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2019 Annual Teaching Symposium

 August 12, 2019 | J. Willard Marriott Library | 9:00am - 3:30pm

  Registration    Location & Parking   Program and Schedule  For Speakers

 

2019 Annual Teaching Symposium Workshops

Below find just a preliminary subset of workshops to be offered. Our full program and schedule, along with more details about each session, are coming soon. 

 

Holly Sue Hatfield

Doctoral Student & Graduate Student Instructor, Department of Economics; Graduate Fellow, Center for Teaching and Learning Excellence; President, Heterodox Economics Student Association (HESA)

info@ctle.utah.edu

Mira (Mimi) Locher, FAIA, LEED AP

Chair, School of Architecture

locher@arch.utah.edu

David Parker, Ed.D.

Director, Center for Creating Community

drdavid@centerforcreatingcommunity.com

Holly Johnson

Higher Education Instructional Consultant, Center for Teaching and Learning Excellence; Adjunct Assistant Professor, College of Architecture + Planning

hollyk.johnson@utah.edu

 Cathy Hwang

Associate Professor, S.J. Quinney College of Law

cathy.hwang@law.utah.edu

  • Brainstorm how participants can integrate skills into non-skills classes. Skills include, for example, research, writing, professionalism, presentation, or methodological skills.
  • Discuss practical how-tos, including how to develop ideas, design exercises, and streamline grading.
  • Participants should leave with several concrete ideas of how to integrate skills into their own courses. 

How do we help students gain research, writing, presentation, professionalism, and other core skills in courses that are not specifically marketed as “skills” courses? In this session, we discuss how to integrate skills-enhancing exercises into non-skills (i.e., substantive/theoretical/doctrinal) courses, including both seminar and lecture courses. In this session, we discuss how to generate ideas for exercises that integrate skills, the practical how-tos of how to get buy-in from students to do these exercises, and how to streamline grading of these exercises.

 Holly Sue Hatfield

Doctoral Student & Graduate Student Instructor, Department of Economics; Graduate Fellow, Center for Teaching and Learning Excellence; President, Heterodox Economics Student Association (HESA)

info@ctle.utah.edu

 Dr. Udita Gupta

Associate Professor(Clinical), Urban Institute for Teaching Education (UITE)

udita.gupta@utah.edu

  • Effective reflective practices (from research and experience)
  • Avenues to incorporate reflective practices in your course
  • Impact of incorporating reflective practices

Anyone who teaches higher education classes waits for students’ evaluations to reflect on what was well taught and what needs to be changed for the nest time they are going to teach the same course. Similar is the position of students. Not having ample opportunities to think and reflect on their own learning as well as on instructor’s teaching processes leaves not much room for growth. Instead, frustration, anxiety and panic of doing well in the course starts forming. To avoid these kinds of situations, reflections can be a helpful tool for both the instructors and students. Whether the class comprises of few or many students, reflective practices initiated by the instructor can prove to be helpful to both parties.  

This session will explore research on reflective practices and outline instructional strategies that instructors can use as reflections during the course of their teaching.    

 Donna Ziegenfuss, Ed.D.

Associate Librarian, J. Willard Marriott Library

donna.ziegenfuss@utah.edu 

  • Reflect on your own information and research behaviors and skills or those of your students.
  • Develop an awareness of what the literature claims about how students “do” library research.
  • Compile some new ideas, strategies, resources, and models to empower yourself or your students to conduct more effective library research.

This session will present strategies for designing and teaching library research skills for students. How can we help students be more effective researchers? What strategies can you implement in your classroom to develop students’ confidence levels with using information resources? What U of U resources are available for you to help mentor and scaffold students as they do research across their college paths? Come and learn how the library can help you integrate library research resources into your course research assignments.

 Kyle Turner, PharmD, BCACP

Assistant Professor (Clinical), College of Pharmacy

kyle.turner@pharm.utah.edu

  • Explore the C.O.A.C.H. framework as a means to engage learners in their own person and professional development
  • Determine one’s own coaching tendency based on the ask-tell spectrum
  • Practice coaching utilizing the C.O.A.C.H. framework

In this session, attendees will gain exposure to the C.O.A.C.H. framework which serves as model for building strong relationships and advance learner development and progress in practice, research, teaching and more! The session will highlight concepts such as the optimistic stance, the ask-tell spectrum which attendees can use during their own personal coaching situations. Students, TA’s, and seasoned faculty members will find new concepts, techniques and ideas to enhance their abilities and become optimal coaches regardless of practice or research area. 

 

Annual Teaching Symposium Overview (PDF)

to pdf

Last Updated: 6/20/19