Publication Type: Paper Presentation
Abstract: This study examined student and faculty attitudes concerning traditional expository (lecture style) teaching and the relationship of this teaching style to student learning, motivation and engagement. More specifically, this study attempted to assess attitudes of students and faculty concerning more traditional course formats and more sophisticated digital formats utilized in online classes at a small, regional campus. The results of this study begin to challenge many perceptions held concerning students and their interest in moving toward a more technologically enhanced classroom. Based on these results, although interested in the incorporation of technology within the classroom, students still seem to want face-to-face communication. In addition, this study also reveals faculty willingness to alter teaching methods and include technology as part of the curriculum. Faculty perceptions appear to be aligned with student welfare and faculty are interested in engaging students within their classrooms in multiple ways.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: “Responsive Lecture.” It appears in almost every handout I have received at teaching seminars focused on active learning as an alternative to the traditional lecture. Yet, none of these handouts does more than define the concept. A “responsive lecture” is generally defined as one in which students generate a list of open-ended questions about course material and then rank the importance of the questions. The instructor uses the ranking of the questions as the outline for the lecture and/or discussion. In theory, according to Bonwell (1991), this method forces students to actively consider course material in order to develop specific questions and is superior to the traditional, passive lecture model since students are more invested in a lecture whose content they have chosen. Despite the appeal, the literature seems to be silent on whether or not this style of lecture is effective. In response, this paper will explore the use of the responsive lecture in several upper-division comparative politics and two large introductory courses on international relations. This paper will specifically address the pedagogical justifications for using this alternative lecture format, how this lecture alternative can be adopted to a number of different contexts and class sizes, how technology can make this lecture format even more effective and manageable (although all you need is a chalkboard!), and the format’s impact on teaching effectiveness via a comparative study of teaching evaluations.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Essays and constructed response exercises are widely regarded as a much better learning and evaluating experience than fixed-response tests. However, in practice, essay grading is an expensive, time-consuming, mind-numbing task. Feedback to students takes days or even weeks, is often cursory or uneven, and may be biased. So writing is often left out of the curriculum, particularly in large-enrollment classes and institutions with limited resources. This talk will describe a web-based computer program, SAGrader(tm), that automatically grades student essays, providing detailed comments and scores in seconds. It will discuss how this program was used in a large introductory sociology class and describe reactions to it by students and instructors.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This presentation will compare my experiences teaching state and local government online and in a traditional lecture course. I will focus on the differences among syllabi, lectures, discussion requirements, online participation and other course requirements. Additionally, the presentation will focus on measurable results, such as the comparisons of retention, exam scores (the exams are the same for both formats) and the topics of discussion papers chosen.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The paper aims to show how Lincoln's neglected Lectures on Discovery and Invention contribute to his overall theory of technology and labor, and thus his argument against slavery. In these lectures Lincoln shows how technology and education liberate