Teaching and Learning Center, Temple University

This regional conference focuses on theories and research relevant to learning and cognition and how we can apply them in our day-to-day teaching to enhance our students' learning. The keynote presentation will be followed by a luncheon and breakout sessions on related topics, facilitated by Temple University faculty. Click on "Agenda" above for more details.

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TEMPLE FACULTY

Temple Faculty and Administrators, click the link below to register (Accessnet username/password required)
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NON-TEMPLE FACULTY

Faculty from outside of Temple University, please click the link below to register.
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Getting to Temple's Campus and Howard Gittis Student Center

Howard Gittis Student Center (South) is located on Temple's main campus,
13th Street between Montgomery Avenue and Cecil B. Moore Avenue.
View Campus Map

Arrive at Temple by car or public transportation

By car: Enter 1801 N. Broad Street, Philadelphia, PA 19122 into your GPS or Google Maps destination. This will take you to the Liacouras garage, Temple's primary visitor lot. From Liacouras garage, walk east on Montgomery Avenue to 13th street and turn right. Other parking lot options are listed below.

The parking lots that take CASH payments include Areas 1, 2, 7, 10 and Liacouras Garage ($14.00/day); and Area #8, which is a discounted lot ($8.00/day). Area 8 is located on Cecil B. Moore Avenue between 11th and 12th Streets.

Please download the Campus Map with parking locations. For more information about parking at Temple, including operating hours for each lot, handicap parking areas, and street parking areas to avoid, visit the TU Parking Services website.

Regional Rail: Temple University has its own stop on Septa regional rail. Find out which line is best for you at Septa.org. From the train station at Temple (10th street), walk west along Polette Walk (Berks Mall), pass the bell tower and Paley library, and turn left onto 13th Street. Walk south toward Montgomery Avenue. Cross Montgomery and enter the HGSC through the south entrance (not the entrance on the corner, but the second entrance, located between Montgomery and Cecil B. Moore).

Subway: Take the Broad Street Line to Cecil B. Moore. Walk east on Cecil B. Moore and turn left on 13th street. The south entrance to Howard Gittis Student Center will be on your right.

Septa busses also stop on Temple's campus. Find the best route for you at Septa.org. As stops vary, please refer to the campus map for directions to HGSC.

An interactive map of Temple main campus is located here.

8.30am - 9.30am	Registration and Continental Breakfast Please check-in with us upon arrival. Registration tables will be located in the lobby area before you enter the conference room.
9.30am - 9.45am	Welcome and Introductions Diane Maleson, Senior Vice Provost for Faculty Development and Faculty Affairs and Pamela E. Barnett, Associate Vice-Provost and Director, TLC
9.45am - 11.15am	"Teaching to How the Mind Works" with Q&A Keynote Speaker Linda Nilson (click to open panel and view session details) The keynote session provides an intensive overview of the leading psychological theories and research relevant to learning and cognition and how we can apply them in our day-to-day teaching to enhance our students' learning. Specifically, it addresses these topics as they affect learning and memory: 1) factors that attract and hold human attention/focus, as well as those that distract it; 2) emotional intensity 3) the conditions under which feedback does and does not improves performance. As a participant, you will "experience" how certain cognitive principles work as a subject in a mock psychology experiment and in brief case studies. By the end of this session, you will be able to implement a variety of teaching methods and student activities that enhance these aspects of learning. In addition, these strategies make the learning process easier, more "natural," and more engaging for students. Biographical Sketch of Linda B. Nilson, Ph.D. Linda B. Nilson is founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Volumes 25 and 26 of the major publication of the Professional and Organizational Development Network in Higher Education, To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, as associate editor (Anker, 2007, 2008), and Volumes 27 and 28 as head editor (Jossey-Bass, 2009, 2010). Her most recent article, which addresses the instability of faculty development careers, is forthcoming in Volume 30 of this publication. Dr. Nilson has also published many articles and book chapters and has presented conference sessions and faculty workshops at colleges and universities both nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. She has been a regular presenter at the Lilly Conferences on College Teaching for years. She has held leadership positions in the Professional and Organizational Development (POD) Network in Higher Education, the Society for the Study of Social Problems, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium. Dr. Nilson was a National Science Foundation Fellow at the University of Wisconsin, Madison, where she received her Ph.D. and M.S. degrees in sociology. She completed her undergraduate work in three years at the University of California, Berkeley, where she was elected to Phi Beta Kappa. Get Linda Nilson's books before the conference! Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007).
11.30am - 12.45pm	Breakout Sessions Sessions led by Temple professors will focus on applying Nilson's teaching principles. (click to open panel and view sessions) Using what Students Know (or Think They Know) --Sally Kyvernitis, Instructor and Graduate Advisor, Computer & Information Science Students do not come to our classes as blank slates, and the prior knowledge they bring can either help or hinder learning. You will leave this session with a better understanding of the research on students' conceptions, and some specific strategies for activating relevant prior knowledge or addressing misconceptions. Networks of Knowledge: Helping Students Make Connections --Jonathan Nyquist, Chairperson and Professor, Earth & Environmental Science As a disciplinary expert you have well-developed and maintained networks of knowledge, organized around meaningful features and abstract principles. Join this session to learn how educators can help novices develop similarly numerous and dense connections among the concepts, facts, and skills they know. Practice (with Feedback) Makes Perfect --Amy E. Heath, Asst Professor, Director of Clinical Education, Physical Therapy All practice is not equal. Students need frequent goal-directed and appropriately challenging opportunities to practice their knowledge and skills. This session will address how to structure those opportunities and give the targeted feedback which is so critical for students to refine their understanding and performance. Creating a Climate for Student Growth --Eli C. Goldblatt, Professor of English, Director, First Year Writing There is a difference between teaching content and teaching students, in all of their intellectual, social, and emotional complexity. Join this session to consider a constellation of interacting factors that can create an inclusive and productive environment for your students' development. Declaration of Independence: Learning to Learn on Their Own --Paul D. Toth, Asst Professor of Spanish, Spanish and Portuguese Students who become "lifelong learners" must develop both a love of learning and effective metacognitive skills: the ability to self-assess knowledge and skills, plan an approach to learning, monitor progress, and adjust strategies as needed. You will leave this session with specific strategies for fostering these essential skills for independent learning. Spur Your Students to Learn (and Love It?) --Jean A. Boyer, Asst Clinical Professor, School Psychology We can't learn for our students, but the research confirms that we can design learning tasks and environments that are more likely to enlist students' intrinsic motivation. This session will equip educators with knowledge of the three key conditions for motivation, as well as specific and creative strategies for meeting those conditions.
1.00pm - 2.00pm	“Dine and Discuss” Lunch & Small Group Discussions at Roundtables
2.00pm - 2.30pm	Poster Session on Teaching Excellence Manifesting the Matrix: Highlighting Hidden Structures of Critical Inquiry --Valerie Booth, Dept. of English and Philosophy, Drexel University Thinking Outside the Box: Collaborating with University Archives to Teach Freshman Composition --Sharon Brubaker, Drexel University, Department of English and Philosophy --Rebecca Goldman, LaSalle University Library, Hagerty Library Collaboration between Chemistry and Finance: Teaching Future Chemists the Business of Science Using Case Studies --Kevin Cannon, Penn State Abington and Temple University, Chemistry --Maureen Breen, Drexel University Learning from the Learners’ Perspectives: Consulting College Students about Effective Teaching --Alison Cook-Sather, The Andrew W. Mellon Teaching and Learning Institute, Bryn Mawr College Intertextual Reading and Writing --John A. Dern, Temple University, Intellectual Heritage Program Teaching and Learning Together: Deepening Faculty-Student Interaction and Understanding through a Student Consultant Program --Meredith Goldsmith, Andrew W. Mellon Teaching and Learning Initiative Bridging school work and play: using game elements to motivate adult learners --Steven L. Johnson, Temple University Fox School of Business, Management Information Systems Dept. POSTER WINNER! Team-Based Learning in Anatomy and Physiology --Sarah Leupen, University of Maryland Baltimore County, Department of Biological Sciences Use of small workshop groups in STEM courses to improve learning --Christine Miller, Chairman, Department of Medicine & Orthopedics, Temple University School of Podiatric Medicine Beyond Etiquette: Bringing E-Communication into the First-Year Legal Research and Writing Classroom --Kristen Murray, Temple University, Beasley School of Law --Ellie Margolis, Temple University, Beasley School of Law Encouraging Resistance When Teaching Communication Theory Online Among Adult Learners --Donnalyn Pompper, Department of Strategic Communication, School of Communications & Theater, Temple University It’s a SNAP: Student Note-taking Achieves Performance --Dennis Silage, Temple University, College of Engineering, Department of Electrical and Computer Engineering Teaching Qualitative Research Methods using a Simulation Exercise --Fern Silverman, Temple University, Department of Rehabilitation Sciences, Occupational Therapy Program Motivation and Learning in the Developmental Education Classroom --Beth Wheeler, Northampton Community College--Monroe Campus, Associate Professor, English Conducting Primary Art Research for Deeper and More Interesting Learning --Jennifer Zarro, Tyler School of Art, Painting, Drawing and Sculpture
2.30pm - 3.00pm	Wrap-Up Dr. Nilson will lead this wrap-up session focused on "Teaching to How the Mind Works." A book raffle will close this session. Participants will have the chance to win one of several copies of Nilson's book.
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Keynote Presentation Handout: Teaching to How the Mind Works

Winning Poster: Team-Based Learning in Anatomy and Physiology by Sarah Leupen, University of Maryland Baltimore County, Department of Biological Sciences

TLC Honors Temple's 2010-2011 Teaching Award Winners

Great Teacher Award

Brian Goldstein, College of Health Professions and Social Work
Joan Poliner Shapiro, College of Education

Lindback Award

Dwight N. Carey, Fox School of Business & Management
Daniel Dallman, Tyler School of Art
Jan Fernback, School of Communication & Theater
Jennifer K. Ibrahim, College of Health Professions and Social Work
Robin Kolodny, College of Liberal Arts
Iyad Obeid, College of Engineering

Provost’s Award for Innovative Teaching in General Education

Steven Kreinberg, Boyer College of Music & Dance
Terry Rey, College of Liberal Arts
Thomas Wright, School of Communications & Theater

For complete list of past award winners, or to apply for a teaching award, visit the website of the Senior Vice Provost for Faculty Development and Faculty Affairs.

Call for Proposals: Poster Session on Teaching Excellence

Due Date: October 1, 2011

This regional conference focuses on theories and research relevant to learning and cognition and how we can apply them in our day-to-day teaching to enhance our students' learning. The Temple University Teaching and Learning Center invites faculty from across the tri-state area to submit proposals for poster¹ sessions that present innovative or creative teaching practices or projects in any discipline. Especially welcome are posters that embrace the conference theme.

Posters are visual presentations displayed on tables and bulletin boards focused on a particular theme. Presenters stand next to their displays to explain content and answer questions.

Your proposal should include:

Title
Description of poster topic (300 words maximum)
Citations

To submit your proposal, please click on the link below, fill in your information, and upload your proposal as a Word Document.

Click Here to Submit Proposal (due October 1, 2011)

For further information please contact Chinara Bilaal at chinara.bilaal@temple.edu or 215.204.1960.

1. Posters are visual presentations focused on a particular theme. Posters are displayed on tables and bulletin boards; presenters stand next to their displays to explain content and answer questions.