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Wednesday, March 11, 2009
“Communities, Voices, and Portals of Engagement” Kathy Takayama
What are the portals through which we uncover new perspectives, new approaches and new audiences for sharing our scholarship? The scholarship of teaching and learning creates opportunities for the emergence of new communities of practice across disciplines. Specific “portals of engagement” invite new partnerships for engagement, along with the emergence of “hybrid pedagogies” that evolve from Schulman’s (2005) signature pedagogies. How effective are these hybrids? What are the common elements that catalyze learning during the process of engagement? This keynote will explore these portals and their role in fostering scholarship across disciplinary and cultural pedagogies.
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Kathy Takayama
Associate Director for the Life & Physical Sciences
The Harriet W. Sheridan Center for Teaching &
Learning
Adjunct Associate Professor of Molecular Biology,
Cell Biology and Biochemistry
Brown University
Kathy_Takayama@brown.edu |
Thursday, March 12, 2009
“Evidence-Based Teaching & Learning”
Laurie Richlin
“Practicing doctors and teachers are applied professionals, practical people making interventions in the lives of their clients in order to promote worthwhile ends – health or learning. Doctors and teachers are similar in that they make decisions involving complex judgments. Many doctors draw upon research about the effects of their practice to inform and improve their decisions; most teachers do not, and this is a difference” (Hargreaves 1997, p. 200). This keynote presentation will discuss 1) how instructors do or do not use evidence, 2) how instructors contribute to the knowledge base about effective teaching, and 3) the process of teaching and learning with evidence.
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Laurie Richlin
Director of Faculty Development and a professor of medical education at Charles Drew University of Medicine and Health Science in Los Angeles, California.
Director, Lily Conference on College & University
Teaching-West
Executive Editor, Journal on Excellence in College
Teaching
President, International Alliance of Teacher Scholars
laurierichlin@cdewu.edu |
Friday, March 13, 2009
“SoTL 2.0: Can We Integrate Faculty Inquiry with Social Learning?“
Understanding the scholarship of teaching and learning as a 21st-century scholarship involves more than merely thinking about how new digital tools advance this work. We need to re-imagine the scholarship of teaching and learning beyond a paradigm of individual scholarship in ways that fully comprehend the possibilities of social and participatory learning, especially in so-called Web 2.0 environments. This presentation will look at some of the key issues at stake in making this shift, including different models for building out a "middle space" between individual classroom improvement and publishing in journals. Along the way, we'll have to reconsider how we represent pedagogical knowledge and expertise, how we foster and recognize collaborative inquiry, and how we move knowledge between the local and the cosmopolitan.
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Randy Bass
Associate Professor, Department of English
Assistant Provost, Teaching and Learning Initiatives
Executive Director, Center for New Designs in Learning & Scholarship
Director, Visible Knowledge Project
Georgetown University
bassr@georgetown.edu |
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