Year: 2021

Text Sets for Courses… and Graduate Projects?

Drs. Greta Freeman and Brooke Hardin from USC Upstate presented at the 2020 Lilly Conference on Text Sets. Freeman and Hardin are both faculty in the School of Education with extensive experience as teachers and in literacy. I didn’t know about text sets, and as the name suggests, these are collections of texts on a […]
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Interprofessional Case Studies

Dr. Denise Ludwig and colleagues from Grand Valley State University presented a recorded session at the 2020 Lilly Conference. I watched the presentation today and learned about interprofessional case studies. Their presentation described interprofessional health/medical case studies with groups with up to fourteen different professions. The scenarios have defined goals and align with core competencies […]
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Storytelling in the Classroom!

Dr. Corrie Whitmore, Professor of Health Sciences at the University of Alaska Anchorage presented at the 2020 Lilly Conference on the use of storytelling as a high impact educational practice. The welcoming native land acknowledgement was beautiful, honest, and thoughtful! Whitmore recommended two books supported by the Ford Foundation and available online: Stop Talking, Dialogues […]
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Service Learning During a Pandemic

Tonight I watched a Lilly Conference presentation by Dr. Mary Marshall from Cal State Long Beach on incorporating service learning elements into courses. This is a topic I’ve been thinking about but know very little… yet have been hearing great examples in podcasts. Course-based service learning, as mentioned by Dr. Marshall, helps participants increase personal […]
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Cases, Skills, and Deliverables: the CBC Model

Drs. Nicholas Grahovec and Tyler Wood from Northern Illinois University presented a recorded session at the 2020 Lilly Conference I watched tonight. They described a type of case study I didn’t know about: case-by-collaboration (CBC). The presenters began by discussing the importance of critical thinking and project-based learning. Grahovec and Tyler teach courses in occupational/physical […]
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Annotating and Verbally Explaining Reading Assignments

Gregory Allar presented an asynchronous Lilly Conference session last year about annotating readings using Hypothes.is for deeper learning. Allar mentioned annotating creates “anchored context for conversation”. Allar went on to describe how they use Hypothes.is in several courses and a variety of assignments. Allar uses annotation for engagement and so that students interact with texts […]
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Classroom Currency

Dr. Robert Chatt from Westfield State University in Massachusetts presented at the Lilly Conference last year an asynchronous session on an approach they are using to increase motivation in a finance course. I had the opportunity to watch this session this evening and enjoyed Chatt’s honesty and conversational tone as well as enthusiasm for the […]
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Three Low-Intensity Instructional Practices to Support Student Engagement

Christine Kenney, Melissa Sreckovick, and Eric Common from the University of Michigan – Flint presented an asynchronous session at the Lilly Conference on easy to implement practices to promote student engagement. Their perspective as teacher educators was evident, and while the activities they described are used in K-12, they can also be beneficial in higher […]
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Access and Asking Appropriate Questions with ASK BIO’s Help

Today I attended the first session of SABER West. The town hall panel discussion was about inclusion and equity and planning conferences. It was really good to hear several considerations for meeting meetings ranging from noise-free areas and speaker training guides to colorblind friendly templates. One thing that really resonated with me and I hope […]
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Spiderweb Discussions?

How do you visualize a round circle discussion? If you were to draw connections between speakers, it may look like spiderweb! Ian Wolf from Fayetteville Technical Community College presented an asynchronous session at the Lilly Conference entitled “Leveraging Curiosity, Sociality, and Authenticity to Create Impactful, Student-Led Discussion”. Wolf uses questioning and a structure to set […]
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