More than 250 interdisciplinary faculty members from the Philadelphia region attended the 12th Annual Faculty Conference on Teaching Excellence, making it Temple University’s largest and most robust teaching and learning conference to date.
At the Teaching and Learning Center, we advocate for learning-centered educational experiences that require active participation. We held ourselves to that standard when developing the conference. Educators were given the opportunity to reflect on their effectiveness in the classroom, and dialogue with colleagues from across the disciplines about how to provide high-quality education.
One of the new ways the TLC created an active learning environment for its participants was via social media. Attendees were invited to share their experiences and connect with one another using the hashtag #TLCFC14. In addition to hosting a live WebEx session of the plenary speakers’ presentations, we live-tweeted the keynote addresses and posted pictures and videos to Instagram throughout the day.
To relive the conference as it happened online, check out our recap on Storify.
It was our honor to host Drs. Michele DiPietro and Marsha Lovett, co-authors of the book How Learning Works: Seven Research-Based Principles for Smart Teaching. Their keynotes synthesized 50 years of research on teaching and learning from cognitive, motivational, and developmental psychology, as well as diversity and inclusion studies.
Between their talks, Drs. DiPietro and Lovett covered all seven learning principles and offered key results from the research as well as ways in which to implicate them in one’s teaching. The principles, Dr. Lovett assured, are “broadly applicable across domains, students, and contexts”; they can also “[help] faculty devise effective strategies for their [own classroom] situations.”
Dr. Lovett began the conference day with a discussion of the importance of helping students build and connect rich knowledge structures and supporting them in their development of mastery. Her presentation was based upon the findings — which can be found in the book — that:
“Students’ prior knowledge can help or hinder learning.” (How Learning Works chapter 1)
“How students organize knowledge influences how they learn and apply what they know.” (HLW chapter 2)
“To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.” (HLW chapter 4)
“Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.” (HLW chapter 5; see also the EDvice Exchange blog post on the subject)
Dr. Lovett recommended teachers administer “prior knowledge” assessments, which evaluate a student’s familiarity of and experiences with subject material. In designing a course, it is important to remember, Dr. Lovett pointed out, that “content experts have rich, meaningful knowledge structures that support learning and performance,” whereas “novices tend to build sparse, superficial knowledge structures.” One strategy she offered was the creation of a “concept map,” so that instructors could base course material around a “big picture.”
In the afternoon general session, Dr. DiPietro highlighted the importance of student motivation, intellectual maturity, and strategic self-awareness, as they play out in the socio-emotional climate of the course. His presentation was based upon the findings that:
“Students’ motivation determines, directs, and sustains what they do to learn.” (HLW chapter 3)
“Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.” (HLW chapter 6)
“To become self-directed learners, students must learn to monitor and adjust their approaches to learning.” (HLW chapter 7)
At the end of each section, Dr. DiPietro noted what teachers “owe [their] students.” With regards to motivation, it is “learning environments that stay up-to-date with what students value, engage multiple goals, build self-efficacy, and are responsive and helpful.” When considering course climate, students need “learning environments that use the tools of the disciplines to engage and embrace complexity” and that “are explicitly inclusive in methods and content.” And finally, self-directed learners thrive in “learning environments that foster metacognitive awareness and a lifelong learning disposition.”
You can access the PowerPoints and WebEx recordings of both keynotes on the conference website, under “Resources.”
Breakout and Poster Sessions
Morning and afternoon breakout sessions focused on strategies for applying the seven principles from How Learning Works and were led by members of the Temple University Provost’s Teaching Academy. Click here to read summaries of each session.
The poster session asked faculty to contribute their best teaching practices and educational models. Forty submissions came from educators affiliated with regional institutions such as Villanova, Philadelphia University, and University of the Sciences. Twenty-six posters were selected for presentation.
Conference attendees voted and selected “The Experimental Classroom: Integrating ecological literacy and teacher education,” by Rowan University’s Andrea Kornbluh, as this year’s best poster. Her prize was an iPad mini. Kornbluh’s poster offered that teaching ecological literacy to science education students would create a snowball effect and lead to widespread and lasting understanding of “the relationship between ecology and today’s environmental challenges.”
We’re already gearing up for our 2015 event, taking place January 8! If there is anything you would like to see at our next conference, leave a comment below, email us at firstname.lastname@example.org, or tweet us @TempleTLC.
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