Past Teaching and Learning Conferences
Past Teaching and Learning Conferences:
Course Mode Best Practices and Seven Course Design Activities You Can Accomplish Today
Session Recordings from Monday, August 17, 2020:
Course Mode Best Practices
|Remote Course Mode Best Practices Overview|
|AB and ABC Course Mode Best Practices Overview|
|Hybrid Course Mode Best Practices Overview|
Seven Course Design Activities You Can Accomplish Today
Session Recording from Tuesday, August 18, 2020
Monday, August 19, 2019: "Limitless Learning: Empowering Students through Inclusive Course Design"
13th Annual Teaching & Learning Conference
Keynote Address: "Beginning your own Inclusive Design Strategy", presented by Jess Mitchell, Senior Manager for Research + Design, Inclusive Design Research Centre, OCAD University
Join us for a candid and compelling discussion about Inclusive Design and what it looks like in college learning environments. Participants will examine their teaching practices through critical lens of inclusive design, and will be able to intentionally apply this approach in daily decision making. Essential elements for making teaching and learning inclusive will be shared, as well as challenges that arise in making inclusive content. Next steps to being empowered and supporting each other in a community of practice will be provided. Learn how you can begin to see things differently and what it looks like to apply these learnings tomorrow!
About the Keynote Speaker:
Jess Mitchell serves as the Senior Manager for Research + Design at the Inclusive Design Research Centre at OCAD University in Toronto, Ontario. Jess’ recent work includes a project for the U.S. Department of Education’s National Institute on Disability and Rehabilitation Research dedicated to helping people with disabilities personalize a “one-size-fits-one” approach to accessibility, removing barriers to access for users with sensory or physical limitations, cognitive constraints or other unique learning affordances.
A word from the speaker: “I am lately most fascinated with the evolving world of design, in particular ethics and design. I spend most of my time in inclusion, diversity, and equity. And am deeply committed to empowering people and helping to shift their perspective.”
Keynote Address: "Power, Motivation, and Inclusion in the College Classroom" presented by Dr. Kevin Gannon
In this interactive session, participants will be encouraged to examine through a lens of inclusion the ways in which they both conceive and teach their courses. Using research on student motivation, emotional regulation, and power dynamics, we'll consider how we might employ a pedagogy that fights structural inequalities while engaging and motivating all of our students. Participants will come out of this session with a deeper understanding of what an Inclusive Pedagogy looks like for their particular context, as well as evidence-based practices that they can implement into their courses.
About the Keynote Speaker: Kevin Gannon, Ph.D. serves as Director of the Center for Excellence in Teaching and Learning (CETL) and Professor of History at Grand View University in Des Moines, Iowa, where he has taught since 2004. He was previously the program coordinator for the New Student Seminar and the History Department Chair. His teaching, research, and public work (including writing) centers on critical and inclusive pedagogy; race, history, and justice; and technology and teaching. He writes for Vitae (a section of The Chronicle of Higher Education), and his essays on higher education have also been published in Vox and other media outlets. He is currently writing a book called Radical Hope: A Teaching Manifesto, which will be published by West Virginia University press as part of their Teaching and Learning in Higher Education series, edited by James M. Lang. He is also working on a textbook for the US Civil War and Reconstruction eras for Routledge. In 2016, he appeared in the Oscar-nominated documentary 13th, which was directed by Ava DuVernay.
Keynote Address: "How to Reach the Full Potential Offered by Open Educational Resources (OERs)" presented by Dr. C. Edward Watson
Open Educational Resources (OERs) are resulting in a great deal of excitement in higher education today, not only because they save students money, but because their successful adoption by faculty is also being found to have positive impacts on a number of student success metrics. With that said, there are key challenges that faculty and institutions must resolve to achieve the full benefits of OERs. This keynote is designed to address the complete range of topics associated with OERs. Attendees will learn about what constitutes an OER, where to find high quality OERs, proven course redesign strategies customized for OER adoption; and what resources are being developed to complement OER textbooks. Research regarding faculty and student perceptions of OERs will also be shared as will emerging research regarding the impact of OERs on students in large enrollment general education courses. Those attending this session will leave with a broad understanding of the value of OERs as well as practical strategies for finding/authoring, adopting, and utilizing these materials in their own courses.
About the Keynote Speaker: C. Edward Watson, Ph.D. joined the Association of American Colleges and Universities (AAC&U) in Summer 2017 as Associate Vice President for Quality, Advocacy, and LEAP Initiatives. He was previously the director of the Center for Teaching and Learning at the University of Georgia (UGA) where he led university efforts associated with faculty development, TA development, learning technologies, media production services, classroom support and learning spaces, and the Scholarship of Teaching and Learning. At UGA, he launched and led an OER initiative that has saved UGA students over $2.5 million to date. Dr. Watson is also the executive editor of the International Journal of Teaching and Learning in Higher Education and the International Journal of ePortfolio and is on the board of directors for the International Society for Exploring Teaching and Learning; the Association for Authentic, Experiential, and Evidenced-based Learning; and the Reacting to the Past Consortium. He is author of two new books, Teaching Naked Techniques: A Practical Guide to Designing Better Classes(Jossey-Bass) and Playing to Learn with Reacting to the Past - Research on High Impact, Active Learning Practices (Palgrave MacMillan), both published in 2017.
Keynote Address: "Focus, Remember, Motivate: Setting the Stage for Deep Learning" presented by Dr. Michelle Miller
How can we help all students gain a solid foundation of knowledge, while also teaching them how to think? How do working memory and attention factor in to the learning process? And how do we keep students motivated to put in the effort that’s necessary to accomplish deep learning? These questions are some of the most challenging ones we face as we design and teach our courses. Fortunately, findings from cognitive psychology and related disciplines tell us a lot about how to address them, offering design principles that we can use in blended, face-to-face, and online modalities.
About the Keynote Speaker: Michelle D. Miller is Director of the First Year Learning Initiative, Professor of Psychological Sciences, and President’s Distinguished Teaching Fellow at Northern Arizona University. Dr. Miller's academic background is in cognitive psychology; her research interests include memory, attention, psychological impacts of technology, and student success in the early college career. Dr. Miller co-created the First Year Learning Initiative at Northern Arizona University and is active in course redesign, serving as a Redesign Scholar for the National Center for Academic Transformation. She is the author of Minds Online: Teaching Effectively with Technology (Harvard University Press, 2014), and has written about evidence-based pedagogy in scholarly as well as general-interest publications including College Teaching, Change: The Magazine of Higher Learning, and The Conversation. Dr. Miller’s current work focuses on using psychological principles to help instructors create more effective and engaging learning experiences, and to help students become more effective learners.
Keynote Address: "New Media, students: New literacies, citizens" presented by Dr. Jason Ohler
What are some of the key issues that define leading and learning in the digital age? Digital literacy, new media participation, digital citizenship, and engagement lead the agenda. Without digital literacy, digital citizenship is not possible. Therefore, we need to help students become truly literate by helping them become active media creators, critical media consumers and engaged digital citizens. Above all, we need to help them learn how to use tools to imagine the world they want to create, as students, workers, citizens. Based on Jason’s latest books, Digital Community, Digital Citizen and Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity.
About the Keynote Speaker: Dr. Jason Ohler is a professor emeritus, speaker, writer, teacher, and cyber researcher. He is also a lifelong digital humanist who is well known for the passion, insight, and humor he brings to his presentations, projects and publications. He has worked both online and in classrooms at home and internationally for over a quarter century helping students develop the new literacies they need to be successful in the digital age. He is a passionate promoter of “Art the Next R” and of combining innovation, creativity and digital know how to help reinvent teaching and learning.
Keynote Address: "Learning to Learn" presented by Dr. Cathy Davidson, City University of New York
A passionate manifesto from one of the nation’s leading educational innovators, this talk is a real-world critique of current practices in higher education and an optimistic argument that we can redesign learning in the classroom for the skills students are already developing outside the classroom – collaborative, interest driven, connected to technology, and deep in global understanding. “Learning to Learn” is the story of educational change—how the system we have inherited was made by real individuals, preserved by real institutions, in reaction to real technological and economic circumstances. We are at a tipping point where, now, we can remake the systems we have inherited for the contemporary world. To make change happen we have to be able to think in several directions at once (including thinking through new methods of peer learning, digital literacy, assessment, and credentialing). The good news is that this process is beginning everywhere worldwide. This talk offers both theoretical and practical advice on how to think through new forms of higher education for the world we live in now.
About the Keynote Speaker: Cathy N. Davidson, co-founder HASTAC, a network of innovators dedicated to new forms of learning for the digital age, was appointed by President Obama to the National Council on the Humanities in 2011. In October 2012, Cathy received an Educator of the Year award from the World Technology Network in recognition of her contribution to science and technology in education through her work as co-founder of HASTAC. Cathy recently joined the Graduate Center of the City University of New York, and will be directing the Futures Initiative, a CUNY-wide program to promote collaborative and participatory innovation in higher education.
Keynote Address: "Getting Serious About Education: Cultivating Culturally Relevant Teachers for New Century Students" presented by Dr. Gloria Ladson Billings, University of Wisconsin, Madison
According to the annual Beloit College Mindset list for incoming freshmen, the young people on our campuses know and experience a world profoundly different from that of their professors and administrators. However, most college campuses continue to teach courses in the same ways they have done for decades, perhaps even centuries. This presentation takes a look at how culturally relevant pedagogy—a way to think about teaching—can apply to collegiate settings and recruit youth and popular culture to engage in powerful learning.
About the Keynote Speaker: Dr. Gloria Ladson-Billings is the Kellner Family Professor of Urban Education at the University of Wisconsin-Madison. Dr. Ladson-Billings' area of expertise focuses culturally relevant pedagogy, and her research examines the pedagogical practices of teachers who are successful with African-American students. She is the author of the critically acclaimed book, The Dreamkeepers: Successful Teachers of African American Children. She is a former president of the American Educational Research Association and former editor of the American Educational Research Journal.
Keynote Address: "Learning in Harmony with Our Brain" presented by Dr. Terry Doyle, Ferris State University
Almost daily neuroscience, biology and cognitive science researchers reveal new insights about how the human brain works and learns. The value of this research is its potential to elevate the learning success of all students regardless of their learning situations. Hard science research about human learning levels the playing field for all learners. This presentation will discuss many of these new research findings and suggest ways to apply them in a higher education setting. Topics will include findings on movement and exercise, stress, sleep, memory enhancers, attention enhancers and the role of neurogenisis, neuroplasticity and genes in enhancing learning.
About the Keynote Speaker: Terry Doyle is an author, educational consultant and Professor of Reading at Ferris State University where he has worked for the past 35 years. From 1998 to 2009 he served as the Senior Instructor for Faculty Development and Coordinator of the New to Ferris Faculty Transition Program for the Faculty Center for Teaching and Learning at Ferris State. He is the author of the book Learner Centered Teaching: Putting the Research on Learning into Practice which was featured in the Chronicle of Higher Education’s Selected New Books in Higher Education in 2012 and the book Helping Students Learn in a Learner Center Environment: A Guide to Teaching in Higher Education, published by Stylus, 2008. His newest book titled Learning in Harmony with Your Brain is written for college students and is scheduled for publication in 2013.
For more information on Dr. Doyle's work related to learner centered teaching and brain research, please visit his website: http://learnercenteredteaching.wordpress.com/
Keynote Address: Dr. Holly Lawson, Professor, Department of Chemistry, State University of New York at Fredonia