding them that they were always in charge of their own learning. Students have responded to the challenges posed by this metajournal positively, clearly integrating theory with practice in their understanding of the key concepts of interpersonal communication.
Michael	Cunningham	Full-time Faculty	Lewis University	20 min
Title: Talking with 'The Dumbest Generation' Abstract: Is it profitable to discuss with students the opinions that some professors have about their generational cohort? This presentation is about my modest efforts to discuss with students in an Introduction to the College Experience Class Emory University Professor Mark Bauerlein’s claims in The Dumbest Generation: How the Digital Age Stupifies Young Americans and Jeopardizes Our Future. I will report on a survey that I administered, a survey that attempted to get at student patterns of technology use and the students’ sense of the difference between them and previous generations. I will conclude with some recommendations on how conversation about generational differences can be integrated into the curriculum.
Erin	Zimmer	Full-time Faculty	Lewis University	20 min	Alfred Martin- Benedictine Univerity
Title: Exposing Students to Personal, Ethical and Social Issues in Genetics Abstract: One of the primary goals of an introductory Genetics course is to impress on the students that genetics has or will have an effect on each of their lives. Equally important, is to allow the students to reflect on some of the moral and ethical issues that can arise with different genetic issues. This talk will focus on a Genetic Counseling project given to students at both Lewis University and Benedictine University that addresses some of these very issues. This novel semester-long project allows students to research a particular genetic disorder as well as the field of genetic counseling. This joint talk will discuss the learning outcomes and benefits of the project as well as different approaches taken to ensure appropriate progress of the students.
David	Fisher	Full-time Faculty	North Central College	20 min
Title: How Close A Reader Abstract: The “History of Ideas” program is an Honors program focused on interdisciplinary close readings of “core” or “primary” texts in their original historical, socio-political and cultural contexts. Students in the first course (on classical Greece and ancient Israel) typically read selections from Homer, Hesiod, Aeschylus, Sophocles, Euripides, Thucydides, Plato, Aristotle, and some books of the TANAK. Within the general goal of understanding ideas in their original context, a specific teaching objective is to expand perception of “echo effects” - the power of any text (read within a cultural tradition, or against traditions/across cultures) that derives from “echoes” of predecessor texts. The reason for this objective is to foster habits of attention and reverence. By “attention” I do not mean demands to “wake up” or “be alert,” shouted at unfocused students by anxious parents or frustrated high school teachers. By “reverence” I do not mean conventional religious piety. “Attention” is the habitual gained, reflective ability to attend from figure to background, whether in close reading of texts, in visual perception, or in relationships with others. “Reverence” is the capacity to see connection with something larger than oneself; something beyond immediate needs, desires, fears, or dreams, and feel the importance of responding to it in appropriate ways. The presentation offers an account of the methods I use to achieve these goals, and concludes with a question about teaching close reading classic texts in a highly mediated contemporary culture.
Joe	Gaziano	Full-time Faculty	Lewis University	20 min	Laurette Liesen
Title: Student attitudes about online and in-class learning Abstract: The study is a comparison of student attitudes toward traditional in-class courses and online classes. The data for conducting comparisons is obtained from a survey that included questions dealing with demographic information, computer usage, learning styles, and perceptions about online and on-campus classes. Participants are students enrolled in political science classes taught at Lewis.
Tom	Nachtrab	Part-time Faculty	Elmhurst College	40 min	Nathan Dunlap (senior-rank student collaborator)
Title: What Do Our Students Know about Knowing? Abstract: 1. We are building, through ongoing research, a qualitative description of worldview assumptions about “knowing” that prevail among Elmhurst College first-year undergraduate students. 2. We have applied techniques of ‘detailed textual analysis’ to samples of students’ written discourse to discover characteristics of conceptual frameworks that underpin students’ ideation of knowledge, learning, education, truth, certainty, and closely related ‘epistemic’ conceptions. 3. We will present our first set of findings, which include descriptions of students' assumptions about ‘epistemic’ processes and descriptions of students’ conceptual worldviews within which those processes operate. 4. Our findings suggest that our students conceptualize ‘knowing’ as passive processes more regularly than as active processes involving personal agency. 5. We will also present tentative implications of our findings in the form of proposed teaching tactics for enhancing active ‘knowing’ among students who conceive themselves as passive receptors of knowledge.
David	Koeller	Full-time Faculty	North Park University	20 min	Linda McDonald, Department of Physics
Title: Team teaching Quantum Mechanics: A Marriage of History and Physics Abstract: We will describe an interdisciplinary seminar we taught in the spring of 2008. Viewed as both as advanced seminar in history and in physics, we used Thomas Kuhn’s theory of change in the sciences to address the relationship of early 20th German culture and the development of quantum mechanics. While there were difficulties, we believe that this course can serve as a model for others to bring together students of the humanities and the sciences
Jennifer	Roberts	Full-time Faculty	Lewis University	60 min
Title: Faculty-Student Interactions: Inside and Outside the Classroom Abstract: none yet
David	Anderson	Full-time Faculty	Lewis University	60 min	Yes, listed with Dr. Scheffer
Title: Part of panel with Dr. Sue Scheffer Abstract: Dr.Sheffer provided the abstract
Micheal	Weuste	Full-time Faculty	University of St. Francis	40 min	Dr. Don Phelps
Title: Service Learning: A Win Win for Everyone and a Great Match for Social Work Educa Abstract: Service learning is a wonderful learning experience which can empower social work students or any student in experiencing and integrating a University mission as well as the learning objectives of a social work program. Service learning also can assist in providing evidence that students are accomplishing competence based outcomes as a part of the process of program self evaluation. In a social work curriculum students are to demonstrate such competence at the levels of micro, mezzo, and macro levels of practice. This workshop will present service learning projects involving homeless children and legislative advocacy as a means of integrating and internalizing school mission and learning objectives at all levels of practice.
Don	Phelps	Full-time Faculty	Aurora University	40 min	Dr. Mike Weuste
Title: Service Learning: A Win Win for Everyone and a Great Match for Social Work Educa Abstract: Service learning is a wonderful learning experience which can empower social work students or any student in experiencing and integrating a University mission as well as the learning objectives of a social work program. Service learning also can assist in providing evidence that students are accomplishing competence based outcomes as a part of the process of program self evaluation. In a social work curriculum students are to demonstrate such competence at the levels of micro, mezzo, and macro levels of practice. This workshop will present service learning projects involving homeless children and legislative advocacy as a means of integrating and internalizing school mission and learning objectives at all levels of practice.
Stephanie	Walsh	Full-time Faculty	Aurora University	20 min
Title: none yet Abstract: none yet
Kevin	Walsh	Full-time Faculty	Aurora University	20 min
Title: none yet Abstract: none yet
Christopher	Wielgos	Full-time Faculty	Lewis University	20 min
Title: Subverting the Discourse of Power in the Classroom: Using PowerPoint as a Tool for Better Thinking and Writing Abstract: In our ongoing efforts to incorporate increasingly sophisticated computer technology tools into our classrooms, instructors at all levels of higher education seek to develop and adopt theoretically sound computer-assisted pedagogical practices that will both produce measured student outcomes. This paper will demonstrate, through projected examples of actual assignments and student work, a theoretically sound and practically successful computer-assisted model that uses Microsoft PowerPoint as a tool for revision and reflection in the process of writing, in any discipline. After first considering the theoretical underpinnings of effective pedagogies, this paper and accompanying presentation will demonstrate how students have successfully used software to prepare a series of presentations to classmates that allow them to assess their own thinking and writing, opening a class-wide forum for the discussion of revision for their particular projects. This series of assignments strives to undermine an a priori discourse of power that hinders students in developing improved critical thinking skills. Having successfully employed this pedagogical method in the college-level writing classroom, I offer to share my success with my colleagues as an innovative method to improve student performance outcomes in the increasingly ubiquitous computing environment.
Stephen	Renk	Full-time Faculty	North Central College	20 min
Title: Teaching the Video Game Generation Abstract: (coming soon)
Timothy	Moran	Full-time Faculty	Aurora University	20 min
Title: Structuring Short-Term Study Abroad Programs for Business Students Abstract: This presentation offers a professional perspective emphasizing the importance of teaching cultural effectiveness to business students and challenging business educators to embrace short term study abroad programs as an effective alternative to traditional study abroad programs. In addition this presentation provides practical guidelines for business educators who wish to establish a short term study abroad program that is rich in content and utilizes sound principles of learning theory.
Gary	Wenzel	Administrator	Concordia University	60 min	Dr. Rami Khasawneh, Dean of the College of Business, Lewis; Dr. Frank Pascoe, Provost, St. Francis; Dr. Charles Peterson, Dean of the College, North Park; Dr. Gary Wenzel, Dean of Arts and Sciences, Concordia
Title: Assessing Quality Teaching: A Panel Discussion Abstract: The administrative panel will discuss the assessment of quality teaching. Topics will include the use and nature of standardized evaluations, the role of peer evaluation, and the criteria/standards for quality instruction.
Patrick	Dunn	Full-time Faculty	Aurora University	20 min
Title: My Professor is Crazy and My Students are Snowflakes: Metaphors and the Frustrations of the Classroom Abstract: Metaphors are more than figures of speech; they shape the way we conceive problems, seek solutions, and understand ourselves. Metaphors infuse all levels of our language, from the idea that "up is more" to the notion that ideas are fluids that can seep, dissolve (or solve), and even infuse other ideas. A corpus analysis of anonymous and semi-anonymous online personal diaries (blogs) and websites such as Rate My Professor and Rate Your Students discloses unguarded frustrations. The metaphors students and professors use in such sites reveal the source of many classroom tensions. Ultimately, an analysis of the metaphors of frustration encourages professors and students alike to dialog more clearly about their needs while becoming more mindful of the way that metaphors can distract us from or focus us on the goals of education.
Pamela	Schwer	Full-time Faculty	Saint Xavier University	40 min	John E. Eber, Ed.D. (Saint Xavier Accounting Faculty Member)
Title: Use of a Wedding Planning Model in Teaching Abstract: Use of a Wedding Planning Model in Teaching Basic Cost Terminology and Concepts An Engaging Non-Manufacturing Cost Volume Profit Exercise Pamela M. Schwer, CMA (First Author) B.S. Accounting, University of Illinois MBA and MAcc, DePaul University Associate Professor, Graham School of Management, Saint Xavier University Professor Schwer has been a faculty member at the Graham School of Management at Saint Xavier University in Chicago since 1982. Her primary teaching areas are managerial and cost accounting. She is engaged in private business consulting in leadership development and assessment. She has introduced management accounting techniques to formerly Soviet controlled businesses. Prior to teaching she employed by Johnson and Johnson Products. Previously presented at IMA Roundtable discussion and MBAA conferences. John E. Eber, Ed.D. B.S.C Marketing, DePaul University MBA Accounting, DePaul University Ed.D. Business Education, Northern Illinois University Dean and Professor, Graham School of Management, Saint Xavier University Dr. Eber has been involved in planning and managing undergraduate and graduate business programs for thirty years. He was named Dean of the Graham School of Management at Saint Xavier in 1997.Dr. Eber’s professional activities have been in both higher education and in industry. On the academic side he has been a consultant to a large number of colleges and universities on business program development and evaluation, strategic planning, business accreditation and student learning outcome assessment. Dr. Eber’s industry experience includes work with the President’s Forum, corporate consulting, and membership on corporate boards of directors. Dr. Eber’s primary teaching area is managerial accounting. Abstract Use of a Wedding Planning Model in Teaching Basic Cost Terminology and Concepts An Engaging Non-Manufacturing Cost Volume Profit Exercise This paper describes an exercise that has been highly effective in teaching basic cost concepts and cost/volume /profit relationships. The exercise has been highly effective in both a classroom and a corporate training environment. The example deals with planning and cost analysis for a wedding. While the focus is on cost/volume/profit relationships, social and cultural norms play a part in identifying and analyzing variables. The fact that all age groups have experience with weddings helps engage participants and further conceptual understanding of the CVP issues. Participants identify costs, cost drivers, and volume based cost behavior patterns. Fixed and variable revenues and the concept of relevant range are demonstrated in a very concrete manner. The example can be expanded to include issues related to product mix and sensitivity analysis. Quantitative goals can be break even, loss limits, or target profits. The key to making this an excellent learning experience is that all of the information and assumptions come form the group and everyone gets involved. Qualitative goals are easily addressed as the discussion unfolds. Too often students and corporate learners lose the point in CVP analysis because they are dealing with artificial information about “widgets”. Simplicity and reality are the keys to learning.
John	Eber	Full-time Faculty	Saint Xavier University	40 min
Title: (See Schwer submission) Abstract: (See Schwer submission)
Seung	Kim	Full-time Faculty	Lewis University	20 min
Title: Effects of Project-based Learning through Own Goal Setting in Technology Courses for Teacher Candidates Abstract: It is a critical challenge to provide an effective, efficient learning environment to meet the diverse needs of students. ‘One-size-fits-all’ instruction would not be beneficial at all in any kind of class. The purpose of the study is to find out a teaching approach to provide effective learning experiences for students of various skills and backgrounds with technology. The study will examine the effectiveness of project-based learning through own goal setting in technology courses for pre- or in-service teachers. The researcher will explain the findings of students’ comfort level in learning, learning attitude, engagement in their learning, and learning achievements through goal setting.
Jamil	Mustafa	Full-time Faculty	Lewis University	60 min	To be determined
Title: Making Connections: Teaching Paired Courses in the Lewis University Scholars Academy Abstract: Faculty members who have taught paired courses for the Lewis University Scholars Academy discuss their pedagogical experiences and strategies.
Ching-eng H.	Wang	Full-time Faculty	North Park University	20 min	Carol Martin, Director of the Writing Center
Title: A Writing Program for Graduate Nursing Students Abstract: There is a significant amount of writing in the master nursing program. In addition, once they have completed the program and accept a position as a leader, they will be engaged in writing as well. Therefore, writing well is very important not only for the success in the academic program but for the success of the career. To improve the students’ writing skills in the master program, a writing policy was established at the School of Nursing in collaboration with the Writing Center at the university. The writing sample is obtained in the first course, Scholarly Communication and Information Technology. The sample is then evaluated by the course professor and the university’s writing expert. The student who has a writing problem based on the evaluation is required or recommended to take WRIT 5000, a graduate level writing course that meets four evenings followed by individual work with a writing tutor. This presentation will discuss the policy, the writing program, its evaluation, and nursing students’ responses to the program.
Linda	Sasser	Full-time Faculty	Judson College	20 min
Title: “Getting to Know You” Through Team Building and Journal Conversations Abstract: Many college courses are comprised of students who may not know their classmates. In addition, when a class meets only twice a week and has 15 or more students, it is often difficult for the professor to get to know each student as an individual. In an effort to promote more student interaction and participation during class, and to get to know students on a more individual basis, team building activities and journal conversations were conducted. This presentation will summarize the methods and outcomes of these efforts.
Christie	Ahrens	Full-time Faculty	Saint Xavier University	60 min	Diana Ryan, Ph.D., Peter Hilton, Ph.D., and E. Suzanne Lee, Ph.D.
Title: Facilitating Collaborative Environments: Abstract: This interactive presentation will employ four pedagogical tools that educators can use to guide students in developing collaborative skills. Using the KWALA Concept (adaptation of K-W-L) as a process tool for teaching, planning, and learning, the presenters will engage participants in three additional pedagogical tools. First, presenters will guide participants in dialoging what they Know and what they Want to know about teaching and learning in collaborative groups. Then participants will engage in Actions (Jigsaw, GRECSO, and Narrative Professional Mirroring), reflect on what they have Learned, and plan the immediate Application of these tools in their practice.