Sample Conference Proposals: CSU 2005Using Active Learning Techniques to Enhance or Replace the Traditional Classroom LectureStudies have shown that the traditional classroom lecture results in a student retention rate of 5% or less (Silberman, 1998). However, the lecture continues to be the delivery method of choice in most classrooms because it is thought to be the most effective if not the only way to present new material to students. This presentation will explain and demonstrate how active learning techniques can be used to present new material with a much greater rate of retention by appealing to all types of learners, visual, auditory, and kinesthetic,augmenting student attention span, and encouraging critical thinking. The presentation will emphasize the importance of creating learning goals in the classroom and clarify the distinctions between affective, behavioral, and cognitive learning goals, while showing how active learning techniques can assist students in achieving all three learning goals. New Technology and Student Preparation in Second Language TeachingTraditionally, Second Language Learners (SLLs) expect teaching of new! materials (vocabulary, grammar, culture) to be done in the classroom where language instructors, following Krashen's Input Hypothesis, model new vocabulary and structures to their stduents before students then practice on their own. Observations of classroom teaching show that the modeling of new materials often requires too much time before students get to practice in a contextualized and communicative manner. The loss of time and energy is particularly detrimental to students in language classes that do not meet on a daily basis. Because classroom time is too precious , the question is whether students can prepare certain materials before be exposed to it in the classroom. Over the last three semesters, I have used new technology (such as Palm Pilots, Online Workbooks and Lab Manuals) to encourage students to learn vocabulary and practice new grammatical structures before I cover these materials in class. Ideally, students come to class with a better "passive" knowledge of the material which facilitates the instructor's modeling and cuts the time and effort needed to prepare students for the "active" use of these new materials. I intend to present how these new technologies have improved the students' competence in both speaking and writing in a second language.Using Online Lesson Modules to Enhance the Preparation of K-8 Pre-Service Teachers for Classroom Instruction This presentation will discuss how to enhance professional development of pre-service teachers in English language development by using online lesson modules. Each of the lesson modules is developed on a 1.5-hour lesson videotaped in the classroom, which is taught by an experienced elementary or middle school teacher. The main characteristics of this professional development model include 1) collaboration in and outside of the teacher credential program, 2) integration of lesson modules in the courses of the credential program for enrichment, and 3) expectation and requirements of pre-service teachers’ active participation and application. The presenter will demonstrate what components are included in a lesson module. Samples of pre-service teachers’ responses to or use of the lessons as well as their application will be discussed.Who Am I: Professional DevelopmentThis workshop explores the dilemma of faculty in the CSU balancing scholarly activities, teaching obligations and service involvement. A framework for priorities is presented so that participants may identify a realistic set of professional goals.Classroom Groups on the Web: Group Procedures and DynamicsThis paper will focus on technological opportunities available for educators to engage students beyond the traditional classroom. This paper is based on a reflection of the author’s experiences in developing and facilitating online classroom groups for graduate and undergraduate students. Topics discussed include the use of e-mail listserv, electronic bulletin board, and virtual chat in creating online classroom groups. Group dynamics and procedures such as group formation, membership, cohesion, the roles of facilitators, and interaction patterns are summarized. The classroom group interaction pattern is discussed using sample online postings. This paper will conclude with recommendations on group procedures and teaching strategies for maximizing online classroom group interactions. Keywords: online classroom groups, social work education, group dynamics, group procedures, online groups, listserv, electronic bulletin board, virtual chat. THE E-DIALOGUE: ENGAGING STUDENTS’ CRITICAL THINKING AND LEARNING THROUGH TECHNOLOGYThis presentation describes the structure and procedure of the E-dialogue using WEBCT, an electronic dialogue between groups of students to discuss course material in lieu of reading responses. Given the general goal to develop students' critical thinking, and the relatively little practice students receive to develop these skills in light of multiple-choice and short answer tests, the dialogue is designed to offer students a safe virtual location among peers to think about and discuss academic ideas, incorporating them into their understanding of the world. The presentation provides examples of E-dialogues as well as discusses the advantages (i.e., more meaningful responses to readings, guided discussions, community building, less paperwork, observable student development) and disadvantages (i.e., one-time assessment, necessitating orientation of students to discussion, unidirectional feedback) with using this technology in the class.Providing access; Including students with disabilities in the college classroomStudents with more significant cognitive disabilties (students who are not 'otherwise qualified' from the university's perspective) frequently have difficulty gaining access to the college classroom community. In this presentation a case study will be shared that explored the experiences including a student with moderate/severe disabilties within a typical college course. The presentation will focus on the instructional accommodations necessary to facilitate the student's meaningful participation and on the impact of course modifications on other students in the course. Student Views on What Professors Do to Help / Hinder LearningThrough examining and comparing the responses of