Student groups

June 5, 2022
By Carlos C. Goller
Academic Development, Constructivism, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Reflections, Student groups, Teaching techniques, Why

Student Wellbeing and Mindfulness

Eve Hoover from Midwestern University presented at Lilly Conference online 2022 about “A Mindful Approach to Student Well-Being.” Hoover is an Associate Professor in the Physician Assistant Program. They are very interested in wellbeing and stress. Along with a colleague, Hoover worked on a curriculum focused on the well-being and avoiding burnout that is now […]

June 4, 2022
By Carlos C. Goller
Academic Development, Constructivism, Discussions, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Student groups, Wellbeing, Why

Discussions about Student Resistance

“Preparing Students for Change: Addressing Student Resistance Through Graduate Advising” is the Lilly Conference 2022 session title by Michelle Gorenberg, Clinical Associate Professor at Widener University – Institute for Occupational Therapy, and Jeni Dulek. Gorenberg and Dulek shared experiences from the classroom and advising students and posed the question: “What have you seen or heard […]

June 3, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Integrative Thinking, Lilly Conference, Online Learning, Pedagogy, Reflections, Service Learning, Student groups, Team-based learning

PIVOT and Community Based Learning

“Tips for Developing and Maintaining CBL Partnerships in a Virtual Environment” was the session I watched by Jodie Parys from the University of Wisconsin-Whitewater. CBL is community-based learning, and the goals for this session were to learn strategies to modify face-to-face CBL partnerships into virtual and hybrid offerings and consider the needs of stakeholders. Parys […]

June 2, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, annotation, Constructivism, Course Design, Discussions, Information Literacy, Lilly Conference, Metacognition, Online Learning, Reflections, Student groups, Teaching techniques

Improving through Choice and UDL

“Using Choice as an Active Teaching and Learning Technique” is the title of the Lilly Conference online session I watched tonight. Tiffany Wigington is an Associate Professor at Tarleton State University along with Misty Smith, both in the Department of Social Work. Their objectives were to explore the use of choice in their curriculum. They […]

May 29, 2022
By Carlos C. Goller
Academic Development, Constructivism, Discussions, Diversity, Instructor Behaviors, Integrative Thinking, Interprofessional Education, Lilly Conference, Online Learning, Pedagogy, Reflections, Student groups, Teaching techniques, Team-based learning, Why

The OT Jigsaw Study

Olivia West Hammond from Penn State presented “The Occupation of Learning: Re-imagining the OT Classroom Post-pandemic” as a recorded twenty-minute session at Lilly Conference online. West Hammond teaches at a smaller Penn State campus in the occupational therapy assistant program. This is a 2.5-year program with mostly commuter students. West Hammond also defined occupational therapy […]

May 26, 2022
By Carlos C. Goller
Constructivism, Course Design, Discussions, Integrative Thinking, Interprofessional Education, Lilly Conference, Pedagogy, Reflections, Student groups, Teaching techniques, Why

Designing Interprofessional Education Opportunities

Today I was back in the office after HITS. I watched the Lilly Conference recorded session entitled “Finding the Right Dose of Learner Collaboration through the Development and Implementation of a Medicine and Pharmacy Interprofessional Education Experience.” Diane H. Quinn, Dana C. Farabaugh, Rebecca E. Munger, and Cathy Y. Poon were the presenters. Their goals […]

May 24, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Information Literacy, Instructor Behaviors, Interprofessional Education, Lilly Conference, Pedagogy, Reflections, Service Learning, Student groups, Teaching techniques, Why

Interprofessional Education

Day 2 of HITS 2022 is over! We had a lot of fun and have some exciting ideas! Tonight, I watched the Lilly Conference session entitled “Breaking the Silos: Integrating Simulated Learning Activities in Interprofessional Education” presented by Melissa Miner, Pamela Pologruto, Valerie Vanderhoff, and Jo Ann Jankoski, from Penn State University, Fayette – The […]

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 20, 2022
By Carlos C. Goller
Academic Development, DBER and SoTL, Discussions, Instructor Behaviors, Lilly Conference, Reflections, Student groups, Why

Two-Mode Network Analysis

Tonight I watched a Lilly Conference session by Dr. Eric Hogan from Georgia Southern University. The title of the session is “Using Two-Mode Networks to Better Understand Resource Attainment.” Hogan studies learning, motivation, and development and used network analysis to study classrooms. Hogan’s research aims to understand how adolescents perceive their own resources. Are people […]

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… […]

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