The Courant of

F
CELT November 2010

The purpose of UPCOMING CELT EVENTS 

the
Center for Utilizing Student Feedback:
Excellence in The Critical Incident Questionnaire
Learning & Teaching
at FRIDAY November 5, 10:00 a.m.
Cornerstone Miller Conference Room
University Suzi Bell presenting
is to promote
and encourage Professors need to know not only how students learn, but the critical moments or incidents
excellence when they learn. According to Brookfield, in his book Becoming a Critically Reflective Teacher,
in teaching, learning, "Learning from students' responses to the Critical Incident Questionnaire can revolutionize a
research, publication,
teaching practice, making teaching more enjoyable and student learning richer."
and other
scholarly pursuits
through
a variety of The Fulbright Scholar Program
academic activities.
Information Sessions
FRIDAY November 19

10:00am—11:00am
The CELT Faculty Workshop & Information
Leadership Team Quincer Conference Room
Fulbright Scholar Representative presenting
Erik Benson
A Fulbright Scholar Representative will discuss the application process and available Fulbright
Larry Bos Scholar opportunities to faculty.
Laurie Burgess
Phil Bustrum
1:00pm—4:00pm
Jennifer Hunter Individual Consultations—email Laurie.Burgess@cornerstone.edu for availability
Rob Keys Faculty Lounge (in Quincer)
With Fulbright Scholar Representative
Ron Kronemeyer
Connie Sattler The Fulbright Scholar Representative will be available for appointments with interested faculty
to further discuss proposal ideas and specific world region of interest.
Fred Sweet
Joan VanDessel Questions about CELT?
For information on professional development opportunities, contact Laurie by email
laurie.burgess@cornerstone.edu or at extension 1949.
 Page 2 CELT Courant—Nov 2010

LIBRARY BRIEFS!
Resources Matter! Books by CU Faculty
If we want to make good on that promising new tagline—Building a Life that Matters—and its component piec-
es—Jesus matters, Academics matter, Resources matter, and Community matters—then, clearly, faculty scholar-
ship plays a huge role in showing how and why those things matter. One clear evidence of such scholarship is
faculty publication—books, journal articles, and other kinds of scholarship.

Miller Library‘s tagline could well be ‗where resources matter!’ With that in mind, we want to advance and
showcase your scholarship by making our students and our online users aware of CU & GRTS faculty-
authored books. We hope soon to post our list of book titles on the library website as well as the Academics
section of the CU website. Have you written or edited a book? May we include its title in our growing list? So
far, we have 26 faculty authors (CU, PGS, GRTS) in our list. (FYI: this is a books-only list, since a list of all the
journal articles written by CU authors would be overwhelming. Neither are we including dissertations unless
they have since been published commercially.)

Please email Fred.Sweet@cornerstone.edu with titles of books you have written, edited, or contributed to.
We‘d also like to acquire a copy of each for Miller Library if we do not already have one on the shelf. Before
we publish the list we will pass it by you for any final editing. Okay? Thanks in advance!
Here are just a few book jackets from books by CU authors—

Questions about CELT?

For information on professional development opportunities, contact Laurie by email
Laurie.burgess@cornerstone.edu or at extension 1949.
 Page 3

LILLY CONFERENCE 2010

by Joan VanDessel

In my four years as an Assistant Professor of Music at Cornerstone University I never felt any inclination to
attend one of the esteemed Lilly Conferences. It seemed, to me, a poor use of time to actually leave my own
classroom (and co-occurring stack of grading) to go listen to other professors (probably boring ones) talk
about teaching and learning. Not to mention, the Lilly Conference attendance pleas from the C.E.L.T. team
sounded an awful lot like begging (and if begging is involved, then the conference certainly could not be very
interesting). I do not know if it was the recent reinstatement of tenure or a mysterious inner voice, but this
year it occurred to me that I ought to perhaps go ahead and develop myself professionally in the ways that the
Lilly Conference claims it provides. To that end, when Laurie Burgess began to pester me about attending this
year, I finally gave in to the pressure and signed up.
Therefore one might imagine my surprise and humility when the 2010 Lilly Conference ended up being a signifi-
cant turning point in my teaching career, both philosophically and pedagogically. For over 25 years, the Lilly
Conference has been a leading forum for presenting scholarship on teaching and learning at the college and
university levels. The theme this year was Evidence-Based Learning and Teaching, with what seemed to be a
considerable focus on creating classroom environments that have demonstrated success as conducive to good
learning. Many of the conference sessions were outstanding. Furthermore, since over half of the conference
attendees were themselves presenters, what would generally be breaks with awkward small talk between ses-
sions became continued lively dialogue about the issues presented. Much of the real learning for me happened
during lunch and between sessions, discussing and debating topics with people who had just presented them.
One of my favorite sessions was offered by Thomas Kopp, Assistant Professor in the Teacher Education De-
partment and Director of the Center for Enhancement of Learning and Teaching at Miami University. He pre-
sented a very engaging session titled Reviving Intellectual Curiosity. He argued that in this age of consumer-
oriented learning we have chosen to use ―intellectual curiosity‖ as a buzzword to attract students and faculty
to our institutions, and in so doing have blurred the definition and forgotten the value of true intellectual curi-
osity in all of our disciplines. Dr. Kopp‘s suggestions for clarifying and utilizing intellectual curiosity in the class-
room were invaluable to my work. Two of our own professors, Laurie Burgess and Don Perini, also presented
at the conference and were met with exceedingly favorable comments and compliments from those in attend-
ance. I felt that the quality of their sessions spoke favorably of the support and advancement of scholarship at
Cornerstone.
While the ideas and applications from the sessions have certainly successfully found their way into my class-
room, for me the most important time at the conference was spent developing relationships with my col-
leagues from Cornerstone. Professors are really a lot of fun when we are not encumbered with prepping and
grading and advising and meetings and publishing and performing – the list goes on. In an environment where
we are given space to intentionally develop relationships with one another, something special happens. The
discussion of community is one of the important themes in the New Testament regarding how we are to live
as Christ followers. During the Lilly Conference I was introduced to one of the gifts of being in a Christian
workplace – that we can have that Christian community on a daily basis with our colleagues. The magnitude of
that gift was made known to me during the meals, walks, chats, and laughter during the weekend. I asked Scott
Morter if I could share his thoughts about the Lilly Conference, which eloquently sum up what we all experi-
enced at Lilly Conference: ―I concluded that it was 10% learning new teaching ideas and 90% spending time
with brilliant people who are passionate about teaching in their disciplines, who are interesting to talk with and
laugh with, who love their students and who love Jesus.‖ So this year, with the humility of admitting that my
preconceived notions were grossly inaccurate in tow, I am already looking forward to a call from Laurie Bur-
gess asking me to go back to Lilly Conference 2011.
Page 4 CELT Courant—Nov 2010

PLAGIARISM DETECTION
Enhanced Tools Available in Odyssey

Turnitin‘s plagiarism prevention system is the world‘s most widely used solution to the growing problem of
cut and paste plagiarism. Turnitin‘s Plagiarism Prevention tools feature:
The industry‘s most advanced search technology that checks papers against Turnitin‘s in-house copies
of both current and archived internet content and a proprietary database of millions of previously
submitted student papers.
Expanded searches of academic and professional content not available on the public internet, includ-
ing millions of commercial pages from books, newspapers, and journals.
Extremely flexible, intuitive, and clear Originality Reports that make investigating the sources of
plagiarism very easy to do.
Direct Source Comparison for easily comparing matching passages of text in a paper with corre-
sponding passages in the original source.
Cornerstone University has recently upgraded our Turnitin suite to include the following online learning
tools: Originality Check, PeerMark, and GradeMark.

Originality Check: Ensure Originality

Checks originality before time is spent grading the paper
Uses the world‘s most accurate text comparison database
Produces Originality Report in minutes
Encourages proper research and citation methods
Prevents plagiarism (according to 92% of our customers)
PeerMark: Facilitate Peer Feedback
Simplifies peer reviewing with easy online automation
Enables the setup of standard review questions in any subject
Allows anonymous distribution and feedback
Engages students through participation
Helps students grasp core course material
GradeMark: Mark-Up Papers Quickly
Saves time compared to saving comments in MS Word and returning
Provides clear, legible and timely comments
Allows for the creation & sharing of customized rubrics
Tracks student performance over time
Save common comments as QuickMarks
Provides 100% paperless grading
To watch a quick, 4-minute, video overview of these features, go to:
http://turnitin.com/static/support_video_gallery_walkthrough.html

Questions about CELT?

For information on professional development opportunities, contact Laurie by email
Laurie.burgess@cornerstone.edu or at extension 1949.