Tuesday, January 17, 2012
Sponsored by the UVa Teaching Resource Center

All sessions will be in Monroe Hall.

8:30 – 9:00      CHECK-IN AND ON-SITE REGISTRATION
Monroe Hall Lobby

9:00 – 9:30    PLENARY SESSION
Monroe Hall, Room 130

Educational Goals of Diversity
J. Milton Adams, Vice Provost for Academic Programs; Professor, Biomedical Engineering

In this interactive plenary we will address this question: How can we accomplish the espoused learning goals of a diverse student body?

9:40 – 11:00  CONCURRENT SESSIONS

Creating and Sustaining Engaging Classrooms
Matthew L. Ouellett, Associate Director, Center for Teaching and Faculty Development, University of Massachusetts Amherst
Monroe Hall, Room 124

Why should we be concerned about creating and sustaining engaging classrooms? What are some of the most typical barriers to success for undergraduate students, especially for women and people of color? Based on recent research and best practices, how do we identify and implement responses to addressing such barriers? This session addresses how to develop and sustain learner centered classrooms in all disciplines and explores how such efforts benefit all students. Research and examples from science, social science and humanities courses will be examined. By the end of this interactive workshop, we will identify a set of research-driven, practical strategies useful in a range of courses.

Close Reading in a Digital Age        
Panelists:
     Stephen Arata, Associate Chair & Associate Professor, English
     Anastasia Dakouri-Hild, Visiting Assistant Professor, Art History
     Robyn Kondrad, Graduate Instructor, Psychology
Moderator:
     Deandra Little, Associate Professor and Assistant Director, TRC/English
Monroe Hall, Room 116

In "Reading in a Digital Age," (The American Scholar, Spring 2010), Sven Birkerts argues not only that "the novel and the Internet are opposites" but that the latter "both undermines the former and makes it more necessary." Birkerts' concern for the fate of the novel is more broadly a concern for the fate of the kind of concentration and reflection such works require. The tension between the deep attention necessary for close reading and the hyper attention reinforced by the Internet is relevant to those of us from many fields, and perhaps "more necessary" for us to consider today. In this session you're invited to engage with panelists from the Humanities and Social Sciences as they explore this tension, and discuss ways they have used technology (including the Internet) as a tool for learning how to pay close attention to a visual or written text. They will offer high and low-tech examples aligned with particular teaching goals that reinforce concentration and reflection.

"Because Wisdom Can't be Told"*: Exploring Contemplative Practices for Learning        
Panelists:
     John Alexander, Associate Director, SHANTI (Science, Humanities, and Arts Network of Technological
          Initiatives)
     Marga Odahowski, Director of Studies for the International Residential College (IRC)
     Elizabeth Powell, Assistant Professor, Darden School of Business
     Allison Pugh, Assistant Professor, Sociology
Moderator:
     Dorothe Bach, Associate Professor and Assistant Director, TRC/ German
Monroe Hall, Room 134

This panel discussion invites faculty and graduate instructors from all disciplines to explore the benefits and challenges of contemplation in teaching and learning. Research suggests that "contemplative pedagogy"—the integration of reflective or meditative practices into higher education— can boost concentration, and improve cognitive and academic performance. Studies also show that this integrative approach increases capacities such as self-awareness, creativity, empathy, compassion, and interpersonal skills. This session will particularly appeal to instructors committed not only to transferring knowledge but to assisting students in their search for meaning and purpose, in attaining greater equanimity, and in fostering mindful relationships with themselves and the surrounding world.

*Seventy years ago, Harvard professor Charles Gragg used this title in an essay that cast a critical eye on traditional educational methods.

11:00 - 11:15   Refreshment Break, Monroe Hall Lobby

11:15 – 12:30  CONCURRENT SESSIONS

Visions for Engaging Students in STEM Disciplines
Panelists:
     Archie Homes, Professor, Electrical & Computer Engineering, SEAS
     Jeff Holt, Professor, Statistics/Mathematics
     Michael Palmer, Associate Professor and Assistant Director, TRC/Chemistry
     Deborah Roach, Associate Professor, Biology
Monroe Hall, Room 134

A recent New York Times article, "Why Science Majors Change Their Minds (It's Just So Darn Hard)" cites studies showing that roughly 60 percent of STEM and pre-medical students "end up switching to other subjects or failing to get any degree"-twice the combined attrition rate of all other majors. "The National Science Board, a public advisory body, warned in the mid-1980s that students were losing sight of why they wanted to be scientists and engineers in the first place. Research confirmed in the 1990s that students learn more by grappling with open-ended problems, like creating a computer game or designing an alternative energy system, than listening to lectures." (NYT, Nov. 4, 2011) This panel explores the current national conversation about STEM education. Experienced UVa faculty will share ideas and address questions such as these: What is our vision for an engaging STEM education? How can we help students remain enthusiastic about their goal of becoming scientists and engineers? What type of teaching and learning will encourage students in introductory courses and keep them engaged throughout their course of studies?

The Art of Listening: A Powerful Teaching Technique
Edith "Winx" Lawrence, Professor, Clinical & School Psychology, Curry School of Education; Director, Young Women Leaders Program
Monroe Hall, Room 124

While we hope students have developed listening skills good enough to take in the gems we share in class, a teacher's listening skills are just as important to good teaching in any discipline. Borrowing from research on relationship conflict, this workshop will focus on what interferes with good listening, why it's an important teaching skill, and some simple ways to improve.

How to Use Powerpoint without Powerpoint Using You
Barry T. Hinton, Professor, Cell Biology
Monroe Hall, Room 116

Slideware such as Powerpoint and Keynote can be used with imagination, creativity and innovation to keep your audience – whether students or colleagues – fully engaged. But how? In this session we will examine ways to improve the design of your slides in order to tell a story that promotes learning and engagement. In addition, we will discuss the virtues and vices of presentation software: When is slideware appropriate for your presentation and when does it promote "Death by Powerpoint"? Come prepared to be an active participant in the discussions.

12:45 – 1:45  LUNCH DISCUSSION
Pick up a boxed lunch in the lobby and join student panelists for this working lunch discussion.

What Promotes Engaged Learning? Students' Perspectives
Student Panelists:
     TBA
Monroe Hall, Room 124

What helps our students learn deeply, for the long term? Students from a variety of UVa schools and disciplines share their thoughts about what types of activities, class atmospheres, technologies, and experiences best engage them and reduce distractions. Faculty and graduate student participants have a chance to discuss their ideas and ask questions. This panel responds to one of the challenges to teaching and learning raised by University Academy of Teaching members at their October retreat.