Hands-On Alley Labs
Learning Center Courses
are traditional one-hour breakout sessions that form the core of
conference offerings. Approximately 400 of these hour-long sessions
are scheduled over the three-and-a-half days of the conference.
Most feature a successful practice, program, or key issue related
to information technology, or a demonstration of a technological
approach or software solution. Forums are intended for an audience
of approximately 50-100 people, and a maximum of three speakers
per Forum is recommended. Presenters are expected to use active
learning techniques to engage audiences, to distribute materials,
and to respond to follow-up requests for more information. Lecture-only
presentations are strongly discouraged.
MentorNet: Leveraging Technology to Support and Retain Women Students in Technical and Scientific Fields
MentorNet is leveraging technology to provide student support services to women pursuing degrees in the engineering, science, math, and technology fields. By integrating the benefits of mentoring with the anywhere, anytime aspects of electronic communications, MentorNet is able to address Digital Divide issues by pairing 2,000 women students from 70 colleges and universities, including 11 community colleges, with industry professionals in yearlong e-mentoring relationships. Participants in this session learn about e-mentoring and developing online communities.
sessions are one-hour hands-on sessions conducted in the special
Hands-On Alley computer labs throughout the conference. Hands-On
Alley labs feature presentations by community college practitioners
and League corporate sponsors that allow conference attendees to
experience state-of-the-art hardware and software applications.
Lab sessions are offered to audiences of 30 to 50 and are expected
to center on hands-on exercises and learning activities.
Sample Hands-On Alley Lab Description
Develop Your Web Toolkit: Attitude, Macromedia Software, and Proven Results
Participants in this lab receive hands-on experience with Macromedia
Dreamweaver, Fireworks, and Flash, with additional references to other audiovisual and 3D software. This lab not only answers the question, "What are these tools?" but also "When do I use them?" The focus is on educational applications, not on software for its own sake. An impressive variety of models for effective Web-enhanced learning are reviewed, including student projects, interdepartmental collaborations, learning communities, hybrid courses, and faculty-developed learning interactions.
exciting feature of the 2002 CIT is the Learning Center, where participants
attend special three-hour or full-day courses, each of which is
expected to deliver a body of practical knowledge and applications.
Learning Center Courses augment the conference program by providing
in-depth exposure to specific topics in each of the seven conference
tracks and linking participants with a community of learners who
share common interests. Registrants
receive continuing education units (CEUs) for completing Learning
Center Courses. The selection of these courses
is very competitive and is based on course content, thoroughness
of the proposed course design, and the expertise of the presenter(s).
Lecture-only presentations are strongly discouraged.
Sample Learning Center Course Description
Digital Research: A Crash Course for Faculty
Preparing students to become information literate and proficient users of electronic resources is an important initiative on many college campuses. However, many faculty members are not satisfied with the information literacy and research skills of their students and frequently express concern over what they see as excessive use of the World Wide Web for research assignments. Recent research indicates that teaching faculty often give inappropriate assignments geared toward print access and outdated resources. This highly interactive hands-on session helps faculty hone their digital research skills, shows them ways to work with the Internet rather than against it, fosters critical thinking skills, and offers ideas for creating assignments that encourage the use of a variety of information sources.
Poster Session presentations take the form of an exhibit and are delivered primarily through the use of graphs, diagrams, pictures, data, and narrative text on bulletin boards. Presenters must arrange for their own display materials. During their assigned time periods, participants informally discuss their presentations with conference attendees by making brief remarks, sharing information, and answering questions about the presentation topic. Conference participants are free to move from one presentation to another during the Poster Session. Presenters are encouraged to have ample handout materials available for participants. The conference will provide a table and two chairs for each accepted Poster Session presentation.
Please note: No electrical support or Internet connections are available in the poster session area.
Sample Poster Session Description
How to Develop CD-ROM-Based Training Discs for Foreign Language Classes
This session demonstrates how to create multimedia programs designed for advanced foreign language, literature, and culture classes. The presenters explain how materials that are difficult to procure can be generated for less commonly taught foreign languages. Also displayed is how departments with a small technology budget and/or outdated machines can still generate interesting and exciting multimedia materials for their students.
Roundtable sessions afford a personal and interactive setting for exploration of key issues related to each conference track. Roundtables are particularly well suited for exploratory topics and topics that require small group interchange. Roundtable presenters are expected to facilitate substantive discussions or small group activities and to distribute handouts.
Approximately 100 of these hour-long sessions are held during the conference. Roundtables are aimed at audiences of 10-12, are limited to two presenters, and cannot accommodate equipment other than a laptop computer provided by the presenter(s).
Please note: Laptop computers will need to be battery operated, as Roundtables do not have access to power outlets.
Sample Roundtable Description
Incorporating Technology Into Developmental Reading and English Classrooms
This session will benefit individuals involved with the instruction of developmental reading and English. Participants discuss a model of incorporating technology into the classroom based on proactive interaction. The model promotes active participation, provides students with control over their learning, accommodates individual learning styles, and creates learning communities. Participants also discuss how incorporating technology into developmental reading and English classes can profoundly impact student success.