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This Institute gives instructional faculty an intensive experience in teaching and learning to support deep learning in post-secondary students. The institute is developed around core teaching strategies from planning for deep learning experiences, connecting learning objectives to rich assessment and evaluation methods, building in active learning activities into the class, obtaining feedback and formative assessment from students to planning a lesson and incorporating reflective practice into being a professional educator.

Discover the many ways that technology in the classroom can breathe new life into your lessons when you register for the Teaching with Technology Conference from Magna Publications. Whether you teach online, face-to-face, or both, you'll obtain proven ways to enhance everyday teaching and learning as well as engage deeply with your students and elevate their academic achievement. Over the course of two-and-a-half days, you'll interact with faculty, instructional designers, faculty developers, and higher education professionals from around the globe who are committed to advancing pedagogical goals with the aid of technology.

The Teaching Professor Technology Conference will examine the technologies that are changing the way teachers teach and students learn while giving special emphasis to the pedagogically effective ways you can harness these new technologies in your courses and on your campus. The three-day conference will bring together faculty, instructional designers, faculty developers, educational technology leaders, and other higher education professionals interested in learning more about how technology is altering the learning environment.

This International Summer Institute is one of the first to be held on the topic of 'students as partners in learning and teaching in higher education'. It has several key features which make it distinctive: Key features The overall aim of the International Summer Institute is to build the capacity and understanding of faculty, staff and students to develop, design and implement initiatives to promote the practice of students as partners in learning and teaching in higher education. Faculty, staff and students in higher education are invited to come to McMaster University, about 45 minutes south of Toronto International Airport, for two, three or four days from 2-5 May 2016. Faculty and staff are encouraged where possible to bring a student with them, or students should bring a member of faculty/staff with them, to participate in either one or two consecutive two day highly interactive workshops. Alternatively teams of 4-6 faculty/staff and students (at least two of each) from an institution may apply to join a three day 'Change Institute' where they will be supported to plan the implementation of a Students as Partners initiative. Inter-institutional teams are also welcome. The Summer Institute will be facilitated by highly experienced faculty, staff and students including Peter Felten (Elon, US), Mick Healey (Healey HE Consultants, UK), Beth Marquis (McMaster, Canada) and Kelly Matthews (Queensland, Australia) The McMaster International Summer Institute has students threaded throughout every aspect of the work - from the planning to the facilitating to the participating teams.

The Center for Teaching, Learning, and Scholarship (CTLS) will host the 6th annual "The SoTL Commons" conference in Savannah, Georgia. The conference brings together people engaging in SoTL and anyone wanting to improve student learning outcomes in higher education today. The conference epitomizes that college teaching is intellectual work that is enhanced both by disciplinary scholarship and the scholarship on teaching the disciplines (SoTL). The SoTL Commons Conference is a catalyst for learning, conversations and collaborations about SoTL as a key, evidence-based way to improve student learning.

In distance education, keeping up means staying far ahead. At the Distance Teaching & Learning Conference you will discover innovative ways to teach and support online learners. Choose from more than 140 sessions to build the skills you need and learn best strategies, practices, and solutions. Connect with experts in online education and engage with eLearning colleagues from around the world.

In exploring the conceptions of our profession and how institutional directions shape our practice in diverse landscapes, we invite you to explore the following questions: How do the strategic priorities of our institutions shape our approach to educational development? What are our roles in shaping institutional priorities? What should they be? How do we position ourselves in our institutions to influence strategic decision-making about teaching and learning? On the spectrum of responsibilities from meeting the learning needs of individual teachers to facilitating institutional change, how do we reconcile the tensions that the expanding roles of educational development specialists can create? As institutional directions move to a greater focus on assessment of teaching performance, institutional accountability, e-learning and m-learning, how are the roles of educational developers, instructional designers, and curriculum specialists changing? To what degree to we want to harness these trends to shape how our profession is conceptualized?

The International Lilly Conference on College Teaching is one of the nation's most renowned conferences presenting the scholarship of teaching and learning. For over thirty years, teacher-scholars from across the U.S. and internationally have gathered annually the weekend before Thanksgiving to share innovative pedagogies and discuss questions, challenges, and insights about teaching and learning.

A Three-day institute based on Ken Bain's award-winning and best selling book What the Best College Teachers Do* (Harvard University Press, 2004) and James Lang's highly lauded instant classic Small Teaching (Jossey-Bass, 2016). This year's program will also feature Eric Mazur, Harvard Physics Professor who won the prestigious Minerva Prize for his contributions to teaching and learning, Mindy Maris, a brilliant new contributor to the international dialogue on teaching and learning, and ideas from Ken Bain's book What the Best College Students Do* (Harvard University Press, 2012).

"Research on Teaching and Learning: Integrating Practices December 7-8, 2011 McMaster University || Hamilton, ON This annual conference is an opportunity for individuals interested in scholarship pertaining to post-secondary teaching and learning to connect across disciplines and institutions, and to exchange ideas and research findings. This conference will appeal to educators interested in sharing and discovering the latest research on teaching and learning in higher education We look forward to meeting you on December 7th - 8th 2011."

In 2015, join us in Vancouver, BC, as Simon Fraser University and the University of British Columbia host the 35th Annual Society for Teaching and Learning in Higher Education (STLHE) 2015 Conference on June 16 - 19, 2015 at the Westin Bayshore hotel. The conference will encourage and facilitate the improvement of teaching and learning in post-secondary education in Canada. We invite our colleagues to Canada's West Coast to dialogue about their experiences and engage in scholarly inquiry into student learning to enable us to "fine-tune" our practice as educators and educational leaders. Tune in to the beauty, enjoyment and activities Vancouver has to offer. Join us in "Achieving Harmony: Tuning into Practice".

The inquire Certificate is a non-degree certificate program that has been developed for you to enhance your ability and competency in the scholarship of teaching and learning (SoTL). With attention to the authentic experience of conducting SoTL, the inquire Certificate is designed to be collaborative and inquiry based.  Upon successful completion of the program, you can expect to leave with the following: Non-degree program certificate in The Scholarship of Teaching and Learning, offered by Open Learning and Educational Support (OpenEd) at the University of Guelph Named award in Enhancing Research Practice, accredited by the Staff and Educational Development Association (SEDA) Peer-reviewed conference presentation

The 2014 Teaching Professor Technology Conference will examine the technologies that are changing the way teachers teach and learners learn while giving special emphasis to the pedagogically effective ways you can harness these new technologies in your courses and on your campus. The three-day conference will bring together faculty, instructional designers, faculty developers, educational technology leaders, and other higher education professionals interested in learning more about how technology is altering the learning environment. - See more at: http://www.facultyfocus.com/conferences/tech-conference/?ET=facultyfocus:e48:348655a:&st=email&campaign=FF140609#sthash.1RdPKUZK.dpuf

The ET4Online Symposium offers you an opportunity to study best practices, understand applications, discover new technologies, and connect to others who share a love for and belief in the promise of educational technology. In 2012 the symposium developed a new mission statement designed to emphasize the innovation and invention that is the focus of the conference: A conference devoted to the emerging and innovative uses of technology designed to improve teaching and learning online. Tracks for this year's conference include Learning Spaces and Communities, Open and Accessible Learning, Evidence-based Learning, Faculty and Student Development, and Innovative Media and Tools. Woven into the conference program and offered within the structure of the tracks will be special emerging technologies, future academics, sandbox, leadership, and STEM sessions. We are also building upon the unconference experience from 2012 to offer again an unconference showcasing innovation and hot topics in 2013.

"Emergent Dialogues in Assessment"   In the last decade, the higher education sector has been confronted with increasing skepticism about its effectiveness and quality from government agencies and employers, as well as from prospective students and their families. In the face of such criticism, higher education's response has been very weak, as illustrated by the inclusion of assertions that these skeptics should trust us; the production of weak and misleading reports on institutional quality; and accreditation-based assertions of quality based on criteria that miss the point of the skeptics' criticism. While we assert quality in many ways, we rarely do it in a way that answers the central, critical question these skeptics want answered: will graduates be able to function and succeed in the world after graduation?  Colleges and universities can no longer avoid answering that question, nor can they try to answer it with surrogate measures.   The demand answers that are both rigorous and practical is being exacerbated by fundamental changes in student demographics and the way higher education institutions "do business."  Growing adult/returning student populations, more diverse student bodies with more diverse needs, and an increasingly challenging economic environment  will force higher education to be more flexible and accountable, but with fewer resources. In this environment assessment practitioners can play a major role in evaluating and developing response strategies like translating learning into credit (e.g. prior learning assessment), "direct assessment programs" ( e.g. competency-based education), and emergent learning environments (e.g. adaptive learning).  

This conference, to be held in Hamilton, Ontario, Canada on October 24-27, 2012, will contribute to enhancing teaching and learning by creating a context for conversation and exchange between teaching and learning scholars from a range of disciplines, institutions and countries.  You will be provided with the opportunity to develop the tools necessary to integrate classroom research and classrooms practices in order to make teaching more evidence-informed. 

The three-day conference will bring together faculty, instructional designers, faculty developers, educational technology leaders, and other higher education professionals interested in learning more about how technology is altering the learning environment. The Teaching Professor Technology Conference will include sessions on: Blended or Flipped Courses Online Learning Technology in Face-to-Face Courses Social Media, Mobile Learning, and Apps

Designing Student-Centered Learning Experiences is a weeklong interactive workshop for faculty teams engaged in a curricular change effort at their own institution. Through participatory workshops, immersive design exercises, and presentations from experts, teams of faculty learn about, experience, and practice effective, engaging teaching approaches for new and meaningful STEM curricula. Through the Summer Institute experience, we aim to create a learning environment for participants that Embraces creativity, prototyping, iterating, and dreaming big, Introduces a set of tools, concepts, and language about student-centered experience design, Promotes exploration of participants' contexts in new ways and provides insight into what we do here at Olin, and Builds community among educational change agents.

The mission of Global Learn conferences and events is to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. 28 Global Learn serves as a means to connect and engage creative educators, researchers, consultants, training managers, curriculum developers, and others in the topics and fields in which they are passionate about.

Welcome to the 10th annual conference of the International Society for the Scholarship of Teaching and Learning. The conference will be in Raleigh, North Carolina, on October 2 - 5, 2013, hosted by Elon University's Center for Engaged Learning. In higher education around the world, inquiry into student learning is moving from isolated practice to systematic research, from peripheral projects to institutional integration, from the margins of disciplines and campuses toward a central position in the academy. This conference will focus on these and other transitions in scholarly teaching and the scholarship of teaching and learning.