2014 Teaching and Learning Conference

Upcoming Events


    Empowering Students to be Self-Directed Learners

    Friday, April 4, 2014

    8:30 am – 2:30 pm
    Driscoll Ballroom and Gallery

    Registration is Now Closed


    Independent, self-directed learning skills can be taught.

    Please join us for the 2014 DU Teaching & Learning Conference!

    Today’s college graduates must be able to think critically and creatively, and be able to communicate and collaborate effectively. Many of our course improvement efforts, which often integrate interactive online resources, require that students know how to learn in different ways to be successful. Hence, twenty-first century teaching and learning must be focused on more than knowledge acquisition. It must also involve a process that empowers students to self assess and take responsibility for their own learning. Yet most students are unaware of how they learn or what constitutes effective ways to study. Fortunately, independent, self-directed learning skills can be taught and encouraged through specific teaching methods. Join us for a full day of inspiring ideas and practical strategies to implement in your teaching practice.

    Linda Nilson

    Linda Nilson Ph.D – Author of Creating Self-Regulated Learners

    Keynote speaker Dr. Linda Nilson will engage participants in an interactive session about how to transform students into self-regulated learners. Dr. Nilson is the founding director of the Office of Teaching Effectiveness and Innovation at Clemson University and author of Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. During this conference she will draw from this recent book, which outlines numerous practical ways to encourage independent and self-directed learning from our students.

    Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills

    Conference Schedule

    8:00 – 8:30 Check in/Continental Breakfast
    8:30 – 9:45 Provost Welcome
    Interactive Plenary: “Way” Beyond Study Skills: Self-Regulated Learning
    What is self-regulated learning and why does it matter? In this interactive session, Dr. Linda Nilson will provide background and compelling data that support the tremendous learning impact gained by helping our students become independent learners. She will also engage the audience in a few practical self-regulation activities.
    9:45 – 10:00 Coffee/Tea Break
    10:00 – 11:15 Faculty Panel: Lessons Learned about Empowering Self-Directed Learning at DU
    Alejandro Ceron Valdes, Department of Anthropology
    Chris Edwards, University College
    Megan Kelly, Writing Program
    Julie Morris, Department of Biological Sciences
    Artur Poczwardowski, Graduate School of Professional Psychology
    Aimee Reichmann-Decker, Department of Psychology
    11:15 – 12:30 Digital Poster Session: Supporting Student Learning Across DU
    12:30 – 2:30 Lunch
    Interactive Plenary: Engaging Your Students in Self-Regulated Learning
    Following up on her morning session, Dr. Nilson will showcase numerous self-regulated learning activities and assignments that are appropriate for different course components and at different times in the academic term. Be ready for an interactive session with many practical take-aways that you can implement in your classes immediately!

    Digital Poster Presenters

    The Messy Start-up
    Sharon Alvarez, Professor, Department of Management

    Invitation to Engagement: How I adopted Course Preparation Assignments to allow Students Participate in their own Learning
    Shimelis Assefa, Assistant Professor, Department of Research Methods and Information Science

    “Putting the ‘Me’ in Media Studies: Teaching with and about new media technologies”
    Stephen Barnard, Postdoctoral Fellow and Lecturer, Media, Film & Journalism Studies

    Stumbling toward self-regulated learning: using blog entries for promoting motivation, interaction and reflection
    Alejandro Cerón with Mengye Liu and Raymond Pang, Assistant Professor and Master students, Department of Anthropology

    The Roles of Student Reflection and Analysis in Writing Courses
    Doug Hesse, Executive Director, Writing Program

    What I learned from teaching two Hybrid courses: computer programming and simulation
    Kellie Keeling, Assistant Professor, Daniels College of Business

    From what I wonder to what I understand: observations on student learning from a chemistry capstone course
    Keith Miller, Associate Professor, & Balasingham Murugaverl, Senior Lecturer, Chemistry and Biochemistry

    Partially Flipped Classroom for Linear Algebra
    Nicholas Ormes, Associate Professor, Mathematics

    Hybrid hunches, hints and hopes: Leveraging blending learning to improve student engagement in mathematics classes
    Allegra Reiber, Lecturer, Mathematics 

    Writing Center Pedagogy and Metacognitive Awareness of Writing Acquisition: Results from a Cross-Institutional, Mixed Methods Study of Knowledge Transfer
    Eliana Schonberg, Writing Center Director and Senior Lecturer, Writing Program

    The RDQ Method: Helping Students Meaningfully Engage with Pre-Class Readings and Prepare for Stimulating Class Discussion
    Molly Smith, Instructional Support Specialist, University College

    Engaging Students, particularly International Students, through Application and Evaluation
    Jack Strauss, Professor, Miller Chair of Applied Economics

    Flipping the lecture: A 5-minute teaching model
    Scott Toney, Lecturer, Daniels College of Business

    Blogs, Vlogs and Vimeo
    Jennifer Zukowski, Adjunct Faculty, University College

    Engaging the “I” in Learning: The Importance of All Our Identities in Educational Interactions
    Thomas Walker, Director, Educational Programs & LGBTIQA Services

    Can leadership be taught?: The self-direction of leadership learning through the Pioneer Leadership Program
    Paul Kosempel, Lecturer/Associate Director, & Linda Olson, Senior Lecturer/Executive Director, Pioneer Leadership Program


    RSVP Count: 163

    Faculty and staff from the following academic units/departments will be at the conference.

    Academic Services
    Air Force Academy
    Arts & Culture
    Biological Sciences
    Business Information and Analytics
    Butler Institute for Families
    Center for China-US Cooperation
    Center for Multicultural Excellence
    Chancellor’s Office
    Chemistry and Biochemistry
    Colorado Women’s College
    Computer Science
    Curriculum and Instruction
    Daniel Felix Ritchie School of Engineering and Computer Science
    Daniels College of Business
    Division of Natural Sciences and Mathematics
    Divisions of Arts Humanities and Social Sciences
    DU-Iliff Joint Doctoral Program
    Electrical and Computer Engineering
    Environmental Planning and Management
    Geography and the Environment
    Graduate School of Professional Psychology
    Graduate School of Social Work
    Graduate Tax Program
    Health Care Leadership
    Human Resources
    Information and Communication Technology
    Institutional Research and Analysis
    Josef Korbel School of International Studies
    Knoebel School of Hospitality Management
    Lamont School of Music
    Languages & Literatures
    Learning Effectiveness Program
    Mechanical and Materials Engineering
    Media, film, and journalism studies
    Modern Languages
    Morgridge College of Education
    Office of Career and Professional Development
    Office of the Provost
    Ombuds Office
    Organizational and Leadership Studies
    Organizational and Professional Communication
    Physics & Astronomy
    Pioneer Leadership Program
    Provost Office
    Religious Studies
    Research Methods and Information Science
    Sport and Performance Psychology
    Student Life
    Student Services
    The Sturm College of Law
    University College
    University Libraries
    University Technology Services
    University Writing Program

    Conference Goals for Participants:

    • Learn how to support self-regulated learning in a variety of course delivery models
    • Learn from other DU faculty members as they showcase effective teaching strategies
    • Network, gain new ideas, and refresh your teaching practice

    Source: DU VideoManager

    What are faculty members saying about why they are coming to this conference?

    • To bring back ideas for the classroom!
    • Connecting with colleagues around the idea of teaching quality.
    • Improve my abilities to facilitate self-directed learning of my students.
    • I have a long-time interest in improving teaching.
    • I am looking forward to learning something new!
    • Interested in cultivating self-directed learning, particularly for my online courses.
    • Always interested in strengthening my teaching, getting fresh ideas.
    • I would like to learn tools and techniques for creating self-directed learners and how I can apply these techniques in my classes.
    • I am interested in learning about activities that can be used in workshops to promote students’ critical thinking skills and deepen their engagement with scholarly information.
    • To learn more about being a good guide to students in their learning adventures.
    • Looks like a great event! I’m eager to see what other pedagogical approaches DU faculty use and to keep improving my own.
    © 2014 University of Denver - Office of Teaching & Learning