Conferences, Meetings, and Webinars
Governor's Teaching Fellows
The Governor’s Teaching Fellows Program is designed for faculty members of all public and private state colleges and universities, other than the University of Georgia. Fellows are selected on the basis of their commitment to excellence in teaching, interest in continuing instructional and professional development, ability and desire to contribute what they learn during their fellowship on their campus and a strong commitment and support from their home institution during their participation in the program. Any full-time, regular faculty member may apply.
The application deadline for the Summer Symposium is February 5, 2016. The summer session participants attend a two-week symposium held in May on the University of Georgia campus.
The application deadline for the Academic Year Program is April 22, 2016. The Academic Year Program participants attend six three-day symposia held throughout the academic year on the University of Georgia campus.
For more information about the GFT Program and application guidelines, visit ihe.uga.edu/outreach/governors-teaching-fellows
The Conference on Scholarly Teaching
On April 15, 2016, the Georgia State University's Center for Instructional Effectiveness will sponsor a free, interdisciplinary Conference on Scholarly Teaching.
The Conference on Scholarly Teaching focuses on pedagogical techniques, hybrid teaching, technological teaching practices, and the scholarship of teaching and learning. The conference provides an opportunity not only to share
pedagogical ideas, but also to learn from experienced teachers while gaining valuable presentation experience . In years past, faculty, teaching assistants and lab instructors throughout the University System of Georgia have shared best
teaching practices and attended sessions on instructional effectiveness topics related to the scholarship of teaching and learning, such as:
* Innovative Pedagogical Approaches
* Scholarship of Teaching and Learning
* Strategies for Assessing Student Learning
* Implementing and Integrating Technology Effectively
* Discipline specific pedagogy, but must be presented in a manner that will speak to an interdisciplinary audience.
* Service Learning/Teaching and Community-based Pedagogy
* Atlanta-based learning
* Teaching for Individual Differences
* Presenting information in Large-Lecture classrooms
For more information on the Conference on Scholarly Teaching, visit cie.gsu.edu
For questions about the conference and proposals, contact Jennifer Hall at email@example.com
For questions about registration, parking and logistics, contact Queen Marrero at firstname.lastname@example.org
The Institute for Pedagogy in the Liberal Arts 2016
Liberal Education for the 21st Century IPLA 2016 invites applications: http://oxfordipla2016.org/
Hosted by Oxford College of Emory University, the Institute for Pedagogy in the Liberal Arts celebrates its tenth anniversary. Held from May 10-13, 2016, the IPLA celebrates this special anniversary with the focus on liberal education for the 21st century.
Please explore the website and consider submitting an application as this institute provides the highest quality opportunities without the cost. We are grateful to the administration of the college who generously support this program without charging a registration fee to participants. Accepted participants pay for travel and lodging while the college covers the conference costs, as well breakfasts, daily lunches, and one evening meal. Discounted lodging is also available at the college.
With the keynote by Andrew Delbanco (College: What It Was, Is, and Should Be, 2012) and a featured two day session on High Impact Practices and Programs at a liberal arts college, this year's program also offers an array of two-day sessions led by scholars from Emory and Oxford College, Elon University, McMaster University, St. Edwards University, Agnes Scott College, and the Georgia System Board of Regents Office.
Individual sessions will involve pedagogical approaches that flourish in the liberal arts setting: Experiential Learning, Team Based Learning, Service Learning, Case Based Learning, Backward Design, and Inquiry Guided Learning as well as in depth sessions on Teaching and Learning with Technology and the Scholarship of Teaching and Learning.
We keep the number of admitted participants small enough to allow for seminar discussions and hands on development of course ideas and individual teaching strategies. Faculty select one two-day session for Tuesday/Wednesday and a second for Thursday/Friday. In this way, participants explore two unique pedagogies in great depth over successive two day sessions. It’s unique!
2016 Annual Conference of the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL)
Please consider submitting a proposal for the 2016 Annual Conference of the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), held August 1-4 in Boston.
This year's theme is Beyond the Box: Liberating Pedagogical Creativity with Eportfolios.
Innovations in Learning, Assessment, Endorsement of Learning, and Career Building . Go here for more information and to submit your proposal.
2016 Research on Teaching and Learning Summit
Friday, October 14, 2016 - 8:00am to Saturday, October 15, 2016 - 4:00pm
ABOUT THE CONFERENCE
Since 1993, thousands of educators in colleges and universities from across the country and globe have participated in this interdisciplinary conference to discuss and share experiences and innovative teaching techniques. The Summit offers concurrent sessions on cutting-edge issues in pedagogy and student learning in a relaxed, congenial atmosphere. There are also opportunities for participants to network with fellow educators.
For more information, visit www.teambasedlearning.org/conferences/.
CALL FOR PROPOSALS
We are currently accepting proposals for presentations and posters. Please consider attending and submitting a proposal for the Research on Teaching and Learning Summit.
Proposal submission deadline: 11:59 PM Monday, April 4, 2016
Todd Zakrajsek, Ph.D.
University of North Carolina at Chapel Hill
Todd D. Zakrajsek is Associate Professor in the Department of Family Medicine at The University of North Carolina at Chapel Hill, where he also serves as the Associate Director of Fellowship Programs. In addition to his work at UNC, Todd serves on several boards: Journal of Excellence in College Teaching; Journal on Centers for Teaching and Learning; International Journal for the Scholarship of Teaching and Learning; Higher Education Teaching Learning Portal; Education Research Initiative (Lenovo Computer); Technology Enriched Instruction (Microsoft); and Communicating Science in K-12. Todd is also serving a three-year term as an elected core committee member for the Professional Organizational Developers Network. His current academic work and publications pertain to faculty development, effective instructional strategies, and student learning. His two most recent books include The New Science of Learning (co-authored with Terry Doyle; Stylus; 2013) and Teaching for Learning (co-authored with Claire Major and Michael Harris, Routledge Publishing; 2015). Todd has delivered keynote addresses and workshops at over 200 campuses and teaching conferences.
Beth M. Schwartz, Ph.D.
Beth M. Schwartz is Vice President for Academic Affairs and Provost, and Professor of Psychology at Heidelberg University in Tiffin, OH. Prior to Heidelberg, Beth was on the faculty for 24 years and served as the Assistant Dean of the College and Thoresen Professor of Psychology at Randolph College in Lynchburg, VA. She is a fellow of the American Psychological Association, a member of the Association for Psychological Science, and serves on the Executive Committee of the Society for the Teaching of Psychology. Beth was recognized for her teaching and scholarship at Randolph with the Gillie A. Larew Excellence in Teaching award, and the Davidson Excellence in Scholarship award. In addition to numerous presentations and workshops, her recent publications include articles in the Journal of Higher Education, and in Ethics & Behavior. Dr. Schwartz continues her SoTL, including two edited volumes titled Evidenced-Based Tools and Techniques for University Teaching, and Using SoTL to Enhance Your Academic Position, and a co-authored book titled, Optimizing Teaching and Learning: Practicing Pedagogical Research. In addition to her current research program on academic integrity, her scholarship also includes a series of books published by Sage focused on the intricacies of APA style, research design, statistics, and presentations.
Moving Your SoTL Projects Forward
Presented by Tom Pusateri and Hillary Steiner
This workshop will provide practical suggestions for faculty at any stage of the SoTL research process, from generating initial ideas to presenting or publishing the research. SoTL research focuses on investigations of teaching pedagogies within a discipline or across disciplines that promote student learning in undergraduate or graduate degree programs. The workshop presenters will engage participants in developing ideas for SoTL projects, designing studies, and preparing their research for presentation and publication.
Citizenship Under Siege: Promoting Listening, Learning, and Engagement Fall 2016 Webinar Series
The US Constitution’s preamble speaks of “We the People”—but who is considered part of that sacred circle, and how has this group varied over time? When national identity is hotly contested, what does it mean to experience citizenship as partial, denied, or fully acknowledged? How can the humanities illuminate differing narratives and open up space for understanding, connections, and shared visions of the future?
The Association of American Colleges and Universities and The Democracy Commitment invite faculty, staff, students, and campus community partners to join in one or all of three FREE webinars. These events are designed to expand campus expertise on how to hold constructive conversations about contentious issues and how to institute practices in and out of the classroom that foster engagement across differences.
More information is available here.
A Three-Part Series
3:00–4:00 p.m. Eastern Time
From Fractious Differences to Engaged Dialogues (October 13, 2016)
How can texts and techniques from the humanities disrupt unexamined positions, put human faces to abstract ideas, and help open up spaces where dialogue and consensus might emerge on historic and contemporary questions about citizenship and who deserves it? What models exist for training dialogue facilitators who can help encourage listening and perspective taking across seemingly intractable positions? (Register online)
Income Inequality and the Cost of Citizenship (October 27, 2016)
When economic disparities—often intertwined with ethnic, racial, and religious differences—impose real limitations on public participation, how can the humanities provide insights into the historic and persistent reality of differential access to full citizenship rights? Learn how several campuses have engaged their students and communities in examining this issue. (Register online)
I Want My Country Back: Immigration, Race, and Citizenship (November 3, 2016)
In the midst of sometimes-dramatic demographic and cultural shifts, how have the humanities served to illuminate felt experiences, historical contexts, and ethical issues as the rich mosaic of people in the United States fluctuates? What approaches, courses, and public events lead to shared ends rather than perpetual conflict or feelings of displacement? (Register online)
Funded by the National Endowment for the Humanities and hosted by the Association of American Colleges and Universities and The Democracy Commitment.