Fearless Teaching

24th Annual Innovations in Teaching and Learning Conference

About the ITL Conference


Edward St. John Learning and Teaching Center - May 11, 2018

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 2018 to host the conference in the new Edward St. John Learning and Teaching Center. Attendees will be able to experience diverse learning environments throughout the day. Faculty who have taught in such active learning classrooms during the 2017-2018 school year are particularly encouraged to submit proposals to showcase their teaching strategies. Come present at this year’s ITL Conference and share what makes your teaching fearlessly innovative and effective.

The ALC Revolution: History, Research, and Practice

D. Christopher Brooks

Director of Research for the EDUCAUSE Center for Analysis and Research (ECAR)

Full Biography

Abstract
The lecture has dominated the higher education landscape for centuries. More recently, active learning approaches to teaching and learning have been challenging the lecture’s paradigmatic sway. The increased interest in and evidence for active learning over lecture coupled with the ubiquity of the Internet and the rise of personalized technologies has revolutionized the ways in which we think about formal learning spaces, or active learning classrooms (ALCs). As the evidence of the impact of ALCs on faculty teaching and student learning has grown, many instructors are finding themselves needing to rethink the manner in which they are approaching their courses. The revolutionary character of ALCs will be explored through the lens of history, empirical evidence, and practical advice derived from both research and experience.

Conference Program

Click on program title to view abstract


Session Room Timeslot
Registration, Check-in & Continental Breakfast ESJ 0201 8:45 - 9:30 a.m.
Weclome & Opening Remarks
Deborah Mateik, Director of DIT Learning Technology Design
Dr. Scott Roberts, Director of TLTC Instructional Excellence & Innovation
ESJ 0202 9:30 - 10:30 a.m.
Keynote Presentation
D. Christopher Brooks, Director of Research for the EDUCAUSE Center for Analysis and Research (ECAR)
ESJ 0202 9:30 - 10:30 a.m.
Title & Author Room
Speed Dating to Create Video Quizzes (75-minute workshop)
Ryan Curtis, Psychology Department
ESJ 2212
Using Content and Task-Based Teaching to Address Grammar More Effectively
Heather Mehrtens, Maryland English Institute (MEI)
ESJ 2204
Reshaping Perceptions of Large Lecture Classes
Patricia Alexander, Anish Singh, and Hailey Gibbs, Human Development & Quantitative Methodology Department
ESJ 2208
Do It Yourself With UDOIT: Adventures in Web Accessibility
Carolyn Fink, Counseling, Higher Education and Special Education Department and Sue Johnston, DIT Learning Technology Design
ESJ 2309
Title & Author Room
Developing Fearless Partnerships: Innovative Collaborations to Enhance Teaching and Learning
Lindsey Anderson and Melissa Lucas, Communication Department; Toby Egan and Katlin Meissinger, Do Good Institute
ESJ 2204
Hacking the Final Exam—an Active Approach for Assessing Learning
Pamela Armstrong, Decision, Operations and Information Technologies Department and Sarina Haryanto, R.H. Smith School of Business
ESJ 2208
Caption This! Learn to Make Kaltura Videos Accessible to All
Lauren Neimeyer, DIT Learning Technology Design
ESJ 2309
Edward St. John Room 0201 Timeslot
Executive Boxed Luncheon
ESJ 0201
noon - 12:45 p.m.
Poster Presentations
ESJ 0201
Teaching Students to Recognize Systemic Racism in Archives
Cecelia Vetter, Laura Cleary, and Ashleigh Coren, University of Maryland Libraries
Using Twitter to Assess Campus Climate after a Hate Crime
Bridget L. Higginbotham, School of Public Health; Virginia Byrne, Teaching and Learning, Policy and Leadership Department; and Alice Donlan, Teaching and Learning Transformation Center
Creatively Learning Biological Concepts: It's All in Your Mind
Candace Williams, College of Computer, Mathematical and Natural Sciences and Marcia Shofner, Entomology Department
Research and Evaluation: Teaching Lab Techniques in a FIRE Lab
Liana Kaplan, Catherine Butz, and Malachi Perez, First-year Innovation and Research Experience (FIRE)
Supporting Fearless Teaching Through Online Simulations
Audrey Tetteh, ICONS Project, and Alexis Li
Empowering First Generation Learners Through Library Instruction
Suzy Wilson, University of Maryland Libraries
Mapping Your Syllabus: Communicating Your Course Graphically
Tom Mierzwa, Teaching and Learning Transformation Center
Forget the Textbook: Empowering Students to Become Independent Vocabulary Learners
Heather Mehrtens, Maryland English Institute (MEI)
Creating Learning Opportunities Through UMD Open Catalog
Jessica Sowalsky, Ph.D. and John Burke, Division of Information Technology, Academic Technology and Innovation
Canvas Campus Pack Wiki and Student Public Scholarship
Nora Murphy, Communication Department
Redesigning Classes to Promote Student Learning and Positive Perceptions of Science Through Active Learning
Sara Lombardi, Biology Department
Increasing Student Engagement and Getting Rid of Swag with Clickers
Evan Golub, Computer Science Department
Discover the Design Strategies That Influenced the ESJ Center
Kristen Ambrose, School of Architecture, Planning and Preservation
Peer to Peer Active Learning
Allison Keyes and Darrah Speis, College of Computer, Mathematical and Natural Sciences and Marcia Shofner, Entomology Department
Title & Author Room
Fearless Teaching: A Mid-Semester Evaluation Tool
Alice Donlan and Virginia Byrne, Teaching and Learning Transformation Center
ESJ 2204
Using MS PowerPoint and ResponseWare (Clickers) to Promote Active Learning
Timothy Pilachowski, Mathematics Department
ESJ 2208
Brainstorm Your Way to Creative Assignment Topics!
Karen Lamb, Communications Department
ESJ 2212
Short Writing Assignments: Mix It Up
Heather McHale, Institute of Applied Agriculture
Lightning Round Session
ESJ 2309
Encouraging Student Self-Efficacy in a 50-Minute Class Session
Erin Durham, University of Maryland Libraries
Lightning Round Session
ESJ 2309
Google Docs as Launchpads for Student/Teacher Interaction
Clare Parsons, Professional Writing Program
Lightning Round Session
ESJ 2309
Title & Author Room
Co-Designing and Co-Teaching a Course with Undergraduates
Catherine VanNetta, Jorge Tello-Campozano, Tara Tanasovich, Mason Trippe, and Vanessa Wagener, Terrapin Teachers
ESJ 2204
Improv in Every Classroom: Using Fun Exercises as Teaching Tools (75-minute workshop)
Ed Priola and Larisa Cioaca, Institute of Applied Agriculture
ESJ 2208
Beyond the Lecture: Strategies to Engage Students, Model Professional Skills, and Promote Student Learning
Theresa Nebel Robinson, Teaching and Learning, Policy and Leadership Department
ESJ 2212
Multimodal Communication Made Easy in ELMS
Deborah Mateik, DIT Learning Technology Design
Lightning Round Session
ESJ 2309
No-frills Virtual Whiteboard Technology: How, and What For?
Omer Preminger, Linguistics Department
Lightning Round Session
ESJ 2309
Phil Donahue, Richard Dawson, or Catchbox: Students Giving Answers
Evan Golub, Computer Science Department
Lightning Round Session
ESJ 2309
Title & Author Room
Instructor Behaviors Promote Students' Sense of Belongingness
Junjie Su, R.H. Smith Office of Transformational Learning
ESJ 2204
Activism Assignments: Feminist Perspectives on Teaching With Social Movements
Clara Montague, Cheyenne Stevens, and Cara Snyder, Women's Studies Department
ESJ 2212
Five Years of Flipped: Lessons, Challenges, and the Future
Bill Brantley, A. James Clark Project Management Center for Excellence
ESJ 2309
Session Room Timeslot
Plenary Closing and Thank a Teacher Awards Recognition Ceremony ESJ 0202 3:00 - 3:45 p.m.
Reception (open to University of Maryland community only) ESJ 0201 3:45 - 4:30 p.m.

View All Conference Abstracts

Conference Registration 2018

Registration Now Open

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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