We provide here examples of responses that a handful of faculty have provided to specific sections of the Timme Travel Grant Application form. These examples were generally given higher scores. Incidentally, the faculty who wrote these responses have granted FCTL permission to use them here. We hope they are helpful to you as you complete your application form. ‐Faculty Center for Teaching and Learning September 2009 Describe any specific questions you hope this conference will help answer or any ideas that you hope to develop further as a result of this conference. Example response 1 Another beneficial topic is that of interviewing applicants to the respiratory care program. This information will be helpful in working with potential students and setting the individual and the program up for successful outcomes. The “hands on” ventilator workshop will definitely impact the confidence and delivery of this information to the students. These concepts are key elements for respiratory therapists and are included in our “capstone” course. Example response 2 I seek further knowledge on the specifics of bioptic telescope driving and how to utilize other professionals to rehabilitate a low vision patient. I hope to develop an interdisciplinary low vision rehabilitation clinic within the University Eye Center in order to introduce students and patients to the value of services provided by other professionals, such as vision rehabilitation specialists and occupational therapists. Because this conference is very multi‐disciplinary in nature, I will gain ideas and insights into how to establish this new and exciting learning experience for our students, as well as expand the services of our clinic.
Describe how your participation in this conference will have direct effect on your teaching or your students' learning? Be specific.
Example response 1
Although in the past I’ve attended National Association for Developmental Education (NADE) annual conferences, I’ve not the privilege of attending a conference that focuses primarily on
post‐secondary reading and learning. The purpose of The College Reading and Learning
Association (CRLA) is to “facilitate the professional growth of its members to improve student learning in post‐secondary education.” And, “…membership comprises student‐oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring and mentoring at the college/adult level.” The 2009 conference focus is on engaging today’s students in productive, meaningful learning, and providing the foundation upon which they can build successful lives. As my primary teaching assignments are in the field of reading, I would very much appreciate the opportunity to learn from and connect with colleagues who teach specifically in my area of instruction. Attending the conference would provide me with a first‐hand opportunity to network with, discuss, and compare my College Critical Reading Course (READ 176) and our Developmental Programs and Curriculum’s, College Reading (READ 106) content activities and learning strategies with those who teach similar courses on other college campuses. This specific conference should also provide an excellent opportunity to learn how other colleges are assessing student reading development.
Although the 2009 conference schedule has yet to be posted, I’ve noted below several sample session topics from the 2008 conference pertinent to post‐secondary reading development including:
1. Analogies as a means to check students’ understanding and strengthen critical thinking 2. Effective reading for the wired generation
3. Confronting apathy using video and audio vignettes
4. Supportive education for the returning veteran. Example response 2 This is a topic we discuss in HVAC ***, a class I teach for Facilities Management students on campus. This presentation will provide me the opportunity to interview contractors to discover projects that produced sales based on life cycle and payback analysis. These data will provide me with current examples to use in my class here on campus next winter semester. In the HVACR industry, life cycle selling and payback analysis are based on implementing energy savings measures (ECMs) and operational and maintenance (O&M) opportunities. These two areas are studied extensively within the baccalaureate curriculum and are also found throughout standards promulgated by the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE) and within the Leadership In Energy and Environmental Design (LEED) through the United States Green Building Council (USGBC). 2
Example response 3 This conference will have a direct effect on my teaching and my student’s learning by providing current information regarding technology use in the legal profession. I will be able to update my courses to include a component of legal technology for case management in my LLAW 280 Civil Litigation course and LLAW 253 Advanced Legal Research and Writing. I will obtain information on the best practices for selecting software programs, working with venders, finding training resources, planning courses and creating assignments. As such, students will benefit from the material received and learned at the conference when I incorporate it in class. Students will be better prepared and more marketable in the workplace. Bringing the course offerings up to 21st century technology and standards is required by the American Bar Association (ABA) for the continued approval of the FSU Legal Studies Program and is also recommended by the Legal Studies Advisory Board. Conference sessions will also provide updates on the latest developments and trends in legal ethics and professional responsibility and cover innovative and effective ways to enhance student learning of ethics. Again, this is required by the ABA and the Legal Studies Advisory Board for teaching ethics across the curriculum. The AAfPE conferences are looked upon favorably by the ABA for continued faculty development which is reported to the ABA.
Example response 4 My participation at this conference will allow me to investigate new methods of teaching pharmacy students; student's learning will be directly affected by the implementation of what I learn at this conference in the courses I teach. This truly is the only conference that combines both teaching and pharmacy subject matter. The presenters demonstrate teaching methods that they have successfully implemented in their pharmacy classes. Interacting and learning from these presenters will make me more comfortable using these new teaching strategies and reduce the fear of failure because I know they have worked in my colleagues classrooms. Many of my colleagues are also teaching large classes (100 or more students) and I am hoping to find ways in which to implement student centered learning methodologies successfully in a content laden, large class. […] The conference kicks off with a preconference teaching seminar titled, "Technology in Teaching" that I will be attending. The teaching seminar is an interactive workshop that will address the promises and pitfalls of new classroom technologies in light of generational differences and how to adopt particular pedagogical technologies. While I have used technology in the classroom for several years, this session appears to provide a more student focused approach in the use of technology in the classroom. In addition I am hoping the seminar will help me choose what new technologies I bring into the classroom in the future. I am particularly interested in talking with others about mobile technologies and some of the new social networks like Twitter, Utterli, etc. and their applications to education. The conference also offers multiple sessions that focus on admission and assessment. These sessions will help me to better serve the college's assessment and admissions committees…as well as implement curricular assessment into the classes I teach. 4
What specific University, college, department, program, or course concern(s), initiative(s), goal(s), etc. will your participation in this conference address, and how? Be specific. Example response 1 This certification is aligned with the WET Departments goals of providing “Welding Engineering Technology graduates whose knowledge, skills, and attitudes are nationally recognized”. More program graduates are entering fields such as energy, where welding codes are vital. Becoming better acquainted with D1.1 will allow me to better instruct them. Furthermore, weld inspection is a tool that all WET graduates should be well versed in. Attending this training will support my professional development by giving me further instruction in codes and inspection, as well as providing nationally recognized certification/accreditation in the field of welding. This training will increase my effectiveness in presenting portions of WELD 311, 321 and 411 that deal with the areas of welding codes and specifications. Example response 2 The student competition is one of the most effective simulations of a project that is competitively bid in the industry. The students are required to complete cost estimates, prepare a construction schedule, prepare a staging/phasing plan, and make a presentation to the judges about how they intend to complete the project, on time and under budget. This project case study is one of the most effective methods available to prepare our students for the workforce and therefore fulfill our program goals. Example response 3 MCO Goal 1 – maintaining and developing a relevant curriculum. As mentioned before, the contact lens field is very dynamic and continuous updating of knowledge is critical in staying relevant in regards to teaching. MCO Goal 3 – Developing faculty by encouraging innovation in academic and clinical education and scholarly activity. In addition to my personal scholarly activity via presentation at this meeting, attending this meeting will develop my teaching and clinical skills in my chosen area and enable me to present the latest innovations to our students.
