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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.

"Collaborating for Learning will focus on the many ways faculty, students and disciplines collaborate to produce the meaningful learning we strive to foster in our students. The conference will live up to its name, and provide opportunity for learning together in ways that allow us to enhance our practice, grow our research on how students learn, and build our community. It is a collaborative event where faculty, graduate students, post doctoral students, librarians, student services professionals and students are invited to discuss their insights, experiences and related research. Some of the themes for consideration include collaboration inside the classroom, outside the classroom, collaboration among the disciplines and collaboration in inquiry. "

The 13th annual learning conference explores how we can design, assess, and facilitate learning that engages every learner, allowing each student to build their own knowledge and contribute their own strengths to their learning and the learning of their classmates and instructors. Together, we'll explore questions that reach through and beyond content and pedagogical content knowledge, like How can one instructor engage every student in a large class? How do instructors recognize and celebrate their students' diversity without risking microaggressions? What can instructors do before, during, and after class, face-to-face and online, to support each student? How does an instructor create and maintain an environment where every student feels welcome to contribute? What critical pedagogies empower each student's unique voice? What technologies enhance a student's ability to engage and contribute? What are the promising practices in your discipline? Can they be adapted to other disciplines? Keynote address by Dr.Sarah L.Eddy, "End of Lecture?  Active learning increases student achievement".

"Learning analytics (LA) is the collection and analysis of data associated with student learning. The analysis of this data, coming from a variety of sources like the LMS, the library, and the student information system, helps us observe and understand learning behaviors in order to enable appropriate interventions. The reports that an LA application generates can be helpful for instructors (regarding student activities and progress), for students (regarding their progress), and for administrators (regarding course and degree completion data). LA applications help instructors monitor student progress, students evaluate their own performance, and administrators track course and degree completion. Although still emergent, learning analytics is a rapidly expanding area of research and a practice worthy of exploration."

"NEWS 2011 STEMtech Conference Will Start in 33 Days, 03 Hours, 15 Minutes, 30 Seconds. 2011 STEMtech conference program is now available. 8th / August / 2011 2011 STEMtech itinerary builder is now available. 8th / August / 2011 2011 STEMtech participant lookup is now available. 8th / August / 2011 Indianapolis Colts Tailgate Party 20th / July / 2011 Two exciting workshops available at the 2011 STEMtech Conference. 14th / June / 2011 Tentative list of sessions being presented at the 2011 STEMtech is now available. 13th / June / 2011 TIES to coordinate Learn and Earn strand at 2011 STEMtech 11th / March / 2011 Online registration for the 2011 STEMtech is now available. 28th / February / 2011 INFO Follow STEMtech Are you attending? Check in here: Opening Keynote Speaker David Thornburg Founder and Director Thornburg Center Closing Keynote Speaker Jim Brazell Technology Forecaster and Strategist The League for Innovation in the Community College is proud to announce its second annual STEMtech conference, October 2-5, 2011, at Indianapolis' new JW Marriott. Educators, industry leaders, and others will gather to discuss increasing student access into and success in science, technology, engineering, and mathematics (STEM) majors and careers. The 2011 STEMtech conference will also help educators explore the strategic use of information technology to better serve their students, campuses, and communities. Over 400 sessions will cover everything from recruiting and retaining students for STEM-related programs to using information technology to improve organizational and student learning. Tracks for the 2011 STEMtech conference include * Health and Science * Energy, Environment, and Sustainability * Mathematics, Engineering, and Architecture * Manufacturing, Industry, Agriculture, and Aerospace * Technology, Multimedia, and Telecommunication * Recruiting, Retaining, and Transitioning Students Into STEM Programs (NEW) * Tech

"Using Grading Strategies to Understand and Improve Student Learning Workshop October 12-13, 2012 Cambridge, MA Good grading and good teaching go hand in hand. If you haven't taken a fresh look at your assessment strategies recently, it's likely that you're missing some powerful ways to improve your courses and deepen the caliber of learning that takes place in your classroom. The purpose of this exclusive two-day event is to help you create purposeful, meaningful opportunities for students to learn exactly what you want them to learn. This workshop is designed to give you the freedom to think in new and innovative ways about how you teach and how you assess student learning. The dual presenters have prepared a full menu of engaging activities for reflecting deliberately and developing the types of assessments that will improve the learning experience in your courses. In Using Grading Strategies to Understand and Improve Student Learning, a pair of leading experts in classroom assessment will lead you through a concentrated two-day workshop designed to provide you with new tools and insights for redesigning your assessment strategies. At the end of this event, you will understand how and why improving the quality of the assessments you use in your college courses can raise the level of learning in your classroom."

"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).  

The 2016 International Conference on Learning, Teaching, and Student Success (ICLTSS'16), being held November 3-5, 2016 on the campus of Montana State University, is a global gathering of professionals committed to engaging in a broad discussion of "student success." As the conference theme suggests, ICLTSS organizers encourage the view that student success is everyone's business and the journey from kindergarten to career is a path inhabited by a wide variety of community stakeholders.

The Teaching Professor Conference is a place where teachers connect. This conference provides an opportunity to learn effective pedagogical techniques and interact with colleagues committed to teaching and learning excellence. Whether you are a new or experienced faculty member, teaching assistant, adjunct faculty, dean, chair, or provost, you will learn something that helps you expand your teaching and learning efforts. The plenary and conference sessions will renew and energize you … not to mention the nonstop talk about teaching throughout the conference. If you are concerned about the needs of today's college students and want to address them and, at the same time, keep standards high and push students to excel, this is the conference for you. We welcome you to join us in New Orleans, Louisiana, USA., May 31-June 2, 2013 where we'll provide the place and you provide the desire to continue to learn what students need.

We cordially invite you to participate in the 37th Annual POD Conference to be held in Seattle, Washington on October 24-28, 2012. With this year's theme, Pencils & Pixels: 21st Century Practices in Higher Education, we invite an informed exploration of the unprecedented array of technologies, both high-tech and low-tech, in use at institutions of higher learning. New technologies continue to arise, faster than most of us can assimilate. Some are seductive. Others seem to be more trouble to learn than they are worth. Some may seem frivolous, but upon closer examination have exciting applications for teaching, learning, and professional and organizational development. At the same time, many of the very best pedagogical technologies are neither new nor digital. It is probably no coincidence that the growing interest in contemplative practices and "slow teaching" is occurring simultaneously with the current smart phone and social media explosion. How are digital technologies affecting the way students learn? How can we support faculty and students-many of whom wear their smart phones like appendages-in selecting appropriate technologies for the work at hand? When, if ever, is it appropriate to insist that students, faculty, and even organizations disconnect entirely from digital tools and social media? How do high-tech and low-tech pedagogies inform each other? We invite you to share the tools, approaches, and practices that foster excellent teaching, learning, and professional development; strategies and rationale for supporting the technology-resistant to choose and use excellent digital tools; technology-related research findings; and examples of productive disengagement from technology addictions. 

"We cordially invite you to participate in the 36th Annual POD Conference to be held in Atlanta, Georgia on October 26-30, 2011. This year's conference is a collaborative endeavor between POD and the Historically Black Colleges & Universities Faculty Development Network (HBCUFDN). This partnership-enriched by each organization's long-standing traditions and thoughtful, dedicated members-signifies our commitment to diversity and recognizes its central role in faculty, professional, and organizational development. With this year's conference theme-Create * Collaborate * Engage-we both invite and challenge our POD and HBCUFDN colleagues to work side-by-side to create new ideas and ways of thinking, to collaborate innovatively across traditional boundaries, and to engage each other and the broader higher education community in meaningful and sustainable dialogues and activities. The questions we explore may not be new, but they are questions worth reconsidering through a new, composite lens: How can we rethink our organizational structures so we work smarter in tough economic times, meet the needs of a rapidly changing student body, and keep our faculty colleagues up to speed-all without sacrificing those aspects of the academy we hold most dear? How do we create, assess, and disseminate world-class faculty and organizational development programs? How can we foster collaboration at a nationwide level, as well as in our own departments and across professional organizations? How do we best teach, develop, and support the next generation of faculty and faculty developers? How can we help faculty members engage their students and institutions, and, maybe more importantly, how do we engage with the myriad stakeholders who influence and affect the work we do, including students, faculty, administr"

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.

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.

The 2015 National Forum on Active Learning Classrooms (NF-ALC) at the University of Minnesota focuses on advancing practice and research on active learning classroom spaces. The NF-ALC will feature new session formats (see the Submission Guidelines) designed to provide opportunities for participants to demonstrate innovative practices and research that leverage the advantages of technology-enhanced learning spaces and active learning pedagogies. Our expectation is that participants from a wide variety of institutions will attend the NF-ALC to a) examine common issues affecting the effective use of these spaces and chart a path for their resolution; b) share successful practices that have enriched the student and faculty experience in active learning classrooms; and c) build and deepen networks with colleagues in order to advance their campus efforts. The forum is framed by the alignment between the use of new learning spaces and achieving the academic priorities of many universities and colleges, such as increased retention, improved graduation rates, student engagement, emerging technologies, and global learning. Since these priorities are of broad interest to all working in higher education, international participation is most welcome.

"Universities are being asked to engage with the most complex student base in history. Is there a more sustainable model of teaching and research in the age of exponential enrolment growth? What are the opportunities to re-envision the academy of higher learning? This conference seeks to provide a forum for people from both the private and public sectors (including policy makers), post-secondary education sector leaders, senior university leadership (presidents, provosts, VPs, AVPs, directors), faculty, administrative staff, and students to re-imagine tomorrow's universities. Location: Wilfrid Laurier University, Waterloo campus 75 University Ave. W., Waterloo, ON Save the Date: October 20, 2011"

MacEwan University, the Students' Association of MacEwan University and the University of Alberta are teaming up to host a symposium on academic integrity on October 17-18, 2014 for instructors, students, and administrators.Topics discussed at the symposium will include teaching for academic integrity, use of "plagiarism detection" software, and brainstorming sessions on how all members of an academic community can contribute to a culture of academic integrity.James M. Lang, author of Cheating Lessons: Learning from Academic Dishonesty, will be the keynote speaker. More information can be found at http://www.academicintegrity.ca/

The Centers for Teaching & Technology will host the 8th annual "The SoTL Commons" conference in Savannah, Georgia. The conference brings together people engaging in Scholarship of Teaching and Learning (SoTL) and research that helps improve student learning outcomes in higher education. The conference epitomizes that college teaching is intellectual work that is enhanced both by disciplinary scholarship and the scholarship on teaching the disciplines (SoTL) that is enhanced by both disciplinary scholarship and the scholarship of teaching and learning. The SoTL Commons Conference is a catalyst for learning, conversations and collaborations about SoTL as a key, evidence-based way to improve student learning.

The role of the educator is key to fostering learning experiences that support and sustain the development of lifelong learners and leaders in our society. At the 2015 STLHE conference, Achieving Harmony: Tuning into Practice, we will investigate the diversity of issues converging in higher education while acknowledging that the dissonance we can encounter in our work as educators is an opportunity to create transformative learning experiences for us and our students. We invite our higher education colleagues to Canada's West Coast to share their experiences and engage in scholarly inquiry into student learning to enable us to "fine-tune" our practice as educators, educational developers and educational leaders.

A unique one-year Staff and Educational Development Association (SEDA) accredited, non-degree certificate program, inquire is designed for graduate students and instructors looking to engage in the scholarship of teaching and learning (SoTL). The inquire certificate includes face-to-face sessions and online course delivery, providing participants studying from a distance with the flexibility to conduct their own disciplinary studies while simultaneously enhancing their abilities in the scholarship of teaching and learning. A blended learning, inquiry-based program, the inquire certificate can be achieved by completing the following three successive courses: Foundations and Frameworks in the Scholarship of Teaching and Learning Conducting the Scholarship of Teaching and Learning Communicating Findings in the Scholarship of Teaching and Learning Program participants can expect to ethically and collaboratively identify, investigate, and answer a question related to teaching and learning. The inquire non-degree program certificate will use an inquiry-based learning approach to enable students to develop and apply pedagogical knowledge and skills by collaboratively researching a self-identified question related to teaching and learning. Two mandatory face-to-face sessions occur throughout the certificate. The first face-to-face session is a four-day Action Institute running at the beginning of the first course (May 5-8, 2015). The second face-to-face session occurs at the end of the certificate during the 2016 Teaching and Learning Innovations Conference at the University of Guelph. All other components of the certificate will be offered online.

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.