Lily West Conference
2008
A Beginner’s Guide to the Scholarship of Teaching and Learning
Jacqueline Dewar, Center for Teaching Excellence
Loyola Marymount University
This interactive workshop will help participants initiate a Scholarship of Teaching and Learning
(SoTL) investigation by identifying a teaching problem and reframing it as a question to
investigate. They will see a framework that illustrates the similarities between disciplinary
research and SoTL work, examples of SoTL projects, methods for investigation, and learn
about useful resources to make this work public.
Studying Pedagogy and Designing Active Learning for a Large Lecture Course
Wendy J. Binder, Biology
Loyola Marymount University
This poster will describe a novel seminar I developed to promote increased learning
(participation, understanding, and retention) and understanding of teaching and learning in
undergraduates. I created a new upper-division seminar: “Teaching, Learning and Introductory
Biology,” which was taught in Fall 2007. My seminar students discuss articles, write a term
paper, attend my introductory biology course and present changes to individual lectures that
add appropriate active learning components. The result of the seminar will be implemented
next Fall.
2007
The Scholarship of Teaching and Learning: Turning Teaching Problems Into Research
Problems
Jacqueline M. Dewar, Center for Teaching Excellence
Loyola Marymount University
This interactive session enable participants to initiate a scholarship of teaching and learning
investigation by identifying a teaching problem and reframing it as a question to investigate.
They will see a framework that illustrates the similarities between disciplinary research and
SoTL work, examples of SoTL projects, methods for investigation, and learn about useful
resources to make this work public.
Teaching Without Telling in a Telling-Oriented Student Learning Community: Making a
Case for Constructivist Teaching
Lucretia D. Peebles, Education
Linda Matthews Clowers, Liberal Studies
Loyola Marymount University
Engaging working adults in a student learning community challenging them to think is difficult
when the dominant pedagogical methodology is geared towards direct teaching rather than
constructivism. A direct teaching learning environment socializes students to be passive learners
who accept the teacher as the sole authority and dispenser of knowledge, and discourages
independent thinking, inquiry, and active engagement. The focus of this presentation is how to
transform a learning community from being telling-oriented to constructivist.
Translating Brain Research Into Teaching Methods
Mindy L. Colin, Academic Technology Services
Loyola Marymount University
Recent research has shown that, to maximize learning, one needs to build and reinforce the
synaptic connections between the right and left hemispheres of the brain. How does that translate
into class activities, homework, and assessment? This presentation will review the recent brain
research and instructional designs that apply the rightleft brain connection to curriculum
planning. Participants will have the opportunity to discuss these designs as applied to the courses
that they teach.
Curriculum Development as a Relevant Learning Experience for Pre-Service Elementary
Teachers
Carolyn Viviano, Natural Science
Loyola Marymount University
This presentation will include some samples of student work and outline the evolution of the
project. The Wetlands Curriculum Project is being completed within the context of the science
content courses for pre-service elementary teachers. I will discuss the project in this context and
outline the ways in which students are prepared for the experience. I will also discuss the
projects’ usefulness as a research tool for investigating how students view science and interact
with curricular materials.
Introductory Biology Lab - An Interactive and Progressive Lab-Based Class, Using a
Team-Taught Modular Approach
Wendy J. Binder, Biology
Loyola Marymount University
We plan to present the innovative aspects of our newly designed, modular, team-taught
introductory biology lab course. This course requires interactive learning by small groups of
students, in three different areas of biology which progress from simple experiments (but
complex topics) with shorter presentations to more complex designs with increasingly thorough
presentations. This course encourages faculty to take turns teaching this class, and to introduce
new topics and experiments over time.
Panpipes as Instruments of Learning: Enabling an Intercultural Pedagogy of Music
Paul Humphreys, Music
Loyola Marymount University
This workshop invites participants to engage in music learning that employs an instrument with
global provenance–the panpipes–to communicate and reinforce foundational concepts of music.
Each participant constructs and then uses the panpipes to learn three simple melodies, chosen
from a world sample. These experiences provide an intercultural basis for conceptualizing three
of the six elements of music, in this case, rhythm, melody, and texture.
2006
Re-imagining a Curricular Architecture to Effect a Liberating Education: An Integrative and
Interdisciplinary Capstone Seminar on the Environment
Ricardo A. Machón, Psychology
James M. Landry, Natural Science
Judith Royer, Theatre and Dance
Stephen Duncan, Film and Television
Loyola Marymount University
The session will examine how our university is re-imagining its curricular architecture to affect
the fundamental goals of a truly liberating education. A major objective will be to describe an
architecture employing backward mapping for a senior capstone core course, starting with our
core curriculum objectives, then developing the processes necessary to achieve these outcomes.
This same backward mapping process can be used as a model for restructuring the entire core
curriculum.
Mountain Vista
17A - Learning Quantitative Skills Through Local Civic Problems
Thomas M. Zachariah & Jacqueline M. Dewar, Mathematics
Loyola Marymount University
In this talk we will share our experiences in incorporating a civic engagement component into a
Quantitative Literacy Course. Our goal is to prepare students, to play active roles in addressing
the problems and challenges of the larger society and world in which they live, using
mathematics as tool. Several projects designed to understand and analyze unsolved local civic
problems are being developed for this course. We will discuss these projects, logistics, and
assessment issues encountered in teaching this course.
Course Improvement Through Student-Led Experiments
Jose A. Saez, Civil Engineering and Environmental Science
Loyola Marymont University
The presentation will first introduce the student-led experimental approach. We will then cover
development of specific objectives and assessment tools in experimental design, followed by a
description of how students developed procedures and conducted the experiments. Examples will
be presented in the fields of Fluid Mechanics, Water Resources and Hydrology, which are part of
LMU’s undergraduate Civil Engineering curriculum. Lastly, results of this effort and future plans
will be shared with the audience.
2001
A Thematic Approach to Integrated Learning in Science
James M. Landry, Chemistry & Gary A. Kuleck, Biology, Loyola Marymount University
We have successfully implemented a two-course sequence in science with integrated lecture and
laboratory. These courses provide the science content necessary for liberal studies majors who
are pursuing an elementary teaching credential. Based on our experience, we find that the
students have a much greater appreciation for the process of science as an experiential activity,
as well as renewed interest in science. Although this is a work-in-process, we will present an
example of such a thematic module. We will discuss how the content can be presented and
developed through a variety of activities all based on a single theme.
“Meet the Teachers Roundtable”: Exemplary Teachers/Exemplary Lessons
Jacqueline M. Dewar, Mathematics, Loyola Marymount University, Mark Greenhalgh,
Mathematics, Fullerton College, Judy Kasabian, & Susie Tummers, Mathematics, El
Camino College & Fran Manion, Mathematics, Santa Monica College
The Los Angeles Collaborative for Teacher Excellence (LACTE) is a National Science
Foundation funded project designed to recruit and support prospective teachers. One of its major
successes is a Meet the Teachers Roundtable in which prospective teachers are given the
opportunity to participate in hands-on math and science lessons while interacting with rolemodel teachers. In this session we will show a video and share material with those institutions
who may wish to plan similar events.
A Curriculum Development Odyssey
Lars Kjeseth, Mathematics, El Camino College, Mark Greenhalgh, Mathematics, Fullerton
College, Jacqueline M. Dewar, Mathematics, Loyola Marymount University, & Judy
Kasabian, Mathematics, El Camino College
Participants will see how the LACTE project fostered curriculum development projects from 10
two- and four-year colleges and universities in the greater Los Angeles area. They will receive a
LACTE curriculum development kit, including the request for proposal guidelines, an
application package; instruments for peer reviewing proposals, and a post-development
evaluation questionnaire. Participants will engage in an interactive brainstorming session to
conceive and incubate course development ideas.
2000
Teaching Science to Future Elementary School Teachers
James M. Landry, Chemistry and Biochemistry
Gary A. Kuleck, Biology
Loyola Marymount University
An analysis of the shortcomings, and reasons for them, in present elementary school science
teaching will be discussed. A "hands-on" approach to science instruction of future K-8 teachers
will be presented. In addition, methods which enhance the future teacher’s ability to develop
experiments and bring them into then classroom will be discussed.
Hands-On Activities Make a Difference
Robert Vangor & Jacqueline M. Dewar, Mathematics, Loyola Marymount University
This workshop will engage participants in hands-on activities from two math lab courses
designed for future elementary teachers. The presenters will discuss the teamwork involved in
both preparing the "scripts" and in teaching these lab courses. They will describe how these
courses changed the attitudes of the future teachers.
Cooperative Learning + Alternative Assessment: Adding Up To Make A Difference
Mark Greenhalgh, Mathematics, Fullerton College
Judy Kasabian, Mathematics, El Camino College
Laurie Fathe, Los Angeles Collaborative for Teacher Excellence, Occidental College
Jacqueline M. Dewar, Mathematics, Loyola Marymount University
Explore the design and assessment of cooperative learning activities in the classroom. Issues
discussed will include the background knowledge probe, the physical layout of the room, how
group structures can be formed in the most traditional settings, group dynamics, addressing
learning styles, and alternative assessment using portfolios and group presentations. Examples of
activities will be shared, and participants will have the opportunity to discuss the role of
alternative pedagogy in their own classes.
1999
From Portfolio in a Math Class to Portfolio in Your Class
Jacqueline M. Dewar, Mathematics, Loyola Marymount University
This workshop will describe various aspects of a portfolio assignment in a mathematical proofs
class. The presenter will describe the course and portfolio assignment she uses to address certain
desired students outcomes. Then through think-pair-share the participants will identify a course
and one or more objectives that a similar assignment could address. Two possible methods for
grading the portfolios will be presented. Again, through think-pair-share the participants will
select as assessment technique for their assignment. The presenter will give her suggestions for
first-time portfolio users and encourage other participants to share their experiences with or
concerns about the use of portfolios.
Teaming Up To Recruit and Encourage Future Teachers
Judy Kasabian, Mathematics, El Camino College
Mark Greenhalgh, Mathematics, Fullerton College
Jackie Dewar, Mathematics, Loyola Marymount
Learn how the Los Angeles Collaborative for Teacher Excellence (LACTE), an NSF-funded
project, has recruited over 400 prospective K-12 math and science teachers in the last three
years. LACTE continues to encourage and support these future teachers through a variety of
activities, internships, and other pre-professional experiences described in this poster. In addition
to numerous ideas and photos displayed on the poster, a detailed handout will be available and
three LACTE representative will be present to discuss other aspects of the project.
1998
Developing Skill, Confidence, and Community in Freshman Mathematics Majors
Jacqueline M. Dewar, Mathematics
Loyola Marymount University
Workshop participants will engage in problem solving and writing activities from a course for
freshman mathematics majors and will see how theses activities work together to develop the
student's skill, confidence and sense of community. Participants will receive a handout of sample
course materials, assignments, and bibliographies for problem solving and mathematical writing.