Winter Teaching Symposium

Keynote Speakers

 

Vicki Collet

 

Lorraine Brewer

 

 

Vicki Collet

Dr. Collet is the author of two books, Differentiated Mentoring and Coaching in Education: From Preservice Teacher to Expert Practitioner and Collaborative Lesson Study:  ReVisioning Teacher Professional Development.  She is a Fulbright Global Scholar, the recipient of the Faculty Star Award from the Curriculum and Instruction Department and has been awarded the Literacy Teacher Educator Award from the Association of Literacy Educators and Researchers for Professional Development in Haiti: Teacher Learning in Differently Resourced Countries.  She has created numerous workshops based on her research that have been provided to an international audience.  Her work has also been supported by a Cordes Teaching and Faculty Support Teaching Grant.

 

 

Lorraine Brewer

Professor Brewer has been teaching and winning awards for teaching at the University of Arkansas for over 45 years and has taught approximately 50,000 students.   She’s the recipient of the Imhoff Award for Teaching and Mentoring, the Fulbright Master Teacher Award, and the DiBrezzo Award for Service to Teaching at the University of Arkansas.  She is a former co-director of the Cordes Teaching and Faculty Support Center and is a member of the Teaching Academy.  While she currently teaches and engages students in sections of students that are between 200 – 400 students, she has taught students in all sizes of classes.  This past semester an average day in her class saw attendance at over 90% with attendance and participation accounting for only 8% of the total grade.  Let’s discover how she’s kept students learning in class post-covid.

 

Breakout Sessions (Note not all sessions are offered twice)

Blackboard Ultra:  Kathryn Zawisza (TIPS and IT Services – Director of Academic Technology and Innovation)

Did you know that there is a more modern version of Blackboard Learn available at the University of Arkansas? Blackboard Learn Ultra Course Experience boasts a simple, modern, more intuitive interface that focuses on accessibility and the user multi-device experience. Starting Summer 2023, IT Services will enable instructors to choose if they want to switch to the Ultra Course Experience from the default Original Course Experience. This opens up possibilities for course redesign and simplification! Want to get a sneak peek? Want to request your own sandbox or get added to the self-paced training course? Come hear an overview and demo of Blackboard Learn Ultra Course Experience and discuss the self-paced course certificate that the TFSC will provide upon completion!  Available Sessions 1 and 2

Teaching and Mentoring International Students:  Margaret Butcher (Communication), Adriana Rossiter-Hofer (Supply Chain Management), and Qin Weng (Information Systems)

Teaching and mentoring international students bring unique challenges and opportunities due to cultural differences. In this session, specific types of cultural differences will be illustrated and potential strategies for effective cross-cultural interactions will be suggested. By being mindful of these differences and developing tools to flexibly interact with students from different cultural backgrounds, we can achieve an effective educator-student relationship and a rich experience for all students and the instructor as well.  Co-sponsored by the University of Arkansas Diversity in the Classroom Committee.  Available Session 2 only

Assessing GELO 6.1:  The Capstone Experience:  Deb Korth (ARSC Student Success), Denise Beike (Psychology), Richard Cassady (Industrial Engineering), Nathan Kemper (Agricultural Economics and Agribusiness), and Jeannie Whayne (History)

In this session, the presenters will provide a brief background of the General Education Learning Outcome (GELO) Assessment Project.  Each panel member will describe their experiences teaching the capstone courses and assessing their students.  The results of the Fall 22 GELO data collection process will be shared.  The Fall 2023 assessment plan for GELO 6.1 will be described. Available Sessions 1 and 2

Active Learning: Planning Effective and Engaging Classroom Sessions:  Faith Lessner (Biology), Melinda Schroeder (Mathematics), and Leslie Massey (Engineering – First Year Program)

Do you want to increase student engagement in your classroom while encouraging less passive learning? Would you like to incorporate more classroom discussion, student participation, and collaborative learning during your class sessions? If you answered yes to any of these questions or are curious about adding active learning components to your course, this is the session for you! During this session, they will model some simple tools for developing and implementing active learning techniques in one’s own classroom setting.  Available Sessions 1 and 2

Elevating Student Achievement Through Metacognition- Think About It!:  Karl Schubert (Data Science) and Kristen Karpinski (Student Success)

Do your students reach for tools like Google and YouTube when doing homework or studying for exams? Are you surprised at the number of college students who lack self-awareness and self-regulation when it comes to learning?  This presentation will focus on using the science of learning to better support the learners in your classroom. Attendees will leave with an understanding of the basics of metacognition and how metacognition can elevate students’ achievement. Often, just a few tweaks and minimal effort are needed to bring out the metacognitive dimension of your lessons. Practical metacognitive strategies applicable in any discipline will be discussed and techniques for putting metacognition into practice provided. Available Session 1 only

Using Student Feedback to Increase Teaching Proficiency:  Susan Bristow (Information Systems) and Sarah Jensen (Marketing)

Gathering feedback from students during the semester regarding the performance of the class can be beneficial.   A peer-facilitated formative assessment is an informative solution to enhance our own teaching and the class.  Learn what parts of the class students believe are going well, what might need improvement and what changes could benefit student learning.  Available Session 1 and 2.