Conferences

Effective Teaching: Documenting what works

Friday, March 22, from 8:15 am – 2:00 pm in Walb 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 will show you how using the four-step “backward course design model” can help you clearly measure what students have learned. CELT will offer a Certificate of Completion in Documenting Teaching Effectiveness to those who attend the Parts I and II, and provide evidence of application to their teaching to CELT. FACET is co-sponsor of the event.

8:15 - 8:30 am Check in
Coffee, water, and quick snacks

8:30 - 10:30 am Part I
How to Measure Student Learning Outcomes: Four Easy Steps

Do you ever wonder what all the fuss is about when it comes to Student Learning Outcomes? In this workshop participants will use the backward course design model to articulate Student Learning Outcomes (SLOs) for one specific course.

Generally speaking, SLOs are defined as the things that students are able to think and do after taking a course and are frequently categorized as the knowledge, skills and attitudes of student learning. The backward course design model is a four-step process that encourages the use of measureable language when writing student learning outcomes, thus providing instructors with an opportunity to create assignments that clearly measure what students have learned during the semester while also making sure those learning outcomes align with the course goals.

By the end of this workshop participants will be able to redesign their course to make visible the alignment between course goals, SLOs and course assignments.

10:30 - 10:45 am Break

10:45 - 12:15 Part II
Writing Assessment Questions that Can Make a Difference

Would you like to encourage your students to do more than just memorize course material? Would you like to know if your students are gaining the thinking skills that you want them to learn? In this workshop participants continue to work with the Student Learning Outcomes they identified earlier in the day.

The purpose of this workshop is to give participants the opportunity to write assessment questions that require students to do more than just rote memorization. More importantly, participants will write questions intended to measure how well students can achieve the goals of a given course. Participants will also explore ways to use the evidence of student learning in their annual faculty reviews.

By the end of this workshop participants will have created new test questions that will help determine how well students have achieved the course goals and will also be able to align their learning outcomes with program objectives when appropriate.

12:15 - 1:15 pm “Celebration of Scholarly Teaching”
Poster Session and Buffet lunch

Gluten-free and vegetarian items choices will be available.

1:15 -2:00 pm “Teachers Ignited”

5 minute illustrated mini-lectures by colleagues, moderated by M. Bendele, FACET

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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 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

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. 

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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