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 Edward St. John Center for Learning and Teaching. Attendees will be able to experience diverse learning environments throughout the day. Faculty who have taught in such active learning classrooms during the 2018-2019 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.

Conference Program

Click on program title to view abstract


Session Room Timeslot
Registration Check-in & Continental Breakfast ESJ 0201 & Lounge 8:30-9:45 a.m.
Weclome & Opening Remarks
Deborah Mateik, Director of DIT Learning Technology Design
Dr. Scott Roberts, Executive Director of TLTC Instructional Excellence & Innovation
ESJ 0202 8:45-9:00 a.m.
Keynote Presentation
Announcement coming!
ESJ 0202 9:00-9:45 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, Teaching and Learning Transformation Center
ESJ 2208
Where Are They? Assessing Students at the Classroom Level
Melissa Meyers, Maryland Fire & Rescue Institute
ESJ 2309
Foster a Brave Space in Your Online Learning Environment Workshop
Virginia Byrne and Louisa Nkrumah, Teaching and Learning Transformation Center
ESJ 2212
Title & Author Room
How Instructors AMPlify Their Undergraduate Teaching and Learning Assistant Collaborations
Alexis Williams, Teaching and Learning Transformation Center
ESJ 2204
Getting Real: Assignments That Make Course Content Come to Life
Kathleen Mogelgaard, University Honors
ESJ 2208
Effective and Efficient Teaching, a Primer for Graduate Students (panel)
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
ESJ 2309
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
Fixer Upper: Renovate Your ELMS Course with Instructional Designers
Sue Johnston, Mary Kot, Lauren Neimeyer, and Jun Yang, DIT Learning Technology Design
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
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
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 Programs
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, 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
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)
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
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
Removing Barriers to Learning Workshop (continued) ESJ 2309
Fostering Creativity and Critical Thinking with Digital Projects (continued) ESJ 2212
Session
Closing and Thank a Teaching Awards Recognition Ceremony
Dr. Scott Roberts, Executive Director of Teaching and Learning Transformation Center
Reception (open only to University of Maryland community who registered to attend)

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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