Spring 2008-Linking Advising to Teaching, Learning and Scholarship
Fall 2007-Solid, Sane and Successful Strategies for Learner-centered Teaching
2014 Spring Teaching Conference-Practical Strategies for Integrating Critical Thinking Skills into Content Courses
The goal of this conference was to help each faculty participant make tangible progress toward implementing and assessing new strategies for teaching critical thinking. Author and educator Terry Doyle led an interactive “minds-on” workshop that built on the foundation that has been laid at previous conferences. He demonstrated various ways teachers can create a thinking classroom, plan critical thinking activities using course content, make the activities relevant to course content, develop critical thinking assignments for students, and assess students' learning of critical thinking skills.
2013 Fall Teaching Conference-Evidence-based Strategies: Helping students learn and stay the course
How do you get students to want, even love, to learn instead of just putting in seat time and checking off boxes? How can you turn enthusiasm for social media into classroom excitement for your subject? How do you turn tests and projects into highly motivational events that help every student realize his or her potential? To help you answer these questions, IPFW again welcomed Todd Zakrajsek, Executive Director, Academy of Educators, University of North Carolina School of Medicine, who specializes in motivational teaching strategies rooted in the psychology of learning. Todd led an intensive hands-on workshop where participants learned and practiced evidence-based teaching strategies.
Part I: Evidence-based Strategies that Help Students Stay and Learn
In this workshop participants saw and practiced evidence-based strategies to help their students learn and persist in the course until the final exam. They applied criteria for choosing the strategy that would best achieve their course objectives and complement their teaching style. By the end of the session they had developed a plan for implementing at least one new strategy.
Part II: Authentic Assessment for Learning and Retention
So you are convinced that real-world, problem-based, peer-led, flipped, and other alternative teaching strategies engage your students and help them learn. It's the design and implementation of the assessment that makes you hesitant to adopt these alternatives. In this session participants saw examples of alternative assessments and examined the implications for grading. They wrote a description for an alternative assessment of their own and outlined a rubric for grading.
About-Face: Switching roles with students-Irene Anders, Continuing Lecturer, ENGL
Tag, That's It: Using blogs for creative research, applied critical thinking and better student writing-Stephen Buttes, Assistant Professor, ILCS (Spanish)
Problem-Based Learning in Graduate Courses: Extending the service learning paradigm-M. Gail Hickey, Professor, EDUC
Flipping the Classroom – How and Why-Bob Kostrubanic, Limited Term Lecturer, CS
Untethering Lab Experiences in General Chemistry with Mobile Devices to Help Link Concepts in Lecture-Donald Linn, Professor, CHEM, with Julie Cox
Helping Today's Students Learn through an Intentional Approach to Teaching: Focus on communication-Nancy Mann, Clinical Associate Professor, DENTED
Why is the Table Round? Asking the right KP and KA Questions to Engage Students and Solve Real Problems-Dina Mansour-Cole, FACET member, OLS
Re-thinking Assessment: Processes and projects, not quizzes and exams (Oh my!)-Worth Weller, past CELT Board member, ENGL
Redesigning a Class Activity: Helping your students see the point-Yvonne Zubovic, FACET Liaison, Associate Professor, MATH
2013 Spring Teaching Conference-Effective Teaching: Documenting what works
Friday, March 22, 2013, from 8:15 am - 2:00 pm in the Walb Student Union
How can working backward move you forward in your efforts to document teaching effectiveness and student learning? George Rehrey, Principal Instructional Consultant with the Indiana University Center for Innovative Teaching and Learning showed participants how using the four-step “backward course design model” could help them clearly measure what students have learned.
Part I-How to Measure Student Learning Outcomes: Four Easy Steps
2012 Fall Teaching Conference-Flipped, Blended and Stirred
Thursday, August 16, 2013, from 8:30 am - 2:00 pm in Walb Student Union, International Ballroom B
"Flipped," "blended," or "stirred," are attention-getting ways of referring to the change from "teacher-centered" to "learner-centered" learning environments in higher education. Through the strategic use of technology, teachers can help students optimize their out of class time, approximate one-on-one tutoring, and differentiate their offerings from others teaching the same subject matter. Reversing the course design frees faculty to focus class time on inquiry, interaction and applying knowledge. Dr. Barbi Honeycutt, Director of Graduate Teaching Programs at North Carolina State University and owner of Flip It Consulting introduced these "flipped" teaching strategies and helped participants practice and reflect on techniques they could use to engage students, improve critical thinking, and enhance learning outcomes.
Friday, March 30, 2012, from 9:00 am - 3:00 pm in Walb Student Union Ballroom
Resourceful critical thinking and problem solving is one of six fundamental knowledge and skill goals that IPFW graduates must attain. What is critical thinking in your discipline? What methods are most effective in teaching critical thinking? How do you assess critical thinking as a learning outcome? The day long interactive workshop was led by Bill Roberson, Director of the Institute for Teaching, Learning & Academic Leadership at SUNY Albany and advocate for transforming the way we define and structure learning experiences for novices in our disciplines.This conference benefitted new and experience faculty and was of special interest to teachers of Area VI General Education courses.
Thursday, August 18, 2011, from 8:30 am - 3:00 pm in Science Building, Room 168
Personal transformation was the theme of the 2011 Fall Teaching Conference, which was desinged to help you get control over your time while freeing yourself to become a more effective teacher and researcher. Keynote speaker Doug Robertson, author of the acclaimed Making Time, Making Change, and confessed "perfectionist in recovery", led participants through concrete steps they could take to effectively manage the boundaries of student-teacher relationships while improving student learning. Concurrent sessions addressed important aspects of faculty work encountered by pre-tenure, tenured, part-time, and future faculty alike, including creating and using scholarship, work-life balance, career planning, preparing for promotion and more.
Friday, April 8th, 9 a.m-3 p.m. in the Walb Student Union
Mobile technologies and eTextbooks are sailing into the mainstream of teaching in higher education, according to Educause's 2011 Horizon Report. Our Technology Showcase offered the opportunities to try out the iPad and use interactive eTextbooks. Dr. Malcolm Brown, Director of the Educause Learning Initiative, engaged attendees in "seeking the evidence of impact" of the pedagogical innovations that mobile technologies support. Attendees leared from IPFW faculty innovators and from a special Trends in Mobile Learning session.
2010 Fall Teaching Conference-The Scholarship of Engagement: Integrating Teaching, Service and Research
Thursday, August 19th, 9 a.m.-2:50 p.m. in Liberal Arts 159
Nationally known speaker, Patti Clayton, founding director of the Center for Excellence in Curricular Engagement at North Carolina State University, and Senior Scholar with the Center for Service and Learing at IUPUI, along with IPFW and Ball State colleagues discussed their experiences with service learning and provided practical recommendations for engaging in scholarly teaching and research around service learning.
2009 Fall Teaching Conference: Circle of Success, Plan-Teach-Evaluate
Thursday, August 20th, 8:30 a.m.-3 p.m. in Science Building 168
Become more intentional in your planning, optimize your teaching, and fine tune your methods for gathering and interpreting useful feedback on student learning. Join our speaker, Catherine Wehlburg, and your collegues in closing the loop on learning.
2009 Spring Teaching Conference: Enhancing Learning through the Scholarship of Teaching and Learning
Friday, March 20, 2009 at IPFW
Dr. Kathleen McKinney, author of “Enhancing Learning Through the Scholarship of Teaching and Learning” and holder of the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University, gave the keynote address. Concurrent sessions included discussion of the nature of scholarship, the fundamentals of doing SoTL research, examples of SoTL and SoTL-related work, and discussion of the future of SoTL at IPFW.
2008 Advising Conference: Linking Advising to Teaching, Learning, and Scholarship
Friday, March 28, 2008
Marc Lowenstein, Assistant Vice President for Academic Affairs at Richard Stockton College of New Jersey and a proponent of academically centered advising, delivered the keynote speech and led a breakout session at this half-day teaching conference open to all IPFW faculty and staff.
2007 Fall Teaching Conference: "Solid, Sane, and Successful Strategies for Learner-Centered Teaching"
Thursday, August 16, 2007
CELT's spring survey revealed the faculty members' strong interest in enhancing skills and strategies fundamental to successful university teaching: motivating students, developing assessments, and integrating teaching technologies. This conference focused on the building blocks of solid university teaching.