POSTER PRESENTATIONS The Pedagogical Toolbox: Active Learning + Critical Thinking = A Better Classroom Joe Marren Assistant professor Communication Department Buffalo State College The iconic documents of this nation assert that we are all equal and that we are one nation, indivisible. But that isn‟t always so. This poster proposal will assess “best practices” methods using technology to teach the media‟s impact on social justice theory to first-year Learning Community students. The focus is adaptable to many themes of Learning Communities in humanities, sociology, communication and media. Topics include music (centering around racism, misogynism, etc.) and how teachers can use www.YouTube.com; newspapers and their Web sites (the role of “gatekeepers” and framing the news as well as the ‟Net‟s role in the evolution of those ideas); books (author Web sites that skirt censorship while doubling as a marketing tool); and ethics (using creative concept maps with software such as www.gliffy.com or www.inspiration.com in lieu of formal written essays). The Classroom and the Web: Geographic analysis, Cyberspace, and the Developing World Darrell Norris Professor Geography Department SUNY Geneseo This poster focuses on the utilization of the web in Developing World instruction. The latest example is analysis of international myspace.com sites. Another topic is domain based analysis of celebrities and historical figures. Student Perception of Laboratory Experience in Introductory Programming Courses Neal Mazur Assistant Professor Computer Information System Buffalo State College Sarbani Banerjee Associate Professor Computer Information System Buffalo State College Introductory computer programming courses typically do not incorporate a lab component that encourages experimentation and reflection. We have introduced teacher-led laboratory sessions to foster inquiry-based learning. The benefits of laboratory work in computer science courses are numerous.  Laboratory experiences facilitate active learning, provide hands-on programming experiences and encourage teacher-student interaction. The goal of this teaching and learning research is to assess students‟ perception of the laboratory projects which are the problem-based learning tools designed and developed by one of the researchers. A typical laboratory assignment starts with a student either writing a computer program in its entirety or completing a partially written program. The students then perform a series of experiments and answer related questions. Students in the introductory computer courses (C++ Programming I and II) serve as the sample for this study. Each week students are engaged in laboratory work, primarily designed to provide hands-on experience for the material being presented in the class in that week. These programming projects are completed in the computer lab under the supervision and guidance of the instructor and teaching assistants. Each semester students complete about 13-15 lab assignments. At the end of the semester students were asked to rate their lab experiences on various criterion. Research findings will be discussed at the presentation. References:  Penny, J. P., Ashton P. J., Laboratory-style teaching of computer science, ACM SIGCSE Bulletin, 22 (1), p.192-196, February 1990.  Sanchis, L. A., Computer laboratories for the theory of computing, Proceedings of the sixth annual CCSC northeastern conference on computing in small colleges, 262-269, 2001, Middlebury, VT.  Walker, G. N., Experimentation in the computer programming lab, ACM SIGCSE Bulletin, 36 (4), 69-72, December 2004. The Actual and Potential of Using Wikis for Collaborative Writing and Research. Brian Morgan Assistant Professor School of Education SUNY-Geneseo Richard D. Smith Graduate Student School of Education SUNY-Geneseo Wikis have a great deal of potential for use in education (Bold, M., 2006; Engstrom, M. E.& Jewett, D., 2005; Lamb, B., 2004). Using principles outlined by Baird, D. E., & Fisher, M. (2006) and Gee (2005) we designed a wiki to be used as a cross-age, multi-site, collaborative writing tool. This project explored writing beyond the traditional boundaries of the classroom. The goal of this project was to increase adolescent willingness to write, help pre and inservice teachers become more proficient at writing instruction, understand the adolescent writer, and teach and/or introduce students and teachers to the web as a pedagogical tool. Ultimately, the project revolved around three questions: (a) Can wikis be used to improve education at the secondary and post secondary levels?; (b) can wikis be used to promote collaboration between educational institutions?; and (c) are wikis useful research tools? Forty-three Senior high school English students from a rural school district and 22 undergraduate and graduate Education students participated in the project. High school students wrote carefully researched, persuasive essays. These students posted multiple drafts of their essays to the wiki and engaged in an online dialogue about their writing with the college students. This process took place over two months. Findings support the notion that wikis are a valuable tool for research and education. Ways to design and implement wikis in elementary, secondary, and post-secondary classrooms as well as the benefits of using this increasingly popular technology will be discussed and demonstrated. References Baird, D. E., & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support "always on" learning styles. Journal of Educational Technology Systems, 34(1), 5-32. Bold, M. (2006). Use of wikis in graduate course work. Journal of Interactive Learning Research, 17(1), 5-14. Engstrom, M. E., & Jewett, D. (2005). Collaborative learning the wiki way. TechTrends: Linking Research & Practice to Improve Learning, 49(6), 12-16. Gee, J. P. (2005). “Learning by design: Good video games as learning machines.” E–Learning, 2(1), 5-16. Lamb, B. (2004). Wide open spaces: Wikis ready or not. EDUCAUSE Review, 39(5), 36. Working the Web: Information Obstacles and Social Programs Research Kimberly McGann Visiting Lecturer Sociology Department SUNY-Geneseo Many students arrive in a social problems or inequality class without a baseline level of knowledge of how social programs work, or even what they are. The difference between Medicaid and Medicare, how unemployment insurance and social security work, and what “welfare” really is, are just a few examples of programs that students ask about. This poster presentation is about a solution to this problem that not only teaches students about different programs, but uses small groups, active learning, and technology to raise student‟s awareness of the subtle advantages internet literacy and the practical, bureaucratic problems that many users of various social programs face. Class design: the professor assigns students into 12 groups and each group is assigned a social program. They are given a scenario of a family or individual in a particular situation, as well as some general questions about their program. They must create a one page handout for the class on their social program, prepare a 5 minute presentation for the class, and write a 1-2 page response paper for me on their experience finding the information and how it applied to their specific scenario. In general students immediately turn to the web for information and usually encounter a great deal of frustration in either locating information or understanding the “government-speak” on various websites. After the presentations during week 2, we discuss the advantages that they had in locating the information and why someone utilizing the program might have more difficulty. Because each group does a handout, the entire class then has a succinct, cited, one page “cheat sheet” on the various programs. This would be appropriate for any class that dealt with issues of poverty or public programs.) Students who participated in this activity will be present to discuss their reaction to the activity and complete copies of the assignment materials will be available for handout Lessons from Teaching Distance Learning Courses at the Graduate Level Hernan Wurgaft Professor Department of Global Business and Transportation SUNY Maritime College This presentation reflects on the experience from teaching distance learning courses to students pursuing a Master of Science degree in International Transportation Management at SUNY Maritime College. In the past 3 years I have taught a management course (Business Logistics) five times and an economics course (International Economics) four times to online classes of 15 to 30 students over the SUNY Learning Network. The courses are designed as intense eight- week courses that cover the same materials that the classroom version of the course covers in a full semester. The course activities are reading assignments, participation on small-group discussions, and homework written assignments. The presentation concentrates on lessons about 1) structuring course activities, 2)rules for discussions and 3)providing feedback to students to achieve a graduate level learning experience. Factors Influencing Adoption of Hybrid Learning and Their Relationship with Tenured and Non-Tenured Faculty at Institutions of Higher Learning in New York Helen Wittmann Information Services Coordinator Juana Roman Dowling College Kathleen Bratby Judith Wilner Elsa-Sofia Morote Technology, pedagogy, faculty-centered issues, and institutional policies are four factors identified as influencing the adoption of hybrid courses by faculty in higher education. The purpose of this study was to examine pedagogy as a factor that influences the adoption of hybrid courses by tenured and non-tenured faculty. Three research questions were discussed. First, did the influence of the four factors regarding the implementation of hybrid courses differ between tenured and non-tenured faculty? Second, what was the relationship between pedagogy and the three other factors? Third, how did the three factors predict faculty attitudes toward pedagogy as it influenced their decisions to implement or not implement hybrid courses? Data obtained from 129 faculty members at four independent institutions, who responded to an on-line survey, was analyzed by performing an independent t-test, correlation, regression, and path analysis. The results show that the condition of tenure and non-tenured faculty did not differ regarding the influence of the four factors when implementing hybrid courses. Studies and common misconceptions lead to the belief that tenure directly affects the implementation of hybrid learning; however data shows that this variable is not statistically significant. The four factors were found to be highly correlated, with the technology factor as the highest predictor of faculty attitudes toward pedagogy. This finding suggests that when implementing pedagogy in hybrid courses, the level of confidence in technological factors is crucial and it can also be increased by the support of institutional policies and attention to faculty-centered issues. The Influence of Assignment Wording on Student Motivation Andrew P. Herman Assistant Professor Communication Department SUNY- Geneseo Joan M. Zook Assistant Professor Psychology Department SUNY- Geneseo Numerous studies have explored and emphasized the impact of a teacher‟s verbal and nonverbal behavior in the classroom on a student‟s motivation to learn. One aspect of teaching that has not received much attention is how students respond to written assignments. This poster compares the impact of two different wordings (using high and low controlling language) of a hypothetical case study assignment on students‟ motivation to complete the assignment. The influence of a student‟s general motivation to learn, level of trait anxiety and personal need for control is also considered. The role of reflection in the investigative biology lab: A cross disciplinary study. Susan Bandoni-Muench Associate Professor Biology Department SUNY-Geneseo Brian Morgan Assistant Professor School of Education SUNY-Geneseo The investigative laboratory format transfers some responsibility for decision making to the students. At SUNY Geneseo, biology undergraduates serve as instructors in labs taught in the investigative format. We have analyzed writing assignments from student instructors (n=9) using methods of constant comparison. The findings were examined within the framework of Pedagogical Content Knowledge (PCK). This framework proved to be limited for our purposes. One element not addressed by PCK is the role of reflection in instruction. We found that reflective participants became increasingly reflective over time and that PCK was more strongly developed in these participants and the components of PCK were better integrated. Less reflective participants showed substantially less growth and integration. It is unclear whether reflection can be increased. Currently we are continuing to explore whether reflection can be cultivated in student instructors and if this has any effect upon PCK and quality of lab instruction. Utilizing 3D Computer Animation to Visualize Traditional Mechanical and Electronic Processes for Creating Cinematic Special Effects Erik Day Assistant Professor Digital Media Arts Program Communication Studies Department Canisius College Explaining the „trombone shot‟ used in Alfred Hitchcock‟s 1958 feature film Vertigo verbally while simultaneously presenting the actual clip from the film in a special effects technique class can still leave students puzzled. The process is quite simple and involves simultaneously dollying a camera in and out, while inversely altering the zoom length of the camera‟s lens (initially an attempt to recreate the sensation of vertigo on film). Showing clips from other films that employed this technique including Jaws (1975), Goodfellas (1990), or Don’t Tell Mom the Babysitter’s Dead (1991) may offer no further insight. For this particular special effect, a virtual camera in most 3D computer graphics applications, including Maya, Cinema4D, and Houdini for example, can be used to recreate the trombone shot quickly and easily, not only for a lecture-based presentation, but also as a hands-on teaching tool. Simple geometric shapes can serve as stand-ins for the complex set of the staircase, used in the trombone shot for Vertigo, or the beach setting, used in the „trombone shot‟ for Jaws. The „virtual camera‟ used to record the „virtual shot‟ can be made visible so that the creation of the shot can be seen both through the lens of the camera capturing the shot as well as any position around the scene through a second „helper‟ camera. This can be instantaneously followed with a real-time playback of the rendering of the 3D „trombone shot‟. On the following page is an example (from Richard Rickett‟s book Special Effects: The History and Technique) of 3D computer generated still imagery being utilized to explain and demonstrate the Shuftan Process, which was used for decades to combine, on a single strip of film, a miniature set and/or model with a real-world set including live actors. This technique of visualization can be taken one step further utilizing 3D computer animation, with students navigating their way through a 3D replication of the Shuftan Process. Other complex traditional mechanical and electronic special effects processes that can be easily visualized utilizing 3D computer graphics applications include slit-scan photography, zoptics, and introvision. Rickitt, Richard (2000). Special effects: the history and technique. New York: Watson-Guptil. Predictors of Students’ Intrinsic and Extrinsic Motivation in Class:The Role of Teacher Support Andrew P. Herman Assistant Professor Communication Department SUNY- Geneseo Joan M. Zook Assistant Professor Psychology Department SUNY- Geneseo This study examined predictors of college students‟ intrinsic and extrinsic motivation in a specific class. Included were two measures of motivational orientation that assessed students‟ general tendency to be intrinsically motivated by the enjoyment of learning or extrinsically motivated by goals such as grades. Based on self-determination theory (Ryan & Deci, 2000), we hypothesized that intrinsic motivation in class would be enhanced by teachers who supported students‟ needs for autonomy, competence, and relatedness. Therefore, we also included measures of students‟ perceptions of teacher support and their feelings of autonomy, competence, and relatedness in a particular class. Participants were college students (N = 148) attending a highly selective public liberal arts college. All measures were self-report and had good reliability. Results from hierarchical regression analyses indicated that, controlling for motivational orientation, teacher support significantly predicted students‟ intrinsic motivation and extrinsic motivation in class. Teacher support was positively related to students‟ perceptions of class autonomy, competence, and relatedness. All three of these variables, in turn, predicted class intrinsic motivation. Classroom extrinsic motivation was negatively linked to students‟ perceptions of autonomy and relatedness. The results support self-determination theory (Ryan and Deci, 2000) and suggest that teachers‟ behaviors may contribute to students‟ intrinsic and extrinsic motivation in class. Specifically, motivation is enhanced when teachers support students‟ needs for autonomy (e.g., allowing students to develop their own ideas in class), competence (e.g., providing helpful feedback), and relatedness (e.g., learning students‟ names). Practical implications will be discussed. Utilizing Blogging for Class Assignments Ginni Jurkowski Lecturer Communication SUNY- Geneseo Kate Pitcher Instruction Librarian Milne Library SUNY- Geneseo In journalism, the need for good sentence structure, knowing the audience, investigating and writing a compelling story has not changed. However, the vehicle for researching and delivering that information is constantly changing. Today‟s students are used to obtaining their information electronically. The value is that they can quickly research, write and present a story. In the hurry to get the story posted, sometimes the credibility or the authenticity of information is not verified. Often, the needs of the specific audience are overlooked. Students in an electronic publishing class researched issues surrounding web use by senior citizens, people with disabilities, businesses and any person who may have a health issue as a result of computer use. They created blogs and electronically communicated their findings. Peer reviews resulted in comments on their research results as well as their style of communicating through a blog. Students used this feedback to improve their work throughout the semester. An added value to this project was learning about technology and techniques which may enhance electronic communication for specialized audiences.