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
Joanne Munroe, eLearning, Tacoma Community College
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.
Course Design Institute (Preconference workshop)
Alan Kalish, University Center for the Advancement of Teaching, The Ohio State University; coeditor, Teaching and Learning in the College Classroom (3rd ed.)
Stephanie Rohdieck, University Center for the Advancement of Teaching, The Ohio State University
Laurie Maynell, University Center for the Advancement of Teaching, The Ohio State University
Lindsay Bernhagen, University Center for the Advancement of Teaching, The Ohio State University
Do you need to revise a course? Are you preparing to teach something new? Are you frustrated or bored with teaching? Participating in this Course Design Institute (CDI) will provide you with tools, time, and collegial support to dig in and (re)design any course. You will create the basic course structure, including planning a syllabus, assignments, assessment tools, and outline. More importantly, you will interact with diverse colleagues, sharing ideas about teaching and gathering new ideas from peers.
Taking Lilly Seriously: Reducing Our Resistance to Making Deep Changes (Preconference workshop)
Craig Nelson, 2000 CASE Professor of the Year; Founding President, International Society for the Scholarship of Teaching and Learning; Public & Environmental Affairs; Biology (Emeritus), Indiana University Bloomington
The goal of teaching is significant learning. Lilly's core lesson is this: Reformed pedagogy produces substantial learning gains. Despite compelling evidence, most of us resist making major changes. What factors lead to this resistance, and how might we overcome them? Frameworks that can help include: Personal Incredulity, Conceptual Change, Gestalt Switching, Dysfunctional Illusions of Rigor, Grieving, Learning Theory, and Sunk Costs. We will explore several of these and others that you may raise. This will be an interactive workshop.
Creating a Motivating Classroom Environment (Preconference workshop)
Louis Schmier, author, Random Thoughts; History emeritus, Valdosta State University
The brain-based research shows that students who feel controlled, disconnected, unnoticed, unimportant, uncared about, and alone are demotivated and achieve less than noticed and cared-about persons. This workshop is designed to see the landscape of the classroom with new eyes. Using the finding of this "brainology," we will "play with" attitudes, techniques, and methods to bring into the classroom the crucial autonomy, ownership, connection, and caring relationship of a secure, assuring, encouraging, hopeful, supporting, loving network. Participants will receive a copy of Louis's latest book, Random Thoughts IV: The Passion of Teaching.
Teaching and Learning at a Global University (Preconference workshop)
John Tassoni, Liberal Education, Miami University
Felice Marcus, American English and Culture Program, Miami University
This half-day workshop explores pedagogies and coalitions that are valuable for comprehensive internationalization. Modeling community-building efforts necessary for orchestrating various global learning efforts across a campus, this workshop's participants will share stories about efforts to create global universities at the classroom as well as the institutional levels. Participants should leave with a set of critical questions that can guide any global initiative as well as a to-do list for initiatives they may undertake at their home campuses.