| Thursday, June 28 - 7am to 7:30pm | |||||
| Time | # | Event | Presenters | Description | Location |
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| 7:00 - 8:00 | Activity: Walk or Run (Optional) |
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| 8:00 - 9:00 | Continental Breakfast |
Terminus | |||
| 9:00 - 10:30 | 21 | Panel Discussion: Directing a Teaching and Learning Center |
Bob Cox, Judith Kamber, Alan Kalish, Mathew L. Ouellett |
What does it take to successfully lead a teaching and learning center? In this session, four experienced directors will share their perspectives on the predictable and sometimes unpredictable skills and acumen required of directors today. Together with participants, we will explore some likely challenges for the near future and how to prepare for them. |
MRT 218 |
| 10:30 - 10:45 | Break |
Terminus | |||
| 10:45 - 12:00 | Concurrent Sessions III | ||||
| 22 | Promoting and Using Classroom Assessment Techniques |
Peg Weissinger | Nothing is more frustrating than finding out after an exam that learning didn’t happen. Learn low-prep/high return formative assessment strategies that can be used in workshops and modified by faculty for their specific content area and teaching situation. All are learner-centered and work within time constraints of a content-packed curriculum. |
MRT 218 | |
| 23 | Responding to the Needs of Part-time and Adjunct Faculty |
Bob Cox, Andrée Robertson & Tuesday Cooper |
Part-time faculty make up a major portion of the teaching work force in many institutions, yet they are often marginalized in their departments and faculties. Session panelists will share their current programs and explore best practices for orienting and engaging part-time faculty in campus communities. |
MRT 221 |
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| 24 | Engaging with NSSE (National Survey of Student Experience) |
Eric Kristensen | NSSE data provide a way for our centers to engage in conversations central to the missions of both our institutions and our programs. We will examine the types of data collected, review the research the survey is based upon, and brainstorm how you might use these data to develop and promote programs in your institutional context. |
MRT 219 | |
| 25 | Helping Faculty Engage the Online Learner |
Megan Palmer | Students are enrolling in online courses in record numbers. Are we prepared to help faculty create effective learning experiences in an online setting? What is the role of community? How can a faculty member have meaningful contact with online learners? Explore ways that faculty development professionals can assist faculty in creating engaging online courses. |
MRT 212 | |
| 26 | Professional Development Strategies for Educational Developers |
Nancy van Note Chism | “The shoemaker’s children have no shoes” is an expression suited to educational developers who neglect their own development. This session will concentrate on the rhythms of the career and the different developmental needs that arise. The group will identify resources for meeting these needs. |
MRT 211 |
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| 12:00 - 1:00 | Lunch |
Jazzy |
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| 1:00 - 2:15 | Concurrent Sessions IV | ||||
| 27 | "I hate group work!" Changing Student Attitudes About Working with Others |
Marilla Svinicki | No matter how much we know that group work is a good thing, students will say they hate it when asked to give their impressions. Why is that and what can be done about it? Those are the topics to be addressed in this session. What might be the learning and motivation issues behind their seeming aversion to working in groups at the beginning of a semester? And what can instructors do to mitigate those issues so that the students both learn and love the process of working in groups by the end of the semester? We'll compile all our ideas, experiences and suggestions to come up with solutions to suggest to bewildered faculty. |
MRT 211 | |
| 28 | Teaching Portfolios and Peer Assessment of Teaching |
Nancy Chism | Helping faculty to develop teaching portfolios or assisting units or individuals as they plan or execute systems for teaching assessment are tasks that developers are called upon to do on a regular basis. This session will discuss how to consult on the kinds of teaching portfolios that are prevalent and basic considerations in planning peer assessment systems. |
MRT 221 |
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| 29 | Helping Faculty Use Student Evaluations of Teaching |
Karron Lewis | The evaluation of teaching, especially through the use of student ratings, is a topic that generates comment, controversy, and confusion (Theall & Franklin, 1990). In this session, we will look at a number of ways to help faculty decipher and use the information they obtain from their students. Participants will also have the opportunity to interpret some sample student rating data and explain it to a peer. |
MRT 218 | |
| 30 | Engaging Faculty as Faculty Developers |
Donna Ellis | How can we engage our faculty members to help us with the work of faculty development? In this session, we will discuss various options that range from low to high levels of faculty involvement. We will also discuss the benefits and challenges of engaging faculty members in our work. |
MRT 212 | |
| 31 | Helping Faculty Promote Classroom Civility | Peg Weissinger, Eric Kristensen |
For those who have worked "in the trenches" for a while, the number of faculty dealing with behavioral problems in their classrooms has risen sharply in recent years. This session will discuss approaches, perspectives and resources that can help you consult with faculty dealing with these issues in their courses. |
MRT 219 | |
| 2:15 - 3:30 | Concurrent Sessions V | ||||
| 32 | Development Opportunities for Senior Faculty | Matthew Ouellett | Institutions today are increasingly dedicating resources to adjunct and part-time faculty and we can no longer assume that new, tenure-track faculty will be hired in sufficient enough numbers to reinvigorate classrooms, laboratories, and studios. This session will explore strategies to engage, inspire and renew the efforts of our senior faculty members. |
MRT 219 | |
| 33 | Needs Assessment for Faculty Development | Dieter Schönwetter |
As instructional or faculty development offices become more central in the university’s mission, the ability to develop a comprehensive faculty needs assessment becomes paramount. It is evident that faculty may have diverse needs depending upon whether they are new to the university, mid-; or late-career faculty. For programming from our offices to be successful, we must ensure we are keeping abreast of these changing needs. We will discuss how to create, implement, and report faculty needs assessments. Finally, we will assist faculty developers with developing their own plan for program evaluations at their universities. |
MRT 218 | |
| 34 | Managing Organizational Development and Change |
Judith Kamber, Peg Weissinger, Alan Kalish |
Faculty development professionals should be informed about issues of organizational development to become an effective contributor to organizational change. Facilitators will share basic tenets of OD, identify factors that have proven successful (with the perspective of hindsight), review best practices, and consider how approaches can be adapted for your home campus. |
MRT 221 | |
| 35 | Helping Faculty Foster and Assess Student Critical Reflection |
Peter Wolf | Increasingly educators are interested in using teaching methods that foster student critical reflection in order to help students identify, clarify and validate personal insights and disciplinary knowledge, as well as to increase transfer of learning. In this session we will explore issues and best practices in fostering student critical reflection in formal class-based learning environments. |
MRT 211 | |
| 36 | New Faculty Orientation and Programming |
Tuesday Cooper, Robert Cox, Karron Lewis |
A New Faculty Orientation (NFO) can do a lot to introduce new faculty to faculty development centers, programs and teaching and learning concepts. NFOs come in various structures. The facilitators will discuss programs and strategies that have worked on their campuses and will engage participants in discussions about NFO related activities on their campuses. |
MRT 212 | |
| 3:30 - 3:45 | Break |
Terminus | |||
| 3:45 - 5:00 | 37 | Panel Discussion : Working with Administrators |
Nancy Van Note Chism, Mary Deane Sorcinelli, Tuesday Cooper |
Based on the premise that it is vital for developers to establish healthy relationships with central administrators, deans, chairs, and leaders of other support units, this session will focus on key aspects of the relationship to consider, such as protocol, strategy, and helpful resources. |
MRT 218 |
| 5:00 - 6:30 | Interest Group Meetings |
TBD | |||
| 5:00 - 6:00 | Institute Dinner | Novotel Albion Room |
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