Celebrate 50 Years
Center for Enhancement of Learning and Teaching

Previous Conferences

The items below are an overview of conferences held previously. The Center for the Enhancement of Learning and Teaching (CELT) Library has DVDs for each event that feature a wealth of resources, including video, handouts, slides, and other materials.

  • Spring 2014-Practical Strategies for Integrating Critical Thinking Skills into Content Courses
  • Fall 2013-Evidence-based Strategies: Helping Students Learn and Stay the Course
  • Spring 2013-Effective Teaching: Documenting what works
  • Fall 2012-Flipped, Blended & Stirred
  • Spring 2012-Critical Thinking Across the Curriculum
  • Fall 2011-RE: Visioning U
  • Spring 2011-Technology Showcase: Learning anywhere, anytime
  • Fall 2010-The Scholarship of Engagement: Integrating Teaching, Service and Research
  • Fall 2009-Circle of Success: Plan, teach, evaluate
  • Spring 2009-Enhancing Learning Through the Scholarship of Teaching and Learning
  • Fall 2008-Great Expectations
  • 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.

View Dr. Doyle's PowerPoint Presentation

Faculty presentations about using Blackboard to teach critical thinking

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.

Revolving Roundtables

  • 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

Measuring Student Learning Outcomes: 4 Easy steps (PowerPoint)

Measuring Student Learning Outcomes: 4 Easy Steps - Course Design Worksheet (Word) 

Part II-Writing Assessment Questions that Can Make a Difference

A Guide for Writing Test Questions (Word)

Test Questions that Make a Difference: Examples of Multiple Choice Exam Items at Different Cognitive Levels (PDF)

“Teachers Ignited” 5 minute illustrated mini-lectures by colleagues

View videos from this session.

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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.

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2012 Critical Thinking Across the Curriculum

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.

Session 1 slides

Session 2 slides

Session 3 slides

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2011 Fall Teaching Conference- RE: Visioning U

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.

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2011 Technology Showcase: Learning Anywhere, Anytime

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.

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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.

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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.

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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.

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2008 Fall Teaching Conference: Great Expectations

Thursday, August 21, at IPFW

Jerry Pattengale, PhD, Assistant Vice President for Academic Support at Indiana Wesleyan University

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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.

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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.

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What's New

Registration is open!
2014 Fall Teaching Conference
Learning to Risk, Risking to Learn:
Innovation and Research in the Classroom
Thursday, August 21, 2014
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Fall Workshops
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Part-time Faculty
Apply to attend the 2014 FALCON
(FACET Adjunct faculty & Lecturers CONference)
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