2014 Teaching and Learning Conference

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

Student

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
Accountancy
Air Force Academy
Anthropology
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
Communication
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
English
Environmental Planning and Management
Finance
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
Law
Learning Effectiveness Program
Management
Marketing
Mathematics
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
Psychology
Reference
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