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We’re proud to announce...

SPRING 2012 PROGRAM

FACULTY AND CAMPUS LEADERS: YOUR ONLINE PROFESSIONAL DEVELOPMENT EXPERIENCE You’ll gain access to inspiring Workshops, Applied Learning Labs, and Professional Development Coaching, all delivered in a rich community network experience—giving you everything you need to inspire others while you stay inspired. Register by February 14, 2012, to take advantage of the Early Bird Special!

Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Dear Colleagues, Welcome to Wiley Learning Institute! Coming from a faculty development background at San Francisco State University, I am aware of the many challenges facing higher education, as well as the prevailing desire for fresh ideas that motivate and inspire. As the Director of Wiley Learning Institute, I am proud to be a part of this new professional development experience. The entire Wiley Learning Institute team is excited to share with you a fresh approach to the professional development experience that is based on faculty and administrator feedback. We’ve created an instructionally sound, highly interactive, and immediately applicable professional development experience that incorporates an ongoing community space where you can… LEARN new techniques and strategies, APPLY them to your specific contexts, and SHARE the results with colleagues and peers around the world. As part of this community focus, Wiley Learning Institute has partnered with individual faculty, entire campuses, and everyone in between to create a variety of offerings that will help you achieve your goals, including engaging Workshops, an amazing roster of globally-recognized presenters and Wiley/Jossey-Bass authors, and our unique online community where Coaches and peers exchange solutions and ideas long after events have ended. In this catalog, you will find Workshops that are designed, and taught, for the information to be passed on—giving you everything you need to inspire others while you stay inspired. Thank you for joining us! We look forward to working with you. Sincerely,

Kevin Kelly, Ed.D. Director of Wiley Learning Institute

For questions concerning sales, products and registration: 1-800-245-6217 insidesales@wiley.com www.WileyLearningInstitute.com We also provide custom Workshops, site licenses, and group rates.

For an accessible version of the Spring 2012 Wiley Learning Institute program, please visit www.WileyLearningInstitute.com

For all other questions, issues, or feedback: WileyLearningInstitute@wiley.com

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Learning Matters.

Wiley Learning Institute is Your NEW Destination for Professional Development! At Wiley Learning Institute, we see professional development as an active, ongoing experience, rather than static, one-off events. Throughout this catalog and on our website, we outline this experience in three core areas: Learn it—Draw from a broad set of Workshops, Workshop series, and other resources related to solving a particular problem. Whether it’s a 90-minute Workshop or a book, we want to help you find the professional development you need. Apply it—Get help to implement what you have learned through both group and oneon-one formats. We offer Applied Learning Labs and Professional Development Coaching for strategic topics like Designing Courses, Engaging Students, Assessing Performance, and Teaching Online. Share it—Pass on what you’ve learned and applied! Once you have tried out a new teaching or leadership strategy, your peers will want to know what you did, how you did it, how well it worked, and what you would change based on your and your students’ experiences. We offer opportunities to customize Workshops or Applied Learning Labs. Visit the website or email us at WileyLearningInstitute@wiley.com to request a custom event or to suggest a topic we have not listed in our program!

Be inspired. Be inspiring. Engage in the community and you’ll see what you learn today can be effectively used tomorrow. At Wiley Learning Institute... Learning Matters. G5F2A WLI_2012catalogFinal.indd 3

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February March Early Bird Special Ends—see page 8-28 for details Tuesday, February 14 Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom Tuesday, February 28 3pm-4:30pm Eastern

An Introduction to Classroom Assessment: Finding Out How Well Students Are Learning What We’re Teaching Thursday, March 1 3pm-4:30pm Eastern Designing a Learning Process—Not Just a Course Tuesday, March 6 12pm-1:30pm Eastern Making the Most of Your Mentoring Relationships Tuesday, March 6 3pm-4:30pm Eastern Core Practices of Skillful Teaching Wednesday, March 7 12pm-1:30pm Eastern The Most Important Things You Need to Know (and Do) as a Department Chair Thursday, March 8 11:30am–1pm Eastern Flipping the Lecture Classroom: Making the Most of Student Time Thursday, March 8 3pm-4:30pm Eastern You Can Get Your Students to Do the Readings Tuesday, March 13 12pm-1:30pm Eastern

Keys to Effective and Fair Faculty Evaluation (For Department Chairs) Thursday, March 15 11:30am–1pm Eastern

Increasing Student Motivation in Intensive and Accelerated Courses Thursday, March 22 3pm-4:30pm Eastern

Documenting and Assessing Student Learning with ePortfolios Thursday, March 15 3pm-4:30pm Eastern

Teaching Business with Ethics-Based Cases Friday, March 23 12pm-3:30pm Eastern

Offer Your Lab Science Course Fully Online Friday, March 16 12pm-3:30pm Eastern Making Groups a Positive Experience for Both You and Your Students Tuesday, March 20 12pm-1:30pm Eastern Harnessing the Power of the Scholarship of Teaching and Learning Tuesday, March 20 3pm-4:30pm Eastern (same workshop offered on April 25) A Quick and Practical Guide to Managing Your Time and Stress (For Department Chairs) Thursday, March 22 11:30am–1pm Eastern

4 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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The Case Method and Problem-Based Learning Tuesday, March 27 12pm-1:30pm Eastern Engaging Students with Clickers Tuesday, March 27 3pm-4:30pm Eastern Program Level Assessment: What to Do and What to Avoid (For Department Chairs) Thursday, March 29 11:30am–1pm Eastern What Are My Assessment Results Telling Me? Thursday, March 29 3pm-4:30pm Eastern Instructional Scaffolding to Support Online Learners Friday, March 30 12pm-3:30pm Eastern

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Spring 2012 Program at a Glance April Taking the Sting Out of Testing and the Grrr Out of Grading Tuesday, April 3 12pm-1:30pm Eastern Discussion as a Way of Teaching Wednesday, April 4 12pm-1:30pm Eastern Best Practices in Effective Communication and Conflict Management (For Department Chairs) Thursday, April 5 11:30am–1pm Eastern Applied Learning Lab: Designing Courses Thursday, April 5 12pm–1pm Eastern What Department Chairs Need to Know About Legal Issues and Risk Management Thursday, April 12 11:30am–1pm Eastern What Department Chairs Can Do to Foster Excellent Teaching Thursday, April 19 11:30am–1pm Eastern

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May Applied Learning Lab: Engaging Students Thursday, April 19 12pm–1pm Eastern Surviving the “Off” Class: Techniques and Ideas to Address Disengaged Students Thursday, April 19 3pm-4:30pm Eastern Combining Classroom and Online Teaching Through HybridFlexible Course Design Friday, April 20 12pm-3:30pm Eastern Promoting Deep Learning Through Problem-Based Writing Assignments or Small Group Tasks Tuesday, April 24 3pm-4:30pm Eastern Harnessing the Power of the Scholarship of Teaching and Learning Wednesday, April 25 12pm-1:30pm Eastern (same workshop offered on March 20)

Strategies for Leading and Managing Change (For Department Chairs) Thursday, April 26 11:30am–1pm Eastern Applied Learning Lab: Assessing Learning Thursday, April 26 12pm–1pm Eastern Converting Lurkers to Learners by Increasing Participation Thursday, April 26 3pm-4:30pm Eastern

Becoming a Critically Reflective Teacher Wednesday, May 2 12pm-1:30pm Eastern Best Practices in Budgeting, Resource Management, and Planning for Results (For Department Chairs) Thursday, May 3 11:30am–1pm Eastern Applied Learning Lab: Teaching Online Thursday, May 3 12pm–1pm Eastern Teaching Large Classes Thursday, May 3 3pm-4:30pm Eastern Social Media for Educators Friday, May 4 12pm-3:30pm Eastern Best Practices in Strategic Leadership and Decision Making (For Department Chairs) Thursday, May 10 11:30am–1pm Eastern

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Table of Contents

Spring 2012 Program Workshop Series Each series includes individual, 90-minute Workshops, available separately. Page 8-9 Teaching at Its Best for New Faculty Page 10 Harnessing the Power of the Scholarship of Teaching and Learning Page 11 Making the Most of Your Mentoring Relationships Page 12-13 The Skillful Teacher Page 14-15 Techniques for Engaging Learners Page 16-17 Assessing Student Learning Page 18-19 Addressing Today’s Classroom Challenges

Jossey-Bass Department Chair Leadership Institute Series Each series includes individual, 90-minute seminars, available separately. Page 20-21 Department Chairs: The Essentials Page 22-23 Department Chairs: Best Practices

Half-Day Workshop Series This series includes individual, half-day Workshops, available separately. Page 24-25

Online Course Design and Facilitation

Half-Day Workshops Page 26-27

Teaching Business with Ethics-Based Cases

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Offer Your Lab Science Course Fully Online

Applied Learning Labs Page 30

Meet the Presenters Page 32-35

6 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Workshop Series

Learn It. You asked and we listened. When it comes to learning, faculty and administrators told us that they would like a highly interactive, online environment where they could participate in a professional development experience. Based on this feedback, we created a program of instructionally sound and immediately applicable Workshops where you can learn the latest teaching techniques and strategies. Developed with your scheduling needs in mind, our Workshops are available in a variety of formats including: three- and fivepart Workshop series, individual 90-minute Workshops, and 3.5-hour half-day Workshops! Can’t make a Workshop? That’s okay! Recordings are available to purchase for 6 months after they take place.

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Our Workshops are: • Highly interactive • Instructionally sound • Technologically advanced • Based on faculty and administrator feedback • Accessible in real time from the convenience of your computer Wiley Learning Institute Spring 2012

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Workshop Series

Teaching at Its Best for New Faculty This five-part series is designed with the fairly new collegelevel faculty in mind, even if teaching is a second career. Learn veteran instructor Linda Nilson’s practical, time-saving, research-based strategies for designing and developing a course, planning face-to-face classes or online lessons, getting students to do the assigned readings, testing and grading, and more.

PRICING OPTIONS Early Bird Special 5-part series $349 Special ends: February 14, 2012 Promotion code: WLIEB

When you register for the complete five-part Regular pricing series, you will receive a complimentary copy 5-part series $399 of Teaching at Its Best, 3rd Edition, by Linda B. Individual workshop $99 Nilson (a $40 value). Presented by Linda B. Nilson, Clemson University

Workshops in this Series

Designing a Learning Process—Not Just a Course Participants will learn how to structure a logical, cohesive course around Date and Time measurable student learning outcomes. Nilson will show you how to Tuesday, March 6, 2012 formulate clear, assessable learning outcomes; how to best organize 12pm–1:30pm Eastern them chronologically and in a pedagogically logical way; and how to create an outcomes map encompassing strategies and assessment that will serve as the working skeleton for your course. The Workshop will cover the teaching methods that, according to research, are among the most effective tools for preparing your students to achieve your outcomes and the best strategies for measuring how well they have achieved the desired outcomes.

You Can Get Your Students to Do the Readings This Workshop addresses a very common phenomenon in higher Date and Time education: students not doing the assigned readings. Participants will Tuesday, March 13, 2012 examine the problem as a multi-faceted consequence of faculty and 12pm-1:30pm Eastern student beliefs, values, cognitive abilities, and behaviors, and look objectively at reading assignments and their relative costs and benefits from the perspective of an average student. You’ll assess your process for selecting readings and how your behavior impacts student reading. Working from a research-based understanding of the problem, you will be able to implement numerous measures that will increase your students’ reading comprehension and compliance, many of which may also enhance your student ratings. 8 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Teaching at Its Best for New Faculty

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Making Groups a Positive Experience for Both You and Your Students Managing successful student groups may be the most challenging Date and Time task faculty ever tackle. Groups can get off-task, develop unproductive Tuesday, March 20, 2012 interaction patterns, cover for freeloaders, and fail to plan or make 12pm–1:30pm Eastern progress in a project. This Workshop addresses how to prevent these and related problems from evolving in both informal and formal student groups. These techniques also ensure positive interdependence among group members, individual accountability, and a clear understanding of teamwork skills. Participants will learn to set up and guide student groups and structure their assigned tasks to minimize, if not eliminate, the most common group problems, thereby increasing student learning.

The Case Method and Problem-Based Learning Both the case method and problem-based learning (PBL) center on a Date and Time realistic story that presents students with a problematic situation or task. Tuesday, March 27, 2012 These methods are proven powerful for engaging students in the subject 12pm–1:30pm Eastern matter, motivating them to analyze situations carefully, and giving them practice in applying the course material to solve real-world problems. This Workshop will cover when, why, and how to use the case method or PBL most effectively, addressing types of cases and problems, characteristics of good ones, resources for finding and strategies for writing them, ways to integrate them into a course, and debriefing formats. It will also highlight the critical difference between the two approaches.

 aking the Sting Out of Testing and the Grrr T Out of Grading Test banks that accompany textbooks and course cartridges tend to Date and Time assess only recognition, memorization, and basic comprehension. Yet Tuesday, April 3, 2012 faculty must test students on the higher-order cognitive operations 12pm–1:30pm Eastern that mirror learning outcomes and define many general-education competencies. You will learn how to compose multiple-choice and matching items that require and assess higher-order thinking and reasoning abilities. Additionally, Nilson will tackle the topic of assessing student-constructed projects like writing assignments, oral presentations, multimedia projects, and more through the use of high-quality rubrics. This Workshop will enable faculty to develop rubrics that provide solid feedback to students and anguish-free justification for grading.

killful teaching happens when credible subject Detailedmatter presenterexperts biographies can be found on pp. 32-35 G5F2A

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Workshop

Harnessing the Power of the Scholarship of Teaching and Learning In recent years, the scholarship of teaching and learning has been taken up by faculty from a full range of fields on all types of campuses. Bringing their skills and values as scholars to their work as teachers, these educators pose questions about their students’ learning, systematically explore those questions, use what they learn to improve their own teaching, and share new insights with others who can build on their work.

Pricing Options

In this Workshop, participants will learn about the diverse pathways into the scholarship of teaching and learning (SoTL) and its fit with varied disciplinary and institutional contexts. The presenters will explore the power of such work beyond the individual classroom, examining recent research about its impact on and integration into institutional initiatives and agendas, including faculty development, assessment, and the evaluation and reward of teaching. Key discussion questions include:

Regular Pricing Individual Workshop $149

• What are the best ways to get started with SoTL in your setting? • How can such work be positioned within the institution to make the greatest difference? • What models have been effective in moving SoTL from “start-up” mode to a more sustained, central place in institutional life and work? • What are the challenges and benefits of embracing SoTL—for individuals, programs, and campuses?

Early Bird Special Individual Workshop $125 Special ends: February 14, 2012 Promotion code: WLIEB

Presented by Pat Hutchings, Carnegie Foundation for the Advancement of Teaching; Mary Taylor Huber, Carnegie Foundation for the Advancement of Teaching; and Anthony Ciccone, University of Wisconsin–Milwaukee Date and Time This Workshop is offered on two different dates! Tuesday, March 20, 2012 3pm–4:30pm Eastern

Wednesday, April 25, 2012 When you register for this Workshop, you will 12pm–1:30pm Eastern receive a complimentary copy of The Scholarship of Teaching and Learning Reconsidered by Pat Hutchings, Mary Taylor Huber, and Anthony Ciccone (a $30 value).

Detailed presenter biographies can be found on pp. 32-35

10 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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g

Workshop

Making the Most of Your Mentoring Relationships The critical process of mentoring is a reciprocal learning relationship in which mentor and mentee agree to a partnership and work collaboratively toward achieving mutually defined goals that develop a mentee’s skills, abilities, knowledge, and thinking. Effective mentoring can help ensure personal and professional growth, enhanced student learning, a collegial department, or a successful succession plan. Whether you are a mentor or mentee in a formal or informal relationship—and most of us are both at some point in our careers—you need to use your time and energy to its greatest effect.

Pricing Options

If you are like most administrators and faculty, you find that every day you engage in many types of mentoring relationships that are both multilayered—working with students, administrators, and peers—and diverse—spanning different generations, learning styles, and cultures. Because mentoring is such an important professional responsibility you will want to make the most of your mentoring relationships. Understanding the theory behind mentoring and engaging in practices that lead to successful learner-centered relationships will help you do just that. In this Workshop, Lois Zachary will share what you need to know and do to assure mentoring success.

Presented by Lois J. Zachary, Leadership Development Services, LLC

Early Bird Special Individual Workshop $125 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing Individual Workshop $149

Date and Time Tuesday, March 6, 2012 3pm–4:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of The Mentor’s Guide: Facilitating Effective Learning Relationships, 2nd Edition by Lois J. Zachary (a $36 value).

Detailed presenter biographies can be found on pp. 32-35

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Workshop Series

The Skillful Teacher Skillful teaching happens when credible subject matter experts ally their expertise with knowledge of how students are experiencing learning. Skillful teachers attempt to find out how students experience learning and then use that information to make good pedagogic decisions. In this three-part series, scholar and practitioner Stephen Brookfield will lead you through interactive workshops to help faculty understand how the pedagogies and applications of skillful teaching, discussion, and critical reflection culminate to make teachers more effective.

PRICING OPTIONS Early Bird Special 3-part series $347 Individual Workshop $125 Special ends: February 14, 2012 Promotion code: WLIEB

Regular Pricing 3-part series $397 When you register for the complete three- Individual Workshop $149 part series, you will receive complimentary copies of The Skillful Teacher: On Technique, Presented by Trust, and Responsiveness in the Classroom, Stephen D. Brookfield, 2nd Edition, by Stephen D. Brookfield; Discussion University of St. Thomas as a Way of Teaching: Tools and Techniques for Democratic Classrooms, 2nd Edition, by Stephen D. Brookfield and Stephen Preskill; and Becoming a Critically Reflective Teacher, by Stephen D. Brookfield (a combined $114 value).

Workshops in this Series

Core Practices of Skillful Teaching Stephen Brookfield will draw on his autobiography as both learner and Date and Time teacher to frame these four core assumptions of skillful teaching: Wednesday, March 7, 2012 •Goodteachingconstituteswhateverhelpsstudentslearn 12pm –1:30pm Eastern •Themosteffectiveteachersreflectcriticallyontheirassumptions •Themostimportantpedagogicknowledgeweneedisanawareness of how our students learn •Contextchangeseverything Participants will learn how to use techniques designed to engage a variety of different students, how to vary instructional modalities, how to utilize small groups in the classroom, what students look for in teachers, and how to decipher what’s going on in students’ heads. When you register for this Workshop, you will receive a complimentary copy of The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, 2nd Edition, by Stephen D. Brookfield (a $38 value).

12 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Discussion as a Way of Teaching Discussion is often promoted as a democratic, active teaching method that Date and Time students warm to as they engage emotionally as well as cognitively Wednesday, April 4, 2012 with subject matter. To students, however, discussion is either seen as 12pm– 1:30pm Eastern a meandering interruption to the real business of higher education (finding out what will secure an ‘A’) or as an anxiety-inducing experience in which the purpose is to impress peers and professors with the profundity of one’s insights. Brookfield will examine the factors that ensure productive discussions and how power dynamics can disrupt patterns of participation, and share practices, small group exercises, and fieldtested techniques which can be applied immediately in your classroom. When you register for this Workshop, you will receive a complimentary copy of Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms, 2nd Edition, by Stephen D. Brookfield and Stephen Preskill (a $38 value).

Becoming a Critically Reflective Teacher Practicingreflectivelyinvolvesusviewingouractions—andtheassumptions Date and Time which inform these—through four complementary lenses of critical Wednesday, May 2, 2012 reflection:ourstudents’eyes,ourcolleagues’perceptions,thelensof 12pm–1:30pm Eastern theory, and our autobiographical experiences. Brookfield will explore howadultsexperiencetheprocessofbecomingcriticallyreflectiveand how that experience should inform the way we plan education for critical reflection.Throughouthispresentationhewilldrawonautobiographical examples of his own practice, explaining how critical reflection has caused him to be more aware of the power dynamics of practice and the best ways of responding to resistance. When you register for this Workshop, you will receive a complimentary copy of Becoming a Critically Reflective Teacher, by Stephen D. Brookfield (a $38 value).

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Workshop Series

Techniques for Engaging Learners Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available, until now. This three-part series offers college faculty tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. In addition, participants will learn immediately applicable classroom assessment techniques to monitor student engagement and progress, as well as effective writing assignments and small-group activities. Wh you register for the complete three-part When series, you will receive complimentary copies of Student Engagement Techniques: A Handbook for College Faculty, by Elizabeth F. Barkley, Teaching with Classroom Response Systems: Creating Active Learning Environments, by Derek Bruff, and Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Edition, by Active Learning in the Classroom, 2nd Edition John C. Bean (a combined $118 value).

PRICING OPTIONS Early Bird Special 3-part series $347 Individual Workshop $125 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing 3-part series $397 Individual Workshop $149

Workshops in this Series

Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom Concern over student engagement has become central to conversations regarding quality in higher education, but what does ‘student engagement’ mean? And once we know, how do we achieve it? Drawing from an extensive career of research and practice, Barkley offers instructors a dynamic model for understanding student engagement as well as practical strategies and techniques for promoting it in the face-to-face and online classroom, with an emphasis on online strategies.

Presented by Elizabeth F. Barkley, Foothill College Date and Time Tuesday, February 28, 2012 3pm–4:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Student Engagement Techniques: A Handbook for College Faculty, by Elizabeth F. Barkley (a $40 value).

14 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Engaging Students with Clickers Classroom response systems (“clickers”) are technologies that enable teachers to rapidly collect and analyze student responses to multiplechoice questions during class. These systems can be used in a variety of ways to engage students in learning, in both large and small classes. In this workshop, we’ll explore the kinds of questions and activities that make the most of these systems, including ways to foster small-group and class-wide discussion, turn quizzes into learning experiences for students, practice more “agile” teaching, and make class time more enjoyable. We’ll also consider how clickers can tap into intrinsic motivations students have for engaging with their peers and instructors.

Presented by Derek Bruff, Vanderbilt University Date and Time Tuesday, March 27, 2012 3pm–4:30pm Eastern

When you register for this workshop, you will receive a complimentary copy of Teaching with Classroom Response Systems: Creating Active Learning Environments, by Derek Bruff (a $38 value).

Promoting Deep Learning Through Problem-Based Writing Assignments or Small Group Tasks Would you like to promote more engaged learning in your courses through better (and easier-to-grade) writing assignments or more effective small-group activities? This interactive workshop will focus on low-cost ways to design critical thinking problems—suitable for brief writing assignments or small group tasks—that teach disciplinary methods of inquiry, analysis, and argument while also promoting deep learning of your course’s concepts and ideas. We will also discuss strategies for grading student performance and handling the paper load. Workshop participants will come away with new ideas for short assignments that can be used immediately in the classroom.

Presented by John C. Bean, Seattle University Date and Time Tuesday, April 24, 2012 3pm–4:30pm Eastern

When you register for this workshop, you will receive a complimentary copy of Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd Edition, by John C. Bean (a $40 value).

Detailed presenter biographies can be found on pp. 32-35

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Workshop Series

Assessing Student Learning Increasing pressure for accountability from government and accreditation agencies makes assessing student learning a more and more critical part of the job of college faculty, but assessment is not just for accreditation—it should be used to improve teaching, and can even be a learning experience for the student. This three-part series offers a variety of tools and techniques for assessing student learning—and for understanding and managing assessment results.

PRICING OPTIONS Early Bird Special: 3-part series $347 Individual Workshop $125 Special ends: February 14, 2012 Promotion code: WLIEB

Regular Pricing When you register for the complete three-part 3-part series $397 series, you will receive complimentary copies Individual Workshop $149 of Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition by Thomas A. Angelo and K. Patricia Cross; Documenting Learning with ePortfolios: A Guide for College Instructors by Tracy Penny Light, Helen L. Chen, and John C. Ittelson; and Assessing Student Learning: A Common Sense Guide, 2nd Edition by Linda Suskie (a combined $128 value).

Workshops in this Series

An Introduction to Classroom Assessment: Finding Out How Well Students Are Learning What We’re Teaching How well are college students learning? How effectively are faculty teaching?Teachersthemselvesaretheclosestobserversoflearningas it takes place in their classrooms—and thus have the opportunity to become the most effective assessors and improvers of their own teaching. But in order for teaching to improve, teachers must first be able to discover when they are off course, how far off they are, and how to get back on the right track. In this Workshop, Angelo draws from years of experience to help faculty develop a better understanding of the learning process in their own classrooms and learn to plan, implement, and analyze classroom assessment projects.

Presented by Thomas A. Angelo, La Trobe University, Australia Date and Time Thursday, March 1, 2012 3pm–4:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition by Thomas A. Angelo and K. Patricia Cross (a $48 value).

16 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Documenting and Assessing Student Learning with ePortfolios This Workshop will explore the ways that student learning can be documented using ePortfolios, focusing specifically on the ways that they can be used to assess students’ achievement of learning outcomes. This assessment may happen in various contexts—at the class, program, and even institutional levels—and tailored to address the needs of different stakeholders such as faculty, accreditors, and prospective employers. ePortfolios can also provide opportunities for students to assess their own learning as they identify areas to develop over their learning careers. Drawing upon selected case studies and the experiences of the audience, the presenters will illustrate ways to enhance student learning.

Presented by Tracy Penny Light, St. Jerome’s University at Univeristy of Waterloo, Canada; Helen L. Chen, Stanford University; and John C. Ittelson, California State University, Monterey Bay

When you register for this Workshop, you will Date and Time receive a complimentary copy of Documenting Thursday, March 15, 2012 Learning with ePortfolios: A Guide for College 3pm–4:30pm Eastern Instructors by Tracy Penny Light, Helen L. Chen, and John C. Ittelson (a $40 value).

What Are My Assessment Results Telling Me? Your assessments have been conducted. Your students have completed tests, assignments, and surveys. Their projects and performances have been evaluated. The results are piled up on your desk. Now what? This is when too many assessments come grinding to a halt. This Workshop will help you break through this barrier and find meaning and utility in your assessment results. Participants will: • Review why you undertook this assessment in the first place and who should see the results • Learn a few of the many ways to set standards or benchmarks for interpreting assessment results • Get tips on how to share assessment results in clear and useful ways with the correct audiences • Identify five questions to answer in your assessment “story”

Presented by Linda Suskie, Middle States Commission on Higher Education Date and Time Thursday, March 29, 2012 3pm–4:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Assessing Student Learning: A Common Sense Guide, 2nd Edition by Linda Suskie (a $40 value).

Detailed presenter biographies can be found on pp. 32-35

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Workshop Series

Addressing Today’s Classroom Challenges Today’s ever-changing college classrooms present both ageold and new challenges every day. If the challenges you face include presenting engaging lectures to large classes, adapting content to fit shortened courses, creating an active and participatory learning environment, or just getting through that one class which doesn’t “mesh,” you are not alone. These are issues which your colleagues face every day, and have developed strategies to address. This five-part series is designed specifically for community college instructors, adjuncts, lecturers, and any faculty member—new or experienced—who needs solutions to the daily challenges of the job.

PRICING OPTIONS Early Bird Special: 5-part series $349 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing: 5-part series $399 Individual Workshop $99

When you register for the complete five-part series, you will receive a complimentary copy of your choice of one of the following books: Teaching Intensive and Accelerated Courses: Instruction that Motivates Learning by Raymond J. Wlodkowski and Margery B. Ginsberg; Teaching the Large College Class: A Guidebook for Instructors with Multitudes by Frank Heppner; Best Practices for Supporting Adjunct Faculty by Richard E. Lyons; Engaging the Online Learner: Activities and Resources for Creative Instruction, Updated Edition by Rita-Marie Conrad and J. Ana Donaldson; and Student Success in Community Colleges: A Practical Guide to Developmental Education by Deborah J. Boroch, Laura Hope, Bruce M. Smith, Robert S. Gabriner, Pamela M. Mery, Robert M. Johnstone, and Rose Asera (up to a $42 value).

Workshops in this Series

Flipping the Lecture Classroom: Making the Most of Student Time While colleges identify value in active, student-centered learning, lectures are still deeply engrained in our instructional approaches. In fact, students spend most of their classroom time passively listening to lectures. What would happen if you found a model that eliminated passive, lecture-based learning from your classroom by integrating mobile and participatory learning through Web 2.0 tools? What would happen if that model resultedinincreasedstudentretentionandsuccess?Wouldyouwantto learnmore?Thenjoinus.Pacansky-Brockwilltakeyouonatourofher instructional model that employs mobile lectures and online tools for formative assessments, resulting in a more relevant, engaging student learning experience.

Presented by Michelle PacanskyBrock, Mt. San Jacinto Community College Date and Time Thursday, March 8, 2012 3pm–4:30pm Eastern

18 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Increasing Student Motivation in Intensive and Accelerated Courses In intensive and accelerated courses instructors have to condense and sharpen instruction without losing depth and comprehension in learning. This Workshop addresses this challenge by teaching participants how to adapt content and instruction to two- to six-hour blocks of instructional time for shorter courses or training periods. Participants will learn how to design and carry out a motivating lesson with strategies that are particularly effective for engaging learners in intensive formats.

Surviving the “Off” Class: Techniques and Ideas to Address Disengaged Students All educators will, sooner or later, experience the class where things do not “fit” together just right. Students are not engaged, blank stares look back at you, no energy exists in the room, save maybe your evermore doubt-filled efforts. It may last only one class period, but it can also linger for an entire topic, quarter, or semester. Such an experience can cause a teacher to become tentative and self-doubting. This Workshop will offer practical coping mechanisms and new techniques for support and perspective when (not if) the “off” class occurs.

Presented by Raymond J. Wlodkowski, Regis University; and Margery B. Ginsberg, University of Washington Date and Time Thursday, March 22, 2012 3pm–4:30pm Eastern

Presented by Johnnie Rosenauer, San Antonio College Date and Time Thursday, April 19, 2012 3pm–4:30pm Eastern

Converting Lurkers to Learners by Increasing Participation Researchers acknowledge that students learn best when they’re engaged in active learning. We can see the learning in our traditional classes, but what about our online classes? This Workshop will help you to create active learning assignments that engage your students and solve identified learning problems. You’ll also learn strategies to engage those lurkers who just don’t want to contribute. The topic is geared toward an online environment; however, all of the outcomes are readily transferrable to a traditional face-to-face course.

Teaching Large Classes Teaching a large class presents many unique challenges and opportunities, whether you have 70 or 700 students. In a large class, students often feel less connected, so we will learn how to engage students, increase participation, and initiate discussions. Chen will cover the logistics of teaching in an auditorium; how to best communicate, including tips on composing a comprehensive syllabus; how to structure office hours and emails; and developing a class website. Lastly, we will discuss how to incorporate teaching assistants.

Presented by Solveg Cooper, California State Polytechnic University, San Luis Obispo; and Cuesta College Date and Time Thursday, April 26, 2012 3pm–4:30pm Eastern Presented by Ivy Chen, San Francisco State University Date and Time Thursday, May 3, 2012 3pm–4:30pm Eastern

Detailed presenter biographies can be found on pp. 32-35

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Jossey-Bass Department Chair Leadership Institute Series A professional, economical, and timely way for department chairs to get the orientation and support they need to excel in their role. The most practical events you’ll attend all year! In addition to networking and learning online with colleagues from around the globe, when you register for all five online seminars, you will also receive: • 30% off ALL Jossey-Bass books and subscriptions to The Department Chair, a quarterly journal. • On-demand access to recordings of all seminars for six months after they take place • Valuable resource: A complimentary copy of a JosseyBass book especially for department chairs.

Department Chairs: The Essentials Designed for department chairs in their first term (one to three PRICING OPTIONS years), this practical series will provide essential information, Early Bird Special: tips, and tools for those new to the role. 5-part series $349 When you register for the complete five–part series, you will receive a complimentary copy of The Department Chair Primer: What Chairs Need to Know and Do to Make a Difference, 2nd Edition by Don Chu (a $30 value).

Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing: 5-part series $399 Individual Seminar $99

Seminars in this Series

The Most Important Things You Need to Know (and Do) as a Department Chair •Introduction:understandingthedepartment,theinstitution,and the chair’s role •Thefirstdaysonthejob:whattoknow,whattodo,andwhatnottodo •Modelsofeffectivedepartmentchairleadership •Thekeyleadershipteam:buildingexcellentrelationshipswith chairs, deans, and academic vice presidents

Presented by Don Chu, California State University, San Marcos Date and Time Thursday, March 8, 2012 11:30am–1pm Eastern

20 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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A Quick and Practical Guide to Managing Your Time and Stress Presented by Christian K. Hansen, Eastern Washington University

• Analyzing how you use time • Getting and staying organized • Managing your priorities • Delegating • Getting the most out of meetings • Managing work-life balance

Date and Time Thursday, March 22, 2012 11:30am–1pm Eastern

Best Practices in Effective Communication and Conflict Management • Keys to successful and effective communication with faculty, students, and administration • Dealing with difficult people • Fostering teamwork and group process • Managing conflict and dealing with complaints

Presented by Walter H. Gmelch, University of San Francisco Date and Time Thursday, April 5, 2012 11:30am–1pm Eastern

What Department Chairs Can Do to Foster Excellent Teaching • The chair’s role in improving teaching—what works and what doesn’t • Motivating faculty to improve their teaching • Low-cost and no-cost teaching improvement activities • Barriers to improvement • Characteristics of successful programs with excellent teaching

Presented by Mary Deane Sorcinelli, University of Massachusetts, Amherst Date and Time Thursday, April 19, 2012 11:30am–1pm Eastern

Best Practices in Budgeting, Resource Management, and Planning for Results • Basic terms, processes, and concepts in budgeting • Determining priorities and deploying resources • Juggling competing demands • External sources of funding and fundraising

Presented by Don Chu, California State University, San Marcos Date and Time Thursday, May 3, 2012 11:30am–1pm Eastern

Detailed presenter biographies can be found on pp. 32-35

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Jossey-Bass Department Chair Leadership Institute Series

Department Chairs: Best Practices Designed for department chairs with more experience who PRICING OPTIONS want to know how to deal successfully with the key challenges Early Bird Special: of their position, Series Two will take chairs to a whole new 5-part series $349 level with best practices for excelling at this important role.

Special ends: February 14, 2012 When you register for the complete five–part Promotion code: WLIEB series, you will receive a complimentary copy of The Essential Department Chair: A Compre- Regular Pricing: hensive Desk Reference, 2nd Edition by Jeffrey 5-part series $399 Individual Seminar $99 L. Buller (a $45 value).

Seminars in this Series

Keys to Effective and Fair Faculty Evaluation •Bestpracticesinalltypesoffacultyevaluation •Diagnostic,formative,summative,andformative-summative reviews •Combiningquantitativeandqualitativeanalysisinevaluations •Dealingwithcommonproblemsthatoccurduringevaluations

Presented by Jeffrey L. Buller, Florida Atlantic University Date and Time Thursday, March 15, 2012 11:30am–1pm Eastern

Program Level Assessment: What to Do and What to Avoid Designed specifically for department heads and chairs, this informative, practical session will be helpful in: •Identifyingprogramgoals •Translatingthosegoalsintoassessablestudentlearningoutcomes •Definingprogramoutcomes •Creatingacurriculummapandpotentialassessmentpoints •Assessinglearning •Collecting,aggregating,andinterpretingdata.

Presented by Susan Hatfield, Winona State Univeristy Date and Time Thursday, March 29, 2012 11:30am–1pm Eastern

It will also cover how to avoid common mistakes and methodological errors to ensure effective and reliable assessment results

22 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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What Department Chairs Need to Know About Legal Issues and Risk Management • Academic freedom: what it is and what it isn’t • Legal risks in promotion and tenure decisions • “New” forms of discrimination and how to avoid them • Handling complaints • Dealing with performance and behavior problems

Presented by Barbara Lee, Rutgers University Date and Time Thursday, April 12, 2012 11:30am–1pm Eastern

Strategies for Leading and Managing Change Change is a constant in higher education, and real change on college campuses often starts in academic departments. The department chair’s role is critical in leading and managing change. This seminar will address: • Acting and reacting: responding to change motivations both internal and external to the institution • Leading from behind: identifying leaders, mentoring effectively • Taking the long view • Identifying and dealing with emotional responses to change • Picking your battles: knowing when you can win and when to give up gracefully

Presented by Linda Cabe Halpern, James Madison University Date and Time Thursday, April 26, 2012 11:30am–1pm Eastern

Best Practices in Strategic Leadership and Decision Making The department chair position is the most critical (and unique) role in higher education: 80% of university decisions are made at the department level; one in five of the 50,000 chairs change each year; it takes 10,000 hours to become an expert; only 3% of chairs receive training in leadership. How do chairs learn to be strategic leaders? This interactive online seminar will:

Presented by Walt H. Gmelch, University of San Francisco Date and Time Thursday, May 10, 2012 11:30am–1pm Eastern

• Explore the department chair’s motives, obstacles, ambiguities, and preparation for leadership • Discover the three critical conditions of strategic academic leadership—and prioritize the four roles of department chairs • Develop strategies and skills for “managing up” with your dean • Identify who, when, and how decisions should be made in your department •L  earn the three spheres of leadership capacity and how to develop them • Build and maintain your leadership credibility—and leave a legacy Detailed presenter biographies can be found on pp. 32-35

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Half-Day Workshop Series

Online Course Design and Facilitation The majority of courses use the online environment for sharing content, facilitating interactivity, and/or assessing performance. In addition, online course components or fully online courses increase flexibility for students, while requiring them to take more responsibility for their learning. Whether you want to put part or all of your course online, this three-part series of half-day Workshops provides strategies and techniques for designing, developing, facilitating, or evaluating the most appropriate methods for students to remain engaged and reach learning outcomes over distance. When you register for this three-part series, you will receive complimentary copies of the following books: Effective Online Teaching: Foundations and Strategies for Student Success by Tina Stavredes; Blended Learning in Higher Education: Framework, Principles, and Guidelines by D. Randy Garrison and Norman D. Vaughan; and Social Media for Educators: Strategies and Best Practices by Tanya Joosten (a combined $118 value).

PRICING OPTIONS Early Bird Special: 3-part half-day Workshop series $697 Individual half-day Workshop $249 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing: 3-part half-day Workshop series $797 Individual half-day Workshop $299

Half-Day Workshops in this Series

Instructional Scaffolding to Support Online Learners Distance learning is one of the fastest growing segments of the educational market, including individual distance classes, fully distance programs, and options in between. However, there is evidence that drop-out rates among distance learners are higher than those of traditional, campusbased students. Regardless of the institution, the critical period is the first year in the student’s program of study or the first few weeks of an online class. Participants will consider the factors that contribute to student attrition of nontraditional adult online learners, and explore instructional strategies that instructors can incorporate into their teaching to help students persist in their courses.

Presented by Tina Stavredes, Ultimate Medical Academic Date and Time Friday, March 30, 2012 12pm–3:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Effective Online Teaching: Foundations and Strategies for Student Success by Tina Stavredes (a $40 value).

24 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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n Combining Classroom and Online Teaching Through Hybrid-Flexible Course Design HyFlex (hybrid-flexible) courses provide an effective method to combine traditional, classroom-based students and online students in the same course at the same time. Additionally, HyFlex courses can provide students with options that allow for a high level of participation flexibility which students find extremely valuable. HyFlex courses provide a rich learning environment that improves and enhances the class experience for all students, whether online or in the classroom.

Presented by Brian Beatty, San Francisco State University Date and Time Friday, April 20, 2012 12pm–3:30pm Eastern

Participants will: • Identify the opportunities and needs you have for a HyFlex approach • Learn the basic steps to designing a HyFlex model that works in your setting • Begin to plan for implementing HyFlex in your system, large or small When you register for this Workshop, you will receive a complimentary copy of Blended Learning in Higher Education: Framework, Principles, and Guidelines by D. Randy Garrison and Norman D. Vaughan (a $40 value).

Social Media for Educators Facebook, Twitter, and YouTube are popular social media tools being used in the classroom to build connections, create presence, and increase student learning. In this Workshop, we will highlight how social media can be used both as a professional development tool and to better meet the needs of students by enhancing student interactivity and providing engaging learning opportunities. You will learn to: • Build your professional network on Twitter • Increase feedback opportunities in the classroom using Twitter • Increase communication through a Facebook fan page • Share rich media and content on various social media, including YouTube, to engage students • Develop strategies for managing your social media

Presented by Tanya Joosten, University of Wisconsin–Milwaukee Date and Time Friday, May 4, 2012 12pm–3:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Social Media for Educators: Strategies and Best Practices by Tanya Joosten (a $38 value).

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Half-Day Workshop

Teaching Business with Ethics-Based Cases High-profile business news stories, such as the case involving Bernard Madoff, demonstrate and amplify the need to teach today’s business students how to create, work in, and manage organizations that value integrity and ethical behavior. As a teaching tool, cases provide effective ways to analyze, debate, and discuss the business decisions that students will face and make when they enter the workforce. Moreover, ethics-based cases allow teachers to integrate these discussions and critical thinking activities into any course topic, such as Accounting, Finance, International Business, or Management; and for all students, undergraduate or graduate. Participants in this interactive half-day Workshop will identify when and how to incorporate ethics-based cases into their own business-related courses.

PRICING OPTIONS Early Bird Special: Individual half-day Workshop $249 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing: Individual half-day Workshop $299 Date and Time Friday, March 23, 2012 12pm–3:30pm Eastern

When you register for this half-day Workshop, you will receive a complimentary copy of your choice of one of the following books: Rethinking Undergraduate Business Education: Liberal Learning for the Profession by Anne Colby, Thomas Ehrlich, William M. Sullivan, and Jonathan R. Dolle; Conscience and Corporate Culture by Kenneth E. Goodpaster; Essentials of Business Ethics: Creating an Organization of High Integrity and Superior Performance by Denis Collins; and No One Would Listen: A True Financial Thriller by Harry Markopolos (up to a $44.95 value).

CPE credits are available for this Workshop!

Wiley Learning Institute, under John Wiley & Sons, is an approved provider of Continuing Education for Business Faculty and Professionals. Visit www.WileyLearningInstitute.com for more information. John Wiley and Sons, Inc. is registered with the National Association of State Boards of Accountancy (NASBA) as a sponsor of continuing professional education on the National Registry of CPE Sponsors. State boards of accountancy have final authority on the acceptance of individual courses for CPE credit. Complaints regarding registered sponsors may be submitted to the National Registry of CPE Sponsors through its website: www.learningmarket.org.

26 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Topics in this Half-Day Workshop

Case Studies for Engagement and Liberal Learning Case studies are valuable means for enabling students to come to grips with multiple perspectives on business decisions and to appreciate the complex social contexts and consequences of those decisions. Engagement with case studies can also help students toward a clearer sense of their own roles and commitments in their developing careers and provide the basis for better informed, more mature judgment. The presenters will discuss the place of ethics-based cases in the revamped approach to undergraduate business education they outline in their recent book Rethinking Undergraduate Business Education: Liberal Learning for the Profession.

Presented by Thomas Ehrlich, Stanford University, and William M. Sullivan, Wabash College, University of Denver

Conscience and Corporate Culture Presenter Goodpaster will examine two case studies—Martha McCaskey and Northwest Airlines vs. WCCO-TV—which illustrate the role of business ethics at the personal level and at the organizational level. Several concepts from his book Conscience and Corporate Culture are part of the analysis of these cases, and they provide an opportunity for students to appreciate the relevance of conscience in both their personal lives and in the lives of corporations in the public arena.

Presented by Kenneth E. Goodpaster, University of St. Thomas

Business Ethics Case Study Teaching Methods The best method for teaching business ethics involves facilitating ethics- Presented by based student dialogues that examine different perspectives for Denis Collins, managing business problems. Thus case studies provide an excellent Edgewood College opportunity for teaching business ethics across business school disciplines. Collins presents a systematic ethics decision-making framework and examines how to use various strategies, such as role play, debates, and personal exploration, to engage students and effectively teach difficult content.

Detailed presenter biographies can be found on pp. 32-35

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Half-Day Workshop

Offer Your Lab Science Course Fully Online In light of decades of declining science literacy, today’s students need greater exposure to lab science courses than ever before. But during the past decade of soaring online course enrollments, science courses that require a lab portion (biology, chemistry, physics, geology, and more) have not been as broadly or frequently offered online as have courses in non-science disciplines. This hesitancy to offer these courses online is primarily due to educators’ trepidation over how to provide online students with the hands-on “wet laboratory” experiences they need to learn science effectively and educators’ lack of knowledge on how to transition their course content and interaction from face-to-face to online delivery, both of which this Workshop will address.

Pricing Options

After a brief review of the necessity for offering lab science courses online and overcoming the obstacles to launching such courses, the presenters will discuss practical approaches that will help ensure a successful and meaningful outcome for both instructors and students. Their discussion of tips and best practices will include examples from various science disciplines and relevant topics such as must-have inclusions for your syllabus, managing a lab discussion board, safeguarding academic integrity, and options for providing students with vital “wet” laboratory experiences.

Presented by Peter Jeschofnig, Colorado Mountain College, and Linda Jeschofnig, Hands-On Labs, Inc.

Early Bird Special: Individual half-day Workshop $249 Special ends: February 14, 2012 Promotion code: WLIEB Regular Pricing: Individual half-day Workshop $299

Date and Time Friday, March 16, 2012 12pm–3:30pm Eastern

When you register for this Workshop, you will receive a complimentary copy of Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology by Linda Jeschofnig and Peter Jeschofnig (a $28 value).

Detailed presenter biographies can be found on pp. 32-35

28 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Apply it. At Wiley Learning Institute, you will come away with immediately applicable techniques and strategies that you can use in your classes to help improve the learning experience for your students. We know that trying something new for the first time may not be easy, so we offer Applied Learning Labs and Professional Development Coaches for you to get the help you need. Each Applied Learning Lab offers: • A beyond-the-workshop, community experience • Many ways to interact and learn with us • Opportunities to solicit peer feedback • Coaches with years of experience to work with you on your needs

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Applied Learning Labs Put what you’ve learned into practice today! Applied Learning Pricing Labs provide follow-up opportunities for you to get help from $49 per Applied experienced professionals implementing what you’ve learned Learning Lab during the Workshops in your own context. This could be as simple as additional answers to questions, or as complex as feedback on specific projects. Applied Learning Labs are all related to specific topics or outcomes from Workshops.

Designing Courses Do you need help developing a course? Are you having trouble getting Date and Time your students to do the reading? Having a hard time creating testing Thursday, April 5, 2012 materials for your students? Or are you interested in trying a new type 12pm–1pm Eastern of syllabus? The Designing Courses Applied Learning Lab is for you.

Engaging Students Have you tried incorporating small groups into your class and it’s just Date and Time not working? Are you looking to make your classroom discussions more Thursday, April 19, 2012 engaging? Want to experiment with new writing assignments? Or are 12pm–1pm Eastern you trying to integrate a classroom response system? Register for the Engaging Students Applied Learning Lab.

Assessing Learning Do you have a classroom assessment project in mind and want to know Date and Time the best way to implement it? Do you want to use ePortfolios in your Thursday, April 26, 2012 classroom, but you’re just not sure where to start? Or have you already 12pm–1pm Eastern collected the assessments and need guidance for the next step? Join your peers and share ideas in the Assessing Learning Applied Learning Lab.

Teaching Online Are you currently teaching online and you’re having a hard time keeping Date and Time students engaged? Would you like to learn more about social media Thursday, May 3, 2012 tools? Or are you looking to effectively implement a hybrid-flexible format 12pm–1pm Eastern for your course? We’re waiting for you in the Teaching Online Applied Learning Lab. Whatever the case may be, submit your work product and/or questions in advance and we’ll help you work through it during these Applied Learning Labs.

30 Register at www.WileyLearningInstitute.com or call 1-800-245-6217

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Share It. The Wiley Learning Institute experience does not end once you learn a teaching technique or apply it in your class. As part of a community, Wiley Learning Institute encourages you to continue the conversation and stay informed all year long—through this collaboration workspace. Let people know what worked and what you would change, how you tweaked something for your particular context, or something new you have tried. Go ahead… share your experience and knowledge with other participants, and they’ll do the same!

The community extends beyond www.WileyLearningInstitute.com! Join us and your peers using your favorite social media tool.

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Meet the Presenters Workshop Series

Thomas A. Angelo is the pro vicechancellor for curriculum and academic planning, founding director of the Curriculum, Teaching, and Learning Centre, and professor of higher education at La Trobe University in Melbourne, Australia. He is also director of La Trobe’s Design for Learning Project, an ambitious four-year revision and redesign of the university’s entire undergraduate curriculum. He is author, with K. Patricia Cross, of Classroom Assessment Techniques.

Stephen D. Brookfield is Distinguished University Professor at the University of St. Thomas in Minneapolis, Minnesota. He has taught for forty years in England, Canada, Australia, and the United States. A four-time winner of the Cyril O. Houle Award for Outstanding Literature in Adult Education, he is the author of numerous books on teaching including The Skillful Teacher, Discussion as a Way of Teaching, Becoming a Critically Reflective Teacher, and Teaching for Critical Thinking.

Elizabeth F. Barkley is professor of music at Foothill College in Los Altos, California. She is a nationally known scholar, educator, and consultant and has been the recipient of several honors, including being named California’s Higher Education Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. She is author of Student Engagement Techniques and coauthor, with K. Patricia Cross and Claire Howell Major, of Collaborative Learning Techniques.

Derek Bruff is an acting director at the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics. He is the author of Teaching with Classroom Response Systems.

John C. Bean is professor of English at Seattle University. He is the author of Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom and numerous scholarly articles and the coauthor of several leading composition and argument textbooks. Brian Beatty is chair and associate professor in the instructional technologies department at San Francisco State University, where he teaches courses in instructional systems design, distance education, e-learning development, project management, and formative evaluation/usability testing. Beatty provides consulting services to e-learning development and “train the trainer” programs and has more than 25 years of experience as a classroom teacher, trainer, and instructional designer at high schools, higher education institutions, and in the US Navy.

Jeffrey L. Buller is dean of the Harriet L. Wilkes Honors College of Florida Atlantic University. Jeff is widely respected as a higher education consultant, particularly in such areas as positive academic leadership, conducting effective faculty reviews, and faculty orientation. He is the author of The Essential Department Chair, The Essential Academic Dean, The Essential College Professor, and Academic Leadership Day by Day. Helen L. Chen is a research scientist in the Department of Mechanical Engineering and the ePortfolio project manager in the Office of the Registrar at Stanford University. Ivy Chen is a lecturer at San Francisco State University for the Health Education, Sexuality Studies, and Psychology departments. For the last ten years, Ivy has taught two large undergraduate human sexuality courses, with enrollments of 700 and 350 students per semester. Don Chu is dean of the College of Education, Health, and Human Services at California State University, San Marcos. He is the author of The Department Chair Primer: What Chairs Need to Know and Do to Make a Difference.

32 Register Registeratatwww.WileyLearningInstitute.com www.WileyLearningInstitute.comororcall call1-800-245-6217 1-800-245-6217 32

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Workshop Series Anthony Ciccone is professor of French and director of the Center for Instructional and Professional Development at the University of Wisconsin–Milwaukee, and former director of the CASTL program at the Carnegie Foundation for the Advancement of Teaching. Denis Collins is professor of business at Edgewood College in Madison, Wisconsin, where he teaches classes in management and business ethics. He has published six books and articles, most recently Business Ethics: How to Design and Manage Ethical Organizations and Essentials in Business Ethics: Creating an Organization of High Integrity and Superior Performance. He has conducted hundreds of business ethics workshops, talks, and consulting projects; won several teaching and service awards; and serves on Edgewood College’s Board of Trustees. Solveg Cooper is a graduate of Texas A&M University and University of Southern California. She understands the difficulties of working full time and attending school, having attended USC at night school for four and a half years to get her M.B.A. Her background includes work experience in petrochemical research, industrial manufacturing, and sales and marketing of industrial products. Solveg now uses her diverse work experience to teach business classes at California State Polytechnic University, San Luis Obispo, and Cuesta College. Thomas Ehrlich is a visiting professor at the Stanford University School of Education. He has previously served as a senior scholar at the Carnegie Foundation for the Advancement of Teaching, president of Indiana University, provost of the University of Pennsylvania, and dean of Stanford Law School. He was also the first president of the Legal Services Corporation in Washington, DC; the first director of the International Development Cooperation Agency, reporting to President Carter; and a Distinguished University Scholar at California State University. He is author, coauthor, or editor of 13 books.

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Margery B. Ginsberg is associate professor in the Leadership for Learning doctoral program in the College of Education at the University of Washington, Seattle. Walter H. Gmelch is dean of the School of Education at the University of San Francisco. Walt is one of higher education’s leading researchers in the study of academic leaders—particularly chairs and deans. He is the author of Chairing an Academic Department, Leadership Skills for Department Chairs, The Department Chair as Academic Leader, The Changing Nature of the Academic Dean, Deans’ Balancing Acts, and College Deans: Leading from Within. Kenneth E. Goodpaster is the David and Barbara Koch Endowed Chair in Business Ethics at the University of St. Thomas, St. Paul, MN, and sits on the editorial boards of numerous journals in the field of business ethics. Formerly, he taught graduate and undergraduate philosophy at the University of Notre Dame before joining the Harvard Business School faculty. He is the author of many articles, books, and textbooks, including, most recently, Conscience and Corporate Culture. Linda Cabe Halpern is dean of University Studies at James Madison University, where she oversees a wide variety of large academic programs that intersect with multiple colleges and academic departments. Prior to that, she was dean of general education from 1996 to 2006, leading the university’s general education program through a successful reform effort and establishing it as a signature program for the university and a national leader in general education outcomes assessment. Christian K. Hansen is associate dean of computing and engineering sciences at Eastern Washington University. He is the author of Time Management for Department Chairs. Hansen regularly presents on time management at conference workshops, including the Academic Chairpersons Conference. During the last eight years he has focused much of his research on time management.

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Meet the Presenters Workshop Series Susan Hatfield is professor of communication studies at Winona State University. She served nine years as chair of that department and twelve years as the assessment coordinator. She is also a visiting scholar with the Higher Learning Commission and serves as a peer evaluator for that organization. Mary Taylor Huber is senior scholar emerita and consulting scholar at the Carnegie Foundation for the Advancement of Teaching, where she has been involved in research since 1985. Pat Hutchings is a consulting scholar with the Carnegie Foundation for the Advancement of Teaching, where she was previously vice president. John C. Ittelson is the director of outreach to the California Virtual Campus and consultant to the CalStateTEACH Project for California State University, Monterey Bay. He is also the cochair of the Academic ePortfolio Workgroup for the Postsecondary Electronics Standards Council. Peter Jeschofnig, professor emeritus, has over two decades of experience teaching chemistry, physics, and environmental science at Colorado Mountain College, where he also served as chair of the science department. Peter has been actively involved in distance and online science education since 1988, was Colorado’s Distance Educator of the Year for 2001, and has served on several Colorado state education boards. Linda Jeschofnig, a master teacher and esteemed educator, introduced Quality Education Principles and Practices at Addis Ababa University’s Commercial College and demonstrated those practices to fellow educators in southern Africa as she taught online courses for U.S. students from Namibia. She is the president and CEO of Hands-On Labs, Inc., which develops and produces academically-aligned lab kits for online college courses.

Tanya Joosten is the interim associate director at the University of Wisconsin– Milwaukee Learning Technology Center and teaches in the Department of Communication. She is the author of Social Media for Educators: Strategies and Best Practices and her work and expertise on social media have been highlighted by The Chronicle of Higher Education, Ed Tech Magazine, eCampus News, and EDUCAUSE Quarterly. Barbara Lee is former dean of the School of Management and Labor Relations at Rutgers University, professor of human resource management, and counsel to the law firm of Edwards Angell Palmer & Dodge, LLP. Lee is one of the leading scholars and practitioners of higher education law. She is the author, with William A. Kaplin, of the leading treatise on higher education law, The Law of Higher Education, and has published over 100 books, articles, and chapters on higher education and employment law. Tracy Penny Light is assistant professor at St. Jerome’s University at the University of Waterloo, Canada. Her research focuses on ePortfolio implementation and the ability for reflection in ePortfolios to transform the student experience. Linda B. Nilson is the founding director of the Office of Teaching Effectiveness and Innovation at Clemson University. She is the author of Teaching at Its Best: A Research-Based Resource for College Instructors and The Graphic Syllabus and the Outcomes Map: Communicating Your Course.

Together, Peter Jeschofnig and Linda Jeschofnig are the authors of Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology.

34 34 Register Registerat atwww.WileyLearningInstitute.com www.WileyLearningInstitute.comor orcall call1-800-245-6217 1-800-245-6217

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Workshop Series Michelle Pacansky-Brock received the 2007 Sloan-C Excellence in Online Teaching Award and the 2010 Sloan-C Effective Practice Award for her use of VoiceThread. She was a fulltime community college instructor at Sierra College from 2002–2009 and currently teaches the History of Photography online at Mt. San Jacinto Community College. Additionally, Michelle serves as the coordinator and an online instructor for the @One Online Teaching Certification Program, is an active blogger, and is the author of a forthcoming book on best practices for teaching with emerging technologies.

William M. Sullivan is senior scholar at the Center for Inquiry in the Liberal Arts at Wabash College and director of the Educating Tomorrow’s Lawyers project at the University of Denver. He was formerly senior scholar at the Carnegie Foundation for the Advancement of Teaching, where he codirected the Preparation for the Professions Program, comparing education across professions, and professor of philosophy at La Salle University. He is author and coauthor of numerous books, including, most recently, Rethinking Undergraduate Business Education: Liberal Learning for the Profession.

Johnnie Rosenauer is the director of the Raul S. Murguia Learning Institute (MLI) at San Antonio College (SAC). In addition to his work for MLI, he has published several texts and numerous articles, and taught courses in management, marketing, and real estate as well as graduate classes at the SAC campus and the Downtown University of Texas, San Antonio Campus, dealing with higher education and educational leadership. He has received a number of teaching awards and is involved in his discipline with an active real estate brokerage and consulting practice.

Linda Suskie is an internationally acclaimed writer, speaker, trainer, and consultant on higher education assessment. She is a former vice president of the Middle States Commission on Higher Education and the author of Assessing Student Learning: A Common Sense Guide.

Mary Deane Sorcinelli is associate provost for faculty development, professor of educational policy and research administration, and founding director of the Center for Teaching at the University of Massachusetts Amherst. Mary Deane has numerous articles and book chapters in a wide range of sources. Selected coauthored books include Developing New and Junior Faculty, Developing a Teaching Portfolio, Heeding New Voices: Academic Careers for a New Generation, and Creating the Future of Faculty Development.

Raymond J. Wlodkowski is professor emeritus in the College of Professional Studies at Regis University and the founding executive director of the Commission for Accelerated Programs. He is the author of Enhancing Adult Motivation to Learn, now in its third edition and twice the winner of the Phillip E. Frandson Award for Literature. Lois J. Zachary is president of Leadership Development Services, LLC, a Phoenix-based consulting firm providing leadership development, coaching, education, and training for corporate and nonprofit organizations. She is an internationally recognized expert in coaching and the author of the best-selling The Mentor’s Guide and companion titles Creating a Mentoring Culture and The Mentee’s Guide.

Tina Stavredes is vice president of online education at Ultimate Medical Academy in Tampa, Florida. She is the author of Effective Online Teaching: Foundations and Strategies for Student Success.

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