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Program ScheduleRegistration & Breakfast: 8:00 – 9:00 AM
Keynote Speaker: 9:00 – 10:15 AM Breakout Session #1: 10:45 – 11:30 AM Breakout Session #2: 11:45 AM - 12:30 PM Lunch: 12:30 – 1:45 PM (optional Birds of a Feather Session) Breakout Session #3: 1:45 – 2:30 PM Breakout Session #4: 2:45 – 3:30 PM Snacks will be provided between breakout sessions. Download the Campus Map |
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Keynote Speaker - 9:00 AM to 10:15 AM
Susquehanna Room (Rear of Myer Hall - Map #29)
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Small Teaching: From Minor Changes to Major Learning
James M. Lang, Ph.D. James M. Lang is a Professor of English and the Director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, and Time. He has conducted workshops on teaching for faculty at more than fifty colleges or universities in the US and abroad. Session Description: Research from the learning sciences and from a variety of educational settings suggests that a small number of key principles can improve learning in almost any type of college or university course, from traditional lectures to flipped classrooms. This presentation will introduce some of those principles, offer practical suggestions for how they might foster positive change in higher education teaching and learning, and guide faculty participants to consider how these principles might manifest themselves in their current and upcoming courses. |
Breakout Session #1 - 10:45 to 11:30 AM
All breakout session are in Nicarry Hall (Map #8), unless otherwise indicated.
Small Teaching Conversations: Q&A Session with James Lang - Susquehanna Room (Rear of Myer Hall - Map #29)
James M. Lang, Ph.D. - Keynote Speaker
This is a Q&A session with James Lang, our keynote speaker, immediately following the keynote address. Stick around after his presentation for a smaller group conversation with James and fellow Lancaster Learns attendees.
Help! My English Learner Students Can't Write! - Room 101
Janet E. Purcell - Eastern Mennonite University at Lancaster
Many instructors have encountered the eager English Learner student who cannot write well. This presentation will demonstrate a process which encourages ELs to identify their own repeated errors and then remedy them. Hopefully this strategy will help both EL students and their instructors to surmount this hurdle to academic success.
Engaging Community Partners in Student Learning - Room 104
Kari Cellini, PhD, MS, RN & Dee Minchhoff, DNP, CRNP - Pennsylvania College of Health Sciences
This presentation will explore the difference between service learning and other types of community-based activities, components of service learning, and benefit of service learning to the student, the college/faculty, and the community.
Student Project Team Formation and Assessment - Room 106
Sara Atwood, Kurt DeGoede, Tomas Estrada, Brenda Read-Daily - Elizabethtown College
We will share our experience using CATME Smarter Teamwork and Gallup’s Strengths Finder to make and assess student teamwork in engineering design courses. Participants will self-identify top Strengths, fill out an online survey for CATME team formation amongst the workshop group, and then assess their teamwork on a small task.
Turning the Camera and Studying Students: Using Action Research to Change Undergraduate Awareness - Room 127
Dr. Kevin Shorner-Johnson - Elizabethtown College
Using frameworks from mathematics teacher education, I sought to improve undergraduate students’ (N = 7) abilities to notice and assess kindergartner musical competence. I did this by focusing video cameras on kindergarten students and structuring my course around an action research project that prompted undergraduates to continually assess student learning.
Plickers™: Simple, Effective Classroom Polling - Room 129
Elizabeth Sterner & Megan Potteiger - Lebanon Valley College
Want to spark discussion, address misconceptions, or quickly assess student understanding, but don’t want to rely on student-owned devices? Plickers, a free, low-tech tool, only requires an instructor mobile device and allows instructors to conduct real-time formative assessments. This workshop will explore effective ways to use Plickers in the classroom.
Research Plus Data Collection & Analysis in a Humanities Course? A Pilot Project in Humanities 101 - Room 131
Kimberly Grotewold, Cindy Rose, Dennis Wimer - Harrisburg Area Community College
Presenters will describe their process of building a discipline-based research project involving data collection for a Humanities course. This idea grew from a Lancaster Learns 2016 session. They will share challenges and successes including ethical treatment of subjects, reliable data storage, presenting usable results to students, developing assignment questions, etc.
Small Teaching Conversations: Q&A Session with James Lang - Susquehanna Room (Rear of Myer Hall - Map #29)
James M. Lang, Ph.D. - Keynote Speaker
This is a Q&A session with James Lang, our keynote speaker, immediately following the keynote address. Stick around after his presentation for a smaller group conversation with James and fellow Lancaster Learns attendees.
Help! My English Learner Students Can't Write! - Room 101
Janet E. Purcell - Eastern Mennonite University at Lancaster
Many instructors have encountered the eager English Learner student who cannot write well. This presentation will demonstrate a process which encourages ELs to identify their own repeated errors and then remedy them. Hopefully this strategy will help both EL students and their instructors to surmount this hurdle to academic success.
Engaging Community Partners in Student Learning - Room 104
Kari Cellini, PhD, MS, RN & Dee Minchhoff, DNP, CRNP - Pennsylvania College of Health Sciences
This presentation will explore the difference between service learning and other types of community-based activities, components of service learning, and benefit of service learning to the student, the college/faculty, and the community.
Student Project Team Formation and Assessment - Room 106
Sara Atwood, Kurt DeGoede, Tomas Estrada, Brenda Read-Daily - Elizabethtown College
We will share our experience using CATME Smarter Teamwork and Gallup’s Strengths Finder to make and assess student teamwork in engineering design courses. Participants will self-identify top Strengths, fill out an online survey for CATME team formation amongst the workshop group, and then assess their teamwork on a small task.
Turning the Camera and Studying Students: Using Action Research to Change Undergraduate Awareness - Room 127
Dr. Kevin Shorner-Johnson - Elizabethtown College
Using frameworks from mathematics teacher education, I sought to improve undergraduate students’ (N = 7) abilities to notice and assess kindergartner musical competence. I did this by focusing video cameras on kindergarten students and structuring my course around an action research project that prompted undergraduates to continually assess student learning.
Plickers™: Simple, Effective Classroom Polling - Room 129
Elizabeth Sterner & Megan Potteiger - Lebanon Valley College
Want to spark discussion, address misconceptions, or quickly assess student understanding, but don’t want to rely on student-owned devices? Plickers, a free, low-tech tool, only requires an instructor mobile device and allows instructors to conduct real-time formative assessments. This workshop will explore effective ways to use Plickers in the classroom.
Research Plus Data Collection & Analysis in a Humanities Course? A Pilot Project in Humanities 101 - Room 131
Kimberly Grotewold, Cindy Rose, Dennis Wimer - Harrisburg Area Community College
Presenters will describe their process of building a discipline-based research project involving data collection for a Humanities course. This idea grew from a Lancaster Learns 2016 session. They will share challenges and successes including ethical treatment of subjects, reliable data storage, presenting usable results to students, developing assignment questions, etc.
Breakout Session #2 - 11:45 AM to 12:30 PM
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All breakout session are in Nicarry Hall (Map #8).
Integrating Social Media into Language Learning - Room 101 Kaley Keener - Franklin and Marshall College This session explores and illustrates how language instructors can utilize social media to enhance their language pedagogy objectives and to engage students both inside and outside the classroom. Although focusing on foreign language education, this presentation may benefit educators of different subjects wishing to implement social media into their classes. Making Your Thinking Visible - Room 104 Amy Mulnix - Franklin and Marshall College Can you explain precisely what critical thinking or knowledge integration are? Or what makes an argument good? This session explores how to making cognitive processes more transparent so that students are more successful. Participants will have a chance to apply their new understanding to their contexts. Close Reading in the Collegiate Classroom - Room 106 Jennifer Shettel & Oliver Dreon - Millersville University Many students enter post-secondary education ill-equipped to handle the reading demands expected in their college-level classes. This session will engage participants in learning activities designed to demonstrate how to scaffold instruction and assignments that help students learn to read at a deeper level and demonstrate more than a surface understanding of course texts. Are You Flexible Enough For A Flexible Classroom? Strategies and Successes for Adapting Your Instruction - Room 127 Ms. Amy Chase Martin - Howard Community College & Dr. Linda S. Macaulay - Elizabethtown College Newly outfitted, active-learning classrooms are just novelties if faculty do not make deliberate changes in instructional approaches (Lasry, Charles, et al, 2013). Come learn instructional practices for use immediately in both flexible and traditional spaces to engage students with the content, the instructor and each other. Coaxing Lifelong Learners from Within: Getting to the Heart of the Matter - Room 129 Tara Moore - Elizabethtown College & Suzanne Shaffer - Penn State York Instead of simply jumping through knowledge-based hoops, wouldn’t it be wonderful if students developed a passion for learning that drove their scholarship? Our study used a survey instrument to test seven dimensions of learning; students were coached to grow in their self-awareness as learner while completing a first-year composition course. Assessing Students' Habits - Room 131 Leslie Gates, Ph.D. - Millersville University This session describes what one professor learned as she attempted to align her pedagogy with her philosophy about assessment. The results included an overhaul of course assignments, and a grading model based solely on students’ work habits and dispositions. |
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Lunch & Optional Birds of a Feather: Peer-Selected Sessions - 12:30 PM to 1:45 PM
More details about the Birds of a Feather sessions will be available soon!
Breakout Session #3 - 1:45 PM to 2:30 PM
All breakout session are in Nicarry Hall (Map #8).
Instructional Designers: Your Most Underutilized Resource - Room 101
Amanda Bughman & Angie Shertzer - Pennsylvania College of Health Sciences
With limited time for reflection and revision, how can busy faculty integrate learner-centered approaches, active learning, instructional technologies, and other pedagogical strategies throughout their curriculum? You don’t have to do it alone! Your instructional design team may be your best course design resource.
Using Live Streaming to Educate and Engage Students - Room 104
Lisa Dise - Pennsylvania College of Health Sciences & La Dawna Minnis - Pedago.me
We spend on average two hours a day browsing our social media sites. One of the growing trends on the sites is the incorporation of live streaming. This session will focus on how educators can leverage live streaming for the benefit of student learning inside and outside the classroom.
Movement Means Engagement - Room 106
Karen L. Green, M.Ed - HACC Lancaster Campus/Millersville University
This workshop will demonstrate successful learning tasks, incorporating movement, that result in increased student engagement and learning. These activities can easily be employed and adapted for any subject area or discipline. During the session, participants will be engaged in the strategies being presented.
Creating Outcomes for Student Success - Room 127
Peggy Rosario and Cynthia Rothrock - Elizabethtown College
Clear learning outcomes lay the foundation for student success. This session will provide guidance and tools for creating effective learning outcomes, practice in writing and revising outcomes at a variety of levels, and the opportunity to explore linking course outcomes to program and institutional outcomes, as well as assessment strategies.
Research Instruction Strategies to Fit Your Schedule - Room 129
Dr. Stephanie Pennucci - Millersville University
Learn how to incorporate research instruction into courses of all levels and disciplines with strategies that can be implement based on the amount of time available and needs of students. Techniques covered will range from collaborating with campus services to scaffolding assignments to implementing a full research instruction model.
Empowering Decision-Making through Scientific and Ethical Literacy at Standing Rock:
An Interactive Socioscientific Primer for Educators and Students - Room 131
Dr. Peter R. Licona & Dr. Alexandria K. Poole - Elizabethtown College
The construction and use of scientific knowledge in decision making, as value-free, often disguises complex sociopolitical dynamics of society. This workshop will provide tools for learners to engage with competing arguments in order to make explicit the diverse values and standpoints present within socio-scientific analysis to empower well-informed citizen participation.
Instructional Designers: Your Most Underutilized Resource - Room 101
Amanda Bughman & Angie Shertzer - Pennsylvania College of Health Sciences
With limited time for reflection and revision, how can busy faculty integrate learner-centered approaches, active learning, instructional technologies, and other pedagogical strategies throughout their curriculum? You don’t have to do it alone! Your instructional design team may be your best course design resource.
Using Live Streaming to Educate and Engage Students - Room 104
Lisa Dise - Pennsylvania College of Health Sciences & La Dawna Minnis - Pedago.me
We spend on average two hours a day browsing our social media sites. One of the growing trends on the sites is the incorporation of live streaming. This session will focus on how educators can leverage live streaming for the benefit of student learning inside and outside the classroom.
Movement Means Engagement - Room 106
Karen L. Green, M.Ed - HACC Lancaster Campus/Millersville University
This workshop will demonstrate successful learning tasks, incorporating movement, that result in increased student engagement and learning. These activities can easily be employed and adapted for any subject area or discipline. During the session, participants will be engaged in the strategies being presented.
Creating Outcomes for Student Success - Room 127
Peggy Rosario and Cynthia Rothrock - Elizabethtown College
Clear learning outcomes lay the foundation for student success. This session will provide guidance and tools for creating effective learning outcomes, practice in writing and revising outcomes at a variety of levels, and the opportunity to explore linking course outcomes to program and institutional outcomes, as well as assessment strategies.
Research Instruction Strategies to Fit Your Schedule - Room 129
Dr. Stephanie Pennucci - Millersville University
Learn how to incorporate research instruction into courses of all levels and disciplines with strategies that can be implement based on the amount of time available and needs of students. Techniques covered will range from collaborating with campus services to scaffolding assignments to implementing a full research instruction model.
Empowering Decision-Making through Scientific and Ethical Literacy at Standing Rock:
An Interactive Socioscientific Primer for Educators and Students - Room 131
Dr. Peter R. Licona & Dr. Alexandria K. Poole - Elizabethtown College
The construction and use of scientific knowledge in decision making, as value-free, often disguises complex sociopolitical dynamics of society. This workshop will provide tools for learners to engage with competing arguments in order to make explicit the diverse values and standpoints present within socio-scientific analysis to empower well-informed citizen participation.
Breakout Session #4 - 2:45 PM to 3:30 PM
All breakout session are in Nicarry Hall (Map #8).
Information Literacy: GamePlay and Collaboration in Composition - Room 101
A Nicole Pfannenstiel & Michele Santamaria - Millersville University
This interactive play-based session discusses one application of a game designed to support Information Literacy (IL) exploration by students. The goal of the session is to help educators find ways of considering games as a way for students to experience disciplinary IL practices to aid disciplinary student writing development.
Flipping CATs into BATs: Assessment Techniques for the Flipped Classroom - Room 104
Dale L. Mort, Ph.D. - Lancaster Bible College
With the flipped classroom becoming more popular, teachers are finding the need to modify their classroom assessment techniques (CATs) so they can be used to document learning both in and out of the classroom. This session will focus on how to turn your CATs into BATs (bi-modal assessment techniques).
Active Learning Strategies for the College Classroom - Room 106
Katie Surra & Sheri L. Wright - Thaddeus Stevens College
Join us to learn about 25+ Active Learning strategies to use in your college classroom! During this interactive session strategies designed to engage and involve your students will be explained and demonstrated. There will be a small group activity and the opportunity for discussion.
Teaching Diversity & Social Justice through Dialogue Groups - Room 127
Joyous Bethel, PhD; Leonora Foels, LCSW, PhD; Alex Redcay, LCSW, PhD; Jennifer Frank, LSW, PhD Candidate - Millersville University
How do faculty engage undergraduate students in productive conversations about diversity and social justice considering the current political climate? This presentation will explore the use & effectiveness of dialogue groups as vehicles for promoting justice. Dialogue groups build bridges as they extend and hone skills in civil discourse and authentic relationships.
Impact of Quizzing on Course Material Retention - Room 129
Amanda Price, PhD; Stacey Ruch, PhD; Rebecca McAllister, PhD - Pennsylvania College of Health Sciences
Retention of key course concepts and their applications is a primary goal of education. We sought to determine if retention could be enhanced through quizzing and whether timing or collaboration with others influenced retention. In addition to presenting our preliminary findings, we will offer practical suggestions on implementing quizzing.
Stop, Look, and Listen: Exploring Lessons Learned from Mindfulness Practice Embedded into Courses,
Student Activities, and Faculty Development Programs - Room 131
Suzanne C. Shaffer - Penn State York
Mindfulness practices have found a meaningful and useful place at our campus. This session will give a brief overview of mindfulness practice followed by a description of campus programs and course activities that could be used in almost any higher educational setting.
Information Literacy: GamePlay and Collaboration in Composition - Room 101
A Nicole Pfannenstiel & Michele Santamaria - Millersville University
This interactive play-based session discusses one application of a game designed to support Information Literacy (IL) exploration by students. The goal of the session is to help educators find ways of considering games as a way for students to experience disciplinary IL practices to aid disciplinary student writing development.
Flipping CATs into BATs: Assessment Techniques for the Flipped Classroom - Room 104
Dale L. Mort, Ph.D. - Lancaster Bible College
With the flipped classroom becoming more popular, teachers are finding the need to modify their classroom assessment techniques (CATs) so they can be used to document learning both in and out of the classroom. This session will focus on how to turn your CATs into BATs (bi-modal assessment techniques).
Active Learning Strategies for the College Classroom - Room 106
Katie Surra & Sheri L. Wright - Thaddeus Stevens College
Join us to learn about 25+ Active Learning strategies to use in your college classroom! During this interactive session strategies designed to engage and involve your students will be explained and demonstrated. There will be a small group activity and the opportunity for discussion.
Teaching Diversity & Social Justice through Dialogue Groups - Room 127
Joyous Bethel, PhD; Leonora Foels, LCSW, PhD; Alex Redcay, LCSW, PhD; Jennifer Frank, LSW, PhD Candidate - Millersville University
How do faculty engage undergraduate students in productive conversations about diversity and social justice considering the current political climate? This presentation will explore the use & effectiveness of dialogue groups as vehicles for promoting justice. Dialogue groups build bridges as they extend and hone skills in civil discourse and authentic relationships.
Impact of Quizzing on Course Material Retention - Room 129
Amanda Price, PhD; Stacey Ruch, PhD; Rebecca McAllister, PhD - Pennsylvania College of Health Sciences
Retention of key course concepts and their applications is a primary goal of education. We sought to determine if retention could be enhanced through quizzing and whether timing or collaboration with others influenced retention. In addition to presenting our preliminary findings, we will offer practical suggestions on implementing quizzing.
Stop, Look, and Listen: Exploring Lessons Learned from Mindfulness Practice Embedded into Courses,
Student Activities, and Faculty Development Programs - Room 131
Suzanne C. Shaffer - Penn State York
Mindfulness practices have found a meaningful and useful place at our campus. This session will give a brief overview of mindfulness practice followed by a description of campus programs and course activities that could be used in almost any higher educational setting.
SAVE THE DATE!
Save the date for next year's Lancaster Learns Conference!
Friday, February 23rd, 2018
Location TBD
Friday, February 23rd, 2018
Location TBD
