3rd Annual Teaching for Learning Conference
Refresh and Reinforce Learning
March 21-22, 2019
Utah State University
|Early Bird Rate||due by Feb. 1||$125|
|Registration||after Feb. 1||$149|
|Early Bird Rate||due by Feb. 1||$80|
|Registration||after Feb. 1||$105|
|Early Bird Rate||due by Feb. 1||$80|
|Registration||after Feb. 1||$105|
Conference Keynote Speaker: Dr. Gail Rice
Pausing Teaching for Learning
Do we sometimes get in the way of our students' learning? Dr. Gail Rice, director of faculty development at Loma Linda University, will share with us the latest cognitive science findings that show how to step aside and facilitate transformational learning. In this interactive session, experience 10 "educational pauses" that we can use in our teaching to ensure that students leave our classrooms having actually learned from our teaching.
Dr. Rice directs Faculty Development at Loma Linda University and is a Professor in the School of Allied Health Professions. She is a faculty member for the Harvard Macy Institute Program for Education in the Health Professions and for the USC Keck School of Medicine’s Innovation in Medical Education Conference. She has held professorial positions at four universities in seven schools or departments and has graduate degrees in nursing, public health education, educational psychology and higher education administration and leadership. She serves on several editorial boards for professional journals and boards for professional societies. Dr. Rice developed expertise in testing through her service on the governing board of the National Commission for Health Education Credentialing, Inc., where her committee developed and oversaw the administration of the Certified Health Education Specialist exams over a five-year period. Gail and her husband have two children.
Pre-Conference Workshop Speaker: Dr. Mitchell Colver
Using an Autonomy-Supportive Approach to Curriculum & Instruction
This pre-conference workshop will expose attendees to principles that demonstrate how an autonomy-supportive approach to pedagogy pays dividends for students and instructors alike. Grounded in more than four decades of research (self-determination theory), autonomy-supportive techniques empower students to dynamically engage a rich classroom ecology designed to facilitate discovery, learning, and reflection. Relying on core principles of educational psychology and subject-centered sociocultural theory, attendees will leave with a toolkit of transformative educational practices to apply according to their own strengths and interests.
Dr. Mitchell Colver manages the data science team in Utah State University’s Office of Student Analytics, where student success is fostered through empowerment of increased data literacy amongst faculty, staff, and administrators. Dr. Colver and his team believe that human capital, when activated and catalyzed by big data, is the most powerful tool that 21st century institutions have in their arsenal to sustain institutional effectiveness. Dr. Colver has degrees in Psychology, Music, and Experimental Research, as well as a PhD emphasizing research in Higher Education. His research has appeared in Popular Science, Slate, Smithsonian, New York Magazine, and, internationally, on Radio BBC. He maintains an honorary appointment as a visiting scholar at London South Bank University, where he conducts research about institutional effectiveness in the UK. His prominence in the field of education has allowed him to serve as an analytics and change-management consultant for universities across the nation and globe. Mitchell is the father of six children and married to a woman whose support makes his professional pursuits possible and meaningful.
Wednesday, March 20, 2019 (Pre-Conference)
8:45am • Registration
9:00am-12:00pm • Morning Session
12:00-1:00pm • Lunch
1:00pm-3:30pm • Afternoon Session
Thursday, March 21, 2019
8:00-8:50am • Registration
9:00-9:15am • Welcome
9:20-10:10am • Session 1
10:20-11:10am • Session 2
11:20-11:45am • Session 3
12:00-12:30pm • Lunch
12:30-1:20pm • Keynote
1:30-2:20pm • Session 4
2:30-3:00pm • Networking Break/ Author Book Signing
3:10-4:00pm • Session 5
4:10-4:35pm • Session 6
Friday, March 22, 2019
8:00-8:50am • Beverages and Networking
9:00-9:50am • Session 7
10:00-10:50am • Session 8
11:00-11:50am • Session 9
12:00-12:50pm • Lunch
1:00-1:25pm • Session 10
1:35-2:00pm • Session 11
2:00-2:20pm • Networking Break
2:30-3:20pm • Session 12
3:30-4:20pm • Plenary
- Access. How can we eliminate or reduce barriers to higher education for our students while, at the same time, enhancing the student learning experience? (Barriers may include cost, time, place, policy, mindset, and culture.) How can we create challenging and welcoming learning environments for all students? How can we draw upon our differences and cultural strengths to maximize student contributions to the curriculum?
- Pedagogy. How does your research or approach to teaching support the student learning journey? Have you piloted and evaluated a new approach that you can share with others? Have you developed a praxis to support your teaching practice? How does this interplay between theory and practice support the learning journey? Throughout your experiences in engaging learners, what have you discovered along the way?
- Evidence of Learning. How have you addressed assessment of (and for) student learning in your teaching practice? What innovative ways are you using assessment to understand the effectiveness of teaching and learning, programs, and institutional goals? How have you improved your approach to assessing students’ learning, and to providing them with feedback on their performance, so they can develop metacognitive skills, resilience, and an ability to self-regulate?
- Student Success. How have you addressed student retention and persistence through your course design, program curriculum, or teaching practice? What strategies support the first year experience? How do you help students develop a growth mindset in order have a more resilient approach to their college experience? What other ways can we think about student success?
- Teaching with Technology. How has educational technology enhanced your teaching practice? How has using technology enhanced your students’ learning? What has this meant for your students’ higher education experience? What are some lessons you have learned when teaching with technology?
- Faculty Development. What are some innovative ways that you are supporting faculty on your campus? What faculty development programs are you implementing, and what have been the challenges or successes? What are some lessons learned as a faculty developer? What issues/problems have come up on your campus, and how have you solved these?
- Open Educational Resources (OER). How has OER impacted the design of your curriculum, or enhanced your teaching practice? What strategic partnerships have been beneficial to cultivate in developing OER? What are some of the lessons that you've learned in implementing OER? How has utilizing OER been beneficial to students?
Presentation time: 50 minutes
These sessions usually include a single presentation or panel discussion combined with engaging methods to involve participants in an active learning process.
Presentation time: 15 minutes + 3 minutes Q & A
These sessions are intended to feature original research, work in progress, or evaluations of pedagogical practices, instructional projects, or use of technology. Theoretical proposals that show promise of enhancing participants’ understanding and practice of effective teaching and learning principles will also be considered. The nature of the research or evaluation may be qualitative or quantitative, but the emphasis should be on evidence of quality enhancement. Preference will be given to proposals that show promise of providing practical, actionable information for conference participants.
Presentation time: 25 minutes
These sessions are designed to allow maximum interaction in informal, small-group discussions focused on a single topic. Typically, the presenter will be showcasing materials or information with a group of about 8-10 participants. Handouts are helpful.
The unconference is an opportunity to meet outside the traditional conference proceedings. Unconference sessions may be meet-ups, debates, discussions, and any other format not otherwise specified. Any topics are invited as long as they fit within the conference and are inclusive to attendees.
The Intermountain Consortium for Faculty Development (ICFD) is a collaboration of faculty developers, instructional designers, faculty members, and administrators dedicated to enhancing teaching and learning in higher education across the region. Its members share research, theory, and best practices that lead to optimal learning. ICFD seeks to demonstrate the value of educational development among institutions of higher learning in the Intermountain West.
For more information, contact: Travis Thurston firstname.lastname@example.org, 435-797-4950
The T4L Conference is Presented By:
- Registration Opens October 15, 2018
- All Conference Proposals are due by December 10, 2018
- Decisions on Proposals/Notification of Acceptances by January 22, 2019
- Early Bird Registration Deadline February 1, 2019
- Conference Dates: March 21-22, 2019
Conference Registration Info
- Early Bird Registration: $125 per attendee
- Registration: $149 per attendee
- Conference meals provided with Registration: Thursday lunch, and Friday lunch
Intermountain Consortium for Faculty Development
The ICFD is a collaboration of faculty developers, instructional designers, faculty members, and administrators dedicated to enhancing teaching and learning in higher education across the region.
The purpose of the ICFD organization is to:
- share research, theory, and best practices that lead to optimal learning
- demonstrate the value of educational development among institutions of higher learning in the Intermountain West