Dr. Bryan Dewsbury will explore the ways in which we can reconnect our classroom practice with the values, behaviors and mindsets needed for a socially just society.

In this talk, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content, setting norms that encourage mastery goals and peer cooperation, and developing high-quality instructor-student relationships.

In this talk, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content, setting norms that encourage mastery goals and peer cooperation, and developing high-quality instructor-student relationships.

In this talk, we will explore the ways in which instructors can foster student engagement in active learning by emphasizing the relevance of content, setting norms that encourage mastery goals and peer cooperation, and developing high-quality instructor-student relationships.

When the hidden curriculum is unaddressed or acknowledged in learning and working environments, unintended consequences can occur among learners (e.g., student attrition, low sense of belonging, demotivation towards the profession). In the engineering classroom, research has shown that an unattended hidden curriculum negatively impacts how students perceive the engineering discipline and their fit to the […]

Dr. Jill Allen, Associate Dean for Strategic Initiatives; Associate Professor of Psychology, Drake University Description This presentation integrates theoretical, methodological, and applied perspectives on the interplay between belonging and motivation in higher education. Drawing on the Motivational Experiences Model (Thoman et al., 2013) and novel approaches to capturing the fluctuating nature of belonging (“experience sampling […]

Dr. Robert Talbert, Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University Description Grading as we know it is significantly broken. The traditional approach involving one-and-done assessment, points, partial credit, and averaging is demotivating for students, demoralizing for faculty, time-consuming, disconnected from science, and of questionable statistical validity. But […]

Dr. Mariel Pfeifer, Assistant Professor of Biology at the University of Mississippi Description This talk will present findings from research about optimizing active learning to better serve neurodivergent STEM learners. Attendees will leave with concrete takeaways, including a general and a specific teaching tip that they can integrate into their courses to foster a more […]

Dr. Denise Galarza Sepúlveda, Director of the University of Michigan’s Foundational Course Initiative (FCI) at the Center for Research and TeachingDr. Heather Rypkema, Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) and Associate Director of FCI, University of MichiganDr. Alicia Romero, Lecturer III, Department of Statistics, University of Michigan […]

Lily Tsai, Ford Professor of Political ScienceAdam Albright, Professor of LinguisticsEmily Richmond Pollock, Associate Professor of Music.Leeland Fredlund, Senior Research Support Associate - Compass Course Compass: An Experiment in Collaboration Description Last spring, the School of Humanities, Arts, and Social Sciences (SHASS) launched the pilot of its new multidisciplinary offering, 21.01 Compass Course: Love, Death, […]

Dr. Carlo Rotella, Professor of English, American Studies, and Journalism at Boston College Description What happens in the classroom is getting more, not less, cutting-edge all the time. Face-to-face teaching and learning become rarer and more valuable with each advance in educational technology. At the same time, the higher-ed classroom is a black box in […]

Dr. Alison Koenka, Assistant Professor of Educational Psychology at the University of Oklahoma Description Academic feedback–or messages provided to learners about their performance–is a powerful tool that instructors can leverage to boost student learning and motivation and to create more equitable college classrooms. High-quality feedback provides learners with valuable information about their current performance and […]