OPENING WORKSHOP, 9-11:30 AM, Tues., June 8

“The Academic Portfolio: A Practical Guide to Documenting and Assessing Teaching, Research, and Service”

Peter Seldin, Distinguished Professor of Management,
Pace University,
Pleasantville, NY

J. Elizabeth Miller, Associate Professor of Family and Child Studies,
Northern Illinois University,
DeKalb, IL

The academic portfolio is an innovative and highly promising way to get at the individuality and complexity of faculty work in teaching, research, and service. This highly interactive workshop will describe the what, why and how to develop an academic portfolio. It will provide proven advice for getting started, discuss red-flag dangers and benchmarks for success.

OPENING PLENARY LUNCHEON, 1:00-2:30 PM, Tues., June 8

“Learning Paradigm Faculty”

John Tagg, former Professor of English at Palomar College and influential author of numerous articles about the learning paradigm and of The Learning Paradigm College.

Helping faculty (and Administrations) embrace and implement the Learning Paradigm can be daunting due to the deeply entrenched and prevailing paradigm that education is a deliverable commodity, with faculty and institutional roles built around dispensing content. John’s recent investigations into the dynamics of organizational change as related to higher education are revealing useful ideas to help faculty and faculty developers answer the challenge of producing student outcomes in an age of accountability. John’s opening remarks will help frame the discussion and suggest potential routes, as well as appropriate maps, for colleges on the Learning Paradigm Journey.

CLOSING PLENARY LUNCHEON, 12:00-1:30 PM, Wed., June 9

Dr. Bowen’s Chronicle Video

“Teaching Naked: Why Removing Technology from Your Classroom Will Improve Student Learning”

José Bowen, Dean of the Meadows School of the Arts and Professor of Music at Southern Methodist University, is a proponent of judicious use of instructional technology and is a proponent of “teaching naked” (er, meaning, without instructional technology when it’s not needed).

Abstract:
The most important benefits to using technology occur outside of the classroom. This list focuses on the "why" (leaving the "how" to your campus technology support), and discusses how simple technologies can greatly increase your students' engagement and prepare them for real discussions by providing content and assessment before class time. The argument is that technology can be used to free the teacher from the need to "cover" the content in the classroom, and instead use class time to demonstrate the continued value of direct student-to-faculty interaction and discussion. Most of the ideas discussed here are aimed at medium or large courses (20 students and above). The goal and the future value of most residential higher education depends upon non-technological face-to-face interaction with students, but we have instead often embraced the least interactive forms of technology (e.g., powerpoint lectures). "Teaching naked" offers an alternative strategy for improved pedagogy and learning through technology.

CONFERENCE SCHEDULE
Tues., June 8
8-9 AM	Conference check-in	TCU Kelly Center (transportation provided from the hotel via shuttle runs beginning 7:45 AM; free parking at Kelly Center for those driving)
9-11:30 AM	Opening workshop	TCU Kelly Center (check-in continues until 10 AM, then moves to hotel)
11:30 AM-1 PM	TCU Koehler Center walking tours (small groups)	For those wishing to see TCU’s Koehler Center for Teaching Excellence operation, walking tours after the opening workshop will be provided. Shuttle runs continuously between Kelly Ctr, Koehler Ctr, and hotel during this time. (Tours are brief!)
1-2:30 PM	Luncheon & opening plenary session	Hotel, Crystal B Ballroom
2:30-2:45 PM
2:45-3:45 PM	Concurrent Sessions	Hotel, Texas Rooms A-D
	Texas Room A: Tom Carey, San Diego State Univ. & Higher Education Quality Council of Ontario, & Lou Zweier, Center for Distributed Learning, California State University Chancellor's Office	Collaborating Across Institutions on Online Faculty Development	We will present examples of collaborations across institutions in higher education to share online resources for faculty development, and discuss lessons learned and some future directions. The examples include the wikiPODia collaborative resource site under development by the POD Network, and a national collaboration for the development of digital case stories of exemplary teaching - including a suite of stories from TFDN members to be launched at the conference tonight.
	Texas Room B: Prudence Merton, Texas A&M University	Overcoming the “Sticky Wicket” of Assessing Faculty Development Events	Analysis of workshop evaluations from 5 years was used to generate resources that built on participant feedback, and also provided guides to research designs that could assess our program effectiveness.  Kirkpatrick’s 4-level model of evaluating learning (2006) was used to frame our workshop assessment.  These levels - participant reaction, participant learning, application of learning, and the result – can all be addressed by building on data gathered from the workshop evaluation.
	Texas Room C: Romana Hughes & Jeff King, Texas Christian University	Helping Faculty Learn Learning Outcomes: A Successful Program	TCU’s Koehler Center’s faculty training program in learning outcomes this spring received praise from a program accreditation visiting team for the work done with faculty and the outcomes data generated and used to improve teaching.  Somehow this faculty training program accomplished the all-important faculty buy-in to the idea of assessing student learning outcomes.  We’ll share tools and techniques and point out stumbling blocks which can be avoided.
	Texas Room D: Rhonda Blackburn, University of Texas-Dallas, & Chris Mays, eInstruction	Click to Engage	Engaging students is extremely important and there are several possibilities within a class. Clickers can be one of those possibilities. In this session we will talk about how clickers are being introduced to students, how they are used to assess students, and are they really engaging. In addition, we will discuss the ways you can use clickers in the classroom and how this affects the teaching environment and prep time.
3:45-4 PM	Afternoon break	Hotel, Texas Foyer (nibbles, munchies, & liquid refreshment on hand)
4-5 PM	Concurrent Sessions	Hotel, Texas Rooms A-D
	Texas Room A: Andrew Fort & Joddy Murray, Texas Christian University	The Faculty Experience of Working with Learning Outcomes	Has working with learning outcomes training and using a tool to track and manage course outcomes been . . . helpful? Painful? Fun? As faculty in TCU’s learning outcomes training pilot program using the outcomes tracking tool, we’ve already generated and used outcomes data across two semesters. We’d like to share our experiences, some data and how we benefitted from those data, and generally provide the faculty perspective on “doing” learning outcomes.
	Texas Room B: Rusty Waller, Rick Lumadue, & Wade Fish, Texas A&M University-Commerce	Master's Level Programmatic Assessment: A Practitioner's Approach	The session will provide an overview of the assessment of instruction at the program level for the Master of Science in Training and Development. Emphasis will be placed on the development and assessment of a taxonomy of student learning outcomes to improve student learning.
	Texas Room C: Kimberly Coleman, Starlink Training Network	Keeping 'Em Once You've Got 'Em	Ask yourself the question, how important is engaging your learners? Wouldn’t you like to be ahead of the curve, peaking and stimulating student’s interest? In this video and trivia based presentation STARLINK will offer tips and clips for the 21st century learner from some of the educational world’s best and award winning professors. The added bonus, in addition to learning the skills of engaging students will be YOU leaving with a new found excitement for implementing these tips into your everyday classroom routine.
	Texas Room D: David Shupe, eLumen Collaborative	The Case for an Academic Reformation	For a century, students have earned college degrees by accumulating course credits.  This conventional approach has failed the challenge of showing educational results, and faculty have an unexpected opportunity to work together to create a new systematic approach that emphasizes academic values: degrees defined as precise sets of expected student learning outcomes, and student progress toward and completion of degrees measured by actual student achievement relative to those learning outcomes.
5-7 PM
7-8:30 PM	Dinner with TFDN hospitality	Hotel, Crystal B Ballroom
Wed., June 9
9-10:20 AM	Concurrent Sessions	Hotel, Texas Rooms A-D + Crystal A Ballroom
	Texas Room A: Suzanne Tapp & Allison Boye, Texas Tech University	Surviving the Snake-Pit: Coping with Academic Burnout	Have you or your colleagues ever experienced any feelings of “burnout” with your work? Why might so many academics and faculty developers be workaholics? This discussion-based session will examine unique factors in the academic culture that contribute to faculty burnout and compassion fatigue, and consider workable strategies for helping faculty cope with and prevent those feelings of frustration and defeat.
	Texas Room B: Jacqueline Thomas, Texas A&M University-Kingsville	New Faculty Investment Program: A Successful Model of a Year-Long Orientation Program for New Faculty	In the fall of 2008, the Center for Teaching Effectiveness at Texas A&M University-Kingsville instituted a year-long orientation program for new faculty. Based on feedbak from participants and deans, changes were made for the second iteration. With the deans' approval, the Provost has asked that the program be a two-year program in the future. What are the keys to the program's success and what did we learn?
	Texas Room C: Terry Mouchayleh, Austin Community College	Recruiting and Retaining Future Generations of Faculty	Gen X and Gen Y faculty enter our institutions with different expectations, approaches and professional values than Baby Boomer and Veteran faculty. This session focuses on the differences, how institutions may prepare for the changes that younger faculty may bring, and how to maintain harmony in generationally diverse faculty ranks.
	Texas Room D: Jean Layne, Texas A&M University	Revisiting the Role of Student “Opinionnaire” Data in Faculty Development	With a new generation of students completing them and many institutions converting to online systems to obtain them – it is a good time to review what we know, examine new trends in the literature, and reevaluate how best to utilize student “opinionnaire” data for faculty professional development in teaching.
	Crystal A Ballroom: John Tagg, author of The Learning Paradigm College	Dispelling the Fog of Learning through Professional Development	We do much of our work in a dense fog. Because the light cast is weak and the atmosphere obscures the objects of our work, we often work in a twilight world, unsure of exactly where faculty, students, and the institution itself stand. How can we dispel the fog and help faculty to see the real needs and capacities of their students and the outcomes of their efforts?
10:20-10:45 AM	Break	Hotel, Texas Foyer (nibbles, munchies, & liquid refreshment on hand)
10:45-11:45 AM	Concurrent Sessions	Hotel, Texas Rooms A-D + Crystal A Ballroom
	Texas Room A: Keith Whitworth, Texas Christian University	Extracting Sensitive Information Via Audience Response Systems	Learn how to extract sensitive but pertinent and relevant information from students using an audience response system (ARS) in the anonymous mode. An Introductory Sociology course covers statistics related to income, abstinence, abortion, political views, crime, and deviance, but many students are reticent to discuss their own experiences or viewpoints. For example, using the ARS, it is simple and quick to compare the income of the student's parents with the income of each social class. Many students are hesitant to discuss their views on many topics, but the ARS allows them to anonymously report their views, which seems to break the ice for meaningful and in-depth discussions.
	Texas Room B: Brian McKay Epp, Pearson eCollege	Creating a Culture of Assessment: Technology Enhanced Outcome Management	Calls for accountability abound, but many campuses struggle to get beyond the data collection process preceding periodic program evaluation reviews. We’ll present a course- or even task-based assessment method that provides meaningful, measurable data to help faculty evaluate curricular and instructional effectiveness. We’ll review case studies from a variety of institution types which have implemented technology-enhanced outcome management programs and will provide guidance for creating a culture of assessment yielding actionable data.
	Texas Room C: Jeff King, Texas Christian University	Laptops in the Classroom: Multitasking or Multi-distracting, and Is Half-witted Attention Enough?	Can students “ multitask”? College-aged students today may be more practiced at task switching, but their brains have not, within a single generation, evolved the ability to cognitively focus on two things simultaneously. Humans are incapable of attending to two tasks at once with the same focus and engagement – even brain power – as can be mustered for a single task. Action plan provided here for dealing with laptops in the classroom.
	Texas Room D: Christine Salmon, University of Texas-Dallas	Copyright, Not Copywrong: Staying Legal and Ethical	We examine the often complex nature of copyright issues, focusing on the TEACH act, the DMCA and Fair Use. We will also discuss Creative Commons and remix/mashups. Participants will learn how they and their students can be copyright, not copywrong.
	Crystal A Ballroom: Roberta Ambrosino, University of Texas Health Science Center-San Antonio	Measuring the Impact of Faculty Development Activities	Demonstrating the impact of faculty development activities is difficult and infrequently attempted beyond measuring participant satisfaction. Faculty recorded reflections (trumping satisfaction surveys) and students provided feedback on the impact of faculty development activities. This session will illustrate, with media-rich case stories, the reflections of ten instructors who experienced a positive impact on awareness of and confidence in using recommended instructional practices. Session participants will discuss other measurement activities and implications.
11:45 AM-noon
12-1:30 PM	Luncheon & closing plenary session	Hotel, Crystal B Ballroom

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The conference room rate of $129/night for conference registrants is available from June 5 - June 10, 2010. Click here to access the conference hotel reservation site and make your reservation.

The Hilton Ft. Worth is located within easy walking distance of Sundance Square, the downtown Ft. Worth entertainment and night life area. A number of restaurants are nearby in addition to the hotel’s own restaurant. The hotel is only two blocks away from the train station (Trinity Railway Express) if you choose to take the train from DFW Airport. For those driving to the conference, the room rate includes valet parking. Shared-ride shuttle and taxi service is available from DFW Airport (approx. 30 min.).