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.
How many writing projects do you have that are partially completed? Do you feel overwhelmed even thinking about your writing (along with your teaching and service commitments)? Would it help you to have a structure for getting your writing projects planned with an eye toward completion? Good news! The Textbook and Academic Authors Association, CELT, and the College of Health and Human Services have planned a special half-day workshop where you’ll learn structures and strategies for conceptualizing and completing your writing projects. Meggin McIntosh, PhD also known as “The PhD of Productivity,” is a former teacher, university professor, and director of her university’s Excellence in Teaching Program. She is highly regarded for offiering practical strategies and structures for academics - with humor and integrity. Her CV is over 150 pages so she must have figured out something about getting writing projecrts - and much more - planned and completed.
Students as…Co-researchers? Consultants? Course co-designers? Change agents? …possible!
Though sharing power and control is often uncomfortable for both students and faculty, increased student and faculty engagement, deeper learning, and increased rigor are worth the struggle according to Peter Felten, Executive Director of the Center for the Advancement of Learning and Teaching at Elon University in North Carolina, an internationally recognized expert on transformative teaching. Dr. Felten demonstrated the benefits of student-faculty partnerships and illustrated how educators can develop partnerships with your students—in course design, by responding to a course as it unfolds, in assessment, and as partners in inquiry into to teaching and learning (SoTL). Felten’s interactive morning workshop was followed by short presentations from faculty who have formed student-faculty partnerships in their teaching and a student-faculty panel. By the end of the day, participants gained concrete strategies backed by evidence-based rationales for building transformational partnerships with your own students.
They are in student’s backpacks, our pockets, and in the palm of our hands. For most of us, hardly a day goes by when we are not using a mobile computing device to check email, search for information and keep in touch with colleagues, friends and family. The opportunities that mobile computing offers are boundless, but do these small, powerful computers have a place in the classroom? Usually the answer to that question is a resounding, YES! In this 2½ day workshop we explored and experienced how to leverage the “mobile” of mobile devices and how they can be used to engage students both in and out of the classroom.
The Why Mobility Matters Event was a 2½ day event for IPFW faculty that took place on June 3, 4 & 5, 2015. The event was held on the Skybridge between the Library and the International Student Center, and the special guest presentation by Dr. Jon Landis was held in the Walb Union Classic Ballroom, room 126.
Thursday, August 21, 2014, from 8:45 am - 3:00 pm in the Walb Classic Ballroom
A teacher who innovates models the risk-taking that students must do to change ineffective study habits and tackle challenging college level content and skills. Adam Persky, award-winning pharmacy professor and past director of the Center for Educational Excellence in Pharmacy at the University of North Carolina, Chapel Hill, increased participants' confidence to innovate by showing them some of the research findings in cognitive psychology, education, and physiology that hold direct implications for more adventuresome teaching. Dr. Persky, who still says he still gets nervous before he teaches, demonstrated a number of easily adaptable classroom activities that could be applied in teaching. Whether you are risk averse, fully embrace change, or are just tired of the same old thing, you (and your students) will benefit from this workshop. A Certificate of Achievement will be available to those who attend this workshop and complete the requirements.
View "Course Planning: A Survival Guide" (PDF) provided by Adam Persky
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.
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.
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.
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.
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.
Measuring Student Learning Outcomes: 4 Easy steps (PowerPoint)
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.
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.
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.
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.
Thursday, August 21, at IPFW
Jerry Pattengale, PhD, Assistant Vice President for Academic Support at Indiana Wesleyan University
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.
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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