Fearless Teaching

25th Annual Innovations in Teaching and Learning Conference

About the ITL Conference


Edward St. John Learning and Teaching Center - May 15, 2019

To teach fearlessly means to embrace the scholarship and art of teaching through reflection, training, and professional development. Decades of research on student learning and achievement can be understood through four essential pillars of an effective course: excellent content, an inclusive climate, evidence-based teaching practices, and valid assessments. We will have the unique opportunity in May 2019 to host the conference in the new Edward St. John Center for Learning and Teaching. Attendees will be able to experience diverse learning environments throughout the day. Many faculty who have taught in the university's active learning classrooms will be among our presenters and will showcase their teaching strategies. All of our presenters will share the tips, tricks and best practices that make for a fearlessly innovative and effective learning experience for our students.

Teaching Evil

Dr. Scott Roberts

Acting Executive Director of Teaching and Learning Transformation Center

Abstract
Prior to joining the TLTC, Scott was the Director of Undergraduate Studies for the Department of Psychology and a Teaching & Learning Consultant for the College of Behavioral & Social Sciences. He completed his undergraduate studies at Denison University, where he conducted research with apes at the Ohio State Chimpanzee Center, and then spent three years as a dolphin trainer and research associate at the Kewalo Basin Marine Mammal Laboratory in Honolulu. Scott came to Maryland in 2003 to pursue his Ph.D. in Social Psychology, focusing on research related to deception detection and interrogation. He went on to serve as a Research Psychologist for the Federal Government before returning to the campus in 2011. In addition to overseeing the Department’s undergraduate program, Scott leads a research group on the Scholarship of Teaching and Learning and teaches undergraduate courses such as Introduction to Psychology, Persuasion, the Psychology of Unethical Conduct, the Psychology of Evil, and a graduate seminar on Teaching. In addition to his scholarly publications and presentations, Scott has been involved in grant-supported course redesign initiatives, learning outcome assessments, and the campus’ graduate and faculty fellows programs.

Conference Program

Click on program title to view abstract


Session Room Timeslot
Check-in & Continental Breakfast ESJ Ground Floor Lounge 8:30-9:45 a.m.
Weclome & Opening Remarks
Deborah Mateik, Director of DIT Learning Technology Design
ESJ 0202 8:50-9 a.m.
Keynote Presentation
Teaching Evil
Dr. Scott Roberts, Acting Executive Director of Teaching and Learning Transformation Center
When I created my course on the Psychology of Evil, I had a rough idea for how to make it engaging and impactful. However, a mistake, a storm, and an act of desperation transformed one of the assignments into a learning experience far beyond what I could have planned. Together, my students and I had to embrace some fear, and we weren't the only ones who were better off for it.
ESJ 0202 9-9:45 a.m.
Title & Author Room
Cultivating Community: Enriching the Transfer Student Experience in the Classroom
Amy Lintner and Lindsey Winter, School of Public Health
ESJ 2204
Teaching in an Active Learning TERP Classroom: Trends, Benefits and Challenges
Alice Donlan and Virginia Byrne, Teaching and Learning Transformation Center
ESJ 2208
Getting Real: Assignments That Make Course Content Come to Life
Kathleen Mogelgaard, University Honors
ESJ 2309
Fixer Upper: Renovate Your ELMS Course with Instructional Designers
Sue Johnston, Mary Kot, Lauren Neimeyer, and Jun Yang, DIT Learning Technology Design
ESJ 2212
Title & Author Room
Leveling Up Your Teaching Collaborations with Undergraduates Using Tips from the TLTC's Academic Peer Mentor Program
Alexis Williams, Teaching and Learning Transformation Center
ESJ 2204
Learning by Design: The integration of learning analytics and instructional design
Megan Masters and Martyn Clark, DIT Learning Technology Experience, and Scott Moses, Professional Writing
ESJ 2208
Effective and Efficient Teaching, a Primer for Graduate Students (panel)
Stanley Maxson, History, Clara Montague, Women’s Studies, Monica Anthony, Teaching and Learning, Policy and Leadership, Samuel Allen, Family Studies, and Alexandra Shelton, Counseling, Higher Education, and Special Education, Marissa Stewart and Andrew Webster, Teaching and Learning Transformation Center
ESJ 2309
Foster a Brave Space in Your Online Learning Environment Workshop
Virginia Byrne and Louisa Nkrumah, Teaching and Learning Transformation Center
(Workshop runs 75 minutes, spanning two breakout periods)
ESJ 2212
Title & Author Room
Welcome to the Program: Creating an Online Orientation
Theresa Nebel Robinson, Teaching and Learning, Policy, and Leadership
ESJ 2204
Inquiry to Topic Development: Critical Thinking for Speeches and Papers
Heather McHale and Chelsea Mays-Williams, Institute of Applied Agriculture
ESJ 2208
Providing Students with Quality Formative Feedback (Evidence-based and Peer-to-Peer Feedback)
Nora Heist and Alyson Farzad, Oral Communication Program
ESJ 2309
Foster a Brave Space in Your Online Learning Environment Workshop (continued) ESJ 2212
ESJ 2nd Floor Concourse
Accessible Learning: IT Accessibility Resources at the University of Maryland
Sue Johnston, DIT Learning Technology Design
Annotating Classroom Videos
Eileen Drusjack and Daniel Chazan, Teaching and Learning, Policy and Leadership
Conducting Public Health Surveillance and Communicating Data in Maternal and Child Health,
Marie Thoma, Family Science
Development and Implementation of a Peer Observation Program
Monica Anthony, Teaching and Learning, Policy and Leadership, Samuel Allen, Family Science, Stanley Maxson, History, Clara Montague, Women’s Studies, Alexandra Shelton, Counseling, Higher Education and Special Education, Marissa Stewart and Andrew Webster, Teaching and Learning Transformation Center
Easy Steps to Accessibility
Jennifer Hoeritz, Marni Blachowicz, and Candice Binuyo, R.H. Smith Office of Transformational Learning
Improving Accessibility of Web-based Information: University of Maryland DIY-IT Accessibility
Ana Palla-Kane, DIT Academic Technology and Innovation
Meeting Graduate Student Instructor’s Needs Through a Peer Outreach Workshop
Alexandra Shelton, Counseling, Higher Education and Special Education, Monica Anthony, Teaching and Learning, Policy and Leadership, Samuel Allen, Family Science, Stanley Maxson, History, Clara Montague, Women’s Studies, Marissa Stewart and Andrew Webster, Teaching and Learning Transformation Center
Nuts and Bolts: Inclusive Library Instructional Practices Using UDL Guidelines
Nedelina Tchangalova and Tahirah Akbar-Williams, UMD Libraries
Peer to Peer Learning in BSCI160
Allison Keyes and Darrah Speis, Entomology
Translating Threshold Concepts: A Faculty Learning Community Experience
Tom Mierzwa, Teaching and Learning Transformation Center
Why Does China Matter? Teaching Asian History to U.S. Youth: Approaches, Challenges and Rewards
Dewen Zhang, History
ESJ 2309
Making Your Teaching POP: A Graduate Peer Observation Program
Samuel Allen, Family Science, Clara Montague, Women’s Studies, Monica Anthony, Teaching and Learning, Policy and Leadership, Stanley Maxson, History, and Alexandra Shelton, Counseling, Higher Education, and Special Education
Design, Implementation and Evaluation of a One-credit Chemical Engineering First-Year Seminar
Debbie Goldberg and Ganesh Sriram, Chemical and Biomolecular Engineering
Metacognition in Mastery Learning Classrooms
Clare Parsons, English
Title & Author Room
Reaching Neurodiverse Students: A Strengths-based Approach
Mary Beth Furst, R. H. Smith School of Business, Kerry Tripp, Family Studies, and Meenu Singh and Mira Azarm, Academy for Innovation & Enterprise
ESJ 2204
Using the Fearless Teaching Framework Mid-Semester Evaluation of College Teaching: Research and Testimonials
Alice Donlan and Virginia Byrne, Teaching & Learning Transformation Center
ESJ 2208
Removing Barriers to Learning Workshop
Sue Johnston, DIT Learning Technology Design
(Workshop runs 75 minutes, spanning two breakout periods)
ESJ 2309
Fostering Creativity and Critical Thinking with Digital Projects (Featured Panel)
Robert Gold, Behavioral and Community Health, Dylan Selterman, Psychology, Marcia Shofner, Entomology & Scholarship in Practice, and Helene Cohen, College of Education (moderator)
(Workshop runs 75 minutes, spanning two breakout periods)

ESJ 2212
Title & Author Room
What Are They Talking About? Socio-technical Thinking in a Technical Engineering Course
Natasha Andrade, Civil and Environmental Engineering and David Tomblin, College Park Scholars Science, Technology and Society
ESJ 2204
Where Are They? Assessing Students at the Classroom Level
Melissa Meyers, Maryland Fire & Rescue Institute
ESJ 2208
Removing Barriers to Learning Workshop (continued) ESJ 2309
Fostering Creativity and Critical Thinking with Digital Projects (continued) ESJ 2212
Session
Closing and Thank a Teacher Awards Recognition Ceremony
Dr. Scott Roberts, Acting Executive Director of Teaching and Learning Transformation Center
Reception (open to University of Maryland community only)

View All Conference Abstracts

Conference Registration 2018

pre-registration is now closed
walk-ins are welcome

The ITL Conference highlights the accomplishments of College Park faculty and instructors. The Division of Information Technology and the Teaching and Learning Transformation Center underwrite the cost of conference participation for University of Maryland, College Park faculty, teaching assistants, and instructional support staff. While attendance is free, registration is required. In addition, we welcome registrants from other University System of Maryland schools, regional colleges and universities, and member of the K-12 community. For this year, as we celebrate innovation in the Edward St. John Center for Learning and Teaching, there will be no fee for participation. Non-University of Maryland guests will be responsible for parking fees at any one of a number of parking lot pay stations on campus. More details related to conference parking will be sent to registrants in May.

Contact Conference Coordinators

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