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1st Annual Teaching for Learning Conference

March 30-31, 2017

Hosted by the Office of Teaching and Learning, Utah Valley University

Please click here to view conference schedule


Theme: Soaring to New Heights

This year’s conference focuses on topics that reflect our commitment to move beyond our normal day-to-day practice and into a cycle of quality enhancement. We can define “quality enhancement” as the deliberate and systematic improvement of teaching practice. Common examples of quality enhancement in a teaching and learning context include:

  • Redesigning courses or curriculum to improve the student learning experience
  • Incorporating new teaching and learning strategies to support student learning
  • Adopting new technology enhanced approaches to help learners engage with concepts and with each other in more effective ways
  • Strengthening the social presence in online learning environments
  • Reconfiguring assessment so it supports assessment of learning (summative) and assessment for learning (formative)
  • Designing and carrying out a practice-based study as part of one’s own scholarship of teaching and learning
  • Supporting the development of other faculty in the quality enhancement of their teaching practice

Conference tracks

There are multiple tracks for this year’s conference.

  • Teaching with Technology - How has educational technology enhanced your teaching practice? How has using enhanced technology affected your students’ learning? What has this meant for your students’ higher education experience? What are some lessons you have learned when teaching with technology? 
  • 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, 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 changes in your course design, program curriculum, or teaching practice? What strategies do you have to 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?

Organizing body

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.


 

Session types

INTERACTIVE SESSIONS:

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 about the topic.

RESEARCH DISCUSSIONS:

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.

ROUND TABLES:

Presentation time:  25 minutes x 2 (you present twice in each session)

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.  

UNCONFERENCE:

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.

Contact

Please email TeachingLearning@uvu.edu with questions about this conference or to talk to someone about your proposal idea.

Call for proposals are closed. 


 

Key dates

  • Conference registration opens December 15, 2016.
  • All proposals are due by Tuesday, January 31, 2017.
  • All applicants will be notified of the outcome by Tuesday, February 14, 2017.
  • The event takes place on March 30-31, 2017.

Conference Registration Fee

$95 per attendee (includes lunch and afternoon reception on Day 1; breakfast on Day 2; free book)

Transportation

Hotel

Hampton Inn & Suites
851 West 1250 South
Orem, Utah 84056

Sponsors

Intermountain consortium

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Keynote Speaker: Dr. Bridget Arend

Keynote Session: Seven Ways of Learning: Matching Your Learning Goals with the Most Effective Teaching Methods.

 The popularity of active learning methods and the explosion of online, web-enhanced, and flipped delivery options means that college teachers have increasing freedom to choose among a wealth of teaching methods. As we in higher education finally begin to challenge the established lecture paradigm, we are faced with overwhelming choices of teaching methods, strategies, and approaches. How do we sort through all the options and choose the most effective methods? In this presentation, we will explore a framework for organizing and choosing among seven ways of learning in higher education. We will go beyond usual discussion of tips and techniques to explore the underlying purpose, rationale, and best use for the most popular teaching strategies. Participants will have an opportunity to reflect on their goals for student learning in their own work, and explore the recommended teaching methods.

Dr. Bridget Arend's Bio

Bridget Arend is the Director of University Teaching at the University of Denver where she consults with faculty members about teaching and learning, runs workshops, and organizes teaching-related initiatives. She also teaches courses related to teaching, training and curriculum design at DU. She received her PhD in Higher Education and Adult Learning and her research interests include teaching strategies, encouraging critical thinking in discussions and alternative ways to evaluate teaching. She is co-author of a comprehensive book about instructional practices in higher education, Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective and Enjoyable College Teaching.

Dr. Bridget Arend