Opening Plenary Session
Friday, June 7, 2019 | 5:206:30 pm
Understanding and Promoting Student Engagement in Today's Varied Teaching Contexts
Elizabeth F. Barkley, professor of music history, Foothill College
A common challenge for many professors today is achieving persistent, high-quality student participation. In this plenary, we will explore a dynamic five-component model for understanding what student engagement means. We will use this framework to identify strategies for promoting and to recognize the practices that tend to disengage students. You will leave with a framework for understanding student engagement as well as a repertoire of practical and effective techniques for creating a course that fosters sustained attention and elicits students best work in todays varied teaching and learning contexts.
About the Presenter:
Elizabeth F. Barkley, PhD, is professor of music history at Foothill College, Los Altos, California. With four decades as an innovative and reflective teacher, she has received numerous honors and awards, including being named California's Higher Education Professor of the Year by the Carnegie Foundation for the Advancement of Teaching, formally recognized by the California state legislature for her contributions to undergraduate education, selected as Innovator of the Year in conjunction with the National League for Innovation, presented with the Hayward Award for Educational Excellence, and honored by the Center for Diversity in Teaching and Learning in Higher Education. Additionally, her Musics of Multicultural America course was selected as Best Online Course by the California Virtual Campus. She was also named one of two Carnegie Scholars in the discipline of music by the Carnegie Foundation in conjunction with the Pew Charitable Trusts.
Evening Plenary Session
Saturday, June 8, 2019 | 5:006:15 pm
Effective Strategies for Deep and Flexible Learning
Peter Doolittle, director of the school of education and professor of educational psychology, Virginia Tech.
As teachers, we foster student learning by creating educational environments that motivate students to engage in effective cognitive, social, behavioral, and/or affective processing through the implementation of instructional strategies. Yeah, I know, thats a mouthful. Lets simplify. Students need to process to learn; teachers foster that processing through strategy use. There are plenty of books that will provide you with a plethora of strategiestoo many, actuallyyet, the most powerful strategies will be the strategies you create, for your course, for your students, aligned with your outcomes, and in your particular context. This plenary will focus on creating effective strategies for deep and flexible learning, with you as the creator.
About the Presenter:
Peter Doolittle is currently the director of the school of education and professor of educational psychology, and former director of the center for instructional development and educational research, at Virginia Tech. His academic background includes 30 years teaching undergraduate and graduate students, using traditional, blended, and online formats, across several subject areas including educational psychology, research methods, and statistics, at various institutions in the U.S. and abroad. He has published more than 50 peer-reviewed articles and chapters, provided more than 100 national and international keynote addresses, and has been awarded in excess of $2 million in external funding. In 2013, he provided a TED talk at TED Global in Edinburgh, Scotland (How Working Memory Makes Sense of the World). His current research focus includes the investigation of the impact of working memory capacity on student learning in digital learning environments.
Closing Plenary Session
Sunday, June 9, 2019 | 11:00 amNoon
Disability Inclusion and Diversity in the Classroom
Rosemarie Garland-Thomson, founding director, disability studies initiative, Emory University
In this plenary, Dr. Rosemarie Garland-Thomson will present core insights on disability access and inclusion, then follow up with discussion about strategies for enabling a more comprehensive accessible environment (for all students and faculty members) in university classroom settings.
About the Presenter:
Rosemarie Garland-Thomson is a disability justice and culture thought leader, bioethicist, teacher, and humanities scholar. Her 2016 editorial, Becoming Disabled, was the inaugural article in the ongoing weekly series in the New York Times about disability by people living with disabilities. She is a professor of English and bioethics at Emory University, where she teaches disability studies, bioethics, American literature and culture, and feminist theory. Her work develops the field of critical disability studies in the health humanities to bring forward disability access, inclusion, and identity to a broad range of institutions and communities. She is the author of Staring: How We Look and several other books. Her current project is Embracing Our Humanity: A Bioethics of Disability and Health.