Conference Presentation Slides & Handouts

Tim Ellis - Social Interactions that Produce Deep Holistic Learning for Life Long Transformative Learning Experiences - Slides

Tyler Weldon et. al. - Exploring the Embodied Brain for Student Engagement & Deep Learning - Handout 1 & Handout 2

Catherine Peck et. al. - Reflections of a Fitness-Based Intergenerational Experience - Handout

John Wood et. al. - How Can we Transform Generation Z - Slides

Carrie Snyder-Renfro et. al. - Getting From Here to There: Using Gamification to Build Social Capital and Transformative Learning - Slides

Katherine Jones et. al. - Building Midterms IKEA Style: Transforming Learning via DIY Assignments - Handout

Kelly Ross et. al. - Designing for Transformative Learning: Your Online Course - Handout

Niesha Ziehmke - Elevating Work in the Experiential Learning Pathway at Guttman Community College - Slides

Ronald Oscar Bernard - Nurse Educators Teaching Through the Lens of Transformative Learning: A Case Study - Handout

Peter Felten - Partnering with Students for Transformative Learning - Slides

Cassie Hudson et. al. - Increasing Understanding of Transformative Learning Experiences of Novice Educators Through Critical Reflection - Slides

Linda Harris et. al. - Pre-Service Teacher Professional Identity Development Through Campus Leadership - Handout

Stephanie Canada-Phillips - Disruption and Disequilibrium in the Classroom: Examples of Theory to Practice in Launching Transformative Learning - Handout & Slides

Stacie Southerland et. al. - From Ideas to Action: Tools for Implementing Learning Innovation and Transformation - Handout

Tawni Holmes - Using Team Based Learning to Launch Transformative Learning in the Classroom - Handout

Peter Felten - Viewing Transformative Learning through the Lens of SoTL - Slides

Mark Walvoord - Transformative Learning Basics - Slides

Lisa Abney et. al. - Writing Matters: Engaging and Transforming Student Writing and Revision To Encourage Life-long Writers - Slides

Niyaf Alkadhem - Launching Transformative Learning in Iraq through UCO Fulbright Experiences - Handout & Slides

Getting Students Actively Engaged

Getting Students Actively Engaged

Participation and discussion are regularly used by faculty to engage students.  And they work, but not always as effectively as they could. Participation sometimes feels like pulling hens’ teeth.  A lot of students don’t participate, others do so reluctantly and then there’s the few who participate too much.

Discussion too has great potential to engage students, but often students come to it unprepared and unwilling to exchange the ideas, information and experiences that make discussions provocative and stimulating.  And when discussion falters, teachers feel that they must fill-in and soon it’s no longer a discussion but a lecture.

There’s a rich literature available on each of these engagement strategies.  During this session we’ll draw from a variety of sources, offering a range of ideas, strategies and approaches that can used to enhance the effectiveness of each.

Teaching that Develops Critical Thinking & Reflection for Growth

Teaching that Develops Critical Thinking & Reflection for Growth

Teaching that Develops Critical Thinking

We’ll start with definitions, of which there are many.  It’s a term we all use but are we all talking about the same thing?  We do recognize that critical thinking is a skill, not an ability learners are born with.  It’s a skill that can be learned in the classroom and outside the classroom in virtually any place on campus.  Teachers can model the skill or assign readings can illustrate it, but critical thinking skills develop best with practice and with practice that includes the opportunity to fail and to receive constructive feedback.  During this session we will explore a range of instructional strategies, activities and assignments that can be used to promote critical thinking.

 

Reflection for Growth

Teaching is a demanding profession that requires ongoing attention to a host of details—PowerPoint slides to assemble, content to update, exam questions to develop, papers to grade, feedback to offer in class, on papers and during office hours.  There’s little time for reflection--time to ask, not what am I doing tomorrow or next time I teach that class, but time to ask why.  Why am I doing it this way?  What’s the educational rationale that justifies this approach?  This is critical reflection, not a fault-finding critique that erodes confidence, but a mindful analysis that refreshes, re-energizes and keeps teaching alive and well.  During this interaction session we’ll explore why and how reflection contributes to instructional growth.