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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 […]

May 31, 2022
By Carlos C. Goller
Academic Development, annotation, Course Design, DBER and SoTL, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Why

Redesigning Courses for Reading Comprehension

Tonight I watched the Lilly Conference online session “The Effectiveness of Metacognitive Reading Strategies in the College Classroom” by Jiyoung Kim from Fayetteville State University and Trela Anderson from the National Defense University. They assessed metacognitive reading strategies in the courses they teach. The data is from the reading across the curriculum program at Fayetteville […]

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 28, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Integrative Thinking, Interprofessional Education, Lilly Conference, Pedagogy, Reflections, Teaching techniques

Connectivism in a Cohort Program

Tonight I watched a recorded session entitled “The Connectivist Approach to Interactive Dialogue” and presented asynchronously during the TLC Lilly Online 2022 conference. The presenters were Kristen Carlson, an Assistant Professor of Leadership and Learning, and Andrew Burklund, both at Minnesota State University Moorhead. Their session focused on the use of connectivism and interactive dialogue […]

May 27, 2022
By Carlos C. Goller
Constructivism, Course Design, DBER and SoTL, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Teaching techniques, Why

The Bad Test Takers

Brian C. Smith is an Adjunct Professor of Psychology at Simpson College in Indianola, Iowa, and presented at the Lilly Conference online. The session was entitled ““I’m Just a Bad Test-Taker:” Consequences and Interventions.” This twenty-minute recorded session focused on student beliefs that they are bad test-takers and how this may interfere with performance in […]

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 25, 2022
By Carlos C. Goller
Academic Development, Constructivism, Discussions, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Teaching techniques, Why

Fidelity of a Simulated Learning Experience

We finished our third and last day of HITS 2022! Woo hoo! Tonight I watched the Lilly Conference session entitled “From the Ground Up: Creating a Culture of Simulated Patient Experiences” with Pamela Pologruto and Jennifer Jewell from Penn State. I watched a session by Pologruto yesterday. Pologruto spoke about being a Physical Therapist and […]

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 17, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Online Learning, Reflections, Teaching techniques, Website, Wellbeing, Why, Writing

Unclenching and Reenergizing Teaching

Heidi Echols and Mary Estrada from NC State University spoke about “The Courage to Unclench: Thriving in ANY Classroom. Estrada is a Language Professor and Echols is an instructional designer. Estrada spoke about the Pratfall Effect: “the tendency for interpersonal appeal is to increase after someone makes a mistake.” Estrada explained that “we are credible… […]