All-day workshops (with lunch)
Designing, Implementing, and Facilitating Faculty and Professional Learning Communities: Enhancing the Teaching and Learning Culture on Your Campus (Preconference workshop)
Milton D. Cox, Center for the Enhancement of Learning, Teaching, and University Assessment; Mathematics, Miami University
Alan Kalish, University Center for the Advancement of Teaching, The Ohio State University; coeditor, Teaching and Learning in the College Classroom (3rd ed.)
Laurie Richlin, author, Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning; Executive Editor, Journal on Excellence in College Teaching; President, International Alliance of Teacher Scholars; Medical Education, Western Michigan University School of Medicine
Community and multidisciplinarity are often missing in higher education, where connections across disciplines and institutional units are often absent. Faculty and professional learning communities (FLCs) help establish these connections and outcomes, such as increased interest in learning and teaching, view of higher education beyond one's discipline, and interest in and production of the scholarship of teaching and learning. The safety and support in an FLC enables risk taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide effective "deep learning" that encourages and supports faculty to investigate and engage new (to them) methods of teaching and to assess resulting change in student learning. This workshop will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, and facilitation of FLCs. Participants will receive the FLC Program Director's and Facilitator's Guidebook and the book Building Faculty Learning Communities.
Designing and Evaluating Significant Student Learning Experiences (Preconference workshop)
If we want to create and teach a course that actually changes how students think, act, and feel (what Fink would call "Significant Learning"), we have to (a) imagine and write statements about such desired learning outcomes, (b) identify appropriate learning activities, and (c) evaluate those possibly new kinds of student learning. This workshop will give participants a chance to practice and get feedback on all three of these tasks. For the first time, the two workshop leaders have combined their respective areas of interest and expertise for this workshop. Participants will receive (their choice) either a copy of Fink's book Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Updated ed., Jossey-Bass, 2013) or Suskie's book Assessing Student Learning: A Common Sense Guide (2nd ed., Jossey-Bass, 2009).
Using Cooperative Structures to Promote Deep Learning (Preconference workshop)
Barbara J. Millis, Teaching and Learning Center, The University of Texas at San Antonio
Both scientists and teachers have been increasingly aware of the research related to the biological basis of learning and its impact on teaching and learning in higher education. This workshop will explore some of that research, discuss its implications for teaching and learning, and then model some specific cooperative activities that will enhance the learning process. This highly interactive workshop will draw eclectically from practices also associated with classroom assessment, cooperative learning, and writing across the curriculum. In particular, participants will become familiar with the tenets of cooperative learning and its power to enhance learning and more when it is carefully sequenced to promote deep learning. Participants will be involved with over 10 activities and will take away critically important classroom management tools for a cooperative classroom. They will receive a copy of Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy and an extensive handout packet.
The Peak Performing Professor: A Practical Guide for Productivity and Happiness (Preconference workshop)
Susan Robison, Principal, Professor Destressor, Notre Dame of Maryland University
Building a Pathway for Student Learning: A How-to Workshop on Course Design (Preconference Workshop)
Kenneth S. Sagendorf, Center for Excellence in Teaching and Learning (CETL), Regis University
Robert K. Noyd, Biology, U.S. Air Force Academy
Steve Jones, Center for Educational Excellence, U.S. Air Force Academy
Course design is really building a pathway for your students' learning, a trail that will lead your students from where they are now to where they need to be. Building an effective pathway for your students' learning involves some intensive work. The pre-conference workshop uses a new how-to book on course design to help identify, support, and practice (with feedback) the work that really needs to be done to design learning-focused courses.
Participants will receive a copy of the presenters' book: Building a pathway for student learning: A how-to guide to course design.
Flipping Your Classroom Using Team-Based Learning (Preconference workshop)
Jim Sibley, Centre for Instructional Support, University of British Columbia
Prepared, engaged students
A college classroom humming with active learning
Time for rich, structured problem-solving
What professor wouldn't jump at the chance to create a learning environment like that?
Come find out what Team-Based Learning (TBL) is all about! Learn how to get your students to come to class prepared and how to 'flip' your classroom so that class time can be spent helping students learn how to apply course concepts.Participants will receive a copy of Jim's book: Getting Started With Team-Based Learning.