Month: July 2021

Selection of Multicultural Texts

Ann Martinelli and Roxanna Senyshyn from The Pennsylvania State University presented on “Learning to Support and Sustain Cultural (and linguistic) Diversity: Perspectives of Preservice Teachers.” They teach at the Abington College, a component of Penn State University and they are a “minority majority student community” located outside of Philadelphia. The elementary education program includes the […]
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Scaffolding the Online Student Learning Experience

Madhu Mahalingam and Elisabetta Fasella from the University of the Sciences presented at the 2021 Lilly Conference online in May a recorded session entitled “‘Scaffolding’ Student Learning in General Chemistry for Online Synchronous Classes.” I have been learning about what others are doing with their labs to offer an online experience. At the University of […]
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Take a Hike?

Christopher D. Johnson from University of Tennessee at Chattanooga took their course and connected it to nature. During Johnson’s Lilly Conference online entitled “An Experiment in Outdoor Learning in the Time of COVID,” Johnson described intentional outdoor activities and coursework. Johnson cited Ken Bain’s new book Super Courses to mention how deep learning can take […]
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Four As of Experienced-based Learning

Our UNC-system colleagues, Nancy Winfrey and Audrey Dentith from North Carolina A&T State University presented at the May 2021 Lilly Conference online a recorded session about “Designing for Experienced-Based Learning: A Neuroscientific, Pedagogically Sound Framework.” They started with introductions about their experience and family lives and then a quote by Johann Wolfgang von Goethe: “Experience […]
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The Different Stages of Metacognitive Teachers

Anton Tolman and Nathan Martin from Utah Valley University and Greg Mullen from Exploring the Core presented at the 2021 Lilly Conference Online in May on “Building Better Teachers: Metacognition Enhances Student Transfer to Higher Education.” Nate Martin is an undergraduate research assistant doing this research, and Greg is an educator. Nate began by defining […]
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Pausing to Think about Expert Blindspots

Barry Sharpe and Shannon Scotece from Western Governors University presented at the 2021 Lilly Conference Online on “Teaching and Learning Without Grading.” I have watched presentations by Sharpe before. Sharpe started by defining Course Instructors (CIs) that design, direct instruction, and do not grade! The presenters talked about frequent recommendations from the literature and their book […]
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Student-Faculty Partnerships

As part of the 2021 Lilly Conference online, Molly Robinson from Lewis & Clark College presented a recorded session entitled “Improving Pedagogy through Faculty-Student Collaboration.” Robinson helps run a program through their Teaching Excellence Program. The idea of faculty-student partnership was inspired by a similar project at Bryn Mawr college. The partnerships contribute to inclusive […]
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Students Teaching Each Other

Tonight’s session from the Lilly Conference online 2021 was entitled “Peer teaching: Mastering Concepts Through Active Learning” and presented by Sherry Lin from Texas A & M University. Lin defined active learning as “a method of learning where students are involved in the learning process” and “engages students in their own learning by doing things […]
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OER-enabled Pedagogy

Eric Werth and Katherine Williams from the University of Pikeville recorded a 2021 Lilly Conference online session entitled “Empowering Student Voice: Using Open Pedagogy to Motivate First-Year Students.” They are both in the Office of Professional Development. This topic is appropriate today because as part of the BIT SURE program, we discussed open pedagogy and […]
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Brainstorming and The Thesis Table

Arna Shines from Tougaloo College recorded a session for the 2021 Lilly Conference online entitled: “The Thesis Is In the Table” that intrigued me. Shines teaches first-year students and “has the privilege of teaching the essay” and wanted to focus on the thesis. Shines believes “the thesis must be one sentence, the last sentence of […]
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