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The 5th Annual Winter Conference

​The TLC Responds to Barbara Oakley
Friday, January 30
​8:45 a.m. - 4:00 p.m.
Terrace Rooms, Bovee U.C


Schedule

Registration & Refreshments - 8:45 a.m.

Welcome & Keynote Presentation - 9:15 - 10:45 a.m.
  • ​CONFERENCE WELCOME: Marcy Taylor (ENG)
  • KEYNOTE: Alan Jackson (PHY): “Active Learning and Cooperative Groups in Introductory Physics: Reflections on a First Semester”

Concurrent Sessions - Morning
Two sessions during each time period.

11:00 a.m. to 12:15 p.m.
  • Tracy Collins (ENG) and Merlyn Mowrey (PHL/REL): “Flip the Switch from Passive to Active Learning in Lecture Classes”
  • ​Jim McDonald (TEPD): “Using Formative Assessment to Improve Student Engagement and Performance”

Lunch Break - 12:15 to 1:15 p.m.

Concurrent Sessions - Afternoon
Two sessions during each time period.​

1:15 to 2:30 p.m.
  • Lynn Sweeney (PSY): “Brain Science and ‘Grit’: A Toolkit for Academic Motivation and Success”
  • Jeremy Bond (MGR/LMS Instructional Support): “Learning Improves with Frequent Testing: Use Bb to Create Motivating, Low-Stakes Quizzes”

2:45 to 4:00 p.m.
  • Joshua Smith (PHL/REL): “Learn Out Loud: Teach QR by ‘Mixing Up’ the Conversation”
  • Jim Felton (FIN) and Ken Sanney (ENT): “Immediate Feedback Assessment Technique (IFAT): Using Interactive Testing to Improve Learning”​​

About the TLC

The Teaching and Learning Collective (TLC) is a grass-roots faculty initiative to improve students’ academic achievement by improving their higher-order thinking skills.​


Sponsors

The 2015 TLC Winter Conference is co-sponsored by the College of Humanities, Social and Behavioral Sciences (CHSBS) and the Faculty Center for Innovative Teaching (FaCIT).​​


​​Video of TLC 2015 Winter Conference​




 
​TLC Workshop: Research on Texting, Attention and Learning
Friday, March 20
3:30 to 5:00 p.m.
Anspach 165

English faculty member Allegra Blake presents "'I am Burying Three Bodies in Your Backyard, OK?': Texting's Effect on Class Attentiveness, Retention of Material, and Morale." 

When I would notice a distracting number of students texting in class while I was lecturing, I would often end a point with “I am burying three bodies in your backyard . . .[pause] Is that okay with you?” and then note how many students shake their heads in affirmation or verbally respond “OK.”  It was often a staggering number in a small class.  

This interactive session explored the research on attention studies and offered some of the recent self-reported data gleaned from Dr. Blake's seven years of doing an assignment that requires students to “unplug” for a week. This research reinforces TLC speaker Barbara Oakley’s research on how the brain learns. The session included a discussion of how students and faculty could enter a dialogue on texting, given that over 50 percent of students report being distracted by another person texting in class, distracted to the point they claim it interferes with their ability to retain material and participate fully in class.  Students report that they actually don’t like classes where texting is allowed because of the distraction, but yet they admit they often text in class themselves.  They, in essence, are asking to be saved from themselves (and the bodies in their backyard). 


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