Speakers

Keynote: Dr. Jeff Borden

Dr. Borden is currently the Vice Provost of Learning Experience at National University, a Professor of Communication and Education, a Davis Scholar in Residence awarded by the Akilah Institute, and a speaker / consultant / leader across higher education. As a former Chief Innovation Officer, Academic Research Director (“Think Tank”), and lifelong advocate for effective eLearning, Jeff has spoken to educators at every level, from professors to politicians to presidents to principals, in 38 countries and 49 of 50 U.S. states. A passionate teaching and learning expert, Dr. Borden is generating and communicating the best possible ideas, strategies, and philosophies to transform learning at scale. Through award winning "learning ecosystem" creation, brain-based education strategies, large scale alternate reality games for education, and other creative endeavors, Dr. Borden has implemented effective learning techniques for thousands. Having written academic anthology chapters, academic journal articles, editorials, blogs, and given interviews for dozens of academic and popular media, as well as having presented to more than 5,000 audiences in 20 years, Dr. Borden will provide practical, researched, intentional strategies for changing learning.

Keynote Title: Tried and True Teaching Techniques

Over time, educators have written eloquent, persuasive messages about the unquantifiable number of potentially effective teaching practices. Some practitioners report that good teaching is more about subjective style than it is about objective methods.

But we know better. Learning science, peppered with findings from neuroscience, cognitive psychology, and education technology have shown us that many promoted practices are bad for learning and bad for students. From class lectures to studying by highlighting text, we know more about learning at scale than ever before. Learning style theories are myth, but teaching every student individually is not tenable either. So, what are practitioners to do?

Join Dr. Jeff Borden, a seasoned presenter, professor, and administrator to cut through the noise and look at researched, validated methods for teaching that lead to meaningful learning across student populations. Come and hear some of the activities that must go away while replacing them with things that will see students thrive.

Session Abstract: Tried and True Teaching: Techniques for Lasting Learning (Afternoon session)

Description

From “How People Learn” (1 & 2) to “How Learning Happens” to “Make It Stick” to “Mindset” to “The End of Average”, we know that there are practices and methodologies that work in almost every classroom. This session will unpack the chaff from the wheat, helping classroom leaders tie instruction to learning and ensuring efficacy, regardless of discipline.

This session will see participants do, show, tell, review, and ask as practices are tied to the whole learner. Instructors will experience the power of teaching assets that tie directly to cognition, affection, and conation while also promoting interactivity that sees students learn through teaching, through assessment, and through connection.

Featured Presenters:

 

Dr. Sherri Restauri

Sherri is an Associated Faculty with the Psychology Department at Coastal Carolina University, and specializes in teaching upper division level classes in lifespan psychology, such as Child Development, Adolescent Development, and Gerontology. Sherri has served in academia within the field of online learning for over 20 years in the role of instructional designer, LMS administrator, faculty, and over the last decade plus as a university-level administrator, having recently transitioned into faculty-only role. In addition to her work with Coastal, Sherri also serves the MERLOT organization as the Editor of the Professional Coaching board, as well as Associate Editor for the Psychology MERLOT board. She serves as the Associate Editor for the Journal of Educators Online (JEO), and enjoys volunteer work with the Alzheimer's Association. Her current research focuses on methods for improving student success in the academic environment, to include all modalities of learning (online, face-to-face, hybrid, flipped, etc.) and inclusive design and tools. She also enjoys consulting for a number of organizations to support the development of online learning initiatives. Sherri is the recipient of the 2021 OLC Gomory-Mayadas Leadership Award in Online Education.

Session Abstract: Inclusive Teaching: Foundations, Facts, & Figures (Morning Session)

Description

This session discusses areas of inclusive teaching best practices, through a lens of faculty, administration, instructional designer, as well as disability advocate. Through investigating important emerging research as well as predictive trends in education coming in the next 50-100 years, designing for all learners across variables of education, gender, socioeconomic status, disability, ethnicity, or numerous other personalized variables will be shared with attendees, with recommendations on

inclusive practices to incorporate into both designing as well as facilitating course offerings for students.

This presentation provides attendees with helpful take-aways and resources to utilize within their own courses. This is Part I of a two-part workshop during this conference. Attendees may attend either session independent of one another, as desired.

Session Abstract: Inclusive Teaching: Deep Dive into Applied Inclusive Design & Teaching Methods (Afternoon Session)

Description

Inclusive design of courses starts far ahead of Day 1 of the new term-indeed, course design should begin at the learning objective level, and flow through each stage of development as well as administration. From course material selection to represent diverse voices, to student collaborative work with intra-institutional colleagues and classmates, to Build-Your-Own learning and assessment techniques such as Choice Boards, applied inclusive design principles fully utilize deep elements of psychology, sociology, disability studies, and more to build and facilitate coursework for all learners. Ready to learn how to infuse your courses and curriculum with inclusive learning practices that not only honor each student’s background, but allows them to extend and grow with collaborations with others? This workshop is for you. All participants will receive helpful take-aways and resources to utilize within their own courses.

This is Part II of a two-part workshop during this conference. Attendees may attend either session independent of one another, as desired.

Dr. Julaine Fowlin

Julaine Fowlin, PhD is the Executive Director of the Office of Instructional Technology and Faculty Resources (ITFR) at MUSC. Before joining MUSC she was the Assistant Director for Instructional Design at Vanderbilt University where she supported the design of courses for online, blended, and in-person contexts and led several faculty development initiatives. Prior to serving Vanderbilt University, she was the Director of Faculty Development at Auburn University Harrison College of Pharmacy (AUHCOP), designing and implementing a strategic integrated professional development plan for the school. At AUHCOP, she also served as the Assistant Director of Curriculum Development and Implementation where she led the design, implementation, and evaluation of an integrated competency-based Doctor of Pharmacy curriculum. She has more than fifteen years of experience in instructional design and technology, helping design and launch online and blended courses at Auburn University, Virginia Tech, Holy Names University, and the University of the West Indies. She is committed and passionate about optimizing institutional outcomes through strategic learning and development and change management initiatives, emphasizing the importance of addressing the affective domain and fostering equity and inclusion. She adopts a systems-thinking approach to educational development, and her motto is, “yes, we can, and together we will.”

Session Abstract: Overcoming the “Busywork” Dilemma (Morning Session)

The busywork dilemma is where students perceive that assigned learning activities or assessments are not meaningfully contributing to their learning. This can be very frustrating to instructors as they put a lot of effort and time into the design and implementation of these activities. While students’ reasons for calling intentional learning activities busywork vary, and some are embedded in misconceptions of learning, there are a couple of common pitfalls to avoid. Learn about these pitfalls and practical ways to allow learners to see the relevance of learning and assessment activities explicitly.

Faculty Education Innovation Display

The projects of the MUSC Faculty Education Innovation Program will be on display throughout the day in the Bioengineering Lobby. At 12:45pm, the faculty will introduce their projects and be available to answer questions about their innovative work at MUSC. Attendees are encouraged to meet the faculty and ask questions about their education interventions and programs.

Education Innovation Faculty Members: 

• Christine Andresen, MLS, MSIT – Associate Professor, Academic Affairs Faculty
• Joe Blumer, PhD; – Associate Professor, College of Medicine
• Katherine Chike-Harris, DNP, APRN, CPNP-PC, FNP-BC, CNE – Assistant Professor, College of Nursing
• Laura Kasman, PhD – Associate Professor, College of Medicine
• Eddie Kilb, MD – Assistant Professor, College of Medicine
• Tammy Loucks, DrPh, MPH – Associate Professor, College of Graduate Studies
• Fabio Rizzante, PhD, DDS, MSc, MBA – Associate Professor, College of Dental Medicine
• Aalap Shah, MD – Assistant Professor, College of Medicine
• Gretchen Seif, DPT, PT, MHS, OCS, FAAOMPT – Professor, College of Health Professions
• Chris Stem, MD – Assistant Professor, College of Medicine
• Dawn Terzulli, DNP, RN, PCCN – Instructor, College of Nursing
• Jennifer Wisniewski, PharmD, BCPS – Assistant Professor, College of Pharmacy