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We are excited to have you in person here in Asheville, NC.  Please take a moment to breathe in the wonderful mountain air and explore the charming town. We love to connect with you! Please follow us on social media and join our conversation there too!
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Monday, August 8
 

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Monday, August 8
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Monday, August 8
Amherst
Burghley A
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Burghley B
Hallway
Hallways
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Terrace
Vanderbilt I
Vanderbilt II
  • Assessment
  • Classroom Community/Culture
  • Course Curriculum (Re)Design
  • Experiential Learning
  • Fostering Student Practice
  • Grading/Providing Feedback
  • Indirect instruction
  • Instructional Methods
  • Instructional SKills
  • IS Experiential Learning
  • Online Hybrid Hyflex
  • Resiliency Self-Care Mindfulness
  • UDL EDI
  • Company
  • '1. Explore the use of expressive arts assignments in undergraduate classrooms. 2. Discuss student responses and outcomes in order to build educator strategies. 3. Describe the importance of diverse perspectives on knowledge-mak
  • 1. Appreciate the importance of explicit training in argumentative reasoning. 2. Be able to map short arguments by hand or online. 3. Have identified practical next-steps for teaching argumentation and disagreement in their courses.
  • 1. Articulate what a faculty learning community is.2. List three benefits of interdisciplinary collaboration to reduce math anxiety.2. List three benefits of interdisciplinary collaboration to reduce math anxiety.
  • 1. At the conclusion of this activity
  • 1. At the end of this session
  • 1. Be familiar with the Purposeful Learning Framework how it informs courses that are more humanized and inclusive. 2. Further understand how critical humanized learning is for students and how it is a significant strategy for DEI efforts. 3. Have awarene
  • 1. Become familiar with selected research on learning spaces 2. Apply instructional strategies
  • 1. Categorize different levels of engagement possible in online classrooms. 2. Determine non-traditional online student engagement expectations. 3. Examine how to facilitate courses aligned with student engagement expectations.
  • 1. Consider how moral injury impacts a variety of students and their abilities to process information. 2. Design scaffolding assignments that help guide struggling students to complete work. 3. Reflect on how they perceive student performances within clas
  • 1. Critically evaluate the factors that contribute to faculty burnout and diminished well-being. 2. Practice academic witnessing for yourself and with others . 3. Apply the concept of academic witnessing to your own socio-professional contexts.
  • 1. Define concept mapping as a study tool. 2. Discuss the benefits of using concept maps as a meaningful study strategy. 3. Discuss best practices for the use of concept maps in nursing education.
  • 1. Define the purpose of a learning guide. 2. Identify components of an effective learning guide. 3. Discuss opportunities and obstacles of using learning guides to support and facilitate learning.
  • 1. Describe approaches used for the assessment of course interventions. 2. Explain better practices for the assessment of course interventions.
  • 1. Describe challenges of teaching large online courses. 2. Articulate key design features for effective large online course. 3. Discuss how key design features shared help deepen online learning among college students.
  • 1. Describe essential features and elements of intentionally designed high impact practices to engage undergraduate and graduate students in research outside the assigned academic requirements. 2. Consider additional methodologies to empower undergraduate
  • 1. Describe the challenges of traditional grading frameworks. 2. Explain labor-based grading. 3. Implement labor-based grading using a Learning Management System.
  • 1. Describe the impact of course design on both student and instructor wellness. 2. Explain the link between wellness and learning outcomes achievement. 3. Describe ways in which courses can be designed to support learning and wellness.
  • 1. Describe the student’s perspective of online learning due to the coronavirus 19 pandemic. 2. Identify the resources that benefit students when courses are converted from a face-to-face to an online format in higher learning. 3. Construct course compone
  • 1. Describe the use of Universal Design for Learning principles in course activities. 2. Evaluate the impact of power differentials on student autonomy and course ownership. 3. Demonstrate the use of an active-learning collaborative syllabus design activi
  • 1. Describe the utility of gamification in education. 2. Explain the incorporation of a “Clue-based” game in a toxicology course. 3. Discuss ways to incorporate a similar games in other courses and environments.
  • 1. Describe the ways in which the power structure between students and faculty is often different in a service-learning classroom compared to a traditional classrooms 2. Consider how classrooms can operate in a less hierarchical way to benefit student lea
  • 1. Describe why it is important to test if a course effectively scaffolds assignments prior to analyzing student performance data 2. Discuss the relationship of time and page views on student grades. 3. Discuss other variables that can impact student perf
  • 1. Discuss the cycle of experiential learning
  • 1. Discuss ways to create or expand Faculty Fellowships. 2. Describe the development of the Faculty Fellowship program
  • 1. Discuss why it is important for the discussion board topic to not only meet course objectives
  • 1. Explain how and why this particular initiative was developed
  • 1. Explain the concept of a “pop-up museum.” 2. Explain how a pop-up museum project can create project-based
  • 1. Explain the concept of mastermind groups and the unique benefits they present in the classroom. 2. Identify an assignment that would benefit from the use of mastermind groups. 3. Implement the concept of mastermind groups into their own classes; includ
  • 1. Explain the principle of “Yes
  • 1. Gain an understanding of adult learning principles and how to teach in the 5th Industrial Revolution. 2. Leave with resources to use in their own personalized classrooms. 3. Identify and reflect on ways to promote new instructional methods that promote
  • 1. Gather ideas and tips for interdisciplinary approaches in core courses. 2. Explore ideas for course structures and approaches that are humanizing with meaningful and relevant course assignments. 3. Engage in a culturally-specific activity that can be i
  • 1. Generate methods of academic support for fraternity and sorority chapters. 2. Identify benefits from group inclusive academic openness. 3. Implement a similar program at other institutions.
  • 1. Identify key benefits of incorporating creativity as a core outcome of the student learning experience. 2. Discover a process for implementing a creativity-focused curriculum across diverse disciplines. 3. Recognize a system to broadly assess creativit
  • 1. Identify key components of performance based objectives. 2. Explain how alignment between course objectives and assessments can be accomplished through performance-based instructional design. 3. Apply course alignment principles to create an example pe
  • 1. Identify personal leadership strengths. 2. Match strategies for building an online learning community with personal leadership strengths. 3. Select one or two new strategies for community building in online classroom.
  • 1. Identify the design and goals of the project. 2. Evaluate areas of improvement in the project design. 3. Adapt and apply this project design to other courses.
  • 1. Identify the purpose of teaching professionalism and attendance. 2. Weigh the positives and negatives of introducing a flexible attendance policy. 3. Structure a flexible attendance policy that incentivizes class attendance.
  • 1. Identify their disciplinary approach to or definition of comparative analysis. 2. Explain how their approach may differ from those of faculty in other disciplines. 3. Possess a strategy for teaching this skill across academic disciplines (regardless of
  • 1. Improve affective learning. 2. Reduce student anxiety. 3. Improve student learning.
  • 1. Internalize the randomness of advantages. 2. Evaluate which advantages are most important. 3. Reflect on their own advantages and disadvantages and how to leverage them for success.
  • 1. Learn the steps involved in developing COIL projects 2. Think through a list of courses that they are interested to incorporate a project into 3. Have resources at hand to start planning the different steps of such a project
  • 1. Locate H5P tools. 2. Explain how H5P can benefit students. 3. Give examples of how this tool could be used for active learning in various classroom settings.
  • 1. Recognize the benefits of co-creation with students. 2. Identify the challenges to this pedagogical approach. 3. Consider ways that co-creation could be incorporated into their work with students.
  • 1. Reflect on whether their course assessment tools match their learning objectives. 2. Think critically about crafting assessments that link to job skills. 3. Describe how project based exams enable all types of learners to succeed.
  • 1. Understand a unique approach to first-year writing placement. 2. Know how students’ attitudes and beliefs impact learning in college. 3. Describe ways to implement surveys that provide insight into and understanding of student “placement” and learning.
  • 1. Value the use of self-reflection to advance student learning. 2. Devise ways to incorporate elements of self-reflection and evaluation into their assignments and assessments. 3. Evaluate student self-reflection to improve pedagogy.
  • 2. Illustrate activities utilized to produce desired outcomes
  • and 3. Prepare participants to replicate a similar experience with their students.
  • and possibilities. 3. Brainstorm opportunities for developing Faculty Fellowships to support teaching pr
  • and weaknesses presented by implementing such a pedagogical approach in her classroom. 2. Explain the rationale for utilizing a faculty learning community as a collaborative proc
  • and.” 2. Describe how the other two “rules” of improv
  • and.” 3. Lead their students through improvisation e
  • At the end of this session
  • but be meaningful to students as well. 2. Discuss ideas on making discussion board assignments that create more teamwork
  • content clarification and communica
  • focused on utilizing the metaspace
  • including successes
  • mistakes
  • participants will be able to identify ways to incorporate the
  • participants will be able to recognize how the RISE model of peer-to-peer feedback was used with graduate students. 2. At the conclusion of this activity
  • potential rewards
  • service-learning opportunities. 3. Envision how a pop-up museum could be incorporated into an undergraduate or graduate course.
  • strengths
  • the participants will apply their knowledge of learnin
  • the participants will understand the philosophy and elements of Learning By Design and identify the eight knowledge processes “in action”. 2. At the end of this session
  • to their own context 3. Gain inspiration for cultivating the learning potential in these “in between” spaces.
  • “Make your partner look good” and “Say the first thing that comes into your head
  • ” support the principle of “Yes