Pedagogy

May 22, 2022
By Carlos C. Goller
Accessibility and UDL, Constructivism, Course Design, Information Literacy, Instructor Behaviors, Lilly Conference, Online Learning, Pedagogy, Presentations & Talks, Reflections, Softwares, Teaching techniques, Website, Why

The Immersive Reality Classroom Learning Experience

“Traveling to Inexperienced Realms: Immersive Reality for Classroom Learning” is the title of the Lilly Conference session I watched tonight. Amy Kuntz, an Instructional Designer at Penn State, along with Eileen Grodziak, another instructional designer at Penn State, worked with Kate Morgan, the Director of Virtual Education at Penn State Lehigh Valley. They defined Immersive […]

May 21, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Student groups, Why

Action Research and Soliciting Student Voices

Tonight I watched a twenty-minute Lilly Conference recorded session entitled “Using Action Research To Recapture Student Voices Lost During The COVID 19 Pandemic.” Paul D. Knowles is an Assistant Professor of Education Leadership at the University of Maine at Farmington. The objective of the session was to classroom research can allow student voices to help […]

May 19, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Why

Positive Psychology in the Classroom

Tonights’s Lilly Conference session was entitled “Positive Psychology Best Practices for Self-Determined Learning to Promote Motivation and Engagement” and presented by Edwina Helton. They shared thoughts on positive psychology and student perspectives on engagement and motivation. They defined positive psychology as an area that emerged in the 1990s and focuses on what makes life worth […]

May 18, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Lilly Conference, Mentoring, Online Learning, Pedagogy, Reflections, Student groups, Teaching techniques, Why

Students Teaching Students

Tonight we watched the Lilly Conference session entitled “Students-Teaching-Students: How social sciences students leading classes can create greater engagement and enjoyment in the course.” Ethan Engelhardt and Andrew Reynolds were the presenters. Engelhardt is from Asbury University and Reynolds is from Malone University. They began by describing the “dead” classroom with students not engaged, fatigued… […]

May 16, 2022
By Carlos C. Goller
Academic Development, Constructivism, Information Literacy, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Wellbeing

History Bingo!

Tonight I watched the Lilly Conference recorded session entitled “Adaptable Bingo Game for Students Learning to Use Research Databases.” Megan Cherry is a historian of 17th and 18th century North America at North Carolina State University. The activity Cherry designed was for an upper-division undergraduate and graduate seminar. The student learning outcomes were for students […]

May 15, 2022
By Carlos C. Goller
Constructivism, Course Design, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Reflections, Softwares, Student groups, Teaching techniques, Team-based learning, Why

Building Stronger Teams with Technology

Drs. Lisa Bergson and Thomasena Shaw from Bridgewater State University in MA presented “Tools, Tips, and Technology to Foster Teamwork in Masked, In-Person Classes” at Lilly Conference online. Their goals were to share tips and tools they learned while implementing teamwork in masked, in-person classes during the pandemic. The strategies they shared that are promoted […]

May 14, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Student groups, Wellbeing, Why

Practicing Reflective Thinking Skills

Today we swam, played outside, and somewhat organized the garage. The Lilly Conference session I watched tonight is entitled “Stepping Into Their Shoes: Perspective-Taking Activities to Spark Critical Conversations and Combat Implicit Biases.” Drs. Sarah Marie Berry (Winthrop University), Tammy Burnham (Winthrop University), and Mary Slade (Towson University) presented a 40-minute recorded session. Slade was […]

May 12, 2022
By Carlos C. Goller
Academic Development, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Student groups, Wellbeing, Why

Countering Microaggressions through Microaffirmations and Understanding

Anuja Gupta presented at Lilly Conference Online on “Micro-Affirmations in Higher Education.” Gupta is the Chair of the Business Department and MBA Program Director. The objectives of the session were to understand microaggressions and micro affirmations. Gupta talked about race in higher education and the disparities that exist because of a lack of college readiness. […]

May 10, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Reflections

Fostering Integrity

“Enhancing Online, On-site, and Hybrid Teaching and Learning with Integrity” was the title of the session Dr. Tricia Bertram Gallant led at Lilly Online 2022. Bertram Gallant is the Director of the Academic Integrity Office at the UC San Diego. There is an academic integrity in the hybrid world course on OneHE that Bertram Gallant […]

May 9, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections

Inclusive Practices and Marketing

Neal Malik, an Assistant professor at California State University-San Bernadino, spoke at the Lilly Conference last month about “Inclusive Practices in Student Engagement.” Malik mentioned that they have been teaching in higher education for fourteen years and continue to learn. Malik noted publishing a recent article on inclusive practices. Malik shared a 30-second problem: “Find […]