Friday, October 14, 2016 from 1:00-5:00pm, in Rangos, CUC
> Register to attend...
CMU faculty and graduate students are great innovators not only in their scholarly and creative works, but in their teaching as well. We at the Eberly Center see this in our work every day. So we are launching the first annual Teaching & Learning Summit to celebrate and showcase the exciting ideas and evidence-based approaches that our colleagues are applying here at CMU and beyond.
Come join us on October 14 to hear about new instructional strategies and technologies, to learn about educational research by CMU instructors and learning scientists, and to share your own ideas and experiences.
And you won’t want to miss the keynote presentation by Daniel Willingham. He is famous as a translator of research: he makes results on learning easier for educators to understand and use. He’ll be speaking on “Critical Thinking: Why is it so hard to teach?”
See below for more about the agenda and we look forward to seeing you there!
Teaching & Learning Summit Program (pdf)
Agenda:
1:00-2:00pm Keynote: Daniel T. Willingham
Keynote:
Critical Thinking: Why is it so hard to teach?
Translating research into practical strategies
Dr. Daniel T. Willingham, Cognitive Psychologist
University of Virginia
Take a look at his video on "multi-tasking":
Join your CMU faculty, graduate student, and postdoc colleagues to...
- Foster dialogue, networking, and collaboration within and across disciplines.
- Showcase the educational research of CMU instructors and learning scientists.
- Disseminate transferable, evidence-based and innovative teaching strategies employed by CMU instructors.
2:00-3:00pm Roundtable Discussions
Roundtables give you a chance to discuss with your colleagues hot topics on teaching, e.g., flipped classroom, team projects, technology-enhanced learning, maker spaces, creativity and innovation, communication skills across the curriculum.
Shape the agenda when you register by selecting the topic that interests you most.
3:00-4:00pm Quickfire Interactive Talks
A variety of topics will be presented in three room locations. Choose to attend one of the three rooms with the talks that interest you most. Stay tuned for more information about these talks and specific room locations...
Room 1
| Eureka! Educating the whole student |
| Blogging as Practice in Applied Philosophy |
| Reflective/metacognition projects |
| Strategies for Teaching Group Work that Works |
| Tackling diverse student backgrounds before during and after class |
Room 2
| TPR Hybrid MBA: online teaching strategies |
| Teaching a Broad Spectrum: The Art and Science of Color |
| "Wiki wha?": Using a wiki to enhance learning and transfer |
| Blog as a Tool for Class Engagement and Beyond |
Room 3
| Soft Fabrication: Skills-based Microcourse in Ideate |
| Engaging students in mathematics through active learning |
| If you can't write it down, you don't understand it |
| The IDeATE Gallery |
| Community Engagement: Promising Practices in Global and Local Contexts |
4:00-5:00pm Networking & Poster Session
| Primary Author | College/School | Department | Poster Title |
| Berardone, Jim | CIT | EPP | Educating Engineers to be Innovation Marketers: Applying Learner-Centric Learning and Teaching Principles |
| Brasier, Daniel | MCS | Biological Sciences | Pairing animations with practice/feedback improves learning in an online biology module |
| Carver, Sharon | DC | Psychology / Children's School | CMU’s Children’s School: A Learning Laboratory Modeling and Refining Research-Based Practices |
| D'Antonio, Jason | MCS | Biological Sciences | Flipping A Science Class Leads To Enhanced Learning, Reading and Writing. |
| Dear, Tony | SCS | Robotics Institute | Flipping Undergraduate Robotics and Creating Interactive Online Content |
| Delahay, Anita | DC | Psychology | Assessing Prior Knowledge to Support Personalized Instruction |
| Dwyer, Heather | Eberly Center for Teaching Excellence and Educational Innovation | Can you train large numbers of undergrads online to be effective TAs? | |
| Eichmanns Maier, Gabriele | DC | Modern Languages | Digital Vienna 1900 |
| Gatterbauer, Wolfgang | TPR | Inquizitiv: Bootstrapping Virtuous Learning Cycles | |
| Gerritsen, Dave | SCS | HCII | Supporting class discussion through live notification and personal pedagogical training |
| Glavan, Mary | DC | English | Using Google Drive to Support Collaboration and Process Writing |
| Harrell, Jessica | DC | English | Rethinking Assignment Practices in Humanities Courses |
| Harrell, Mara | DC | Philosophy | Students Learn Argument Diagramming Better with More Practice |
| Inventado, Paul Salvador | CFA | School of Design | A Data-Driven Design Pattern Methodology to Facilitate Effective Pedagogical Practice in Online Learning Systems |
| Jakubiak, Brittany | DC | Psychology | The five-sentence summary: A pre-writing exercise to scaffold empirical writing |
| Jones, Chris | DC | Modern Languages | French Online |
| Katrini, Eleni | CFA | School of Architecture | Teaching a Developing Multi-disciplinary Field of Study |
| Kaynar, Dilsun | SCS | Computer Science Deparment | Teaching Principles of Computing with OLI |
| Keating-Miller, Jennifer | DC | English | Art, Conflict and Technology in the North of Ireland |
| Liu, Gang | DC | Modern Languages | New Visions of China through Documentary Films and Cross-Cultural Peer Learning |
| Lopez, Antonio-Javier | MCS | Biological Sciences | Using Clickers to Engage a Group in Collaborative Problem Solving and to Inform Cognitive Tutor Development |
| Neuwirth, Chris | DC | English/HCII | An OLI-based Tutor for Teaching Prose Style |
| Olsen, Jennifer | SCS | Human-Computer Interaction Institute | Combining Collaborative and Individual Learning with an Intelligent Tutoring System |
| Owens, Jessica | Academic Development | CMUBalance.org | |
| Owens, Jessica | Academic Development | Carnegie Mellon's Undergraduate Collaborative Learning Programs | |
| Reineke, Juliann | DC | English | Strategies for Graduate Writing Success |
| Rivers, Kelly | SCS | Human-Computer Interaction | ITAP: The Intelligent Teaching Assistant for Programming |
| Rohrbach, Stacie | CFA | School of Design | Understanding Students’ Intrinsic Motivations for Engaging with TEL Tools that Teach Visual Communication Skills |
| Sakr, Majd | SCS | Computer Science | Managing Resource Cost for a Large Online Project-Based Course |
| Sakr, Majd | SCS | CSD | An Online Course on Academic Integrity for Distance Learning |
| Scupelli, Peter | CFA | School of Design | Dexign Futures: a flipped, open learning initiative course |
| Shanmugaraj, Nisha | DC | English/Vice Provost for Education | The Paraphrasing Spectrum: Using Interactive Videos to Teach Rhetorically-based Source Use |
| Shashinkant, Tanvi | MCS | Biological Sciences | Small groups dramatically improve analysis and critical evaluation of biology research |
| Sieg, Wilfried | DC | Philosophy | Strategically Segmented Problem Solving |
| Skibba, Candace | DC | Modern Languages | Blended Learning in the Foreign Language and Literature Classroom: Technology to Build the Bridge between Language and Content? |
| Sooriamurthi, Raja | DC | Information Systems | Puzzle-based Learning: Introducing Critical Thinking and Problem Solving |
| Subramanian, Shoba | MCS | Biological Sciences | A Multi-Pronged Approach to Enhance Learning Outcomes In a Diverse Classroom |
| Sutner, Klaus | SCS | CSD | Discrete Math Primer |
| Vuocolo, Leonard | MCS | Chemistry | Impact of Exam Wrappers on Improving First-Year Student Learning and Exam Performance in Introductory Chemistry |
| Walker, Devon | CIT | Chemical Engineering | Hands-on learning in the classroom with Org-mode |
| Wallach, Stephanie | Provost's Office | URO | SPEAK UP! Cross-Disciplinary Communication Skills Seminar for Summer Undergraduate Researchers |
| Walsh, Matthew | DC | Psychology | Successive re-learning: The next frontier in educationally relevant psychology research |
| Walsh, Katie | Eberly | Comparing Full-Semester and Condensed Courses | |
| Webler, Bryan | CIT | Materials Science & Engineering | An Instructional Approach to Improve Student Writing |
| Weiss, Emily Daniels | MCS | Eberly Center | EUREKA and the MCS Metacurriculum |
| Wetzel, Danielle | DC | English | Improving Writing Instruction |
| Wu, Sue-mei | DC | Modern Languages | Technology-enhanced learning for Chinese language, theater performance and culture |
| Zapanta, Conrad | CIT | Biomedical Engineering | Cross-Disciplinary Design Teams for Biomedical Engineering Design |
Advisory Committee
We'd like to thank the Teaching & Learning Summit Advisory Committee members for their help in shaping this event:
Maggie Braun, Biology, MCS
Keith Cook, Biomedical Engineering, CIT
Drew Davidson, Entertainment Technology Center, CFA
Tylesha Drayton, Engineering and Public Policy, CIT
Charlie Garrod, Institute for Software Research, SCS
Amy Gijsbers Van Wijk, School of Drama, CFA
Rebecca Gulotta, Human Computer Interactions Insititute, SCS
Karyn Moore, HNZ
Clive Newstead, Mathematical Sciences, MCS
Susan Polansky, Modern Languages, DC
Stacie Rohrbach, School of Design, CFA
Garrett Stack, English, DC
Anita Woolley, TPR
Register to Attend
Register to attend and add this event to your calendar:
Teaching & Learning Summit, Friday, October 14, 2016 from 1:00-5:00pm, in Rangos, CUC.
See you there!
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